Hyperbole in literary works by william shakespeare and nam cao

MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS “HYPERBOLE IN LITERARY WORKS BY WILLIAM SHAKESPEARE AND NAM CAO” (NGOA DỤ tác phẩm văn học Shakespeare Nam Cao) ĐẶNG THỊ NGA Field: English Linguistics Code: 18K71010065 Supervisor: Dr Nguyen Thi Van Dong Hanoi, 1/ 2021 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled “Hyperbole in literary works by William Shakespeare and Nam Cao” 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, 2021 Dang Thi Nga Approved by SUPERVISOR (Signature and full name) Nguyen Thi Van Dong Date:…………………… i ACKNOWLEDGEMENTS In the process of completing this graduation paper, I have received a great deal of assistance, guidance and encouragement from my supervisor, my teacher, my friends and my family First of all, I would like to express my deepest thanks to my supervisor - the leader of the foreign language department, Mrs Nguyen Thi Van Dong, who has given me suggestions on how to shape the study and has encouraged as well as given me valuable advice with constructive comments during the process of writing this graduation paper Next, I would like to express my gratitude to all lecturers in the Faculty of English whose lectures and instructions help me a lot in completing this study I also would like to express my sincere thanks to my friends who have always shared with me their interests, concerns and supports for this study Last but not least, I would like to thank my family who has facilitated me to complete this study Ha Noi, January, 2021 Student Đang Thi Nga ii TABLES OF CONTENTS Certificate of originality Acknowledgements Table of contents Abstract List of tables and figures i ii iii v vi CHAPTER – INTRODUCTION 1.1 1.2 1.3 1.4 1.5 1.6 1.7 Rationale Aims and Objectives of the study Research questions Methods of the study Scope of the study Significance of the study Structure of the study 2 5 2.1 2.2 2.2.1 2.2.1.1 2.2.1.2 2.2.2 2.2.3 2.2.3.1 2.2.3.2 2.3 2.3.1 2.3.1.1 2.3.1.2 2.4 CHAPTER - LITERATURE REVIEW Previous studies Theoretical background Definition of hyperbole Definition of hyperbole in English Definition of hyperbole in Vietnamese Functions of hyperbole Functions of hyperbole in literature Functions of hyperbole in English literature Functions of hyperbole in Vietnamese literature Theoretical framework Classification of hyperbole Syntactic features of hyperbole Semantic features of hyperbole Summary iii 8 10 12 16 16 18 19 19 20 26 31 3.1 3.1.1 3.1.2 3.2 3.2.1 3.2.2 3.3 3.3.1 3.3.2 3.4 3.4.1 3.4.2 3.5 CHAPTER - COMPARISON BETWEEN HYPERBOLES USED LITERARY WORKS BY SHAKESPEARE AND NAM CAO Overview of hyperbole in Shakespeare’s and Nam Cao’s literary works William Shakespeare’s literary works Nam Cao’s literary works Data analysis Syntactic features of hyperbole used in Shakespeare’s and Nam Cao’s works Semantic Features of hyperbole in Shakespeare’s and Nam Cao’s works Semantic Features of hyperbole used in the literary works Similarities and differences between syntactic and semantic features of literary works written by Shakespeare and Nam Cao Syntactic similarities and differences Semantic similarities and differences Implications of the findings Difficulties faced by teachers of English in teaching hyperbole and by learners of English in understanding and using hyperbole during the language acquisition Suggested solutions to avoid the common errors Summary 33 33 35 36 37 38 40 40 50 63 63 64 66 CHAPTER - CONCLUSION 4.1 4.2 4.3 4.4 Recapitulation Concluding remarks Limitation of the study Recommendations and suggestions for further researches References Appendices iv 67 67 69 69 ABSTRACT Hyperbole is one of the most difficult parts of English language as well as Vietnamese one There are many ways to classify hyperbole to make it easier to be caught However, the syntactic and semantic features of hyperbole have not been fully described to learners Students sometimes find it hard to understand the structures and meaning of the hyperbolic expressions implied in the writings, especially during their reading comprehension Therefore, the study aims at pointing out some various forms of English and Vietnamese hyperbole The most significant objective of the study is that by using Descriptive method and Contrastive analysis, the study has found out the similarities and differences between hyperbole used in the two languages by analyzing collected data from more than 270 hyperbole examples in Shakespeare’s literary works and more than 300 ones in Nam Cao’s There are many interesting similarities and differences in hyperbole in syntax and semantics, including hyperbole qualitative and quantitative scales recorded from the literary creations From that, the study will show difficulties and suggest some solutions for teaching and learning English hyperbole, helping teachers and learners of English have a better overview and thus improving language acquisition v LIST OF TABLES AND FIGURES Page Table 3.1 Syntactic features of literary works by Shakespeare and Nam Cao Table 3.2 Semantic features (Positive sides) of hyperbole by Shakespeare and Nam Cao Table 3.3 Semantic features (Negative sides) of hyperbole by Shakespeare and Nam Cao Table 3.4 Semantic features (Quantitative hyperbole) by Shakespeare and Nam Cao vi 37 38 38 39 CHAPTER - INTRODUCTION 1.1 Rationale In a cutting-edge science and technology era, along with the globalization process, English plays a particularly important role in international trade, business, education, entertainment activities and in almost aspects of daily life It becomes a bridge among countries and is considered useful means of communication to further relationships and create more mutual understanding among all the peoples around the world Quirk, Greenbaum, Leech & Svartvik (1985) found “English is generally acknowledged to be the world’s most important language” Besides, literature always plays an essential role in most people’s spirit life and becomes a great field of a language acquisition process Though the explosion of information and the revolution of high technology, especially the internet, for a few recent decades have given us various kinds of entertainment, literature is still one of the oldest and most favorite ways of entertaining, learning and experiencing life Besides, every literary work reflects authors’ talents, one of those is the way they use the language to express their ideas and to impress the readers There are many ways the writers have been using to make the language become such a valuable and flexible means of transferring the ideas One of these tremendously impressive ways of language expression is using hyperbole Hyperbole is a figurative language technique where exaggeration is used to create a strong effect In literature, by using hyperbole, a writer or a poet makes common human feelings remarkable and intense to such an extent that they not remain ordinary, for this, it becomes the main part of the ubiquitous non literal language techniques One strong motivation for my choice is the fact that the use of hyperbole in literature has a great appeal to most of the readers Definitely, a word or phrase or sentence of hyperbole is full of creativity with figurative and attracting style which catches the whole attention of readers Also, while hyperbole is of a great many of benefits for readers’ language acquisition, this technique is still a largely underresearched field which causes readers misunderstandings with other figurative languages such as metaphor, irony or simile Moreover, the thesis focuses on hyperbole used in the literal works of Shakespeare, an English writer, and Nam Cao, a Vietnamese writer, when they are both the typical writers of literature realism of their own time and their characters are of social classification illustrated in their writings While Shakespeare used hyperbole mostly to describe (emphasize) the characters and their lives of upper class with luxury and beauty of magnificence like in “Romeo and Juliet” or “Hamlet”, hyperbole used in Nam Cao’s works focuses on description of lower class characters such as Chi Pheo in “Chi Pheo'' or Lang ran in “Lang ran” In these literary works of both well–known writers, readers could have an obvious and interesting understanding of hyperbole and its usefulness in literature For the above - mentioned reasons, I would like to carry out my research on the topic “HYPERBOLE IN LITERARY WORKS BY WILLIAM SHAKESPEARE AND NAM CAO” This thesis is conducted with the hope that the research results will provide certain linguistically useful practical knowledge of English hyperbole for Vietnamese learners of English as well as those who are interested in this field 1.2 Aims and Objectives The study aims at investigating features of hyperbole in English and Vietnamese in the literary works by William Shakespeare and Nam Cao in order to have a good insight into hyperbole and from which to find out difficulties in teaching and learning Englihs hyperbole for Vietnamese teachers and learners of English and to suggest solutions for overcoming them To reach the aim, the objectives of the study are as follows: - To describe the syntactic and semantic features of hyperbole in English and Vietnamese in literary works by William Shakespeare and Nam Cao - To find out similarities and differences between hyperbole in English and Vietnamese through literary works by William Shakespeare and Nam Cao in terms of syntax and semantics - To identify common difficulties in mastering English hyperbole for Vietnamese learners of English and suggest some solutions to overcome these difficulties 1.3 Research questions To reach the aims and objectives, it is necessary to find out the proper answers for the following questions: What are the syntactic and semantics features of hyperbole in English and Vietnamese in literary works by Shakespeare and Nam Cao? 2 What are the similarities and differences between hyperbole in English and Vietnamese through literary works by William Shakespeare and Nam Cao in terms of syntax and semantics? What are common difficulties in mastering English hyperbole for Vietnamese learners of English and some solutions for overcoming them? 1.4 Methods of the study With the purpose of finding out the similarities and differences of English hyperbole in some literary works by William Shakespeare and Nam Cao in terms of syntax and semantics, Linguistic orientation is based on to provide expected research results In this study, various methods are used to achieve the objectives such as quantitative method, contrastive analysis, surveys, etc Each step of the study requires another relevant method However, as the aim of the thesis suggests, the method which works best in this study is contrastive analysis, comparing similarities and differences between hyperbole use in Shakespeare’s and Nam Cao’s works Only by using this method, in which English is considered to be the target language and Vietnamese - the source language – a means to contrast can syntactic and semantic features of hyperbole as well as their similarities and differences be brought to light The researcher also uses quantitative method carrying out the surveys to collect the data of hyperbole use for better statistical analyze Then hyperbole is well clarified so that teachers of English language at Hong Duc University can have better ways to explaining hyperbole to their students, especially in boosting Reading comprehension improvement and learners of the language at the college also find it easier to catch the meanings as well as forms of hyperbole used in contexts to have an overview and language acquisition of the theme Componential analysis is one of the most effective methods in identifying the meaning because it involves the analysis of the sense of a lexeme into its component parts (semantic features or semantic properties) In the study, the data is investigated on the basis of semantic and syntactic analysis The collected data will be processed to investigate some features of hyperbole’s meaning and structures Therefore, after being collected, the selective material of hyperbole is sorted out to serve as illustration examples for the analysis This statement refers to her love when it is emphasized in mass with endless touch These words were said by Juliet in the famous scene on the balcony in Act Scene When she and Romeo exchange compliments and their promises of eternal love, Juliet compares her love with the sea When Romeo uses comparison with the basic axioms of reality like truth and the fact that stars are made of fire and Sun rotating around the Earth, Juliet uses Mass measure associated with hyperbole Water was often associated with tenderness and care Implying this, Juliet also says that her love is as infinite as sea water and she can give it to Romeo forever only having more of it to share - “To be, or not to be, that is the question, Whether 'tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles” (In “Hamlet” – Shakespeare) During Act I Scene 5, the ghost of Hamlet's father tells him to avenge his death and asks him over and over again to swear that he'll kill Claudius Hamlet first struggles to determine if what the ghost says is real or not If the murder happened as the ghost said it did, then surely Hamlet wants to seek revenge for his father's sake Hamlet is not only confused and indecisive, but he's scared, too In Hamlet's famous soliloquy in Act III, he wrestles with the fact that going after Claudius could result in his death as well By Hamlet questioning if he should "take arms against a sea of troubles", it can be argued that he wonders if he should actually take up arms against his uncle who is now king Once Hamlet takes up arms against his uncle in order to avenge his father, then he will face up to so many troubles and “a sea of troubles” is a way to exaggerate how many troubles he may endure after his committing 3.4 Implications of the findings 3.4.1 Difficulties faced by teachers of English in teaching hyperbole and by learners of English in understanding and using hyperbole during the language acquisition During the analysis, some difficulties in comprehending hyperbole are found out and then the relavant solutions are suggested to deal with the cases, which will be illustrated in the next chapter 63  The ambiguities between two figure of speech: simile and hyperbole The difficulty during the study is the ambiguities between two figures of speech: simile and hyperbole when students find it hard to distinguish them Since they are often confused with them, they make wrong analysis on the theme, especially, in reading comprehension E.g.: “But, soft! What light through yonder with breaks? - It is the east, and Juliet is the sun!” (In “Romeo and Juliet” – W Shakespeare) The bold clause makes learners confused to distinguish between the hyperbole and simile whether Juliet is compared with the sun or she is exaggeratedly described as the sun  Ambiguities in hyperbole meaning determination In many cases, learners have difficulties in defining the meaning of the hyperbole expressions and teachers also find it hard to explain it to their students Literally, the case is likely to happen, it seems not to be emphasized or made difference from the normal utterance E.g.: “Be but sworn my love, And I'll no longer be a Capulet.” (In “Romeo and Juliet” - W Shakespeare) Learners could think that it is possible that someone could deny his origin for his own reason and the expression is by no means an example of hyperbole 3.4.2 Suggested solutions to avoid the above mentioned common errors After studying hyperbole, some solutions are suggested to avoid the errors  Figurative language confusion Firstly, we must know clearly the definition of each figure of speech, what is hyperbole, what is simile and hyperbole Simile: An indirect relationship where one thing or idea is described as being similar to another A stated explicit comparison that is made between two essentially unlike things Often contains the words "like" or "as" but not always 64 E.g.: - "The moon appeared crimson, like a drop of blood hanging in the sky" - "She hunched and struggled her way down the path; the way an old beggar woman might wander about" Hyperbole: A description which exaggerates, usually employing extremes and/or superlatives to convey a positive or negative attribute A bold, deliberate overstatement not meant to be taken literally but may be used to evoke strong feeling or to create a strong impression E.g.: “Mr Smith is the greatest human being ever to walk the earth.” “I'm so hungry I'd give my right arm for a piece of pizza” Secondly, we need to know the features of these figures of speech Similes directly compare two unlike things using: “like” or “as” Often, hyperbole is an exaggeration, doesn't use like or as, and is used to emphasize a point However, hyperbole is a great exaggeration but it is not necessarily separate from simile Hyperbole sometimes uses simile to put its scale to the limit E.g.: “He's like a giant, slow motion trainwreck‖ Both are hyperbole, both use simile (No one is really the size of a barn and to compare a person to a trainwreck is a big exaggeration) -  Hyperbole meaning ambiguity To avoid hyperbole meaning confusion, teachers and students should take the followings into consideration First, teachers should ask their students to view the hyperbole expression in context so that they could understand what the difference of the case is As the example illustrated above: “Be but sworn my love, And I'll no longer be a Capulet.” (In “Romeo and Juliet” - W Shakespeare) In this case, readers need to know that Juliet belongs to Capulet and Of course, Juliet will always technically be a Capulet but there is a family feud between Romeo and Juliet By exaggerating her family name denial, Juliet wants to show her great love to Romeo Second, basing on the writer’s implication and functions of hyperbole, 65 hyperbole meaning should be clarified into quality and quantity scales so that they can make better sense of the author’s purpose for exaggeration and emphasis E.g.: “Whether 'tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them”? (In “Hamlet” – W Shakespeare) We well know that troubles in this case are of negative meaning when Hamlet worries about the pressure if he avenges his father’s death made by his uncle Therefore, “a sea of troubles” is the way of negative exaggeration relating to the ideas of badness that the writer uses to emphasize the character’s worry This way of analysis helps students have a deeper understanding of the case 3.5 Summary The chapter is hyperbole analysis in aspects of syntax and semantics, including quality and quantity scales A number of hyperboles collected from the statistical data depriving Shakespeare’s and Nam Cao’s literary works, syntactic and semantic features of hyperbole are particularly distinguished With contrastive analysis on syntax and semantics of hyperbole in extravagant expressions in the literary works written by Shakespeare and Nam Cao, there are a large number of similarities and differences of hyperbole used by the two authors shown and from which the process provides teachers and students teaching and learning English as the second language with more language acquisition on the field related From the study, some difficulties are found out and thus some solutions are offered in order that students can reduce their mistakes during hyperbole learning and reading skill mastering 66 CHAPTER - CONCLUSION 4.1 Recapitulation This chapter provides a conclusion for this graduation paper Firstly, the issues addressed in the study are discussed and then drawing up their limitations Additionally, the recommendations and suggestions for further study are made In the research, the rhetoric of hyperbole is approached in terms of literature The classification of hyperbole to literature is illustrated in case studies The literary works by Shakespeare and Nam Cao are analysed: The discussion of hyperbole in literary texts is based on data collect ed of more than 270 examples of hyperbole in Shakespeare’s works and more than 300 hyperbole examples in Nam Cao’s works for better hyperbolic understanding After collection, the examples are classified in terms of syntactic and semantic features, then into quality and quantity attitude relating to semantics The contrastive analysis is carried out to find out the similarities and differences between hyperboles used by the two famous authors With result represented from the contrastive analysis process in terms of syntactic and semantic fields, educators can enrich better theoretical base and framework on hyperbole to supply their students with better insights into hyperbole and students can have better application to their reading comprehension concerning hyperbole which make them so much confused before During the analysis, some difficulties in comprehending hyperbole are found out and then the relevant solutions are suggested to deal with the cases so that students can reduce the errors during learning 4.2 Concluding remarks In conclusion, the title of this paper is hyperbolic There is not a complete understanding of what hyperbole is yet Hyperbole is a feature of everyday language However, this thesis focuses on hyperbole in literature Hyperbolic use gives speakers and listeners the notion of emphasis on the mentioned objects In terms of syntax, hyperbole is proved to be used in common forms of words, phrases, clauses and sentences in both writers’ literary works They share some similarities and differences in the forms in frequent use depending the 67 author’s purpose of overstatement Semantic features are clarified with quality and quantitative attitude in which hyperbole’s meaning and functions are highlighted From the hyperbole analysis relating to syntax and semantics, there are some results arised In terms of syntactic features, the given examples show similarities and differences of the authors in using hyperbole in words, phrases, clauses and sentences in which phrases share relatively the same percentage of frequent use and take preference over the others by the two writers In contrast, both sentential forms are least favoured This proves that using sentencial hyperbole in the English stories is as little as that in the Vietnamese ones Relating to phrases, noun phrase hyperbole is most focused on in two languages due to their brief form with full meaning expression Whereas adverbial phrase exaggeration is not of concern by the English writer and adjective phrase hyperbole is also least used by the Vietnamese one In terms of semantic features, since hyperbole in Nam Cao’s literary works is mainly used for the purpose of satirizing and criticizing the old and corrupt colonialfeudal society then, there is almost entire absence of positive hyperbole in his works and he develops negative overstatement instead, even his hyperbolic expressions in negative sides vastly outweigh that of Nam Cao’s With regard to negative sides implied in the hyperbolic creations, the two writers concentrate most on ideas of badness as the way of they expect to express their characters that are in bad situations in which, while Shakespeare shows his tendency of using the Ideas of Pain and Sorrow in his works to add more tragedy to the case, Nam Cao prefers the Ideas of Violence to make a greater impression on readers about the characters as the remnants of cruel colonial-feudal society depriving both human appearance and character of kind agrarian people and making them become more violent Moreover, quantitative hyperbole is used by both great writers to describe something that belongs to conventional measure or even over standard conventions as the way of emphasizing it The English author is favoured of Mass measure hyperbole; however, The Vietnamese one has a preferential treatment on Length and Width measure with concrete measurements as a bare reflection of real time then Difficulties are found out during the hyperbole research when students are often confused with simile and hyperbole distinguishment and hyperbole meaning determination Hence, some solutions are suggested to help learners overcome the difficulties in which definitions, features of simile and hyperbole should be taken into account as the solution for the first difficulty and semantic features related to quality and quantity scales should be carefully considered for the second one 68 4.3 Limitations Despite a hard attempt to complete the thesis, there are some points that deserve comment To begin with, it is obviously difficult to draw the line on what instances to include in a study of hyperbole, as is illustrated by the different scopes of previous studies In some instances it is possible to disagree with the classifications made in the present study, e.g., in the discussion of power (positive hyperbole) of quality sides belonging to semantic features and violence (negative hyperbole) of quality sides The author is nevertheless always explicit about her choices and what she bases these on The treatment of the definition of hyperbole in Chapter shows a strong command of the area and proposes a model that can handle the definition of hyperbole 4.4 Recommendations and Suggestions for further study In general, to understand fully and profoundly those application of meanings and attitudes of English hyperbole in general and of literature on particular is very difficult because they relate to a great number of fields such as geographical feature, social development, culture, etc and sometimes the origins or reason why they are used are not known Moreover, English is spoken in many countries and the number of English hyperbole produced is not small at all Consequently, the difficulties in learning English hyperbole that Vietnamese learners must deal with are undeniable Definitions, classification and vivid examples are suggested for overcoming are very necessary The learners usually have difficulties in identifying hyperbole, guessing the meaning, using them in suitable situations and finding Vietnamese equivalents To overcome these difficulties, learners should study the features of hyperbole deeply, especially of syntax and semantics, guess their meaning in the contexts and carefully read English texts, and not forget to take care of cultural features and try to have cultural competence All what have been referred to in this paper come from the limited understanding and ability It is, however, hoped that this study will be a small contribution to figure out the interesting significance of the hyperbole of the present international language and a reference to those who are interested in English culture, English semantics as well as English hyperbole and English literature and then open other topics for further study 69 However, because of my limited knowledge and ability, mistakes and shortcoming are unavoidable Therefore, the writer greatly does hope to receive any remarks, criticisms and suggestions from teachers and friends to make it better Hyperbole, in general, and hyperbole in some typical literary works of Shakespeare and Nam Cao, in particular, is an interesting subject that needs more investigation from authors On the coming time, researchers intend to study: - Hyperbole in some typical writings of other famous English and Vietnamese writers - The similarities and differences between hyperbole in English literature and English literature in terms of pragmatics and discourse analysis on them 70 REFFERENCES IN ENGLISH a In Books Adrew, Readford (2004), English syntax, Cambridge University Press Cano Mora, L (2009) All or nothing: a semantic analysis of hyperbole Revista de Lingüística y Lenguas Aplicadas Claridge, C (2010) Hyperbole in English: a corpus-based study of exaggeration Cambridge, UK: Cambridge University Press Bickerton, Derek (2009) Biological foundations and origin of syntax MIT Press Frank Robert, Palmer (1981) Semantics Cambridge University Press Gerald, Gazdar (1985) Generalized phrase structure grammar Harvard University Press; Illustrated edition Jackson, H & Amvela, E.Z (2000) Words, meaning and vocabulary Cassell Robert, Dixon (2005) A new approach to English grammar on semantic principles Clarendon Press Oxford Talmy, Givon 2001 Syntax Volume John Benjamins Publishing Company 10 W Shakespeare (1595) A Midsummer Night's Dream Oxford University Press 11 W Shakespeare (1596) The Merchant of Venice Oxford University Press 12 W Shakespeare (1597) Romeo and Juliet Oxford University Press 13 W Shakespeare (1599) Hamlet Oxford University Press, USA 14 W Shakespeare (1606) Macbeth Oxford School Shakespeare series 15 W Shakespeare (1610) The Tempest Oxford University Press, USA b In Journals 16 Burgers, C., Brugman, B C., Lavalette, K Y., & Steen, G J (2016) HIP: A Method for Linguistic Hyperbole Identification in Discourse Metaphor and Symbol, 31(3), 163-178 doi:10.1080/10926488.2016.1187041 17 Cohen, Simon Baron (1987) Autism and symbolic play British Journal of Developmental psychology, Vol 5, Pages 139-148 18 Daniel Liden (2010) What Is the Function of Hyperbole in Literature? 133 Kearny #400, San Francisco, CA 94108415-669-8983 19 Edleman, Robert et al (1989) Self-reported Expressions of Embarrassment in five European Cultures Journal of Cross-Cultural Psychology, 20, 357-371 20 Ferré, G (2014) Multimodal Hyperbole Multimodal Communication, 3(1) doi:10.1515/mc-20140003 21 McCarthy, M., & Carter, R (2004) “There are millions of them”: hyperbole in everyday conversation Journal of Pragmatics, 36(2), 149184.doi: 10.1016/s 03782166(03)00116-4 22 Qassim Abbas Dhayef, Al- Tufaili (2016) A Pragmatic Study of Exaggeration in British and American Journal of Education and Practice (Vol 7) 23 Raflis, R., & Zai, J (2018) Figurative Languages in William Shakespeare’s Poem: a Fairy Song, a Madrigal, Bridal Song, Dirge, and Sonnet 116 Jurnal Ilmiah Langue and Parole, 2(1), 53-58 https://doi.org/10.36057/jilp.v2i1.334 c From Internet 22 From Wikipedia, the free encyclopedia (2001) Retrieved May 19, 2010 from http://en.wikipedia.org/wiki/Hyperbole 25 From Wikipedia, the free encyclopedia (2001) Retrieved April 22, 2010 from http://en.wikipedia.org/wiki/Figure_of_speech 24 Dabernet, W.T(1999) Retrieved May 26, 2009 from http://volweb.utk.edu/school/bedford/harrisms/hyperbole.htm 27 Website Owner's Glossary (n.d.) Retrieved May 19, 2010 from http://www.grammartips.net/hyperbole-in-english-writing IN VIETNAMESE a In Books 28 Cù, Đình Tú (1994) Phong cách học đặc điểm tu từ tiếng Việt Giao Duc Publisher 29 Đinh, Trọng Lạc (2001) Phong cách học Tiếng Việt Giao Duc Publisher 30 Hoa, Nguyễn (2001) An Introduction to semantics VNU Press 31 Hùng, Nguyễn Mạnh & Hạnh, Lê Quốc (2006) Từ vựng học Tiếng Anh Giao Duc Publisher 32 Nguyễn, Thế Truyền (2013) Phong cách học tiếng Việt đại HCM University of Pedagogy Publisher 33 Phi, Nguyễn Khắc & Thuyết, Nguyễn Minh (2008), Ngữ văn lớp 8.tap1 Giao Duc Publisher 34 Trương, Hoàng Tất (1883) Từ vựng học tiếng Anh Ha Noi University of English language Teacher Education Publisher 35 Cao, Nam (1930) Chí Phèo Van hoc Publisher 36 Cao, Nam (1931) Con Mèo Van hoc Publisher 37 Cao, Nam (1932) Nửa Đêm Van hoc Publisher 38 Cao, Nam (1944) Một Đám Cưới Van hoc Publisher 39 Cao, Nam (1943) Trăng Sáng Van hoc Publisher 40 Cao, Nam (1934) Thôi Đi Về Van hoc Publisher 41 Cao, Nam (1942) Một Bữa No Van hoc Publisher 42 Cao, Nam (1931) Lang Rận Van hoc Publisher 43 Cao, Nam (1943) Từ Ngày Mẹ Chết Van hoc Publisher 44 Cao, Nam (1944) Mua Danh Van hoc Publisher 45 Cao, Nam (1943) Lão Hạc Van hoc Publisher 46 Cao, Nam (1941) Lão Hạc Van hoc Publisher b From Internet 45 From Wikipedia, the free encyclopedia (2001) Retrieved May 19, 2010 from http://dictionary.bachkhoatoanthu.gov.vn/default.aspx?param=14A7aWQ9MTk 5N 48 Honor, Tracy (2019) Dinh nghia.vn from https://dinhnghia.vn/noi-qua-la-gi-tac-dung-noi-qua.html 49 Ngoc Kien, Nguyen (2019) The holyland of Vietnam study from https://thanhdiavietnamhoc.com/khoa-truong-trong-ca-dao-cua-nguoi-viet/ APPENDICES There are a large number of examples of hyperbole in Shakespeare and Nam Cao that need expressing so that readers can refer to for better understanding of the theme By W Shakespeare - - - - - - - Juliet's Denial of Her Family Name: be but sworn my love, And I'll no longer be a Capulet (In “Romeo and Juliet” - W Shakespeare) “But, soft! what light through yonder window breaks? It is the east, and Juliet is the sun!” (In “Romeo and Juliet” - W Shakespeare) “The brightness of her cheek would shame those stars, As daylight doth a lamp; her eyes in heaven Would through the airy region stream so bright That birds would sing and think it were not night.” (In “Romeo and Juliet” - W Shakespeare) “What, ho! you men, you beasts, That quench the fire of your pernicious rage With purple fountains issuing from your veins, On pain of torture, from those bloody hands” (In “Romeo and Juliet” - W Shakespeare) "I will tear down the castle wall of any man or maid of Montague’s” (In “Romeo and Juliet” - W Shakespeare) 'Come, thick night and pall thee in the dunnest smoke of hell that my keen knife see not the wound it makes nor heaven peep through the blanket of the dark, To cry ‘Hold, hold!' (In “Macbeth” - W Shakespeare) The raven himself is hoarse That croaks the fatal entrance of Duncan (In “Macbeth” - W Shakespeare) "Your crown is burning or hurting my eyes." (In “Macbeth” - W Shakespeare) - “Would I had met my dearest foe in heaven” - (In “Macbeth” - W Shakespeare) “Though all the earth o’erwhelm them to men’s eyes” (In “Macbeth” - W Shakespeare) What piece of work is a man, how noble in reason, - how infinite in faculties, in form and moving, how express and admirable in action, how like an angel in apprehension, how like a god! (In “Macbeth” - W Shakespeare) With thy brawls thou hast disturb'd our sport - Therefore the winds, piping to us in vain, As in revenge, have suck'd up from the sea (In “A Midsummer Night’s Dream” - W Shakespeare) - - "Why, if two gods should play some heavenly match And on the wager lay two earthly women, And Portia one, there must be something else Pawned with the other, for the poor rude world Hath not her fellow." (In “Merchant of Venice” - W Shakespeare) “Which touching but my gentle vessel's side, Would scatter all her spices on the stream, Enrobe the roaring waters with my silks,” (In “Merchant of Venice” - W Shakespeare) By Nam Cao ― Cụ mà chết rồi, chúng lại khơng cho ăn bùn‖ (In “Chí Phèo” - Nam Cao) - “Rồi khát, trời mà khát! Khát đến cháy cổ họng.” (In “Chí Phèo” - Nam Cao) ― Phen cha thằng Bá Kiến đố dám vác mặt đâu nữa! Mồ mả tổ tiên đến lộn lên mất” (In “Chí Phèo” - Nam Cao) - “Khơng phải cụ đớn, thật cụ khơn róc đời” (In “Chí Phèo” - Nam Cao) ― “Thị xót xa thấy ông khách cục súc, sau nắc nỏm khen ghế vừa đẹp vừa thanh, liền đặt mông bành bạnh vại lên mặt ghế, khiến sợi muốn lún xuống, co hai chân bẩn thỉu lên” (In “Trăng sáng” - Nam Cao) - “Trầu làng năm chết nhiều Do trận bão vừa qua Có giàn nát tương, chẳng khác có người giật đổ xuống lấy chân mà dận” (In “Trăng sáng” - Nam Cao) - “Điền tạng yếu quá, không nhận vào công sở; người vội cho tiền học thật tiền vất xuống sông” (In “Trăng sáng” - Nam Cao) ― “Thì để bạc mà đem chơn! Có tiền có của, làm đàn anh khơng muốn, muốn để đứa khác cưỡi lên đầu lên cổ Ngu bị” (In “Mua danh” - Nam Cao) - “Có chạy xoạc gấu váy, hết chợ gần đến chợ xa, kiếm ngày đồng xu” (In “Một bữa no” - Nam Cao) ― “Chồng bà chết từ lọt lịng Bà thắt lưng buộc bụng, ni từ tấm, tí tí giở đi” (In “Một bữa no” - Nam Cao) ― “Gớm mồm với miệng mà toang toang ngỗng đực”…”cái giống người tí oang oang mõ ấy” (In “Con mèo” - Nam Cao) - “Đến lúc mỏi miệng, khơng buồn nói nữa, chị sân, chồng chị lăn hè, ngủ chết từ rồi” (In “Con mèo” - Nam Cao) - “Chúng chửi đủ giọng, đủ lời mồm ngoác thật to, vỗ đùi vỗ đoi, nhẩy cẫng lên giậm chân bẹt đến gần thụt đất” (In “Thôi về” - Nam Cao) - “Mày biết dại mày chửa? Bây mày trơ mắt ếch nhà mày Sung sướng thật” (In “Thôi về” - Nam Cao) - “Hắn 30 tuổi, da đen cột nhà cháy đôi lông mày rậm dựng đứng hai sâu róm nằm trợ lực …” (In “Nửa đêm” – Nam Cao) ― “Lông mày rậm dựng đứng hai sâu róm” (In “Nửa đêm” – Nam Cao) - “Có thể nói lớn nhanh đứa trẻ bú no sữa mẹ Nó múp míp nhẵn nhụi, kháu kháu lạ! Nó hiền đất, hiền nhà thiếu ăn” (In “Nửa đêm” – Nam Cao) - “Còn bọn đàn anh hay bới móc lại sợ, sợ thằng Chánh hội sợ Thiên Lôi; hai sức phá hoại chập vào phải đổ đình đổ chùa đừng có nói đến đổ nhà đổ cửa” (In “Nửa đêm” – Nam Cao) ― “Mụ béo tròn béo trục, mặt rỗ tổ ong bầu, mắt trắng, môi thâm, mà đen thằng quỷ” “Ai cười nói, mặc! Suốt ngày mụ im thóc” (In “Lang Rận” – Nam Cao) - “Tao nghĩ nát ruột trả lời cho tiện” (In “Một đám cưới” - Nam Cao) - “Bây lộ rõ ràng áo ngũ màu xanh nhạt, phủ áo len trắng nịt người anh khơng cịn thở được” (In “Đôi mắt” - Nam Cao) ... BETWEEN HYPERBOLES USED LITERARY WORKS BY SHAKESPEARE AND NAM CAO Overview of hyperbole in Shakespeare? ??s and Nam Cao? ??s literary works William Shakespeare? ??s literary works Nam Cao? ??s literary works. .. hyperbole in English and Vietnamese in literary works by William Shakespeare and Nam Cao - To find out similarities and differences between hyperbole in English and Vietnamese through literary works by. .. hyperbole in literary works by William Shakespeare and Nam Cao More than 270 examples of English hyperbole in literary works by William Shakespeare and more than 300 Vietnamese examples of hyperbole by