SANG KIEN KINH NGHIEM

The Benefits of the Study - The study helps learners of English know how to use catenative verbs more effectively in particular situations, as follows: When we are talking about two acti[r]

SỞ GIÁO DỤC VÀ ĐÀO TẠO BÌNH ĐỊNH TRƯỜNG THPT VÕ GIỮ ĐỀ TÀI AN INVESTIGATION INTO THE LINGUISTIC FEATURES OF CATENATIVE VERBS IN ENGLISH Họ và tên tác giả : Trương Minh Hoàng, M.A Đơn vị : Trường THPT Võ Giữ Năm học 2011 - 2012 TABLE OF CONTENTS Chapter INTRODUCTION I BACKGROUND 1 Rationale Significance of the Study Scope of study II THE METHOD OF CONDUCTING Theoretical and factual basis of the study 2 Research Procedures Chapter CONTENTS I OBJECTIVES OF THE STUDY Theoretical Background 1.1 Catenative Verbs 1.2 Catenative Complements The Semantic and Syntactic Features of Catenative Verbs 2.1 The Semantic Features of Catenative Verbs in English 2.2.1 The Same-Subject Constructions 2.2.2 The Different-Subject Constructions 15 2.2 The Syntactic Features of Catenative Verbs in English 19 2.2.1 By to-infinitive clauses 19 2.2.2 By -ing clauses 21 2.2.3 By bare infinitive clauses 22 2.2.3 By past participle clauses 23 II THE SOLUTION OF THE STUDY 25 The Novelty of the study 25 Applied Solutions of the Study 25 The Benefits of the Study 30 Chapter CONCLUSION 32 Some implications for language teaching and learning 32 The development of the study 32 Petition 33 A REFERENCES 34 B SOURCES OF DATA 37 LISTS OF TABLES Table 2.1.The Summary of the Semantic Features of the Same Subject Constructions 14 Table 2.1.The Summary of the Semantic Features of the Different Subject Constructions 19 Table 2.3.The Summary of the Syntactic Features of English Catenative Verbs 24 Table 2.4.The Frequency of English Catenative Verbs 26 Table 2.5.The percentage of correctness in three exercises (26 sentences) of 50 students distributed respectively 29 Chapter INTRODUCTION I BACKGROUND Rationale One of the many problems that confront learners of English is non-finite complement in English Yes, indeed , English verbal groups emphasized on the complement predicator following the first verb, which makes learners often uncertain to choose the appreciate complement in cases where only one is possible as in ‘he enjoys studying English’ and ‘she intends to study English’ as well as in those where either may occur: ‘they love studying/to study English’ In the following cases, verbs are also often accompanied by other verbs as non –finite complements (1) They kept laughing [21, p.142] (2) I want to go to London [30, p.172] (3) It began to rain [11, p.329] As shown examples above, two verbs (strictly speaking, two verbal groups) form a structure in which the second verb is dependent on the first verb The first verb is called a catenative verb because it is capable of initiating a verb chain Such chains have their own internal structure, depending on the catenative verb and the other verbs in the chain In fact, learners of English often have difficulties in using catenative verbs They could hardly know why one may say, they kept laughing, but not * they kept to laugh Kept must be followed by a nonfinite, not an infinitive The other catenative verbs may be followed by either nonfinite or infinitive, with little apparent difference in meaning: It began to rain / It began raining It is therefore necessary to research on nonfinite complementation in English to help learners to gain some insight into the linguistic phenomena in English That is the reason why I decide to research the topic: “An investigation into the linguistic features of catenative verbs in English” 2 Significance of the Study The purpose of the study on the linguistic features of Catenative Verbs in English is (1) To help learners of English have a comprehensive understanding about the semantic and syntactic of Catenative Verbs in English (2) To help learners of English know for effective use of Catenative Verbs Scope of the Study Owing to the limited research time and my own ability, so I would like to focus on a detailed description of the semantic and syntactic features of Catenative Verbs in terms of the meaning of the first verbs II THE METHOD OF CONDUCTING Theoretical and factual basis of the study As pointed out above, in the part of rationale, it is obvious that there is a particular feature of certain verbs like e.g want, begin, try or seem that sets them apart from other verbs: their ability to be combined into chains of verbs, to 'catenate' (Lat catena: chain) The treatment of the grammatical phenomena above is further complicated by the fact that learners of English confront difficulties in knowing how to use either to –infinitive or an –ing complement after these certain verbs above Therefore, the study is aimed at finding novel solutions to help learners grasp and use catenative verbs precisely in distinct circumstances Research Procedures The research work is carried out with the following steps: Step 1: After identifying the research topic, the main points are outlined to be researched, data is collected, time is planned and procedure is estimated to finish this paper according to the general scheme within academic year 2011 - 2012 Step 2: The second step is to find as many documents relating to catenative verbs as possible Step 3: Documents are planned to read thoroughly, or to be used as quotation Step 4: Based on the theoretical basis, catenative verbs are described carefully with the help of many samples from the data collected; we will carry out an analysis of the semantic and syntactic features of catenative verbs Step 5: Conclusion of the whole work and some implications for learning and teaching are also given Chapter CONTENTS I OBJECTIVES OF THE STUDY The study is expected: - To identify and describe the semantic and syntactic features of catenative verbs in English -To provide a theoretical insight into catenative verbs so that students can comprehend and use them effectively in studying and in speaking English as well Theoretical Background 1.1 Catenative Verbs Leech [25] defines that Catenative verb is a verb which takes a non-finite clause as its complement, like want in I want to invite you, or love in We love playing scrabble The term catenative (from Latin ‘catena’, a chain) alludes to the possibility of a recursive chain of such verbs, since the verb in the complement of the previous catenative verb can itself be a catenative verb with a non-finite complement, and so on indefinitely A possible but rather improbable chain structure of this kind is: (4) Someone will need to try getting him to help mend the dishwasher.[25, p.17] As presented above, it is clear that catenative verbs resemble and yet differ from auxiliary verbs Common examples are: He seems to think the same way We began planning the Christmas party They remembered leaving the keys under the mat You love to surprise your family [32, p.96] Like auxiliaries, catenatives forge links with other nonfinite verbs to express a complete meaning The catenatives also differ from auxiliaries in the meanings they express Instead of paraphrasing the modals like other semi-auxiliaries, they qualify the action of the following verb (as seem, begin), or else set up a mental perspective on it (as remember, love) Other examples like seem are: appear cease chance finish get happen manage stop tend Others like remember are: continue help fail keep Attempt consider detest endeavor want expect forget hate hope intend like prefer regret resent risk strive try Note that some catenatives can take either to-infinitives or -ing constructions as their complement, others only one of them Catenatives are relatively new in the classification of English verbs, and grammarians still debate which belong to the class The Comprehensive Grammar [35] admits only the first group mentioned above, whereas the Introduction to the Grammar of English [21], allows both types as simple catenatives A third group of constructions labeled complex catenatives are also embraced, those which require a noun phrase before the nonfinite verb For example: (5) He advised her parents to come [30, p.96] Other examples are: ask entreat invite oblige remind request teach tell urge These verbs typically express some kind of speech act The Longman Grammar [2] groups the three types together with those which take a content clause as complement , and uses the term “controlling verbs” for all 1.2 Catenative Complements Most linguists agree on four basic forms of catenative constructions that can be distinguished, based on the type of non-finite construction that is employed The four basic types of catenatives as exemplified by Palmer: i) - bare infinitive ii) - to infinitive iii) - ing form iv) - en form The catenative verbs may be classified according to two ways below: (1) in terms of the form the non – finite verb : Simple catenative verbs (2) in terms of whether there is a noun phrase between the two verbs or not : Complex catenative verbs As noted above, there are four basic non-finite forms of main verbs: The bare infinitive, the to infinitive, the -en and the-ing form These occur in simple catenative verb construction as well as in complex one like catenative complements (Non-finite complements)  Simple catenative verbs: The identification of the subject in simple catenative sentences is usually unproblematic Here the subject of the subordinate clause is identical with that of the main clause a) bare infinitive He helped wash up b) to-infinitive He wants to go to London c) -ing form He keeps talking about it d) -en form He got shot in the riot [31, p.173] Here it is clear intuitively that the subject of in the four sentences above is He  Complex catenative verbs: The identification of subjects in complex catenative phrases is not as straightforward as it is in simple ones Palmer shows the subject of the subordinate clause to be identical with the intervening noun phrase between the catenative and the following verb a) bare infinitive He helped them wash up b) to-infinitive He wants them to go to London c) -ing form He kept them talking a long time d) -en form He had the rioters shot [31, p.174] The sentences above show that the subjects of wash up, to go, talking and shot are the intervening noun phrases like them, the rioters The Semantic and Syntactic Features of Catenative Verbs 2.1 The Semantic Features of Catenative Verbs in English Catenative verbs in English talk about closely linked actions using two verbs together in phase to present a complete meaning process They are divided into two kinds as denoted below: - The same-subject constructions: Talking about two actions done by the same people - The different-subject constructions: Talking about two actions done by the different people 2.2.1 The Same-Subject Constructions The same-subject constructions contain just one subject which is called an implicit subject.Thus, in (6), He is said to be both subject of tried and the subject of study (6) He tried to study Arabic [12, p.334] It is clear that the first verb needs the second verb after it because it does not give enough information on its own In (6): ‘He tried Arabic’ does not give enough information to be a useful statement, but ‘He tried to study Arabic’ does In general, catenative verbs are described as a dependency relationship of verbal group complexes in which the first verb adds information about the process represented by the second verb The same subject constructions are divided into seven categories on semantic ground, as follows: a- Catenative verbs of initiation The verbs used this phase include: begin, start, commence, get…, which are followed by to -infinitive or -ing complements and describe the point of starting a process or the commencement of a process that is likely to continue Two of them are very common begin and start, for example: (7) After that everything was all right, everything was wonderful; she knew that he was beginning to fall in love with her [49, p.102] (8) “Such a lovely, sweet-tempered girl,” said Ron, very quietly, prodding his queen forward so that she could begin beating up one of Harry’s knights [58, p.716] (9) What happens if many people start focusing on the same thought? [46, p 68] (10) “Wade hungwy!” Scarlett started to go to him, whispered:“Don’t leave me Please I can stand it when you’re here.” but Melanie [52, p.200] Accoding to Quirk et al [35, p.1192], commenting on the choice of to infinitive or –ing complements, note that in the case of many examples “ there is no observable difference of meaning between the constructions” They do, however, go on to point out that “in other cases, a contrast between ‘potentiality’ and ‘perfomence’ may influence on the choice” He started to speak, but stopped because she ojected.(Potentiality) He started speaking, and kept on for more than an hour.(Performance) The other two are ‘get and commence’ Get is a very versatile verb, only a small number of tokens of which are aspectual in phase structure of initiation In addition, the aspect ‘get to infinitive’ construction would appear to be limited to the complement predicator work, for example: (11) Thousands of them aren’t working at all and the ones we can get to work at the mill are so lazy and shiftless they aren’t worth having [52, p.349] And it is possible to recognize in ‘get- ing’, for example: (12) “She didn’t a very good job on any of the three of us,” said Stuart “Come on, let’s get going.” (13) “You’d better get moving,” said Ron [52, p.12] [55, p.255] ‘Commence to infinitive’ and ‘commence –ing’ occur with a variety of complement predicators The meaning of these two commence construction is in many cases very similar (14) Adele, when lifted in, commenced kissing me, by way of expressing her gratitude for my intercession: she was instantly stowed away into a corner on the other side of him [45, p.507] (15) Dimly Lloyd commenced to understand that the mastery of self, the steady, firm control of natural, intuitive impulses, selfish because natural, was a progression [53, p.154] b- Catenative verbs of continuation The common verbs of continuation include: Go on, keep on, carry on, continue, which describe a continuing point of a process or a continuation / iteration of a situation Two of them are keep on and carry on which are always followed by - ing complements, for example: (16) She nodded, wishing he would keep on holding her hands forever, but he dropped them [52, p.287] (17) “You’re my best mate, but carry on treating the rest of them like this and I’m going to kick you off the team.” [59, p.291] Two verbs ‘go on’ and ‘continue’ have a different meaning depending on whether they are followed by to –infinitive or –ing complement There is a difference of meaning between go on + to –infinitive and go on + –ing Dowing and lock [12, p.333] refer to the difference in meaning of two constructions: “The infinitive form sugguests movement to a different topic or activity, depending on the verb, while the –ing form encodes the continuation of the same activity.” Compare: He went on (afterward) to study physics He went on (as usual) studying physics Here are some examples of ‘go on’ in prose, stories, novels… (18) Frank went on to explain in his patient manner, but the idea that ballots could cure the trouble was too complicated for her to follow [52, p.355] (19) If Ashley loved her, he simply couldn’t go on living with Melanie [52, p.153] 10 With the verb ‘continue’, Thomson and Martinet [39, p.234] point out that ‘with Continue either to infinitive or –ing complement may be used without any difference in meaning’ (20) He continued living/ to live about the shop (21) Luckcy continued writing / to write while in hospital [6, p.234] [35, p.1192] However, Dixon [10] states that continue- ing complement can refer an activity continuing without a break while continue to -infinitive can refer an action continuing after being restarted John continued painting the wall ( despite all the distraction) John continued to paint the wall (after that interruption) [10, p.261] Some examples of the verb ‘continue’ are: (22) ‘We shall think you what you prove yourself to be, my child Continue to act as a good girl, and you will satisfy us.’ (23) [45, p.131] She sat down on the steps in the circle of faint light thrown by the lamp and continued gnawing on the corn bread [52, p.203] c- Catenative verbs of termination The common verbs include: Cease, end up, finish, stop…, which are followed by non-finite complement and describe the point of finishing a process or the terminated situation so that it is likely to perform a new action Two of them are end up and finish, which are followed by –ing complement and encode a terminated process, for example: (24) “He fancies her!” said Ron incredulously “Well, if they end up having children, they’ll be setting a world record — bet any baby of theirs would weigh about a ton.” (25) [57, p.267] She searched his face frantically, her lips quivering, for she saw he had finished speaking [52, p.150] Two verbs ‘cease’ and ‘stop’ are followed by to-infinitive or –ing complement The verb ‘cease’ can be followed by to-infinitive or –ing complement without any change in meaning, for example: 11 (26) And finally, the Yankees ceased annoying them (27) From that period, for several months, she ceased to hold any communication with me, save in the relation of a mere servant [52, p.357] [44, p.140] The verb ‘stop’ has a different meaning when followed by to -infinitive or – ing complement Stop + ing complement which encodes a terminated activity while stop + to infinitive which indicates the end of one process and the beginning of another The following examples of ‘stop’ are illustrated: (28) “Will you stop treating me like a child!” cried Scarlett.” [52, p.19] (29) Again, he stopped to recover himself; and Elinor spoke her feelings in an exclamation of tender concern, at the fate of his unfortunate friend [42, p.306] d- Catenative verbs of attempting, succeeding, failing, helping Verbs which add information about the effort involved and extend of success in carrying out the action The general meaning of this type can be glossed as effort Verbs of this type includes: Try, attempt, manage, be able, endeavor, get, learn, help, succeed, as well as verbs with negative meanings, such as avoid, fail, neglect, omit The following are exemplified examples: (30) Jane and Elizabeth tried to explain to her the nature of an entail They had often attempted to it before, but it was a subject on which Mrs Bennet was beyond the reach of reason, and she continued to rail bitterly against the cruelty of settling an estate away from a family of five daughters, in favour of a man whom nobody cared anything about [43, p.92] (31) How will she manage to please him when they are married? (32) If I were to shut myself up forever with the child, I should not be able to persuade him to anything he did not like [45, p.355] [41, p.47] (33) “But if I keep running in and out of the Ministry,” said Harry, still endeavoring to keep his voice friendly, “won’t that seem as though I approve of what the Ministry’s up to?” [59, p.346] 12 (34) ‘I know,’ he said definitely, ‘I’m one of these trusting fellas and I don’t think any harm to Nobody, but when I get to know a thing I know it It was the man in that car She ran out to speak to him and he wouldn’t stop.’ [48, p.169] (35) Female intuition was a potent instinct that she had learned to trust, and something about this place was making her skin crawl [46, p.82] (36) "Didn’t make any difference?” said Dumbledore quietly “It made all the difference in the world, Harry You helped uncover the truth You saved an innocent man from a terrible fate.” (37) [56, p.425] She might plan and scheme, she might work harder than her slaves had ever worked, she might succeed in overcoming all of her hardships, she might through dint of determination solve problems for which her earlier life had provided no training at all (38) How strange! I thought, though everybody hated and despised each other, they could not avoid loving me (39) [52, p.357] [44, p.194] Since he had neglected to it on first coming to the estate, their quitting his house might be looked on as the most suitable period for its accomplishment (40) [42, p.38] ‘But, upon my soul, I did not know it,’ he warmly replied; ‘I did not recollect that I had omitted to give her my direction; and common sense might have told her how to find it out.’ [42, p.478] e- Catenative verbs of appearing or becoming real Verbs which add information about how real the speaker feels the action is The meaning of this type can be glossed as reality The verbs of this type commonly used with action processes are seem, appear, prove and turn out For example: (41) The upper teachers now punctually resumed their posts: but still, all seemed to wait (42) [45, p.83] It was a pity: if she could but have been proved to resemble him, hewould have thought more of her [45, p.267] 13 (43) I remember but little of the journey; I only know that the day seemed to me of a preternatural length, and that we appeared to travel over hundreds of miles of road [45, p.73] (44) “Well, that won’t matter if they turn out to cure seasickness or something, will it?” said Ron, grinning slyly at her [57, p.198] f- Catenative verbs of manner or attitude Verbs which add information about the manner in which a person performs an action or attitude of mind toward performing it are expressed by common verbs such as regret, hesitate, hasten, pretend, decline, bother All are followed by the toinfinitive form, except ‘bother’, which can also take an -ing form, for example: (45) I regret to say that my conscience has not troubled me at all about deserting you [52, p.312] (46) The boys were enchanted, as she had intended them to be, and they hastened to apologize for boring her (47) [52, p.3] She had to know if he even pretended to love her Did he address tender endearments to her? [52, p.115] (48) Counsel for Potter declined to question him [61, p.235] (49) “Don’t bother about talking, dear I know how worried you are I’m so sorry I’m so much trouble.” [52, p.193] g- Catenative verbs of chance and tendency Verbs which add information such as how an action is carried out, how it comes about, how frequent it is, and whether it is accompanied by someone or something The verbs used with these meanings include happen, chance, tend The following are some illustrative examples of this type: (50) I’m not surprised one of them happened to contain all the keywords [46, p.418] (51) Nola now recalled murmurs of a Masonic/Kryptos link, but she tended to ignore the lunatic fringe [46, p.418] 14 (52) ‘Well, I will; but mind you are a very good girl, and don’t be afraid of me Don’t start when I chance to speak rather sharply; it’s so provoking.’ [45, p.69] From what has mentioned above, the semantic features of the same subject constructions are summarized as in table 2.1 Table 2.1.The Summary of the Semantic Features of the Same Subject Constructions Catenative verbs The significance of process combined with a verb begin, start , get -indicate the point of starting a process or the commencement of a process that is likely to continue go on, keep on , carry -indicate the point of continuing a process or a on , continue continuation / iteration of a situation cease, end up , finish, -indicate the point of finishing a process or the terminated stop situation so that it is likely to perform a new action attempt , fail, neglect,, -indicate an effort involved and extend of success in help, succeed in … carrying out the action seem, appear , prove, -indicate about how real the speaker feels the action is turn out regret, hesitate , -indicate about the manner in which a person performs an hasten, pretend, action or attitude of mind toward performing it decline, bother happen, tend… -indicate how an action is carried out, how it comes chance, about, how frequent it is, and whether it is accompanied by someone or something 15 2.2.2 The Different-Subject Constructions Different-subject constructions contain two subjects Thus (53), Mary is the subject of the verb ‘told’ but John is both the object of the verb ‘made’ and the subject of ‘roll’ Another analyze , Mary is the subject of the verb ‘made’ , and the whole non – finite clause ‘John roll the ball’ serves as an object of the verb ‘made’ with ‘John’ as an explicit subject of the verb ‘roll’ (53) Mary made john roll the ball [17, p.264] In causative structure, it is possible to recognize the catenative verb constructions, as in: a- Catenative verbs of time Common verbs of time such as keep, start, stop used in causative structure also function causatively For example: (54) John kept the ball rolling (Imply: The ball kept rolling) (55) The official started the jockes racing (Imply: The jockeys started racing) (56) [17, p.264] [10, p.181] John started/stopped the ball rolling (Imply: The ball started/ stopped rolling.) [17, p.264] b- Catenative verbs of reality It would be possible to recognize causative forms of reality, as follows: (57) a/Apparent : John seems to be responsible Causative: Mary considers John to be responsible (58) [17, p.264] b/Realized: John turns out to be responsible Causative: That proves John to be responsible [17, p.264] c- Catenative verbs of effort There is no causative form of the conative – that is, no word meaning ‘make…try’; this can of course be expressed analytically, for example: She made him try to eat it The causative of the reussive has help, and perhaps enable: (59) Reussive: John managed to open the lock 16 Causative: Mary helped John to open the lock [17, p.264] The following are examples illustrating this type (60) Three men with clubs were helping him to scatter them (61) A few minutes more of silent exertion enabled him to proceed with composure [51, p.16] [42, p.305] d- Catenative verbs of causation Catenative verbs of causation include processes such as causing, permitting, preventing, which function causatively in causative process The following are causative verbs denoting phase of causation Verbs of causing: cause, make, have, get, leave Common verbs of causing include cause, make, have, get, and leave, which have meaning of causing somebody to something, of causing something dealt with or affected in some way For example: (62) “He’ll cause you trouble, mark my words.” (63) [52, p.503] “How can I make you see these things, my dear.You who are so young and unthinking that you not know what marriage means.” [52, p.65] (64) Pride relates more to our opinion of ourselves, vanity to what we would have others think of us [43, p.27] (65) ‘To be active: as active as I can And first I must beg you to set Hannah at liberty, and get somebody else to wait on you.’ (66) [45, p.746] I leave no one to regret me much: I have only a father; and he is lately married, and will not miss me [45, p.152] Verbs of coercion: force, compel, keep Common verbs of coercion include force, compel, keep, which express the meaning of forcing somebody to something (67) It was as if Tony’s appearance that wild rainy night had stripped merciful blinders from her eyes and forced her to see the true uncertainty of her life [52, p.357] (69) But I’ll not keep you sitting up late to-night,’ said she; [45, p.183] 17 Verbs of permission Common verbs of permission include let, permit, allow, which express the meaning of allowing somebody to something or of permitting somebody/ something to be in a certain state (70) The empty museum frightened her, although she was not about to let her grandfather know that (71) That was an interest we were unwilling to allow him to pursue [47, p.84] [50, p.234] (72) The boy stood over his lifeless mother and felt an unbearable up-welling of guilt for permitting it to happen [47, p.46] Verbs of prevention Common verbs of prevention include forbid, prevent, stop, which express the meaning of stopping somebody from doing something or of preventing something from happening Here are some illustrated examples: (73) “Stop!” he commanded “Stop right there, sir! I forbid you to tell the boy anything!” (74) [54, p.62] I think he was swearing, but am not certain; however, he was pronouncing some formula which prevented him from replying to me directly [45, p.213] (75) There was nothing to stop him from staying here all night with his family Nothing at all [54, p.212] e Catenative verbs of attitude Catenative verbs of attitude include verbs of desiring and wanting: want, like, love, wish, dislike, hate…, which are a subset of mental process representing an attitudinal stance towards the imagined actions contained in the to-clause Most of verbs of this type present a positive stance (e.g want, like, love, wish), but a few of these verb conveys negative stance (e.g dislike, hate).The following are some illustrative examples: (76) ‘She’s not to know about it Gatsby doesn’t want her to know You’re just supposed to invite her to tea.’ (77) I like them to come round here every day [48, p.86] [26, p.108] 18 (78) I should dislike the children to gamble [31, p.203] (79) I have been always used to a very small income, and could struggle with any poverty for him; but I love him too well to be the selfish means of robbing him, perhaps, of all that his mother might give him if he married to please her [42, p.215] (80) “If you not wish me to risk my life by going to my post, be careful, oh, be very careful, that you not risk something that is more to us both than life itself, by keeping me from it.” (81) [53, p.110] Certainly, but I should hate you to forgot that he has scored more runs in test cricket than any other Englishman [3, p.331] As already mentioned, most of verbal group complexes are typically described as causative structure Moreover, they are also recognized by verbs of perception below f Catenative verbs of perception Catenative verbs of perception include processes such as seeing, hearing, noticing, feeling, tasting and smelling In the perception processes, the phenomenon is most typically realized by an event, realized by a nonfinite For example: (82) I saw a doctor help him out of the hall (event) [26, p.107] (83) I noticed him helping Doreen with the answer (event) [26, p.107] Note that when the phenomenon is an event, if the bare infinitive clause is used, as in (82), then the process is presented as finished When the – ing clause is used, as in (83), the process is presented as unfinished (relative to moment of perception) Besides, the perception processes also occur with NP and –en form, for example: (84) I saw the children beaten by their rival [31, p.119] As mentioned, the summary of the semantic features of different subject constructions can be summarized as in table 2.2 19 Table 2.2.The Summary of the Semantic Features of the Different Subject Constructions Causative verbs The significance of process combined with a verb keep, start/ stop -indicate the process of time consider, prove -indicate in terms of the meaning of an effort help, enable - indicate the reality cause, make, have, get, leave, force, compel, keep, force, compel, keep, let , permit , allow, forbid, prevent, stop… -indicate that someone or something causes a person or thing to have a particular quality , or someone or something is changed or given a new state want, like, hate… - indicate an attitudinal stance see, hear, feel… - indicate an act of perception 2.2 The Syntactic Features of Catenative Verbs in English As we have seen in theoretical background, verbal group complexes include the first verbal groups called catenative verbs and the second verbal groups which are always non- finite as catenative complements The following are four basic nonfinite forms of main verbs: (1) - to infinitive (2) - ing form (3) - bare infinitive (4) - en form 2.2.1 By to-infinitive clauses Type 1: V + to-infinitive The to -infinitive clause in Type has no explicit subject, the implied subject being that of the main clause (85) “I want to see some punishment!”(Implicit subject I) [55, p.144] 20 Furthermore, Downing & lock [12] denote that ‘To-infinitive clauses tend to evoke a situation that is potential Cognitively, the infinitive reflects an event, with to symbolically reflecting the movement towards the event For this reason the controlling verb typically ‘looks forward’ to the moment when the event begins.’ Here is a list of verbs which are used with a 'to'-infinitive ache decide hesitate plan afford demand hope pledge agree deserve intend prepare aim desire learn pretend appear disdain live promise arrange endeavour long prove ask expect manage reckon attempt fall mean refuse care fight need resolve choose forget neglect scorn claim grow offer seek consent happen opt seem swear tend threaten venture volunteer vote vow wait want wish Type 2: V + NG + to-infinitive clause with subject Syntactically, the to -infinitive clause in Type has an explicit subject and the non-finite clause, together with its subject, is analysed as a single unit which can be considered an untypical direct object of the first verb (86) I want you to look after the bacon (Explicit subject you) [54, p.19] Here is a list of verbs which are used with an object and a 'to'-infinitive: advise allow ask beg cause challenge choose command compel dare defy enable encourage expect forbid force get help induce inspire instruct intend invite lead leave like mean move oblige order pay permit persuade prefer press programme prompt recruit remind teach tell train trust urge use want warn 21 2.2.2 By -ing clauses Type 3: V + -ing clause Like type 1, the –ing clause has no explicit subject, the implied subject being that of the main clause For example: (87) “You can keep using it as headquarters,” said Harry (with implicit subject you ) [60, p.63] However, non-finite -ing clauses as complements tend to express factual meanings, for example: (88) I avoid travelling in the rush hour [12, p.112] A list of verbs is always followed by the –ing clause admit adore appreciate avoid celebrate commence consider contemplate defer delay deny describe detest discontinue dislike dread endure enjoy explain fancy finish go imagine keep lie loathe mention mind miss postpone practise recall report resent resist risk sit stand stop suggest Type 4: V + NG + -ing clause The –ing clause in Type has an explicit subject The subject of the -ing clause is also the object of the superordinate clause, for example: (89) They kept them working (with explicit subject in objective case )[31, p.175] Here is a list of verbs which are used with an object and the –ing clause: catch hear like prevent spot describe imagine notice save stop feel keep observe see want find leave picture send watch From some illustrations above, catenative verbs can take either to – infinitive or –ing clause However, there are groups of verbs used both to –infinitive and – ing clause 22 Type 5: V + to –infinitive or –ing clause There are four groups of verbs controlled by both to –infinitive clause and – ing clause Aspectual verbs: begin, start, commence, and continue Desiderative and affective verbs: like, love, prefer, can’t bear, endure, hate Intention verbs: intend, mean The difference in meaning of three groups mentioned above is often not great, but -ing clause emphasises the action or event in itself, while the to -infinitive places the emphasis more on the results of the action or event Retrospection Verbs: regret, remember and forget These verbs have a different meaning depending on whether they are followed by -ing or to -infinitive Regret, remember and forget with the to -infinitive clause refer to necessary actions and whether they are done or not and with the –ing clause refer to memories of the past For example: I regret telling/having told you the bad news (I am sorry that I told you the bad news.) I regret to tell you there is some bad news (I am sorry to have to tell you bad news.) [43, p.113] 2.2.3 By bare infinitive clauses Type : V + NG + bare infinitive Syntactically, the NG is the object of the main clause and is also the subject of the bare-infinitive clause Three causative verbs are let, make, have which are always followed by bare infinitive, for example: (90) Let her go back on the lab board! [61, p.20] (91) They had Bod teach Mary (92) How could you make them look so clear, and yet not at all brilliant? [34, p.365] [45, p.239] 23 Type 7: V + NP + bare infinitive / -ing clause Verbs of perception: see, hear, feel…, which are followed by bare infinitive or –ing clause These verbs have a different meaning depending on whether they are followed by -ing or bare infinitive The -ing clause emphasizes that the action continued happening for a period while bare infinitive emphasizes that the action completed (93) I looked over and saw Joe staring at me [6, p.151] (94) Elizabeth had the satisfaction of seeing her father taking pains to get acquainted with him; and Mr Bennet soon assured her that he was rising every hour in his esteem [43, p.579] Type 8: V + NP + bare infinitive/ to -infinitive The verb ‘help’ can take both bare infinitive and to -infinitive without any difference in meaning (95) “And nobody helped you get rid of those dementors this summer,” said Susan (96) Bones [58, p.359] ‘I shall come up and help you to teach sometimes,’ she added [45, p.696] 2.2.4 By past participle clauses Type 9: V + NG + -en clause This type used in catenative verb structures is to say that the subject causes something to be dealt with by someone else or affected in some way They are controlled by four types of verb, as follows: The causative verbs get and have (97) I was making my bed, having received strict orders from Bessie to get it arranged before she returned [45, p.50] Volitional verbs: want, like, prefer (98) The boss wants these records updated [12, p.113] Verbs of perception: see, hear, feel (99) Mary had heard herself mentioned to Miss Bingley as the most accomplished girl in the neighbourhood; and Catherine and Lydia had been 24 fortunate enough never to be without partners, which was all that they had yet learnt to care for at a ball [43, p.15] Verbs of finding and leaving: find, leave (100) She had obtained private intelligence that Mr Darcy did not wish for cards; and Mr Hurst soon found even his open petition rejected [43, p.80] Type 10 : GET + -en clause (the get-passive) This type enables a person affected by an action or event to be made the grammatical subject, for example: (101) She got arrested by the Feds last night [24, p.167] (102) We got delayed because of the holiday traffic [1, p.245] As we have seen above, it is obvious that the first verbal groups can combine with one of four types of non-finite complements to set up verbal group complexes Based on the common verbs, the syntactic features of English Catenative Verbs can be summarized as in table 2.3 Table 2.3.The Summary of the Syntactic Features of English Catenative Verbs The same subject constructions Catenative verbs to -inf -ing bare inf -en form try + + - - avoid - + - - begin + + - - help + - + - get - + - + The different subject constructions - want + - keep - + - - see - + + - help + - + - get + - - + have - + + - 25 II THE SOLUTION OF THE STUDY The Novelty of the study The study has carried out an investigation into catenative verbs in English From results discussed above, we can see that the novelty of the study is denoted as follows: + The features of catenative verbs are divided into two kinds a The same subject constructions b The different subject constructions As analyzed above, the study has cleared the role of subjects in relation with the first verbs and the second verbs + The semantic features of catenative verbs are classified according to categories on semantic ground, namely, the same subject constructions including seven groups of verbs and the different subject constructions by six groups Thanks to the classification provided, learners have better awareness of the catenative verbs when using them precisely in detailed situations + Ten characteristics of the syntactic features of catenative verbs are regarded as Ten Golden Rules helping learners of English solve problems related to catenative verbs that they often face up to From the previous analysis, we can find that the findings are also the useful way for learners to grasp catenative verbs and take advantage of them effectively in many cases Applied Solutions of the Study The study deals with the results of the analysis of the frequency of catenative verbs in English basing on the novel ‘Gone with the Wind’ by Margaret Mitchell The work is extracted 20 typical verbs in the first verbal groups to reckon the frequency of catenative verbs as follows: 26 Table 2.4 The Frequency of English Catenative Verbs The same subject constructions Combine Catenative with the verbs other Percentage The different subject constructions causative/ Combine perception with the verbs other verbs verbs Percentage begin 45 10,34% cause 1,02% keep 11 2,53% make 101 25,7% stop 54 12,41% get 10 2,54% 0,92% keep 29 7,38% 191 43,91% want 51 12,98 0,69% 1,27% 114 26,21% let 11 2,8% appear 0,92% help 20 5,08% regret 1,84% see 64 16,29% happen 0,23% hear 98 24,94% 435 100% 393 100% finish try succeed seem prevent The table shows the frequency of phased verbal groups in ‘“Gone with the Wind” by Margaret Mitchell’ with 20 common first verbal groups From the table presented above, we can see that the frequency of phase verbs together is 435 occurrences with 10 common catenative verbs, of which ‘try’ occurs 191 times (43,91%), “seem” 114 times (26,21%) , ‘stop’ 54 times (12.41%), ‘begin 45 times (10.34%) The others are from times to 11 times; That of phase verbs separated by an object is 393 occurrences, of which eight directive verbs occur 231 times ( 58.77%) and two perception verbs 162 times (41.23%) In short, as can be seen from the result of statistics carried out above, it is clear that English catenative verbs are commonly used in novels, short stories, 27 prose, poem, newspapers…Therefore; the study is considered a useful solution helping learners know to use catenative verbs more effectively in different circumstances From the reality, the results of the study provide learners with well – founded applied solutions so that they are able to practice using constructions with catenative verbs successfully in any case The following are applied exercises related to catenative verb constructions that students often deal with in the examinations at school or in national ones Exercise 1: Fill in the blanks with the - ing form or - to infinitive of the verb at the left If both are possible, write the sentence twice steal The man denied ……… the money become He expected ……… a doctor meet I expected ……… her at the theater take He intended……… a long rest learn She enjoys………… to cook be You just escape ……….killed ! watch Jane likes ……….the ballet He quit ……………that travel They prefer ……… by car 10 see I hope ………… him this afternoon Answer key: 1.stealing to become to meet 4.to take learning being 7.to watch/ watching doing 9.to travel/ travelling 10 to see Remark: With exercise given above, it is clear from sentence to 10 that the subject of actions is by only one person Therefore, this is the exercise related to the same subject construction 28 Exercise 2: Choose the best answer to complete the following sentences I hope you don’t mind me ……………so late at night A to telephone B telephone C telephoning Do you think her father let her for a picnic? A go B to go C going The teacher asked all his students …………… on time A come B came C coming They caught him things in the shop A steal B to steal C stolen The teacher told his students _ laughing A stop B stopping C to stop D telephoned D goes D to come D stealing D stopped They forced us _ their invitation A to accept B accepting C accepted D accept My teachers always expected me well in exams A B to C does D doing My father had a worker a fence round our garden A to make B making C make D made Answer key: 1C 2A 3D 4D 5D 6A 7B 8C Remark: This is the exercise related to the different subject construction We see that the objects of the sentence to function as the subjects of the second verbs Exercise 3: Give the correct form of the verbs in parentheses 1.If you’ve finish (use) ……… , I’d like (borrow)……… it The medical authorities warned everyone (not, drink) …… the water without first boiling it I was furious when I caught my brother (read) ……… my diary I’m sorry that I didn’t remember (borrow)…… 100 dollar from you, but I promise (pay) …… you back as soon as I get my salary next week Do you really expect him (not, object to) ………… (treat)………in this way ? I saw Lan (enter)…… the hall at that time, and she seemed (be)… nervous We got (delay) ……because of the holiday traffic I saw the children (beat) ……… by their rival 29 Answer key: using / to borrow not to drink reading remembering / to pay not to object to/ being treated entering / to be delayed beaten Remark: The provided exercise related to catenative verbs that students often deal with in school examinations as well as national ones With a general look through 50 papers collected from students of Vo Giu high school, I am quite pleased with the results because the score are not so low Learners are able to know how to kinds of exercises related to catenative verbs rather successfully thanks to “Ten Golden Rules” of catenative verbs mentioned Therefore, they made careful consideration and decisions before choosing the most suitable answers in sentence However, it does not mean that all of students could perform successfully in the test There are also many errors needing to be described and analyzed so that the students can realize their own errors and perfect in the next time The following table will brief depict the proportion of students’ results in categories Table 2.4 The percentage of correctness in three exercises (26 sentences) of 50 students distributed respectively Number of Number of students correct sentences Excellent 26 Good 22-25 18 Rather good 12 18-21 24 Average 17 13-17 34 Below average - 12 16 Total 50 40 100 Grade Percentage (%) 30 Most of the students could not the given exercises successfully because of the lack of the theoretical understanding of catenative verbs To deal with it, it is necessary for them to review the theoretical knowledge by themselves to understand the problem more clearly because theoretical knowledge is of really importance in the process of achieving the success in practical field In brief, the results of the study make learners clearly understand and able to kinds of exercises related to catenative verb constructions more effectively This is a desire of researcher when carrying out the study with view to contributing greatly to academic purposes The Benefits of the Study - The study helps learners of English know how to use catenative verbs more effectively in particular situations, as follows: When we are talking about two actions that are done by the same person, we use the second verb, non-finite complement, directly after the first verb (103) Children enjoy playing alongside each other (104) You deserve to know the truth [6, p.148] If we want to talk about two closely linked actions which are performed by different people, we follow the first verb with an object This object then functions as the subject of the second verb, as in: (105) 'She asked Ginny to collect the book.’ [6, p.150] 'Ginny' is the person who is asked, and she is also the person who performs the action of collecting the book - Through the semantic features of catenative verbs, learners will be able to master the differences and the similarities in meaning in which two closely linked verbs that are performed either by the same person or by different people - The study makes learners recognize that catenative verbs, like auxiliaries, forge links with other nonfinite verbs to express a complete meaning However, the catenative verbs also differ from auxiliaries in the meanings they express due to their distinct linguistic features 31 - Thanks to the syntactic features of catenative verbs, students are quite confident that they are able to know how to use catenative verbs precisely in studying and in speaking as well - The study like a useful material for my colleagues who consult about teaching two closely linked verbs (verbal group complexes) more effectually 32 Chapter CONCLUSION Some implications for language teaching and learning When dealing with catenative verbs in English, we realize that catenative verbs are so enormously used that learners normally have difficulty in grasping their semantic and syntactic features to use them effectively From discussion of findings on catenative verbs, I hope that some implications for language teaching and learning as follows enable to help learners of English get a better of using them in different situations Firstly, the findings of the study may be in one way or another beneficial to learners since it provides the semantic and syntactic features of catenative verbs as presented above Secondly, the results of the study enable to help Vietnamese learners have a comprehensive understanding about the linguistic features of catenative verbs in detailed circumstances From that point, learners of English are able to know for effective use of catenative verb constructions Thirdly, the study is also a useful material for language teachers to give the lessons related to verbal group complexes (like to drink/ like drinking …) more productively Lastly, when teaching constructions used catenative verbs as well as when teaching other areas of grammar teachers should make it clear to their students that there is always a cognitive connection, an inferential chain as it were, which links the message to the basic meaning In other words, the message is always answerable to the basic meaning The development of the study As we know that grammar is always the foundation for any process of development in studying Teaching grammar, especially the structural one is therefore inevitably in any case For this importance, the study on the linguistic features of catenative verbs has been conducted to serve as the process of teaching 33 and learning English grammar in the modern stage The study has brought learners many attempts to clear one of the most complicated issues, namely, non - finite verbs From the results of the study, it is hoped that the learners of English can learn some valuable knowledge of the semantic and syntactic of catenative verbs There forward, they can gain a better understanding on this field in particular and English grammar in general Petition The study on catenative verb constructions is also a troublesome problem for learners of English to know how to use them efficiently , therefore, in order to avoid some mistakes when dealing with English catenative verbs, learners should be provided not only well-rounded knowledge of catenative verbs but also opportunities to practice them in context Through practicing sentence patterns used catenative verbs regularly, learners gradually master and use them more effectively From the results of the study, I hope to contribute to language teachers’ enjoyment of the experience as well as share a few difficulties within a huge one of our teaching work Owing to the limited time and shortcomings mentioned above, the study can hardly achieve the best result It is hoped that further studies are suggested to deal with some points as follows: - Pragmatic features of catenative verbs - Catenative verbs in the passive structure 34 A REFERENCES [1] Alexander, L.G (1998), Longman English Grammar, Longman [2] Biber et al (1999), Longman Grammar of Spoken and Written English, Longman [3] Biber et al (2002), Longman Student Grammar of Spoken and Written English, Longman [4] Butt et al (2000), Using Functional Grammar, an Explorer’s Guide, National Center for English Language Teaching and Research Macquarie University [5] Chalker, S (1990), English Grammar Word by Word, Oxford University Press [6] Collins Cobuild (1990), English Grammar, Collins Publishers [7] Cowan, R (2008), The Teacher’s Grammar of English, Cambridge University Press [8] Crystal, D (2008), A Dictionary of Linguistics and Phonetics, 6th Edition, Blackwell Publishing [9] DeCapua, A (2008), Grammar for Teachers, Springer [10] Dixon, R.M.W (2005), A Semantic Approach to English Grammar,2nd Edition, Oxford University Press [11] Downing, A & Locke, P (1995), A University Course in English Grammar, Phoenix [12] Downing, A & Locke, P (2006), A University Course in English Grammar, 2nd Edition, Routledge [13] Egan, T (2008), Non-Finte Complement, Rodopi [14] Freeborn, D (1987), A Course in English Grammar, Macmillan [15] Greenbaum, S (1996), The Oxford English Grammar, Oxford University Press [16] Graver, B.D (1986), Advanced English Practice,3rd Edition, Oxford University Press 35 [17] Halliday, M.A.K (1985), An Introduction Functional Grammar, Cambridge University Press [18] Hewings, A & Hewings, M (2005), Grammar and Context: An Advanced Resource Book, Routledge [19] Hornby, A S (1976), Guide to Patterns and Usage in English, 2nd Edition, Oxford University Press [20] Hornby, A S (1995), Oxford Advanced Learner’s Dictionary, 5th Edition, Oxford University Press [21] Huddleston, R (1984), Introduction to the Grammar of English, Cambridge University Press [22] Huddleston, R & Pullum K, G (2005), A Student's Introduction to English Grammar, Cambridge University Press [23] Hudson, R (2002), Linguistics Association of Great Britain - Language Fact Sheet: Auxiliary Verbs.http://www.phon.ucl.ac.uk/home/dick/aux.htm [24] Jaccobs, R.A (1995), English Syntax, Oxford University Press [25] Leech, G (2006), A Glossary of English Grammar, Edinburgh University Publishing [26] Lock, G (1996), Functional English grammar: An Introduction for Second Language Teaching, Cambridge University Press [27] Lyons, J (1995), Linguistic Semantics: An introduction, Cambridge University Press [28] Malmkjær, K (1995), The Linguistic Encyclopedia, Routledge [29] Mcarthus, T (1992), The Oxford Companion to the English Language, Oxford University Press [30] Morley, G.D (2000), Syntax in Functional Grammar, An Introduction to Lexicogrammar in Systemic Linguistics, London: Pinter [31] Palmer, F R (1987), The English verb, 2nd Edition, Longman [32] Petters, P (2004), The Cambridge Guide to English Usage, Cambridge University Press 36 [33] Quirk et al (1972), A Grammar Contemporary English, Longman [34] Quirk, R & Greenbaum, S (1987), A university grammar of English, Longman [35] Quirk et al (1985), A Comprehensive Grammar of English Language, Longman [36] Quirk, R & Greenbaum, S (1990), A student’s Grammar of the English language, Longman [37] Richards, J., Platt J & Platt, H (1993), Longman Dictionary of Language Teaching & Applied Linguistics, Longman Group UK Limited [38] Swan, M (1995), Practical English Usage, 2nd Edition, Oxford University Press [39] Thomson, A J & Martinet, A.V (1986), A Practical English Grammar, 4th Edition, Oxford University Press [40] Yule, G (1998), Explaining English grammar, Oxford University Press 37 B SOURCES OF DATA [41] Austen, J (1816), Persuasion, ebook http://www.feedbooks.com/book/51.pdf [42] Austen, J (1811), Sense and Sensibility, ebook http://www.planetpdf.com/planetpdf/pdfs/free_ebooks/Sense _and_Sensibility_NT.pdf [43] Austen, J (1813), Pride and Prejudice, ebook http://www.planetpdf.com/planetpdf/pdfs/free_ebooks/Pride _and_Prejudice_NT.pdf [44] Bronte, E (1847), Wuthering Heights, ebook http://www.planetpdf.com/planetpdf/pdfs/free_ebooks/ Wuthering_Heights_T.pdf [45] Bronte, Ch (1847), Jane Eyre, ebook http://www.planetpdf.com/planetpdf/pdfs/free_ebooks/Jane_Eyre_NT.pdf [46] Brown, D (2009), The Lost Symbol, ebook http://dc226.4shared.com/download/YYORTTVu/Dan_Brown The_Lost_Symbol.pdf?tsid=20110320-063351-1364ea79 [47] Brown, D (2003), The Davinci Code, ebook http://pictoumasons.org/library/Brown,%20Dan%20~%20 Angels%20And%20Demons%20%5Bpdf%5D.pdf [48] Fitzgerald, F S (1925), The Great Gatsby, ebook http://www.planetebook.com/ebooks/the-great-gatsby.pdf [49] Fitzgerald, F S (1933), Tender is the Night, ebook http://www.planetebook.com/ebooks/Tender-is-the-Night.pdf [50] Huston, Ch (2005), Already Dead, The Random House Publishing Group [51] London, J (1903), The Call of the Wild, ebook http://www.ibiblio.org/ebooks/London/Call%20of%20Wild.pdf [52] Mitchell, M (1939), Gone with the Wind, ebook http://www.box.net/public/vzlug0mndt 38 [53] Norris, F (1904), A Man’s Woman, ebook http://www2.hn.psu.edu/faculty/jmanis/franknorris/Mans-Woman.pdf [54] Rowling, J K (1998), Harry Potter and the Sorcerer’s Stone, Scholastic Press [55] Rowling, J K (1999), Harry Potter and the Chamber of Secrets, Scholastic Press [56] Rowling, J K (1999), Harry Potter and the Prisoner of Azkaban, Scholastic Press [57] Rowling, J K (2000), Harry Potter and the Goblet of Fire, Scholastic Press [58] Rowling, J K (2003), Harry Potter and the Order of the Phoenix, Scholastic Press [59] Rowling, J K (2005), Harry Potter and the Half-Blood Prince, Scholastic Press [60] Rowling, J K (2007), Harry Potter and the Deathly Hallows, Scholastic Press [61] Twain, M (1876), The Adventures of Tom Sawyer, ebook http://www.planetpdf.com/planetpdf/pdfs/free_ebooks/ The_Adventures_of_Tom_Sawyer_NT.pdf