Luận văn a study on the entailment of meronymy in 10 year old vietnamese children’s english speaking a case of the children in an english centre

CERTIFICATION OF ORIGINALITY T hereby certify that the thesis cutifled “4 study on the entailment of meronymy in 10 year-old Vietnamese children’s English speaking.. ABSTRACT This paper

VIETNAM NATIONAL UNIVERSITY, HANOL

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES,

FACULTY OF POST - GRADUATE STUDIES

TRAN LAN ITUONG

ASTUDY ON THE ENTAILMENT OF MERONYMY IN 10-YEAR-

OLD VIETNAMESE CHILDRE!

ENGLISH SPEAKING: A CASE

OF THE CHILDREN IN AN ENGLISH CENTRE

(NGHIÊN CỨU SỰ KÉO THEO CỦA QUAN HE BO PHAN- TOAN PHAN TRONG CACILNO! TIENG ANI CUA TRE EM VIET NAM 10 TUOL:

NGHIEN CUU TREN DOI TUONG Hoc SINH CUA MOT TRUNG TAM

TIÉNG ANH)

M.A MINOR PROGRAM THESIS

Field: English Code: 6014.0111 Supervis

ir Do Thi Thanh Ha

HANOI, 2015

CERTIFICATION OF ORIGINALITY

T hereby certify that the thesis cutifled “4 study on the entailment of meronymy in 10 year-old Vietnamese children’s English speaking A case of the children in an English centre” is my own study in the fulfillment of the requirement for the Degree of Master at Faculty of Post-Graduate Studies, University of Languages and Intemational Studies, Vietnam National University,

Hanoi

Hanoi, 2015

Tran Lan Huong

L also wish to thank the manager, the students and teachers at Amslink

Conte, whose knowledge, experience, and supporls dircuted me through ty study

A very special thank gocs out to my friends, without whosc support, motivation and cneouragement 1 wonld not have snch pationae anu determination in fulfilling this study 1 would also like to thank my family for the support they provided me through my entire life and especially this hard time of preparation for

graduation

TABLE OF CONTENT CERTIFICATION OF ORIGINALATY

3 Scope of the research

A, Organization of the thesis

2, Teachers’ oral feedhack in speaking

2.1 The definitions of feedlack

ABSTRACT This paper focuses on the entailment of meronymy in 10 year-old Viehurns:

of 33 Vietnamese students at the age of ten and 3 native teachers

The results show two types of the entailment of meronymy in children’s English speaking: the first is breaking the constant principle in the semantic relation

Iildren’s English speaking The data was taken from the observation

of meronymy and the second is the lack of one of properties of meronymy The first

one is more popular to cause the entailment of meronymy

Moreover, the study also indicales how teachers responded to children’s

entailments of meronymy and goes to the conclusion that most of time teachers

ignored thesc or sometimes just gave very simple feedback when what children said

was too unreasonable

iti

ABSTRACT This paper focuses on the entailment of meronymy in 10 year-old Viehurns:

of 33 Vietnamese students at the age of ten and 3 native teachers

The results show two types of the entailment of meronymy in children’s English speaking: the first is breaking the constant principle in the semantic relation

Iildren’s English speaking The data was taken from the observation

of meronymy and the second is the lack of one of properties of meronymy The first

one is more popular to cause the entailment of meronymy

Moreover, the study also indicales how teachers responded to children’s

entailments of meronymy and goes to the conclusion that most of time teachers

ignored thesc or sometimes just gave very simple feedback when what children said

was too unreasonable

iti

PART A INTRODUCTION

1 Statement of the problem and rationale for the study

Linguistics, the scientific stuly of language, is of all “the social sciences

with the greatest interest in the phenomenon of meaning” (Lyons, 1981: 15), There

have been different approaches to investigate meaning and the lexical approach is

one of them When the meaning of a lexical item is stated through associations with

other lexical items, the theory of lexical semantics 1s met, This approach posits two

different, though connected, aspects One aspect relates the linguistic element to the physical world of experience, the world of objects, entities, which is called reference While the other aspect, namely sense, relates to the relations holding

between the linguistic clements themselves, particularly, sense or lexical relations

Sense relations among words have captured the interest of various brands of

philosophers, cognitive psychologists, linguists, early childhood and second

language educators, computer scientists, literary theorists, cognitive neuroscientists,

psychoanalysts- investigators from just about any field whose interests involve

words, meaning or the mind We can access a broad and detailed literature that

approaches the topic from a variety of methodological and theoretical perspectives SUH, the core semantic relation of every knowledge organization syslem is

Iierarchy Thete are two kinds of hierarchie relations that should be distinguishc:

lyponyiny @s-a relation) and weronymy (parl-of relation)

In the way meronymy is currently applied in real life, especially by children, different lands of meronymy are sometimes misleadingly swmmed up into one general part-whole relation and regarded as always transitive, which can make some

types of entailments However, children are not often given a clear explanation

about their entailment Moreover, there is no recent study on the entailment of

meronymy in children’s English speaking, therefore; the analysis of these in general

and in the context of Viemam in particular is really necessary This study is a

theoretical approach to some knowledge of meronymy in generat and the

APPENDIX 2 STUDENTS’ LEARNING CONDITION AT AMSLINK

vi

IN RELATED STUDIES

1.Meronymy

2 Children language acquisition

CHAPTER D RESEARCH METHODOLOGY

1, THE CONTEXT OF THE STUDY

2, Data analysis methods

CHAPTER DI RESULTS AND DISCUSSION

1 THE FREQUENCY OF ENTAILMENT OF MERONYMY

1 The constant principle in the semantic relationt oŸ rnererrymy 28 1.1 The combination of more than one type of meronymy

w

LIST OF TABLES Table 1: Six types of meronymic relation with relation elements

LIST OF FIGURES Figure 1: Feedback Types classified by Brookhart (1998) 16 Figure 2: Feedback Types classified by Crane (2006) 17 Figure 3: The frequency of entailment of meronymy 26

Figure 4; The teachers’ reaction to the shudents' tise 36

LIST OF PICTURES

vii

TABLE OF CONTENT CERTIFICATION OF ORIGINALATY

3 Scope of the research

A, Organization of the thesis

2, Teachers’ oral feedhack in speaking

2.1 The definitions of feedlack

transitivity of meronymy in particular tp clarify some eniailment of meronymy

cơnccming transitivity of Victnamesc children

2 Research questions

The study’s primary aim is +o investigate the use of meronymy in English

communication classes of 10-year-old students, And then the researcher will try to

analyze the entailment of meronymy in Vietnamese children’s English speaking and

investigate how teachers responded to children’s use of meronymy

This final goal is specified in the following research questions:

1 What are the enlailment of meronymy in Vieinamese 10-year-old children’s English speaking?

3 Scope of the research

Due to the limited time and knowledge, it will be not wise to cover all

aspects of meronymy like its relationship with other semantic relations, the benefits

of transitive meronymy for the application of automatic semantic query expansion

in information retrieval tasks, weighted meronymic relations, application fields in detail, etc Moreover, itis also impossible to discuss all the entailment of meronymy

in children’s English speaking Conversely, my study just simphasizes on one aspect

of meronymy- tansitivily and some ontstandmg use tolated ta this aspect of meronymy of 10- year old children,

4 Organization of the thesis

The thesis consists of three parts:

Part A — Introduction comes to the general introduction including the rational, and the purposes of the present study

Part B — Development: this part comprises of thse chapters

© Chapter 1: Theoretical Background and Literature review covers the overview of the literature in which relevant theoretical background and

reviews of related studies conceming meronymy It reviews the research

IN RELATED STUDIES

1.Meronymy

2 Children language acquisition

CHAPTER D RESEARCH METHODOLOGY

1, THE CONTEXT OF THE STUDY

2, Data analysis methods

CHAPTER DI RESULTS AND DISCUSSION

1 THE FREQUENCY OF ENTAILMENT OF MERONYMY

1 The constant principle in the semantic relationt oŸ rnererrymy 28 1.1 The combination of more than one type of meronymy

IN RELATED STUDIES

1.Meronymy

2 Children language acquisition

CHAPTER D RESEARCH METHODOLOGY

1, THE CONTEXT OF THE STUDY

2, Data analysis methods

CHAPTER DI RESULTS AND DISCUSSION

1 THE FREQUENCY OF ENTAILMENT OF MERONYMY

1 The constant principle in the semantic relationt oŸ rnererrymy 28 1.1 The combination of more than one type of meronymy

w

LIST OF TABLES Table 1: Six types of meronymic relation with relation elements

LIST OF FIGURES Figure 1: Feedback Types classified by Brookhart (1998) 16 Figure 2: Feedback Types classified by Crane (2006) 17 Figure 3: The frequency of entailment of meronymy 26

Figure 4; The teachers’ reaction to the shudents' tise 36

LIST OF PICTURES

vii

PART A INTRODUCTION

1 Statement of the problem and rationale for the study

Linguistics, the scientific stuly of language, is of all “the social sciences

with the greatest interest in the phenomenon of meaning” (Lyons, 1981: 15), There

have been different approaches to investigate meaning and the lexical approach is

one of them When the meaning of a lexical item is stated through associations with

other lexical items, the theory of lexical semantics 1s met, This approach posits two

different, though connected, aspects One aspect relates the linguistic element to the physical world of experience, the world of objects, entities, which is called reference While the other aspect, namely sense, relates to the relations holding

between the linguistic clements themselves, particularly, sense or lexical relations

Sense relations among words have captured the interest of various brands of

philosophers, cognitive psychologists, linguists, early childhood and second

language educators, computer scientists, literary theorists, cognitive neuroscientists,

psychoanalysts- investigators from just about any field whose interests involve

words, meaning or the mind We can access a broad and detailed literature that

approaches the topic from a variety of methodological and theoretical perspectives SUH, the core semantic relation of every knowledge organization syslem is

Iierarchy Thete are two kinds of hierarchie relations that should be distinguishc:

lyponyiny @s-a relation) and weronymy (parl-of relation)

In the way meronymy is currently applied in real life, especially by children, different lands of meronymy are sometimes misleadingly swmmed up into one general part-whole relation and regarded as always transitive, which can make some

types of entailments However, children are not often given a clear explanation

about their entailment Moreover, there is no recent study on the entailment of

meronymy in children’s English speaking, therefore; the analysis of these in general

and in the context of Viemam in particular is really necessary This study is a

theoretical approach to some knowledge of meronymy in generat and the

transitivity of meronymy in particular tp clarify some eniailment of meronymy

cơnccming transitivity of Victnamesc children

2 Research questions

The study’s primary aim is +o investigate the use of meronymy in English

communication classes of 10-year-old students, And then the researcher will try to

analyze the entailment of meronymy in Vietnamese children’s English speaking and

investigate how teachers responded to children’s use of meronymy

This final goal is specified in the following research questions:

1 What are the enlailment of meronymy in Vieinamese 10-year-old children’s English speaking?

3 Scope of the research

Due to the limited time and knowledge, it will be not wise to cover all

aspects of meronymy like its relationship with other semantic relations, the benefits

of transitive meronymy for the application of automatic semantic query expansion

in information retrieval tasks, weighted meronymic relations, application fields in detail, etc Moreover, itis also impossible to discuss all the entailment of meronymy

in children’s English speaking Conversely, my study just simphasizes on one aspect

of meronymy- tansitivily and some ontstandmg use tolated ta this aspect of meronymy of 10- year old children,

4 Organization of the thesis

The thesis consists of three parts:

Part A — Introduction comes to the general introduction including the rational, and the purposes of the present study

Part B — Development: this part comprises of thse chapters

© Chapter 1: Theoretical Background and Literature review covers the overview of the literature in which relevant theoretical background and

reviews of related studies conceming meronymy It reviews the research

APPENDIX 2 STUDENTS’ LEARNING CONDITION AT AMSLINK

vi

PART A INTRODUCTION

1 Statement of the problem and rationale for the study

Linguistics, the scientific stuly of language, is of all “the social sciences

with the greatest interest in the phenomenon of meaning” (Lyons, 1981: 15), There

have been different approaches to investigate meaning and the lexical approach is

one of them When the meaning of a lexical item is stated through associations with

other lexical items, the theory of lexical semantics 1s met, This approach posits two

different, though connected, aspects One aspect relates the linguistic element to the physical world of experience, the world of objects, entities, which is called reference While the other aspect, namely sense, relates to the relations holding

between the linguistic clements themselves, particularly, sense or lexical relations

Sense relations among words have captured the interest of various brands of

philosophers, cognitive psychologists, linguists, early childhood and second

language educators, computer scientists, literary theorists, cognitive neuroscientists,

psychoanalysts- investigators from just about any field whose interests involve

words, meaning or the mind We can access a broad and detailed literature that

approaches the topic from a variety of methodological and theoretical perspectives SUH, the core semantic relation of every knowledge organization syslem is

Iierarchy Thete are two kinds of hierarchie relations that should be distinguishc:

lyponyiny @s-a relation) and weronymy (parl-of relation)

In the way meronymy is currently applied in real life, especially by children, different lands of meronymy are sometimes misleadingly swmmed up into one general part-whole relation and regarded as always transitive, which can make some

types of entailments However, children are not often given a clear explanation

about their entailment Moreover, there is no recent study on the entailment of

meronymy in children’s English speaking, therefore; the analysis of these in general

and in the context of Viemam in particular is really necessary This study is a

theoretical approach to some knowledge of meronymy in generat and the

PART A INTRODUCTION

1 Statement of the problem and rationale for the study

Linguistics, the scientific stuly of language, is of all “the social sciences

with the greatest interest in the phenomenon of meaning” (Lyons, 1981: 15), There

have been different approaches to investigate meaning and the lexical approach is

one of them When the meaning of a lexical item is stated through associations with

other lexical items, the theory of lexical semantics 1s met, This approach posits two

different, though connected, aspects One aspect relates the linguistic element to the physical world of experience, the world of objects, entities, which is called reference While the other aspect, namely sense, relates to the relations holding

between the linguistic clements themselves, particularly, sense or lexical relations

Sense relations among words have captured the interest of various brands of

philosophers, cognitive psychologists, linguists, early childhood and second

language educators, computer scientists, literary theorists, cognitive neuroscientists,

psychoanalysts- investigators from just about any field whose interests involve

words, meaning or the mind We can access a broad and detailed literature that

approaches the topic from a variety of methodological and theoretical perspectives SUH, the core semantic relation of every knowledge organization syslem is

Iierarchy Thete are two kinds of hierarchie relations that should be distinguishc:

lyponyiny @s-a relation) and weronymy (parl-of relation)

In the way meronymy is currently applied in real life, especially by children, different lands of meronymy are sometimes misleadingly swmmed up into one general part-whole relation and regarded as always transitive, which can make some

types of entailments However, children are not often given a clear explanation

about their entailment Moreover, there is no recent study on the entailment of

meronymy in children’s English speaking, therefore; the analysis of these in general

and in the context of Viemam in particular is really necessary This study is a

theoretical approach to some knowledge of meronymy in generat and the

ABSTRACT This paper focuses on the entailment of meronymy in 10 year-old Viehurns:

of 33 Vietnamese students at the age of ten and 3 native teachers

The results show two types of the entailment of meronymy in children’s English speaking: the first is breaking the constant principle in the semantic relation

Iildren’s English speaking The data was taken from the observation

of meronymy and the second is the lack of one of properties of meronymy The first

one is more popular to cause the entailment of meronymy

Moreover, the study also indicales how teachers responded to children’s

entailments of meronymy and goes to the conclusion that most of time teachers

ignored thesc or sometimes just gave very simple feedback when what children said

was too unreasonable

iti

ABSTRACT This paper focuses on the entailment of meronymy in 10 year-old Viehurns:

of 33 Vietnamese students at the age of ten and 3 native teachers

The results show two types of the entailment of meronymy in children’s English speaking: the first is breaking the constant principle in the semantic relation

Iildren’s English speaking The data was taken from the observation

of meronymy and the second is the lack of one of properties of meronymy The first

one is more popular to cause the entailment of meronymy

Moreover, the study also indicales how teachers responded to children’s

entailments of meronymy and goes to the conclusion that most of time teachers

ignored thesc or sometimes just gave very simple feedback when what children said

was too unreasonable

iti

TABLE OF CONTENT CERTIFICATION OF ORIGINALATY

3 Scope of the research

A, Organization of the thesis

2, Teachers’ oral feedhack in speaking

2.1 The definitions of feedlack

TABLE OF CONTENT CERTIFICATION OF ORIGINALATY

3 Scope of the research

A, Organization of the thesis

2, Teachers’ oral feedhack in speaking

2.1 The definitions of feedlack

APPENDIX 2 STUDENTS’ LEARNING CONDITION AT AMSLINK

vi

ABSTRACT This paper focuses on the entailment of meronymy in 10 year-old Viehurns:

of 33 Vietnamese students at the age of ten and 3 native teachers

The results show two types of the entailment of meronymy in children’s English speaking: the first is breaking the constant principle in the semantic relation

Iildren’s English speaking The data was taken from the observation

of meronymy and the second is the lack of one of properties of meronymy The first

one is more popular to cause the entailment of meronymy

Moreover, the study also indicales how teachers responded to children’s

entailments of meronymy and goes to the conclusion that most of time teachers

ignored thesc or sometimes just gave very simple feedback when what children said

was too unreasonable

iti

PART A INTRODUCTION

1 Statement of the problem and rationale for the study

Linguistics, the scientific stuly of language, is of all “the social sciences

with the greatest interest in the phenomenon of meaning” (Lyons, 1981: 15), There

have been different approaches to investigate meaning and the lexical approach is

one of them When the meaning of a lexical item is stated through associations with

other lexical items, the theory of lexical semantics 1s met, This approach posits two

different, though connected, aspects One aspect relates the linguistic element to the physical world of experience, the world of objects, entities, which is called reference While the other aspect, namely sense, relates to the relations holding

between the linguistic clements themselves, particularly, sense or lexical relations

Sense relations among words have captured the interest of various brands of

philosophers, cognitive psychologists, linguists, early childhood and second

language educators, computer scientists, literary theorists, cognitive neuroscientists,

psychoanalysts- investigators from just about any field whose interests involve

words, meaning or the mind We can access a broad and detailed literature that

approaches the topic from a variety of methodological and theoretical perspectives SUH, the core semantic relation of every knowledge organization syslem is

Iierarchy Thete are two kinds of hierarchie relations that should be distinguishc:

lyponyiny @s-a relation) and weronymy (parl-of relation)

In the way meronymy is currently applied in real life, especially by children, different lands of meronymy are sometimes misleadingly swmmed up into one general part-whole relation and regarded as always transitive, which can make some

types of entailments However, children are not often given a clear explanation

about their entailment Moreover, there is no recent study on the entailment of

meronymy in children’s English speaking, therefore; the analysis of these in general

and in the context of Viemam in particular is really necessary This study is a

theoretical approach to some knowledge of meronymy in generat and the

ABSTRACT This paper focuses on the entailment of meronymy in 10 year-old Viehurns:

of 33 Vietnamese students at the age of ten and 3 native teachers

The results show two types of the entailment of meronymy in children’s English speaking: the first is breaking the constant principle in the semantic relation

Iildren’s English speaking The data was taken from the observation

of meronymy and the second is the lack of one of properties of meronymy The first

one is more popular to cause the entailment of meronymy

Moreover, the study also indicales how teachers responded to children’s

entailments of meronymy and goes to the conclusion that most of time teachers

ignored thesc or sometimes just gave very simple feedback when what children said

was too unreasonable

iti

w

LIST OF TABLES Table 1: Six types of meronymic relation with relation elements

LIST OF FIGURES Figure 1: Feedback Types classified by Brookhart (1998) 16 Figure 2: Feedback Types classified by Crane (2006) 17 Figure 3: The frequency of entailment of meronymy 26

Figure 4; The teachers’ reaction to the shudents' tise 36

LIST OF PICTURES

vii

APPENDIX 2 STUDENTS’ LEARNING CONDITION AT AMSLINK

vi

APPENDIX 2 STUDENTS’ LEARNING CONDITION AT AMSLINK

vi

transitivity of meronymy in particular tp clarify some eniailment of meronymy

cơnccming transitivity of Victnamesc children

2 Research questions

The study’s primary aim is +o investigate the use of meronymy in English

communication classes of 10-year-old students, And then the researcher will try to

analyze the entailment of meronymy in Vietnamese children’s English speaking and

investigate how teachers responded to children’s use of meronymy

This final goal is specified in the following research questions:

1 What are the enlailment of meronymy in Vieinamese 10-year-old children’s English speaking?

3 Scope of the research

Due to the limited time and knowledge, it will be not wise to cover all

aspects of meronymy like its relationship with other semantic relations, the benefits

of transitive meronymy for the application of automatic semantic query expansion

in information retrieval tasks, weighted meronymic relations, application fields in detail, etc Moreover, itis also impossible to discuss all the entailment of meronymy

in children’s English speaking Conversely, my study just simphasizes on one aspect

of meronymy- tansitivily and some ontstandmg use tolated ta this aspect of meronymy of 10- year old children,

4 Organization of the thesis

The thesis consists of three parts:

Part A — Introduction comes to the general introduction including the rational, and the purposes of the present study

Part B — Development: this part comprises of thse chapters

© Chapter 1: Theoretical Background and Literature review covers the overview of the literature in which relevant theoretical background and

reviews of related studies conceming meronymy It reviews the research

APPENDIX 2 STUDENTS’ LEARNING CONDITION AT AMSLINK

vi

TABLE OF CONTENT CERTIFICATION OF ORIGINALATY

3 Scope of the research

A, Organization of the thesis

2, Teachers’ oral feedhack in speaking

2.1 The definitions of feedlack

w

LIST OF TABLES Table 1: Six types of meronymic relation with relation elements

LIST OF FIGURES Figure 1: Feedback Types classified by Brookhart (1998) 16 Figure 2: Feedback Types classified by Crane (2006) 17 Figure 3: The frequency of entailment of meronymy 26

Figure 4; The teachers’ reaction to the shudents' tise 36

LIST OF PICTURES

vii

TABLE OF CONTENT CERTIFICATION OF ORIGINALATY

3 Scope of the research

A, Organization of the thesis

2, Teachers’ oral feedhack in speaking

2.1 The definitions of feedlack

PART A INTRODUCTION

1 Statement of the problem and rationale for the study

Linguistics, the scientific stuly of language, is of all “the social sciences

with the greatest interest in the phenomenon of meaning” (Lyons, 1981: 15), There

have been different approaches to investigate meaning and the lexical approach is

one of them When the meaning of a lexical item is stated through associations with

other lexical items, the theory of lexical semantics 1s met, This approach posits two

different, though connected, aspects One aspect relates the linguistic element to the physical world of experience, the world of objects, entities, which is called reference While the other aspect, namely sense, relates to the relations holding

between the linguistic clements themselves, particularly, sense or lexical relations

Sense relations among words have captured the interest of various brands of

philosophers, cognitive psychologists, linguists, early childhood and second

language educators, computer scientists, literary theorists, cognitive neuroscientists,

psychoanalysts- investigators from just about any field whose interests involve

words, meaning or the mind We can access a broad and detailed literature that

approaches the topic from a variety of methodological and theoretical perspectives SUH, the core semantic relation of every knowledge organization syslem is

Iierarchy Thete are two kinds of hierarchie relations that should be distinguishc:

lyponyiny @s-a relation) and weronymy (parl-of relation)

In the way meronymy is currently applied in real life, especially by children, different lands of meronymy are sometimes misleadingly swmmed up into one general part-whole relation and regarded as always transitive, which can make some

types of entailments However, children are not often given a clear explanation

about their entailment Moreover, there is no recent study on the entailment of

meronymy in children’s English speaking, therefore; the analysis of these in general

and in the context of Viemam in particular is really necessary This study is a

theoretical approach to some knowledge of meronymy in generat and the