A contrastive analysis of negative questions in English and Vietnamese
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- Điều hướng trang này:
- Negative alternative questions
- Implication for teaching and learning
- Some suggestions to correct common mistakes
- Reference
- Websites
Negative Wh- questions:Wh-questions are another common kind of question. They are also called information questions because the answer to the question requires more than just a Yes- or- No answer. In English, most Wh-questions begin with words that start with the letters “Wh”, and they usually end with falling intonation. Negative Wh-questions can be formed by putting Wh-element before a negative operator “not” followed by a subject. Or like negative Yes/No questions negator “not” can be put in a post-subject position in its full form or pre-subject position in its short form. Structure: Q-word + auxiliary + not + S + V + O? Q-word + auxiliary + S + not + V + O? E.g.1: What do you not like to eat? E.g.2: What don’t you like to eat? In Vietnamese, this type of questions is formed with interrogative pronouns such as: ai (who/ whom), của ai (whose), gì (what), cái nào (which), khi nào (when), đâu, ở đâu (where), như thế nào, bằng cách nào (how), sao, vì sao, tại sao, thế nào (why), bao nhiêu (how much, how many), bao lâu (how long)… In Vietnamese questions, interrogative pronouns are located in the place of the word, which it replaces. It is not necessary to invert it to the beginning of the sentence like in English. In some cases, the interrogative pronoun is inverted to the beginning of the sentence, or the word, which the interrogative pronoun replaces, is also inverted to the beginning of the sentence to emphasize. Therefore, when making negative questions, people usually add negative words: không, chẳng, chả … and modal articles: cơ à/ hả/ nhỉ/ đấy hả/ đấy nhỉ/ chứ/ ư… Structure: Q-word + S + không /chẳng/ chả +V+ O+ (particle)? S + không /chẳng/ chả +V+ O+ Q-word +(particle)? E.g.1: Ở đâu bán hàng xách tay tin cậy hả chị? E.g.2: Bạn không nhớ đã gặp anh ta khi nào hả? Negative question with “who”, “what”, “which”….etc. are only used for requesting information.
Meanwhile, it has much more sense than other questions when going with “why”. This kind of question can be rendered into Vietnamese by putting Q-element “tại sao”, “vì sao( mà)”, “tại làm sao”, “tại vì sao” “thế nào (mà)”, “bởi vì sao”, “sao mà”, “là sao”, “là thế nào” these words can combine with “vì, do, tại, bởi” to show reasons. And in Vietnamese questions, we usually use particles “nhỉ, hả, sao, ư, ạ” at the end of the questions to show the relationship between the speaker and the addressee or to express our attitude towards something.
As you can see from above examples, in English questions wh- words often have to come initially, however, in Vietnamese ones, it is not necessary to invert interrogative words to the beginning or at the end of the questions. Besides, “why” in negative question can be used to express surprise or complaint:
“Why don’t”/ “why doesn’t”/ “why not” + S + bare infinitive can express suggestion or advice:
“Why didn’t” conveys criticism, showing that what work should have done but it didn’t:
We can see that in both languages, Vietnamese and English Q- words are the main elements in questions and other are pre- suppositions. Contexts play important roles in questions because they can limit the content of Q-words. But in English questions, wh- words always come first, on the other hand in Vietnamese ones, they can come first, jump in the middle or come at the end of the questions. (However, in some situations, the different positions of interrogative pronouns in Vietnamese are accepted according to traditional grammar which focuses on structure, the modern or funtional grammar that focuses on meaning sometimes does not accept it). One English question word may refer to more than one Vietnamese question word (Why- “tại sao”, “vì sao( mà)”, “tại làm sao”, “tại vì sao” “thế nào (mà)”, “bởi vì sao”, “sao mà”, “là sao”, “là thế nào”, “do đâu”, “vì đâu”, “vì cái gì”). In English questions, auxiliaries are obligatory, but they are not in Vietnamese ones. Furthermore, there is subject- verb agreement in English questions while it is not necessary in Vietnamese ones because Vietnamese verbs have no inflection. In English questions, time expression are very necessary, they are closely related to verb forms (tenses) whereas, in Vietnamese they are optional according to the context. In Vietnamese questions, modal particles “ạ, hử, hả, nhỉ, ấy, đó, thế..” are often used to express the familiarity and different attitude between the speaker and the addressee. In Vietnamese questions, people tend to use modal particles in the final position of the sentence. In English, however, they can use intonation and stress to express attitude in the way that Vietnamese use end particles. They also have intonation and stress patterns for meaning and questions etc. According to some traditional grammar views, in English questions, correct grammar and order of the words are very important, on the contrary, in Vietnamese ones meaning is more important than grammar. Negative alternative questions:An alternative question is a question that presents two or more possible answers and presupposes that only one is true. In form, alternative questions are similar to yes/no interrogatives, in starting with the finite operator and not containing a question word. Alternative questions offer two or more options for responses. Alternative questions, like Yes/No questions, ask on the whole idea expressed by the clauses as options. A positive Yes/No question can be converted into an alternative question by adding or not or a matching of a negative clause: E.g.1: Are you coming or aren’t you coming? E.g.2: Are you coming or not? The first form is not common. The example above might be used if the speaker was impatient because the addressee was hesitating too long. Even so, the form that has undergone conjunction reduction would be more likely: → Are you coming or aren’t you? However, sometimes alternative questions may be concentrated on part of the whole clause. E.g.3: Did Sandy want Coke or iced tea? It is well known that interrogatives such as (3) are ambiguous between two interpretations, polar question (yes/ no question) interpretation and alternative question interpretation. When it is interpreted as a polar question, what Bill asked Sandy is whether or not she wanted one of the two drinks. In this case, Bill is indifferent as to which of the two drinks Sandy wants. When it is interpreted as an alternative question, what Bill asked is whether Sandy wanted Coke or Sandy wanted iced tea. In actual utterance, different intonations disambiguate the two readings. When we turn to negative questions, we often add “not” after subject.
Negative Yes/ No question, a OR b? Negative wh- question, a OR b? E.g.1: Did John not drink coffee or tea? E.g.2: Which car wouldn’t you like, the black one or the white one? Alternative question gives more than one alternative choice already presented in the question. The Vietnamese usually use one of the connections like: hay, hay là, hoặc before the last alternative in this kind of sentence. When making negative, some negative words like: không, chẳng, chả is added: Structure: S + không /chẳng/ chả +…… +a hay/ hay là/ hoặc b? Q-word + S + không /chẳng/ chả +V+ a + hay/ hay là/ hoặc b? S + không /chẳng/ chả +…….+ Q-word, a+ hay/ hay là/ hoặc b? E.g.1: Anh không thích cái xe màu đỏ hay màu vàng? E.g.2: Cái áo nào chị không thích, áo cổ chữ V hay cổ lọ? E.g3: Cậu không thích học bơi hay học võ? Implication for teaching and learningCommon mistakes made by students in learning negative English questions:Students don’t often use negative questions and don’t know in which situation they can use English negative questions. They think they can only use negative questions to seek for agreement or to check information. They make mistake in distinguishing the negative tag question and positive tag question and how to respond correctly. They put “auxiliary + not” after subject (wrong word order) in negative wh-questions and alternative ones. E.g.: “What he doesn’t like?” instead of “What doesn’t he like?” or “Why you didn’t come to work last week?” instead of “Why didn’t you come to work last week?”
The biggest mistake is subject- verb concord. E.g.: “She like coffee, don’t she?” instead of “She likes coffee, doesn’t she?” Some suggestions to correct common mistakes:Learning a foreign language is very difficult because of its complication let alone mastering it. Therefore, students should be motivated from the beginning. How to make students feel free to learn can be a hard quest but it’s the point. Teachers should pay attention to teaching language in use instead of for exam. Only when learners see the importance and usefulness of what they explore and be comfortable, they know the way to it themselves. Each country has their own cultures so the way they speak is different from people in foreign countries, especially the way of using and asking questions. Language learners tend to transfer their forms and meanings and their distribution of forms and meaning of their native language to the foreign and tend to make questions as in their native language that leads to a lot of mistakes. However making mistakes is very common in the learning process. Teachers used to be very afraid of their students making mistakes. They tried to make their students remember correct forms by heart and use language accurately. However, it is now widely agreed that language is no longer learnt by this method. It has been proved that learners have to experience mistakes, obtain the rules by themselves, try them out naturally in everyday communicative activities. Therefore, first and foremost thing language teachers should bear in mind is that making mistakes is natural and unavoidable and should not be worried about the mistakes made by students. On the other hand, mistakes can make us recognize what they have and have not learnt. Also, from these mistakes we can figure out reasons for these problems and think of the most suitable method to help them achieve their own targets. Generally, during the process of learning English, Vietnamese learners may face with some problems and difficulties when dealing with English negative questions. Teachers should pay particular attention to structural, usage similarities and differences. Students must be aware of the structures of each type of questions and know how to use English negative questions for different purposes, not only for asking information. After giving them the usage and formations of negative questions, teachers should draw students’ attention to differences between two languages in a suitable way so that students can have a clear distinction between two negative question systems and use them correctly As a rule, a lot of practice is certainly needed for students to master in using negative English questions. Teacher can give students some lists of questions for students to be familiar with the special questions so that they can know the way to respond and use correct intonation. Moreover, creating chances for learners to study real life situations can be a very good help. When students have much time interract with their friends in class, they can handle the conversation more smoothly, avoid being confused, embarrassed in real life. During these oral practice they can cause a lot of mistakes but once again mistakes is inevitable and helpful. It is a must that teachers should help and let students correct themselves. Learning by themselves, students can remember longer and better. However, in order to achieve the success, it is necessary to have attempts of both teachers and learners. Teachers have to sefl-improve constantly to be sourceful and active fecilitators. Likewise, students must do their best to learn and try to read a lot of books to know much more about the target language English, particularly negative questions. Teaching and learning process needs both hands of teacher and learn. Without one of the two, the studying progress is unsuccessful and ineffective. In conclusion, question is the complicated and diversified aspect. This makes the learners often get confused, be in trouble when using or respond to the questions. However, question is a common linguistic feature, plays an important role and is used widely in both literature and daily communication. I personally think a contrastive analysis between English and Vietnamese negative questions will be helpful for both teachers and learners. With the information in this paper, hope that students can lessen their difficulties in learning English and language teachers can find some more ways to apply for their English teaching. ReferenceBooks:Le, Quang Thiem. (2004). Nghiên cứu đối chiếu các ngôn ngữ. Hanoi: Hanoi National University Publisher. Diep, Quang Ban. (2005). Ngu phap tieng Viet. HCM City: Education Publishing House. Sally Wehmeier. (2005). Oxford Advanced Learner’s Dictionary-7th Edition. UK: Oxford University Press. Swan, Michael. (2000). Basic English Usage. The UK: Oxford University Press. Websites:http://vietnamese-learning.com/92/vietnamese-negative-questions http://www.mautailieu.com/m83/negative-questions-english-vietnamese-contrastive-analysis-505.html http://en.allexperts.com/q/English-Second-Language-1815/English-negative-questions-1.htm http://www.usingenglish.com/forum/ask-teacher/19011-responding-negative-questions.html http://www.perfectyourenglish.com/usage/negative-forms.htm http://en.wikipedia.org/wiki/Interrogative_word http://www.globaledu.com.vn/vietnam/show_page.php?pageID=grammarOnline&IDGrm=NP1106573203&IDGrmSub=&type=CB&nop=1 http://vietnamese-grammar.group.shef.ac.uk/index.php Каталог: ed -> CA2011 ed -> Sau khi Đảng Cộng sản Việt Nam ra đời (3/2/1930), Đảng đã thấy rõ tầm quan trọng của việc xây dựng tổ chức Đoàn ed -> THÔng tin pháp luật số 03 CA2011 -> Exclamatory sentence english and vietnamese CA2011 -> Ho chi minh city university of education department of english CA2011 -> Phrasal structure in vietnamese and english newspaper headlines nguyen thi phuong lan department of english CA2011 -> A contrastive analysis of passive voice in english and vietnamese tải về 146.33 Kb. 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