Luận văn a contrastive analysis of performative verbs in english and vietnamese

VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -..000 TRAN TII THU IIÈN A CONTRASTIVE ANALYSIS OF PERFORMATIVE VE

VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

- 000

TRAN TII THU IIÈN

A CONTRASTIVE ANALYSIS OF PERFORMATIVE VERBS IN

ENGLISH AND VIETNAMESE

(PHẦN TICH DOL CHIEU DONG TỪ NGỮ VI

TRONG TIENG ANH VA TIENG VIET)

MLA, MINOR THESIS

Field: English Linguistics

Code: 622 15

HANOI - 2011

VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

- 000

TRẢN THỊ THU IIÈN

A CONTRASTIVE ANALYSIS OF PERFORMATIVE VERBS IN

ENGLISH AND VIETNAMESE

(PHẦN TÍCH ĐỐI CHIẾU ĐỘNG TỪ NGỮ VI

TRONG TIENG ANIIVA TIENG VIET)

M.A MINOR THESIS

Field: English Linguistics

Code: 6022 15

Supervisor: Assoc Prof Dr Va Dai Quang

HANOI- 2011

CHAPTER ONE INTRODUCTION

LLL Rationale of the study

1.2 Aims and objectivss of the siudy -

1.3 Scope of the smdy

14, Method of the study cscscssenenenenenenienete

1.5 Organization of the study

CHAPTER TWO, THEORETICAL BACKGROUND

2.1 Speech Act ‘Theory

2.1.1, Definition of speech acts

2.1.2 Components of speech A015 .cscssseeesesimtmiteneneinenanisitnteienetee 2.1.3, Speech Act Classifivation

2.1.4 Mocutionary force indivating device

2.1.6 The relationship between speech acts and speech act verbs 8

3.3.3, Classification of performative verbs - - ~ 13

2.3.3.1, Meta-linguistic performative verbs dB

2.3.3.3, Collaborate performative verbs - - - 13

CHAPTER THREE, A CONTRASTIVE ANALYSIS OF ENGLISH DIRECTIVE

3 Similarities and differences of directive PVs in English and Vietnamese in

CHAPTER FOUR CONCLUSION

4.3.2, Conrluding remarks on objeetive 2 233 4.3.3, Concluding remarkks on objeetive 3 series 233

REFERENCES

APPENDIX

CHAPTER ONE INTRODUCTION

LLL Rationale of the study

1.2 Aims and objectivss of the siudy -

1.3 Scope of the smdy

14, Method of the study cscscssenenenenenenienete

1.5 Organization of the study

CHAPTER TWO, THEORETICAL BACKGROUND

2.1 Speech Act ‘Theory

2.1.1, Definition of speech acts

2.1.2 Components of speech A015 .cscssseeesesimtmiteneneinenanisitnteienetee 2.1.3, Speech Act Classifivation

2.1.4 Mocutionary force indivating device

2.1.6 The relationship between speech acts and speech act verbs 8

3.3.3, Classification of performative verbs - - ~ 13

2.3.3.1, Meta-linguistic performative verbs dB

2.3.3.3, Collaborate performative verbs - - - 13

CHAPTER THREE, A CONTRASTIVE ANALYSIS OF ENGLISH DIRECTIVE

3 Similarities and differences of directive PVs in English and Vietnamese in

CHAPTER FOUR CONCLUSION

4.3.2, Conrluding remarks on objeetive 2 233 4.3.3, Concluding remarkks on objeetive 3 series 233

REFERENCES

APPENDIX

vi

ABBREVIATIONS

A: Action

CA: Contrastive analysis

EPV: Enplish Performative Verb

EPVs: English Performative Verbs

EPs: Explicit Performatives

HL Hearer

IF; Hlocutionary Foree

IFIDs: Mlocutionary Force Indicating Devices

IPs: Implicit Perfonnatives

PV: Performative Verb

S: Speaker

SA: Spocch act

SAs: Speech acts

U: Utterance

Us: Ulerances

VPV: Vietnamese Performative Verb

VPVS: Viemamese Performative Verbs

CHAPTER ONE INTRODUCTION 1.1 Rationale of the study

Language is an inscparable part in pcople’s life because it is employed to transmit information, to state facts, 1o express thoughts and to get so many things done It is true that verbs referring to speech constitute one of the most important areas of the vocabulary

of any language Evary day, we use the verbs of ask, sell, require, apoloyize, promise, thank and so on to communicate together Moreover, we try to interpret what kinds of speech acls they are performing, thal is, when someone says something, we have to

h gels For inslanec, is this an categorize their ultcranccs as this or thal kind of sự

advice? is this a suggestion? is this a request? or is this a warming? Among speech act

verbs, PVs are crucially importance to the way we interpret what other people are saying

‘because PVs signal the performance of acts

PVs play a very esential role in communication, so leamers of foreign language should pay muuch attention to PVs Ilowever, there is a fact that leaners of English have not been well cquipped with a all-sided knowledge of EPVs and the meanings of PVs have never been systematically investigated For example, leamers of English often make contusion about

“hog” and

the meanings of the verbs “request” and “demand”, “suggest” and “propos

“antreat”, ele As a result, they do vol aflen make proper uses of EPVs in communication and even may break their real communication

Recognizing the importance of PVs in commmnication and the problems learners may face

in using PVs, T decide to carry out a contrastive analysis of English and Vietnamese directive PVs in tenns of syntaetic and semantic features With this pecuiiar function, PVs that play an essential role in performing speech acts need being further studied to serve

‘better communication

1.2, Aims and objectives of the study

1.2.1 Aims

‘The study is aimed at:

- raising Victnamese lcamer’s awareness of how to realize the meanings of EPVs and usc them appropriately in order to achieve communicative purposes,

- providing teachers of English with useful materials about the knowledge of PVs

8

1.2.2 Objectives

“Lo achieve these aims, the research tries to:

+ present and describe the slructiwes and the meanings of directive PVs in English and Vietnams

- point ont the similarities and differences of directive EPVs and their Vietnamese cquivatenis in tors of syntax and semantics

- suggest some implications for learning and teaching English directive PVs

1.2.3, Research questions

‘The objectives arc claboraled inlo the following research questions

- What are the structures and meanings of directive PVs in English and Vietnamese ?

- What are the similarities and differences of directive PVs in Unglish and Vietnamese? + Whal are the possible tzcommmendations for learning and leaching English directive PVs? 1.3 Scupe of the sturdy

Due lo the limited time and the seale of the minor thesis, the stady is foeused on directive

PVs which are most fiequently used in written discourse in English and Vietmamese

1.4, Mettiod of the study

‘The main method in the study is the contrastive analysis (CA) of directive PVs in English

and Vietnamese The term CA is defined by James, C (1980:3) as “a linguistic enterprise

aimed at praducing inverted (ie cantrastive, not comparative) two-valued typologies (a

CA ts always concerned with a pair of languages), and founded on the assumption that

language can be compared.” According to Richard, J.C et al (1992), CA is “the

comparison of the linguistic systems of svo languages” As far as 1 know, CA is the

systematic study of a pair of languages with a view to identifying the differcnecs and

similanties, It is considered as a device for predicting and explaining difficult points and some errors that learners will make in leaming a target language

The author uses

study:

: Collecting data containing directive PVs

the following principles in order lơ aehieve the aims and objectives of the

+ Choosing data sources from ebook

~ Choosing type of data; original texts in English and Vietnamese translation equivalents

Choosing instrumental languages: Linglish is selected as the source language and

Vietnamese as the targel language

Important techniques which are employed in the study include:

~ observing data on translation texts

syslemaliving and categorizing dala

1.5, Organization of the study

Chapter one: Introduction

This part presents the rationals, aims, objectives, scope and method of the study

Chapter two: Theoretical Background

‘This chapler provides the theoretical concepis and lermns thal are necessary and relevant to

directive PVs

Chapter three: A contrastive analysis of directive PVs in English and in Victuamese

‘This chapter is focused on exploring the structures and meanings of directive LPVs and

their Vietnamese equivalents Then, some sitilazitics and differences are drawn oul ta

illustrate the contrastive analysis of the two languages Last but not least, some

recommendations for learning and teaching will be suggested

Chapter four: Conclusion

‘This is the last part of the thesis which summarizes main points, gives concluding remarks

on objectives as well as suggestions for further study.

CHAPTER TWO THEORETICAL BACKGROUND

‘This chapler is aimed al giving a gensral framework for analysing directive PVs later

2.1 Speech Act Theory

2.1.1 Definition of speech acts

According to an American language philosopher JR Searle, spenking a language is performing speech acts acts such as making statements, asking questions, giving command

or making promises Yule, G (1996, p47) views thal spesch acts are actions that are performed via utterances to serve a fimction in communication, Speech acts are also defined as “the basic or minimal units of linguistic communication” (Searle, 1969, p.16)

In English, there ao specific labels of speech aets such as compliment, apology, request, complaint, invitation, advice and so on,

Vor example

When a spcaker makes an ulleranec: “Fl! take you to the cinema tomorrow” The speaker snakes a promise (a speech act that commits the speaker to do something in the future)

2.1.2, Camponents of speech acts

‘The maller of speech sets was pioneered by American language philosopher 11 Austin In

the book “How to do things with words” by Austin (1962), there are three related acts in

the action of performing an utterance, including focutionary, Hocutionary and

perlocutionary acis Firstly, locutionary act can be viewed as a mare uttering of some

words in certain language, while the #locutionary and perlecutinary acts convey a more

complicated message for the hearer Secondly, fMocutionary act communicates the speaker's intentions behind the locution Thirdly, perfocutionary act reveals the effect of

the utterance on the listeners

Example: Give me an apple

Looutionary act: the utterance is an imperative

~ TMocutionary act: Request from the parl of the s

+ Perlooutionary act: Hearer passes Speaker an apple

Among three acts, the illocutionary act/force appears to be the most crucial and predominant one The ioculionary acl is performed via the cornmmicative force of an

‘utterance which is known as the #locutionary force of the utterance The illocutionary

force of the utterance is what it “count as” ‘fhe same locutionary act can have different

iMocutionary forces

Example

Jt see you later (= Aj (Yule, 1996:49)

—+ [ I predict that] A

> { Tprontise you that] A

> { Iwarn vou that] a

In this example, illocutionary forces can count as a prediction, a promise or a warning

2.1.3, Speech Act Classification

On the hasis of Searle’s theory, a general classification system includes five types of

functions performed by specch avis: representatives, dircetives, commissives, expressives

and declarations

Representatives are those kinds of speech acts that state what the speaker believes to be

nitative, the speaker makes words fit the world They may

the casc or not In using a rep

+e statements of fact, assertions, conelusions and descriptions,

ke

The earth is flat (Wile, 1996-53)

Hiwas «warm sunay day Sale, 1996:53)

Directives are those kinds of speech act that the speaker uses to get the hearer to do something They express whal the speaker wants, They are orders, commands, roques

suggestions

Lg:

Don't touch thai (Vtle, 1996:54)

Could you lend me a pen, please? (Yule, 1996:54)

Commissives are those kinds of speech acts that the speaker uses to commit themselves to some fulure action They express what the speaker intends They are promiscs, threats,

refusals, pledges

Eg:

Tl he back (Yule, 1996:54)

i'm going to get it right next time (Yule, 1996:54)

Expressives are those kinds of speech acts that state what the speaker feels ‘they express psychological states and aro aboul the speaker’s expericnes They are apologies,

congratulations, thanks

Eg:

7'm really sorry! (Yule, 1996:53)

What a great day! (Hoa, 2004:73)

Declarations are those kinds of speech acts that change the world via their utterance

When the speaker performs declarations appropriately, he has to have a special

institutional role, in a specific context They are christening, declaration, naming

Eg:

Priest Tnow pronounce you husband and wife (Yule, 1996:53)

Ideclare the meeting open (Hoa, 2004:73)

2.1.4 Mocutionary force indicating device

The most obvious device for indicating the ilocutionary force (the Hloculonary forec

indicating device or IFID) is a piece of language that signals what kind of speech act is

being performed

Some useful TFIDs are mood, word order, lexicon (modal, expletive, function wards), stress, intonation, tone of voice and performative verbs, Among them, PVs are always the

prominent signals and alone can imply ihe intended communicative force

Look al the telephone conversation between a man trying to contacl Mary and Mary’s friend: (Yule, 1996:50)

Lim: Can I talk t0 Mary?

Her: No, she's not here

Her: dnd I’m telling you— SHE'S NOT HERE!

in this scenario, each speaker has described and drawn attention to the illocutionary force

Austin (1962:14-15) defines the felicity conditions as follows:

- There must exist an accepted conventional procedure having a certain conventional effect, that procedure to include the uttering of ecrtain words by certain persons in ecrtain circumstances,

+ The particular parsons and circumstances in a given case mst be appropriate for the invocation of the particular procedure invoked

~The procedure must be executed by all participants both correctly and completely

- Where, as often, the procedure is designed for use by persons having certain thoughts or fsclings, or for the inauguration of certain consequential conducl on the part of any participant, then a person participating in and so invoking the procedure must intend so to conduct themselves, and further mast actually so conduct themselves subsequently,

According to Yule (1996:50), felicity conditions cover certain expecta

4 or approprialc

circumstances for the performance ofa speech act to be recognized as intended Basing on

‘the original Searfe*s assumption, Yule (1996:50) proposes a classification of felicity

conditions into five classcs: general condtions, content condifions, preparatory condiiions,

sincerity vondilions and essential conditions He detines that general conditions

presuppose the participant’s knowledge of the language being used and his non-playacting,

content conditions concern the approprialc content of an ullsrance, preparatory conditions

deal with differences of various illocutionary acts, sincerity conditions count with

speaker's intention to carry out the future action and finally, essential condition “combines

with a specification of whal must bz in the uflcranee content, the context, and the speaker's

intentions, in order for a specific speech act to be appropriately (felicitously) performed” (Yule, 1996:51)

For example, in order to felicitously perform the speech act of promising, the following

conditions have to be met:

» Propositional content: (he spoaker said he would perform a future action

© Preparatory conditions:

- He intends to do it

- Tle believes he can do

- He thinks he wouldn’t do it anyway, in the normal course of action

® Sincerity conditions

- He thinks the addressee want him to do it (rather than not to do it)

- Ile intendents to place himself underan obligation so to it by uttering U

* Essential condition: ‘Vhe utterance U contains some IF1D which is not only properly

ullored if all of the appropriate conditions obtain

- Both speakor and addre:

- They are both conscious, normal human beings

-'they are both in normal circumstances —not e.g acting in a play

= The nttering U conlains some TFID which is only properly uttered if all the

appropriate conditions obtain,

2.1.6 The relationship between specch acts and speech act verbs

According to Searle (1979), illecutionary acts are “natural conceptual kinds’ “The

Hlocutionary acts carried out by the speaker making utterances are the acts viewed in terms of the utterance’s significance within a conventional systent of social interactian.”

(lames, 1983:244) As Wittgenstein (1953) mentions, there arc countless kinds of speech

acts For example, the following three utterances illustrate three different kinds of speech

acts:

Why don’t you do X?

Why not doX?

How about doing X7

Speech act verbs such as apologize, thank, congratdate, requesi, beg, promise, etc reflect

‘the certain interpretation of the world of human action and interaction In other words,

speech act verbs are the importance to the way we perceive the world we live in — the

world of human relationships and human intcraction

In the scope of thesis, the directive acts are invesitgated Directive acts are illocutionary acts which essentially involve the speaker trying to get the hearer to behave in some

required way.

2.1.7 Property of speech act verbs

It is pointed out that many speech act verbs can be used “performatively”, i.e that they ean

be used in the first person, present lense lo indicate the nalure (or the so-called

“Wocutionary force”) of the utterance in which they occur Perfommative verbs are particular cases of speech act verbs in indicating the illocutionary forces

For example, while an “order” can be porformed by moans of a bare imperative (e.g “Stop P9, it can also be performed using the fommula “I order you” (2.2 “f order you to stop )

2.2, Performatives

2.2.1 Performatives versus Constatives

Considering the utterances such as: “/ pledge my absolute support for the new President”

of “promise to meet hin” (loa, 2004:234), we find that they seem to be doing something, yather than merely saying something Such sentences Austin dubbes performalives m contrast to constatives

Austin(1962) posits that constatives are utterances employed to make te or false

2.2.2 Definition of Performatives

‘Austin defines a performative as an utterance which contains a special type of verb (@ performative verb) by force of which it performs an action Or “a perfarmanive niterance is one that actually describes the uct that it performs” James, 1983:235)

For example, when Peter says "/ promise to da the dishes" in an appropriate context then

‘he thereby docs not jusl say something, and in particular he doos nol just describe what he

is doing; rather, in making the utterance he performs the promise Since promising is an ilocutionary act, the utterance is thus a performative utterance

inchudes a performative verb and mainly therefore, as Thomas (1995:47) asserts, it can be

seen to be a mechanism which allows the speaker to remove any possibilities of

misunderstanding the force behind an utterance

In order for an utterance to be explicit, Austin (1975:32) explains, it has to “begin wit or

include some highly significant and unarbiguous expression such as ‘I bet’, ‘I promise’, ‘f hequeath’” An explicil performative ullterance “makes explicit both that the utterance is

performative, and which acl it is that is being performed’ (1975.62), in performing an

illocutionary act by means of an explicit performative

In Tinglish, explicit performalives are marked by performative verbs The explicit

performative has the following normal form:

I + Vp + (you) + (that) + U

Lg: Ewarn you the bull will charge (Levinson, 1983:235)

Tthank you for being here (Hua, 2004:227

‘The explicit performatives are those which take the following characteristics:

- They tend to begin with a verb in simple present tense and the subject of this verb is in

the first person: J order, J promise, I advise, Iwarn, I declare, cte.

- The main verb belongs to a special class describing verbal activities, for example: promise, declare, warn, order, otc

- Generally, the performative nature can be emphasized by inserting the adverb “Hereby”, for example: / hereby advise you to leave from the country,

2.2.3.2, Implicit performative

We regularly meet these utterances like those below:

a I'll meet him (Toa, 2004-234)

5 You must report your supervisor next Tuesday at 10 a.m, (Hoa, 2004:233)

We can provide these sentences above with the comesponding explicit performatives as betow:

A [promise io meet him (Hoa, 2004:234)

B Larder you to report to your supervisor next Tuesday at 10 am (Hoa, 2004-233)

It seems reasonable to say that these sentences (a) and (b) could be uttered to perform the same spazch acls as thos: in (A) and (B) In faci, none of special characlcristies of

performative utterances is indispensable to their performance, The utterances (a) and (b) are called implicit performatives Implicit performatives do not make explicit the

iNoculiomary act performed in making the ullerance Further examples of implicil

performatives are “Go!” (Austin, 1975:32) (ordering someone to go), as well as “Turn

right!” (Austin 1975:58) (ordering someone to tum right)

‘There are various linguistic means by which more implicit parformatives could be marked,

or an adverb as

like the mood of the verb, as mn “stadt it”, instead of “F order you to sheet i

in “f will be shere without fai?” instead of “I promise I will be there”, or particle like

“therefore” insload of “F conclude that X”

According to Levinson (1983), the imperative, interropative or declarative sentences are implicit performatives which can be changed into explicit performatives with the explicit perfonmative prefixes such as “I order you to ”, "Task you whether .°, or “T declare you that .” The explicit performatives in declarative form, have the force associated with the overt performative verb in each case

2.3 Performative verbs

2.3.1 Definition of performative verbs which

James R.Hurford (1983:237) defines that “a performative verb ix one, when used in a

simple positive present tense sentence, with a 1° person singular subject, can make the

uiterance of that sentence performative.”

In the book “Dại cương ngén ngit hoc: tap 2_-ngtt dung hoo”, (2006:97) GS.TS Dé Hina Chau gives the notion of performative verbs: “Déng sir ngit vi la nhimg déng tir ma khí phải âm chúng ra cùng với biểu thức ngĩữ vì (cd Mri khong can 06 biéu thuïc ngĩt vì đã kèn)

là người nội thực hiện luôn củi hanh vi ở lời do chúng biểu thự”

Tg

I sentence you to be hanged by the neck (James, 1983:237}

{punish you (lames, 1983:237)

Sentence is a PV because it appears in a performative utterance Pratish is not a PV

‘Deeause “7 punish you” is nol a performative utterance

2.3.2 The Function of perfarmative verbs

Tn spooch act theory, ulleranees have iwo kinds of meaning including propositional

ameaning and illocutionary meaning

Propositional meaning known as locutionary meaning, is the basic literal meaning of the utterance which is conveyed by the particular words and structures which the utterances

contain

Blocutionary meaning, also known as illocutionary force, is the effect the utterance has on

‘the hearer

All utterances, in addition to meaning whatever they mean, perform special actions (or do

things) through having specific force The same utterance can potentially have quite

different Mocutionary forces

Example: The sentence “/ will see you Jaler” can count as a promise, a warning, or a

prediction in the following cases:

T promise you that Iwill see you later

Twarn you that Iwill see you later

I predict that Iwill see you later

PVs identify a particular kind of speech act that can be performed by virtue of uttering a

ab, The function of PV:

ilocutionary force of the utterances of the sentences containing them

2.3.3 Classificatian of perfarmative verbs:

Performative verbs appear im explicit porformatives and do noi cxisi in implict performatives Based on the relations of utterances, Performative verbs can be classified into three types as follows

2.3.3.1, Meta-lingnistic performative verbs

Metalinguiste performatives are verbs that help hearers realize what kind of speech act is uttered and help perform mete-linguistic functions Umough self-referential way (the verb refers to what the speaker of the utterance is doing) The structure of utterances containing meta-linguistic performative verbs is:

Mets-linguistic per formative verbs + primary performative clause

Mete-linguistic PVs include say, speak, (ell, protest, object, apologize, reject, ete

Eg:

Tsay it is the rising sun (Hoa, 2004: 184 )

Thereby tell you that work was done by Elain and myself (Jamas, 1983:53)

J apologize to you for buming into you (Palmer, 1990:148)

2.3.3.2 Ritual performative verbs

Ritual performatives do not explain actions but express the performance of actions ‘his kind of verb often appears in declarative sentences, such as name, baptize, sentence

Absolve, pronounce, appoint, ete

Eg:

J sentence you ta ten years of hard labor (Levinson, 1983-228)

Tnow pronounce you man and wife James, 1983:53 )

J appoint you chairman (Nerschuren, 1999:52)

2.3.3.3, Collaborate performative verbs

Some performatives do not have felicity conditions in the sense that a specified person

must utter the words in particular circumstances but nevertheless their success is not

guaranteed ‘They require, for their success, the ‘collaboration! or particular uptake of another person Collaborate PVs nay be bet, challenge, dare, force, compel, ett

Eg:

1 bet you five pounds it'll rain tomorrow (Levinson, 1983:232)

T challenge you to prove your innocence (Partridge, 1982:92)

2.4, Summary

‘The chapter two has provided basic concepts and terms related to performative verbs in order to give better understanding of the rest of the study

CHAPTER THREE A CONTRASTIVE ANALYSIS OF ENGLISH DIRECTIVE

PERFORMATIVE VERBS AND THEIR VIETNAMESE EQUIVALENTS

‘This chapter is focused on the forms and meanings of most ftequently directive PVs which are employed in written discourse Basing on the Dictionary “Lnglish speech act verbs” (Wierjioka, 1987), I will investigate the syntactic features and semantic fentures of directive PVs in both language in tum First of all, directive PVs in each language will be presented, and then similarity and difference between them will be pointed out

3.1 Syntactic features of directive PVs

3.L1 Directive PVs in English

Directive PVs in English include ask advise, beg, beseech, challenge, command, dare,

defy, demand, dictate, direct, forgive, implore, insist, order, petition, propose, recommend,

request, require, tell, suggest, urge, warn

‘They normally occur in the constructions below:

T+Vp+ (you) + that X or T+ Vpt {you} +10 ¥

Tn which:

- Vp: is a BV in directive clause

- that X: is that-clanse which contains a subjunctive or a modal like “should” “Ther” is a

conjunction and can be omitted

- to Y: is an infinitive clause or to infinitive

Teg

- Lsuggest that you be there on time (Hoa, 2004:233)

Toi dé nghi anh co mat & dé ding gié

- T recommend that you go to that restaurant Moa, 2004:233)

Téi gyi y anh dén nhà hàng đó

Directive PVs may be taken into the following classes:

> The “order” group

Tâi yên cầu anh thả tôi ngay lập trúc

+ Tarder you to wash the dishes (Levi

son, 1983:224)

Tôi yên cầu bạn rửa bát đĩa

- J1ell vơu to turn on the heating, I feel cold (Patterson, 1997:92)

Tâi bão anh bật lò dd

- Thereby order you thal you clean up this mess (Yule, 1996:51)

Tâi yên cầu bạn dọn mở bùa bộn này

ary lo notice the way of using some dircelive PVs whin these verbs

go with an object as follows

- “order” can take an action noun as its direct object meanwhile “command” does not precede an action noun One can say “The Prima Minister ordered a surveylan investigation'a search” but sot “The Prime Minister commanded a surveyfan investigation/a search”(Wierzbicka, 1987.39)

- “Demand” takes a direct object when the object is something, not someone We can say

“he demanded money” o “he demanded an investigation”, ctc Onz can say “He ordered! commanded her to do it” rather “He demanded her to do it”, (Wierzbicka, 1987:40)

> ‘The ask; group

This group includes ask, beg, beseech, entreat, request, sugyest, recommend, warn Like the “order” group, the “ask” group can go with a non-indicative clause or can take to- infinitive wilh or whithoul the surface object “you”

Rg:

- Lask you to shut the door, (Levinson, 1983:265)

Tôi nhữ anh đông của lai

+ They you to stay away from my daughter (Hoa, 2004:233)

Tôi xin anh tránh xa con gái tôi ra

- Lentreat you to spare me (Partridge, 1982:96)

Tôi cầu xin anh tha thứ cho lôi

- Lhereby request of you that you close the door (Yule, 1996:55)

Tôi đề nghị bạn đồng cửa lại

There arc sore special cascs of using directive PVs as follows

- The speaker dozs not request for something, instead he can ask or Bey for something In

other words, ask or deg permit a preposition “far” with a direct object