English for philology

HO CHI MINH CITY UNIVERSITY OF PEDAGOGY FOREIGN LANGUAGE SECTION ENGLISH For PHILOLOGY Compiled by: NGUYEN THI BICH THUY - MA HoChiMinh City, 2003 PREFACE The aim of this book is to help both the students of Philology faculty and those who are interested in linguistics literature We would like to thank all those whose sources have been used in this book We are grateful too, to teachers, colleagues and students for their guidance in the preparation of this book There are certainly short comings in the book we are ourselves responsible for We hope we will get more valuable comments and suggestions from the concerned in order to improve the quality of the book Ho Chi Minh City, July 2003 Nguyen Thi Bich Thuy TALKING ABOUT ABILITY PRESENTATION Read the passage below At the age of sixty-five, Laura Ingalls Wibder could write a series of novels for young people based on her early experiences on the American frontier Born in the state of Wisconsin in 1867, she and her family were rugged pioneers seeking better farm land, they could go by covered wagon to Missouri in 1869, then on to Kansas the next year They returned to Winconsin in 1871 and traveled on to Minnesota and Iowa before they were able to settle permanently in South Dakota in 1879 Due to this constant moving Wilder’s early education could take place in a succession of one-room schools From age thirteen to sixteen, she could attend school more regularly although she never graduated Although her novels were written many years ago, young generation loves them very much They can understand her life and her ideas through her stories ™ Grammar questions Look at these sentences and find out what verbs are used in the underlined words They can understand her life and her ideas through her stories - “At the age of 65, Laura Ingalls Wilder could write a series of novels for young people” - “They traveled on to Minnesota and Iowa before they were able to settle permanently in South Dakota in 1879” - “From age thirteen to sixteen she could attend school more regularly, although she never graduated Rule: We use _ + to talk about present ability to something We use _ + to talk about past ability to something PRACTICE A Work in pairs Ask and answer the following questions: How many languages can you speak? Could you speak English when you were 6? Can you compose a poem? Can you read a novel all day? How people communicate? Can you record what you say and think? Can you communicate through time? Why or why not? - Think of a many questions as you can about communication B Complete these sentences using can, can’t, could or couldn’t and the verb in brackets I am a student of Philology faculty I (compose) a poem When I was ten years old I (read) a short story in English I learned English when I was seven years old I don’t want to read this book I _(study) Chinese) She (drive) until she went for lessons last year My grandmother was Chinese, so she _ (use) chopsticks My sister _ (speak) German and French My brother (talk) to foreigners when he was only six years old My father is slightly deaf He (hear) very well C Jane and Joan are friends but each one always wants to be better than the other at everything Complete their conversation using can, could or be able to Follow the example Jane : I could read when I was only four years old Joan : Well, I could read when I was three! Jane : I _ speak three languages Joan : That’s nothing! I speak five languages Jane : Last week, with my savings, I buy myself a pony Joan : Really? Well, last week I _ buy a racing horse Jane : The garden of my house is so big that I _ walk to the end of it Joan : That sounds rather small The garden of my house is so big that I _ drive to the end of it in a car Jane : I _ play the piano and the violin Joan : Is that all? I play the piano, the violin, the flute and the trumpet Jane : When I was at school I _ read a whole book in a day Joan : How slow When I was at school I _ write a whole book in a day Jane : Last year, I got so many presents on my birthday that I fit them all in one room Joan : What a shame Last year, I got so many presents on my birthday that I fit them all in my house – I had to rent the house next door too! Jane : I’m very fit I _ run a mile in less than four minutes Joan : Well, I _run a mile in less than four minutes – backwards ! ™ Language review Can is used to talk about the ability to something As with most modal verbs, we use can with the infinitive without to of the verb: I can speak two languages The negative is cannot or can’t: Where’s the foreign language centre of HCM city university of Pedagogy? I can’t find it In questions using can, we not use do, but we reverse the order of can and the subject Can you speak Japanese? The past form of can is could The negative of could is could not (couldn’t): When I was young, I could speak English quite well Before this year, I couldn’t compose any poems We use could to say that someone had a general ability in the past Could you read a novel all day? We not use could to talk about individual situations For individual situations we have to use was/were able to: He could speak French When we got lost in Paris he was able to ask for directions However, we can use the negative form of could in both general and individual situations He couldn’t translate the story into English because he lost the dictionary Can and could not have other form such as infinitives or participles If we need to use these forms, we must use be able to am/are able to, was/were able to, etc) instead of can and could: I might be able to tell you about the main branches of linguistics They have been able to tell about problems of syllables and morphemes in Vietnamese VOCABULARY A Match a term in A with a phrase in B : a b c A descriptive grammar computational linguistics grammar d comparative linguistics e psycholinguistics f historical linguistics g discourse B the branch of linguistics that deals with how languages change, what kinds of changes occur, and why they occur a linguist’s description or model of the mental grammar, the units, structures and rules of speakers of a particular language The attempt to state what speakers unconsciously know about their language the system of language, including its phonology, morphology, syntax, semantics, and lexicon The linguistic knowledge of a speaker of a language a subfield of linguistics and computer science that is concerned with computer processing of human language linguistic units composed of several sentences the branch of linguistics concerned with linguistic performance, language acquisition, and speech production and comprehension the branch of linguistics that deals with language change by comparing related languages B Crosswords Here are some very small crosswords Can you complete them? You might need to check one or two answers in your dictionary Crossword 1 Across Down The …… of the pudding is in the Please…… in block capitals eating (Proverb) He’s perfect He’s the …… man for Where one door shuts, another …… the job (Proverb) I don’t like this cheese It’s got a very Untrue strange…… Crossword 2 Across ………… not, want not (Proverb) Down …………… there’s a will, there’s a way (Proverb) If you don’t pay your rent, your Everything he said was nice, but of course landlord will ……… you there was a ……… in the tail Keen and enthusiastic Come on, you’ve got to ………… into the spirit of the occasion C Word Games Complete the spelling of the words below using the clues to help you not day | G H T | G H T noun of “see” | G H T heaviness | G H T 80 | G H T noun of “high” | G H T may | G H T not dark | G H T not wrong | G H T SKILLS DEVELOPMENT ™ Reading and speaking Pre-reading task Answer the following question What branches does linguistics consist of? Reading LINGUISTICS: THE MAIN BRANCHES Phonetics/phonology, syntax and semantics/pragmatics constitute the principal levels of linguistics Whatever branch of the subject we look at we shall inevitably find ourselves talking about them We use the metaphor of a tree here because this seems the best way to capture the relationship between these core areas, collectively the “trunk”; and the individual disciplines, or “branches”, which sprout from them Changing the metaphor, we could think of the core as the hub of a wheel with the various branches as the individual spokes radiating out There are the main ones, followed by a brief definition of each: sociolinguistics - the study of language and society stylistics - the study of language and literature psycholinguistics – the study of language and mind computational linguistics – the simulation of language by the use of computers comparative linguistics – the study of different languages and their respective linguistic systems historical linguistics - the study of language change over time applied linguistics – the study of language teaching (You will sometimes find that stylistics and comparative linguistics are treated as subbranches of applied linguistics) The branches have become more numerous over the years as the subject has grown but, arguably, the principal developments in linguistics in recent years have been in stylistics, sociolinguistics, and psycholinguistics As a consequence, a majority of the terms discussed in this chapter are from these branches The chapter begins with a short introduction to each branch, followed by detailed entries, alphabetically arranged as usual, on key items Comprehension check A True / False exercise: Circle T (for true) or F (for false) for each statement below When we study syntax, it means we’re studying one of the principal levels of linguistics TF We won’t have to talk about linguistics if we choose phonology as our major T F The branches of linguistics can be described like the metaphor of a tree T F Another description of linguistics branches can be the hub of a wheel with the individual spokes radiating out T-F The number of branches of linguistics hasn’t increased in recent years T - F B Matching exercise Match the definition of column A with the subject of linguistics A B The study of language change over time a applied linguistics The study of language and mind b psycholinguistics The study of language teaching c sociolinguistics The simulation of language by the use of d comparative linguistics computer The study of language and literature e historical linguistics The study of language and society f stylistics The study of different languages and their g computational linguistics respective linguistic system What you think? Work in groups The languages that a person uses can tell us what group of society that person belongs to Do you agree with the idea? Support your opinion? ™ Listening Listen to the following test and fill in the blanks with the missing words Idiom is language where the words are not used with their c _ basic meanings If you go to the d once in a blue moon, you go very rarely If you haven’t seen someone for donkey’s years, you haven’t e him for a very long time A f _part of language is idiomatic Here are some g _examples She’s under the h I got cold feet ™ Translation LINGUISTICS: A BRIEF SURVEY Linguistics is the systematic study of language Some people refer to it as the “science of language” but I have avoided this description because it can be misleading The popular view of language is that it is regulated by precise laws which prescribe the “correct” use of words, a little in the manner that Newtonian physics does the operation of the solar system But the merest acquaintance with language shows us it is not like that Language is notoriously slippery; words change their meaning and pronunciation form continually, they never stay still This fertile capacity of language for endless diversity means that any attempt to reduce it to a set of laws is fraught with danger None the less, it is true to say that linguists approach language in a scientific manner First of all, they adopt an objective, or disinterested, stance They have no axe to grind: they are not concerned, like some politicians and educators, in enforcing or promoting any “standards” of language use Secondly, their method is empirical, that is they proceed by observation, description and explanation These are the three stages of linguistic enquiry distinguished by the linguist Noam Chomsky Linguists begin by observing the way in which “people use language, on the basis of which they provide a description of language use, and finally, when all the data has been analyzed, an explanation Explanations of language use are the stage at which linguists endeavour to establish the underlying rules which speakers are following It is a basic presupposition of modern linguistics that language is rule-governed, i.e., those speakers obey an internalized set of instructions in the way the construct and use sentences The word “internalized” is important here, because these rules are derived not from any kind of external authority, like a dictionary or grammar, but from the speaker’s own intuitive knowledge, or competence Once the rules for particular languages have been mapped in this empirical fashion the linguist hopes to provide a model which will explain how all languages work The production of this model, or universal grammar, is the pinnacle of linguistic enquiry To watch his woods fill up with snow My little horse must think it queer To stop without a farmhouse near Between the woods and frozen lake The darkest evening of the year He gives his harness bells a shake To ask if there is some-mistake The only other sound’s the sweep Of easy wind and downy flake The woods are lovely, dark and deep But I have promises to keep And miles to go before I sleep And miles to go before I sleep Now think about the two levels of meaning: What could snow mean besides white flakes from the sky? What is the sleep that he is talking about? What are the promises? What you think? Poem is piece of creative writing in verse that expresses deep feelings Do you agree with the statement? Why or why not ™ Writing Study the following lines from Southey’s poem With fire and sword the country round Was wasted far and wide And many a childing mother then And newborn baby died: But things like that, you know, must be At every famous victory Explain each of them and express your opinion about the attitude of the poet And what you think of war? Is it necessary? ™ Listening These people are talking about movies Check the kind of movie each person describes a) † b) ™ science fiction action movie a) † b) † musical comedy a) † b) † horror movie love story a) † b) † science fiction comedy a) † b) † musical Western a) † b) † action movie science fiction Translation THEME I What is theme? Theme refers to the point or meaning of the story, the attitude or personal values that promoted the author to write the story It is the writer’s revelation about life of human being stated or implied in the work II How to determine the theme of a story? To determine the theme of a story, we can ask ourselves what the truth about the world and people the story reveals, what its central insight is, what view of life it offers We can start the search for theme with an analysis of the elements of a fiction work because the theme itself is the unifying force that links the various elements of a story together Also the theme can be seen as successful when it is supported by the other factors in the work The reader’s interpretation of the theme of a story may be influenced by his /her own experiences or his/her personality So the meaning he derives from the story may be as new and important as what the writer intends Yet, he/she is expected to base his/her interpretation on the proofs that exist within the story Not all stories have theme A ghost story may be just intended to scare the reader or to provide suspense The purpose of a murder story may be just to pose a problem to challenge the reader to find out the answer Theme exists only when the writer has something to say about life and people and intends to use his/her story to illustrate it III Theme, subject, topic, moral: Theme/subject: A subject is what the story is about A theme shows what the story says about the subject Theme/topic: A topic is what an essay is about A theme reveals a truth about the topic Moral/theme: may be interchangeable and not interchangeable They are interchangeable when the theme is expressed as a moral principal or a rule of conduct which the reader can apply to his/her own life They are not interchangeable when in some cases the term “moral” is too narrow to suggest the depth and richness of a story Then “moral” and “lesson” should be best replaced by the term “theme” After all, a story is not a sermon and the writer does not directly preach a lesson IV Popular themes in literature Themes usually deal with general areas of human experiences such as love, death, marriage, freedom, the nature of man and society, the relationship of man to the environment, the ethical or moral responsibilities… In brief, these are the problems that confront people in their daily life KEY CONCEPTS PLOT I What is plot? - Plot is the arrangement of the sequence of incidents into a structure It is structured action - Action includes what a character does, says, thinks, feels or reacts - Plot dramatizes events and abstract ideas II The function of plot - Plot is the carrier of theme and the revelation of character III The development of plot Almost all short stories follow a common pattern as follows: a Situation: serves as an introduction to the world of the story (Ephesus: well-known fidelity to her husband) b Complication: sudden elements are brought in to “complicate” or make more difficult the struggle of the main character (Husband’s death – Roman soldier – Conflict) c Crisis: The leading character is forced to make the biggest and most important decision (Ephesus exchanges her widowhood for her new love) d Climax: - referred as the turning point or the grand climax - the point of greater tension between the opposing forces - the crucial conflict is presented directly to be solved one way or another - (The soldier’s life is in danger) e Solution: Something finally happens to solve the conflict - open plot : with no clear resolution - closed plot : a definite resolution is reached (In Ephesus, the lady decided to hang the dead husband up on the cross to save the soldier) IV Types of conflict a Man versus nature (Robinson Crusoe by Daniel Defoe) b Man versus man (Chi Pheo Ba Kien by Nam Cao) c Man versus himself (Crime Punishment by Dostoievsky) d Combination of the above conflicts V How to analyze the plot of a story The following questions may help: a The facts: What, in a few sentences, is the content of the story? b Previous events: How are they introduced? c Initiating force: What action gets things under way? d Conflict: What is the problem? What type of conflict does it represent? e Climax: Where does the “turn” in the action occur? f Solution: Is the conflict resolved or not? Is the ending natural or forced? g What is the author’s intention? FIGURATIVE LANGUAGE - Figurative language includes words and impressions that are not taken in the literal sense - It enables readers to get at the mood of the writer or to have profound understanding of what is meant - With just a few words, the writer can communicate volumes about feelings and expressions SOME COMMON TYPES OF FIGURES OF SPEECH Simile: A comparison that reveals similarities between otherwise dissimilar things - “My love is like a red, red rose” - “Love is like understanding, that grows bright, gazing on many truths” (Wuthering Heights) Metaphor: The application of a descriptive term or phrase to an object or action to which it is imaginatively but not literally applicable Here the comparison is not explicitly stated by like or as It is implied Metaphor may be grouped according to their parts of speech • Noun: - She was breathing fire - The last of his words - A flash of hope - Bloom of youth • Adjective: - Story heart, burning eye, naked truth - His eyes flashed angrily - He threw himself in the mercy of court The different types of metaphor: Personal metaphor: involves an implied comparison between a nonhuman thing and a human being A personal metaphor may be a noun, an adjective or a verb • Noun: - The dictates of conscience - The call of the sea • Adjective: - Smiling Sun - Angry sea - Devilish trick - Stony silence • Verb: - Fortune has smiled on his family - The stove hummed its angry song Extended metaphor: expressed through a series of images all bearing a central point of resemblance “All the world is a stage And all the men and women are merely players They have their exits and entrances And one man in his times plays many parts” Dead metaphor: some words and phrases were originally metaphors or similes, but as they are often used, the metaphorical characteristic is lost The foot of the hill The face of a clock The mouth of a river Personification: A figure of speech which gives the qualities of a person to an animal, an object, or an idea The writer uses it to show something in an entirely new light, to communicate a certain feeling or attitude toward it, and to control the way a reader perceives it “The house was alive with soft, quick steps and running voices” “Little faint winds were playing chase” “Running” and “playing chase” are usually used to describe people but by assigning human quality to the steps and the winds, the writer calls for our admiration for the beauty and liveliness of the scene described Denotation and connotation Denotation is the exact meaning specified by a word Connotation is the meaning implied by a word in addition to its literal or primary meaning For example, the denotative meaning of orchid is “any of a number of related plants having flowers with three petals, two regularly shaped and the third enlarged and irregular in form” This, the denotative meaning, is just a bare, factual definition without emotional suggestions Connotative meanings, on the contrary, have emotional overtones because they reflect the attitude of an individual or a group toward a word To a young girl the word orchid may have an unspoken and favorable connotation if she has just received one to wear to her first formal dance To her it is not just a three-petaled flower, but a symbol of expected romance and youthful pleasure Overstatement: An exaggerated statement not meant to be taken literally but made for a special effect - I’m dead tired - I’m bored to death - Her eyes are brighter than the very sun Understatement: the expression of an affirmative by the negative of its contrary - She’s not a bad-looking girl - I shan’t be sorry (I shall be very glad) Pun: The humorous use of a word or combination of words that are alike or nearly alike in sound so as to emphasize the different meanings - Is Life worth living? Yes, it depends on the liver - She told the child to try not to be so trying Paradox: An apparently self contradictory statement that may in reality express a possible truth It is also intended to cause surprise or arrest attention - Still waters run deep - The child is the father of the man - I can resist anything except temptation - More haste less speed - Haste makes waste Antithesis: A striking contrast of ideas marked by the choice and arrangement of words in the same sentence to secure emphasis - Give me liberty or give me death - Speech is silvery but silence is gold - To err is human; to forgive is Divine 10 Oxymoron: A figure of speech in which apparently contradictory terms appear in conjunction for a startling effect Ex : loving hate heavy lightness serious vanity cold fire sick health cold passion 11 Euphemism: The use of pleasant, mild or indirect phrases in place of more accurate or direct ones - Pass away for die - Pass water for urinate - Powder room for toilet 12 Climax: The arrangement of ideas in the order of more or less importance: - In action how like angel, in apprehension how like a God - To gossip a fault, to libel a crime, to slander a sin - Simple, erect, severe, austere, sublime 13 Synechdoche: The use of a part to stand for a whole, the whole for a part, an individual name for a whole class, the material for the thing made of - He has many mouths to feed - She was a girl of 20 summers - He is a Newton of this age 14 Metonymy: The use of the name of one object for that of another with which it is closely associated or of which it is a part - The White House for the American president - The bench for the judges - The crown for the king 15 Transferred epithet: A qualifying adjective is changed from the noun it is intended to qualify to another word which is somewhat in connection with that noun - He passed a sleepless night - The plough man plods his weary way homeward SOUND DEVICES - Techniques for bringing out the sound of words - Onomatopoeia : the use of words that mimic sounds, like “buzz” or “hiss” - Tuk-Tuk-Tuk, clucked cook like an agitated hen - Pom ! Ta-ta-ta tee-ta ! The piano burst out so passionately… • Alliteration : The repetition of the same sound at the beginning of closely linked words or syllables - There was a haze on the horizon - Look before you leap - It was hot and humid - Friend and foes WORD LIST UNIT comparative linguistics computational linguistics descriptive grammar discourse grammar historical linguistics language language acquisition lexicon linguistic knowledge morphology philology phonology psycholinguistics semantics syntax (phr) (phr) (phr) (n) (n) (phr) (n) (phr) (n) (phr) (n) (n) (n) (n) (n) (n) ngôn ngữ học so sánh ngơn ngữ học máy tính ngữ pháp miêu tả diễn ngôn ngữ pháp ngôn ngữ học lịch sử ngôn ngữ lĩnh hội ngôn ngữ từ vựng kiến thức ngôn ngữ hình thái học ngữ văn âm vị học ngơn ngữ học tâm lý ngữ nghĩa học cú pháp UNIT concept directory language analytic literal literary literate literati (n) (n) (phr) (adj) (adj) (adj) (n) (adj) (n) (n) (n) (phr) (phr) khái niệm sách dẫn ngôn ngữ phân tích tính theo nghĩa đen thuộc văn học biết đọc, biết viết giới nhà văn, nhà nghiên văn học thuyết phục ngôn ngữ văn chương ngữ nghĩa học phong cách học ngôn ngữ tổng hợp ngôn ngữ giới (n) (adj) (phr) (n) (phr) (phr) (phr) giao tiếp rõ nghĩa ngơn ngữ lồi người thơng tin khả sử dụng ngôn ngữ tiềm ngôn ngữ lý thuyết ngôn ngữ persuasive poetic language semantics stylistics synthetic language world language UNIT communication definite human language information linguistic competence linguistic performance linguistic theory cứu listener modern linguistics sociolinguistics speaker standard form system (n) (phr) (n) (n) (phr) (n) người nghe ngôn ngữ đại ngôn ngữ xã hội học người nói dạng chuẩn hệ thống UNIT agglutinative language descriptive linguistics development dialect euphemism general linguistics isolated language language activity linguistic practice machine translation parent language psycholinguistics source language speech errors target language (phr) (phr) (n) (n) (n) (phr) (phr) (phr) (phr) (phr) (phr) (n) (phr) (phr) (phr) ngôn ngữ chắp dính ngơn ngữ học miêu tả phát triển tiếng địa phương uyển ngữ ngôn ngữ học đại cương ngôn ngữ đơn lập hoạt động ngôn ngữ thực hành ngôn ngữ dịch máy ngôn ngữ sở ngôn ngữ tâm lý học ngơn ngữ nguồn lỗi lời nói ngơn ngữ đích UNIT abbreviation announcement capacity contemporaries description dictionary form gloss goal knowledge linguagranca penetrate structure volume (n) (n) (n) (n) (n) (n) (n) (n) (n) (n) (n) (v) (n) (n) chữ viết tắt thông báo lực bạn đồng nghiệp (báo chí) mơ tả từ điển hình thức lời giải mục tiêu kiến thức ngôn ngữ chung thấm nhuần cấu trúc tập UNIT acoustic signal circumstance colloquial colloquialism critic editor ethnic minority language headline opinions slang symbolic symbolism (phr) (n) (adj) (n) (n) (n) (phr) (n) (n) (n) (adj) (n) dấu hiệu âm tình thơng tục cách nói dùng phổ biến ngữ nhà phê bình người biên tập ngơn ngữ dân tộc thiểu số phần tóm tắt in chữ lớn báo ý kiến tiếng lóng tượng trưng chủ nghĩa tượng trưng UNIT applied linguistics bound morpheme disruption essay free morpheme functional linguistics language policy lecture morpheme press pun subject – prominent language terminology theme-prominent language (phr) (phr) (n) (n) (phr) (phr) (phr) (n) (n) (n) (n) (phr) (n) (phr) ngơn ngữ học ứng dụng hình vị phụ thuộc gián đoạn tiểu luận hình vị tự ngơn ngữ học chức sách ngơn ngữ thuyết trình hình vị nhà xuất chơi chữ ngôn ngữ thiên chủ ngữ thuật ngữ ngôn ngữ đề-thuyết UNIT adequate conference drama fiction gradation literature naturalism nuance personification poetic (adj) (n) (n) (n) (n) (n) (n) (n) (n) (adj) tương xứng hội nghị kịch tiểu thuyết phân đoạn văn học chủ nghĩa tự nhiên sắc thái nhân cách hóa thuộc thơ ca poetry proverb realism romanticism surrealism symbolism tendency (n) (n) (n) (n) (n) (n) (n) thơ ca tục ngữ, châm ngôn chủ nghĩa thực chủ nghĩa lãng mạn chủ nghĩa siêu thực chủ nghĩa tượng trưng khuynh hướng UNIT action ambiguous word antagonist central character character climax conflict desire idea meaningful meaningless plot protagonist sequence short story structure theme topic (n) (phr) (n) (phr) (n) (n) (n) (n) (n) (adj) (n) (n) (n) (n) (phr) (n) (n) (n) hành động từ mơ hồ vai phản diện nhân vật trung tâm nhân vật cực điểm mâu thuẫn mong muốn ý tưởng nhiều nghĩa vô nghĩa bố cục vai diện liên tiếp chuyện ngắn cấu trúc chủ đề đề tài UNIT 10 abstract author characterization emblem emotional forceful humane imagination lyric metaphor novelist portray pseudonym (adj) (n) (n) (n) (adj) (adj) (adj) (n) (n) (n) (n) (v) (n) trừu tượng tác giả đặc điểm biểu trưng xúc động có hiệu nhân văn tưởng tượng thơ trữ tình phép ẩn dụ người viết tiểu thuyết mơ tả bí danh publish purpose report rhyme symbol (v) (n) (n) (n) (n) xuất mục đích báo vần hình tượng amusing anthology appearance backhanded capable dramatist humour important character irony manuscript point of view substance (adj) (n) (n) (adj) (adj) (n) (n) (phr) (n) (n) (phr) (n) buồn cười hợp tuyển bề ngồi châm biếm có lực người viết kịch hài hước nhân vật quan trọng mỉa mai thảo quan điểm phẩm chất UNIT 12 analyze coherence determine epic inference omniscient paragraph prose setting summary unity verse (v) (n) (v) (n) (n) (adj) (n) (n) (n) (n) (n) (n) phân tích mạch lạc định sử thi suy luận thông suốt đoạn văn văn xuôi bối cảnh tóm tắt đồn kết khổ thơ UNIT 11 REFERENCE Aitchison, T (1992) - Introducing language and Mind, London B Thomas, BT, (Nguyen Thanh Yen), (2002), Advanced Vocabulary & Idiom, Youth Publishing House Betty Schrammpfer Azar (1995), Basic English Grammar, Prentice Hall Regnets Centre of Information – Marketing, 1995, “Vietnam – Culture and tourism Saigon – VE.F.A.C” Dac Son, (1991), "Luyện dịch tiếng Anh tìm hiểu văn chương", HCM city Press Formkin, V., and Rodman, R (1980) An Introduction to language; New York: Harcourt Brace Jovanovich Geoffrey Finch, (2000), Linguistic Terms and Concept, Macnorillan Press LTD Ho Hai Thuy, Chu Khac Thuat, Cao Xuan Pho (1994), English - Vietnamese Dictionary, HCM City Press Huynh Cong Minh Hung (2000), English for Philology, Ho Chi Minh University of Education 10 J.B Heato (1997), Longman tests in context Nguyen Thanh Yen, Youth Publishing House 11 Jack C Richards, John Platt, Heidi Platt, “Dictionary of language teaching and applied linguistics” 12 Jack C Richards (1995), Changes, Cambridge University Press 13 Jack.C.Richards (1997),ListenCarefully (Nguyen Thanh Yen), Youth Publishing House 14 John & Liz, S (1990), Headway, Oxford University Press 15 Jonathan Crowther (1995), Advanced Learner's Dictionary, Oxford University Press 16 Kenworthy, J Language in action, London : Longman 17 Le Thuy Hang, Tran Thi Binh (2000), English for political education, Ho Chi Minh University of Education 18 Le Van Su, (2001), An anthology of English literature 19 Linda London Blanton (Nguyen Thanh Yen), Intermediate Composition Practice, Youth Publishing House 20 Michael Mc Carthy - Felicity O'Dell (1995), English Vocabulary in Use, Cambridge University Press 21 Morag Reive (1996), Complete Basic Grammar, Macmillan Publishers' 22 Nguyen Hoa Lac (1999), An Outline of Morphology, Youth Publishing House 23 Nguyen Minh, (1997) Semantics - a coursebook, Youth Publishing House 24 Nguyen Nguyen Tru, (1991), "Thơ thẩm bình thơ", Education Publishing House 25 Nguyen Nhu Y, Ha Quang Nang, Do Viet Hung, Đăng Ngoc Le, (1996), "Từ điển giải thích thuật ngữ ngơn ngữ học" HCM City Press 26 Nguyen Thanh Tung (2000), English for students of Biology, Ho Chi Minh University of Education 27 Nguyen Thi Bich Thuy (2002) - English for physical education, HoChiMinh University of Pedagogy 28 Nhan dan Newspaper, September 3, 2002 29 Pham Vu Lua Ha (1996), Perfect your writing - 300 English Compositions, Youth Publishing House 30 Thomas, BJ (Nguyen Thanh Yen), (1997), Intermediate Vocabulary, Youth Publishing House 31 Todd, L.(1987) An Introduction to linguistics, London, Longman 32 Tom Hutchinson (1997), Life lines, Oxford University Press 33 Tran Van Đien (1995), English Essay Course, HCM City Press 34 V.B Kasevich, (1998) Những yếu tố sở ngôn ngữ học đại cương" – Education Publishing House 35 Victoria Fromkin, An introduction to language, Harcourt Brace 36 Vu Loc Ha, Nguyen Ngoc Hai, Pham Tan, (2000) Introducing English literature, Youth Publishing House 37 Wardhaugh, R., (1993), Investigating language: The Basics London, Routledge 38 Yule, G (1996), Discourse Analysic, OUP 39 Yule, G (1996), Pragmatics, OUP * * * Người biên soạn : ThS Nguyễn Thị Bích Thủy Chịu trách nhiệm biên tập : ThS Lê Thúy Hằng PGS-TS Trịnh Sâm Chịu trách nhiệm xuất bản: ThS Trần Thị Bình Giáo trình “ANH NGỮ CHUYÊN NGÀNH NGỮ VĂN 2” Tổ Ngoại ngữ chuyên ngành trường Đại học Sư phạm Tp Hồ Chí Minh (Triển khai giảng dạy thí điểm, lưu hành nội năm học 2003-2004) Ban Ấn Bản PHNB chụp 600 quyển, xong ngày 25 tháng năm 2003 ... abbreviations for the different news services, for example, AP for Associated Press, UPI for United Press International, and Reuters for Reuters Press These abbreviations indicate the source of the information,... boot foot shoot suit C Colloquial English and Slang The kind of informal English which is normal in ordinary conversation but is not considered acceptable in more formal language is called “colloquial”... set several important general: future goals for myself First, I future goals want to master English in specific : order to complete my education English for education Second, I want to get a good