MASTER'S THESIS INFORMATION
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 on recognition of students No. 3683/2015/QD-XHNV dated December 31, 2015 of the President of the University of Social Sciences and Humanities, Vietnam National University, Hanoi
6. Changes in the training process:
7. Thesis topic name:Towards building a verb dictionary with syntactic endings (for foreigners)
8. Major: Linguistics Code: 60.22.02.40
9. Scientific instructor:Prof. Dr. Dinh Van Duc
10. Summary of thesis results:
10.1 Nowadays, the demand for learning Vietnamese of foreigners is increasing. This is an inevitable consequence of international integration and cultural exchange. In response to that demand, Vietnamese teaching activities are also becoming more and more diverse, both in terms of learners and teachers. There have been many studies on issues related to teaching Vietnamese to foreigners, but they are not really thorough and professional. In teaching foreign languages in general, and teaching and learning Vietnamese in particular, nowadays people are gradually shifting from teaching descriptive grammar to communicative grammar, with utterances as the main object. The core of utterances is state affairs. In Vietnamese, most of the affairs are expressed by Predicates - Verbs. Thus, if you want to be effective in teaching and learning Vietnamese, you must prioritize learning and practicing verbs as well as how to use verbs.
10.2 Regarding the existence of Vietnamese verbs, there have always been many opinions, but there are two opposing opinions. The first opinion denies the existence of verbs and the second opinion acknowledges the existence of verbs. The second opinion acknowledges the existence of verbs, but those who follow this opinion differ in their starting point as well as in the results achieved. Nguyen Kim Than advocates the classification of word classes based on both meaning and grammatical form. The authors who advocate starting from meaning to determine word classes are Dinh Van Duc, Tran Trong Kim, Bui Duc Tinh, Nguyen Lan, etc. The authors prove the existence of Vietnamese nouns and verbs by contrasting the ability to combine the two word classes, such as the ability to combine with demonstrative words (this, that...), with words indicating possession, with pronouns (co la and khong co la), with determiner adjectives (nouns combine directly, verbs can have the word cho), with negative words. Recently, through some research works such as those of Cao Xuan Hao, Nguyen Thi Quy, Nguyen Van Loc... the study of verbs in general and active verbs in particular has become clearer. However, up to now, there has been almost no systematic and in-depth research on active verbs.
10.3 The term valence (also known as valency, valency) was first used in chemistry to mark the ability of atoms to form chemical bonds. This term was used in linguistics in the 1940s to "mark the ability of each possible linguistic symbol to combine with other symbols to form a common value that is more or less than the value of those elements combined". In a narrow sense, valence is only the combinatory property of verbs or certain word classes. Thus, the original valence theory was only used in a narrow scope, in other words, it was only used to study the combinatory property of words.
Verb valence is the ability of a verb to create around itself open positions that need or can be filled by syntactic elements (real words) with certain additional meanings. In other words, verb valence is the property of a verb to incorporate into itself obligatory or free syntactic elements.
This combinative property is contained in the meaning of the verb itself. It is a reflection of the verb's requirements or capabilities that are concretized in some way".
10.4 The task set here is to select verbs and explain them in a way that both meets the task of teaching Vietnamese as a foreign language and can be applied fluently in daily life while still being suitable for the target audience of foreigners.
The main reference used here is the Vietnamese dictionary (edited by Hoang Phe, reprinted in 2010), which has been revised twice with 39,924 words, of which 10,660 Vietnamese verbs are recorded, including all the words commonly used in daily life and commonly found in books and newspapers, popular dialect words, highly applicable in daily life to common scientific and technical terms. With such a clear differentiation, the vocabulary source including both basic words and this term can completely meet the requirements of teaching and learning Vietnamese.
10.5 Based on the number of actors, L. Tesnière divides verbs into avalent verbs, monovalent verbs, bivalent verbs or other atomic verbs, also known as trivalent verbs, divalent verbs.
10.6 The result of the research is the proposal of a Vietnamese verb table in the form of a dictionary. Up to now, there has not been any document that lists verbs as a guide for learners. Therefore, in this thesis, we intend to make up for that deficiency by moving towards building a verb dictionary for learners.
11. Practical application:
Propose a plan to build a complete verb dictionary to serve the purpose of teaching and learning Vietnamese (for foreigners)
12. Further 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
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