A Study On The Verb Get In The Novel To Kill A Mockingbird With Referrence English And Vietnamese.pdf

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HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION

GRADUATION PAPER FIELD: ENGLISH LINGUISTICS

A STUDY ON THE VERB "GET" IN THE NOVEL "TO KILL A MOCKINGBIRD" BY HARPER LEE AND ITS

EQUIVALENTS IN VIETNAMESE IN TERMS OF SEMANTICS AND SYNTAX

Supervisor: MA Le Thi Thanh Nga Student: Pham Thi Xoan Student number: 11320122

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HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION

GRADUATION PAPER FIELD: ENGLISH LINGUISTICS

A STUDY ON THE VERB "GET" IN THE NOVEL "TO KILL A MOCKINGBIRD" BY HARPER LEE AND ITS

EQUIVALENTS IN VIETNAMESE IN TERMS OF SEMANTICS AND SYNTAX

Student: Pham Thi Xoan Student number: 11320122 Supervisor: MA Le Thi Thanh Nga

Hung Yen – 2024

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DECLARATION

I verify that I am the originator of the research paper entitled "A study on the verb "GET" in the novel "To Kill a Mockingbird" by Harper Lee and its equivalents in Vietnamese in terms of Semantics and Syntax."

This thesis represents my independent research and has not been presented for a degree at any other educational establishment or university. Should it be discovered that this statement is false, I acknowledge that the university's regulations and policies may result in disciplinary measures and penalties being imposed.

Hung Yen, March 2024

Pham Thi Xoan

Approved by

SUPERVISOR

MA LE THI THANH NGA

DATE:……….

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ACKNOWLEDGEMENT

First of all, I would like to express my most profound appreciation to MA Le Thi Thanh Nga, my supervisor, for her invaluable guidance throughout the completion of this thesis. Her expert mentorship facilitated the successful culmination of this research and provided me with the solid groundwork for my future endeavors.

Furthermore, I would like to extend my sincere gratitude to all the esteemed faculty members at Hung Yen University of Technology and Education, whose guidance and teachings have equipped me with the necessary knowledge and skills to accomplish this thesis.

Lastly, I would like to express my heartfelt appreciation to my family and friends from class 113202, who have consistently supported my academic and personal pursuits. Their encouragement has been instrumental in my achievements, and I am truly grateful for their presence in my life.

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ABSTRACT

This research aims to examine the semantic and syntactic characteristics of the English verb "GET" and its Vietnamese equivalent in the novel "To Kill a Mockingbird" by Harper Lee. The study aims to achieve three main goals: (1) identify the syntactic and semantic features of the verb "GET" and its Vietnamese equivalent in the novel, (2) compare the similarities and differences between the English verb "GET" and its Vietnamese counterpart, and (3) give some recommendations for teaching, learning, and translating the verb "GET" into the target language.

This study adopts a descriptive research design and utilizes contrastive and componential analysis as the methodology. The analysis findings indicate that the verb "GET" shares an ordinary general meaning in both English and Vietnamese. However, the Vietnamese equivalent of "GET" appears to possess a broader range of meanings than its English counterpart. The implications of this study extend to language teaching, learning, and translation, as they guide effectively utilizing the verb "GET" in various contexts. Additionally, this research promotes awareness among language users regarding the distinctions between different verbs "GET" to enhance successful communication in real-life English interactions.

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1.1. Rationale of the study ... 1

1.2 Aims of the study ... 2

1.3 Research questions ... 2

1.4. Scope of the study ... 2

1.5. Methods of the study ... 3

1.6. Design of the study ... 3

CHAPTER II. LITERATURE REVIEW ... 5

2.1 Previous studies ... 5

2.2 Overview of syntax and semantic ... 6

2.2.1 Theoretical of syntax ... 6

2.2.2 Theoretical of semantic ... 9

2.3 Overview of English verbs ... 11

2.3.1 Definition of the English verbs ... 11

2.3.2 Classification of English verbs ... 12

2.4 Overview of Vietnamese verbs ... 16

2.4.1 Definition of Vietnamese verbs ... 16

2.4.2 Classification of Vietnamese Verbs... 17

2.5 Overview of the verb “get” ... 18

2.5.1 Syntactic features of the verb "get" ... 18

2.5.2 Semantic features of the verb "get" ... 21

2.6 Summary ... 25

CHAPTER III. THE STUDY ... 26

3.1 Methodology ... 26

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3.1.1 Methods of the research ... 26

3.1.2 Procedures ... 26

3.2 Overview of the work "To Kill A Mockingbird" ... 27

3.3 Findings and Discussion ... 28

3.3.1 The syntactic and semantic features of the English verb "get" in Harper Lee's novel "To Kill a Mockingbird" and its Vietnamese translation equivalents. ... 28

3.3.2 The similarities and differences between the English verb "get" in the novel" To Kill a Mockingbird" by Harper Lee and their Vietnamese translation versions ... 44

3.3.3 Some the suggestions for teaching, learning, and translating the verb "get" in English ... 53

3.4 Summary ... 56

CHAPTER IV. CONCLUSION ... 57

4.1 Summary of the study ... 57

4.2 Limitations of the study ... 58

4.3 Suggestions for further research ... 59

REFERENCES ... 60

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LIST OF TABLE

1. Table 1. Classification of Vietnamese verbs ………..20

2. Table 2. Summary of syntactic feature of the verb " get" and their Vietnamese equivalent ………22

3. Table 3. Summary of syntactic feature verb " get" and their Vietnamese equivalent ………23

4. Table 4. Summary of syntactic feature verb " get" and their Vietnamese equivalent ……….23

5. Table 5. Summary of syntactic feature verb "get" and their Vietnamese equivalent ……….24

6. Table 6. Summary of the meaning of the verb "get" ………28

7. Tables 7. Summary of phrasal verb of "get"……….29

8. Tables 8. Summary of idioms of verb “get”………..30

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CHAPTER I. INTRODUCTION 1.1. Rationale of the study

In the present era, English is widely recognized as the language associated with progress and technological advancements worldwide. However, mastering the English language poses challenges not only for native speakers but also for foreign learners. This difficulty arises due to the influence of their mother tongue on the learning process, including grammar, vocabulary, spelling, pronunciation, and more. A significant factor contributing to this challenge is the existence of words with multiple meanings, some of which can be vastly different. English verbs are categorized and grouped based on different methods and criteria. This classification assists us in not just gathering but also effectively utilizing them. Nevertheless, the fact that a single verb can possess multiple meanings leads to confusion among Vietnamese learners and English users.

The verb "GET" is widely used in English and has multiple meanings and usages. It is a versatile and frequently employed verb, making it an intriguing subject for linguistic investigation. By studying its usage in "To Kill a Mockingbird," the author can gain insights into its semantic and syntactic properties. The author assumes that the semantic features of these verbs reveal more complicated and exciting issues to linguists. Learning to interpret and express the idea with the verb get, and the confusion in the choice of words and their meaning is a difficult task for Vietnamese learners of English. Awareness of the meanings of these verbs will help learners better understand their usage, find English-Vietnamese and Vietnamese-English translational equivalents, and avoid producing word-for-word translation in language transfer.

Several studies have explored various types of verbs. However, the verb "get" has not yet been the subject of research. For these reasons, the author decided to

conduct the research titled "A Study on the Verb "GET" in the Novel "To Kill

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a Mockingbird" by Harper Lee and its Equivalents in Vietnamese in terms of Semantics and Syntax" with the expectation that the findings of this study will

help Vietnamese users and translators to achieve the exact usage and use it.

1.2 Aims of the study

The aims of the study are:

- To explore the syntactic and semantic features of the English verb "get" in Harper Lee's novel "To Kill a Mockingbird" and its Vietnamese translation equivalents.

- To find out the similarities and differences between the syntactic and semantic features of the English verb "get" in Harper Lee's novel "To Kill a Mockingbird" and its Vietnamese translation equivalents.

- To give suggestions in teaching, learning, and translating the verb ''get'' in

English

1.3 Research questions

1. What are the syntactic and semantic features of the English verb "get" concerning the Vietnamese equivalent in the novel" To Kill a Mockingbird" by Harper Lee?

2. What are the similarities and differences between the English verb "get" in the novel" To Kill a Mockingbird" by Harper Lee and their Vietnamese translation versions?

3. What are the suggestions for teaching, learning, and translating the verb "get" in English?

1.4. Scope of the study

This study examines the syntactic and semantic characteristics of the English verb "GET" in part 2 (from chapter 12 to chapter 26) of the novel "To Kill a Mockingbird" by Harper Lee. Because of time constraints, the author will only focus on studying the verb "get" in part 2 of the work "To Kill A Mockingbird".

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In part 2, there are more than 60 of the verbs "get” studied in this thesis. The corresponding Vietnamese equivalents will be further explored by analyzing English and Vietnamese examples in various contexts. The comprehensive analysis and understanding of the verb "GET" will significantly contribute to English language learning and teaching in Vietnam in terms of its syntactic and semantic features.

1.5. Methods of the study

This study focuses on searching extensive literature which involves reviewing relevant sources such as the novel "To Kill a Mockingbird" by Harper Lee. The objective was to gain a thorough understanding of the usage of the verb "get" within the context of the novel. After collecting the necessary literature, the analysis phase commenced. The analysis primarily focused on two aspects: semantics and syntax. Finally, find out the similarities and differences in the semantics and syntax of the verb "get" and give recommendations in teaching and learning, translating the verb "get".

1.6. Design of the study

Chapter I: Introduction: Indicates the rationale of the study, aims of the study,

research questions of the study, scope of the study, methods of the study, and design of the study.

Chapter II: Literature Review: This chapter conducts a comprehensive review

of relevant literature. It includes studies on the verb "get," semantics, syntax, and translation theory. This review provides a theoretical framework for the analysis and establishes the gaps in current knowledge the study aims to address.

Chapter III: The study: A detailed examination of the semantic nuances of the

English verb "GET" in the context of "To Kill a Mockingbird." Analyze the syntactic structure in which "GET" appears in English sentences in the novel.

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Compare the syntactic and semantic structures of " get " verbs with their Vietnamese equivalents.

Chapter IV: Conclusion: Summary of the research, the study's limitations, and

suggestions for future studies

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CHAPTER II. LITERATURE REVIEW 2.1 Previous studies

Until now, several studies have been conducted on various types of verbs in English and Vietnamese. Throughout the history of linguistics, different perspectives on the syntactic and semantic aspects of verbs have been presented. For instance, Dixon, R. M. W. (1991) described different periods. The verb "get" has been examined in English grammar from a semantic standpoint, as demonstrated. Furthermore, Kenneth Beare (2006) emphasized that the verb "get" is used in various senses in English, which can sometimes lead to confusion. On the other hand, Palmer, F. R. (1981) presents that verbs are categorized into seven primary semantic domains, although it is common for many verbs to have multiple meanings.

In Vietnam, Nguyễn Kim Thản (1977) discussed the creation and categorization of Vietnamese verbs. Additionally, several studies have examined the semantic and lexical characteristics of verbs. For instance, numerous studies have

concentrated on specific groups of verbs. Dang Thi Thuy Van (2010). Form and meaning of the lexical verb "get" and Vietnamese equivalent, M.A. Thesis, Hanoi. Nguyen Thi Khanh (2018). Syntactic and semantic features of the English verb " TAKE" in the novel " The Old Man and the Sea" and " For Whom the Bell Tolls" by Ernest Hemingway concerning its Vietnamese equivalents, M.A. Thesis, Hanoi. Nguyen Thi Le Thuy (2013). "GET" phrasal verbs in terms of syntactic and semantic features concerning Vietnamese equivalents, M.A.Thesis, Hanoi. Le Bich Diep (2018). Syntactic and semantic features of the English verb "GET" concerning their Vietnamese equivalents in the novel "Vanity Fair" by W.M. Thackeray, M.A. Thesis, Hanoi.

While the studies mentioned extensively discuss the syntactic and semantic characteristics of the verb "get" generally, the correlation between English and

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Vietnamese remains unexplored, particularly in Harper Lee's novel "To Kill a Mockingbird." Furthermore, the implications for teaching and learning the verb "get" from English to Vietnamese have not been implemented. Consequently, this research investigates the verb "get" elucidating its syntactic and semantic attributes as depicted in Harper Lee's "To Kill a Mockingbird."

2.2 Overview of syntax and semantic 2.2.1 Theoretical of syntax

2.2.1.1 Definition

Chomsky, N, (1957) stated that syntax is the investigation into the rules and methodologies governing the construction of sentences within a specific language. Syntax primarily focuses on the relationship between words and the arrangement

of words within a language.

Burton-Roberts (1998) described syntax as the examination of how the components of sentences are structured, arranged, and organized. In essence, it involves understanding sentences' composition or the structural makeup.

According to Carnie, A. (2001), syntax is the study of how words and other language elements are arranged and combined to create meaning in the context of language. Syntax focuses on determining the structure of sentences and understanding how these components interact to create linguistic meaning.

As a result, syntax is the study of the rules and methods that govern the construction of sentences in a particular language. It mainly focuses on the relationships between words and how words are arranged in a language. Syntax, therefore, deals with the grammatical principles that regulate how phrases and sentences are composed. As a result, syntactic specificity suggests that it is an essential tool in generating reasonable linguistic structures.

2.2.1.2 Features of syntax

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Chomsky (1957) divided the functions of syntax into 3 types: phrases, clauses, and sentences. Chomsky's categorization emphasizes the hierarchical organization of language. Phrases constitute smaller units within a sentence, while clauses and sentences represent larger structures.

A. Phrases

Hornby (1995, p. 86) stated that a phrase is a group of words that lacks a verb, especially within a sentence. Therefore, a phrase is a cohesive structure consisting of multiple words that function together within a clause or sentence. In English, there are five distinct types of phrases: noun phrases, adjective phrases, adverb phrases, verb phrases, and prepositional phrases.

Noun Phrase: A group of words centered around a noun or pronoun, functioning

as a subject, object, or complement in a sentence.

Verb Phrase: A group of words centered around a verb, including auxiliary verbs,

adverbs, or complements, expressing the action or state in a sentence.

Adjective Phrase: A group of words centered around an adjective, modifying a

noun or pronoun in a sentence.

Adverb Phrase: A group of words centered around an adverb, modifying a verb,

adjective, or another adverb in a sentence.

Prepositional Phrase: A prepositional phrase is a construction formed by a

preposition and its object that it modifies. The object of the prepositional phrase

can be a clause, a gerund, or a noun. B. Clauses

According to the definitions provided by the Cambridge Dictionary, a clause is a group of words that includes both a subject and a verb in a finite form. Similarly, as stated in the Oxford Learner's Dictionary, a clause is a combination of words that collectively form a sentence or a part of a sentence, and it consists of a subject and a verb.

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Noun clause: Altenberg and Vago (2010) defined a noun clause as a dependent

clause that functions as a noun phrase within a main sentence.

Adverbial clause: According to Altenberg and Vago (2010, p. 218) stated that an

adverbial clause is characterized as a subordinate clause that provides additional information about a verb, adjective, or another adverb.

Adjectival clause: According to Altenberg and Vago (2010, p. 221) an adjectival

clause can be defined as a subordinate clause that offers specific details or information about a noun phrase in the main clause.

C. Sentences

According to Hornby (1995, p.171), a sentence is a compilation of words that

conveys a statement, a question, or a command. Typically, a sentence begins with a capital letter, includes a subject and a verb, and concludes with a period or other similar punctuation marks. On the other hand, Bornstein (1977, p.245) argues that "Most traditional grammars define a sentence as a group of words that expresses a complete thought and contains both a subject and a predicate."

When the writer analyzes a sentence based on its structure, the author are describing it in terms of how its components are organized. Within this classification, there are four types of sentences.

Simple sentence: These are sentences that consist of a single independent clause,

which means they contain a subject and a predicate and express a complete thought. Simple sentences are straightforward and concise.

Complex sentence: A complex sentence is formed by incorporating one or more

subordinate clauses (dependent clauses) into the main clause (independent clause) using conjunctions or relative pronouns. A dependent clause cannot stand alone as a complete sentence, whereas an independent clause can.

Compound sentence: These sentences consist of two or more independent

clauses joined together by coordinating conjunctions (such as "and," "but," "or,"

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"nor," "for," "yet," or "so") and a comma or a semicolon. Each independent clause in a compound sentence could stand alone as a separate sentence.

Compound-complex sentence: a type of sentence that contains at least two

independent clauses and one or more dependent clauses.

2.2.2 Theoretical of semantic 2.2.2.1 Definition

Semantic is the field of inquiry that focuses on the understanding and analysis of meaning. It encompasses the examination and interpretation of the significance and implications of words, symbols, and the structure of sentences. Lyons, J. (1977) stated that semantics is the study of meaning, of what is expressed, and the meaning of what is expressed by linguistic structures.

Fitch, W.T. (2010) defined semantics as an aspect of language and communication concerned with the meaning of words, sentence structures, and linguistic units. Others, as well as how they interact with each other, create comprehensive meaning. This definition can focus on how meaning is conveyed and understood through language in the process of communication and conveying information. Crystal, D. (1992) defined semantics as the investigation of meaning within language. Structural semantics applies the principles of structural linguistics to the examination of meaning, focusing on semantic relations, such as synonymy and antonymy. In the context of generative grammar, the semantic component plays a significant role in the overall organization of grammar, assigning semantic representations to sentences and analyzing the semantic characteristics of lexical items. The theory of semantic fields perceives vocabulary as organized into distinct domains, where words or lexical items interconnect and mutually define one another.

In contrast, John, S. (2016) characterized semantics as examining meaning conveyed through language. He further explains that modern linguistics has

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revealed that language users possess distinct forms of linguistic knowledge, encompassing pronunciation, sentence construction, and understanding individual word and sentence meanings.

Semantics is widely known as a field of study in linguistics and science that focuses on understanding and analyzing the meaning of language. It involves studying how words, symbols, and sentence structures convey meaning and their meaningful interactions in different contexts.

b. Connotative meaning

Leech (1985, p.12) defined connotative meaning as the value that an expression holds beyond its strictly conceptual contents. In contrast, Kreidler (1998, p.45) suggests that connotation refers to the personal aspect of meaning, encompassing the emotional associations evoked by a word.

c. Affective meaning

Leech (1985, p.15) described affective meaning as a form of language that expresses the inner emotions and sentiments of the speaker or writer. It encompasses their personal feelings towards the audience or the subject of their discourse

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d. Stylistic meaning

Stylistic meaning or social meaning, Leech (1985, p.14) referred to the information conveyed about the social context of language use through various linguistic elements such as pronunciation variations, phrases, or sentences.

e. Collocative meaning

As described by Leech (1985, p.17) refers to the connections that a word establishes with the meanings of other words that frequently occur together in its context. It pertains to the associations formed by a word due to its consistent and habitual co-occurrence with specific types of words.

f. Reflected meaning

Leech (1985, p.16), reflected meaning arises when a word has multiple conceptual

meanings and is employed in certain contexts or responses. It suggests that reflected meaning can be understood as an implicit indication conveyed through language usage. Leech (1985, pp.16-17) pointed out that the usage of words with taboo meanings serves as a prominent example of situations where reflected meaning emerges due to the strong emotional connotations associated with them.

g. Thematic meaning

Leech (1985, p.19) pointed out that the message conveyed by a speaker or writer through the organization of words, including their focus, order, and emphasis. While active and passive voices share similar concepts, they possess distinct characteristics.

2.3 Overview of English verbs

2.3.1 Definition of the English verbs

As previously stated, verbs play a crucial role in sentences. Due to the intricate nature of verbal characteristics and the abundance of extensive publications that extensively delve into their characteristics, this section of the thesis partially aims to depict verbal characteristics and verb behavior.

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The opening short definition of a verb from the Oxford Advanced Learner's

Dictionary (2015), a verb is "a group or a group of words that expresses an action, an event, or a state".

According to Merriam-webster.com, "Verb is a word that characteristically is the

grammatical center of a predicate and expresses an act, occurrence, or mode of being, that in various languages is inflected for agreement with the subject, for tense, for voice, for mood, or aspect, and that typically has full descriptive meaning and characterizing quality but is sometimes nearly devoid of these especially when used as an auxiliary or linking verb".

Cambridge dictionary.com states, "Verb is a word which occurs as part of the predicate of a sentence: carries markers of grammatical categories such as tense, aspect, person, number, and mood; and refers to an action or state"

In conclusion, the author can understand that verbs are a fundamental part of the language that plays a vital role in expressing actions, events, or states. It serves as the central component of a predicate, the part of a sentence providing information about the subject. Verbs can convey a wide range of actions, such as running, eating, speaking, or thinking, as well as events and states, such as sleeping, existing, or feeling.

2.3.2 Classification of English verbs

Based on R. Quirk et al. (1985), Classify verbs into complementation, meanings, and functions.

a. Classification of Verbs according to their complementation

According to R. Quirk et al. (1985), verbs are classified into two types: intensive verbs and extensive verbs.

(i) Intensive verbs

Intensive verbs, also known as copular verbs, typically come after a noun, noun phrase, adjective, or prepositional phrase. Their purpose is to describe the subject,

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emphasizing the subject alone. Intensive verbs are found in the sentence structures "subject + verb + complement" or "subject + verb + adjective." The words or phrases that follow an intensive verb act as the subject complement, applying to the subject rather than the verb. Let us examine the following illustrations for further clarification:

Your dinner seems ready (SVC)

My office is in the next building. (SVA)

(Quirk, Randolph, 1985: p.721) An intensive verb does not require an object. Its role is to establish the connection between the subject and the subject complement. The verb is a "popular" or linking verb in sentences with a subject complement.

There are two subcategories of intensive verbs:

Current intensive verbs: These include verbs such as "be," "appear," "look,"

"feel," "remain," "keep," and others. In the sentence structure "subject + verb + complement (SVC)," these verbs describe the subject.

For example: Her rug is too small for her living room. (SVC)

(E. Warriner, J & Graham, L.S. 1980: p.108)

Resulting intensive verbs: These include verbs like "become," "come," "get,"

"go," "grow," "turn," and more. In the sentence structure "subject + verb + object (SVO)," these verbs indicate a change or transformation in the subject.

For example: She grew tired of his complaints. (SVO)

(E. Warriner, J & Graham, L.S. 1980: p.108) These subgroups of intensive verbs describe the subject and express the relationship between the subject and the complement or object in the sentence.

(ii) Extensive verbs

Extensive verbs encompass the majority of other verbs that do not have a subject complement. These verbs are employed to describe the actions or activities

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performed by the subject. Unlike intensive verbs, extensive verbs broaden the scope of information beyond the subject. The words or phrases that follow an extensive verb function as the object of the verb, applying to the verb itself rather than the subject.

For example,

He stayed reticent.

(Quirk, Randolph, 1985: p.55) Extensive verbs include three small types: monotransitive, complex transitive, and ditransitive.

Ditransitive verbs require a subject and two objects, following the structure "S V O O". These objects can be termed direct and indirect objects or primary and secondary objects, as illustrated in the examples below, based on specific linguistic principles.

For example:

I must send my parents an anniversary card. (SVOO)

(Quirk, Randolph, 1985: p.721) In contrast, mono-transitive verbs take only one object and appear in the structure "S V O".

For example:

That lecture bored me. (SVO)

(Quirk, Randolph, 1985: p.721)

Complex transitive verbs necessitate a direct object and another object or an object

complement. These verbs are found in the sentence structures "subject + verb + direct object + object complement (SVOC)" or "subject + verb + direct object + object adjective (SVOA)." In a complex transitive construction, the object complement serves to identify a quality or attribute associated with the direct object.

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For example:

Most students have found they are reasonably helpful (SVOC) You can put the dish on the table. (SVOA)

(Quirk, Randolph, 1985: p.721) Verbs play a role in a sentence by expressing actions or states. Finite verbs specify these actions or states within a particular time frame. Past, present or future. While also matching the tense and subject of the sentence. A sentence is considered complete when it contains a verb.

Additionally, verbs establish the link between the subject and the object. This relationship holds in commands, though the subject and object are implied. For example, in the directive "Go!" both the subject (you) and the action (away) are implied based on context.

B. Classification by their meanings

Regarding their meanings, verbs can be classified based on whether they allow for the aspectual contrast between "progressive" and "non-progressive."

1. Dynamic Verbs: These verbs express actions or processes that can be observed as ongoing or changing over time. They readily admit the progressive aspect. Examples include "run," "eat," "write," "sing," and "study."

2. Stative Verbs: These verbs express states, conditions, or static or unchanging situations. They do not readily admit the progressive aspect. Examples include "know," "believe," "like," "own," and "seem."

It is common for most verbs to be dynamic, meaning they can be used in progressive and non-progressive forms. However, some verbs are predominantly stative and do not typically appear in progressive forms. While stative verbs usually do not allow the progressive aspect, there are exceptions where they can be used dynamically in specific contexts.

C. Classified by their Functions

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According to V.D. Quang (2006, p.16) argued that verbs can be classified based on the functions performed by the elements in the verb phrase:

Regular Verbs: These verbs follow a standard pattern for forming past tense and

past participle forms by adding "-ed" to the base form. They are predictable and consistent in their conjugation.

Irregular Verbs: Unlike regular verbs, irregular verbs do not follow a consistent

pattern for forming past tense and past participle forms. They have various irregular forms.

Lexical Verbs: These are the main verbs in a sentence that carry the primary

meaning or action. They encompass both regular and irregular verbs.

Semi-auxiliary Verbs: These verbs partially function as auxiliary verbs and

partially as main verbs.

Auxiliary Verbs: These verbs express the mood or attitude of the speaker towards

the action or state expressed by the main verb. They include "will," "would," "shall," "should," "may," "might," "ought to," "must," "can," and "could." These verbs often indicate possibility, obligation, permission, or ability.

Primary Auxiliaries: These verbs include "do," "have," and "be," which are used

to form tenses, questions, negatives, and emphasis.

Modal Auxiliaries: Modal verbs express modality, indicating necessity,

possibility, permission, or ability.

2.4 Overview of Vietnamese verbs 2.4.1 Definition of Vietnamese verbs

Huu Quynh (1980) described that a verb is defined as a word that represents an action, behavior, idea, emotion, state, or development of a state. Unlike English verbs, Vietnamese verbs do not agree with other parts of speech in terms of number, person, gender, mood, voice, or tense.

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Furthermore, Nguyen Kim Than (1977) supposed that A verb is a type of word used to describe the action, state, change, process, or existence of a person, thing, or event in a sentence, and words such as đã, đang, vừa, mới, sẽ, etc. indicate aspect and time. These words indicate the execution or completion of an action within a specific time frame, and their usage falls within the realm of sentence structures.

2.4.2 Classification of Vietnamese Verbs

Similar to all languages, Vietnamese verbs can be classified in various ways, according to D.Q. Ban and H.V. Thung (1992, p.91) stated that Vietnamese verbs can be categorized into two main types: standalone verbs (động từ độc lập) and non-standalone verbs (động từ không độc lập). Under these main types, they can be further divided based on several factors. The specific classifications and their corresponding factors are summarized in the following table:

Table 1. Classification of Vietnamese verbs

Classification of verbs Examples Meaning conveyed

Independent

Modal

có thể, khơng thể,… ability định, toan, dám,…. will mong, muốn, ước,… expect

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giống, khác,… comparison

Dependent

By adjunct

viết, đánh, đi, … action yêu, ghét, thích,… state

By notional words followed

ngồi, đứng, nằm, lăn,…

Action (notional words needn’t be required)

(-> intransitive verb) đánh,trồng,tặng,

gửi,…

action (notional words are usually required)

(-> monotransitive verbs or ditransitive verbs)

Source: Diep Quang Ban & Hoang Van Thung, Vietnamese Grammar, p100

2.5 Overview of the verb “get”

2.5.1 Syntactic features of the verb "get"

A, The verb "get" is both a direct and indirect object construction

- In the case of being a ditransitive verb, "get" allows for the inclusion of both a

direct and indirect object. Generally, the indirect object, which often refers to a person, is placed before the direct object.

For example:

[1] You can get yourself the basic model for $100.

Bạn có thể mua cho mình mẫu cơ bản với giá 100 USD.

oxfordlearnersdictionaries.com The pattern S + get + O + O can be contrasted by the Vietnamese structure in the table below:

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Table 2. Summary of syntactic feature of the verb "get" and their Vietnamese equivalent

English S + get + Noun Phrase + Noun Phrase

Vietnamese S+ làm cho/ chuẩn bị/mua cho/ lấy cho + ai+ Noun Phrase

B, The verb "get" is used as adjectives constructions

-The verb "get" can express various meanings when used with adjectives, and sometimes it is omitted in Vietnamese.

For example:

[2] I get the impression that he is bored with his job.

Tơi bắt đầu có ấn tượng rằng anh ta dần cảm thấy chán nản với công việc.

oxfordlearnersdictionaries.com

The table below summarizes all the cases with type SVC in which the verb get is

followed by complement and their Vietnamese equivalents:

Table 3. Summary of syntactic feature verb "get" and their Vietnamese equivalent

participle

C, The verb “get” is used as complement constructions

- The complement in this type allows an adjective or a non-finite clause, which disallows the genitive.

Table 4. Summary of syntactic feature verb "get" and their Vietnamese equivalent

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Nhờ/sai/thuyết phục/làm cho… + ai + V( làm gì/bị…) For example:

[3] I often have to work at the weekend to get everything done.

Tôi thường phải làm việc vào cuối tuần để làm cho xong mọi thứ.

oxfordlearnersdictionaries.com

D, The verb "get" is used as adverbial phrase constructions.

Table 5. Summary of syntactic feature verb "get" and their Vietnamese equivalent

English S + get + Adverbial Phrase Vietnamese S + tới/ đến + Adverbial Phrase For example:

[4] He didn’t realize that he had lost it till he got home.

Anh ta đã khơng nhận ra rằng mình đã mất nó cho đến lúc về nhà.

oxfordlearnersdictionaries.com - With an object, this structure usually means "make somebody/something more." For example:

[5] He got himself into trouble. Chàng tự đưa mình vào trịng.

oxfordlearnersdictionaries.com - It is uncommon for "get" to stand alone as an intransitive verb in SV constructions.

For example:

[6] Do not ask, you don't get it.

Đừng hỏi nữa, anh không hiểu đâu.

oxfordlearnersdictionaries.com

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2.5.2 Semantic features of the verb "get"

As stated in the introduction, the verb "get" is widely used in English. Through the process of gathering, combining, and examining information from various sources, the overall significance of the verb "get" can be categorized into the following basic groups:

• The semantic meaning of the verb "get" (i)To receive or obtain something

The Oxford Advanced Learner's Dictionary (2015, p.494) states the word "get" denotes the act of receiving or obtaining something and achieving or being awarded a specific grade or degree classification in an examination. Furthermore, according to Wiktionary, it is a verb that signifies an individual acquiring, receiving, earning, or being given something.

For instance:

[1] I got a call from Dave this morning.

Tôi vừa nhận được cuội gọi từ Dave vào sáng nay.

oxfordlearnersdictionaries.com

(ii)To fetch something

This definition pertains to traveling to a location and returning with someone or something. Presented below are a few illustrations:

(iii)To catch illness

This situation resembles being afflicted by an illness or experiencing pain or distress.

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For examples:

[3] I got food poisoning at that cheap little seafood restaurant. Tôi bị ngộ độc thực phẩm từ nhà hàng nhỏ rẻ tiền đó.

oxfordlearnersdictionaries.com

(iv)To understand/ remember something

This means expressing understanding or realizing something. For instance:

[4] I didn't get what he said because the music was so loud. Tôi không hiểu những gì anh ấy nói vì âm nhạc q to.

oxfordlearnersdictionaries.com

(v)To catch or take hold of somebody

To revenge on somebody, especially to harm or punish them For example:

[5] He was on the run for a week before the police got him.

Anh ta đã bỏ trốn được một tuần trước khi cảnh sát bắt được anh ta.

oxfordlearnersdictionaries.com

(vi)To buy something

When employed in this context, "get" is frequently used in spoken language rather than written form.

For example:

[6] To get a cheap ticket, you must book in advance Muốn mua vé rẻ thì bạn phải đặt trước.

oxfordlearnersdictionaries.com

(vii)To use a form of transportation

In this case, the verb get has the meaning in the context of using the vehicle. For example:

[7] I ran all the way to the station and just managed to get my train.

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Tôi chạy đến tận ga và mới bắt được chuyến tàu của mình.

oxfordlearnersdictionaries.com

(viii)To become/ start doing something

When describing a promotion status, or a change of status, or starting something.

[8] He gets really upset if you mention his baldness.

Anh ấy trở nên khó chịu khi bạn nhắc đến chứng hói đầu của anh ấy.

oxfordlearnersdictionaries.com

(ix) To have the opportunity

The verb "get" is occasionally employed to convey the idea of accomplishing something or having the possibility or opportunity to do something

For example:

[9] I never get to see her now that she works somewhere else.

Bây giờ tôi khơng bao giờ có cơ hội được gặp cơ ấy vì cơ ấy làm việc ở nơi khác.

oxfordlearnersdictionaries.com The verb "get" conveys different meanings as follows:

Table 6. Summary of the meaning of the verb "get"

- To use a form of transportation - To become/ start doing something

-Đạt được, giành được, kiếm được…. -Đi lấy, kiếm, tìm

- Bị , mắc phải ( bệnh) - Hiểu / ghi nhớ điều gì - Giết, tóm, bắt, giữ …. - Mua, kiếm, có… - Dùng phương tiện … - Trở thành, bắt đầu làm gì.

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- To have the opportunity - Có cơ hội, dịp

• The phrasal verb "get"

According to the Oxford Learner's Dictionaries website, there are many phrasal verbs "get" with many different meanings. Because of limited research time, the author only gives a few common phrasal verbs that "get" most used.

Tables 7. Summary of the phrasal verb of "get"

• Idioms

The author mentions only a few commonly used idioms with "get" due to time constraints, as indicated on the Oxford Learner's Dictionaries website, although there are numerous idioms with varied meanings.

Tables 8. Summary of idioms of the verb "get"

Get away from it all Có 1 kỳ nghỉ vui vẻ Get somebody going Trở nên giận dữ, lo lắng

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Get something going Bắt đầu một cái gì đó

Get somewhere/anywhere Giúp ai đó thành cơng Get away with murder Trừng phạt, chỉ trích

2.6 Summary

This chapter comprises a Literature Review section covering previous studies, examining the theoretical background, and the theoretical framework for the verb "get." The segment dedicated to previous studies incorporates research conducted by authors from both overseas and in Vietnam. Within the theoretical background, an extensive analysis of theories in syntax and semantics is conducted, which provides the basis for examining the syntactic and semantic aspects of the English verb "get." Moreover, the chapter offers a detailed elucidation of the verb definition and classification. Lastly, a concise summary of the theoretical background is provided, highlighting the findings and discussions of related studies, their approaches, and key findings, as well as identifying weaknesses in the approaches and limitations in the findings. All of these elements lay the groundwork for conducting the entire research project

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CHAPTER III. THE STUDY 3.1 Methodology

3.1.1 Methods of the research

Because this research mainly focused on words and texts with the main purpose of understanding the syntax and semantics of the verb "GET" in the work "To Kill a Mockingbird" in English and Vietnamese, the author used qualitative methods in this research. More specifically, it was the methods of analysis, comparison, and contrast. First, the author read the novel "To Kill a Mockingbird" to understand the entire content, especially the sentences with the verb "GET," and then used data analysis to find out the semantic and syntactic characteristics of the verb "get" in both English and Vietnamese. After that, the author used the comparison and contrast method to find similarities and differences between the English verb "get" in the novel "To Kill a Mockingbird" by Harper Lee and their Vietnamese translation versions.

3.1.2 Procedures

The study procedures are as follows:

- Firstly, the author read the novel "To Kill a Mockingbird" carefully, paying close attention to sentences and passages where the verb "GET" was used. Then, sentences and phrases containing "GET" were extracted from the English corpus, ensuring a diverse range of contexts and usages were represented. After that, relevant sentences and phrases from the Vietnamese corpus were analyzed, focusing on the corresponding equivalents of "GET" in Vietnamese.

- For semantic features, the author analyzed the semantic aspects of "GET" in the novel "To Kill a Mockingbird" to identify and categorize its various meanings and nuances. In addition, linguistic resources, dictionaries, and semantic frameworks were consulted to support the analysis and ensure accuracy. The

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different semantic features and connotations associated with "GET" in different contexts within the novel were noted.

- For syntactic features, the writer evaluated the syntactic patterns and structures in which "GET" appeared in the English corpus. The various roles of "GET" as a main verb, auxiliary verb, or phrasal verb were identified, and its interactions with other elements in the sentence were examined. Moreover, these patterns were compared with the corresponding structures in Vietnamese, determining the syntactic equivalents or construction strategies.

- Based on these findings, the author compared similarities and differences in the syntax and semantics of the verb "GET" in English and Vietnamese in the novel "To Kill a Mockingbird" by author Harper Lee.

- Finally, the author gave some suggestions for using and translating the English verb "GET".

3.2 Overview of the work "To Kill A Mockingbird"

"To Kill a Mockingbird" is a novel by Harper Lee and published in 1960. The story takes place in the 1930s in a small town called Maycomb, Alabama. It is narrated by a young girl named Scout Finch. The story revolves around Scout, her older brother Jem, and their friend Dill. They become fascinated by their reclusive neighbor, Arthur "Boo" Radley.

Meanwhile, Scout and Jem's father, Atticus Finch, is a lawyer who is appointed to defend Tom Robinson, a black man accused of raping a white woman named Mayella Ewell. As the trial progresses, Scout, Jem, and Dill observe the racial prejudices and injustice in their community. Despite Atticus' efforts to prove Tom Robinson's innocence, the jury finds him guilty due to the deeply ingrained racism of the time. In the aftermath of the trial, Bob Ewell, Mayella's father, becomes vengeful towards Atticus and his family. One night, while Scout and Jem are walking home from a school event, Bob Ewell attacks them. However, Boo Radley,

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who has been silently watching over the children, intervenes and saves them. Boo Radley's actions reveal his true nature and break down the prejudices held by Scout and Jem. "To Kill a Mockingbird" explores themes of racism, prejudice, courage, and the loss of innocence. It portrays the struggles individuals face who challenge the social norms of a deeply divided society. Ultimately, the novel emphasizes the

importance of empathy and understanding in the face of injustice.

For the Vietnamese translation, the author chose the translation by translators Huynh Kim Oanh and Pham Viem Phuong. This is because Huynh Kim Oanh and Pham Viem Phuong's translation of Harper Lee's classic novel has received high praise from readers and critics. Their translation has helped Vietnamese readers enjoy and gain a deeper understanding of the content and message of the original work. In addition, these two translators have translated many different important literary works from English to Vietnamese. Works include "1984" by George Orwell, "The Catcher in the Rye" by J.D. Salinger, and Jane Austen's "Pride and Prejudice". These translations have helped Vietnamese readers access important literary works of the world. With quality translations and impressive translation careers, Huynh Kim Oanh and Pham Viem Phuong have actively contributed for the development of Vietnamese translation. Their professionalism and dedication have created quality translation works, expanding knowledge and inspiring Vietnamese readers.

3.3 Findings and Discussion

3.3.1 The syntactic and semantic features of the English verb "get" in Harper Lee's novel "To Kill a Mockingbird" and its Vietnamese translation equivalents.

3.3.1.1 The syntactic features of the English verb "get" in Harper Lee's novel "To Kill a Mockingbird" and its Vietnamese translation equivalents.

A, Verb “get” in pattern SVO

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In the SVO sentence structure, the verb "get" acts as a monotransitive verb, which means it requires a direct object. The direct object can be a noun, noun phrase, pronoun, or a "that" clause, finite clause, or non-finite clause. The conjunction "that" can sometimes be omitted, but in this case, the ponder verb does not have a "that" clause. This verb pertains to either a "whether" or a "what" clause. The direct object is a finite or non-finite clause that starts with an "element," which can be a pronoun such as "what," "how," or "whether."

(chapter 25, part 2, page275)

[3] I’ll get you in on the Ladies’ Law, so get out of my sight!

B, Verb “get’’ in pattern SVOO

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[1] Atticus gets Jem and Scout a puppy.

C, Verb “get” in pattern SVC

In type SVC, get, syntactically, permits some adjectives and past participles with

which it is used. Semantically, it can be understood as to become/begin to have a particular quality or to enter/leave a particular state or condition.

Some common adjectives as Complement

According to Betty Schhrampfer Azar (1996 ,p.326), some of the common

adjectives that follow “get” are:

angry anxious bald better big busy chilly

rich nervous sick sleepy tall thirsty warm

[1] Atticus smiled: "You are getting so big now.”

S V C

Bố Atticus nở nụ cười và nói: " Giờ con đang trưởng thành rồi."

(chapter 26: part 2: page 282)

[2] I was getting a bit tired of that.

S V C

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Tôi cảm thấy mệt mỏi với tình hình này.

S V C

(chapter 15: part 2: page 173)

[3] " Well, you won't get very far.”

S V C

"Đúng, cháu sẽ không thể tiến xa được đâu."

S V C

(chapter 24, part 2, page 263)

[4] He must be getting old.

S V C

Bố dường như đang có dấu hiệu của tuổi già rồi .

S V C

(chapter 13, part 2, page 150)

[5] We didn’t get very far.

This passage summarizes various instances where the verb "get," when followed by adjectives, conveys different meanings, and sometimes, it is omitted in the Vietnamese translation.

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