Some issues on inflectional and derivational morphology in English; Using VOA special English in teaching listening skill for the first year international relation cadets at Military Science Academy; A study on English reading strategies employed by construction engineering students at University of Transport and Communications....
COUNCIL OF DIIRECTORS Chairman DANG TRI DUNG, Major General, Prof PhD Vice-Chairman NGUYEN TRONG HAI, Senior Colonel, Assoc Prof PhD Councilors QUAN VAN TRUNG, Major General, Assoc Prof PhD TRAN NGOC TRUNG, Senior Colonel, PhD No 16 (11/2018) ISSN 2525 - 2232 PHAM QUANG HAI, Senior Colonel, MA MA ĐUC KHAI, Senior Colonel, Assoc Prof PhD TRINH THI THUY, Senior Colonel, PhD LINGUISTIC THEORIES EDITOR-IN-CHIEF NGUYEN TRONG HAI, Senior Colonel, Assoc Prof PhD DEPUTY EDITOR-IN-CHIEF NGUYEN THU HANH, Lieutenant Colonel, PhD EDITORIAL BOARD ĐINH QUANG TRUNG, Senior Colonel, PhD DUONG VAN TUYEN, Senior Colonel, MA BUI THI THANH LUONG, Senior Colonel, PhD LE CONG PHAT, Colonel, MA TRAN THI MINH THUC, Lieutenant Colonel, PhD NGUYEN THU HANH, Lieutenant Colonel, PhD ĐOAN THUC ANH, Lieutenant Colonel, PhD ADMINISTRATION OFFICE Head of Office NGUYEN THU HANH - M A K Halliday’s systemic functional grammar approach to literary text analysis: theory and application VU THANH NAM - Some issues on inflectional and derivational morphology in 16 English LANGUAGE TEACHING METHODOLOGY TRINH QUANG MINH - Using VOA special English in teaching listening skill 23 for the first year international relation cadets at Military Science Academy NGUYEN THANH MAI, NGUYEN THU HANH, HOANG QUOC KHANH 36 - Using role-play activities in ESP situations to improve English speaking skill for students at Border Guard Academy TRA THI THOA - Applying cognitive load theory to making lesson plans 49 LE HONG DIEP - Strategies to create an enjoyable and effective reading class: 56 Application at Political Academy NGUYEN THI THU HA - A study on English reading strategies employed by 65 construction engineering students at University of Transport and Communications NGUYEN TUAN ANH, Major, MA Administration Staff HOANG THI BAC, Major, MA NGO NGOC HAI, Major, MA NGUYEN THI THU, Captain, MA LANGUAGE AND CULTURE TRINH THI HA - Symbolic meanings of Tay and Vietnamese idioms (basing on a 75 corpus of body part related idioms that show human intellect) HEAD OFFICE Address: 322E Le Trong Tan, Dinh Cong, Hoang Mai, Ha Noi Phone: (+84) 988.350.598 Email: tapchikhnnqs@gmail.com Website: hvkhqs.edu.vn THE PERMIT ON PRESS PUBLISHING No.200/GP-BTTTT dated 19/4/2016 by Ministry of Information and Communications DISCUSSION NGUYEN MAU VU - Some trends of language use on American universities’ 83 Facebook pages LY NGOC TOAN, NGUYEN THI VAN ANH - The lexicalization patterns of 101 manner motion events in Vietnamese BUI THI NGOC ANH - Terminology system in current Vietnamese dictionaries 117 NỘI DUNG Ngữ pháp chức năng-hệ thống M A K Halliday phân tích văn văn học: Lý thuyết ứng dụng; Một số vấn đề hình thái học biến tố hình thái học phái sinh tiếng Anh; Sử dụng VOA special (Bản tin tiếng Anh đặc biệt Đài Phát Hoa Kỳ) giảng dạy kỹ nghe cho học viên năm thứ khoa Quan hệ quốc tế Học viện Khoa học Quân sự; Sử dụng hoạt động sắm vai dạy kỹ nói tiếng Anh cho học viên Học viện Biên phòng; Vận dụng lý thuyết tải lượng tri nhận vào thiết kế giảng; Chiến lược tạo thích thú hiệu luyện kỹ đọc: Áp dụng Học viện Chính trị; Nghiên cứu chiến lược đọc sinh viên ngành kỹ thuật xây dựng trường Đại học Giao thông vận tải; Ý nghĩa biểu trưng thành ngữ tiếng Tày thành ngữ tiếng Việt (trên tư liệu nhóm thành ngữ có thành tố phận thể biểu thị trí tuệ người); Xu hướng sử dụng ngôn ngữ trang Facebook số trường đại học Mỹ; 10 Mẫu thức từ vựng hóa tình chuyển động tiếng Việt; 11 Về hệ thuật ngữ từ điển tiếng Việt 目录 论韩礼德的系统功能语法对文学文本分析的理论与应用; 关于英语屈折形态学与派生形态学的若干问题; 论军事科学学院国际关系系大一学生听力教学中美国之音特别英语节目的运用; 角色扮演活动在边防大学英 语口语教学中的应用; 认知负荷理论在课堂设计中的运用; 在乐趣中收获的策略在政治学院阅读技能训练 中的应用; 交通运输大学建筑技术专业学生的阅读策略研究; 岱依语与越南语成语的象征意义——基于表示 人类智慧的人体部位名称成语研究; 美国若干大学脸书上的语言发展趋势; 10 越南语中位移事件词汇化模式; 11 关于当前越南语词典中的术语体系。 СОДЕРЖАНИЕ Системно-функциональная грамматика, разработанная М.А.К Халлидеем, при анализе литературного текста: Теория и применение; Некоторые вопросы о флексивной и деривационной морфологии в английском языке; Использование специальных англоязычных информационных выпусков американских радиопередач (VOA SPECIAL) в обучении навыкам аудирования для первокурсников факультета международных отношений в Академии Военных наук; Использование ролевых игр при обучении навыкам говорения на английском языке учащихся пограничной службы; Применение теории когнитивной нагрузки в создании лекции; Стратегия создания интереса и эффективности на уроке чтения: Её применение в Военно-политической академии; Изучение стратегий чтения у студентов инженерно-строительной специальности в институте путей сообщения; Символическое значение тайских и вьетнамских фразеологизмов (на материале фразеологических групп с элементами, обозначающими части тела, выражающие человеческий интеллект); Тенденция использования языка на странице Facebook некоторых университетов США; 10 Типовые разновидности лексического происхождения дел движения во вьетнамском языке; 11 О терминологии во вьетнамском словаре в настоящее время SOMMAIRE Grammaire systémique fonctionnelle de M A Halliday pour l’analyse du texte littéraire: Théorie et application; Quelques aspects de la morphologie flexionnelle et dérivationnelle en anglais; Utilisation des boulletins d’information spéciaux en anglais de la Radio des Etats-Unis (VOA) dans l’enseignement de la compréhension orale pour les cadets de première année du Département des Relations extérieures l’Académie des Sciences Militaires; Utilisation du jeu de rôle dans l’enseignement de la production orale pour les cadets l’Académie de Garde des Frontières; Application de la théorie de la charge cognitive dans la conception des fiches pédagogiques; Stratégies de promouvoir la motivation et les performances de compréhension écrite des apprenants: Application à l’Académie de Politique; Etude des stratégies de lecture des étudiants en techniques de construction dans à l’Université des Transports et des Communications; Représentations des proverbes en Tày et en vietnamien (basé sur le corpus des proverbes ayant les parties du corps désignant l’intellect humain); Tendance d’utilisation langagière sur le Facebook dans des universités américaines; 10 Procédés de lexicalisation des mouvements en vietnamien; 11 Système termnologique dans les dictionnaires contemporains du vietnamien LINGUISTIC THEORIES v M A K HALLIDAY’S SYSTEMIC FUNCTIONAL GRAMMAR APPROACH TO LITERARY TEXT ANALYSIS: THEORY AND APPLICATION NGUYEN THU HANH* * Military Science Academy, nguyenthuhanh09@gmail.com Received:25/9/2018; Revised: 26/10/2018; Accepted: 28/10/2018 ABSTRACT The present paper provides details about the specific theoretical framework of systemic functional grammar and motivates its use in text analysis by giving examples of how it has proven useful in literary studies The paper explains the respective roles of language, discourse and textual analysis in literary studies Then it outlines the theoretical background, giving an overview of Halliday’s systemic functional grammar, explaining why the model of systemic functional grammar has been chosen as a suitable approach for the study of literary texts It also concentrates on Halliday’s description of the ideational metafunction, summarizing the functional and grammatical description of Transitivity patterns A review of linguistic studies of literary texts is made as an evidence of the effectiveness of applying Hallidayan approach to literary text analysis Keywords: systemic-functional, grammar, Halliday, transitivity, literary text INTRODUCTION It is now widely accepted that there has been what is described as a ‘turn’ towards language or discourse in social research Wood and Kroger (2000, p.4) believe language should be taken as not simply a tool for description and a medium of communication but as a social practice, a way of doing things Gee (2005, p.10) even claims that “language has a magical property: when we speak or write, we design what we have to say to fit the situation in which we are communicating But at the same time, how we speak or write creates that very situation” In other words, language is constitutive of thought and carries the traces of social routines Language shapes and reinforces attitudes and belief; it is a medium for cuing identities, activities, values, and ideologies: we make or build things in the world through language (Fowler, 1981, p.94) An important principle underpinning this study is that literary texts can be fruitfully explored using theoretical and methodological tools designed to study language and discourse The following sections of the paper outline relevant views on language, discourse and text analysis that have guided the researcher’s exploration of literary texts and thematic concerns from the perspective of Halliday’s systemic functional grammar KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) v LINGUISTIC THEORIES LANGUAGE, DISCOURSE, TEXTUAL ANALYSIS AND In An Introduction to Functional Grammar, Halliday and Matthiessen (2004, p xiv) state that “a language is interpreted as a system of meanings, accompanied by forms through which the meanings can be realized The question is rather: ‘how are these meanings expressed?’ This puts the forms of a language in a different perspective: as means to an end, rather than as an end in themselves” It is from this point of view that systemic functional linguistics was developed by Halliday and his associates from the 1960s onwards, and one of its goals was indeed that of providing better resources for the description of literary affects achieved through language choices Fairclough (1995, p.73) claims that language “is a material form of ideology, and language is invested by ideology” Social language or discourse is not only representational but intervenes in social change because “discourse contributes to the creation and recreation of the relations, subjects… and objects which populate the social world” That is to say, discourse can be said to be a combination of the communicative purposes by which people produce texts to get a message across, to express ideas and beliefs, to explain something, to get other people to certain things or to think in a certain way To make it easier to understand and analyse discourse, Fairclough (1995, p.97) outlines a three-dimensional model: (i) discourse as text, (ii) discourse as discursive practice, and (iii) discourse as social practice The notion of discourse as text refers to the linguistic features and organization of concrete instances of discourse where the choices and patterns of words should be analysed This dimension can also be taken as the object of analysis in the case of verbal or visual, or verbal and visual texts Discourse as discursive practice implies that discourse is that which is produced, circulated, distributed and consumed in society in the form of specific text types like magazines, KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) articles, etc … It refers to the processes by means of which the object is produced and received by human subjects Discourse as social practice examines the ideological effects and hegemonic processes in which discourse is a feature It refers to the socio-historical conditions which govern these processes Fairclough (2003, p.124) also emphasizes the important role of discourse as a representational device: “Different discourses are different perspectives on the world, and they are associated with the different relations people have to the world, which in turn depends on their positions in the world, their social and personal identities, and the social relationships in which they stand to other people” These discourses both reflect and influence the ways we conceptualize and talk about things They also shape the ways we think, speak, and act in ways that confirm us as member of a socially meaningful group, such as a woman, a worker, or a student In the present study, discourse analysis is seen as both a theoretical framework and a practical methodological approach Chiffrin chains both approaches when defining discourse analysis as ‘the study of language use above and beyond the sentence’ (2006, p.170) As a branch of discourse analysis, critical discourse analysis, according to Wood and Kroger (2000, p.10), aims to explain what is being done in the discourse and how this is accomplished: that is, how the discourse is structured or organized to perform various functions and achieve various effects or consequences They suggest this can be done by investigating the choices the writers make to build up a text These choices can be seen in the representation of action, agent, and circumstances In other words, discourse analysis helps us understand how practitioners use diverse patterns of lexicon and grammar to present and/or reinforce certain traits of thought and ideologies Fairclough (2003, p.3) claims that it is impossible to gain a real understanding of the LINGUISTIC THEORIES socially constructive effects of discourse if no close examination is carried out of what happens in the language when people talk or write Therefore, textual analysis can be a useful research tool that can be used to draw out meaning through interpretation of one or more texts which allows the researchers to make generalizations about a group, culture, or society When a study is set within the framework of systemic functional grammar, language is seen as resource, and the notion of choice is crucial: the possibilities chosen are always considered against the possibilities of what could have been chosen or what is more often typically chosen The goal of systemic functional grammar is to explore the range of grammatical and lexical choices that are used to express meanings It also highlights different patterns in text data to penetrate into why and how these choices are made from the grammatical structures and vocabulary available The following section deals with the model of systemic functional grammar and reveals the reasons for adopting this model as a suitable approach to the textual analysis SYSTEMIC FUNCTIONAL GRAMMAR: A FUNCTIONAL APPROACH TO TEXT ANALYSIS Systemic Functional Grammar is an approach to language established by M.A.K Halliday and his associates during 1960s Currently, this approach which is used world-wide, particularly in language education, stays more interests in the matter in which language is deployed in social contexts to obtain a specific aim In the other words, the language choices people make when communicating closely connect to their social views, positions, and to their social relations Also, because language is used functionally, what is said depends on what one needs to accomplish and in which situations In Halliday’s theory, all languages are organised around three main kinds of metafunctions which are v simultaneously reflected in the structure of every clause: the ideational, interpersonal, and textual metafunctions (Halliday and Matthiessen 2004, pp 58-62) Among them, the ideational metafunction includes two subtypes, the experiential, which is clause as representation, and the logical, which is how the experience of each clause may be linked together with that of other clauses Since the study limits itself to the experiential metafunction which serves for the expression of ‘content’ in language, that is, our experience of the real world, including the experience of our inner world, it shall cover the use of language to describe events, the participants in events, and the circumstances involved in these events: i.e who does what to whom, and in what circumstances The interpersonal metafunction refers to the use of language to interact with people and to establish and maintain social relations: how the individual is identified and reinforced in this aspect by his/her interactions with others, allowing them to express both social role relations and their own individuality Our roles and relationships with other people and our attitudes towards others are expressed through the interpersonal metafunction This line of meaning in a clause comes from the clause serving as an exchange between interlocutors In other words, language serves not only to deliver information but also to mediate personal roles and social relationships The textual metafunction creates links between features of the text and elements in the context of situation; it refers to the flow of information or the manner in which a text is organized In other words, the textual metafunction relates to the clause as message The clause gets much of its meaning as a message from its thematic structure Halliday and Matthiessen (2004, p.64) define the Theme of the clause as a starting point of the message: it is what the clause is going to be about It includes the message in a text, indicating the identity of text relations The Theme serves to locate and orientate the clause within the context The other part of the message that extends and elaborates the Theme is KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) v LINGUISTIC THEORIES the Rheme In other words, Theme typically comes first and after that Rheme appears to expand, justify and provide additional information to the preceding information The ideational metafunction is primarily realized through the Transitivity system, which refers to the choice of process (realised by the verbal groups), participants (nominal groups), and circumstances (adverbial groups or prepositional phrases) within a clause; the interpersonal metafunction is realized largely through the mood system which refers to whether the propositions are structured as declaratives, interrogatives, or imperatives; and the textual metafunction is realized through the Theme-Rheme system which can be useful to stylistic analysis through its combination with an analysis of information that is presented by the speaker/writer as recoverable (Given) or not recoverable (New) to the listener/reader The authors also claim that the three metafunctions present in language are not accidental but are necessarily in place because we need them to perform functions in social life Any text, therefore, simultaneously reflects the three different strands of meaning in its particular context These metafunctions are simultaneous and complementary, which means each element of a clause (or simple sentence) performs several functions at a time For example, in the clause, “She put the apricots with four tomatoes in varying shades of ripeness into a basket the next afternoon” (Masters, 1982, p.53), every element of the clause performs a function across each of the three complementary metafunctions From the point of view of the experiential metafunction, these elements are signified by the Actor (She), the material process (put), the Goal (the apricots), and the three Circumstances, one of Accompaniment (with four tomatoes in varying shades of ripeness), one of Spatial Location (into a basket) and one of Temporal Location (the following afternoon) From the point of view of the interpersonal KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) metafunction the elements are realized in the Mood element (the Subject She plus the Finite: “past tense”1) and the Residue (the Predicator: put, the Complement: the apricots and the three Adjuncts: with four tomatoes [in varying shades of ripeness]; + into a basket + the following afternoon In the textual metafunction, the elements are classified Theme (She) and Rheme (put the apricots with four tomatoes in varying shades of ripeness into a basket the following afternoon) As can be seen, each element of the sentence holds several functions at the same time and is interpreted at various levels What is of interest here is that there are typical ways (known as “unmarked”) and less typical (“marked”) ways of mapping clause elements across these three functions and it is in the interplay between the metafunctions, and the interplay between marked and unmarked mappings of these functions, and the building up of patterns that point to a particular view, that the ‘invisible hand’ of an individual author’s design, or of a culture’s ideological stance, can be seen For instance, in the above example, the chosen arrangement of elements is for the Subject She to conflate with the Actor She and the Theme She, producing an “unmarked” construction If the author had chosen to write “The following day, the apricots and tomatoes were put into a basket ” then even in this one sentence, there is slight change in the text’s semantic drift: the focus moves away from Louisa as an Actor, and onto the time sequence of the narrative, because Louisa is no longer Subject and Theme in the revised sentence, and is only a possible, unnamed Actor Instead, the time of the event “the following day” has become the Theme, and “the apricots and tomatoes” now constitutes the grammatical Subject If such subtle changes are made consistently to surrounding clauses, their effect can build up to produce quite significant changes in how characters and events are depicted, and ultimately to give quite a different meaning to a whole story or body of work (Nguyen Thu Hanh, 2018) LINGUISTIC THEORIES In the “apricots and tomatoes” example, the conflation of Subject, Actor and Theme allows an extensive use of Circumstantial Adjuncts This is rather unusual, and can be seen to work towards a text purpose of depicting the central character, Louisa, as a woman whose identity and inner life is tied up with food and cooking Interestingly, the original ordering of the Adjuncts, whereby the character Louisa is depicted as putting the apricots “with four tomatoes in varying shades of ripeness into a basket the following afternoon” offers a possible ambiguity - are the apricots in different shades of ripeness too, or just the tomatoes? The food-conscious reader is likely to appreciate that apricots might be consumed in one sitting, whereas tomatoes are more likely to be eaten one at a time on different days, so such a reader will probably settle on just the tomatoes being varied, interpreting this passage as depicting a character (and identifying the author) as someone who is as thoughtful about gifts of fresh produce as they might be themselves under similar circumstances From the point of view of literary criticism, such subtle choices of syntactic arrangement can be seen as an important and under-examined resource for the construction of character, point of view and literary theme By examining the experiential metafunction the analyst can uncover the way in which the writer of a text envisages the events taking place in the imagined world of the characters; focusing on the experiential metafunction allows the analyst to examine how language is used as a resource for representing the world by looking at the Transitivity configurations of processes-participants With Transitivity, a close analysis of lexicon and grammar can be obtained: as Martin (2000, p 276) claims “it allows us to ask questions about who is acting, what kinds of action they undertake, and who or what if anything they act upon” The next section illustrates how the functional model has been used in various analyses and what the findings point to, as well as presenting the perspective of Transitivity, according to which actions and events can be interpreted v HALLIDAY’S IDEATIONAL METAFUNCTION AND TRANSITIVITY In constructing experiential meaning, there is one major system of grammatical choice involved: the Transitivity system which Halliday and Matthiessen (2004, p.106) identify as follows: Language enables human beings to build a mental picture of reality, to make sense of their experience of what goes on around them and inside them …Our most powerful impression of experience is that it consists of ‘goings-on’ happening, doing, sensing, meaning, and being and becoming All these goings-on are sorted out in the grammar of the clause …The grammatical system by which this is achieved is TRANSITIVITY The Transitivity system construes the world of experience into a manageable set of PROCESS TYPES From an analytical point of view, “[t] he Transitivity system construes the world of experience into a manageable set of process types” (Halliday and Matthiessen, 2004, p.170); and particular Transitivity patterns may endow the character with a certain ideological position in a literary text Clauses represent events and processes of various kinds, and Transitivity specifies how the action is performed, by whom and on what As part of the experiential function of language, it is an essential tool in the analysis of representation Crucially, different social structures and values are often reflected by different patterns of Transitivity Halliday and Matthiessen’s (2004, pp.106-109) argument that Transitivity is measurable will be used to study the clausal structure which is based on the main verb of the sentence The essential difference underlying processes which Halliday points out is the difference between outside-oneself processes referring to actions and events and inside-oneself processes referring to observation and reflection The Transitivity system is realised in the three following structural elements: KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) v LINGUISTIC THEORIES The Process which can be a state, an action, an event, a transition or change, a process of doing, sensing, saying, behaving, or existing The Process is realized through a verbal group, e.g., sang, was singing, wanted to sing The Participants which refer to the involvement of persons, objects, or abstractions with different labels such as Actor and Goal; Senser and Phenomenon; and Carrier and Attribute A Participant is usually realized by a nominal group, e.g All the ripe apricots, Louisa, the man in the red jumper The Circumstances which are the expressions of time, place, manner, means, cause, conditions… They answer the questions of when, where, why and how the processes occur They are generally realised by adverbial groups and prepositional groups, e.g slowly, on Tuesday, for dinner, instead of a snack Halliday and Matthiessen (2004, p.176) state that though the Process may be considered central, other important elements are the Participant or Participants which help to bring about the Process, which means that the configuration of Process plus Participants constitutes the core centre of the clause This core may be extended temporally, spatially, causally, and so on by circumstantial elements or Circumstances For example, the clause “Louisa did her shopping quickly and efficiently” (Masters, 1982, p 50), the Process is represented by the verb form did; Louisa and her shopping function as Participants; and quickly and efficiently as Circumstances Thus, in order to carry out a Transitivity analysis of a clause structure, we should investigate those three aspects of the clause: a process unfolding through time, the participants involved in the process, and circumstances associated with the process (Nguyen Thu Hanh, 2018) In other words, in describing the grammar of the clause as representation we need to consider both the differences between process types, the associated differences in functional participant roles, and the possible choice of circumstances KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) Each individual Process is accompanied by a particular configuration of Participants Halliday and Matthiessen’s classification below and the examples which are taken from the research data illustrate the theory and familiarize the reader with the kind of texts the study deals with According to this theory, Halliday and Matthiessen (2004, pp.168-248) propose six different processes types which are distinguished according to whether they represent actions, speech, states of mind or states of being These are classified as material processes, relational processes, mental processes, verbal processes, behavioural processes and existential processes Material processes are processes of doing (making, creating, going, and happening), both physical, tangible actions and abstract actions or happenings Halliday and Matthiessen call these ‘action processes’ expressing the fact that something or someone undertakes some action or some entity ‘does’ something – which may be done to some other entity These processes can be probed by asking what did x do? Two essential participants of a material process are an Actor – the doer of the process – and optionally a Goal – the person or entity affected by the process: The clause can represent the action either from an active perspective: “The lion caught the tourist” or from passive perspective: “The tourist was caught by the lion” (2004, p.181) Verbs like dig, write, repair, send, give, resign, cheer, hit, carry, strike, bury, roll, ruin, eat, make, write, kick, run, paint, construct, build, cook, give, send, … are examples of verbs as material processes, to mention but a few (2004, pp.187-188) Mental processes encode mental reactions such as perceptions, thoughts and feelings In this case, it is no longer about ‘doing’ but about ‘sensing’ In other words, mental processes give an insight into people’s consciousness and how they sense the experience of reality Mental processes express perception (e.g hearing or smelling); LINGUISTIC THEORIES affection (e.g liking or hating), and cognition (e.g understanding or thinking) These processes can be probed by asking what you think/ feel/ know about x? Mental processes have two participants: the Senser – the conscious being who is involved in a mental process - and the Phenomenon - which is felt, thought, or seen by the conscious Senser: “She [Senser] likes [mental Process] the place [Phenomenon]” One of the main differences between material processes and mental processes is that one of the participants in a mental process, the Senser, must be a conscious being, whereas in material processes participants may be any kind of entity Examples of this kind of process are the perceptive verbs such as see, sense, feel, smell; cognitive verbs such as know, believe, think, remember; desiderative verbs such as want, wish, would like, long for; and emotive verbs such as like, hate, like, love, enjoy, please, delight, dislike, hate, detest, grieve, to mention but a few (Halliday and Matthiessen, 2004, p.210) Relational processes construe relationships of being and having between two participants In relational processes a participant is characterised, identified, or situated circumstantially There are two basic types of relational Processes; one is the identifying process which serves the purpose of defining, and the participants involved are Token and Value: “My office [Token] was [relational Process] the room on the right [Value]” (my example) Here the Value serves to define the identity of the Token The other type of relational process is attributive, which serves to describe The participants associated with it are the Carrier and the Attribute and we can say that ‘the X (realized by Carrier) is a member of the class Y (realized by Attribute)’: “She [Carrier] was [relational process] squarish in shape [Attribute]” Examples of verbs serving as relational processes are: be, become, belong, get, lie, own, need, deserve, have, lack, last, include, exclude, contain, seem, stand and turn, among many others (Halliday and Matthiessen, 2004, p.228) v There are also three subsidiary process types that share characteristic features of each of the three main processes above (Halliday and Matthiessen, 2004, p.248) Between material and mental processes lie behavioural processes that characterize the outer expression of inner workings and include physiological and psychological behaviours such as breathing, laughing, sneezing Sometimes it is difficult to identify behavioural processes because they resemble either mental or verbal processes in which one participant is typically a conscious being However, behavioural processes not project, so behavioural processes usually have one participant who is typically a conscious one, known as the Behaver as in “She [Behaver] glanced through the funny little window” (Masters, 1982, p.54), whereas mental and verbal processes must include a second participant with the meaning of Phenomenon or Verbiage or Projection Examples of behavioural processes include watch, look, stare, listen, cry, laugh, breathe, sneeze, grimace, scowl, grin, taste, sniff, stare, gawk, breathe, cough, snuffle, smile, frown, pout and dream (Halliday and Matthiessen, 2004, p.251) Between mental and relational processes one can place verbal processes, which represent the art of saying and its synonyms like tell, report, persuade, urge, announce Usually three participants are involved in verbal processes: the Sayer who performs the verbal process; the Receiver who is the person at whom the verbal process is directed; and the Verbiage which is the nominalised statement of the verbal process: “The teacher [Sayer] told [verbal Process] the students [Receiver] about the next exam [Verbiage]” (my example) Between relational and material processes are existential processes which represent states of being and existing Existential processes typically employ the verb be or its synonyms such as exist, arise, occur, follow, appear, emerge, and remain The only participant in this process is Existent KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) v LINGUISTIC THEORIES which follows the there is /are sequences: “There was [existential Process] another fairly regular Sunday afternoon activity for Mrs Schaefer [Existent]” (my example) There is nothing intrinsically superior or inferior about the different process types, and no priority of one process type over another These six process types can be thought of as forming a circle with the main three processes linked by the three in-between processes The process types actually form a continuum, with each type shading into the next on the circle, so identifying a process to one of the six categories is not always simple The main criteria for recognizing the various process types are shown in Table A Transitivity analysis is also useful in characterizing the participants involved, how they locate themselves in relation to others, and whether they take an active or passive role in communication Also with Transitivity we can understand how the fictional characters experience their world of actions and relations As mentioned earlier, together with process types, another important element of the clause as representation is the participant which is directly involved in the process either by bringing about the process or being influenced by it (Halliday and Matthiessen, 2004, p.175) Each individual Process type is accompanied by particular Participant functions (see Table 1).The combination of the Participant and the Process establishes the experiential core of the clause Around this centre there is a periphery in which circumstantial elements extend the Process temporally, causally, spatially and so on, being realized by an adverbial group or prepositional phrase (see Table 2) The notion of Circumstance is explained by Bloor and Bloor (2004, p.131) as “being concerned with such matters as the settings, temporal and physical, the manner in which the process is implemented, and the people or other entities accompanying the process rather than directly engaged in it” 10 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) To a Transitivity analysis it is first necessary to identify the Process that a clause expresses, whether there is a conscious individual doing the action to another entity, or whether the action is one of saying, thinking, or feeling, etc It is then necessary to identify patterns in the use of these processes and their supporting elements In a nutshell, carrying out a Transitivity analysis often involves three elements: the Process type, its Participants and the Circumstances THE HALLIDAYAN APPROACH TO THE ANALYSIS OF LITERARY TEXTS Apart from the fact that systemic functional grammar offers an integrated, comprehensive and systematic model of language which may be applied to discourse analysis, as well as helps analysts theorise the relationship between language and social life, a framework of textual analysis based on systemic functional linguistics is used to study the different literary texts because of the advantages this system offers in enabling a ‘dissection’ of language in use There have appeared a number of stylistic investigations into Transitivity in literary narratives sharing this aim One of the most influential studies in stylistics using this method is Halliday’s analysis of William Golding’s The Inheritors (qtd in Carter and Stockwell, 2008, p.19) In this work, Halliday shows how the patterns of Transitivity in three selected passages of the novel demonstrate the limited knowledge of technology and the vulnerability of the tribe In his analysis Halliday shows how inanimate objects or human body parts appear in the text as the affected participants of transitive verbs, and that the protagonist, Lok, is the Actor of material processes but his action is always intransitive The image is one in which Lok acts but does not act on things; he moves, but moves only himself, not other objects, e.g “The man turned sideways in the bushes, he rushed to the edge of the water”, and “Lok turned away” There are several material clauses but the processes are again of simple movements or intransitive such as “turn”, “move”, and “crouch” This lack v DISCUSSION motion with different manners, which are vehicles, etc., xe buýt (bus), thuyển (boat), ca nơ (canoe), xe đị (coach), phà ( ferry), or tắc xi (taxi) the Figure’s styles, etc., cúi (bow), run rẩy (dodder), vẫy (frisk), or nhảy lò cò (hop) or with different directions such as lại (back), lên (up),vào (into), xuống (down), etc., Self-contained motion This type of motion is clarified by Talmy (2000b), in which he explained that self-contained motion refers to the Figure’s motion that is limited in the scope of one’s body or its entirely and whose translational position does not change in terms of the reference relation between the Figure and the environment Self-contained motion includes rotation such as lăn (roll) and xoay quanh revolve, oscillation such as đu đưa (sway), lúc lắc (vibrate) and rung (tremble), and dilation such as dậy (arise, rise) and giăng (stretch) First, rotational motion is a type of translational motion in which an object moves from one point to another in a curved path as in Figure 4.1(a) This is the most common self-contained motion in Vietnamese There are 28 participants in grade (56%) and 37 participants in grade 12 (74%) using rotational motion verbs of the Vietnamese self-contained motion verbs Next, an oscillatory motion is that motion which moves from one point Figure 4.1: Types of Self-contained motion to another in equal intervals of time; the interval of time is called the time period of periodic motion as in Figure 4.1(b) There are participants in grade (6%) and participants in grade 12 who use verbs of self-contained motion verbs in Vietnamese The last type of dilation is motion in which the Figure moves from one point to another by exaggerating its limitation as in Figure 1c This is the least common motion among three types There are 15 participants in grade (30%) and 26 participants in grade 12 (52%) who use verbs of Vietnamese self-contained motion verbs 4.2.2 Types of events Table summarizes the types of events in Vietnamese which the verbs of manner motion Table 3: Types of events denoted by manner verbs N0 Types of event States Activities Achievements Accomplishment 110 Features of event Participants in grade Per Participants in grade 12 Per Atelic 0 0 + Stages 0 0 263 526 282 564 47 94 69 138 12 13 26 Atelic - Stages Telic - Stages Telic + Stages KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) DISCUSSION v denote This table is grouped into four categories as follows: (1) types of events such as States, Activities, Achievement, and Accomplishment; (2) features of each event including Atelic, Telic or State; (3) a sum of verbs denoting those events; and (4) the frequency of verbs denoting each type of events Event of States Due to the semantic properties of this event which denotes unchanging situations such as emotional, cognitive condition, therefore, this event does not prevail in Vietnamese Event of Activities This event denotes dynamic situation which goes on in time The atelic feature of this event depicts that motion is not necessary to have an endpoint As a result, these verbs denoting the event of activities are always intransitive verbs or goal such as chạy (jog), bơi (swim), (walk) and chạy (run) Accordingly, all manner verbs in English can express this feature of the event of activities The second feature of this event is - Stage which means that the event is denoted by the verbs involving the change in terms of position or situation as well like the example below All manner verbs found in the data can express this feature of an event (12) Giáo sư Tân chạy hướng họ (Professor Tân was running toward them.) (DMC in grade 12) Event of Achievements The event of achievements denotes dynamic situations that are conceived of as occurring instantaneously The manner verbs denoting this event often consists of two categories of semantic features, which are Telic and + Stages For the telic features, it indicates that this event has an endpoint or goal, the feature of - Stages means that this event may change its situation There are 47 verbs of Vietnamese manner verbs of translational motion, making up 94%, used by the 6th graders and 69 (138) verbs used by the 12th graders Event of Accomplishments The event of accomplishments denotes a dynamic situation with a terminal point which is logically necessary for them to be what they are This event consists of two semantic features, which are Telic and + Stages For the Telic feature, the event denotes that a situation of motion has an endpoint, and in the case of +Stages, the event frequently expresses any change The reason why this event denotes a stable situation is that the time between starting point and endpoint is too short that speakers cannot recognize or conceptualize the change as well (e.g., nhỏ giọt (dribble), búng (flick), nảy (flip) and lao (rush) In order to meet these aspects, the manner verbs denoting this type of event must be the predicate of transitive verbs This type of event is uncommon in Vietnamese; there are only verbs of Vietnamese manner verbs, making up 12% used by the 6th graders and 13 verbs (26%) used the 12th graders 4.3 Lexicalization Patterns of Semantic Components This section provides the answer to the second research question: What components of semantics and space linguistic surface elements encode and by what means? In this section, the different types of patterns found in the data will be outlined and radically described To be more special, the section focuses on the exploration into the conflation of semantic elements in Vietnamese The semantic components conflated into motion verbs are divided into two types: internal elements and external elements The first type contained in the inside motion events is based on the semantic elements determined by Talmy (1985) including Manner, Figure and Ground The later elements are considered to be the outside ones of the motion events, namely Co-motion, Concurrent Result, Vehicle, and Concurrent Purpose The lexicalization patterns are fully based on the semantic properties of the manner motion KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) 111 v DISCUSSION Table 4: Vietnamese students using different lexicalization patterns of motion Lexicalization patterns Number of elements Verbs Types of elements Per % Num Per % 12 24 16 12 24 16 Motion + Manner 164 32 64 47 94 Motion + Ground 10 21 42 29 58 Motion + Figure 11 22 36 72 Motion + Concurrent result 17 24 21 42 Total 187 81 162 133 266 Motion + Manner + Ground 22 44 24 48 Motion + Manner + Co-motion 18 13 26 Motion + Figure+ Manner 17 34 22 44 Motion + Manner + Concurrent result 13 26 15 30 Motion + Manner+ Vehicle 13 48 96 36 72 Motion + Manner + Concurrent Purpose 19 38 17 34 internal internal internal external Motion verbs because they are decisive factors to allow which elements are encoded and what information is expressed in them The verb conflations are categorized by considering (a) the number of semantic components lexicalized in the manner verbs, and (b) the semantic information they encode With respect to the number of semantic elements encoded in the verbs, the lexicalization pattern fall mainly into types as follows: (i) the lexicalization pattern with the conflation of one element (type a), (ii) the lexicalization pattern with the conflation of two elements (type b, c, d); and (iii) the lexicalization pattern with the conflation of three elements (type e, f, g, h, i, j) In terms of types of elements, the lexicalization pattern fall into two classes: (i) the lexicalization pattern with the conflation of internal elements (type a, b, c, d,) and (ii) the lexicalization pattern with the conflation of external elements (type e, f, g, h, i, j) 112 Participants in grade 12 Num Total Participants in grade KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) Table summarizes the general conflation of semantic elements into lexicalization pattern in the Vietnamese language, which is found in the data These conflation patterns are grouped with respect to (i) the number of semantic elements conflated in the manner motion verbs (e.g., one, two or three); (ii) kinds of semantic elements (e.g., internal or external); (iii) a number of manner motion combining with semantic components; (iv) a number of students using lexicalization patterns 4.3.1 Lexicalization pattern: Motion This lexicalization pattern encoding only a semantic internal component is found in the data This pattern contains three manner motion verbs, which are biến (go away), dao động (fluctuate) and di chuyển (move) Biến and di chuyển refer to a change of posture (self-contained motion) and a change of location (transitional motion) Di chuyển is conceptualized as the prototypical manner verb with the most typical meaning of DISCUSSION v motion Last, the pattern with the verb dao động denotes the Motion with regular changes The number of the participants in grade uses this pattern more than the participants in grade 12 (in grade making up 24% and students in grade 12 making up 16%) because these verbs are the most typical ones to express motion verbs bay (move through the air) and bay lượn (hover) encode motion through the air, so bay and bay lượn apply to both animates and inanimates The Figure would determine the manner ò motion, and the verb was thus not coded as a manner verb 4.3.2 Lexicalization pattern: Motion + Manner This pattern is the combination of two semantic elements The former is an internal element and other is an external one Motion verbs in this group are also typical verbs which transparently incorporate the body part [Figure] engaged in motion This pattern commonly contains some verbs such as cúi (bow), gật đầu (nod) and vẫy tay (wave) and bạnh (enlarge) Last, the pattern with the manner verb ngoe nguẩy (wag) only applies with innamate with tails, which denotes motion with happiness This type of pattern is the conflation of two internal elements, which are motion and manner This pattern regularly refers to the mode of motion such as chạy, bò, nhảy, etc It is most frequent motion found in the data in that there are 164 manner verbs which are found in Vietnamese belonging to this lexicalization pattern 32 students in grade (64%) and 47 students in grade 12 (94%) use this pattern to describe movements of those animals For this pattern, the number of students in grade 12 uses this pattern more than students in grade because some descriptions of motion require highly lexical expressions such as trườn (crawl), rón (tiptoe), thập thò (waver) 4.3.3 Lexicalization pattern: Motion + Ground This pattern contains two semantic elements (motion is the internal element and the ground is the external element) Within this pattern, the ground (motion-event component) does not by itself conflate with the motion verbs to express motion, that is, to specify particular ground object plus the fact of Motion, without any indication of Path The verbs such as cất cánh (move from the ground into the air), hạ cánh (landing on the ground from the air), lan truyền (transfer), khơi (move away from the shore), and chuyển (circulate), etc belong to this pattern On the other hand, quay (move, go around a place), xoay (revolve), and xoắn (twist) denote motion around, over, or along an area which remains unspecified, therefore they need overt expression in the utterance Finally, the 4.3.4 Lexicalization pattern: Motion + Figure 4.3.5 Lexicalization pattern: Motion + Concurrent result The pattern with the verbs đâm (plunge into), lao (rush into), tông (collide), va (bump against) and xô (jostle) is the conflation of two semantic elements in which motion is an internal element and concurrent result is an external element This pattern denotes motion whose result is the Figure’s collision into the Ground 4.3.6 Lexicalization pattern: Motion + Manner + Ground The verbs belonging to this pattern include nhảy dây (move together with a rope), cà kheo (move together with stilts), nhảy rào (jump over the fence), nhảy sào (jump with a pole), bơi (move in the water), nội suối (move in a stream) and trèo đèo (climb up the hill) Nhảy dây and cà kheo denote that the Figure is moving on the ground and with another tool Second, nhảy sào and nhảy rào denote that the Figure jumps over an obstacle Bơi encodes motion in and on water (the Figure’s body is submerged in water) Next, nội KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) 113 v DISCUSSION suối denotes walking in water with noise (the part of the Figure’s body is submerged) Last, trèo đèo encodes motion on the sloping ground (moving from low position to a higher one) 4.3.7 Lexicalization pattern: Motion + Figure+ Manner This pattern contains manner verbs involving one’s foot or feed as Figure which moves in a distinct manner This pattern is associated with three semantic elements in which Motion and Manner are internal elements and Figure is an external element The pattern with the manner motion verb such as bước (step) generally denotes that the Figure is walking as performing these actions, whereas the pattern with the verbs giậm (tread), giẫm (trample), and đạp (kick), the Figure not need to perform an action of walk Furthermore, while đạp encodes a type of forceful and violent motion when placing somebody’s foot on somebody or something, which can cause damage, the pattern with giẫm and giậm denote information with the Figure’s angry manner 4.3.8 Lexicalization pattern: Motion + Manner + Vehicle Bơi xuồng (move by canoe), chèo thuyền (row), ca nô (canoe), phà (move by ferry), xe bus (move by bus), xe đạp (bike), xe máy (motorbike), taxi (move by taxi), xe trượt tuyết (move by sled), xe ngựa (move by cart), xe đò (move by coach) and lái xe (drive) This pattern denotes the ways of the Figure’s movement in which the Figure is not directly associated with motion The Motion arises from a kind of vehicles (e.g., ca nô, thuyền, phà, xuồng, xe đạp, xe máy, taxi, xe đò, xe ngựa and xe trượt tuyết) Therefore, this pattern with these manner motion verbs is generally named after those transportation means 114 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) 4.3.9 Lexicalization pattern: Motion + Manner + Co-Motion This pattern contains three semantic components, which are Motion, Manner and another motion All semantic elements in this pattern are internal This pattern is the combination ò the Figure and the Manner The pattern with the verb chạy trước, the Figure runs farther and faster than another Figure moving at the same time 4.3.10 Lexicalization pattern: Motion + Manner + Concurrent Purpose Chạy trốn (escape), chạy thoát (run away), chạy đua (race), chạy (run away in abrupt manner), học (go to school), làm (go to work), chợ (go to the market) This pattern is the conflation of three semantic components in which motion and manner elements are internal and the rest (concurrent purpose) is external Đi học and làm verbs denote the motion and the action which is the purpose of that motion These verbs are the combination of two verbs in which the first verb is the manner motion and the later is a dynamic verb Đi chợ and chùa verbs are the combination of the manner motion verb and a place that is the destination of that motion However, chạy trốn, chạy thoát, chạy đua, and chạy encode the motion and another action following that motion to achieve certain purposes 4.3.11 Lexicalization pattern: Motion + Manner+ Concurrent result This pattern encodes three semantic components with two internal elements and one external element The pattern with the verb vượt denotes that the Figure starts later than another Figure, after that Figure runs faster and overruns the other Figure Unlike the verb overrun in English, this pattern with the verb rượt implies the attempt of the Figure, while the pattern with overrun in English only denotes the speed of the Figure DISCUSSION v CONCLUSION This paper concentrated on the investigation into the lexicalization patterns of manner motion in Vietnamese To be more specific, it revolved the process of rendering human conceptualization into language and vice versa In other words, it was associated with how the semantic elements standing for human conceptualization were mapped onto the surface elements standing for language Based on the four semantic components identified by Talmy (1985) including Figure, Ground, Manner and Satellite; the researchers have shed light on the semantic and syntactic features of lexicalization patterns of manner motion in Vietnamese More concretely, the researchers focused on the analysis of how Vietnamese people express manner motion For the syntactic features, the argument structures concerned with the number of linguistic elements can go with the manner verbs, and the case of semantic features, lexicalization patterns of semantic components are rendered into language The data were selected from Vietnamese secondary school students’ writing They were asked to describe the wordless picture Frog where are you by Mayer (2003) The data reveal that lexicalization patterns denoting motion in Vietnamese are diverse The manner motion can simultaneously denote different semantic components and the satellite also express different semantic elopements The data analysis also shows a great difference in using the manner verbs to describe motion between the two groups of participants involved in the research./ Reference: Croft, W (2012) Verbs Aspect and Causal Structure Oxford: Oxford University Press Ferez, P C (2008) Motion in English and Spanish: A Perspective from Cognitive Linguistics, Typology and Psycholinguistics Ph.D Thesis University of Murcia Hilpert, M (2015) Construction grammar and its application to English Edinburgh: Edinburgh University Press Ibarretxe- Antunano, I (2004): What is Cognitive Linguistics? A New Framework for the Study of Basque In J.I Hualde & J Ortiz de Urbina (2003): A Grammar of Basque Amsterdam and Philadelphia: John Benjamins, pp.36-42 Ly Ngoc Toan (2013): Typology of Motion in Vietnamese in Comparison with English Scientific Journal of Thu Dau Mot University, Vol 13, pp.41-47 Mani, I & Pustejovsky, J (2012) Interpreting Motion: Grounded Representations for Spatial Language Oxford: Oxford University Press Mehler, A et al (2015) Towards a Theoretical Framework for Analyzing Complex Linguistic Networks Germany Springer Mitchell, M.L & Jolley, J.M (2010) Research Design: Explained Belmont: Wadsworth Narasimhan, B (2003) Motion events and the lexicon: a case study of Hindi Lingua Volume 113, pp.49-58 Nguyen Lai (2001) A Group of Directed Words of Movement in Modern Vietnamese, Hanoi Social Science Publisher Nguyen Thanh Minh (2015) Classification of Motion Verbs in Vietnamese from Cognitive Linguistics Linguistic Journal in National Linguistic Conference pp.39-44 ệzỗalkan, S (2004) Typological variation in encoding the manner, path, and ground components of a metaphorical motion event Annual Review of Cognitive Linguistics pp.213-217 Pourcel, S S (2005) Relativism in the Linguistic Representation and Cognitive Conceptualization of Motion Events across Verb-framed and Satellite-framed languages PhD thesis: University of Durham Slobin, D I (2004) The many ways to search for a frog: Linguistic typology and the expression of motion events In S Strömqvist & L Verhoeven (Eds.), Relating events in narrative: Typological and contextual perspectives in Translation Mahwah, NJ: Lawrence Erlbaum Associates Slobin, D.I (2006a) What Makes Manner of Motion Salient? Exploration in Linguistic Typology, Discourse and Cognition In Maya Hickmann & Stephane Robert (eds): Space in Language: Linguistic Systems and Cognitive Categories Amsterdam: John Benjamins, pp.146-152 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) 115 v DISCUSSION Slobin, D.I (2006b) Typology and Usage: Exploration of Motion Events across Languages Paper given at the V International Conference of the Spanish Cognitive Linguistic Association, University of Murcia, Spain Categories and the Lexicon Cambridge: Cambridge University Press Talmy, L (1991) Path to realization: a typology of event conflation Berkeley Linguistic Society, pp.241-249 Talmy, L (1974) Semantics and Syntax of Motion In Syntax and Semantics 4, ed John Kimball New York: Academic Press, pp.247-255 Talmy, L (2000a) Toward a cognitive semantics: Vol I: Concept Structuring System Cambridge, MA: MIT Press Talmy, L (1985) Lexicalization Patterns: Semantic Structure in Lexical Forms” In T Shopen (Ed.), Language typology and lexical descriptions: Vol Grammatical Talmy, L (2000b) Toward a cognitive Semantics: Vol II: Typology and process in concept structuring Cambridge, MA: MIT Press MẪU THỨC TỪ VỰNG HĨA CỦA SỰ TÌNH CHUYỂN ĐỘNG TRONG TIẾNG VIỆT LÝ NGỌC TOÀN, NGUYỄN THỊ VÂN ANH Tóm tắt: Mục đích báo mô tả phương cách mà sinh viên Việt Nam diễn đạt ý tưởng chuyển động thông qua ngôn ngữ Nghiên cứu thực dựa lý thuyết mẫu thức từ vựng hóa Talmy (1985) Lý thuyết đề cập đến phương cách mà kinh nghiệm chuyển thể thành ngôn ngữ thông qua thành phần nghĩa Ngữ liệu nghiên cứu lấy từ 50 viết học sinh lớp 50 học sinh lớp 12 Những học sinh yêu cầu tả lại câu truyện tranh Mayer (2003) Kết nghiên cứu cho ta thấy phương cách mà người Việt Nam chuyển thể kinh nghiệm họ chuyển động vào ngôn ngữ Ngồi ra, kết nghiên cứu cịn cho thấy có khác biệt đáng kể tiếng Việt số ngôn ngữ khác việc diễn đạt chuyển động ngơn ngữ Từ khóa: Biểu thức từ vựng, thành phần không gian, hội ngữ chuyển động, phương cách tình Ngày nhận bài: 28/10/2018; ngày sửa chữa: 21/11/2018; ngày duyệt đăng: 22/11/2018 116 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) DISCUSSION v TERMINOLOGY SYSTEM IN CURRENT VIETNAMESE DICTIONARIES BUI THI NGOC ANH* * Institute of Linguistics, buithingocanhvtd@gmail.com Received:17/9/2018; Revised: 04/11/2018; Accepted: 05/11/2018 ABSTRACT Nowadays, terminology has been developing quickly in a micro and macro scale and has become the flagship for the reception of human civilization However, terminology has not been properly recognized and evaluated in both above scales in Vietnamese lexical system in general and Vietnamese dictionaries in particular In order to find out the inadequate points of terms in Vietnamese dictionaries, we conducted the statistics and surveys on the terms in Từ điển tiếng Việt (Vietnamese Dictionary) chiefly compiled by Hoàng Phê (2000) The results show that only 270/39,924 entries have professional annotations (terms) but not have annotation of specific specialities; 8,500/39,924 entries have neither professional annotations nor annotation of specific specialities We suppose that it is necessary to make terminological annotations for professional vocabularies, and professional annotations for each profession’s concepts in order to ensure terminology’s scientism and monosemy This solution not only shortens definitions but also ensures terms’ accuracy, then improves the quality of dictionaries and helps the users receive human knowledge more easily Keywords: terminology, Vietnamese dictionary, macro level, micro level, scientific meaning INTRODUCTION Vietnamese terminology as a part of Vietnamese lexical system has constantly developed along with the country’s development especially since the August Revolution Terminology has never appeared in linguistic life at an as rapid pace in both quantity and quality as nowadays since Latin characters were used to form Vietnamese and when Vietnamese became the national language The development of terminology has the sudden and outstanding changes in the history of Vietnamese development in particular and Vietnamese culture in general, and these are recorded as a milestone in Vietnamese dictionaries Nonetheless, each dictionary is valid for a certain period of time In the trend of integration, the terminological fund of various sciences has multiply increased, and as an inevitable trend, terminology in Vietnamese dictionaries should include the suitable macro and micro information so that it can satisfy the terminology development in the direction of industrialization and modernization of the country However, terminology has not been properly recognized and evaluated in both of the above scales in Vietnamese lexical system in general and Vietnamese dictionaries in particular As a result, we have conducted the survey on the terms in Từ điển tiếng Việt (Vietnamese Dictionary) chiefly compiled by Hoàng Phê (2000), which is one of the most popular dictionaries nowadays, KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) 117 v DISCUSSION in order to find out the inadequate points of these terms in this Vietnamese dictionary TERMINOLOGY IN VIETNAMESE DICTIONARIES THROUGH THE PERIODS OF TIME Developing terminology is the way to receive knowledge, technical science and technology, and new knowledge of human civilization Thus, building Vietnamese terminology is actually receiving intellectual information and intellectual science of mankind The content is shaped in Vietnamese, and is marked in Vietnamese dictionaries to disseminate knowledge as well as educate the present and future generations Recognizing the role of terminology in the development of language and national thoughts, dictionary editors have constantly provided professional vocabularies in their dictionaries The following is the preliminary development situation of Vietnamese terminology in dictionaries: It can be said that before the year 1945, Từ điển Hán – Việt (Chinese-Vietnamese dictionary) compiled by Đào Duy Anh (1932) (first reissued in 1936, second reissued in 1957) was the one including many terms The terms cover 15 disciplines and branches of Social Sciences and Natural Sciences (though the author did not note each specific discipline) such as: geology, chemistry, physics, biology, mathematics, philosophy, psychology, sociology, literature, ethics, etc… which accounted for 12.62% of the quantity of 45,000 entries These terms mostly came from Chinese and were translated into Chinese-Vietnamese by Đào Duy Anh in order to be included in the dictionary entries (Lê Quang Thiêm, 2018, pp.138-139) Ten years later, the book Danh từ khoa học (Scientific Vocabularies) of Hoàng Xuân Hãn (1942) - published by Minh Tâm Publisher – was a work in which the scientific concepts of French disciplines such as athematics, physics, chemistry, mechanics, astronomy and mineralogy (about 6,762 terms) were transformed into Vietnamese 118 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) technical terms These concepts all were expressed by Vietnamese material and structure However, (because) there was no Biology terms in the book Danh từ khoa học (Scientific Vocabularies); Hoàng Xuân Hãn, Đào Văn Tiến published the book Danh từ khoa học (Scientific Vocabularies) (natural study) in 1945 At the same time, Nguyễn Hữu Quán and Lê Văn Căn published the book Danh từ thực vật (Botanical Vocabularies) Then, up to 1945 there had been the technical terms for sciences including mathematics, physics, chemistry, mechanics, astronomy, mineralogy, biology and botanical After the August Revolution in 1945, Vietnamese became a national language, maintained its legitimacy and was used in all areas of our country’s economic, political and social life The system of terminology began to form, develop, and played a crucial role in sciences The introduction of some dictionaries reflected more properly the quantity of lexis as well as Vietnamese terms during a long period of time Those dictionaries were: Việt Nam tân từ điển (Vietnam New Dictionary, 1952) by Thanh Nghị (35,000 entries), Vietnamese Dictionary (1967) by chief editor Văn Tân (35,000 entries), Từ điển tiếng Việt (Vietnamese Dictionary, 1970) by Lê Văn Đức (76,000 entries) Vương Lộc (1969, p.20) said that, among these, Việt Nam tân từ điển (Vietnam New Dictionary, 1952) by Thanh Nghị is the one in which “professional vocabularies were moderately put in” including new nouns of economics, politics, medicine, astronomy, and science Nguyễn Ngọc Trâm (1997, p.32) confirmed that in the Từ điển tiếng Việt (Vietnamese Dictionary) of Văn Tân (1967), “scientific terms were diversely put in this dictionary including Vietnamese terms, Chinese-borrowed terms, European–borrowed terms” Those are terms of social science, natural science and art Nguyễn Hiến Lê (1970, p.33) noted, in the Việt Nam tự điển (Vietnam Dictionary) of Lê Văn Đức (1970), “there were more scientific vocabularies (medicine, chemistry, minerals, physics, economics…) than the other dictionaries…” DISCUSSION v Since the Innovation stage up to now, there have been possibly two dictionaries that are the most prestigious and popular First, it is Từ điển tiếng Việt (Vietnamese Dictionary) chiefly compiled by Hoàng Phê (39,924 entries) or briefly called Hoàng Phê Dictionary that was first issued in 1988 (edited and added in 1992 and 2000) Next it is Từ điển tiếng Việt (Vietnamese Dictionary) (with Chinese annotation for Chinese – Vietnamese words, chiefly edited by Hoàng Phê, 2011); this dictionary belongs to the Center of Lexicography (VIETLEX) and briefly called Vietlex Dictionary It can be said that both of these dictionaries have completed their historical mission It means that they were compiled according to the spirit of “standardizing and preserving the purity of Vietnamese” (the foreword in Hoàng Phê Dictionary, p.6) Bùi Khắc Việt (1997, p.114) assumed that because Hoàng Phê was aware of the importance of terminology in standardizing the Vietnamese language, Từ điển tiếng Việt (Vietnamese Dictionary) “collected and explained quite a big quantity of terms in politics, economics, technical science…” Therefore, throughout different stages in nearly a millennium, it can be seen that terminology has had various transitions Terminology has played an increasingly important role in dictionaries and has been thriving In each historical stage of the society, it was corresponding to the development of the contemporary terminology at that time at different levels In the early twentieth century, most terms were borrowed from Chinese, and then French However, since the Innovation phase, English has become the dominant language that has made terminology develop with a new pace, and a new regional as well as international scope Accordingly, terminology needs being recognized in macro and micro scope in order to bring a more comprehensive view of the system of Vietnamese terms in Vietnamese dictionaries nowadays THE MACRO DEVELOPMENT OF VIETNAMESE TERMS In comparison with other lexical classes, terminology is an open system that is changing much and fast according to the development of the country At macro level, terminology development is first expressed via the quantity of published dictionaries of terms and the quantity of professions and specialities As for the quantity of published dictionaries of terms, there is a significant difference between the period before and after the Innovation phase According to Vũ Quang Hào (2005), if in the period before the Innovation from 1945 to 1985, the dictionaries of terms were only 94, after the Innovation from 1986 to 2005, the number increased up to 395 This proves that the issued dictionaries of terminology multiply more and more with a suddenly increasing quantity With regard to the number of professions, according to the time and the development of science, terms not only limit in basic sciences including natural science and social science (as in the above-mentioned dictionaries) but also expand in technology, services, etc… The development of professions and specialities may be categorized into different stages Lê Quang Thiêm (2018, p.142) confirmed that, if before 1945, there were only sciences (as cited in part 2); in the 2nd stage from 1945 to 1986, there were up to 60 professions and specialities; the third stage from 1986 to 2005 marked a milestone in the development of professions and specialities The evidence was that the number had increased by half to 91 professions and specialities, and the total number of professions and specialities has been increased to 151 since 1986 As time goes by, the more and the more scientific fields are increasing, the more and the more professions and specialities are expanding In the years before 1986, natural sciences (mathematics, physics, chemistry, biology, mechanics, geology, astronomy, environment, etc…) developed fast and vigorously But from 1986 to 2005, social sciences (literature, history, linguistics, journalism, sociology, politics, psychology, etc…) and technology and technic (intellectual property, KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) 119 v DISCUSSION information technology, biotechnology, electrical engineering, machine building, etc…) and services (economics, banking, health, insurance, tourism, hotels, security, etc ) began to develop strongly The number of standard terms has also increased significantly while that of terms in basic sciences is nearly unchanged However, the strong development of technology and services leads to the fast increase of terms In some recent years, tens of doctoral dissertations in the field of terminology have been defended The statistical annexes attached in these 10 dissertations show that there are up to 66,818 terms belonging to 10 different professions and specialities [Annex] Looking back on the development of terminology during the past millennium, it can be seen that terminology has had great strides In general, terminology has had positive and encouraging transitions With the results and products of terminology, it can be considered that terminology is the most developing lexis in the general development of Vietnamese lexical system This lexis should meet the standards such as scientism, internationalism, nationalism, and initial standardization This proves the integration of Vietnamese with the human civilization’s deep knowledge THE PICTURE OF DEVELOPMENT OF TERMS MICRO The system of terminology can be understood as a common system with the subsystems called branches and each branch has different specialities Each speciality has the terms defined by it content scopes Terminology’s content scopes consist of concept, category, phenomenon, and process that are expressed in terms Hence, in order to recognize the micro development of terminology, we need to consider the semantic stratum and meaning content scopes of the terms First, let’s consider the semantic stratum of terminology It can be seen that during 120 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) the process of changing and developing the meaning of a polysemous word, the meaning of terminology still attaches to a certain meaning of common vocabulary The developing process of polysemous lexis from common meaning to terminological meaning is the changing process of common vocabulary from denotational meaning to scientific concept Here are some examples in philological dictionaries, especially in Hoàng Phê Dictionary in order to illustrate the process of changing and developing from the meaning of common words to the meaning of terms It can be said that, Hoàng Phê Dictionary has been considered as the best dictionary in our country so far that was compiled according to the spirit of maintaining the purity of Vietnamese Therefore, the authors really paid attention to the difference between the professional meaning used in technic-technology and the common meaning of vocabularies Our survey of this dictionary shows that there are 270 words with professional annotation or terminological meaning; most of these words are the ones with one terminological meaning: 237/270 words (accounting for 87.8%), 30/270 words with two terminological meanings (making up 11.1%), and 3/270 words with terminological meanings (1.1%) For instance, the word nước (noun) in Hoàng Phê Dictionary (2000) is defined in different meanings: A clear liquid that has no color and taste when it is pure, it exists naturally in rivers, lakes and seas; Liquid in general; Times/ Turns of using water for a certain specific purpose, normally boiled water; The outside cover to make something durable and nice; (limited combination) The sparkling and shiny surface of some things as if they are covered by a certain thin material reflecting light It can be seen that, nước is a common word used in daily conversation referring to the objects like ice, mineral water, boiling water, etc… DISCUSSION v (Meaning 1, 2, 3) Nevertheless, the word nước has a scientific concept and abstractness as “a chemical compound of oxygen and hydro with chemical formula as H2O” (Nguyễn Thạc Cát, 2009) Hence, from the common meaning, the word nước changes to terminological meaning with a more general, abstract and scientific content used in chemical field Another used terminology example is mathematic góc (n) the space between two joined lines and inside the two lines; (term) the surface limited by two half-lines coming from the same point; A portion is divided from some objects, usually angular and a quarter (Hồng Phê Dictionary, 2000) Góc – as common meaning - is the space near the adjacency of the two lines and inside the two lines (meaning 1); through the process of semantic change, angle has terminological meaning: the surface limited by two half-lines coming from the same point (meaning 2) The two examples mentioned above are the two common words in daily language, and through the process of semantic change, they have a new meaning that is a scientific concept (professional meaning) and becomes a term Besides, there are many other words that also have experienced the process of similar semantic changes such as: side (n), top (n), point (n), segment (n), line (n), etc… Thus, in terms of new meaning formula, the above-mentioned examples are the terminology of common words and one of the ways to form Vietnamese terms In terms of semantic development, they are the phenomenon of developing polysemous vocabularies This semantic development is the change from common meaning to scientific concept In the scope of term meaning, it can be seen that the intrusion and mutual influence of sciences lead to the situation in which quite many terms of a profession appear in another profession and vice verse It means that various sciences share a term The scope of term meaning has been expanded; some terms undertake the conceptual content function of many different professions and specialities For such interdisciplinary terms, the micro structure needs higher discriminatory requirements to ensure scientism, internationalism and nationalism In terms of principle, the term meaning is the accurate and monosemous scientific concept, so terms have no equivocality So, if the definition or the denotation is ambiguous, and the interdisciplinary or polysemous phenonmena exist, terminology cannot ensure the accuracy, lack of standard, and there must be a solution The below are some examples of inadequacies of terminology that require a solution in linguistic dictionaries: Example: độ (noun) an unit of a measurement of angles, equal 1/360 of a circle or 1/180 of a straight angle (symbol “o”); a unit of measurement of temperature, concentration (symbol “o”); determination of a measurement or of a system of calculation; (professional) The philosophical category refers to the unity between quantity and quality of things, in which quantity and quality are in accordance with each other, quality changes when quantity reaches to a certain limitation (Hoàng Phê Dictionary, 2000) It can be seen that with the same word and the same pronunciation as “degree”, it is denotated into four different scientific concepts in four different sciences: Meaning 1: Mathematics, Meaning 2: Physics, Meaning 3: Chemistry, Meaning 4: Philosophy Hence, the four sciences including Mathematics, Physics, Chemistry, and Philosophy all use the term “độ” with different scientific concepts However, in this entry, it is very difficult for dictionary users to reason what is the common meaning, what is the term meaning and which science the term belongs to KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) 121 v DISCUSSION Another example: chu kì (n) a certain period of time allows a periodic process to repeat itself; an unchanged relative period of time between successive occurrences of a recurrent phenomenon; (professional) The chemical element sequence is arranged in the increasing direction of the atomic number, from an alkaline element to an inert gas in the periodic system of chemical elements; (professional) The smallest number that, when added or subtracted to any value of the variable, does not change the corresponding value of the function (Hoàng Phê Dictionary, 2000) Among these four meanings of this word entry, only meaning and meaning have professional annotation that are terminological meanings: meaning (professional) belongs to Chemistry and meaning (professional) belongs to Mathematics Meaning and meaning not have professional annotation Meanwhile, the word “chu kì” is used with the meaning: “the shortest period of time for a circular motion system to come back to its state at the beginning of the period It is also the time required for a system to complete cycle of vibration or spread a wavelength” (Dương Trọng Bái, Vũ Thanh Khiết, 2005, p.38), e.g.: cycle of alternating current Therefore, chu kì is used in Physics (meaning 1) Besides, chu kì is also used as “The time to complete an animal’s life cycle” (Lê Đình Lương, 2005, p.53), e.g.: growth cycle So, chu kì is used in Biology (meaning 2) Chu kì is used in Astronomy: “The time taken by a celestial object to rotate about its axis, or to make one circuit of its orbit.” (Orbit period, Open Encyclopedia Wikipedia) So, chu kì is a scientific concept used in different sciences: chemistry, mathermatics, physics, biology, and astronomy Both above mentioned examples indicate that terms appearing in different specialities are not clearly “marked” in both content and form in micro structure of the word entry chu kì Hồng Phê Dictionary Bùi Thị Ngọc Anh (2016, p.162) confirmed, the different scientific concepts need being particularly differentiated in order to ensure the monosemy and lucidity: 122 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) In terms of conceptual content, it is necessary to distinguish between scientific concept (term meaning) and common meaning In other words, there should be professional annotations for term meaning In terms of form, professional name can be annotated before the meaning of each term, for example: chu kì n (chemistry) (maths) (physics), etc… It can be said that, this phenomenon of term homonyms on the one hand creates the saving in linguistics, but on the other hand violates the accuracy, scientism and internationalism of terminology Therefore, our two solutions of dealing with terminology mentioned above help readers not only comprehend the scientific concept of terms but also avoid the polysemy of terms in dictionaries The implementation of this idea has not been deployed in the annotations in linguistic dictionaries because this phenomenon is quite popular in dictionaries According to our survey on Hoàng Phê Dictionary (2000), there are 39,924 entries of which 8,500 entries belong to different sciences accounting for 9.51% However, only 270/8,500 entries (0.67%) have professional annotation, and the rest have not had professional annotation yet Despite the recognition that each dictionary has its own purposes and objectives, and in terms of semantic development, the annotation of terms is very vital in order to describe the objects accurately and fairly as well as avoid the semantic ambiguity, the annotation of terms of different professions in a Vietnamese dictionary is a challenge for the dictionary editors CONCLUSION Developing terminology is the way to receive knowledge, technic, science and technology, approach new knowledge of human civilization via Vietnamese material Building the system of Vietnamese terminology actually is to receive DISCUSSION v intellectual information and intellectual science of mankind that is shaped in Vietnamese and noted in dictionaries For a Vietnamese dictionary, how to properly supply (of) micro and macro information of terminology depends on the size of the dictionary The professional annotations will shorten definitions and ensure the concision of dictionaries Nevertheless, it is necessary to maintain the scientific concept of terms, the professional annotation of each term should be done in accordance with its profession If so, on the one hand, it will ensure the saving in the dictionary, and on the other hand, terms’ specialities are explicit The above is some notes on adding the macro and micro information to terms in Vietnamese dictionaries in order to ensure the scientism, internationalism and nationalism of terms The collection and annotation of terms are vital issues of compiling dictionaries in the country’s innovation These issues will be solved properly only if we are aware of the importance of terminology in the scientific and social economic development of Vietnam in the current stage./ Reference: Bùi Thị Ngọc Anh (2016), “Vị trí thuật ngữ từ điển tiếng Việt cỡ lớn”, Kỉ yếu hội thảo quốc tế: Nghiên cứu giảng dạy ngôn ngữ học, vấn đề lí luận thực tiễn, NXB ĐH Quốc gia HN, Hà Nội Dương Trọng Bái, Vũ Thanh Khiết (2005), Từ điển Vật lí phổ thông, NXB Giáo dục, Hà Nội Nguyễn Thạc Cát (chủ biên) (2009), Từ điển hóa học phổ thông, NXB Giáo dục, Hà Nội Chu kì quỹ đạo, Bách khoa tồn thư mở Wikipedia, Truy cập lúc 10:30 ngày 19/5/2018 Lê Văn Đức (1970), Tự điển Việt Nam, Nhà sách Khai trí, Sài Gòn định danh thuật ngữ chun ngành cơng an tiếng Hán”, Tạp chí Khoa học Đại học Quốc gia Hà Nội: Nghiên cứu Nước ngoài, Tập 31, Số 3, tr.28-32 Nguyễn Hiến Lê (1970), “Một cơng trình văn - hóa đáng ghi: Bộ Việt Nam tự - điển Ơng Lê-Văn-Đức”, Tạp chí Bách khoa, Số 334, tr.31-38 Mai Thị Loan (2015), “Mơ hình cấu tạo thuật ngữ Luật sở hữu trí tuệ tiếng Anh”, Tạp chí Khoa học ĐH Quốc gia Hà Nội: Nghiên cứu Nước ngoài, Tập 31, Số 3, tr.44-55 Vương Lộc (1969), “Một vài nhận xét từ điển giải thích ta”, Tạp chí Ngơn Ngữ, Số 2, tr.19-25 Lê Đình Lương (chủ biên) (2005), Từ điển sinh học, NXB Khoa học và Kĩ thuật, Hà Nội Thanh Nghị (1952), Việt Nam tân tự điển, NXB Thời thế, Sài Gòn Hoàng Phê (chủ biên) (2000), Từ điển tiếng Việt, NXB Đà Nẵng –Trung tâm từ điển học, Đà Nẵng Hồng Phê (chủ biên) (2011), Từ điển tiếng Việt: Có chữ Hán cho từ ngữ Hán - Việt, NXB Đà Nẵng - Trung tâm Từ điển học, Đà Nẵng Văn Tân (cb.) (1994), Từ điển tiếng Việt, NXB Khoa học Xã hội, Hà Nội Đào Văn Tập (1951), Tự điển Việt Nam phổ thông, Nhà sách Vĩnh Bảo, Sài Gòn Lê Quang Thiêm (2016), “Hệ thuật ngữ tiếng Việt từ bình diện ngơn ngữ - văn hóa” Kỉ yếu Hội thảo Khoa học Quốc tế, Ngôn ngữ học Việt Nam 30 năm đổi phát triển, NXB Khoa học Xã hội, Hà Nội Lê Quang Thiêm (2018), Sự phát triển nghĩa từ vựng tiếng Việt từ 1945 -2005, NXB Đại học Quốc gia, Hà Nội Nguyễn Ngọc Trâm (cb.) (1997), Một vài nhận xét cấu trúc vĩ mơ từ điển giải thích tiếng Việt, trong: Một số vấn đề Từ điển học, NXB Khoa học Xã hội, Hà Nội Bùi Khắc Việt (1997), Vấn đề thu thập và giải thích thuật ngữ từ điển, trong: Một số vấn đề Từ điển học, Nguyễn Ngọc Trâm (cb.) NXB Khoa học Xã hội, Hà Nội Annex some of thesis about terminology cited in this paper: Vũ Quang Hào (2005), Kiểm kê Từ điển học Việt Nam, NXB Đại học Quốc gia, Hà Nội Vương Thị Thu Minh (2005), Khảo sát thuật ngữ y học tiếng Anh cách phiên chuyển sang tiếng Việt, Luận án tiến sĩ, Trường Đại học Khoa học Xã hội Nhân văn Hồng Ngọc Nguyễn Hồng (2015), “Đơi nét đặc điểm Total: 9.822 terminolories KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) 123 v DISCUSSION Nguyễn Thị Kim Thanh (2005), Khảo sát hệ thuật ngữ tin học - viễn thông tiếng Việt, LATS, Trường Khoa học Xã hội Nhân văn Total: 25.000 terminolories Vũ Thị Thu Huyền (2013), Thuật ngữ khoa học kỹ thuật xây dựng tiếng Việt, LATS, Học viện Khoa học Xã hội Total: 7.430 terminolories Ngô Phi Hùng (2014), Nghiên cứu phương thức cấu tạo hệ thuật ngữ khoa học tự nhiên tiếng Việt (trên tư liệu thuật ngữ Toán-Cơ-Tin học, Vật lí), Luận án tiến sĩ, Trường Đại học Vinh Total: 7.748 terminolories Nguyễn Quang Hùng (2015), Đặc điểm cấu tạo ngữ nghĩa hệ thuật ngữ khoa học hình tiếng Việt, Luận án tiến sĩ, Trường ĐH Sư phạm Hà Nội Total: 1.360 terminolories Trần Quốc Việt (2017), Thuật ngữ kinh tế thương mại tiếng Anh biểu thức tương đương chúng tiếng Việt, Luận án tiến sĩ, Trường Đại học Khoa học Xã hội Nhân văn Total: 7.060 terminolories Nguyễn Thị Hoài (2018), Nghiên cứu thuật ngữ bệnh tiếng Anh cách chuyển dịch sang tiếng Việt, Luận án tiến sĩ, Học viện Khoa học Xã hội Total: 1.949 terminolories Đỗ Thị Thu Nga (2018), Khảo sát đối chiếu chuyển dịch thuật ngữ tài Anh-Việt (trên văn chuyên ngành tài chính), Luận án tiến sĩ,Trường Đại học Khoa học Xã hội Nhân văn Total: 2649 terminolories Vũ Thị Yến Nga (2018), Đối chiếu thuật ngữ hành Việt – Anh, Luận án tiến sĩ, Học viện Khoa học Xã hội Total: 2.100 terminolories Dương Thị Thùy Mai (2018), Đối chiếu thuật ngữ tiếng Anh-tiếng Việt chuyên ngành kĩ thuật điện, Luận án tiến sĩ, Học viện Khoa học Xã hội Total: 1.700 terminolories VỀ HỆ THUẬT NGỮ TRONG TỪ ĐIỂN TIẾNG VIỆT HIỆN NAY BÙI THỊ NGỌC ANH Tóm tắt: Hiện nay, thuật ngữ phát triển nhanh chóng phạm vi vĩ mô vi mô, nhiên thuật ngữ lại chưa nhìn nhận đánh giá “vị trí” hai phạm vi hệ thống từ vựng tiếng Việt nói chung từ điển tiếng Việt nói riêng Nhằm điểm bất cập thuật ngữ từ điển ngữ văn, tiến hành thống kê khảo sát thuật ngữ Từ điển tiếng Việt Hoàng Phê chủ biên (2000) Kết cho thấy, có 270/39.924 mục từ nghĩa chuyên môn (thuật ngữ) chưa chuyên ngành cụ thể; 8.500/39.924 mục từ vừa chưa nghĩa chuyên môn (thuật ngữ) vừa chưa chuyên ngành cụ thể Để đảm bảo tính khoa học, tính đơn nghĩa thuật ngữ, chúng tơi cho rằng, cần thuật ngữ cho từ ngữ chuyên mơn khái niệm ngành nên ngành cho thuật ngữ Giải pháp khơng rút ngắn lời định nghĩa, mà cịn đảm bảo tính xác cho thuật ngữ, từ nâng cao chất lượng từ điển, giúp người sử dụng từ điển dễ dàng việc tiếp nhận tri thức nhân loại Từ khóa: thuật ngữ, từ điển ngữ văn, phạm vi vĩ mô, phạm vi vi mô, nghĩa khái niệm Ngày nhận bài: 17/9/2018; ngày sửa chữa: 04/11/2018; ngày duyệt đăng: 05/11/2018 124 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) ... Derived words 20 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) Part of speech changed worker -er useless -less from Verb into Adjective untruthful -ful from Noun into Adjective curiosity -ity from Adjective... the symbolic articulation of a theme - such as the isolation of widowerhood - through the 12 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) author’s strategic co-ordination of many different language... Detecting mistakes □ Short-answering question □ Matching Reasons _ KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 16 (11/2018) 35 v LANGUAGE TEACHING METHODOLOGY USING ROLE-PLAY ACTIVITIES IN