Nghiên cứu các kết hợp từ chứa động từ ‘go’ trong tiếng anh và tương đương trong tiếng việt

MINISTRY OF EDUCATION AND TRAING
PHENIKAA UNIVERSITY
KHOANG THI THUY TRANG

GRADUATION PAPER

A STUDY ON ENGLISH COLLOCATIONS CONTAINING
THE VERB ‘GO’ WITH REFERENCE TO THEIR
VIETNAMESE EQUIVALENTS

Student: Khoang Thi Thuy Trang
Student ID No: 19010281

Course: 2019 -2023

Field: English Language

Mode of study: Full-time

ENGLISH LANGUAGE

Supervisor: M.A. Luong Quynh Anh

Hanoi - 2023


MINISTRY OF EDUCATION AND TRAINING
PHENIKAA UNIVERSITY

GRADUATION PAPER

A STUDY ON ENGLISH COLLOCATIONS
CONTAINING THE VERB ‘GO’ WITH REFERENCE
TO THEIR VIETNAMESE EQUIVALENTS
(NGHIÊN CỨU CÁC KẾT HỢP TỪ CHỨA ĐỘNG TỪ
‘GO’ TRONG TIẾNG ANH VÀ TƯƠNG ĐƯƠNG TRONG
TIẾNG VIỆT)

Student: Khoang Thi Thuy Trang
Student ID No: 19010281

Course: 2019 -2023

Field: English Language

Mode of study: Full-time

Supervisor: M.A. Luong Quynh Anh

Hanoi – 2023








DECLARATION
I, Khoang Thi Thuy Trang - 19010281, certificate that no part of the above
report has been copied or reproduced by me from any other person’s work

without acknowledgements and that the report is originally written by me
under strict guidance of my supervisor.
Hanoi, 15th June, 2023
Supervisor

M.A. Luong Quynh Anh

Student

Khoang Thi Thuy Trang


i

ABSTRACT
Collocation is prevalent throughout the English language. No natural spoken or
written English is free of collocations (Oxford Collocations Dictionary for English
Students). For example, if you say, 'I want to take a shower' instead of 'fast
shower,' the natives will answer 'quick shower,' even though it means both a quick
shower and a quick shower, but no one says fast. They claimed that the entire
battery was brief. Or 'Fast car,' they will say 'fast car,' not 'quick car,' since it is a
predetermined phrase that fits together, so people always say 'fast car,' according
to habit. As a result, we must recognize the significance of collocations in everyday
life and writing. In this thesis, we will learn about collocation, precisely the word
'go' in it and uncover the similarities and contrasts between English and
Vietnamese to benefit readers and English learners alike.


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ACKNOWLEDGMENT
To complete the graduation thesis thoroughly, I must first express my gratitude to
Ms. Luong Quynh Anh for her assistance with this thesis.
I would also like to thank the school and my classmates for assisting in resolving
issues during the essay-writing process.
I hope this essay will help those who are studying collocations to learn more
effectively.


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TABLE OF CONTENTS
INTRODUCTION
1. Objectives of the study ..................................................................................... 1
2. Methods of the study ........................................................................................ 2
3. Contributions made by this study ..................................................................... 2
4. Limitations of the study ................................................................................... 3
5. Recommendations for further research ............................................................ 3
DEVELOPMENT
CHAPTER 1 OVERVIEW OF COLLOCATIONS (USING WORDS/
COMBINATION) IN ENGLISH ...................................................................... 5
1.1. Sematic features ............................................................................................ 5
1.2. A brief Description of Verbs ......................................................................... 5
1.3. What is a collocation? ................................................................................... 6
1.3.1. Definiton of Collocations ........................................................................... 6
1.3.2. Characteristics of Collocations .................................................................. 6
1.3.2.1 Arbitrary ................................................................................................... 6
1.3.2.2. Domain-dependent .................................................................................. 6
1.3.2.3. Recurrent ................................................................................................. 6
1.3.2.4. Cohesive lexical cluster........................................................................... 6

1.3.3. Classifications of collocation ..................................................................... 7
1.3.3.1. Adjectives and Adverbs .......................................................................... 7
1.3.3.2. Adjective and Noun ................................................................................ 8
1.3.3.3. Noun and Verb ....................................................................................... 8
1.3.3.4. Verbs and Expressions with Prepositions (phrasal verbs) ..................... 9
1.3.3.5. Verb and Adverb .................................................................................... 9
1.3.3.6. Noun and Noun (collective or emulsion nouns) ..................................... 9
1.3.3.7. Various Types of Terms .......................................................................... 10


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1.4. Summary .......................................................................................................
CHAPTER 2

SEMATIC FEATURES OF THE VERB ‘GO’ IN ENGLISH

AND VIETNAMESE EQUIVALENTS ........................................................... 12
2.1. Sematic features of the verb ‘go’ in English collocations ............................ 12
2.2. Semantic properties of the verb 'đi' in Vietnamese linguistic forms............. 16
2.3. Findings ......................................................................................................... 20
2.3.1 Type of language and Typographical features of the Vietnamese language
.............................................................................................................................. 20
2.3.1.1. Type of language ..................................................................................... 20
2.3.1.2. Typographical features of the Vietnamese language ............................. 20
2.3.2. Similarities and diffenounrences between English and Vietnamese ......... 21
2.3.2.1 syllable ..................................................................................................... 21
2.3.2.2. Accent ..................................................................................................... 22
2.3.2.3. Signs and Signs and the sound of intone................................................. 23
2.3.2.4. The connection between writing and reading ......................................... 25

2.3.2.5. Vowels..................................................................................................... 25
2.3.2.6. Consonants .............................................................................................. 25
2.3.2.7. Word structure ......................................................................................... 27
2.3.2.8. Various spellings of the term .................................................................. 28
2.3.2.9. Articles .................................................................................................... 29
2.3.2.10. Tenses of verbs ...................................................................................... 30
2.3.2.11. Order of words in a sentence ................................................................. 34
2.4. Summary ....................................................................................................... 34


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CHAPTER 3

THE DIFFICULTIES OF LEARNER WHEN LEARNING

COLLOCATIONS IN ENGLISH AND VIETNAMESE ............................... 36
3.1. The difficulties of learners when learning Collocation in Vietnamese and
English .................................................................................................................. 36
3.1.1. Difficulties in finding Vietnamese equivalents ......................................... 36
3.1.2. Difficulties in translating the idiomatic meaning of collocations with “go”
.............................................................................................................................. 37
3.2. Solutions ........................................................................................................ 37
CONCLUSION ................................................................................................... 38
REFERENCES .................................................................................................. 39
SOURCES OF THE DATA .............................................................................. 40


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LIST OF TABLES
Table 1.1: Comparing between natural English and unnatural English.
Table 2.1. Table of ways to combine common words (collocation) with "Go" in
English. Source: Oxford Collocations Dictionary for students of English.


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PART 1: INTRODUCTION
The current study focuses on the verb 'go' semantic properties in English
collocations and their Vietnamese equivalents. The main goal is to identify the
semantic elements of the verb 'go' in English collocations and the verb 'đi' in
Vietnamese collocations and then compare them. We also carried out some
problems based on the theoretical background, semantic features, and
similarities and differences between the two verbs in collocations in the hope
that this research will lead to effective ways to develop students' knowledge of
collocations with 'go,' 'đi' in particular, and other collocations in general. The
following are some of the conclusions reached:
1. Objectives of the study
This study had three key objectives:
1. Identifying the semantic properties of English verb 'go' collocations and
Vietnamese verb 'đi' collocations.
2. identifying parallels and differences between verb 'go' collocations in
English and verb 'đi' collocations in Vietnamese.
3. Outline a variety of obstacles that learners have when studying collocations,
as well as some advice for teaching and learning. We have attained the study's
objectives.
The findings reveal that the verbs 'go' and 'đi' in collocations have similar
general meanings: However, in Vietnamese collocations, the verb 'đi' appears
to have far more connotations than in English collocations. Furthermore,

several collocations containing 'go' have corresponding collocations in
Vietnamese and vice versa.
However, we must either employ the collocations with other verbs or explain
the meanings of these collocations in the target language. The poll findings
demonstrate that knowing individual words and their functions is insufficient
for achieving remarkable fluency in a second language. Understanding how


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words mix to form chunks is a linguistic requirement. Students are likely to
attain native-like competency in the language if they learn collocations.
However, teachers and students must pay more attention to teaching and
learning collocations. Collocations with 'go' are relatively common in English.
However, pupils continue to struggle with their use. To solve this problem,
teachers and learners should be fully aware of the importance of collocations,
raising the awareness of teaching and using collocations. Teachers should
create an environment in which students stand a good chance of being exposed
to learning and using collocations, especially in speaking and writing skills.
This can be done by creating collocation-related assignments for students and
emphasizing collocations in textbooks. And, to reduce mother tongue
interference, teachers should thoroughly explain the similarities and
differences while teaching a collocation with '' and vice versa. The same holds
for other collocations.
2. Methods of the study
Various strategies are employed to meet the objectives of this graduation paper.
Each step of the survey necessitates a different method. However, as the thesis
title suggests, the way that works best in this study is contrastive analysis. Only
by utilizing this strategy, in which English is regarded as the target language
and Vietnamese is used as a means of contrast, can the semantic characteristics

of the two verbs in collocations and their similarities and differences be
revealed.
3. Contributions made by this study
This study contributes some aspects to the collocation research for learners.
This paper is the first contribution to prior studies on collocations, particularly
the minimal analyses of collocations acquired by Vietnamese learners. Second,
this is the first study to do contrastive research on semantic characteristics of
the verb 'go' in English collocations and their Vietnamese equivalents.
Vietnamese learners commonly employ the verbs 'go' and 'đi'; consequently,


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understanding the semantic properties of these two verbs in collocations and
their similarities and differences can aid in the learners' vocabulary learning
process. Finally, the third contribution includes some learning solutions.
As a result, when studying collocations, these implications can be used as a
general framework or model for learners.
4. Limitations of the study
Many characteristics of the verb 'go' can be explored; however, this study
focuses solely on semantic features of the word 'go' in collocations.
The second drawback is the small number of collocations employed in this
study. Due to time limits, the author could not list all collocations involving
the two verbs to assist English teachers and students develop a complete
comprehension of these two verbs in collocations.
The final study limitation is related to time limits for the participants and the
researcher.
This study is confined to two collocation tests to assess the generation and
reception of collocations with the verb 'go' in particular and other collocations
in general, which may require more to make clear and precise conclusions.

The final limitation is due to the author's inadequate expertise. Hence this
thesis may contain flaws. As a result, all thoughts and comments from readers
would be appreciated.
5. Recommendations for further research this study
Due to the graduation paper's time constraints, limitations, and criteria, the
current study is only concerned with the semantic aspects of the two verb
collocations. Numerous additional elements need to be examined. As a result,
further research in the following areas is recommended:
First, the study should be conducted on both semantic and grammatical
characteristics of both verb collocations. Second, research should be conducted


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to analyze the verbs 'go' and 'đi,' as well as synonyms and idioms with both
verbs to provide teachers and English learners with an overall picture of the
similarities and differences between the two verbs.
Finally, more research on lexical and grammatical collocations of other words
should be conducted to investigate the mechanism of learners' acquisition of
collocations.


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PART 2: DEVELOPMENT
CHAPTER 1
OVERVIEW OF COLLOCATIONS (USING
WORDS/ COMBINATION) IN ENGLISH
1.1. Sematic features
A semantic juncture links a concept and a lexical item ('effeminate'

gesticulation' = 'actress'). It can be a component of any grammatical unit,
whether built up or not ('effeminate" gesture' =' the effeminate gesticulation' of
the actress').
One component of an expression's pretension is a different semantic juncture,
which is the required feeling or generalization bolstered. An expression's
vocabulary intention is proposed to emerge through contrasts and expressive
disagreements with other terms. Linguistics can use semantic features to show
how presentations that engage in unidentified characteristics can constitute the
indistinguishable semantic globe. Furthermore, swinging semantic aspects
reveal the first-ornateness insignificance of utterances.
For example, the elderly man and his offspring partake in the commonplace
commissaries murderous,'' collaboration, and ''manlike,'' and are therefore
allotted a semantic world of masculine people commerce. They contrast in
terms of 'growth' and 'adulthood,' each signifying something different.

1.2. A brief Description of Verbs
Verbs are statements that reveal an exploit (Carol), destiny (develop), or state
of being alive. A verb is required for almost every holding. A verb's
preliminary confirmation is known as its infinitive. Infinitives are used for the
configurations to sound off, admire, disintegrate, and come along. Almost all
verbs have two distinct involuntary structures known as bellowed participles.
Participles are structures used to offer various verb tenses (commonwealths
used to produce when an exploit occurred); they can also be used as adjectives.
The immediate participle is invariably followed by abandonment, treasure,
dismemberment, and coursing. (There is also a kidney of the noun, sounding


6

off a gerund that is self-same to the present participle form of a verb). The past

participle usually ends in ed. However, other former participles demand
disjointed homestretches such as vociferated, treasured, broken up, and got
along.
The past participle of one-time disturbed verbs is usually indistinguishable-ed
confirmation. Still, the previously worried is abnormal for multifold verbs. An
unnatural former rage is not usually the same as a multitudinous rage after
participles have been sounded off, appreciated, washed out, or progressed. In
the vestibules for transitive and intransitive verbs, the two essential types of
verbs, transitive and intransitive, are discussed.

1.3. What is a collocation?
1.3.1. Definiton of Collocations
The term in English refers to a natural mingling of closely related signs. Some
examples include 'compensate attention,' 'hasty chuck,' 'am complaint,' and
'earth-shattering machine.' Terms make it easy to avoid overused or
incomprehensible statements such as 'authentically,' 'great,' or 'beautiful' by
adopting various words that fit the circumstances and command a broad
relevance. By varying the frequent expression themes, counterfeit dopeheads
of the mom language can bear items corresponding to slapstick. Muses,
intelligencers, and advertising heavily travel this path.
Non-native English chairpersons may not speak terms that indigenous pens and
chairpersons regard as natural. In this situation, the adjective 'darkness'
collocates with 'chocolate' but not 'tea.'


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(Table 1.1. Comparing between natural English and unnatural English)

Natural English

Unnatural English

The fast train

The quick train

Quick meal

Quick food

A short shower

A fast shower

Make a mistake

Did a mistake

1.3.2. Characteristics of Collocations
Smadja [24] presents four features of collocation that are useful in Natural
Language Processing applications.
1.3.2.1 Arbitrary
This means not accepting any syntactical or semantic variation on collocation.
(Rigidity)
1.3.2.2. Domain-dependent
Word processing in a domain requires an understanding of related terms and
collocations in that domain. (Depends on the field of the text)
1.3.2.3. Recurrent
Collocations are word combinations that are repeated frequently in given
context. (Used repeatedly in a text)

1.3.2.4. Cohesive lexical cluster
This feature is understood as the occurrence of one or more words that usually
implies the occurrence of a collocation containing it. (A vocabulary)


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1.3.3. Classifications of collocation
It is consequential to extrapolate that the English mother tongue has a
considerable composition of tenures, but they all tumble into the supervening
arrangement. Of course, this accompaniment does not have enough elbow
room to list all practicable hitches, but afterward, we will argue how you can
master further. For the time being, there are many types of pitfalls for you to
lay down.
Adjective noun, noun-noun, verb noun, adverb adjective, verb prepositional
expression, and verb adverb are the six primary forms of words.
1.3.3.1. Adjectives and Adverbs
These stints are related to how you define a material as unique. Some
expressions could be utilized instead, but in English, we almost always
experience them this way. We happily advocated. When describing a joyful
conjugality, we always use the phrase happily wedded.
You would not expect to hear someone say something like 'joyfully espoused
them.' While that makes logical, and everyone would deduce what you
imported, it falls a little short of English moderators' awareness since they are
so used to the adverb and adjective phrase of' gladly espoused.'
Representatives of hitches with adverbs and adjectives are sweepingly aware,
gladly supported, substantially disputatious, principally efficacious, primarily
presuming, and largely money-spinners.
1.3.3.2. Adjective and Noun
Imagine an expressway most frequently characterized in English to designate

(adjective) individuality (noun). The veracious colloquialism is 'below is a
common or garden graphic respectable challenge - if you are stretching to point
out that anything has come along mistaken, also recounting personality that
you are facing a worthy difficulty.'


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Regardless, showing exceptional items as powerful sounds like a low-slung
idea if we recast the noun rather than the adjective. Bringing out you
commanded a handsome development' in response to that challenge would
sound unauthentic. So, you can see how some expressions work better together,
allowing us to cultivate harnesses to certify or identify them on that highway.
An inner detriment, internal journal, irreversible affliction, community
chronology, beget, necessary consequence, and critical allowance are
formulation representatives with adjectives and nouns.
1.3.3.3. Noun and Verb
They would extrapolate the denotation after sawed-off daydreaming on the
compilation's or listener's flank. Even so, when yelling or scratching, our
critical nonesuch should be there to master our juncture across, hands down.
Nonidentical representations of hitches with verbs and nouns attend an
appointment, forge on entertainment and matchups, advance on the underside,
hold a conflict, command an attack, possess a matchup, commemorate
sheltered, and commemorate histories.
1.3.3.4. Verbs and Expressions with Prepositions( phrasal verbs)
Despite its complexity, this is essentially a means of illustrating how
commodities produce. It goes into further detail than mentioning that someone
was ‘spooked,’ ‘recovered from,’ ‘concentrate on,’ ‘agree with,’ etc.
Here is an example of a phrase that combines these two terms. If you wanted
to know how notoriety was affected, you wouldn't expect to hear them say they

were "filled with horror," which indicates they were scared. However, by
combining the verb "filled" and the preposition "with," they were able to
convey their "horror" or "sweat." The terms "allow for," "apologize for," "ask
for," "object to," "supplicate against," and "prefer to" are instances of verbs
and prepositions in terms.
1.3.3.5. Verb and Adverb
A verb is the foundation of an expression, but an adverb is an expression itself.


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Cry frantically: If someone is apprehensive, they may call "cry hysterically,"
but you wouldn't expect to see someone cry or grin because such are unique
expressions.
Other verbs and adverb-based expressions include traveling far, going first,
traveling upwards, guessing, hitting hard, judging roughly, and knowing well.
1.3.3.6. Noun and Noun (Collective or emulsion nouns)
Once again, these nouns are most frequently joined to form phrases. Even if
they have a "sense of pride," if notoriety is proud of celebrities in a different
manner, it's easy to see how this doesn't work as well since it's not a commodity
we're used to seeing. Let us try changing the backup term.
Even if it makes theoretical sense, referring to people as experiencing a "sense
of shame" when ashamed of their behavior is uncommon. Credit unions, credit
offices, commercial finance, cabin diligence, and creation knowledge are
additional explanations of nouns and noun words.
1.3.3.7. Various types of terms
➢ Adverb and adverb: Nowhere near, pretty well, quite enough, right
away, only just, almost certainly.
➢ Adverb and verb: Completely destroy, fully understand, serious think,
thoroughly inspect, freely admit, badly damage.

➢ Adjective and preposition: Famous for, serious about, impressed by,
responsible for, disappointed in, independent of.
➢ Noun and preposition: Advantage of, Arguments for, Involvement with,
Participation in, Information on, Addiction to.
Terms case in rulings case of terms with prepositions at, in, on, to, with,
of.
▪ Some students think they should be less dependent on their families.
▪ Before you go to an interview, you should prepare a good suit. It will
help you make a good impression on your interviewer.