A contrastive analysis of deverbal nominalization in english and vietnamese on the bbc co uk and the nhandan com vn from 2010 to 2014 from cognitive perspective

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES  ĐOÀN THỊ HUYỀN A CONTRASTIVE ANALYSIS OF DEVERBAL NOMINALIZ

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES 

ĐOÀN THỊ HUYỀN

A CONTRASTIVE ANALYSIS OF DEVERBAL NOMINALIZATION

IN ENGLISH AND VIETNAMESE

ON THE BBC.CO.UK AND THE NHANDAN.COM.VN

FROM 2010 TO 2014 FROM COGNITIVE PERSPECTIVE

( PHÂN TÍCH ĐỐI CHIẾU SỰ DANH HÓA ĐỘNG TỪ TRONG TIẾNG ANH VÀ TIẾNG VIỆT TRONG BÁO BBC.CO.UK VÀ NHANDAN.COM.VN TỪ NĂM 2010 ĐẾN 2014 DƯỚI GÓC ĐỘ TRI

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES 

ĐOÀN THỊ HUYỀN

A CONTRASTIVE ANALYSIS OF DEVERBAL NOMINALIZATION

IN ENGLISH AND VIETNAMESE

ON THE BBC.CO.UK AND THE NHANDAN.COM.VN

FROM 2010 TO 2014 FROM COGNITIVE PERSPECTIVE

( PHÂN TÍCH ĐỐI CHIẾU SỰ DANH HÓA ĐỘNG TỪ TRONG TIẾNG ANH VÀ TIẾNG VIỆT TRONG BÁO BBC.CO.UK VÀ NHANDAN.COM.VN TỪ NĂM 2010 ĐẾN 2014 DƯỚI GÓC ĐỘ TRI

DECLARATION

I hereby declare that this thesis is the result of my own work and effort, and that it has not been submitted for a degree of any other universities Where other sources

of information have been used, they have been acknowledged

Signature of the candidate:

Date: October 31th, 2016

ACKNOWLEDGEMENTS

First of all, it is my great pleasure to express my sincere gratitude to my supervisor Dr Huynh Anh Tuan for his invaluable advice, guidance, support and encouragement for the completion of this study My special thanks also go to the library staff and all lecturers of the Faculty of Postgraduate Studies - University of Languages and International Studies – Vietnam National University, Hanoi for providing me with the necessary research materials, precious lectures and suggestions

I also would like to express my great gratitude to my family and beloved friends for the love and support which make a substantial contribution to my fulfillment of this thesis

ABSTRACT

This research is an attempt to carry out a contrastive analysis of deverbal nominalization in English and in Vietnamese from cognitive perspective The sources of data for this study were articles on the bbc.co.uk and the nhandan.com.vn from 2010 to 2014 The research is intended to find out the linguistic realization of deverbal nominalization in English and Vietnamese sample articles, which serves as the basis to draw a contrastive comparison of the linguistic realization of deverbal nominalization in the two languages It also aims to identify the underlying reasons for the differences in the realizations of deverbal nominalizations in the two languages Some pedagogical implications are also suggested in the hope of assisting Vietnamese teachers and learners in teaching and learning English writing

and translation

TABLE OF CONTENTS

Declaration i

Acknowledgments ii

Abstract iii

Table of contents iv

List of figures and tables vii

PART A: INTRODUCTION 1 Rationale 1

2 Aims of the study 2

3 Research questions 3

4 Scope of the study 3

5 Significance of the study 3

6 Research methodology 4

7 Design of the study 4

PART B: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND AND LITERATURE

REVIEW 5

1.1 Theoretical background 5

1.1.1 Contrastive analysis 5

1.1.2 Cognitive linguistics 6

1.1.3 The relation of grammar to cognition 7

1.1.4 Definition of Nouns in English and in Vietnamese 7

1.1.4.1 English nouns 7

1.1.4.2 Vietnamese nouns 8

1.1.5 Nominalization 10

1.1.5.1 Deverbal nominalization in English 14

1.1.5.2 Deverbal nominalization in Vietnamese 16

1.2 Literature review 18

CHAPTER 2: RESEARCH METHODOLOGY 19

2.1 Research questions 19

2.2 Research approach 19

2.3 Research method 20

2.4 Data collection procedure 20

2.5 Data analysis 21

2.6 Design of the study 21

CHAPTER 3: DATA ANALYSIS 23

3.1 The realizations of deverbal nominalization in English and in Vietnamese on the bbc.co.uk and the nhandan.com.vn 23

3.1.1 Linguistic realizations of deverbal nominalization in English 23

3.1.2 Linguistic realizations of deverbal nominalization in Vietnamese 26

3.2 A contrastive analysis of linguistic realizations of deverbal nominalization in English and in Vietnamese on the bbc.co.uk and the nhandan.com.vn 33

3.2.1 The similarities in linguistic realizations of deverbal nominalization in English and in Vietnameses… 33

3.2.2.The differences in realizations of deverbal nominalization in English and in Vietnameses… 35

3.3 The underlying reasons for the differences in linguistic realizations of deverbalization in English and in Vietnamese from cognitive perspective 36

3.3.1 Deverbal nominalization in English seen from cognitive view 36

3.3.2 Deverbal nominalization in Vietnamese seen from cognitive view 38

3.3.3 The underlying reasons for the differences in linguistic realizations of deverbal nominalization in English and in Vietnamese from cognitive perspective 39

CHAPTER 4: FINDINGS AND IMPLICATIONS 42

4.1 Findings 42

4.1.1 The similarities in linguistic realizations of deverbal nominalization in English and in Vietnamese……… 42

4.1.2 The differences in linguistic realizations of deverbal nominalization in English and in Vietnamese……… 42

4.1.3 The underlying reasons for the differences in linguistic realizations of deverbal nominalization in English and in Vietnamese 43

4.2 Teaching implications 45

PART C: CONCLUSION

1 Recaptulation 46

2 Limitations of the study 47

3 Suggestions for further studies 48

REFERENCES 49 Appendix A I Appendix B XVII

LIST OF FIGURES AND TABLES

Figure 1: The semantic structure of a grounded nominal page 9 Figure 2: Things, relation, situation (state) and reified thing page 14 Table 1: Linguistic realization of deverbal nominalization in English page 24 Table 2: Linguistic realizations of deverbal nominalization in Vietnamese page 28 Table 3: The distribution of count nouns and mass nouns

Table 4: The distribution of count nouns and mass nouns

PARTA: INTRODUCTION

1 Rationale

In “A Cognitive-Functional Approach to Nominalization in English”

(2006:9),Heyvaert, L.emphasizes that “Nominalization represents a theoretical challenge and has to be situated in an overall theory of the language system.”Haliday (1994) also views nominalization as the most influentialmeans

ofconstructinggrammatical metaphor This shows that nominalization plays a crucial role in the English language, which stimulates me to read more about this grammatical phenomenon In an article of April 2nd, 2005 on www.cambridge.org,

Nigel Caplan suggests that nominalization is a “very common feature of academic writing”, functioning as a factor to minimize finite clauses in a sentence,

contributing to a concision in writing and limiting the use of vague words like

“people” in a sentence For example:

EVERYDAY: People who are creative need to be exposed to many different ideas MORE ACADEMIC: Creativity requires exposure to many different ideas

(http://www.cambridge.org/grammarandbeyond/grammar-practice-activities/ 2015/ 04/ from-everyday-to-academic-writing-style-part-2-from-verbs-to-nouns)

Whenever the researcher reads an article in English, she finds there are lots of cases

of nominalization For example, a student unaware of the role of nominalization in academic writing may write a sentence as follows:

“New York City Medical Examiner’s Office said that after the dead body had been initially examined, further tests would be carried out to determine why she died.”

However, in fact, this sentence can be expressed more academically as follows:

“The New York City Medical Examiner’s Office said that after an initial examination, further tests would be carried out to determine the cause of the death.” (Taken from the article “Joan Rivers funeral: Stars mourn late comedian”,

http://www.bbc.com/news/entertainment-arts-29098929, September 7th, 2014) The two sentences convey the same meaning, but the second one, taken from an article on the bbc.co.uk,employs two phrases with deverbalized nouns seems to be more academic than the first one which uses two verb phrases

The fact that nominalization has become one typical feature of academic English makes the researcher wonder whether it is a typical feature in academic Vietnamese and whether there are any similarities or differences between nominalization in English and in Vietnamese Besides, as a teacher of English, the researcher is motivated to find out more about nominalization so that she can help English learners to be aware of this linguistic phenomenon and apply it to their writings

According to Talmy (2000:43), nominalization is the signalization of the

cognitive process of “reification”, through which what the verb refers to will be

“conceptualized” as a thing.When referring to the grammatical phenomenon of

nominalization, Tamly makes a distinction between the languages which tend to use more verbs and those which are in favor of nouns Basing on this characteristic of languages, he divides languages into two “typological categories”, namely, object-dominant languages and action-dominant ones The former category consists of the languages that favor nouns, while the latter includes those that favor verbs

There exist some studies on the contrastive analysis of nominalization phenomenon, but nominalization has been viewed from different perspectives, mainly syntactic and systemic functional This study will be about a contrastive analysis of only deverbal nominalization in English and Vietnamese based on cognitive view

2 Aims and objectives of the study

The study aims at making a contrastive analysis of deverbal nominalization

in English and Vietnamese from cognitive perspective, and then giving some implications for teaching and learning English for Vietnamese learners

To be more specific, to achieve these aims, the specific objectives of the study are:

 First, examining how deverbal nominalization is linguistically realized in English and in Vietnamese

 Second, comparing deverbal nominalization in English and in Vietnamese in order to find out the similarities and, specifically differences in linguistic realizations ofdeverbal nominalization in English and in Vietnamese

 Third, finding out the underlying reasons for the similarities and differences between deverbal nominalization in English and in Vietnamese from cognitive perspective

 Last, giving some implications for the teaching of writing skill and translation

3 Research questions

This study, entitled “A contrastive analysis of deverbal nominalization in English and Vietnamese on the bbc.co.uk and the nhandan.com.vn from 2010 to 2014 from cognitive perspective”, is carried out in order to answer the questions that follow:

1 How isdeverbal nominalizationlinguisticallyrealizedin English and Vietnameseon the bbc.co.uk and the nhandan.com.vn from 2010 to 2014?

2 What are the similarities and differences in linguisticrealizationsbetween deverbal nominalization in English and in Vietnameseon the bbc.co.uk and the nhandan.com.vn from 2010 to 2014?

3 What are the underlying reasons for the differences in linguistic realizations betweendeverbal nominalization in English and in Vietnamese from cognitive perspective?

4 Scope of the study

Nominalization is quite a big linguistic phenomenon to be investigated and compared in English and Vietnamese in such minor thesis Moreover, nominalization can be studied from different perspectives Therefore, this research only focuses on the contrastive analysis of the phenomenon of deverbal nominalization in English and in Vietnamese from cognitive perspective The data for analysis is taken from English and Vietnamese online newspapers, the bbc.co.uk and the nhandan.com.vn, respectively, from 2010 to 2014

5 Significance of the study

Since the study is concerned with a contrastive analysis of deverbal nominalization in English and Vietnamese on the bbc.co.uk and the nhandan.com.vn from 2010 to 2014 from cognitive approach, the researcher hopes that it will contribute to helping teachers and learners of English to not only be aware of but

also compare the use of deverbal nominalization in English and in Vietnamese as well as how to form it To put it more specifically, the findings of the research will hopefully help teachers and students in the teaching as well as learning of writing and translating

 First, the article must have at least one case of deverbal nominalization

 Second, it must be published in the period from 2010 to 2004

 Third, it must be taken from the two sources - the bbc.com.uk and the nhandan.com.vn

Thirty online newspaper articles in English and in Vietnamese will be carefully analyzed and examined to see how deverbal nominalization are linguistically realized and cognitively perceived in the two languages and what similarities and differences they have from cognitive perspective

7 Design of the study

The study is divided into three parts: Introduction, Development and Conclusion The main part of the study, Development, consists of four chapters:

Chapter 1: TheoreticalBackground and Literature Review of the study

Chapter 2: Research Methodology of the study It provides a detailed description of

the study including the aims, the scope, the methodology, the data collection procedure and the data analysis

Chapter 3:Data Analysis, whichprovides a description and analysis ofdeverbal

nominalization in English and in Vietnamesesample articles on the bbc.co.uk and the nhandan.com.vn, makes a contrastive analysis of the realizations of deverbal nominalization in the two languages, and finds out the underlying reasons for the

differences in realizations of deverbal nominalization in English and in Vietnamese from cognitive perspective

Chapter 4:Findings and Implications It shows major findings from the study and

suggests several recommendations concerning the research topic

PART B: DEVELOPMENT Chapter 1: THEORETICAL BACKGROUND AND LITERATURE REVIEW

1.1 Theoretical background

1.1.1 Contrastive analysis

In his book, “Contrastive Analysis”, James, C (1980:2) states that contrastive analysis (CA) is a linguistic enterprise aimed at producing inverted two-valued typologies (a CA is always concerned with a pair of languages) and founded on the assumption that languages can be compared James, C also asserts that CA belongs

to inter-language, which is interested in emergence of the languages rather than in the finished product, and that CA is a central concern of applied linguistics

In “Theoretical Issues in Contrastive Linguistics”, Fisiak, J states that

“Contrastive linguistics may be roughly defined as a sub-discipline of linguistics concerned with the comparison of two or more languages or subsystems of languages in order to determine both the differences and similarities between them”

(Fisiak 1981: 1) Fisiak‟s definition can cause us to confuse contrastive linguistics and comparative linguistics because it puts the emphasis on the contrastive methodology in finding out the similarities and differences between two or more languages

Krzeszowski (1990: 11) remarks the term “Contrastive Linguistics” refers to the whole field of cross-language comparison, slightly focusing on the instances

related to the theory or methodology of comparisons, and can be used interchangeably with “Contrastive Analysis”, but the latter tend to refer to the comparison proper

Xu Yulong (1992: 2, quoted by Wenguo, P & Mun, T.W (2007:207) defines contrastive linguistics as “a branch of linguistic studies whose aim is to contrast synchronically two or more languages for description of their similarity and

differences, particularly the differences to aid application in relevant fields.”

From the above definitions, it can be seen that CA is a branch of linguistics that plays an important role in language teaching and learning because it helps to find out similarities and, especially, differences between two languages

1.1.2 Cognitive linguistics

As Ungerer, F.&Schmid, H.J (2013) put it, cognitive linguistics is an approach to language that is based on our experience of the world and the way we perceive and conceptualize it Cognitive focuses on the language use because language is an integral part of cognition which reflects the interaction of social, cultural, psychological, communicative and functional cognitive development and mental processing, which can only be understood in the context of a realistic view of acquisition

Talmy (2000:2) considers cognitive linguistics the conceptual approach which is concerned with the patterns in which and the processes by which conceptual content is organized in language In other words, cognitive linguistics deals with how a language organizes the conceptual content For example, it deals not only with such simple types of conceptualizations as space and time, motion and location, scenes and events, etc.; with what considered related to cognitive agents like attention and perspective, expectation and affect, and volition and intention; with semantic structure of grammatical patterns, vocabulary forms and morphological structures, but also with the relationships between conceptual structures, for example, the ones between text and context Talmy, therefore,

believes that the foremost aim of cognitive linguistics is to grasp “the global integrated system of conceptual structuring in language” (2000: 3) Also, the reason

for Talmy to refer “cognitive linguistics” as “cognitive semantics” is that the term

“semantics” is “specifically concerned with the conceptual organization of language.(2003:4)

Though expressing in different ways, it can be seen that both of the above views agree that cognitive linguistics interprets language in terms of the concepts and is, therefore, closely associated with semantics From the cognitive linguistics perspective, it can be understood that the knowledge of language is generated out of language use, and that language is not at all autonomous

1.1.3 The relation of Grammar to Cognition

In his book “Toward a Cognitive Semantics”, volume 1-Concept Structuring Systems (2000), Talmy L states that language as a cognitive system contains two basic sub-systems, namely the grammatical and the lexical They are respectively

responsible for two functions that are interrelated: giving conceptual content and deciding conceptual structure In a sentence, the structure of the cognitive representation is almost ruled by its grammatical parts, and its content is mainly made up of by the lexical components Thus, the grammatical components play the role of providing a conceptual foundation for the lexical elements in a sentence Hence, Talmy asserts that grammar, in a broad sense, is the decisive factor of the conceptual framework in a cognitive system of a language

In brief, it can be understood that grammar and cognition has a close relationship in which grammar is the fundamental element that determines the conceptual structure ofa sentence and contributes to the cognition of that sentence

1.1.4 Definition of Nouns in English and in Vietnamese

1.1.4.1 English nouns

In relation to nominalization, it is necessary to make clear the concepts of noun, nominal and noun phrase As Taylor, J.R (2002:343) puts it, “a noun designates a kind, or type of thing; a noun phrase designates an instance of the type.” He considers that a noun syntactically refers to a “bare noun”, and a noun phrase is also a nominal which is made up of a noun along with optional modifiers, complements, a determiner and/or a quantifier Cognitively, Taylor (2002) stated that a nominal comprises four parts which together make up a “layer” conceptual structure as follow:

(Grounding ( Quantification ( Instantiation ( Specification (Type) ) ) ) )

Specification indicates how the type is specified by modifiers In other

words, modifiers characterize the type in greater detail For example, the type

nominated by room is regarded as less specific than that nominated by new car as the noun car is specified in greater detail by the additional of adjectival modifier new

Taylor (2002: 343) cites that there exist countless instances of a type, and

instantiation shows the relation between the type and its own instances For

example, the house, the house that I bought last year, the big house on the hill, my house, the big house over there, etc (examples are taken from Taylor (2002:344)) are some instances of the type designed by house Taylor stated that if a type is

specified, it is described as instantiated

Quantification expresses the quantity of the instance that is designated

Taylor (2002:355) stated that quantifiers are the numerals and such items as one, all, both, each, a few, most, many, much, some, several and so on

Grounding is the process related to the context of the speech event It

identifies such things associated with the speech event of the instance as the participants, the situational content, previous discourse and shared knowledge of the participants

Four components of a noun phrase are logically related to each other If a type is specified, it is instantiated The instance of the specified type is considered to

be grounded if it is quantified Then, if the instance is quantified, it is grounded Taylor (2002: 349) gave a description of the semantic structure of a grounded nominal by using the following figure:

S: Speaker H: Hearer G: Ground T: Type I: Instantiation

Figure 1 The semantic structure of a grounded nominal

1.1.4.2 Vietnamese nouns

According toDiep, Q.B &Hoang, D (2005:474), a noun refers to a kind of word indicating entities Used to indicate things and can be combined with pre-modifiers and/or post-modifiers, a noun often plays the role of subject or complement in a sentence

With regard to the cognition of nouns, Diep, Q.B & Hoang, D (2005: 483) states that there are two pairs of concepts countable nouns/uncountable nouns and count nouns/mass nouns He claims that the two ways of classifying nouns in Vietnam are based on different aspects, and cannot be interchangeable Respectively, the former distinction is based on the possibility of whether the noun

is countable or not, which is considered within the system of language, while the latter is a distinction made when a noun is in its own context - or from pragmatic

perspective However, in “Ngữ Pháp Tiếng Việt” (2005), the distinction between

countable nouns and uncountable nouns was dealt with Uncountable nouns which cannot directly follow numbers usually include nouns referring to substances like

hai lít dầu, hai tấn sắt, etc or collective nous such as hai bộ quần áo, hai chục kilômét đường sá Meanwhile, countable nouns are those which can directly follow

numbers Diep, Q.B & Hoang, D (2005: 485) divides them into two types: absolutely countable nouns and relatively countable nouns The formal consists of the following groups:

 Nouns referring to units of quantity by scientific conventions: mét, mét vuông, mẫu, sào, lít, át-mốt-phe,…

 Nouns referring to administrative bodies, social and occupational

organizations: nước, tỉnh, xã, ban, hệ, tổ, đoàn, đội, ngành, nghề, môn…

 Nouns referring to space: chỗ, nơi, chốn, xứ, miền, khoảnh, miếng, vùng, phía, bên, hướng, phương…

 Nouns referring to time: dạo, khi, hồi, lúc, chốc, giây, phút, giờ, buổi, ngày, tháng, vụ, mùa, năm…

 Nouns referring to the number of times of an event or an incident: lần, lượt, phen, chuyến, trận, đợt…

 Nouns referring to colours, tates, sounds: màu, sắc, mùi, vị, tiếng, giọng…

 Nouns referring to titles: nhà văn, nghệ sỹ, giám đốc, chủ tịch, học trò, kỹ sư, bác sĩ…

 Nouns referring to abstract concepts: tính, thói, tật, nết, tài năng, trí tuệ, lý lẽ… and those referring to concepts of units in science: nguyên tử, phân tử, tế bào…

The latter, relatively countable nouns, includes those initially uncountable, but can

be considered countable in certain contexts:

Nouns in a list of things: Làng này có năm ao, ba giếng Nhà ấy có hai xe đạp, một

 Using some nouns which can be used to create other nouns indicating

natures, colors, tastes and actions: cái đẹp, cái nõn nường, tính vui, tính buồn, tính nóng nảy, sự nóng nảy, điều lành, điềm xấu, niềm vui, nỗi khổ,…; màu

đỏ, màu xanh da trời,…; vị đắng, vị cay…; việc giận giữ, việc đi lại, cuộc chạy đua,… Such way of combining the words cái, vị, điều, việc, … with

others is seen as nominalization

 Using conversion, a verb or an adjective is used as a noun This can only be identified in the context which the word is used For example:

- Vượt khó được mới giỏi (noun)

- Việc khó ai cũng ngại (adj)

(Diep Quang Ban (2000: 486))

1.1.5 Nominalization

Monika Rathert and Artermis Alexiadou (2010: 73) stated that nominalizations are reclassifications of verbs into nouns; however, only when the function of the noun matches with the one of the clause, can such reclassifications are possible Gibson R Ferguson (2011) considers nominalizations as nouns that are related to verbs or adjectives morphologically and are said to be derived from the verb or the adjective Similarly, Radden, G et Dirven, R (2007:79) indicates that

“nominalization refers either to the process of deriving abstract nouns from other word classes or to the resulting abstract noun itself, and that nominal zed abstract nouns are typically derived from verbs, adjectives or nouns.”Likewise,

nominalization is simply defined as the process of using a noun instead of a verb or

adjective, or of turning a verb or adjective into a noun

( http://qualityproofreading.co.uk/the-art-of-nominalization )

In brief, nominalization is a grammatical phenomenal that is related to the formation of a noun from a verb, an adjective or even another noun However, in

this study, the author only focuses on deverbal nominalization, that is, the

nominalization that relates to turning a verb into a noun

In cognitive linguistics, deverbal nominalization is regarded as a process of turning a root verb indicating an act into a thing expressing that act, which is

referred to by Talmy (2000:52) as a signal of “cognitive reification” The following

are some examples taken from “Toward a cognitive semantics – Volume I – Concept Structuring System”

An act

 John called me

 I was called by John

Reified as an object

 John gave me a call

 I got a call from John

Activity

 John helped me

 I was helped by John

Reified as mass

 John gave me some help

 I got some help from John

Talmy (2000:52)

From the above examples, it can be seen that each verb in the first column, representing an act or an activity, plays the role of expressing the act of the Agent which has an influence on the Patient Meanwhile in the examples in the second column, when the each of the verbs is converted into the nouns, representing anobject or mass, the Agent now actsas the Source, and the Patient as the Goal

Talmy also claims that deverbal nounstend to allow a more flexibility of

conceptual manipulations The following examples with the verb “attend” and its nominalized noun “attention”are taken from his book (2000:53) as illustrations for

his claim There are only few ways to make a sentence with the verb “attend” when the action is represented by the verb:

 I attended to the music

 She had me attend to the music

However, whenconceptual reification is employed, the action of “attending” is represented by the deverbal noun “attention”, there is a more flexible way of using this noun to make complete clauses For example, it can be a subject of a sentence:

 My attention was fixed on the music

The deverbal noun can operate as a direct object of a sentence:

 The story caught/riveted my attention

Besides, it can play the role of an indirect object of a sentence:

 The sound was now (squarely/firmly) in (the center of) my attention

Talmy explainsthat the reason for the reified nounto be used with greater flexibility than the equivalent verb is that in most casethe deverbal noun can combine with a wide variety of verbs to express complete thoughts However, the verb itself has to rely on the combination with such a limited number of other word classes as prepositions Thus, it can be concluded that deverbal nominalization can enable a wider range of word choiceand writing expressions, which contributes to providing more openness in writing

Furthermore, Talmy (2000)states that, deverbal nominalization also indicate the conceptual conversions between Space and Time As he puts it, in cognitive grammar, there exist two types of notions in the schematic category of domain, namely space and time:

Domain Continuous Discrete

space: mass objects time: activity acts

Talmy (2000:42)

As can be seen, “mass” and “objects” belong to the notion of space, and

“activity” and “act” belong to the notion of time Thus, through the process of reification, a verb indicating an act or activity is changed into a noun referring to a mass or an object To put it another way, deverbal nominalization is the conceptual process that switch between the two sorts of the domain, Time and Space In addition to that, the domain category is also considered to be related to the notion of

state ofprogression(Talmy, 2000: 42), in which Talmy asserts that of allthe domains,

there is the only one that is basically connected with progression –involving a

continuity of consecutiveness It is the domain of time All other domains are

associated with “stativity” which refers to the state of being constant

In “Cognitive English Grammar” by Radden, G & Dirven, R.,

nominalization is regarded as a linguistic counterpart of reification, which is defined

as “the conceptual shift from relational concept to a thing” or ontological metaphors

(2007: 78) Radden& Dirven state that nominalization indicates either the process

in which abstract nouns are derived from other word classes or the resulting abstract noun itself The process of reification is said to have little influence on the conceptual content of the original relational concept Reification is considered a mean to help us perceive relational concepts or situations in terms of things.Radden,

G & Dirven, R illustrate reification in the following figure (2007: 80):

things relation state reified thing

(a) Bill, Jane (b) be married (c) Bill and Jane (d) Bill and Jane‟s are married marriage

Figure 2 Things, relation, situation (state) and reified thing

As can be seen from the figure, the two things in diagram (a) - Bill & Jane are

independent, but in diagram (b), the relation between these two things “be married”

is indicated by a line joining two things The state of being married is expressed in diagram (c) by a succession of the relations in diagram (b) and a time arrow Through reification process, the state of being married is turned into a reifined thing-“marriage”, which is illustrated by a circle around the succession of the relations and the arrow in diagram (d) Radden & Dirven classify reification into four kinds: episodic events are objects, episodic states are objects, steady events are substances, andsteady states are substances

Episodic eventsare reified as objectsusually referring to a beginning, a process phase

or a result which exist for a limited time and may happen again For example, in the two sentences “The stewardess gave the safety instructions” and “The instructions

are on the leaflet in the seats” (2007: 82), the noun “instructions” indicates the

process of instructing and the result of instructing respectively

Episodic states are refined as objects which are typically transient states like war, pain, disease, etc

Steady events are refined as substancesexpressing such social acts as helping (help), advising (advice), permitting (permission), informing (information) and so on

Steady states are also refined as substances, but these substances involve either

permanent attributeslike being healthy (health), being strong (strength), or emotional states such as being happy (happiness) or culturally and socially states like peace,patriotismand justice.In certain context, many substances can be used as objects For example, the noun “strength” is a substance in “Admitting you have made a mistake is a sign of strength, not weakness”, but it is viewed as an object in

“My strengths are good English speaking ability and good computer skills.”

1.1.5.1 Deverbal nominalization in English

According to Langacker (2008), deverbal nominalization falls into three types:

 Action Nominalization: a verb is nominalized without any actants (the

arguments accompanied the verb), which form a new lexical item referring to

a generic type of action or event

 Factive Nominalization: a verb is nominalized together with all of its actants

apart from the subject, which form a noun indicating an instance of an event not “uniquely identified” Such kinds of nouns are usually called "participles"

or "gerunds"

 Sentential Nominalization: a verb as well as all its actants is nominalized,

which forms an instance of an event distinguished from all others located for the listener in conceptual space

The scope of this research covers only the first two types of deverbal nominalization In English, there are four ways of turning a verb into a noun:

-ence, -ent, -er, -ery, -an, -ion, -ism, -ist, -ity, -ive, -ment, -ness, -or, -side, -ure, etc

(Biber et al (1992:89)

According to Biber, et al (1992), nouns created by adding suffixes to verbs can function as:

 The action, state or instance of verb:

-age: blockage, wastage, shrinkage, breakage, marriage, shortage, orphanage, etc -al: approval, betrayal, proposal, renewal, arrival, etc

-ance: maintenance, performance, assistance, attendance, acceptance, etc

-ence: violence, occurrence, transference, reference, etc

-ion (-ation, -tion, -cion, -sion): formation, reaction, destruction, decision, etc -ure: departure, closure, pressure, etc

-ing: teaching, feeling, meeting, training, etc

-ment: employment, enjoyment, achievement, amendment, etc

E.g.: An outline planning application for the development was expected to be submitted following the consultation.(http://www.bbc.com/news/uk-england-oxfordshire-30727795)

 The agent of the verb

-ant: participant, redundant, attendant, assistant, applicant, etc

-er: driver, worker, employer, discoverer manager, sender, dishwasher, singer, etc -or: competitor, visitor, inventor, actor, etc

-ar: liar, beggar, burglar, etc

 The patient of the verb

-ee: addressee, retiree, employee, refugee, etc

 The instrument of the verb

-age: carriage, package, etc

-ant: disinfectant, pollutant, sealant, etc

-er: mixer, printer, recorder, camcorder, computer, cooker, etc

 Using stress shift

Some nouns in English, especially two-syllable ones, can be turned into verbs when

shifting the stress: report, export, import, rebel, present, produce, contrast, desert,

progress, increase, decrease, object, protest, suspect, insult, etc Without

considering their sentence structure, it may be difficult to distinguish between the nouns and verbs when they are in the same forms

 Using final syllable shift

Another way to nominalize a verb is to change its final syllable, for example

moderate, graduate, separate, etc However, there are only a limited number of

verbs that can be nominalized in this way

 Using conversion

Certain words in English can play the role of either noun or verb such as travel, visit, promise, reply, etc We can only identify whether they are nouns or verbs by

analyzing the contexts in which they are used

1.1.5.2 Deverbal nominalization in Vietnamese

Similar to Talmy, Diep, Q.B & Hoang, D (2005) affirms that nominalization plays the role as a type of grammatical metaphor, which is also called the transivity

nominalizations by adding these elements can be as follow:

Nominalizer “việc” + a verb: often shows the process/ action in general, for example việc tổ chức, việc đầu tư, việc phát triển, việc mua, việc kinh doanh, etc

E.g.: “ Dựánhoànthànhsẽgópphầngiảmùntắcgiaothông, giảmthờigian, chi phívậnchuyển , đẩymạnhgiaothươnggiữa TP HồChí Minh vàcácvùnglâncận,

phụcvụviệcpháttriểnkinhtế - xãhộicủacáctỉnhtrongkhuvực ” (http://www.nhandan.com.vn/chinhtri/tin-tuc-su-kien/item/25316802-thong-xe-bon-km-tuyen-duong-cao-toc-tp-ho-chi-minh-long-thanh-dau-giay.html)

Nominalizer “sự” + a verb: often shows the abstract nouns: sựhìnhthành, sựthànhlập, sựquyếtđịnh, sựđàmphán, etc

Nominalizer “cuộc”+ a verb: often shows the abstract action performed by a group

of people: cuộcthươnglượng, cuộcthi, cuộctranhtài, cuộctranhluận, etc

Nominalizer “cái”+ a verb: often shows activities related to parts of the body, state

of emotions, perception, such as: cáibắttay, cáingoắctay, cáilườm, etc

Nominalizer “nỗi”, ”niềm”+ a verb: often show state of emotions, in which “nỗi”

is often associated with negative emotions such as: nỗiđau, nỗibuồn, nỗiphiềnmuộn, nỗiámảnh, etc Meanwhile, “niềm” is often associated with positive emotions like niềmkhaokhát, niềmvui, niềmđammê, etc

“Vớiniềmđammê nghềnghiệp, anhNgôVănSơn – mộtnôngdân ở xãTânBình,

đãkỳcôngtạoranhữngtráibưởimanghìnhdánghồlô.”(http://www.nhandan.com.vn/kinhte/chuyen-lam-an/item/25314102-nhung-trai-buoi-ho-lo-bac-trieu.html)

Nominalizer “chuyến”+ a verb: oftenshows actions denoting motions such as chuyếnđi, chuyếnthăm, chuyếnviếngthăm, chuyếncôngtác, chuyến du lịch, etc Nominalizer “trận”+ a verb: often shows the action performed by a group of people

or the action with high frequency and intensity: trậnxungđột, trậnmưa, trậnđánh, trậncànquét, etc

Nominalizer “cơn”+ a verb: often shows the natural phenomena such as cơnmưa, cơnđộngđất, cơnbão, etc

 Using either of two words: “những”, “mọi”

Some verbs in Vietnamese can combine with either “những” or “mọi” in order to make a noun For example:

- Nócónhiềuviệcphảiquantâmkhiếnnóquênmọi lo lắng vềbản thân mình (ĐinhVănĐức (1986: 64, vol II]

- Cuộcđời ở địaphậnđầynhững lo lắng, phiềnphức, vấtvả (ĐinhVănĐức

This feature of Vietnamese lexicalization is the basis for the remark that Vietnamese is a flexible language

1.2 Literature review

Although, as mentioned above, the phenomenon of nominalization is a typical feature in English academic writing, little has been done on contrastive analysis of deverbal nominalization in English and in Vietnamese In the process of doing research on nominalization in general, the researcher sees that there is one article on

Ho Chi Minh City Pedagogical University Journal of Science by Nguyen

ThiBichNgoan “A contrastive analysis of Verb nominalizations in Vietnamese and English” However, the research focuses on a contrastive analysis of verb

nominalizations in Vietnamese and English in general, not seen from any perspective and the source of data is merely a summary from books by other authors The researcher wants to concentrate only on a contrastive analysis of deverval nominalizations in English and Vietnamese based on authenticallyacademic use of deverbal nominalization on two major newspapers in English and Vietnamese - the bbc.co.uk and the nhandan.com.vn - which were published from 2010 to 2014

Chapter 2: RESEARCH METHODOLOGY 2.1 Research questions

With a view to making a contrastive analysis of deverbal nominalization in English and Vietnameseon the bbc.co.uk and the nhandan.com.vn from 2010 to

2014 from cognitive perspective, the questions that the study investigates are as follow:

1 How is deverbal nominalization linguistically realized in English and Vietnameseon the bbc.co.uk and the nhandan.com.vn from 2010 to 2014?

2 What are the similarities and differences in linguisticrealizations between deverbal nominalization in English and in Vietnameseon the bbc.co.uk and the nhandan.com.vn from 2010 to 2014?

3 What are the underlying reasons for the differences in linguistic realizations between deverbal nominalization in English and in Vietnamese from cognitive perspective?

The answer to the first questions will be worked out after an analysis has been made

on the collected and classifieddata on the total cases of deverbal nominalization in each language Then, after using a contrastive analysis between the data on deverbal nominalization in two languages, the researcher will find out the answer to the second question

2.2 Research approach

The study will investigate deverbal nominalization - a grammatical phenomenon considered a signal of cognitive reification-based on cognitive approach for some reasons First of all, this is quite a new approach that seeks to account for grammatical structure in terms of the functions this serves in the representation of conceptual structure Moreover, as one of its most distinguishing characteristics, cognitive linguistics aims to relate its findings to the cognitive structures that concern the psychological approach Therefore, when the researcher makes comparison between deverbal nominalization in English and Vietnamese, the approach will help account for the behavior of conceptual phenomena within these languages in terms of those psychological structures, and at the same time, help

work out some of the properties of those structures themselves on the basis of its detailed understanding of how language realizes them

2.3 Research method

This is a contrastive study on deverbal nominalization in English and Vietnamese on the bbc.co.uk and the nhandan.com.vn respectively; therefore, the research method employed is document analysis The qualitative method is employed through carefully collecting and referring to materials from online newspapers in English and in Vietnamese As having been mentioned in part A, thirty online newspaper articles in English from the bbc.co.uk and another thirtyin Vietnamese from the nhandan.com.vn are selected based on the following criteria:

 First, the article must contain at least one case of deverbal nominalization

 Second, it must be published in the period from 2010 to 2014

 Third, it must be taken from the two sources - the bbc.com.uk and the nhandan.com.vn

Besides, because the focus of the study is only on the use of deverbal nominalization

on online newspapers, only the following cases are counted as deverbal nominalization:

 In English: adding suffixes like “-tion”, “-ment”, “- ation”, etc

 In Vietnamese: using nomializers such as “việc”, “cuộc”, “sự” ,etc, and using the words “những”, “mọi”

The quantitative method is also used when the number of deverbal nominalization is counted and categorized in order to get data for further analysis in order to achieve the objectives of the study

In this research, the cognitive theories by Radden, G et Dirven, R (2007), Langacker, R W (2008), Talmy L (2000) are adopted as theoretical framework for the study of deverbal nominalization

2.4 Data collection procedure

The data for this research are articles from the two sources: the bbc.co.uk and the nhandan.com.vn from 2010 to 2014.The first reason for choosing the articles from these two sources is that they are widely accepted to be among the most

reliable top newspapers in each country Besides, the researcher believes that the bbc.co.uk and the nhandan.com.vn are comparatively equal in the sense that they are each officially representative ofthe voice of the people and the government in Vietnam and in England

The procedure for data collection is in the following steps:

 First, articles are collected randomly from the two sources to find whether deverbal nominalization is employed

 Second, fifteen articlesfrom the bbc.co.uk and another fifteen from the nhandan.com.vn are selected for the data collection

 Last, the number of deverbal nominalization cases in English and in Vietnamese are counted and categorized for further analysis

2.5 Data analysis

After having been collected and classified into different categories, the data will be analyzed in order to answer the two research questions First of all, attention will be paid on the linguistic realizations of deverbal nominalization in English and

in Vietnamese as well as the cognitive perception of the English and the Vietnamese

of deverbal nominalization Afterwards, a contrastive analysis will be employed to work out the similarities and differences in realizations of deverbal nominalization

in the two languages Then, the underlying reasons for the similarities and differences in linguistic realizations between deverbal nominalization in the two languages will be will be uncovered based on cognitive perspective

2.6 Design of the study

The study is composed of three main parts:

The first part, Introduction, identify the rationale, the aim and objectives of the

study, the scope and the significance of the study and the summary on the research methodology

The second pat, Development, is intended to be in four main chapters as follows:

 Chapter 1 provides the theoretical background and related literature review of the study

 Chapter 2 is about the research methodology of the study, which provides a detailed description of the study including the aims, the scope, the methodology, the data collection procedure and the data analysis

 Chapter 3 provides a description of the realizations of deverbal nominalization collected from the articles on the bbc.co.uk and the nhandan.com.vn and presents a contrastive comparison between the realizations of deverbalization

in the two languages as well as the underlying reasons for the differences in realizations of deverbal nominalization in English and in Vietnamese

 Chapter 4 analyzes and discusses the findings found out from the data collected according to the research questions and puts forward several recommendations concerning the research topic for teaching and learning English

The last part, Conclusion, states the recapitulation of the study, the limitations of the

study and some suggestions for further research as well

Chapter 3: DATA ANALYSIS

3.1 The realizations of deverbal nominalization in English and in Vietnameseon the bbc.co.uk and the nhandan.com.vn

The chosen articles were first of all carefully investigated, and thenthe cases

of deverbal nominalizationwere listed in a table so that it would be easier for the researcher to analyze the data The following will present the linguistic realizations

of deverbal nominalization in English and in Vietnamese

3.1.1 Linguistic realizations of deverbal nominalization in English

The data about deverbal nominalization in English collected from the articles on the bbc.co.uk was firstly classified into different categories according to the form of the deverbalized nouns in the cases The table below shows the distribution of the nominalization cases in terms of linguistic realizations:

LINGUISTIC REALIZATIONS OF DEVERBAL NOMINALIZATION IN ENGLISH

All cases of deverbal nominalization taken from English articles on the bbc.co.uk have been listed in Appendix A, pages I-XVIII The following are some examples of deverbal nominalization in English taken from the model articles on the bbc.co.uk:

a Adding “-ing” suffix:

“…At the height of Israeli bombings of Gaza in August, militants on social media criticized IS for killing Muslims while doing nothing to help the Palestinians…” (http://www.bbc.com/news/world-middle-east-29123528)

b Adding “-ion” suffix:

“…The web is an extraordinary innovation, with the greatest potential to usher in social change since the invention of the printing press or the steam engine…” (http://news.bbc.co.uk/go/pr/fr/-/2/hi/technology/8485833.stm)

c Adding “-er” suffix:

“…The drivers behind IS' unrestrained extremism can be traced to its origins with al-Qaeda in Iraq, led by Abu Musab al-Zarqawi, who was killed by the Americans

in 2006…”(http://www.bbc.com/news/world-middle-east-29123528)

d Adding “-ment” suffix:

“…A 2£m plan is in place to attract shoppers by making improvements to the market place in Grantham…”(http://news.bbc.co.uk/go/pr/fr/-/2/hi/uk_news/england/lincolnshire/8607039.stm)

e Adding “-or” suffix:

“… It empowers everyone - men, women, children - to be creators of information rather than passive consumers.,,” (http://news.bbc.co.uk/go/pr/fr/-/2/hi/technology/8485833.stm)

f Adding “-y” suffix:

“…Small, button-shaped batteries can be easy to swallow and cause thousands of injuries every year, some fatal…” (http://www.bbc.com/news/science-

environment-29885832)

g Adding “-th” suffix:

“…Researchers found new growth on the stumps left, except where deer had

come in and eaten it…” (

http://www.bbc.com/news/uk-scotland-glasgow-west-30127289)

h Adding “-ee” suffix:

“…The key ministries of interior, defence and national security remain unfilled because nominees could not be

agreed.”(http://www.bbc.co.uk/news/mobile/world-middle-east-12047721)

i Adding “-ance” suffix:

„…Then they zip along twisted tracks which have seen little maintenance since they were installed in the 1920s.”(http://www.bbc.com/news/business-11604718)

k Adding “-ence” suffix:

“…SNH said the study showed the need for further monitoring of the beaver‟s activities and called for annual repeat surveys to gauge the persistence, growth and spread of the current beaver population…” (http://www.bbc.com/news/uk-scotland-tayside-central-20781407)

l Adding “-is” suffix:

“…My 18-year-old mother has been diagnosed with dementia, but it was noticeable well before her diagnosis ”(http://www.bbc.com/news/health-

25334102)

m Adding “-al” suffix:

“…US president Barrack Obama called the approval of the cabinet a “major step forward in advancing national unity”…”

n Adding “-ness” suffix:

“…Shaking reports help planners identify weakness in construction standard and are used to raise the level of preparedness for the next big event…” (http://www.bbc.com/news/science-environment-20531304)

o Adding “-ant” suffix:

p “…It is believed the current wild beaver populations in Tayside are the descendants ofescapees from private collections in Angus and Perthshire over the past decade…” (http://www.bbc.com/news/uk-scotland-tayside-central-20781407

Adding “-ure” suffix:

“…There is a pretty good new story in here- that the levels of radioactivity

offshore are not of significance to human health in terms of exposure…”

(http://www.bbc.com/news/science-environment-17124909)

q Others:

“…The vast majority of the carers have no understanding or knowledge of the condition…”(http://www.bbc.com/news/health-25334102)

“…His hope was that the procedure would stop further deterioration and save what little sight he had left…” (http://www.bbc.com/news/health-25718064)

“…Researchersgot a mixed response from local businesses about how the project was affecting them…” (http://www.bbc.com/news/uk-scotland-glasgow-west-

Moreover,from the table, it can be seen that“-ing” suffix is the

nominalizerwhich is used with the highest frequency, with about one-third (33.48%)

of the total number of deverbal nominalization cases taken from the sample

articles.Among the rest of the total nominalization cases, “-ion” nominalizer ranks second, and “-er” nominalizer ranked third with nearly one-fourth (24.03%) and one-sixth (16.31%) of the total cases respectively Besides, “-ment” nominalizer occupies more than 8% of the total nominalizations cases Such suffixes as “-ness”,

“-ure”, “-al”, etc are rarely used to create a deverbalized noun

In addition,the data from the table shows that there are only some cases in which

verbs are converted into nouns without using any nominaliers such as “know” -

“knowledge”, “lose” - “loss", “see”-“sight” Deverbal nouns formed in this way are

rare and often viewed as morphological changes

3.1.2.Linguistic realizations of deverbal nominalization in Vietnamese

Based on some mentioned criteria in chapter 2, the articles were chosen, and then a list of deverbal nominals taken from these articles is created The table below

is a summary of all deverbal nominalization cases which are arranged in groups based on nominalizers:

LINGUISTIC REALIZATIONS OF DEVERBAL NOMINALIZATION IN VIETNAMESE

Table 2 Linguistic realizations of deverbal nominalization in Vietnamese

All cases of deverbal nominalization taken from Vietnamese articles on the nhandan.com.vn have been listed in Appendix B, pages XVIII – XXXI The following are some examples of deverbal nominalization in English taken from the model articles on the nhandan.com.vn:

a Using nominalizer “việc”

“…Bởi thế, việc giải quyết vấn đề thiếu vi chất dinh dưỡng rất cần một chiến lược đồng bộ với những giải pháp khác nhau, bổ sung cho nhau…”

(dinh-duong-2014.html)

“…Vì vậy, bên cạnh cách nhận biết và phát hiện sớm để có phương pháp điều trị, thì

cách phòng tránh bệnh cận thị học đường cũng cần được cha mẹ quan tâm…” (http://www.nhandan.com.vn/hangthang/khoahoc-giaoduc/item/692902-.html)

f Using nominalizer “cuộc”

“…Các địa phương cần tổ chức các cuộc điều tra thăm dò dư luận để nhân dân trực tiếp đánh giá, nhận diện những tiêu cực trong cán bộ, công chức ở cơ sở…” (http://www.nhandan.com.vn/bandoc/item/21383802-cong-trinh-thuy-loi-boi-cat-lap-ruong-dan.html)

g Using nominalizer “cú”, “sức”

“… hình ảnh có sức lay động tâm can mãnh liệt nhất trong năm 2011 không phải là

những lần bước lên đỉnh cao của các nhà vô địch, mà là cú vấp ngã cùng đôi tay vươn về vạch đích đường chạy 3.000 m vượt chướng ngại vật của VÐV điền kinh Nguyễn Thị Phương, tại SEA Games 26…”

http://www.nhandan.com.vn/cuoituan/the-thao/guong-mat-the-thao/item/19199302-h Using nominalizer “một”,

“…Việc tổ chức những cuộc thi như thế là một sáng tạo của Trung tâm Hoạt động Văn hóa khoa học Văn Miếu - Quốc Tử Giám và ngành giáo dục trên địa bàn Thủ đô…” (http://www.nhandan.com.vn/hanoi/tin-moi-nhan/item/21544802-.html)

i Using nominalizer “cơn”

“…Có những bé, cả một mùa hè không phải dùng xịt dự phòng hen, nhưng thời

điểm này, dùng liên tục vẫn có cơn ho, rít và hen phế quản cũng bắt đầu tăng mạnh…”(http://www.nhandan.com.vn/hangthang/khoahoc-giaoduc/item/21729002-phong-benh-ho-hap-khi-chuyen-mua.html)

j Using nominalizer “niềm”

“…Hình thức "học mà chơi, chơi mà học" như cuộc thi nêu trên đem lại niềm phấn khởi cho các em khi tiếp xúc với lịch sử, văn hóa nước nhà…”

(http://www.nhandan.com.vn/hanoi/tin-moi-nhan/item/21544802-.html)

k Using nominalizer “trí”

“…các em nhỏ sẽ tự mình khám phá nhiều cách khác nhau để sáng tạo nên nhiều sản

phẩm đẹp mắt và có ích, giúp kích thích trí tưởng tượng bay bổng, khả năng sáng tạo và tình yêu của các em đối với môi trường chung quanh mình ”

l Using nominalizer “vụ”, “vụ việc”

“…Thời gian qua , mặc dù các vụ việc khiếu nại, tố cáo tại các địa phương có xu hướng giảm, nhưng các vụ khiếu nại, tố cáo đông người, vượt cấp lên các cơ quan T.Ư vẫn có xu hướng tăng…”

(xuc-cua-dan.html)

http://www.nhandan.com.vn/chinhtri/item/24411602-gan-dan-de-giai-quyet-buc-m Using nominalizer “buổi”

“…Qua các ý kiến phát biểu tại buổi tọa đàm và khảo sát từ thực tế, có thể thấy trong

tâm thức của người dân bình thường cho đến đội ngũ cán bộ, công chức và cả những người có trách nhiệm trong lĩnh vực này chưa hề nghĩ tới việc quay trở lại với xe đạp…” (http://www.nhandan.com.vn/tphcm/dan-biet-dan-ban/item/23110302-tao-thoi-quen-di-xe-dap.html)

n Using nominalizer “cú”

“… hình ảnh có sức lay động tâm can mãnh liệt nhất trong năm 2011 không phải là

những lần bước lên đỉnh cao của các nhà vô địch, mà là cú vấp ngã cùng đôi tay vươn về vạch đích đường chạy 3.000 m vượt chướng ngại vật của VÐV điền kinh Nguyễn Thị Phương, tại SEA Games 26…”

(.html)

http://www.nhandan.com.vn/cuoituan/the-thao/guong-mat-the-thao/item/19199302-o Using nominalizer “nỗi”

“…Những nỗi trăn trở dần cũng nguôi ngoai, bởi khi trở về Việt Nam, nỗ lực tột

cùng được thể hiện trong khoảnh khắc tuyệt vọng đó đã mang đến cho Phương nhiều tình cảm của người hâm mộ thể thao nước nhà hơn bất cứ tấm HCV nào…” (http://www.nhandan.com.vn/cuoituan/the-thao/guong-mat-the-thao/item/19199302-.html)

p Using nominalizer “lần”

“…Và với sự trân trọng vô giá đó, với tinh thần trách nhiệm phi thường của mình,

sau lần vấp ngã này, đương nhiên cô gái kiên cường ấy vẫn có thể vươn dậy để mạnh

mẽ hướng đến tương lai…” (mat-the-thao/item/19199302-.html)

http://www.nhandan.com.vn/cuoituan/the-thao/guong-q Using nominalizer “màn”

“…Màn hùng biện chứng kiến cuộc so tài giữa những thành viên xuất sắc nhất của

các đội, nói về truyền thống hiếu học, về văn hóa Thăng Long-Hà Nội,…” (http://www.nhandan.com.vn/hanoi/tin-moi-nhan/item/21544802-.html)

s Using nominalizer “thói”

“……đồng thời khắc phục thói vô cảm đang có chiều hướng phát sinh trong cán bộ,

công chức…”(boi-cat-lap-ruong-dan.html)

http://www.nhandan.com.vn/bandoc/item/21383802-cong-trinh-thuy-loi-t Using nominalizer “đường”