MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS SYNTACTIC AND SEMANTIC FEATURES OF THINKING VERB GROUP IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS (CÁC ĐẶC ĐIỂM VỀ CÚ PHÁP VÀ NGỮ NGHĨA CỦA NHÓM CÁC ĐỘNG TỪ SUY NGHĨ TRONG TIẾNG ANH VÀ TƯƠNG ĐƯƠNG TRONG TIẾNG VIỆT) BACH THI DUONG Hanoi - 2016 MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS SYNTACTIC AND SEMANTIC FEATURES OF THINKING VERB GROUP IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS (CÁC ĐẶC ĐIỂM VỀ CÚ PHÁP VÀ NGỮ NGHĨA CỦA NHÓM CÁC ĐỘNG TỪ SUY NGHĨ TRONG TIẾNG ANH VÀ TƯƠNG ĐƯƠNG TRONG TIẾNG VIỆT) BACH THI DUONG Field: English Language Code:60220201 Supervisor:Assoc Prof Dr Hoàng Tuyết Minh Hanoi, 2016 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled “Syntactic and Semantic features of Thinking Verb Group in English and their Vietnamese equivalents” submitted in partial fulfillment of the requirements for the degree of Masterin English Linguistics Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2016 Bach Thi Duong Approved by SUPERVISOR Assoc Prof Dr Hoang Tuyet Minh Date:…………………… ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my supervisor, Assoc Prof Dr Hoang Tuyet Minh, for her enthusiastic and useful guidance, insightful comments, and encouragement without which this thesis would not have been completed My special thanks go to all my lecturers in Faculty of Graduate Studies, Hanoi Open University for their precious assistance, knowledge and enthusiasm I am grateful to all the participants for their enthusiastic participation in the thesis Especially, I am indebted to my classmates – English Language Department, especially Le Thi Hai Yen for her great support Last but not least, I would like to express my indebtedness to my family, especially my parents, husband who have given me constant support and love during the completion of the thesis ABSTRACT This thesis is intended to deal with the thinking verbs in terms ofsyntactic and semantic features in English and their Vietnamese equivalents Before going deeply into this kind of verb, the English verb is introduced with its definition and classification Then its syntactic and semantic features are also presented with definition, position and examples In the chapters following this, thinking verb and its features are presented with clear examples and at the same time they are analyzed and compared with Vietnamese equivalents to find out the similarities and differences between the two languages in the concern area The study attempts to provide readers, particularly students of English, solution to their problem when using thinking verbs and their features and their complementation Then the suggestion for further studies and the implications for teaching English grammar better are also given LIST OF ABBREVIATIONS A Adverbial C Complement E English NP Noun phrase O Object PF Phonetics form S Subject Sb Somebody Sth Something UG Universal grammar V Verb Vi Vietnamese LIST OF TABLES Table 2.1 Some definitions of semantics Table 2.2 Sentence patterns 14-15 Table 4.1 Complement clause possibilities for THINKING verbs 32-33 Table 4.2 Sentence patterns of the THINKING verb group in English and Vietnamese 41 Table 4.3 Frequency of types of structures in English THINKING verbs and Vietnamese equivalents 45 Table 4.4 Syntactic features of thinking verbs in English and Vietnamese 46 Table 4.5 A summary of the meaning of THINK in English and their 46 Vietnamese equivalents Table 4.6 A summary of the meaning of REMEMBER in English and their Vietnamese equivalents 47 Table 4.7 A summary of the meaning of ASSUME in English and their Vietnamese equivalents 47 Table 4.8 A summary of the meanings of KNOW and their Vietnamese equivalents 48 Table 4.9 A summary of the meanings of BELIEVE and their 48 Vietnamese equivalents Table 4.10 Similarities and differences of THINKING verbs in English and in Vietnamese 49-50 TABLE OF CONTENTS Certificate of originality Acknowledgements Abstract List of abbreviations List of tables and figures CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Objectives of the study 1.4 Scopes of the study 1.5 Significances of the study 1.6 Structure of the study CHAPTER LITERATURE REVIEW 2.1 Previous studies 2.2 Theoretical background 2.2.1Theory of syntax 2.2.2 Theory of semantics 2.2 Overview of English verbs 2.2.3.1 Definition of the verb 2.2.3.2 Classification of English verb according to their complementation 11 2.2.4 Classification of sentences in terms of sentence pattern, sentence elements and verb complementation 14 2.2.4.1 Sentence pattern 14 2.2.4.2 Sentence elements 16 2.2.5 Overview of THINKING verbs 19 2.2.6 Definition of the THINKING verbs 20 2.3 Summary CHAPTER 21 23 METHODOLOGY 3.1 Introduction 23 3.2 Research-governing orientations 23 3.2.1 Research questions 23 3.2.2 Hypothesis 23 3.2.3 Research approach 24 3.2.4 Principles/criteria for intended data collection and data analysis 24 3.3 Research methods 25 3.3.1 Major methods and supporting methods 25 3.3.2 Data collection techniques 26 3.3.3 Data analysis techniques 27 3.4 Summary 27 CHAPTER FINDINGS AND DISCUSSION 4.1 Syntactic features of the THINKING verbs in English 28 28 4.1.1 Realization of complementation of thinking verb group in English 28 4.1.1.1 Object as NP, and object omission 28 4.1.1.2 THAT, WH- and WH-TO complements 30 4.1.1.3 ING complements 30 4.1.1.4 Judgment TO complements 31 4.1.1.5 Modal (FOR) TO complements 31 4.2 Semantic features of thinking verb groups in English 33 4.3 The THINKING verb group in English and their Vietnamese equivalents 41 4.3.1 In terms of syntactic features 41 4.3.1.1 In terms of their sentence pattern 41 4.3.1.2 In terms of their sentence elements 42 4.3.2 In terms of semantic features 46 4.3.3 Similarities and Differences of thinking verbs in English and their Vietnamese equivalents 49 4.4 Implications for teachingand learning the THINKING verbs 50 4.5 Summary 54 CHAPTER CONCLUSION 56 5.1 Recapitulation 56 5.2 Concluding remarks 58 5.3 Limitation of the study 59 5.4 Suggestions for a further research 60 REFERENCES 10 TABLE 4.7 :A summary of the meanings of ASSUME and their Vietnamese equivalents Verb English meanings Vietnamese meanings To have information in your mind Biết To be certain Biết chắn KNOW To be familiar with or have experience and understanding of Hiểu biết TABLE 4.8 :A summary of the meanings of KNOW and their Vietnamese equivalents Verb English meanings Vietnamese meanings To think that something is true, correct or real Nghĩ BELIEVE To pretend or imagine Tưởng tượng TABLE 4.9 :A summary of the meanings of BELIEVE and their Vietnamese equivalents In Vietnamese, for the introvert, semantic relations as: synonyms, antonyms,Thinking verb groups has own characteristics of the group with representatives for each type of relationship Simplified application semantics are included nghĩ, biết NGHĨ is an original concept, is universal to all human communities, are expressed in language as semantic elements in human complexity 48 In the process of semantic derivatives, the join elements of the spirit (such as feelings, beliefs, desires, imagination, etc.) into the thought makes for its meaning becomes complicated Similarly, BIẾT that from pristine, super-language functions, we accept it as an axiom without explanation Learn to know the semantics of biết reveals it is a semantic relationship very unique nghĩ, cholà/rằng, tin especially with hiểu that is: they are both a pair of synonymous parts (biết is of combining with hiểu, can substitute for hiểu); and a pair of antonymsparts (the ability of biết is lower than that of hiểu, but the ability of hiểu contain the ability of biết ) For the extroverted, two prominent characteristics of the group semantics perception verbs are: intermediate phenomenon, mixing emotions - awareness within the meaning of some verbs, typically tin, sợ, ngĩ and the understanding of the community some verbs of perception typically thấy With these semantic features, we found that: the Britain in particular, the Europeans in general, vision is the most practical sense.TheVietnam sometimes expressed with tai nghe mắt thấy, but the feeling remains the visual 4.3.3 Similarities and Differences of thinking verbs in English and Vietnamese From the analysis of semantic features of the THINKING verbs in English and Vietnamese equivalents The similarities and the differences between semantic of the THINKING verbs and Vietnamese as in this tables as follows: Verbs Differences Similarities -To consider the possibility -To use your mind to of doing something solve something, decide something, something THINK -To think that something is true, although you not ASSUME 49 imagine have definite proof -To spend time THINKING -To find the correct carefully and seriously about answer to a problem or a PONDER problem, a difficult an explanation question, or something that something has happened for that is difficult to understand -To have picture or idea in -To realize, find out your mind of people, events, about REMEMBER places from the past or understand something -To bring information or fact that you know into your mind -To think with respect about someone who has died, often in a ceremony To have information about -To think that someone something to be sure about has particular qualities KNOW something To be sure that something is To think that something true or that someone is is BELIEVE telling the truth true or possible, although you are not completely sure Table 4.10 Similarities and Differences of thinking verbs in English and in Vietnamese 4.4 Implications for teachingandlearning the THINKING verbs 50 The THINKING verbs have some syntactic features that it is easy to make the teachers and learners misunderstand For instance, in English, the THINKING verb with NP as object or in the other cases object omissionsuch as: We assumedher cooperation (R.M.W.Dixon, 1991: 134) The THINKING verbs in English and Vietnamese has quite various meanings because it consists of six main verbs It is the reason why teachers and learners meet some difficulties in studying its semantics For instance think verb, we can use with these prepositions of/ about/ over but in some context it’s included consider, ‘think about some actual or possible state of affairs (and its consequences) or imagine ‘think of something as if it were true these different results in nuances of meaning conveyed by each verb as in the following sentence as in: You can’t think how glad I am to see you! Anh tưởng tượng vui mừng gặp anh (English Vietnamese Dictionary (1993:1833) In addition, what may be sufficient in one circumstance will be probablynot sufficient in others Language teacher then should provide his learnerswith relevant information concerning contexts of situation in which a particular word is used For example, in teaching, we need to point out the context of situation in which the English verb Think has the sense of to believe something or have an opinion or idea In such sentences: You can’t expect me to think of everything! Anh chờ đợi để ý đến thứ Do you ever think about your childhood? Anh có nghĩ thời thơ ấu anh không? Think twice before you speak one! Uốn lưỡi bảy nói 51 Remembering a set of various syntactic and semantic features of the THINKING verbs in English is not always an easy task for many students To eliminate this limitation, teachers should categorize the THINKING verbs in sub-groups according to topics such as assume, ponder and believemeanings so that the students can take advantage of connecting similar lexical units in the process of memorizing and they can remember them more easily Assume verb, it takes that and clause when we accept as being true, without proof, for the purpose of argument or action In some situations, assume verb has the other meaning such as: presume, suppose, believe, expect, think, presuppose, accept, surmise or guess As in: We cannot assume anything in this case Chúng thừa nhận điều vụ The problem is beginning to assume massive proportions (English Vietnamese Dictionary (1993:84) Ponder verb, which goes with on/ over sth and it has meaning in Vietnamese is đắn đo, cân nhắc, suy nghĩ cách kỹ lưỡg For instance: She pondered over his words Cô cân nhắc, đắn đo nững lời anh They were left to ponder on the implications of the announcement Họ để lại suy nghĩ tác động thông báo Believeverb has Vietnamese meaning tin, tưởng, nghĩ in some situations; it has meaning cho rằng, tin tưởng It has structures are believe sth of sb,make believeas in the following examples: I believe it to have been a mistake Tôi nghĩ sai lầm They believed him to be insane Họ cho điên 52 (English Vietnamese Dictionary,1993:133) From the contrastive analysis of the THINKING verbs in the two languages in chapter IV, it can be seen that some verbs of the THINKING verbs share the similarities of structures or semantics For example, these verbs have the same syntactic feature English thinking verbs + that; English thinking verbs + Wh and Wh- to;English thinking verbs + - ing; English thinking verbs + to; English thinking verbs + Modal (for) to and semantic features in both languages Therefore, discovering and using suitable equivalences in the inventory is the best way to have a perfect teaching and learning this verb group in both English and Vietnamese This is to say that a teacher must have a profound knowledge of the target language and the source language so that the teaching of the THINKING verbs can be exactly and effectively Another interesting thing getting our attention is that there always exist the various meanings in most verbs of the THINKING verbs For instance, with the verb think, is similar to assume and ponderthey are use your mind to solve something, imagine something or they find the correct answer to a problem or the explanation for something that is difficult to understand Thus, a clear explanation of the meaning transfer should be given to make students understand deeply about the verbs This profound understanding will get the learners to be involved in learning actively and enthusiastically Also, the English teachers should not ignore cultural gaps between source language and the target language because interlingual errors are originated from the deficiency of cultural knowledge The best way to solve it is to supply our students with background knowledge of history, culture, traditions, customs, related to the THINKING verbs in particular Knowing vocabulary consists of knowing how to use words which represent the image we wish others to have of us Language learners typically learn core or basic meanings of words in dictionaries to understand what they hear or read without knowing enough about their communication functions, register 53 appropriateness, or collocations in specific contexts Misuse of vocabulary causes misunderstanding in communication Therefore, learning or teaching of vocabulary is necessarily attached to the context of use Acquiring a word, we have to learn how the meaning of that word varies in different patterns In addition, what may be sufficient in one circumstance will be probably not sufficient in others Language teachers then should provide his learners with relevant information concerning contexts of situation in which a particular word is used From these examples as well as structures of thinking verbs above, during learning and teaching processes, both teachers and learners should be aware of the similarities and differences, particularly the differences between them, which will restrict the mother tongue interference at the maximum This helps to avoid culture shocks or “stupid” mistakes in communication That is what a contrastive analysis aims at A further implication resulting from the findings included in this study could be beneficial for teachers who would like to gain a deeper understanding of the syntax, semantics and the meaning equivalents of these six verbs in English as well as in Vietnamese Gaining this knowledge may be of crucial importance if one does wish to avoid failure in the conveyance of message by means of these verbs The findings of the study on the ground of general meanings may help the learners to find the appropriate expressions when dealing with the specific situations where the THINKING verbs are used 4.5 Summary As analyzed above, we can answer for three questions of the research questions In each separately part, the THINKING verbs are analyzed and discussed clearly.The syntactic features of the THINKING verbs are analyzed by the theoretical background by the construction of the verbs The semantic characteristics are shown like the meaning nuances and the powerful degree of 54 meanings of the THINKING verbs Some similarities and differences of English THINKING verbs and Vietnamese THINKING verbs in syntax are carried out in this chapter There are some comparisons between the THINKING verbs as requirements, requisites and advisories In fact, the complication and the diversity of the structures and the meaning nuances of the THINKING verbs are clear.Moreover, the implications for teaching and learning the THINKING verbs for Vietnamese learners are also analyzed in detail Completing the research about thinking verbs, the readers see the next chapter with important parts as follows:Recapitulation, concluding remarks, limitations of the current research and Suggestion for a further study 55 CHAPTER 5: CONCLUSION 5.1 Recapulation THINKING verbs are one of the diversified verb types They have a lot of structures and the meaning nuances Moreover, the meaning nuances of THINKING verbs have similarities It is not simple to distinguish between them With this aim, I have set up major goal for the thesis, to investigate the syntactic and semantic features of English THINKING verbs and Vietnamese THINKING verbs and find out the similarities and differences between English THINKING verbs and Vietnamese THINKING verbs In the study, the author has studied the following key points: General background of English verbs, which consist of definition defined by different linguistic, classification classified in terms of their function, forms, meaning and especially complementation Syntactic and semantic features of thinking verb group is shown with examples in English and equivalents in Vietnamese Firstly, in terms of syntactic feature verbs in all subtypes of the Thinking verbs typically take a complement clause in O slot An NP is a possible alternative, but for many verbs this must have non- concrete reference The most common verbs from the thinking verbs may more frequently have a concrete NP in thought role All thinking verbs may take a that compliment in O slot except perhaps for some from ponder verb Only the assume and believe, and they not accept some instance of wh- or wh- to Secondly, in terms of semantics the six verbs studied are verbs whose syntax may vary, thus, in a number of cases, affecting their semantics The wide variety of each subtype, which has different features as in the think verb referring to the Cogitator’s mind just focusing on some person, thing, state or happening The most general verb is think (of/ about/ over Others include consider, ‘think about some actual or possible state of affairs (and its consequences) In the 56 assume verb, when there is some doubt as to whether the Thought is true, assume ‘think of something as true when the Cogitator realizes that it is only likely- not certain- that it is’; and suppose ‘think of something as true when the Cognitor realizes that there is insufficient evidence to be sure that it is With the ponder verb, which the different modes of the THINKING verbs On the other hand, the remember verb that refers the Cogitator having in mind, or trying to get in mind Moreover, theknow verb, it mentions the Cogitator being aware of some fact, body of information and method of doing something.Particularly, believe verb, which refers thinking of something as true Believe verb means think of something as true (when in fact it may not be, but the Cogitator will not accept that it may not be)’ Thirdly, when investigating English- Vietnamese equivalents, it is momentously interesting to figure out that translators, depending on each case, apply appropriate Vietnamese equivalents to each English verb In this study, we can see clearly different Vietnamese equivalents of think that arengĩ, ngẫm nghĩ, suy nghĩand some other terms to give opinions such as cho rằng, cho The assume verb has some Vietnamese equivalents such as cân nhắc, suy nghĩ, suy ngẫm, giả bộ.Ponder has Vietnamese equivalents meaning as cân nhắc, suy nghĩ, suy nghĩ Remember has Vietnamese equivalents meaning such as nhớ, tưởng tượng, mường tượng The verb know Vietnamese equivalents meaning as biết, hiểu biết Believe verb Vietnamese equivalents meaning such as tin, tin tưởng, tin vào These findings can lead to the conclusion that different meanings created by one lexeme are caused by different contexts This proves the fact that providing students with meanings of each verb must be clearly given in concrete contexts with proper Vietnamese references The obvious conclusion to be drawn is one where by the questions and goals of this study seem to have been answered in the course of linguistic investigations The interface of the syntax and semantics of these thinking verbs:think, assume, ponder, remember, knowand believe Especially, the 57 result of this research is also pointed out the similarities and differences of the THINKING verbs in English as well as in Vietnamese In sum, it is believed that the research goals have been met, thus contributing to a more insightful understanding of the inner nature of academic spoken English in respect of the usage of the six English verbs think, assume, ponder, remember, know and believe Similarities and differences between verbs of two languages are highlighted via analysis of structures and pattern in which thinking verbs are used, with the help of theory and concepts of English and Vietnamese linguist and grammarians Clear examples in both languages are of great help to make contribution to the analysis of similarities and differences Suggestion for further studies and limitation of the thesis Finally, the author would like to welcome comments and suggestions from professionals, teachers, and those who are concerned since shortcomings are inevitable 5.2 Concluding remarks The present study highlights the syntactic and semantic features of thinking verbs in Vietnamese and English during their grammarians With the careful analysis of the data, the research reveals the following major findings: Thinking verbs are basically transitive, with Cogitator in A and Thought in O syntactic relation The Thought mat be realized by an NP of by one of a variety of complement clauses, the syntactic possibilities vary somewhat across subtypes: the THINK subtype, the ASSUME subtype, the PONDER subtype, the REMEMBER subtype and the KNOW subtype In terms of semantic features, verb in all subtypes typically take a complement clause in O slot They also may take a THAT complement in O slot except perhaps for some from the PONDER subtype 58 On the other hand, verbs from the THINK, PONDER and REMEMBER have an ING clause for the THOUGHT role: the subject of the complement clause can be indentical to the subject of the main clause and will then be omitted English and Vietnamese thinking verbs can take the structure of the constituents such as verb, complement They are both transitive verbs Accordingly, they all have common syntactic and semantic features of a verb In contrast, they have also differences, most English thinking verbs use common grammatical structure of verb Secondly, though the descriptive structures are popular in both languages, most of English thinking verbs have only one fact While their features in Vietnamese normally have two analogical or incompatible facts Theoretically, the study has provided a comprehensive and overall knowledge about the syntactic and semantic features of the THINKING verbs in English Moreover, the similarities and differences between these verbs in English and in Vietnamese is very helpful in contrasting two languages Practically, the study helps teachers and students to get some useful suggestions in teaching and learning this verb group because the THINKING verbs consist of many verbs and vocationally make people confused when its syntactic and semantic features are under consideration 5.3 Limitations for study Firstly, syntax and semantics are analyzed for sixEnglish THINKING verbs but not at all thinking verbs in this paper Secondly, the comparison between English and Vietnamese is rather complex Lastly, the researcher’s knowledge makes it impossible to provide sufficiently and focus on the THINKING verbs intensively There are not much information searched so the content of this study is not rich Furthermore, due to the scope of the research, this study could only be conducted within a small of participants, thus, the result 59 might not be representative enough, which should be improved in further research Within this study, the author only focuses on analyzing the syntactic and semantic features of thinking verb group in terms of traditional grammar It cannot cover all features of thinking verbs such as the pragmatic features of these verbs Through I have made my great efforts in this thesis to work out the best results, due to limitation of time and knowledge of the author, mistakes and limitations are unavoidable Therefore, any your comments or corrects for my better work would by highly appreciated 5.4 Suggestions for Further Studies Although the research can be useful in some ways as mentioned, there are still many undiscovered sub-areas which provide a ground for further studies.This thesis has focused only on studying the semantic andsyntactic features of thinking verbs in English and Vietnamese Therefore, there are still some aspects related to this problem left for further researches: - An investigation into THINKING verbs and its idioms - Study pragmatic features of thinking verbs in English and Vietnamese 60 REFERENCES Refferences in English Louis George Alexander (1996) Longman English Grammar Longman Publishing Groups Robert Malcolm Ward Dixon(1991) New approach to English Grammar on semantic principles Oxford University Press, New York Faure, Richard (2009) Verbs of THINKING and Speaking Bridgewater State University Press Hurford, James R.; Heasley, Brendon 1983 Semantics a coursebook Cambridge University Press Jack Richards, John Platt, Heidi Weber (1987) Longman Dictionary of Applied linguistics Longman, Harlow Date Karlsson, Susanna (2008) Re- thinking THINK in contrastive perspective.Cambridge University Press Lyon, John (1995) Linguistics Semantic: Introduction Cambridge University Press, Cambridge Norrish, John (1983) Language learners and their errors Essential language teaching series MacMillan Press, London Quirk, Randolph (1985) A comprehensive grammar of the English language Longman Press 10 Wierzbicka ,A (1972) Semantic primitives Oxford University Press Refferences in Vietnamese 11 Diệp Quang Ban & et al (2002)Ngữ Pháp Tiếng Việt (Vol 1) NXB Giao Dục Hà Nội 12 Đỗ Hữu Châu (1999) Từ vựng ngữ nghĩa tiếng Việt NXB Giáo dục 13 Đinh Văn Đức (1986) Ngữ pháp Tiếng Việt (từ loại) NXB Đại học THCN 14 Đinh Văn Đức (2001) Ngữ pháp Tiếng Việt (từ loại, viết bổ sung) NXB ĐH Quốc Gia Hà Nội 61 15 Cao Xuân Hạo (2007) Tiếng Việt, vấn đề ngữ âm, ngữ pháp, ngữ nghĩa Nhà xuất Giáo Dục 16 Hoàng Phê (1998) Từ điển tiếng Việt NXB Khoa Học Xã Hội 17 Hoàng Tuệ (1962) Giáo trình việt ngữ- tập NXB Giáo dục Hà Nội 18 Hồ Hải Thuỵ & et al (1993) Từ điển Anh- Việt, NXB Hồ Chí Minh 19 Lê Biên (1999) Từ loại Tiếng Việt đại NXB Giao Dục 20 Lê Minh Giang & et al (2011) The distinction between factive verbs and non- factive verbs in English and Vietnamese translational equivalents Tạp chí Khoa học Công nghệ Đại học Đà nẵng, tập 43, số 2, trang 218 21 Nguyễn Kim Thản (1997) Động từ Tiếng Việt NXB Khoa Học Xã Hội 22 Nguyễn Văn Chiến (1992) Ngôn ngữ học đối chiếu đối chiếu ngôn ngữ Đông Nam Á NXB Đại Học Sư Phạm Hà Nội 23 Nguyễn Thị Thu Hà (2012) Ngữ Nghĩa động từ Nghĩ tiếng Việt.Tạp chí Khoa học Đại học Huế, tập 72A, số 3, Trang 111 62 ... of types of structures in English THINKING verbs and Vietnamese equivalents 45 Table 4.4 Syntactic features of thinking verbs in English and Vietnamese 46 Table 4.5 A summary of the meaning of. .. Comparing the syntactic and semantic features of these thinking verbs in English and their Vietnamese equivalents (iii) Offering some implications for better learning thinking verb group in English. .. 4.3.2 In terms of semantic features 46 4.3.3 Similarities and Differences of thinking verbs in English and their Vietnamese equivalents 49 4.4 Implications for teachingand learning the THINKING verbs