Luận văn an investigation into english clause patterns advances employable for the teaching of speaking skills to vietnamese seamen

AN INVESTIGATION INTO ENGLISH CLAUSE PATTERNS: ADVANCES EMPLOYABLE FOR THE TEACHING OF SPEAKING SKILLS TO VIETNAMESE SEAMEN Nghién citu cde ma hinh cau don trong tiéng Anh Những thành

AN INVESTIGATION INTO ENGLISH CLAUSE PATTERNS: ADVANCES

EMPLOYABLE FOR THE TEACHING OF SPEAKING SKILLS TO

VIETNAMESE SEAMEN

(Nghién citu cde ma hinh cau don trong tiéng Anh

Những thành tựu mới có thể sử dụng cho việc day

kỹ năng Nói cho thuyền viên Việt Nam )

M.A Minor Thesis

Field: Knglish ‘Teaching Methodology

Code: 60 14 10

Supervisor: Assoc Prof Dr VO DAI QUANG

Hanoi - 2010

2 Aims and objectives

3, Scope of the study

5, Design of the study

1.1.3.3 Transitive Vcrbs in Simplc senfenees

1.1.3.4 Linking Verbs in Simple Sentences

LLL 4, Senlences classified in accordance with purposes of communication

1.2 Review of previous W0IkS cc oi

CHAPTER 2: SYNTACTIC AND SEMANTIC FEATURES OF ENGLISH

SPEAKING SKILLS TO IN VOSCO VIA ENGLISH CLAUSE PATTERNS

3.1 The Vosco Crewing Centre and ils training requircment

3.1.1 Vosco Crewing Centre (VCC)

3.1.2 Training requiremeri

3.1.2.1 Seamen ce 3.1.2.1.1, Seamen’s background of Enghsh before entering VCC 3.1.2.1 2 Seamen’s attitudes towards learning English

3.1.2.1.3, Current speaking activitics done by Scamer in elass

3.1.2.2.1 The role of teachers in speaking activities

3.1.2.2.2 Teachers’ leaching experiences 3.1.2.2.3 Teachers’ opinion on Icaching speaking skills 3.1.2.3 Ditliculties that lead to seamen’s mistakes

4.1.2.3.1 Psychological difficulties 3.1.2.3.2, Cultural difficultics

3.1.2.3.3, Difficulties in linguistic competence

3.2 Common mistakes made by Vietnanese seamen in Vosco and possible

solutions " etseesststterettinttestse

3.2.1 SVC and SVA clauses types

3.2.2 SVOC clauses type 3.3.3 SV clauses lype 3.2.4, SVO clauses type

3.2.5 SVOO clauses type

vil

2, Limitations of the study and suggestions for further rescarch

REFERENCES

APPENDIX SURVEY QUESTIONNAIRE.

LIST OF ABBREVIATIONS, FIGURES AND CITARTS:

ABBREVIATIONS

Voscn: Vietnam Ocean Shipping Company

VCC: Vosco Crewing Centre

IMO: International Marine Organization

EFI, - Bngfish Rmetional language

FIGURES

Figure I: Verbs classified according to the functions performed by the

clements in the verb phrase

Figure 2; Verbs classified in accordance with the types of complementation

Figure 3 Verbs classified according to the number of constituents

CHARTS

Chart 1 Seamen’s English experienoes before enfering Voso

Chart 2: The frequency of interaction with foreigners

Chart 3: Scamon’s altitude towards learning Frigtish

Chart #, Curent speaking activities done by seamen in VOSCO

Chart 5: ‘Teachers’ teaching experiences

Chart 6: Psychological difficulties camer of VCC

có by s Chart 7: The difficulties in Hinguistic competence

Page

PART As INTRODUCTION

‘This chapter starts with the rationale, aims and objectives of the study It then continues with the rescarch questions The nist section is the scape and the methodology This chapter ends with the design and significance of the study

1 Rational

English has undoubledly become an international means of commmumicalion in the global integration today, As the spread of English to almost comers of the world, people are getting more and more aware of the importance of the language Hor many people in Vietnam, English is considered as a very ne

ary means in order to gel a good job, especially a job in a foreign company Thus, there is a growing demand to Jeam the language for communication

The Fnglish language program at the VCC is aimed at cabling the Vietnamesa

scamion 1a usz basic English successfully in their job However, these searnen, who often work in the international environment, find it is very difficult to communicate in other countries because of different culture and religion In such situations, English is a unique mean which can help them to express their ideas In order to mest the necd of many international shipping agencies, they need to have good speaking skills for their work purposes These oral skills are quile basic, bul they contain many different genres, Afler years of conversation practice and experiences, many Vietnamese seamen are stilt unable

to engage in genuine conversations in target language Many of them satisfied themselves with “Yes / No answers” or use body language to express their ideas during the conversation In facl, if they had laken the initiative lo say @ bil more, they would have fuldilled their task better than they did

For all the reasons 1 ave mentioned above, speaking English fluently and accurately is an urgent lask far both English toavhers and scamen i VCC How lo teach and learn speaking skills in most effective methods is our big question, Understanding students’ need and goal help teachers to classify and lead students gain their purpose In the real state of some Victnamesc Occan Shipping companics, at the moment, using English clause patterns to improve conversational skills is one of the most effective ways

to make seamen get progression in English And finding out the advanced methods cmployaHlo for toaching spoaking skilts for Vietnamese Scamen is indispensable

2 Aims and objectives.

Mỹy spcoile objootivos are:

© To investigate the syntactic and semantic features of English clause patterns

* To suggest advanced methods of improving seamen’s speaking skills via English

clause patlorns

3 Scope of the study

‘The study focuses on the advanced methods of improving seamen’s speaking skills in Vietnam Ocean Shipping Joint- Stock Company via English elause patterns

- The informants were asked to give feed back to each question mostly by sticking and choice With the seamen’s serious working attitude, the questionnaire was successfully done without any discussion or cribbing The survey was carried an in the classroom conlexl to ensure the truthfulness of the feedback

- The fingers and charts were used to analyze the data

- Through the analysis and discussion of the finding, some possible applications would

be made towards the improvement speaking skills of the Scamen of VCC at Vosco

The research questions

The objectives of the research can be elaborated via the following research questions:

© What are the syntactic and semantic features of English clause patterns?

© What are the viable ways of improving seamen’s speaking skills via English clause patterns?

5 Design of the slutty

The minor thesis is composed of three parts: Introduction, Development and Conclusion Part one introduces Ihe rationale, aims and objectives, the research questions, scope of the study, methodology, and design of the studly as well as the significance of the study

Part nvo contains four chapters:

- Chapter one reviews the literature related to the English Clause Paiterns ‘This

upler includes: (1) Theorctical background; (2) Review of previons works

- Chapter two describes syntactic and semantic features of English clause elements

- Chapter three is um investigation into the current situation of Loachinys and learning speaking at VCC It also shows the survey questionnaire administered to one hundred seamen ‘The settings, the participants, the results and analysis of the findings are also mentioned in this clupler

- Chapter four shows some viable implications for teaching English clause patterns

to Vietnamese seamen in VCC In this chapter, the common mistakes made by Vizluammese seamen and possible solutions are mentioned

Part three includes the conclusions on the objectives, implications and suggestions for further research

6 Significance of the study

This study plays a crucial role for enhaneing teaching method of speaking to Vietnamese seamen at Vosco Hs implemented recommendations will make the application of CLY at

VCC snecessful and cffective,

TART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIFW

The main aim in this chapter is to present some theories Tolaled to English clause patterns, The first section overviews the theoretical background of English clause pattems, then comes clause elements, Next step is the analysis of simple sentences vs complex sentences Then, the senlence ypes are mentioned ‘The chapler ends with the review af previous works whuch related to clause patterns in English language

Oi Indireet Object Ca: Adverbial Compliment

Some Exumples of the Seven Clause Patterns in English

SVO | Emily [is playing cards

SSvOO | My father | will send |my sister |his money

Thoạc are well worth learning about, as we will carlainly want 49 use them Lo explain the syntax of language data, we are studying in exams or investigations If we are not able to describe or identify clause types it is usually acceptable and always helpfill to consider how these elements work together We may use (hom lo explain how sentences work, also From our discussion of the phrase tank, we also know that we can categorize the constituents of that clause into the appropriate phrase type

The news has been quite aad infact

Article Moun Auxiliary Mais Verb Adverb A ieotive Prepcsitizn Noun

The diagram sbove, however, looks at the constituents of the clause only from the perspective of the constituents’ forms We should remember that those fonns also serve fimctions, just as the forms al the phrase tank can also be described according Lo the functions they served within their phrases Essentially the clause can be divided into eight

functional constituents, grouped into five categories:

Functional Categories |Nine Clause Functions

ΠObeets [3] Direct Object

[4| Indirect Object (4) Complements [5] Object Complement

he) depending on the number and person of ils subjeel is singular

and is a third parson, i e it is neither the speaker nor the listeners, one chooses the form

has of the verb have; otherwise one chooses have

From Wikipedia, the free cneyclopacdia, the subject is one of the two min

constituents of a clause, according to a tradition that can be tracked back to Aristotle The

other constituent is the predicate In English, subjects govern agreement on the verb or auxiliary verb that cartics the main tense of the sentence, as cxemplificd by the difference

in verb forms between he eats and they eal

Form Cultural Dictionary, the subject is a part of every sentence ‘Ihe subject tells

whal the senfence is about, it contains the main noun or noun phrase: “The car crashed

into the railing”, “Judy and two of her friends were elected to the National Honor Society.”

In some cases the subject is implied: you is the implied subject in “Get me some orange juice.” (Compare prodicale.)

Form Computing Dictionary, in subject-oriented programming, a subject is a

collection of classes or class fragments whose class hierarchy models its domain in its own, subjective way A subject may be a complete application in itself, or it may be an

incomplete fragment that must be composed with other subjects to produce a complete

“a

application Subject composition combines class hicrarehies to produce new subjects that

incorporate functionality from existing subjects

1.1.2.2 Direct object

The objeet of a sentence és usually a noun phrase (which ean be just a pronoun) TL

is usually the element that is ‘on the receiving end’ of whatever action is being described

by the verb, and usually appears after the subject and verb ina sentence

We drank lots of heer last night

Anything which direetly receives the action of the verb is a direct object (Od): Tots

of beer! above is.a direct object - It is the ‘thing’ that was drunk

1.1.2.3 Indirect object

My Mum gave my sister an apple

Anything that does not directly receive the action of the verb but is still somehow

‘on the tovciving ond! is an indirect object (Oi) In the cxample, ‘ay sister’ is an indirect

objeel, since she was not the thing thal was given, bul is, ina way, on the receiving end of

the action of giving

1.1.2.4, Verb and its classification in English

(2) Verbs classified according to the functions performed by the elements in the verb

Regular: V Ved [| Send sent

Modal: will, would, shall, showdd, may,

night, ought to, must, can, could

(2) Verbs classified in accordance with the types of complementation

Intensive (SVC/ SVA)

Resulting: become, lum, go, gel

Eg: Her face went red

Intransitive (SV) Eg: the child cried

Extensive

“Transitive Ditransilive (SVOO)

T gave Tom a book

Complextransitive (SVOCY SVOA) Tom made me angry (3) Verbs classified according ta the number of constituents

Phrase- prepositional verb:

verbt particle + preposition

fig: They put up with the noise

1.1.2.5 Complement

Since this study is about the completers of thoughts, it is appropriate to include a brief description of complements, A complement (natice the spelling of the word) is any word or phrase that completes the sonse ofa, subject, ar object, or a verb As you will sec, the terminology describing predicates and complements can overlap and be a bit confusing, Stndents are probably wise to learn one set of terms, not both

An object complement follows and modifies or refers to a direct object It canbe a

nonn or adjective or any ward acting as a noun or adjective

The convention named ‘Doghreath’ to keep him happy

(The adjective "happy" complements the object "him.")

The clown got the children too excited

(The participle “excited” complements the object “chitdren.”)

1,1.2.5.3, A verb complement

A verb complement is a direct ar indirect object of a verb

Granny left Tom all her money (Roth "money" [Ihe dircet abject] an! “Torr” (Ih

objeet| are said to be the verb complements of this sentence.)

link between two paits ofa seutsnce, or add a comment about what is being oxprossed.

«These clause elements add to ar complete the meaning of the verb element They may be single adverbs But they also include nouns, noun ot verb phrases and subordinate clauses

Eg: They ran quickly, He went home neice nightly We walked on the playground,

My friend phoned ine duis morning Twas happy when T saw her again

« Adverbials may appear in several positions in the clause, but are most common

al the cud!

Eg: Often I dream, I offen dream, 1 dream afien

© Adverbials may perform different funetions

- Adding information: | walked quiedy

- Linking clauses: 'he bus was filll However, Vred found a seat

- Adding a comment on what is cxmesscd: Quite frankly we disapprove of violence

«Some verbs ( like pu) must have an adverbial to complete their meaning: Please put the gun dowa, The path runs around the field

1.1.2.7 Vucalives

These are optional elements used to show the person to whom a sentence is addressed

‘They may occur in various positions in the clause ‘They include names, titles, evaluative labols, the pronaun you and certain kinds of clause:

o John, itis me

o Its me, darling

«Hello, Susan, haw are you?

© You silly person, what do you mean?

Honey, J shrank the kids

The function of words and phrases tclls us what ‘job’ they are doing in any particular context There are five different fiuictions words and pluases ean fulfil - linguistically speaking, we say they can appear as one of the five clause elements

Giranumnians usc clause In rofer to both sìmplo senlcness and to subordinate clausos A simple sentence is called an independent clause Some of the definitions of clause used in the Longman Grammar are quoted here: The term simple sentence can be confusing Ieoause of definitions that many of us have learned that focused on the meaning or content

of a sentence Those misleading definitions said something like "a simple sentence has only 1 main idea." But that definition is just impossible to apply because it's impossible to

be sure whal “one idea” is, A simnple sertence can be short and with mcomplicated ideas, but a simple sentence can be long and with complicated ideas, Examples of simple sentences with complex content: No aspect of life goes untouched by social class ; Perhaps this decline has already begun: We have last millions of manufacturing jobs to Mexica, South America, ad Asia

Thus, we need to use a definition like the one given in the Longman Grammar A simple sentence is a wil that has only a single subjecl and a single predicate The subject can be compound, but the simple sentence is a single unit as in the following examples

Examples of Simple Sentences with Compound Subjects Jack and Jill went up a hill

Sociology and anthropology are both social sciences

1.1.3.2 Iniransitive Verbs in Simple Sentences

Intransitive verbs cannot have objects or complements They are complete with just

a subject and a verb Adverbials can be added but are nol reqmred for the SV to be

syntactically completed

It's raining, I's raining "cats and dogs." The wind is blowing The wind is blowing hard Drugs kill, Change happens

1.1.3.3 Transilive Verbs in Simple sentences

‘Transitive Verbs must have objects Maybe it is more accurate to say that a

lnansitive verb must have art object, because sore transilive verbs need two objects or an

object and an adverbial Be careful about these sub-types The idea is that the verb must

have the additional units ‘That requirement is especially tricky with the SVOA type ‘The

adverbial is required not optional for this category Now, SVOA is a very small category

with only 1 or 2 verbs in it Few verbs require that we specify adverbial information

Notice that put does require that we say where We can't say just: Her mother put the

book Wo have to add the looation Focus on thase examples: S+V+Od: Maria hought a book

S$ VIO Od: Maria gave her mother a book

S-VHO+A: Her mother put the book on the shelf

1.1.3.4, Linking Verbs in Simple Sentences

I've taught so many ESL students over the years and sometimes-less-than-mature

graduated students, Loo, that Tve just learned nol to ry to talk about coplar verhs 1's just

not worth the giggles, That's probably why classroom teachers still use the term lindang verbs Moreover, linking does have the right meaning for this category ‘he verb links descriptive information back to the subject, He

the list of camman linking verbs from

Applied English Grammar,

Linking Verbs

ppear IShe appears tired

[grow He grow sleopy

lao [rhey look pleased

†rmem [Thcy rernain tired,

seem [He scems young

lease [The coffee tasted bitter

Linking verbs can connect adjectives or noun phrases to give more information about the subject of the sontencs, To distinguish this purpose and structure from that af the object in the SVO types, some Linguists and grammarians use the term complement for the third element in a sentence with a linking verb, Cithers use the term subject predicative

Two typos of sonlences with linking verbs arc given in the Longman Student Grammar S-V+SP has an adjective or a noun as the subject predicative Notice that most linking verbs can take only adjectives for their complements but that de can have either an

adjective or a noun phrase The second type is the StV—A where the A is required and is

Linking Verbs in Simple Sentences

S VISP: The song tasted salty The cook is not avery goad cook

S-V+A: The soup ison the table The cook is iz the kitchen,

1.1.4, Sentences classified in accordance with purposes of communication

may be divided inte four major syntactic elas

with different comnmunicative functions:

1.1.4.1 Statements: Statements are sentences in which the subject J always present and

goncrally precedes the verb

John will speak to the boss today

On exceptional statement not containing a subject

(Lam) Sorry I couddn't be there

it’s} Good iv see you

1.1.4.2 Questions: Questions can be divided into three major classes according to the type

of answer they expect

(1) those that expect only information or rejection (as in Do you have breakfast?) are YES-

ontenezs which normally lave no overt grammatical

subject, and whose verb is in the imperative

(1) Commands with a subject: is the type of command in which the subject pow is retained:

Fou be quiei! or You mind your own business, ond leave this to me!

(2) Commands without a subject: the imperative verb, however, is severely restricted as to tense, aspect, voice, and modality ‘here is no tense distinction or perfect aspect:

Sit down, please! or Come in!

(3) Commands with Let fitsl person imperatives can be formed by proposing the verb Jet, followed by a subject in the objective case

Letus all work hard (more usually: Let's )

Tetme have a look

(4 Negative commands: to negate 2" and 3‘ person imperatives, one simply adds an

initial Lon, replacing assertive by non- assertive forms where necessary

Open some windows —» Don’t open any windows

(5) Persuasive commands: A persuasive or insistent imperative is created by the addition

of do (with a nuclear tone) before the main verb

Do let's go to the theatre

1.1.4.4, Exclamations: Exclamations are sentences which have an initial phrase introduced by what or how, without inversion of subject and operator:

What the noise they are making!

1.2 Review of previous works

Over the past several decades, whether or not grammar should be taught explicitly has been a controversial issue Extensive grammar research has shown that grammar should be neglected in teaching English ever sinec communication mcthodology appeared

in the last 1970s It was claimed that language should be acquired through natural exposure, not through former instruction (Krashen, ax a cited in Nassgji & Polos) However, recent research studies have demonstrated that grammar instructions enable learners to attain high level of proficiency, both in accuracy and fluency It was claimed that the teacher should provide Jearners with authentic discourse samples to illustrate all

Murcia, 2002) Florey (1999) in

the couloxtually depandert grammar rales (Elis &

an auticle emaphasized speaking skills using grammar accurately,

Speaking and listening is the most used language skills both in and outside the classroom, Spcaking is an inlcraction process of construsting moaning that involves producing, receiving and processing information (Florenz, 1999; Brown, 1994),

Kumaravadivel (1999) demonstrated that discourse relates fo the relationship between language structure and the immediate social context in which it is uscd The social context helps classroom discourse look at the class room activity as a social event and the classtoom as a “minisosiety” with ifs own rule

Porminglon (2002) suggoslcd “welion grammar” in which grammars of language should meet the real use: “it nwust be interactive in nature and relative to specific discourse communicative and theit communicative practices”

Celec-Murcia, ilustrated grammatical sentences that conibine the formal and functional perspectives to show how the sentences relate to form and meaning that relate

communicative purpose Fotos (in Larsen-Hreemen, 2002) argued that structure- based

lasks designed 19 promote awareness of target grammar forms and useful pedagogy for providing communicative grammar instruction She also claimed that recent empizical evidence has shown that explicit instruction not only activates the previous knowledge of

the largel structures and but also draws their allontion ta the forms

However, none of these studies provides any descriptive methods based on data

that demonstrates actual application to the KML classroom where communicative input is

extremely linnited and whore grammmar-basod syllabi aro (he norm, In addition to the limited cormumication inpul, EFT learners do nol have the raal-world needs for communicative functions in the target language as much as EFL learners do Another imitation that previous research has not covered is that many non-active English speaking teachers who teach EFL have a lack of communicative proficiency to teach grammar at the

discourse level

The present work will report on the teforms of Tinglish Grarunar Teaching for commmmnicative purposes, and present an applicable cuzriculum for communicative grammar in EFL classroom setting, which challenges and changes the role of EFL

teachers.

CHAPTER 2: XYNTACTIC AND SXEMANTIC

TURES OF ENGLISH CLAUSE ELEMENTS

‘The main aim in this chapter is to present the semantic and syntactic features

related ta English Clause Elements Th this study, cach clement of English clause will be overviewed thoroughly with many simple examples as a persuasive illustration The first section represents the semantic and syntactic features of the Subject, and then comes the Verh, Object, Complement and Adverbial which are very important in English sentences, 2.1 Subject

‘The subject has the grammatical fiunction in a sentence of relating its constituent (a

© A nom phrase introduced by a determiner: This complex (determiner — noun phrase) is nsnally called a determiner phrase

The large car stopped outside our house

(i) An expletive: ‘These are words like it or there when they don't refer to any thing or place For example in the following sentence “it” doesn't refer to anything It rains (ii) A

cưfaphora Tt: This is the usc of # when if is co-referent wilh a subordinate clause thal

cones after ít

It was lnown by everyone (that) he had waveled the world

(a) A finite clause:

» A finile clause which introduced by shat, itself containing a subject and a predicate

That he had traveled the world was known by everyone

= A ditcel quotation: I love you is often heard these days

6) A nonfinite clause:

17

Eating is a pleasure (Gerund)

His constant hammering was very anoying, (Deteuminerless phrase)

ead is easier than to write (Infinitive)

Whom to hire w a difficult question (Embedded clausz)

The subject can also be implied In the following command, the subject is the

implied "you" that is the recipient of the imperative mood, Take out the rash!

2.1.1.2 Position

» Oveurs before the verb phrase in declarative clauses:

The children go to school every morning

Tom?s father often drinks beer with friends after job

« Immediately after the operator in questions:

Where did he go?

But: Subject is a Q-elemenl: who opened the letter?

2.1.1.3 Possible transformation: passivization with Subject becoming “by-phrase ”

Mary beat Tom hard —+ Tam was beaten hard by Mary

The teacher gave the students a lot af books — The students were given a lot of

books hy the twacher

2.1.2 Semantic rals

: Agentive subject, Recipient subject, Locative, Temporal, Eventive, Instrumental and Empty é# subject

@ Agentive subject: The most typical semantic role of the Subject is agentive, that is, the

animate being instigating or causing the happening denoted by verb:

Joh opened the letter: Tam put the book on the table

tt Recipient subject: the subjcct may also have a recipicnt role with verbs such as Aave,

own, possess, benefit (from), as is dicated by the following relation:

Mr Bean has bought / given / sald his son a book —> so now his son has / possesses / owns

the book

« The porecplual verbs see, hear , taste, smell and feel also require a recipient

subject in contrast to Jook af and fister to, which are agentive

* Verbs indicating a mental state may also require a recipient subject:

Hiked the play ( the play give me pleasure 7

{ii) Locative, temporal and eventive subjects

* The subject may have the function of designating place or time:

Sunday is a day-gf (Icnporal); Hanai is the capital of Viemam (Place)

* Temporal subjects can usually be replaced by the empty it the temporal

expression becoming adjunct:

Lomorrow is my birthday (= it is my birthday tomorrow)

© Eventive subjects ( with abstract noun heads designating arrangements and activities ) differ from others in permitting intensive complementation with a time

adverbial:

The meeting is usually on Monday morning: The concert is on Thursday

(f) Instrumental subject: A part from its agentive function, the subject frequently has an

instrumental vole; dal is, il expresses the urnvitting ( generally inanimate } material cause

ofan event:

The storm completely destroyed the city

With intransitive verbs, the subject also frequently has the affected role thal elsewhere

typical of the subject:

The pencil was on the table

(o) Empty it subject

Finally, a subject may lack scinantic content sHogethsr, and consist only af the

meaningless word it, used especially with climatic predications

It's nice talking to him; It’s gerting dark

2.2 Direct object

2.2.1, Syntactic features:

2.2.1.1 Realization:

*» Anoun phrase in basic and complex sentences:

Mary heat Tom; The big man hit the small hoy

* A finite and non-finite clause

T think that she is right: She wants to go home new

2.2.1.2, Position:

» After Verbs in SVO

Tom ate acake this morning: Mary opened the door

* After Oin SVOO

T gave Mary abaok: The policeman gave him a fine of & 200

2.2.1.3 Passible Gransformation: by the passive Iransformalion, assumes the slatus of subject:

The policeman gave him a fine of š 200 [(= A fine of $ 200 was given {to him) by

the policeman)

However, a small of transitive verbs, the most common of which is have, normally do not

allow a passive transformation of the sentence

Thave anice house; He lacks confidence

2.2.2, Semantic roles: Affected participant, Locative direct object, and Effécted direct

object

(@ Affected participant: Th

affected participant who does not cause the happening denoted by the verb, but is directly

most typical fanetion of the direel object is that of the

involved in some other way:

Many people crilicived the Prime Minister

Bean is cating a cake

(ii) Locative direct object: A part from the atfected object, semantic type of direct object

is the locative object

The horse jonped the fence

‘There are similar uses of such verbs as tun, leave, reach, surround, penetrate , mount,

cross, climb

(iii) Effected direct object An effected direct object in one that refers to something which

exists only by virtue of the activity indicated by the verb

Adary wrote bvo letters; Baird invented television

2.3 Indirect object

2.3.1 Syntactic features:

2.3.1.1 Realization

* Anoun phrase in basic and complex sentences:

T gave Mary a book {noun); Tom gave the old man an arange (noun phrase}

® A finite clause:

T gave whoever came to my party a bunch of flowers

The rich man gave whoever stood in the bus station a note af $10

2.3.12 Position: A direct object, where both objects are presented, precedes the direct

object (cxcept in rarc instances liks BrE Give if me), it is scmantically cquivalent to a

prepositional phrase