SYNTACTIC AND SEMANTIC FEATURES OF ENGLISH IDIOMS CONTAINING VERBS “GO” AND “COME” WITH REFERENCE TO THEIR VIETNAMESE EQUIVALENTS

MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS SYNTACTIC AND SEMANTIC FEATURES OF ENGLISH IDIOMS CONTAINING VERBS “GO” AND “COME” WITH REFERENCE TO THEIR VIETNAMESE EQUIVALENTS (ĐẶC ĐIỂM CÚ PHÁP VÀ NGỮ NGHĨA CỦA THÀNH NGỮ TIẾNG ANH CÓ ĐỘNG TỪ “GO” VÀ “COME” ĐỐI CHIẾU VỚI TƯƠNG ĐƯƠNG TIẾNG VIỆT) NGUYỄN THỊ SEN Field: English Language Code: 60220201 Hanoi, 2017 NISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A Thesis SYNTACTIC AND SEMANTIC FEATURES OF ENGLISH IDIOMS CONTAINING VERBS “GO” AND “COME” WITH REFERENCE TO THEIR VIETNAMESE EQUIVALENTS (ĐẶC ĐIỂM CÚ PHÁP VÀ NGỮ NGHĨA CỦA THÀNH NGỮ TIẾNG ANH CÓ ĐỘNG TỪ “GO” VÀ “COME” ĐỐI CHIẾU VỚI TƯƠNG ĐƯƠNG TIẾNG VIỆT) NGUYỄN THỊ SEN Field: English Language Code: 60220201 Supervisor: Dr Phạm Thị Tuyết Hương Hanoi, 2017 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled SYNTACTIC AND SEMANTIC FEATURES OF ENGLISH IDIOMS CONTAINING VERBS “GO” AND “COME” WITH REFERENCE TO THEIR VIETNAMESE EQUIVALENTS submitted in partial fulfillment of the requirements for the degree of Master in English Language Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2017 Nguyen Thi Sen Approved by SUPERVISOR Pham Thi Tuyet Huong Date:…………………… i ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people First and foremost, I would like to express my sincere gratitude to Dr Pham Thi Tuyet Huong, my supervisor, who has patiently and constantly supported me through the periods of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher My special word of thanks goes to all the lecturers at the Faculty of Post Graduate Studies - Ha Noi Open University for their interesting lectures and useful advice I would also like to thank my colleagues and friends for idea sharing and encouragement It would never have been possible for me to have this thesis accomplished without all of these valuable supports Last but not least, my thanks are also sent to my family for the sacrifice they have devoted to the fulfillment of this academic work To everyone, thank you so much ii ABSTRACT Idioms are widely used in English and Vietnamese both in daily conversations and literary works The differences between English and Vietnamese culture resulted in many differences in their languages One of the most effective ways to transfer culture is the use of the idioms which, however, cause many troubles for English learners because of their idiomatic meanings In order to help learners to have a better understanding of idioms, particularly idioms containing verbs “go” and “come”, this study attempted to point out the syntactic and semantic features of English idioms containing verbs “go” and “come”, then find out similarities and differences between English idioms containing verbs “go” and “come” and their Vietnamese equivalents Descriptive and contrastive methods are followed to achieve the set objectives 225 examples of the idioms in English and Vietnamese have been analyzed cautiously by applying qualitative and quantitative methods to find out common errors made by learners in the usage of English idioms containing verbs “go” and “come” In the study, English idioms containing verbs “go” and “come” is compared with the idioms containing verbs “đi” and “đến” in Vietnamese in terms of their syntactic and semantic features In addition, the findings of the study also offer some implications which could be beneficial for teaching and learning English idioms more effectively iii LIST OF TABLES AND FIGURES Table 1: Syntactic features of English idioms containing the verb “go” 29 Table 2: Syntactic features of English idioms containing the verb “come” 33 Table 3: Semantic features of English idioms containing the verb “go” 36 Table 4: Semantic features of English idioms containing the verb “come” 40 Table 5: Percentages of functions of English idioms containing “go” “come” 43 and Vietnamese ones containing “đi” “đến” Table 6: Semantic features of Vietnamese idioms containing verbs “đi” and 46 “đến” Table 7: Percentages of the students’ incorrect answers in exercise 51 Table 8: Percentages of the students’ incorrect answers in exercise 52 Table 9: Percentages of the students’ incorrect answers in exercise 52 Table 10: Percentages of the students’ incorrect answers in exercise 52 Table 11: Percentages of the students’ incorrect answers in exercise 53 Figure: Learners’ errors in using English idioms containing verbs “go” and 54 “come” iv TABLE OF CONTENTS Certificate of originality i Acknowledgements ii Abstract iii List of tables and figures iv Chapter 1: INTRODUCTION 1.1 Rationale for the study 1.2 Aims and objectives of the study 1.3 Research questions 1.4 Methods of the study 1.5 Scope of the study 1.6 Significance of the study 1.7 Design of the study Chapter 2: LITERATURE REVIEW 2.1 Previous studies 2.2 Overview of theory of syntax and semantics 2.2.1 Theory of syntax 2.2.2 Theory of semantics 2.3 Overview of English verbs 10 2.3.1 Verbs 10 2.3.2 Verb phrase 11 2.4 An overview of English idioms 12 2.4.1 Definition of idioms 12 2.4.2 Features of idioms 13 2.4.2.1 Syntactic features of idioms 14 v 2.4.2.2 Semantic features of idioms 17 2.4.3 Classification of idioms 18 2.4.4 Idioms and other similar language units 19 2.4.4.1 Idioms and metaphor 19 2.4.4.2 Idioms and phrases 19 2.4.4.3 Idioms and proverbs 20 2.4.4.4 The relationship between idioms and culture 21 2.5 English idioms containing the verbs “go” and “come” 22 2.5.1 The verbs “go” and “come” in English and Vietnamese 22 2.5.1.1 The verbs “go” and “come” in English 22 2.5.1.2 The verbs “go” and “come” in Vietnamese 23 2.5.2 English idioms containing verbs “go” and “come” 25 2.6 Theory of errors 25 2.7 Summary 27 Chapter 3: SYNTACTIC AND SEMANTIC FEATURES OF ENGLISH IDIOMS CONTAINING VERBS “GO” AND “COME” WITH REFERENCE TO THEIR VIETNAMESE EQUIVALENTS 3.1 Syntactic features of English idioms containing verbs “go” and “come” 28 3.1.1 Syntactic features of English idioms containing verb “go” 28 3.1.2 Syntactic features of English idioms containing verb “come” 33 3.2 Semantic features of English idioms containing verbs “go” and “come” 36 3.2.1 Semantic features of English idioms containing verb “go” 36 3.2.2 Semantic features of English idioms containing verb “come” 40 3.3 Comparison between English idioms containing verbs “go” and “come” and their Vietnamese equivalents 42 3.3.1 In terms of syntactic features of English idioms containing verbs “go” and “come” 43 vi 3.3.2 In terms of semantic features of English idioms containing verbs “go” and “come” 46 Chapter 4: COMMON ERRORS MADE BY LEARNERS WHEN USING ENGLISH IDIOMS CONTAINING “GO” AND “COME” AND THEIR VIETNAMESE EQUIVALENTS 4.1 Survey questionnaires 48 4.1.1 Subject 48 4.1.2 Questionnaires 48 4.1.3 Procedure 49 4.2 Common errors made by learners when using English idioms containing “go” and “come” and their Vietnamese equivalents 4.2.1 Common errors made by learners of English 50 4.2.2 Causes of committing errors 54 4.3 Suggestions for teaching and learning English idioms containing “go” and “come” and their Vietnamese equivalents 55 4.3.1 Suggestions for teaching English idioms containing “go” and “come” and their Vietnamese equivalents 55 4.3.2 Suggestions for learning English idioms containing “go” and “come” and their Vietnamese equivalents 58 Chapter 5: CONCLUSION 5.1 Concluding remarks 60 5.2 Limitation of the study 61 5.3 Suggestions for further study 61 REFERENCES 62 APPENDICES 66 vii Chapter INTRODUCTION 1.1 Rationale In daily communication, sometimes learners come across some expressions that they cannot understand although they can comprehend the meaning of every single word in the expressions The main reason why learners fail to understand what these sentences are all about lies in the low level of linguistic competence of English idioms Idiom is often defined as “a group of words which have a different meaning when used together from the one it would have if the meaning of each word was taken individually” In fact, idioms are frequently heard and read in everyday speech and in literature thanks to their succinctness, vividness and especially quintessence in every language Idioms in this way bear the cultural features of a country in which they are used In order to understand as well as translate idioms from a language into another one, knowledge of not only linguistic aspects but also of cultural reality has to be involved In translation, learners often encounter English idioms, especially idioms containing the verbs “go” and “come” which make it difficult to translate from English into Vietnamese Due to the specific features of each language, idioms in this language not always have an exact translation in the other In addition, there are many ways to explain the meaning of an idiom It depends on where, when, why and who uses it It means that when the cultural knowledge of speakers and listeners is different, the idioms will have a variety of meanings Moreover, in the huge idiomatic treasure, the way people use idioms containing verbs “go” and “come” to satisfy their own need in daily communication is paid much attention Absolutely, the common verbs “go” and “come” are often confusing Some reasons why this happens are that “go” and “come” have the same basic meaning, but are used in different structures and for different directions Therefore, foreign learners meet many difficulties in learning idioms in general and idioms containing “go” and “come” in particular The Oxford Dictionary of English Idioms (1994) states in its introduction that the “accurate and appropriate use of English expressions which are in the broadest idiomatic sense is one distinguishing mark of a native command of the language and a dictionaries These mean that the students may not be familiar with such idioms and understanding of English idioms The results of part II focus on investigating the students’ errors when using English idioms containing verbs “go” and “come” Of 100 students took part in exercises in the survey, 91 students had more than fifty percent of correct answers, accounting for 91% Five questions in exercise were the realization of the structures of English idioms, 50% of the students made errors of considering the structure of an idiom in the sentence Number Percentage Question 100 100 Question 10 10 Question 100 100 Question 26 26 Question 10 14 14 Total 250 50 Table 7: Percentages of the students’ incorrect answers in exercise From the table above, there weren’t any correct answers in question and One of the causes of the error was their poor knowledge in deep structure of English idioms It is also the same for question 9, 26% of the students made wrong choice to identifying English idioms “birds of a feather”, they regarded the proverb “birds of a feather flock together” as an idiom As the data showed in exercise 2, a total of 15 occasions (3%) made errors of preposition For example “go down like ninepins” instead of “out like ninepins” In some cases, other idiom or prepositional expression was correct but the meaning was wrong Number Percentage Question 11 0 Question 12 0 51 Question 13 7 Question 14 8 Question 15 0 Total 15 Table 8: Percentages of the students’ incorrect answers in exercise In exercise 3, it was found that 41.4% of the students’ total responses were incorrect, while there are not any correct answer in question 19 and 20 Look at the table below Number Percentage Question 16 0 Question 17 0 Question 18 7 Question 19 100 100 Question 20 100 100 Total 207 41.4 Table 9: Percentages of the students’ incorrect answers in exercise In exercise 4, the total percentage of errors of language transfer is 11.2% (56 occasions) The student translated an idiom directly from English into Vietnamese but the meaning of the idiom is different in the two languages Number Percentage Question 21 17 17 Question 22 7 Question 23 Question 24 17 17 Question 25 7 Total 56 11.2 Table 10: Percentages of the students’ incorrect answers in exercise 52 The students often resorted to literal translation in some sentences more than others Some examples of occurrence of literal translation are: - After he failed in his business, even his wife went back on him (Sau thất bại việc kinh doanh, vợ chí quay với anh ta.) Go easy on the whisky, it’s the last bottle (Lấy t-ki dễ dàng chai cuối rồi.) Exercise showed errors in miscomprehension of the original After examining this exercise, it appeared that the most of the errors occurred as a result of the students’ inability to understand the meaning of the original English idioms There are 86 occasions that gave the incorrect answers The following sentences are some examples of the occurrence of this error type: Easy come, easy go (Thuận buồm xi gió) - What goes round, goes round (Của thiên trả địa) Number Percentage Question 26 7 Question 27 7 Question 28 27 27 Question 29 33 33 Question 30 12 12 Total 86 17.2 Table 11: Percentages of the students’ incorrect answers in exercise To sum up, after analyzing the data collection in exercise 1, 2, 3, and 5, the students have showed low mastery as well as a clear failture in idioms structure and meaning identification The most common errors that students often made were errors in the realization of the structure of idiom (50%), errors in miscomprehension of the 53 original (17.2%), errors in literal translation (11.2%) and errors in using prepositions (3%) Figure: Learners’ errors in using English idioms containing verbs “go” and “come” 4.2.2 Causes of committing errors The above-mentioned errors are the main sorts of errors that often occurred in the students’ using English idioms in general and English idioms containing verbs “go” and “come” in particular Errors may be caused by several factors Firstly, idiomatic expressions in English are used by Vietnamese learners infrequently This makes idioms, which themselves are difficult to learn, become even more challenging to learn by heart On one hand, learners not apply flexibly the idiomatic expressions as well as they not know how to use them appropriately This makes them diffident of grasping idioms Though English idioms have been learnt and practiced in classroom-environment, they are little used in daily life Learners tend to use ordinary expressions instead of idiomatic expressions even when they know those idioms The lack of positive language environment in which English idioms are utilized results in the fact that learners not memorize and apply them efficiently 54 Secondly, there has been a clear unavailability of university courses, books, or dictionaries that have focus on teaching idioms and that may lead the learners to believe that they are not important to be used, learnt or memorized Thus, learners not realize the structures of idioms Thirdly, idioms, being an important part of language use and existing in spoken and written forms of languages, have been considered a hindrance to the learners since they not usually mean what they literally state Fourthly, the learners have demonstrated poor background and low level of knowledge concerning variable definitions of idioms and their features, types and usages That is the reason why learners not comprehend the original of idioms and they often translate English idioms into Vietnamese literally Fifthly, the learners have showed a poor tendency to change their beliefs about the importance of idioms in their daily life usage That is, the learners consistently skip learning idioms or using them in spoken or written contexts 4.3 Suggestions for teaching and learning English idioms containing “go” and “come” and their Vietnamese equivalents English idioms, which to the native speaker are natural and often impossible element of language to explain, are on the whole rather infrequent in written and spoken texts, but the majority of native speakers – regardless of their level of education – are normally familiar with an unrestricted number of them Idioms need to be recognized as not just imperceptive lexical units, but they are an important part of any linguistic heritage and that their existence in spoken and written texts has a reason The following suggestions should be paid attention to during the process of teaching and learning English idioms, especially English idioms containing verbs “go” and “come” 4.3.1 Suggestions for teaching English idioms containing verbs “go” and “come” and their Vietnamese equivalents For the teachers, it has been argued that the idioms seem to be a complex part for the foreign language users since their meanings are irrelevant to their constituents as well as the teachers need updated methodologies to be implemented in the classes As can be seen, the lack of awareness of the importance of idioms to be taught in classes might be a reason behind the learners’ low score in some areas of idioms 55 An important first step is exposing learners to idioms containing verbs “go” and “come” in context, which is useful to learners in comprehending unknown idioms Teachers should encourage learners to infer the meaning of the idioms by using contextual clues or background knowledge and teaching the culture and history of how an idiom came into common usage After presenting these idioms in context to help learners infer their meanings, teachers should revise the idioms that have been studied Furthermore, in practicing idioms, the teacher should decide the idioms that are common so that students have opportunities to hear read and use the expressions through types of exercises This can be done in some ways, including typical vocabulary exercises like matching idioms to their meanings, filling in blanks with the appropriate idioms, replacing underlined expressions with an idiom, etc Secondly, another significant way is that teachers also provide learners with strategies for dealing with figurative meaning Through a greater awareness of idioms, their literal meaning and underlying conceptual metaphors, learners will be better equipped with figurative meaning and make sense of it without teacher’s guidance Our viewpoint is that more emphasis should be put on the teaching of English idioms containing verbs “go” and “come” with reference to their Vietnamese equivalents to Vietnamese learners of English at all levels in order to raise their awareness in learning English idioms containing verbs “go” and “come” with reference to their Vietnamese equivalents Thirdly, idioms containing verbs “go” and “come” which are introduced should be suitable for the learners For elementary and pre-intermediate levels, idioms should be listed in semantic fields, topics or key words Of course, the explanation in terms of structure and meaning is indispensable in order to avoid misunderstanding the figurative meaning At advanced levels, analyzing semantic mechanisms of idioms should be done so that learners can discover the figurative meaning of an idiom by themselves Moreover, teachers should guide Vietnamese learners in: - Using various dictionaries, course books and others to check the correctness of idioms before using them - Finding idiomatic expressions in the daily speech of English speaking people, in novels, books, newspapers, magazines and articles 56 Fourthly, teachers should present the difference between the use of a foreign language and the mother tongue to avoid interlingual errors Mother tongue has traditionally been discouraged in the foreign language classroom, but it is important to recognize the value of the discussing and comparing the same linguistic aspect in the two languages To give an equivalent translation of an idiomatic expression where possible saves time, energy and is undoubtedly more effective in bringing home the full meaning to learners Moreover, it can be encouraging for learners to see that Vietnamese and English idiomatic equivalents can even have syntactic structures that are more or less congruent In the examples that follow, the English and Vietnamese languages have idiomatic equivalents within the lexical area with equivalent meanings being conveyed by syntactic constructions that are more or less similar: “go to the end of the earth” and “đi đến trời cuối đất”, “what comes, will come” and “việc đến đến” Some less similar syntactic constructions account for idiomatic pairs such as “easy come, easy go” and “của thiên trả địa”, “train up a child in the way he should go” and “tre non dễ uốn” While in English, the idioms are verbs, in Vietnamese, they are nouns with different semantic meaning Finally, if possible, teachers should also give pictures or games to demonstrate the story as they will make a great impression on learners and help them remember the idioms easily Dialogues and role – play are also useful written and oral activities in teaching idioms Teachers can assign learners to write dialogues in pairs by using English idioms introduced in class and then act out the dialogue in the following class Learners can be motivated to write dialogues without burden because of pair collaboration and role – play activity can help them remember the dialogue they wrote through repetitive rehearsals It is easier and more fun for them to remember English idioms because they have chance to share and enjoy learning English idioms with friends For example, to introduce the idioms “Tomorrow never comes”, a dialogue is presented like the following: A: When are you going to lunch with me? B: Tomorrow A: Tomorrow never comes If teachers have an artistic talent, they could draw cartoons to see if the students can work out the idioms The advantage of humor used in this way is that it too can act 57 as an anchor in the learners’ mind Therefore, in order to teach idioms effectively, it is necessary to teach their historical and cultural characteristics as well 4.3.2 Suggestions for learning English idioms containing “go” and “come” and their Vietnamese equivalents It was found that the learners generally did face difficulties in the comprehension of English idioms, especially the idioms containing verbs “go” and “come” Some of the difficulties faced by the learners may be attributed to the students’ inability to recognize English idioms In fact, the learners have wrongly attempted to guess the structure and the meaning of English idioms Thus, some implications could be put forward to help learners for the possible better language learning Firstly, there are differences of the culture between two countries: England belongs to the western culture while Vietnam belongs to the eastern one So it is necessary for people to build up as much cultural background knowledge as possible No matter when learners study English idioms or Vietnamese idioms, they must bear in mind that they are not only to learn idioms but also to learn their correspondent cultures In practice, the most effective way to possess the cultural background knowledge of idioms is reading Learners can read professional books about English and Vietnamese idioms and their sources They can also read those books introducing British and Vietnamese cultures In addition, if our learning is impeded by new idioms, learners can resort to a dictionary for help Furthermore, learners can gain some knowledge about idioms by communicating with foreigners In general, it is indispensable for learners to have cultural background knowledge to help them have better understanding of idioms Secondly, because the learners have not been familiar with types, features, and usages of idioms in the English language, there should be a list of compulsory courses for the undergraduate level in the subjects of idioms and their functions in spoken and written contexts Learners should use idioms in practicing different communicative skills and choose appropriate idioms in certain contexts Also, learners have attempted to rely on their first language, trying to find out the meaning of unfamiliar idioms by looking for similar expressions in their first language Thirdly, students should be offered the context to enhance interpretation of idioms containing verbs “go” and “come” Learning English idioms containing verbs “go” and 58 “come” in meaningful contexts is more effective than learning isolated items through memorization and drilling Besides, learners should employ knowledge about history, culture and customs, … related to the idioms in the process of dealing with English idioms containing verbs “go” and “come” In other words, learners should realize the usefulness and necessity of learning and applying idioms and English idioms containing verbs “go” and “come” because using English idioms containing verbs “go” and “come” appropriately in communication inspires confidence in students and language users Finally, to have a deep understanding of English idioms and English idioms containing verbs “go” and “come”, learners must have a good translational equivalent of idioms containing verbs “go” and “come” English learners should be aware of cultural elements that have a great influence on idioms in general and idioms containing verbs “go” and “come” in particular Moreover, when translating the learner should know about major methods such as semantic translation method, communicative translation method and use different techniques like using a similar idiom or using a similar idiom but different form or using non-idiomatic phrases or using omission and so on In short, applying these devices for teaching English idioms containing verbs “go” and “come” is very effective, so teachers can follow the above formula whenever possible For learners of English to perceive patterns and relations regarding the meaning, the structure and the function of English idioms, it is necessary to underline once again the importance of making learners active participants in the learning process It has been suggested here that learners, provided with the full array of instruments of analysis retrieved through years of theoretical research in the field of idiomatic expressions, can adopt the right attitude to handle such complex signs The exposure to a full grammar of idioms should, in fact, consent learners to acquire a more curious and analytical approach: the only real key to a better passive and active knowledge of idioms 59 Chapter CONCLUSION 5.1 Concluding remarks The previous chapters have presented the overview of English idioms with the basic features and some studies related to the research area Based on the theoretical background and framework, an study on syntactic and semantic features of English idioms containing verbs “go” and “come” with reference to their Vietnamese equivalents has been conducted to give a description of those English idioms in detail After comparing and analyzing English idioms containing verbs “go” and “come” in terms of syntactic and semantic features, some similarities and differences have pointed out to help to suggest some impossible implications for teaching and learning English idioms It is hoped that the findings of the study, to some extent, could be practical and useful material for teachers and learners, who make acquaintance with English idioms, especially English idioms containing verbs “go” and “come” This study has been an attempt to present and describe some features of English idioms as well as different ways of classifying idioms in general and idioms containing verbs “go” and “come” in particular The similarities and differences in syntactic and semantic features of English idioms containing verbs “go” and “come” with reference to their Vietnamese equivalents are pointed out after a long investigation of 225 samples In terms of syntactic features, English idioms containing verbs “go” and “come” and their Vietnamese equivalents also share the common structures The two languages have verb, noun, adverbial phrases and sentence idioms Idioms in the form of verb phrases can occur as a part of a predicator in a sentence However, while English idioms containing verbs “go” and “come” take some changes in tenses, possessive adjectives and objects, Vietnamese ones not They are often used in the fixed forms Moreover, conversive idioms are the most popular in Vietnamese but not in English And the rhymes and order of components in Vietnamese idioms make them unique and interesting, English ones not 60 In terms of semantic features, English idioms containing verbs “go” and “come” and their Vietnamese equivalents share the common in lexical alteration Any words with the same meaning can be used to create a new sentence in most non-idiom discourses Furthermore, idioms in the two languages convey negative meaning more than positive and neutral meaning However, there are differences in forming idioms because they belong to the two different cultures and language systems English have advance in the industry and technology, the images that are used in idioms reflect that In Vietnamese, the images used in idioms are closely related to farm work and simple life 5.2 Limitation of the study In dealing with English idioms containing verbs “go” and “come”, there have been some issues that need more time and attempts to study However, due to the limit of time, knowledge to cover and the scope of the study, this thesis could not cover all This thesis is just intended to investigate the syntactic and semantic features of English idioms containing verbs “go” and “come” and could not have gone into further examinations of other aspects of the constructions such as their pragmatic or cultural features which are equally important In addition, the research does not focus on all the equivalent idioms in Vietnamese of English idioms containing verbs “go” and come” but on their translational equivalents containing verbs “đi” and “đến” in Vietnamese Furthermore, there are only 225 idioms in two languages collected because of the shortage of time, effort and the reference materials Moreover, this thesis has just pointed out some possible implications but it has not indicated some suggestions for translation equivalence between two constructions 5.3 Suggestions for further study For further research, this study is hoped to be a useful reference material Therefore, the following further may be encouraged in related areas: A study on pragmatic and cultural features of English idioms containing the verbs “go” and “come” with reference to their Vietnamese equivalents A contrastive analysis of the 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English idioms containing verbs “go” and “come” occur frequently Thus, a study on syntactic and semantic features of English idioms containing verbs “go” and “come” with reference to their Vietnamese. .. containing verbs “go” and “come” and their Vietnamese equivalents 42 3.3.1 In terms of syntactic features of English idioms containing verbs “go” and “come” 43 vi 3.3.2 In terms of semantic features