MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A Thesis SYNTACTIC AND SEMANTIC FEATURES OF DECIDING VERB GROUP IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS (CÁC ĐẶC ĐIỂM VỀ CÚ PHÁP VÀ NGỮ NGHĨA CỦA NHÓM ĐỘNG TỪ DECIDING TRONG TIẾNG ANH VÀ TƯƠNG ĐƯƠNG TRONG TIẾNG VIỆT) PHAM THI YEN Field: English Language Code: 60220201 Hanoi, 2017 MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A Thesis SYNTACTIC AND SEMANTIC FEATURES OF DECIDING VERB GROUP IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS (CÁC ĐẶC ĐIỂM VỀ CÚ PHÁP VÀ NGỮ NGHĨA CỦA NHÓM ĐỘNG TỪ DECIDING TRONG TIẾNG ANH VÀ TƯƠNG ĐƯƠNG TRONG TIẾNG VIỆT) PHAM THI YEN Field: English Language Code: 60220201 Supervisor: NGUYEN THI THU HUONG Hanoi, 2017 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled “The syntactic and semantic features of DECIDING verb group in English and their 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, 2017 Pham Thi Yen Approved by SUPERVISOR (Signature and full name) Date: i ACKNOWLEDGEMENTS First of all, I would like to sincerely thank my supervisor Mrs Nguyen Thi Thu Huong who instructed me directly, shared experiences, and removed difficulties which arose during the process of writing my thesis Secondly, my special gratitude goes to Assoc.Prof Dr Hoang Tuyet Minh for support and encouragement Thirdly, I sincerely thank all the lecturers of the Hanoi Open University, especially the lecturers in the Faculty of Post Graduate Studies who have been teaching and conveying to me the enthusiastic guidance and valuable teaching and tremendous assistance and skills in the learning process Fourthly, I also send my deep gratitude to my friends, colleagues and students at Lao Cai high school for gifted students who have assisted me in collecting the data and provided valuable resources to help me complete my thesis Finally, I would like to express my gratitude to family members who supported me and contributed to the completion of my study ii ABSTRACT DECIDING verb group is used regularly and flexible in daily communication, but the significant meaning of the concept of DECIDING verb group is still misunderstood by Vietnamese people Therefore, the author thinks the study on the subject of DECIDING verb group in Vietnamese and English is helpful for improving the knowledge of learners as well as the students learning English in general This paper is to study the DECIDING verb group terms of syntactic and semantic features in English and their Vietnamese equivalents To compensate for this, we need to develop the DECIDING verb group for learners to raise their awareness of how words are formed and related to each other, such as synonyms, antonyms and uses of DECIDING verb group Nevertheless, teaching the DECIDING verb group as a discrete topic or introducing learning strategies is still rare in High Schools Sum up, the thesis is expected to help Vietnamese learners of English learn, translate and use the DECIDING verb group in English effectively iii LIST OF ABBREVIATIONS A Adj Adj.P Adverbial Adjective Adjective phrase Adv C Adverb Complement S Subject sb sth Somebody Something V L1 L2 NP = Verb First language Second language Noun phrase equal to PP Prep * Prepositional phrase Preposition Wrong sentence iv TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv TABLE OF CONTENTS v Chapter 1: INTRODUCTION 1.1 Rationale for the research 1.2 Aims and objectives of the research 1.3 Research questions 1.4 Method of the study 1.5 Scope of the research 1.6 Significance of the study 1.7 Design of the study Chapter LITERATURE REVIEW 2.1 Previous studies 2.2 Semantic and syntactic features 2.2.1 Theory of syntax 2.2.2 Theory of semantics 2.3 Overview of English verb 2.3.1 Definition of English verb 2.3.2 Classification of English verb 10 2.4 Classification of sentences 12 2.4.1 In terms of sentence pattern 12 2.4.2 In terms of sentence elements 13 2.4.2.1 Syntactic features of sentence elements 13 2.4.2.2 Semantic features of sentence elements 15 2.5 Overview of DECIDING verbs 16 Summary 17 Chapter 3: SYNTACTIC AND SEMANTIC FEATURES OF DECIDING VERB GROUP IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS 18 3.1 Syntactic and semantic features of the DECIDING verb group in English 18 3.1.1 Syntactic features of the DECIDING verb group in English 18 3.1.1.1 In terms of sentence pattern 18 v 3.1.1.1.1 SV type 18 3.1.1.1.2 SVO type 19 3.1.1.1.3.SVOC type 20 3.1.1.1.4 SVOA type 20 3.1.1.1.5.SVOO type 20 3.1.1.2 In terms of sentence element 21 3.1.2 Semantic features of DECIDING verb groups in English 24 3.1.2.1 Decide verb in English 25 3.1.2.2 Determine verb in English 26 3.1.2.3 Resolve verb in English 27 3.1.2.4 Plan verb in English 27 3.1.2.5 Choose verb in English 28 3.1.2.6 Select verb in English 29 3.1.2.7 Pick verb in English 30 3.1.2.8 Appoint verb in English 30 3.1.2.9 Elect verb in English 30 3.1.2.10 Vote verb in English 32 3.2 DECIDING verb group in English and their Vietnamese equivalents 32 3.2.1 In terms of their syntactic features 32 3.2.1.1 In terms of their sentence patterns 32 3.2.1.2 In terms of their sentence elements 33 3.2.2 In terms of their semantic features 35 3.2.2.1 Decide meaning and their Vietnamese equivalents 37 3.2.2.2 Determine meaning and their Vietnamese equivalents 38 3.2.4.3 Resolve meaning and their Vietnamese equivalents 39 3.2.2.4 Plan meaning and their Vietnamese equivalents 39 3.2.2.5 Choose meaning and their Vietnamese equivalents 39 3.2.2.6 Select meaning and their Vietnamese equivalents 40 3.2.2.7 Pick meaning and their Vietnamese equivalents 40 3.2.2.8 Appoint meaning and their Vietnamese equivalents 40 3.2.2.9 Elect meaning and their Vietnamese equivalents 40 3.2.2.10 Vote meaning and their Vietnamese equivalents 40 3.3 Summary 41 vi Chapter 4: COMMON ERRORS MADE BY STUDENTS AT LAO CAI HIGH SCHOOL FOR GIFTED STUDENTS WHEN USING DECIDING VERB GROUP IN ENGLISH 42 4.1 Survey questionnaire 42 4.1.1 Subject 42 4.1.2 Questionnaires 42 4.1.3 Procedure 43 4.2 Common errors made by students at Lao Cai High School For Gifted Students when using DECIDING verb group in English 45 4.2.1 Common errors made by learners of English 45 4.2.2 Causes of committing errors 47 4.3 Suggestions for teaching and learning when using DECIDING verb group in English 49 4.3.1 Suggestions for teaching DECIDING verb group in English 49 4.3.2 Suggestions for learning DECIDING verb group in English 52 4.4 Summary 52 CHAPTER 5: CONCLUSION 54 5.1 Concluding remark 54 5.2 Limitations 55 5.3 Suggestions for further researchers 55 REFERENCES 56 IN VIETNAMESE 57 APPENDIX 58 POSSIBLE ANSWERS FOR SURVEY TESTS 60 vii Chapter 1: INTRODUCTION 1.1 Rationale for the research The misunderstanding of using the DECIDING verb group causes many problems to English users In addition, the wide diversity of DECIDING verb group sometimes makes them confused and they have difficulties when using them effectively to get target communication in speaking as well as writing Among verbs of English, we find that the verbs decide, determine, resolve, plan, pick, select, choose, elect, appoint and vote are quite frequently used These verbs can occur in different syntactic patterns that reflect various meanings in communication They can occur in the same syntactic patterns, but may have different meanings depending on the situation in which they are used Many problems have been faced by learners when they use this group of verbs They often feel confused to choose the right verb and make errors in using them Moreover, some researchers have been done about many kinds of verbs but research of DECIDING verb group has not been done For these reasons, we would like to choose the study of DECIDING verb group for my thesis topic to study more about the DECIDING verb group with the hope of helping Vietnamese users to find out how to use these verbs accurately and correctly from the analysis of their syntactic and semantic features with reference to their equivalents in Vietnamese That is why the subject “SYNTACTIC AND SEMANTIC FEATURES OF DECIDING VERB GROUP IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS” is chosen to study for the thesis We hope to contribute a small part in studying and teaching these verbs in English In this study, DECIDING verb group is described and analyzed in contexts and situations Hence, we hope that the thesis will be an useful reference, to the extent possible, for teaching and learning English and Vietnamese as foreign languages 1.2 Aims and objectives of the research This research is conducted to achieve the targets of finding out syntactic and semantic features of English DECIDING verb group and Vietnamese equivalents as well as suggesting some possible implications for teaching them to students at Lao Cai high school for gifted students who study English as a foreign language Objectives of research of the term interference is that what takes place is largely unconscious in the mind of the learner 4.2.2 Causes of committing errors As the results have shown, after surveying three exercises in the test, the author found out that the ways of using DECIDING verb group in English are an urgent matter for learners of English at Lao Cai high school for gifted students The errors made seem to be popular for almost all students nowadays Also, according to the results, some errors occurred in both realizing DECIDING verb group in English in terms of structure and meaning and influencing of the mother tongue on target language learning It is usual in error analysis to identify the following principal causes of errors: Mother tongue transfer: One of the major factors that cause students of English to commit errors may be that they communicate their ideas under the influence of their mother tongue Each language has its own systems of structures, words and sounds It sometimes occurs that on the way to generalizing target language rules the students impose on the target language acquisition their knowledge and skills of their mother tongue in many aspect SVO is basically the same in the sentences of both English and Vietnamese That is why it is rather easy for Vietnamese learners who are learning English to write and say: I choose the blue coat She decided (that) she wanted to live in France However, it is the similarity between the two languages that sometimes causes troubles for the learners As the result, some of students may say: *I determine the date meeting (I determined the meeting date.) * That decided me leave the job (That decided me to leave the job.) Over-generalization of rules The second root cause for learner’s committing errors can be traced down by the termed intralingual interference One of the common error learners of English can make is that verb conjugation is sometimes overgeneralized with the third person singular pronouns in the simple present or present perfect tense So it is quite accountable if you can see: 47 *He select a candidate * Mike appoint the house with all the latest devices This error is largely due to the fact that Vietnamese words never change their forms in the sentence A considerable amount of difficulty in the second language learning is related to selectional restrictions and to surface structure and contextual rules of the languages Both mother tongue interference and over-generation errors confirm that previous learning may influence later learning Environment of practicing English As for the lack of language environment, Vietnamese learners of English study language in a low motivation They not have much exposure to many situations where they can practice speaking and writing in English As a result, they think and speak or write in the way they communicate their ideas in Vietnamese They lack confidence and willingness to open their heart to other people, and errors repeat themselves Lack of exposure to natural communication in English also makes it hard for learners of English to distinguish between spoken and written language Not few learners think that when they have been able to speak English well, they can write in English well That’s why it is all right when they say: * He elects carefully (He chooses carefully.) Ability to produce language: Another consideration that should be mentioned here is that the poor ability to produce speech in some learners also causes them to make mistakes Some learners may be good at memorizing words or patterns but bad at using them creatively and flexibly The fact is that some poor language performers can not use different words or structures to express themselves freely; they stick rigidly to known patterns or structures and they can not respond quickly and effectively to different situations when needed This explains why they can not adapt to a variety of language context For example, if they could use different kinds of words to express the same meaning, then they would use Stability of learner’s approximative system: The learners’ approximate system can also produce errors in usage in each situation, DECIDING verb is not all the same structure That is why some learners may say and write: vote for choose in every context 48 It is also noteworthy that language production is a flexible and creative act of human beings In many situations, speakers and writers of a target language have to accept the fact that there are always exception in languages in general and in English in particular That also means that system activity is just relative, not quite stable In Vietnamese words not change their form in the sentence whereas words in English change in different positions in the sentence This accounts for the mistakes Some learners make as they think those words are the same when they share the same form or function: *I determine the date meeting *I determine meeting for the date (I determine the date for meeting.) Inherent difficulties: This factor is concerned with the inherent difficulty for students of semantic items The student’s comprehension and efforts at comprehension may now be compared with his production They made sentences in the way they found it easiest That also explains why in many situations the students can not use correctly such verbs as decide, determine, plan, choose, resolve etc as motransitive, ditransitve or complextransitive as the differences between those verbs are not clearly distinguished in Vietnamese: Students may avoid a word or structure they found difficult to say: * We chose James chairman (We elected James chairman.) Therefore, errors made by students are never limited because of many reasons, so in the process of teaching/learning DECIDNG verbs we should have appropriate methods or strategies to get achievements effectively The next section is some suggestions for overcoming the problems and some applications in teaching DECIDING verb group 4.3 Suggestions for teaching and learning when using DECIDING verb group in English 4.3.1 Suggestions for teaching DECIDING verb group in English In order to help students to use DECIDING verb group correctly, the teacher’s role is crucial in the process of improving students’ abilities For teachers, the following suggestions would be helpful: 49 First of all, it would be suggested that teachers not only need to be aware of all basic DECIDING verb group and know how they can be used, but also to have good knowledge about English and Vietnamese DECIDING verb group in terms of structures and meanings as well Teacher should distinguish the DECIDING verb group from other kinds of English verb group like beginning verb group, attention verb group etc, for example, the differences between intransitive and transitive verbs of each verb in DECIDING verb group Secondly, teachers should be trained to improve their techniques in teaching DECIDING verb group For example, teachers should give systematic introduction of two subtypes of DECIDING verb group They are: RESOLVE subtype and CHOOSE subtype, give possible structure with DECIDING verb group: SV, SVO, SVOC and SVOO by using combination between the direct method-focusing on explaining and analyzing the rules of grammar and the audio-lingual methodessentially a process of habit formation through repetition, imitation and drill in terms of stimulus and response Thirdly, while teaching, teachers should make a contrastive with Vietnamese The differences as well as the similarities pointed out in the study will, to some extent, help the teacher to predict those areas of DECIDING verb group which will cause a lot of difficulties fro Vietnamese learners They may also help him to diagnose errors by pinpointing the sources of errors that have been committed by the learners when learning The contrastive analysis may provide the teacher with understanding of the nature of the mother tongue and the foreign language and it will enable him to find ways to deal with any problems raised by the nature of the differences and similarities and to take account them when teaching It is a fact that not all students learn in the same way Neither all teachers teach in the same way However, the teachers should teach what the students need, not what he knows When teaching DECIDING verb group, together with teaching the types of it, teachers should point out the differences and similarities between English DECIDNG verb group with their Vietnamese equivalents This will help the learners avoid committing intralingual errors The teachers should also help the learners avoid committing developmental errors by pointing out the differences between English DECDING verb group and their Vietnamese equivalents Fourthly, as far as the problem of error correction is concerned, it is important for teacher to adopt a positive attitude toward student’s error and its treatment Our aim 50 is to help students to use DECIDING verb group effectively The teacher should be a guide to help students to participate in learning process, and the teacher should cooperate with learners in teaching and learning process to get a good result Finally, to help students practice by preparing some types of exercises covering the areas of difficulties that students may commit errors when learning DECIDING verb group Types of exercises: The following suggested exercises most selected from different books and range from low level to upper level may be suggested helping practice with DECIDING verb group Type 1: (At beginning level) I Use DECIDING verb group in each of the following sentences We must …… him to act as secretary She had drunk a quantity of champagne and during the course of her song she … ineptly that every He came to us dead broke He was very glad to … up I ……… to go east I ……… to call to him II Use the correct form of the one of the following verbs to complete each of the following sentences Plan resolve elect vote decide What I will if he ……….to go down, I don’t know 2.We……….to visit France this summer He went straight to the Fairy's house, ……… to knock at the door I … that we stay here They ………a new manager III Put in the correct preposition She decided…… going into the garden at once Mummy picked… the tray and, with the bland guile of her race, changed her tactics Troop and find out what color they finally decided… for the uniforms The best marriages are when the parents choose ……the girl Yes, I’ve decided…… go North Type 2: ( At intermediate level) 51 Label S, V, O, C in the following sentences She picked up the bowl He picked Scarlett up with ease despite his apparent frailness and age He decided when Melly was old enough to put up her hair and go to parties She chose to tell the truth Finally she decided to remain quiet Type 3: (At upper level) In the sentence with the structure S+V+x, if x is a noun that must be plural when S is plural, then V is…………… in the structure S+V+x, if both S +V+x, it both S and x are plural nouns, V may be either…… or…… in the same structure, if S is plural and x is a singular noun, then V is usually…… 4.in S+V+A, if a can be realized by steadily, then V is……….not…… In S+V+A, if A is realized by at this moment, V is not………… The above suggestions may give some ideas and strategies for teachers to teach DECIDNG verb group However, only teacher’s attempts are not enough, learners themselves should be aware of their needs and tasks 4.3.2 Suggestions for learning DECIDING verb group in English In order to overcome the problems when learning DECIDING verb group, the following suggestions should be good for students to: - become familiar with English DECIDING verb group and their basis structures and know how to realize their subtypes and their complementations - look out for the forming the rules themselves and organize these rules in a way that are clear to them - share knowledge, experiences, feelings…with the teachers and classmates - show no fear of making mistakes, try to understand why they consistently make a certain kind of mistakes They can avoid making them by checking the text book, or by asking the teacher - accept correction from both teacher and classmates - practice a lot because “practice is perfect” 4.4 Summary In this chapter, we have dealt with the actual errors made by students when using DECIDING verb group and shown that Vietnamese students made errors in using 52 DECING verb group both surface and deep structure Then some sources of errors have been suggested to justify why certain errors made, mother tongue is one of the most important factor that affects the process of learning second language Some suggestions for overcoming these problems were given and the teacher’s role is very important It is necessary for English teacher to have a good knowledge of English They have to improve their techniques in teaching English and they should know how to deal with each types of errors, what exercises or activities should be provided and so on One of the most important thins is the student’s attempt in overcoming problems The teacher should cooperate with students to get good achievements effectively These suggestions are intended to improve the quality of teaching and learning English DECIDING verb group at Lao Cai high school for gifted students, problematic to some extent 53 CHAPTER 5: CONCLUSION 5.1 Concluding remark It was interesting to investigate both the similarities and differences between the ten verbs Of course, an exhaustive summary of all the results would be too extensive in this section, which is why what follows is a synthesis of selected and most important findings Firstly, in terms of syntactic features, the DECIDING verb group is analyzed into two parts: according to the sentence patterns and sentence elements This verb group belongs to only four sentence patterns among seven ones These are SV, SVO, SVOO,SVOC and SVOA According to the sentence elements, in the DECIDNG verb group in English, subject is the element that is most often present The subject in this group is normally a noun phrase or a nominal clause, a pronoun Verbs belonging to the DECIDNG verb are two main verb classes: intransitive verb (determine, decide, resolve, plan, choose, pick(out) and vote) and transitive verbs (determine, decide, resolve, plan, select, appoint, elect, choose, pick(out) and vote) In fact, there are two types of object: direct object (Od) and indirect object (Oi) Obligatory adverbials are a subclass of predication adjuncts that belong to SVOA type Secondly, in terms of semantic features, The DECIDNG verb group refers to RESOLVE verb (decide, determine, resolve, plan) and CHOOSE verbs (choose, select, pick(out), appoint, elect and vote) Almost all of these verbs are transitive with the Addressee in O slot DECIDING means to think carefully about the different possibilities that are available and choose one of them Determine has the main meaning is to make something happen in a particular way or be of a particular type Resolve means to decide firmly, determine or make decision, and implies that the speaker wants to Choose means that the speaker wants the addressee to follow, wants him to know that he wants him to it, and expects him to it Select is similar to choose in being, intuitively speaking The directing person wants the addressee to something or himself, and expects to cause himself to it by his speech act The person who decides something wants the addressee to listen and expects to cause himself to it by the speech act In some ways, vote can be said to be halfway between elect and select The main difference between elect and 54 select concerns the element of obligation Select implies that the addressee does not have to whatever is selected Thirdly, when investigating Vietnamese grammar books and English - Vietnamese dictionaries, it is momentously interesting to figure out that authors, depending on each case, apply approprite Vietnamese equivalents to the DECIDING verb group In this study, we can see clearly different Vietnamese equivalents of the DECIDING verb group in English that are đinhh, ấn định, xác định, lựa chọn, kiến định, tâm These findings can lead to the conclusion that different meanings created by one lexeme are caused by different contexts in which senses of the exist 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 whereby the questions and goals of this study seem to have been answered in the course of the linguistic investigations The interface of the syntax and semantics of the DECIDING verb group in English has been investigated and interpreted This seems to have had a bearing which were also investigated and accounted for 5.2 Limitations As mentioned in the scope of the study, the thesis undoubtedly has some limitations though we have tried our best to complete it Due to limitation of time and data collected, there are unavoidable weaknesses in the study, for example, the thesis investigates some DECIDING verb group, not all, therefore, there are still other verbs which needs studying or the verbs of Deciding were not comprehensively studied so that the results would be more convincing 5.3 Suggestions for further researchers For further study, which may be very interesting and useful, some suggestions are: - The DECIDING verb group in English and their Vietnamese equivalents from the point of view of cutlture and pragmatics - The DECIDING verb group in English and their Vietnamese equivalents from the point of view of speech act verbs 55 REFERENCES IN ENGLISH Albert Sydney Hornby, (2005) Essentials of Grammatical Theory Biber D et al (1999), Longman Grammar of spoken and written English, Longman Bolinger D (1975), Aspects of Language, Harcourt Brave Jovanovich Inc Press Cruse, D.A (2004) Meaning in Language An Introduction to Semantics and Pragmatics, Oxford University Press Dixon, R.M.W,(1991), A new approach to English grammar on semantic principles, Oxford University Press GONE WITH THE WIND Margaret Mitchell (2002) Halliday M.A.K (1966), Lexis as a linguistic level, w C.E Bazell, J.C Catford, M.A.K Halliday & R.H Robins (Eds.), In memory of J.R Firth (148-162), London: Longman Halliday M.A.K (2004), An introduction to Functional Grammar, Hodder Arnold Hurford, J R and Heasley B (1983) Semantics: A Course Book London, Cambridge University Press 10 Heid, U et al (1996) A lexicographic and formal description of the lexical classes of perception and speech act verbs Deliverable D-III-1 of DELIS Draft 11 Nguyen Hoa (2004) Understanding English Semantics Hanoi National University of Vietnam Publishing House 12 Nguyen Hoa (2002) An Introduction to Discourse Analysis Hanoi National University of Vietnam Publishing House 13 Murphy, R (1994) English Grammar in Use Cambridge University Press 14 McCarthy M (1990), Vocabulary, Oxford: Oxford University Press 15 McCarthy M & O’Dell F (2005), English collocations in use, Cambridge University Press 16 PGS.TS Tran Huu Manh (2008) Fundamentals of English traditional syntax, Ha Noi national university publication 56 IN VIETNAMESE 17 Nguyễn Hữu Quỳnh ( 2007) Ngữ pháp tiếng việt, nhà xuất từ điển bách khoa 18 Nguyễn Kim Thản.1999 Động từ tiếng Việt Viện ngôn ngữ học - Trung tâm Khoa học xã hội Nhân văn Quốc Gia 19 Tran Kiem (2003) Hội chợ phù hoa NXBVH 20 English- Vietnamese Dictionary (2016), nhà xuất đại học Quốc gia Hà Nội 57 APPENDIX EXERCISE IN THE STUDY OF STUDENTS’ ERRORS IN USING DECIDING VERB GROUP This questionnaire aims to investigate your intuition about DECIDING verb group Your response to this questionnaire will be kept strictly confidential and will be used for research purpose only I Choose the best answer the complete the sentence: I would elect whoever was intelligent.( is the underline word right or wrong If it is wrong, which word or phrase can be used stead.) a would be intelligent b was intelligent c has intelligent d intelligent After hard working, I ………….to go bed early a decide b select c pick d appoint 3.You can choose, I can’t ……… a elect b appoint c decide d resolve I decided………that carpet a to b on c for d in That determines her against leaving home (this sentence belongs to what type) a SVO b SVOO c SVOC d SV 58 The woman and her children to go the park at that time a decide b.decided c.have decided d.will decide Resolve verb doesn’t belong to this type? a.SO b SV c SVOO 8.Circle the correct sentence a That decided me to leave the job b That decided me leave the job c That decided me to leaving the job d That decided me how to leave the job II Translation the following sentences into English Bạn chọn thứ bạn thích 10 Cơ định xử lý việc 11 Cô cần em xác định rõ yêu cầu đề 12 Họ chọn Jenny làm thư ký giám đốc 13 Chúng bầu ông James làm chủ tịch 14 Anh cần giải vụ tranh cãi 15 Họ định trường xây đâu 59 I POSSIBLE ANSWERS FOR SURVEY TESTS Choose the best answer the complete the sentence: I would elect whoever has intelligent.( is the underline word right or wrong If it is wrong, which word or phrase can be used stead.) a would be intelligent b was intelligent c has intelligent d intelligent After hard working, I ………….to go bed early a select b pick c appoint d decide 3.You can choose, I can’t ……… a elect b decide c appoint d resolve I decided………that carpet a to b on c for d in That determines her against leaving home (this sentence belongs to what type) a SVO b SVOO c SVOC d SV The woman and her children to go the park at that time a decide b decided c have decided 60 d will decide Resolve verb doesn’t belong to this type? a.SO b SV c SVOO d SVOA Circle the correct sentence a That decided me leave the job b That decided me to leave the job c That decided me to leaving the job d That decided me how to leave the job II Translation the following sentences into English You can choose anything what you want 10 She will determine how it is to be done 11 We need you to determine the title request 12 They appointed Jenny to as secretary 13 We elected James Present 14 He needs to resolve the argument 15 They decided where will built the new school 61 ... FEATURES OF DECIDING VERB GROUP IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS 18 3.1 Syntactic and semantic features of the DECIDING verb group in English 18 3.1.1 Syntactic features of the DECIDING. .. DECIDING VERB GROUP IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS – shows syntactic and semantic features of the DECIDING verb group in English and compare similarities and differences of DECIDING verb. .. are the syntactic and semantic features of the English DECIDING verb group in English? What are the similarities and differences of the DECIDING verb group in English and their Vietnamese equivalents