A contrastive analysis between the verb fall in english and the verb ngã in vietnamese

VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGE & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** NGUYỄN THỊ NGÂN A CONTRASTIVE ANALYSIS BETWEEN THE VERB ‘FALL’ IN ENGLISH AND THE VERB ‘NGÃ’ IN VIETNAMESE (PHÂN TÍCH ĐỐI CHIẾU ĐỘNG TỪ ‘FALL’ TRONG TIẾNG ANH VÀ ĐỘNG TỪ ‘NGÃ’ TRONG TIẾNG VIỆT M.A MINOR THESIS Field: English Linguistics Code: 602215 HANOI – 2010 VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGE & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** NGUYỄN THỊ NGÂN A CONTRASTIVE ANALYSIS BETWEEN THE VERB ‘FALL’ IN ENGLISH AND THE VERB ‘NGÃ’ IN VIETNAMESE (PHÂN TÍCH ĐỐI CHIẾU ĐỘNG TỪ ‘FALL’ TRONG TIẾNG ANH VÀ ĐỘNG TỪ ‘NGÃ’ TRONG TIẾNG VIỆT M.A MINOR THESIS Field: English Linguistics Code: 602215 Supervisor: Assoc Prof.Dr Nguyễn Văn Độ HANOI - 2010 TABLE OF CONTENTS Page DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv ABBREVIATIONS vi PART I: INTRODUCTION Rationale Aims of the study Research questions Scope of the study Methods of the study Design of the study PART II: DEVELOPMENT CHAPTER 1: THEORICAL BACKGROUND 1.1 An overview on Contrastive Analysis 1.2 MiCA versus MaCA 1.3 A brief description of verbs 1.3.1 Verbs in English 1.3.2 Verbs in Vietnamese 1.4 Types of meaning 1.5 Synonyms 1.6 Idioms and proverbs 1.7 Concluding remarks CHAPTER 2: A STUDY ON THE VERB „FALL‟ IN ENGLISH AND THE VERB „NGÃ‟ IN VIETNAMESE 2.1 A Contrastive Analysis between the verb „Fall‟ in English and the Verb „Ngã‟ in Vietnamese in terms of Microlinguistics 2.1.1 An investigation into the Verb “Fall” in English 2.1.1.1 Grammatical features 2.1.1.1.1 Syntactic features 2.1.1.1.2 Morphological features 2.1.1.2 Semantic features 2.1.1.2.1 General meanings 2.1.1.2.2 Meanings in some idioms and proverbs 2.1.1.2.3 Synonyms of “Fall” 2.1.2 An Investigation into the verb „Ngã‟ in Vietnamese 2.1.2.1 Grammatical features 2.1.2.1.1 Syntactic features 2.1.2.1.2 Morphological features 2.1.2.2 Semantic features 2.1.2.2.1 General meanings 2.1.2.2.2 Meanings in some idioms and proverbs 2.1.2.2.3 Synonyms of „Ngã” 2.1.3 Findings 2.1.3.1 In Terms of grammatical features 2.1.3.1.1 Similarities 2.1.3.1.2 Differences 2.1.3.2 In terms of semantics features 2.1.3.2.1 Similarities 2.1.3.2.2 Differences 2.1.4 Concluding remarks 2.2 A Contrastive Analysis between the verb „FALL‟ in English and the verb „NGÃ‟ in Vietnamese in terms of Macrolinguistics 2.2.1 Findings 2.2.1.1 In terms of setting 2.2.1.2 In terms of participants 2.2.1.3 In terms of contents 2.2.1.4 In terms of channel 2.2.2 Concluding remarks PART III CONCLUSIONS Recapitulation Implication of the study 2.1 To EFL Teaching and Learning 2.2 To translation from English to Vietnamese and Vice Versa REFERENCES APPENDICES Recommendations for further Research ABBREVIATIONS CA: Contrastive Analysis MiCA: Microlinguistic Contrastive Analysis MaCA: Macrolinguistic Contrastive Analysis EFL: English as a Foreign Language L1: First Language L2: Second Language PART I: INTRODUCTION Rationale Nowadays, English is widely used and has been especially important in the world In Vietnam, it is not an exception and has become a compulsory subject in schools, colleges and universities However, learning English is really a big problem to learners because they are affected by their mother tongue during the process of studying grammar, vocabulary, spelling, pronunciation, etc On the part of grammar, verbs have always been one of the most complex classes of words, which have most widely used and consequently, have played an important role in any language system so far As a result, many final thesises on contrastive analysis between verbs in native language and target language have been conducted to provide teachers and learners thorough view on those verbs and have good way to use them Among verbs, the verb „fall, one of which Vietnamese equivalent is „Ngã‟, is one of the common and confusing words to learners Conducting the minor thesis entitled “A Contrastive Analysis between the Verb „FALL‟ in English and the Verb „NGÃ‟ in Vietnamese” also arose from difficulties that the author face in her daily teaching related to the usage of the verbs For the above reasons, this thesis has been made with an attempt to contribute the author‟s own knowledge and experience in dealing with the problems of Vietnamese beginners It‟s also hopeful that this minor thesis will be of some help to those who are interested in this aspect of English grammar and vocabulary Aims of the study The study is aimed at: - Finding the similarities and differences between the verb “fall” in English and the verb “ngã” in English mainly in terms of Mirolinguistic Contrastive Analysis (MiCA) and partly in terms of Macrolinguistic Contrastive Analysis (MaCA) - Providing recommendations for teaching, learning and translating „fall‟ and „ngã‟ into the target language Research questions To fully achieve these aims, the study should answer the following questions: (i) What are the grammatical and semantic features of each verb and how are they similar and different in terms of these features? (ii) What are their synonyms and what are the idioms and proverbs with these two verbs? (iii) What are the implications of the study for the EFL teaching, learning and translation? Scope of the study In this minor thesis, it is difficult to discuss both the verbs in terms of MiCA and MaCA in details Consequently, the author mainly focuses on analyzing and contrasting them in terms of MiCA (concerning grammatical and semantic features of the two verbs), and just give a brief introduction about the similarities and differences between them concerned with MaCA The verbs „fall‟ and „ngã‟ are rich in synonyms, the author could not discuss them all in details but give an overview on the most common ones Methods of the study To achieve the aims given, the author has combined different methods as follow: - Analyze and contrast; - Synthesize - To synthesize meanings of „fall‟ and „ngã‟ and examples to illustrate from different sources such as dictionaries, literary works, newspapers, magazines, native speakers and websites - To collect the synonyms of each verb and idioms/ proverbs with them - To analyze and contrast each verb and draw out the similarities and differences between them in terms of MiCA and MaCA - To suggest the ways to apply the findings of the study to the language teaching/learning and translation Design of the study This minor thesis consists of three main parts based on the following arrangement: Part I entitled „INTRODUCTION‟ outlines the background of the study in which brief account of relevant information such as the rationale, aims, research questions, scope, methods and design of the study are provided Part II, the „DEVELOPMENT‟ is subdivided into chapters Chapter 1, „THEORITICAL BACKGROUND‟, supplies the general fundamental and essential theoretical concepts involving the subject under consideration It covers a series of concepts ranging from CA, guiding principles for contrastive study, MiCA, MaCA, verbs in English and in Vietnamese, a 10 brief introduction of synonyms, and idioms/ proverbs Chapter entitled “A CONTRASTIVE ANALYSIS BETWEEN THE VERB „FALL‟ IN ENGLISH AND „NGÃ‟ IN VIETNAMESE” discusses the two verbs in terms of MiCA and MaCA in succession After that, the similarities and differences are drawn out Each chapter ends with some concluding remarks Part III, the „CONCLUSION‟, provides recapitulation, implications of the study for EFL teaching and learning and translation from English to Vietnamese and vice versa, and recommendations for further research The „REFERENCES‟ comes next The study ends with the „APPENDICES‟ 11 PART II: DEVELOPMENT CHAPTER 1: THEORICAL BACKGROUND 1.1 An overview on Contrastive Analysis Contrastive analysis (CA) is the systematic study of a pair or more of languages with a view to identifying their structural differences and similarities The term „Contrastive linguistics‟ was suggested by Whorf (1941) and was defined as “ a sub discipline of linguistics concerned with the comparison of two or more languages or subsystems of languages in order to determine both the differences and similarities between them”, (Fisiak, 1981:1) CA is the method of analyzing the structure of any two languages with a view to estimate the differential aspects of their systems, irrespective or their generic affinity or level of development CA of two languages becomes useful when it is adequately describing the sound structure and grammatical structure of two languages, with comparative statements, giving due emphasis to the compatible items in the two systems From 1940s to 1960s before the Second Language Acquisition (SLA) field as we know it was established, Charles Fries (1945:9) wrote: “The most efficient materials are those that are based upon a scientific description of the language to be learned, carefully compared with a parallel description of the native language of the learner” Robert Lado, in 1957 wrote: “Individuals tend to transfer the forms and meanings and the distribution of forms and meanings of their native language and culture to the foreign language and culture- both productively and when attempting to speak the language and to act in the culture and receptively when attempting to grasp and understand the language and culture as practiced by natives” In the 1960s and early 1970s, CA was used extensively in the field of Second Language Acquisition Contrastive Analysis Hypothesis (CAH) – this extension of the notion of CA attributed the ability to predict errors to a CA of two languages, a predictability that practitioners associated with the degree of similarity between the two systems Robert Lado wrote: “… those elements that are similar to this native language will be simple for him, and those elements that are different will be difficult.” CA emphasizes on the influence of the mother tongue in learning a second language in phonological, morphological and syntactic levels Contrastive Analysis is not merely relevant for second language teaching and learning but it can also make useful contributions to machine translating and linguistics typology It is relevant to the designing of teaching materials for use 46 Participants include the speaker and the audience In communication, the speakers and the addressors must bear in mind to which they are talking to select the words they use For example, a person may have different ways to warn others people about tumbling down If the hearer is his/her mother, he/she would say „Mẹ cẩn thận kẻo ngã/ té‟ In the case when the hearer is his/her two-year-old child, another expression like „Đi cẩn thận không uỳnh con‟ can be used If she/he speaks to a close friend, she/he can say „Mày cẩn thận khéo vồ ếch/ngã lăn quay tiêu‟ Differences in social positions, kinship relations, age, gender, economic conditions, education and degree of familiarity, ect Between speakers and hearers naturally influence on when, where, what and how you say 2.2.1.3 In terms of Contents Contents of communication also influence on how, what and when to say When someone was down suddenly and rolled over out of control, we can say „She was running down the hill so quickly when she hit a rock and tumbled the rest of the way to the bottom of the hill‟ When someone fell after hitting something with his/her foot, the verb „trip‟ can be used as in „He was walking down the street when he tripped on his shoe lace and nearly landed on his face!‟ In Vietnamese joking and slang, to express someone‟s failure or loss, we can use „ngã‟ as in „Nhưng nhà vô địch ngã ngựa đất Mã, mà tới bàn không gỡ‟ In another case, when talking about people who were dead when fighting for the country, Vietnamese people use „hy sinh‟, „chết‟ instead of „ngã‟ 2.2.1.4 In terms of channel The primary channels for verbal communication are speech and writing Language choice for speech sometimes is not used for writing Except in literal works, words for normal speech can be chosen at ease They can be informal ones However, in normal writing people try to find the safest and usually formal words This happens to both Vietnamese and English people This conversation between Tom and Joe in The Adventures of Tom Sawyer is taken as an example when „fall‟ and „ngã‟ are used in speech Tom: “Fall! Fall! Why don‟t you fall?” Joe: “I shan‟t! Why don‟t you fall yourself? You‟re getting the worst of it.” 47 Tom: “Why, that ain‟t anything I can‟t fall; that ain‟t the way it is in the book The book says “Then with one backhanded stroke he slew poor Guy of Guisborne‟ You‟re to turn around and let me hit you in the back” Tom: Ngã kìa! Sao cậu lại không ngã? Joe: Tớ không ngã đâu! Sao cậu không ngã? Cậu vừa bị cú đau thơi Tom: Đau qi gì! Làm tơ ngã sách đâu có viết tớ ngã Sách viết:”Thế cú lật trái, chàng giết chêt tên Guisborne khốn nạn” cậu phải quay để tớ đâm vào lưng Below are several examples when the two verbs are used in writing - She pulls from another pocket a piece of metal and flings it out in front of her so it falls just beyond the farthest square - I stumbled often, and, as it grew darker and darker, I fell often, too - Mịch lả oằn người đi, khơng cịn xương sống, ngã ngồi xuống, làm Long ngã theo, ấy, buông tay - Rồi lảo đảo đến cạnh phản, lăn kềnh lên chiếu rách (15:27) - Nhưng đêm mùa đông rét mướt kia, chẳng biết run rẩy nào, lão già ngã xuống sông chết sông Concluding remarks We have just concerned language in its broadest sense and including cultural and behavioral features associated with language We have made it clear that the verb „fall‟ and „ngã‟ are actually influenced by the macrolinguistic elements at least in terms of participant, setting, content and channel 48 PART III CONCLUSIONS Recapitulation The verbs „fall‟ in English and „ngã‟ in Vietnamese and their idioms and proverbs have been studied carefully Similarities and differences between them in terms of MiCA and MaCA have been found, basing on theoretical background As far as MiCA was concerned, these two verbs were analyzed and contrasted in respects of grammatical features, semantic features, their synonyms as well as idioms with them which were the focus of the study Some findings were drawn out as follows: - „Fall‟ and „ngã‟ share quite a lot of similar syntactic features such as they have different functions in a sentence such as predicate, subject, complement, or object - They also share some similar morphological features - „Fall‟ carries markers of grammatical categories such as tense, aspect, person, number and mood while „ngã‟ does not - In terms of semantic features, the verb „fall‟ has at least sixteen groups of general meanings, 60 idioms and proverbs are found and twelve of them are deeply discussed, hundreds of „fall‟s synonyms are introduced with careful quotations from different sources of data Similarly, at least six general meanings of the verb „ngã‟ are listed, further discussion seven typical ngã‟s idioms and proverbs, many ngã‟s synonyms are also mentioned Basing on the results of studying the two verbs separately, we found the following: + „Fall‟ and „ngã‟ share at least four similar general meanings + „Fall‟ has at least fourteen items of meanings different from „ngã‟ + „Ngã‟ is found at least two items of meanings differing from „fall‟ + At least four pairs of idioms/ proverbs derived from „fall‟ and „ngã‟ have the same expressions + „Fall‟ is richer in meanings, consequently, richer in synonyms and idioms than the verb „ngã‟ In terms of MaCA, basing on the suggestions of Hymes (1974) and Carl James (1980), we find out that such social-cultural elements as participant, setting, content channel differently affects the uses of „fall‟ and „ngã‟ and their equivalents To put in a nutshell, this study is conducted with the hope of providing an overall understanding about the verb „fall‟ in English and „ngã‟ in Vietnamese in respects of both MiCA and MaCA We wish to highlight the awareness of EFL teachers and learners about 49 the similarities and differences between them to avoid their mother tongue interference when dealing with these two verbs as well as their idioms Implication of the study 2.1 To EFL Teaching and Learning The final aim of language teaching is to develop learners‟ communicative competence and linguistic competence Knowing a language is not only knowing the grammatical rules, but also knowing when and where it is appropriate to use, how to use, and to whom Teaching vocabulary also means providing learners with an increasing number of words and their equivalents in the target language which help them choose what to use with ease and interpret accurately in different contexts Therefore, not only is it important to provide grammatical meaning and lexical meaning of a word, but also to provide their sense relations such as its synonyms or antonyms ect Being aware of its importance, we have endeavored to provide a contrastive analysis between the verb „fall‟ in English and the verb „ngã‟ in Vietnamese Ur (1996:63) suggested different ways of presenting meaning of new items such as concise definition, detailed description, illustration, demonstration, contextualization, examples, synonyms, antonyms, hyponyms, translation and associated ideas and collocations When teaching „fall‟, „ngã‟ and their idioms, we should combine some ways rather than use only one To avoid monotonous traditional way of EFL teachers can use games with idioms which are now available at many websites on the Internet There are very few absolute synonyms, thus, the teaching „fall‟, „ngã‟ and idioms with them should not be isolated from their contexts During learning and teaching process, both EFL teachers and learners should beware of the similarities and differences, particularly the differences between them which will restrict the mother tongue interference at the maximum This helps to avoid culture shocks or “stupid” mistakes in communication That is what a contrastive analysis aims at 2.2 To translation from English to Vietnamese and Vice Versa Translation is the act or process of changing speech or writing from one language (the source language) into another (the target language) When translating, translators should be clear about context, the rules of grammar of the two languages, their writing conventions, and their idioms Thus, to find the best equivalents for „fall‟ or „ngã‟, translators should master all semantic features of all lexical items, base on the context as well as other macrolinguistic 50 factors They may translate by using a more general word or a less expensive word or using more than one word in the target language The finding of the study on the ground of general meanings may help the translators to find the appropriate expressions when dealing with the specific situations where the verbs „fall‟ and „ngã‟ are used The study on the synonyms of the verbs „fall‟ and „ngã‟ may help translators decide the best word choice when working with those two verbs The findings of the contrastive analysis on the idioms in which „fall‟ and „ngã‟ are used may help the users overcome possible difficulties when translating the contexts in which the idioms are used Finally, some aspects of cultural and behavioral features associated with the uses of the verb „fall‟ and „ngã‟ are study to help the users avoid unnecessary misinterpretation when working with the two verbs Recommendations for further research The authors conducted this research with a focus in terms of MiCA rather than MaCA due to the limitations and the requirement of the M.A research To a certain extent, some matters have not been thoroughly investigated We, therefore, have recommendations for further research which are surely promising, interesting and welcome: - An investigation into „fall‟ and its synonyms and antonyms - A study on the forms and meanings of lexical verb „fall‟ and Vietnamese equivalents - A study on the forms and meanings of the verb „ngã‟ and its English equivalents 51 REFERENCES In English Baker, M (1992) In other Words: A Course Book on Translation Routledge, London & New York Charles C Fries (1945) Teaching and Lerning English as foreign language Michigan: University of Michigan Press Chaturvedi, M.G (1973) A Contrastive Study of Hindi-English Phonology National Publishing House, Delhi Cruse, D.A (1986) Lexical Semantics Cambridge University Press, Cambridge & New York Crystal, D (1995) The Cambridge Encyclopedia of Language Second Edition Cambridge University Press, Cambridge Fisiak, J et al (1984) Contrastive Linguistics and the Language Teachers Pergamon Press Oxford Hornby, A.S (1995) Oxford Advanced Learner‟s Dictionary Oxford University Press Hymes, D (1974) Ways of Speaking Cambridge University Press, Cambridge Jackson, H & Evenla, E.Z (2000) Words, Meaning and Vocabulary Cassell, New York 10 James, C (1980) Contrastive Analysis Longman, London 11 Lado Robert (1957) Linguistics across Cultures University of Michigan Press 12 Leech, G,N (1974) Semantics Penguin, Harmonds Worth, Middlessex 13 Leech, G,N (1981) Semantics Third Second edition Penguin, Harmonds worth, Middlessex 14 Longman Dictionary of English Language and Culture (1992) Longman Group UK Limited 15 Lyon, J (1977) Semantics Cambridge University Press, Cambridge 16 Lyons, J (1995) Linguistics Semantics: An introduction Cambridge University Press Cambridge 17 Nguyễn Hòa (2004) Understanding English Semantics NXB Đại Học Quốc Gia Hà Nội 18 Nguyễn Thị Dung (2007) A Contrastive Analysis between the Verb „Eat‟ in English and the Verb „Ăn‟ in Vietnamese M.A Thesis, Hanoi 52 19 Nguyễn Hùng Tiến (2008) A Contrastive Analysis between the Verb „Run‟ in English and the Verb „Chạy‟ in Vietnamese M.A Thesis, Hanoi 20 Palmer, F R (1981) Semantics Cambridge: Cambridge University Express 21 Randolph Quirk & Sidney Greenbaum (1973), A University Grammar of English, Longman 22 Richards, J.C et al (1992) Dictionary of Language Teaching and Applied Linguistics Longman Press Malaysia 23 Robins, R.H (1989) General Linguistics Fourth Edition Longman, London & New York 24 Seidle, J (1978) English Idioms and How to Use Them Oxford University Press, Oxford 25 Ur, P (1996) A Course in Language Teaching: Practice and Theory University Pres, Cambridge, New York and Melbourne Cambridge 26 Whorf, B.L (1941) The Relation of Habitual Thought and Behavior to Language, Language, Culture and Personality Essays in Memory of Edward Sapir, L.Spier (ed.), Menasha (Wis.), Sapir Memorial Publication 27 Wright, J (1999) Idioms Organizer Commercial Colour Press, England In Vietnamese 28 Diệp Quang Ban & Hoàng Văn Thung (1992), Ngữ pháp Tiếng Việt, Tập 1, NXB Giáo Dục 29 Đỗ Hữu Châu (1999) Từ Vựng Ngữ Nghĩa Tiếng Việt NXB Giáo Dục 30 Hoàng Phê et al (1994) Từ Điển Tiếng Việt NXB Khoa học Xã hội Trung Tâm Từ Điển Học Hà Nội, Hà Nội 31 Nguyễn Hữu Quỳnh (1980), Ngữ pháp Tiếng Việt, NXB Khoa học xã hội 32 Nguyễn Kim Thản (1977) Động Từ Trong Tiếng Việt NXB Khoa học xã hội 33 Nguyễn Lân (2000) Từ Điển Từ Ngữ Việt Nam NXB Thành phố Hồ Chí Minh 34 Nguyễn Lực & Lương Văn Đang (1993) Thành Ngữ Tiếng Việt NXB Khoa học Xã hội, Hà Nội 35 Trần Hữu Mạnh (2007), Ngôn ngữ học đối chiếu – Cú pháp Tiếng Anh-Tiếng Việt, NXB Đại học Quốc Gia Hà Nội In bilingual 53 36 Xuan Ba& Tran Thanh Son (2002) Tục Ngữ Thành Ngữ Nước Anh Nhà xuất giới From the internet 37 http://en.wikipedia.org 38 http://www.synonym.com/synonyms/fall/ 39 http://www.yourdictionary.com/fall 40 http://tratu.vn/dict/vn_vn/Ng%C3%A3 SOURCES OF THE DATA In English Cotton, D & Falvey,D & Kent, S (2007) Market Leader Pre-intermediate business English Book Pearson Longman Doyle, A.C (1992) Adventures of Sherlock Holmes Oxford University Press Grimm‟s fairy tales.(2000) Dover Thrift Editions Grahame, K (1993) The Wind in the Willows Wordsworth Edition Limited Heaton, B & West, M (1990) Stories from Shakespeare Longman Group Limited Hutchinson, T (1999) Lifelines Elementary Oxford University Press Oxford Joseph, M (1998) I Value Determination Learners Press Pvt Ltd Keene, C (1995) The Secret of the Old Clock Grosset & Dunlap Publishers Lewis Carroll (1988) Alice‟s Adventures in Wonderland Aerie Books Ltd 10 Meyer, S ( 2008) New Moon Little& Brown Company New York 11 O.henry (1988) Stories by O.Henry Aerie Books Ltd 12 Ondaatje, M (1993) The English Patient Vintage International 13 Twain, M (1987) The Adventures of Tom Sawyer Scholastic Inc 14 Kiến Thức Bách Khoa Trẻ Em (1997) Tập Nhà Xuất Bản Giáo Dục In Vietnamese 15 Hà Minh Đức (1999) Tuyển Tập Nam Cao Tập NXB Văn Học 16 Ngô Tất Tố (1998) Tắt Đèn Nhà xuất văn học 17 Nguyễn Đăng Mạnh (1998) Tuyển Tập Vũ Trọng Phụng.Tập NXB Văn học 18 Nguyễn Nhật ánh (2001) Đi Qua Hoa Cúc Nhà xuất trẻ 19 Nguyễn Văn Thạc (2005) Mãi Mãi Tuổi Hai Mươi NXB Thanh Niên 20 Phùng Quán (2004) Tuổi Thơ Dữ Dội NXB Kim Đồng 54 21 Spiri J (1999) Heidi chuyện cô bé miền núi Thụy Sĩ (Dịch giả: Phạm Thị Minh Hằng, Đặng Chiêu Vân & Nguyễn Thị Thu Thanh) Công ty In Thống Nhất Hà Nội 22 Tơ Hồi (2001) Dế mèn phiêu lưu ký NXB Đồng Nai, Đồng Nai 23 Diệp Quang Ban & Hoàng Văn Thung (1992), Ngữ pháp Tiếng Việt, Tập 1, NXB Giáo Dục 24 Nguyễn Khải, Mùa Lạc, Văn 12 (1991), NXB Giáo Dục 25 http://tuoitre.vn/chinh-tri-xa-hoi/song-khoe/409974/dung-so-te-nga-ma-luoi-vandong.html 26 http://tim.vietbao.vn/v%E1%BA%A5p_ng%C3%A3/ 27 http://www.bbc.co.uk/vietnamese/world/2010/11/101104_obama_usvoters.shtml 28 http://en.wikipedia.org/wiki/Falling_%28accident%29 55 Appendices Idioms and proverbs with THE VERB ‘fall’ Numbers Idioms an be as easy a Better go ro the ditch bigger they they fall bread alway buttered sid fall all over fall apart fall asleep fall back on something) fall behind 10 fall betwee 11 fall by the w 12 13 fall down on fall flat (on 14 fall for 15 fall for hook 16 fall (a)foul o 17 fall from gr 18 fall from p 19 fall head o 20 fall head o with someo fall heir to 21 22 23 fall ill fall in a hea 24 fall in love w 25 fall in with 26 fall in place 27 fall into a tr fall into som 28 29 fall into dec 30 31 32 fall into dis fall into disg fall into disu 33 fall into han 34 fall into lap 35 fall in(to) l 36 fall into pla 37 fall into the 38 fall into the 39 fall like nin 40 fall like the 41 fall off the r 42 43 fall off som fall off the 44 fall off the f 45 fall off the 46 fall off the 47 fall off the 48 fall on dea 49 fall on evil 50 fall on face 51 52 53 fall on hard fall on kne fall on our 54 55 fall on ston fall on swo 56 57 58 59 fall out of fall out of fall out wit something fall (all) ove 60 fall overboa 61 fall prey/vi 62 fall short (o 63 fall throug 64 65 fall throug fall to piec 66 67 fall on/to o fall under o spell He that nev fell He that is d fall Into each l fall let the chip may) 68 69 70 71 72 73 nearly/almos chair Pride comes 74 75 stand or fall stand or fall 76 The apple from its tree 77 The bigger th harder they f 78 The scales fa eyes 79 United we sta fall 80 When the tre everyone run axe Idioms Number Chị ngã em nâng Chớ thấy sóng mà ngã ta Đào ngã mận thay Đau lại đã, ngã lại dậy Được ăn cả, ngã không Lôi đấm voi ngã chết Leo cau đến buồng lại ngã Ngã theo chiều gió Ngã kềnh 59 10 Ngã lăn ngã lộn 11 Ngã sấp ngã ngửa 12 Sống đau nhà, ngã đâu giường 13 Thối chí, ngã lịng 14 Trâu ngã kẻ cầm dao 15 Tránh ông cả, ngã ông ba mươi 16 Trâu toi bị ngã 17 Trượng phu không đánh kẻ ngã ngựa ... commence chapter two ? ?A Contrastive Analysis between the Verb ? ?Fall? ?? in English and the Verb ? ?Ngã? ?? in Vietnamese? ?? 20 CHAPTER 2: A STUDY ON THE VERB ? ?FALL? ?? IN ENGLISH AND THE VERB „NGÃ‟ IN VIETNAMESE. .. VERB ? ?FALL? ?? IN ENGLISH AND THE VERB „NGÃ‟ IN VIETNAMESE 2.1 A Contrastive Analysis between the verb ? ?Fall? ?? in English and the Verb ? ?Ngã? ?? in Vietnamese in terms of Microlinguistics 2.1.1 An investigation... interpreting when exchanging the verb ? ?FALL? ?? in English and the verb „NGÃ‟ in Vietnamese 2.1.4 Concluding Remarks We have contrasted and analyzed ? ?fall? ?? and ? ?ngã? ?? in terms of MiCA By comparing ? ?fall? ??