Đặc điểm của tham thể trong câu hành vi tiếng Việt và tiếng Anh

v LÝ LUẬN NGÔN NGỮ<br /> <br /> <br /> <br /> <br /> ĐẶC ĐIỂM CỦA THAM THỂ<br /> TRONG CÂU HÀNH VI TIẾNG VIỆT<br /> VÀ TIẾNG ANH<br /> NGUYỄN THỊ TÚ TRINH*; PHAN VĂN HÒA**; TRẦN HỮU PHÚC***<br /> Đại học Ngoại ngữ, Đại học Đà Nẵng, ✉ trinhntt@caodanggtvt2.edu.vn<br /> *<br /> <br /> **<br /> Đại học Ngoại ngữ, Đại học Đà Nẵng, ✉ hoauni@gmail.com<br /> ***<br /> Đại học Ngoại ngữ, Đại học Đà Nẵng, ✉ thphuc@ufl.udn.vn<br /> <br /> <br /> <br /> <br /> TÓM TẮT<br /> Bài viết này thảo luận các đặc điểm của tham thể trong câu hành vi tiếng Anh và tiếng Việt bằng<br /> cách mô tả, lý giải cấu trúc từ vựng-ngữ pháp, nghĩa ý niệm theo khung lý thuyết ngữ pháp chức<br /> năng của Halliday và Matthiessen (2004); Martin et al (1997) và so sánh đối chiếu theo 3 nội dung<br /> này. Chúng tôi lưu ý đến vấn đề từ vựng-ngữ pháp, nghĩa và sự chọn lựa ngôn từ thông qua các<br /> lớp nghĩa của tham thể. Mỗi loại tham thể được phân tích và diễn giải theo hai bình diện: (i) cấu<br /> trúc – theo cấp bậc và (ii) ngữ nghĩa – theo vai. Để làm sáng tỏ hơn vấn đề, chúng tôi phân tích<br /> các đặc điểm tham thể trong câu hành vi trên cơ sở cứ liệu gồm mười sáu tiểu thuyết và truyện<br /> ngắn tiếng Anh và tiếng Việt thế kỷ XIX và XX. Kết luận nêu bật những kết quả mới trong công<br /> trình nghiên cứu và đề xuất giải pháp.<br /> Từ khóa: câu hành vi, ngữ pháp chức năng, tham thể.<br /> <br /> <br /> <br /> 1. INTRODUCTION of process in particular. Second, in language<br /> teaching, we frequently face some indeterminate<br /> Being one of the three core elements in and problematic cases when analyzing and<br /> ideational meaning analysis, participants are key categorizing English and Vietnamese participants<br /> elements and play an important role in meaning in behavioral clauses; so shedding light on this<br /> contributions. We examine the characteristics matter enables a different view of ideational<br /> of participants in terms of lexico-grammatical meaning to have a better understanding of the<br /> diversity and their meanings across our selected extent of these meanings in contexts and to offer<br /> data. We suggest a different interpretation of both a more effective way of teaching these meanings<br /> types of lexico-grammar and their meanings. To to students.<br /> investigate the characteristics of participants in<br /> English and Vietnamese is believed to create 2. LITERATURE REVIEW<br /> two benefits. First, the results can better clarify<br /> the meaning frame in the behavioral process in Halliday and Matthiessen (2000) give an in-<br /> general and the role of participants in this type depth explanation to how human beings construe<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> 18 Số 08 - 7/2017<br />  LÝ LUẬN NGÔN NGỮ v<br /> <br /> <br /> <br /> their experience of the world. In many cases, functionalists like Bloor and Bloor (1995), Eggins<br /> (1994), Fowler (1996), Martin (1997), etc., and cognitive linguists like Langacker (1987), Lakoff<br /> and Johnson (1980), amongst others, have a common ground that the construction of experience is<br /> usually thought of as knowledge, represented in the form of conceptual taxonomies, schemata, scripts<br /> and others. For this recognition, analyzing the characteristics of participants in behavioral process<br /> from the semantic-functional view is necessary. In Vietnamese, Hoàng Văn Vân (2012), considered<br /> the first, successfully adopts functional grammar’s framework to describe the experiential grammar<br /> of Vietnamese clauses of the system of TRANSITIVITY. However, Hoàng Văn Vân does not draw<br /> comparisons of the characteristics of participants between English and Vietnamese behavioral clauses.<br /> So our study differs in that we make a contrastive analysis of participants in English and Vietnamese<br /> behavioral clauses in terms of lexico-grammar and ideational meaning.<br /> <br /> 3. METHOD<br /> <br /> 3.1. Data collection<br /> <br /> Qualitative approach is adopted in this study because our attention is paid to interpreting English<br /> and Vietnamese participants in behavioral clauses. In other words, we focus on analyzing and making<br /> sense of characteristics of participants in English and Vietnamese behavioral clauses rather than<br /> seeking to count things.<br /> <br /> To determine behavioral clauses within this study, we start with behavioral processes because<br /> we look at behavioral clauses from Halliday’s viewpoint. Tables 1 and 2 illustrate the raw lists of<br /> behavioral processes in English and Vietnamese.<br /> <br /> Table 1: A list of English behavioral processes<br /> <br /> English behavioral processes<br /> smile, laugh, twitch, shiver, kiss, embrace, dance, play, hug, stutter, mumble, stammer, chat, mutter, moan,<br /> chatter, chat, talk, gossip, whine, whinge, ponder, puzzle, work out, mediate, ruminate, think, cogitate,<br /> scowl, shudder, grin, gasp, cry, giggle, mumble, look at, watch, stare, gawk, view, look over, observe,<br /> dream, listen, taste, sniff, sing, frown, insult, slander, praise, flatter, yell, scream, tremble, sweat, cough,<br /> yawn, sneeze, breathe, sleep, shit, hiccup, burp, faint, grimace, snort, snore, sniff, gasp, sigh, sob, snarl,<br /> cry, stare, blush, groan, nod, blink<br /> <br /> Table 2: A list of Vietnamese behavioral processes<br /> <br /> Vietnamese behavioral processes<br /> thở, cười, gật gù, gật đầu, cau mày, khóc, rên rỉ, than van, nhăn mặt, gầm gừ, nhăn nhó, rùng mình,<br /> ngắm, ngắm nghía, ho, ngáp, hắt xì, thở, ngủ, nấc, ợ, ợ hơi, xỉu, mơ, hít vào, quỳ, nằm, khịt mũi, ngáy, co<br /> rúm, co, rùng mình, vã mồ hôi, toát mồ hôi, run, ngửi, khụt khịt, nhảy, ôm, chơi, nói lắp, cà lăm, bi bô, tán<br /> gẫu, ê a, tâm sự, nói, lo, làu bàu, than vãn, lầm bầm, lẩm bẩm, lăng mạ, sỉ vả, sỉ nhục, vu khống, vu oan,<br /> phỉ báng, ca ngợi, tán dương, tâng bốc, xu nịnh, hò hét, hò la, bợ đỡ, dằn vặt, ngắm, xem, nhìn, trố mắt,<br /> quan sát, theo dõi, liếc nhìn, liếc xéo, nghe, nếm, sờ, trầm tư, mơ, điều đình, dàn xếp, tư lự, trầm ngâm,<br /> ngẫm nghĩ, cân nhắc, băn khoăn, khao khát, quắc mắt, cau có, rùng mình, run, nháy/chớp (mắt)<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> Số 08 - 7/2017 19<br /> v LÝ LUẬN NGÔN NGỮ<br /> <br /> <br /> After building up our raw English and 3.2. Data analysis<br /> Vietnamese behavioral lists, we adopt bottom-<br /> up approach to recognize behavioral clauses in A framework for data analysis is offered<br /> English and Vietnamese novels and short stories. in this section. All selected English and<br /> “Jane Eyre”, “The Great Gatsby”, “Tender is the Vietnamese participants in behavioral clauses<br /> night”, “Sons and Lovers”, “Women in love” and are analyzed and categorized in terms of lexico-<br /> “The rainbow” are the five English novels written grammar and ideational meaning and then a<br /> by Bronte, Fitzgerald and Lawrence. In their comparison of them in English and Vietnamese<br /> works, the characters, their personal experience is made. Theoretically, the relationships<br /> and behaviors are brilliantly described via the between lexico-grammar and function are very<br /> lively wording of the talented writers. Besides, close but complex. In other words, function<br /> ten Vietnamese novels and stories such as “Sống (or meaning) is realized or expressed through<br /> mòn”, “Dế mèn phiêu lưu ký”, “Tắt đèn”, “Chí lexico-grammar or linguistic expressions<br /> Phèo” and “Số đỏ” are carefully selected due to and according to Fontaine (2013) there is<br /> their popularity and wonderful narrative device not a one-to one relationship between them.<br /> of personal experience and behaviors. We decide 4. TYPES OF PARTICIPANTS IN<br /> to collect data from stories and novels but not ENGLISH AND VIETNAMESE<br /> in other genres since stories and novels reflect<br /> the reality via the lens and skillful wording of This section is devoted to discussing two main<br /> talented writers. types of participants in English and Vietnamese<br /> namely: Behaver and Range (Behavior,<br /> In this paper, sampling is a crucial step and Phenomenon, Scope and Verbiage/Target).<br /> we decide to adapt random sampling technique.<br /> Wordsmith 5.0 and Navigation pane in Word 4.1. Behaver in English and Vietnamese<br /> documents and PDF are used as powerful tools<br /> to select behavioral clauses. Concord function Semantic roles are associated with partially<br /> in Wordsmith 5.0 is exploited to collect English specified grammatical functions. Behaver is<br /> behavioral clauses while Search engine is used often realized by (i) nouns subdividing into<br /> to pick up Vietnamese behavioral clauses since proper nouns, common nouns and pronouns and<br /> Wordsmith 5.0 is not applicable to Vietnamese (ii) noun phrases in English.<br /> texts. These are two main reasons for choosing<br /> (1) All the men laughed. (Lawrence, 1919)<br /> Wordsmith 5.0 and Navigation pane because<br /> the above novels and short stories are already (2) The Hindu grinned, and murmured shyly.<br /> available in electronic form so it is advantageous (Lawrence, 1920)<br /> and time-saving for us to process them. In<br /> addition, we can work on and store a huge (3) He groaned inwardly, under its bondage.<br /> amount of collected data effectively. (Lawrence, 1920)<br /> <br /> 1427 English behavioral clauses are In (1), “All the men” is a noun phrase (NP)<br /> collected and saved from the six novels. As for while “The Hindu” in (2) falls into a subclass of<br /> Vietnamese data collection, Navigation pane is nouns labeled as proper nouns which are often<br /> used to select Vietnamese behavioral clauses and capitalized and tell us about the individual name<br /> 1330 Vietnamese behavioral clauses are selected of a person, a place or a thing and “He” in (3)<br /> and saved. belongs to proper nouns.<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> 20 Số 08 - 7/2017<br />  LÝ LUẬN NGÔN NGỮ v<br /> <br /> <br /> <br /> In Vietnamese behavioral clauses, Behavers tree” and “the cigarette” are non-human entities<br /> are also realized by both nouns and nouns without our common senses and behaviors like<br /> phrases as following: tremble, sigh, moan or shudder. Traditionally,<br /> these cases are treated as personification - a form<br /> (4) Thất vọng, chị Dậu rũ người ngồi im. of figurative language that is used as a literary<br /> (Ngô Tất Tố, 1937) technique. Personification means attributing<br /> human characteristics to something that is<br /> (5) Chúng tôi nằm co quắp vào nhau. (Tô not human. By using human characteristics<br /> Hoài, 1941) to describe an object, animal, or even a place,<br /> personification can make descriptions more<br /> (6) Những kẻ khác thì ngồi than vãn, khóc lóc<br /> hoặc cãi vã nhau cho qua ngày. (Tô Hoài, 1941) unique and figurative. Within experimental<br /> analysis framework, these non-conscious beings<br /> “Chị Dậu” and “Chúng tôi” in (4) and (5) fall are treated as conscious and these cases are also<br /> into subclass of nouns namely: proper nouns and considered as figurative expression strategy<br /> pronouns whilst “Những kẻ khác” is interpreted (Halliday and Matthiessen, 2004, p. 203).<br /> as noun phrases. It can be seen that there is some<br /> similarity in lexico-grammar. Both English and Consider the following examples in<br /> Vietnamese Behavers are realized by nouns or Vietnamese:<br /> noun phrases.<br /> (13) Dọc sông, những chòm cổ thụ dáng<br /> Behaver is often fucntioned as an agent. mãnh liệt đứng trầm ngâm lặng nhìn xuống<br /> Theoretically, a person or animal having nước. (Võ Quảng, 1974)<br /> behaviors, usually endowed with consciousness<br /> (14) Biển đêm sóng vỗ thật dữ dội, nó gào<br /> is labeled as Behaver as follows:<br /> thét từ phía mạn Bắc như một cái loa. (Trang<br /> (7) Helen sighed as her reverie fed. (Bronte, 1847) Trang, 2012)<br /> <br /> (8) Gerald watched them with the steady In (13) and (14), “những chòm cổ thụ” and<br /> twinkle in his eyes. (Lawrence, 1920) “sóng” are conventionally examples of non-<br /> human entities – but they can be construed as<br /> However, in our selected data, the Behaver, Behaver (so endowed with consciousness in<br /> the participant involved with the behavioral process of behaving). <br /> process, does not have to be a conscious<br /> participant as in: Last but not least, “conscious beings”<br /> typically means a person or people but they may<br /> (9) The wind sighed low in the firs . (Bronte, 1847) also be represented by a part of the body. For<br /> examples:<br /> (10) The stars shuddered and broke upon the<br /> water. (Lawrence, 1919) (15) His eyes glanced momentarily at me<br /> and his lips parted with an abortive attempt at a<br /> (11) The ash tree moaned outside in a cold, laugh. (Fitzgerald, 1925)<br /> raw wind. (Lawrence, 1919)<br /> (16) Her lip trembled, her face broke, and,<br /> (12) The cigarette trembled between his lips snatching up the child. (Lawrence, 1919)<br /> with laughter as he spoke. (Lawrence, 1919)<br /> (17) Her eyes, shuddering, appealing, gone,<br /> Obviously, on semantic grounds of these almost distracted, pleaded to him suddenly.<br /> participants, “the wind”, “the stars”, “the ash (Lawrence, 1919)<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> Số 08 - 7/2017 21<br /> v LÝ LUẬN NGÔN NGỮ<br /> <br /> <br /> <br /> <br /> As in above three examples, “eyes” and “lip” represent the action of behavior as involving a<br /> human’s organ rather than the whole person. Halliday (2000, p. 93) argues that “this is a departure<br /> from the norm of language; it owes its effect, that of deconstructing the whole person as a potentially<br /> independent agent”.<br /> <br /> Parts of our body can be construed as Behaver in Vietnamese clauses. It is reflective of that<br /> our organisms behave in our everyday physical actions and observable emotion associated with<br /> individuals. For examples:<br /> <br /> (18) Mặt lão đột nhiên co rúm lại. (Nam Cao, 1957)<br /> (19) Hắn vừa đi vừa tủm tỉm cười, hai con mắt nhỏ tí, gà gà đắm vào bóng chiều. (Kim Lân, 1962)<br /> (20) Hai con mắt tư lự nhìn ra phía trước. (Kim Lân, 1962)<br /> <br /> Lexico-grammar and the semantic roles of Behaver are briefly illustrated in figure 1. The next<br /> section provides a discussion of Range in English and Behavioral clauses. (see Figure 1)<br /> <br /> 4.2. Range in English and Vietnamese<br /> <br /> According to Halliday and Matthiessen (2004), there are six subtypes of Range namely: Scope,<br /> Behavior, Phenomenon, Verbiage, Attribute and Value. Generally speaking, Halliday and Matthiessen<br /> (2004) suggest that Range specifies the domain of the process and defines one of the two things:<br /> <br /> Either it is a restatement or continuation of the process itself or.<br /> <br /> It expresses the extent or “range” of the process.<br /> <br /> In behavioral clauses, Range is subdivided into four categories namely, ‘Behavior’, ‘Phenomenon’,<br /> ‘Scope’ and ‘Verbiage/Target’. Range is often realized by nouns or noun phrases in grammatical<br /> terms in English. The detailed discussion on Range in English and Vietnamese behavioral clauses is<br /> made in the next section.<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> 22 Số 08 - 7/2017<br />  LÝ LUẬN NGÔN NGỮ v<br /> <br /> <br /> <br /> 4.2.1. Behavior in English and Vietnamese For examples:<br /> <br /> BEHAVER + BEHAVIORAL PROCESS+ Sigh a sigh – sigh (v)<br /> RANGE-BEHAVIOR Give a grimace – grimace (v)<br /> Catch breaths – breathe (v)<br /> Behavior is always realized by noun phrases Smile a smile – smile (v)<br /> in both English and Vietnamese as in:<br /> Consider the following examples in<br /> (21) Still she dreamed her young dream. Vietnamese:<br /> (Lawrence 1919)<br /> (26) Một nụ cười khô đét nở trên cặp môi<br /> (22) Nụ cười đong đưa, tung tẩy trên khóe héo hắt của Lan. (Nguyễn Công Hoan, 1933)<br /> mắt. (Nguyễn Ngọc Tư 2011)<br /> (27) Bà lão thở nhẹ ra một hơi dài. (Kim<br /> Behavioral clauses can contain a Lân, 1962)<br /> second participant in Behaver^Behavioral<br /> process^Range model. That is a Range: a In these two above cases, “Một nụ cười khô<br /> restatement of the process (Eggins, 2004, đét”, “một hơi dài” are represented in the role<br /> tr. 218). This participant is labeled as the of behavior which can be either physiology or<br /> Behavior elaborating the process. Halliday and psychology like breathing, coughing, smiling,<br /> Matthiessen (2004, p. 204) argue that Behavior staring and others in situational context. “Dummy<br /> in behavioral clauses are analogous to the Scope processes” are still available in Vietnamese asin:<br /> of material clauses. For examples:<br /> Thở một hơi – thở (v)<br /> (23) She sighed a sigh of ineffable Nở một nụ cười – cười (v)<br /> satisfaction. (Bronte, 1847) Ném một cái nhìn – nhìn (v)<br /> Trao một nụ hôn – hôn (v)<br /> (24) Yet her mouth gave a little grimace at Trao một cái ôm – ôm (v)<br /> the words. (Lawrence, 1920) Nhảy một điệu nhảy – nhảy (v)<br /> (25) He caught little, short breaths. Mơ một giấc mơ – mơ (v)<br /> (Lawrence, 1920)<br /> It is worth noting that Behavior is a<br /> These three clauses involve two participants. subcategory of range. Behavior is either an<br /> “She”, “her mouth” and “he” are interpreted as agent or an object in English and Vietnamese<br /> Behaver while “a sigh of ineffable satisfaction”, behavioral clauses.<br /> “a little grimace” and “little, short breaths” are<br /> (28) His shuddering became less. (Lawrence, 1919)<br /> labeled as Range-Behavior. It is noticeable that<br /> (23), (24) and (25) are conventional examples of (29) His mouth closed, and a frown came on<br /> “dummy processes” which can be semantically his face. (Lawrence, 1919)<br /> “mixed” into Range. These processes are called<br /> “dumb” since the meanings of these processes (30) Chị Tiên nở một nụ cười trên môi thắm.<br /> don’t make any contributions to the meaning of (Thạch Lam, 2004)<br /> the clause. In other words, they are significant<br /> at syntactical ground but useless at semantic We have discussed the characteristics of<br /> ground. The meaning of the whole clause can Range – behavior in terms of lexico-grammar<br /> be understood with these processes and they and participant role, the next section will cover<br /> become “dumb” in meanings (Trinh et al, 2017). the second role of Range – Phenomenon.<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> Số 08 - 7/2017 23<br /> v LÝ LUẬN NGÔN NGỮ<br /> <br /> <br /> 4.2.2. Phenomenon in English and Vietnamese<br /> <br /> BEHAVER + MENTAL-BEHAVIORAL PROCESS+ RANGE-PHENOMENON<br /> <br /> Like Behavior, phenomenon is also realized by noun phrases as in:<br /> <br /> (31) She sat down on the ground near me, embraced her knees with her arms. (Bronte, 1847)<br /> (32) Bà lão khẽ thở dài đứng lên, đăm đăm nhìn người đàn bà. (Kim Lân, 1962)<br /> (33) Xuân rơm rớm nước mắt. (Nguyễn Công Hoan, 1933)<br /> <br /> There is another participant which is not a restatement of process, but is interpreted as Phenomenon<br /> enhancing the process. Phenomenon of our experince includes some entities such as person, creature,<br /> object, substance or abstraction. Halliday and Matthiessen (2004, p. 204) identify two types of<br /> phenomenon in mental clauses: Macrophenomenon which is an act and Metaphenomenon which is<br /> a fact. But they argue that in: I am watching you. (Halliday and Matthiessen 2004, p. 251), “you”<br /> labelled is a participant, like the phenomenon of mental clauses. Since this is restricted to “watch”,<br /> it can be interpreted as “phenomenon”. In our study, it is suggested that Range-phenomenon are in<br /> existence in Behaver^Behavioral process^ range – phenomenon modal as in:<br /> <br /> (34) I laughed at him as he said this. ‘I am not an angel’. (Bronte, 1847)<br /> <br /> (35) We all looked at the subject again. (Fitzgerald, 1925)<br /> <br /> (36) He turned around and stared at the scene – his wife and Catherine scolding and consoling<br /> (Fitzgerald, 1925).<br /> <br /> (37) Vợ hắn thấy Chí Phèo thở ra mùi rượu. (Nam Cao, 1957)<br /> <br /> It can be seen that Range can often be preceded by a preposition in English and this causes<br /> some difficulties in analyzing clauses in a functional framework. It remains to figure out whether an<br /> element of the clause is functioning as a participant or a circumstance. Especially in English, there<br /> are a considerable numbers of phrasal verbs. It definitely causes some trouble to decide whether<br /> to interpret a structure as process + circumstance or process + participant-range. What is more<br /> comprehensive analysis of the following?<br /> <br /> (38)<br /> <br /> She sniffed, and sniffed at the bottle Or She sniffed, and sniffed at the bottle<br /> <br /> Behaver Process behavioral Cir: location Behaver Process behavioral Range<br /> <br /> (Lawrence, 1919)<br /> (38)<br /> <br /> He glanced at me and frowned slightly<br /> Behaver Process behavioral Cir: location Process behavioral Cir: manner<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> 24 Số 08 - 7/2017<br />  LÝ LUẬN NGÔN NGỮ v<br /> <br /> <br /> <br /> Or<br /> <br /> He glanced at me and frowned slightly<br /> Behaver Process behavioral Range Process behavioral Cir: manner<br /> <br /> (Fitzgerald, 1925)<br /> <br /> (39)<br /> <br /> He is putting on a cheerful smile.<br /> Behaver Process behavioral Cir: location<br /> <br /> Or<br /> <br /> He is putting on a cheerful smile.<br /> Behaver Process behavioral Range<br /> <br /> (Lawrence, 1920)<br /> <br /> The stance we take is that preposition is jointly bonded with a verb. Therefore, it performs a<br /> function as part of the process, as with sniff at the bottle consisting of process sniff at + Range bottle,<br /> glanced at me with process glanced at + Range me and is putting on a cheerful smile with process is<br /> putting on + Range a cheerful smile. There is no simple analysis criterion for deciding every example.<br /> But in behavioral clauses, these cases are firmly considered Participant – Range. We look at these<br /> indeterminate cases from the same viewpoint with Halliday and Matthiessen (2004) and Martin el al<br /> (1997). Martin et al (1997) argue that “often it will be obvious that the preposition must count as part<br /> of the process realization” (Martin et al, 1997, p. 128).<br /> <br /> In Vietnamese, the ambiguity of phrasal verbs in analyzing behavioral clauses is far less<br /> complex. It is definitely not a case of Verb + Preposition. For example, Vietnamese verb “nhìn” is<br /> one word and it is often accompanied by Vietnamese prepositions such as “vào”, “lên”, “xuống”<br /> and “ra”. But these prepositions aren’t firmly fixed with verbs to form phrasal verbs as in English.<br /> They can, however, be used compositionally to add more meaning. In this light, these examples are<br /> interpreted as follows.<br /> <br /> (40)<br /> <br /> Chí Phèo đứng lại và nhìn nó<br /> <br /> Behaver Process Conjunctive<br /> Process Behavioral Range-phenomenon<br /> Behavioral adjunct<br /> <br /> (Nam Cao, 1957)<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> Số 08 - 7/2017 25<br /> v LÝ LUẬN NGÔN NGỮ<br /> <br /> <br /> (41)<br /> <br /> Tôi đưa mắt nhìn lần phong cảnh nơi tôi ở.<br /> cuối<br /> Behaver Process Range Process Cir: Range-phenomenon Cir: Location<br /> Material Behavioral Time<br /> <br /> (Tô Hoài, 1941)<br /> (42)<br /> Y nhìn vào vừa xoa nắn mặt vừa càu nhàu<br /> gương<br /> Behaver Process Conjunc- Range- Conjunctive Process<br /> Cir: Process<br /> Behavioral tive phenomenon adjunct Behavioral<br /> Location Behavioral<br /> adjunct<br /> <br /> (Nam Cao, 1956)<br /> (43)<br /> <br /> Lão lừ mắt nhìn trừng trừng vào mắt nó.<br /> Behaver Process Range- Process Cir: Manner Cir: Location<br /> Behavioral phenomenon Behavioral<br /> <br /> (Nam Cao, 1956)<br /> (44)<br /> <br /> Tôi ngoảnh nhìn lên<br /> Behaver Process Behavioral Cir: Location<br /> <br /> (Tô Hoài, 1941)<br /> (45)<br /> <br /> Đôi mắt nhìn xuống như sợ nguời ta nhìn vào cả tâm hồn<br /> Behaver Process Behavioral Cir: Location Cir: Manner<br /> <br /> (Nam Cao, 1956)<br /> 4.2.3. Scope in English and Vietnamese<br /> <br /> BEHAVER + MATERIAL-BEHAVIORAL PROCESS + RANGE-SCOPE<br /> <br /> Scope is a unique participant role in material clauses. However, behavioral clauses are partly like<br /> the material in terms of “doing” processes. It is suggested that Scope is still available in behavioral<br /> clauses and is always realized by nouns or noun phrases in both English and Vietnamese as in:<br /> <br /> (46) They shake the hearthrug against the fence (Lawrence, 1919).<br /> (47) Chị Nhà Trò ôm vai tôi cảm động (Tô Hoài, 1941).<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> 26 Số 08 - 7/2017<br />  LÝ LUẬN NGÔN NGỮ v<br /> <br /> <br /> <br /> Consider the following examples.<br /> (48) I mentally shake hands with you for your answer. (Bronte, 1847)<br /> (49) He bent and kissed her heavy, sad, wide mouth. (Lawrence, 1915)<br /> (50) She sat down on the ground near me, embraced her knees with her arms. (Bronte, 1847)<br /> Halliday and Matthiessen (2004, p. 192) state that “the Scope may construe an entity which exists<br /> independently of the process but indicates the domain over which the process takes place”. As in<br /> (48), (49), (50) where “hands”, “her heavy, sad, wide mouth”, “her knees” are labeled as Scope.<br /> In our experience, “hands”, “mouth”, “knees” do exist independently of the act of “shake”, “kiss”,<br /> “embrace” and that explains why these participants – Scopes can enter into different kind of process<br /> (compare shake hands with put/clean/clap/fold/stretch/touch hands).<br /> (51) Xuân nhồm nhoàm nhai mía. (Vũ Trọng Phụng, 1938)<br /> (52) Viên Quản đập bàn. (Vũ Trọng Phụng, 1938)<br /> The Scope in Vietnamese material-behavioral process may be construed as a separate and<br /> independent element. In (51), (52) where Process “nhai” + Rang - Scope “mía” and Process “đập”<br /> + Range – Scope “bàn” are formed. The final subcategory of Range – Verbiage or Target will be<br /> presented in the next section.<br /> 4.2.4.Verbiage or target in English and Vietnamese<br /> BEHAVER + VERBAL-BEHAVIORAL PROCESS + RANGE-VERBIAGE/TARGET<br /> Like Behavior, Phenomenon and Scope, Verbiage and Target are also realized by nouns or noun<br /> phrases in English and Vietnamese behavioral clauses as in:<br /> (53) She chattered to the elder Marmora. (Fitzgerald, 1937)<br /> (54) Rồi hắn chửi đời. (Nam Cao, 1957)<br /> <br /> In terms of participant roles, within Verbal-behavioral clauses Range is subdivided into two kinds<br /> namely: “Verbiage” and “Target”. Halliday and Matthiessen (2004, p. 255) state that Verbiage is the<br /> function that corresponds to what is said. Here are some examples of verbiage in English.<br /> (55) Colonel Dent and Mr. Eshton argue on politics. (Bronte, 1847)<br /> (56) He wanted to talk about Daisy. (Fitzgerald, 1925)<br /> There is some trouble to analyze (54) and (55) in terms of Range – “Verbiage” or Circumstance<br /> – “Matter”. There appear only two possibilities of interpreting them: either Range-Verbiage or<br /> Circumstance – Matter.<br /> (55a)<br /> <br /> Colonel Dent and Mr. Eshton argue on politics<br /> Behaver Process: Verbal – behavioral Range-Verbiage<br /> <br /> Or (55b)<br /> <br /> Colonel Dent and Mr. Eshton argue on politics<br /> Behaver Process: Verbal – behavioral Cir - Matter<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> Số 08 - 7/2017 27<br /> v LÝ LUẬN NGÔN NGỮ<br /> <br /> <br /> (56a)<br /> <br /> He wanted to talk about Daisy<br /> Behaver Process: Verbal – behavioral Range-Verbiage<br /> <br /> Or (56b)<br /> <br /> He wanted to talk about Daisy<br /> Behaver Process: Verbal – behavioral Cir - Matter<br /> <br /> To shoot the troubles, we are inclined to Range-Verbiage interpretation. It is highly likely that<br /> “politics” and “Daisy” in (55) and (56) should be treated as Range-Verbiage since we examine these<br /> two examples from a viewpoint that prepositions in English in these two cases are firmly fixed with<br /> processes and play roles in processes. Nevertheless, the situation is less ambiguous in Vietnamese.<br /> For examples<br /> (57) Người ta bàn ra tán vào rất nhiều về việc công Xuân Tóc Ðỏ của chúng ta. (Vũ Trọng Phụng, 1938)<br /> (58) Bà than thở về chiến tranh, sinh ra khó làm ăn. (Nam Cao, 1956)<br /> In (57) and (58), “việc công Xuân Tóc Ðỏ của chúng ta”, “chiến tranh” are preceded by preposition<br /> “về”. The question is whether preposition “về” is bound to verbs to form: Process “bàn ra tán vào<br /> về” + Range – Verbiage “việc công Xuân Tóc Ðỏ của chúng ta” or it is fixed to noun phrases to<br /> form: Process “bàn ra tán vào” + Circumstance – Matter “về việc công Xuân Tóc Ðỏ của chúng ta”.<br /> Compared to English prepositions, Vietnamese prepositions are independent of process and freely go<br /> within the clauses. That is to say they do not combine with verbs to make phrasal verbs in Vietnamese.<br /> From this perspective, (57) and (58) should be interpreted as follows.<br /> <br /> Người ta bàn ra tán vào rất nhiều về việc công Xuân Tóc Ðỏ của chúng ta.<br /> Behaver Process: Verbal – behavioral Circumstance - Cir - Matter<br /> Manner<br /> <br /> Bà than thở về chiến tranh, sinh ra khó làm ăn.<br /> Behaver Process: Verbal – behavioral Cir - Matter<br /> <br /> Halliday and Matthiessen (2004, p. 265) argue that Target construes the entity that is targeted by<br /> the process of saying. Now that Verbal-behavioral processes are partly like verbal processes, this<br /> function is still available in both English and Vietnamese behavioral clauses. For examples,<br /> <br /> (59) He said the conductor had insulted Rosemary. (Fitzgerald, 1937)<br /> (60) They insulted me as coarsely as they could in their little way. (Bronte, 1847)<br /> (61) Sometimes she praised his work. (Lawrence, 1919)<br /> (62) John Reed hated his school, and abused his master. (Bronte, 1847)<br /> (63) Nó chửi tất cả làng Vũ Đại. (Nam Cao, 1957)<br /> <br /> The lexico-grammar and semantic roles of Range are briefly illustrated in figure 2.<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> 28 Số 08 - 7/2017<br />  LÝ LUẬN NGÔN NGỮ v<br /> <br /> <br /> <br /> <br /> 5. SIMILARITIES AND DIFFERENCES IN TERMS OF LEXICO-GRAMMATICAL<br /> CHOICES AND FUNCTION OF PARTICIPANTS IN ENGLISH AND VIETNAMESE<br /> <br /> The analysis of collected data revealed some similarities and distinctive differences between<br /> English and Vietnamese behavioral clauses. At lexico-grammatical level, it is clear that both English<br /> and Vietnamese participants are realized by nouns or noun phrases. In terms of the function of<br /> participants in behavioral clauses, there are different kinds of participant roles within two typical<br /> models of behavioral in English and Vietnamese in table 3 and 4.<br /> <br /> Table 3: English and Vietnamese behavioral clauses with one participant.<br /> <br /> Participant Process<br /> Behaver<br /> Behavioral process<br /> Behavior<br /> <br /> Table 4: English and Vietnamese behavioral clauses with two participants.<br /> <br /> Participant 1 Process Participant 2<br /> Behaver Behavioral process Range - Behavior<br /> Behaver Mental - behavioral process Range - Phenomenon<br /> Behaver Material - behavioral process Range - Scope<br /> Behaver Verbal- behavioral process Rang - Verbiage/Target<br /> <br /> However, there are some distinctive features in interpreting participants in English and Vietnamese<br /> behavioral clauses in terms of ideational meaning. Firstly, trouble occurs when analyzing Range-<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> Số 08 - 7/2017 29<br /> v LÝ LUẬN NGÔN NGỮ<br /> <br /> <br /> Phenomenon or Circumstance-Location in References:<br /> Behaver^Mental-behavioral process^Range – 1. Nam Cao (1943), Lão Hạc, NXB Văn học,<br /> Phenomenon modal. This is attributable to the Hà Nội.<br /> favored grammatical construction – Phrasal<br /> verbs in English. Functional analysts must 2. Nam Cao (1956), Sống mòn, NXB Văn<br /> make a decision on whether they are Range học, Hà Nội.<br /> - Phenomenon or Circumstance – Location. 3. Nam Cao (1957), Chí Phèo, NXB Văn<br /> The situation is less complex in English since học, Hà Nội.<br /> phrasal verbs are not common in Vietnam. Last 4. Tô Hoài (1941), Dế mèn phiêu lưu ký,<br /> but not least, we face the problem of interpreting NXB Kim Đồng, Hà Nội.<br /> process^Range – Verbiage modal because of the<br /> tremendous numbers of phrasal verbs in English. 5. Thạch Lam (2004), Tuyển tập truyện ngắn<br /> Thạch Lam, NXB Giáo dục, Hà Nội.<br /> 6. CONCLUSION 6. Kim Lân (1962), Vợ nhặt, NXB Văn học,<br /> In this paper, an attempt has been made to Hà Nội.<br /> examine participants in English and Vietnamese 7. Vũ Trọng Phụng (1938), Tuyển tập Vũ<br /> in terms of lexico-grammatical realization Trọng Phụng, Tập 1, NXB Văn học, Hà Nội.<br /> and participant roles. A qualitative method<br /> 8. Võ Quảng (1974), Quê Nội, NXB Kim<br /> is adopted to interpret them. It is safe to say<br /> Đồng, Hà Nội<br /> that there is a very wide range of participant<br /> meanings. The analysis of collected data revealed 9. Ngô Tất Tố (1937), Tắt đèn, NXB Văn<br /> some similarities and distinctive differences học, Hà Nội.<br /> between English and Vietnamese participants in 10. Nguyễn Ngọc Tư (2011), Cánh đồng bất<br /> behavioral clauses. We interpret and identify two tận, NXB Trẻ, Hà Nội,<br /> typical kinds of English and Vietnamese lexico-<br /> 11. Trang Trang (2012), Mưa nhỏ hồng trần,<br /> grammatical realization of participants: nouns<br /> truy cập ngày 12/3/2017, .<br /> Behaver and Range (Behavior, Phenomenon,<br /> Scope and Verbiage/Target). Behaver often has 12. Nguyễn Thị Tú Trinh, Phan Văn Hòa,<br /> function of agent of the process in both English Trần Hữu Phúc (2017), “Some suggestions on<br /> and Vietnamese behavioral clauses since it is how to identify and classify behavioral processes<br /> about a person or an animal having behaviors, in English and Vietnamese”, VNU Journal of<br /> usually endowed with consciousness while Foreign Studies, Vol.33, No.3, pp. 1-13.<br /> Range often occurs after the processes and is 13. Hoàng Văn Vân (2012), An experiential<br /> considered the second participants in behavioral grammar of the Vietnamese clause, Ha Noi,<br /> clauses. The contrastive analysis between English Vietnam Education Publishing House.<br /> and Vietnamese circumstances in this study 13. Bloor, T.& Bloor, M. (1995), The<br /> shows that there is a borderline of Range and Functional Analysis of English: A Hallidayan<br /> circumstances in English due to the prevalence Approach, Edward Arnold.<br /> of English phrasal verbs whilst there is no trouble<br /> in analyzing and labeling Vietnamese Range. It 14. Eggins, S. (1994), An introduction into<br /> is hoped that functional analysts should take Systemic Functional Linguistics, London and<br /> these distinctive features into consideration when New York: Continuum.<br /> interpreting behavioral clauses./. 15. Fontaine, L. (2013), Analyzing English<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> 30 Số 08 - 7/2017<br />  LÝ LUẬN NGÔN NGỮ v<br /> <br /> <br /> <br /> Grammar: A Systemic Functional Introduction. C. (1997), Working with Functional Grammar.<br /> Cambridge University Press. London: Edward Arnold.<br /> 16. Fowler, R. (1996), On critical linguistics. 20. Bronte, C. (1847), Jane Eyre, Smith,<br /> Texts and practices: Readings in critical Elder & Co, of London, England.<br /> discourse analysis. London: Routledge. 21. Fitzgerald, F. S. (1925), The Great<br /> 17. Halliday M.A.K. & Matthiessen, Gatsby, Scribner, New York.<br /> C.M.I.M. (2000), Construing experience 22. Fitzgerald, F. S. (1937), Tender is the<br /> through meaning: a language-based approach night, Scribner, New York.<br /> to cognition, Open linguistics series, Continuum 23. Lawrence, D.H. (1915), The Rainbow,<br /> International. Collector’s Library, China.<br /> 18. Halliday, M.A.K. & Matthiessen, 24. Lawrence, D.H (1919), Sons and Lovers,<br /> C.M.I.M. (2004), An introduction to Functional Dover publications, Inc, New York.<br /> Grammar. 3rd ed. London, Arnold.<br /> 25. Lawrence, D.H (1920), Women in love,<br /> 19. Martin, J. R., Matthiessen, C. & Painter, Dover publications, Inc, NewYork.<br /> <br /> <br /> <br /> <br /> CHARACTERISTICS OF PARTICIPANTS IN ENGLISH AND VIETNAMESE<br /> BEHAVIORAL CLAUSES<br /> NGUYEN THI TU TRINH, PHAN VAN HOA, TRAN HUU PHUC<br /> Abstract: This article is devoted to interpreting the characteristics of participants in behavioral<br /> clauses in English and Vietnamese in terms of lexicogrammatical structures and ideational<br /> meanings within the framework elaborated by Halliday and Matthiessen (2004); Martin et<br /> al (1997) as well as making comparisons of them. Attention has been paid to interpreting a<br /> wide range of lexicogrammatical choices and strands of function of participants. Each type of<br /> participants is interpreted (i) structurally according to rank, and (ii) semantically according to<br /> ideational meaning. Analysis of participant’s characteristics is conducted on six English and ten<br /> Vietnamese 19th and 20th century novels and short stories. The conclusion points out some new<br /> results and suggests some practical applications.<br /> <br /> Keywords: participants, behavioral clauses, functional grammar.<br /> Received: 24/5/2017; Revised: 12/6/2017; Accepted for publication: 28/6/2017<br /> <br /> <br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> Số 08 - 7/2017 31<br />