A CONTRASTIVE ANALYSIS OF NEGATIVE QUESTIONS IN ENGLISH AND VIETNAMESE By: Pham Thu Ha Class: NA 1201 Supervisor: Ms.. * The relationship between scope and focus of negation Negative q
Use of “not” in English negative questions and in Vietnamese equivalents
Negation in English involves a process where negative sentences are formed by inserting "not" between the operator and the predication This process also encompasses the use of negative pronouns such as "no one," "nobody," and "nothing," as well as negative adverbs like "scarcely," "hardly," "seldom," and "rarely." Additionally, negative sentences can be constructed using verbs, prepositions, or determiners that inherently convey a negative meaning, allowing for the formation of negative expressions without the explicit use of negative words.
This study focuses on the use of "nol" in English, comparing it to "not" in negative questions and other negative adjuncts in Vietnamese In this context, "not" is equivalent to "khéng" in Vietnamese, as both express negation when used.
In both English and Vietnamese negative sentences, the words "not" and "khéng" are typically positioned before the verbs However, in negative questions, a distinction arises: while "not" can appear either before or after the subject in English, "khéng" in Vietnamese does not precede the subject.
(negative full fonm and negative short form)
K.g.1: isn’t she beautiful? Cô ấy không xinh a?
Tr.g.2: Do you not remernber them? Bạn không nhớ họ sao?
E.g.3: Why don’t you open the 7t so cậu lại không mở cửa số ra windows? nh?
Vietnamese speakers never use “không” belorc subjccL as in English
Không cô ấy ximh à?, “không” can be only placed before verbs in Yes/ No questions when 1 has to go with “phai là”
E.g.1: Didn’t you love him? không phải là mày đã yêu hẳn ta đập chứ?
“khong” usually gocs with “4/ w/ xà/
In Vietnamese, negative questions often appear at the end of sentences, featuring phrases like "hãi hủ⁄ chú gì," "hay sao," and "chả!" Additionally, the term "khéng" can combine with "phdi/ phải là" in the pre-subject position, while expressions such as "d/ sao," "hay sao," or "1a gif dd sao" are utilized in the final position to form questions.
Eg.1: Don’t you drink colTee2 Cậu không uắng cả phê phải không?
In Vietnamese, the particle "khéng" is required to form questions, unlike in English where it is not necessary However, "khéng" has a distinct usage compared to "not" when employed in negative polarity questions.
.g.1: Họ biết cô La không? Do they know her?
E.g.2: Ho khéng biết cô ta à7 Don't they know her?
In the (e.g.1), “không” is a negative particle used for Yes/ No question
The most common marker of lexical or sentential negation in Vietnamese is
“không”, when it appears in final position, where it indicates a question, other negative elements with near-parallel distribution and function include
(more literary) “chang” “chad” (‘no, nol’) and “chua” (‘not yet”) Somelimes in order to emphasize the negative aspects, the word “hé” is added after
“khong”, “chang” “cha”, “chwa? Ulowever, there are some differences between “khong” and “chia”
E.g.1: Hasn’t she come yet? Cả a chưa đền a?
Eg.2) Why haven't you đone your Tại sao cm lại chưa làm bài tập? homework?
Eg3: Why đdidnt you do your Tại sao em không làm bài tập? homework?
However, in more traditional treatments of Vietnamese grammar, it is often denied that Vietnamese has tense at all This is made quite explicit in
Nguyễn Đức Dân's assorlion “Trong Tiếng ViệL không có pham tra thi
“(There is no tense in Vietnamese.'}” (Nguyễn Dức Dân 1998: 116)
In Vietnamese, verbs remain unchanged regardless of person or tense, unlike in English Tenses are typically indicated by time adverbs, time markers, or contextual clues Key words such as "sẽ" (future), "sắp/sắp sửa" (near future), "đã/vừa/rối/vừa mới/mới vừa" (past/recent past), and "đang" (progressive) serve as time markers within verb phrases, always positioned before the verb to convey the timing of the action.
However, the time-marker can be omitted when the meaning of a sentence is clearly indicated by an adverb of time As said above, English people tend to
30 express time and attilude in tenses Victnamese people do it with time expressions like "at that time" and "nowadays" It doesn’t necd these much in
English relies heavily on tense, which plays a crucial role in conveying meaning In contrast, tense marking is generally optional in Vietnamese, highlighting a significant difference from its obligatory use in independent clauses in English.
Summary 31
Chapter one focuses on the exploration of negative forms and non-assertive structures in English, including negative orientation and the formation of negative questions It provides a contrastive analysis of negative questions in English and their Vietnamese equivalents, highlighting the similarities and differences to enhance learners' understanding Key structures discussed include negative Yes/No questions, negative Tag-questions, negative Wh-questions, and negative Alternative questions Additionally, the chapter examines the usage of "not" in English negative questions and the Vietnamese equivalents "khéng," "chưa," "chẳng," and "chả."
‘The next chapter is some common mistakes which students often make in their learning process and suggest solutions to help them lo avoid these mistakes,
COMMON MISTAKES MADE BY HAIPHONG PRIVATE
Some common mistakes ơ 32
Learning a foreign language is very difficult because of its complication
Each country has its own unique culture, which influences how people communicate Effectively using a foreign language while interacting with locals can be challenging for learners, as they often frame questions based on their native language, resulting in common mistakes.
According to Lado (1957:2), individuals often carry over the structures and meanings from their native language and culture into a foreign language and culture This transfer can lead to common mistakes during the learning process.
‘The most common mistakes in using Knglish negative questions are:
Sometimes sludents make difficully in answering negative Yes/No questions, so lead to an answer is not correct
Eg.: Couldn’t you open the door?
No, I could open it (Freng)
Ko, [COULDN'T open it (Right)
Yes, I could open it (Right)
2 They make mistakes in distinguishing negative tag questions from positive tag questions and how to respond correctly
Eg: You play tennis on Thursday usually, don’t you? (Ban thong chơi tenris vào thử năm có phải không?)
You didn’t play last Thursday, did you? (Ban khéng chơi hôm thứ năm tuân trước đúng không?)
3 Tho studơnts puL “ausiliary + not" aller subjoơt (wrong ward order) This mistake is also repeated in altornative questions Forming negative questions by using subject operator inversion may probably be hard work sinee the word-order for questions in Victnamesc is almost the same as that for statements Sometimes, “khéng” is not a negator but a word used for questions Learners are inclined to omit the operator or dis-order:
Using incorrect sentence structures can lead to confusion in communication For instance, asking “What he doesn’t like?” instead of the correct form “What doesn’t he like?” can obscure the intended meaning Similarly, phrasing a question as “Why you didn’t come to work last week?” rather than “Why didn’t you come to work last week?” can disrupt the flow of conversation It's essential to use proper grammar to ensure clarity and effectiveness in dialogue.
4 The biggest misiake made by learners of English is subjoct- verb concord:
For example: “She like coffee, dun’t she?” instcad of “She likes coffee, doesn’t she?”
There exist some mistakes by students who have not understood about
English and Victnamese nogative questions theroughly Whon required to do
English- Vietnamese translation exercises, most students use right structures
But in Vietnamese-English translation, the mistakes are the same as in the previous scclion: wrong word order and subject- verb concerd
Some suggestions to correct the mistakes
Learning a foreign language can be quite challenging, especially when it comes to achieving mastery To foster motivation from the outset, it is essential for educators to emphasize the practical application of the language rather than solely focusing on exam preparation When learners recognize the significance and utility of their studies, they are more likely to engage actively and develop a sense of independence in their language acquisition journey.
Each country has its own culture so the way they speak is different from people in forcign countries, especially the way of using and asking questions
Language learners often transfer the forms and meanings from their native language to a foreign language, which can lead to errors, particularly in question formation This tendency to mimic native language structures results in frequent mistakes However, it's important to recognize that making mistakes is a natural and common part of the language learning process.
Teachers once feared their students making mistakes, emphasizing memorization of correct forms for accurate language use However, it is now recognized that language learning requires experiencing mistakes, allowing learners to discover rules independently and apply them in natural communication Consequently, language teachers should understand that making mistakes is a natural and unavoidable part of the learning process, and they should not be overly concerned about students' errors.
Mistakes serve as valuable learning opportunities, helping us identify what we have and have not learned By analyzing these errors, we can uncover the underlying reasons for the challenges faced and develop effective strategies to assist individuals in reaching their goals.
Vietnamese learners of English often encounter challenges with negative questions It is crucial for teachers to focus on the structural and usage similarities and differences between English and Vietnamese Students need to understand the formation of various types of negative questions and their purposes beyond simply asking for information After explaining how to use negative questions, educators should highlight the differences between the two languages in a clear manner, enabling students to distinguish between the two systems and use them accurately.
Mastering negative English questions requires significant practice for students Teachers can provide students with lists of these questions to help them become familiar with their structure and learn appropriate responses Additionally, creating opportunities for students to practice these questions will enhance their understanding and intonation.
Engaging 34 learners in real-life situations significantly enhances their ability to interact confidently When students have ample time to converse with peers in class, they develop smoother communication skills, reducing confusion and embarrassment in real-world scenarios.
During oral practices, mistakes are common but beneficial for learning Teachers should encourage students to self-correct, as this process enhances retention and understanding By actively engaging in correcting their errors, students can improve their skills and remember the material more effectively.
To achieve success in language learning, both teachers and students must make concerted efforts Teachers should continually enhance their skills to become resourceful and active facilitators, while students need to dedicate themselves to learning and reading extensively to deepen their understanding of the target language.
English, particularly negative questions Teaching and learning process necds both hands of teachers and leamers Without one of the two, the studying progress is unsuccessful and ineffective
In conclusion, questions are a complex and varied aspect of language that can often confuse learners, making it challenging for them to use or respond to them effectively Despite this difficulty, questions are a fundamental linguistic feature, playing a significant role in both literature and everyday communication I believe a contrastive analysis between English and other languages would be beneficial.
Victnamese negative questions will be helpful for both Leachers and Icarners
This article aims to assist students in overcoming challenges in learning English while providing language teachers with additional strategies to enhance their English teaching methods.
This study conducts a contrastive analysis of negative questions in English and Vietnamese, presented in three chapters It describes the structures of English negative questions, including negative Yes/No questions, negative Tag questions, negative Wh- questions, and negative alternative questions, while comparing them to their Vietnamese counterparts The aim is to highlight the similarities and differences, thereby enhancing learners' understanding of negative questions in both languages.
The study explores the information status and semantic aspects essential for contrastive analysis A significant focus is placed on the usage of "not" in English negative questions and its Vietnamese counterparts, including "không," "chưa," and "hẳn." Additionally, the positioning of "not" and "không" in their respective languages is examined.
Vietnamese negative sentences typically place the negation before the verb, similar to English However, in negative questions, "không" in Vietnamese is positioned differently than "not" in English, as it appears after the subject, while "not" can be placed before or after the subject This discrepancy can lead to common mistakes among learners The article also addresses frequent errors students encounter during their studies and offers solutions for both teachers and learners to help mitigate these issues.
I hope that my study on the contrastive analysis of English and
Victnamese cquivalents can help other leamers and T myself know how to use
English negative questions correctly Moreover, this study also helps us to improve the language competence in order to avoid mistakes and have a deep understanding about negative questions as well
Due to limited time and experience, I am unable to provide more detailed information on my subject, and I acknowledge that mistakes and shortcomings are inevitable I greatly value any feedback that can enhance this study.
2 Suggestions for further studies and final comment