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Những nghĩa trái ngược của từ Run trong tiếng Anh và chạy trong tiếng Việt
PART I INTRODUCTION
1. Rationale
In Vietnamese, the verb ‘chạy’ does not only indicate a physical activity only but also imply other situations in real life communication. To some extent, it is not too difficult to find such circumstances in which people use the verb ‘chạy’: ‘chạy ăn từng bữa toát mồ hôi’, ‘chạy làng’, ‘chạy triện đồng’ etc. Especially, modern Vietnamese language, which has developed and reflected the life in its own way, has been supplemented with many new words, or new interpretations to the existing words such as ‘chạy điểm’, ‘chạy trường’, ‘chạy án’, ‘chạy thận, ‘chạy sô’, etc.
The verb ‘run’ in English, similarly, is rich in meaning which can be listed some expressions like ‘run in the race’, ‘run a company’, ‘run a risk’, ‘run a temperature’, ‘run the risk’ etc.
How do English people find equivalents for such expressions like ‘chạy tang’, ‘chạy làng’, ‘chạy mả’, etc. in their language, and how do Vietnamese people translate such expressions like ‘run guns’, ‘hit and run’, etc? This is the very question that seriously runs in the author’s mind.
Language is widely accepted as the reflection of life. By comparing languages, the similarities and differences not only between the languages but also between the speakers of the languages as well as their cultures can be revealed.
R.J. D Pietro (1971:12), a French educational linguist, believed that CA was founded on the foreign language teaching experiences. Each language has its own phonological, morphological and syntactical features that could present difficulties for language learners. To Giúp overcome specific teaching and learning predicaments, this thesis has been made with an attempt to create a definite pedagogical value with its presentation of effective teaching strategies. On these points of departure, the author has conducted the study entitled “A Contrastive Analysis between the Verb ‘Run’ in English and the Verb ‘Chạy’ in Vietnamese”.
2. Aims of the Study
The study is aimed at:
* Finding the similarities and differences between the verb ‘run’ in English and the verb ‘chạy’ in Vietnamese mainly in terms of MiCA and briefly in term of MaCA;
* Providing recommendations for the teaching and learning as well as some tips when translating ‘run’ and ‘chạy’ into the target language.
To fully achieve these aims, the study should answer the following questions:
• What are the grammatical and semantic features of each verb and how are they similar and different in terms of these features?
• What are their synonyms and idioms?
• What are the implications of the study for EFL teaching/learning and translation?
3. Scope of the Study
This is a minor thesis. Consequently, it is unfeasible to discuss both the verbs in terms of MiCA and MaCA in details. Therefore, within this study, the author focuses on analyzing and contrasting them in terms of MiCA (concerning grammatical and semantic features of the two verbs), and just briefs the similarities and differences between them concerned with MaCA.
The verbs ‘run’ and ‘chạy’ have numerous synonyms and are used in relevant idioms. Thus, after an overview on them is given, some most common ones shall be introduced.
4. Methods of the Study
The study has been carried out based on a combination of different methods as follow:
- Document;
- Synthesize and;
- Analyze and contrast;
The procedures of the study are:
- To synthesize meanings of ‘run’ and ‘chạy’ as well as examples to illustrate from different sources such as from dictionaries, literary works, newspapers, magazines, films, native speakers and websites.
- To collect synonyms of each verb as well as idioms in which they are used.
- To analyze and contrast each verb in terms of MiCA and MaCA respectively to make clear the similarities and differences between them.
- To suggest how to apply these findings to the language teaching/learning and translation.
5. Design of the Study
The study consists of three parts organized as follows:
Part I entitled “INTRODUCTION” outlining the background of the study in which a brief account of relevant information such as the rationale, aims, scope, methods and design of the study are provided.
Part II, the “INVESTIGATION”, is subdivided into two chapters. The first Chapter is discussed the “THEORETICAL BACKGROUND” which provides necessary and relevant theoretical concepts for the main contents of the study, covering a series of concepts ranging from CA, contrasts between MiCA and MaCA, verbs in English and in Vietnamese, a brief introduction of synonyms, and idioms. Chapter 2: “A CONTRASTIVE ANALYSIS BETWEEN THE VERB ‘RUN’ IN ENGLISH AND THE VERB ‘CHẠY’ IN VIETNAMESE” discusses the two verbs in terms of MiCA and MaCA in succession. Each chapter ends with some concluding remarks.
Part III, the “CONCLUSION”, which provides recapitulation, implications of the study for EFL teaching and learning and to translation from English to Vietnamese and vice versa, and recommendations for further research. The “REFERENCES” and “SOURCES OF THE DATA” mark the end of the thesis.
PART II INVESTIGATION
CHAPTER 1 THEORETICAL BACKGROUND
1.1. An Overview on Contrastive Analysis
1.1.1. Definition
The modern foreign language teaching tendency requires the teachers not only to teach their learners about the language but also how to use the language. To a certain extent, CA was established to meet that requirement.
According to Richards, J.C et al (1992), CA is “the comparison of the linguistic systems of two languages, for example the sound system or the grammatical system,”
From Carl James’ view (1980:2) CA is “a linguistic enterprise aimed at producing inverted (i.e. contrastive, not comparative) two values typologies (a CA is always concerned with a pair of languages), and founded on the assumption that languages can be compared.”
CA describes similarities and differences among two or more languages at such levels as phonology, grammar, pragmatics, and semantics. According to Carl James (1980), CA is both a form of pure linguistics and applied linguistics. However, CA is only a peripheral enterprise in pure linguistics. CA is central concern of applied linguistics. So the term CA we use within this study intends “Applied CA”.
1.1.2. CA and Foreign Language Teaching and Learning
Charles Fries (1945:9) wrote: “The most efficient materials are those that are based upon a scientific description of letthe language to be learned, carefully compared with a parallel description of the native language of the learner”. Robert Lado (1957) thought: “Individuals tend to transfer the forms and meanings and the distribution of forms and meanings of their native language and culture to the foreign language and culture- both productively and when attempting to speak the language and to act in the culture and receptively when attempting to grasp and understand the language and culture as practiced by natives.” Then Lado made a conclusion that “those elements which are similar to the learner's native language will be simple for him, and those elements that are different will be difficult". Obviously, teachers can make use of CA to minimize the effects of that interference.
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Những nghĩa trái ngược của từ Run trong tiếng Anh và chạy trong tiếng Việt
PART I INTRODUCTION
1. Rationale
In Vietnamese, the verb ‘chạy’ does not only indicate a physical activity only but also imply other situations in real life communication. To some extent, it is not too difficult to find such circumstances in which people use the verb ‘chạy’: ‘chạy ăn từng bữa toát mồ hôi’, ‘chạy làng’, ‘chạy triện đồng’ etc. Especially, modern Vietnamese language, which has developed and reflected the life in its own way, has been supplemented with many new words, or new interpretations to the existing words such as ‘chạy điểm’, ‘chạy trường’, ‘chạy án’, ‘chạy thận, ‘chạy sô’, etc.
The verb ‘run’ in English, similarly, is rich in meaning which can be listed some expressions like ‘run in the race’, ‘run a company’, ‘run a risk’, ‘run a temperature’, ‘run the risk’ etc.
How do English people find equivalents for such expressions like ‘chạy tang’, ‘chạy làng’, ‘chạy mả’, etc. in their language, and how do Vietnamese people translate such expressions like ‘run guns’, ‘hit and run’, etc? This is the very question that seriously runs in the author’s mind.
Language is widely accepted as the reflection of life. By comparing languages, the similarities and differences not only between the languages but also between the speakers of the languages as well as their cultures can be revealed.
R.J. D Pietro (1971:12), a French educational linguist, believed that CA was founded on the foreign language teaching experiences. Each language has its own phonological, morphological and syntactical features that could present difficulties for language learners. To Giúp overcome specific teaching and learning predicaments, this thesis has been made with an attempt to create a definite pedagogical value with its presentation of effective teaching strategies. On these points of departure, the author has conducted the study entitled “A Contrastive Analysis between the Verb ‘Run’ in English and the Verb ‘Chạy’ in Vietnamese”.
2. Aims of the Study
The study is aimed at:
* Finding the similarities and differences between the verb ‘run’ in English and the verb ‘chạy’ in Vietnamese mainly in terms of MiCA and briefly in term of MaCA;
* Providing recommendations for the teaching and learning as well as some tips when translating ‘run’ and ‘chạy’ into the target language.
To fully achieve these aims, the study should answer the following questions:
• What are the grammatical and semantic features of each verb and how are they similar and different in terms of these features?
• What are their synonyms and idioms?
• What are the implications of the study for EFL teaching/learning and translation?
3. Scope of the Study
This is a minor thesis. Consequently, it is unfeasible to discuss both the verbs in terms of MiCA and MaCA in details. Therefore, within this study, the author focuses on analyzing and contrasting them in terms of MiCA (concerning grammatical and semantic features of the two verbs), and just briefs the similarities and differences between them concerned with MaCA.
The verbs ‘run’ and ‘chạy’ have numerous synonyms and are used in relevant idioms. Thus, after an overview on them is given, some most common ones shall be introduced.
4. Methods of the Study
The study has been carried out based on a combination of different methods as follow:
- Document;
- Synthesize and;
- Analyze and contrast;
The procedures of the study are:
- To synthesize meanings of ‘run’ and ‘chạy’ as well as examples to illustrate from different sources such as from dictionaries, literary works, newspapers, magazines, films, native speakers and websites.
- To collect synonyms of each verb as well as idioms in which they are used.
- To analyze and contrast each verb in terms of MiCA and MaCA respectively to make clear the similarities and differences between them.
- To suggest how to apply these findings to the language teaching/learning and translation.
5. Design of the Study
The study consists of three parts organized as follows:
Part I entitled “INTRODUCTION” outlining the background of the study in which a brief account of relevant information such as the rationale, aims, scope, methods and design of the study are provided.
Part II, the “INVESTIGATION”, is subdivided into two chapters. The first Chapter is discussed the “THEORETICAL BACKGROUND” which provides necessary and relevant theoretical concepts for the main contents of the study, covering a series of concepts ranging from CA, contrasts between MiCA and MaCA, verbs in English and in Vietnamese, a brief introduction of synonyms, and idioms. Chapter 2: “A CONTRASTIVE ANALYSIS BETWEEN THE VERB ‘RUN’ IN ENGLISH AND THE VERB ‘CHẠY’ IN VIETNAMESE” discusses the two verbs in terms of MiCA and MaCA in succession. Each chapter ends with some concluding remarks.
Part III, the “CONCLUSION”, which provides recapitulation, implications of the study for EFL teaching and learning and to translation from English to Vietnamese and vice versa, and recommendations for further research. The “REFERENCES” and “SOURCES OF THE DATA” mark the end of the thesis.
PART II INVESTIGATION
CHAPTER 1 THEORETICAL BACKGROUND
1.1. An Overview on Contrastive Analysis
1.1.1. Definition
The modern foreign language teaching tendency requires the teachers not only to teach their learners about the language but also how to use the language. To a certain extent, CA was established to meet that requirement.
According to Richards, J.C et al (1992), CA is “the comparison of the linguistic systems of two languages, for example the sound system or the grammatical system,”
From Carl James’ view (1980:2) CA is “a linguistic enterprise aimed at producing inverted (i.e. contrastive, not comparative) two values typologies (a CA is always concerned with a pair of languages), and founded on the assumption that languages can be compared.”
CA describes similarities and differences among two or more languages at such levels as phonology, grammar, pragmatics, and semantics. According to Carl James (1980), CA is both a form of pure linguistics and applied linguistics. However, CA is only a peripheral enterprise in pure linguistics. CA is central concern of applied linguistics. So the term CA we use within this study intends “Applied CA”.
1.1.2. CA and Foreign Language Teaching and Learning
Charles Fries (1945:9) wrote: “The most efficient materials are those that are based upon a scientific description of letthe language to be learned, carefully compared with a parallel description of the native language of the learner”. Robert Lado (1957) thought: “Individuals tend to transfer the forms and meanings and the distribution of forms and meanings of their native language and culture to the foreign language and culture- both productively and when attempting to speak the language and to act in the culture and receptively when attempting to grasp and understand the language and culture as practiced by natives.” Then Lado made a conclusion that “those elements which are similar to the learner's native language will be simple for him, and those elements that are different will be difficult". Obviously, teachers can make use of CA to minimize the effects of that interference.
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download. các bạn chỉ cần làm theo hướng dẫn.
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