An analysis of cohesive devices used in pride and prejudice by jane austen in comparison with its vietnamese translation

MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY TA MINH HANG AN ANALYSIS OF COHESIVE DEVICES USED IN “PRIDE AND PREJUDICE” BY JANE AUSTEN IN COMPARISON WITH ITS VIETNAMESE T

MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY

TA MINH HANG

AN ANALYSIS OF COHESIVE DEVICES USED IN “PRIDE AND PREJUDICE” BY JANE AUSTEN IN COMPARISON

WITH ITS VIETNAMESE TRANSLATION

(PHÂN TÍCH CÁC PHƯƠNG TIỆN LIÊN KẾT SỬ DỤNG TRONG TÁC PHẨM “KIÊU HÃNH VÀ ĐỊNH KIẾN” CỦA JANE AUSTEN SO

SÁNH VỚI BẢN DỊCH SANG TIẾNG VIỆT)

M.A.THESIS

Hanoi-2013

MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY

TA MINH HANG

AN ANALYSIS OF COHESIVE DEVICES USED IN “PRIDE AND PREJUDICE” BY JANE AUSTEN IN COMPARISON

WITH ITS VIETNAMESE TRANSLATION

(PHÂN TÍCH CÁC PHƯƠNG TIỆN LIÊN KẾT SỬ DỤNG TRONG TÁC PHẨM “KIÊU HÃNH VÀ ĐỊNH KIẾN” CỦA JANE AUSTEN SO

SÁNH VỚI BẢN DỊCH SANG TIẾNG VIỆT)

M.A.THESIS Field: English Language Code: 60220201

Supervisor: Prof Dr Hoang Van Van

DECLARATION

I hereby declare that no part of the enclosed Master Thesis has been copied or reproduced by me from any other‟s work without acknowledgement and that the thesis is originally written by me under strict guidance of my supervisor

Hanoi, December 20 th , 2013

Candidate Supervisor

Tạ Minh Hằng Prof Dr Hoàng Văn Vân

I would also like to show my gratitude to all the professors of the Faculty

of Graduate Studies, Hanoi Open University for their in valuable lectures Beside, I really wish to thank the authors of the books and articles I used as reference materials for this thesis

My deepest thanks go to my beloved family and my friends who always stand by my side, and have helped and encouraged me during my preparation till the completion of the study

Hanoi, December 2013

Ta Minh Hang

TABLE OF CONTENTS

DECLARATION i

ACKNOWLEDGEMENTS ii

TABLE OF CONTENTS iii

LIST OF TABLES AND FIGURES vi

PART I: INTRODUCTION 1

1 Rationale of the study 1

2 Aims of the study 2

3 Research questions 2

4 Scope of the study 3

5 Methods of the study 3

6 Design of the study 4

PART II: DEVELOPMENT 5

CHAPTER 1: THEORETICAL BACKGROUND 5

1.1 Literature Review 5

1.2 Theoretical background 8

1.2.1 Discourse and discourse analysis 8

1.2.2 Context in discourse analysis 9

1.2.3 Cohesion 11

1.2.3.1 The concept of cohesion 11

1.2.3.2 Cohesion vs Coherence 11

1.2.4 Types of Cohesion 12

1.2.4.1 Grammatical Cohesion 14

1.2.4.2 Lexical cohesion 19

1.3 Overview of Translation 20

1.3.1 Concept of Translation 20

1.3.2 Important Factors of Translation 21

1.3.3 The Basis of Translation 21

1.3.4 Source Language and Target Language 22

1.3.5 Translation of fiction 22

1.4 An overview on “Pride and Prejudice” by Jane Austen 23

1.4.1 Introduction to “Pride and Prejudice” by Jane Austen and the translated version 23

1.4.1.1 The source language version 23

1.4.1.2 The translated version 25

1.4.2 A brief summary of “Pride and Prejudice” 25

1.4.3 The selection of certain chapter 26

CHAPTER 2: AN ANALYSIS OF COHESIVE DEVICES USED IN “PRIDE AND PREJUDICE” BY JANE AUSTEN IN COMPARISON WITH ITS VIETNAMESE TRANSLATION 27

2.1 Grammatical cohesion 27

2.1.1 References 27

2.1.1.1 Exophoric 27

2.1.1.2 Endophoric Reference 28

2.1.1.3 Statistical Analysis of Reference Markers 30

2.1.2 Substitution 34

2.1.3 Ellipsis 36

2.1.4 Conjunction 38

2.2 Lexical cohesive devices 41

2.2.1 Reiteration 42

2.2.2 Collocation 47

2.3 Vietnamese Solutions to the English Cohesive Devices 49

2.3.1 Treatment of Referential cohesion 51

2.3.3 Treatment of Conjunctions 57

2.3.4 Treatment of Lexical Cohesion Devices 59

2.3.5 Translation Techniques 60

CHAPTER 3: FINDINGS AND DISCUSSION 63

3.1 Major findings of the cohesive devices employed in “Pride and Prejudice” 63

3.2 Analysis of the solution adopted in the Vietnamese translation 65

PART III: CONCLUSION 68

1 Recapitulation 68

2 Limitations of the study 69

3 Implications 69

4 Suggestions for further studies 71

REFERENCES 72

LIST OF TABLES AND FIGURES

Table 1.2: Types of Grammatical and Lexical Cohesion 13

Figure 1.2: Types of reference 14

Table 1.3: Personal reference 16

Table 1 4: Demonstrative reference 16

Table 2.1 Personal Reference in “ Pride and Prejudice” 30

Table 2.2 Demonstrative Reference in “Pride and Prejudice” 31

Table 2.3 Comparative Reference in “Pride and Prejudice” 32

Table 2.4: Substitution in “Pride and Prejudice” 35

Table 2.5: Ellipsis in “Pride and Prejudice” 37

Table 2.6: Conjunctive Relations in “Pride and Prejudice” 39

Table 2.7 Occurrence and frequency of Vietnamese solutions to the English cohesive devices 50

PART I: INTRODUCTION

1 Rationale of the study

Cohesion is an important factor of discourse which has attracted a lot

of attention from linguists The most significant research on cohesion is

“Cohesion in English” by Halliday and Hasan (1976) Cohesion is considered one of the most challenging aspects of translation, as any language has its own unique manners in which it employs cohesive devices in the creation of a cohesive text Each language has its own patterns to convey the interrelationships of persons and events; there is not any language that these patterns may be ignored, if the translation is to be understood by its readers (Callow, 1974) The topic of cohesion has always appeared as the most useful constituent of discourse analysis that is applied to translation English and Vietnamese have different grammatical and lexical structures, and it is only natural that they pose great difficulties and challenges for a translator to deal with, especially in the field of literature

Literature, which plays a very important role in our spiritual life, has been greatly developing as a consequence of high living standards As a matter of fact, there have been more and more people choosing to work in literary field and their efforts have created so many famous works It is open

to questions as to which factors have to be taken into consideration to make a successful work? How important are those factors to the completion of a coherent and cohesive text? Added to this, the knowledge of cohesion and coherence are actually regarded as the crucial aspects of the language usage “Pride and Prejudice”, Jane Austen‟ most famous book, is a story of love and values unfolds in the class-conscious England of the late 18th century The main character Elizabeth Bennet and Mr Darcy Elizabeth is one

of five daughters with a mother who is keen to marry them all off to wealthy

men For the Bennet sisters many trials and tribulations stand between them and their happiness, including class, gossip and scandal Jane Austen‟s book, therefore, make great impression on the readers

Those reasons mentioned above are the most important ones that have

encouraged the author to conduct “An analysis of cohesive devices used in

“Pride and Prejudice” by Jane Austen in comparison with its Vietnamese translation” as the topic this study Based on the detailed classification of

cohesive devices in English by Halliday and Hasan (1976), this study provides a close analysis of particular cohesive devices employed in English and their equivalents in the Vietnamese translation The study is also expected

to be a good reference for those who love “Pride and Prejudice” by Jane Austen in particular and literary works in English in general for a good translation

2 Aims of the study

Based on the contrastive analysis of two parallel corpora, an original text in English and its translation into Vietnamese, this study aims to provide

a close analysis of a particular cohesive devices employed in English and their equivalences in the Vietnamese translation It uses both quantitative and qualitative methods Then it will make a comparison between the use of

cohesive devices of the original text and those of the target text

3 Research questions

This research aims at addressing the following questions:

1) “What cohesive devices are used in Pride and Prejudice?” and what

extent do cohesive devices contribute to the success of literary work? 2) “What are the techniques of translating cohesive devices?”

The answer to these questions will help students of English as a foreign language, especially those who wish to specialize in translation realize those differences and decide on the most appropriate method

The study is also expected to be a good reference of criteria to any Vietnamese readers who love “Pride and Prejudice” by Jane Austen in particular and literary works in English in general for a good translation

4 Scope of the study

As Discourse Analysis has a very broad scope which has a very close relationship with many other aspects of language study, it is impossible for the author to refer to all of its characteristics Thus, within this study, the author just mentions some background knowledge about Discourse Analysis

as well as coherence and cohesion

In addition, there are a number of factors that make “Pride and Prejudice” a successful work, hence, this study only focus on the cohesive devices employed in Jane Austen‟s book The data here analyses is only taken from some selected chapters from “Pride and Prejudice” by Jane Austen and their equivalents in the translated version in Vietnamese

5 Methods of the study

To carry out this study, two literary corpora are used They are identified as Corpus A (Source language text) and Corpus B (Target language text) The former is composed of the original text written in English entitled

“Pride and Prejudice” The latter which is the Vietnamese translated version The literary text is chosen for analysis because it is a famous literary work of Jane Austen

In the study, both quantitative and qualitative methods are adopted for analysis And the analysis is conducted in the following steps:

- Firstly, identifying in corpus A the cohesive devices employed in English using Halliday and Hasan‟s (1976) as the theoretical framework

- Then, locating the equivalent linguistic expressions in Corpus B

- Finally, discussing and analyzing the solutions adopted in the Vietnamese translation

6 Design of the study

The study consists of three main parts:

* Introduction: presents the reason why the topic is chosen, the justification,

the aims, the research questions, the scope and the design of the study

* Development: this part consists of three chapters:

Chapter 1 reviews some previous studies on similar issue and gives an overview on Discourse and Discourse Analysis including Discourse Analysis, Discourse and Text This chapter is not only devoted to the presentation of the definitions, major features of cohesive devices but also in translation

Chapter 2 provides a collection of examples taken from the book with detailed analysis to clarify the application of such cohesive devices employed in the novel

Chapter 3 describes, analyzes and discusses the translation of the text from English into Vietnamese in matter of cohesive devices

* Conclusion: summaries the main contents studied in thesis and makes some suggestions for further research

PART II: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND

This chapter attempts to provide the theoretical framework of investigation such as concepts of discourse, cohesion and coherence, cohesive devices, context in discourse analysis which are relevant to the purpose of this study, as well as the definition and properties of Discourse Analysis in general and Cohesive devices in particular

1.1 Literature Review

The theoretical knowledge of the study is based on the viewpoint from different prospects of great linguists as well as the ideas extracted from the researches previously done In this chapter, the author would like to review some researches related to the study of previous authors as references for carrying out the study them the author compare and analyze the data of grammatical cohesion devices of English and Vietnamese version‟s novel

“Pride and Prejudice” In reality, researches done on cohesion, particular cohesive devices of a certain genre of discourse are numerous; therefore, it is hard to cover all For this reason, only some researches implemented in Vietnam within restricted area of Vietnam National University are reviewed

in a very small scale

The first research in an M.A thesis by Phuong To Tam (2003) entitled

“An analysis of coherence and cohesion and a contrastive analysis of lexical cohesive devices in English and Vietnamese” The data for this thesis is from

a chapter (chapter 5) on International Trade in the textbook “International Business – An integrated Approach” (1998) The attention of the study is paid

to considering contrastive analysis of lexical cohesive devices (including reiteration and collocation) in English (source language) in the original textbook and their equivalents in Vietnamese (target language) in the

translation version The author then attempts to collect data in both English and Vietnamese to see the frequencies, similarities and differences of each device and sub-device of lexical cohesive devices in the discourse of both languages In the research, reiteration is viewed noticeably in term of repetition, synonyms and antonyms In the first place, the repetition is categorized into noun +noun phrase, proper names, other content words and titles, and the analysis shows repetition is most often seen with nouns and nouns phrase, other types of repetition account for a rather small portion in total ranging from 9.6% to 15%; synonyms and antonyms are analyzed with their types of nouns, verb and adjectives Collocation is also a focus for analysis; the author primarily classifies collocation (in terms of structure) into two main types: Noun-collocation with noun as element and others without the presence of a noun, and come to conclusion that noun- collocation dominates all other types of collocations with up to 75%

The next research in another M.A thesis by Le Thi Mai Hien (2004)

entitled “An Analysis of Cohesive Devices in English Application Letter” The

process of researching on twenty English application letters has enables her to reach the results of the frequency of occurrence of lexical cohesive device The data present repetition in English application letter also occupies the first position among the four kinds of reiteration with up to 53.4% Different from English sales letters, superordiates rank the second with a considerably higher percentage, 24.9% compared with 11% Synonyms and Near-synonyms account for nearly the same portion, which is respectively 10.4% and 11.3% However, unlike in sales letters, near-synonyms in application letters seem to play a more important part, with 11.3% compared with 4.9% The data analysis helps the author come to final conclusion that repetition is by far the

most frequently used lexical cohesive devices in the genre of a application letter

The next research is an M.A thesis by Tran Thi Hoa Mai (2010) entitled

“An analysis of grammatical cohesion used in “The call of the Wild” by Jack London” The data for this thesis from the seven chapters of the book with

detailed analysis to clarify the application of such grammatical cohesive devices employed in that book In the research, it can be concluded that the occurrences of conjunctions in discourse, specifically in “The Call of the Wild” is so often that without them, a text would be a collection of jumbled sentences which are not related to each other One thing should be noted in here is the absolute omission of Dismissal in Adversative and Conditional and Respective in Causal

The last research review is Cao Thi Huyen Nga (2012) entitled “An analysis of cohesive devices in the ESP textbook on accounting at the University of Labor and Social Affairs” This study is mainly aimed at

analyzing cohesive devices in the reading texts on Accounting at ULSA, finding out teachers‟ attitudes towards cohesion teaching Four reading texts were chosen as core materials for the analysis of the cohesive devices Five teachers from English Department were asked to take part in the interview in order to give ideas about their attitudes towards teaching cohesion The analysis reveals that lexical cohesive devices are used more often in the textbooks than grammatical cohesive devices The data from interview indicates that the teachers often teach cohesion in class but they cannot cover all types of cohesion

In conclusion, it is noticed that a number of researches on cohesive devices have been done Nevertheless, none has been done on “Pride and Prejudice” in English version in comparison with it Vietnamese translation

The results of the previous studies are useful permits of reference for this study

1.2 Theoretical background

1.2.1 Discourse and discourse analysis

a, The concepts of discourse

There are different ways of understanding and defining discourse

Halliday (1985) defines “Discourse is a multidimensional process” According to Crystal (1992) discourse is seen as “a continuous stretch of language larger than a sentence, often constituting a coherent unit such as a sermon, argument, joke, or narrative” Cook (1989) has a similar perspective

on discourse; he considers discourse as “stretches of language perceived to be meaningful, unified, and purposive” In other words, as Brown and Yule (1983) state, discourse is language material, either spoken or written, in actual uses by speakers (and writers) of the language

Discourse analysis is a branch of linguistics that studies language use in relation to social factors that influence our daily interactions It deals with the way people use language in its appropriate context i.e, in certain ways to have certain affects; in order to construct versions of their experiences according to Yule (1978): “When it is restricted to linguistic issues, discourse analysis focuses on the record (spoken and written) of the process by which language is used in some context to express intention.” The focus of discourse analysis is any form of written or a spoken language such as: conversation, dialog, articles, books, and so on Discourse analysis is often described as

“language-in-use” by means; the way of understanding social interactions, and how written and spoken texts are used in a specific contexts to make meanings “It tends to focus specifically on aspects of what is unsaid or

(Yule, 1978) So discourse analysis is all what people “perceive” or “think” about any given topic

b, Discourse and Text

It is still in vagueness to define whether or not discourse and text are

of two separate entities and some linguists are trying to set them apart According to Widdowson (1979) text is sentences in combination whereas discourse is the use of sentence for communication

For some linguists, discourse is different from text According to

Cook (1989) text is “a stretch of language interpreted formally, without context” However, Brown and Yule (1983) argue that text is the representation of discourse and the verbal record of a communicative act

Actually, it is not easy to make a clear-cut distinction between “text” and “discourse” The concepts of discourse and text defined by Halliday

(1985) maybe the most comprehensive He states that “discourse” itself is a process and the term “text” is usually taken as referring to the product And

obviously, cohesion and coherence are typical of text as a language unit

1.2.2 Context in discourse analysis

a, The notion of context

As premise, we should take a short excursion into the history of the notion of context Halliday and Hasan (1976) draw their concept of context from Bronislaw Malinowski's principle of describing the environment and culture along with the text to analyze Malinowski, himself being an anthropologist in the 1920s, added various information to his reports on the language of the Trobriand islanders, which included as much cultural background as possible (context of culture), and the immediate environment

in which the text was produced (context of situation) He encountered basic difficulties when translating pragmatic conversations of the Trobrianders into

English, but later on realized that even so called "civilized" language, mostly

used for abstraction, could not be separated from its cultural and immediate

surroundings if it had to be understood and rendered intelligibly Based on

this early framework of context, more and more features determining the

production and reception of texts were defined and added, from Firth's

'nonverbal actions', 'effects', and 'objects and events' surrounding the text, to

Hymes' 'intent', 'key', 'medium' and 'genre', and normative principles of the

text According to Halliday then, all these features are indebted to the

complexity of modern society and communication itself, but they enable us to

predict what is going to happen within "the framework of something that we

knew was going to happen" The success of every act of communication thus

is based on our predatory interpretation of the cultural and situational context

The situational context of our text could be characterized as well organized

and highly predictable In general, there are two main types of context

b, Context of situation

Context of situation is an integral concept of discourse analysis

According to Eggins (1994), context of situation is usually discussed under

three variables: what is talked about, what the relationship between the

communicators is; what role the language plays Other linguists have the same

opinion that in order to understand thoroughly what someone says or writes It

is necessary to know the context of situation like Nunan (1993)

c, Context of culture

Besides the language and context of situation we need to pay attention to

the context of culture As stated by Malinowski (1923) “if you are not a

member of the culture, you cannot understand what is meant” To recognize

the text as meaningful, the readers or hearers need to refer the text to a

cultural context It is important to know the culture of the given language in interpreting and understanding the given messages

1.2.3 Cohesion

1.2.3.1 The concept of cohesion

The concept of cohesion is closely connected with text It is defined as the grammatical and lexical relationship between different elements of a text According to Yule (1996), a text is usually considered to have a certain structure which depends on factors quite different from those required in the structure of single sentence Some among those factors are described in term

of cohesion, or the ties and connection which exist within a text

Halliday and Hasan (1976) also define cohesion in a similar way: “The concept of cohesion is a semantic one; it refers to relations of meaning that exist within a text, and that defines it as a text” They also point out that cohesion often occurs when the interpretation of some elements in the discourse is dependent on that of another

1.2.3.2 Cohesion vs Coherence

The concept of cohesion refers to relations of meaning that exist within the text, and that defines it as a text Cohesion occurs where the interpretation

of some element in the discourse dependent on that of another

Cohesion is the network of lexical, grammatical, and other relations which link various parts of a text These relations or ties organize and, to some extent, create a text, for instance, by requiring the reader to interpret words and expressions by reference to other words and expressions in the surrounding sentences and paragraphs Cohesion is a surface relation and it connects together the actual words and expressions that we can see or hear Halliday and Hasan (1976) identify five main cohesive devices in English: reference, substitution, ellipsis, conjunction, and lexical cohesion

Coherence, on the other hand, is defined as the relationships of various ideas in a text that are linked together to create a meaningful discourse According to Nunan (1993) coherence is “the feeling that sequences of sentences or utterances seems to hang together and make sense In short, coherence means the relationships that link the meanings of utterances in a discourse or of the sentences in a text These links may be based on the speakers‟ shared knowledge

Though cohesion and coherence, in essence, is different from each other, they are closely linked together They represent the very essential elements that make a text or discourse coherent and that make coherent text or discourse different from random sentences or utterances Cohesion is mainly used to embody coherence by a system of cohesive devices Accordingly, cohesion and coherence help consolidate the text as a complete and unified linguistics unit beyond the largest syntactic unit of sentence

1.2.4 Types of Cohesion

Halliday and Hasan (1976) give the most comprehensive description analysis of cohesive devices five major types of cohesive ties: reference, substitution, ellipsis and conjunction and lexical ties The first four types are grouped as grammatical cohesion and the later is lexical cohesion

Types of cohesion in each group are given out in details as follows:

GRAMMATICAL COHESION LEXICAL COHESION Reference

Table 1.2: Types of Grammatical and Lexical Cohesion

(Adapted from Haliday and Hasan, 1976)

1.2.4.1 Grammatical Cohesion

a, Referential cohesion

There is referential cohesion in every language, they are “in their own right, they make reference to something else for their interpretations” (Haliday and Hasan, 1976) There are three types of reference in English They are personal, demonstrative and comparative items which have the property of reference (…), instead of being interpreted semantically

Haliday and Hasan (1976) make a clear distinction between situational and textual reference by contrasting Exophora, or Exophoric reference with Endophora or Endophoric reference as a general name for reference within the text

Figure 1.2: Types of reference

(Source: Haliday and Hasan, 1976)

Exophoric reference looks outside the text to the situation in which the text

occurs for the item which is being refer to (Paltridge and Burton, 2000)

Ex: We are at the supermarket and we‟ll be here for about another hour

In this example, “The” and “here” are only instances of exphoric reference if the name of the restaurant has not already been referred to earlier

in the text (Paltridge and Burton, 2000)

Endophoric reference is textual reference referring to an item which is

identified in the text

Ex: "If a man has talent and can't use it, he's failed."

"If a man has talent and can't use it, he's failed."

(Tom Wolfe)

In this example, “he” a man; “it” talent A reference item may be either

exophoric or endophoric If it is endophoric, it may be anaphoric or cataphoric

Anaphoric reference signifies a word or phrase that refers to another or

phrase used earlier in a text (Paltridge and Burton, 2000)

Ex: "No woman can call herself free until she can choose consciously whether she will or will not be a mother."

(Margaret Sanger)

In this example, “herself” & “she”woman

Cataphoric reference describes the use of a word or phrase that refers to

another word or phrase which is used later in a text (Paltridge and Burton, 2000)

Ex: When I told them I got the first prize, my parents smiled happily

In this example, “them” refers to my parents

Haliday and Hasan (1976) divide referential cohesion into three sub-types: personal, demonstrative and comparative

Personal references are reference by means of function in the speech

situation, through category of person in form of personal pronouns and determiners Here is the table showing the system of personal reference

Table 1.3: Personal reference

Semantic catergory Existential Possessive

Grammatical function Head Modifier

I me you

we us

he him she her they them

it one

mine yours ours his hers theirs [its]

my your our his her their its one‟s

(Source: Haliday and Hasan, 1976)

Demonstrative references are references by means of location, on a scale of

proximity, through determiners and adverbs The following table shows the

system of demonstrative reference:

Table 1 4: Demonstrative reference

Semantic catergory Selective Non-selective

Grammatical function Modifier/Head Adjunct Modifier

Class Determiner Adverb determiner

this these that those

Here [now]

There

Comparative references are indirect references by means of identity or

similarity They are expressed through adjectives and adverbs and serve to compare items within a text

Table 1.5: Comparative reference

similar additional

other different else

identically similarly likewise

so such differently otherwise better, more etc

[comparative adjectives and quantifiers]

so more less equally

Nominal: one, ones; same

Ex:

- My music player has been broken I need a new one

 Nominal substitution

A:Have the children gone to sleep?

B: They must have done

d, Conjunction

Conjunction differs from reference, substitution and ellipsis in that it is not a device for reminding the reader of previously mentioned entities, actions and states of affairs In other words, it is not an anaphoric relation It is a cohesive device because it signals relationships that can only be understood through reference to other parts of the text Reference, substitution and ellipsis are clearly grammatical as they involve closed systems presenting simple options of presence or absence, and systems such as those of person, number, and proximity and degree of comparison

The cohesion of conjunction can be interpreted in terms of either

the sense of representations of content, our experience of external reality or the interpersonal function of language which is known as the relation between meanings in the sense of representations of speaker‟s own idea about the situation Haliday and Hasan (1976) named these relations: external and internal respectably The two types of conjunctive relation can be exploited whenever conjunction is used as a mean of creating text as the line between the two is not always a clear cut

Basically, there are four main types of conjunction: temporality, causality, addition and adversity

Adversative conjunctions such as however, on the other hand, etc are

adversative because the information in the following sentence of a text moderates or qualifies the information in the preceding

Additive conjunctions signal the presentation of addition information such as

and, moreover, in addition to, etc

Temporal conjunctions such as first, then, after that, etc express the

relationships which exit when the events in a text are related in terms of the timing of their occurrence

Causal conjunctions interpret the relationship between the cause and

consequence such as because, because of, for, etc

1.2.4.2 Lexical cohesion

Lexical cohesion occurs when two words in a text are semantically related in some way, in other words they are related in terms of their meaning There are two major categories of lexical cohesion: reiteration and

collocation

Reiteration includes repetition, synonym, super-ordinate, and general words The role of reiterations in the text is referring back to the previously

mentioned entity; thus, they fulfill a similar semantic function to cohesive reference

Collocation can cause major problems for discourse analysis because it includes all those items in a text that are semantically related in some cases This type of lexical cohesion, according to Haliday and Hasan (1976), „is achieved through the association of lexical items that regularly co-occur‟ (1976) It can be implied that collocation is expressed through open class items Any pair of lexical items which are in some way associated with each other in the language is capable to bring about cohesion The cohesive effect

of these pair does not depend much on any systematic semantic relationship

as on the tendency to share the same lexical environment This effect even builds long cohesive chains across sentence boundaries Therefore, there is no limit to these items; this means it is difficult to establish sets of regularly co-occurring words and phrases

1.3 Overview of Translation

1.3.1 Concept of Translation

Translation is a human activity; it is a creative work that is not easy to practice It is a process of rendering a text from one language into an equivalent text in another language Here the text in the first language is the

“source text” and its equivalent in the other language is the “target text” Basically, good translation is not just a question of converting a given text from the source language into the target language As it is not taking the general idea of that text and producing it into the target language; the translator then needs in depth knowledge of both the source and the target language Since, each language has its own way of articulating or organizing word which is different from other languages Thus, the difference between

languages and the difference between cultures makes this process a real challenge

1.3.2 Important Factors of Translation

There are many factors that need to be taken into consideration, in order

to make it easier for the translator to deal with different texts of whatever length and topics:

a Context

b The different rules of grammar of the two languages

c Writing rules and conventions

d Understanding idioms and phrases

e The use of punctuation

Beside the above factors, translation requires a complete understanding of the customs and lifestyle of people so as to translate in a manner that introduces the cultures world view

1.3.3 The Basis of Translation

Translation is based on equivalence between the source text and the target text This means that equivalencies are considered as an important factor in the process of translation i.e the target text must be equivalent in a compatible way to the original one There are two approaches to translation

“formal equivalence” which implies the literal translation, however; it also deals with idioms and grammatical structure that are used in the original text And “dynamic equivalence” that implies the meaning or the message that the writer wants to convey Here, the translator focuses on thought rather than translating the text word for word

1.3.4 Source Language and Target Language

The language of the original text is called, “the source language” And the language into which a text is converted called “the target language” Let

us consider the following example:

A “It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife”

B (Có một sự thật mà ai cũng công nhận, đấy là: một người đàn ông có một tài sản khá hẳn sẽ muốn có một người vợ.)

(Source: Jane Austen “Pride and Prejudice”, 1990)

The sentence “A” represents the source language which is English, and the sentence “B” represents the target language which is Vietnamese So, the terms “source” and “target” are used attributively

1.3.5 Translation of fiction

Translation from one tongue to another is altogether too complicated and mysterious a process to provide a clear-cut conclusions about the novelists‟ art, but it is possible to distinguish the nature of fiction translation from the translation of other genres

Translation of fiction is much more complicated than that of other genres, as it deals not only with bilingual, but also bi-cultural and bi-social transference, including the entire complex of emotions, associations, and ideas, which intricately relate different nations‟ languages to their lifestyles and traditions

Translation of fiction involves the exchange of the social experience of individuals in the fictional world with readers in another culture or society Both the social factor and the authorial factor (authorial individualism) are emphasized in the process of fiction translation

The two kinds of style mentioned above, i.e authorial style and text style concern both social and authorial factors of fiction and distinguish one novel/short story from another Therefore, the reproduction of style (both authorial style and text style) is considered the core in translation of fiction It is also a difficult task for the translator of fiction to explore the style

of a novel/short story and the message the author conveys about social life, human relationships, etc

1.4 An overview on “Pride and Prejudice” by Jane Austen

Among those famous literary works of English literature, “Pride and Prejudice” by Jane Austen is considered one of the greatest It is assumed that

it appeal has influences on reader‟s feelings and emotion Therefore, we attempt to give a brief description about the author, the work, the source of language version and the translated version in the novel Hopefully, it will help readers have a more thorough understanding of a book as well as the moral lessons conventionally conveyed

1.4.1 Introduction to “Pride and Prejudice” by Jane Austen and the translated version

1.4.1.1 The source language version

a, About the author

Jane Austen was born on December 16, 1775 at Steventon, England She was the seventh child of the rector of the parish at Steventon, and lived with her family until they moved to Bath when her father retired in 1801 Her father, Reverend George Austen, was from Kent and attended the Tunbridge school before studying at Oxford and receiving a living as a rector at Steventon Her mother, Cassandra Leigh Austen, was the daughter of a patrician family Among her siblings she had but one sister, Cassandra, with whom she kept in close contact her entire life Her brothers entered a variety

of professions: several joined the clergy; one was a banker, while several

more spent time in the military Although her family was neither noble nor

wealthy, Rev Austen had a particular interest in education, even for his

daughters Although her novels focus on courtship and marriage, Jane Austen

remained single her entire life She died in Winchester on July 8, 1817 Jane Austen published four novels anonymously during her lifetime:

Sense and Sensibility (1811), Pride and Prejudice (1813), Mansfield Park

(1814), Emma (1815) Two novels, Northanger Abbey and Persuasion were

published posthumously in 1817 These novels are prominent for her satiric

depiction of English society and manners

b, About the work

Pride and Prejudice, published in 1813, is Jane's Austen's earliest work,

and in some senses also one of her most mature works Austen began writing

the novel in 1796 at the age of twenty-one, under the title First Impressions

The original version of the novel was probably in the form of an exchange of

letters Austen's father had offered the manuscript for publication in 1797, but

the publishing company refused to even consider it Shortly after completing

First Impressions, Austen began writing Sense and Sensibility, which was not

published until 1811 She also wrote some minor works during that time,

which were later expanded into full novels Between 1810 and 1812 Pride and

Prejudice was rewritten for publication While the original ideas of the novel

come from a girl of 21, the final version has the literary and thematic maturity

of a thirty-five year old woman who has spent years painstakingly drafting

and revising, as is the pattern with all of Austen's works Pride and Prejudice

is usually considered to be the most popular of Austen's novels and Elizabeth

one of the most attractive characters in the British literature

1.4.1.2 The translated version

“Pride and Prejudice” was translated into the vietnamese by Diep Minh Tam, a member of Vietnamese writer associations and introduced to Vietnamese readers by Vuong Tri Nhan The translated version, which is about 455 pages thick was published in 2009 by the publishing house of Vietnamese writer associations

1.4.2 A brief summary of “Pride and Prejudice”

This is the story of Elizabeth Bennet and her family, which includes her parents and her four sisters Living in England in the early 1800′s, the focus

of young women was on who they were to be compatible with and subsequently marry In the story of this family, Mr and Mrs Bennet have no male heir to their estate Subsequently, their home and wealth is slated to go

to a cousin, Mr Collins upon Mr Bennet‟s death As such, it is seemingly more important to Mrs Bennet than other mothers to marry off her five daughters as soon as possible to ensure that they are cared for in the event of

Mr Bennet‟s passing

The story of Pride and Prejudice starts when a handsome and wealthy

man, Mr Bingley, comes to rent an estate not far from The Bennet Family‟s As he takes possession of this fine rental, the families in the surrounding area buzz with excitement and anticipation that this fine gentleman will choose one of their daughters as a bride Mrs Bennet is no exception At a ball, Elizabeth‟s older and beautiful sister, Jane, becomes the object of Mr Bingley‟s affections It is also at this ball that Elizabeth (“Lizzy”) overhears a handsome stranger, Mr Darcy, state that she is not

“handsome” enough to be considered for a dance with him at the ball Mr Darcy is a very wealthy, handsome, and brooding stranger whom Lizzy will soon not be able to avoid

This story takes readers from the time of that ball until well over a year later During such time, The Bennet family is faced with an issue of family honor when their daughter Lydia runs off with a handsome, however untrustworthy military man, Mr Wickman In addition, Mr Collins makes an attempt to marry into the family to find himself a suitable wife Thankfully, the Bennet Daughters are spared despite Mrs.Bennet‟s urging to accept his long-winded proposal However, the most important story within this novel is the love story between Elizabeth and Mr Darcy The reader observes her initial disdain for him grow into an irresistible love that she can not deny

1.4.3 The selection of certain chapter

Although the work is pretty long, only three chapters (1, 4, and 16) Chapter 1, 4 from volume I and chapter 16 from volume III are chosen for further analysis out of their dominance of cohesive devices This choice

of chapters also comes from the fact that the author of this paper, when comparing and contrasting the source language text to the translated version, realizes great differences both in structure and translation Therefore, it is strongly believed that further research is vital

SUMMARY

It is understood that translation is not standing alone without the concepts of cohesion and coherence; as a process of studying the lexical, the grammatical structure, and the communication situation of the source language text; by analyzing it in order to determine the meaning Each language might have different systems of cohesive devices that help in creating meaning in relation to the broader concept of coherence, and the relationships expressed should be relevant to each other

CHAPTER 2

AN ANALYSIS OF COHESIVE DEVICES USED IN “PRIDE AND PREJUDICE” BY JANE AUSTEN IN COMPARISON

WITH ITS VIETNAMESE TRANSLATION

As mentioned above, “Pride and Prejudice” is a fantastic book whose

appeal remains until today There are a number of factors that makes this novel a great success Cohesion is considered as one of the key elements Thus, how is cohesive devices exploited and by that way can Jane Austen employ all the items related in her work? The following chapter attempts to answer all these questions as well as points out some major findings of

cohesive devices in “Pride and Prejudices”

it links the language with the context of situation, but it does not contribute to the integration of one passage with another so that the two together form the parts of the same text It is not text-internal, not of contribution to the cohesion of a text; however, it helps to make sense in the context

While analyzing “Pride and Prejudice” in detail, we realize that such of references is used quite often It can be seen in the following examples:

[1] The adieu is charity itself But think no more of the letter The feelings of the person who wrote, and the person who received it, are now so widely different from what they were then, that every unpleasant circumstance attending it ought to be forgotten

In this case, the article “the” at the beginning of clause does not refer backwards Nor does it point the reader or listener forwards In order to know that “the” refer to, we need to have a picture of an adieu and this picture will serve as the extra-linguistic element or the „context of situation‟ in Darcy‟s feeling when he wrote a letter for Elizabeth

2.1.1.2 Endophoric Reference

As what discussed in previous chapter on “Reference”, endophora may be anaphora, which belongs to preceding text, or cataphora, to the following text According to Guido Telemans (2001), cataphoric reference “is a class device for engaging the reader‟s attention” which often appears in the opening sentences of the text Anaphoric reference on the contrary, requires readers to come back to the opening sentences of the text to get the full comprehension Below is example of anaphoric reference:

[2] Elizabeth listened in silence, but was not convinced; their behaviour at the assembly had not been calculated to please in general; and with more quickness of observation and less pliancy of temper than her sister, and with a judgement too unassailed by any attention to herself, she was very little disposed to approve them

It can be seen from the above sentence, “she” and “herself” are anaphoric references which tie up with “Elizabeth” in the preceding text

Readers will find it hard to understand the whole text without looking

backwards to work out the relationship between “she” as well as “herself” and the already mentioned “Elizabeth” Here, “she”, “herself” and

“Elizabeth” are text –internal

[3]……Mrs Long says that Netherfield is taken by a young man of large fortune from the north of England; that he came down on Monday in a chaise and four to see the place, and was so much delighted with it, that

he agreed with Mr Morris immediately; that he is to take possession before Michaelmas, and some of his servants are to be in the house by the end of next week."

"What is his name?"

identify the elements to which the references items refer

Surprisingly, with regards to endophora, anaphora is exploited in greater number That to say, in most cases, the readers have to move forwards

to understand thoroughly the linguistic expression they are reading The next part of this chapter is the statistical analysis of Reference Markers

2.1.1.3 Statistical Analysis of Reference Markers

To begin with, let us have a look at personal referent items used in this novel

As mentioned in the previous chapter, there are three types of references: Personal, demonstrative and comparative The following table will show in more detail the number of occurrences of each type in the novel

Table 2.1 Personal Reference in “Pride and Prejudice”

Table 2.1 shows that throughout the 3 chapters of the book, the writer has used a great deal of personal reference, both singular and plural, through different in terms of frequency This seems to be correspondent to the number

as well as gender of characters appearing in the story After analyzing the chapters throughout, we can find here 335 cases of personal references (100%) On the average, with a total of 132 times occurring, singular

determinative masculine (he/him/his) accounts for 39.4% -which rank first

On the contrary, that of plural personal references is only 18.5 % with only 62 occurrences The proportion of singular feminine and neuter are 21.2% and

20.9% respectively (71 occurrences for she/ her/hers and 70 times for they/ them/their/theirs)

Next, the frequency of demonstrative reference can be illustrated by the table below:

Table 2.2 Demonstrative Reference in “Pride and Prejudice”

demonstrative “it” and “the” get a remarkable number of occurrences in all

chapters of novel: 175 times, accounting for 67.8% On the other hand, the

use of near demonstrative (this/ these /here) is only 10 times (3.89%) Meanwhile, the far demonstrative (that/those/there) with the number of

occurrences of 73 times (28.3%)

Lastly, the following tables the data analysis of comparative reference in

“Pride and Prejudice”:

Table 2 3 Comparative Reference in “Pride and Prejudice”

Similar, additional 0 Such

So, similarly, likewise

31

Other, different 4

Otherwise, else, differently

0

Specific

More, fewer, less , further;so- ,as- ,+quantifier

6

Com.Adj

&Adv;

so-, , as-, more-, + Adj

less-26

Com.Adj

&Adv; so-, less-, as-, more-, + Adv

12

Table 2.3 demonstrates very clearly the difference between specific and general comparative in “Pride and Prejudice” In terms of general

comparative, the expression showing “equal, same, likewise, other, different”

are rarely used We can find among 3 chapters here only once word

“different”, as in:

[4]… The feelings of the person who wrote, and the person who received it, are now so widely different from what they were then,…