INTRODUCTION
Rationale for the study
Cohesion is an important factor of discourse which has attracted a lot of attention from linguists The most significant research on cohesion is
Cohesion in English, as outlined by Halliday and Hasan (1976), refers to the essential semantic relationships that enable any speech or writing to function as cohesive text They categorize cohesive relationships into five main types: reference, substitution, ellipsis, conjunction, and lexical cohesion Quirk (1973) identifies three key factors for sentence connection: semantic implication, lexical equivalence, and syntactic devices Additionally, Guy Cook (1989) expands on this by including verb forms, parallelism, repetition, and lexical chains as cohesive devices that create formal links within and across sentences.
Tran Ngoc Them (1985) authored a notable book on cohesion in Vietnamese, identifying ten cohesive devices: repetition, antithesis, synonymic substitution, association, linearity, pronoun substitution, weak ellipsis, loose conjunction, strong ellipsis, and tight conjunction In contrast, Diep Quang Ban (2004) highlights five primary cohesive devices: reference, substitution, ellipsis, conjunction, and lexical cohesion.
Numerous MA theses have explored cohesive devices across various fields, primarily focusing on specific discourse types such as ICT advertisements, letters of enquiry, job applications, and business contracts However, there is a notable gap in research regarding the use of coordinators as cohesive devices in literary works This gap has inspired the author to undertake the study titled "An Analysis of Coordinating Conjunctions as Cohesive Devices in 'The Call of the Wild' by Jack London in Comparison with Its Vietnamese Translation." The study aims to provide a detailed examination of the coordinating conjunctions used in the English novel and their counterparts in the Vietnamese translation.
Aims of the study
This study conducts a contrastive analysis of an original English text and its Vietnamese translation, focusing on the use of coordinating conjunctions as cohesive devices The primary objective is to analyze these conjunctions and their Vietnamese equivalents, offering insights that can enhance the teaching of coordinating conjunctions and improve translation practices from English to Vietnamese.
Objectives of the study
This article examines the similarities and differences in coordinating conjunctions between Jack London's "The Call of the Wild" and its Vietnamese translation by Manh Chuong (2011) It focuses on the syntactic and semantic features of these conjunctions, highlighting how they function in both texts The analysis reveals distinct patterns in usage, reflecting cultural and linguistic nuances that influence translation choices By comparing these features, the study provides insights into the translation process and the role of conjunctions in conveying meaning across languages.
- Find out the equivalents of the three coordinating conjunctions AND/BUT/OR in the Vietnamese translated version in all relations
- Put forward some suggestions for teaching English coordinating conjunctions and translating them from English into Vietnamese.
Scope of the study
This article aims to analyze the most frequently used coordinating conjunctions in Jack London's "The Call of the Wild" and Manh Chuong's "Tieng Goi noi hoang da" (2011) Due to time constraints and limited reference materials, the author does not intend to explore all types of conjunctions as cohesive devices Instead, the focus is on a descriptive and contrastive examination of the syntactic and semantic features of coordinating conjunctions in both novels.
Significance of the study
Theoretically, this study provides a better understanding of cohesive devices in general and coordinating conjunctions as cohesive devices in particular
This study enhances English learners' understanding of coordinating conjunctions as essential cohesive devices in discourse, helping them avoid common mistakes and difficulties in their usage Additionally, the findings are valuable for English language teachers and individuals aiming to improve their communication skills in English.
Structural organization of the thesis
Apart from the acknowledgements, the contents, the list of tables and figures, the references and bibliography, the thesis consists of five chapters Chapter 1: Introduction
This chapter gives a brief account of relevant information such as rationale, aims and objectives, scope, significance and structure of thesis Chapter 2: Literature review and theoretical background
This part reviews some previous studies on similar issue and gives an overview on Discourse, Cohesion, and Conjunctions as cohesive devices
This chapter outlines the research methodology, detailing both research orientations and methods It will cover essential components such as research questions, the research setting, and the overall research approach Additionally, it will differentiate between major and supporting methods, as well as outline data collection and analysis techniques.
This section presents and discusses the results of the study
This chapter gives a summary of the main points presented in the thesis, a brief restatement of the findings, some implications, limitations and suggestions for further research.
LITERATURE REVIEW
Review of previous studies related to the research area of the thesis…
The author dedicated significant time to exploring coordinating conjunctions in English and Vietnamese, relying on various reference materials A key resource, “A University Grammar of English” (1973) by Quirk et al., outlines specific criteria that coordinating conjunctions, or coordinators, must meet.
Clause coordinators are restricted to clause initial-position
Coordinated clauses are sequentially fixed
Coordinators are not preceded by conjunction
Coordinators can link clause constituents
Coordinators can link subordinate clauses
Coordinators can link more than two clauses
In the book, Quirk also puts forward eight implications by AND, two by BUT and four by OR Those semantic and syntactic features will be discussed in this thesis
A valuable reference for this thesis is the book "Ngữ pháp tiếng Việt" (2007) by Diep Quang Ban, which provides essential background knowledge on Vietnamese coordinators, including their definitions, classifications, and syntactic and semantic features.
Several master theses have explored the role of coordinators as cohesive devices This article aims to review selected studies on this topic.
The first research was an M.A thesis named “A study on coordinators
In her 1999 thesis, "AND, OR, BUT as cohesive devices," Vo Thi Thao Ly explores the diverse meanings and flexibility of the coordinators AND, OR, and BUT She emphasizes the importance of understanding linguistic theories related to semantics and pragmatics, enabling learners to grasp various semantic relations and implications The analysis reveals that AND conveys nine implications, OR has four, and BUT presents three Additionally, another M.A thesis titled "English coordinators: AND, BUT, OR as cohesive devices: an analysis of errors made by secondary students" further investigates the usage of these coordinators among students.
In her 2005 thesis, Nguyen Thi Van identifies the challenges Vietnamese learners encounter when understanding and using conjunctions The paper concludes with practical solutions aimed at addressing these difficulties, providing valuable resources for learners to enhance their skills in conjunction usage.
The M.A thesis titled “Ngữ nghĩa của liên từ tiếng Việt” (2006) by Lai Nha Truc explores the semantic and pragmatic characteristics of Vietnamese coordinators, enhancing the author's understanding of their usage in the language.
Numerous studies have been conducted on the role of coordinators in English as cohesive devices While researchers adopt various approaches, they unanimously agree that coordinators are crucial for creating cohesion in texts Their significant contributions have enhanced our understanding of this area.
Theoretical background
The terms "text" and "discourse" are interpreted differently by various linguists and researchers, often leading to confusion Commonly, "text" is associated with written language, while "discourse" pertains to spoken language However, modern linguists recognize that text can encompass both forms of communication, blurring the distinction between the two terms Widdowson (1979) defines discourse as the use of sentences to execute communicative acts that form cohesive units, ultimately creating a rhetorical pattern that defines the overall communication.
Crystal (1992) says: “Discourse is a continuous stretch of language larger than a sentence, often constituting a coherent unit such as sermon, argument, joke or a narrative”
Guy Cook (1989) categorizes language into two types: one that is abstracted for teaching or understanding linguistic rules, and another that is utilized for communication and perceived as coherent The latter type, known as discourse, refers to language in practical use for conveying meaning.
It is defined as “a stretch of language perceived to be meaningful, unified and purposive.”
Discourse, as defined by Nunan (1993), refers to a sequence of sentences that are interconnected both by shared ideas and their specific functions within the discourse.
The term "discourse" is understood and defined in various ways, each carrying its own significance within linguistics For this study, particular emphasis will be placed on the definition provided by Halliday and Hasan (1989), who offer a straightforward interpretation of the concept of text.
(discourse) in the simplest way perhaps by saying that it is language that is functional”
Discourse and text are often confused, leading to significant challenges in discourse analysis Linguists debate the distinctions between these two terms, highlighting the complexities in their definitions Understanding the differences is crucial for accurate analysis and interpretation in linguistic studies.
Some linguists argue that discourse should be distinguished from text, as highlighted by Crystal (1992), who asserts that text pertains to writing while discourse relates to speech Cook (1989) further emphasizes this distinction by defining text as a segment of language analyzed formally and devoid of context, in contrast to discourse, which is viewed as a meaningful, unified, and purposeful use of language.
Linguists often use the terms discourse and text interchangeably, as highlighted by Halliday & Hasan, who define text as a "semantic unit" characterized by cohesion They assert that a text is a coherent passage of discourse, cohesive both internally and in relation to the broader context This definition implies that a text can range from a single word to an entire volume, depending on the content and context Brown & Yule further emphasize that text represents discourse, serving as the verbal record of communicative actions, while Nunan notes that the term text encompasses any written record of a communicative event.
The event itself may involve oral language or written one He reserved the term discourse to refer to the interpretation of the communicative event in context
In conclusion, distinguishing between text and discourse remains a contentious topic This study supports the view that text and discourse are synonymous, as both represent any form of language capable of conveying a coherent message, thus forming a meaningful whole.
Spoken and written discourses are distinct modes of conveying linguistic meanings, with spoken examples including conversations, interviews, and lectures, while written discourse encompasses letters, stories, and novels Although they share some similarities, the fundamental differences arise from the inherent characteristics of spoken and written language.
Spoken language, as defined by Brown and Yule (1983), is a dynamic form of communication created under temporal and spatial constraints It involves the speaker actively monitoring their current speech while simultaneously planning their next utterance, focusing primarily on interactional use.
Written language is characterized by the absence of temporal and spatial pressures, allowing writers to select their words carefully, review their work, and make necessary corrections It primarily serves transactional purposes Diep Quang Ban (1998) identifies three key features that differentiate written language from spoken language in English.
The first is density The density is the information volume presented Evidently, written language is dense while spoken language is sparse
The second key aspect is the complexity of grammar In spoken language, the focus is primarily on conveying information rather than strict grammatical rules However, in written language, it is essential to ensure that sufficient information is presented, along with appropriate grammatical structures and a logical organization of sentences.
The last feature is grammatical metaphor Written language presents rather few different verbs, whereas spoken language uses more verbs
The distinction between spoken and written discourse is clear, yet neither form is inherently superior Written language enhances our understanding of linguistic systems, often resulting in better-organized messages, structured paragraphs, and effective layouts Writers can refine their content over extended periods, leading to greater coherence and complexity in syntax Consequently, written discourse tends to be more specific, precise, and coherent than its spoken counterpart, which is why this study concentrates exclusively on written discourse.
In summary, while there are notable similarities, the forms of discourse examined in this study are fundamentally distinct This research specifically investigates the use of coordinating conjunctions in the written discourse of English novels, concentrating exclusively on the characteristics of written communication To effectively analyze this discourse, it is essential to utilize the principles of Discourse Analysis.
2.2.3 Cohesion and Coherence in Discourse
Cohesion, as defined by Halliday & Hasan (1976), refers to the semantic relationships within a text that contribute to its overall meaning They emphasize that cohesion involves the dependency of one element's interpretation on another within the discourse Nguyen Hoa (2000) simplifies this concept, highlighting its fundamental role in textual coherence.
“formal links or relationships which exist between sentences that cause
Summary
This chapter addresses key issues related to discourse, cohesion, and conjunctions Linguists have varying interpretations of discourse, with some equating it to text while others see them as distinct This study adopts Halliday and Hasan's definition, treating discourse and text as interchangeable concepts Furthermore, it recognizes the close relationship between cohesion and coherence, noting that cohesion employs a range of cohesive devices to foster coherence in both written and spoken discourse.
This chapter wraps up with a discussion on the role of conjunctions as cohesive devices We now conclude Chapter 2 and transition to Chapter 3, which will explore the study's methodology.
METHODOLOGY
Research-governing orientations
The present study attempts to address the following research questions:
1 What are the similarities and differences between coordinators used in “The Call of the Wild” by Jack London and their equivalent realizations in Vietnamese translation by Manh Chuong (2011) in terms of their syntactic and semantic features?
2 What are the equivalents of the three coordinators AND/BUT/OR in the Vietnamese translated version in all relations?
3 What are the possible implications for teaching coordinators and translating them from English into Vietnamese?
In this study, coordinators are applied to be investigated in two versions of the novel: one in English and one in Vietnamese
1 The Call of the Wild by Jack London
"The Call of the Wild" narrates Buck's transformation from a sheltered life in California to the harsh realities of the Arctic After being sold by his master's servant due to human greed, Buck encounters various challenges, ultimately finding himself under the care of John Thornton, who teaches him survival skills As Buck's primal instincts resurface, he becomes an exceptional sled dog, traversing the treacherous trails in search of gold The story culminates in Thornton's tragic death, leading Buck to embrace his true nature and return to the wild, where he truly belongs.
2 Vietnamese translated version by Manh Chuong (2011)
“Tieng goi noi hoang da” was translated into Vietnamese by Manh Chuong The translated version, which is about 151 pages thick, was published in 2011 by Literature publishing house
This study aims to compare and contrast the use of coordinators as cohesive devices in English and their Vietnamese equivalents The research employs a contrastive analysis approach to achieve its objectives.
This study utilizes a combination of qualitative and quantitative methods, prioritizing qualitative analysis The qualitative approach focuses on describing and analyzing the syntactic and semantic features of coordinators in both English and Vietnamese, highlighting their similarities and differences.
1.1.5 Principles for intended data collection and data analysis
Data collection and data analysis are carried out based on the following principles:
- Good planning and preparation prior the process of collecting and analyzing data are essential
- Keep clearly in mind the purpose that data collection and data analysis have to be done between timeliness (speed), accuracy and comprehensiveness
- Data must be standard and should be collected from trusty sources Therefore, the choice of documents and sites to be visited should be finalized
The collection of primary data (both qualitative and quantitative) at community level is required to validate or up-date information provided by the available secondary data.
Research methods
3.2.1 Major methods vs supporting methods a Major methods: The study has been carried out based on a combination of different methods, among which the main method is the contrastive analysis (C.A) Since the main purpose of the study is contrast coordinators in English and Vietnamese, the result of which will be exploited for language learning and teaching C.A is used as the major method of the study In fact, according to Carl James (1980), contrastive analysis (CA) is defined as a linguistic enterprise aimed at producing inverted two-valued typologies (a CA is always concerned with a pair of languages), and founded on the assumption that languages can be compared For the contrastive analysis method, English is considered the base language and Vietnamese as the comparative language The author has taken an English novel and its Vietnamese translation to compare and contrast This method involves two steps: describing the syntactic and semantic features of coordinating conjunctions in English and Vietnamese equivalents, then comparing and contrasting to point out the similarities and differences between these two languages b Supporting methods: The descriptive method is used to describe syntactic and semantic features of coordinators in English based on Quirk‟s viewpoint (1973) and in Vietnamese based on Diep Quang Ban‟s viewpoint
The author employs a quantitative method grounded in data analysis to investigate the syntactic and semantic characteristics of conjunctions in both English and Vietnamese.
Moreover, the systematization and categorization methods are used as supporting one
Supporting techniques such as reference to the publication, consultation with the supervisor, discussion with colleagues, and personal observations are also very helpful
Collecting essential data is crucial in research, prompting the use of various techniques for data acquisition In this study, documentation review is employed as the primary method for data collection Coordinators have been carefully selected, gathered, and classified to ensure the reliability of statistical frequency Both a novel and its translated version have been analyzed with these coordinators Once processed, the coordinators will be organized into an overall distribution for easy reference during the study.
After being collected, the data are analyzed by using the following techniques:
The coordinators in the novel were manually highlighted and analyzed to identify discourse devices, with their frequency of occurrence tabulated The top three coordinators were then examined for their syntactic functions and semantic implications within the text A contrastive analysis was conducted between these coordinators in the English version and their Vietnamese translations to identify their equivalents.
Summary
This chapter outlines the thesis methodology, which consists of two key components: research-governing orientations and research methods It encompasses the research questions, setting, and type, along with distinguishing between major and supporting methods, as well as detailing data collection and analysis techniques.
The major method employed in this study is contrastive analysis The descriptive, qualitative and quantitative are used as supporting one
This study focuses on the English novel "The Call of the Wild" and its Vietnamese translation, analyzing discourse devices and their frequency in English A contrastive analysis is conducted to compare coordinators in English with their Vietnamese counterparts, highlighting both syntactic and semantic similarities and differences The findings offer valuable implications for teaching coordinators and translating them from English to Vietnamese.
FINDINGS AND DISCUSSION
An overview of coordinating conjunctions usages in the English
The first thing that the researcher would like to mention in the study is the frequency of occurrence of coordinators in English novel and the Vietnamese translated version
No Novels No of words No of coordinators
1 The Call of the Wild by Jack London
2 Tieng goi noi hoang da by Manh Chuong
Table 4.1: Coordinating conjunctions in the English and Vietnamese novels
From the above results, it can be said that the frequency of occurrence of coordinators in English novel and Vietnamese translated version is equivalent
The article discusses the frequency of coordinators in both English and Vietnamese, highlighting the various types of coordinating conjunctions utilized in "The."
Call of the Wild”, will be listed in the following table, based on the classification of Quirk (1973):
Table 4.2: English coordinating conjunctions in “The Call of the Wild” by Jack London
Table 4.2 highlights that the most frequently used English coordinators in this novel are "AND," "BUT," and "OR." Notably, the coordinating conjunction "AND" appears 611 times, accounting for 71.2% of all coordinators, underscoring its significant role in the cohesion of the discourse This conjunction facilitates connections not only between words but also among larger language units such as phrases, clauses, sentences, and even paragraphs An example will further illustrate this point.
Buck, driven by primal fury, charged at the man with a fierce intensity, his eyes bloodshot and his body brimming with pent-up energy Just as he was about to seize his target, a sudden blow from a club struck him down, leaving him bewildered and in pain Despite never having experienced such a strike before, Buck quickly regained his footing, only to be met with the same brutal force repeatedly Each time he attempted to attack, the club thwarted him, demonstrating the harsh reality of his new existence.
The word "and" appears 12 times in various functions throughout the paragraph It initially connects this paragraph to the previous one Additionally, it links words in phrases such as "days and nights" and "back and side." Furthermore, it serves to connect phrases like "one hundred and forty pounds," "check his body and brought his teeth," "part bark and more scream," and "was again on his feet and launched into the air."
The protagonist experiences a profound shock as he faces an unexpected assault, having never encountered such violence before Despite multiple attempts to charge forward, each effort is met with the brutal force of a club that repeatedly brings him crashing to the ground This relentless cycle of charging and being struck highlights his confusion and the harsh reality of his situation.
In this novel, the coordinator "BUT" appears 153 times, accounting for 17.8% of the total, making it the second most frequent coordinator Similar to "AND," "BUT" links words, phrases, clauses, sentences, and paragraphs Following "BUT," the coordinator "OR" is used 37 times, representing 4.3% of the total occurrences.
The rest only accounts for the lowest rate: so-8, yet-11, for-25, nor-14 times, taking up only 3, 8%
Then the different types of coordinating conjunctions used in “Tieng goi noi hoang da”, will be listed in the following table, based on the classification of Diep Quang Ban (2007):
Table 4.3: Vietnamese coordinating conjunctions in “Tieng goi noi hoang da” by Manh Chuong
Table 5 reveals that the most commonly used Vietnamese conjunctions in the novel are VÀ, NHƢNG, RỒI, MÀ, CÒN, and HAY-HOẶC Among these, the conjunction "AND" stands out with a significant usage rate of 57.3%, while the least used conjunction has a mere occurrence of 0.1%.
The study focuses specifically on the three most commonly used coordinators in "The Call of the Wild" by Jack London and its Vietnamese translation, rather than examining all coordinators.
Taking English and Vietnamese coordinating conjunctions into comparison, the study finds out the main similarities and differences in terms of syntactic and semantic features as follows:
Similarities and Differences in coordinating conjunctions usages in
This study focuses on the examination of the three coordinators AND, BUT, and OR, specifically in how they connect two clauses to create compound sentences The analysis is limited to clausal coordinators.
Concerning syntactic features, it goes without saying that coordinators used in English and Vietnamese novel have the functions as linking devices
According to Quirk (1972), coordinating conjunctions serve as explicit indicators of coordination, linking units of equal status Coordination entails connecting elements that are constituents of the same level, which can include single words, phrases, or clauses.
[6]Charles and Hal went out in the evening and bought six Outside dogs
(Sác và Han đi tìm mua được sáu con chó thuộc các giống chó ở miền bên ngoài)
[7] Buck felt vaguely that there was no depending upon these two men and the woman
(Bấc lờ mờ cảm thấy là không thể trông mong gì được vào hai gã đàn ông và mụ đàn bà này)
Buck was born and spent the first four years of his life in this place.
Conjunctions like AND, BUT, and OR are essential for creating logic and cohesion in writing, as they link words, phrases, and sentences effectively Without these connecting words, sentences would lack clarity and flow, making it challenging to convey meaning.
AND, BUT, and OR are key coordinators that connect two equal clauses Notably, the placement of conjunctions in both English and Vietnamese novels is similar, as they are typically found at the beginning of a clause Additionally, a comma is used before a coordinator that appears at the start of a clause, while a full stop is required before a sentence connector positioned at the beginning of a sentence.
Buck felt a deep sense of fear about the future as he pondered the fate of those who never returned, finding relief each time he was not chosen.
Bấc luôn thắc mắc về số phận của những con chó đã rời bỏ, vì chúng không bao giờ quay lại Tuy nhiên, trong lòng Bấc luôn lo sợ về tương lai Mỗi khi không ai nhắc đến nó, Bấc lại cảm thấy nhẹ nhõm.
(Chapter 1-p.6) Clauses beginning with a coordinator cannot be moved in front of the preceding clause without producing unacceptable sentences or at least changing the relationship of clauses
[10]Buck wondered where they went, for they never came back (Bấc tự hỏi không biết những con cho ấy đi đâu, vì chúng không bao giờ trở lại cả)
For they never came back, Buck wondered where they went
In both English and Vietnamese, the conjunctions AND/BUT/OR and VÀ/NHƢNG/HAY-HOẶC cannot have another conjunction placed before them However, they can be followed by other conjunctions and subordinators, as demonstrated in the examples provided.
The months passed in a cyclical journey through the uncharted vastness, a realm devoid of human presence yet filled with the echoes of those who might have existed if the Lost Cabin were a reality.
Ngày tháng trôi qua, đoàn người và chó kiên trì bước đi, xuyên qua vùng đất bao la chưa từng được khám phá Đây là nơi mà chưa ai đặt chân tới, và có thể là nơi đã từng có người đến, nếu như câu chuyện về Túp Lều Mất Tích là có thật.
[12] Because men, groping in the Arctic darkness, had found a yellow mental, and because steamship and transportation companies were booming the find, thousands of men were rushing into the Northland
Con người đã khám phá ra một kim loại màu vàng trong quá trình tìm kiếm dưới bầu trời tối tăm của vùng Bắc Cực Sự phát hiện này đã thu hút sự chú ý của các công ty tàu biển và vận tải, dẫn đến hàng ngàn người đổ xô đến vùng đất phương Bắc.
In both English and Vietnamese, when connecting two clauses with conjunctions such as AND, BUT, OR in English and VÀ, NHƢNG, HAY-HOẶC in Vietnamese, it is permissible to omit the subject if it is the same as the subject in the preceding clause.
[13] He plunged into the swimming tank or (he) went hunting with the Judge’s son
(Nó cùng ngụp lặn trong bể bơi hoặc (nó) cùng đi săn với các cậu con trai của ông Thẩm)
He joyfully carried the Judge’s grandsons on his back, rolled them in the grass, and safeguarded their steps during wild adventures to the fountain in the stable yard.
Nó cõng những đứa cháu của ông chủ trên lưng, lăn tròn trên cỏ để đùa giỡn với chúng, và luôn canh giữ từng bước chân của bọn trẻ khi chúng mạo hiểm tìm đến vòi nước ở sân chuồng ngựa.
In addition, coordinators AND/OR and VÀ/HAY-HOẶC can link more than two clauses, and the final instance of these two conjunctions can be omitted:
[15] His strength ebbed, his eyes glazed, and he knew nothing when
Bấc kiệt sức, đôi mắt trở nên mờ dần, và cuối cùng lịm đi không còn biết gì nữa khi chuyến tàu hỏa dừng lại theo hiệu cờ, hai người kia ném nó vào toa chở hành lý.
[16] Buck saw, and his mates saw, and they knew that this thing was very close to them
AND/OR/BUT in English and their Vietnamese equivalents
This chapter addresses the research question by comparing the English coordinators AND, BUT, and OR with their Vietnamese equivalents VÀ, NHƢNG, and HAY/HOẶC The coordinators are typically translated in pairs: AND translates to VÀ for addition, BUT to NHƢNG for contrast, and OR to HAY/HOẶC for alternatives The study aims to answer two key questions regarding these linguistic comparisons.
- Can VÀ/NHƢNG/HAY-HOẶC transfer the meanings of AND/BUT/OR sufficiently in all relations?
- If not, which words or phrases can be the equivalents of each coordinator?
This chapter focuses exclusively on the Vietnamese equivalents of the English conjunctions AND, BUT, and OR, specifically examining VÀ, NHƢNG, and HAY-HOẶC as clausal coordinators.
This article explores the translation of the coordinator "and" into Vietnamese through a contrastive analysis with its Vietnamese equivalent The focus will initially be on the most common implication of "and," referred to as "pure addition." To illustrate this, we will examine a pair of sentences.
[57a] Hunters there are who fail to return to the camp, and hunters there have been whom their tribesmen found with throats slashed cruelly open
= Hunters there have been whom their tribesmen found with throats slashed cruelly open, and hunters there are who fail to return to the camp
Một thợ săn đã ra đi nhưng không trở về trại, trong khi một thợ săn khác được tìm thấy đã chết giữa rừng, với vết thương nghiêm trọng ở cổ.
Một thợ săn đã được phát hiện bởi người dân trong bộ lạc khi xác của anh ta được tìm thấy giữa rừng, với họng bị xé rách một cách thảm khốc Thợ săn này đã ra đi mà không trở về trại.
[58a] Joe was sourer than ever, and Sol-leks was unapproachable, blind side or other side
= Sol-leks was unapproachable, blind side or other side, and Joe was sourer than ever
Giô trở nên cáu bẳn hơn bao giờ hết, trong khi lão Xôn-lếch thì không ai dám lại gần, bất kể là bên mắt mù hay bên mắt không mù của lão.
Lão Xôn-lếch khiến mọi người e ngại, không ai dám lại gần, dù là bên mắt mù hay bên mắt còn lại Tính cách của Giô cũng trở nên cáu bẳn hơn bao giờ hết.
The coordinated clauses in 2 pair sentences can be changed in order without changing the meaning of the utterance which is normally
In logical terms, both "AND" and "VÀ" serve as additive operators, indicating that two clauses must share a common element to establish an additive relationship Thus, it can be concluded that "VÀ" is entirely equivalent to "AND" in this context.
Furthermore, there are cases in which we can also use VÀ CÒN / VÀ THÊM NỮA/ VÀ HƠN NỮA/ VẢ LẠI/ CÙNG VỚI/ NÀO LÀ instead of
The trail into the country was well-worn by previous travelers, and the police had strategically placed supplies for both dogs and humans at several locations, allowing him to travel with minimal baggage.
The police strategically placed supplies for both dogs and humans at several locations, creating a well-defined trail that was solidified by subsequent travelers, allowing him to travel with minimal baggage.
Đường mòn trên băng mà họ mở ra đã trở nên cứng chắc dưới bước chân của những người đi sau Cảnh sát cũng đã bố trí kho chứa thức ăn cho người và chó dọc theo đường, giúp cho những kẻ lữ hành di chuyển dễ dàng hơn.
Cảnh sát đã thiết lập các kho chứa thức ăn cho người và chó tại một số địa điểm dọc đường Đường mòn trên băng mà họ tạo ra trước đó đã được nén chặt dưới bước chân của những người đi sau, giúp việc di chuyển trở nên dễ dàng hơn.
As winter approached, the relentless cold drove them to lower elevations, making it difficult to escape its grasp Their concern was not for the herd or the young bulls, but rather for the life of a single member, which felt like a distant priority Ultimately, they accepted the sacrifice required to move forward.
= It seemed they could never shake off this tireless creature that held them back, and the down-coming winter was harrying them on to the lower level
Mùa đông đang đến gần, khiến chúng phải di chuyển xuống những vùng đất thấp hơn Chúng cảm thấy như thể không bao giờ có thể dừng lại Không phải tính mạng của cả đàn hay của những con nai đực trẻ bị đe dọa, mà chỉ một thành viên trong đàn phải hy sinh Điều này không quan trọng bằng sự sống còn của chính chúng, và cuối cùng, chúng chấp nhận nộp món tiền mãi lộ đó.
Chúng cảm thấy như không thể thoát khỏi sinh vật không biết mệt mỏi đang giữ chân mình Mùa đông đang dần lan xuống, thúc giục chúng nhanh chóng di chuyển về những vùng đất thấp hơn.
However, there are cases in which only VÀ cannot be able to transfer the meaning of AND sufficiently
Let us have a look at the following sentences:
Implications for teaching and translating coordinating conjunctions
4.4.1 Implications for teaching coordinating conjunctions
Cohesive devices are essential for creating coherence in writing, making their understanding crucial for students Teachers must enhance students' awareness of these devices, especially coordinators Vietnamese students often struggle with the function and usage of coordinators in English, leading to unnatural application in their writing.
Many students often misuse conjunctions, leading to sentences that contain multiple coordinators For instance, it is common to encounter sentences that incorrectly use two conjunctions, such as AND, BUT, or OR, within a single statement.
Arrogance can lead to isolation, as seen in the saying, "Because he’s so arrogant, he has no friends." Conversely, happiness can thrive despite financial struggles, as illustrated by "Although they are poor, they are very happy." Therefore, it is essential for educators to employ effective strategies in teaching English conjunctions to engage students and enhance their learning experience.
Teachers must highlight key transitions to help students recognize and understand the semantic relationships between sentences and paragraphs, as indicated by coordinators Thus, comprehending the role of coordinators is crucial for learners.
Teachers should clearly explain the functions and uses of conjunctions such as AND, BUT, and OR, as they carry multiple meanings To enhance effectiveness, it's essential to present these meanings in real text, allowing students to grasp the implications of coordinators in context This approach fosters a better understanding of the theoretical aspects of language By connecting sentences, teachers can illustrate the relationships between clauses and demonstrate the practical use of coordinators in various situations Creating clear, diverse scenarios helps learners identify semantic relationships without confusion Engaging students in both spoken and written forms enables them to recognize that coordinators convey more than just logical connections, enriching their language skills.
Teaching materials are as crucial as the teaching methods themselves They must effectively clarify and illustrate the use of coordinators, providing contrasting examples of successful and unsuccessful discourse Additionally, materials should align with the communicative goals of language instruction, ensuring that the contexts presented are relatable and comprehensible to learners It is advisable to avoid sample discourses that delve into complex scientific or technical subjects, as these may hinder understanding.
Many grammar books primarily address coordinators at the intra-sentential level, emphasizing their syntactic functions, while neglecting their inter-sentential use To enhance students' understanding, teachers should implement more exercises and activities focused on inter-sentential coordinators Additionally, it is essential for educators to design various types of practice exercises to help learners achieve proficiency in using English coordinators Finally, incorporating bilingual materials is crucial to ensure accurate usage by learners and to minimize interference from their native language.
In conclusion, while reading instruction has traditionally emphasized vocabulary and grammar at the sentence level, it is essential to also focus on the connections between sentences and paragraphs Enhancing students' understanding of cohesion, particularly through the use of coordinators, is crucial for improving their comprehension of text structure To support this, various exercises are proposed to help students avoid common errors in the use of these three English coordinators.
4.4.2 Implications for translating coordinating conjunctions
Translation involves more than just generating new text; it necessitates a careful reproduction of the original discourse A translator must consider not only the propositional content but also extralinguistic factors such as social interactions and cultural values These elements compel the translator to seek appropriate methods to achieve an accurate and meaningful translation.
Within this research scope, we suggest the translator should pay special attention to the followings:
Translators must thoroughly understand the original discourse and identify relationships within it to select appropriate translation devices The author’s intent plays a crucial role in guiding the translator’s choices However, since linguistic styles differ across languages, it is the translator's responsibility to identify and choose suitable cohesive devices for connecting sentences effectively in the target language.
Secondly, translators should analyze the connotative meaning of conjunctions and find an alternative means of translation; if possible, understanding cross - cultural notes between English and Vietnamese are
English For example, the meaning of coordinator “but” is not popular in English; yet, Vietnamese is rich in this use of “nhưng” The link by
The word "but" serves to connect two sentences, where one conveys a denotative meaning and the other carries a connotative meaning For example, in the sentence, "Anh Phong is intelligent, but he " the contrast highlights the complexity of the subject's character.
Hoàng đẹp trai.” In this example, “nhưng” cannot be easily translated as
The conjunction "but" fails to fully capture the nuanced comparisons between Phong and Hoang, specifically that "Phong is smarter than Hoang" and "Hoang is more handsome than Phong." Nguyễn Lai (2006) highlights that merely viewing conjunctions as grammatical tools overlooks their significant role in conveying meaning and facilitating effective communication Understanding conjunctions requires recognizing their contribution to the overall expression of a sentence.
In addition, if Vietnamese learners are addicted to the habit of considering AND as simply the equivalent to VÀ, they fail to transfer other relations of AND
In some cases, the most successful conjoining device can be VÀ VÌ THẾ,
VÀ DO ĐÓ In other cases AND ought to be transferred by NHƢNG, VỚI ĐIỀU KIỆN LÀ
Similarly, BUT is transferred not only NHƢNG but many others such as MÀ, MÀ CÒN, TUY NHIÊN seems to be much better
OR is completely equivalent to HAY, HOẶC But, sometimes it must be understood as negative condition expressed by NẾU KHÔNG THÌ…
Research indicates that guiding Vietnamese learners in translation methods can enhance their understanding of various meanings associated with coordinators As translators become adept at recognizing these meanings, they will more efficiently select appropriate Vietnamese equivalents, and this proficiency can be reciprocated in the translation process.
Type 1: Combine the following pairs of sentences using the coordinators:
1 You can go there by bus You can go there by train
2 We know him We know his friends
3 I wanted to go He wanted to stay
Type 2: Match a sentence in column A with another in column B using appropriate coordinators
You can do it right now
We drank it together You can leave it until tomorrow
Type 3: Fill in the gaps with appropriate coordinators
1 We were getting tired,………… we didn‟t stop for a rest
2 The waiter was very nice, ……… the food was delicious
3 Walk quickly,………… you will be late
Engaging in these three types of exercises is straightforward yet effective in enhancing students' logical thinking They help organize ideas by using "AND" to indicate addition, "BUT" to express contrast, and "OR" to present alternatives.
Type 4: Complete the sentences using the suggested coordinator
1 We have to work hard, (or)………
Engaging students in exercises that utilize coordinators can effectively spark their interest in signaling logical relationships between ideas, while simultaneously enhancing their reproductive skills.
Type 5: Identify the semantic implications between the coordinated clauses of the following sentences:
1 Maria tried to read a novel in French, but it was too difficult
2 I bought a bottle of wine, and we drank it together
3 You can do it right now, or you can leave it until tomorrow
4 They disliked John – and this is not surprising
5 Give me some money, or I‟ll shoot you
Summary
Numerous linguistic learners have conducted studies on various aspects of cohesion This thesis aims to provide a detailed analysis of the coordinators used in language.
“The Call of the Wild” by Jack London and the Vietnamese translated version The main contents of the topic are presented in chapter four
In "The Call of the Wild," the most frequently used coordinating conjunctions in English are AND, BUT, and OR, with their Vietnamese equivalents being VÀ, NHƢNG, and HAY-HOẶC To create a successful literary work, it is essential to combine various writing techniques, with coordinating conjunctions playing a crucial role in enhancing the effectiveness of the narrative.
The thesis also finds out some similarities and differences between coordinators used in the English and the Vietnamese translated version in terms of syntactic and semantic features.