Syntactic and sematic features of proverbs relating to education in english and vietnamese

CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled SYNTACTIC AND SEMANTIC FEATURES OF PROVERBS RELATING TO EDUCATION IN ENG

MINISTRY OF EDUCATION AND TRAINING

HANOI OPEN UNIVERSITY

M.A THESIS

SYNTACTIC AND SEMATIC FEATURES OF PROVERBS RELATING TO EDUCATION IN

ENGLISH AND VIETNAMESE ( Đặc điểm cấu trúc và ngữ nghĩa của

các tục ngữ liên quan tới giáo dục trong tiếng Anh và tiếng Việt)

CERTIFICATE OF ORIGINALITY

I, the undersigned, hereby certify my authority of the study project report entitled SYNTACTIC AND SEMANTIC FEATURES OF PROVERBS RELATING

TO EDUCATION IN ENGLSIH AND 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, 2020

Approved by SUPERVISOR

PhD Le Phuong Thao

Date:………

ACKNOWLEDGEMENTS

I would like to address my most sincere gratitude to the following people for their invaluable support and encouragement

First and foremost, I would like to express my sincere gratitude to my

supervisor, PhD Le Phuong Thao for her valuable suggestions, academic guidance

on my study She has spent her valuable time on the correction of my paper Under her guidance, I have made much progress, and this composition is mainly the result

of her useful advice and help She was always there for me, without her help, things must be extremely difficult and impossible

Next, I am also grateful to all my teachers at the English Faculty, Hanoi Open University for their vast amount of guidance, encouragement and patience with my thesis

Furthermore, my thanks also go to my colleagues with their ideas, materials, and enthusiasm

Last but not least, I wish to acknowledge the support and invaluable help of

my family while the work was in progress Definitely, without these support and encouragement it would never have been possible for me to have this thesis accomplished

ABSTRACT

Proverbs relating to education is considered an interesting field from semantic and syntactic perspectives It is one of the issues that have never been studied exhaustively Being interested in education, the thesis has been chosen:

“Syntactic and semantic features of proverbs relating to education in English and Vietnamese” To help learners have a better understanding of proverbs, particularly

proverbs relating to education, this thesis conducts a study of syntactic and semantic features of proverbs relating to education in English and Vietnamese, based on the description and analysis of data In addition, both the contrastive and comparative methods are used in combination with the qualitative and quantitative approaches The thesis is based on the data from a wide variety of dictionaries and books about proverbs To achieve the objectives of the study, the author has carried on three main points: the syntactic and semantic features of proverbs relating to education in two languages; the similarities and differences betweeen proverbs relating to education in English and Vietnames and impications for teaching and learning English and Vietnamese proverbs These findings also aim at offering some practical implications for teaching and learning English Besides, it can broaden the knowledge about not only phrases and sentences but also semantic features of proverbs relating to education Through analysis of proverbs relating to education in English and Vietnamese, it is said that the result of the study may make a great contribution to communication as well as writing This help learners use proverbs more skillfully, and establish their communicative relationship effectively

LIST OF ABBREVIATIONS A: Adverb

LIST OF TABLES

Table 2.1: Function and form of adjective phrases……… ………… ……8

Table 2.2: Function and form of Noun phrases……….….…9

Table 2.3: Function and form of Verb phrases……….…10

Table 2.4: Function and form of Prepositional phrases……….… 11

Table 2.5: The major clause types of simple sentences……….……….… 13

Table 3.1: Syntactic features of phrase structures and sentence structures of proverbs relating to education in English……… 27

Table 3.2: Syntactic features of phrase structures and sentence structures of proverbs relating to education in Vietnamese……… 32

Table 3.3: Semantic features of proverbs relating to education in English…….….36

Table 3.4: Semantic features of proverbs relating to education in Vietnamese……38

Table 3.5: Statistical summary of phrase structures and sentence structures of English and Vietnamese proverbs relating to education……… ….43

Table 3.6: Statistical summary of semantic features of English and Vietnamese proverbs relating to education……… ……44

TABLE OF CONTENTS

Certificate of originality……… ……i

Acknowledgements ………….……… ….ii

Abstract ……… …… iii

List of abbreviations ……… ……….iv

List of tables……… ……… ……… v

Table of contents ……… …… … vi

Chapter 1: INTRODUCTION……….……… … ….1

1.1 Rationale……… …….1

1.2 Aims and objectives of the study ……….2

1.3 Research questions……… …….….… 2

1.4 Methods of the study……… ……….3

1.5 Scope of the study ……… ………3

1.6 Significance of the study ……… ……….4

1.7 Structure of the study ……….… ………….….4

Chapter 2: LITERATURE REVIEW ……… ….……5

2.1 Previous studies……… ………5

2.2 Syntactics……… …… ……… ………… ….… ……7

2.2.1 Definitions of syntac……… …….… ……… …….……7

2.2.2 Overview of phrase structures……… … … ……… ……….….7

2.2.3 Overview of sentence structures……… ………… …… ……….….12

2.3 Semantics……….… ……… ………… …… ………15

2.4 An overview of proverbs……… ……17

2.4.1 Definition of proverbs……….17

2.4.2 Classification of proverb……… …… 20

2.4.3 Features of proverbs………….……… ……….20

2.4.3.1 Semantic features.……….……….… 21

2.4.3.2 Syntactic features ……….…….21

2.4.4 Proverbs relating to educations……… ……….22

2.4.5 Proverbs and idioms………….……… ……….23

2.5 English and Vietnamese cultural features ……… ….24

2.6 Summary ……… 26

Chapter 3: SYNTACTIC AND SEMACTIC FEATURES OF PROVERS

RELATNG TO EDUCATION IN ENGLISH AND VIETNAMESE…………27

3.1 Syntactic features of proverbs relating to education in English and Vietnamese ……… 27

3.1.1 Syntactic features of proverbs relating to education in English… …… …27

3.1.1.1 Phrase structures……… …….27

3.1.1.2 Sententence structure ……… ……… ….29

3.1.2 Syntactic features of proverbs relating to education in Vietnamese …32

3.1.2.1 Phrase structures……… … …….32

3.1.2.2 Sentential structure ……… … ….33

3.2 Semantic features of proverbs relating to education in English and Vietnamese ……… …… 35

3.2.1 Semantic features of proverbs relating to education in English… …… …36

3.2.1.1 The respect and gratitude to the teacher……….….… … 36

3.2.1.2 Learners’ personalities… ……….………….… ….37

3.2.1.3 The methods of teaching and learning………….……… ….37

3.2.2 Semantic features of proverbs relating to education in Vietnamese … 38

3.2.2.1 The respect and gratitude to the teacher……… … … 39

3.2.2.2 Learners’ personalities… ……… ….…… ….39

3.2.2.3 The methods of teaching and learning………….……… ….41

3.3 Comparison of syntactic and semantic of proverbs relating to education in English and Vietnamese……… ……….….….42

3.3.1 In terms of syntactic features……… ……… … …….43

3.3.2 In terms of semantic features……… ………… …… …… 44

3.4 Implications……… ……….…….… … ……46

3.4.1 For teaching……… ……… ……… … …….46

3.4.2 For learning……… ……… ………… …… …… 49

3.5 Summary……….……… ……51

Chapter 4: CONCLUSION ……… … ……… 52

4.1 Recapitulation……….… ………….52

4.2 Concluding remarks ……….… ………….52

4.3 Limitation of the research ……… … ……… ……… 53

4.4 Recommendations for further research ……….54 REFERENCES

APPENDIX

Chapter 1: INTRODUCTION 1.1 Rationale

Theoretically, each language has their own proverbs, which are important aspects of the mastery of language English language is no exception as it contains a large number of proverbs, which are extensively used as the wisdom of people English proverbs, however, create many challenges for Vietnamese studying English The main reason is that the teaching and learning English proverbs are not concerned much However, we cannot deny the importance of proverbs when we study English They were used to diffuse not only life experience but also didactic lessons so they should be included in any language study It is interesting to realize that ancient people use proverbs to highlight the organic relationship between them and surrounding world

Using proverbs during the process of teaching and learning language not only provide learners with rich vocabulary but also equip learners with a good basic

of cultural knowledge reflected in the proverbs themselves Through their keen observation of the world, hundreds of human generations have created proverbs and used them The condensed nature of proverbs allows them to be interpreted repeatedly, across time and in different situations Moreover, during daily conversations using a proverb is often easier to express an idea better and more convincingly than using with a long speech Hence, knowledge of proverbs is necessary for a perfect understanding of a language However, proverbs give us many difficulties in communication Although proverbs help speakers and writers communicate more successfully and make languages more interesting, they are not easy at all to master and use them appropriately Listeners and readers also find it really hard to understand them because their meanings cannot often be deduced from the individual components Proverbs are used both in written and spoken language to emphasize meaning and make our observation, judgment and explanations more lively and interesting, so they have aesthetic function In other words, they are really useful tools for communicating a great deal of meaning in just a few words

Up to now, many studies have been done on analyzing and categorizing proverbs according to alphabetical arrangement Others concentrate on analyzing their semantic, structural and cultural features in number of proverbs relating to family, marriage, woman, moral values of family relationships, comparison, etc

Nevertheless, there has been little attempt toward studying comparison between English and Vietnamese proverbs related to topic education Hence, this study would like to show the understanding about English and Vietnamese proverbs relating education Specially, this thesis will compare and contrast proverbs relating

to education of two languages to show the similarities and differences between them This study will help people who are interested in English language and culture, will have more knowledge about syntactic and semantic features of proverbs relating to education in English and Vietnamese

Practically, firstly, the differences in many aspects of the languages and cultures cause various problems in both English and Vietnamese Secondly, proverbs relating to education are a large field; therefore, teaching and learning has many difficulties Thus, a good understanding of proverbs relating to education is the key for learners to use proverbs more skillfully, and establish their communicative relationship effectively

Bearing in my mind and the encouragement from supervisor, I decided to

choose the title: “Syntactic and semantic features of proverbs relating to education

in English and Vietnamese” for my graduation thesis Thanks to proverbs, I can

draw very good lessons and know how to treat others and behave myself

This study has three main objectives as follows:

- to identify the syntactic and semantic features of proverbs relating to education in English and Vietnamese

- to find out the similarities and differences between proverbs relating to education

in English and Vietnamese

- to provide some suggestions for teaching and learning the proverbs relating to education in English and Vietnamese

1.3 Research questions

- What are the syntactic and semantic features of proverbs relating to education in English and Vietnamese?

- What are the similarities and differences between proverbs relating to education in English and Vietnamese?

- What implications are drawn for teaching and learning proverbs relating to education in English and Vietnamese?

1.4 Methods of the study

In order to achieve the aims given, the major method to be employed in the study is a descriptive one The descriptive method is used to describe in details the syntactic and semantic features through the examples proverbs relating to education collected from reference books, stories, novels, dictionaries and Internet websites Moreover, analysis method is used to point out the similarities or differences between English proverbs relating to education and Vietnamese ones Also, the contrastive and comparative methods are done to find out the similarities and differences between proverbs relating to education in English and Vietnamese Therefore, the considerations, remarks, consumptions, comments and conclusions in the thesis are mainly based on data analysis A number of data involving in proverbs relating to education in both English and Vietnamese publications are collected from textbooks, short stories, books on English and Vietnamese languages Data collected will then be analyzed in order to find out the similarities and differences between English and Vietnamese proverbs relating to education

1.5 Scope of the study

As proverbs are very broad topics under the constraint of time, experience and materials, the author cannot cover all kinds of proverbs but only focus on proverbs relating to education in English and Vietnamese in terms of syntactic and semantic features In addition, there are many Vietnamese proverbs as well as English proverbs about the topic “education”, it is impossible for the writer to mention all proverbs relating to education As a result, to serve for my study, all the collection of proverbs relating to education in English and Vietnamese are selected from some reliable dictionaries and reference books It is hoped that the outcome of this research thesis, to some extent, would be able to make a certain contribution to enhance the quality of teaching and learning English

1.6 Significance of the study

Theoretically, the study will make clear a full description of syntactic and semantic features of English and Vietnamese proverbs relating to education It contributes to the theory of proverbs and theory about phrase and sentence structures Thus, other researchers and linguistics could take it as a reliable reference to make further studies in this field

Practically, proverbs are used popularly in daily life, but so far, there have been no studies about this topic As a result, this research is conducted in an attempt

to provide Vietnamese learners with better mastering the use of syntactic and semantic features of English proverbs relating to education From these findings, Vietnamese learners of English will enhance knowledge about proverbs as well as apply this kind of proverbs in sensible ways in communication, thoroughly

understand, effectively and naturally use them in receptive and productive skills 1.7 Structure of the study

This graduation thesis is designed with four main chapters excluding the appendices and the references The first chapter “INTRODUCTION” outlines the background of the study In this chapter, a brief account of relevant information is provided about the rationale, aims and objectives, scopes, research questions, method, significant and structure of the study The second chapter, named LITERATURE REVIEW, gives a critical review of the previous studies relating to the proverbs relating to education, covers the syntactic and semantic features, presents a series of proverb related concepts ranging from definitions of proverbs, classification of proverbs, features of proverbs, and proverbs relating to education Chapter 3 is concerned with comparing the syntactic and semantic features of proverbs relating to education in English, and giving some implications The final chapter is the “CONCLUSION”, which provides the recapitulation, concluding remarks, limitations of the study and recommendations for further studies

Chapter 2: LITERARURE REVIEW

There are two main purposes in this chapter Firstly, it presents a review of previous studies relating to English and Vietnamese proverbs in general and proverbs relating to education in particular Secondly, its presents and discusses the theoriotal background which guide and inform this research

2.1 Previous studies

Proverb is an interesting topic, which has attracted many scholars all over the world There are some books whose authors mentioned some aspects of proverbs

“Proverbs and their lessons” written by Richard (1861) presents an important

survey of the origin, nature, distribution, meaning and significance of proverbs in

the English speaking world On the other hand, “American proverbs about women” by Kerschen (2012) is an examination of how women are treated by popular sayings that perpetuate folk wisdom “Linguistic and cultural characteristics of proverbs describing family relations in the German linguistic picture of the world” is presented by Alina Eduardovna Rakhimova, Albina

Fanilevna Mukhamadiarova, Fanuza Kharisovna Tarasova (2019) The authors aimed at filling the gaps existing in the already existed representation of the topic of family-related German proverbs’ functioning Notably, classification of family-related German proves and their close analyses according to the detected groups, explain peculiarities of inherited traditions correlated with family relations and their reflections in proverbs, dwell on the methodology of teaching German proverbs

Vietnamese proverbs also prove significantly in Vietnamese language, and several native linguists have been trying to collect them and to detect

their special peculiarities Nguyễn Lân (2002) compiled a dictionary “Từ điển thành ngữ- tục ngữ” which proverbs were both literally and figuratively explained

in the alphabetic order Nguyễn Đình Hùng (2007) is a writer of the book “Tuyển tập thành ngữ, tục ngữ, ca dao Việt- Anh thông dụng”, collected a number of

English proverbs and their Vietnamese equivalences, which were helpful for

learners of English Besides, Vũ Ngọc Phan (2002) wrote the book “ Tục ngữ, ca dao, dân ca Việt Nam” which is a collection of proverbs and folksongs in terms of

content and classifies them into many categories

Furthermore, several research papers have some relationship with various

aspects of proverbs A Study on Family- Related English and Vietnamese

Proverbs from Linguistic and Cultural Perspective ( Tran The Khoa, 2009,

VNU- ULIS) The author carried out the contrastive analysis of English and Vietnamese proverbs relating to family, thus the similarities and differences are drawn With the findings, the author stated some difficulties of learning English proverbs in general and raised the awareness of cultural related factors that should

be taken into consideration in the teaching and learning process

A Study on Marriage- Related English and Vietnamese Proverbs from Linguistic and Cultural Perspective (Trinh Thi Huong Giang, 2013, VNU-

ULIS) The study aimed at investigating the cultural features of English and Vietnamese proverbs about marriage Her study also focused on exploring the similarities and differences between English and Vietnamese proverbs about marriage

“Proverbs denoting family relationships in English and Vietnamese: A contrastive analysis and teaching implication” (Nguyen Thu Hien, 2014, VNU-

ULIS) The author focused on the similarities and differences of the proverbs denoting family relationship in English and Vietnamese have been drawn to provide

an overall understanding about the proverbs of the two languages

“ A study on linguistic and cultural features of words and phrases denoting cuisine in English with reference to their Vietnamese equivalent” ( Nguyen Thi

Thu, 2016, HOU) which carried out three main points: linguistic and cultural features of words and phrases denoting cuisine in English and Vietnamese cuisine and implications for teaching and learning English and Vietnamese cuisine This thesis helps teachers and learners know more some linguistic and cultural features

of English and Vietnamese words and phrases denoting cuisine

Furthermore, “ A contrastive study of English and Vietnamese proverbs about moral values of family relationships” (Nguyen Duc Long, 2017, HOU) is an

investigation which is compared and contrasted to find out the major similarities and differences between English and Vietnamese with respect to proverbs about moral values related to family relationships in terms of syntax and culture In addition, the study also gives some applications for the more efficient learning of English proverbs about moral values of family relationships by carrying out survey questionnaire

All in all, the above authors have presented every aspect related to proverbs

education so far, which makes the researcher devote herself to the study of this topic That is the reason why I attempt to investigate the syntactic and semantic features of proverbs relating to education in English and Vietnamese

The works on syntax had been written long before modern grammar official fixed and appeared In old times, syntax concept was ruled by a structure named by grammaire générale which was discovered by Antoine Arnauld in

“Grammaire Générale” in 1660 This framework states that human brain thinking

processes will reflect straightly into language As a result “there is a single, most natural way to express a thought” (Antoine, 1660)

The framwork lasts until the 19th centery which been replaced by the development of linguistics and by the argument of progressive linguists

They recognize that it is not true about the state “there is a single, most natural way to express a thought” because of the impact of internal and external

environment on human thinking And so the logic base for studying language’s structure had been denied (Bickerton, 1990)

It only became clear when linguists discovered and adapted modern theories

of syntax in the late 20th century The famous work “generative grammar” of

professor Noam Chomsky is considered as the most popular framework to

study and analyze about syntax with the main hypothesis that “language is a configuration of the human mind” and “syntax is based upon the component structure of sentences”, following the concept that syntax features certainly focus

on the arrangement of a sentence more than its communication purpose (Chomsky, 2002)

2.2.2 Overview of phrases

Phrase is a short group of two or more compound words arranged in a grammatical

construction and acting as a conceptual unit Richards (1987) defined a phrase as “a group of words which forms grammatical unit A phrase does not contain a finite

verb and does not have a subject- predicate structure” A phrase is a part of a

sentence It is a group of words within a sentence that does not contain both subject and verb and does not express a complete idea

Here is the example: He was a bag of bones

The part of above sentence “bag of bones” is a phrase because it does not

contain a subject or verb and does not express a complete idea A phrase does not include both subject and verb at the same time and does not make a complete sense, hence a phrase can not stand as a sentence on its own

In a phrase, the main word, or the word that is what the phrase is about, is called the head The other words in the phrase do the work of modifying the head According to Quirk and Greenbaum (1987), the common structure of phrases:

(Pre – Modifier) + Head + (Post – Modifier)

A modifier is an optional element in phrase structure A modifier is said to modify (change the meaning of) another element in the structure, on which it is dependent Modifiers may come before or after the modified element (the head), depending on the type of modifier and the rules of syntax for the language in question A modifier placed before the head is called a premodifier, one placed after the head is called a post modifier

According to Greenbaum, in the English Grammar (1996) there are five different kinds of phrase structures: noun phrases, verb phrases, adjective phrases, prepositional phrases and adverbial phrases which are presented below:

a Adjective phrases

According to Green Baum, in the English Grammar (1996), “the adjective phrase has as its head an adjective, which may be preceded by pre-modifiers and followed by post-modifiers." An adjective phrase does the work of an adjective They describe, modify, or give some information about a noun or a pronoun The adjective phrase in English has four functional constituents:

• Pre-modification, those modifying, describing, or qualifying constituents which

precede the head

• The head, which is an adjective or participle serving as the focus of the phrase

• Post-modification, that modifying constituent which follows the head

• Complementation, (the major subcategory of post modification here) that

constituent which follows any post-modification and completes the specification of

a meaning implied by the head To see some examples of adjective phrases, examine the table below

Table 2.1: Form of adjective phrases

(According to Greenbaum, in the English Grammar, 1996)

Functional

Constituents Pre-modifier Head Post-modifier

EXAMPLES

Happy Interested Indeed

So extremely Sweet

Quite Worried About the results of the text Unusually Sunny For this time of year

FORM

Adverb

b Noun phrases

According to Greenbaum (1996), the noun phrase has as its head a noun, a pronoun, a nominal adjective, or a numeral Like all phrases, the constituents of the English noun phrase can be analyzed into both functional constituents and formal constituents From a functional point of view, the noun phrase has four major components, occurring in a fixed order:

• The determinative, the constituent which determines the reference of the noun phrase in its linguistic or situational context

• Pre-modification, which comprises all the modifying or describing constituents before the head, other than the determiners

• The head, around which the other constituents cluster

• Post-modification, those which comprise all the modifying constituents placed after the head

Table 2.2: Form of Noun phrases

(According to Greenbaum, in the English Grammar,1996)

Function Determiner Pre-modifier Head Post-modifier

Tigers

Each Of the pupils

• The auxiliary, a grammatical morpheme carrying information about mood, tense, modality, and voice

• The main verb, a lexical morpheme carrying its lexical information and, usually,

an inflection Another way to illustrate some of the relationships between form and function in the verb phrase is presented in the following table

Table 2.3: Function and form of Verb phrases

(According to Greenbaum, in the English Grammar, 1996)

FORM Modal Perfect Progressive Passive Auxiliary

Support Main Verbs

d Prepositional phrases

Table 2.4: Form of Prepositional phrases

(According to Greenbaum, in the English Grammar, 1996)

After Running more than 500 miles in one week -ing clause

According to Greenbaum (1996), "a prepositional phrase consists of a preposition followed by a prepositional complement, which is characteristically a noun phrase or a wh-clause or V-ing clause." The prepositional phrase is a 'non

headed' construction in English since no one constituent functions as the center of the phrase, the center on which the other elements depend Instead, the structure is

divided into two functional components - the preposition followed by its complement In general, a prepositional phrase expresses a relationship between the complement of the preposition and some other constituent of the sentence Diagrammatically, the structure of the prepositional phrase looks like the following table that is found in the English prepositional phrase

2.2.3 Overview of sentence structures

The sentence is probably the most familiar of all grammatical terms People are introduced to it in the early school years, and it quickly becomes part of the linguistic awareness It might therefore be thought that sentences are early things to identify and define There are different ways to define a sentence but the writer prefers a traditional grammar-based definition There are many authors giving different definitions about English sentence

According to Alice Oshima & Ann Hogue (2006), they stated that: “The subject is a word or a group of words that name the person, thing, or place that a sentence is about It is usually a noun or a pronoun The predicate makes a statement about the subject It consists of a verb and its modifiers or complements The verb is the most important point of the predicate expressing an action or a state

of being.” Normally, the subject of the sentence, in word order of a statement,

stands before its verb predicate However, the order of the sentence can vary according to the types of sentences (statement, question, request, etc) Moreover, sentence structure (subject, verb, direct object, indirect object, adverb, subject complement, object complement) is used to form a sentence Here are the examples:

- Most people consider these books rather expensive.( In this sentence, most people

is the subject, the main verb is consider, these books is the object and rather expensive is the complement)

- You must put all the toys upstairs (In this sentence, you is the subject, the main

verb is must put, allthe toys is the object and upstairs is the adverb)

In Vietnam, according to Nguyễn Thiện Giáp (2008), “Sentence is the smallest unit

of language being capable of conveying a thing, an idea, a feeling or an emotion”

The definition shows two characteristics of the sentence In term of functionality, sentence is a unit being capable of declaration Thanks to this feature, it is possible

to distinguish the sentences from its lower rank (words) In term of structure, sentence is the smallest language unit For example, if people consider a paragraph,

or even an article, a chapter, a book are declarative units, these units are split into

several smaller units while the sentence is not split any more

According to Randolph Quirk (1985) there are four types of sentence: Simple, Compound Complex Compound-Complex

a Simple Sentences

Randolph Quirk (1985) stated that: “A simple sentence consists of a single independent clause with a subject and verb” A clause can stand alone as a sentence

has a subject and a verb It may also have other elements an object, a complement,

an adverbial Each element plays its part in the structure of a clause We can put the elements together to form different kinds of clauses

Table 2.5: The major clause types of simple sentences

(According to Randolph Quirk (1985))

- The subject of a sentence is a noun phrase

For example: My dad washed his car

- The object is also a noun phrase

For example: My dad washed his car

- A complement usually gives information about the subject of the sentence It can

be an adjective phrase or a noun phrase There are two types of complements:

+ SUBJECT COMPLEMENT: It relates to the subject of the clause:

For example: Everyone was very busy (who? Everyone)

Carol looks happy (Who? Carol)

Type Subject Verb Object Complement Adverbial

buliding

SVOO I Must send My parents an

anniversary card

SVOC Most students Have found her Reasonably

helpful

+ OBJECT COMPLEMENT: It relates to the object of the clause

For example: The Project kept everyone very busy (to whom? Everyone)

Carol found the game frustrating (what was frustrating? The game)

- An adverbial expresses an idea such as when, how or why something happens It

can be an adverb phrase, prepositional phrase or a noun phrase

b Compound Sentences

According to Randolph Quirk (1985), a compound sentence is composed of

at least two independent clauses It does not require a dependent clause The clauses

are joined by a coordinating conjunction (with or without a comma), a semicolon

that functions as a conjunction, a colon instead of a semicolon between two sentences when the second sentence explains or illustrates the first sentence and no coordinating conjunction is being used to connect the sentences, or a conjunctive adverb preceded by a semicolon A conjunction can be used to make a compound

sentence Conjunctions are words such as for, and, nor, but, or, yet, and so

Examples:

- I started on time, but I arrived late

- I will accept your offer or decline it; these are the two options

- The law was passed: from April 1, all cars would have to be tested

- The war was lost; consequently, the whole country was occupied

c Complex Sentences

According to Randolph Quirk (1985), complex sentences are two (or more) clauses joined together, but they are not joined by 'fan boys' (coordinating conjunctions) They are joined by subordinating conjunctions

These are subordinating conjunctions:

- After - "Your heart will break like mine, and you'll want only me after you've

gone" (Ella Fitzgerald)

- Although - "Although I've been here before, he's just too hard to ignore" (Amy

Winehouse)

- As - "As I walk through the valley of the shadow of death, I take a look at my life

and realize there's nothing left" (Coolio)

- As long as - "I don't care who you are, where you're from or what you did as long

as you love me" (Backstreet Boys)

- Because - "I'm everything I am because you loved me" (Celine Dion)

- Before - "Just call me angel of the morning, angel Just touch my

cheek before you leave me, baby" (Juice Newton)

- Even if - "Even if the sky is falling down, you'll be my only" (Jay Sean)

- If - "If you leave me now, you'll take away the biggest part of me" (Chicago)

- Once - "Once in a blue moon, something good comes along." (Van Morrison)

- Now that - "Baby, now that I've found you, I won't let you go" (Tony

Macaulay/John MacLeod)

- Since - "I guess I'll never be the same since I fell for you" (B.B King)

- Though - "Walk on through the rain though your dreams be tossed and blown"

(Rodgers and Hammerstein)

- Unless - "We're never going to survive unless we get a little crazy" (Seal)

- Until - "I'll keep on dreaming until my dreams come true." (Charlie Louvin)

- When - "When I see you smile, I can face the world" (Bad English)

- Where - "There's a light burning bright, showing me the way, but I

know where I've been" (Scott Wittman)

- While - "I look at the world, and I notice it's turning while my guitar gently

weeps" (The Beatles)

2.3 Semantics

According to M Breal (1890), semantics is the study of meaning in language It primarily focus on the correlation between the symbolic constituents of a sentence such as words and phrases and what they demonstrate for, their references First discovered by French linguist Michel Breal, the word semantics relates series of awareness from normal using to higher application In simple meaning, it describe a range of understanding which could carry out the world choice The difference between semantics and syntax is syntax is just an formal arrangement of constituents of a language without their own meanings, while semantics requires the critical meaning for every use of words

The purpose of semantics is to propose exact meanings of words and phrases, and remove confusion, which might lead the readers to believe a word has many possible meanings It makes a relationship between a word and the sentence through their meanings Besides, semantics enable the readers to explore a sense of the meaning because, if we remove or change the place of a single word from the sentence, it will change the entire meaning, or else the sentence will become

anomalous Hence, the sense relation inside a sentence is very important, as a single word does not carry any sense or meaning

Semantics is the recent addition to the English language Semantics is the philosophical and scientific study of meaning The word semantics is derived from the Greek verb ―semaino (to signify or to mean) Semantics is part of the larger study of signs, semiotics It is the part that deals with words as signs (symbols) and language as a system of signs (words as symbols) (Hipkiss, 1995)

Semantics has been variously described as the science of sign, of symbolic behavior or of communication-system It focuses on the scope of the term

"communication" There are certain concepts relevant to the investigation of all communication-systems, human and non-human, natural and artificial A signal is transmitted from a sender to a receiver (a group a receivers) along a channel of communication The signal will have a particular form and will convey a particular meaning (or message) The connection between the form of the signal and its meaning is established by what (in a rather general sense of the term) is commonly referred to semiotics as the code: the message is coded by the sender and decided by the receiver Semantics is one of branches of linguistics studying about the meaning, and it is considered as a major branch of linguistics devoted to the study

of meaning in language (Crystal, 1991) From this definition, we have to know what

is meant by meaning For thousand years, philosophers have been considering the meaning of meaning, speakers of a language can understand what is said to them and can produce strings of words that are meaningful to other speakers (Fromkin, 1983: 151)

Leech (1977) states that semantics (as the study of meaning) is central to the study of communication; and as communication becomes more and more a crucial factor in social organization, the need to understand it becomes more and more pressing Semantics is not only the center of communication study but also the center of the study of the human mindthought processes, cognition, conceptualization All these are intricately bound up with the way in which we classify and covey our experience of the world through language Lyons (1971)

states, “Semantics may be defined, initially and provisionally, as the study of meaning”

Akmajian (1979) says, “Semantics is generally considered to be the study of meaning (and related notions) in language, semantics is generally considered to be the study of reference (and related notions) in languages”

Hornby (1974: 789) defines, “Semantics is branch of linguistics concerned with studying the meaning of words and sentences”

Katz (1972:1) defines, “Semantics is the study of linguistic meaning It is concerned with what sentences and other linguistic objects express, not with the arrangement of their syntactic parts or with their pronunciation” It means that

generally the basic principle of semantics is about the meaning

All these definitions given above are different in some respect but principally semantics is a division of linguistics dealing with meaning of words, it is a study concerned with meaning of linguistics string It means that the study must be focused on what sentences or other linguistic objects express not to arrangement of their syntactic part of their grammatical form

2.4 An overview of proverbs

2.4.1 Definition of proverbs

Proverb, derived from the Latin word, Proverbium, is a simple and

concrete saying, popularly known and repeated, that expresses a truth based on common sense or the practical experience of humanity They are often metaphorical Proverbs are often borrowed from similar languages and cultures, and

sometimes come down to the present through more than one language (Wikipedia)

According to the Oxford English Dictionary (2001), a proverb is “a short pithy saying in common and recognized use; a concise sentence, often metaphorical or alternative in form, which is held to express some truth ascertained by experience or observation and familiar to all”

Proverb scholar Archer Taylor's defines proverbs in his "Proverb" as follows:

“The definition of a proverb is too difficult to repay the undertaking An incommunicable quality tells us this sentence is proverbial and that one is not Hence no definition will enable us to identify positively a sentence as proverbial… Let us be content with recognition that a proverb is a saying current among the folk”

Mieder (1993) has generalized definitions and build proverbs as: “Proverb is

a short, generally known sentence of the folk which contains wisdom, truth, morals,

and traditional views in a metaphorical, fixed, and memorable form and which is handed down from generation to generation”

The proverb scholar Wolfgang Mieder has concluded that cultures that treat

the Bible as their "major spiritual book contain between three hundred and five hundred proverbs that stem from the Bible." However, almost every culture has

examples of its own unique proverbs

In general, proverbs are defined to be “popular sayings which contain advice

or state a generally accepted truth Because most proverbs have their origins in oral tradition, they are generally worded in such a way as to be remembered easily and tend to change little from generation to generation, so much so that sometimes their specific meaning is no longer relevant.” (Readwritethink.org)

For instance, the proverb “penny wise, pound foolish” is a holdover from

when America was a British colony and used the pound as currency Proverbs have

a function as “folk wisdom,” (Readwritethink.org) therefore, they general advice

about how to act and live

In addition, they often strongly reflect the cultural values and physical environment from which they arise For example, island cultures such as Hawaii have proverbs about the sea Eastern cultures have proverbs about elephants, and American proverbs, many collected and published by Benjamin Franklin, are about hard work bringing success Proverbs are used to support arguments, to provide lessons and instruction, and to stress shared values

In other words, a proverb is understood "a phrase, saying, sentence, statement, or expression of the folk which contains above all wisdom, truth, morals, experience, lessons, and advice concerning life and which has been handed 15 down from generation to generation" (Proverbs Are Never out of Season 24)

Briefly, Oxford Advanced learner’s Dictionary explains, "Proverb is a short well-known sentence or phrase that states a general truth about life or gives advices."

For example:

Grasp all, lose all (tham thì thâm)

Diamond cuts diamond (vỏ quýt dày có móng tay nhọn)

However, in Vietnamese, the concept of proverb is a bit different

Vietnamese dictionary defines proverbs as "short statements, often expressed with

Vu Ngoc Phan (2000) considered proverbs as “a complete saying in which it expresses one idea of comment, experience, morality, justice, or criticism” whereas

Archer Taylor (1931) defined a proverb in more than 200 pages, and he concluded

that it was impossible to give a meaningful definition of it Taylor noted that “…an incommunicable quality tells us this sentence is proverbial and that one is not”

(1931) Even though there are different definitions of proverbs, they have something

in common Accordingly, proverbs are selected with meaningful sentences which play an important role in building people’s characters as well as educating people, especially children so as to draw useful more lessons We come to a conclusion that proverbs are educational sentences of wisdom

According to Dr Pham Van Binh in Hanoi National, "A proverb is a complete sentence expressing an idea of comment, of experience, of morality, of justice or of criticism draw from the human life"

For example:

Học thầy học bạn, vô hạn phong lưu

Dao có mài mới sắc, người có học mới nên

Although there is a little difference in the definitions of English and Vietnamese proverbs, proverbs are generally “used as a way of saying something gently, in a veiled way Other times, they are used to carry more weight in a discussion; a weak person is able to enlist the tradition of the ancestors to support his position Proverbs can also be used to simply make a conversation or discussion livelier.” (Obeng 1996)

A similar definition of Vietnamese proverbs is posted on wikiquote.org, an

online encyclopedia They noted that “Vietnamese proverbs are concise statements expressing deep thoughts, practical knowledge, and experience-based judgments, covering all aspects of Vietnamese life, and bearing some flavor of a particular culture.”

The study of proverbs has application in a number of fields Clearly, those who study folklore and literature are interested in them, but scholars from a variety

of fields have found ways to profitably incorporate the study proverbs For example, they have been used to study abstract reasoning of children, acculturation of immigrants, intelligence, the differing mental processes in mental illness, cultural themes, etc Proverbs have also been incorporated into the strategies of social workers, teachers, preachers, and even politicians In short, proverbs are concise

expression of experiences and wisdom of the ancient people passed down from generation to generation

2.4.2 Classification of proverbs

It is said that the work of classifying proverb is just hard as defining it Despite the foregoing constraint, scholars have attempted to categorize the proverbs There exists many different ways of proverb classification among liguists who have based on different categories as origin and meaning

Simpson/ Speake in the Oxford Concise of Proverbs (1998) ̣state that proverbs can be divided into three main types Those of the first type take the form

of abstract statements expressing general truth, such as Absence makes the heart fonder

Proverbs of the second type, which include many of the more colorful examples, use specific observations from everyday experience to make a point

which is general; for instance, “There is no rose without a thorn” The third type of

proverb comprises sayings from particular areas of traditional wisdom and folklore

In this category we have, for example, the health proverbs After dinner rest a while, after supper walk a mile In addition, there are traditional country proverbs which

relate to husbandry, the seasons, and the weather

Therefore, analyzing the proverbs according to the classification based on the subtopic is a very effective and interesting way When comparing the system of sub-topics of proverbs, it is not so hard to find the similarities and differences between social and cultural aspects of the English and Vietnamese communities This kind of classification is very popularly used in many books For example, Dictionary of proverbs by Fergusson (6000 proverbs, 188 subjects) and Tuc ngu Viet Nam (Hanoi, 1993) by Chu Xuan Dien (4100 proverbs, 73 subjects)

2.4.3 Features of proverbs

According to Readwritethink.org, the most frequently mentioned features of proverbs are:

- Proverbs are passed down through time with little change in form

- Proverbs often make use of grammatical and theoretical devices that help to make them memorable, including alliteration, rhyme, and parallel structure, repetition of key words or phrases, and strong imagery

- Proverbs are often used metaphorically and it is in understanding their

2.4.3.1 Semantic features

The meaning of proverbs is the main concern mentioned in this part According to Taylor (1994), it is very hard to work out the meaning of a proverb based on the separate word’s meaning in dictionary, even when the meaning of the word is clear, the meaning of a proverb can be a secret In terms of semantic peculiarities, this part focuses on listing some stylistic devices often used in proverbs namely simile, antithesis, metaphors, and hyperbole

- Simile as defined in the Oxford Advanced Learner Dictionary (1995) is a figure of speech involving the comparison of one thing with another thing of a different kind, used to make a description more emphatic or vivid In English simile

can be recognized via connective words such as “like”, “as”, “such as”, “as if”,

“seem”, “than” In Vietnamese, comparative markers are introduced by the words

“như”, “bằng”, “hệt”, “tựa”, “giống như”, “tày”…

- “Antithesis is a rhetorical or literary device in which an opposition or contrast of ideas is expressed” (Oxford Advanced Learners Dictionary -1995) Characteristic of antithesis in proverbs is that antithesis is generally formed by the objective antonyms in parallel form (“A misery father makes a prodigal son” and

“cha hà tiện, con hoang phí”)

- According to Wikipedia, metaphor is a literary figure of speech that describes a subject by asserting that it is, on some point of comparison, the same as another otherwise unrelated object Metaphor is a useful means of creating figurative images so English and Vietnamese people prefer using it in proverbs to

other stylistic devices.( Gần mực thì đen gần đèn thì rạng)

- Galperin (2001) states that hyperbole is exaggerated statements or claims not meant to be taken literally One of the common figures of speech in English and Vietnamese proverbs is hyperbole It is often confused with a simile or a metaphor because it often compares two objects An exaggeration is one different feature between a hyperbole and simile or a metaphor It may be used to evoke strong

feelings or creat a strong impression, but not to be taken literally (“Người roi voi búa”)

2.4.3.2 Syntactic features

As suggested in the theory about proverbs given by Mieder (2004), a proverb

is always articulated as a complete and comprehensive grammatically accurate statement This feature is discussed more in the next chapter Due to their simple

sentence structure and metaphorical language, in which rhetorical figures or symbolic characteristics such as alliterations, rhythm, rhyme, parallelism etc frequently occur, proverbs are fairly easy to memorize and easily retrievable from memory

- Alliteration is the occurrence of the same letter or sound at the beginning of adjacent or closely connected words (Oxforddictionaries.com) Apart from only a few rare initial sounds, all English and Vietnamese consonants present themselves

in proverbs with great frequency (“Choose a wife by your ears rather than by your eyes” or “Chồng tới vợ lui, chồng hòa vợ thuận”)

- A rhyme is a repetition of similar sounds in two or more words and is most often used in poetry and songs (Wikipedia.com).) Rhyme is also another important stylistic device in English and Vietnamese proverbs (“A good wife is a good prize”

or “Đói bụng chồng, hồng má vợ”) (Answers.reference.com)

- Parallelism is a way of writing that is balanced and rhythmical (Answers.reference.com) It gives structure and flow It is the use of words which are of equal strength in sound, to express ideas which are of equal importance in

thought “Uốn cây từ thuở còn non’’

2.4.4 Proverbs relating to education

Oxford dictionary defined “education” which is the act or process of

imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life

Education is the process of facilitating learning, or the acquisition

of knowledge, skills, values, beliefs, and habits Educational methods include teaching, training, storytelling, discussion and directed research Education frequently takes place under the guidance of educators; however learners can also educate themselves Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational

Education is the wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life

According to the Oxford Advanced Learner’s Dictionary (2000), Education

is defined as “a process of teaching, training and learning, especially in schools or colleges to improve knowledge and develop skills” Therefore, we can work out the

to or concerning the process of teaching, training and learning, especially in schools

or colleges to improve knowledge and develop skills Besides, proverbs of education are a special group in which the topics in proverbs sometimes have little

or no relation to teaching, training and learning in schools or in colleges This group

of proverbs consists of proverbs relating to experience from daily life

2.4.5 Proverbs and idioms

When studying the proverbs, the researcher got much confused to distinguish proverbs from idioms So in this part, the differences between them will be pointed

in the hope of helping the readers have more knowledge of proverbs Both idioms and proverbs are fixed and available language units which are picturesque, highly evocative and popularly used in communication However, idioms differ from proverbs in several ways First, in terms of syntax, an idiom is a fixed phrase whose meaning cannot be deduced from the meanings of its constituents while a proverb is

a complete sentence expressing one idea of comment, experience, morality, justice

or criticism Let’s see some examples as follows:

(1) pull one’s weight

(2) An apple a day keeps the doctor away

It can be seen that example (1) is an idiom because it is a fixed phrase which does not mean “put on one’s weight” It means using a lot of energy and effort to do something like in the sentence “If Sarah pulled her weight; she would easily be able

to complete her project on time.” However, example (2) is a proverb because it is a complete sentence which contains a message It is not just about the act of eating an apple that can keep a doctor away The message of the sentence is that we should try to pursue a healthy diet to stay healthy Furthermore, an idiom can be a part of a proverb This exists both in English and in Vietnamese:

(3) Một chữ là thầy, một ngày nên nghĩa

(4) Ignorance is bliss

We can see that “Một chữ nên thầy” and “Ignorance is bliss” are idioms

which belong to proverbs (3) and (4) respectively On the other hand, when studying the differences between proverbs and idioms, Nguyễn Đình Hùng (2007) focused on their literature functions According to his study, proverbs carry three main literature functions: aesthetic function, perception function and educational function whereas idioms bring only aesthetic function Let’s consider two examples for illustration below:

(5) Blood is thicker than water

(6) Get on like a house on fire

Example (5) concludes three literature functions The perception function helps the readers understand the loyalty and affection between members of the same family are much stronger than any other relationship Regarding educational function, it educates people to have awareness of sacred family relationships and then encourages them to live in harmony with family members The methods of exaggeration and symbolization used so as to attract the readers’ attention can be understood as the function of aesthetics Example (6) is an idiom expressing “get on extremely well with someone” It does not have the functions of perception as well

as education because it does not convey a comment, a piece of advice or a criticism

It just owns the aesthetic function which is performed by using simile Let’s have a look at table 1 that summarizes the distinguishing criteria between proverbs and idioms Features Idioms Proverbs Structural realization fixed phrases usually complete sentences Literature functions aesthetic function - aesthetic function - perception function - educational function Expression pure concepts general truths, comments, advices, experiences, criticisms… It is noteworthy that the boundaries

we have proposed are fuzzy in the sense that overlapping, to some extent, cannot be avoided Although different units are distinguished in the table, there are some exceptions that the boundary between proverbs and idioms is sometimes vague The unclear distinguishing between proverbs and idioms can be found in Vietnamese

more than in English “Khổ luyện thành tài”, for example, may be understood to be

both an idiom and a proverb If it is considered as a concept of inner and outer

stableness, it will be an idiom If people think “khổ luyện” will result in “thành tài”,

it will be a proverb because it shows the fact that the union and harmony inside will

create a concrete base of good relationships outside

2.5 English and Vietnamese cultural features

Language cannot exist without culture as its component Linguists have

different definitions of culture as follows According to Taylor (1974), “Culture, or civilization, taken in its broad, ethnographic sense, is that complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society” Trần Ngọc Thêm (1993) defined

“Culture includes all things that make this nation different from other ones” In fact,

backgrounds, customs, religious belief and different geography environment Therefore, the language that Vietnamese and English people use reflects their different lifestyles and thought

In the book “Cross-cultural communication”, Nguyễn Quang (1998) defined

culture as “a share background (for example, national, ethnic, religious) resulting from a common language and communication style, custom, beliefs, attitudes, and values Culture in this text does not refer to art, music, literature, food, clothing styles, and so on It refers to the informal and often hidden patterns of human interactions, expressions, and viewpoints that people in one culture share The hidden nature of culture has been compared to an iceberg, most of which is hidden underwater! Like the iceberg most of the influence of culture on an individual cannot be seen The part of culture that is exposed is not always that which creates cross-cultural difficulties; the hidden aspects of culture have significant effects on behavior and on interactions with others”

In “Notes toward the definition of culture”, Eliot, Thomas Stearns (2010) stated that “The culture will appear to be the product of the religion, or the product

of the culture” According to Kim Ann Zimmermann (2013), “Culture is the characteristics and knowledge of a particular group of people, encompassing language, religion, cuisine, social habits, music and arts” It defined culture as share patterns of behaviors and interactions, cognitive constructs and understanding that are learned by socialization Thus, it can be seen as the growth of a group identify fostered by social patterns unique to the group Based on theoretical perspectives and the cultural realities of English and Vietnamese one, it is easy to see that culture

is different from society to society and even from individual to individual

What is right in one culture may not be right in another culture England belongs to the Western country while Vietnam belongs to the Eastern one, so there are some differences of the culture between two countries Firstly, the difference of geography environment makes different cultures The West with the dry, cold climate and vast grasslands is suitable for animals, husbandry and it establishes the trend of nomadic life Therefore, Westerners in general and English people in particular, appreciate individualism and have ambition to conquer the nature Meanwhile, the East has the hot, humid climate and lot of delta which are good condition for cultivation Due to the influence of Eastern culture, Vietnamese people tend to live in harmony with their environment They have the great respect

for their communication which leads a flexible and harmonious life for them Therefore, in communication, Vietnamese people do not want to trouble anyone They always keep their inner feelings to remain a peaceful coexistence In England, they have a tendency to speak out nearly all personal problems and criticize frankly Secondly, Vietnamese civilization is considered “plant civilization” Among the countries in Southeast Asian region, Vietnam is believed to be the cradle of agricultural civilization Also, natural history surrounding the society forms Vietnamese cultural characteristics

For these reasons, Vietnamese products contain a various kinds of tropical

agricultural products such as: sắn dây, lá vông, cùm cụm, hắc hương, gừng, trần bì,

đu đủ, khoai lang, cà, kinh giới, rau sam, ầu tầu, khoai môn, chuối tiêu, hang mận, chuối hột, rau dền, cam quýt, dưa, củ cải, quả lê, giá đỗ, ngô, khoai, ect In

addition, one further different characteristic between English and Vietnamese is their traditional religion English people are Christians who believe in God In Vietnam, Buddhism is considered the most common religion The philosophies of Buddhism have affected Vietnamese people’s thought English people, with the origin of nomadic culture, have individual features that give them the will of independence and determination They are willing to face their failure and try to get another opportunity Nevertheless, Vietnamese people, with the origin of agricultural culture, usually have the enduring and stable life

In short, this part has described cultural features of English and Vietnamese The two patterns indicated above can show that the English culture is significantly different from Vietnamese one These two types of culture are almost contradictory Therefore, we can see that English and Vietnamese proverbs relating to education have different national cultural characteristics

2.6 Summary

In this chapter, the author has presented some previous studies about proverbs and given literature background and theoretical framework for analyzing and contrasting proverbs relating education in English and Vietnamese in terms of syntactic and semantic features Many definitions are presented in this chapter in order to clarify some grammatical issues as well as semantic features such as: proverbs, syntactic features, semantic features, types and some features of proverbs

in general and those of proverbs relating to education in particular

Chapter 3: SYNTACTIC AND SEMANTIC FEATURES OF PROVERBS RELATING TO EDUCATION IN ENGLISH AND VIETNAMESE

In this chapter, the study gives some syntactic and semantic features of the proverbs relating to education in English and in Vietnamese After that, It focuses

on collecting and analyzing the data to find out the similarities and differences between the proverbs relating to education of two languages

3.1 Syntactic features of proverbs relating to education in English and Vietnamese

3.1.1 Syntactic features of proverbs relating to education in English

It can be seen that English proverbs relating to education varies in phrase structures and sentence structures

Table 3.1: Syntactic features of phrase structures and sentence structures of proverbs relating to education in English

Syntactic features Number Percentage

(%)

Total Number Percentage