(SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high school
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(SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high school
1TEACHING EXPERIENCE“THE common two - WORD VERBS DENOTING MATERIAL AND MENTAL PROCESSES IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS AT CƯA LO 2 HIGH S (SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high schoolSCHOOL.”(CÁC ĐỘNG Từ HAI THÀNH TÓ PHÓ BIÉN QUY CHIẾU TIẾN TRÌNH VẬT CHÁT VÀ TINH THẢN TRONG TIÉNG ANH VÀNGHÍA TIÊNG VIỆT TƯƠNG ĐƯƠNG Ớ TRƯỜNG THPT CƯA LÒ 2)2Cua Lo, 2020PARI A: INTRODUCTIONThere is another kind of composition more frequent in our language than perhaps in any other, from which arises (SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high school to foreigners the greatest difficulty."----Samuel Johnson-----Preface. Dictionary of the English Language, 17551.Rationale of the studyThe two-word v(SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high school
erbs, including phrasal verbs (PVs) and prepositional verbs (PreVs), are an interesting linguistic phenomenon in the English language. ManyEnglish tea1TEACHING EXPERIENCE“THE common two - WORD VERBS DENOTING MATERIAL AND MENTAL PROCESSES IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS AT CƯA LO 2 HIGH S (SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high school structures are never easy for non-native learners to acquire, mostly because the semantic, grammatical and stylistic peculiarities that they possess.The meanings of a two-word verb are not always likely guessed from its individuals. Many non-native speakers of English must, therefore, memorize them (SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high school to be able to understand and use them in the right context. However, thousands of two-word verbs and many more times of their meanings make the massi(SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high school
ve learning unfruitful. Consequently, pages are spent to find out which PVs to teach and in what sequences. For example. Dilin Liu (2003) suggests 3021TEACHING EXPERIENCE“THE common two - WORD VERBS DENOTING MATERIAL AND MENTAL PROCESSES IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS AT CƯA LO 2 HIGH S (SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high schooluthors claim to be a manageable number to deal with. The problem is two-word verbs arc very polysemous, and corresponding with 100 frequent PVs proposed by Gardner and Davies. (2007), it is not 100 but up to 559 potential meanings (5.6 meanings per PV on average) learners have to deal with. From thi (SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high schools view, the number 100 is getting less manageable.What it if I focus on senses that are used.more ofien than the other? So. the load of learning Engli(SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high school
sh two-word verbs would be reduced. This is also what this current study is aiming at. Biber et al. (1999) suggest that we classify multiword verbs ac1TEACHING EXPERIENCE“THE common two - WORD VERBS DENOTING MATERIAL AND MENTAL PROCESSES IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS AT CƯA LO 2 HIGH S (SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high schoolverbs of existence or relationship, and aspectual verbs. Halliday (1985; 2004) approaches the matter with different term but the same nature. Instead of ‘semantic domains; Halliday has term ‘processes* (See section 1.2.1 for types of processes); and what Biber (1999) names ‘activity verb’ is labeled (SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high school ‘material process'. This study uses Halliday's terms for their clarity and systematic nature; and attends to material and mental processes since they(SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high school
are considered most common by both3Halliday (1985; 2004) and Biber (1999).2.Aims of the studyThe primary aims of this paper are:1.to study English tw1TEACHING EXPERIENCE“THE common two - WORD VERBS DENOTING MATERIAL AND MENTAL PROCESSES IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS AT CƯA LO 2 HIGH S (SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high schoolses;2.to investigate some common English two-word verbs denoting material and mental processes and find their Vietnamese equivalents;3.To suggest some recommendations for teaching and learning two- word verbs.3.Research questions1.What are the characteristics of English two- word verbs and the diffe (SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high schoolrences between two kinds of English two word verbs: PVs and PreVs?2.What are Vietnamese equivalents to common English two- word verbs denoting materia(SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high school
l and mental processes?3.What are recommendations to the teachers and pupils of Cua Lo 2 High School for teaching and learning two- word verbs?4.Scope1TEACHING EXPERIENCE“THE common two - WORD VERBS DENOTING MATERIAL AND MENTAL PROCESSES IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS AT CƯA LO 2 HIGH S (SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high school ‘Phrasal-prepositional verbs* would be beyond the scope of this paper.Two-word verbs are rich in both number and meanings. For example, in Oxford Phrasal verbs Dictionary, 6000 common British and American PVs are recorded; the verb 'go' solely has 31 two-word verbs with 209 different meanings. So, (SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high schoolI am not ambitious to cover all of them. Although some verbs have no single correct classification or have multiple meanings belonging to different se(SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high school
mantic domains, Biber (1999) affirms that activity verbs and mental verbs are of most common. Among the 12 most common lexical verbs that all occur ov1TEACHING EXPERIENCE“THE common two - WORD VERBS DENOTING MATERIAL AND MENTAL PROCESSES IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS AT CƯA LO 2 HIGH S (SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high schooltal verbs (know, think, see, want, mean). Also by means of corpus. Biber proposes lists of the most common lexical verbs in each semantic domain, including all verbs that occur over 300 times per million words in at least one register (cf. Biber et al.... 1999: 367-369). In domain of activity materi (SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high schoolal verbs, we see the notable common of "make. go. give, come, put”, and "take”; while “see. think, know, want, feel, like" are distinguished represent(SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high school
atives of mental verbs.Therefore, having claimed to be the study of the common two-word verbs4denoting material and mental processes in English though1TEACHING EXPERIENCE“THE common two - WORD VERBS DENOTING MATERIAL AND MENTAL PROCESSES IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS AT CƯA LO 2 HIGH S (SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high schoolprolific PVs of British National Corpus), and three of mental ones: HEAR, SEE. THINK. Moreover, only two-word verbs with idiomatic and semi-idiomatic meanings used in material and menial processes are concentrated on.5.Method of the studyThe study aims to find out. in the limitation of seven lexical (SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high school verbs, “how many” and ”how often” two-word verbs belong to malerial and menial processes are there are. comparing with the other four processes. Thus(SKKN HAY NHẤT) the common two – word verbs denoting material and mental processes in english and their vietnamese equivalents at cua lo 2 high school
, quantitative research methods, which give much focus on the collection and analysis of numerical data and statistics, appear to be appropriate.1TEACHING EXPERIENCE“THE common two - WORD VERBS DENOTING MATERIAL AND MENTAL PROCESSES IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS AT CƯA LO 2 HIGH S1TEACHING EXPERIENCE“THE common two - WORD VERBS DENOTING MATERIAL AND MENTAL PROCESSES IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS AT CƯA LO 2 HIGH SGọi ngay
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