Syntactic and sematic features of proverbs relating to education in english and vietnamese

MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS SYNTACTIC AND SEMATIC FEATURES OF PROVERBS RELATING TO EDUCATION IN ENGLISH AND VIETNAMESE ( Đặc điểm cấu trúc ngữ nghĩa tục ngữ liên quan tới giáo dục tiếng Anh tiếng Việt) NGUYỄN THỊ ĐIỆP Field: English Language Code: 8.22.02.01 Supervisor: PhD Le Phuong Thao Hanoi, 2020 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled SYNTACTIC AND SEMANTIC FEATURES OF PROVERBS RELATING TO EDUCATION IN ENGLSIH AND VIETNAMESE 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 Nguyen Thi Diep Approved by SUPERVISOR PhD Le Phuong Thao Date:…………………… i ACKNOWLEDGEMENTS I would like to address my most sincere gratitude to the following people for their invaluable support and encouragement First and foremost, I would like to express my sincere gratitude to my supervisor, PhD Le Phuong Thao for her valuable suggestions, academic guidance on my study She has spent her valuable time on the correction of my paper Under her guidance, I have made much progress, and this composition is mainly the result of her useful advice and help She was always there for me, without her help, things must be extremely difficult and impossible Next, I am also grateful to all my teachers at the English Faculty, Hanoi Open University for their vast amount of guidance, encouragement and patience with my thesis Furthermore, my thanks also go to my colleagues with their ideas, materials, and enthusiasm Last but not least, I wish to acknowledge the support and invaluable help of my family while the work was in progress Definitely, without these support and encouragement it would never have been possible for me to have this thesis accomplished ii ABSTRACT Proverbs relating to education is considered an interesting field from semantic and syntactic perspectives It is one of the issues that have never been studied exhaustively Being interested in education, the thesis has been chosen: “Syntactic and semantic features of proverbs relating to education in English and Vietnamese” To help learners have a better understanding of proverbs, particularly proverbs relating to education, this thesis conducts a study of syntactic and semantic features of proverbs relating to education in English and Vietnamese, based on the description and analysis of data In addition, both the contrastive and comparative methods are used in combination with the qualitative and quantitative approaches The thesis is based on the data from a wide variety of dictionaries and books about proverbs To achieve the objectives of the study, the author has carried on three main points: the syntactic and semantic features of proverbs relating to education in two languages; the similarities and differences betweeen proverbs relating to education in English and Vietnames and impications for teaching and learning English and Vietnamese proverbs These findings also aim at offering some practical implications for teaching and learning English Besides, it can broaden the knowledge about not only phrases and sentences but also semantic features of proverbs relating to education Through analysis of proverbs relating to education in English and Vietnamese, it is said that the result of the study may make a great contribution to communication as well as writing This help learners use proverbs more skillfully, and establish their communicative relationship effectively iii LIST OF ABBREVIATIONS A: Adverb C: Complement HOU: Hanoi Open University O: Object S: Subject V: Verb VNU-ULIS: Vietnam national university – University of language and international studies iv LIST OF TABLES Table 2.1: Function and form of adjective phrases……………… ………… ……8 Table 2.2: Function and form of Noun phrases……………………………….….…9 Table 2.3: Function and form of Verb phrases………………………………….…10 Table 2.4: Function and form of Prepositional phrases……………………….… 11 Table 2.5: The major clause types of simple sentences……………….……….… 13 Table 3.1: Syntactic features of phrase structures and sentence structures of proverbs relating to education in English……………………………………… 27 Table 3.2: Syntactic features of phrase structures and sentence structures of proverbs relating to education in Vietnamese…………………………………… 32 Table 3.3: Semantic features of proverbs relating to education in English…….….36 Table 3.4: Semantic features of proverbs relating to education in Vietnamese……38 Table 3.5: Statistical summary of phrase structures and sentence structures of English and Vietnamese proverbs relating to education……………………… ….43 Table 3.6: Statistical summary of semantic features of English and Vietnamese proverbs relating to education…………………………………………… .……44 v TABLE OF CONTENTS Certificate of originality……………………………………………………… ……i Acknowledgements ………….…………………………………………… ….ii Abstract …………………………………………………………………… …… iii List of abbreviations ……………………………………………… …………….iv List of tables……… ……………………………………………… …………… v Table of contents ……………………………………………………… …… … vi Chapter 1: INTRODUCTION…………………………….…………… … ….1 1.1 Rationale……………………………………………………………… …….1 1.2 Aims and objectives of the study ……………………………………………….2 1.3 Research questions……………………………………………… …….….… 1.4 Methods of the study…………………………………………… …………….3 1.5 Scope of the study ……………………………………………… ……………3 1.6 Significance of the study ……………………………………… …………….4 1.7 Structure of the study ……………………………………….… ………….….4 Chapter 2: LITERATURE REVIEW ………………………………… ….……5 2.1 Previous studies……………………………………………… ………………5 2.2 Syntactics……… …… ………………………… ………… ….… ……7 2.2.1 Definitions of syntac…………………… …….… …………… …….……7 2.2.2 Overview of phrase structures…………… … … …………… ……….….7 2.2.3 Overview of sentence structures…………… ………… …… ……….….12 2.3 Semantics……….… …………… ………… …… ……………………15 2.4 An overview of proverbs……………………………………………… ……17 2.4.1 Definition of proverbs……………………………………………………….17 2.4.2 Classification of proverb…………………………………………… …… 20 2.4.3 Features of proverbs………….……………………… …………………….20 2.4.3.1 Semantic features.……………….…………………………………….… 21 2.4.3.2 Syntactic features ………………………………………………….…….21 2.4.4 Proverbs relating to educations……………………… …………………….22 2.4.5 Proverbs and idioms………….……………………… …………………….23 2.5 English and Vietnamese cultural features …………………………… ….24 2.6 Summary …………………………………………………………………… 26 vi Chapter 3: SYNTACTIC AND SEMACTIC FEATURES OF PROVERS RELATNG TO EDUCATION IN ENGLISH AND VIETNAMESE…………27 3.1 Syntactic features of proverbs relating to education in English and Vietnamese ……………………………………………………………………… 27 3.1.1 Syntactic features of proverbs relating to education in English… …… …27 3.1.1.1 Phrase structures………………………………………………… …….27 3.1.1.2 Sententence structure ……………………………………… ……… ….29 3.1.2 Syntactic features of proverbs relating to education in Vietnamese …32 3.1.2.1 Phrase structures……………………………………………… … …….32 3.1.2.2 Sentential structure ……………………………………………… … ….33 3.2 Semantic features of proverbs relating to education in English and Vietnamese ……………………………………………………………… …… 35 3.2.1 Semantic features of proverbs relating to education in English… …… …36 3.2.1.1 The respect and gratitude to the teacher……………………….….… … 36 3.2.1.2 Learners’ personalities… …………………………….………….… ….37 3.2.1.3 The methods of teaching and learning………….…………………… ….37 3.2.2 Semantic features of proverbs relating to education in Vietnamese … 38 3.2.2.1 The respect and gratitude to the teacher……………………… … … 39 3.2.2.2 Learners’ personalities… ……………………………… ….…… ….39 3.2.2.3 The methods of teaching and learning………….…………………… ….41 3.3 Comparison of syntactic and semantic of proverbs relating to education in English and Vietnamese………………………………………… ……….….….42 3.3.1 In terms of syntactic features………………………… ……… … …….43 3.3.2 In terms of semantic features…………………… ………… …… …… 44 3.4 Implications……………………………… …………….…….… … ……46 3.4.1 For teaching………………… ……………………… ……… … …….46 3.4.2 For learning………………… ………………… ………… …… …… 49 3.5 Summary……………………………………………………….……… ……51 Chapter 4: CONCLUSION ……………………………………… … ……… 52 4.1 Recapitulation………………………………………………….… ………….52 4.2 Concluding remarks ………………………………………….… ………….52 4.3 Limitation of the research …………………………… … ……… ……… 53 4.4 Recommendations for further research ……………………………………….54 REFERENCES vii APPENDIX viii Chapter 1: INTRODUCTION 1.1 Rationale Theoretically, each language has their own proverbs, which are important aspects of the mastery of language English language is no exception as it contains a large number of proverbs, which are extensively used as the wisdom of people English proverbs, however, create many challenges for Vietnamese studying English The main reason is that the teaching and learning English proverbs are not concerned much However, we cannot deny the importance of proverbs when we study English They were used to diffuse not only life experience but also didactic lessons so they should be included in any language study It is interesting to realize that ancient people use proverbs to highlight the organic relationship between them and surrounding world Using proverbs during the process of teaching and learning language not only provide learners with rich vocabulary but also equip learners with a good basic of cultural knowledge reflected in the proverbs themselves Through their keen observation of the world, hundreds of human generations have created proverbs and used them The condensed nature of proverbs allows them to be interpreted repeatedly, across time and in different situations Moreover, during daily conversations using a proverb is often easier to express an idea better and more convincingly than using with a long speech Hence, knowledge of proverbs is necessary for a perfect understanding of a language However, proverbs give us many difficulties in communication Although proverbs help speakers and writers communicate more successfully and make languages more interesting, they are not easy at all to master and use them appropriately Listeners and readers also find it really hard to understand them because their meanings cannot often be deduced from the individual components Proverbs are used both in written and spoken language to emphasize meaning and make our observation, judgment and explanations more lively and interesting, so they have aesthetic function In other words, they are really useful tools for communicating a great deal of meaning in just a few words Up to now, many studies have been done on analyzing and categorizing proverbs according to alphabetical arrangement Others concentrate on analyzing their semantic, structural and cultural features in number of proverbs relating to family, marriage, woman, moral values of family relationships, comparison, etc - Build dialogues on topics given (working in groups), using proverbs provided - Choose the most appropriate proverbs to fill in the gaps from the proverbs given - Fill in the gaps with proverbs (no prompts) 3.4.2 For learning It was found that the learners generally face difficulties in the comprehension of English proverbs, especially the proverbs relating to education Some of the difficulties faced by the learners may be attributed to the learners’ inability to recognize English proverbs In fact, the learners have wrongly attempted to guess the structure and the meaning of English proverbs Thus, some implications could be put forward to help learners for the possible better language learning Syntactically, students should study and master the basic knowledge about grammar Students have to understand well the theory of phrases as well as sentence structures Then, they read books to know exactly what English proverbs relating to education, then how to use them in different circumstances or ask their teachers or native speakers to get information They also should collect sources of materials in English to see how the native speakers utilize the proverbs relating to education in their writing and imitate their own language use As a result, they may master the use of proverbs in general and proverbs relating to education in particular effectively and correctly Semantically, students should first learn about the differences of the culture between two countries England belongs to the Western country while Vietnam belongs to Eastern one Therefore, it is necessary for people to build up as much cultural background knowledge as possible No matter when learners study English proverbs or Vietnamese ones, they must bear in mind that they are not only to learn proverbs but also to learn their correspondent cultures In practice, the most effective way to possess the cultural background knowledge of proverbs is reading Learners can read short stories about English proverbs in general and proverbs relating to education in particular The stories with lively and eye-catching images are interesting to the readers They can also read books introducing British and Vietnamese cultures In addition, if the learning is impeded by new proverbs, learners can resort to a dictionary for help Furthermore, learners can gain some knowledge about proverbs by communicating with foreigners In general, it is indispensable for learners to have cultural background knowledge to help them have better understanding of proverbs 49 Secondly, because the learners have not been familiar with types, features, and usages of proverbs in English language, there should be a list of compulsory courses for undergraduate level in the subjects of proverbs and their functions in spoken and written contexts Learners should use proverbs in practising different communicative skills and choose appropriate proverbs in certain contexts Also, learners have attempted to rely on their first language, trying to find out the meanings of unfamiliar proverbs by looking for similar expressions in their first language Thirdly, students should be offered the context to enhance interpretation of proverbs relating to education Learning English proverbs relating education in meaningful context is more effective then learning isolated items through memorization and drilling Besides, learners should employ knowledge about history, culture and customs related to the proverbs in the process of dealing with English proverbs relating to education In other words, learners should realize the usefulness and necessity of learning and applying proverbs and English proverbs relating education because using English proverbs relating education in communication inspires confidence in students and language users Finally, to have a deep understanding of proverbs in general and English proverbs relating education, learners must have good translational equivalents of proverbs relating education English learners should be aware of cultural elements that have great influence on proverbs in general and proverbs relating education in particular In short, to apply these devices for teaching English proverbs relating education effectively, teachers can follow the above formula whenever possible It also helps learners of English perceive patterns and relations regarding the meaning, the structure and the function of English proverbs It is necessary to underline once again the importance of making learners active participants in the learning process It has been suggested that learners provided with the full array of instruments of analysis retrieved through years of theoretical research in the field of idiomatic expressions, can adopt the right attitude to handle such complex signs The exposure to full grammar of proverbs should consent learners to acquire a more curious and analytical approach: the only key to better passive and active knowledge of proverbs 50 3.5 Summary In this chapter, we have presented the proverbs relating to education in English and the comparison with Vietnamese ones At the first half of this chapter, we have discussed the syntactics of the proverbs relating to education in English and Vietnamese These proverbs focus on the structures of phrases and the types of sentences In the later part, we designed the semantics of the proverbs relating to education in English and in Vietnamese These proverbs mainly convey three fields such as the respect and gratitude to the teacher, the learner’s advice, the methods of teaching and learning The comparative analysis is the third part to point out the similarities and differences between the syntactics and semantics of proverbs relating education in English and Vietnamese The last part gives some suggestions for teaching and learning proverbs to help the learners with effective ways of learning proverbs 51 Chapter 4: CONCLUSION From what has been analyzed and presented in the foregoing chapter about the syntactic and semantic features of proverbs relating to education and similarities and differences of these units, some conclusion as well as some recommendation for further studies will be presented as below 4.1 Recapitulation The thesis involves the contrastive study of the syntactic and semantic features of proverbs relating to education in English and Vietnamese By doing this, I find out the various meanings as well as the constructions possessed by proverbs relating to education the ways it is used properly in both languages Syntactically, all proverbs in the corpus are analyzed under the phrasal structures and sentence structures The phrasal structures are categorized into noun phrase, verb phrase, adjective phrase Furthermore, the parallel structure of Vietnamese proverbs, which account for a large number of the total proverbs are presented Semantically, the figurative and concrete characteristics of both languages are presented in three fields such as the respect and gratitude to the teacher , the learner’s advice, the methods of teaching and learning 4.2 Concluding remarks The research paper is conducted based on valuable reference sources in dictionary, reference books, literary works and materials on the Internet To complete the research thesis with the title " Syntactic and semantic features of proverbs relating to education in English and Vietnamese ", three major objectives have been achieved: Investigating structural and semantic features of proverbs relating to education in English and Vietnamese; Finding out the similarities and dissimilarities between English and Vietnamese proverbs relating to education in term of structural and semantic features; Suggesting some possible implications for teaching, learning proverbs relating to education in English and Vietnamese effectively They are briefly presented as follow: In term of the first research question about the syntactic and semantic features of proverbs relating to education in English and Vietnamese, the author stated that syntactically, both English and Vietnamese proverbs relating to education are formed in the phrase structures and sentence strutures The phrasal structures are classified into noun phrases, adjective phrases, verb phrases The 52 sentence structures are formed in the simple, compound, complex and comparative sentences Semantically, through the process of the investigation, we have also discovered that most proverbs contain simultaneous meanings That is the reason why sometimes, we find it is difficult to understand the iproverbs at the first sight Basically, the figurative meaning of proverbs is usually conveyed through the expression means More interestingly, some proverbs relating to education in Vietnamese have no equivalence in English and vice versa because of the cultural differences between two countries With regard for the second research question about the similarities and differences between English and Vietnamese proverbs relating to education, the author found out that syntactically, as we have analyzed, proverbs relating to education in English and Vietnamese are formed in phrases structures and sentence structures Semantically, It is easy to see that both English and Vietnamese proverbs relating to education are employed for the same three topics such as: the respect and gratitude to the teacher, the learner’s advice, the methods of teaching and learning In term of the third question about the solutions to teaching and learning English proverbs relating to education, the author pointed out that applying the devices for teaching English proverbs relating to education is effective Therefore, teachers can follow the formula whenever possible It also helps learners of English perceive patterns and relations regarding the meaning, the structure and the function of English proverbs 4.3 Limitations of the study Due to the restriction of this kind of proverbs – proverbs relating education, only about 150 samples in the two languages are collected from different sources Moreover, because of limited time, knowledge and reference, the study can only examine some certain characteristics of English and Vietnamese proverbs relating education such as structural syntactic classes, kinds of meanings and semantic types so it has not reached the expected depth as it should Besides, because of the restriction of time and the shortage of reference materials related to the field under investigation as well as the constraints faced by the researcher, it goes without saying that there must be some mistakes in this thesis and it has not reached a satisfactory depth as it should The study has not also been concerned with the cultural aspects 53 For the above reasons, it is obvious that there are still several aspects related to proverbs that need to be studied further 4.4 Recommendations for further research This study has focused only on proverbs relating to education in English and Vietnamese in terms of syntactic and semantic features to find out the similarities and differences for proverbs in the two languages Therefore, there will still be some topics related to this problem left for further researches The next research might be an investigation into the cultural features of English and Vietnamese proverbs relating education It may also be an investigation into pragmatics of English and Vietnamese proverbs relating to education 54 REFERENCES In English Alina Eduardovna Rakhimova, Albina Fanilevna Mukhamadiarova, Fanuza Kharisovna Tarasova (2019) Linguistic and cultural characteristics of proverbs describing family relations in the German linguistic picture of the world Humanities & Social Sciences Reviews Archer Taylor (1931) The Proverb Cambridge, MA: Harvard University Press.Brown Gillian Arnauld, Antoine (1660), Grammaire générale P 22 Bather, Roland (1977) Image-Music-Text London:Fonata Beth Levin (1991) Lexical & Conceptual Semantics, Blackwell, Cambridge, MA Chomsky, Noam (2002) Syntactic Structures p 11 Donald Davidson (1973) Semantics of Natural Languages, New York: Springer Greenbaum (1996), English Grammar, OxfordUniversityPress Gorjian, B & Molonia S (1999) The consice dictionary of proverbs Moatabar 10 Kerschen, L (2012) American proverbs about women The USA: BookLock.com.Inc 11 Mieder (1993) Proverbs Are Never Out of Season Popular Wisdom in the Modern Age New York: Oxford University Press 12 Michel Breal (1890), Grammaire latine 13 Mieder, W (2004) Proverbs – A handbook The United States of America: Greenwood Press 14 Nguyen Duc Long (2017) A contrastive study of English and Vietnamese proverbs about moral values of family relationships MA Thesis Hanoi Open University 15 Nguyễn Hòa (2004) Understanding English Semantics VNU Publishing House 16 Nguyễn Thu Hiền (2014) Proverbs denoting family relationships in English and Vietnamese: A contrastive analysis and teaching implication MA Thesis Vietnam National University i 17 Nguyen Thi Thu (2016) A study on linguistic and cultural features of words and phrases denoting cuisine in English with reference to their Vietnamese equivalent” MA Thesis Hanoi Open University 18 Oxford Dictionaries (2016) Oxford University Press 19 Richard, T C (1861) Proverbs and their lessons London: G Routledge 20 Randolph Quirk and Greenbaum (1976), A University Grammar of English, Cambridge University Press 21 Palmer, F.R (1990) Semantics Cambridge University Press 22 Silverman, Kaja (1983) The Subject of Semiotics New York: Oxford University Press 23 Simpson, J (1998) The concise Oxford Dictionary of proverbs Oxford University Press, Oxford 24 Simpson, J (1999) The Oxford Concise of Proverbs Oxford University Press, Oxford 25 Trần Thế Khoa (2009) A study on marriage- related English and Vietnamese proverbs from cultural perspective MA Thesis Vietnam National University 26 Trinh Thi Huong Giang (2013) A Study on Marriage- Related English and Vietnamese Proverbs from Linguistic and Cultural Perspective MA Thesis Vietnam National University 27 Taylor (1931) The Proverb Harvard University Press 28 Vũ Thế Ngọc (2006) A Dictionary of Vietnamese- English, EnglishVietnamese proverbs International Books, Inc 29 Wilden, A (1987) The Rules are no game: The strategy of communication London: Routledge & Kegan Paul In Vietnamese 30 Chu Xuân Diên (1975) Tục ngữ Việt Nam NXB Khoa học xã hội 31 Chu Văn Liên (2009) Tục ngữ Anh- Việt chọn lọc NXB phương Đơng 32 Hồng Văn Hành (1990) Kể chuyện thành ngữ tục ngữ NXB Khoa học xã hội 33 Hồng Đình Tứ (1990) 100 Tục ngữ tiếng Anh thơng dụng NXB TP Hồ Chí Minh 34 Lê Khả Kế (2020) Vietnamese-English Dictionary NXB Thế Giới 35 Nguyễn Văn Mười (1996) Ngôn ngữ với việc phản ánh yếu tố văn hóa nhân sinh quan (thơng qua tục ngữ Việt- Anh) Luận án Tiến sĩ ĐHKH- XHNV ĐHQG Hà Nội ii 36 Nguyễn Văn Ngọc (1991) Tục ngữ phong dao Việt Nam NXB Tp Hồ Chí Minh 37 Nguyễn Xuân Kính (1995) Tục ngữ Việt Nam NXB Văn Hóa 38 Nguyễn Thái Hịa (1999) Tục ngữ Việt Nam cấu trúc thi pháp NXB KHXH 39 Nguyễn Lân (2002) Từ điển thành ngữ- tục ngữ Việt Nam NXB Văn Học 40 Phạm Văn Bình (1999) Tục ngữ nước Anh & Thành ngữ tiếng Anh giàu hình ảnh NXB Hải phịng 41 Nguyễn Đình Hùng (2007) Thành ngữ, tục ngữ, ca dao Việt- Anh thông dụng NXB Giáo dục 42 Phạm Việt Long (2009) Tục ngữ, ca dao quan hệ gia đình NXB ĐHQG Hà Nội 43 Viện Ngôn Ngữ Học (1994) English-Vietnamese Dictionary NXB TP Hồ Chí Minh 44 Viện nghiên cứu văn hóa (2009) Tinh hoa văn học dân gian người Việt Tục ngữ NXB Khoa học xã hội 45 Vũ Mạnh Tường (1998) Thành ngữ tục ngữ tiếng Anh (The phrase & proverb in English) Song ngữ NXB Hà Nội 46 Vũ Ngọc Phan (2002) Tục ngữ ca dao dân ca Việt Nam NXB Văn học 47 Vũ Ngọc Phan (2006) Tục ngữ, ca dao, dân ca Việt Nam NXB Kim Đồng 48 Vũ Dung, Vũ Anh, Vũ Quang Hào (2003) Từ điển thành ngữ tục ngữ Việt Nam NXB Văn Hóa Thơng Tin, Hà Nội On the Internet 49 www.philosophy.hka.hk (June 28th, 2020) 50 http://www.learn-english-today.com/proverb.html (July 27th ,2020) 51 http://www.tldm.org/bible/Old%20Testament/proverbs.htm (June 15th ,2020) 52 http://english-learners.com/tag/most-common-english-proverbs-sayings (May 7th ,2020) 53 http://www.phrases.org.uk/meanings/proverbs.html (September 25th ,2020) 54 http://nativeenglish.eu/articles/1 (August 10th ,2020) 55 https://www.dictionary.com 56 https://www.oxfordlearnersdictionaries.com iii APPENDICES Appendix 1: List of English proverbs relating to education A brick short of load A letter is also teacher, he is also half words Adventure is the best way to learn A diamond in the rough An empty vessel gives a greater sound than a full barrel A wise teacher makes learning a joy A hard act to follow Better untaught than ill taught Burn the midnight oil 10 Catch the bear before tou sell his skin 11 Cap and gown 12 Cover a lot of ground 13 Crack out a paper 14 Experience is the teacher of jesters and the intelligence of the wise 15 Education is a subversive activity 16 Education begins a gentleman, conversation completes him 17 Ignorance is bliss 18 In teaching others we teach ourselves 19 If the pupil is smart, the teacher gets the credit 20 Get your head down 21 He who flatters me is my enemy, who blames me is my teacher 22 He who undertakes to be his own teacher has a fool for a pupil 23 Keep your nose to the grindstone 24 Learning is the eye of the mind 25 Learning with practice 26 Learning from the friends 27 Love teaches even asses to dance 28 Learning makes a man fit company for himself as well as for others 29 Learning makes a good man better and a bad man worse 30 Nothing succeeds like success 31 Once you stop learning, you’ll start dying 32 On the home straight/ stetch iv 33 Public father, that mother, the teacher let's not forget 34 Pull out all the stops 35 Parallel with the study 36 Practice makes perfect 37 Put your thinking cap on 38 Role than he is still happy country 39 Spare the rod, spoil the child 40 Slow on the uptake 41 Study the past if you would define the future 42 Sort out the man from the boy 43 The love of money and the love of learning rarely meet 44 Too many cooks spoil the broth 45 The fault of another is a good teacher 46 The blind leading the blind 47 Teach an old dog new trick 48 Today is the scholar of yesterday 49 The love of money and the love of learning rarely meet 50 Tell out of ten 51 The father that she thanked him 52 The work will teach you how to it 53 Teachers die, but books live on 54 Tell tales out of school 55 Teachers open the door, you enter by yourself 56 The world teaches you more than your supervisor 57 The school of hard knocks 58 To teach well, we need not say all that we know, successful teachers are effective in spite of the psychological theories they suffer under 59 You can’t teach old dog new tricks 60 You are never too old to learn 61 You know, you teach You not know, you learn 62 Wipe the slate clean 63 Whatever you teach, be brief; what is quickly said the mind readily receives and faithfully retains, while everything superfluous runs over as from a full container 64 Who knows much says least v 65 Wet behind the ears 66 Without a teacher, you wouldn’t be anything of couldn’t become anything 67 Work your way through college vi Appendix 2: List of Vietnamese proverbs relating to education Ăn vóc học hay Ăn nhớ kẻ trồng Bé chẳng vin, gẫy cành Bán tự vi sư, tự vi sư Bất học vô thuật Bút sa, gà chết Có danh, có vọng nhờ thầy xưa Chẳng cày lấy đâu có thóc Chưa đỗ ơng nghè đe hàng tổng 10 Chẳng học lấy đâu biết chữ 11 Có khơng dạy, để mà ni 12 Có học biết, có đến 13 Có cày có thóc, có học có chữ 14 Con học, thóc vay 15 Cơm cha, áo mẹ, chữ thầy 16 Công cha, nghĩa mẹ, chữ thầy 17 Công thành danh toại 18 Chậm đến đâu học lâu biết 19 Chữ thầy trả thầy 20 Có chí nên 21 Có dốt nên khơn 22 Có học, có khơn 23 Dẫu có bạc vàng trăm vạn lượng, chẳng kinh sử vài 24 Đi ngày đàng, học sàng khôn 25 Đi buổi chợ học mớ khôn 26 Dốt đặc chữ lỏng 27 Dẫu thơng hoạt, chẳng học hư đời, tài chí trời, chẳng học phải khổ 28 Dao có mài sắc, người có học nên 29 Dạy nhà, láng giềng khôn 30 Dốt đặc cán mai 31 Dốt đến đâu học lâu biết 32 Dốt phải cậy thầy vii 33 Dốt hay nói chữ 34 Đua dại tranh khôn 35 Ếch ngồi đáy giếng 36 Gần mực đen, gần đèn sáng 37 Hát hay hay hát 38 Học tài thi phận 39 Học thầy không tày học bạn 40 Học ăn học nói, học gói học mở 41 Học hay cày biết 42 Học hay cày giỏi 43 Học biết mười 44 Học thầy học bạn, vô vạn phong lưu 45 Hay học sang, hay làm có 46 Học để làm người 47 Học hành vất vả kết bùi 48 Học khôn đến chết, học nết đến già 49 Học đôi với hành 50 Học sư bất học hữu 51 Học thành danh lập 52 Học tri bắt túc 53 Học gà đá vách 54 Học quốc kêu mùa hè 55 Học sư bất học hữu 56 Khi măng khơng uốn tre trổ vồng 57 Khơng thầy đố mày làm nên 58 Khổ học thành tài 59.Khổ học khổ luyện 60 Luyện thành tài, miệt mài tất giỏi 61 Tầm sư học đạo 62 Măng không uốn, uốn tre 63 Một chữ thầy nửa chữ thầy 64 Một chữ nên thầy, ngày nên nghĩa 65 Một đời làm thầy, đời làm cha 66 Muốn biết phải hỏi, muốn giỏi phải học viii 67 Muốn lành nghề nề học hỏi 68 Mực mài tròn, mài son đánh giặc 69 Một kho vàng không nang chữ 70 Mồng tết cha, mồng ba tết thầy 71 Một gánh sách không giáo viên giỏi 72 Người không học ngọc không mài 73 Người roi, voi búa 74 Non chẳng uốn, già nổ đốt 75 Nhất quý nhì sư 76 Ơng bảy mươi học ơng bảy mốt 77 Siêng làm có, siêng học hay 78 Thầy giáo đường tinh, học sinh đường lọc 79 Thiên ngoại hữu thiên, nhân ngoại hữu nhân 80 Tài cao học rộng 81.Tôn sư học đạo 82 Trọng thầy làm thầy 83 Tiên học lễ, hậu học văn 84 Thua thầy vạn không thua bạn li 85 Văn hay chẳng lọ dài dịng 86 Văn có bài,vũ có trận 87 Văn ơn, võ luyện 88 Uốn từ thuở non 89 Yêu cho roi cho vọt, ghét cho cho bùi 90 Yêu cho vọt, ghét cho chơi ix ... proverbs relating to education of two languages 3.1 Syntactic features of proverbs relating to education in English and Vietnamese 3.1.1 Syntactic features of proverbs relating to education in. .. features of proverbs in general and those of proverbs relating to education in particular 26 Chapter 3: SYNTACTIC AND SEMANTIC FEATURES OF PROVERBS RELATING TO EDUCATION IN ENGLISH AND VIETNAMESE In. .. 3.3 Comparison of syntactic and semantic features of proverbs relating to education in English and Vietnamese After listing and analyzing English and Vietnamese proverbs relating to education, we