CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled “SYNTACTIC AND SEMANTIC FEATURES OF THE SENSORY VERBS 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, 2018 Ngo Thi Lan Anh Approved by SUPERVISOR Assoc Prof Dr Phan Van Que Date: …………………… i ACKNOWLEDGEMENTS My thesis has been successfully completed thanks to the assistance and guidance of my teachers, friends, colleagues and family Firstly, I would like to express my deepest gratitude to my supervisor, Assoc Prof Dr Phan Van Que for his patient motivation and immense knowledge His guidance helped me in all the time of research and writing of this thesis Besides, my sincere thanks also go to all the lecturers in the Faculty of Post - graduate Studies, Hanoi Open University for their very useful and interesting lectures which have laid the foundation for my thesis I am grateful to my boss, Mr Vu Dinh Ngo (Dr.), the rector of Viet Tri University of Industry, for the support he gave me during my studies, all my colleagues and friends who provided welcome distractions and emotional support while the work was being done Last but not least, my warmest thanks are due to my husband and my loving daughter for the sacrifice they have devoted to the fulfillment of this academic work ii ABSTRACT This study is an attempt to uncover the syntactic and semantic features of the sensory verb group in English as well as the similarities and differences in using the sensory verb group in English and Vietnamese based on the theoretical framework of componential analysis Special attention is paid to different senses governed by contexts where these five verbs are used In order to help Vietnamese learners of English to have a deep understanding of other nuances of meanings conveyed by these English verbs, their Vietnamese equivalents are examined The participants of the study are five English verbs see, hear, feel, smell, taste which are taken from different sources such as dictionaries, books, novels in English and Vietnamese The data are collected by the activities of reading the materials, identifying and classifying They are quoted the certain phrases and sentences from the texts The data in this study are analyzed by explaining them in terms of their meanings and syntactic features The results of the study show that the five English verbs of the sensory verb group in English under discussion can occur in the same syntactic patterns, but may have different meanings depending on the situation in which they are used and they can occur in different syntactic patterns that reflect various meanings in real-life communication They also reveal that the meaning of a verb is determined by its relations with other words, that is why if we want to identify exactly the meaning of any word, we have to put it in a certain context A further pedagogical implication resulting from the findings included in this study could be equally beneficial for teachers and learners who would like to expand their knowledge concerning the most typical ways of perspectivising the linguistic scene by means of the sensory verb group in English iii LIST OF TABLES Page Table 4.1: The sentence patterns of the sensory verb group 38 Table 4.2: Sentence patterns of the sensory verb group in English and 45 Vietnamese Table 4.3: Type of the sensory verbs in English and Vietnamese 50 Table 4.4: SEE meaning and their Vietnamese equivalents 52 Table 4.5: HEAR meaning and their Vietnamese equivalents 53 Table 4.6: FEEL meaning and their Vietnamese equivalents 54 Table 4.7: SMELL meaning and their Vietnamese equivalents 54 Table 4.8: TASTE meaning and their Vietnamese equivalents 55 iv LIST OF ABBREVIATIONS Co Object complement Cs Subject complement E.g For example i.e That is NP Noun phrase O Object Oi Indirect object Od Direct object Pre Preposition S Subject Sb Somebody Sth Something V Verb v TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES iv LIST OF ABBREVIATIONS v Chapter INTRODUCTION .1 1.1 Rationale for the study 1.2 Aims and objectives of the study 1.3 Research questions .2 1.4 Methods of the study 1.5 Scope of the study 1.6 Significance of the study 1.7 Design of the study .6 Chapter LITERATURE REVIEW 2.1 Previous studies 2.2 Theory of syntax and semantics 2.2.1 Theory of syntax 2.2.2 Theory of semantics 11 2.2.3 Overview of English verb 14 2.2.3.1 Definition of the verb 14 2.2.3.2 Classification of the verb 15 2.3 Overview of the sensory verbs 17 2.3.1 Definition of the sensory verbs 17 2.3.2 Concepts of sensory verbs .19 2.4 Summary 21 Chapter 22 vi METHODOLOGY 22 3.1 Subjects 22 3.2 Instrumentation 22 3.3 Procedures 24 3.4 Statistical Analysis .25 3.5 Summary 25 Chapter 27 FINDINGS AND DISCUSSION 27 4.1 Syntactic and semantic features of the sensory verbs group in English .27 4.1.1 Syntactic features of the sensory verb group in English 27 4.1.1.1 In terms of their sentence patterns 27 4.1.1.2 In terms of their sentence elements 30 4.1.2 Semantic features of the sensory verb group in English 34 4.1.2.1 SEE verb in English 34 4.1.2.2 HEAR verb in English 35 4.1.2.3 FEEL verb in English 36 4.1.2.4 SMELL verb in English 36 4.1.2.5 TASTE verb in English 36 4.2 Comparison between the syntactic and semantic features of sensory verb group in English and their Vietnamese equivalents .37 4.2.1 In terms of syntactic features 37 4.2.1.1 In terms of their sentence patterns 37 4.2.1.2 In terms of their sentence elements 38 4.2.2 In terms of semantic features 41 4.2.2.1 SEE meaning and their Vietnamese equivalents 43 4.2.2.2 HEAR meaning and their Vietnamese equivalents .44 4.2.2.3 FEEL meaning and their Vietnamese equivalents 45 4.2.2.4 SMELL meaning and their Vietnamese equivalents 46 4.2.2.5 TASTE meaning and their Vietnamese equivalents .47 vii 4.3 Some implications for teaching and learning the sensory verb group “see, hear, feel, smell, taste” .48 4.3.1 Some implications for teaching the sensory verb group 48 4.3.2 Some implications for learning the sensory verb group 50 4.4 Summary 52 Chapter CONCLUSION 53 5.1 Summary of Findings 53 5.2 Concluding remarks 54 5.3 Limitations of the current research .55 5.4 Recommendations for further study 56 REFERENCES 57 viii Chapter INTRODUCTION 1.1 Rationale for the study We all know that English is widely spoken all around the world draws the attention of many linguists Therefore, becoming a fluent speaker of English is also one of the essential demands of most English learners However, in communication, we have difficulties in expressing our ideas, especially in transferring meanings of words from a language to another one, in our case from English to Vietnamese It is known that the ability to express freely in communication is of great importance for future career, especially in modern societies where contacting with foreigners often occurs In addition, there still exist many difficulties in learning and teaching English in Vietnam Many Vietnamese learners can write and read English quite well but they not use it correctly and fluently in real-life communication The verb is perhaps the most important part of the sentence A verb states what is happening in the sentence Among verbs of English, we find that the sensory verbs see, hear, feel, smell, taste 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 studies describe about the semantic features of the sensory verb group but they have not been exploited in terms of their syntactic features yet Moreover, the contrastive comparison between two languages English and Vietnamese has not been implemented yet In the process of teaching English verbs in general, and teaching the sensory verb group in particular, it is recognized that this verb group makes students confused much especially their syntactic and semantic features of the sensory verb group and their Vietnamese equivalents As a result, that is why the subject “Syntactic and semantic features of the sensory verb group in English and their Vietnamese equivalents” is chosen to study We hope to contribute a small part in studying and teaching the sensory verb group in English In this study, the sensory verb group in English is described in a variety of contexts and situations We hope that with the thesis, we can contribute a small part to help students of English as well as Vietnamese people who learn English and who are interested in speech act verbs 1.2 Aims and objectives of the study The main aim of research is to help Vietnamese learners have a better understanding of the sensory verb group in terms of syntactic and semantic features, from which they will be able to use them correctly and appropriately in their spoken and written discourse To achieve the mentioned aims above, the following objective can be put forward: - To describe the syntactic and semantic features of the sensory verb group in English - To make comparison of the sensory verb group between English and Vietnamese in terms of syntactic and semantic features - To suggest some implications for teaching and learning these verbs 1.3 Research questions Based on the above mentioned aims and objectives, the thesis is expected to find out the answer for the following questions: What are the syntactic and semantic features of the sensory verb group in English and their Vietnamese equivalents? What are the similarities and differences of the sensory verb group in English and their Vietnamese equivalents in terms of syntactic and semantic features? What are possible implications for teaching and learning the sensory verb group? In English In Vietnamese Anh có sờ thấy chỗ sưng u đầu Can you feel the bump on my head? (English – Vietnamese dictionary, tơi khơng? 1995: 816) Tơi cảm thấy đinh I can feel a nail sticking into my shoes đâm vào giày (Viberg, 1995: 512) Trời muốn mưa It feels like rain (Sweetser , 1995:454) She feels that the company treated her Cô cho công ty đối xử bất badly công với (Cambridge dictionary, 1993: 589) Table 4.6: FEEL meaning and their Vietnamese equivalents 4.2.2.4 SMELL meaning and their Vietnamese equivalents Smell is generally considered a weaker source domain for metaphorical meanings in comparison with the other senses (Caplan 1973, Viberg 1984, Sweetser 1990) The sense of taste seems to be linked to personal likes and dislikes in the mental world Perhaps the reason why this is so lies in the fact that the sense of taste is most closely associated with fine discrimination According to Buck, the verbs used for the analyzing are smell and sniff in English, ngửi and ngửi thấy in Vietnamese In English, smell means “to notice or recognize somebody/ something by using your nose” In Vietnamese Dictionary (2016), means “ngửi thấy, có mùi, khám phá, đánh hơi” Consider the following examples: In English In Vietnamese Specially-trained dogs can smell out Những chó huấn luyện đặc biệt đánh phát ma drug (Oxford Advanced Learner‟s túy dictionary, 1995: 816) 46 I could smell that he had been Tơi ngửi thấy hút thuốc smoking (Cambridge dictionary, 1995: 512) Cá bắt đầu có mùi The fish has begun to smell (Sweetser , 1990:454) The reporter began to smell a good Người phóng viên bắt đầu khám phá câu chuyện hay story (Cambridge dictionary, 1995: 512) Table 4.7: SMELL meaning and their Vietnamese equivalents 4.2.2.5 TASTE meaning and their Vietnamese equivalents Taste is generally linked to personal likes and dislikes in the mental world Perhaps the reason why this is so lies in the fact that the sense of taste is most closely associated with fine discrimination This makes the sense of taste very accurate from a descriptive point of view, as it allows us to express ourselves very precisely when we want to describe a taste It is worth noting, as a contrast, the case of smell, which as Aristotle pointed out, lacks any independent classification of smells similar to that of tastes In English, taste means “to notice or recognize the flavor of food or drink” In Vietnamese Dictionary (2016), means “có vị, hưởng thụ, nếm mùi” Consider the following examples: In English In Vietnamese Món súp có vị tỏi The sauce tastes of garlic (Cambridge dictionary, 1995: 816) Once you've tasted luxury it's very Khi bạn hưởng thụ xa hoa hard to settle for anything else khó để chấp nhận điều khác (Nikolas Girborne, 1995: 512) Cô chưa nếm mùi thất bại She has ever tasted failure before trước (Sweetser , 1990:454) Table 4.8: TASTE meaning and their Vietnamese equivalents 47 4.3 Some implications for teaching and learning the sensory verb group “see, hear, feel, smell, taste” 4.3.1 Some implications for teaching the sensory verb group In order to help students to use sensory verb group correctly, the teacher‟s role is crucial in the process of improving student‟s abilities For teachers, the following suggestions would be helpful First of all, it would be suggested that teachers not only need to be aware of all basic verb group and know how they can be used, but also to have good knowledge about English and Vietnamese sensory verb group in terms of structures and meanings as well Teacher should distinguish the sensory verb group from others kinds of English verb group like perception verb group, attention verb group etc… for example, the differences between mono-transitive and complex transitive verbs of each verb in sensory verb group Secondly, teachers should be trained to improve their techniques in teaching sensory verb group For example, teachers should give systematic introduction of five subtypes with possible structures: SVO, SVC, SVOC, SVOA by using combination between the direct method-focusing on explaining and analyzing the rules of grammar and the audio-lingual method-essentially 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 sensory verb group which will cause a lot of difficulties from Vietnamese learners They may also help him to diagnose errors by pointing 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 48 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 teacher should teach what the students need, not what he knows When teaching sensory verb group, together with teaching the types of it, teacher should point out the differences and similarities between English sensory verbs with their Vietnamese equivalents This will help the learner avoid committing errors The teachers should also help the learners avoid committing developmental errors by pointing out the differences between English sensory verb group and their Vietnamese equivalents Also, the English teachers should not ignore cultural gaps between source language and the target language because inter-lingual 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 speech act verbs in general and the sensory verb group 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 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 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 49 Our aim is to help students to use sensory 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 sensory verb group 4.3.2 Some implications for learning the sensory verb group In order to overcome the problems when learning sensory verb group, the following suggestions should be good for students to: Become familiar with English sensory verb group and their basis structures and know how to realize their subtypes and their complementation 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 class mates 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 textbook, or by asking the teacher Accept correction from both teacher and classmates During the process of learning a foreign language, learners often impose the use of their mother tongue on that of the target language is an inevitable habit To help learners avoid such problem, it is teachers‟ duty to point out all of the similarities and differences between the two languages in respect of the concerning issue In other words, contrastive analysis teaching is indispensable in such situation In translation, with the understanding of the use of language structures, it is easy to translate languages Translation exercises from Vietnamese into English and vice versa should be given to learners to help them use English motion verbs and their Vietnamese Equivalents properly 50 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 English verbs see, hear, feel, smell, taste have been investigated and interpreted This seems to have had a bearing which were also investigated and accounted for 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 three English verbs see, hear, feel, smell, taste Grammatical mistakes due to interference with grammatical transference between the mother tongue and the target language Learners of ten make the mistakes such as use the preposition by communication language, using the wrong preposition, prepositional mistakes due to manually add transference from Vietnamese, with prepositions, word order mistakes, misuse configuration error sentence structure, mistake in sample sentences omitted from… In conclusion, the above are some common mistakes that people often make when learning to use the English verbs relations I hope this small article will help English learners recognize typical mistake types to partially overcome them in the learning process makes the process more effective learning Remembering a set of various syntactic and semantic features of the verbs see, hear, feel, smell, taste in English is not always an easy task for many students To eliminate this limitation, teacher should categorize and put the verbs see, hear, feel, smell, taste in detailed context, sentence, lesson… so that the students can know how to use the words correctly and remember them more easily 51 4.4 Summary In this section, we have discussed about the syntactic and semantic features of the sensory verb group in English The syntactic of the sensory verb group in English are analyzed in detail in terms of four sentence patterns (SVC, SVO, SVOC, SVOA) and three sentence elements (S, V, O) The semantics of the sensory verb group in English are described as different senses of five verbs Then the comparison is given to collate with their Vietnamese equivalents As comparison, the result of the study proves that there are some similarities and differences between the sensory verb group in English and in Vietnamese Meanings conveyed by five English verbs see, hear, feel, smell, taste are not restricted in most dictionaries Also, the study points out that the speaker‟s choice of a language form to interpret an event is rather important depending on his cognition of the situation he is talking about A speech act in different contexts can be perceived differently; as a result, these speech act verbs, which are used to interpret this act, has several meanings This chapter provides an interesting insight into the English verbs see, hear, feel, smell, taste with reference to their Vietnamese equivalents In this chapter, the syntactic and semantic features of these verbs are also explored and some similarities and differences between English and Vietnamese verbs perception have been drawn out as the basis for further study 52 Chapter CONCLUSION In the final part of the thesis, the results of the study will be reviewed, then some conclusions from the detailed analysis of the previous chapter and some limitations and suggestions for future researchers will be given 5.1 Summary of Findings The study is to conduct an investigation into syntactic and semantic features of English verbs see, hear, feel, smell, taste with reference to their Vietnamese equivalents In order to achieve this target efficiently, a number of theoretical backgrounds are presented to support the study There are also implications for learning and teaching English verbs see, hear, feel, smell, taste By answering all three questions, the author hopes that the findings will be a practical and useful material for students at Viet Tri University of Industry in particular and learners of English in Viet Nam in general The results of the study were more numerous, and they seem to be more significant, with the most salient and general finding consisting in the fact that, despite a number of parallels between the verbs investigated, each of the verb perspectives the linguistic scene in different ways Consequently, it was interesting to investigate both the similarities and differences between the eight 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 sensory 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 SVC, SVO, SVOC and SVOA According to the sentence elements, in the sensory 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 sensory verb are three main verb classes: 53 intensive, mono -transitive and complex transitive verbs 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, all sensory verbs are basically transitive A number of general verbs of sensory which – while most frequently being used for something which is seen can be used to refer to any of the senses, the only verbs specially referring to audition are hear and listen to, the other human senses are each represented by a single verb: feel, smell and taste Thirdly, when investigating Vietnamese grammar books and English Vietnamese dictionaries, it is momentously interesting to figure out that authors, depending on each case, apply appropriate Vietnamese equivalents to the sensory verbs group In this study, we can see clearly different Vietnamese equivalents of the sensory verb group in English that are nhìn, nghe thấy, cảm giác, nếm mùi, có vị 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 sensory 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 Concluding remarks After investigating into all issues mentioned, the concluded results show that in teaching English verbs see, hear, feel, smell, taste, both syntactic and semantic features should be explained comprehensively and cautiously so as to help the learning process of students become efficient Numerous notes have 54 been taken while other contents have been clearly described in the previous chapter In sum, regarding syntactic features, the verbs see, hear, feel, smell, taste are sensory verbs, can not be used in progressive tenses The verb feel, smell, taste goes with adjective, and prepositional phrases or adverbial The verbs see, hear always combine with object or object+ bare infinitive/-ing For the semantic aspect, the verbs see, hear, feel, smell, taste are verbs of perception, feel, smell, taste are not only active verbs but also linking verbs and need concentration, see, hear are inactive verb with passive perception Furthermore, some Vietnamese equivalents are also listed and are of great use for students in their learning English at school In brief, the study figures out that is words are learned separately and no chunks, collocations or free combinations are analyzed cautiously, students will never reach the proficiently levels of native speakers in using the language 5.3 Limitations of the current research Firstly, syntax and semantics are analyzed for five English sensory 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 sensory verbs intensively Although the study has offered some insightful findings, it has a limitation The results in this study are just relatively reasonable because of the limited number of instances with the six verbs taken for analysis I hope that in the future research, more instances will be analyzed to have a standard result Moreover, in the study, different syntactic patterns and derived meanings conveyed by five English sensory verbs see, hear, feel, smell, and taste have been scrutinized from semantic perspective through the componential analysis The study might be served as a foundation for studies on other verbs 55 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 Recommendations for further study It is true that the study has been merely concerned with syntactic and semantic features of English verbs see, hear, feel, smell, taste with reference to their Vietnamese equivalents There are still more aspects that should be also taken into consideration As a result, the author hopes that his suggestions below will be highly useful for other researchers Firstly, other studies about pragmatic, grammatical features of English collocations with the verbs see, hear, feel, smell, taste with reference to the Vietnamese equivalents should be conducted as well Secondly, the study of the verbs see, hear, feel, smell, taste in English and their Vietnamese equivalents from the point of view of speech act verbs 56 REFERENCES ENGLISH Albert Sydney Hornby (1993) Oxford Advanced learner‟s Encyclopedic Dictionary Oxford University 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What are the similarities and differences of the sensory verb group in English and their Vietnamese. .. data in this study are analyzed by explaining them in terms of their meanings and syntactic features The results of the study show that the five English verbs of the sensory verb group in English. .. syntactic and semantic features of the sensory verb group and their Vietnamese equivalents As a result, that is why the subject Syntactic and semantic features of the sensory verb group in English and