Aims and objectives of the study
Aims of the study
This thesis conducts a detailed analysis of cohesive devices in English and their Vietnamese equivalents through a contrastive examination of parallel corpora, comparing the original English text with its Vietnamese translation It aims to identify the similarities and differences in cohesive devices and translation techniques between the two texts Based on these findings, the author will offer recommendations for effective English learning strategies for both teachers and students.
Objectives of the study
There are three main objectives in this study
This article highlights the characteristics of cohesive devices in the novel "Vanity Fair" and compares these features with their Vietnamese translation It also examines the techniques used in translating cohesive devices from the original text to the Vietnamese version, providing insights into the effectiveness of these translation strategies.
+ Offering some recommendations for mastering cohesive devices in teaching , learning as well as translating effectively.
Research questions
To fully achieve these aims and objectives stated as above, the study should answer the following questions:
1 What are the features cohesive devices used in the novel “Vanity Fair”?
The novel "Vanity Fair" and its Vietnamese translation exhibit both similarities and differences in the use of cohesive devices While certain cohesive elements are preserved in translation, others may be adapted to better suit the linguistic and cultural context of Vietnamese readers Techniques for translating these cohesive devices vary, reflecting the translator's approach to maintaining the original text's coherence and flow Overall, the translation process highlights the challenges and strategies involved in conveying the nuances of cohesive devices across languages.
3 What are the recommendations for teaching, learning and translating English cohesive devices?
Scope of the study
This study examines the cohesive devices in two key chapters of the novel "Vanity Fair," analyzing both grammatical and lexical features It concludes by highlighting the similarities and differences between these devices, as well as the translation techniques employed in the novel.
Significance of the study
The findings of this study is expected to give valuable contribution both theoretically and practically
This study aims to enhance our understanding of the grammatical and lexical characteristics of English cohesive devices, particularly in relation to their Vietnamese translations The findings will serve as a valuable reference for researchers and linguists interested in further exploration of this area.
This study aims to categorize cohesive devices in the novel "Vanity Fair" and provide effective strategies for Vietnamese learners of English as a foreign language to enhance their understanding of these linguistic tools.
The study's findings aim to benefit teachers, translators of English, and individuals learning English as a foreign language.
Design of the study
The study is divided into five chapters namely: Introduction, Literature review, Methodology, Finding discussion, and Conclusion, of which major contents consists of five chapters are as follow:
Chapter 1 introduces the research rationale, outlining the study's aims and objectives, formulating key research questions, and defining the scope of the research It also highlights the significance of the study and describes the research design.
Chapter 2, The Literature Review, explores the theoretical foundations of cohesive devices as discussed in previous studies of both English and Vietnamese It provides an overview of various types of cohesive devices and establishes a comprehensive theoretical background on the subject.
Chapter 3, The Methodology, this chapter focuses on issues of methodology and outline subjects, data collection instruments, procedure of data collection, statistical analysis and summary content of this chapter
Chapter 4, Findings and Discussion, explores the syntactic and semantic features of cohesive devices in the novel "Vanity Fair" alongside their Vietnamese equivalents It identifies the similarities and differences in cohesive devices and examines the techniques for translating these devices Additionally, the chapter discusses the pedagogical implications of the study, summarizing its key content.
Chapter 5, Conclusion makes conclusions on each of the research objectives, implications, limitations of the study and suggestions for further research References come at the end of the study
The Reference and Appendix put an end to the study.
Previous studies
In recent decades, there has been a significant increase in interest regarding written English discourse, encompassing both native speaker (NS) and non-native speaker (NNS) texts Research into the characteristics of NS and NNS written discourse has primarily been driven by the educational needs of specific groups of second language (L2) learners, particularly in relation to the use of longer discourse units as opposed to shorter ones like sentences This highlights the understanding that effective participation in a discourse community requires more than just mastering grammar and linguistic forms; it necessitates addressing larger units of discourse to assist L2 learners in producing suitable written communication.
Widespread studies of cohesion, initiated by Halliday and Hasan (1976), have significantly advanced the understanding of longer discourse units They argue that cohesion is rooted in the lexical and grammatical relationships that connect sentences, allowing them to form a coherent discourse rather than remaining as isolated sentences Their concept of textuality, which focuses on relationships across sentence boundaries, opens up new avenues for L2 writing research, encouraging exploration beyond sentence-level operations and features (Witte & Faigley, 1981).
A study conducted by Seungbok Lee in 1996, titled “Different Cohesive Devices in English Prose by Korean and American College Students,” examines the challenges and weaknesses faced by students in effectively using cohesive devices and conjunctions in English writing.
In a study conducted by Al-Jarf (2001) in Saudi Arabia, the use of cohesive devices among 59 Arab EFL students at King Saud University was examined The findings revealed that substitution posed the greatest challenge for the students, followed by reference and ellipsis.
“cohesion anomalies were caused by poor linguistic competence, especially poor syntactic and semantic awareness, and poor or inaccurate knowledge of the cohesion rules” (Al-Jarf, 2001:141)
A study by Olateju (2006) investigated the use of cohesive devices in essays written by 70 final-year students at Ooni Girls High School in Osun State, Nigeria The findings revealed that despite receiving six years of intensive English instruction at the secondary level, the students struggled to effectively utilize cohesive devices in their writing.
In her 2009 study titled “A Discourse Analysis of Grammatical Cohesion in Students’ Writing,” Besma Azzouz highlights several inappropriate uses of grammatical cohesion that are evident in students' writing.
A study conducted by Ahmed (2010) in Egypt examined the cohesion issues faced by student-teachers in English as a Foreign Language (EFL) essay writing The research revealed that the students' low proficiency in English significantly contributed to their difficulties in producing cohesive written work.
Josephine B Alarcon and Katrina Ninfa S Morales (2011) with the title of
“ Grammatical cohesive in students’ argumentative essay” This study analyzed quantitatively and qualitatively the cohesive devices including and/or/ but used by undergraduate students in their argumentative essay
In his 2016 minor thesis, "Cohesive Devices in Written Discourse: A Discourse Analysis of a Student’s Essay Writing," Afnan Bahaziq highlights that reference and conjunction are the most commonly used grammatical devices, while lexical devices are notably underutilized Despite the overall cohesion of the essay, there remain areas that require enhancement.
2.1.2 Previous studies in Viet Nam
From the view Diep Quang Ban (1998) Vietnamese conjunctions are arranged into two principal groups: subordinating and coordinating conjunctions
The research in an M.A thesis by Phuong To Tam (2003) entitled “An analysis of coherence and cohesion and a contrastive analysis of lexical
This article explores eight cohesive devices in English and Vietnamese, focusing on a contrastive analysis of lexical cohesive devices, specifically reiteration and collocation The study compares these devices in the original English textbook with their Vietnamese equivalents in the translated version Additionally, another M.A thesis by Le Thi Mai Hien (2004) titled “An Analysis of Cohesive Devices in English Application Letter” investigates the frequency of lexical cohesive devices used in application letters.
The next research is an M.A thesis by Tran Thi Hoa Mai (2010) entitled
“An analysis of grammatical cohesion used in “The call of the Wild” by Jack
In the analysis of "The Call of the Wild," it is evident that conjunctions play a crucial role in creating grammatical cohesion The frequent use of these cohesive devices ensures that the text flows smoothly, preventing it from becoming a disjointed collection of unrelated sentences Without conjunctions, the narrative would lack coherence and clarity.
Cao Thi Huyen Nga's 2012 research, titled “An Analysis of Cohesive Devices in the ESP Textbook on Accounting at the University of Labor and Social Affairs,” focuses on examining cohesive devices within the Accounting reading materials at ULSA The study also explores teachers' perspectives on the importance of teaching cohesion in the classroom.
In summary, extensive research has been conducted on cohesive devices across various discourse genres, making it challenging to cover all aspects Previous studies serve as valuable references; however, there has been no investigation into the cohesive devices in the English novel "Vanity Fair" compared to its Vietnamese translation Consequently, the author aims to explore the number and types of cohesive devices present in two selected chapters, as well as the translation techniques employed in both the original and Vietnamese versions of "Vanity Fair."
Theoretical background
There are different ways of understanding and defining discourse Discourse analysis is a branch of linguistics that studies language use in relation to social factors that influence our daily interactions
Discourse, derived from the Latin term "discursus," refers to both written and spoken communication In the fields of semantics and discourse analysis, it represents a broad conceptualization of conversation, encompassing various modalities and contexts of communication.
In linguistics, discourse is defined as a unit of language that extends beyond a single sentence, encompassing the use of spoken or written language within a social context According to Jan Renkema (2004:12), discourse studies focus on exploring the relationship between form and function in verbal communication Halliday and Hasan (1989:296) simplify the definition of text (discourse) by stating that it is essentially functional language.
According to Nunan (1993:35), discourse is defined as a sequence of sentences that are perceived to be interconnected These sentences relate not only through shared ideas but also through their functions within the discourse Consequently, discourse analysis focuses on understanding how these elements work together in communication.
To effectively convey thoughts on a topic, it's essential that the sentences within a text are not only grammatical but also coherent As noted by Nunan (1993:2), grammatical sentences alone do not guarantee that the overall text will be meaningful.
Linguists have various definitions of discourse, each contributing unique insights to the field A compelling definition by Frances Henry and Carol Tator (2002:10) describes discourse as the social use of language to convey significant historical meanings This perspective emphasizes that language is influenced by social conditions, including the identity of the speaker and the context of communication, highlighting that language is inherently non-neutral as it connects our personal and social realities.
The distinction between discourse and text remains unclear, with some linguists attempting to differentiate the two Halliday and Hasan (1976) define a text as a passage of discourse, highlighting the ongoing debate surrounding their relationship.
Coherence in communication is twofold: it aligns with the situational context and maintains a consistent register, while also ensuring internal cohesion Nunan (1976: 5) defines a text as any written record of a communicative event, which can encompass both oral and written language, focusing on the interpretation of the event within its context.
Some linguists differentiate between text and discourse, with Widdowson (1979) defining text as a combination of sentences and discourse as the use of sentences for communication Conversely, Cook (1989) argues that text is a formal stretch of language interpreted without context, while discourse is a meaningful, unified, and purposeful stretch of language in use.
Actually, it is not easy to make a clear-cut distinction between “text” and
According to Halliday (2004:3), the terms "discourse" and "text" encompass a broad understanding of language use He defines "text" as any instance of language, regardless of the medium, that conveys meaning to those familiar with the language Moreover, cohesion and coherence are essential characteristics of text, highlighting its role as a fundamental unit of language.
The concept of context, as outlined by Halliday and Hasan (1976), originates from Bronislaw Malinowski's principle, which emphasizes the importance of understanding both the cultural background (context of culture) and the immediate circumstances surrounding the creation of a text (context of situation) for comprehensive analysis.
Translating pragmatic conversations into English presents challenges, particularly in using "civilized" language while maintaining cultural context Understanding and conveying meaning requires considering various factors, including nonverbal actions, surrounding events, intent, key, medium, genre, and normative principles Halliday emphasizes that these elements play a crucial role in the production and reception of texts.
The complexity of modern society and communication shapes our ability to anticipate events within a given framework Successful communication relies on our interpretative skills, informed by both cultural and situational contexts Specifically, the situational context of our text is well organized and predictable M.A.K Halliday (1985) emphasizes that while the context of situation influences language as text, the context of culture underpins language as a system Ultimately, there are two primary types of context that play a crucial role in communication.
The context of situation is a crucial concept in discourse analysis, encompassing three key variables: the subject matter being discussed, the relationship between the communicators, and the role of language in the interaction.
Understanding the culture associated with a language is crucial for accurately interpreting messages Readers and listeners must consider the cultural context to grasp the true meaning of the text As Malinowski (1923) noted, “if you are not a member of the culture, you cannot understand what is meant.” Therefore, to fully comprehend someone's intentions in writing or speaking, it is essential to pay attention to the cultural context.
Cohesion has become a key focus in discourse analysis and L1/L2 writing research, particularly following Halliday and Hasan's foundational work on the topic They defined cohesion as the linguistic tools that enable text to connect coherently Similarly, Hinkel described cohesion as the interconnectivity of ideas within discourse, facilitating a seamless flow of information Reid expanded on this by identifying cohesion devices as words or phrases that signal relationships between statements, linking current content to previous or upcoming information.
An overview on “Vanity Fair”
"Vanity Fair" stands out as a pinnacle of Critical Realism in English literature, showcasing an unparalleled style characterized by clarity, grace, and eloquence The author masterfully evokes a spectrum of emotions, from tenderness to fiery scorn, while maintaining sincerity throughout the narrative This profound emotional resonance is believed to significantly impact readers' feelings, prompting a closer examination of the author's life and works.
This article explores the original language and its translated version in the novel, aiming to enhance readers' understanding of the book and the moral lessons it imparts.
2.3.1 Introduction to “Vanity Fair” and the translated version a About the author
William Makepeace Thackeray (July 18, 1811 – December 24, 1863) was an English novelist best known for his works "Vanity Fair" and "The History of Henry Esmond, Esq." Born in Calcutta, India, he was the only son of Richmond Thackeray, an East India Company administrator, who died when Thackeray was just four years old He returned to England in 1816, attended several grammar schools, and found happiness at Charterhouse and later at Trinity College, Cambridge, although he left without a degree Thackeray studied law at the Middle Temple from 1831 to 1833 and married an Irish woman while studying art in Paris in 1836 He later became a prolific journalist in Bloomsbury, London.
William Makepeace Thackeray was a pioneering English writer known for his realistic portrayal of everyday life Throughout his literary career from 1812 to 1870, he published several notable novels, including "The Memoirs of C J Yellowplush" (1837-1838), "Catherine" (1839-1840), and "A Shabby Genteel Story."
(1840) ,The Irish Sketch Book (1843) , Notes of a Journey from Cornhill to Cario (1845, Vanity Fair (1847–1848, Pendennis (1849–1850), The History of Henry Esmond (1852), The Newcomes (1854–1855) The Virginians (1858–
In 1847–48, Thackeray gained fame and prosperity with the serial publication of his novel *Vanity Fair*, establishing himself as a prominent author in the English literary scene His subsequent works, including *A Shabby Genteel Story* and *The Adventures of Philip*, further contributed to his reputation.
"Vanity Fair," an English novel by William Makepeace Thackeray, explores the intertwined lives of Becky Sharp and Emmy Sedley along with their friends and families during and after the Napoleonic Wars Originally published as a 19-volume monthly serial from 1847 to 1848, the novel is subtitled "Pen and Pencil."
Sketches of English Society, reflecting both its satirisation of early 19th-century
In 1848, Thackeray published a single-volume work titled "A Novel without a Hero," which critiques British society through illustrations and text This title highlights his focus on dismantling the traditional notions of heroism prevalent in his time.
The Victorian domestic novel's principal founder has created a classic work that has inspired numerous film adaptations and was ranked No 122 in the BBC's The Big Read poll of the UK's most cherished books.
"Vanity Fair," translated into Vietnamese by Tran Kiem, a member of the Vietnamese Writers Association, was published in 2006 This translated edition spans approximately 928 pages and was released by the publishing house affiliated with the association.
2.3.3 A brief summary of “Vanity Fair”
In the novel, the contrasting fortunes and life reactions of the wealthy Amelia Sedley and the ambitious Becky Sharp highlight a complex interplay of character, where neither is purely good nor evil Becky, a scheming and provocative figure from a modest background, captivates the men around her in an upper middle-class and aristocratic setting Amelia, despite her passive nature, marries George Osborne, who, before his death at the Battle of Waterloo, contemplates abandoning her for Becky Ultimately, Becky marries Rawdon Crawley but faces disillusionment when he leaves her In a twist of fate, virtue prevails as Amelia finds happiness with her lifelong admirer, Colonel Dobbin, while Becky settles into a life of genteel living and charitable endeavors.
Vanity Fair stands as Thackeray’s greatest achievement, showcasing the vibrant movement and color of early 19th-century society Its narrative skill, nuanced characterization, and descriptive power solidify its status as one of the era's most remarkable novels However, the work transcends mere societal portrayal; it intricately examines the complexities of human motives, leading to Thackeray’s poignant conclusion: “Ah! Vanitas Vanitatum! Which of us is happy in this world?”
Which of us has his desire, or having it, is satisfied?” It is its tragic irony that makes Vanity Fair a lasting and insightful evaluation of human ambition and experience
2.3.4 The selection of certain chapter
Vanity Fair consists of 66 chapters, with Chapters 6 and 18 selected for analysis due to their prominent use of cohesive devices A comparison of the source text and its translation reveals significant differences in both structure and translation Consequently, the selection of these chapters is considered essential for this study and future research.
This chapter utilizes the theoretical frameworks of Halliday and Hasan (1976) to analyze the cohesive devices found in chapters 6 and 18 of Thackeray's novel, Vanity Fair Renowned for its narrative skill, nuanced characterization, and vivid descriptions, Vanity Fair stands out as one of the most significant novels of its time.
Different languages utilize various cohesive devices that contribute to the overall meaning of text, discourse, cohesion, and coherence, ensuring that the relationships expressed are interconnected Translation cannot be viewed in isolation; it is inherently linked to the concepts of cohesion and coherence This process involves examining lexical and grammatical cohesion, as well as the communication context of the source text, to analyze cohesive devices and accurately determine meaning.
Subjects
This study utilizes two literary corpora: Corpus A, which consists of the original English text from chapters 6 and 18 of "Vanity Fair," and Corpus B, the Vietnamese translated version of the text.
This article analyzes various cohesive devices found in two chapters of the novel "Vanity Fair," utilizing the comprehensive classification of cohesive devices established by Halliday and Hasan (1976).
Procedures
This study aims to explore cohesive devices in two chapters of the English novel "Vanity Fair." The research process begins with selecting and sorting relevant material from the text, a task that took over three months to complete The final stage involves analyzing and discussing the findings The research employs Halliday and Hasan's (1976) theoretical framework, utilizing various methods including descriptive, analytical, componential, qualitative, and quantitative approaches to meet the study's objectives.
The research employs statistical and descriptive methods to provide a comprehensive analysis of discourse concepts, cohesive devices, coherence, and translation theory It classifies and examines the interaction between cohesive devices and cultural harmony to address relevant issues The statistical analysis identifies the most significant cohesive devices used in two chapters of the novel Additionally, the study aims to explore grammatical and lexical aspects of English cohesive devices and their Vietnamese equivalents, seeking answers to specific research questions.
The novel "Vanity Fair" showcases various cohesive devices that enhance its narrative structure A comparison of these cohesive elements reveals both similarities and differences when contrasted with their Vietnamese translation techniques Understanding these devices is crucial for effective teaching and learning, as well as for translating English cohesive elements accurately.
Based on the collected materials, I have gained valuable theoretical insights and practical evidence regarding cohesive devices This theoretical framework is informed by the perspectives of prominent linguists such as Halliday and Hasan (1976), Halliday (1985), and Bloor and Bloor.
(1995), M.Bloor&T.Bloor (2013), Telemans (2001), Mc Carthy (1991), Lyons,
Choosing the approach to the problem and the theoretical background
Prior to conducting the study, a research proposal was drafted and presented, receiving valuable suggestions for improvement regarding the analysis of the novel "Vanity Fair." Data was collected from two specific chapters of the novel, which were classified and analyzed to serve as the primary source of qualitative evidence.
Analyzing data consists of some ways
This article explores the cohesive devices found in three chapters of the novel "Vanity Fair," highlighting the grammatical cohesive devices in English and their Vietnamese equivalents through clear examples Additionally, it sequentially presents the features of lexical cohesive devices in English alongside their Vietnamese counterparts.
The frequency of English cohesive devices is examined, followed by a presentation of both grammatical and lexical cohesive devices in English alongside their Vietnamese equivalents This analysis leads to a discussion of the findings, highlighting the similarities and differences between cohesive devices in English and Vietnamese Finally, the article outlines techniques for translating these cohesive devices effectively.
Statistical Analysis
The data are analyzed on basis of grammatical cohesion , lexical cohesion devices perspectives of Halliday and Hasan’s cohesive devices (1976) as the
31 theoretical framework The techniques in collecting the data in this study could be summarized into several steps Those were:
Reading was the first step in collecting data Reading the novel “Vanity Fair” In the novel “ Vanity Fair” was intended to understand the whole content especially cohesive devices
Identifying the text while reading the sentences containing cohesive devices were identified and highlighted
Note-taking is done after finding how many sentences containing cohesive devices exist, note-taking was employed to list all of them in column and pages where they exist
The inventorying process is a crucial step that follows the completion of note-taking and the identification of data By numbering each sentence sequentially from 1 to the total count of suspected data, this technique streamlines the inventorying process, enhancing organization and clarity.
This study compares sentences with cohesive devices to their Vietnamese equivalents, employing qualitative analysis grounded in relevant theories and supporting data The analysis process involves examining how the translator has rendered sentences with cohesive devices and assessing the equivalence of meaning in these translations.
Summary
This chapter outlines the research orientation and methods utilized in the study, emphasizing the clear analysis of data It discusses various research methods, including qualitative, descriptive, analytical, and contrastive approaches, to examine the syntactic and semantic features of cohesive devices and their corresponding solutions in Vietnamese translation The analysis focuses on a renowned literary text by William Makepeace Thackeray, employing these methods to explore both grammatical and lexical aspects of cohesive devices in translation.
Cohesive devices in the novel “Vanity Fair”
4.1.1 Grammatical cohesive devices in the novel “Vanity Fair”
Halliday and Hasan identify four types of grammatical cohesion: reference, substitution, ellipsis, and conjunction The analysis results based on these categories are as follows.
Reference can be identified as the situation in which one element can not be semantically interpreted unless it is referred to another element in the text
Pronouns, articles, demonstratives, and comparatives are used as referring devices to refer to items in linguistic or ituational texts
According to Halliday (1985): “It seems quite unlikely that reference first evolved as an “exophoric” relation: that is, as a means of linking
Exophoric reference requires readers to infer meanings by looking beyond the text to the shared environment A detailed analysis of "Vanity Fair" reveals that such references are frequently utilized, as illustrated in specific sentences throughout the work.
1) /// when by the greatest good luck a gentleman of the name of
Dobbin, who had been walking about the gardens, stepped up to the box /// and he entered the box in a most agitated state
The article "the" at the beginning of the clause does not refer to anything previously mentioned or indicate future references Instead, readers must look outward to understand that "the" pertains to the box in the garden, a place where everyone gathered to enjoy various activities.
Endophoric reference, as discussed in the previous chapter, is found within the text itself and is divided into two categories: anaphoric and cataphoric references Anaphoric reference occurs when a word or phrase points back to another word or phrase mentioned earlier in the text, as defined by Paltridge (2012: 115).
(2001), cataphoric reference “is a class device for engaging the reader’s attention” which often appears in the opening sentences of the text It can be seen in the following examples:
3) As George walked down Southampton Row, from Holborn, he laughed as he saw, /// and Miss Sharp, from her little bed-room on the second floor,/// [6:p51]
The term "he" serves as an anaphoric reference to "George," while "her" refers back to Miss Sharp in the previous text, making it another example of anaphoric reference Readers may struggle to fully grasp the text without referring back to these connections.
“he” as well as “his” or “her” and the already mentioned Here, “he”,
“himself” and “George” “Mr Osborne” “Miss Sharp”, are text –internal
In a lively exchange, she criticized George for his cruel laughter, highlighting the impact of Miss Sharp's charms on the overweight civilian when she descended the stairs.
In this example, the personal pronoun "she" does not refer back but rather points forward to "Miss Sharp." This illustrates that cataphoric reference serves as a cohesive device, guiding the reader or listener ahead in the text to identify the elements to which the referenced items pertain.
Both anaphoric and cataphoric references are utilized extensively, significantly enhancing the author's work The following section of this chapter presents a statistical analysis of reference markers.
4.1.1.1.3 Statistical Analysis of Reference Markers
In the previous chapter, we identified three types of references: personal, demonstrative, and comparative Before delving into comparative reference, it's important to examine co-reference more closely We will analyze the personal referent items utilized in this novel, and a table will illustrate the frequency of each type within the text.
Table 4.1 Personal Reference in chapter 6 and 18 of“ Vanity Fair”
Singular Masculine he/ him his his 275 44.4%
Feminine she / her hers her 218 35.3%
Plural they/ hem theirs their 77 12.4%
Table 4.1 clearly shows that personal references, both singular and plural, are used extensively and vary in frequency across the two chapters of the book This variation corresponds to the number and gender of the characters in the story A thorough analysis of the chapters reveals a total of 619 instances of personal references.
(100%) On the average, with a total of 275 times occurring, singular masculine
In the analysis of personal pronoun usage, masculine pronouns (he/him/his) dominate at 44.4%, ranking first, while singular feminine pronouns account for 35.3%, placing them second In contrast, singular neuter pronouns represent a mere 7.9% with only 49 occurrences Additionally, plural personal references, including they/them/their/theirs, make up 12.4% of the total, with 77 occurrences.
4) When he sank back into his seat, it was the wife that took the office of consoler She took his trembling hand, and kissed it, and put it round her neck: she called him her John—her dear John—her old man—her kind old man; she poured out a hundred words of incoherent love and tenderness; her faithful voice and simple caresses wrought this sad heart up to an inexpressible delight and anguish, and cheered and solaced his over-burdened soul [18:p125]
Table 4.2 Demonstrative Reference in chapter 6 and 18 of“ Vanity Fair”
Near this/ these this/ these here
Far that/ those that/ those there
Demonstrative reference functions as a verbal method of pointing, where the speaker indicates a referent based on its proximity For singular references, "this" denotes something near while "that" signifies something far away In plural contexts, "these" refers to items that are near, and "those" indicates items that are farther away Additionally, "here" and "there" are used for near and far locations, respectively, while "now" and "then" are employed to distinguish between near and far times.
In the analyzed chapters, seven types of demonstrative references are identified: "there," "the," "this," "those," "here," "that," and "these," totaling 721 occurrences Notably, the non-specific demonstrative "the" appears frequently, highlighting its significance in the text.
In the analyzed novel, the far demonstrative pronouns (that/those/there) were used 73 times, representing 10.2% of the total occurrences In contrast, the near demonstrative pronouns (this/these/here) appeared 79 times, accounting for 10.9% Notably, the most frequently used pronoun was the demonstrative "novel," which occurred 569 times, making up 78.9% of the total.
5) Our surprised story now finds itself for a moment among very famous events and personages, and hanging on to the skirts of history
[18:p124] 6) that kind smiling idiot, who, I daresay, presided even then over the place - Captain William Dobbin did not take the slightest notice
The similarities and differences of cohesive devices in the novel “ Vanity Fair” and
4.2.1 The similarities and differences of grammatical cohesive devices in the novel “ Vanity Fair” and their Vietnamese translation version
This study examines the types of cohesive devices used in English texts and their frequency, followed by an analysis of the corresponding solutions found in the Vietnamese translations (Corpus B) The findings are detailed in the following table, which illustrates how Vietnamese equivalents address English cohesive devices.
Table 4.8 Occurrence and frequency of Vietnamese solutions to the English cohesive devices
Reformulation 7 10 Occurrence and frequency of Vietnamese solutions to the English cohesive devices Two different solutions were adopted for the translation of the English texts for the cases of substitution, the employment of cohesive devices and the use of translation techniques As the results showed, the former option was much more common than the latter one, in particular grammatical cohesion A close analysis of those mechanisms employed in the translation is depicted as follows
Tran Kiem’s translation is notable for its diverse use of kinship terms instead of personal pronouns This choice reflects the translator's unique approach, which may deviate from strict fidelity to the original texts.
60 ruin the original works at all; on the contrary, it shows his sensitivity to the use of address forms in both the source and target language
36) When he sank back into his seat, it was the wife that took the office of consoler She took his trembling hand, and kissed it, and put it round her neck: she called him her John—her dear John—her old man—her kind old man; she poured out a hundred words of incoherent love and tenderness; her faithful voice and simple caresses wrought this sad heart up to an inexpressible delight and anguish, and cheered and solaced his over-burdened soul
Khi ông ngã xuống ghế, chính bà vợ đã an ủi ông bằng cách nắm tay ông và hôn nhẹ Bà gọi ông bằng những cái tên thân thương như John của bà và ông lão yêu quý Những lời ngọt ngào và sự vuốt ve âu yếm của bà đã xoa dịu nỗi đau khổ trong lòng ông, mang lại cho ông cảm giác hạnh phúc và thư thái.
Kiem effectively replaces the pronouns "He" and "She" with kinship terms like "ông" and "bà," fostering equality and respect in communication These terms play a crucial role in family dynamics, as they convey closeness, attachment, and warmth among family members, making them the ideal choice for expressing familial relationships.
On the other hand, He and she are involved in different extent in
Vietnamese kinship terms serve as primary address forms, differing from English, where personal pronouns are more commonly used According to Ban (2005), Vietnamese speakers prefer a diverse range of kinship terms to reflect their social relationships Factors such as status, power, age, and sex play a crucial role in selecting appropriate address terms This unique characteristic accounts for the varied use of kinship terms in different contexts, as illustrated by Kiem’s translation, where "he" was translated as "nó" instead of "anh ấy" or "ông ấy."
The speaker expresses his intention to leave half of his property to a certain individual, who already possesses ample wealth He confidently states that if he, the speaker, and the individual's sister were to pass away suddenly, the individual would remain unfazed and continue with his routine Consequently, the speaker resolves not to worry about this person's future, emphasizing that his choice of marriage is not his concern.
Tôi sẽ chia cho nó nửa cơ nghiệp và một khối tài sản riêng, nhưng tôi tin rằng nếu ngày mai, bà, tôi và em gái nó qua đời, nó sẽ chỉ biết nói: "Đội ơn Chúa" và tiếp tục thưởng thức bữa tối như bình thường Do đó, tôi không cần phải lo lắng cho nó Việc nó lựa chọn ai để sống cùng không phải là mối quan tâm của tôi.
The Vietnamese equivalents for the English personal pronouns "he" and "she" highlight the importance of address terms in translation Properly using these terms demonstrates the translator's profound grasp of the cultural nuances between English and Vietnamese.
Demonstrative reference is a crucial resource for writers in establishing textuality within the original novel In "Vanity Fair," demonstrative references constitute 45.4% of the cohesive markers across two chapters Notably, translated texts exhibit a higher frequency of demonstratives compared to the original The translator, Tran Kiem, shows a preference for using far demonstratives in his translations, indicating a shift from "near" to "far" references.
“far” scale in the target texts is appropriate and logical to Vietnamese people’s way of thinking
38) "There's something— somebody—sure, here's a new letter for you— don't be reading them old ones any more." [18: p131]
Có thư đây này, gói gì ấy có ai Đây, có thư mới gửi cho cô đây, đừng đọc những thư cũ làm gì nữa
The high density of demonstrative references in the source language text is significantly influenced by the frequent use of specifying agents These agents are utilized to identify specific individuals or subclasses within the broader category defined by the noun.
39) And the truth is, that of all the delights of the Gardens; of the hundred thousand extra lamps, which were always lighted; the fiddlers in
In the gardens, 62 musicians in cocked hats played enchanting melodies beneath a gilded shell, captivating audiences with both comic and sentimental ballads The lively atmosphere was filled with the joy of country dances performed by energetic cockneys, creating a scene of jumping, laughter, and celebration.
Trong vườn có nhiều thú vui hấp dẫn, từ hàng triệu ngọn đèn sáng rực rỡ đến những nhạc công đội mũ tam giác chơi những bản nhạc mê hoặc dưới mô hình vỏ ốc mạ vàng Ngoài ra, còn có những ca công hát những bài khôi hài và trữ tình cuốn hút, cùng với điệu vũ dân gian do cả nam và nữ thành phố Luân Đôn trình diễn, tạo nên không khí nhộn nhịp với tiếng nhảy, vỗ tay và tiếng cười rộn ràng.
However, according to Ban (2005), in Vietnamese definite articles, which include các, những, một, have no cohesive function , and there is no
In Vietnamese, the equivalent of the definite article is often omitted, resulting in translations that frequently use a zero article This phenomenon is evident in the examples provided, where certain articles have been left out and highlighted for clarity.
Some recommendations for the teaching, learning and translating of cohesive devices
Cohesion refers to the network of lexical, grammatical, and other relations that connect different parts of a text, forming surface relations among visible words and expressions According to Jia Lijuan, teachers should actively engage students' enthusiasm and initiative, emphasizing language analysis as a crucial step in developing their language skills To address this issue, several recommendations can be proposed.
In reading instruction, teachers should conduct a macro analysis of article structures to enhance students' logical thinking This involves clearly explaining language knowledge, essential vocabulary, and grammatical structures, as well as analyzing cohesive devices to foster discourse coherence Additionally, teachers should integrate cultural and social knowledge related to the articles It is crucial to provide students with ample opportunities to explore and exchange ideas, spark interest in new lessons, and encourage speculation about story development Furthermore, teachers should help students identify related problems, classify story sections, and summarize central ideas while creating a positive communication atmosphere This approach will enhance students' language application skills, improve their comprehensive reading abilities, and elevate the overall quality of reading instruction.
Training high-level writing skills is challenging due to factors like discourse knowledge and the influence of one's mother tongue Effective writing instruction requires a deep understanding of discourse coherence and cohesion, alongside exploring teaching methods that enhance students' awareness of discourse rules and errors To address these issues, English writing teachers should employ discourse analysis techniques, focusing on the overall structure of texts, including essay topics, paragraph organization, sentence relationships, and distinctive writing features This approach enables students to master essential writing connections and skills.
Mastering cohesive devices is a significant challenge for English learners, particularly within a short timeframe Cohesion, which encompasses the lexical and grammatical relationships that connect different parts of a text, is crucial for understanding implied meanings Many students struggle to grasp the overall thread of an article, often reading it word by word without developing comprehensive foreign language skills By learning cohesion theory, students can enhance their understanding and effectively apply these skills in their language learning journey.
72 of discourse Basing on the study, we would like to suggest some useful ways of language learning
To enhance their learning, students must grasp the concept of article genres, including their classification, characteristics, and components This understanding enables them to anticipate the discourse genre and analyze the overall structure to uncover the central idea By contrasting and analyzing the content, students can identify the arguments and the author's intent, particularly in the topic sentence of each paragraph This approach leads to a deeper enrichment and generalization of the text's overall content.
Structural analysis varies based on discourse genre and theme, leading to different structures Students should examine the mode of discourse, inductively analyze each paragraph, and recognize the hierarchical relationship to the title By understanding the overall structure across various administrative levels and employing comparative and contrasting methods, students can effectively illuminate the theme and enhance the discourse's structure.
When analyzing sentence relationships, it is crucial to pay attention to conjunctions, as they reveal various logical connections within discourse and help form a cohesive discourse network There are four primary patterns of conjunctions: additive, adversative, causal, and temporal Additionally, to effectively master a foreign language, students must consciously engage with the cultural context of the texts and embrace the rich cultural aspects of the language.
Students should enhance their discourse analysis skills in class by summarizing articles, retelling, paraphrasing, and rewriting texts Outside the classroom, they are encouraged to explore various genres while consciously analyzing cohesion relationships and thematic structures This approach not only strengthens their understanding of social culture, economic development, and historical context in the target language but also broadens their knowledge and improves their discourse analysis and language application abilities.
The more the learners master in English in general and in cohesive devices in particular, the more effectively they use both English and Vietnamese equivalents
4.3.3 Recommendations for translating from English to Vietnamese and
Translation requires not only attention to style differences but also a deep understanding of the original text's composition As emphasized by Yu Gaofeng, effective translation hinges on grasping discourse cohesion and the use of cohesive devices Therefore, these factors must be carefully considered to ensure accurate and meaningful translations.
To ensure a faithful translation, focus on discourse as the primary unit by analyzing selected material in its entirety Utilize cohesion theory to accurately convey the original meaning, develop a comprehensive understanding of the discourse, and capture its essential essence.
In analyzing model translations, it is essential to compare the cohesive ties present in both Vietnamese and English This involves identifying the differences in how cohesion is achieved in each language and developing strategies to address these disparities For instance, English pronouns typically appear earlier in the text, while their counterparts may be positioned later, often resulting in the omission of articles in the translated text.
When reading the original article, focus on the key cohesive words If certain terms are challenging, analyze their repetition and co-occurrence to grasp their exact meanings Aim to maintain the rhetorical style of the original text while providing translations in both English and Vietnamese Use clear and acceptable language to convey the author's intent and preserve the original content.
In Vietnamese-English translation, cohesion plays a crucial role in achieving semantic coherence and is a key feature in contemporary translation studies It is essential to recognize the significant differences between cohesive devices in both languages to ensure that translations align with the target language's conventions A thorough understanding of cohesive devices and their functions is vital for accurately conveying the original ideas in translations.