Address forms in wuthering heights and their vietnamse equivalent translation (a cross cultural perspective) = từ xưng hô trong đồi gió hú và bản dịch tiếng việt (xét theo quan điểm văn hoá)

Vinh university Department of foreign languages ADDRESS FORMS IN “WUTHERING HEIGHTS”AND THEIR VIETNAMESE EQUIVALENT TRANSLATION (A CROSS-CULTURAL PERSPECTIVE) (TỪ XƢNG HƠ TRONG “ĐỒI GIĨ HÚ”VÀ BẢN DỊCH TIẾNG VIỆTXÉT THEO QUAN ĐIỂM VĂN HÓA) GRADUATION THESIS FIELD: PRAGMATICS Student: Đặng Thị Huyền Supervisor: Ngơ Đình Phương Vinh, May 2008 i Acknowledgements I could not have completed my graduation thesis without enthusiastic help and encouragement of my teachers, my family as well as my friends They make my work possible and enjoyable I would especially express my deepest gratitude to my supervisor Dr Ngơ Đình Phương whose useful ideas and advices, enlightening guidance and encouragement have helped me complete my thesis In addition, I would like to express my thanks to all teachers in the foreign language department,Vinh University department for their valuable lectures, particularly M.A Trần Bá Tiến who gives me useful opinions and materials for my thesis Finally, I would like to show my deeply gratitude to my family and my friends for their timely support and encouragement ii Table of contents Acknowledgements i Table of contents iii PART A: INTRODUCTION 1 Rationale of the study Aims of the study and research questions Scope of the study Methodology and analysis procedure 4.1 Methodology 4.2 Analysis procedure Design of the study PART B: DEVELOPMENT CHAPTER 1:THEORETICAL PRELIMINARIES 1.1 Speech act 1.1.1 What is speech act? 1.1.2 Request as a speech act 1.1.3 Request realization 1.2 Politeness 1.2.1 Definition 1.2.2 Brown and Levinson's politeness theory 1.3 Address form 1.3.1 Address form in languages 1.3.2 Use of address forms in Vietnamese as seen from politeness theory….9 1.3.3 Use of address forms in English as seen from politeness theory 12 1.3.4 Address form and its identity 13 CHAPTER 2: ADDRESS FORMS IN “WUTHERING HEIGHTS” AND THEIR VIETNAMESE EQUIVALENT TRANSLATION 15 Summary of “Wuthering heights”…………………………………………15 Major groups of characters‟ relationships…………………………………15 3.1 Lovers 16 3.2 Wife-husband 17 3.2.1 Age: old 17 3.2.2 Age: young 17 3.2.2.1 Attitude: tender 17 3.2.2.2 Attitude: angry 18 3.3 Parent-child 19 3.3.1 Speaker: Father-Hearer: daughter 19 3.3.2 Speaker: daughter, Hearer: father 20 3.4 Servant-Master/Mistress 21 iii 3.4.1 Servant-mistress 21 3.4.1.1 Servant (female, much older than mistress) 21 3.4.1.2 Mistress (younger) - Servant (female) 22 3.4.2 Servant - Master 23 3.4.2.1 Speaker (servant) - Hearer (Master) 23 3.4.2.2 Master (Speaker) - Servant (Hearer) 25 3.5 Uncle - Nephew/Niece 26 3.5.1 Uncle – Nephew 26 3.5.2 Niece - Uncle 26 3.5.2.1 Niece (S), Uncle (H) 26 3.5.2.2 Uncle (speaker) - niece (Hearer) 27 3.6 Cousins 28 3.6.1 Speaker (inferior sister) - Hearer (superior brother) 28 3.6.2 Speaker (inferior cousin, male) - Hearer (female, superior cousin) 29 3.6.3 Speaker (superior, female, same age) – Hearer (inferior, male) 30 3.7 Friends………………………………………………………………… 30 3.7.1 Speaker-Hearer (young, childen) 30 3.7.1.1 Speaker (female, nearly same age), Hearer (male) 30 3.7.1.2 Speaker (female, older) – Hearer (male) 31 3.7.1.3 Speaker (younger, male), Hearer (older, female) 32 3.7.2 Adult 32 3.7.2.1 Mood: Friendly, glad 32 3.7.2.2 Mood: angry 33 3.7.2.3 Speaker (female, older) - Hearer (male, younger) 34 3.7.2.4 Speaker (male, younger, powerful) - hearer (female) 35 3.8 Sisters –in-law 36 3.8.1 Mood: love 36 3.8.2 Mood: Angry 36 CHAPTER 3: IMPLICATIONS 38 Suggestion for teaching 38 Suggestion for translation 38 Some exercises 39 PART C: CONCLUSION 44 Conclusion of the study 44 Suggestion for further studies 44 References 45 iv PART A: INTRODUCTION Rationale of the study To use a language properly, we have to know not only the grammatical structures and forms of the language and their meanings but also the culture of the nation speaking that language According to Sapir (1921), language and culture have such an extremely close relationship that we can not understand and appropriate this correctly without having knowledge about that” English and Vietnamese, each has its individual culture and grammatical structures For instance, the way we talk to our friends is different from the way we to our supervisor and it is different from the way the English It is more interesting when we compare the two languages to find out the differences and similarities between them in order to use language appropriately in different situations in both languages Address forms play an important role in communication, especially in conversation where request is one of the main kinds of speech act We cannot translate address forms (especially personal pronouns I-You) properly without considering the role and relationship between participants, the grammatical structures and forms, their meaning and culture of English and Vietnamese All of the above ideas are the reasons why we choose address forms of English and Vietnamese to study Aims of the study and research questions The study is hoped to serve as a vivid instance of how the relationship between the speaker and the addressee, the speaker‟s attitude towards the addressee is achieved, and the culture is reflected in the way they use address forms The study is aimed to find answer to the following research questions: What are structures and major factors affecting giving requests? How are address forms used in the original and the equivalent translation? Scope of the study We wish to study relations of interlocutors in a close system Hence, we choose relations of characters of a novel to analyze because literature is a mirror reflecting life “Wuthering heights” is considered a diamond of English literature and we think it is appropriate to study Due to thesis limitation, we mainly focus on address forms “I-YOU” in request in conversations of “Wuthering heights” written by Emily Bronte and its Vietnamese equivalent translation by Duong Tuong Methodology and analysis procedure 4.1 Methodology - Statistic method - Contrastive and comparative method - Analytic and systematic method 4.2 Analysis procedure The study is carried out, relying on the following procedure State all of requests of the work and their equivalence in the Vietnamese translation Range examples in relationships of the interactants Note down and select some notable sentences to analyze Compare the translation with the original version Design of the study The study is structured into three parts and two chapters, which are organized as follows: Part A: Introduction State the reasons of the study, the aims, the scope, methodology and analysis procedure Part B: Development Chapter 1: Theoretical preliminaries Chapter 2: Data analysis Chapter 3: Implication Part C: Conclusion Give the conclusion of the study and implications for further studies PART B: DEVELOPMENT CHAPTER 1:THEORETICAL PRELIMINARIES 1.1 Speech act 1.1.1 What is speech act? When you express yourself, you not only produce utterances containing grammatical structures and words, you perform actions via those utterances In other words, when you say something, you are doing something We, for example, making an utterance:"Would you like a cup of tea?”, not intend to make a question only We want to convey more than that In here, we want to perform an invitation According to Yule, G (1996:47), "actions performed via utterances are generally called speech acts" An utterance as a functional unit in communication There are many different kinds of speech acts, such as requests, orders, commands, complaints, promises Eg: Greeting: "Hi, Eric How are you going?" Request: "Could you please open the door?" Compliment: "Hey, I really like your tie" According to Austin, a speech act consists of three related acts: locutionary act, illocutionary act and perlocutionary act A locutionary act is the saying of something that is meaningful and can be understood For example, saying the sentence "Close the door" is a locutionary act if hearer understands the words close, the, door and can identify the particular door referred to An illocutionary act is using a sentence to perform a function For example, "Close the door" may be intended as an order or a piece of request A perlocutionary act is the results or effects that are produced by means of saying something For example, closing the door would be a perlocutionary act Yule, G (1996:349) argues that the most discussed dimension is illoctionary force There is a great deals of possible illocutionary act Many people attempt to classified them into a small number of types but that is very difficult because speaker's intention is not always clear 1.1.2 Request as a speech act In every day conversation, people perform many kinds of speech acts and requesting is one of those According to Trosborg (1995), "a request is an illocutionary act whereby a speaker (requester) conveys to a hearer (requestee) that he/she wants the requestee to perform an act which is for the benefit of the speaker The act may be a request for non-verbal goods and services, i.e a request for an object, an action or some kind of service, etc., or it can be a request for verbal goods and services, i.e a request for information” Trosborg (1995) thought that there are three request strategies, namely indirect, conventionally indirect and direct request (quoted by Jorda: 1995) Indirect request strategies are the ways employed by the requester when opting for not showing his/ her intention explicitly For example, the utterance "It's cold in here, isn't it?" implies that the requester would actually be asking his interlocutor to close a window Conventionally indirect strategies are classified by Trosborg into heareroriented and speaker-oriented The former refers to the hearer's ability and willingness to perform the action requested Ability usually take the form of a question and they include the modal verbs "can", "could" or "may" as in the expression "Could you please tell me the time?" When the speaker refers to hearer' willingness to an action, he usually uses proposition as the following: (1) Would you hurry up? (2) Will you that for me? (3) I‟d appreciate it if you would tell me about it that later (4) I‟d be grateful if you wouldn‟t mind photocopying this document The requester may also ask permission of his/her interlocutor when requesting (eg: Can I borrow your pen?) or using of suggest formulae for the same purpose (eg: How about lending me your pen?) Direct-request expresses the requester‟s illocutionary intent by means of performatives, imperative or obligation statement (quoted by Jorda:1995) 1.1.3 Request realization A request is made up of two main parts: the core or head of the request, which performs the function of requesting, and its peripherical elements, which initiate or aggravate the force of the request There are many different linguistic forms that can convey a request act Focusing the core or head of the request, interrogatives, imperatives, declaratives forms are seen as possible linguistic realization Interrogative form: In English: “Can you close the door?” In Vietnamese: “Em đóng hộ tơi cánh cửa đƣợc khơng?” Imperative form: In English: “Close the door.” In Vietnamese: “Đóng cửa lại.” Declarative form: In English: “I ask you close the door.” In Vietnamese: “Tơi u cầu anh đóng cửa lại” In terms of peripherical elements, Sifianou (1999) distinguishes between external and internal modification in request realizations Internal modification may be means of openers, hedges and fillers, while external modification is realized by what the author terms‟commitment seeking devices and reinforcing devices‟ as illustrated in Table 2.2 Internal Openers Softeners Modification Diminutives Miscellaneous Hedges Fillers Tag question Intensifiers Hesitators Cajolers Appealers Attention-getters External Modification Commitment seeking devices Reinforcing devices Grounders Disarmers Expanders Please Table 2.2 Classification of peripherical elements in request realization In Vietnamese, a verb of a request is often preceeded by modality markers such as hãy, đừng, or followed by đi, nhé, nào, thôi… Eg: Hãy trả lời chúng tơi! Chớ có nói bây giờ! Đừng đánh thức dậy, đừng đánh thức dậy! (Nguyễn Minh Châu, Ngƣời đàn bà chuyến tàu tốc hành) Ngủ thơi cậu! Mai cịn chạy (Nguyễn Minh Châu, Mảnh trăng, tr.39) Thế nào, kể tiếp (Nguyễn Minh Châu, Mảnh trăng, tr.34) 1.2 Politeness 1.2.1 Definition In language study, politeness is defined "(a) how languages express the social distance between speakers and their different role relationships, (b) how face work, that is, the attempt to establish, maintain, and save face during conversation, is carried out in a speech community" (Richards, J.C et al., 1985, p 281) Lakoff sees politeness as "a system of interpersonal relations designed to facilitate interaction by minimizing the potential for conflict and confrontation inherent in all human interchange" Leech (1983) defines it as "strategic conflict avoidance, which can be measured in terms of the degree of effort put into the avoidance of a conflict situation, and the establishment and the maintenance of comity" 1.2.2 Brown and Levinson's politeness theory 1.2.2.1 Strategies for doing FTAs An approach to politeness that has become very influential is proposed by Brown and Levinson (1987) They emphasize politeness as strategies employed by a speaker to obtain a variety of objectives such as promoting or maintaining harmonious relations Face is the central concept in Brown and Levinson' theory of politeness Face is a person's public self image It refers to the positive image or impression of oneself that one shows or intends to show to the other participants in communication between two or more persons Brown and Levinson classified two kinds of face:  Positive face is the "want of every competent adult member his actions be unimpeded but others"(p.62)  Negative face is "the want of every member that his wants be desirable to at least some others" (p.62) Eg: „Make haste, Heathcliff!‟, I said, the kitchen is so comfortable, and Joseph is up-stair: Make and let me dress you smart before Miss Cathy comes out (XII) „Làm mau đi, Hethclif Tơi nói, nhà bếp ấm cúng dễ chịu Jôdép gác, mau lên, để chị mặc cho em thật bảnh trƣớc Cathy ra.‟ (72) (**) The pair “TƠI-CẬU” changes into “CHỊ-EM” conveying solidarity more However, the requests changes from the speaker-oriented strategy (*) into hearer-oriented one (**) 3.7.1.3 Speaker (younger, male), Hearer (older, female) Speaker‟s knowledge degree and personality have an important part in choosing politeness strategies Thereby, address forms in the translation shows the strategies in the original work Eg: Nelly, make me decent, I‟m going to be good (XVI) Chị Nelly, chị làm cho chỉnh tề Tôi ngoan (7) The speaker Heathcliff is a perverse boy That he chooses the FTA on record without redress in requesting reflects his character although Nelly is older than him The translation is very delicate in choosing the pair “CHỊ-TÔI” to change “Iyou” into Vietnamese and show the character‟s personality “CHỊ-TÔI” conveys the speaker‟s respect to the hearer (older than speaker) and expresses haughtiness of the requester Because Heathcliff is younger than Nelly, although he uses imperatives, in the translation, the requests in declarative forms for politeness 3.7.2 Adult 3.7.2.1 Mood: Friendly, glad When Catherine and Heahcliff grow up, they change addressing forms that are showed clearly in the translation The address forms turn from “ĐÂY-ĐÁY”, “ĐẰNG NÀY- ĐẰNG ẤY” into “EM-ANH” Eg: Clear your face, you shan‟t scowl at me” (XI) Tƣơi tỉnh lên nào, đừng có cau mặt với em Eg: „Hush!‟ said Catherine, shutting the inner door „Don‟t vex me Why have you disregarded my request?‟ (X) Suỵt! Cathơrin nói, tay đóng cửa Đừng trêu tức em Tại anh không đếm xỉa đến yêu cầu em? (142) 32 The kinship terms “ANH-EM” show familiality, intimate and closeness This change in address forms also implies the change in their feeling According to Ng Quang, asking a reason of an action aiming to suggest doing that act is only considered positive politeness strategy when that act itself either gives benefit for either the hearer, or both the hearer and speaker or at least doesn‟t give disadvantage for the hearer Catherine requests directly (“Don‟t vex me”) and uses a conventional positive politeness form “Why not” (Strategy 13: ask or give reason) 3.7.2.2 Mood: angry 3.7.2.2.1 Speaker (female) - Hearer (male) When Catherine is angry, the politeness strategies she uses are completely different that when she is glad Eg: I said you must let Isabella alone!- I beg you will, unless you are tired of being received here and wish Linton to draw the bolts against you (XI) Tôi bảo anh phải Izơbelơ yên mà Tôi xin anh đấy, anh ngán khơng cịn muốn đƣợc tiếp đãi muốn Lintơn cài chặt then cấm cửa anh (142) To intensive/reinforce the speaker‟s illocutionary intent, the speaker requests directly and authoratively by means of performatives (said, beg) and obligation statements (modal verb: must) The pair “EM_ANH” in the translation changes into “TÔI-ANH” implying a certain distance and a crack in their relationship 3.7.2.2.2 Speaker (male)-Hearer (male) Linton and Heathcliff are rivals in love They hate each other Thereby, Linton requests directly and uses the FTA on record Eg: I shall deny you hereafter admission into this house, and give notice now that I require your instant departure Three minutes‟ delay will render it involuntary and ignominious (XI) Từ trở không ông vào nhà Ngay xin bảo để ông biết yêu cầu ông Chậm phút chuyện thành cƣỡng nhục nhã (81) The speaker (Linton) calls himself “TÔI” and addresses Hethcliff “ÔNG” partly because Heathcliff now becomes rich and the speaker Linton is an intelligensia “TÔI-ÔNG” shows equality in social position of participants and partly stretch in this situation 33 Performative verbs “deny”, “require” emphasizes the level request/obligation and decrease politeness form of addreessing a request of 3.7.2.2.3 Speaker (male), Hearer (female) Mood: angry When the speaker is angry, he is willing to impose the FSA (face saving act) Eg: I have a right to kiss her, if she chooses , and you have no right to object Iam not YOUR husband, YOU needn‟t be jealous of me! (XI) Tơi có quyền muốn khơng có quyền phản đối Tôi chồng cô, cô khỏi cần ghen với (142) In general, when speaker is angry, “I” is translated “TÔI” irrespective of the Hearer‟s age, social status, gender and etc The speaker seems to affirm the position of “ego” Here “YOU” is translated into “CÔ” which does not imply formal It conveys gender (female) 3.7.2.3 Speaker (female, older) - Hearer (male, younger) The Speaker is female, older but her social status is lover than the hearer‟s Thereby, there is a clash between age and social position of the hearer and the speaker In English, status plays a more important role in defining addressing form and politeness strategies Eg: I hope not, sir Well, you must allow me to leap over some three years, during that space Mrs Earnshaw (VII) Tôi hi vọng thế, thƣa ông Thôi đƣợc, ông phải cho phép bỏ quãng độ năm, thời gian đó, mợ Ơnso… The speaker (Mrs Dean) uses direct request with modal of obligation “must” which originally attribute a certain authority to the speaker over the hearer However, “must” followed by “alone” and preceded by “sỉr” shows the speaker‟s respect and modesty “I-you” is translated “TÔI-ÔNG” The kinship term of above “ego” “ÔNG” does not shows that the hearer is old but expresses the speaker‟s respect and the hearer‟s noble social position But when Mrs Dean talked to Heathcliff who she hates, she also requests directly with the obligatory modal “must” but expresses another shade of meaning Eg: I say,‟ Mr heathcliff‟, I replied, „you must not You never shall, through my means‟ (XIV) Này, ông Hethcliff a, đáp, ông không nên Ông không đƣợc làm trung gian để thực điều đâu (118) Particle “not”, adverb “never” and performative verb “I say” attribute in expressing speaker‟s toughness Mrs Dean addresses Heathcliff by title 34 (Mr)+first name, not only first name when they were young partially because of the fact that he becomes rich and has a certain kinship term In this case, it does not conveys intimate It implies a distance in their relationship 3.7.2.4 Speaker (male, younger, powerful) - hearer (female) With the respect to Mrs Dean (the hearer), Mr Lockwood with higher position but younger uses the negative politeness strategy 10: go on record as incurring debt or not indebting hearer (It will be a charitable…Bà làm phúc cho tôi!) and hedging (I feel I shall not rest – Tơi cảm thấy có chả đƣợc) The form of imperatives turns into declarative one with the presence of the subject “bà” in order to show the speaker‟s respect to the hearer Eg: Well, Mrs Dean, it will be a charitable deed to tell me something of my neighbours I feel I shall not rest if I go to bed, so be good enough to sit and chat an hour.” (IV) Này bà Đin ạ, bà làm phúc kể cho nghe đôi điều ngƣời hàng xóm tơi Tơi cảm thấy có nằm chả đƣợc, bà hảo tâm ngồi lại hàn huyên vài với (48) After a long time, Mr Lockwood and Mrs Dean get acquaintance, they become more closed He requests directly and seeks agreement by using minimal encourage “with all my heart” Eg; With all my heart! Don‟t interrupt me Come and take your seat here Keep your finger from that bitter phalanx of vials (IX) Hết sức tán thành! Đừng ngắt lời Bà lại ngồi Đừng sờ mó vào dãy lọ thuốc đằng (49) In the translation, Mr Lockwood calls himself “TÔI” and addresses Mrs Dean by “BÀ” aiming to give her his deference and to affirm his social position The way Heathcliff addresses Mrs Dean completely different from that Mr Lockwood addresses her Eg: Nelly, you are not glad! You needn‟t be so disturbed Is she here? Speaker! I want to have one word with her- your mistress Go and say some person from Gimmerton desires to see her?” (IX) Neli, chị khơng vui Chị có việc phải bối rối Cơ có khơng? Nói Tơi cần nói câu với – chủ chị chị vào bảo có ngƣời từ Gimmơtơn đến muốn gặp cô (119) Mrs Dean is older than Heathcliff but the distance of age between Heathcliff and Mrs Dean is not big as that between Lockwood and her Therefore, the translator let him address Mrs Dean by “CHỊ” and call himself “TÔI” However, when both Heathcliff and Mrs Dean are in the middle age, and the relationship 35 between them becomes more stretched, “I-you” is translated “TÔI-BÀ” This pair does not show the speaker‟s respect to the hearer In contrast, it implies anger Eg: Nelly, if you won‟t let her go, you can walk over yourself (XXII) Nelly, bà khơng chịu để bà thân hành sang mà coi (287) 3.8 Sisters –in-law 3.8.1 Mood: love When the superior sister - in - law (Frances) has a good relationship with the inferior sister–in-law (Catherine), she requests her husband‟s younger sister directly and attaches endearment “dear” The pair “I-you” is translated “CHỊEM‟ Eg: Stay, dear, you will disarrange your curls-let me untie your hat” (VII) Em thân yêu, khéo làm xổ lọn tóc, để chị tháo quai mũ (68) 3.8.2 Mood: Angry If the relationship between sisters-in-law is not good, endearment is not certainly used and the translation of “I-you” changes into “TÔI-CÔ” They live in a family but address forms “TÔI-CÔ” and the intensified phrase “you naughty fondling” makes them more unfamiliar Eg: How can you say I am harsh, you naughty fondling? Cried the mistress, amazed at the unreasonable assertion You are surely losing your reason When have I been hash, tell me? (X) Làm bảo cay nghiệt, cô gái đƣợc nuông chiều hƣ thân kia? Mợ chủ kêu lên ngạc nhiên lời khẳng định vô lý Chắc chắn cô mat tri Tơi cay nghiệt lúc nào, nói tơi nghe thử coi (129) 36 After investigating requests in the original work and the Vietnamese translation version, we have the statistics as follow: Form In English In Vietnamese Declarative 60/185 141/185 Interrogative 30/195 30/185 Imperative 95/185 15/185 Forms of requests in the original work and the Vietnamese translation Among 60 requests in declarative form in English, performative verbs are used while the number in Vietnamese translation is 8/141 From the table, we can see that the Vietnamese gives requests in declarative form much more than the English 141/185 compared 60/185) In contrast, the English tend to use imperative form when requesting more than the Vietnamese Why does the phenomenon occur? It can be explained by address forms In imperative form, I and You are omitted in English Requester‟s feeling or attitude is mainly expressed via intonation and peripherical elements We have counted 24/95 requests using peripherical elements, including politeness marker please, openers Do you think, tag questions Will you, cajolers you know I mean, appealer All right, attention gutter listen, disarmers If clause, expanders Whereas, address forms play an important role in expressing speaker‟s feeling in Vietnamese Therefore, the Vietnamese often add subject preceded verb in request (equivalent to you omitted in imperative form It is the reason why in Vietnamese, imperatives are used less than that in English 37 CHAPTER 3: IMPLICATIONS The purpose of this study is to help learners understand more about the differences between the cultures of the English and Vietnamese in using address form It is beliveved that implications should be established to make the work practical Suggestion for teaching Teacher should not focus on only sentence structures We need not only create sentences correctly in grammar but also know when, where, why, how, and to whom we speak that For example, to request someone to open the door, there are many ways: [1] Please, open the door [2] Could you please open the door? [3] Would you don‟t mind opening the door? [4] Do you think you can close the door? But choosing what way depends on context including the interlocutors‟ age, gender, mood, power, social distance and etc Or in what case, we call interlocutor ANH EM, CHỊ, ÔNG , BÀ Therefore, enhancing the learners‟ sense of the differences is very necessary and is carried from the first lessons Nguyen Quang (2001:12) gives some suggests to solve this problem: - The subject “Cross-culture” should be given into teaching programme at departments, universities and college training foreign language teachers, translators and cadres doing foreign activities and foreign researching - In improving high school teacher program, it is necessary to have a special subject about the differences of basic cross-culture in teaching document - Some documents with notes, exercises, activities, games about cross-culture should be edited Suggestion for translation Translation is rendering a written text into another language in the way that the author intended the text It is possible to say that address forms appear in almost every language However, translating address forms from a source language like English into a 38 target language like Vietnamese and vice versus makes English learners many troubles “I-you” is broadly used irrespectively of age, gender, social status, social distance between speaker and hearer but translator must often consider in choosing which address form appropriately For example, Jane is a young girl; Rochester is 20 years older than her Rochester: “I love you You, small and poor and plain, I ask you to marry me!” Jane: “You want to marry me, I cried, almost beginning to belive him But I have no friends, no money, no family” Rochester: “Tôi yêu em! Em, ngƣời gái nhỏ bé, nghèo giản dị tơi muốn cƣới em!” Jane: “Ơng muốn cƣới em? Tơi đầy vẻ ngạc nhiên bắt đầu cảm thấy tin ông Nhƣng em bạn bè, khơng tiền bạc khơng có gia đình” “I-you” in this instance is choosen carefully from kinship term system and translated precisely Many scholarships suggest translating address form in direction of pragmatics such as Nguyen Viet Tien, Nguyen Phuoc Vinh Co and Pham Thanh Vinh Pham Thanh Vinh emphasizes the rule of address form communicating in Vietnamese as follow: a Addressing outside must be obeyed the rule “honorific label for hearer, dishonorific label for speaker” b Age is the most important factor c Social power is high-lighted d Familize to increase familiarity e Ađresing in family is different from that in society He claims that it is necessary for translator s take notice of equivalence and unequivalence in the rule of address form communicating of English and Vietnamese Then it is possible to defining the trend appropriate for the content of the source language and the culture of the target language Some exercises Exercise1: Translate the following dialogues into Vietnamese, using appropriate address forms Mr Black John Black, his son 39 A servant Mr Bell, a rich man (very fat) Bob and Tom two bad man Servant: Come in Who are you? Bob: I am Mr Bell Mr Black asked me to come and see him Servant: Yes, yes I am getting everything ready for you Please sit down Mr Black is not ready He is dressing Bob: I will wait Are you the new servant? I not know you … (The servant goes across the room to get the drink.) Bob: Come out, Tom (The man behind the curtain comes out.) Tom: Is he sleep, Bob? Bob: Yes He will sleep for hours We will put him outside You take his feet … (John comes into the room and takes a bit of bread and is just eating it when Mr Black comes in) Mr Black: Oh! You bad boy That bread is set ready for my friend, Mr Bell You must not eat that bread You are always eating You will soon be too fat John: Why is Mr Bell coming? Mr Black: Mr Bell is coming to see my red jewel … (Bob and Tom come out and rob the red jewel but unsucceed because of John‟s wiseness) Mr Black: Oh, John! How did you get it? Where was it? John: When I saw the two men looking for the jewel I put it in my mouth with a piece of bread They could not find it Do I eat too much, father? Mr Black: Never again will I say you eat too much! Eat as much as you want (Nguyễn Hồng Vân, Tuyển tập truyện ngắn chọn lọc) Exercise 2: Translate into English, using appropriate address forms Lan: Mẹ Cái mũ đẹp quá! Con muốn mua mũ tủ kính Cơ Mai: Ừ, Chúng ta mua Chào cô Hoa Cô Hoa: Chào chị Mai Chị muốn mua gì? 40 Cơ Mai: Chị muốn mua cho gái mũ tủ kính Cơ Hoa: Có mũ tủ kính Cháu muốn mua nào, cô bé Lan: Cô làm ơn lấy cho cháu mũ màu hồng Cô Hoa: Của cháu Nó hợp với cháu Cơ Mai: Bao nhiêu tiền mũ vậy? Cô Hoa: Xin chị 20 000 đồng Cô Mai trả tiền Cô Hoa: Cảm ơn chị Lần sau chị lại đến Exercise 3: Choose the translation most intimate and polite a The requester is female, younger than the male requestee - Could you drive me to Vinh University? Anh tài cho trường Đại Học Vinh Anh cho trường Đại Học Vinh Anh cho em trường Đại Học Vinh b The young client speaks to the old waiter - Give me a bowl of rice Bác bồi cho tô cơm Bác cho tô cơm Bác cho cháu mọt tô cơm c The young client speaks to the much older seller - Could you give me a cup of tea, please? Cụ hàng chè cho bát nước chè xanh Cụ cho (cháu) bát nước chè xanh Cụ cho bát nước chè xanh (adapt Nguyen Quang:2003) Suggested anwer: Exercise 1: 41 Người giúp việc: Mời vào? Ơng ai? Bob: Tơi ơng Bell Ông Black mời đến gặp ông Người giúp việc: Vâng, vâng, dã chuẩn bị thứ sẵn sàng cho ơng Xin mời ngồi Ơng Black chưa sẵn sàng Ơng mặc đồ Bob: Tơi đợi Anh có phải người giúp việc khơng? Tơi anh … ( Người giúp việc khỏi phòng để lấy nước) Bob: Ra đi, Tom (Người đàn ông sau bước ra) Tom; Hắn ngủ chưa, Bob? Bob: Rồi Hắn ngủ hàng tiếng đồng hồ Chúng ta lơi ngồi Mày nắm lấy chân … (John bước vào phòng, lấy miếng bánh mì vừa ăn ơng Black bước vào) Ông Black: Ô! Mày, đồ xấu nết Bánh mì dọn sẵn cho bạn tao, ơng Bell Mày đâu có ăn bánh mì Lúc mày ăn Chẳng chốc mày béo phì John: Tại ơng Bell đến chứ? Ơng Black: Ông Bell đến để xem viên hồng ngọc ba …(Bob Tom bước cướp viên hồng ngọc khơng thành nhanh trí John.) Ông Black: Ô, John! Con lấy vậy? Nó đâu vậy? John: Khi thấy hai kẻ xấu muốn lấy viên ngọc nuốt vào mồm với mẩu bánh mì Chúng khơng thể tìm Thế có ăn q độ không ba? Exercise 2: Lan: Oh, mum What a beautiful hat! I want the hat in the window Mrs Mai: All right We will buy it Good morning, Miss Hoa Miss Hoa: Good morning, Mrs Mai Can I help you? Mrs Mai: I want to buy my daughter the hat in the window Miss Hoa: There are three hats in the window Which hat you like, girl? Lan: Could you please give me the pink” 42 Miss Hoa: Here you are It‟s suitable for you Mrs Mai: How much is it? Miss Hoa: VND 20 000, please Mrs Mai pays money Miss Hoa: Thank you, Mrs Mai See you again Exercise 3: a.3 b.3 c.2 43 PART C: CONCLUSION Conclusion of the study Through our study, we can affirm that Vietnamese possesses a system of address forms more diversified than that English ones In speech acts (in this paper, it is request), English people show politeness via politeness strategies and are more or less applies other kind of address forms such as title, last name, first name, multiple name except for personnal pronouns “I-You” In contrast, the category of politeness is conved clearly with appearance of a number of kinship terms by the Vietnamese From the data analysis, we can conclude that choosing address form and politeness strategies appropriately depends on interlocutor and circumstance of communication The social distance of the speaker and the hearer, the relative power of the speaker and the hearer and the absolute ranking of imposition as well as feeling and mood of the participants cause defining different address forms and politess strategies With the same interlocutor, situation of communication changes and especially feeling alters, using which address forms changes, too In this thesis, we survey requests of the characters in the work “Wuthering heights” and their Vietnamese equivalent translation as examples for the English and Vietnamse address forms Although these examples can not include all address forms in real life, we hope they are necessary for learners and translators when exposuring this problem English learners encounting a lot of obstacles in choosing and translating address forms from English into Vietnamese That is why we extract some useful suggestion of scholars and exercises to help learner communicate more efficiently Suggestion for further studies This study is hoped to provide a brieft foundation for a look into address forms of English and Vietnamese If having conditions to continue this topic, we hope to investigate more address forms in more kinds of speech act in real life in order to provde a system more comprehensively Due to the limitation of time, knowledge in scientific study, this study cannot avoid some mistakes and errors We hope to get your comment on my study 44 References In English Bronte, E.http://www.literature.org/authors/bronte-emily/wuthering-heights/ 2.Lan, Hoang Thi Thu (2000) Offerring in English and Vietnamese M.A thesis, VNU-CFL, Hanoi Locastro, V (2003) An introduction to Pragmatics The University of Michigan Press Luong, Hy V (1990) Discursive practices and Linguistic meanings The Vietnamese system of person reference John Benjamins publishing Company 5.Jorda,M Third language learner Pragmatic production and Awareness http://books.google.com/books? Quirk, R and Greenbaum, S (2003) A University Grammar of Enlish Longman Trosborg (1995) Interlanguage pragmatics: Request, complaints, Apologies http://books.google.com/books? Van, Kieu Thi Hong (2000) Appologies in English and Vietnamese M.A thesis, VNU-CFL, Hanoi Yule, G (1996) Pragmatics Oxford University Press In Vietnamese Hồng Huy Xƣng hô tiếng Việt http:// www.nhanvan.com/magazines/vanhoc/193/honghuy_xunghotrongtiengviet.htm Đỗ Thị Kim Liên (1999) Ngữ nghĩa lời hội thoại Nhà xuất Giáo Dục Đỗ Thị Kim Liên (2005) Giáo trình ngữ dụng học Nhà xuất đại học Quốc Gia Hà Nội Đỗ Thị Kim Liên (2002) Ngữ pháp tiếng Việt Nhà xuất Giáo Dục 5.Nguyễn Thị Ly Kha (2007) Từ xƣng hô thuộc hệ thống nào? from http://gdth.hcmup.edu.vn/web/content/view/48/15/ 45 Nguyễn Quang (2001) Một số vấn đề giao tiếp giao tiếp văn hóa Đại Học Quốc Gia Hà Nội Nguyễn Quang (2004) Một số vấn đề giao tiếp nội văn hóa giao văn hóa Đại Học Quốc Gia Hà Nội Dương Tường (2005) Đồi gió hú Nhà xuất Văn học Nguyễn Hồng Vân (1994) Tuyển tập truyện ngắn chọn lọc Nhà xuất Trẻ 46 ... in the work ? ?Wuthering heights? ?? and their Vietnamese equivalent translation as examples for the English and Vietnamse address forms Although these examples can not include all address forms in. .. democracy and equality more In short, address forms of a language express more or less their culture‟s features 14 CHAPTER 2: ADDRESS FORMS IN ? ?WUTHERING HEIGHTS? ?? AND THEIR VIETNAMESE EQUIVALENT TRANSLATION. .. Cathetine Earnshaw, Mrs Dean and Mr Lockwood) 15  sisters -in- law (Cathetine Linton and Isabella) Address forms in ? ?Wuthering heights? ?? and their Vietnamese equivalent translation 3.1 Lovers The