MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNVERSITY NGUYEN QUYNH LE A STUDY ON ELLIPSIS IN ERNEST HEMINGWAY’S SHORT STORIES WITH REFERENCE TO VIETNAMESE EQUIVALENTS (TỈNH LƯỢC TRONG TRUYỆN NGẮN CỦA ERNEST HEMINGWAY VÀ TƯƠNG ĐƯƠNG TIẾNG VIỆT) M.A THESIS Field: English Language Code: 60220201 Hanoi, 2016 MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNVERSITY NGUYEN QUYNH LE A STUDY ON ELLIPSIS IN ERNEST HEMINGWAY’S SHORT STORIES WITH REFERENCE TO VIETNAMESE EQUIVALENTS (TỈNH LƯỢC TRONG TRUYỆN NGẮN CỦA ERNEST HEMINGWAY VÀ TƯƠNG ĐƯƠNG TIẾNG VIỆT) M.A THESIS Supervisor: Assoc Prof Dr Ho Ngoc Trung Hanoi, 2016 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled A STUDY ON ELLIPSIS IN ERNEST HEMINGWAY’S SHORT STORIES WITH REFERENCE TO THE VIETNAMESE EQUIVALENTS submitted in partial fulfillment of the requirements for the degree of Master in English Language Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2016 Nguyen Quynh Le Approved by Assoc Prof Dr Ho Ngoc Trung Date: …………………………………… ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people First and foremost, I would like to express my sincere gratitude to Assoc Prof Dr Ho Ngoc Trung, my supervisor, who has patiently and constantly supported me through the stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher A special word of thanks goes to all the lecturers of the M.A course at Hanoi Open University and many others, without whose support and encouragement it would never have been possible for me to have this thesis accomplished Last but not least, I am greatly indebted to my family, my friends for the sacrifice they have devoted to the fulfillment of this academic work ABSTRACT The thesis deals with the use ellipsis in five short stories by Ernest Hemingway with reference to the Vietnamese equivalents In the thesis, the theoretical background knowledge is based on the viewpoints of Halliday and Hasan (1976) The data was collected from the five short stories by Ernest Hemingway, namely A three-day blow, Fifty grand, The way you’ll never be, The short happy life of Francis Macomber and The killers Vietnamese equivalents are then generalized through translated works by Le Huy Bac, a professor in literary field Combinations of methods such as descriptive, statistic, comparative are used in the research Accordingly, descriptive method is used from the beginning of the study in order to build a solid theoretical background The statistic method is used to identify and collect elliptical cases occurring in Hemingway’s short stories and their Vietnamese equivalents After that, the comparative method is used to investigate the use of ellipsis in Ernest Hemingway’s short stories with reference to their Vietnamese equivalents Different kinds of English ellipsis (nominal, verbal and clausal) were discovered together with typical Vietnamese equivalents Accordingly, not all English elliptical cases are still translated as ellipsis in Vietnamese which causes a lot of challenges in learning and teaching this phenomenon Related recommendations for learning and teaching ellipsis are suggested with hope to overcome these drawbacks LIST OF TABLES AND FIGURES Table 1:Halliday and Hasan’s classification of cohesive devices 15 (1976) Table 2: Types of Ellipsis based on Halliday and Hasan (1976) 16 Table 3: Percentage of type of ellipsis 36 Table 4: Percentage of type of nominal ellipsis 37 Figure 1: Types of ellipsis in Hemingway's short stories 47 TABLE OF CONTENTS Certificate of originality i Acknowledgements ii Abstract iii List of tables and figures iv Chapter 1: INTRODUCTION 1.1 Rationale for the research 1.2 Aims of the research 1.3 Objectives of the research 1.4 Scope of the research 1.5 Significance of the research 1.6 Structural organization of the thesis Chapter 2: LITERATURE REVIEW 2.1 Review of previous studies 2.1.1 Previous studies overseas 2.1.2 Previous studies in Vietnam 2.2 Review of theoretical background 2.2.1 Theoretical framework 2.2.2 The concept of discourse 2.2.3 Cohesion 10 2.2.3.1 Text and its texture 10 2.2.3.2 The concept of cohesion 12 2.2.3.3 Grammatical and lexical cohesion 13 2.2.6.4 Cohesion and coherence 13 2.2.4 The concept of ellipsis 15 2.2.5 English nominal ellipsis 16 2.2.5.1 The structure of English nominal group 16 2.2.5.2 Types of English nominal ellipsis 2.2.6 English verbal ellipsis 17 22 2.2.6.1The structure of English verbal group 22 2.2.6.2 Types of English verbal ellipsis 23 2.2.7 English clausal ellipsis 25 2.2.7.1 Modal ellipsis and propositional ellipsis 25 2.2.7.2 Ellipsis in question-answer and other rejoinder sequences 27 2.2.7.3 Ellipsis in ‘reporting-reported’ sequences 29 2.3 Ernest Hemingway biography and writing style 30 2.4 Summary 31 Chapter 3: METHODOLOGY 3.1 Research-governing orientations 33 3.1.1 Research questions 33 3.1.2 Research setting 33 3.1.3 Research approaches 33 3.1.4 Principles/criteria for intended data collection and data 34 analysis 3.2 Research methods 34 3.2.1 Major methods vs supporting methods 34 3.2.2 Data collection techniques 35 3.2.3 Data analysis techniques 35 3.3 Summary 35 Chapter 4: FINDINGS AND DISCUSSIONS 4.1 English nominal ellipsis and Vietnamese equivalents 37 4.1.1 Nominal ellipsis with Deictic functioning as Head 38 4.1.2 Nominal ellipsis with Numerative as Head 42 4.1.3 Nominal ellipsis with Epithet as Head 43 4.1.4 Summary of nominal ellipsis 44 4.2 English verbal ellipsis and its Vietnamese equivalents 44 4.2.1 Operator ellipsis 45 4.2.2 Lexical ellipsis 46 4.2.3 Summary of verbal ellipsis 47 4.3 English clausal ellipsis and its Vietnamese equivalents 48 4.3.1 Modal ellipsis and propositional ellipsis 49 4.3.2 Ellipsis in question-answer rejoinder sequences 49 4.3.2.1 Ellipsis in direct responses 49 4.3.2.2 Ellipsis in indirect responses 52 4.3.3 Summary of clausal ellipsis 4.3 Pedagogical implications of the thesis 53 54 4.3.1 Challenges in teaching-learning English ellipsis 54 4.3.2 Implication for learning and teaching ellipsis effectively 55 4.3.2.1 For learning 55 4.3.2.2 For teaching 57 4.4 Summary 58 Chapter 5: CONCLUSION 5.1 Recapitulation 59 5.2 Concluding remarks 59 5.3 Recommendations for further research 60 5.4 Limitation of the research 61 REFERENCES v SURVEY QUESTIONS ix APPENDIX x Chapter 1: INTRODUCTION 1.1 Rationale for the research People convey ideas, thoughts and emotions through language, both spoken and written To most writers through decades, what they wanted to express or touch others’ hearts not only bases on the careful selections of words but also the assistance of cohesive devices, especially grammatical ones The theory and practice of grammatical cohesion have been widely analyzed by many foreign linguists such as Halliday and Hasan (1976), Baker (1992), Yule (1996) as well as Valeika and Buikiene (2006) Abundant works about grammatical cohesion have been written, but it would seem that further investigation is needed to be taken in the usage of this phenomenon appearing in the literary works Ernest Hemingway, a famous American writer, appears to be the typical author who frequently used grammatical cohesive devices such as reference, ellipsis and conjunction in his works Many researchers overseas and in Vietnam have still continued to carry out researches on the contribution of these grammatical cohesive devices in Hemingway’s novels and short stories Among all, ellipsis has not been discussed much although this phenomenon distributes much portion in many of Hemingway’s works In many short stories, Hemingway avoided complicated syntax; about 70% of the sentences are simple sentences – a childlike syntax without subordination According to Baker (1972), he believes that Hemingway learned to “get the most from the least, how to prune language, how to multiply intensities and how to tell nothing but the truth in a way that allowed for telling more than the truth”, which sometimes is called “theory of omission” The repetition of this grammatical cohesion device in most of Hemingway’s short stories has brought a significant feature that strongly [87] Disclaimer “Hello, George,” he said “Can I get the supper?” “ɸ Sam’s gone out,” George said (“Chào George”, nói “Tơi ăn tối chứ?” “ɸ Sam vắng” George đáp.) [88] Supplementary “Ain’t he a bright boy, Max?” “ɸ The town is full of bright boys,” Max said (“Hắn có phải đứa thơng minh khơng Max?” “ɸ Thị trấn đầy rẫy thằng thông minh”, Jack đáp.) These elliptical responses in [86], [87], [88] can be recovered by direct reference to the presupposed questions or together with some inference made from the questions as follows [89] I don’t know what he knows about Russia [90] Sam’s gone out so you can’t get the supper [91] The town’s full of bright boys so he is a bright boy Examining 22 examples of indirect responses with the present of ellipsis in Ernest Hemingway’s five short stories, the Vietnamese equivalence is usually of the same degree of ellipsis; that is only the required item is present, others are presupposed 4.3.3 Summary of clausal ellipsis Among short stories by Ernest Hemingway, clausal ellipsis has been found in the biggest amount of 117 cases out of 227 In – depth analysis together examples for illustration have been given Accordingly, in 11 cases of English modal ellipsis with the omission of subject plus the finite element in the verbal group, only the subject has the tendency to remain in the Vietnamese equivalent Moreover, the remainder of the verbal group (the lexical verb) in 21 cases propositional ellipsis seems to be repeated or substituted in Vietnamese There are 85 cases with 63 of direct responses and 22 of indirect responses in term of ellipsis in question-answer rejoinder sequences It is of a great frequency because of numerous conversations among characters in the five short stories by Ernest Hemingway Vietnamese equivalents to direct and indirect responses remain in comparison to English where there is only the presence of the required item whereas others are presupposed 4.3 Pedagogical implications of the thesis 4.3.1 Challenges in teaching-learning English ellipsis In order to draw out some challenges in teaching-learning process of English ellipsis, a quick survey with questions have been delivered to 115 first –year students of English department in Hong Duc university, Thanh Hoa province Accordingly, about 75,7% (87 students) confirmed that they were not taught about ellipsis thoroughly before Others was taught this phenomenon, but in a cursory way Because of many reasons and purposes, Vietnamese teachers of English just focus on other grammatical cohesive devices (substitution, reference, conjunction) instead of ellipsis Correct and complete grammatical structure still play very important role in Vietnamese environment of English, whereas ellipsis with its ellipted form does not seem to be an ideal one Being affected of the habit of learning English, 91 surveyed students (79,1 %) not use ellipsis; in contrast, they have a tendency to make full-structured sentences Moreover, because of the big amount of students who were not taught about ellipsis before instead of other grammatical cohesive devices, a big amount of 82,6% (95 students) not consider ellipsis as an important grammatical devices as substitution, reference or conjunction Therefore, also 95 students (82,6%) not think it is necessary to learn ellipsis in English learning process Most of students (85%) confirmed the difficulty of learning ellipsis in way they were confused in recovering the ellipted items or they could not distinguish different kinds of ellipsis Consequently, they suffered from many drawbacks when reading and translating elliptical cases into Vietnamese properly From the above results, teachers of English who are under the requirements of teaching what will be delivered in the examination, they not teach or teach it in a cursory way in order to have more time for teaching other grammatical points In fact, ellipsis is not a type being frequently used in grammatical-approach lessons because of it incomplete form Moreover, teachers also have a tendency of teaching how to form fullstructured sentences 4.3.2 Implication for learning and teaching ellipsis effectively Communicative learning and teaching approach have been very developed these days which leads to the requirements of making conversations naturally Accordingly, not all utterances being spoken cannot be in the full form of grammar in order to avoid repetition and length As a result, ellipsis will become an ideal key point in the situations Moreover, students will also deal with ellipsis in reading and translating process; and if they not have knowledge toward this phenomenon, they are going to encounter many challenges In order to overcome these problems, the author would like to recommend some suggestions for learning and teaching ellipsis effectively 4.3.2.1 For learning In order to recognize elliptical cases correctly, students should have good background knowledge about ellipsis and three main types of this phenomenon Documents with in-depth analysis supplied by trusted authors such as Halliday and Hasan, Quirk are strongly recommended Moreover, students have to understand the context where ellipsis may appear thoroughly so as to discover elliptical cases correctly basing the previous or the later sentences Ellipsis cannot appear without the context even when the structure of groups sometimes does not consist of full elements In some cases, the context seems to be in a big scale with sentences not being close to each other Students then must have broader perspective in order not to miss any elliptical cases To students who encounter difficulties in translating, they have to bear in mind that ellipsis differs from language to language although grammatical omission is on one thing common to all language languages What can be omitted in one language may not be omitted in another For example, in English a noun or verb or clause may be omitted in the later text if it is repeated However, in Vietnamese repetition of the same word in the early and later texts is sometimes natural, legitimate and habitual Let us consider the following example: original English version “Then next morning, I woke up and Jenny was there besise me ɸ Still there” (Segal, 1993:87) Word-for-word Vietnamese rendering: “Rồi sáng hôm sau tỉnh giấc Jenny bên cạnh tơi Vẫn đó.” Acceptable Vietnamese rendering: “Rồi sáng hôm sau tỉnh giấc Jenny nằm đó, bên cạnh tơi Nàng nằm đó” Here, students have to concentrate on the certain contexts in order to make decisions on remaining ellipsis from English to Vietnamese or not In some cases, the presupposed items is from the far distance to the elliptical case; as a result, it is suggested that learners must read the whole text for the general view and then translate it correctly For example: The door of Henry’s lunch-room opened and two men came in (…) “I was up at Henry’s ɸ,” Nick said (“Cháu từ quán Henry tới đây,” Nick đáp) Here, the first sentence is in the beginning of the story which is separated from the second in a long distance If learners not broaden their eyes on the whole story, they may not translate Henry’s ɸ with ‘quán Henry’ 4.3.2.2 For teaching It is recommended that teachers should consider the use of the cohesive device of discourse in classroom instruction and how and why the incorrect use of ellipsis can harm the relation in discourse For example, when elliptical examples are of taught, it should be borne in mind that the appropriate usage needs to be instructed to ensure logical relations between sentences Students need to know the types of ellipsis to develop their utterance convincingly and interestingly Such awareness makes ideas not ambiguous Teachers may give a full sample of ellipsis to students and ask them to find out ellipted parts and recover them Students might be asked to such exercises in pairs or small groups to develop competence in the use of appropriate ellipsis The teacher should facilitate the use of cohesive device by drawing students’ attention to the way it is used in reading literary works or other kinds of documents instead of teaching it in isolation Cohesive device can then be identified, and the importance and contribution to the logical development of a topic can consequently be stressed In this way, ellipsis which is rarely used by students, or which is considered to be difficult, can be reduced Teachers must also help students raise awareness of speaking English naturally in which sentences with full structure are not very necessary Natural and continuous conversations require responses, and then not need to be fully-structured in order to avoid repetition and length In certain lessons, teachers should design situations which give chances for students to discuss in pairs or in groups It would be better if they have opportunities to communicate to foreigner inside or outside the classroom At the time, ellipsis will be practiced more frequently; hence, students know how to use it appropriately and effectively 4.4 Summary In this chapter, different kinds of nominal, verbal and clausal ellipsis in the five short stories by Ernest Hemingway were carefully analyzed and categorized To illustrate each type, examples of English ellipsis taken from those stories were shown together with their Vietnamese translation by Le Huy Bac Accordingly, most of English found elliptical cases are of anaphoric ellipsis when the presupposed items can be recovered by earlier items Moreover, it is implied that Vietnamese language shares the similarity on the occurrence of ellipsis as in English However, not all English elliptical cases will be remained as ellipsis in Vietnamese in which there is a tendency of repeating presupposed items in Vietnamese Besides, the chapter then supplies with typical Vietnamese equivalents to certain English elliptical form The difficulty in learning and teaching ellipsis was also raised when both teachers and learners not regard ellipsis as an important grammatical cohesive device as others As a result, some recommendations for learning and teaching ellipsis are also suggested to help learners to use and translate it effectively as well as teachers to meet communicative teaching approach successfully Chapter 5: CONCLUSION 5.1 Recapitulation As far as the theoretical background is concerned, the study has briefly introduced the concepts of discourse, cohesion, grammatical cohesive devices as well as ellipsis in English The framework is based on the perspectives of Haliday and Hasan (1976), who are regarded the most famous experts in discourse analysis The given theories are considered as the solid framework for the analysis of ellipsis in the five selected short stories by Ernest Hemingway with reference to its Vietnamese equivalents In the thesis, 227 elliptical cases of nominal, verbal and clausal group are discovered in selected short stories by Ernest Hemingway and their Vietnamese equivalents A careful investigation into elliptical cases in English and the Vietnamese equivalence has also been taken with the comparison between the two languages The results of findings and discussions are then illustrated in systems of examples and tables in order to generalize what have been found or discussed Moreover, some implications for learning and teaching ellipsis were recommended with aims to help Vietnamese learners of English to avoid the confusion in using and translating ellipsis Recommendations for teaching ellipsis were also suggested which are hoped to achieve good results in learning ellipsis in particular and in communicative learning and teaching in general 5.2 Concluding remarks The thesis has gained the aims set forth with the remarks listed below: Firstly, examining the five selected short stories by Ernest Hemingway, we have arrived at 227 elliptical cases in which were categorized into three main types, namely nominal ellipsis, verbal ellipsis and clausal ellipsis The Vietnamese equivalence of English ellipsis was also identified to assist the discussion process Secondly, an investigation into English ellipsis and its Vietnamese equivalents has also been made to draw out related discussions Accordingly, English and Vietnamese ellipsis seem to have no difference in term of clausal ellipsis in which the ellipted clause is not present in both languages In terms of nominal ellipsis and verbal ellipsis, slightly changes have been found when ellipsis can be present or omitted in Vietnamese in comparison to English Finally, implications for learning and teaching ellipsis are also suggested Accordingly, the context is regarded as an important factor helping to identify and translate elliptical cases efficiently 5.3 Recommendations for further research Ellipsis is a popular grammatical cohesive device which has been commonly used in different works In Ernest Hemingway writing style, ellipsis is frequently present that makes a great impression to readers In the thesis, English nominal ellipsis and verbal ellipsis have been carefully identified and analyzed with reference to Vietnamese equivalents However, due to the limitations of time and conditions, we have just given a look at modal ellipsis, propositional ellipsis and ellipsis in question-answer rejoinder sequences It is worth conducting a research on ellipsis in other rejoinder sequences like the responses to a statement or command A study should also be carried to investigate English ellipsis in ‘reporting-reported’ sequences with reference to Vietnamese equivalents In the study, the data collection and analysis has been taken from literary works It is recommended that studies on English ellipsis and Vietnamese equivalents in different kinds of documents and fields such as newspapers, instruction books, song lyrics, political speeches or scientific texts should be taken into consideration 5.4 Limitation of the research In the thesis, nominal and verbal ellipsis in English and the Vietnamese equivalence have been fully analyzed and discussed However, the limitations of time and conditions have prevented us from approaching all aspects of English clausal ellipsis as ellipsis in responses to a statement/command and ellipsis in ‘reporting-reported’ sequences still cannot be cared Moreover, this study is based on the viewpoint of Haliday and Hasan (1976) so that more researches should be widely implemented with the opinions of the other linguists Therefore, all diversified aspects of cohesive device are carefully and sufficiently exploited One more important limitation of the present study is that it only addresses how ellipsis is used in Hemingway’s short stories which are of literary texts In other words, it does not examine larger fields This could be investigated by other researchers Furthermore, Le Huy Bac is not the only Vietnamese author who had worked on Hemingway’s short stories Other authors may convey different translation view point toward Hemingway’s five short stories; hence, Vietnamese equivalents will be different from what have been discussed in the thesis REFERENCES A VIETNAMESE Hoàng Thị Tú Anh (2005), Nghệ thuật tỉnh lược tác phẩm Hemingway, Master Thesis, Ha noi Unversity of Education Diệp Quang Ban (1998), Văn liên kết Tiếng Việt, Nxb Giáo dục, Hà Nội Diệp Quang Ban (2002), Giao tiếp, văn bản, mạch lạc, liên kết, đoạn văn, Nxb Khoa học Xã hội Lê Huy Bắc (1998), Ernest Hemingway – Truyện ngắn, Nxb Văn học, Hà Nội Lê Huy Bắc and Đào Thu Hằng (2001), Truyện ngắn Hemingway, Nxb Văn hóa Thơng tin, Hà Nội Nguyễn Hòa (2003), Phân tích diễn ngơn: số vấn đề lý luận phương pháp, Nxb Đại học Quốc gia Hà Nội Trần Ngọc Thêm (1986, 1999), Hệ thống liên kết văn Tiếng Việt, Nxb Khoa học Xã hội Phạm Văn Tình (2006) Phép tỉnh lược văn tiếng Việt (so sánh với tỉnh lược cặp thoại) (Doctor Thesis) Institute of languages Hồ Ngọc Trung, (2011), Phép tiếng Anh (trong liên hệ với tiếng Việt), Nxb Khoa học Xã hội B ENGLISH 10 Amitabh (2015), A study of Ellipsis in English and Hindi short stories, Science journal, Shri Mata Vaishno Devi University, India 11 Austin, J L (1962), How to things with words Oxford: Clarendon Press 12 Baker, C (1972) Hemingway: The Writer as Artist Princeton: Princeton UP 13 Baker, M (1992) In other words a coursebook on translation, London: Routledge 13 Borsley, R D (1991), Syntactic 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Analysis of Discourse, Oxford University Press 42 Spack, R (1994), The International Story, New York: St Martin’s Press, Inc 43 Stubbs, M (2002), Words and phrases – corpus studies of lexical semantics Great Britain: Blackwell Publishers 44 Thomas, O (1969), Transformational Grammar and the Teacher of English, London and Beccles: Hott, Rinehart and Winston, Inc 45 Tobing, R (2008), The use of cohesive devices in selected short stories of Ernest Hemingway: A discourse analysis (MA thesis), North Sumatera University 46 Toolan, M J (1988), Narrative: A critical Linguistic Introduction, London: Routledge Publising House 47 Trung, H N (2013), Lectures on discourse analysis, Vietnam Education Publishing House 48 Valeika, L (2001), An Introductory Course in Communicative Syntax Vilnius: Vilnius Pedagogical University 49 Valeika, L and Buitkienė, J (2006), Functional English syntax, Vilnius: Vilnius Pedagogical University Press 50 Van Dijk, T.A (1977), Text and context Explorations in the semantics and pragmatics discourse London: Longman 51 Widdowson, H.G (1979), Explorations in Applied Linguistics Cambridge University Press 52 Xperkin, N.I el al, (1996), English Grammar in Dialogue Moscow ‘Vyssaya Sloka’ 53 Yule, G (1996), Pragmatics, Oxford: Oxford University SURVERY QUESTIONS: For students Please give your opinion on the following questions by ticking in the box for each Tick all grammatical cohesive devices you have been taught before a Reference b Substitution c Ellipsis d Conjunction Tick in the box to show how often you use ellipsis when you have been learning English a very often b often c quite often d not very often Tick in the box to show your opinion toward the importance of ellipsis in comparison to other grammatical devices a Ellipsis is important as other grammatical devices b Ellipsis is not important as other grammatical devices Give your opinion toward the necessity of learning ellipsis in learning English process by ticking in the box a very necessary b necessary c quite necessary d not very necessary Give your opinion toward the difficulty of learning ellipsis by ticking in the box a very difficult b difficult c quite difficult d not very difficult ... Hasan, 1976) 2.2.3.3 Grammatical and lexical cohesion According to Halliday and Hasan (1976), cohesion is classified into broad types: grammatical and lexical While the grammatical type is realized... both to language and to action According to Halliday and Hasan (1976), discourse is a language that is functional – language that is doing some job in some context as opposed to isolated words... complementary ways of looking at language in use 2.2.3 Cohesion 2.2.3.1 Text and its texture As for Valeika and Buitkiene (2006), “Language is a means of conveying and obtaining information” and to achieve