MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNVERSITY M.A THESIS SYNTACTIC AND SEMANTIC FEATURES OF ATTENTION VERB GROUP IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS (ĐẶC ĐIỂM CÚ PHÁP VÀ NGỮ NGHĨA CỦA NHÓM ĐỘNG TỪ ATTENTION TRONG TIẾNG ANH VÀ TƯƠNG ĐƯƠNG TRONG TIẾNG VIỆT) NGUYEN THI KIM THOA Field: English Language Code: 60220201 Hanoi, 2017 MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNVERSITY - - M.A THESIS SYNTACTIC AND SEMANTIC FEATURES OF ATTENTION VERB GROUP IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS (ĐẶC ĐIỂM CÚ PHÁP VÀ NGỮ NGHĨA CỦA NHÓM ĐỘNG TỪ ATTENTION TRONG TIẾNG ANH VÀ TƯƠNG ĐƯƠNG TRONG TIẾNG VIỆT) NGUYEN THI KIM THOA Field: English Language Code: 60220201 Supervisor: Assoc Prof Dr HOANG TUYET MINH Hanoi,2017 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled “Syntactic and semantic features of ATTENTION verb group 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 acknowledgement in the text of the thesis Hanoi, 2017 Nguyen Thi Kim Thoa Approved by SUPERVISOR Assoc Prof Dr Hoang Tuyet Minh Date ……/12/2017 i ACKNOWLEDGEMENTS First and foremost, I would like to express my sincere gratitude to my supervisor, Assoc Prof Dr Hoàng Tuyết Minh who has patiently and constanly supported me through the stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher A special word of thanks goes to all the lecturers in the Faculty of Postgraduate studies Hanoi Open University and many others, without whose support and encouragement it would never have been possible for me to have this thesis accomplished Last but not least, I am greatly indebted to my family, my husband and my two loving sons for the sacrifice they have devoted to the fulfillment of this academic work ii ABSTRACT ATTENTION verb group is used regularly and flexible in daily communication, but the significant meaning of the concept of ATTENTION verb group is still misunderstood by Vietnamese people Therefore, the author thinks the study on the subject of ATTENTION 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 ATTENTION verb group in terms of syntactic and semantic features in English and their Vietnamese equivalents We have used the combination of descriptive and contrastive methods in this study The findings show that the similarities and differences between two languages and remarkable syntactic and semantic features We also dealt with the implications for teaching and learning the ATTENTION verb group as well as for further study and understanding the meaning of the ATTENTION verb group in general and the usages of them in particular is the first difficulty of learners and the second one is the way of using the ATTENTION verb group in each specific context The ATTENTION verb group is divided into subtypes and focuses on seven subtypes: see, show, recognize, discover, witness, look and watch subtypes The thesis is expected to help Vietnamese learners of English learn, translate and use the ATTENTION verb group in English effectively iii A LIST OF ABBREVIATIONS Adverbial C Complement E NP O English Noun phrase Object S sb Subject somebody sth Something V Vi Verb Vietnamese iv LIST OF TABLES AND FIGUGRES Table 3.1: The sentence patterns of the ATTENTION verb group 22 Table 3.2 Syntactic properties of the main ATTENTION verbs 27 Table 3.3: Sentence patterns of the ATTENTION verb group in English and Vietnamese 31 Table 3.4.: Types of the ATTENTION verbs in English and Vietnamese 36 v TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF TABLES AND FIGUGRES v TABLE OF CONTENTS vi Chapter 1: INTRODUCTION 1.1 Rationale for the research 1.2 Aims and objectives of the study 1.3 Research questions 1.4 Methods of the study .2 1.5 Scope of the study 1.6 Significance of the study 1.7 Design of the study Chapter 2: LITERATURE REVIEW 2.1 Previous studies .6 2.2 Theory of syntax and symantics 2.2.1 Theory of syntax 2.2.2 Theory of semantics 2.3 Overview of English verb .9 2.3.1 Definition of English verb 2.3.2 Classification of English verb 11 2.4 Classification of sentences 13 2.4.1 In terms of sentence pattern 13 2.4.2 In terms of sentence elements 14 2.5 Overview of ATTENTION verbs .17 2.5.1 Definition of ATTENTION verbs 18 2.5.2 Classification 18 2.6 Summary .19 Chapter 3: SYNTACTIC AND SEMANTIC FEATURES OF ATTENTION VERB GROUP IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS 20 3.1 Syntactic and semantic features of the ATTENTION verb group in English 20 3.1.1 Syntactic features of the ATTENTION verb group in English 20 vi 3.1.2 Semantic features of ATTENTION verb groups in English 27 3.2 The ATTENTION verb group in English and their Vietnamese equivalents 29 3.2.1 In terms of their syntactics .29 3.2.2 In terms of their semantic features .34 3.3 Summary .42 Chapter 4: COMMON ERRORS MADE BY STUDENTS AT HANOI UNIVERSITY OF INDUSTRY WHEN USING ATTENTION VERB GROUP IN ENGLISH .44 4.1 Survey questionnaire 44 4.1.1 Subject .44 4.1.2 Questionnaire 45 4.1.3 Procedure 45 4.1.4 Preliminary results 46 4.2 Common errors made by students at Hanoi University of Industry for students when using ATTENTION verb group in English 47 4.2.1 Common errors made by learners of English 47 4.2.2 Causes of committing errors………………………………………….50 4.3 Suggestions for teaching and learning when using ATTENTION verb group in English 51 4.3.1 Suggestions for teaching ATTENTION verb group in English .51 4.3.2 Suggestions for learning ATTENTION verb group in English .54 4.4 Summary 54 CHAPTER 5: CONCLUSION .56 5.1 Concluding remark 56 5.2 Limitations 57 5.3 Suggestions for further researchers 57 REFERENCES 58 APPENDIX EXERCISE IN THE STUDY OF STUDENTS’ ERRORS IN USING ATTENTION VERB GROUP 60 POSSIBLE ANSWERS FOR SURVEY TESTS 62 vii Chapter 1: INTRODUCTION 1.1 Rationale for the research The verb is perhap the most important part of the sentence A verb states what is happening in the sentence There are many verbs in English and ATTENTION verbs play an important role in sentences 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 English quite well but communication There have been ATTENTION verbs in Vietnam Many Vietnamese learners can write and read they not use it correctly and fluently in real-life a lot of researchers conducting investigation into both English and Vietnamese In English with these studies: Anna Wierzbicka (1972) Susanna Karlsson (2008), R.M.W.Dixon,(1991) He studies about the semantic features of verbs such as: see, show, and recognize, discover, witness, look, and watch In Vietnam with studies: Hoàng Tuệ( 1962), Nguyễn Kim Thản ( 1977), Nguyễn Hữu Quỳnh ( 2007), Diệp Quang Ban (2002) These studies thoroughly describe about the semantic features of the ATTENTION verbs but they have not been exploited in terms of their syntactic features yet Moreover, the equivalents between two languages English and Vietnamese has not been implemented yet In the process of teaching English verbs in general, and teaching the ATTENTION verbs in particular, it is recognized that this verb group makes students confused much especially their syntactic and semantic features of the ATTENTION verb group and their Vietnamese equivalents As there are a lot of ATTENTION verbs, learners can use different words to express their ideas However, a great number of learners make mistakes when they use the ATTENTION verbs in different situations to communicate To compare the syntactic and semantic features of the ATTENTION verbs are important to learners, so that they can have good knowledge to use these ATTENTION verbs correctly Type 5: Possible mistakes in identifying sentence elements The Vietnamese learners may have difficulties in identifying sentence elements Because it is difficult to recognize the clause element standing after the verb For example: * Tim watched Bill mending the lamp incorrect S V O O * Tim watched Bill mending the lamp S V O correct C Type 6: Errors in translation with equivalents to Vietnamese ones About translation word by word of idiomatic expression in the learner’s first language can produce classic howlers Students may say “it makes me nothing out” (instead of I don’t mind) Most speakers of English seem to be well aware of these pitfalls and, indeed, derive much innocent fun from them It should be made clear at this point that the distinction between interference and translation from the first language as causes of student error is a fine one The implication 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 ATTENTION verb group in English are an urgent matter for learners of English at Hanoi University of Industry for students The errors made seem to be popular for almost all students nowadays Also, according to the results, some errors occurred in both realizing ATTENTION 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 49 in many aspect In terms of order, for instance, the students may think, especially at the beginner’s stage, that word order in English and Vietnamese are similar 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: 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 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 50 Stability of learner’s approximative system: The learners’ approximate system can also produce errors in usage of regular and irregular verbs in the past That is why some learners may say and write: showed or show It is also note worthy 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 lnguages 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: 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: Therefore, errors made by students are never limited because of many reasons, so in the process of teaching/learning ATTENTION 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 ATTENTION verb group 4.3 Suggestions for teaching and learning when using ATTENTION verb group in English 4.3.1 Suggestions for teaching ATTENTION verb group in English In order to help students to use ATTENTION verb group correctly, the teacher’s role is crucial in the process of improving students’ 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 ATTENTION verb group and know how they can be used, but also to 51 have good knowledge about English and Vietnamese ATTENTION verb group in terms of structures and meanings as well Teacher should distinguish the ATTETION verb group from other kinds of English verb group like BEGINNING verb group, THINKING verb group etc, for example, the differences between intransitive and transitive verbs of each verb in ATTENTION verb group Secondly, teachers should be trained to improve their techniques in teaching ATTENTION verb group For example, teachers should give systematic introduction of seven subtypes of ATTENTION verb group They are:SEE subtype and SHOW subtype, RECOGNIZE subtype, DISCOVER subtype, WITNESS subtype,LOOK subtype, and WATCH subtype give possible structure with ATTENTION verb group: SVO,SVC,SVA SVOC, SVOA and SVOO 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 ATTENTION verb group which will cause a lot of difficulties fro 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 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 ATTENTION verb group, together with teaching the types of it, teachers should point out the differences and similarities between English ATTENTION 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 ATTENTION verb group and their Vietnamese equivalents 52 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 is to help students to use ATTENTION 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 ATTENTION 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 ATTENTION verb group Type 1: (At beginning level) I Choose the best words of ATTENTION verb group in each of the following sentences My mother likes seeing/ watching in the evening Let me see/ look at your picture He would like to watch/ see the movie right now She recognizes/ spots his lack of qualification I see / watches the dog running across the street II Use the correct form of the one of the following verbs to complete each of the following sentences See show recognize discover witness look watch I ……a good band at last Saturday’s rock festival The singer was great! The matched was…….by over twenty thousand people The painting…….good I finally ………….myself to be middle – aged He ………… that the meat was off where the cheese was hidden Type 2: ( At intermediate level) Label S, V, O, C in the following sentences She saw that it rained all day I watched John and Bill playing chess She recognizes John’s voice 53 I look at John eat his dinner He watches that the soup doesn’t boil 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…… 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 ATTENTION 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 ATTENTION verb group in English In order to overcome the problems when learning ATTENTION verb group, the following suggestions should be good for students to: Become familiar with English ATTENTION 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 ATTENTION verb group The data analysis shows that Vietnamese students made errors in using ATTENTION 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 54 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 type of errors, what exercises or activities should be provided and so on One of the most important things 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 ATENTION verb group at Hanoi University of Industry, problematic to some extent 55 CHAPTER 5: CONCLUSION 5.1 Concluding remark From the investigation, the ATTENTION verb group can be generalized as having a wide range of meanings They combine with other word-classes to form lexico-grammatical structures in which various manifestations of meaning could be expressed Syntactically, most of the ATTENTION verb group can be transitive, taking direct objects, indirect objects, or intransitives verbs, without any object Besides, it is necessary to notice that they can combine with some types of adverbials to create diverse syntactic structures The adverbials can be an Adverb (Adverb phrase), Noun (Noun phrase) or Prepositional Phrase Semantically, from analyzing the examples taken from literary works, we can conclude that the differences in meaning between ATTENTION verb group are not great In addition, the choice of these English ATTENTION Verbs is based not only on the semantic meanings but also on the special relation between Subjects and Objects to decide which ATTENTION verb group is appropriate In sum, the study has provided learners of English with detailed description of ATTENTION verb group in syntactic, semantic features and Vietnamese translational equivalents This can be carried out by constant practice in class with the guide of the teacher and with students’ self-study at home This study may imply the need of encouraging students to exploit the diverse meanings of these verbs to use them flexibly and properly Therefore, learners should be provided with more opportunities to practice ATTENTION verb group in context, which help them get acquainted with many ATTENTION verbs or distinguish different ATTENTION verb structures To help learners avoid this problem, it is teachers’ duty to point out the similarities and differences between the two languages in respect of the related issue In other words, contrastive analysis teaching is indispensable in such situations In translation, with the understanding of language structures, it is easier to translate languages Therefore, translation exercises from Vietnamese into English and vice versa should be given to learners to help them use ATTENTION verb group and their Vietnamese equivalents properly Although the study has shown that there are a large number of ATTENTION verb group, it only 56 investigates some commonly used ones Thus, teachers should help learners be aware of the meanings of these verbs and use them effectively in communication Last but not least, the thesis is carried out to provide learners with the language device, which is the verb to express the meaning of suitability As a result, learners know how to use different ATTENTION verb group to express the proper meanings they want to convey in a certain context 5.2 Limitations Firstly, syntax and semantics are analyzed for seven English ATTENTION verbs but not at all ATTENTION 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 ATTENTION 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 seven 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 seven English ATTENTION verbs see,show, recognize, discover, witness, look and watch have been scrutinized from semantic perspective through the componential analysis The study might be served as a foundation for studies on other verbs Through I have made my great efforts in this thesis to work out the best results, due to limitation of time and knowledge of the author, mistakes and limitations are unavoidable Therefore, any your comments or corrects for my better work would by highly appreciated 5.3 Suggestions for further researchers For further study, which may be very interesting and useful, some suggestions are: -The ATTENTION verb group in English and their Vietnamese equivalents from the point of view of cutlture and pragmatics - The ATTENTION verb group in English and their Vietnamese equivalents from the point of view of speech act verbs 57 REFERENCES IN ENGLISH Alexander, L G (1996) Longman English Grammar Longman Publishing Groups A guide to university grammar of English(2000) Cruse, D.A (2004) Meaning in Language An Introduction to Semantics and Pragmatics, Oxford University Press Cruse D.A (1986), Lexical Semantics, Cambridge: Cambridge University Crystal, D (1992) The Cambridge Encyclopedic of Language Cambridge University Press Dixon, R M W (1991) New approach to English Grammar on semantic principles Oxford University Press, New York Hurford, J R and Heasley B (1983) Semantics: A Course Book London, Cambridge University Press James, C (1980) Contrastive Analysis Longman Group Ltd, Colchester Jack Richards, John Platt, Heidi Weber (1987) Longman Dictionary of Applied linguistics Longman, Harlow Date 10 Lyon, John (1995) Linguistics Semantic: Introduction Cambridge University Press, Cambridge 11 Norrish, John (1983) Language learners and their errors Essential language teaching series MacMillan Press, London 12 Nguyen Hoa (2004) Understanding English Semantics Hanoi National University of Vietnam Publishing House 13 Murphy, R (1994) English Grammar in Use Cambridge University Press 14 Nguyen Hoa (2004) Understanding English Semantics Hanoi National University of Vietnam Publishing House 15 PGS.TS Tran Huu Manh (2008) Fundamentals of English traditional syntax, Ha Noi national university publication 16 Quirk R et al (1972), A Grammar of Contemporary English, Essex: 17 Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J (1985) A comprehensive grammar of the English language New York: Longman 18 Randolph Quirk Sidney Greenbaum (2002) A University Grammar of English 58 Longman 19 Richard, Jack, Platt, John & Weber, Heidi (1987).Longman Dictionary of Applied Linguistics Longman Group UK Limited 20 Wierzbicka, A ( 1972) Semantic primitives Oxford University Press 21 Crystal, D (1992) An Encyclopedic Dictionary of Language and Languages Blackwell Publisher, UK 22 Thackeray, W M (2001) Vanity Fair Penguin Books 23 GONE WITH THE WIND Margaret Mitchell (2002) 24 English- Vietnamese Dictionary (2016), nhà xuất đại học Quốc gia Hà Nội IN VIETNAMESE 25 Diệp Quang Ban (2002) Ngữ pháp tiếng Việt, nhà xuất giáo dục Hà Nội 26 Nguyễn Hữu Quỳnh ( 2007) Ngữ pháp tiếng việt, nhà xuất từ điển bách khoa 27 Nguyễn Kim Thản.1999 Động từ tiếng Việt Viện ngôn ngữ học - Trung tâm Khoa học xã hội Nhân văn Quốc Gia 28 Tran Kiem (2003) Hội chợ phù hoa NXBVH 29 Lê Huy Bạc ( 1965) Ông già biển 59 APPENDIX EXERCISE IN THE STUDY OF STUDENTS’ ERRORS IN USING ATTENTION VERB GROUP I.Choose the best answer (A, B, C or D) to complete the following sentences Antonio always ………the firework A watches B look C see At night, My brother likes to…… the television A see B hear C watc D look at D look If I finish my homework, I will …….a football match on TV tonight A look at B watch C see D look A:We’re going to the cinema tonight B:What are you going to ……… ? A watch B see C look I ……….that you have changed your mind A look B watch C see D seeing D look at Please ……… the clock and tell me what time it is A look B see C watch D look at I like to go to the zoo and ………… the animals while they are playing A watch B see C look D to look at I want to ………… that sweater again Maybe I will buy it A look B watch C look at D see Didn’t you ………… Ram? He was waving at you A look B see C watch D look at 10 Which way does your house……… ? A watch B see C look at D look II Label S, V,O, C in the following sentences We had witnessed one of the most outstanding theatrical performances of the decade I saw your mother crossing the street a few second ago I’ ve seen an interesting Job advert I see the dog running across the street We are looking at the boat in the open sea I discover that the meat was off 60 I watched that he crossed the road safety I recognized that he was their leader John and Marry showed their wedding presents 10 She witnessed the battle III Translate the these sentences into English 1.Tơi nhìn tốt khơng cần kính Chúng ta xem xét vào ngày mai Anh xem đứa trẻ làm khơng? Chúng tơi vừa nhận hành lý bị đánh cắp Tôi nhận cô nhờ mũ đỏ cô 61 POSSIBLE ANSWERS FOR SURVEY TESTS I.Choose the best answer (A, B, C or D) to complete the following sentences Antonio always ………the firework A watches B look C see D look at At night, My brother likes to…… the television A see B hear C watch D look If I finish my homework, I will …….a football match on TV tonight A look at B watch A:We’re going to the cinema tonight B:What are you going to ……… C see D look ? A watch B see C look I ……….that you have changed your mind A look B watch C see Please ……… the clock and tell me what time it is A look B see C watch D seeing D look at D look at I like to go to the zoo and ………… the animals while they are playing A watch B see C look D to look at I want to ………… that sweater again Maybe I will buy it A look B watch C look at D see Didn’t you ………… Ram? He was waving at you A look B see C watch D look at 10 Which way does your house……… ? A watch B see C look at D look II Label S, V,O, C in the following sentences We had witnessed one of the most outstanding theatrical performances of the S V O decade I saw your mother crossing the street a few second ago S V O C The painting looks good S V C 62 I see the dog running across the street S V O C We are looking at the boat in the open sea S V O C I discovered that the meat was off S V O I watched that he crossed the road safety S V O I recognized that he was their leader S V O John and Marry showed their wedding presents S V 10 She witnessed the battle S V O O III Translate the these sentences into English I see very well without glasses We’ll see that tomorrow Could you go and see what children are doing We discovered that our luggage had been stolen I recognized her by her red hat 63 ... VERB GROUP IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS 20 3.1 Syntactic and semantic features of the ATTENTION verb group in English 20 3.1.1 Syntactic features of the ATTENTION verb group in English. .. Chapter 3: Syntactic and semantic features of ATTENTION verb group in English and Vietnamese equivalents Show syntactic and semantic features of the ATTENTION verbs group in English and compare... Describing the linguistic semantic features of the ATTENTION verb group in English Pointing out the similarities and differences of the ATTENTION verb group in English and their Vietnamese equivalents