MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY NGUYỄN THỊ LAN HƯƠNG SYNTACTIC AND SEMANTIC FEATURES OF THE TAKE MOTION VERBS GROUP IN ENGLISH WITH REFERENCE TO VIETNAMESE EQUIVALENTS (CÚ PHÁP VÀ NGỮ NGHĨA CỦA NHÓM ĐỘNG TỪ CHUYỂN ĐỘNG TAKE TRONG TIẾNG ANH VÀ NHỮNG TƯƠNG ĐƯƠNG TRONG TIẾNG VIỆT) M.A THESIS Field: English Language Code: 8220201 Hanoi, 2018 MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY NGUYỄN THỊ LAN HƯƠNG SYNTACTIC AND SEMANTIC FEATURES OF THE TAKE MOTION VERBS GROUP IN ENGLISH WITH REFERENCE TO VIETNAMESE EQUIVALENTS (CÚ PHÁP VÀ NGỮ NGHĨA CỦA NHÓM ĐỘNG TỪ CHUYỂN ĐỘNG TAKE TRONG TIẾNG ANH VÀ NHỮNG TƯƠNG ĐƯƠNG TRONG TIẾNG VIỆT) M.A THESIS Field: English Language Code: 8220201 Supervisor: Assoc Prof Dr HOANG TUYET MINH Hanoi, 2018 STATEMENT OF AUTHORSHIP I, the undersigned, hereby certify my authority of the study project report entitled “Syntactic and semantic features of TAKE motion verbs with reference to 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 Nguyen Thi Lan Huong Approved by Assoc Prof Dr Hoang Tuyet Minh Date:…………………… ACKNOWLEDGEMENTS I would like to express my deepest appreciation to all those who provided me with the possibility to complete the current paper First and foremost, I would like to say a big thank you to my supervisor, Assoc Prof Dr Hoang Tuyet Minh, whose step- by- step instructions, insightful comments, enormous and continuous encouragement helped me a lot throughout the whole process of carrying out this investigation I am really more thankful than I can express Furthermore, I am also greatly indebted to all the lecturers in Faculty of Post Graduate, Hanoi Open University for their enthusiasm, expertise and support I would like to say a special word of thanks to Assoc Prof Dr Nguyễn Văn Đạo, the Head of the Department of Post –Graduate Studies, My sinsere thanks go to Ms Lê Phương Thảo and the whole staff of the department of Post Graduate Studies of Ha Noi Open University for their help, encouragement, assistant and valuable advice I highly appreciate the helpful advice, assistance and participation from my colleagues, friends and students at Ky Son high school My work could not be in good progress without them A final word of gratitude is to my family, without whose support and encouragement, this paper would not have been completed However, the study still recommendations would be welcomed has limitations, so all suggestions and ABSTRACT This study comparatively analyses the syntactic and semantic features of three TAKE motion verbs: take, bring and fetch in English and their Vietnamese equivalents The paper uses both qualitative and quantitative methods as the main ones Furthermore, a descriptive method is also used to clarify the features of these three verbs in terms of syntax and semantics Also, a comparative method is used to establish the similarities and differences between three English TAKE motion verbs and their Vietnamese equivalents The findings show that these three verbs in English occur in only out of sentence patterns including SVO, SVOO, SVOC and SVOA syntactically While Object is an obligatory element, others are considered optional Semantically, these three verbs can possess more than one semantic role As motion verbs, moving role is always required with these verbs whereas Giving role and Locus role are optional and sometimes omissible These verbs in English are similar to and also different from their Vietnamese equivalents regarding syntactic and semantic features Finally, this study gives some practical implications to help Vietnamese teachers to teach these TAKE motion verbs effectively TABLE OF CONTENTS Certificate of originality i Acknowledgements ii Abstract ii List of abbreviations iv List of tables and figures v Chapter 1: INTRODUCTION 1.1 Rationale 1.2 1.3 Aims and objectives of the study Research questions 1.4 Methods of the study 1.5 Scope of the study 1.6 Significance of the study 1.7 Design of the study Chapter 2: LITERATURE REVIEW 3 4 2.1 2.2 2.2.1 2.2.2 Previous studies An overview of syntax and semantics Syntax Semantics 8 2.3 An overview of English verbs 10 2.3.1 Definitions of English verbs 2.3.2 Classifications of English verbs 2.3.2.1 In terms of sentence patterns 2.3.2.2 In terms of sentence elements 2.4 An overview of motion verbs in English and Vietnamese 2.4.1 Motion verbs in English 10 11 12 14 16 16 2.4.1.1 Definitions of motion verbs 16 2.4.1.2 Classifications of motion verbs in 17 English 2.4.1.3 Syntactic features of motion verbs in English 2.4.1.4 Semantic features of motion verbs in English 19 20 2.4.2 Motion verbs in Vietnamese 23 2.5 Summary 26 Chapter 3: METHODOLOGY 27 3.1 Setting of the study 27 3.2 3.3 Research approach 27 Research questions 28 3.4 3.5 Research methods 28 Data collection and data analysis 29 3.6 Summary CHAPTER 4: SYNTACTIC AND SEMANTIC FEATURES OF TAKE MOTION VERBS WITH REFERENCE TO VIETNAMESE EQUIVALENTS 4.1 Syntactic and semantic features of TAKE motion verbs group in English 4.1.1 Syntactic features of the TAKE verbs group in English 4.1.1.1 In terms of their sentence patterns 4.1.1.2 In terms of their elements 29 30 30 30 30 36 4.1.2 Semantic features of the TAKE motion verbs- group 40 4.2 Comparison between the TAKE motion verbs- group and their Vietnamese equivalents 45 4.2.1 In terms of syntactic features 4.2.1.1 In terms of sentence patterns 4.2.1.2 In terms of sentence elements 4.2.2 In terms of semantic features 4.3 Some possible implications for teaching TAKE motion verbs group in 45 45 48 51 English 4.4 Summary CHAPTER 5: CONCLUSION 5.1 Recapitulation 5.2 Concluding remarks 5.3 Recommendations for Further Study 56 58 60 60 60 62 LIST OF ABBREVIATIONS AND SYMBOLS A Adverbial C Complement Co Object complement Cs Subject complement NP Noun phrase O Object Od Direct object Oi Indirect object S Subject V Verb LIST OF TABLES Table 2.1 Verb classes in terms of sentence patterns 12 Table 2.2 Motion verbs in Vietnamese 23 Table 4.1 TAKE motion verbs group and their sentence patterns 35 Table 4.2 The summary of sentence patterns 48 Table 4.3 The combination of mang and other directional semiverbs 52 CHAPTER INTRODUCTION 1.1 Rationale There are thousands of languages amended and used in the world, each of them has differences and uniqueness; among which English can be seen as one of the international languages to serve people‟s daily-life communication English is considered as one of the most popular language for everyone all over the world In fact, English has been recommended to be a compulsory subject in training curriculum of every school and university in Vietnam Plenty of Vietnamese children may get accustomed to spoken English as soon as they begin learning how to read and write in their mother tongue This mean that people have reconignized the importance and necessity of English as well as the advantages that English may bring about However, learning English is always a big challenge for Vietnamese native speaker learners There are many problems in learning English as listening, speaking, reading, writing, grammar, lexicology, etc Grammar plays a very important role in English, it is not easy for English learners to study Theoretically, verbs are very important constituents of every sentence Particularly, the main features of verbs or motion verbs in English are dealt with in every general grammar book such as: Quirk, et al (1985), Biber et al (2000) or Huddleston et al (1985) There exist a large number of publications dealing solely with verbs, their characteristics and their semantic behavior (for example: Palmer, F.R (1985), Sinclair, J.ed (1998) or Levin, B (1993) It is also possible to find many publications dealing with specific types of verbs, for example publications specialized in modal verbs, particle verbs, phrasal verbs or motion verbs: Kudrnacova, N (2008), Tenny, C (1995) and also publications dealing only with certain characteristics of the verbs such as aspect: Comrie (2006) In Vietnamese, the main features of verbs or motion verbs are dealt with in every general grammar book such as Nguyễn Lai (1976) and Nguyễn Lai (1984) It is also possible to find many publications dealing with specific motion verbs And Nguyễn Kim Thản (1984), which studied about Vietnamese Grammar Regarding an adverb, both the English and Vietnamese version require an optional adverb for the specification of the Locus In some circumstances, no adverbs are required; however, in other circumstances, adverbs are used for the specification of the locus in which the motion takes place She brought her boyfriend to the party A (Jonathan 1995, 111) Chiếu bếp nấu vật cần mang vào nhà trước A ( Tố Uyên 2018) Regarding a complement, this element only occur with three English verbs rather than their Vietnamese equivalents I’m taking the children swimming C (Jonathan 1995, 929) To conclude, three take motion verbs: take, bring, fetch and their Vietnamese equivalents also have some similarities and dissimilarities in terms of sentence elements They both need an optional subject and adverb They only differ from each other when objects are not omissible in case of English verbs, they are, in some circumstances omissible with Vietnamese equivalents Another difference is, complements can occur after those English verbs while they are absent with the Vietnamese versions 4.2.2 In terms of semantic features With the case of three take motion verbs, group in Vietnamese , the latter use is usually used Eleven motion verbs above will be used as semi- verbs directional words and they follow mang, cầm, đem, lấy, đưa, vác , xách , ném, khiêng (Vietnamese equivalents of take, bring, fetch) In other words, the equivalents of these three motion take verbs group in Vietnamese is all the possible combinations of mang, cầm, đem, lấy, đưa, vác , xách, ném , khiêng…… and the group 11* above 41 Bring Mang Cầm Đem Đi Về Ra Take Fetch Lấy Đưa Vào Lên = + Vác Xách Ném Khiêng …… Xuống Tới Sang Qua Lại Theo Khỏi For example, (Nguyen Kim Than,1976, 82) illustrates the clarification of direction among the combinations with “mang” “mang” when standing alone encodes no directional meaning, therefore, it should be followed by 11* words in the list above as illustrated in the table below: Table 4.3 The combination of mang and other directional semi- verbs Non- directional circumstances Mang – Directional circumstances Mang Mang vào Mang lên Mang xuống Mang sang Mang qua Mang Mang Mang lại Mang đến Mang tới 42 The pattern SVOO is usually used with the giving role of take, bring, fetch in English In Vietnamese, they are usually mang/đem/ cầm + động từ ban phát : Mang Đem Cầm … biếu + tặng trả đền hối lộ dâng ………………… In terms of semantic features, three take motion verbs and their Vietnamese equivalents are definitely similar to or different from each other (i) The moving role The first similarity between them, apparently, is the ability to express a motion They both belong to the type: motion + path The moving role is present in both versions with the motion of both the causer and the thing affected as illustrated in the two example below: John brought his dog to the party Causer (moving) thing affected ( moving) (R.M.W Dixon 1989, 98) Tối ông Causer (moving) mang tiền đến trả Thing affected ( moving) (Nam Cao 1941, 355) From the facts given, it can be concluded that English and Vietnamese both are satellite- languages as they both have motion verbs encoding Manner of Motion and map Path of Motion onto satellites Now that we have examined the semantic components which underpin the conceptualisation of the Motion Event and its varying relations with a Co-event, we see in the first place the following similarities: (i) Lexicalization pattern (Motion + Coevent) is typical in English and it does exist in Vietnamese Vietnamese exhibits characteristics that have been associated with satellite-framed language as English Vietnamese patterns with English in that it uses a rich range of manner-of-motion verbs coupled with another word which expresses „path‟ (ii) Vietnamese and English 43 language both bear the varying relations beyond the simple motion encoded with Manner and Cause They are Precursion, Enablement, Concomitance, Causal, Subsequence and Concurrent For these reasons, it can first be concluded that Vietnamese is a manner-conflating or an S-language However, one thing that makes them different from each other semantically is the ability of encoding the directional path In English, the path can be encoded from two sources First, it can be encoded in prepositions In the example above, “to” (the party) expresses the path of motion Besides, three verbs themselves can express the direction because they have a part of their meaning the specification of “here” or “there” Therefore, the Locus role can be absent in some circumstances with take, bring and fetch What‟s more, the preposition can also be omissible on an account of the fact that the verb itself carries the directional meaning Take this glass of water (up) to your father (Jonathan 1995, 929) By contrast, their Vietnamese equivalents mang, đem, cầm… only express a motion, the directional meaning depends heavily on a number of directional complement verbs including ra, vào, lên, xuống, sang, qua, lại, về, đi, đến, tới which convey the same prepositional meanings Without these complement verbs, they are just non- directional verbs Thị nấu bỏ vào rổ, mang cho Chí Phèo ( Nam Cao, 1941, 356 ) (ii) The Locus role This semantic role can occur in both Vietnamese and in English In both languages, it is an optional role This means this role can be omissible if it can be implied in the sentence from the contextual factors John brought his dog to the party Locus role (R.M.W Dixon, 1971,99) … để kịp đem cá đến phiên chợ đêm quê ( N.N.Ánh, 2011) 44 (iii) The giving role This semantic role can be present in both of the languages As mentioned above, the equivalents of take, bring and fetch are mang/ cầm/ đem/ vác/ khiêng/đưa,… + biếu/ tặng/ cho,… Mỗi tơi đưa thị cho nó, đem bỏ vào cặp,… ( N.N.Ánh, 2011) Take the pig to/ for Mary ( R.M.W Dixon,1971, 98) 4.3 Some possible implications for teaching TAKE motion verb group in English The three verbs of take motion verbs are all used in a similar manner to mean moving an object from one place to another However, there are key differences to the use of each verb that depend on where the speaker stands in relation to the objects The differences among them in terms of semantic role as well as syntactic role definitely present numerous difficulties for Vietnamese learners A lot of confusion is caused whether bring, take or fetch should be used in a certain circumstance Throughout this current paper, which investigates the syntactic and semantic features of bring, take, fetch in English and putting them in detailed comparison with their Vietnamese equivalents, the writer would like to present some implications which might help teachers with an effective method of teaching these confusing motion verbs to their students at high school First of all, in order that students can have a profound grasp of the differences regarding the semantic features of these three verbs, teachers should demonstrate theses verbs by giving examples in a real-life context Incorporating actual context into the classroom creates a more engaging lesson For example, the teacher, with the role of speaker can get the involvement of two other students: student A and B in a interaction to demonstrate the difference between take, bring and fetch Three people should be standing separately in different positions The real object can be anything available in the classroom, a book on the table of student A, and a dictionary on student B‟s table … for instance In this case, the teacher can give example: Can you bring me 45 your book? (Bring me your book) The next step, the teacher can go to student A‟s place and give other examples with take and fetch as follows: - Take this book to B Fetch me B’s dictionary While explaining the semantic features of three take motion verbs, the teacher should also explain the syntactic pattern of each verb at the same time , especially indicate the role of each element : subject, object ( indirect object and direct object), complement, adverbial,… in order to help student have a clear grasp of the syntactic - and semantic features of these verbs in English This teaching method grants students and teachers experience in the actual teaching and learning environment with real objects This will undoubtedly help students understand the differences among them in a clear and detailed manner, from which they can memorize them the easiest It will therefore result in nurturing in-depth understanding Another effective teaching method which teachers can use is to encourage group work or pair work among students Teachers can get students practice in pairs or group of three in the classroom To optimize the learning experience, once again, the real-life circumstance and real- life materials should be used for students to make the most of their advantages Problem- based circumstances provide shared learning experiences and opportunities for them to learn through discussion, clarification This has been proved to be one of the most effective method because of the fact that students who connect with each other can attain higher level thinking and preserve information for longer than those working on their own From the comparative analysis of the take motion verbs group in the two languages in chapter 4, it can be seen that some verbs of the take motion verbs group share the similarities of structures or semantics For example, this verb group has the same syntactic patterns and some 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 take motion verbs group: take, bring and fetch can be exactly and effectively 46 Another interesting thing getting our attention is that there always exist the various meanings in the first group of the take motion verbs group Thus, a clear explanation of the meaning transfer should be given to make students understand deeply about the verbs such as go and come in a lesson or cross and pass in another lesson A good example is the sentence in English source language: Bring this bag to his house This utterance can be understood or translated in Vietnamese differently, depending on the circumstance in which the utterance is spoken For example, it can be understood as cầm, mang … if the bag is small It can be vác, khiêng, chở, thồ,… if the bag is big and heavy Also, it can be mang… sang biếu, mang … sang tặng,… if the bag is being used as a present 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 speech act verbs in general and the take motion verbs group in particular 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 4.4 Summary The first part of this chapter is to investigate the syntactic and semantic features of the first group of take motion verbs group in English In terms of syntactic features, theses three verbs only occur in out of sentence patterns which were proposed by Quirk, R such as SVO, SVOO, SVOA and SVOC In other words, three verbs above are all transitive ones, which always require at least one element to follow as a complementation In terms of sentence elements, Object is the only compulsory element while other elements are optional In terms of semantic features, they carry a number of semantic roles The most common one is the moving role, which indicates a motion Besides that, they also have such other role as giving role, locus role The next 47 part of this chapter is assigned to compare these three English verbs and their Vietnamese equivalents to find out the similarities and dissimilarities between them Finally, some possible implications have been proposed for consideration in order to help Vietnamese teachers to teach these verbs effectively 48 CHAPTER 5: CONCLUSION This chapter gives the conclusion on what has been done in this current paper Firstly, it presents the brief summary of all the findings drawn based on a thorough investigation on the syntactic and semantic features of three first verbs of take motion verbs and their Vietnamese equivalents After that, some remarkable conclusions will be presented Finally, it indicates some inevitable limitations as well as some suggestions for further investigation 5.1 Recapitulation The study examined the syntactic and semantic features of three English take motion verb group and put them in comparison with their Vietnamese equivalents to establish some similarities and differences between them In order to achieve that end, a wide range of data are collected from dictionaries, grammar and reference books, short stories and novels,… After that, the data are analyzed using both qualitative and quantitative approach, both descriptive and comparative methods to cast light into the features of these verbs in terms of syntax and semantics Finally, some implications have been presented for consideration in order to help Vietnamese teachers with a more effective teaching method of teaching this take motion verb group 5.2 Concluding remarks The purpose of this paper is to find out the syntactic and semantic features of three verbs: bring, take and fetch, which are among the take motion verbs group and their Vietnamese equivalents After the process of collecting, analyzing the data, some remarkable findings have been drawn as follows Syntactically, these verbs are examined in the view of sentence patterns and sentence elements Regarding sentence patterns, there are four patterns in which these three verbs can occur: SVO, SVOO, SVOC and SVOA They are absent in three other patterns such as SV, SVA, SVC In terms of transitivity, theses verbs are all transitive ones, which can be subdivided into mono- transitive, di- transitive and complextransitive ones with the case of bring and take These three verbs can‟t be intransitive ones In other words, they always require at least another element to follow This compulsory element is object while others can be used optionally 49 Regarding the semantic features, these verbs carry its own semantic roles In some circumstances, they only have one semantic role, which is the most common and characteristic semantic feature of the motion verbs: the Moving role However, the distinctive feature of these verbs is the realization of double moving role, resulting from the causer and the thing affected The Locus role is sometimes used to encode the path of the motion Sometimes, this role can be omitted or implied Besides these two roles, these verbs can also carry the “giving” role as the GIVE motion verb group with the participation of two objects: the direct object and indirect object Moreover, some implications have been propounded by the writer in order to help Vietnamese teachers with a more effective teaching method of teaching three take motion verbs are put in comparison with their Vietnamese equivalents to find out the similarities and differences in terms of semantic and syntactic features They possess some similarities such as the occurrence in some sentence patterns: SVO, SVOO, SVOC Three English verb, however, cannot occur in the pattern SV while the Vietnamese equivalents can sometimes be detected in that pattern in which the object can be omissible without conveying the meaning of the sentence This possibility is due to the fact that the object can be understood or implied based on the contextual factors Another difference between them is the occurrence of two out of three English verbs in the sentence pattern SVOC while this pattern never consists of their Vietnamese equivalents Regarding the elements of a sentence, they possess many similarities when they both require some optional elements such as subject, adverb While object is always a compulsory element to three English verbs, it is only an optional one to the Vietnamese equivalents because it is sometimes omitted Compliment can be recognized to follow three English verbs while it never follows the Vietnamese versions Semantically, they both carry a number of semantic roles Both of them have a moving role The difference between them can be seen in the fact that the motion is demonstrated via both the meaning of the English verbs and the preposition in the adverbial while the path of motion of Vietnamese equivalents is heavily reliant upon the directional complement verbs such as ra, vào, lên, xuống, sang, qua, lại, về, đi, đến, tới 50 5.3 Recommendations for Further Study Within the framework of a thesis, this study definitely carries some limitations The sole purpose of this current paper is to investigate only three out of eight verbs which belong to this group The rest of this group are not included in this study The study might be served as a foundation for studies on other motion verbs in this take motion verbs group as well as other verbs of other subtypes Moreover, the study only focuses on syntactic and semantic features Some further studies which view these verbs from different perspectives can also be available such as from cultural and pragmatics perspectives 51 References In English: Adams, V (1973) An Introduction to Modern English Word- Formation London: Longman Aderson, S.R.(1971).On the role of deep structure in semantic interpretation New York: Academic Press Alexander, L G (1988) Longman English Grammar London: Longman Biber, D et al (2000) Longman Grammar of Spoken and Written English London: Longman Carter, R, McCarthy, M (2006) Cambridge Grammar of English: a Comprehensive Guide Cambridge: Cambridge University Press Cattell, N.O (1969) The role of give and some related verbs in English syntax Ph.D, thesis, University of Newcastle, NSW Comrie (2006) Aspect: An Introduction to the Study of Verbal Aspect and Related Problems Cambridge: Cambridge University Press Dixon, R.M.W (1970) Syntactic orientation as a semantic property, in Mathematical Linguistics and Automatic Translation, Report NSF – 24 Harvard University Computation Laboratory Dixon,R.M.W.(1970) A new approach to English grammar on principles Claendon Press- Oxford semantic 10 Erades, Peter A (1961) Points of Modern English Syntax Washington: Georgetown University Press 11 Flawley, W.(1992) Linguistic Semantics Washington: Georgetown University Press 12 Fraser, B.(1966) Problems in Semantic, History of Linguistics, Linguistic and English Washington: Georgetown University Press 13 Hillsdale, NJ (1992) Lawrence Erlbaum Washington, Georgetown University Press 14 Huddleston et al.(1985) The Cambridge Grammar of the English Language New York: Academic Press 15 Huddleston, R (1984) Introduction to the Grammar of English Cambridge: Cambridge University Press 52 16 Huddleston, R (1988) English Grammar; An Outline Cambridge: Cambridge University Press 17 J.B Kimball.(1975) Syntax and Semantics New York: Academic Press 18 Jonathan Crowther (1995) Oxford Advanced Learner’s Dictionary New York: Academic Press 19 Jonathan Crowther (2002) Oxford Advanced Encyclopedia New York: Academic Press 21 Kudrnacova, N (2009) On the Semantics of English Verbs of Linguistica, accessed: 10thNovember, available Locomotion onlineat http://www.phil.muni.cz/linguistica/art/kudrnacova/kud-003.pdf 22 Leech, G.N (1971) Meaning and the English Verbs New York: Academic Press 23 Levin, B (1993) English Verb Classes and Alternations: a Preliminary Investigation The University of Chicago Press: Chicago 24 Levin, B and M Rappaport Hovav (1992) The Lexical Semantics of Verbs of Motion : The Perspective from Unaccusativity, in I.M Roca, ed, Thematic Structure: Its Role in Grammar, Foris, Berlin,247-269 25 Lipke, L (1972) Semantic Structure and Word –Formation: Verb Particle Constructions in Contemporary English Munich: Fink 26 London: Longman Lipke, L (1972) Semantic Structure and Word –Formation: Verb Particle Constructions in Contemporary English Munich: Fink 27.Menzel, P (1975) Semantics and Syntax in Complementation The Hague: Mouton 28 Murphy, R (2000) English grammar in use Nhà xuất Đà Nẵng 29 Newmeyer, F J (1970) On the alleged boundary between syntax and semantics Foundations of Language 30 Newmeyer, F J (1975) English aspectual verbs.The Hague: Mouton 31 Ney J W (1981) Semantic Structure for the Syntax of Complements and Auxiliaries in English Mouton : The Hague 53 32 Pablo and Gutierrez M (2001) Directed Motion in English ( accessed: 2nd December 2010, available online at http://elies.rediris.es/elies 11) 33 Quirk, et al (1985) A Comprehensible Grammar of the English language New York: Academic Press 34 Quirk, R and S Greenbaum, G Leech, J Svartvik.(1985) A comprehensive grammar of the English language New York: Academic Press 35 Quirk, Randolph (1985) Oxford Advanced Encyclopediate New York: Academic Press 36 Walter E (2005) Cambridge Advanced Dictionary – Cambridge University Press In Vietnamese: 1.Diệp Quang Ban (2003), Ngữ pháp Tiếng Việt (tập 1-2), NXB Giáo Dục 2.Diệp Quang Ban (2004), Ngữ pháp Tiếng Việt: Phần câu, NXB Sư phạm 3.Nguyễn Tài Cẩn (2004), Ngữ pháp Tiếng Việt: Tiếng - Từ ghép - Đoản ngữ (In lần thứ 7), NXB Đại học Quốc gia Hà Nội 4.Đinh Văn Đức (1986), Ngữ pháp Tiếng Việt: Từ loại, NXB Đại học Trung học Chuyên nghiệp Hà Nội 5.Nguyễn Lai (1990), Nhóm từ hướng vận động Tiếng Việt, Tủ sách trường ĐH Tổng Hợp 6.Trần Hữu Mạnh (2007), Ngôn ngữ học đối chiếu, Nhà xuất ĐHQG Hà Nội 7.Nguyễn Kim Thản (1977), Động từ Tiếng Việt, NXB Khoa học xã hội 8.Nguyễn Lai (1976) Động từ hướng tiếng Việt Luận án PTS: Berlin 9.Nguyễn Lai (1984) Về nhóm từ hướng vận động tiếng Việt đại Luận án Tiến sĩ : Berlin 10.Lê Khả Kế (1991) English-Vietnamese Dictionary Nhà Xuất Bản: Thành Phố Hồ Chí Minh 54 Material sources Vietnamese short stories Nam Cao (2003) Nam Cao tác phẩm tiêu biểu trước 1945 Nhà xuất giáo dục Nguyễ Nhật Ánh (2011) Nguyễn Nhật Ánh- Tuyển tập sách Nguyễn Nhật Ánh – Nhà xuất trẻ Vietnamese newspapers and magazines Anh Sa (2018) - Tại tỷ phú Warren Buffett ln mang theo thứ víNhịp sống kinh tế Đăng Nguyễn (2018)- Kim Jong-un mang toilet, đồ ăn riêng đến hội nghị thượng đỉnh với Trump?- USA today- Dân Việt 55 ... identify syntactic and semantic features of take motion verbs group in English and Vietnamese (ii) To find out similarities and differences between English take motion verbs group and their Vietnamese. .. seeks to contribute to the theoretical basis of the characteristics of the syntax and semantics of the motion verbs in general and verb take motion verbs group in particular and the similarities and. .. with the theme of the investigation In other words, the review is to explain several related terms and definitions of syntax, semantics, an overview of the MOTION verbs group in English and Vietnamese;