(Luận văn thạc sĩ) a contrastive analysis of sementic features of the verb make in english collocations and their equivalents in vietnamese

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHẠM THỊ NGỌC MINH A CONTRASTIVE ANALYSIS OF SEMANTIC FEATURES OF THE VERB “MAKE” IN ENGLISH COLLOCATIONS AND THEIR EQUIVALENTS IN VIETNAMESE (PHÂN TÍCH ĐỐI CHIẾU CÁC ĐẶC ĐIỂM NGỮ NGHĨA CỦA ĐỘNG TỪ “MAKE” TRONG CÁC CỤM TỪ CỐ ĐỊNH TIẾNG ANH VÀ CÁC CỤM TỪ TƯƠNG ĐƯƠNG TRONG TIẾNG VIỆT) M.A MINOR THESIS Field: English Linguistics Code: 602215 Hanoi – 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHẠM THỊ NGỌC MINH A CONTRASTIVE ANALYSIS OF SEMANTIC FEATURES OF THE VERB “MAKE” IN ENGLISH COLLOCATIONS AND THEIR EQUIVALENTS IN VIETNAMESE (PHÂN TÍCH ĐỐI CHIẾU CÁC ĐẶC ĐIỂM NGỮ NGHĨA CỦA ĐỘNG TỪ “MAKE” TRONG CÁC CỤM TỪ CỐ ĐỊNH TIẾNG ANH VÀ CÁC CỤM TỪ TƯƠNG ĐƯƠNG TRONG TIẾNG VIỆT) M.A MINOR THESIS Field: English Linguistics Code: 602215 Supervisor: Dr Nguyễn Huy Kỷ Hanoi - 2010 iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS………… ……………………………………………… ii ABSTRACT…………………………………………………………………………… iii TABLE OF CONTENTS……………………………………………………………….iv ABBREVIATIONS………… …………………………………………………………vi LIST OF TABLES…………… ………………………………………………………vii PART I INTRODUCTION Rationale……………….……………………………………………………………….1 Aims of the Study……………… ………………….…………………………………2 Scope of the Study…………… ………………………………………………………2 Methods of the Study…… ……………………………………………………………3 Designs of the Study……………………………………………………………………4 PART II CHAPTER DEVELOPMENT THEORETICAL BACKGROUND 1.1 Semantic Features……………….……………………………………………………5 1.2 A Brief Description of Verbs…………………………………………………………6 1.3 Collocations………………………………………………………………………… 1.4 Summary…………… …………………………………………………………… 11 CHAPTER SEMANTIC FEATURES OF THE VERB ‘MAKE’ IN ENGLISH COLLOCATIONS AND THEIR EQUIVALENTS IN VIETNAMESE 2.1 Semantic features of the verb ‘make’ in English collocations……………… …….12 2.2 Semantic features of the verb ‘làm’ in Vietnamese collocations……………………16 2.3 Findings……… ………………………………………………………………… 21 2.3.1 Similarities…… …………………………………………………………………21 2.3.2 Differences… …….………………………………………………………………22 2.4 Summary…………………………………………………………………………….29 v CHAPTER IMPLICATIONS FOR EFL TEACHING, LEARNING AND TRANSLATION 3.1 Test result analysis…………………………… ………………………………… 30 3.2 Implications………………………………………………….………………………36 3.2.1 Implications of EFL teaching and learning……………………………………… 36 3.2.2 Implications for translation……………………… …………………………… 37 PART III CONCLUSION Objectives of the study………………… …………………………………………….39 Methods of the study………………… ………… ………………………………….40 Implications for Pedagogy…………………… … …………………………………40 Contributions made by this study………………………………… ……………… 41 Limitations of the study……………………………… ……………………………41 Recommendations for further research………………….…………………………….42 REFERENCES………………………………………………………………………….43 SOURCES OF THE DATA…………………………………………………………….45 APPENDICES vi ABBREVIATION EFL: English as a foreign language L1: first language L2: second language SLA: second language acquisition vii LIST OF TABLES Table 1: Collocations vs idioms and free word combinations Table 2: The result of gap-filling (1) task Table 3: The result of translation task Table 4: The result of gap-filling (2) task Table 5: The result of sentence transformation task PART I: INTRODUCTION Rationale “While without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (Wilkins, 1972: 111) This argument has been supported by many researchers in the field of second language acquisition (SLA) who have emphasize the significance of vocabulary and agreed that vocabulary is equally, if not more, important than language structure in language acquisition This is why it was recommended to pay attention to the teaching of vocabulary in the same way as the teaching of grammar (Krashen, 1988) McCarthy (1990) summarizes the importance of vocabulary teaching for second language (L2) learners in the following statement: No matter how well the student learns grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wide range of meanings; communication in an L2 just cannot happen in any meaningful way (p viii) Within the area of vocabulary research, collocations that are a transitional area between idioms and free combinations (Benson et al, 1986) have attracted the attention of language researchers And language researchers have pointed out many reasons why collocations are so important in language acquisition First, acquiring collocations is beneficial for EFL learners‟ lexical development (Ellis, 1996) and communicative competence (Nattinger, 1997) To gain overall language proficiency, learners need to gain collocational competence (Hussein, 1990) At the same time, acquiring collocational knowledge may help overcome the problems of comprehending a sentence word by word thus learners‟ listening and reading abilities can be improved Also, by mastering collocations, learners‟ speech sounds more natural, and is more easily understood by native speakers With increasing knowledge of collocations, EFL learners may be able to speed up their thinking in speaking and getting their meaning across more effectively (Hill, 2000) According to Kjellmer (1992), the more accurately language learners are able to use collocations, the fewer pauses and hesitations they make during long chunks of discourse Furthermore, Benson and Ilson (1997) have stated that language learners must acquire how words collocate with each other to be able to produce language with nativelike accuracy and fluency in both oral and written forms Thus, their vocabulary and overall language proficiency level increases as their collocational knowledge increases Therefore, collocational knowledge is the essence of language knowledge However, the knowledge of collocations is vast so this study only focuses on the semantic features of the collocations with the verb „make‟ in English and the verb „làm‟ in Vietnamese We choose the study the semantic features of the „make‟ collocations and then make a contrast with the verb „làm‟ in Vietnamese because the verb „make‟ is one of the most commonly used verbs in English and when it collocates with other words, Vietnamese learners often feel confused, especially about meaning of the verb „make‟ collocations With the purpose of helping learners and teachers know general knowledge of collocations and the semantic features of the verb „make‟ collocations as well as the similarities and differences between the collocations with the verb „make‟ and the verb „làm‟, we decided to carry out this study Aims of the Study The study is aimed at: + Finding the semantic features of the „make‟ collocations in English and those of the verb „làm‟ collocations in Vietnamese + Finding the similarities and differences between the „make‟ collocations in English and those of the verb „làm‟ collocations in Vietnamese + Providing some recommendations for the teaching and learning as well as translation of „make‟ collocations and „làm‟ collocations into the target language To fully achieve these aims, the study should answer the following questions: + What are the semantic features of each verb in collocations and how are they similar and different in terms of these features? + What are the implications of the study for EFL teaching/ learning and translation? Scope of the Study This is a minor thesis As a result, it is unfeasible to discuss both the verbs in all aspects Therefore, within this study, the author focuses on analyzing semantic features of the collocations of both the verbs, and then gives a brief introduction about the similarities and differences between them Methods of the Study The study has been carried out based on a combination of different methods, among which the main method is contrastive analysis For the contrastive analysis method, English is considered to be the target language and Vietnamese- the source language – a means to contrast This method involves two steps: describing the semantic features of the verb „make‟ collocations in English and those of the verb „làm‟ collocations in Vietnamese and then juxtaposing them to point out their similarities and differences Another important method used in this thesis is descriptive research method, which involves componential analysis and surveys Componential analysis is one of the most effective methods in identifying the meaning because it involves the analysis of the sense of a lexeme into its component parts (semantic features or semantic properties) Surveys are used to collect data about the situation of learning and teaching English collocations, especially those with „make‟ in English as well as the students‟ knowledge of collocations in English in general and that of „make‟ collocations in English in particular in Lao Cai High School for Gifted Students Besides, other methods are also exploited in this thesis: statistical (the author has collected data about semantic features of the two verbs in collocations and carried out survey research to find out the situation of learning and teaching English collocations, especially those with „make‟ in English in Lao Cai High School for Gifted Students as well as the students‟ knowledge of collocations in English in general and that of „make‟ collocations in English in particular), analytical ( the author has examined in detail the data obtained from the dictionaries and examples in the stories to point out semantic features of the collocations of the two verbs as well as the data obtained from the survey) and synthetical (the author has based on the analysis to draw outstanding semantic features of the verbs in collocations, point out their similarities and differences and show the students‟ knowledge of collocations and the situation of learning and teaching collocations in general and those with the verb „make‟ in particular The steps of the study are in the order as follows: First, the author synthesized the meanings of „make‟ and „làm‟ collocations as well as examples from various sources such as dictionaries and literary works Then, the author analyzed and contrasted each verb to make clear the similarities and differences between them Lastly, the author suggested how to apply these findings to the language teaching/ learning and translation Designs of the Study The study consists of three parts organized as follows: Part I entitled “INTRODUCTION” outlining the background of the study in which a brief account of relevant information such as the rationale, aims, scope, methods and design of the study is provided Part II, the “DEVELOPMENT” is subdivided into three chapters Chapter – THEORETICAL BACKGROUND, as its names suggests, provides the theoretical concepts for the main contents of the study, covering a series of concepts ranging from semantic features, an overview of verbs, types of meanings to an overview of collocations Chapter focuses on “SEMANTIC FEATURES OF THE VERB „MAKE‟ IN ENGLISH COLLOCATIONS AND THEIR EQUIVALENTS IN VIETNAMESE” After pointing out the semantic features, the author analyzes and contrasts each verb to make clear the similarities and differences between Chapter deals with the errors made by the students at Lao Cai High School for Gifted Students, therefore some suggestions for English learning and teaching as well as translation should be presented Each chapter ends with a summary Part III, the “CONCLUSION”, provides concluding remarks The “REFERENCES”, “SOURCES OF DATA” and “APPENDIXES” mark the end of the thesis 37 particular and other collocations in general between the mother tongue and the target language, particularly the differences That will restrict the mother tongue interference at the maximum The source of mother tongue interference proves to be a major difficulty for learners because of a lack of translational equivalence between the mother tongue and the target language Commonly, collocations in the mother tongue are often translated directly into English For example, in English, we say „make right decision‟ but in Vietnamese we conventionally say „give a right decision‟ Therefore, students should how words collocate with each other to avoid combining words which sounds acceptable but native speakers never say in that way 3.2.2 For Translation from English to Vietnamese and Vice Versa Translation is a process of interpreting a text either in the form of speech or writing from one language (the source language) into another language (the target language) into an equivalent text To achieve the best translation equivalence, translators must take into account the context of the text, the grammatical rules of the two languages, their writing conventions, their collocations etc In the case of collocations with „make‟ and „làm‟, we should attend to the following points when translating them First, to find out the best equivalents for „make‟ and „làm‟ collocations, translators should master all possible semantic features Because „make‟ collocations can have differences meanings when translated into Vietnamese and vice versa and in order to know which meaning is suitable, translators should take the context of the text into account Secondly, when translating collocations, translators should consider the meaning the whole expressions Never translate a collocation word for word For example: the collocation „make a decision‟ will sound very unfamiliar with the Vietnamese when we translate it like „làm định‟ Also, the study on the synonyms of words can help translators decide the best word when translating from the source language into the target language In the case of „make‟, „do‟ is a phraseological synonym and translators should know the differences between them to translate the text properly 38 Last but not least, it is thought that for every word and phrase in one language, there is a corresponding word or phrase In fact, it is very difficult to translate Vietnamese collocations …làm Đất nước, làm cho trông thấy nhỡn tiền… into English without loosing any shades of their meanings The translator should be careful about this difference 39 PART III: CONCLUSION The present study focuses on semantic features of the verb „make‟ in English collocations and their equivalents in Vietnamese The main concern is to find out the semantic features of the verb „make‟ in English collocations and the verb „làm‟ in Vietnamese collocations and then to find out the similarities and differences between them We also based on the theoretical background, the semantic features, the similarities and differences between the two verbs in collocations to carry out two surveys with the hope that this research can lead to effective ways to develop students‟ knowledge of collocations with „make‟, „làm‟ in particular and other collocations in general Some conclusions have been drawn as follows: Objectives of the study The study is aimed at three points: (1) finding the semantic features of the „make‟ collocations in English and those of the verb „làm‟ collocations in Vietnamese, (2) finding the similarities and differences between the „make‟ collocations in English and those of the verb „làm‟ collocations in Vietnamese and (3) providing some recommendations for the teaching and learning as well as translation of „make‟ collocations and „làm‟ collocations into the target language In fact, we have obtained the objectives of the study The results of the study show that the verb „make‟ and the verb „làm‟ in collocations coincide in their general meanings However, the verb „làm‟ in Vietnamese collocations seems to have much more meanings than that in English collocations Moreover, we can find some equivalent collocations in Vietnamese for some collocations with „make‟ and vice versa However, mostly, we have to make use of the collocations with other verbs or we have to explain meanings of these collocations in target language The results of the surveys show that learning individual words and their meaning does not suffice to achieve great fluency in a second language Knowing the ways words combine into chunks characteristic of the language imperative Without the knowledge of collocations, students are not bound to approach the native-like level of proficiency in language However, teachers and students have not paid appropriate attention to teaching and learning collocations The collocations with „make‟ is very popular in English, however, students still have difficulty in using them To solve this problem, teachers and learners should be fully aware of the importance of collocations, raising the awareness of 40 teaching and using collocations Teachers should try to create an environment in which students stand a good chance of being exposed to learning and using collocations, especially in speaking and writing skills This can be done by designing exercises related to collocations for students, highlighting the collocations in the textbooks for students And to minimize the mother tongue interference, teachers should carefully explain the similarities and differences when teaching a collocation with „make‟ and vice versa The same case is applied to other collocations Methods of the study In this study, various methods are used to achieve the objectives such as contrastive analysis, componential analysis, surveys, etc Each step of the study requires another relevant method However, as the title of the thesis suggests, the method which works best in this study is contrastive analysis Only by using this method, in which English is considered to be the target language and Vietnamese- the source language – a means to contrast can semantic features of the two verbs in collocations as well as their similarities and differences be brought to light Implications for Pedagogy According to the results of the present study, many implications for teaching „make‟ collocations in particular and other collocations in general can be suggested These implications can be applied as a generic framework or a model for teaching all collocations and collocation categories The study‟s implications are as follows: 3.1 In teaching new words, more attention should be given to teaching collocations of these words The learners not really know the word unless they know how that word is used 3.2 Since the learning environment is shown to play a significant role in the acquisition of collocations, it may be most effective to use as many collocations during the class as possible, which gives EFL learners the chance to be exposed to natural language, which in turn helps them improve their language proficiency 3.3 In light of the difficulty of the production in collocations, learners are in need of more practice producing collocations Also, they should receive as much collocation input as possible Therefore, different kinds of activities can be used to improve learners‟ receptive and productive skills 41 3.4 Selecting and teaching collocations should be done with reference to L1 where learners become aware of the L1-L2 differences and similarities 3.5 Adding a bilingual glossary of frequently used collocations to textbooks is highly recommended to keep learners aware of the similarities and differences between the first and second language Contributions made by this study This study provides three main contributions to the collocation research in the field of SLA The first contribution is the thesis‟s addition to the previous studies into collocations, especially the very limited studies into collocations acquired by Vietnamese learners Second, the present study is the first to conduct a contrastive analysis of semantic features of the verb „make‟ in English collocations and their equivalents in Vietnamese The verb „make‟ and the verb „làm‟ are highly frequently used for Vietnamese learners, therefore, knowing semantic features of these two verbs in collocations as well as their similarities and differences can facilitate the learners‟ process of learning vocabulary Finally, the third contribution is the formulation of five implications for teaching collocations in general As a result, these implications can be applied as a general framework or model for teaching all collocations This is extremely significant for EFL learners in particular Limitations of the study There are many aspects of the verb „make‟ which can be investigated, the study however only focuses on semantic features of the verb „make‟ in collocations The second limitation pertains to the number of the selected collocations used in this study Due to the time constraints, the author has been unable to list all collocations with the two verbs to help teachers and learners of English have a thorough understanding of these two verbs in collocations The third limitation of the study is related to the time constraints for both the participants and the researcher This study is limited to two collocation tests to measure the production and reception as well as the situation of teaching and learning collocations with the verb „make‟ in particular and other collocations in general, which may not be enough to draw detailed and exact implications The last limitation is due to the limited knowledge of the author so this 42 thesis may have shortcomings Therefore, all the remarks and comments from the readers will be highly appreciated Recommendations for further research The present study is only concerned with semantic features of the two verbs‟ collocations due to the time, limitations and requirement of the minor M.A research In fact, there are still many other aspects still remaining to be investigated This is why further research is recommended to be done in the following areas: First, research should be done on not only semantic features but also grammatical features of both verbs‟ collocations Secondly, research should be done to investigate the verb „make‟ and „làm‟, synonyms and idioms with both the verbs to help teachers and learners of English to have an overall picture of the similarities and differences between the two verbs Last but not least, research should be done on lexical and grammatical collocations of other words to further examine the mechanism of learners‟ acquisition of collocations 43 REFERENCES In English Baker M (1992), In other words: A course book on translation, Routledge Benson M., Benson E., & Ilson R (1997), The BBI dictionary of English word combinations, John Benjamins Publishing Companies Benson M., Benson E., & Ilson R (1986), The BBI combinatory dictionary of English, John Benjamins Publishing Company Collins (2008), Collins Pocket Thesaurus, HarperCollins Publishers Crowther J et al (1995), Oxford Advanced Learner’s Dictionary of Current English, Oxford University Press Cruse D.A (1986), Lexical Semantics, Cambridge University Press Ellis N.C (1996), Memory for language, In P Robinson (Eds.), Cognition and second language instruction (pp 33-68), Cambridge University Press Fernando C (1996), Idioms and Idiomaticity, Oxford University Press, Oxford & New York Firth J.R (1957), Modes of meaning, In J.R Firth (Eds.), Papers in linguistics 1934-1951 (pp 190 – 215), Oxford University Press 10 Hill J (2000), Revising priorities: from grammatical failure to collocational success, In Michael Lewis (Ed.), Teaching Collocation (pp 28-46), Hove, England, Language Teaching Publications 11 Hussein R.F (1990), Collocations: The missing link in vocabulary acquisition amongst EFL learners, Papers and Studies in Contrastive Linguistics, 26(26), pp 123 – 136 12 Jackson H & Evenla E.Z (2000), Words, Meaning and Vocabulary, Cassell, New York 13 Kathleen R McKeown and Dragomir R Radev, Collocations, Retrieved from http://clair.si.umich.edu/~radev/papers/handbook00.pdf 14 Kjellmer G (1992), Old as he was, A note on concessiveness and casuality, English studies, 7, pp 337- 350 15 Krashen S (1988), Second Language Acquisition and Second Language Learning, New York, Pergamon Press 44 16 Larson M L.(1984), Meaning-based translation: A guide to cross-language equivalence Lanham, MD: University Press of America 17 McCarthy M (1990), Vocabulary, Oxford University Press 18 McCarthy M (2009), English Collocations in Use, NXB Đồng Nai 19 Mclntosh C et al (2009), Oxford Collocations Dictionary for students of English, Oxford University Press 20 Nattinger J.R (1997), Lexical phrases and language teaching, Oxford University Press 21 Palmer F.R (1981), Semantics, Cambridge University Press, Cambridge 22 Puschmann C http://www.absee.net/up_files/file/Chapter%205%20%20Word%20meaning%20and%20sema ntic%20feature.doc 23 Richards J.C et al (1992), Dictionary of Language Teaching and Applied Linguistics, Longman Press, Malaysia 24 Robins R.H (1989), General Linguistics, Longman, London & New York 25 Seidle J (1978), English Idioms and How to Use Them, Oxford University Press, Oxford 26 Turnbull J et al (2010), Oxford Wordpower Dictionary, Oxford University Press 27 Wilkins D.A (1972), Linguistics and language teaching, London, Edward Arnold 28 Wiśniewski K (2007), Semantics, In Yule, G (1996), The Study of Language, Cambridge University Press, Cambridge http://www.tlumaczenia-angielski.info/linguistics/semantics.htm 29 Wright J (1999), Idioms Organizer, Commercial Colour Press, England In Vietnamese 30 Hoàng Phê et al (2006), Từ Điển Tiếng Việt, NXB Đà Nẵng In Bilingual 31 Hồ Hải Thụy et al (1993), English – Vietnamese Dictionary, NXB TP Hồ Chí Minh 45 SOURCES OF THE DATA Nam Cao (1948), “Đôi mắt”, Văn 12 (1991), tr 69 - 70, NXB Giáo Dục Nguyễn Minh Châu (1970), “Mảnh trăng cuối rừng”, Văn 12 (1991), tr 238 - 247, NXB Giáo Dục Nguyễn Du (1972), Truyện Kiều, NXB Giáo Dục Nguyễn Khoa Điềm (1974), “Đất nước”, Văn 12 (1991), tr 216, NXB Giáo Dục Tơ Hồi (1953), “Vợ Chồng A Phủ”, Văn 12 (1991), tr 106, NXB Giáo Dục Nguyễn Khải (132), “Mùa Lạc”, Văn 12 (1991), tr 140 - 143, NXB Giáo Dục Kim Lân (1962), “Vợ nhặt”, Văn 12 (1991), tr 115 -119, NXB Giáo Dục Hồ Chí Minh (1945), “Tun Ngơn Độc Lập”, Văn 12 (1991), tr 61, NXB Giáo Dục Nguyễn Ái Quốc (1925), “Những trò lố Varen Phan Bội Châu”, Văn 12 (1991), tr 32, NXB Giáo Dục 10 Nguyễn Ái Quốc (1923), “Vi hành”, Văn 12 (1991), tr 15, NXB Giáo Dục 11 Nguyễn Quang Sáng (1967), “Quán rượu người câm”, Văn 12 (1991), tr 303, NXB Giáo Dục 12 Hoài Thanh, Hoài Chân (2005), “Cung chiêu anh hồn Tản Đà” (pp 12), “Một thời đại thi ca”( pp 18 - 36), Thi Nhân Việt Nam NXB Văn Học 13 Nguyễn Trung Thành, “Rừng Xà Nu”, Văn 12 (1991), tr 198 - 204, NXB Giáo Dục 14 Nguyễn Thi (1978), „Những đứa gia đình”, Văn 12 (1991), tr 225 - 226, NXB Giáo Dục 15 Nguyễn Tuân (1960), “Người lái đò song Đà”, Văn 12 (1991), tr 169 - 171, NXB Giáo Dục 16 Chế Lan Viên (1960), “Tiếng Hát Con Tàu”, Văn 12 (1991), tr 125, NXB Giáo Dục I APPENDIX FIRST PRODUCTION TEST Student’s name:…………………………………… Do the following exercises You have 25 minutes Task 1: Choose the correct collocation, or make Did the fire do/make much damage to the factory? I hate doing/ making my homework at the last minute You must do/ make an effort to work harder Did you do/ make any work at the weekend? We are trying to do/ make improvements to the system for registering Do you think it would do/ make any harm if I cut some leaves off this plant? Task 2: Translate the following underlined combinations from Vietnamese into English Họ mong muốn làm nhà tốt ………………………………………… Đừng làm um chuyện lên ………………………………………… Anh dễ làm bạn ………………………………………… Anh làm (nghề ) bác sỹ ………………………………………… Ông thường làm vườn vào thời gian rảnh rỗi ………………………………………… Họ làm đám cưới ………………………………………… Cơ làm ngơ nhìn thấy tơi ngày hôm qua ………………………………………… Bà làm gà để đãi khách ………………………………………… II Cô làm cơm bếp ………………………………………… 10 Ngôi nhà làm gỗ ………………………………………… The end III APPENDIX SECOND PRODUCTION TEST Student’s name:…………………………………… Do the following exercises You have 15 minutes Exercise 1: Complete each questions with or make (in the correct forms) Do you always…………….your best to be on time when meeting a friend? Do you ever…………….the cooking at home? Do you………….excuses if someone asks you to a big favor for them? Do you ever…………negative comments about your friends’ hair, clothes, etc.? Do you find it easy to……………………… friends? The waiter didn’t …………….a fuss when I split my drink This model is ……………… of steel Exercise 2: Use a collocation with make and a noun instead of the underlined words in each of these conversations Miriam: The bill says we’ve had three desserts We only had two Rosa: The waiter must have been mistaken ………………………………………… Kim: It’s so difficult Should I take the job or not? Todd: I know it’s difficult But you have to decide one way or the other ………………………………………… Jane: Can you and Brian come to dinner on Saturday? Jill: Yes, we’ll have to arrange to get a babysitter, but it should be OK ………………………………………… Brona: Did you hear about the air traffic controllers’ strike in the USA? Aaron: Yes We had to change our travel itinerary because of it ………………………………………… Pete: Can I have chips and rice with my lunch? Clare: No, you have to choose, chips or rice, but not both IV ………………………………………… Fran: Do you intend to speak at the meeting? Gloria: Yes, I hope I can contribute to the debate ………………………………………… The end V APPENDIX SUGGESTED TYPES OF EXERCISES Look at the words below Cross out the ones which can not be used with the word in bold do: some work, the washing, a sketch, your will make: an appointment, an operation, the bed, a face have: a nap, an argument, a smile, a risk take: a sip, research, control, a dislike to somebody give: advice to somebody, a lecture, the food for a party, an insight into something Choose the most suitable word or phrase to complete each sentence What you………… for a living? – I’m a dentist a b make c produce d create c taken d given c done d performed He can’t have……… the crime a committed b made I’m having my house………… a built b made You look tired Would you like me …………….you a cup of coffee? a to make b to c to bring d to take What have I…….with my handbag? I can’t find it anywhere a made b done c taken d given I haven’t got a $20 note Will two $10 notes……… ? a play b perform c d make They…………fun of him whenever he wore his new hat a made b did c talked d played That will…… , children! You’re giving me a terrible headache a take b c make d annoy The college has asked a journalist to come and ……… a lecture on the media a make b c bring d give 10 Don’t forget to…… your hair before you go out a b make c take d bring VI Each of the following sentences contains make or Circle make or Draw arrows to the nouns that complete the expressions Then indicate if the sentences are correct (C) or incorrect (I) The biology student did several mistakes in the lab report I hope that you will be able to me a favor this afternoon No matter what job she has, she always makes her best The runner did a strong effort to increase her speed in the mile race It is comforting to think that your work can make a difference His grade was not very good because he had not done his homework In this job you will make more money than in your previous job He was unable to dinner because no one had done the lunch dishes It is a pleasure to work with someone who always makes the right thing 10 If you make a good impression at your job interview, you will get the job ... Teaching and Learning Thanks to the theoretical background on the English collocations and the contrastive analysis of the verb ? ?make? ?? collocations in English and their equivalents in Vietnamese, ... Vietnamese? ?? and then make a ? ?contrastive analysis? ?? 12 CHAPTER SEMANTIC FEATURES OF THE VERB ? ?MAKE? ?? IN ENGLISH COLLOCATIONS AND THEIR EQUIVALENTS IN VIETNAMESE In this chapter, an attempt is made to draw... contrastive analysis of the verbs ? ?make? ?? and „làm‟ in their collocations By comparing ? ?make? ?? in collocations and „làm‟ in collocations and vice versa in terms of semantic features, we are able