Nghiên cứu các kết hợp từ của động từ do và tương dương trong tiếng việt

1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** ĐỖ THỊ NGỌC LAN A STUDY ON THE COLLOCATIONS OF LEXICAL VERB „DO‟ WITH VIETNAMESE EQUIVALENTS (Nghiên cứu kết hợp từ động từ „do‟ tương đương tiếng Việt) M.A Minor Programme Thesis Field: English Linguistics Code: 60 22 15 HANOI - 2010 iii TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT ii TABLE OF CONTENTS iii INTRODUCTION 1 Rationale of the study Aims of the study Scope of the study Methods of the study Design of the study CHAPTER 1: THEORETICAL BACKGROUNDS AND LITERATURE REVIEW 1.1 English collocation 1.1.1 The origin of the word „collocation‟ 1.1.2 Definitions of collocation 1.1.3 The distinction between free compounds, idioms and collocations 1.1.4 Classification of collocation 1.1.4.1 In terms of frequent use 1.1.4.2 In terms of structure 1.1.4.3 In terms of strength 10 iv 1.1.5 Characteristics of collocation 10 1.1.5.1 Collocations are arbitrary 10 1.1.5.2 Collocations are language-specific 11 1.1.5.3 Collocations are not necessarily adjacent 12 1.2 Theory of verbs 13 1.2.1 Definition 13 1.2.2 Classification 13 1.2.2.1 Auxiliary verbs 14 1.2.2.2 Semi-auxiliary verbs 15 1.2.2.3 Lexical verbs (full verbs) 15 1.2.3 The verb „Do‟ in English 15 1.2.3.1 The auxiliary „do‟ 15 1.2.3.2 The lexical „do‟ 16 1.3 Review of some previous studies of collocations 17 CHAPTER 2: COLLOCATIONS OF LEXICAL VERB “DO” WITH VIETNAMESE EQUIVALENTS 20 2.1 Collocations of lexical verb „do‟ with Vietnamese equivalents 20 2.1.1 Form 21 2.1.2 Meanings 22 2.1.2.1 'Do' for general ideas 22 2.1.2.2 'Do' for –ing activities 23 2.1.2.3 „Do‟ for „an activity or a task‟ 24 v 2.1.2.4 „Do‟ for „business‟ 27 2.1.2.5 „Do‟ for „sport‟ 27 2.1.2.6 „Do‟ for „subjects of study‟ 29 2.1.2.7 „Do‟ in other cases 29 2.2 Summary 31 CONCLUSION 33 Recapitulation 33 Limitations of the study 33 Suggestions for further studies 34 REFERENCES 35 SOURCES OF DATA 38 PART I INTRODUCTION Rationale of the study Vocabulary in general plays an important role in any language as we cannot communicate without words British linguist Wilkins (1972:111) once stated “without vocabulary nothing can be conveyed” There is a common assumption that the more words a learner knows, the larger the learner‟s vocabulary knowledge is However, words are not used alone and separately but go with each other and depend on each other Words are combined into phrases There are free phrases and fixed phrases The latter often confuse learners because there are not any fixed rules for all the combinations English-as-a-second-language learners often have difficulties treating fixed phrases in their learning process That is why many learners cannot communicate fluently although they know a lot of words Therefore, the possible combinations of words or collocations have to be taken into consideration Although collocation has become the subject of a linguistic study only recently, it arouses a growing interest in numerous linguists and is defined in various ways Accordingly, there is no exhaustive and uniform definition or categorization of collocation Therefore, it tends to be one of the most problematic and important area of vocabulary, especially for second language learners Hill (1999:5) goes so far as to suggest: “We are familiar with the concept of communicative competence, but perhaps we should add the concept of collocational competence to our thinking” He also claims that non-native speakers have problems “not because of faulty grammar but a lack of collocations” Along with Hill, McCarthy (1990:12) claims that “collocation deserves to be a central aspect of vocabulary study.” These pieces of evidence done can show the great importance of collocation in acquisition of a language The author would like to investigate the possibility of combining words into fixed expressions As mentioned above, phrases are formed by words together Words in English are classified into different classes in which verbs have always been one of the most complex classes of words because verb, or rather, phrasal verb is the central to the structure of the sentence According to Palmer (1965:1), “learning a language is, to a very large degree, how to operate the verbal forms, the pattern and the structure of the verb in that language” There is a question which need to be answer is that how verbs collocate with other classes of word A verb can collocate with a noun, a preposition, an adjective or even another verb Verb phrases are then created Investigating the combinations of verbs must be necessary for improving the students‟ knowledge and lessening their difficulties As can be seen from the discussion above, collocation is a big area in linguistics Due to the constraints of time, the focus of this study is only on the collocations with the lexical verb „do‟, a rather special and complex verb in English Since the research is carried out against the Vietnamese backgrounds, the corresponding Vietnamese equivalents are also provided The research is so entitled “A study on collocations of lexical verb „do‟ with Vietnamese equivalents” Aims of the study This study aims at investigating the collocations the lexical verb „do‟ in English This study is carried out to serve three major purposes: - To give an overview of the concept of collocation with its main features, properties and classification - To conduct an investigation into the collocations of lexical verb „do‟ - To give Vietnamese equivalents of collocations of „do‟ In order to get the above-aims, the following questions need to be addressed: What are the meanings of „do‟ in a number of English collocations? What are the Vietnamese equivalents of collocations with lexical verb „do‟ in corresponding contexts? Scope of the study This study is confined to the investigation into a very small aspect of vocabulary issue - the collocations of the lexical verb „do‟ in English The lexical „do‟ is chosen because „do‟ as an auxiliary verb is limited in use for performing negative and interrogative sentences, or avoiding repetition or having emphasis function Meanwhile „do‟ as lexical verb has a number of meanings when it collocate with other classes of word In other words, the lexical „do‟ can be in different collocations with different meanings „Do‟ as a lexical verb can collocate with a noun, a preposition, an adjective or an adverb, etc Within the framework of an M.A minor programme thesis, the author has no ambition to cover all the kinds of collocation with the lexical verb „do‟, but only „do + noun‟ collocations, based on the common assumption that this is the most frequent collocation of „do‟ and other kinds are less frequent in use and more often found in dictionaries Vietnamese equivalents of collocations of „do‟ will be later discussed through analyzing English – Vietnamese examples in different contexts Methods of the study In order to obtain the above-said aims, the study is carried out basically through the descriptive and qualitative methods The descriptive method is employed to give in depth and detailed description of collocations of lexical verb „do‟ in English The work starts with a review of existing study results on collocations to provide a better understanding of the topic Then different meanings of collocations of lexical verb „do‟ are described, and then examples are provided to illustrate the description The qualitative method is used in collecting data Collocations with the lexical verb „do‟ will be collected from different sources such as stories, books, magazines, journals, etc… then analyzed systematically to generalize the uses of these collocations In addition, a comparative and contrastive view is used to compare and contrast collocations of „do‟ and their equivalents in Vietnamese The method is, overall, both deductive and inductive Design of the study This study is composed of three main parts: The first part, Introduction, states reasons for choosing the topic, the aims of the study with the detailed methodology to gain these aims, the scope of the study and the organization of the study The second part, Development, includes two chapters: Chapter 1: features the review of related literature and the theoretical backgrounds for the study, in which the collocation and the theory of verbs will be discussed The verb „do‟ will be also identified in terms of grammatical characteristics in structures related to „do‟ Chapter 2: presents and describes concrete cases of collocations with the lexical verb „do‟ with their Vietnamese equivalents in corresponding contexts The third part is the Conclusion summarizing the main ideas discussed in the previous parts, showing the limitations of the study and providing the suggestions for further studies PART II CHAPTER THEORETICAL BACKGROUNDS AND LITERATURE REVIEW 1.1 English collocation 1.1.1 The origin of the word „collocation‟ The term „collocation‟ was first introduced by Firth (1957), a British linguist He was the first person to look lexis at its syntagmatic, left-to-right unfolding of language According to Firth (1957), the collocation is defined as a combination of words associated with each other, for example to take a photo, to homework, to play football The term „collocation‟ has it origin in the Latin verb „collocate‟ which means „to set in order/to arrange‟ 1.1.2 Definitions of collocation There are various definitions of collocation It will be noted that forming a precise definition is difficult because different linguists have different and conflicting definitions as what Bahns (1993:57) says: “Regrettably, collocation is a term which is used and understood in many different ways” Most of the researchers who define collocation agree that it is a lexical unit consisting of a cluster of two or three words Firth is widely regarded as the father of this term and we can see that most of the definitions are paraphrases of Firth‟s (1957:183) definition that collocations are “words in habitual company” This is a quite general definition Collocation, then, refers to expressions in which individual words habitually go together In the case of verb, for instance, the verb make goes with some words and the verb with other words: We made an agreement (NOT did an agreement) I did my homework (NOT made my homework) The definition of collocation will be made clearer by his followers - Sinclair (1966) and Halliday (1966) For Halliday, collocations are examples of word combinations; he maintains that collocation cuts across grammar boundaries Sinclair (1966) introduces the following terminology: an item whose collocations are studies is called a „node‟; the number of relevant lexical items on each side of a node is defined as a „span‟ and those items which are found within the span are called „collocates‟ We can also find the definition of collocation in any dictionary In the Oxford advanced learner‟s dictionary of current English (1995:A4), Hornby gives examples of the words „thick‟ and „dense‟ We can talk about both „thick fog‟ and „dense fog‟ The meaning is the same But we not talk about a person having *‟dense hair‟ This combination just does not sound right, even through it would easily be understood „Dense‟ not collocate with „hair‟ We can only talk about somebody having thick hair For him, collocation is the regular combination of words Runcie (2002:vii) gives general definitions of collocation that collocation is the way words combine in a language to produce natural-sounding speech and writing Benson, Benson & Ilson (1986b:ix) understand and use this term: “In English, as in other languages, there are many fixed, identifiable, non-idiomatic phrases and constructions Such groups of words are called recurrent combinations, fixed combinations, or collocations Collocations fall into two groups: grammatical collocations and lexical collocations” Thus, for him, collocation is defined as specified, identifiable, non-idiomatic, recurrent combinations Two kinds of collocations: grammatical and lexical ones will be analyzed in the near following part This definition is clearer with some properties and types of collocation 1.1.3 The distinction between free compounds, idioms and collocations To attain a clearer understanding of collocations, it is helpful to try to distinguish them from idioms on the one hand and from free combinations on the other Apparently, collocations, free compounds and idioms share one important feature in their form, that is to say they all refer to combinations of words that go together very often However, the case is that they differ from each other in both meaning and form 25 In the above examples, „do‟ have different equivalent meaning in Vietnamese: làm, thực hiện, hồn thành, có cơng hiệu (13) the verb „do‟ = „làm‟, but the present perfect of „do‟ lead its meaning „hoàn thành‟ in Vietnamese „Do‟ is the most usual verb for talking about tasks and duties, assignment and homework for example: the duty, the dishes, the food for a party, the garden, your homework, a photocopy, a translation,… Examples: (13) I only did the duty of a faithful servant, I said Tơi nói tơi làm phận người đầy tớ trung thành [3: 35] (14) Jane, it‟s your turn to the dishes Jane, đến phiên rửa chén [4: 265] (15) I‟ll the washing if you the ironing Em rửa bát anh quần áo [12: 18] (16) The trouble with Mary is that she never does any homework Điều rắc rối cho Mary cô bé chẳng làm tập nhà [8: 220] We use the verb 'do' when someone performs an action, activity or task: the ironing, the laundry, the washing, the washing up… Examples: (17) Yesterday after work I went to M1 to the shopping Hôm qua rẽ đường quốc lộ mua sắm sau xong công việc [11: 7] 26 (18) Reporter : "But I've been sent to the murder" Phóng viên : - Nhưng phái đến làm vụ án mạng [1: no page] (19) „I only His will‟, replied Death Thần Chết nói: Ta tuân theo lệnh Thượng Đế mà [2: no page] (20) We‟ll some exercises practicing these collocations tomorrow Chúng làm tập thực hành kết hợp tự nhiên vào ngày mai [12: 18] „Do‟ is used in producing something using your hands, your mind or your skill: the food for a party, a sketch, a translation, some writing… Examples: (21) Microsoft does thousands of millions of dollars in business each year Microsoft làm hàng ngàn triệu đô la việc kinh doanh năm [6: 80] (22) She did five copies of the agenda Cô phô tô năm công việc phải làm [7: 354] (23) Does this pub lunches? Quán ba cung cấp bữa trưa chứ? [7: 354] (24) Who‟s doing the food at the wedding reception? Ai chuẩn bị đồ ăn cho bữa tiệc cưới vậy? [7: 354] (25) I‟ll a translation for you Tôi dịch cho anh [7: 354] 27 (26) The Dramatic Society are doing Hamlet next year Nhà hát kịch Dramatic Society có ý định sản xuất Hamlet năm tới [7: 354] 2.1.2.4 „Do‟ for „business‟ In English for business, we often see the collocations of „do‟ such as the accounts; the business; the catering; a deal; the marketing; the paperwork; some research; the stocktaking… Examples: (27) I business in this world Tôi giao dịch làm ăn giới [9: 82] (28) Weather experts have done a lot of research in Tornado Alley Các chuyên gia thời tiết thực nhiều nghiên cứu Hẻm Lốc [6: 185] (29) I did a deal with the car salesman and got a 15% discount for cash Tôi ký hợp đồng với người buôn xe nhận 15% giảm giá tiền mặt [12: 66] 2.1.2.5 Do for „sport‟ Normally, we use the verb „play‟ + a kind of sport: play football, basketball… or „go‟: go swimming, cycling, canoeing, dancing… However, it is not always true when we use these above structures for every kind of sport In some cases, „do‟ is the right choice such as aerobics, judo, athletics, gymnastics, karate, the high jump, the long jump, the pole vault, weightlifting, wrestling, yoga… Examples: (30) Do you a lot of sport? Bạn có chơi thể thao nhiều khơng? [16: 739] 28 (31) What kind of exercise you do? Anh tập loại hình thể dục nào? [4: 108] It is not easy to explain which sports are used with „do‟ or which kinds of sports are used with this verb? There are not any hard and fast rules Here are some personal experiences and analyzes of this verb used with „sport‟ Meanwhile „play' is with games, team sports and competitive ones, and „go‟ maybe with solo sports and –ing, „do‟ is used more for particular recreational activities, especially those of a singular nature, and not so much for sports Examples: (32) I can only the ordinary breaststroke Tôi bơi ếch bình thường [18: 202] (33) That (lifting weights) and I an hour of aerobics every other day Tập tạ thêm tập thể dục nhịp điệu hai ngày lần [4: 207] Sometimes, we use if the sport is more of a physical activity Examples: (34) I like doing the crossword Tôi thích chơi giải chữ [17: no page] „Do‟ sport is also used for sports done in one place archery, for instance You always find, of course, an exception to a rule you've made up in your mind, for example, we don‟t use *do boxing, *do body-building even when they are done in one place, but go boxing and go bodybuilding Also, you say weightlifting, and it ends in -ing but it's used with „do‟ instead of „go‟ 29 2.1.2.6 „Do‟ for „subjects of study‟ With the subjects of study, we can use „do‟: English, mathematics, chemistry, physics While „study‟ + a subject of study is used with both school and university subjects, and „read‟ + a subject of study is only used with university subjects and is quite formal, „do‟ a subject of study is more commonly used with school subjects Examples: (35) I can arithmetic and some algebra – a little Tôi biết số học đại số học [9: 92] (36) She did maths, physics and chemistry at school Ở trường học tốn học, vật lý học hóa học [16: 763] (37) Do you science at school? Bạn có học khoa học trường không? [7: 354] (38) She did economics at Sheffield University Cô học kinh tế Đại học Sheffield [7: 354] (39) I did history and economics in high school Tôi học lịch sử kinh tế học trường cấp ba [17: no page] 2.1.2.7 „Do‟ in other cases Moreover, „do‟ can collocate with other noun phrases in fixed expressions as follows: Do one‟s best: (40) The guessing into which he was led was so foreign to his nature that he did his best to forget the whole thing 30 Sự thắc mắc mà anh bị đưa đẩy đến trái ngược với tính anh anh tìm hết cách để qn hẳn chuyện [15: 104] (41) All that matters in the exam is to your best Điều quan trọng kì thi làm [17: no page] Do harm/good: (42) But she had the prettiest eyes, and the sweetest smile; and I don‟t believe she really meant to any harm Nhưng có đơi mắt sáng nhất, nụ cười ngào nhất; khơng tin có dụng ý gây hại [3: 4] (43) Changing the rules may more harm than good Thay đổi luật lệ có hại có lợi [12: 18] Do damage: (44) The third sea – the biggest of the three – did not so much damage Đợt sóng thứ ba – đợt lớn – lại không gây nhiều thiệt hại [9: 28] (45) The storm did some damage to our roof Cơn bão gây thiệt hại phần cho trần nhà [12: 18] Do someone a good turn/do someone a favour: (46) Scouts and guides are supposed to someone a good turn every day Các hướng đạo sinh nên làm việc tốt ngày [12: 18] 31 (47) Could you me a favour? Anh giúp tơi khơng? [4: 31] Do + a place = visit a place: (48) We did Tokyo in three days Chúng thăm Tokyo ba ngày [7: 354] Do an experiment: (49) We are doing an experiment to test how the metal reacts with water Chúng tơi làm thí nghiệm để kiểm tra xem kim loại phải ứng với nước [12: 18] Do an exam (informal): (50) She‟s doing an exam Cô làm kiểm tra [12: 127] 2.2 Concluding remarks As previously stated, „do‟ can collocate with various noun phrases into relative fixed collocations By observing these above sentences as examples, we can draw some equivalent meanings as follows: „Do‟ = „làm‟ in some cases and other equivalent verbs in Vietnamese such as „đọc, nghĩ, viết, mua sắm, dịch, nấu nướng, học, chơi, kí kết …‟ In fact, „do‟ has the meaning of any active verb in the case of „do‟ + -ing such as thinking, writing, resting… This finding implies that „do‟ in English have many meanings in Vietnamese when „do‟ collocates with different noun phrases This also shows that you want to know the meaning of „do‟ in Vietnamese you should look at the structure of „do‟ + noun phrases In other words, the 32 meanings of lexical verb „do‟ are often understood via the nouns/noun phrases which it collocates with In short, the verb „do‟ in its lexical aspect has different Vietnamese equivalents depending on different contexts in which it occurs, as shown above 33 PART III CONCLUSION Recapitulation The objectives of this study are to conduct an investigation into the lexical „do‟ + noun phrase collocations and to offer their Vietnamese equivalents in corresponding contexts In order to obtain the study‟s aims, the author firstly presents some theoretical back grounds to support the research All the linguists share the same point of view that collocation plays a crucial role in facilitating language production in order to speak naturally like native speakers After being defined and differentiated from idioms and free combinations, English collocations are then classified into different types according to different scholars Some properties of collocations are then draw Theories of English verb are also given for the overview of English verb in general and the verb „do‟ in particular In addition, some previous studies of collocations have been briefly reviewed In the main part of the study, the researcher collects several sentences, both in English and Vietnamese, in which the collocations „do + noun phrase‟ occur Data used are gathered from different sources Most of them are English-Vietnamese bilingual materials to assure the value of Vietnamese equivalents Lexical verb „do‟ + noun phrase collocations are analyzed both in form and their meanings The lexical „do‟ has different meanings when it collocates with different noun phrases in different contexts Their Vietnamese equivalents are also changeable in different corresponding contexts Limitations of the study Although the study has offered some insightful findings, it has some limitations First, many dimensions remain uncovered such as „do‟ as an auxiliary or other types of collocations of lexical „do‟ Moreover, the results of this study are just relative because, within the framework of an M.A minor programme thesis, given examples could not cover all the cases in which 34 lexical „do‟ occurs The researcher hope that in the future research, these limitations will be treated to have a standard result Suggestions for further studies Due to the limitation of time constraints and framework of the study, only one type of collocation of lexical verb „do‟ (do + noun phrase) has been conducted Therefore, further studies could be carried out with auxiliary verb „do‟ or other types of collocation of lexical „do‟ such as „do + adjective‟, „do + preposition‟, etc Also, more examples could be presented to make the results more valuable 35 REFERENCES Bahns J (1993), Lexical collocations: a contrastive view, ELT Journal, 47(1), pp 56-63 Bahns J & Eldaw M (1993), Should We Teach EFL Students Collocations? 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Investigationes linguisticae, vol.XI 39 12 McCarthy M & O‟Dell F (2005), English collocations in use, Cambridge University Press 13 Nguyễn Ngọc Hiếu (2002), Truyện cười quốc tế song ngữ Anh Việt, available at http://www.tech24.vn/ebook/download/3495-Truyen-cuoi-quoc-te-song-ngu-AnhViet.html 14 Nguyễn Thị Ái Nguyệt & Cát Tiên (2009), 20 truyện ngắn chọn lọc Anh-Việt, NXB Tổng hợp Thành phố Hồ Chí Minh 15 Nguyễn Văn Cơ, Nếp sống hải hồ, Tủ sách Anh-Việt đối chiếu, Houston: Zieleks Publishing Co 16 Oxford University Press (2002), Oxford Collocations dictionary for Students of English 17 Steven Vu (ed.), Ôn luyện Sự kết hợp từ tự nhiên (Collocations), available at http://www.englishtime.us/forum/default.aspx?g=posts&t=6124 18 Viên Quân (2003), 78 tình giao tiếp Anh-Việt, NXB Trẻ ... research in Tornado Alley Các chuyên gia thời tiết thực nhiều nghiên cứu Hẻm Lốc [6: 185] (29) I did a deal with the car salesman and got a 15% discount for cash Tôi ký hợp đồng với người buôn... sách Anh -Việt đối chiếu, Houston: Zieleks Publishing Co 16 Oxford University Press (2002), Oxford Collocations dictionary for Students of English 17 Steven Vu (ed.), Ôn luyện Sự kết hợp từ tự nhiên... Anh Việt, available at http://www.tech24.vn/ebook/download/3495-Truyen-cuoi-quoc-te-song-ngu-AnhViet.html 14 Nguyễn Thị Ái Nguyệt & Cát Tiên (2009), 20 truyện ngắn chọn lọc Anh -Việt, NXB Tổng hợp