THESIS A CONTRASTIVE STUDY OF TAG QUESTIONS IN ENGLISH WITH THEIR VIETNAMESE EQUIVALENTS NGHIÊN CỨU ĐỐI CHIẾU CÂU HỎI ĐUÔI TRONG TIẾNG ANH VỚI NHỮNG TƯƠNG ĐƯƠNG TRONG TIẾNG VIỆT N
INTRODUCTION
Aims of the research
This study investigates the syntactic and semantic features of tag questions in English and their Vietnamese equivalents By comparing tag questions in both languages, the research aims to identify their similarities and differences Ultimately, the study seeks to equip Vietnamese learners of English with foundational knowledge about tag questions, enhancing their understanding and practical use in everyday conversations, as well as in teaching and learning English effectively.
Objectives of the research
With a view to achieving the above - mentioned aims, some specific objectives have been put forward as follows:
1 To find out the semantic and syntactic features of tag questions in English
2 To find out the similarities and differences of tag questions in English and Vietnamese
3 To suggest some implications for teaching, learning tag questions in English.
Scope of the research
Recent studies have increasingly focused on tag questions across various languages This research aims to analyze tag questions in English literature, examining their syntactic and semantic characteristics By highlighting the similarities and differences, this study seeks to facilitate Vietnamese learners of English in mastering tag questions, enabling them to use these structures effectively in everyday communication.
Significance of the research
This study aims to analyze the characteristics of tag questions in English and their Vietnamese counterparts, providing a contrastive analysis The practical application of the findings is intended to enhance communication effectiveness and assist in the teaching and learning of English tag questions.
Structural organization of the thesis
There are five chapters in this research paper
Chapter 1- Introduction- presents a general introduction to the studying rationale, significance of the study, aims and objectives, the scope of the study, research questions, and structural organization of the study
Chapter 2- Literature Review and Theoretical Background- involves some of previous studies Also in this chapter, some definitions and features of tag questions are clarified and mentioned
Chapter 3- Methodology- includes the research design, the research methodology, the description of the tag questions and sample, research procedure including data collection and data analysis, instrument for analysis and the reliability validity of the thesis The study mainly uses the contrastive analysis method to analyze syntactic and semantic features of tag questions
Chapter 4- Findings and Discussion- contrastive analysis is used to find out the similarities and differences of tag questions in English with their Vietnamese equivalents, gives some suggested implications of teaching and learning tag questions in English
Chapter 5- Conclusion- is concerned with summary of the thesis, a brief statement of the findings, the limitation of the study and the recommendation for further research.
LITERATURE REVIEW
Review of previous studies
This section presents relevant previous studies that inform the current research on English and Vietnamese tag questions, highlighting their similarities and differences in form and meaning Numerous studies have explored questions in general, with notable contributions from foreign grammarians like Radolph Quick and Sydney Greenbourn (1973) as well as Vietnamese researchers such as Le Dong (1996) and Cao Xuan Hao (1991) This article will introduce three key studies that provide a foundation for understanding the contrastive analysis of tag questions in both languages.
2000), Nguyen Dang Suu (English questions contrastive to Vietnamese, 2002)
In his 1996 study, Le Dong explored the concept of "true questions" through the lens of semantics and pragmatics He provided a theoretical framework outlining the common characteristics of questions from various perspectives The analysis concentrated on different question types, with particular emphasis on "true questions." As a result, Le Dong identified not only the shared features among these question types but also the semantic and pragmatic factors that contribute to their distinct characteristics.
In 2000, Vo Dai Quang conducted a comparative study on "true questions" in the realms of semantics and pragmatics, focusing on both English and Vietnamese The research aimed to identify the similarities and differences in the semantic and pragmatic features of questions in these two languages By utilizing both English and Vietnamese as source and target languages, the study provided a theoretical foundation for a contrastive analysis of true questions in English and Vietnamese.
He also dealt with the contrast of different types of true questions as well as pragmatic means which is often seen in those questions kinds
Nguyen Dang Suu (2002) conducted a comparative study of English and Vietnamese questions, focusing on their formation and equivalent meanings He analyzed the pragmatic and semantic structures to identify similarities and differences between the two languages Additionally, Suu surveyed Vietnamese students to assess their understanding of questions in both languages, leading to conclusions about common mistakes and proposed solutions for language teaching The study also utilized examples from various books to illustrate these mistakes in English-Vietnamese question translation.
This study explores the features of tag questions in English and their Vietnamese equivalents, focusing on syntactic and semantic aspects Tag questions, prevalent in both spoken and written forms, play a significant role in communication in both languages By comparing English and Vietnamese tag questions, the research aims to identify similarities and differences, ultimately providing Vietnamese learners of English with essential knowledge to enhance their understanding and usage of tag questions in everyday situations and in the context of teaching and learning English effectively.
Review of theoretical background
A question is a linguistic expression designed to request information, serving as a key category in sentence classification based on communicative purpose According to Hoang Trong Phien in his book "Vietnamese Grammar: Sentence," a question represents a possible category, contrasting with statements that convey truth The Oxford Dictionary defines a question as "a sentence worded or expressed so as to elicit information." In both English and Vietnamese, questions primarily function to seek unknown information, but they can also serve as greetings, suggestions, or affirmations.
An interrogative sentence in English is designed to ask a question and is punctuated with a question mark These sentences seek information or request confirmation or denial of a statement They often start with question words like what, who, or how, or with auxiliary verbs such as do, does, can, or could.
Does he get up at six o’clock?
She is a teacher, isn’t she?
According to Vietnamese linguist Le QuangThiem, a question is also to find the information for what we have not known or not understood yet (p.222) Examples:
Chị đang đọc sách gì vậy?
Bác sống ở đây bao lâu rồi?
However, sometimes, in both English and Vietnamese, people make questions not for seeking information but just for greeting
Bà mới đi chợ về đấy à?
Speakers often pose questions not just for clarification but to stimulate the audience's critical thinking regarding the apparent answers For example, when a speaker asks a thought-provoking question, it encourages listeners to engage more deeply with the topic.
“How much longer must our people endure this injustice?”
There is no formal answer expected Rather, it is a divice used by the speaker to assert or deny something
In comparison with Vietnamese, speakers use this question without an answer to criticize themselves or to express their feeling, their wishes of sympathizing from others Consider the following examples:
Tại sao lúc đó mình không giúp cô ấy nhỉ?
Có ai hiểu được lòng mình lúc này không?
The classification of questions in English and Vietnamese varies among scholars According to Bui Y and Bui Thanh Phuong (as cited in Le, 2004, p 227), there are four distinct types of questions.
- General questions (Yes/No questions)
A tag question is a unique type of yes-no question that combines a declarative, exclamative, or imperative clause with a question tag, reflecting the speaker's attitude towards the listener or the situation being discussed (Huddleston 1995:375) For instance, in the sentence "Those boys love food, don’t they?" the tag question emphasizes the speaker's expectation of agreement.
A tag question consists of a statement followed by a question tag, such as in the example "Those boys love food, don't they?" Here, "Those boys love food" serves as the stem clause, while "don't they" acts as the question tag.
(or tag, in other word) It can also be noted that tag questions always require a comma ―,‖ before the tags
Tag questions are a type of yes-no question characterized by two main features Firstly, they share a syntactic structure with yes-no questions, where the finite verb precedes the subject Secondly, the expected responses to tag questions are typically "yes" or "no," or the interlocutor may reply with a statement that implies agreement or disagreement.
- There are thirty-one day in November, aren’t there?
- You missed a lot, didn’t you?
According to Huddleston, based on the way the question defines the set of answers and tag question is a special kind of question in English
You skipped class last week, didn’t you?
According to Huddleston, a tag is an interrogative clause that supplements a declarative clause, which is known as the anchor (Huddleston & Pullum, 2002, p 892) A key rule to remember is that a negative tag is paired with a positive anchor, while a positive tag is connected to a negative anchor.
She is beautiful, isn’t she?( Cô ấy đẹp, có đúng không?) She isn’t beautiful, is she?( Cô ấy chẳng đẹp chút nào, phải không?)
Tag questions are effective for making imperatives or suggestions They often follow commands with phrases like "won't you" to encourage participation, while "will you," "would you," "can you," and "could you" are commonly used to request actions from others (Swan, 2000, p 480).
Give me a hand, will you?( Hãy đưa tay cho tôi nào?)
Please take a seat and make yourself comfortable Would you kindly open the door? How about we head to the cinema together?
Exclamative tags are a less explored category of tags in linguistics, typically following a pattern of "positive exclamative stem - negative tag." These constructions are characterized by falling intonation on the tags, highlighting their unique grammatical structure.
The use of tags in speech varies based on the illocutionary force of the utterance A rising tag indicates uncertainty or a request for confirmation, while a falling tag signifies acknowledgment of the truth of the statement Additionally, a falling tag reflects the listener's agreement with the speaker's assertion (Huddleston & Pullum, 2002, p.894).
2.2.2 Syntactic features of tag questions
2.2.2.1 Syntactic features of tag questions in English
Tag questions are brief inquiries appended to the end of statements, consisting of a statement followed by a question, known as the tag It's important to note that a comma precedes the tag in these constructions Typically, tag questions feature a positive statement paired with a negative tag or a negative statement with a positive tag Consequently, there are four distinct types of tag questions to consider.
Type The statement The tag Example
1 Positive Negative It‘s your birthday, isn‘t it?
2 Negative Positive It isn‘t your birthday, is it?
3 Positive Positive It‘s your birthday, is it?
4 Negative Negative It isn‘t your birthday, isn‘t it?
Table 1 Four kinds of tag questions
Tag questions transform statements into inquiries by adding a question at the end, utilizing auxiliary verbs (like be, have, will) or ordinary verbs alongside subject pronouns (such as I, He, She) The typical structure of a tag question consists of an auxiliary verb or verb followed by a subject pronoun, exemplified by phrases like "is he?", "isn't she?", "can I?", and "will you?" In cases where the statement is imperative, the tag adopts a future verb (such as win, shall, won't) or modal auxiliaries (including can, could, would, can't) This grammatical structure enhances clarity and engagement in communication.
This type of question is structured with auxiliary verbs, modal verbs, or the main verbs "to be" and "to have," which must be correctly formed and tense-aligned In statements, these verbs follow the subject, while in tag questions, they precede the subject This arrangement highlights the role of auxiliary and modal verbs in question formation.
―operator‖ With convert word – order in the sentence, tag question in
English can be form with the formulas The table below used to illustrate forms of English tag questions
2 S +Ordinary verb + Predication, Auxiliary verb + S?
3 An imperative clause, Modal auxiliary + S?
Table 2 Form of tag questions
Summary
This chapter provides an overview of previous research by grammarians on the relationship between the linguistic forms, functions, and meanings of English tag questions It highlights the significance of pragmatics in interpretation, emphasizing that there is not a direct correspondence between the linguistic form and function of declarative tag questions Instead, accurate interpretation relies on evaluating real-world conditions and the context surrounding an utterance.
Imperative tag questions illustrate how the choice of modal verb influences the strength of a directive This variation in modality reflects the speaker's attitude toward fulfilling the request, highlighting the nuances in communication.
Exclamative tag questions are often overlooked due to their straightforward nature, characterized by a direct one-to-one relationship between their linguistic form and their function in speech.
METHODOLOGY
Research-governing orientations
The study is conducted to find out the answers to the following questions:
- What are the syntactic features of tag questions in English?
- What are the semantic features of tag questions in English?
- What are the similarities and differences of syntactic and semantic features of tag questions in English and Vietnamese?
The study is conducted in the educational environment with the purpose of helping language learners master English tag questions as well as suggesting some teaching implications
In order to achieve the aims and objectives of the study, the process of doing this research has come through three major stages
2- After the proposal is approved, materials from different sources relatedto the study are selected
3- Analyzing and discussing the results from the data collected are implemented This will be the time the paper is completed
This study employs a blend of contrastive and analytic methods to examine the syntactic and semantic characteristics of tag questions in English and their Vietnamese counterparts By analyzing selected data, the research aims to identify both the similarities and differences between these two languages The examples utilized in this thesis are sourced from various materials, including novels, reference books, and bilingual publications.
3.1.4 Principles/criteria for intended data collection and data analysis
This study explores tag questions in English and their Vietnamese equivalents, focusing on a contrastive analysis between the two languages The author gathered materials from various books and conducted online research to enhance the study's findings.
- Finding the definitions of tag questions
- Finding the characteristics of tag questions in English and Vietnamese
- Using the contrastive analysis of tag questions in English and Vietnamese
- Finding out similarities and differences of tag questions in English and Vietnamese
- Stating the limitations of the study
- Suggesting some implications for teaching and learning tag question in English and making suggestions for further research.
Research methods
3.2.1 Major methods vs supporting methods
This research employs a combination of descriptive, analytical, and contrastive methods, with the contrastive method being the primary focus This approach is essential for identifying the similarities and differences in tag questions between English and Vietnamese.
In the 1960s and early 1970s, contrastive analysis played a significant role in second language acquisition, helping to elucidate why certain aspects of a target language posed greater challenges for learners Rooted in behaviorist theories, which viewed language learning as a process of habit formation, this approach suggested that existing language habits could either facilitate or hinder the learning of a new language Consequently, the difficulty in mastering specific structures in a second language was largely influenced by the differences between the learner's native language and the target language.
Contrastive analysis examines the structural similarities and differences between two or more languages, focusing on the principles and applications of these descriptions It is based on the belief in language universals, as the existence of common features is essential for meaningful comparison This analytical approach has been utilized in historical linguistics to trace language genealogies, in comparative linguistics to develop language taxonomies, and in translation theory to explore equivalence challenges.
The contrastive analysis hypothesis has significantly impacted language teaching by asserting that challenges in learning a new language stem from the differences between it and the learner's native language It posits that errors arising from these differences are a result of first language interference, and that these errors can be anticipated and addressed through the application of contrastive analysis.
This study falls under the category of qualitative research, specifically descriptive qualitative research According to Van Maanen, qualitative research focuses on understanding everyday activities as they are defined, enacted, and questioned by individuals in their daily routines.
Descriptive research aims to describe and analyze phenomena, focusing on the meanings associated with them According to Creswell (1994), qualitative research is an inquiry process that seeks to understand social or human issues by creating a comprehensive, holistic representation through words, capturing detailed perspectives of participants, and taking place in natural settings.
Qualitative research focuses on understanding processes and meanings through descriptive methods, utilizing words or images (Creswell, 1994:145) This approach systematically addresses problems, gathering data that can be either oral or written.
Qualitative research data is primarily expressed through words or images instead of numerical values This descriptive data often includes direct quotations from informants, which serve to illustrate and support the findings presented in the study.
Samples are chosen based on the following criteria
- Tag questions in English from some English books
- Tag questions in Vietnamese books and stories
This article examines tag questions in English and Vietnamese by analyzing and comparing data sourced from reliable materials It highlights the similarities and differences in the characteristics of tag questions between the two languages.
Data analysis will involve comparison, synthesis, and generalization to uncover the syntactic and semantic similarities and differences of tag questions in both English and Vietnamese.
Data analysis involves a systematic examination and organization of data by researchers to enhance their understanding and effectively communicate their findings to others (Ary et al., 2002).
The study focuses on tag questions, analyzing data from both English and Vietnamese books Following the methodology outlined by Ary et al (2002), the author employed a three-step process: organizing the data, summarizing the data, and interpreting the data The first step involved systematically arranging the collected information for further analysis.
The initial phase of qualitative data analysis requires effective organization of the data According to Bogdan and Biklen, as referenced by Ary (1998), authors can commence data analysis during the data collection process In this stage, the author meticulously reviewed both English and Vietnamese literature, systematically typing the data for clarity Subsequently, the author coded the data and quantified the occurrence of tag questions, culminating in a comprehensive summary of the findings.
The author summarized the data by analyzing entries with identical codes and categorizing them into four distinct types: semantic tag questions, syntactic tag questions, relational tag questions, and their equivalents This classification enabled the author to identify the relationships among these categories, leading to a deeper interpretation of the data.
In the interpretation phase, the author delves deeper than mere descriptive data to uncover meaningful insights This analysis involves comparing, synthesizing, and generalizing the data, which aids in identifying the similarities and differences in the syntactic and semantic features of tag questions in both English and Vietnamese.
Summary
This chapter outlines the rationale for the selected research methods and details the procedures for data collection and analysis It highlights the application of both quantitative and qualitative approaches to examine and determine the frequency of syntactic and semantic features of tag questions in English and their Vietnamese counterparts The subsequent chapter will analyze and discuss the research findings.
FINDINGS AND DISCUSSIONS
Contrastive analysis of syntactic and semantic features of tag question
Vietnamese: CN + VN, có phải không?
Có phải + CN +VN + không?
Tag questions in English are structured using an auxiliary verb, modal verb, or the main verbs "to be" or "to have," which must be correctly conjugated and placed after the subject These verbs, referred to as "operators," combine with rising intonation to create tag questions The standard formula for forming a tag question is: "S + Operator +."
Predication, Operator + S?‖, and its equivalent Vietnamese questions are formed as: ―CN + VN, có phải không?‖ or ―Có phải + CN +VN + không?‖
In this structure, Vietnamese equivalent to English reverse polarity tag questions with final rising tone realised by polar interrogative particle ―Có phải không?‖ ―…có phải không?‖
The phrases "Có phải không?" or " có phải không?" translate to "is that right or not?" in English These expressions serve as question markers, reflecting the speaker's uncertainty regarding the truth of a statement Essentially, the speaker assumes the proposition is correct but seeks confirmation from the listener about its validity.
Syntactically ―Có phải…không?‖ takes a declarative clause in between but
―…có phải không‖ is placed in sentence - final position, after a declarative clause
She is a teacher, isn’t she?/
Cô ấy là giáo viên có phải không?
Có phải cô ấy là giáo viên không?
The speaker expresses a belief that she is a teacher, yet remains uncertain about the accuracy of this claim Consequently, the speaker seeks clarification from the addressee regarding the truthfulness of the statement.
Questions realised by the structure "CN + có + VN + không ?"
This structure is effective for requesting information or asking someone to perform a task It mirrors the format of a "negative declarative statement + positive tag," characterized by a final rising intonation in English.
You haven't seen my pen anywhere, have you?/
Bạn có nhìn thấy cái bút của tớ ở đâu không?
The structure "CN + có + VN + không?" often functions as a request, implying the inquiry without explicitly stating it This construction allows speakers to ask for information by presenting a negative assumption, as seen in the example, similar to how English speakers can also ask for information by making a negative assumption.
―You haven't seen my pen anywhere‖ in the tag question whereas Vietnamese people do not indicate negative assumption about the likelihood of performance of the request
Questions realised by the structure “CN + có thể + VN + được không?”
The structure "CN + có thể + VN + được không?" in Vietnamese serves as a yes-no question but functions as a request It is similar to the English phrase "you couldn't… could you?" However, a key difference exists between the two languages; English speakers using this structure do not anticipate a positive response, while Vietnamese speakers do not imply any negative assumptions about the likelihood of fulfilling the request.
Literally, the structure ―you couldn't …, \could you?/‖ can be translated as
The phrase “CN + không thể + VN + được sao?” serves as a reproach, highlighting the speaker's frustration with the addressee's lack of assistance, rather than functioning as a request Consequently, this structure cannot be equated with the English phrases “you couldn't… could you?” as it conveys a different intent and emotional nuance.
You can help me a hand, can’t you?/
Anh có thể giúp em một tay được không?
You couldn't give me a hand, could you?/
Em không thể cầm tay anh được sao?
S + Operator (be) + Predication, Operator (be) + S?
[1] ―She is something, isn’t she?”
―Cô ta là cái thể loại đó,có phải không?”
[2] ―It’s kind of out of the way,isn’t it?”
(DJ 78) "Có phải lối thoát ở đó không?"
[3] ―Come on Admit it It was kind of funny, wasn’t it?‖
"Tiếp tục thừa nhận đi Đó là một trò hề có phải không? "
[4] ―You’re in love, aren’t you?‖ she whispered
"Cô thì thầm-có phải bạn đang say đắm trong tình yêu không?"
[5] ―Life is a peach, isn’t it?‖ she teased
"Cô đùa bỡn, cuộc sống thật tuyệt hảo,có phải không?"
[6] ―This is the ranch you dreamed of starting, isn’t it?‖ I asked
―Có phải đây là khởi đầu cho trang trại mà bạn ước mơ không?‖
[7] ―Hope and Horses is for autistic kids, isn’t it?‖
(DJ 268) "Hope and Horse là hội chứng tự kỉ ở trẻ em, có phải không?"
[8] ―It is, isn’t it?‖ she agreed
(DJ 306) "Cô bằng lòng với điều đó - Chính là nó, có phải không?
[9] ―You are going to eat, aren’t you?‖ I gestured at her untouched plate
"Cô ấy không đả động đến một chút đồ ăn nào khiến tôi phải dỗ dành – Em ăn một chút, có được không?‖
[10] ―It was real, wasn’t it?‖ Her voice had a tremor
"Giọng nói của cô ấy đã có một sự chấn động – Có phải đó là sự thật không?‖
[11] ―You’re not learning to do anything to … embarrass her, are you?”
―Cậu không chịu học bất cứ việc gì để làm xấu mặt cô ấy, có phải không?‖
[12] ―It wasn’t exactly something you could answer no to, was it?‖
―Đó không đúng với những gì cậu đã trả lời ,có phải không?‖
[13] ―It’s a beautiful night for strolling, isn’t it?‖ Eric said
―Eric nói – Có phải đó thật sự là một buổi tối tuyệt vời để đi dạo không?‖
[14] ―You’renot in a very good mood, are you?‖ she finally asked
―Câu hỏi cuối cùng của cô – Tâm trạng của cậu không tốt, có phải không?‖
[15] ―This party is so great, isn’t it?‖
―Bữa tiệc thật tuyệt vời, có phải không?‖
[16] ―And he’s sweet, isn’t he?‖
―Có phải cậu ta thuộc tuýp người dễ chịu không?‖
[17] ―She’s standing behind me, isn’t she?”
―Cô ấy đang đứng ở phía sau tôi, có phải không?‖
―Chính là nó, có phải không?‖
[19] ―You were just playing with us, weren’t you?‖
―Có phải bạn đã đùa giỡn chúng tôi không?‖
[20] ―That’s the mystery, isn’t it?‖
―Đó là một phép màu huyền bí, có phải không?‖
[21] ―You’re out of cigarettes, aren’t you?‖
―Có phải anh cai thuốc lá rồi không?‖
[22] You’re not dating Lara anymore, are you?
―Anh không còn hẹn hò với Lara nữa, có phải không?‖
[23] ―It’s called Wet Pod Pretty unusual sight, isn’t it?‖
―Nó được gọi là Wet Pod, một cái nhìn không khả dụng, có phải không?‖
[24] ―Peter Solomon is a Mason, isn’t he?‖
―Có phải Peter Solomon là một thợ xây dựng không?”
―Có phải của Peter không?‖
[26] ―But being like that wasn’t useless, was it?”
―Nhưng không phải là vô dụng, có phải không?‖
[27] ―It’s certainly not about the cat, Louisana, is it?”
―Louisana chắc chắn không phải là một con mèo, có phải không?‖
S + Operator (have) + Predication, Operator (have) + S?
[28] ―Oh, Lindsey darling, I haven‘t seen you in so long It has been years, hasn’t it?”
― Ô, Lindsey yêu quý, lâu quá rồi tớ không gặp cậu Có khi cả năm trời rồi ấy nhỉ?
[29] ―You’ve been lying to us, haven’t you?‖
―Bạn có nói dối chúng tôi không?‖
[30] ―It really hadn’t dawned on you yet, had it?‖
―Cho tới bây giờ nó thật sự không có hé lộ điều gì về bạn đúng không?‖
[31] ―Don‘t tell me that David Wilson has declared his love for you, has he?‖
―Đừng nói với tớ rằng David Wilson có công khai tình yêu anh ta dành cho cậu hay không?‖
[32] ―You haven’t seen Mile Limon, have you?‖
―Cậu không thấy Mile Limon à?‖
[33] ―Our Kitty has learned to skate nicely, hasn’t she? ‖
―Kitty của chúng ta có học được bài trượt băng thú vị này không?‖
[34] "You have no sort of skeleton, have you?‖
―Bạn không thấy bộ khung nào phù hợp à?‖
[35] ―Oh, you'venot been to see our school, have you?‖
―Ô, cậu không thấy trường học của chúng ta à?‖
[36] ―I have the right to do that, haven't I?‖
―Tôi có quyền làm điều đó không?‖
[37] ―Yes; you've race horses too, haven't you?‖
―Được thôi, cậu có đua ngựa không?‖
S + Operator (can/ will….) + Predication, Operator (can/ will… ) + S?
[38] ―You really would have married me, wouldn’t you?‖
―Anh có chắc chắn sẽcưới tôi không?‖
[39] ―You’ll help me, won’t you?‖
―Bạn sẽ giúp tôi chứ?‖
[40] ―You’d like to do that, wouldn’t you, Landon?‖ he said
―Landon, cậu cómuốn làm điều đó không?
[41] ―Yeah God We could, couldn‘t we? We could just keep going.‖
―Yeah, chúa ơi, Chúng ta có thể đi tiếp được không?‖
[42] ―Wait, he won‘t know it‘s me, will he?‖
―Chờ đã, anh ấy sẽ không thể biết đó là tôi hay không?‖
[43] ―I see your concerns, Sienna, I do, but this technology could also be used for good, could‘t it?‖
―Sienna, tôi biết cậu lo lắng cho dây chuyền công nghệ này nhưng nó cũngcó thể vận hành tốt mà, đúng không?‖
[44] "Seryozha," she said, as soon as the governess had left the room, "that was wrong, but you'll never do it again, will you?… You love me?"
Ngay sau khi cô nói xong, cô bước ra khỏi phòng với câu hỏi đầy nghi ngờ: "Seryozha, đó thật sự là một sai lầm, cậu sẽ không bao giờ tái phạm nữa chứ? Cậu yêu tôi không?"
[45] "You won't go either, will you? Who wants to play croquet?"
―Cậu sẽ không rời nhóm chứ? Ai sẽ chơi vào vị trí crôkê này?‖
[46] ―Imagine that what Dolly would like best would be a stroll— wouldn't you?
―Cậu có cho rằng Dolly muốn đi bộ hơn không?‖
4.1.2 English: S + Ordinary verb + Predication, Auxiliary verb + S? Vietnamese: CN + VN, à/ ạ/ nhỉ/ đấy nhỉ/ ư/ đấy ư/ sao/ hả/ hở/ đúng không …?
In English, tag questions are structured by placing the ordinary verb in the correct form and tense after the subject, while the auxiliary verb precedes the tag The formula for forming tag questions is: "S + Ordinary verb + Predication, Auxiliary verb + S?" In Vietnamese, equivalent questions are constructed as "CN + VN, à/ ạ/ nhỉ/ đấy nhỉ/ ư/ đấy ư/ sao/ hả/ hở/ đúng không ?" which typically ends with a falling tone.
(1) Vietnamese equivalent to English reverse polarity tag questions with a final falling tone
Question realised by polar interrogative particles “à”
The polar interrogative particle ―à‖ is placed in a sentence - final position It can be used in neutral situations regardless of the age relationship between the speaker and the addressee
The tag ―à‖ indicates the speaker's commitment to the truth of the proposition plus a request for the addressee's confirmation
This morning you phoned me, didn't you?\
Chị gọi điện cho em sáng nay à?
Questions realised by polar interrogative particles “ạ”
Tag questions ending with "ạ" are utilized by younger speakers to show respect towards their addressees In this context, the speaker anticipates that the statement is true and seeks confirmation from the listener.
A shop assistant to an older customer:
You'll take this book, won't you?\ Ông lấy cuốn sách này ạ?
Questions realised by polar interrogative particles “hả, hở?”
The particles "hả" and "hở" can be added to the end of a statement to transform it into a question When a question concludes with "hả" or "hở," the speaker assumes the statement is true and seeks confirmation from the listener.
You love him, don't you?\
Con yêu cậu ấy hả?
Questions realised by polar interrogative particles “…đúng không?”
The polar interrogative particle "đúng không" is used in Vietnamese to transform a declarative statement into a question When pronounced with emphatic stress, it translates to "Is that true?" This type of question is employed when the speaker possesses reliable information regarding the truth of the statement and seeks confirmation from the listener.
The polar interrogative particle "đúng không" is commonly employed to compel the listener to confirm the speaker's beliefs This phrase is frequently used in accusatory contexts, prompting the addressee to affirm what the speaker perceives as true.
In social interactions, the phrase "đúng không" serves to affirm the identities of both the speaker and the listener It is appropriately used by speakers who are either older than or of the same age as the addressee.
You broke the glass, didn't you? \
Con làm gãy kính rồi đúng không?
When a younger speaker poses such questions to an older listener, it can come across as rude or impolite This is particularly true in situations where a child addresses their mother in this manner, making it socially unacceptable.
Questions realised by structures “CN + không thấy + VN + à?”
Implications
A survey was conducted with 50 ninth-grade students at Dai Dong Secondary School to assess their understanding of English tag questions The study focused on students' ability to translate tag questions associated with declarative, imperative, and exclamative statements into Vietnamese.
The survey revealed that the majority of students grasp the meaning and functions of English reverse polarity declarative tag questions with a final falling tone, as well as imperative tag questions However, when translating other types of tag questions, several common errors were identified among the students.
Many students struggle to understand the functions and meanings of English reverse polarity declarative tag questions, particularly those with a final rising tone Instead, they often translate these tag questions as if they have a final falling tone This misunderstanding stems from their lack of awareness that the structure "a negative statement + a positive tag" can be used to request information or prompt action Consequently, a staggering 94% of students incorrectly translated the question, "You haven't seen my watch anywhere, have you?" as "Bạn không nhìn thấy cái đồng hồ của mình à?".
In question 5, students struggled to identify the speaker's antagonistic intent, misinterpreting the tag question "I was in the bath, wasn't I?" as "Tôi đang ở trong buồng tắm, đúng không?" which is contextually inaccurate Furthermore, 92% of students were unaware that constant polarity tag questions can express the speaker's interest, surprise, or confrontational stance This misunderstanding extended to question 6, where they incorrectly translated "He was the best student in the class, was he?" as "Anh ta là sinh viên giỏi nhất lớp đúng không?"
While students demonstrated a basic ability to translate sentences with imperative tag questions, they struggled to accurately convey the distinct effects of modal verbs in these tags Many students opted for the translation "được không" for imperative stems, which is not always appropriate For instance, the tag question “Shut up, can’t you?” was translated as “Im đi, được không?”, failing to capture the speaker's impatience in the directive.
In a study on tag questions with exclamative statements, 54% of students misinterpreted the phrase “How cold it is in here, isn’t it?” as a request for information, translating it incorrectly to “Ở đây lạnh lắm phải không?” or “Ở đây trời lạnh, đúng không?” instead of recognizing it as an exclamation.
“Trong này lạnh như thế nào nhỉ?”
An analysis of students' mistakes reveals a need for enhanced understanding of reverse polarity declarative tag questions with final rising intonation, as well as constant polarity and exclamative tag questions Additionally, it is crucial to focus on the distinctions between modal verbs in tags following imperative clauses, enabling students to effectively utilize these structures when making requests or issuing commands.
When translating English tag questions into Vietnamese, it is essential to consider communicative features such as function, relevance, situational context, and cultural nuances, alongside formal linguistic criteria This approach ensures that both the source and target texts resonate similarly with their respective communities.
So, we have some suggestions for teachers and students in the preparation of teaching material, teaching and learning
To effectively teach question structures, it is essential to present them in order of frequency, starting with the most commonly used forms and progressing to those that are less frequent This systematic approach aids learners in summarizing their knowledge logically While low-frequency structures may not commonly arise in everyday conversation, it remains important to include them in instruction, as learners will inevitably encounter these forms in their language studies and usage.
To reinforce learning, it is essential to provide exercises after each grammatical structure Once learners have mastered three or four structures, they should engage in varied exercises that encompass all the structures studied This approach will help them identify both the similarities and differences among the structures, enhancing their overall understanding and retention.
Workbooks play a crucial role alongside textbooks in the learning process, offering additional exercises that cover a range of structures from the most commonly used to the more advanced To enhance the learning experience, it's essential for workbooks to include answer keys for challenging exercises at the end, allowing learners to verify their work and understand the solutions to specific problems.
Each section includes practical exercises for learners to reinforce their understanding, such as filling in the blanks with appropriate questions Additionally, numerous English textbooks, short stories, and novels have been translated into Vietnamese, providing valuable resources to support learners in their educational journey.
When learning a new language, learners are often influenced by their native language and culture If teachers have a deep understanding of the differences between questions in both the source and target languages, they can help students compare these distinctions and enhance their learning experience.
A knowledgeable teacher can identify the reasons behind students' challenges and develop effective solutions to help them succeed It is essential for educators to enhance students' understanding of cultural similarities and differences, enabling them to navigate questions in both languages with ease.
To enhance students' ability to construct questions in English, teachers should recognize the challenges posed by students' native languages Providing more opportunities for practice—such as role-playing in various contexts and engaging in ask-and-answer games—can significantly improve their questioning skills These activities encourage active participation and help students develop a natural reflex for using English in real-life conversations.
Summary
This chapter examines the Vietnamese equivalents of English tag questions, focusing on their syntactic and semantic characteristics across declarative, imperative, and exclamative forms It is important to note that achieving complete equivalence in message, function, and form between the source and target texts is uncommon Consequently, in translating from English to Vietnamese, greater emphasis is placed on communicative aspects such as function, relevance, situational context, and cultural nuances rather than strictly adhering to formal linguistic criteria.