TTLV: Towards building a verb dictionary with syntactic valency (for use by foreigners)

INFORMATION ABOUT THE MASTER'S THESIS

1. Student's full name:Pham Thi Hong Nhung

2. Gender: Female

3. Date of birth: August 13, 1993

4. Place of birth: Hanoi

5. Decision No. 3683/2015/QD-XHNV dated December 31, 2015, of the Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi, recognizing the students.

6. Changes in the training process:

7. Thesis title:Moving towards building a verb dictionary with syntactic valency (for use by foreigners).

8. Major: Linguistics Code: 60.22.02.40

9. Scientific supervisor:Prof. Dr. Dinh Van Duc

10. Summary of the thesis results:

10.1 Currently, the demand for learning Vietnamese among foreigners is increasing. This is an inevitable consequence of international integration and cultural exchange. To meet this demand, Vietnamese language teaching activities are becoming more diverse, both in terms of learners and teachers. While there has been considerable research on issues related to teaching Vietnamese to foreigners, it is not yet thorough or professional. In foreign language teaching in general, and Vietnamese language teaching and learning in particular, there is a growing trend towards teaching descriptive grammar to communicative grammar, with utterances as the main focus. The core of utterances is state affairs. In Vietnamese, most state affairs are expressed through predicates – verbs. Therefore, to achieve effectiveness in Vietnamese language teaching and learning, priority must be given to learning and practicing verbs and their usage.

10.2 Regarding the existence of Vietnamese verbs, there have always been many opinions, but two opposing viewpoints stand out. The first denies the existence of verbs, while the second acknowledges their existence. The second viewpoint acknowledges the existence of verbs, but those who subscribe to this view differ in their starting points and the results they achieve. Nguyen Kim Than advocates classifying words based on both meaning and grammatical form. Authors who advocate determining word class based on meaning include Dinh Van Duc, Tran Trong Kim, Bui Duc Tinh, Nguyen Lan, etc. These authors prove the existence of nouns and verbs in Vietnamese by contrasting the combinability of the two word classes, such as their ability to combine with demonstratives (this, that...), possessive words, pronouns (with and without "is"), adjective modifiers (nouns combine directly, verbs can combine with the word "give"), and negative words. Recently, through several research works such as those by Cao Xuan Hao, Nguyen Thi Quy, Nguyen Van Loc, etc., the study of verbs in general, as well as active verbs in particular, has become clearer. However, to date, there has been almost no systematic and in-depth research on active verbs.

10.3 The term valence (also known as chemical valence or linguistic valence) was first used in chemistry to denote the ability of atoms to form chemical bonds. It was used in linguistics in the 1940s to “describe the ability of each linguistic symbol to combine with other symbols to form a value greater or less than the sum of the values ​​of those elements.” In a narrow sense, valence refers only to the combining properties of verbs or certain word classes. Thus, the initial theory of valence was only used in a limited scope; in other words, it was only used to study the combining properties of words.

The valency of a verb is its ability to create around itself open spaces that need or can be filled by syntactic elements (content words) that carry certain additional meanings. In other words, the valency of a verb is the property of the verb to incorporate into itself mandatory or free syntactic elements.

This conjugative attribute is inherent in the meaning of the verb itself. It reflects the specific requirements or capabilities of the verb, which are concretized in some way.

10.4 The task here is to select verbs and explain them in a way that both fulfills the task of teaching Vietnamese as a foreign language and allows for their fluent application in daily life, while remaining appropriate for the target audience of foreigners.

The primary reference material used here is the Vietnamese dictionary (edited by Hoang Phe, reprinted in 2010), which, after two revisions, contains 39,924 words, including 10,660 Vietnamese verbs. This includes all commonly used words in daily life and in books and newspapers, popular dialectal terms with high applicability in everyday life, as well as common scientific and technical terms. With such clear differentiation, this vocabulary source, encompassing both basic words and technical terms, is fully capable of meeting the requirements for teaching and learning Vietnamese.

10.5 Based on the number of modal particles, L. Tesnière divides verbs into avalent verbs, monovalent verbs, trivalent verbs, and divalent verbs.

10.6 The research results propose a Vietnamese verb table in dictionary form. To date, no document has compiled a list of verbs as a guide for learners. Therefore, in this thesis, we aim to compensate for that deficiency by building a verb dictionary for learners.

11. Practical applications:

Proposing the creation of a comprehensive verb dictionary for the purpose of teaching and learning Vietnamese (for use by foreigners).

12. Future research directions: None

13. Published works related to the thesis: None

INFORMATION ON MASTER'S THESIS

1. Full name: Pham Thi Hong Nhung 2. Sex: Female

3. Date of birth: August 13, 1993 4. Place of birth: Hanoi

5. Admission decision number: 3683/2015/QD-XHNV December 31, 2015 by the Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi

6. Changes in academic process: (none)

7. Official thesis title: Toward developing a verb dictionary with syntactical vocabulary (for foreigners)

8. Major: Linguistics Code: 60.22.02.40

9. Supervisors: Prof. Dr. Dinh Van Duc

10. Summary of the findings of the thesis:

10.1 Currently, the demand for learning foreign languages ​​​​of foreigners is increasing. It is an inevitable consequence of international integration and cultural exchange. To meet that demand, Vietnamese language teaching activities are also increasingly diverse, both in terms of subjects and teachers. The study of issues related to teaching English to foreigners has quite a lot, but not really thorough and professional. In teaching foreign languages ​​​​in general, teaching and learning Vietnamese in particular, people are now moving from graduating grammar to grammar communication, with the speech being the main object. The nucleus of the statements is the state affairs. In Vietnamese, most of the situations are expressed by the predicate - verb. Thus, if you want to be effective in teaching and learning Vietnamese, you must prioritize the learning and practice of the verb as well as the use of the verb.

10.2 About the existence of Vietnamese verbs, there have always been many opinions but there are two opposing opinions. The first denies the existence of the verb and the second admits the existence of the verb. The second comment acknowledges the existence of the verb, but the followers differ in their starting point as well as in the outcome. Nguyen Kim Thuan advocated the classification of the word based on both grammar and grammatical form. The author advocates derived from meaning to determine the type of words are Dinh Van Duc, Tran Trong Kim, Bui Duc Tinh, Nguyen Lan ... The authors prove the existence of nouns and Vietnamese verbs by Opposition to the ability to combine two types of words, such as the ability to associate with the specified words (this, the other ...)with the subject matter only, with pronouns (yes and no), with predicate Words (nouns are direct combinations, verbs may have words), with negative words. Recently, through a number of studies such as Cao Xuan Hao, Nguyen Thi Quy, Nguyen Van Loc ... the study of verbs in general as well as the active verb in particular has been clearer.On the active verb to date, almost no work to do systematic research and depth.

10.3 The term valence was originally used in chemistry, to mark the potential of atoms to form chemical bonds. This term was used in linguistic study in the 40s of the twentieth century to "mark the possibility of each combining possible linguistic symbols with other symbols to form more or less common denominators. The value of those factors adds up." In a narrow sense, the term is just a combination of verbs or certain types of words. Thus, the original conception theory was used only in the narrowest sense, in other words, only to study the combination properties of the word.

The verb tense is the verb's ability to create around the open positions that need or can be filled by certain complementary elements. In other words, the verb tense is a verb attribute that incorporates mandatory or liberal syntactic elements.

This combination attribute is contained within the meaning of the verb itself. It is a reflection of the requirements or capabilities of verbs that are concretized in some ways. "

10.4 The task here is to choose verbs and explain how they can both fulfill the task of teaching Vietnamese as a foreign language and can apply them smoothly in daily life. Still suitable for the target audience is foreigners.

The main reference used here is the Vietnamese dictionary (Hoang Phe, edited in 2010), revised twice with 39,924 words, of which 10,660 Vietnamese verbs were recorded. Includes all the commonly used words in life and are commonly found in books and newspapers, popular dialects in everyday life, and common scientific and technical terms. With such a clear distinction, lexis, from basic to vocabularies, can perfectly meet the requirements of teaching and learning Vietnamese.

10.5 Based on the number of strings, L. Tesnière conjugates verbs into non-verb verbs or verb avalent verbs, verbs from a verb or verb monovalent, two verbs Or verbs from other atoms, also known as verb trivalent, verb divalent verbs or verbs.

10.6 Research results are the proposed table of Vietnamese verbs in the form of a dictionary. Up to now, there have not been any documents that list verbs as a guide for learners. Therefore, in this thesis, we advocate to compensate for that shortage, by proceeding to construct a verb dictionary for learners.

11. Applicability in practice:

Propose to proceed to develop a complete verb dictionary...

12. Further research directions, if any: No

13. Thesis-related publications: No