Syntactic and semantic features of ditransitive verbs in english and their vietnamese equivalents in a literature work

2018-2020
ENGLISH LANGUAGE

MINISTRY OF EDUCATION AND TRAINING
HANOI OPEN UNIVERSITY

M.A THESIS
SYNTACTIC AND SEMANTIC FEATRURES OF
DITRANSITIVE VERBS IN ENGLISH AND
THEIR VIETNAMESE EQUIVALENTS IN A
LITERATURE WORK
(Đặc điểm về cú pháp và ngữ nghĩa của ngoại động từ
kép trong tiếng Anh và tương đương tiếng Việt trong
một tác phẩm văn học)

DO VIET ĐINH

DO VIET DINH
Field: English Language
Code: 8.22.02.01

Hanoi - 2020
i


MINISTRY OF EDUCATION AND TRAINING
HANOI OPEN UNIVERSITY

M.A THESIS
SYNTACTIC AND SEMANTIC FEATRURES OF
DITRANSITIVE VERBS IN ENGLISH AND

THEIR VIETNAMESE EQUIVALENTS IN A
LITERATURE WORK
(Đặc điểm về cú pháp và ngữ nghĩa của ngoại động từ
kép trong tiếng Anh và tương đương tiếng Việt trong
một tác phẩm văn học)
DO VIET DINH
Field: English Language
Code: 8.22.02.01
Supervisor: Assoc. Prof. Dr. Le Van Thanh

Hanoi - 2020
ii


CERTIFICATE OF ORIGINALITY
The undersigned, hereby certify my authority of the study project
report entitled
SYNTACTIC AND SEMANTIC FEATURES OF
DITRANSITIVE VERBS IN ENGLISH AND THEIR VIETNAMESE
EQUIVALENTS IN A LITERATURE WORK
ĐẶC ĐIỂM CẤU TRÚC VÀ NGỮ NGHĨA CỦA NGOẠI ĐỘNG TỪ
KÉP TRONG TIẾNG ANH VÀ TIẾNG VIỆT TƯƠNG ỨNG TRONG TÁC
PHẨM VĂN HỌC
submitted in partial fulfillment of requirements for the degree of Master in English
Linguistics. Except where the reference is indicated, no other person’s work has
been used without acknowledgement in the text of the thesis.
Date submitted: November 26th, 2020

Đỗ Viết Định
Approved by

SUPERVISOR

Lê Văn Thanh
Date:……………………………..

iii


ACKNOWLEDGEMENTS
This thesis could not have been completed without help and support
from a number of people.
First, I would like to express my deepest gratitude to Assoc.
Professor Le Van Thanh, Ph.D, my supervisor, who has given me great help
with this paper preparation. Without his experienced guidance, valuable
suggestions and dutiful supervision, my research would be far from finished.
I would also like to acknowledge my debt of gratitude to Assoc. Prof
Dr. Hoang Tuyet Minh and the staff members of Post-graduate Department
and the lecturers at Faculty of Foreign Languages – Ha Noi Open University
for their valuable lectures, which laid the foundation of this thesis, and for their
knowledge as well as their sympathy.
I am also grateful to the Thanh Hoa students in group of English
language courses K18M , who helped me overcome difficulties to complete my
thesis.
Last but not least, I would like to express my deep gratitude to my
beloved parents, my wife, my brothers, whose support and continual encouragement
have been indispensable for the fulfillment of this challenging work.
This thesis cannot avoid limitation, so I wish to receive comments and
opinions to make it better.

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ABSTRACT
The issue of ditransitive verbs in English and in Vietnamese is a very
complex one and there are many different views of linguists. The focus of this thesis
is to study on syntactic and semantic features of ditransitive verbs and their
Vietnamese equivalents in Vietnamese in a literature work. An action research was
carried out to answer the research questions: What are syntactic and semantic
features of ditransitive verbs in English? What are the similarities and differences
between ditransitive verbs in English and their Vietnamese equivalents in a
literature work? And what implication is drawn for learning ditransitive verbs
effectively? The differences between the meanings and uses of the different
structures are not easy to analyze and describe clearly. The study attempts to
provide readers, particularly students of English, solutions to their problems when
using ditransitive verbs and their complementation. So, in the last chapter, the
common errors and mistakes made by Vietnamese learners are highlighted.
Then the suggestions for each problem are presented with examples to help
students understand and overcome their difficulties in using ditransitive verbs. And
the implications for teaching English grammar better are also given.

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SYMBOLS AND ABBREVIATIONS

A
C
Cl.

Adverbial

Complement
Clause

HN
Inf
Int.

Head noun
Infinitive
Interrogative

N
No.

Noun
Nominal

NP
O
Od

Noun phrase
Object
Direct object

Oi
Re.
S
V

Indirect object

VP

Verb phrase

Relative
Subject
Verb

vi


TABLE OF CONTENTS
Contents
Certificate of originality

Page number
iii

Acknowledgement
Abstract
List of abbreviations

iv
v
vi

Table of contents
1.1 Rationale

vii
1
1

1.2 Aims and objectives

2

1.3 Research questions

2

1.4 Methodology and methods of the study

2

1.5 Scopes of the study

2

1.6 Significance of the study

3

1.7 Structure of the study

3

2.1.

2.2.

Chapter 2: LITERATURE REVIEW
2.1 Previous studies
2.2 Theoretical background

4
4
4

2.3.

2.2.1 Theory of syntax

4

2.4.
2.5.
2.6.

2.2.2 Theory of semantics
2.2.3 Overview of English verbs
2.2.4 Classification of sentences in terms of sentence
patterns, sentence elements and verb complementation
2.2.5 Objects
2.2.6 Overview of transitive verbs
2.3 Overview of Vietnamese verbs
2.3.1 Definition of a Vietnamese verb

4

5
10

2.3.2 Classification of a Vietnamese verb
2.4 Summary

16
18
19

Chapter 1: INTRODUCTION

1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
1.7.

2.7.

2.8.

Chapter 3: SYNTACTIC AND SEMANTIC FEATURES
OF DITRANSITIVE VERBS IN ENGLISH AND THEIR
VIETNAMESE EQUIVALENTS IN A LITERATURE
WORK
3.1. Ditransitive verbs – their syntactic features

vii

12
12
16
16

19


3.1.1 Formation of ditransitive verbs

19

3.1.2 Position of objects

20

3.1.3 Possible realization of direct objects and indirect

20

objects
3.1.4 SVOO — SVOA transformation
3.2. Ditransitive verbs – their semantic features

21
21

3.2.1 Benificiary or target of action

3.2.2 Participants
3.2.3 Verbal lexical meaning

21
22
22

3.3. The ditransitive verbs in English and their Vietnamese
equivalents

24

3.3.1 In terms of syntactic features
3.3.2 Ditransitive complementation in English and the
equivalents in Vietnamese
3.3.2.1 Noun phrase as both Indirect Object and Direct
Object

24
26

3.2.3.2 Idiomatic expressions consisting of verb + noun
phrase + prepositional phrase
3.3.3 Realization of Ditransitive complementation in English

29

and their Vietnamese equivalents
3.3.3.1 Expressions of Indirect Object of Ditransitive verbs
and their Vietnamese equivalents

3.3.3.2 Expressions of Direct Object of Ditransitive verbs
and their Vietnamese equivalents
3.4 Detailed examples in a literature work
3.4.1 Examples in “A tale of two cities” written by Charles
Dickens
3.4.2 Examples in “The call of the wild” written by Jack
London
3.5 Errors and mistakes in using ditransitive verbs in
English and their Vietnamese equivalents.
3.5.1 Possible errors and mistakes
3.5.2 Possible mistakes in using prepositions
3.5.3 Possible mistakes in identifying sentence elements.

viii

26

31
31
32
35
35
41
51
52
54
55


3.5.4 Possible mistakes in identifying expression of direct

56

objects.
3.5.5 Possible mistakes in identifying sentence types

57

3.6. Summary
CHAPTER 4: CONCLUSION AND IMPLICATIONS
REFERENCES

59
60
62

INDEX OF DITRANSITIVE VERBS

65

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Chapter 1: INTRODUCTION
1.1 RATIONALE
English is generally acknowledged to be the world’s most important
language. It is an international language in our integrated world and today more
than 80% of all the information in the world’s computers is in English. So if we do
not know English, we will fail to keep pace with the progressive force of the world.
Many foreign guests and delegates who come to our country do not know our

mother tongue. And English becomes the bridge language and device to connect
with people. Statistics show about 350 million people speak English as a first
language and another 300 million use it as a second language. From this we can say
that we need to learn English to join the advanced. Then we can say that English is
a passport to our successful future.
In English grammar, the English Verb has always been the element that
causes much more trouble to language learners than any other ones in the sentence
because it provides the power of the sentence. In fact, it is said that the verbs are
very complicated but important. Being aware of its importance will help
Vietnamese learners overcome difficulties when learning and using English verbs.
In terms of their complementation, verbs are divided into intensive verbs and
extensive verbs. Extensive verbs consist of transitive and intransitive ones.
Transitive verbs include Monotransitive verbs, Ditransitive verbs and Complex
transitive verbs. Among them, Ditransitive verbs and complex transitive verbs often
make Vietnamese learners confused.
Consider the following sentences: “He painted the house green” and “They
are driving me crazy”. Both “green” and “crazy” are adjective complements . But
the question here is whether both of them belong to SVOC or SVOA. And how can
you give explanation for your choice?
Let us consider another case: “I couldn't get the old car going again.” and
“He can’t stop the car going” . Does “going” in the two sentences play the same
semantic role?
Therefore, it is important to help students to understand ditransitive verbs and
its complementation clearly.
For all the above reasons, the topic of the paper is chosen with the hope that it
will help us have detailed information of this kind of verbs in both languages and
overcome difficulties when using. It is also hopeful that the minor thesis will be of

1

some help to those who are interested in this aspect of English Grammar.
1.2 AIMS AND OBJECTIVES OF THE STUDY
AIMS: To help learners of English master ditransitive verbs in English and
their Vietnamese equivalents in terms of syntactic and semantic features effectively.
OBJECTIVES:
- To identify the syntactic and semantic features of English ditransitive
verbs.
- To find out the similarities and differences between ditransitive verbs in
English and their Vietnamese equivalents in a literature.
- To give some implications for learning ditransitive verbs effectively.
1.3 RESEARCH QUESTIONS
1. What are syntactic and semantic features of ditransitive verbs in
English?
2. What are the similarities and differences between ditransitive verbs
in English and their Vietnamese equivalents in a literature work?
3. What implication is drawn for learning ditransitive verbs
effectively?
1.4 METHODOLOGY AND METHODS OF THE STUDY
Research Approach
Quantitative research relates to the techniques of using statistics,
variables, reliability of the data of ditransitive verbs, describing and analyzing the
expressions of ditransitive verbs.
Qualitative research is concerned with qualitative phenomenon of
ditransitive verbs.
Methods of the study
- Describing English and Vietnamese ditransitive verbs.
- Making contrastive analysis (qualitative and quantitative)
- Anticipating Vietnamese learners’ errors.
1.5 SCOPES OF THE STUDY

- To differentiate complex transitive verbs and their equivalents according to their
experiential meanings concentrating on the most common structures and patterns of
ditransitive verbs.
- To make contrastive analysis of English ditransitive verbs and their
complementation and the Vietnamese equivalents.

2


- To evaluate the English - Vietnamese translation in some bilingual books available
and teaching English at upper-secondary school.
1.6 SIGNIFICANCE OF THE STUDY
Theoretical: The study provides the detailed information of ditransitive verbs in
both languages for further studies.
Practical: The study helps learners and users of English deal with the translation
and learning English.
1.7. STRUCTURE OF THE STUDY
The study consists of four chapters namely: Introduction, Literature review,
Syntactic and semantic featuures of ditransitive verbs in English and their
Vietnamese equivalents in a literature work, and Conclusion, of which major
contents are as follows:
Chapter 1 presents the rationale for the research, the aims, the objectives, the
scope of the research, the significances of research as well as the structural
organization of the thesis.
Chapter 2 discusses some previous studies on different kinds of verb in
English and Vietnamese and the theoretical background about ditransitive verb
group.
Chapter 3 presents the syntactic and semantic features of ditransitive verb
group in English and Vietnamese and finds out the similarities and differences
between them.

Chapter 4 makes conclusions on each of the research objectives,
implications, limitations and suggestions for further research.
References come at the end of the study.

3


Chapter 2: LITERATURE REVIEW
2.1 PREVIOUS STUDIES
In Vietnamese, verbs have been recognized and explained systematically. It
should be noticed the works of Diep Quang Ban, who wrote “Ngữ Pháp Tiếng Việt”
(NXB Giáo dục, 2005), and Nguyen Huu Quynh, Nguyen Thu Minh with “Ngữ
Pháp Tiếng Việt” (NXB Từ điển Bách Khoa, 11/2206”. In this book, the author
analyzed Vietnamese verb and show their semantic and syntactic features.
Hoàng Phê (1998), Vietnamese dictionary analyzed and improved to the
meaning and the structures of ditransitive verbs. In addition, some authors of
Journal of Science and technology in Da nang and Hai Phong University such as:
Huynh Phan Doan Thuy, a study of linguistic features of result copular verbs in
English and In Vietnamese; Vu Thi Ngoc Mai, the passive voice in English through
contrastive analysis with Vietnamese. These researchers studied about the
distinction between transitive verbs and intransitive verbs in English and
Vietnamese translational equivalents
Although all the studies above thoroughly describe about the semantic or the
meaning features of the ditransitive verbs, they have not been exploited in terms of
both syntactic and semantic features yet. Especially, the equivalents between two
languages English and Vietnamese has not been implemented yet. Moreover, the
implications for teaching and learning the ditransitive verbs from English into
Vietnamese have not carried out yet.
2.2 THEORETICAL BACKGROUND
2.2.1 THEORY OF SYNTAX

There are a number of theoretical approaches to the discipline of syntax. One school
of thought, founded in the works of Derek Bickerton, sees syntax as a branch of
biology, since it conceives of syntax as the study of linguistic knowledge as
embodied in the human mind. Other linguists (e.g., Gerald Gazdar) take a
more Platonistic view, since they regard syntax to be the study of an abstract formal
system. Yet others (e.g., Joseph Greenberg) consider syntax a taxonomical device to
reach broad generalizations across languages.
2.2.2 THEORY OF SEMANTICS
A linguistic theory that investigates word meanings. This theory
understands that the meaning of a word is fully reflected by its context. Here, the
meaning of a word is constituted by its contextual relations. Therefore, a distinction

4


between degrees of participation as well as modes of participation are made.[6] In
order to accomplish this distinction any part of a sentence that bears a meaning and
combines with the meanings of other constituents is labeled as a semantic
constituent. Semantic constituents that cannot be broken down into more elementary
constituents are labeled minimal semantic constituents.
2.2.3 OVERVIEW OF ENGLISH VERS
2.2.3.1 Definition of linguists about verbs
• L. G. Alexander (1988): “A verb is a word or a phrase which
express the existence of a state or the doing of an action”.
• According to Sidney Grennbaum, the term “verb” is used in two

ways:

(1)

A verb is a word that displays contracts such as tense, aspect,

mood, voice, number (singular/plural), and person. It is generally inflected to
offer non-finite form: infinitive (write), -ing participle (writing), -ed participle
(written). A non- finite main verb (or lexical verb) may combine with one or
more auxiliaries (or auxiliary verbs) in a verb phrase (may write, has been
writing, could have written, was being written).

(2)

A verb (consisting of a verb phrase) combine with the subject
of the sentence to constitute a minimum sentence: I (subject) won (verb);
Dinner (subject) is servered (verb); No complaints (subject) have been
received (verb); All the guests (subject) have been complaining (verb). If a
sentence contains more than one clause, it is usual for each clause to have
each own verb. (The sun is shining(1) but I predict(2) that it will rain
(3)before we leave(4).
According to Quirk et al (1971), “A verb is considered as dynamic or stative
verb according to its occurrence with progressive aspect (He was typing a
letter) or not (He was knowing the answer). The distinction between verbs in
dynamic use (as with type) and stative use (as with know) is a fundamental one in
English grammar, and it is also reflected in a number of other ways than in the
progressive”.
2.2.3.2 Classification of verbs
Verbs are classified according to:
+ Their function:

5

-

Lexical:

In linguistics a lexical

verb is

a

member

of

an open

class of verbs that includes all verbs except auxiliary verbs. Lexical verbs typically
express action, state, or other predicate meaning. In contrast, auxiliary verbs
express grammatical meaning. The verb phrase of a sentence is generally headed by
a lexical verb.
Lexical
verbs
are
categorized
into
five
categories:
copular, intransitive, transitive, ditransitive, and ambitransitive.
- Auxiliary: An auxiliary verb (abbreviated AUX) is a verb that adds
functional or grammatical meaning to the clause in which it occurs, so as to

express tense, aspect, modality, voice, emphasis, etc. Auxiliary verbs usually
accompany an infinitive verb or a participle, which respectively provide the main
semantic content of the clause.[1] An example is the verb have in the sentence I have
finished my lunch. Here, the auxiliary have helps to express the perfect aspect along
with the participle, finished. Some sentences contain a chain of two or more
auxiliary verbs. Auxiliary verbs are also called helping verbs, helper verbs,
or (verbal) auxiliaries.
+ Their forms (verb phrase structure):
- Finite: In English grammar, a finite verb is a form of a verb that shows
agreement with a subject and is marked for tense.
- Non-finite: Nonfinite verbs are not marked for tense and do not show
agreement with a subject.
+ Their meaning:
- Dynamic verbs: In English grammar, a dynamic verb is a verb used
primarily to indicate an action, process, or sensation as opposed to a state. Also
called an action verb or an event verb. Also known as a non-stative verb or
action verb.
- Stative verbs: Stative verbs describe a state rather than an action. They
aren't usually used in the present continuous form. ... Stative verbs often relate to:
thoughts and opinions: agree, believe, doubt, guess, imagine, know, mean,
recognise, remember, suspect, think, understand.
+ Verb complementation:
- Intensive verbs: We use intensive verbs to describe the subject. Intensive
verbs are also called copula verbs, are usually followed by a noun or a noun
phrase, an adjective or a prepositional phrase.

6


Intensive means to focus on one thing; in this case, the subject. The words

or phrases following an intensive verb work as the subject complement. This
means they apply to the subject, not the verb.
Examples: “Rose is a student”
– The focus of this sentence is Rose and what she is. “Tomas looks very
young for his age”
– The focus of this sentence is Tomas and what he looks like.
- Extensive verbs: We use extensive verbs to say what the subject is doing.
Extensive verbs are most other verbs, they do not have a subject complement.
Extensive means to cover a wider area, it takes information away from the subject.
Words or phrases following an extensive verb work as the verb’s object. They apply
to the verb, not the subject.
Examples: “John runs very fast”
The focus of this sentence is run, and how he does that.
“Mary paints quite badly”
The focus of this sentence is paints, and how she does that.
- Transitive verbs: A transitive verb is a verb that accepts one or
more objects. Transitive verbs can be classified by the number of objects they
require. Verbs that accept only two arguments, a subject and a single direct object,
are monotransitive. Verbs that accept two objects, a direct object and an indirect
object, are ditransitive, or less commonly bitransitive.[3] An example of a
ditransitive verb in English is the verb to give, which may feature a subject, an
indirect object, and a direct object: John gave Mary the book.
Verbs that take three objects are tritransitive. In English a tritransitive verb features
an indirect object, a direct object, and a prepositional phrase – as in I'll trade you
this bicycle for your binoculars – or else a clause that behaves like an argument – as
in I bet you a pound that he has forgotten. Not all descriptive grammars recognize
tritransitive verbs.
- Intransitive verbs: An intransitive verb is defined as a verb that does not
take a direct object. That means there's no word in the sentence that tells who or
what received the action of the verb. While there may be a word or phrase following

an intransitive verb, such words and phrases typically answer the question "how?"
2.2.3.3 Classification of verbs according to their complementation
Complementation is defined as part of a phrase or clause which follows

7


a word and completes the specification of a meaning relationship which that
word implies.
There are four main types of complementation of English verbs:
 Copular complementation
According to Quirk, R et al. (1985:1171), A verb is said to have copular
complement when it is followed by a subject complement or a predication
adjunct, and when this element can not be dropped without changing the
meaning of the verb. The verb in such clause is a copular (or linking) verb. For
example:
[1] John is only a boy. (SVC)
(Quirk, R et al., 1985:1170)
 Monotransitive complementation
According to Quirk, R et al. (1985:1176), Verbs used in monotransitive
function require a direct object. For example:
[2] I have caught a big fish. (SVO)
(Quirk, R et al., 1985:1170)
 Complex transitive complementation
Complex transitive complementation represents a fusion of monotransitive and
intensitive types of complementation, according to Quirk, R et al. (1972:850).
For example:
[3] We considered Bill a friend. (SVOO)
(Quirk, R et al., 1972:850).
 Ditransitive complementation

Ditransitive complementation in its basic form involves two objects that are not
in a co-referential, intensive relation, according to Quirk, R et al. (1972:843).
For example:
[4] John offered Mary some help. (SVOO)
(Quirk, R et al., 1985:1209).
According to verb complementation, verbs are classified into intensive
verbs and extensive verbs.
Intensive verbs
Intensive verbs often denote intensive relationship, often between subject
and complement. Its sentence types are SVC and SVA.
Intensive verb does not take any object. It presents the relationship

8


between the subject and the subject complementation. The verb in sentences
with subject complement is a “copular” (or linking verb), which of itself has
little meaning but functions as a link between the complement subject.
There are two subgroups:

(1)

Current intensive: be, appear, look, feel, remain, keep...
[5] Her rug is too small for her living room. (SVC)
(E. Warriner, J. & Graham, L.S. 1980:108)

(2)

Resulting intensive: become, come, get, go, grow, turn...

[6] She grew tired of his complaints.

(SVC)

(E. Warriner, J. & Graham, L.S. 1980:108)
Extensive verbs
Extensive verbs are those that extend their meaning to a new entity, of
which the presence helps complete the meaning of the action or a state.
[7] I mailed some letters. (SVO)
(Andrew, J. & Murphy, 1980:69)
[8] She is writing a long letter home. (SVOA)
(Leech, G & Svartvik, J. 1984:304)
Extensive verbs may be intransitive or transitive.
 Intransitive verbs
Verbs which do not take object or intensive complements are intransitive.
Some are almost always intransitive (snow, vanish). Others represent intransitive
uses of basically transitive verbs (eat, drive, read). In some types there is a
corresponding transitive use, in others, not. Intransitive verbs take the sentence
type SV.
[9] Quick! The train has arrived. (SV)
(Alexander, L.G.1998:6)
There are two subclasses of intransitive verbs:
+ Common intransitive verbs:
- Simple: come, go, work,...
- Derived: return, retire,...

+ Phrasal V intransitive: take off, set up, come to...
 Transitive verbs
Verbs which take objects or complements are transitive.

9


2.2.4 CLASSIFICATION OF SENTENCES IN TERMS OF SENTENCE
PATTERN, SENTENCE ELEMENTS AND VERB COMPLEMENTATION
2.2.4.1 Sentence patterns
There are four Basic Patterns:
Every sentence pattern below describes a different way to combine clauses. When
you are drafting your own papers or when you’re revising them for sentence variety,
try to determine how many of these patterns you use. If you favor one particular
pattern, your writing might be kind of boring if every sentence has exactly the same
pattern. If you find this is true, try to revise a few sentences using a different
pattern.
NOTE: Because nouns can fill so many positions in a sentence, it’s easier to analyze
sentence patterns if you find the verbs and find the connectors. The most common
connectors are listed below with the sentence patterns that use them.
In the descriptions below, S=Subject and V=Verb, and options for arranging the
clauses in each sentence pattern given in parentheses. Connecting words and the
associated punctuation are highlighted in brown. Notice how the punctuation
changes with each arrangement.
Pattern 1: Simple Sentence
One independent clause (SV.)
Mr. Potato Head eats monkeys.
I refuse.
Pattern 2: Compound Sentence
Two or more independent clauses. They can be arranged in these ways: (SV, and
SV.) or (SV; however, SV.)
Connectors with a comma, the FANBOYS: for, and, nor, but, or, yet, so (See our
handout on commas for more info.)
Connectors with a semicolon and comma: however, moreover, nevertheless,

nonetheless, therefore
Example compound sentences:
Mr. Potato Head eats them for breakfast every day, but I don’t see the
attraction. Eating them makes him happy; however, he can’t persuade me.
Pattern 3: Complex Sentence

10


One independent clause PLUS one or more dependent clauses. They can be
arranged in these ways: (SV because SV.) or (Because SV, SV.) or (S, because SV,
V.)
Connectors are always at the beginning of the dependent clause. They show how the
dependent clause is related to the independent clause. This list shows different
types of relationships along with the connectors that indicate those
relationships:
 Cause/Effect: because, since, so that
 Comparison/Contrast: although, even though, though, whereas, while



Place/Manner: where, wherever, how, however
Possibility/Conditions: if, whether, unless



Relation: that, which, who, whom
 Time: after, as, before, since, when, whenever, while, until
Examples of complex sentences:
He recommends them highly because they taste like chicken when they are

hot.
Although chicken always appeals to me, I still feel skeptical about monkey.
Mrs. Potato Head, because she loves us so much, has offered to make her special
monkey souffle for us.
She can cook it however she wants.
Although I am curious, I am still skeptical.
Pattern 4: Compound-Complex Sentence
Two or more independent clauses PLUS one or more dependent clauses.
They can be arranged in these ways: (SV, and SV because SV.) or (Because SV,
SV, but SV.)
Connectors: Connectors listed under Patterns 2 & 3 are used here. Find the
connectors, then find the verbs and subjects that are part of each clause.
Mr. Potato Head said that he would share the secret recipe; however, if he
does, Mrs. Potato Head will feed him to the piranhas, so we are both safer and
happier if I don’t eat monkeys or steal recipes.
2.2.4.2 Sentence elements
Parts of Sentences: Subject, Predicate, Object, Indirect Object, Complement
Every word in a sentence serves a specific purpose within the structure of
that particular sentence. According to rules of grammar, sentence structure can

11


sometimes be quite complicated. For the sake of simplicity, however, the basic parts
of a sentence are discussed here.
The two most basic parts of a sentence are the subject and predicate.
SUBJECT
The subject of a sentence is the person, place, or thing that is performing the
action of the sentence. The subject represents what or whom the sentence is
about. The simple subject usually contains a noun or pronoun and can include

modifying words, phrases, or clauses.
The man . . .
PREDICATE
The predicate expresses action or being within the sentence. The simple predicate
contains the verb and can also contain modifying words, phrases, or clauses.
The man / builds a house.
The subject and predicate make up the two basic structural parts of any complete
sentence. In addition, there are other elements, contained within the subject or
predicate, that add meaning or detail. These elements include the direct object,
indirect object, and subject complement. All of these elements can be expanded and
further combined into simple, compound, complex, or compound/complex
sentences. (See TIP Sheet on "Sentence Type and Purpose.")
DIRECT OBJECT
The direct object receives the action of the sentence. The direct object is usually a
noun or pronoun.
The man builds a house.
The man builds it.
INDIRECT OBJECT
The indirect object indicates to whom or for whom the action of the sentence is
being done. The indirect object is usually a noun or pronoun.
The man builds his family a house.
The man builds them a house.
SUBJECT COMPLEMENT
A subject complement either renames or describes the subject, and therefore is
usually a noun, pronoun, or adjective. Subject complements occur when there is
a linking verb within the sentence (often a linking verb is a form of the verb to be).
The man is a good father. (father = noun which renames the subject)

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The man seems kind. (kind = adjective which describes the subject)
Note: As an example of the difference between parts of speech and parts of a
sentence, a noun can function within a sentence as subject, direct object, indirect
object, object of a preposition, or subject complement.
For more information on the structure and formation of sentences, see the following
TIP Sheets:
Sentence Types and Purposes
Sentence Fragments
Independent and Dependent Clauses: Coordination and Subordination
Prepositions and Prepositional Phrases
Other Phrases: Verbal, Appositive, Absolute
Comma Splices and Run-on Sentences
The Eight Parts of Speech
Nouns
Pronouns
Verbs
Adjectives
Adverbes
Conjunctions
Interjections
2.2.5 OBJECTS
2.2.5.1 Definition of object
The object in the function of an element within the predicate which
typically expresses an argument of a simple semantic predicate and is related to
the main verb without the mediation of a preposition. The object of a verb can
be affected by the verb either directly or indirectly.
2.2.5.2 Classification of object
There are two kinds of objects. They are Direct object and Indirect object.
The direct object is the single object in a transitive clause, not mediated

by a preposition and having no prepositional paraphrase. In clauses with two
objects, it follows the Indirect object. It can become subject in a passive clause.
The indirect object is that clause constituent which immediately follows
the Predicator in clauses with two objects. It can become the subject in a passive
clause and have a prepositional paraphrase.

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2.2.6 OVERVIEW OF TRANSITIVE VERBS
2.2.6.1 Definition of the transitive verbs
A transitive verb is a verb that requires a direct object, which is a noun,
pronoun, or noun phrase that follows the verb and completes the sentence's
meaning by indicating the person or thing that receives the action of the verb. The
direct object typically answers the question what? or whom?:
- The kids like pickles.
- That really annoys me.
- Have they sold their house yet?
2.2.6.2 Classification of transitive verbs
Transitive verbs are divided into monotransitive, ditransitive, and
complextransitive verbs:
•

Monotransitive verbs
Verbs with one extensive complement are called monotransitive. The
complement is a direct object or a prepositional object. Its sentence type is
SVO.
Verbs used in monotransitive function require a direct object, may be a
noun phrase, a finite clause, or a non-finite clause. In addition to these
categories the verb may be a prepositional verb or phrasal prepositional verb,

which for our present purposes will be treated as analogous to a verb with a
direct object.
+ Simple: ask, answer, build, buy, do, speak, cut...
[10] She cut a cake with a knife. (SVOA)
(Leech, G & Svartvik, J. 1984:299)
+ Phrasal: give up, make up, set off, switch on, switch off, turn
down...
[11] Hazel is out. We set off early.
(SVA)
(Alexander, L. G. 1998:157)
+ Prepositional: depend on
[12] The price depends on when you travel. (SVA)
(Wood, E. J. 1994:308)
+ Phrasal prepositional: cut down on, get on with, catch up with...
[13] Jack has cut down on smoking. He only smokes five cigarettes a day now.
(Wood, E. J. 1994:308)

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 Ditransitive verbs
All transitive verbs take a direct object; some, in addition, permit an
indirect object, and these will be distinguished as ditransitive. Ditransitive
verbs take the sentence type SVOO.
+ Simple verb ditransitive: buy, bring, make, lend, find, pay...
[14] I have paid George the whole sum.
(Quirk, R. & Greenbaum, S. 1973:119)
+ Prepositional verb ditransitive: accuse of, aware of, inform of,
compare to, provide with, remind of...
[15] They accused me of telling lies.

(Raymon, M. 1994:120)
 Complex transitive verbs
All transitive verbs take a direct object; a few verbs take an object
complement and these will be referred to as complex transitive. The direct
object generally represents a person or thing, and the object complement adds
the information about the entity from the standpoint of the subject. This
information can describe or identify the referent of the direct object by means of
some attribute; or express a circumstance or situation in which the referent is
said to be. Complex transitive verbs take the sentence type SVOC and SVOA.
+ With SVOC type:
- Factual verbs: imagine, like, find, think...
[16] I found her to be an entertaining partner.
(Leech, G. & Svartvik, J. 1984:297
- Causative verbs: have, let, make...
[17] Miss Prouty made the boys stay in after school
(Alexander, L. G. 1998:300)
- Verbs of perception: notice, observe, watch...
[18] I saw two men cutting down a tree.
(East Wood, J. 1994:173)
- Other verbs: elect, consider, interpret, class, accept...
[19] They considered him the best player on the team.
(Leech, G. & Svartvik, J. 1984:303)
+ With SVOA type: put, place, stand...
[20] She put the coat over his arm.

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(East Wood, J. 1994:12)
2.3 OVERVIEW OF VIETNAMESE VERBS

2.3.2 DEFINITION OF A VIETNAMES VERB
A verb in Vietnamese is a word (sentence component) used to express activity
(chạy, đi , đọc), status (tồn tại, ngồi).
2.3.2 CLASSIFICATION OF VIETNAMESE VERBS
2.3.2.1 Independent verbs
An independent verb means a full meaning, which can take on the grammar
function alone in a phrase or sentence. For example, đi, làm, chạy, nhảy, múa.
Independent phrases can be classified into smaller groups such as: an action/activity
expression, a state expression, a move that expresses a position, an admed word that
shows the process...
The distinction between groups of words is usually based on two criteria: synology
and grammar criteria. For example, in terms of expressing grammar meaning, it is
first necessary to distinguish two important groups of words:
– A verb sign physical actions/activities such as ăn, uống, đánh, đẩy, cắt, kéo, chạy,
nhảy, leo, trèo.
– A verb expresses activity or psychological state such as: thích thú, biết, hiểu, cảm
thấy, lo lắng, sợ, tôn trọng, do dự, hồi hộp, mong ước, mơ ước, kính nể.
The distinction of different types of verbs is associated with their ability to
combine. verbs that sign represent physical activity can be combined with verbs that
represent the results of the action, which work as: rồi, but the majority of verbs that
sign represent activity or psychological state often cannot be combined with those
verbs, or can only be combined very limitedly and will give a different meaning.
For example: I can say: Tôi ăn xong rồi, but I can't say: Tôi tôn trọng xong rồi.
When you say, “Tôi sợ anh rồi.” the verb “rồi” indicates a different meaning.
In both of these types of phrases, we can distinguish intranitive and transitive verbs
. + Intransitive verbs defer actions, activities, or states that cannot directly affect
another object, e.g. ngủ, nằm, đi, đứng, suy nghĩ.
+ Transitive verbs sign an action, activity, or state that can directly impact another
object or create another object, e.g. đào, tìm, bắt, xây, viết, mua, sản xuất.
When it comes to the passive voice, we can only use transitive verbs. For

example, Họ đang đào đường → Đường đang bị họ đào.
However, in Vietnamese, some verbs can be both intransitive and

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