SYNTACTIC AND SEMANTIC FEATURES OF COLLOCATIONS CONTAINING THE VERB MAKE WITH REFERENCE TO THEIR VIETNAMESE TRANSLATION EQUIVALENTS IN “JANE EYRE BY CHARLOTTE BRONTE

MINISTRY OF EDUCATION AND TRAINING 2018 – 2020 (1) HANOI OPEN UNIVERSITY M.A THESIS VŨ THỊ THANH THỦY ENGLISH LANGUAGE SYNTACTIC AND SEMANTIC FEATURES OF COLLOCATIONS CONTAINING THE VERB "MAKE" WITH REFERENCE TO THEIR VIETNAMESE TRANSLATION EQUIVALENTS IN “JANE EYRE" BY CHARLOTTE BRONTE (Đặc điểm cú pháp ngữ nghĩa ngữ động từ cố định chứa động từ "Make" liên hệ với dịch tương đương tiếng việt tác phẩm “Jane Eyre” Charlotte Bronte) VŨ THỊ THANH THỦY Field: English Language Code: 8.22.02.01 Hanoi, 2020 i MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS SYNTACTIC AND SEMANTIC FEATURES OF COLLOCATIONS CONTAINING THE VERB "MAKE" WITH REFERENCE TO THEIR VIETNAMESE TRANSLATION EQUIVALENTS IN “JANE EYRE" BY CHARLOTTE BRONTE (Đặc điểm cú pháp ngữ nghĩa ngữ động từ cố định chứa động từ "Make" liên hệ với dịch tương đương tiếng việt tác phẩm “Jane Eyre” Charlotte Bronte) VŨ THỊ THANH THỦY Field: English Language Code: 8.22.02.01 Supervisor: Dr NGUYỄN THỊ VÂN ĐÔNG Hanoi, 2020 ii CERTIFICATE OF ORIGINALITY I, The undersigned, hereby certify my authority of the study project report entitled Syntactic and semantic features of collocations containing the verb MAKE with reference to their Vietnamese translation equivalents in "Jane Eyre" by Charlotte Bronte (Đặc điểm cú pháp ngữ nghĩa ngữ động từ cố định chứa động từ MAKE liên hệ với dịch tương đương tiếng Việt tác phẩm “Jane Eyre” Charlotte Bronte) submitted in partial fulfillment of the requirements for the degree of Master in English Language Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2020 Vũ Thị Thanh Thủy Approved by SUPERVISOR NGUYỄN THỊ VÂN ĐÔNG Date:June 18th, 2020 iii ACKNOWLEDGEMENTS This thesis could not have been completed without the help, encouragement and support from a number of people who all deserve my sincerest gratitude and appreciation First and foremost, I would like to express my deepest gratitude to my supervisor, Dr Nguyễn Thị Vân Đông, for her enthusiastic and useful guidance, insightful comments, and encouragement without which my thesis would not have been completed Next, my special thanks go to all my lectures at Hanoi Open University for their precious assistance, knowledge, experience and enthusiasm in their lectures, from which I have acquired valuable knowledge and inspiration to fulfill this minor thesis Furthermore, my deepest gratitude and appreciation go to my beloved family and colleagues Their love, support and constant encouragement gave me a great deal of strength and determination that help me during the stressful time of writing this paper Last but not least, my sincere thanks are for the people who will give me the precious comments after reading the graduation thesis iv ABSTRACT The aim of this study is to investigate into syntactic and semantic features of collocations containing the verb MAKE in the novel “Jane Eyre” by Charlotte Bronte with reference to their Vietnamese translation equivalents, in order to strengthen the ability of teachers and learners in dealing with collocations of verbs in general and collocations containing the verb MAKE in particular This study was designed as a descriptive research with the method of contrastive and componential analysis The findings pointed out that: (i) In terms of syntactic features, collocations containing the verb MAKE in the novel “Jane Eyre” by Charlotte Bronte can be divided into Phrasal verbs with MAKE (E.g make out, make off), Prepositional verbs with MAKE (E.g make in, make from), Phrasal-prepositional verb with MAKE (E.g make up for), Combination of verb MAKE + Noun/ Object (E.g make amends), Combination of verb MAKE + expression with preposition (E.g make a decision to) In terms of semantic features, collocations containing the verb MAKE in the novel “Jane Eyre” by Charlotte Bronte have both idiomatic and non-idiomatic meanings (ii) There still exists similarities and differences between collocations containing the verb MAKE in English and in Vietnamese (iii) Implications for teaching-learning English collocations in general and collocations containing the verb MAKE in particular need to be given to the teachers and learners of English v LIST OF ABBREVIATIONS AND SYMBOLS Adj Adjective E.g Example EFL English foreign language N Noun O Objective Prep Preposition Prep.P Prepositional Phrase SLA Second language acquisition V Verb vi LIST OF TABLES AND FINGURES Table 2.1 Differences between antonyms, superordinates and their hyponyms, and near synonyms Table 2.2 Distinction between free word combination, collocations and idioms 19 Table 3.1 Type of collocations of the verb MAKE in the novel “Jane Eyre” by Charlotte Bronte 31 Table 3.2 Meanings of collocations of the verb MAKE in the novel “Jane Eyre” by Charlotte Bronte 32 vii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY iii ACKNOWLEDGEMENTS iv ABSTRACT v LIST OF ABBREVIATIONS AND SYMBOLS vi LIST OF TABLES AND FINGURES .vii TABLE OF CONTENTS viii CHAPTER 1: INTRODUCTION 1.1.Rationale 1.2.Aims and objectives of the study 1.3.Research questions 1.4.Method of the study 1.5.Scope of the study 1.6.Significance of the study 1.7.Structure of Thesis CHAPTER 2: LITERATURE REVIEW 2.1.Previous studies 2.1.1 Previous studies overseas 2.1.2 Previous studies in Vietnam 2.2.Theoretical background 2.2.1 Theory of syntax 2.2.2 Theory of semantic 2.2.3 Theory of translation 11 2.3 Theoretical framework 12 2.3.1 An overview of verbs 12 2.3.2 An overview of collocations 15 2.3.3 An overview of collocations with the verb MAKE in English 23 2.4.Summary 28 CHAPTER 3: METHODOLODY 29 3.1 Research approach 29 3.2 Methods of the study 29 3.3 Data collection and data analysis 30 3.4 Summary 33 viii CHAPTER 4: THE SYNTACTIC AND SEMANTIC FEATURES OF COLLOCATIONS WITH VERB “MAKE” WITH ITS REFERENCE INTO VIETNAMESE IN THE NOVEL “JANE EYRE” BY CHARLOTTE BRONTE 34 4.1 Syntactic features of collocations with verb MAKE in “Jane Eyre” by Charlotte Bronte 34 4.1.1 Phrasal verbs with MAKE 35 4.1.2 Prepositional verbs with MAKE 36 4.1.3 Phrasal – prepositional verbs with MAKE 37 4.1.4 Combination of verb MAKE + Noun/ Object 38 4.1.5 Combination of the verb MAKE + expression + preposition 39 4.2 Semantic feature of collocations with verb MAKE in “Jane Eyre” by Charlotte Bronte 41 4.2.1 Collocations with verb MAKE as phrasal verbs 42 4.2.2 Collocations with the verb MAKE as prepositional verbs 44 4.2.3 Collocations with the verb MAKE as phrasal-prepositional verbs 45 4.2.4 Combinations of the verbs MAKE + Noun/ Object (+ adjective/verb) 46 4.2.5 Combinations of the verbs MAKE + Expression + preposition 47 4.3 Similarities and differences between the collocations containing the verb MAKE in English and in Vietnamese 48 4.3.1 Similarities 48 4.3.2 Differences 49 4.4 Some implications in teaching and learning collocations with the verb MAKE 52 4.4.1 The importance of understanding the relationships between the verb MAKE and the other components within these collocations 52 4.4.2 The necessity of linguistic competence for teachers and learners 52 4.4.3 Use of equivalence 52 4.4.4 Use of dictionaries 54 4.4.5 Implications 55 4.5 Summary 57 CHAPTER 5: CONCLUSION 58 5.1 Recapitulation 58 5.2 Concluding remarks 59 5.3 Limitations of the study 59 5.4 Recommendations for further study 60 REFERENCES 61 ix CHAPTER 1: INTRODUCTION 1.1 Rationale It is obviously undeniable that English is one of the most dominating language of the world which is having its impact on every field of life English is the language of science, aviation, computers, diplomacy, tourism … It’s also the language of international communication, the media and the internet, so learning English is important for socializing and entertaining as well as for working However, one of the most challenging areas in English is collocations, especially collocations containing verbs Collocations containing verbs are very important for teachers and learners because they are so prevalent in everyday language In addition, using collocations containing verbs correctly will help you understand and sound naturally in casual conversation In English, the verb MAKE does not only indicate an activity but also imply other situations in real life communication To some extent, it is not too difficult to find such circumstances in which people use the verb MAKE Especially, modern English language, which has developed and reflected the life in its own way, has been supplemented with many new words, or new interpretations to the existing words such as “make an appointment”, “make an arrangement”, “make the best of”, etc Therefore, collocations containing verbs in general and collocations containing the verb MAKE in particular undoubtedly make it really problematic for Vietnamese teacher and learners to master Collocations containing the verb MAKE tend to be used frequently in various ways by native speakers not only in their everyday conversation but in books, newspapers, magazines especially in English literary works as well With the above reasons, I have the desire to conduct a study on collocations containing the verb MAKE as the theme for my M.A thesis The study is so entitled “Syntactic and semantic features of collocations containing the verb MAKE with reference to their Vietnamese translation equivalents in “Jane Eyre” by Charlotte Bronte.” 1.2 Aims and objectives of the study This study aims at studying the syntactic and semantic features of collocations containing the verb MAKE in the novel “Jane Eyre” by Charlotte Tin làm vui The news made her happy I’l make it clear to him that we Tôi làm rõ với anh chúng won’t pay không trả + being/ becoming something Karen explains things very clearly Karen giải thích thứ rõ – she’d make a good teacher ràng Cơ làm giáo viên tốt Cái làm nên phần kết lý thú That will make a good ending to the book sách + ensuring the success of something A good wine can make a meal Rượu ngon làm cho bữa ăn ngon It was the beautiful weather that really Chính thời tiết đẹp thực làm cho made the holiday ngày nghỉ thú vị + earning He made a lot of money last year Hắn kiếm/làm nhiều tiền vào năm ngoái These similarities really help when we want to find out their equivalents in target languages in translating However, to choose the best equivalent which fits the nuances of meanings of each word is sometimes such a challenge as absolute synonyms require identical connotational and denotational meanings 4.3.2 Differences The verb MAKE collocations and the verb “làm” collocations differ in some meanings For example, in English, people say “He made the right decision” and if we translate this sentence word by word into Vietnamese, we will have “Anh làm định đắn” This sentence sounds unnatural in Vietnamese and of course unsuitable Obviously, when translating the sentence like this, the translators misunderstood the actual meaning of the verb MAKE here in its collocation The translation should be “Anh đưa định đắn” This misunderstanding is caused by mother tongue interference which a great number of learners are affected when learning and using English Similarly, Vietnamese people may say “Làm vài gà đãi khách”, but in English, people say “They slaughtered some chickens to treat their guests” 49 Here are some meanings which the MAKE collocations have, but the verb “làm” collocations not: This company make cars (Công ty chế tạo xe ô tô.) The film was made in 2003 (Bộ phim sản xuất vào năm 2003.) She makes her own clothes (Cô tự cắt may quần áo mình.) God made man (Chúa tạo người.) I made myself a cup of tea (Tơi tự pha cho cốc trà.) The stone made a dent in the roof of my car (Viên đá gây vết lõm xe ô tô tôi.) Her speech made a tremendous impact on everyone (Bài phát biểu bà ta có tác động mạnh mẽ người.) Please make your beds before you go out (Hãy dọn giường trước chơi.) These regulations were made to protect children (Người ta đặt quy định để bảo vệ trẻ em.) Who made this ridiculous rule? (Ai đặt luật lệ buồn cười này?) Have you made your will? (Ông soạn thảo di chúc chưa?) I‟ll ask my lawyer to make a deed of transfer.) (Tôi yêu cầu luật sư soạn thảo chứng thư chuyển nhượng.) On the contrary, we also discover a lot of meanings that “làm” collocations in Vietnamese can have while MAKE collocations in English cannot These differences are illustrated in the following examples: ‘…Họ ước mong làm ngơi nhà gỗ tốt, có sống yên bình ’ (They wish to build a good wooden house, and to have a peaceful life.) Làm nên Đất nước muôn đời…’ (They created the country forever.) Anh làm thí nghiệm phịng (He is carrying out an experiment in the laboratory.) làm tròn nhiệm vụ ( to accomplish the task.) Làm duyên làm dáng (to preen oneself) làm biếng (to be lazy) làm giương (be an example to sb; set an example for sb) làm phách (to crow) làm mai (to act as a matchmaker) làm nghề (to work as…) 50 làm vua (to be a king) làm mò (perform a task blind) làm ngầm (to act in secret) làm nghĩa vụ (to one’s civic duty) làm vườn (to the gardening) làm xằng (to the wrong thing) làm cốc bia (to have some glasses of beer) làm giấc đến sáng (to have a good sleep till the morning) làm vài ván cờ (to play some games of chess) làm lễ khánh thành (to hold a completion ceremony) làm đám cưới (to hold a wedding ceremony) làm vẻ thông thạo (to pretend to be fluent) tách làm đôi (to split into half) làm vài gà đãi khách (to slaughter some chickens to treat the guests) làm màu (to grow subsidiary crops) làm mùa (to prepare for the tenth-month rice crop) làm rẫy (to till the fields/ on the mountain slopes) làm toán (to handle figures) làm tiền (to whore) làm tóc (to style the hair ) làm nhục (humiliate; rape) làm cao (to think above somebody‟s dignity) làm trị (be involved or engaged in politics) Làm ác (commit an evil act) Làm bàn (to score a goal) làm thinh (remain silent or keep silent) Above, we have endeavored to bring about the contrastive analysis of the verbs MAKE and “làm” in their collocations By comparing MAKE in collocations and “làm” in collocations, we are able to state some similarities and differences between the target verbs In general, the differences between the two verbs are much greater than the differences And, the verb “làm” in Vietnamese collocations seems to have much more meanings than that in English collocations 51 4.4 Some implications in teaching and learning collocations with the verb MAKE 4.4.1 The importance of understanding the relationships between the verb MAKE and the other components within these collocations There is clearly an interwoven relationship among the words in these English collocations If a teacher or a learner fails to see these relationships, it would be very difficult for him/ her to find its equivalent meaning in Vietnamese, and would probably be erroneous MAKE collocations, which are combinations of words such as MAKE + expression + preposition, MAKE + noun, and phrasal verbs, can usually be translated using Vietnamese right equivalents While doing this, the teachers and learners should remember to choose the right equivalent in Vietnamese, otherwise a loss of meaning may inevitably occur Since every language has its own words and structures, the teacher and learner may be keenly aware of the relationships between the verb MAKE and the other components and the grammatical systems of these English collocations while he/ she is translating them into Vietnamese Otherwise, there would be a loss of meaning when translating these collocations The translator must be have enough information about the relationships of words both in English and Vietnamese, if she/he wants to produce a good translation By the relationships between words, we mean that only certain nouns are used with the verb MAKE; similarly only certain prepositions might go with MAKE This is significant in resolving the issue of generalization 4.4.2 The necessity of linguistic competence for teachers and learners It is believed that the teacher and learner who attempts to translate these collocations into Vietnamese should have a depth and breadth of knowledge of both the source and target languages That means he/she must possess the linguistic knowledge of speaker fluent in both languages Regarding the linguistic competence, in “Translation and translating: Theory and practice, P.36”, Roger notes that “The translator must possess the knowledge and skills that are common to all communicators in at least two languages.” The teacher and learner will thus more easily analyze these collocations in both languages and find their equivalents 4.4.3 Use of equivalence It has already been stated that collocations are lexical tramlines of a language Whenever a learner or teacher finds corresponding collocations in both 52 source and target language texts, he/she must use them because they are among the unchangeable components of translation One of the problems that a teacher or a learner faces is that he/she has to differentiate accepted MAKE collocations from the other groups of words in the English texts The learner must know that the components within a collocation define and delimit each other by eliminating at least some of their other possible meanings, e.g., the learner can regard “to make use of” as a collocation because it reduces the number of meanings with which MAKE can be used to one while the word “use” is not as radically affected Moreover, the teacher and learner must carry out an equivalence translation in order retain the intended meaning and avoid causing confusion Put another way, preserving the features of the original collocation or text is impossible Regarding this, Roger (1991) explains the problem of equivalence very simply: “Texts in different languages can be equivalent in different degrees (fully or partially equivalent), in respect of different levels of presentation (equivalent in respect of context, of semantics, of grammar, of lexis; collocations, etc.) and at the different ranks (word-for-word, sentence-for-sentence)” As clearly put forward above it is translation equivalence which must be applied in order to prevent loss of meaning, Although some equivalent translations of ‘make’ collocations are available, finding the right equivalence requires learners/teachers to be highly competent in both languages because on some occasions ‘make’ collocations to be translated with fewer or more – word collocations in Vietnamese and vice versa For instance, the collocation “make full use of” can be translated into Vietnamese using the collocation “tận dụng” E.g Making full use of the United Nations Model Treaties on Internations Cooperation in Criminal Matters when concluding bilateral, sub-regional or regional arrestments or arrangements in this field, and taking full advantage of the expertise of the United Nations Commission on Crime Prevention and Criminal Justice regarding of cooperation in criminal matter (ASEAN Documents on Combating International Crime and Terrorism, p.16.) In this translating task The teacher and learner may not always find words that correspond to the words that he/she wants to translate This by no means happens only to beginners or those who not know the languages well When they are unable to find simple existing or known expressions, they go looking for 53 circumlocutions that cannot possibly take their place In such cases, the best thing to is to study the relevant languages first and to learn their own language really well Any remaining problems in translating should then we share with people who have a more experience in translation since they will have been using the languages for a longer periods of time 4.4.4 Use of dictionaries Dictionaries are basic tools for learning and teaching without which no teacher or learner could complete his or her work A dictionary might be defined as a list of “the individual words of a language (or certain specified classes of them), so as to set forth their orthography, pronunciation, signification, and use, their synonyms derivation, and history, or at least some stated order, now, in most languages, alphabetical; and in larger dictionaries the information given is illustrated by quotations from literature” (Oxford English Dictionary) There are a lot of dictionaries in various formats; printed, electric, and on –line, monolingual, bilingual or multilingual, general or collocational In spite of the large selection of dictionaries, not many of them would meet all the necessary criteria to be suitable for use for using of collocations There are several criteria by which dictionaries might be judged First of all, they should be voluminous enough to contain a sufficient number of terms The more words the dictionary contains, the better The ideal dictionary should contain all the vocabulary that the teacher and learner needs for his or her work so that he or she does not have to look up terms in multiple dictionaries, which is inconvenient and time consuming If there are more than one possible translation, the dictionary should provide all of the options, as well as important information about terms that the teacher or learner need E.g Whether the expression is formal or informal, whether it is used in English by British or American or Australian, or some other useful information including the context in which the word usually occurs Such information would help the teacher or learner to select the most appropriate meanings and to avoid errors in translation As for MAKE collocations, the dictionary compilers should decide whether they should be listed under their verb MAKE or the other components and adhere strictly to this rule Otherwise, teacher and learner will be confused and have to search for these collocations both under the verb MAKE and the other components, which would be again be unnecessarily time-consuming and inconvenient 54 The general rule for choosing the best dictionary is that the more voluminous and, at the same time, specialized the dictionary is, the better it is Thus, comprehensive specialized collocations dictionaries are preferred to small or general dictionaries The reason for choosing a collocation dictionary instead of a general one is simple; if the dictionary concentrates only on one certain area, E.g business English, it is more likely to contain more expression than dictionaries that not specialize in vocabulary from a certain field Also, electronic dictionaries are preferred to printed dictionaries since looking up expressions in them is faster and thus saves time There are four well-known collocation dictionaries to which teacher of learner can refer: The BBI dictionary of English word combinations (compiled by Morton Benson, Evelyn Benson and Robert Ilson, published in 1997) The LTP dictionary of selected collocations (by Jimie Hil and Michael Lewis, published in 1997) Oxford Collocations Dictionary for Students of English (by C.Mcintosh, publish in 2009) Macmillan Collocations Dictionary for Learners of English (by M.Rundell, published in 2010) 4.4.5 Implications First of all, teachers and students should pay close attention to collocations in the process of teaching and learning collocations Collocation is an important characteristic which learner of a language should master Because learning individual words and their meaning does not suffice when aiming to achieve great fluency in a second language It is collocation helps students attain a native-like level of proficiency To achieve this, when teaching new words, teachers should introduce the collocations using these words For example, there is no point in knowing the meanings of the word make to some extent, except when it occurs in make an offer/ a bed/ a mistake Thus, it is more useful for students to know the common combinations of a new word The idea here is that when teaching a new word, the teacher should explain some of its most common collocations at the same time It is the role of the teacher to emphasize that they not really “know” the word unless they also know how that word is used We can use the following ways to present collocations: listing them, making a comparison of collocations of 55 synonyms, using a collocational grid or translations Learners should also learn word in chunks, not as individual words Secondly, teachers and students should be fully aware that the final aim of language teaching and learning is to develop students’ communicative competence as well as their linguistic competence Therefore, a good knowledge of vocabulary, particularly that of collocations is very important When teaching, instructors should help students understand the collocations in the lesson and design collocation exercises for the students because existing textbooks not contain this kind of exercise As a result, student have little opportunity to be exposed to collocations Last but not least, during the learning and teaching process, it is important for teachers and students to be aware of the similarities and differences between the collocations with MAKE in particular and other collocations in general between the mother tongue and target language, particularly the differences That will limit mother tongue interference the most Mother tongue interference proves to be a major difficulty for learners because of a lack of translational equivalences between the learner’s mother tongue and the target language Commonly, collocations in the mother tongue are often translated in directly into English For example, in English we say “make the right decision” but in Vietnamese we conventionally say “give the right decision” Therefore, students should be taught how words collocate with each other to avoid combining words which might sound acceptable but native speakers never use in that way In addition, many Vietnamese English teachers may find this aspect of vocabulary quite intimidating Therefore, many of teachers prefer to avoid addressing vocabulary until they encounter these word combinations as byproduct of other skills they are teaching When this is the case, teachers should not forget to introduce the combinations as lexical units, not as individual words Usually, teachers are very well aware of the grammatical collocations like phrasal verbs or prepositional phrases as lexical units; however when it comes to lexical collocations, they might only introduce a part of the combination or not emphasize the collocationality of the word combination Thus, it is very important for teachers to raise the advanced-level students’ awareness and sensitivity of word collocationality Besides, when students look up new words in their dictionaries, they should be encouraged to also look at words 56 that usually go with the word in question The dictionary may offer immediate help for receptive tasks, such as reading comprehension, but not when it comes to the learners’ need to use collocation in a productive fashion A good bilingual dictionary can help, but the learners should always be encouraged to check the expression in a monolingual dictionary with detailed collocational entries 4.5 Summary Thanks to the theoretical background of English collocations and the above analysis of the syntactic and semantic features of collocations with verb MAKE with reference to their Vietnamese translation equivalents in the novel “Jane Eyre” by Charlotte Bronte, the study has not only provided a general overview of English collocations but also pointed out similarities and differences between collocations containing the verb MAKE in English and in Vietnamese, along with the implicit meaning of these collocations and the individual prepositions and particles in these collocations and the individual prepositions and particles in these collocations Finally, in this part, the researcher put forward some proposal for dealing with the collocations with verb MAKE with reference to their Vietnamese translation equivalents in the novel “Jane Eyre” by Charlotte Bronte in particular and for other collocations in general 57 CHAPTER 5: CONCLUSION This chapter covers four main issues First, it briefly summarizes all the findings that have been drawn from the previous chapter through a step-by-step process of collecting, analyzing and evaluating the data After that, some remarkable conclusions, which are made on the basis of a profound investigation will be presented Moreover, some inevitable limitations or shortcomings of the current paper will be objectively shown Finally, some new issues which still await further investigation will be introduced 5.1 Recapitulation Academy achievement is consider a key criterion to judge one’s total potential and capacity Firstly, this study covers the problem statement and the reasons for doing the research, the aims and objectives of the thesis as well as the scope and the structure of the research Secondly, the literature review concentrated on the main theories surrounding English verbs, the verb MAKE, collocations including their syntactic and semantic features as a theoretical background The syntactic and semantic features of English collocation with MAKE in the novel “Jane Eyre” by Charlotte Bronte were analyzed This study is a qualitative study specifically designed to study English collocation with MAKE found in the novel “Jane Eyre” by Charlotte Bronte, which has resulted in several important findings about syntactic and semantic features of collocations with verb MAKE with reference to their Vietnamese translation equivalents in the novel “Jane Eyre” by Charlotte Bronte Syntactically, collocations with verb MAKE are arranged into five groups: Phrasal verbs with MAKE, Prepositional verbs with MAKE, Phrasal – Prepositional verbs with MAKE, Combination of verb MAKE + Noun/ Adjective and Combination of verb MAKE + expression preposition Semantically, MAKE collocations also contain all two main categories regarding their compositionality Non-idiomatical MAKE collocations make up for a modest quantity of all with the discovery of MAKE collocations Idiomatical MAKE collocations account for a large number with MAKE collocations uncovered Based on the analysis, implications for teaching and learning these collocations were found English collocations in common and collocations with verb MAKE with reference to their Vietnamese translation equivalents in the novel “Jane Eyre” by Charlotte Bronte in particular can be divided five types: Phrasal 58 verbs with MAKE, Prepositional verbs with MAKE, Phrasal – Prepositional verbs with MAKE, Combination of verb MAKE + Noun/ Adjective and Combination of verb MAKE + expression preposition Each of types may cause difficulty or confusion in teachers and learner This is due to the fact that there are no comprehensive clear-cut guidelines for non-native learner and teacher to decide which exact combinations are acceptable and whose co-occurrence are predictable; whose are possibly acceptable for creative purpose only, or which ones are completely unacceptable The only way to get better grasp of these collocations is by building up an awareness of them and encountering them both receptively and productively 5.2 Concluding remarks This thesis has largely focused on analyzing the syntactic and semantic features of collocations with verb MAKE with reference to their Vietnamese translation equivalents in the novel “Jane Eyre” by Charlotte Bronte to find out the similarities and differences bewteen in English and Vietnamese as well as to derive some suggestions for teachers and learners This section summarizes the main conclusions The introductory first chapter is excluded from this discussion, because it does not contain new research material The theoretical background of this study was expressed in a literature review chapter The syntactic and semantic features of English collocations with MAKE found in the novel Suggestion for learners and teachers are mapped out in chapter Moreover, some stages and techniques to effectively deal with English MAKE collocations were suggested The researcher hopes that this analysis and the resultant suggestions for their used listed above would be useful for any teachers and learners 5.3 Limitations of the study Due to the limitations in time and knowledge as well as experience, this study cannot cover all types of collocations used in English and in the novel “Jane Eyre” by Charlotte Bronte However, it is hoped that the analysis and the suggestions on the usage listed above would be useful for any learner and teacher There are also many aspects of the verb MAKE which can be investigated, the study however only focused on syntactic and semantic feature of the collocations with verb MAKE with reference to their Vietnamese translation equivalents in the novel “Jane Eyre” by Charlotte Bronte The next limitation pertains to the number of the selected collocations used in the study Due to time 59 constraints, the author has been unable to list all possible collocations with MAKE to help teachers and learners of English have a thorough understanding of these collocations The last limitation is due to the limited knowledge of the author so this thesis may have shortcomings 5.4 Recommendations for further study The present study was only concerned with deriving some effective suggestions to facilitate the learning and teaching of MAKE collocations occurring in the novel “Jane Eyre” by Charlotte Bronte due to the time, limitations and requirements of the minor M.A research In fact, there are still many other aspects still remaining to be investigated It is why further research is recommended to be carried out using more thorough research into the same issues, much more varied materials on collocations, the verb MAKE, and English language documents relating to other matters This study could only focus on MAKE collocations - one specific type of collocation often occurring the novel “Jane Eyre” by Charlotte Bronte Further research is therefore needed to explore the use of other types of collocations and to suggest more techniques for teaching and learning those collocations Last but not least, the overall aim of the study is to help Vietnamese teachers and learners with efficient translation Many difficulties and recommendations have been presented for consideration Application approach in teaching and learning MAKE collocations is not included here though Therefore, studies which are aimed at helping Vietnamese learners to master these structures are still available for other research-doers 60 REFERENCES In English Alexander L.G (1988), Longman English Grammar, Longman Group UK Limited Anthony, Pym (2014), Exploring Translation Theories Routledge NY A.S Hornby (1995), Oxford Advanced Learner’s Dictionary of Current English, Oxford University Press As-Safi A.B (2011), Translation Theories, Strategies and Basic Theoretical Issues Petra University Benson M., Benson E., & Ilson R (1997), The BBI dictionary of English word 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Cambridge University Press, Cambridge http://www.tlumaczenia-angielski.info/linguistics/semantics.htm 34 Wright J (1999), Idioms Organizer, Commercial Colour Press, England In Vietnamese 35 Diệp Quang Ban & Hoàng Văn Thung (1992), Ngữ pháp Tiếng Việt, Tập 1, NXB Giáo Dục 36 Diệp Quang Ban (1996), Ngữ pháp Tiếng Việt, Tập 2, NXB Giáo Dục 37 Hoàng Phê et al (2006), Từ Điển Tiếng Việt, NXB Đà Nẵng 38 Hồ Hải Thụy et al (1993), English – Vietnamese Dictionary, NXB TP Hồ Chí Minh 39 Nguyễn Hữu Quỳnh (1980), Ngữ pháp Tiếng Việt, NXB Khoa học xã hội 40 Nguyễn Kim Thản (1977), Động từ Tiếng Việt, NXB Khoa học xã hội 41 Trần Anh Kim (2018), Jane Eyre, NXB Văn học 42 Trần Hữu Mạnh (2007), Ngôn ngữ học đối chiếu – Cú pháp Tiếng Anh – Tiếng Việt, NXB Đại học Quốc Gia Hà Nội 63 ... objectives of the study This study aims at studying the syntactic and semantic features of collocations containing the verb MAKE in the novel “Jane Eyre? ?? by Charlotte Bronte with reference to their Vietnamese. .. features of collocations containing the verb MAKE in the novel “Jane Eyre? ?? by Charlotte Bronte with reference to their Vietnamese translation equivalents, in order to strengthen the ability of teachers... Thus, with regard to the scope and purpose of the thesis aimed at identifying the syntactic and semantic features of collocations containing the verb MAKE with reference to their Vietnamese translation