WORD ORDER IN ENGLISH SIMPLE SENTENCES IN ‘THE SCARLET SAILS’ BY ALEXANDER GRIN WITH REFERENCE TO VIETNAMESE EQUIVALENTS

STATEMENT OF AUTHORSHIP I, the undersigned, hereby certify my authority of the study project report entitled WORD ORDER IN SIMPLE ENGLISH SENTENCES IN ‗THE SCARLET SAILS‘ BY ALEXANDER GR

MINISTRY OF EDUCATION AND TRAINING

HANOI OPEN UNIVERSITY

Hanoi, 2018

MINISTRY OF EDUCATION AND TRAINING

HANOI OPEN UNIVERSITY

Hanoi, 2018

STATEMENT OF AUTHORSHIP

I, the undersigned, hereby certify my authority of the study project report entitled WORD ORDER IN SIMPLE ENGLISH SENTENCES IN ‗THE SCARLET SAILS‘ BY ALEXANDER GRIN WITH REFERENCE TO VIETNAMESE submitted in partial fulfillment of the requirements for the degree of Master in English Language Except where the reference is indicated, no other person‘s work has been used without due

acknowledgement in the text of the thesis

Hanoi,2018 Nguyễn Tố Nga

Approved by SUPERVISOR

Dr Nguyễn Thị Thu Hương Date:………

ACKNOWLEDGEMENTS

I would first like to express my sincere thanks to my supervisor Dr Nguyễn Thị Thu Hương for her useful comments, remarks and recommendation through the process

of completing this master thesis

Furthermore, I would like to thank Dr Nguyễn Thị Vân Đông for introducing me

to the topic as well for the support on the way In addition, my sincere gratitude goes to the teachers and students of Hanoi Open University, who have willingly spent their precious time during the process of interviewing

Finally, I would like to thank my beloved family and friends, who have supported

me throughout entire study, both by keeping me harmonious and helping me putting pieces together I will be grateful forever for your love

TABLE OF CONTENTS

ABSTRACT v

CHAPTER 1: INTRODUCTION 1

1.1 Rationale for the study 1

1.2 Aims and objectives of the study 2

1.3 Research questions 3

1.4 Scope of the study 3

1.5 Significance of the study 4

1.6 Methods of the study 4

1.7 Design of the study 5

CHAPTER 2: LITERATURE REVIEW 6

2.1 Previous studies 6

2.2 An overview of English sentences 7

2.2.1 Definition 7

2.2.2 Classification of English sentences 9

2.3 An overview of simple sentences 10

2.3.1 English simple sentences 10

2.3.1.1 Definition 10

2.3.1.2 Classification of English simple sentences 11

2.3.2 Vietnamese simple sentences 13

2.3.2.1 Definition 13

2.3.2.2 Classification of Vietnamese simple sentences 14

2.4 Summary 29

CHAPTER 3: METHODOLOGY 31

3.1 Setting of the study 31

3.2 Research approach 32

3.3 Data collection techniques 32

3.4 Data analysis techniques 33

3.5 Summary 33

CHAPTER 4: WORD ORDER IN ENGLISH SIMPLE SENTENCES IN ―THE SCARLET SAILS‖ BY ALEXANDER GRIN WITH REFERENCE TO VIETNAMESE EQUIVALENTS 34

4.1 Word order in English simple sentences in ‗The Scarlet Sails‖ 34

4.2 A comparison between word order of simple sentences in ― The Scarlet Sails‖ and their Vietnamese equivalents……….38

4.3 Implications for translation and teaching translator English simple sentences into Vietnamese 42

4.3.1 For translators 42

4.3.2 For teachers 42

4.3.2 For learners 43

4.4 Summary 48

CHAPTER 5: CONCLUSION ……….50

5.1 Summary of the study 50

5.2 Concluding Remarks 51

5.3 Recommendation for further studies 52

REFERENCES 1

In English 1

In Vietnamese 2

ABSTRACT

The reason for writing the research lies in two points The first one is to find out the word order in simple English sentences in ―The Scarlet Sails‖ by Alexander Grin with reference to Vietnamese equivalents The second point is to apply the findings of the research to give some suggestions to teaching, learning and translating English The research problem is word order in English simple sentences and its Vietnamese equivalents The scope of the research is word order in simple sentences used in the novel ―The Scarlet Sails‖ In this research, the author uses a descriptive approach to a genre of discourse: a novel Within this domain, qualitative method is chosen as the main method to carry out the research because this study focuses on understanding word order

in simple sentences used in a novel Besides, the author would like to also use quantitative method and staticstical instrument in order to list all of the simple sentences, their frequency Alexander Grin uses all kinds of sentences in his novel Among those kinds of sentences, simple sentences is mainly used and has the highest rate of use Vietnamese sentences is similar to English in the general word order in simple sentences:

S +V(+O) +Adv In Vietnamese, as in English, adverbs are put after the verbs they modify But in Vietnamese, adjectives are not prefixed with to be and adjectives are positioned after the nouns they modify From the findings of the research, the author suggests to improve translating skill of Vietnamese students via three measures The author suggests to learn how English and Vietnamese words are arranged to form meaning In addition, the author suggests some translating rules

LIST OF FIGURES AND TABLES

Table 2.1: Sentence patterns (Quirk, Randolph, 1985) 12 Figure 3.1: The number of simple sentence types in the novel 37

LIST OF ABBREVATIONS USED IN THE THESIS

Adj: Adjective

C: Complement

NP: Noun Phrase

O: Object

Od: direct object

Oi: indirect object

Pred: predicate

S: Subject

V: Verb

CHAPTER 1: INTRODUCTION

This chapter gives some overall information about the topic which has been chosen to investigate by the writer First, it describes a general background of the topic, the reason as well as the necessity of the study Then, aims and objectives of the research are also clearly presented and they are followed by three research questions, which will

be answered in Chapter 4 After that, this chapter provides a brief explanation about the methods utilized during the research process, the scope and the significance of the investigation of the topic Finally, it indicates the overall plan of the thesis and the way how this paper is structured

1.1 Rationale for the study

Nowadays, English is considered as the language of international communication which is widely used throughout the world in Vietnam Teaching and using foreign languages is no longer a new issue that has been affirmed in the language policy of the Party and the state that 2000 linguistic special English has been used in many fields and

it has become a compulsory subject in the school

English as well as every other language always poses problems for each of us when studying about it Word order is a key component to teaching English language students to form and create a grammatically correct sentence Once a student has developed a basic vocabulary, word order and parts of the sentence should be taught to help students understand the basic building blocks of the English sentence

The word order in the majority of English sentences is Subject-Verb-Object (SVO) For example, in the sentence ―I am eating cheese,‖ we begin with the subject, I, followed by the verb, am eating, and finally the object, cheese This basic sentence setup

is crucial for students to understand as they try to formulate and arrange the necessary words in their head

It is worth mentioning that, in order to teach word order, students must have the mental capacity and developmental abilities to understand the logic and reasoning behind learning the parts of the sentence Trying to teach a 3 year old what the difference between a subject and an object is would be a difficult, if not impossible challenge Students must be of an age and at a mental stage of life where they would be able understand the idea of dissecting and putting a sentence together systematically

Once a student is able to analyse a sentence and make simple SVO sentences, they are ready to add more information and ideas to a sentence The next step would be to add an indirect object to a sentence after the verb but before the object, for example, ―I gave him the cheese.‖ (SVioO)

We must further add additional information with an adverbial clause or adjunct This is not a necessary part of the sentence, but will tell us more information such as where, when or how something happens In our example, ―I gave him the cheese this morning.‖ (Subject-Verb-iO-dO-Adv)

The five main patterns of the English sentence (see chart below) are an important aspect not only because it will help to bring logic to their learning, but also because the word order may vary greatly from their mother tongue (L1)

As we can see, there are many solid reasons to teach students word order as part

of a comprehensive curriculum The students will be able to relate or differentiate from the order of their native tongue, they will be able to think logically about sentence structure, and it gives the teacher an added developmental and correction tool

If you are having troubles organizing your sentences in English, if you are finding

it challenging arranging your vocabulary into coherent phrases, then keep working on your word order

The reason I chose the novel ―The Scarlet Sails‖ by Alexander Grin to get data because it has an accompanying translation This novel is also famous and widely published The simple sentences appear much in the novel and are clearly translated in the translation

1.2 Aims and objectives of the study

This study aims are aimed at guiding the teacher to teach English as a foreign language more easily and the English translator can translate English simple sentences correctly and well

In order to reach the aim, the study is expected to meet the following objectives:

- To identify the word order in English simple sentences in novel ‗The Scarlet Sails‖ by Alexander Grin

- To investigate the ways word order in English simple sentence are translated into Vietnamese in novel ―The Scarlet Sails‖

- To give some recommendations to improve the teaching and translating simple sentences for the learners of English and translators of English into Vietnamese

1.3 Research questions

The paper will attempt to answer three following questions:

1 What is the word order in English simple sentences in ―The Scarlet Sail‖ by Alexander Grin?

2 What are similarities and differences of word order in simple sentences in ―The Scarlet Sails‖ and their Vietnamese translation version?

3 What should be done to help Vietnamese teachers and translators master teaching and translating English simple sentences into Vietnamese?

1.4 Scope of the study

In spite of the fact that there are many different techniques to improve the teaching and translating skill but it is impossible to cover all of them in this paper Therefore, this study only focuses on word order in English simple sentences to improve teaching and translating skill The data of the research was collected in the novel ‗THE SCARLET SAILS‘ by Alexander Grin

Word order in English simple sentences is now being coined in the English language It is these simple sentences which constitute one of the most distinctive and creative features of the English language Types of simple sentences can be defined as word orders where the combination behaves as words.…Within the framework of a thesis, the current study only treats simple sentences with word orders, and the types are

of our main concern

Simple sentences in general and word order of simple sentences in particular undoubtedly make it really problematic for Vietnamese learners to master and Vietnamese translators to tackle A thoroughly conducted investigation of word order in simple sentences will be of great help to teaching / learning English as a foreign language or in the field of translation However, this study only pays attention to Vietnamese translators, who are expected to be able to benefit a lot from the findings of

the study The findings and conclusion drawn are aimed at helping them with appropriate and sufficient translation, in which bilingualism is much needed

Among various datas which can be used to collect the database for analysis, the novel ―The Scarlet Sails‖ by Alexander Grin will be utilized by the writer Also, the translation equivalents of simple sentences have been collected from the novel and its translated version In the novel, there are 102 simple sentences with seven types, equivalent to 102 Vietnamese version

1.5 Significance of the study

It is generally agreed that sentence translation, including simple sentences, present great difficulties for foreign language learners Various reasons have been highlighted, which include the nature of simple sentences themselves Word order in simple sentences

is among these troublesome ones Theoretically, the current paper can provide types of simple structures Practically, it is hoped that the findings of the present study will be useful to everyone involved in doing translation of the English and Vietnamese language The overall aim of the study is to help Vietnamese translators have a profound insight into word order in simple sentences Accordingly, they yet remain very challenging for language translators With the findings and discussions drawn, Vietnamese translators will definitely find their possible solutions to the problems faced concerning translating simple sentences in English contexts into their mother tongue, using the rules of word order to make their translation sound more natural and much image-laden

1.6 Methods of the study

This paper uses a number of methods and techniques so as to offer a profound investigation of word order in simple sentences in ―The Scarlet Sails‖ with respective to their Vietnamese translation equivalents

First of all, the descriptive method is used by the writer in this study This method

is aimed at casting light on the types of simple sentence structures through a process of data collection With the use of this method, each category of structures will be described

in a clear and detailed manner

Second, the statistical technique is also utilized This technique helps collect, summarize, analyze and contrast the variable numerical data from the novel The usage

of this technique results in correct evaluation of students‘ ability to respond to the given test, which is clearly expressed in the percentage

Finally, a written translation test is used as one of the main tools of collecting data It is used in combination with purposive sampling method in order to give a valid and reliable reflection to translate simple sentences from English target texts into Vietnamese or use word order in their translation outputs from English source texts

1.7 Design of the study

The study is organized into five chapters

Chapter 1, Introduction covers the problem statement and justification to

the research topic, the aims and objectives, the scope and the significance of the study

Chapter 2, Literature Review provides the synopsis of previous studies on

the similar topics, as well as presents a review of theoretical background and theoretical framework for the case study

Chapter 3, Methodology focuses on the research methods that were

followed in the study It provides information on the subjects, instrumentation, procedures and statistical analysis

Chapter 4, Word order in simple English sentences in “The Scarlet

Sails” by Alexander Grin with reference to Vietnamese equivalents synthesizes the

key findings of the research and prioritizes key recommendations to help Vietnamese translators correctly translate English simple sentences into Vietnamese and vice versa

Chapter 5, Conclusion gives the summary of the study and some

suggestions for further research

References come at the end of the paper

CHAPTER 2: LITERATURE REVIEW

This chapter is devoted to the presentation of the literature which has already been done up to now First, it provides a brief review of previous studies, which were similar

to the study on the topic under discussion The purpose of doing so is to see how word order in simple sentences has been investigated so far, which aspects of word order in simple sentences has been studied and whether there is any gap for further research or not After that, the outline of theoretical background and framework which the writer drew herself to in this study will be described

2.1 Previous studies

Any type of language has its own rules of order it That rule is considered grammatical From there, the relationship between words and words determines the meaning, the relationship in the phrase and the relationship between the cluster with the phrase also determines the meaning and eventually they become one sentence means Delayed study is to unravel the classes in the phrase and sentence structure

As early as the 19th century, the study of formal grammatical structures and order has been set This may result from a type of language Typical variants, languages are very different from English and Vietnamese, that is Russian In this language, the use of word order as a means Grammatical language has been the subject of many authors and addresses that is the reason grammatical forms that A.A Fortunatov has built it the famous moscow school A A Fortunatov has built a case the theory of the structure of the nouns whose nuclei are hierarchical and hierarchical of the words Next A.A Fortunatov is A.A Peskopskij in: "Syntax Russia under the light of science "(1914) completed the theory of structure grammatical structure according to the notion of new Russian linguistics The greatest success of studying grammar units that first of all The syntactic structure belongs to structuralist linguistics, in particular linguistics American linguistics, beginning with L Bloomfield (1933) to z Harris (1961) Linguistics depicts the United States while advocating portrayal At the same time, we also introduce a series

of concepts of units and levels Thanks to the methods and techniques described accurately, linguistics describes the US has built a system of syntax units with the grammatical structure as the core To identify these units, the language the study described the United States as having given rise to the theory of distribution The establishment of mandarins It also introduces the notion of a set of words in a structure

whose contents mostly word order N Chomsky goes beyond the framework of linguistics But the word order problem of the elements in the syntax structure is still The most important suggestion for Chomsky to build on theory linguistic and transformational In traditional European grammar, the concept remains his own problem

of order in grammatical structures, especially There is orientation to functional areas: specifically, the analysis of order functional and psychological autobiography such as Mathezius (Prague school, 1936, 1945) to modern functionaries such as Austin, Searle, Haliday The specificity of English linguistics is that English is the subject of study rescue can be seen from two aspects If you look like English a Western European language, from the point of view of European linguistics, yes it can be said that English linguistics also reflects a rather researched phenomenon similar to the linguistic linguistics from the 17th century to the present In the improvement of modern English grammar, the tendency to study rescue is divided into two branches: one branch continues to integrate with European languages, while another is linguistic depict the United States If viewed from a different perspective, English is the object study of North American linguistics It 's because of English – American American linguists from L Bloomfield to z Harris w built the well-known theories of epistemology and linguistics Perhaps the first person to look at the Vietnamese word order in the whole system is Lê Văn Lý (1948) When he applied the theory of combination of words to describe the Vietnamese grammar, he saw the role of association the importance of the method of grammatical order He also said that change the order in the Vietnamese sentence will lead to the process of creating new meaning As the role of the word order

in Vietnamese is enormous and the position is in front of you Speech of the subject is highly stable Then there were Vietnamese researchers such as F Martini (1950); Nguyễn Tài Chí (1960); L Thompson (1965); Nguyễn Kim Thản (1963/1964); Hoàng Trọng Phiến (1980); Lý Toàn Thắng (1981/1984); Cao Xuân Hạo (1992) has paid much attention to the issue of order in the Vietnamese sentence

2.2 An overview of English sentences

2.2.1 Definition

Sentences areindeed the basic units of language The members

of each language conammity speak mostly in terms of these units, linguists divide these units into smaller units, and analyse their constituent structure in order to find out how sentences are constructed and understood by native speakers

Sentences may differ from one another with respect to their constituent structure On the basis of their grammatical form three type of sentences, namely simple, complex, and compound, may be recognized in any piece of discourse, spoken or written, though the frequency of occurrence of each type may vary according to the mode and type of discourse What is more the frequency of occurrence of these sentence types may also vary from one language to another ( Kor instance, complex sentences are found in almost all languages of the world, while some languages lade compound sentences altogether and use only simple and complex sentences, In Greenberg (1978) , ), it has been pointed out

that while scam languages like Japanese and Jlvaro entirely lade compound sentences, almost all languages make use of complex sentences In this connection, an observation made by Talmy (1978:490) may be noted

The sentence in modern grammar, which is the basic constituent of the syntax

of a language, is approached differently by different schools of modern linguistics approach taken by the traditional grammar begins by- classifying words or morphemes into eight parts of speech, namely, noun, adjective, pre-noun, verb, adverb, preposition, conjunction, and interjection, and then proceeds to describe more inclusive components of the sentence such as phrases and clauses., and finally arrives at the analysis of the sentence The notion of the sentence in traditional grammars is often characterised in terms of meaning and hence the definitions given by them are all meaning based There are in fact as many definitions of the sentence as there are grammar textbooks bat they express more or less the same notion of the sentence Perhaps the most familiar definition that one comes across in traditional grammars

―A sentence is a group of words which expresses a complete thought ―

(Smart 1940: 114) The following two definitions ,too express the same idea ‖A sentence is a word

or group of words capable of expressing a complete thought or meaning‖

(Sweet 19: 1552)

―A sentence is an expression of a thought or feeling by means of a word or words used in such form and manner as id convey the meaning intended."

(Curme 193:170)

2.2.2 Classification of English sentences

After giving such very general definitions of the sentence traditional grammars go

on to classify sentences into different types such as simple, complex, compound, etc., which, we will discuss a little later contrast with traditional grammars, structural linguists!! attached a great deal of importance to formal aspects of language ruling out meaning altogether from their linguistic analyses As against the completely meaning- oriented traditional definitions, the structural definition of the sentence is entirely form-based Observe for instance, Bloomfield's definition of the sentences each sentence is an independent linguistic form, not included by virtue, of any grammatical construction in any larger linguistic form (Bloomfield 1933: 170) The sentence is, thus, understood to

be the largest unit of grammatical description

iAt the level of syntax, structural linguists recognized larger units made up of words such as phrase, clause ,and sentence Structural studies begin by examining the basic sentence patterns and then0proceed to analyze the relation- ship between the different parts of the patterns; they then go on to study the various possible expansions

of the basic sentences into more complex structures The transformational generative

grammar which has been evolved to overcome the alleged shortcomings of traditional and structural grammars attempts to tackle the problems of linguistic structure at all

Sentences may be grouped into different clauses either by form or function One possible functional classification Of sentences results into four types of sentences They are:

' (i) Declarative Sentences (statements)

(ii) Interrogative Sentences (Questions)

(iii) Imperative Sentences (Commands)

(iv) Exclamatory Sentences (Exclamations)

Sentences classified on the basis of their inner structure fall into the following three classes:

(i) Simple sentences

(ii) Complex sentences

(iii) Compound sentences

(iv) Mixed sentences

2.3 An overview of simple sentences

2.3.1 English simple sentences

2.3.1.1 Definition

According to traditional grammars, the simple sentence must contain one and only one finite verb, and it may contain any number of non-finite verb forms such as participles infinitives, and gerunds This view of the simple sentence is expressed by ,traditional definitions as follows

―A simple sentence is one which has only 6ne finite verb‖

(Wren 1962:257)

(ii) "A sentence containing one finite verb only is a simple sentence."

(Allen, and Mason 1939)

These definitions state categorically that a sentence which contains only one finite verb is necessarily a simple sentence(and the number of non-finite verb forms it contains is immaterial This point has, indeed, been expressed more explicitly in Zandvoort (1957) The following observation has been made with regard to the predicate constituent of the simple sentence

The predicate may consist of one or more words one of these being usually a finite verb Besides the finite verb the predicate may aontain one or more non-finite forms closely connected with the finite verb

(Zandvoort 1957:197)

It is clear from the above discussion that the simple sentence according to the traditional view point, may contain more than one verbal element of which one is always the finite verb and the rest are all non-finite verb forms The following are some examples of the simple sentence which are taken from traditional grammars

2 He worked hard to make up for the lost time

3, Being disatisfied., he resigned his ,job

4 The man sitting over there is a painter*

5 Playing chess is interesting!?

All these sentences (1-5) regarded as simple sentences in structure, contain one finite verb and one non-finite verb, the finite Verbs being (A-E)} and the nan-finite,(a-e)

According to Quirk et al (1972), a clause may be finite or nan-finite depending upon the finiteness or non-finiteness of the verb it contains A simple sentence always contains a finite clause with just one finite verbal element But if there is a string which contains a non-finite verb form, that constitutes a non-finite clause ip its own right, and it cannot, therefore, be a constituent of a simple sentence

2.3.1.2 Classification of English simple sentences

Quirk et al (1972*343), distinguish seven different types of simple sentence as in the table below It may be noted that none of these sentence types contains more than one verbal element

From the examples [1-7] the following seven clause types emerge:

S(ubject) V(erb) O(bject(s)) C(omplement) A(dverbial)

[6a]

Type

SVOA

Table 2.1: Sentence patterns (Quirk, Randolph, 1985)

Each clause type is associated with a set of verbs The seven fall naturally into three main types There are:

1 A two-element pattern: SV

The sun is shining

They are talking (Quirk, Randolph, 1985: 721)

2 Three three-element patterns: SV + {O, C, A}

That lecture bored me (SVO)

Your dinner seems ready (SVC)

My office is in the next building (SVA)

(Quirk, Randolph, 1985: 721)

3 Three four-element patterns: SVO + {O, C, A}

I must send my parents an anniversary card (SVOO)

Most students have found her reasonably helpful (SVOC)

You can put the dish on the table (SVOA)

(Quirk, Randolph, 1985: 721)

2.3.2 Vietnamese simple sentences

2.3.2.1 Definition

As mentioned above, finding the answer to the question of the single question is,

we cannot be separated from the opposing positions, in which the concept of a simple sentence is formed To get an overview of the problem, first of all, we would like to point out some explanations about the simple sentence of an arithmetic fake when studying this problem

1 (In a sentence that describes many things, a combination to describe a situation,

we call it a owl) The sentence describing a situation is a simple sentence (What is the sentence that represents a simple sentence)

(Trương Văn Trình, Nguyễn Hiến Lê 1963: 479, 620)

2 (The simple sentence is a sentence in your city that does not have subordinate clauses but only one subjective structure) A simple sentence is a sentence made up of only one word or phrase

(Nguyễn Kim Thản 1969: 25)

3 A simple sentence is a complete sentence of two components: subject and discourse; When these parts are in reduced form, the sentence is in the form of nuclear structure

(Lưu Van Lang 1970: 50)

4 Simple sentences are the most common base type of verbal communication The majority of Vietnamese simple sentences correspond to the Master-Position structure The number of factors involved is not greater than the compound sentence (the number of elements is not a sign of a simple sentence with a compound sentence) A type

of sentence that carries semantic information itself

(Hoang Trong Pha 1980: 104)

5 The simple sentence is a simple sentence consisting of a predicate unit, with a subject relationship as the core ie a core unit of two subjective and predicate components The predicate unit is related to the Host (C-V for short) with different relations

(Hữu Quỳnh 1980: 137)

6 A simple sentence is a type of sentence consisting of one sentence, one simple core and the most normal is the single core case with the theory that the core N = a + b

(Socialist Committee 1983: 167)

7 A simple sentence is a sentence made up of a cluster of Masters - Persons, in an independent position and bearing an end tone

(Diệp Quang Ban 1984: 6)

The review of the explanations presented above can be seen, basically, the researchers agree that normal simple sentences (two components) are basically structured sentences: c - V (master - taste) is often called another name: D-T (theory - theory) Thus, the name of a simpe sentence is not outside of its structure (simple or complex) However, the consensus of the researchers in calling this unit is not necessarily has ensured consistency in their specific handling situations

The following examples, which lead to Hoang Van Van (2002: 78, 79) are evidence of this statement:

1 Họ vừa đi vừa cười vừa hát.[L V L]

2 Vấn đề [[anh ấy nêu ra]] vẫn chưa được giải quyết [L V L]

3 Cách mạng Tháng Tám thành công đem lại độc lập tự do cho dân tộc [D Ọ BJ Sentence (1) can be divided into four different ways, first it is treated as a simple sentence with a main predicate (N Lan 1956), considered a complex sentence (Linguistics - 1964) The third analysis suggests that it is a proposition (owl) with three judgments of the same function (P Ngoc & Pham Duc Duong 1983); The fourth view is that it is a simple sentence with a predicate complex {L V.Lay 1970)

For verse (2) some scholars consider it as a simple sentence

(.Lekomcev 1964, D.Q Board 1987), while some other scholars (such as Solncev 1960) consider it as a complex sentence

2.3.2.2 Classification of Vietnamese simple sentences

According to Vietnamese linguists (Diệp Quang Ban, 1987, Hoàng Trọng Phiến, 1980), the simple sentence in Vietnamese usually has the following types of structures:

Type 1

Type 1.1

(i) NP1 is NP2 + nomenclature

Example: Assol rất vui mừng (NP1- NP2 expression)

Assol was delighted ( s - V- c)

`` Tôi biết (NP1- NP2)

I see (s V)

Example: Cái ấm này bằng nhôm (NP1 NP2

This kettle is made of aluminum (s V A)

(iii) NP1 at / do / by (S + Pred)

For example: NP1 NP2 This causes him to NP1 s Pred This is due to his fault s V This js what he caused s V o [2]

(iv) NP1 of / to NP2 NP1 of / to (s + Pred) Example: Write to write This paper is for writing letters NP1 NP2 s V A garment

of garlic This shirt is mine NP1 NP2 s V o [2] Thus, these two types of structures in Vietnamese are completely different from English In Vietnamese, we use "in", "to" in English we have the verb "to be"

Type 1.2

(i) NP + v + (Adj) Let‘s take the following example for illustration

Nó đang ngủ yên lặng NP V Adj

Nước đang sôi _NP V Adj

Tôi nói chậm

He is sleeping quietly s V A

(a) Tôị đị bơi NP V V

Ị_go swimming s V V(-ing)

(b) Tỏi đị hop vé NP V V V (b‘) I return from the meeting s V (A)

I can see that this type of structure in Vietnamese and in English can be roughly equivalent between (a and b) a ') or different (b and b') In b sentence in Vietnamese we can have up to three verbs, while in b 'in English we have only one verb (return) and one with SVA structure

Type 2:

(i) NP1 + Adj (common property) Example: The street is empty, lonely NP1 Adj Adj The streets were deserted and cold s V c His house is far NP1 Adj s V C

(iv) NP1 (government) + Adj + NP2 (organ) For xample: The leaves are yellow The leaves are yellow

(v) NP1 (location) + Adj + NP2 (subject) Let‘s take the following example for illustration

Phố đông người NP1 Adj NP2

Tàu vắng khách NP1 Adj NP2

 Streets are crowded s VC

 The train was deserted SVC

Through these structures, we can see that in English there is the verb "To be" and

in Vietnamese, there is not This is the difference between the two languages

Type 3

Type 3.1

(i) NP1 + V (quantitative relation) + number of + (NP2) - unit

Let‘s take the following example for illustration:

ấy là nó mới lên 10 NP1 V number

For example: Where is the grass now? NP1 V NP2 In which street is she now living? A V s (A) V These two types of structures (i) and (ii) in Vietnamese and in English are similar, the sentences and the orderly model prove that

(iv) NP1 + V (ownership relation) + NP2 For example: In the past, he was one of relatives

This structure is similar in English and Vietnamese

(v) NP1 + number from + NP2 For example: House 6 rooms ■ This house has 6 rooms NP1 number from NP2 s

VO This structure varies between English and Vietnamese, in Vietnamese without verbs, and in English the use of verbs is mandatory in sentences, resulting in different word order

 After the war, as every soldier, he had to start from the begining s V o

Two structures (i) and (ii) in English and Vietnamese equivalents, particularly in structure

(ii) in English, the second verb is a "to" verb That is one of the characteristic of English

(iii) NP1 + V (status) + (S – Pred) For example: Each person praises NP1 V s This is praised by everyone s V (A) This type of structure in terms of order in English and Vietnamese is different,

"everyone" in Vietnamese is behind "Every" in the English ending "sentence" with the preposition "by" is an adjective and "praised" is followed by "was" This is the typical structure of the passive form in English

Type 3.3

(i) NP1 + V (from the) + A For example: She sits at the NP1 V A carpet

She sat on the mat

(ii) NP1 + V (self transfer) + NP2 For example:

English teacher went to the library

These two types of structures are quite similar in two languages

(iii) NP1 + V (direction) + NP2 Let‘s take the following example for illustration:

Bác xuống nhà tắm trước đi -> You go to the bathroom first

NP1 V NP2 A s V A (A)

Type 3.4:

(i) NP1 + V (psychophysical state) + NP2

For example: He is very admired He is very respectful to his friends

(ii) NP1 + V (physical object) + NP2 For example: Giáo viên day Tiếng Anh NP1 V NP2

 The teacher teaches English s v O

Two types of structures (i) and (ii) in Vietnamese are quite similar to the structure of English

(iii) NP1 (object) + v + by + NP2/ NP1 (object) +

v + A For example: Cái ấm nàv đúc bằng nhốm

NP1 Adj NP2 s V o c

In Vietnamese, the above structure is considered a svo structure, but in English it

is a svoc structure because in English there must be a verb indicating cause fall / stink

(ii) (NP2 + V + V + Adj) + NP2 Let‘s take the following example for illustration:

(iii) (NP) + V (Adjective) + V / Adj (Result Only) + NP2

For instance: Giỏ thổi tan mây

(iv) NP1 + V (negative) + NP2 + V Thus, this type of structure is also different from English, in Vietnamese we have two verbs, but in English we have only one verb Moreover, in Vietnamese there are two nouns, while in English they are led by adverbs

(v) NP1 + V (adjective) + NP2 is / is NP3 For example: We do not have any prisoners

Type 3.6

(i) NP1 + V (dynamic verb) + NP2 + V + (A) V NP3 + (A)

Let‘s take the following example for illustration:

Hai gia đình cho phép ho yêu nhau

This type of structure is quite similar to the structure of the language

(ii) NP1 + V (dynamic verb) + V + (word count) + NP2

For example: Hoc sinh vêu cáu giải đáp thắc mác

NP1 V V NP2

Cỏ giáo goị đoc bài bốn hoc sinh

NP1 V V number NP2