INTRODUCTION
Rationale
In today's context of international integration, English has emerged as a crucial language for learning foreign languages The author's experience in teaching English as a foreign language reveals that students often frame their questions in English using Vietnamese linguistic structures and thought processes Survey results indicate that Vietnamese students exhibit significant limitations in their English language skills, primarily due to frequent language behavior errors Overcoming these challenges poses a considerable hurdle for students, contributing to their lack of confidence in communicating in English.
Vietnamese students often face limitations in their English language skills due to brief and structured learning environments, which lack frequent interaction with native speakers This leads to uncertainty in their understanding of appropriate language behaviors in English To address these challenges, teachers should emphasize the use of questions in various contexts while teaching essential language skills such as listening, speaking, reading, and writing By comparing questioning techniques in both English and Vietnamese, educators can provide valuable resources for polite social interaction This approach not only benefits Vietnamese students learning English but also aids foreign students in mastering Vietnamese, fostering effective and respectful communication.
This thesis explores the definitions and characteristics of questions in both English and Vietnamese, along with their usage It analyzes the common mistakes made by Vietnamese learners when forming questions and offers recommendations for improving English language study.
Aims and objectives of the study
This research investigates the use of questions in both English and Vietnamese, focusing on bilingual novels to identify common errors in learning By analyzing these questions, the study aims to provide effective solutions for Vietnamese learners to enhance their understanding and usage of English questions The findings will contribute to improving the learning experience for Vietnamese students studying English.
To achieve the aims mentioned above, following objectives are put forward:
1 Describing the syntactic and pragmatic features of English questions and Vietnamese equivalents
2 Establishing the usage of English and Vietnamese questions with respect to syntactic and pragmatic features
3 Suggesting some recommendations for learning English questions.
Research questions
1 What are syntactic and pragmatic features of English and Vietnamese questions?
2 How English and Vietnamese questions are being used with respect to syntactic and pragmatic features?
3 What are some recommendations for learning English question?
Scopes of the study
This study investigates the syntactic and pragmatic features of English questions and their Vietnamese equivalents, encompassing all types of questions The data is drawn from the texts of "The Godfather" by Mario Puzo and its Vietnamese translation, "Bố Già," by Ngoc Thu Lang The analysis aims to reveal the usage, form, and meaning of questions in both the English and Vietnamese versions of the text.
Significance of the study
This research examines the syntax and pragmatics of English and Vietnamese questions to identify their fundamental characteristics The findings can serve as a valuable resource for effective English language learning The study highlights the interplay between word combinations in questions from both languages, focusing on their relational and semantic aspects Ultimately, this research aims to provide practical solutions for improving the understanding of English question formation.
Design of the study
The thesis is divided into 5 chapters
Presenting rationale, aims, objectives, scope of the study and significance of the study
This article presents a review of prior studies conducted by scholars in the field of linguistics, focusing on the theory of syntax and pragmatics It also offers a comprehensive theoretical background to enhance understanding of these concepts Ultimately, the research is underpinned by a robust theoretical framework that supports the exploration of these linguistic theories.
3 research such as the definition of questions and characteristics of English and Vietnamese questions
Refering to research-governing orientations and research methods of the study Also, provide some data analysis and instruments to the study
Providing the results obtained via applications of the concerned research into the data under investigation of the bilingual novel ―Godfather‖
Provideing summary of the thesis, concluding remarks on research objectives and finally suggesting some possible topic for further studies
LITERATURE REVIEW
Review of previous studies
Nguyen Dang Suu (2002) conducted a comparative study of English and Vietnamese questions, focusing on their formation and equivalent meanings in both languages He analyzed the pragmatic and semantic structures to identify similarities and differences between the two Additionally, Suu surveyed Vietnamese students to assess their understanding of questions in both languages, identifying common errors and proposing solutions for language teaching The study utilized examples from various texts to illustrate mistakes in English-Vietnamese question translation.
In 1996, Le Dong conducted a study exploring the relationship between semantics and pragmatics, focusing on the comparison of questions in Vietnamese and English The research highlights both the similarities and differences in the academic selection of questions derived from literary works, particularly in the context of source quoting and illustration.
Nguyen Thi Thin (1994) conducted a study titled "Questioning in Vietnamese: Some Question Types Are Not Usually Used to Ask," focusing on the prevalence of interrogative sentences The research highlights the semantic communication aspects of these sentences, although it primarily addresses their high frequency rather than exploring less common question types.
Vo Dai Quang (2000) conducted a comparative study on "true questions" in the realms of semantics and pragmatics between English and Vietnamese The research aimed to identify the similarities and differences in the semantic and pragmatic features of questions in both languages Additionally, the study explored various types of true questions and the pragmatic means often associated with them.
In his 1991 study "Tiếng Việt - Sơ thảo ngữ pháp chức năng," Cao Xuan Hao categorizes questions into two types: legal questions and unqualified questions He asserts that the true meaning of a genuine question is defined by the relationship between the question and its corresponding answer Additionally, unqualified questions are explored in the context of other verbal values within the Vietnamese language.
Nguyen Duc Dan (1998) has synthesized the research of international scholars on the concept of "universal" pragmatics, highlighting the significance of this field Additionally, he elaborates on J Searle's (1982) classification of linguistic behaviors, which encompasses three distinct types of speech acts.
He also mentioned works related to the principle of courtesy and the same
5 viewpoints with R Lakoff (1973, 1989), G Leech (1983), W Edmondson (1981),
A Kasher (1986), when discussing politeness as a motto of conversation
Review of theoretical background
Syntax refers to the arrangement of words in sentences, clauses, and phrases, as well as the study of sentence formation and the relationships among their components In English, word order is crucial for indicating these relationships; for instance, in the sentence "The girl loves the boy," the subject precedes the object Altering this order can change the meaning entirely In contrast, many other languages use case markers to denote grammatical relationships Sentences are formed from phrases or groups of words that share a closer connection with each other than with words outside the phrase.
In the sentence "My dog is playing in the yard," the phrase "is playing" functions as a cohesive verb, demonstrating a stronger connection than "playing in the," which only partially contributes to the verb and indicates the location of the action.
The study of syntax involves examining the relationships between similar sentences, such as "John saw Mary" and "Mary was seen by John." This field gained significant attention following Noam Chomsky's introduction of transformational grammar in 1957, which presented a groundbreaking theory of language.
In his seminal work "Syntactic Structures" (1957), Noam Chomsky develops a formalized theory of linguistic structure, emphasizing rigorous formulations and precisely constructed models He introduces transformational generative grammar, a formal approach to syntax that relies on symbols and rules Central to this method are phrase structure rules, which decompose sentences into smaller components Chomsky then applies a new set of rules known as "transformations" to create various sentence structures Through this limited framework, he seeks to generate all and only the grammatical sentences of a language, highlighting the vast potential of grammatical constructions.
In "Aspects of the Theory of Syntax" (1965), Noam Chomsky outlined his grammar model, which includes three key components: syntax, semantics, and phonology The syntactic component is further divided into a base and a transformational component, highlighting the generative role of syntax in the structure of language.
6 semantics are assigned secondary, interpretive roles This theory of grammar would later come to be known as the "Standard Theory" (ST)
Leonard Bloomfield (1939) viewed syntax as the study of free forms composed entirely of free forms, emphasizing the concepts of form classes and constituent structure While these notions were also pertinent to morphology, Bloomfield defined form classes somewhat imprecisely based on shared phonetic or grammatical features among members For instance, he cited personal substantive expressions in English as an example of a specific form class.
―the forms that, when spoken with exclamatory final pitch, are calls for a person‘s presence or attention; e.g., ―John,‖ ―Boy,‖ ―Mr Smith‖; the form class consisting of
Infinitive expressions, such as "run," "jump," and "come here," convey commands when spoken with an exclamatory final pitch Additionally, nominative substantive expressions like "John" and "the boys" illustrate that form classes, while similar to traditional parts of speech, are not identical Importantly, a single form can belong to multiple form classes, highlighting the complexity of language structure.
Bloomfield defined form class membership and syntactic equivalence primarily through the concept of substitutability Form classes consist of various forms, whether simple or complex, free or bound, that can replace one another in specific constructions across sentences in a language.
Pragmatics focuses on utterances, which are specific instances of speakers' intentional acts involving language at particular times and places Unlike logic and semantics, which examine the properties of expression types, pragmatics addresses the unique characteristics that vary from one utterance to another It is often described as the study of context effects, but it is essential to recognize that the term "context" can have more restricted interpretations.
Different theorists have focused on different properties of utterances To discuss them it will be helpful to make a distinction between ‗near-side pragmatics‘ and
Far-side pragmatics focuses on the nature of utterances, particularly emphasizing assertive uses of declarative sentences where the speaker conveys information Key theories in this field include speech act theory, which explores the functions of language in communication, and the distinctions between locutionary, illocutionary, and perlocutionary acts, which analyze how utterances can perform different roles in interactions.
In linguistics, a speech act refers to an utterance that reflects a speaker's intention and its impact on the listener, encompassing actions like requests, warnings, promises, and apologies This concept is crucial for effective communication and is studied within the realm of speech-act theory, a subfield of pragmatics that examines how language can convey information and perform actions Introduced by J.L Austin in 1975 and further developed by J.R Searle, speech-act theory has significantly influenced various disciplines, including philosophy, psychology, and literary criticism When analyzing direct discourse in literature, this theory offers a structured approach to uncovering the underlying presuppositions and implications of speech acts, enhancing the understanding of character interactions in literary works.
Utterances can be understood through three key components: locutionary acts, which involve making meaningful statements that the listener comprehends; illocutionary acts, where the speaker conveys a message with a specific purpose, such as informing the audience; and perlocutionary acts, which lead to actions taken by the listener as a result of the utterance Additionally, illocutionary speech acts can be categorized into different families based on their intended use.
To accurately interpret a speech act, it is essential to first identify the type of act being performed Locutionary acts are a fundamental category in this context, as discussed by Susana Nuccetelli and Gary Seay in their work, "Philosophy of Language (2007): The Central Topics." Understanding these acts is crucial for effective communication and interpretation.
The production of linguistic sounds or symbols that convey meaning and reference is an overarching concept This encompasses both illocutionary and perlocutionary acts, which can occur simultaneously during the locution of a statement.
Illocutionary acts serve as directives for the audience, encompassing promises, orders, apologies, expressions of gratitude, or responses to inquiries These acts convey specific attitudes and embody illocutionary forces that can be categorized into distinct families.
Review of theoretical framework
2.3.1 Syntactic features of English questions
Angela Downing and Philip Locke (1992) in "A University Course in English Grammar" categorize questions with ambiguous structures into three types: polar questions, non-polar questions, and alternative questions Polar questions specifically allow for two possible responses: "Yes" or "No."
Non-polar questions can be called as questions have asked words at the beginning of sentences and intonation at the end of sentences
Alternative questions consist of two questions that contain the opposite meanings that are connected by the word "or"
Do you like kitten or puppy?
John Sinclair (1990) in English Grammar highlights the distinction between reported speech and questions in helping learners with Real English The primary functions of these forms are to convey and seek information When constructing sentences, it is essential to clearly express the intention behind the communication.
I have breakfast at 8:00 (Reported Speech) What are you doing? (Question)
Also, authors gave interrogative mood and supposed it is always used in question forms
According to John Eastwood (2000) English questions can be categorized in 4 kinds: Yes/no questions, WH-question, questions with or, Tag question
In ―A Comprehensive Grammar of the English language, a group of authors Quirk, Greenbaun, Leech & Svartvik (1985) divied English question in 3 main forms: Yes/ no question, WH-question and alternative questions
In this study, based on the form and type of answer to the question we assume that in English there are four types of questions
WH-questions in English, as noted by Betty Kirkpatrick (1956:184), are universal and begin with words such as Who, Whom, Whose, Which, What, Where, When, Why, and How These questions are characterized as open-ended, as they require more elaborate responses rather than simple "yes" or "no" answers.
"No‖ but respondents were able to choose a wide range of free responses or unlimited by choice
When was the house built?
Who did this to me?
Feautres of this type of question can be named as:
Interrogative mood at the beginning of sentences
Asked words at the beginning of interrogative mood of sentences
On the other hand, interrogative elements keep different functions in the sentences Such as
Subject: Who took my car?
Object: Which holiday did you attend?
Complement: Whose puppy is this?
Complement for Object: How far do you travel?
Morepver, all of the above examples are used with downward intonation which is common for this kind of question
In English, Yes/No questions are formed using question operators such as "be," "can," and "may," along with rising intonation at the end of the sentence When responding to these questions, it is common to use an appropriate auxiliary verb rather than repeating the entire question This auxiliary verb is typically present in the original question, allowing for concise and clear answers.
„Does Mike live with you?‟ „Yes, he does.‟
„Did Maya tell you she wasn‟t coming?‟ „No, she didn‟t.‟
„Have you ever visited Argentina?‟ „Yes, I have.‟
„Will you help me?‟ „No, I won‟t.‟
It can be formed with realization as:
Not all yes/no questions require a change in the order of auxiliary verbs; they can resemble reported speech but end with a question mark and rising intonation The purpose of these questions is for the speaker to seek affirmation, assert a point, or negate the audience's response.
Tom: Wow, you ate that whole thing?
Garry: Sure! It wasn‟t that much
You have never eaten Barbecue?
You have been to South Korea?
The answer to this question can vary between "yes" and "no," depending on the context of the communication; often, the answer is already implied within the question itself.
Furthermore, we can meet negative questions in the Yes/no question forms For instance:
The complexity of dialogue in this form arises from various factors, including emotion, context, and linguistic nuances This negative structure can sometimes blend both negative and affirmative meanings, leading to confusion among listeners To effectively convey their intended message, a spokesperson must skillfully harmonize this form with appropriate intonation within the specific context.
Tag questions consist of a main clause followed by a short question that seeks confirmation, typically formed with an auxiliary verb or main verb and a pronoun These questions are used when the speaker is uncertain about the truth of a statement In English, the tag question is placed at the end of a narrative, creating a conversational tone that invites agreement or clarification.
Question tags serve to verify information or seek agreement from others An upward intonation at the end of a question tag indicates uncertainty about the answer, while a downward intonation signifies a request for confirmation from the listener A question tag consists of two parts separated by a comma, with the main clause determining the form of the tag: if the main clause is negative, the question tag is affirmative, and vice versa.
He is a doctor, isn‟t he?
You haven‟t met him, have you?
In this category, there is a special type of question when the first clause is imperative, the second clause is in the future tense
Let‟s go to the mall, shall we?
Don‟t tell anyone, wil you?
The "tag" question resembles a yes/no question by altering the word order, but it serves only as a component of the question, focusing on the form rather than conveying the complete information of the sentence.
In terms of formality, the tag question has four forms
Affirmative – Negative: It‟s a wonderful night, isn‟t it
Negative – Affirmative: It isn‟t a wonderful night, is it
Affirmative – Affirmative: It‟s a wonderful night, is it
Negative – Negative: It isn‟t a wonderful night isn‟t it
Alternative questions, indicated by a question mark, present choices similar to the conjunction "or." Unlike standard questions, these require answers in the form of options rather than simple Yes or No responses.
Would you like tea or milk?
Alternative questions share the same structure as yes/no questions, but they differ in intonation While yes/no questions typically feature a rising intonation at the end, alternative questions rise in pitch for each option presented, except for the last choice, which concludes with a downward intonation to signal the end This variation in intonation is essential for clarity and helps prevent misunderstandings.
Shall we go by bus or train?
Shall we go by bus o train?
Furthermore, alternative question can be formed with Wh-question In this case, the alternative parts have been reduced to avoid repeating words For example
Which car branches do you like? Toyota, Huyndai or Mazda
Meanwhile, in full sentence it should be
Which car branches do you like?
Would you like Toyota, Huyndai or Mazda?
2.3.2 Syntatic features of Vietnamese questions
Some authors have expanded the classification of questions based on their various purposes Nguyen Kim Than (1964) categorized questions into four distinct types.
Intorregative question of truh: raise the speaker's disbelief and ask for an answer
Self- examination question: use to confide
accumulate question: include twist questions and order questions
Verification question: verify or accept the truth or neglect the reality
According to Nguyen Tai Can, Bystrov abd Stankevich (1975) assumed that Vietnamese questions have only 2 forms
Whole question is the question that the purpose is related to the whole sentence It usually ends with ―có phải không‖ or ―phải không‖
Part question is the question related to some part of sentence It usually has particles such as ―có/phải…không‖, ―đã…chưa‖ or alternative between A and B
According to Diep Quang Ban (1996), he catergorized question into 4 forms which can be named as:
Interrogative question with pronouns: ―ai, gì, cái gì, nào, thế nào, sao, bao nhiêu, bao giờ, bao lâu…‖
Alternative Interrogative question with parciles ―hay‖
Interrogative question with particles ―à, ừ, nhỉ, nhé, hả hở…‖
According to Hoang Trong Phien (1980) based on the characteristic of question and answer, Vietnames questions are sorted to 2 main kinds: Alternative questions and Non- alternative questions
According to Nguyen Phu Phong, (1990), Vietnamese questions are divided in to 3 main types: unidentified question, Alternative question and oriented question
Cao Xuan Hao (1998) focused on when the Differences in content are signaled by differences in form He provided that Vietnamese question can be formed with 2 main kinds
Genuine question requires an answer about the object or an announcement In this question, it includes Yes/no question, WH-question and alternative question
Question with discourse values besides asking for information The value of question can be demand, affirmative, negative, guess, rhetorical question
In Vietnamese language, questions can be classified into two main types: qualified and unqualified questions, based on their purpose Qualified questions seek specific information or clarification from the respondent, while unqualified questions express the speaker's views without necessarily expecting an answer These two categories encompass three subtypes of questions: Yes/No questions, alternative questions, and Wh-questions This classification highlights the universal nature of sentence division in communication.
In this question format, the placement of the inquiry words varies within sentences, typically appearing in the middle or at the end Occasionally, they may also be positioned at the beginning, depending on the subjects involved, such as people, objects, causes, locations, time, and qualities.
When asking about people ―Ai‖ can stand at the beginning or the end of sentence Howerver, sometimes "ai" can appear in the middle of the sentence
Ai đang nói chuyện với Dũng vậy?
Bà ấy là ai mà lại đến vào lúc này?
When asking about objects in Vietnamese, we use ―Cái gì/ Việc gì/ Chuyện gì
Chuyện gì xảy ra vậy?
Và kết qủa là gì?
Lúc ấy, cái gì đã vụt qua vậy?
When asking about choices, we use ―nào‖ to select and sort different circumstances Ex:
Cậu muốn mua đồ chơi nào?
Cậu lựa chọn cái nào trong ba cái này?
In Vietnamese, Làm sao/ Tại sao/ Sao use to emphasize on the cause of problems Ex:
Tại sao cậu lại làm vậy?
Vì sao ông muốn gặp tôi?
When asking about time Khi nào/ bao giờ/ lúc nào can be used in diversed position Ex:
Cậu thấy bao giờ thì cần?
Lúc nào chúng ta hẹn hò nhé?
Hàng ngày, cậu thức dậy lúc nào?
When asking about the method, method of action, nature or characteristic of things, in Vietnamese, we comprehend with Làm thế nào/ Như thế nào/ Làm sao
Chúng ta kết thúc như thế nào?
Làm thế nào mà cậu ta có thể khỏe đến vậy?
Phrases such as đâu/ ở đâu/ chỗ nào usually describe places and provide direction Ex:
Tôi có thể cậu đâu nhỉ?
When talking about possession, ―của ai‖ has same meaning
Con cún này là của ai?
Nhà của ai ở đó nhỉ?
Summary
Chapter 2 deals with theoretical issues related to English and Vietnamese questionand through the work of linguists at home and abroad and other authors who are interested in in-depth study Chapter 2 provides some background about theory of syntax and pragmatic from famous author It also presents the concept framework of questions and problems involves questions such as form, word order and linguistic behaviors in question in two different languages English and Vietnamese in order to find the criterion of questionable classification through practical use in a specific communication context
In pragmatic studies, we examine the reference function and vocabulary to uncover the subjective influences of language users in specific situations This analysis reveals the speaker's attitude and emotional state, as well as the appropriateness of language use in information-seeking contexts across both English and Vietnamese While English and Vietnamese questions share similar formats, they exhibit distinct contextual values and encompass various question types with different structures that convey the same meaning.
METHODOLOGY
Subjects
This study employs a descriptive and contrastive research design, focusing on the renowned novel "The Godfather" by Mario Puzo and its Vietnamese translation by Ngoc Thu Lang The research utilizes a variety of reliable sources, including dictionaries, encyclopedias, reference books, and reputable websites, to analyze English yes/no questions and their Vietnamese equivalents.
The researcher analyzes English as the source language and Vietnamese as the target language to identify instances of questions Key contextual factors examined include grammatical structures, the speaker and addressee, their relationship, the conversation topic, the addressee's response, as well as the time and place of the utterance.
Instruments
This study employs qualitative research methods, gathering data from diverse sources, including printed publications, books, and journals For the English data, I selected question samples from English teaching textbooks, various grammar books, and the novel "Godfather" by Mario Puzo, translated into Vietnamese by Ngoc Thu Lang In contrast, the Vietnamese data was sourced from Vietnamese stories and course books, ensuring a comprehensive analysis of the subject matter.
The descriptive method is employed to outline the characteristics of the population or phenomenon under investigation In this research, it specifically highlights the structural features and pragmatic functions of English questions alongside their Vietnamese equivalents.
The contrastive method involves a systematic analysis of two languages to identify their structural similarities and differences, historically aiding in the establishment of language genealogies This approach focuses on examining the use of questions through syntactic features and pragmatic aspects by comparing the frequency and meaning of utterances In this study, the data will be drawn from the novel "Godfather" and its Vietnamese translation "Bố già."
Procedures
To gather reliable data for analysis, a survey was developed based on 549 questions from the work "Godfather," which encompasses two novels with a total of 377 pages in the source language and 374 pages in the target language The analysis of the questions, focusing on their structures and discourse functions, requires a week due to the complexity of the contexts and the variety of functions involved.
Upon completing the data collection phase, the examples were qualitatively analyzed and illustrated, focusing on their syntactic and pragmatic features A statistical comparison was conducted between these examples and their Vietnamese counterparts to address the first two objectives Additionally, the findings regarding form and meaning characteristics informed the pedagogical implications related to the third research question.
This study employs descriptive and contrastive methods to thoroughly analyze the syntactic and pragmatic features of English yes/no questions and their Vietnamese counterparts The descriptive approach provides detailed insights, while the comparative method highlights the similarities and differences between the two languages Additionally, analytical and synthetic methods serve as supportive techniques in this research.
Data Analysis
This study analyzes written samples of questions in both English and Vietnamese, focusing on their syntactic and pragmatic features By comparing and contrasting these elements, the research identifies common mistakes learners make when translating questions from English to Vietnamese The findings lead to the proposal of effective solutions to enhance the learning process.
Summary
This chapter outlines the research methodology employed in the study, detailing the sample selection process and the data collection procedures It also explains the statistical techniques utilized for data analysis, while presenting the primary and supporting methods and techniques applied throughout the research.
SYNTACTIC AND PRAGMATIC FEATURES OF ENGLISH YES/ NO QUESTIONS WITH REFERENCE TO VIETNAMESE IN THE
Syntactic features of English –Vietnamese questions in the novel Godfather
4.1.1 Syntactic features of English questions
Statistics on general questions and specialized questions in English are provided presented in Tables 1
In surveys, specialized questions require respondents to provide answers focused solely on the specific word being asked, leaving no room for alternative responses or opinions on the overall question These are categorized as "non-selective questions," in contrast to "selective questions," which allow respondents to choose from given options The design of these questions significantly influences how respondents interpret and answer them, highlighting the importance of clarity in survey methodology.
Types Question form Frequency of occurrence
Table 1 Distribution of Yes/no question types in English language sources
The analysis of the 549 surveyed questions reveals that 245, or 44.62%, are structured with adjectives and verbal verbs at the beginning, preceding the subject and forming yes/no questions in English Additionally, specialized question types are fully constructed as WH-Questions followed by auxiliary or modal verbs, the subject, and the main verb.
156 cases (28.41%) which ranked second in the table Alternative questions appear least in the table with 10 cases (3.82%) Other forms of questions (tag question, reduced question, declarative question…) are only 138 cases (25.13%)
The statistics indicate that both general and specific questions in English often consist of reduced forms, typically comprising just one word or phrase, which may not suffice for a complete response Pragmatically, these questions usually elicit a reaction or answer from the listener However, they can also serve as regulatory questions, allowing the speaker to clarify their previous statements and maintain the flow of communication among participants This observation is crucial for understanding spoken language dynamics in communication and translation practices.
4.1.2 Syntactic features of Vietnamese questions
Types question form Frequency of occurrence
Table 2 Distribution of Yes/no question types in Vietnamese language sources
For the general question, there are seven types of categories that are classified into A,
B, C, D among the 549 questions Yes/no questions Questions like {Subject + Predicate + Questions to ask} This format consists of three sub-types, which are detailed in Table 2 and appear in 201 cases, accounting for 36.61% Alternative questions include words or ask respondents to choose one of the options in the question This format is accounting for 9.65% WH-questions is accounted for 189 cases with 34.42% Other form of questions (rhetorical question, reduced question…) has 106 cases with 19.30%
In Vietnamese language sources, the syntax of specific questions is categorized into fundamental forms, including questions that inquire about the subject and those that seek complementary information or localization Common question words include "Who?" for identifying subjects, "Where?" for locations, and "Why?" for reasons.
Pragmatics features of English- Vietnamese questions in the novel Godfather 25 4.3 Implications for learning English questions
Chapter 2 explores the classification of speech acts and conversation theory This section will detail the English questions used in the survey material, providing translations for effective comparison To facilitate analysis, translations of the English sentences may be included alongside the original sentences.
Searle's widely accepted categorization of speech acts classifies language actions into five major groups based on three criteria he established Additionally, we incorporate Wierzbicka's categorization of verbal verbs that denote language actions in English for comparative analysis with our collected data Our investigation also includes a detailed examination of illocutionary acts in both English and Vietnamese to provide clear and specific insights.
Based on the established criteria, we identified the types of speech acts utilized in the questionnaire for both English and Vietnamese Table 4 illustrates the mean values of the questions derived from the surveyed work, "Godfather."
Numbers Types of language behavior Frequency
Table 3 Language behaviors of English and Vietnamese questions
The statistics derived from a modest dataset of 549 questions reveal a diverse representation of the questionable mean values in both English and Vietnamese This article aims to explore and provide examples that clarify the distinctive language behaviors, enhancing our understanding of the pragmatic meanings inherent in questions from both languages.
In Vietnamese, expressions such as "Sao," "tại sao," "làm/thế nào," and "Gì đấy" serve a similar purpose to the English inquiries "Why," "How," "Why not," and "What for," reflecting the speaker's worry and anxiety in various situations These phrases encapsulate the speaker's emotional state and curiosity, highlighting the cultural significance of questioning in communication.
1 Why is it so necessary to be cleverer than that?
(GF.249) Miễn có tiền là ngon chớ không đần đồn, ù lỳ có hơn gì đâu?
2 What am I going to do now, what am I going to do?” She was wailing
(GF 370) Trời ơi, tao biết làm gì bây giờ?
3 Why does a Neapolitan interferein a quarrel between two Sicilians?
Hà cỡ một thằng người Naples lại xía vô vụ tranh chấp giữa hai thằng Sicily?
The illocutionary acts in the examples illustrate the psychological states influenced by the speakers' sincerity In the first example, Don Corleone's disturbed mood reflects his concerns over the troubles caused by the Bocchicchio families The second example reveals Connie's anxiety upon learning of her husband's death, leaving her uncertain about her future Finally, in the third example, Don Corleone expresses his bewilderment regarding the ongoing conflicts among families in his community.
Commonly asked questions during visits or care in English often include specific words like "How" and occasionally "What." In Vietnamese, similar expressions are used, such as "thế nào," "ra sao," and "không sao chứ."
4 “How‟s the old man?” How bad is he hurt?
(GF 64) Ông già bịnh tình sao? Nặng lắm không?
5 How many times did he stay home the last couple ofmonths?
Nó cúm mấy lần cả thảy ít lâu nay?
The purpose of type of behavior is to show careness or intimate feelings from speaker to hearer or to someone else they both do not know
6 she said “Do you think your father will approve of me?”
(GF 63) Anh anh liệu ông già có chịu em không?
7 He patted Mr Roberto on the shoulder “Do me this service, eh? I won‟t forget it
Vito kiên quyết đưa tiền cho ông chủ và thân mật vỗ vai ông, khẳng định: “Ông chủ chưa hiểu tôi đâu! Tôi là người luôn ghi nhớ ân nghĩa, và sẽ không bao giờ quên ơn ông vì đã giúp đỡ tôi.”
The speeches exemplified in (6) and (7) illustrate how speakers employ a tactful and courteous approach, enabling listeners to comprehend and engage in actions that are advantageous for both the speaker and the audience.
In English, expressions such as "I suppose," "I believe," "I think," "I reckon," "I suggest," and "Do you know " are commonly used to express curiosity and initiate conversations These phrases have similar meanings to the Vietnamese expressions "Chắc," "Có lẽ," "Chẳng lẽ," "Hay sao," "Hay là," and "Có thể được không "
8 Michael stood up and yelled “You lousy bastard, he‟s my father I‟m not supposed to help him?”
(GF 76) Ô hay, bố bị bắn gần chết mà con không giúp một tay được hả? Tôi cũng con ổng vậy, tôi cũng có bổn phận chớ?
(BG 75) 9.“Do you know what I am going to ask of you?” Sollozzo asked
(GF.91) Ông biết tôi sắp thưa chuyện gì không?
10 Johnny grinned at Nino “Is that as good as I think it is?”
Nó cười hỏi Nino: “Giọng tao khá đấy chứ?
The phrase "Do you know" serves as a unique way to introduce intriguing or surprising facts, often prompting listeners to confirm their existing knowledge This approach subtly encourages engagement and invites clarification on uncertain topics For instance, in Example (10), Johnny's observation of his voice becoming richer and darker illustrates this dynamic, as he seeks to confirm his perception.
The singer displayed a remarkable maturity in his voice, showcasing genuine emotion and character that surpassed his previous performances His technical skills were exceptional, demonstrating a level of mastery that instilled great confidence in him.
Consider the following illustrated examples in the source language (SL) and target language (TL):
11 What the hell could I do? Then my whore second wife throws me out
Bố bảo con làm gì khác được? Rồi đến con điếm vợ con nó cũng lên mặt
12 “What the hell does that fish mean?”
(GF 99) Không biết vụ con cáchết này có ý nghĩa quái gì?
13 Sonny yawned “What the hell are you, inspecting the barracks?
Bộ mày ông tướng đi khám trại hả?
The language behavior referred to as a curse often accompanies expressions like "What the hell" in English and "Cái gì/ Cái quái gì" in Vietnamese This form of communication typically aims to place the listener in a negative situation, reflecting a dynamic where the speaker may hold a higher status, or both individuals may share an equal standing Examples (12) and (13) illustrate instances where people are in the same social position, including family members.
14 Bonasera went on, his voice human with suffering “Why did I weep? She was the light of my life, an affectionate daughter
(GF.20) Khuôn mặt Bonasera chảy dài ra, mắt lão đỏ ngầu: “Tôi khóc vì sao? Tôi khóc vì con nhỏ là cuộc đời tôi”
15 Bonasera muttered almost inaudibly, “What do you want of me?
(GF.21) Bonasera không trả lời mà chỉ sụt sịt: “Bây giờ tôi nhờ ông bạn Ông bạn muốnthế nào xin cứ cho biết
In Example (14) and (15) speakers want to express psychological sadness, suffering, unsatisfied with a person or objects In this behavior, we call it self-torment
With English questions start with “How, What, Why‖ along with words such as ―oh, my god, my goodness…”, it expresses speaker‘s surprise Simmilarity in Vietnames,
In Vietnamese, expressions like "Sao, làm sao, thế nào" combined with phrases such as "trời ơi, ôi trời, quái lạ" are used to convey emotions of happiness or sadness in response to unexpected events These phrases highlight the speaker's reaction, which can result in either positive or negative outcomes.
16 She asked a little incredulously “You‟re nothinting that a man like that works for your father?
(GF 14) Kay trợn mắt ngạc nhiên “Bộ Ông Già xài cả những người như vậy sao anh?”
17 Behind her Clemenza said in a surprised voice “Didn‟t Mike tell you?
Từ băng sau xếp Clemenza bèn ồ ồ sủa vọng lên, làm như vô cùng ngạc nhiên: “Ô hay, thế Michael chưa nói chocô biết sao?”
18 The Don was surprised, yet pleased “You know who I am?” he asked
(GF.40) Ngạc nhiên lắm nhưng rất hài lòng Ông Trùm gặng hỏi: “Mi biết làm với Bác là làm những gì chớ?”
English questions contain “Shall I, Shall we, Woul you like…, Can I help you, Let‟s,
Do you need…‖ represent offer/ suggest in communication In Vietnamese, this behavior is equivalent to sentences with moody words like “Chứ, nhé, được không….”
19 “What shall I get you for Christmas?”
(GF 62) Nào, em khoái cái gì để anh mua tặng nào?
20 “Can I come with you when you visit him in the hospital?” Kay asked
(GF.93) Lúc anh vô nhà thương thăm Ông Già cho em vô theo với nghe?
21 “Can I call you for dinner some night?”
(GF.134) Khi nào chúng ta đi chơi được chứ?
22 Why can‟t I sleep in your bedroom?
(GF 138) Sao anh không ngủ trong phòng em nhỉ?
In a polite request, the speaker encourages the listener to take action, implying trust in their abilities rather than imposing an obligation Typically, when someone seeks a job, it reflects a power dynamic where the requester is in a subordinate position, as they are often reaching out for assistance during a time of need.
Summary
Chapter 4 has provided the most general way of syntax and pragmatic features of English and Vietnamese question Based on the work with the original translation into Vietnamese we have classified the types of questions according to syntactic functions
On the subject of pragmatism, based on the theories of Austin and Searle, we have
52 provided statistics and research on 40 language action groups in English that contrasted with the Vietnamese sentence to find out how to use it
This article highlights common mistakes made by both beginner and advanced English learners, drawing on statistical insights into these errors It also presents suggestions for improvement, addressing both syntactic and subjective aspects, to help learners gain a comprehensive understanding and effective strategies for enhancing their English language skills.