Nguyễn Thị Khánh

MINISTRY OF EDUCATION AND TRAINING
HANOI OPEN UNIVERSITY
NGUYỄN THỊ KHÁNH
SYNTACTIC AND SEMANTIC FEATURES OF ENGLISH

VERB “TAKE” IN THE NOVELS “THE OLD MAN AND
THE SEA” AND “ FOR WHOM THE BELL TOLLS ”BY
ERNEST HEMINGWAY WITH REFERENCE TO ITS
VIETNAMESE EQUIVALENTS
ĐẶC ĐIỂM CẤU TRÚC VÀ NGỮ NGHĨA CỦA ĐỘNG TỪ
“TAKE” TRONG CÁC TÁC PHẦM “ÔNG GIÀ VÀ BIỂN CẢ”
VÀ “ CHUÔNG NGUYỆN HỒN AI ” CỦA NHÀ VĂN
ERNEST HEMINGWAY VỚI SỰ TƢƠNG ĐƢƠNG TRONG
TIẾNG VIỆT
M.A THESIS
Field: English Language
Code: 8220201
Hanoi, 2018
MINISTRY OF EDUCATION AND TRAINING
HANOI OPEN UNIVERSITY
NGUYỄN THỊ KHÁNH
SYNTACTIC AND SEMANTIC FEATURES OF ENGLISH

VERB “TAKE” IN THE NOVELS “THE OLD MAN AND
THE SEA” AND “ FOR WHOM THE BELL TOLLS ”BY
ERNEST HEMINGWAY WITH REFERENCE TO ITS
VIETNAMESE EQUIVALENTS
ĐẶC ĐIỂM CẤU TRÚC VÀ NGỮ NGHĨA CỦA ĐỘNG TỪ

“TAKE” TRONG CÁC TÁC PHẦM “ÔNG GIÀ VÀ BIỂN CẢ”
VÀ “ CHUÔNG NGUYỆN HỒN AI ” CỦA NHÀ VĂN
ERNEST HEMINGWAY VỚI SỰ TƢƠNG ĐƢƠNG TRONG
TIẾNG VIỆT
M.A THESIS
Field: English Language
Code: 8220201
Supervisor: Assoc. Prof. Dr LÊ VĂN THANH
Hanoi, 2018
CERIFICATE OF ORIGINALITY
I, the undersigned, hereby certify my authority of the study project report entitled
Syntactic and semantic features of English verb “take” in the novels “ The Old Man
And The Sea “ and “ For Whom The Bell Tolls” by Ernest Hemingway with
reference to its Vietnamese equivalents submitted in partial fulfillment of the
requirements for the degree of Master in English Language. Except where the
reference is indicated, no other person‟s work has been used without due
acknowledgement in the text of the thesis.
Hanoi, 2018
Nguyen Thi Khanh
Approved by
SUPERVISOR
(Signature and full name)
Date:……………………
i
ACKNOWLEDGEMENTS
For the accomplishment of this thesis, first of all , I am greatly indebted to my
supervisor, Assoc. Prof. Dr Lê Văn Thanh, who has kindly and patiently guided me
throughout the process of the study. His insights, advices, support, and
encouragement have made the process of the study not only precious but also a
meaningful one.
Besides, I would like to thank all my respectable lecturers for teaching me all the
courses that I have taken at Ha Noi Open University.
I would also like to thank all my colleagues who made great contribution to my
research . Without their assistance and participation, this study would not have been
successful.
Finally, I am deeply grateful to my beloved parents, husband and my children for
their love and support which have enabled me to overcome all the challenges during
my study.
ii
ABSTRACT
The purpose of this study is to investigate the syntactic and semantic features
of English verb “take” in the novels “ The Old Man and the Sea” and “ For Whom
the Bell Tolls” “ by Ernest Hemingway with reference to their equivalents in theirs
translation “ Ông già và biển cả” translated by Lê Huy Bắc and “ Chuông nguyện
hồn ai” translated by Nguyễn Vĩnh and Hồ Thể Tần. The study is aimed at three
points: (1) pointing out syntactic and semantic features of the verb “take” used in
the novel “ The Old Man and the Sea” and “For Whom the Bell Tolls” , (2) finding
the similarities and differences between the meanings of the verb “take” in English
and Vietnamese translational equivalents, (3) providing some recommendations for
the teaching and learning as well as translation of the verb “take” into the target
language. This study was designed as a descriptive research with the method of
contrastive and componential analysis. According to the data analysis, the result of
the study show that the verb “take” coincide in their general meaning. However, the
verb “take” in Vietnamese seems to have much more meanings than that in English.
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LIST OF ABBREVIATIONS
EFL: English Foreign Language
Eg: Example
T: Transitive Verb
I: Intransitive Verb
iv
LIST OF TABLES AND FIGURES
Table 2.1. Summary of the Semantic Features of TAKE

Table 2.2. Summary of Idioms of TAKE
Table 2.3. Summary of Phrasal Verbs of TAKE
Table 2.4. Collocations with TAKE
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TABLE OF CONTENTS
Certificate of originality…………………………………………………..….i
Acknowledgements……………………………………………………….….ii
Abstract……………………………………………………………………...iii
Lists of abbreviations………………………………………………..….…..iv
List of tables and figures……………………………………………………vi
Chapter 1: INTRODUCTION …………………………………………………...1
1.1 Rationale for the study …………………………………………………………. 1
1.2 Aims and objectives of the study ……………………………………………….2
1.3. Research questions……………………………………………………………...2
1.4 Scope of the study ………………………………………………………………3
1.5 Significance of the study ………………………………………………….…….3
1.6 Design of the study ……………………………………………………….…..4
Chapter 2: LITERATURE REVIEW ………………………………………..…..6
2.1 Review of the previous studies………………………………………….………6
2.2 Review of theoretical background ……………………………………………...7
2.2.1. Syntactic Theory……………………………………..………………….……7
2.2.2. Semantic Theory………………..……………………………………...……10
2.2.2.1.Meaning………………………………………………………..……..10
2.2.2.2. Word Meaning…………………………………………………...…..12
2.2.2.3.Semantic Features………………..………...………………………13
2.2.2.4.Semantic Field………………..……………...………………………13
2.2.3.Verbs…………………………………………………………...………...…..14
2.2.3.1. Definition of English Verb……………………………...……………14
2.2.3.2. Classification of Verbs…………………………………………………….15
2.3 .Theoretical framework……………………………………………..………….18
2.3.1. The verb “take” in English…………………………………..………………18
2.3.2. The verb “ take” with its Vietnamese equivalents…………………………..24
2.4 Summary……………………………………………………………………….24
Chapter 3: METHODOLOGY ………………………………………………….26
3.1 Subjects …………………………………………………...…………………..26
3.2 Instrumentation …………………………………………………………….….26
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3.3 Procedures ……………………………………………………………………..26
3.4 Statistical Analysis ………………………………………………...………….27
3.5 Summary ………………………………………….…………...………………28
Chapter 4: Syntactic and Semantic features of English verb “take” in the
novels “ The Old Man and the Sea” and “For Whom the Bell Tolls” by Ernest
Hemingway with reference to its Vietnamese equivalents……………………..29
4.1. Syntactic and semantic features of the verb “Take” in the novels “The Old Man
and the Sea” and “ For Whom the Bell Tolls” by Ernest Hemingway and their
equivalent in Vietnamese…………………………………..………………………29
4.2. The similarities and differences between the verb “Take” in English and their
equivalent in Vietnamese………………………………………………….……….36
4.3. Some recommendations for the teaching and learning as well as translation of
verb “Take” into the target language……………………………………………....41
4.4 Summary……………………………………………………………………….43
Chapter 5: CONCLUSION………………………………………...…………….44
5.1 Summary of Findings………………………………….……………………….44
5.2 Concluding remarks …………………………………………………………...44
5.3 Recommendations for Further Study…………………..………………………46
REFERENCES …………………………………………………………………….47
vii
Chapter I
INTRODUCTION
This chapter presents the background of the study, reasons for choosing the topic,
statements of the problem, objectives of the study, significance of the study, and
outline of the study.
1.1. Rationale for the study
Nowadays, English is considered as an important means of communication

all over the world. The number of people who communicate and use it as the first
language has been increasing day by day. However, in the process of
communication, we sometimes have difficulties to choose words when expressing
something because of their similar meanings in different contexts and usage.
Wilkins (1972:111) comments : “Without grammar, very little can be conveyed;
without vocabulary in English nothing can be conveyed”. Besides, possessing a rich
source of vocabulary in English will enable learners speak and write concisely.
According to Palmer (1965 :1), “ learning a language is, to a very large degree, how
to operate the verbal forms, the pattern and the structure of the verb in that
language.
English verbs are classified in different ways and according to various
criteria. This helps us not only to collect but also to use them easily. However, the
fact that a verb can convey different meanings , which makes Vietnamese learners
and users of English confused.
The verb “take” is one of the most commonly used in English. It can be
divided into 17 semantic meanings and there are 13 idioms and 37 phrasal verbs
containing it. Thus, the verb “take” is rather complicated. The misunderstanding of
using the verb “take” causes many problems to English users and translators. In
addition, the wide diversity of the verb “take” sometimes makes them confused and
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they have difficulties when using them effectively to get target communication in
speaking as well as translating.
In fact, some researches have been done about many kinds of verbs but
research of the verb “take “ has not been done. For these reasons, we would like to
choose the study of the verb “take” in the novel “ The Old Man and the Sea” and “
For Whom the Bell Tolls” by Ernest Hemingway for my thesis topic to study more
about its syntactic and semantic features with the hope of helping Vietnamese users
and translators to achieve the exact usage and use it.
1.2. Aims and Objectives of the study
This thesis is aimed to analyzing of syntactic and semantic features of
English verb “take” with reference to their Vietnamese equivalents and find out the
similarities and differences of them. From that, the author will give the suggestions
for teaching, learning and translation of verb “take”.
There are three main objectives in this study. The first objective is
pointing out the syntactic and semantic features of English verb “take” in the novels
“ The Old Man and the Sea” and “ For Whom the Bell Tolls” by Ernest
Hemingway. The second one is helping Vietnamese learners be aware of the
similarities and differences between English verb “take” and their Vietnamese
equivalents. And lastly, it is proposing some implications for mastering English
verb “take” in effective ways.
1.3. Research questions
To achieve the aims and objectives of the thesis, the following research
question is put forward:
1. What are syntactic and semantic features of the verb “take” in English
and their Vietnamese equivalents in the novels?
2. What are the similarities and differences between English verb “take”
and their Vietnamese equivalents?
3. What are the implications for teaching, learning and translating English
verb “take”?
2
1.4. Scope of the study
This study focuses on analyzing syntactic and semantic features of English
verb “take” in the novels “ The Old Man and the Sea” and “ For Whom the Bell
Tolls” by Ernest Hemingway then Vietnamese equivalents will be later discussed
through analyzing English- Vietnamese examples in different contexts. It is better if
English verb “take” is analyzed and totalized, contributing considerably to English
learning and teaching in Vietnam.
In terms of syntactic feature, the verb “take”
1.5. Significance of the study.
The study is carried out basically through the descriptive and methods. The
descriptive method is employed to give in depth and detailed description syntactic
and semantic features of English verb “take” in English. The work starts with a
review of existing study results on verbs to provide a better understanding of the
topic. By providing an innovative approach to learning English lexical terms, the
author to expects to change how students learn English words as well as how
teachers change their traditional methods of teaching vocabulary.
This study‟s implications are to deal with these issues in hope that will help
students overcome their troubles.
With the aim of investigating the syntactic and semantic features of English verb
“take” with reference to their Vietnamese equivalents, it could be a considerable
contribution to different groups.
Firstly, the result of the research is expected to give a positive result for the
readers so that they will have a deeper understanding of the verb “take” in the
novels as well as enrich their vocabulary and apply the verb “take” in their writing
and speaking activities. The verb “ take” and the verb “ mang” are highly frequently
used for Vietnamese learners, therefore, knowing syntactic and semantic features of
this verb as well as their similarities and differences can facilitate the learner‟s
process of learning vocabulary.
3
Secondly, this research would be beneficial to the novelists who will get important
about the verb “take”. Therefore, this research is expected to make useful
contributions which are easily comprehended by the readers of the novel.
The third contribution is the formation of five implications for teaching
verbs in general. As a result, these implications can be applied as a framework or
model for teaching all verbs. This is extremely significant for EFL learners in
particular.
Last but not least, since there is no study conducted to investigate the verb
“take” in novels, hence; this study may be a springboard for those who want to do
further research in the same area.
1.6. Design of the study
This study is divided into 5 chapters
Chapter I: The Introduction presents the rationale, aims, objectives, research
questions, methods of the study, scope, significance and the design of thesis.
Chapter II: The Literature Review features the review of related literature and the
theoretical backgrounds for the study, in which the theory of verbs are discussed.
The verb “take” will be also identified in terms of grammatical characteristics in
structures related to take. Also, this chapter presents and describes concrete cases of
the verb “take” in English with its Vietnamese equivalents in corresponding
contexts.
Chapter III: The Methodology, presents the research governing orientations and
the research methods used in implementing and developing the study. This chapter
focuses on research questions, research setting, approaches to investigate the
research problem, the principles, techniques to collect and analyze data, etc.
Chapter IV: Findings and Discussion, introduces the results of the survey which
syntactic and semantic features of the English verb “take” shown in the novels
“ The Old Man and the Sea” and “ For Whom the Bell Tolls” by Ernest
Hemingway. The similarities and differences of the verb “take” are found out. The
research recommendations for learning English as a foreign language can be found
as the last part of this chapter.
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Chapter V: Conclusion, provides concluding remarks. Summarizes major findings
of the study, points out the limitations and proposes some suggestion for further
research.
5
Chapter 2
LITERATURE REVIEW
The second chapter covers review of related literature. It contains review
of previous studies and review of the theoretical studies.
2.1 Review of the Previous Studies
According to Levin [12], verbs are put into 23 different classes based on
their patterns of alternation and according to George A. Miller ; verbs are divided
into 15 files largely based on semantic criteria. All but one of these files
corresponds to what linguists have called semantic domains: verbs of bodily care
and functions, change cognition, communication, competitions, etc.
According to Vendler, Z. in Linguistics in philosophy. Ithaca, N.Y: Cornell
University Press placed verbs into four classes: activities, accomplishments,
achievements, and states. In “Semantic Structure”, Jackendoff presents some verbs
of manner of motion and configuration. Moreover, according to Palmer F.R. [17],
verbs are classified into seven major semantic domains, although many verbs have
more than one meaning. Marcella Frank in “Modern English a practice reference
guide” classifies verbs by complement of verb or by form of verb. The types of
verbs described have difference according to the kind of complement they may
have.
Lyon [14] supply us with some information about perception verbs..
Wiśniewski K. [18] research results of the 20 most frequent verbs in European
language (English, German, Swedish , French, Spanish, Finnish, Hungarian... show
that the field of perception is represented by the verb denoting visual perception,
namely the verb “see”.
In Vietnam, Nguyen Kim Than [21] mentions the formation of Vietnamese
verbs and their classification. Moreover; there are also some studies on semantic
and lexical features of verbs. For example, Nguyen Van Chien studies “ăn” and “đi”
in Vietnamese. Truong Thi Hue also studies verbs denoting the concept of eating.
There also have been many studies that focus on verb groups. Tran Thi Phuoc Hanh
6
analyzed the semantic and syntactic features of four English verbs: Say-Tell-Speak-
Talk and their Vietnamese equivalents. Luu Thuy My Hanh studied on semantic and
syntactic features of motion verbs in English and Vietnamese equivalent. There
have been studies of Nguyen Thi Mai with an investigation into linguistic features
of the English verbs “carry, bring, take” and their Vietnamese translational
equivalents, Le Lan Phuong with verbs denoting the concept of seeing in English
and Vietnamese, Nguyen Thi Hong Duc with English spatial verbs and their
Vietnamese equivalents in the light of cognitive grammar.
2.2 Review of theoretical background
2.2.1. Syntactic theory
Syntax is the study of how combine to the form sentences and the rules
which govern the formation of sentences. However, syntactic structure is
understood as the arrangement of words and morphemes into larger units( phrases,
clauses, and sentences).
Meaning is associated with the way in which words are combines to make
phrases, clauses and sentences. Compare The dog bit the postman and The postman
bit the dog, which involve the same word meanings but quite different sentence
meanings because of their different syntactic arrangements. As Dixon (1991)
claims, there is a principled interaction between the meaning of a word and its
grammartical properties. Once a learner knows the meaning and grammartical
behaviour of most of the words in a language, then from the meaning of a new word
he can infer its likely grammatical possibilities, or from observing the grammatical
use of a new word, he may be able to infer a good deal about what it means.
Every verb, in its capacity as the core of a clause, is defined semantically
in terms of the semantic roles of the participants in the state or event codes by the
clause. Within the clause, these participants occupy the grammatical roles of, most
commonly, subject, direct object, indirect object, adverb or predicate. These
grammatical roles are marked in English by a combination of morphology and
word-order. But they also have other, more subtle, grammatical-behavioral
7
properties, such as various constraints on their distribution in grammatical
environment.
 Grammatical roles
The participants in states or events, in whatever semantic role, may occupy one of
four distinct grammatical roles in the clause: subject (S), direct object (O), indirect
object (IO) and nominal predicate (PRE). As a brief illustration of the four major
grammartical roles in simple clauses consider :
The Woman gave a book to the child
(S) (O) (O)
Mary is a teacher
(S) (PRE)
While the grammartical subject in English simple clauses precedes the verb, is
morphologically unmarked, and requires grammartical agreement with the verb, at
least to the limited extent that exists in English, the grammartical object follows the
verb and does not require grammatical agreement with the verb. Nominal predicates
in English follow copular verbs as be and the indirect objects follow the verb (if
present). However, they are morphologically marked by a preposition. One that
typically marks the semantic role of the participant occupying the indirect object
grammatical role. For example:
She went to the market [ locative: direction toward]
He walked on the beach [ locative: direction away]
Mary came with her brother [ associative]
 Syntactic relations
According to the grammatical classification of verbs, verbs fall into three
broad subclasses- those that require only one role ( intransitive verbs), those which
require two roles (copular) and those require two or more roles (transitive verbs).
There is a considerable difference between intransitive subject and transitive
subject.
If a verb has only one role, at the semantic level, then it must be mapped onto
intransitive subject relation , at the syntactic level. Some of the roles in intransitive
8
subject can control the activity in which they are involved (e.g. walk, speak) but
other intransitive subject roles exercise no control (e.g. break, die, grow).
If a verb has two or more roles, one will be mapped onto transitive sub ject
and another onto transitive object (e.g. Mary cut the cake)
It is clear that verbs are one of the most central syntactic category in language. They
have deep relations with the other categories: nouns because they select arguments
which are often nominals or adverbs because adverbs modify verbs, prepositions,
which, in turn assign thematic roles to NPs. Verbs associated with adverbs permit
the computation of aspect .
The role common to all motion verbs is (thing) „moving‟ (e.g. Mary ran).
There may also be specification of Locus – the place with respect to which motion
takes place an NP in Locus role is most often marked by the appropriate
preposition. Certain motion verbs may allow the preposition to be ommited, a slight
semantic difference then resulting, e.g. He jumped ( over ) the river, She climbed
(up) the mountai. It is also possible in certain circumstances to omit a preposition
before a measure phrase, e.g. he ran (for ) a mile
Syntax, as defined by Richard et al , is the study of how words combine to
form sentences and the rules which govern the formation of sentences. As George
Yule states [45, p.4], syntax is the study of the relationship between linguistic
forms, how they are arranged in sequence and which sequences are well-formed.
This type of study generally takes place without considering any word of reference,
or any user of the forms.
According to Nguyen Hoa Lac syntax is a description of the way words
are put together to make larger units such as phrases, clauses and sentences.
In brief, syntax is a term in general use and in linguistic for the study of
the way in which words combine into such units as phrases, clauses and sentences.
The sequences that result from these combinations are referred to in linguistics as
syntactic structures.
9
2.2.2. Semantic theory
In general, semantics can be defined as the study of meaning. It is central
to the study of communication. In addition, there is no doubt that communication is
a crucial factor in our life, which is why the need to understand semantics becomes
more and more pressing.
Many authors hold the idea that semantics is the meaning place of various
cross current thinking and various disciplines of the study. Philosophy, psychology
and linguistics all claim a deep interest in semantics, but their interests are diverse
because of their different starting points .
According to John Lyons semantics is by definition the study of meaning,
and linguistic semantics is the study of meaning in so far as it is systematically
encoded in the vocabulary and grammar of natural languages. This definition of
linguistic semantics, as far as it goes, is relatively uncontroversial. But it is also
almost wholly uninformative unless and until one goes on to say, first, what one
means by “meaning” and, second, what exactly is meant by “encoded” in this
context .He also adds that those who draw a terminological distinction between
“semantics” and “pragmatics” and take narrower view of meaning than he does will
see his book as introduction to a broader field of linguistic semantics and
pragmatics.
But Jack Richards, John Platt, Heidi Weber] say “ the study of meaning is
called semantics. Semantics is usually concerned with the analysis of the meaning
of words, phrases, or sentences, and sometimes with the meaning of utterances in
discourse or the meaning of a whole text .”
In order to make a thorough study of meaning, we have to understand other
concepts such as meaning, components of word meaning, semantic features,
componential analysis and so on.
2.2.2.1. Meaning
Meaning plays an important part in communication. Meaningless utterances
have no value in communication; they can only make their language user a laughing
stock, which is why understanding the meaning is very important for the language
10
user. It is not easy to identify the meaning expressed by a word or but an utterance
because it depends on many factors concerned. For example, the word “spring‟
could have different meanings in the following sentences :
He was born in the spring of 1944 (spring here means the season between
winter and summer)
She is full of energy, like a coiled spring (spring here means a twisted piece of
metal that can be pushed, pressed or pulled but which always returned to its original
shape or position afterwards .
There is a mountain spring near here (spring here means a place where water
comes naturally to the surface from the ground)
Where on earth did you spring from? (spring here means to appear suddenly
unexpectedly from a particular place)
According to Lesley Jeffries meaning is a kind of invisible unclothed being
waiting for the clothes of language to allow it to be seen, which is why it is very
necessary to take off the clothes of language to understand the real meaning of
words, phrases, and sentences e.g.,” the red flag at the seaside of a resort” means
“danger”.
Through this example, a conclusion can be drawn that the meaning of the
word is not all the time decided by itself but its relation with the others. That is why
John Lyons states that the noun “meaning” and the verb “mean”, from which it is
derived, are used, like many other English words, in a wide range of contexts and in
several distinguishable senses .
The idea of meaning given by David Crystal is as follows: ”In modern
linguistics, meaning is studied by making detailed analysis of the way words and
sentences are used in a specific context. It is an approach shared by several
philosophers and psychologist.”
And David Crystal also states: “Meaning is a basic notion used in language
study in two main ways. First determining the signification of a message is the chief
end of linguistic enquiry: above all, language is concerned with the communication
of meaning. Second, meaning is used as a way of analyzing the structure of
language, through such notions a contractiveness and distinctiveness.” Richards and
Platt offer a broader view of word meaning in their position that is, “ what a
language expresses about the world we live in or any possible or imaginary word”
11
Crystal, however, tends to look at the meaning of the word from a more
specific context. To him, meaning is studied by means of a detailed analysis of
words and sentences in a specific context. In addition, Crystal also states: “
Meaning is a basic notion used in language study in two main ways. First,
determining the signification of a message is the chief end of linguistic enquiry:
above all, language is concerned with the communication of meaning. Second,
meaning is used as a way of analyzing the structure of language, through such
notion a contractiveness and distinctiveness.”
According to Cruse the meaning of a word is fully explored from its
contextual relations.
Another and closely related, popular view of meaning suggested by Jeffries is
that meaning is a kind of invisible unclothed being, waiting for the clothes of
language to allow it to be seen, which is why it is very necessary to take off

the clothes of language to understand the real meaning of words, phrases, and
sentences.
2.2.2.2. Word Meaning
Components of word-meaning
In the study of meaning, the denotational meaning and connotational meaning

cannot be avoided. The meanings are defined in the Longman Dictionary of Applied
Linguistics as follows:
a. Denotation is a part of the meaning of a word or phrase that relates it to
phenomena in the real world or in a fictional or possible world .For example, the
denotation of the English word bird is a two-legged, winged, egg-laying, warm-
blooded creature with beak. In a meaning system, denotation meaning may be
regarded as the “central” meaning of a lexical item. It is often equated with
referential meaning and with cognitive meaning although some linguists and
philosophers make a distinction between these concepts .
b. Connotation is the additional meanings that a word or phrase has beyond its
central meaning. These meaning show people‟s emotions and attitudes towards
what the word or phrase refers to. For example, child could be defined as a young
human being but there are many other characteristics which different people
12
associate with child, e.g. affectionate, amusing, lovable, sweet, mischievous, noisy,
irritating grubby .
But some connotation may be shared by a group of people of the same
cultural or social background, sex, rage; other may be restricted to use or several
individuals and depend on their personal experience. In a meaning system, that part
of the meaning, which is covered by connotation, is sometimes referred to as
affective meaning, connotation meaning, or emotive meaning .
Whereas, Charles. W.Kreidler states the denotation is the relation to phenomena
outside of language, including imaginary phenomena; the connotation is the cluster
of attributes that the lexeme may evoke .
About the connotation meanings, Mildred L.Larson states: a word, which has
a positive connotation in one culture, may actually have negative connotation in
another. For example, the English word tribe. In some parts of the world, ethnic
group reacts very positively to being called tribe, but in other parts of the world, the
same word has the negative connotation and people do not want to be called
members of a tribe. Referentially, the word tribe would be referring to an ethnic
group, but the positive and negative overtones must also be taken into consideration
if the word is chosen to be used .
It can be concluded that the negative or positive connotation of a word is not
only decided by itself but by the context in which it exists
Verb meaning
The meaning of simple nouns (proper and concrete nouns) is more concrete
than verb meaning. They can be seen as pointers to objects. As Rosh has
demonstrated, their meanings are highly constrained by the nature of the physical
word. Verbs, in contrast, express relational meanings which depend on abstract
concepts and are relatively unconstrained by the physical word. Verbs, in contrast,
express relational meanings which depend on abstract concepts and are relatively
unconstrained by the physical word.
2.2.2.3. Semantic Field
According to Finch semantic field is an area of meaning containing words
with related senses. Meanings of words cluster together to form fields of meaning
13
which in turn cluster into even larger fields until the entire language is
encompassed.
Semantic field (lexical field) is defined by Richards, Platt and Weber as “ the
organization of related words and expression into a system which shows their
relationship to one another.” According to Crystal semantic field is “ the view that
vocabulary of a language is a system of interrelated lexical networks, and not an
inventory of independent items, also called lexical field theory” .
2.2.2.4. Semantic Features
Semantic features play a very important part in differentiating the match
between word and meaning. We need a very large number of features to do this
work. But linguists believe that a much smaller number of features would be needed
in writing grammar description.
But Jack Richards, John Platt and Heidi Weber say semantic features are “the
smallest units of meaning in a word. The meaning of a word may be described as a
combination of semantic features”
According to David Crystal semantic feature is “a minimal contrastive
element of a word‟s meaning, in some approaches called a semantic component.”
e.g. Boy = + young + male + human.
2.2.3. Verbs
2.2.3.1. Definition of English Verb
A verb is a part of speech that usually denotes actions (“go”, “learn”),
occurrence (“to decompose”, “to glitter”) or a state of being (“exist”, “live”).
Similarly, according to Crystal D. verb is a word class, which is traditionally
defined as a “doing” or “act ion” word. A verb can be formally identified in many
languages as an element displaying contrast of tense, aspect, voice, mood, person
and number. In “The Functional Analysis of English” by Thomas Bloor and Meriel
Bloor , verbs are traditionally defined as words which express an action or state ( a
rather feeble definition), verbs show the greatest degree of various inform
(morphology) of any of the word classes.
14
According to Oxford Advanced Learner‟s Dictionary ,verb is “a group or a
group of words that expresses an action, an event, or a state”. “Verb is a word
which occurs as part of the predicate of a sentence: carries markers of grammatical
categories such as tense, aspect, person, number, and mood; and refers to an action
or state” (Cambridge dictionary.com)
2.2.3.2. Classification of Verbs
2.2.3.2. 1.Classified by their meanings

Distinctions between verbs need to be drawn in relation to whether they
themselves admit the aspectual contrast of „progressive‟ and „non-progressive‟.
When verbs ( either habitually or in certain uses ) will not admit the
progressive, they are called Stative; when they admit it, they are called
Dynamic. It is normal for verbs to be dynamic and even the minority that are
almost always stative can usually be given a dynamic use on occasion. For
instance:
The girl is now a student at a large university.
not * The girl is now being a student at a large university.
2.2.3.2.2 .Classified by their functions
From V.D. Quang‟s view in „Lectures on English Grammar‟ (2006:16), Verbs
are classified according to the functions performed by the elements in the verb
phrase:
Regular : V / V-ed
Lexical
Irregular: (7 subclasses)
Verb
Semi-auxiliary: need, dare, used to
Auxiliary
Primary: do, have, be
Modal: will, would, can, could ,
15
may, might, ought to, must
2.2.3.2.3. Classified by the number of constituents.
One-word verbs
Phrasal verbs : verb + particle
Verbs Multi-word verbs Prepositional verbs : verb +
preposition
Phrasal-prepositional verbs : verb +
particle + preposition
We learn English every day. ( one-word verb )

She turned on the radio. ( phrasal verb )
She looked at the radio. ( prepositional verb )
They put up with the noise. ( phrasal-prepositional verb )
2.2.3.2.4. Classified by their complementation.
According to According to R. Quirk et al (1985), verbs are classified into
two types: intensive verbs and extensive verbs.
a. Intensive verbs
Intensive verbs are also called copular verbs, and they are usually followedby a
noun, or a noun phrase, and adjective or prepositional phrase.
Intensive verbs are used to describe the subject. It means that the focus is on one
thing – the subject only. Intensive verbs appear in the structure “S V C” or “S V A”.
Words or phrases, which are followed by an intensive verb work as the subject
compliment and they apply to the subject, not the verb. Let‟s consider the
following examples:
Your dinner seems ready (SVC)
My office is in the next building. (SVA)
(Quirk, Randolph, 1985: 721)
Intensive verb does not take any object. It presents the relationship
between the subject and the subject complementation. The verb in sentences with
16
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:
Current intensive: be, appear, look, feel, remain, keep...
Her rug is too small for her living room.(SVC)
(E. Warriner, J. & Graham, L.S. 1980:108)
Resulting intensive: become, come, get, go, grow, turn...
She grew tired of his complaints. (SVC)
(E. Warriner, J. & Graham, L.S. 1980:108)
b. Extensive verbs
Extensive verbs are most other verbs, they do not have subject compliment.
Extensive verbs are used to say what the subject is doing. It coversa wider area; it
takes the information away from the subject. Words or phrases,which are followed
by an extensive verb work as the verb‟s object. They apply to the verb, not the
subject as in:
He stayed very quiet.
Extensive verbs include three small types: monotransitive, complex transitive
and di-transitive.
Di transitive verbs are verbs which take a subject and two objects or have the
structure “S V O O”. According to certain linguistic considerations, these objectives
may be called direct, indirect objectives, or primary and secondary objectives as in
the following examples:
I must send my parents an anniversary card. (SVOO)
In contrast, mono transitive verbs take only one object and appear in the
structure “S V O” as in the following examples:
That lecture bored me. (SVO)
17
Verb requires both a direct object and another object or an object
complement is complex transitive verbs. Complex transitive verbs appear in the
structure “S V O C” or “S V O A”. In a complex- transitive construction, the object
complement identifies a quality or attributes pertaining to the direct object. Let‟s
consider the following examples:
Most students have found her reasonably helpful. (SVOC) You can put the dish on
the table. (SVOA)
The verb is perhaps the most important part of the sentence. A verbstates
what is happening in the sentence. Finite verbs locate the condition or action of the
verb in a specific time frame: past, present or future and have a specific tense and a
subject with which they grammatically agree. A complete sentence must contain a
finite verb. Verbs create the relationship
between the subject and the object of the verb. In a command, there is still this
relationship with the subject and object understood. “Go!” (Subject –you–
understood, verb “go!” object away– understood.)
The form of the verb must agree with the number of its subject, which will be a
noun or noun group, for example 'They were not home' (as opposed to 'They was
not home'). Confusion can arise when deciding
2.3. Review of theoretical framework
2.3.1. The verb “take” in English
2.3.1.1. In terms of syntactic features
The verb “TAKE” is both intransitive verb and transitive verb.
_ The verb “take” is used as Intransitive Verb : S + V
Eg: The skin graft failed to take.
_ The verb “ take” is used as transitive verb
+ Mono-transitive: S + V + O
Eg: You should take this book.
+ Di-transitive: S + V + O + O
Eg: Shall I take my host family a gift?
18
+ Complex transitive:
Eg: My mothers often takes me to the park every week
2.3.1.2. In terms of semantic features
The verb “take” is one of the most commonly used in English. It can be
divided into 17 semantic meanings and there are 13 idioms and 37 phrasal verbs
containing it.
 Semantic meanings of the verb “take"
Table 2.1. Summary of the Semantic Features of TAKE
Verb Semantic features
TAKE 1, carry/lead
- to carry or move something from one place to another ( Mang
theo. Mang cho ai)
- to go with somebody from one place to another, especially to
guide or lead them (đƣa ai đi đâu)
-to make somebody/something go from one level, situation, etc. to
another (làm cho ai / cái gì lên một tầm mới)
2, reach and hold
- to put your hands or arms around somebody/something and hold
them/it; to reach for somebody/something and hold them/it (cầm,
nhận lấy)
3, remove
-to remove something/somebody from a place or a person ( chuyển
ai, cái gì, lấy cái gì đó ra)
-to remove something without permission or by mistake
- to get something from a particular source
4, capture
-to capture a place or person; to get control of something (nắm giữ,
chiếm đƣợc)
5, choose/buy
-to choose, buy or rent something
-to buy a newspaper or magazine regularly
19
6, eat/drink
-to eat, drink, etc. something
7, mathematics
-to reduce one number by the value of another
8, write down
-to find out and record something; to write something down
9, photograph
-to photograph somebody/something
10, measurement
-to test or measure something
11, seat
-to sit down in or use a chair, etc.
12, give example
used to introduce somebody/something as an example
13, accept/receive
-accept or receive something
14, consider
-to understand or consider something in a particular way
15, have feeling/opinion
-to have a particular feeling, opinion or attitude
16, action
-to use a particular course of action in order to deal with or achieve
something
- take something used with nouns to say that somebody is doing
something, performing an action, etc.
to take a step/walk/stroll - to take a bath/shower/wash to take a
look/glance to take a bite/drink/sip to take a deep breath to take
a break/rest
17, form/position
-to have a particular form, position or state
18, time
- to need or require a particular amount of time
19, need
-to need or require something in order to happen or be done
- to use something in order to work
20
20, size of shoes/clothes
- to wear a particular size in shoes or clothes
21, hold/contain
- to have enough space for something/somebody; to be able to hold
or contain a particular quantity
22, teach/lead
to be the teacher or leader in a class or a religious service
23, study
- to study a subject at school, college, etc.
24, to do an exam or a test
25, transport/road
to use a form of transport, a road, a path, etc. to go to a place
26, go over/around
to go over or around something
27, in sports
to kick or throw the ball from a fixed or agreed position
28, vote/survey
- to use a particular method to find out people‟s opinions
29, be successful
to be successful; to work
30, grammar
to have or require something when used in a sentence or other
structure
 Idioms
Table 2.2. Summary of Idioms of TAKE
No Idioms
1 somebody can take it or leave it
2 have (got) what it takes
3 I, you, etc. can‟t take somebody anywhere
4 take something as it comes, take somebody as they come
5 take it (that…)
21
6 take it/a lot out of somebody
7 take it from me (that…)
8 take it on/upon yourself to do something
9 take some/a lot of doing
10 take that!
 Phrasal verb
Table 2.3. Summary of Phrasal Verbs of TAKE
No Phrasal Verbs
1 take somebody aback
2 take after somebody

your mother or father
3 take against somebody/something
4 take somebody/something apart
5 take something away

1.
6 take away from something
7 take somebody back

1.
8 take something down
1.
9 take somebody in
10 take yourself/somebody off (to…)

1.
11 take somebody on
1.
12 take somebody out
13 take something out of something
22
14 take it/something out on somebody
15 take somebody out of himself/herself
16 take over (from something)
17 take somebody through something
18 take to something
19 take something up
20 take up with somebody
21 take somebody up on something
22 be taken up with something/somebody
23 be taken with somebody/something
 Collocations
Table 2.4. Collocations with TAKE

1 Take care
This is usually said when saying goodbye to someone, it means to

be careful with something, someone or yourself.
2 Take a look
To check something or to care about something.

3 Take heart
To become encouraged or motivated

4 Take a walk
To go for walk. Be careful! This is also used in a rude way to say

go away!
5 Take advice
To understand and accept someone‟s advice.

6 Take an exam/test
To be examined by someone. Be careful! Not confuse with make
23
an exam, this means to create it, not to receive it.
7 Take forever
When something is very long time.

8 Take a course/class
To enroll in a course/class.
9 Take a while/moment
To wait a short time.

10 Take a nap.
To sleep during day.

11 Take pity on (someone)
to feel sorry for someone

12 Take an interest in
To be interested in something. To think something is interesting.

13 Take cover
To be in a covered place.
14 Take measures
Take action for a particular purpose.
2.3.2. The verb “ take” with its Vietnamese equivalents

* In terms of syntactic features
In Vietnamese, verbs are one of the two fundamental parts of speech like nouns.
Contrary to verbs in English, verbs in Vietnamese do not have the concord with
other parts of speech. In other words, they are not affected by number, person,
gender, mood, voice and tense. And in Vietnamese, verbs can combine with other
auxiliary components to indicate tense, aspect like : sắp, sẽ, đã, đang, vẫn, còn,.etc.:
 In terms of semantic features
In Vietnamese, the verb “take” is usually used with the meaning “ mang”
,“ đƣa đón”, “cầm”,
2.4. Summary
24
Each language has its own characteristics. One language is different from
the others. English and Vietnamese are not the exceptions. This chapter has
attempted to clarify the verb “take” in English and Vietnamese in terms of
definitions, classification, and their types. The above information is very general for
both English and Vietnamese. How deeply to give the syntactic and semantic
features, the similarities and differences of the verb “take” in the novels “ The Old
Man and The Sea” and “ For Whom The Bell Tolls” with reference to their
equivalents as well as find out the mistakes and difficulties of learning and teaching
the verb “ take”, the next chapter will present the methodology of this thesis
25
Chapter 3
METHODOLOGY
This chapter describes in details about the method of investigation. It consists of 5
parts namely subject of the study, instrumentation, procedures, statistical analysis
and summary.
3.1. Subjects
` The verb “take” will be collected from the novels “ The Old Man and the
Sea” and “ For Whom the Bell Tolls” by Ernest Hemingway, then analyzed
systemically to generalized the uses of it. In the novel “ The Old Man And The Sea”
, the verb “take” is used 44 times and 160 times in the novel “ For Whom The Bell
Tolls” with different situations.
3.2. Instrumentation:
In this study, various methods are used to achieve the objectives such as
descriptive method, analysis method, componential analysis, qualitative and
quantitative method. Each step of the study requires another relevant method
Firstly, the descriptive method is used in the first stage to o give the deep
and detail description of syntactic and semantic features of the English verb “take” .
Secondly, The qualitative method is used in collecting data. The sentences
containing the verb “take” will be collected from 2 novels “ The Old Man and the
Sea” and “ For Whom the Bell Tolls” by Ernest Hemingway.
Thirdly , componential analysis is one of the most effective methods in
identifying the meaning because it involved the analysis of the sense of a lexeme
into its component parts ( semantic features or semantic properties)
Last but not least, contrastive analysis is the most important method. It
helps to find out the similarities and differences between between English verb
“take” and their Vietnamese equivalents.
3.3. Procedures
26
In order to achieve the aims of and objectives of the study, the process of
doing this research has come through three major stages. Writing the thesis proposal
was the very first stage in the process which lasted nearly two months from January
to February, 2018. After proposal with draft outline have been approved, material
selection from two novels was implemented. This stage was a long stage to classify
all the needed data and took more than three months. The last stage started from late
July to early October for analyzing and discussing the result from the data collection.
This was also the time when the thesis was completed both in form and content.
3.4. Statistical Analysis
The techniques in collecting the data in this study could be summarized

into several steps. Those were:
Reading
Reading was the first step in collecting data. Reading the novel “ The Old
Man And The Sea” and “ For Whom the Bell Tolls” was intended to understand the
whole content especially the sentences containing the verb “take”.
Identifying
While reading the text, the sentences containing the verb “take” were
identified and highlighted.
Note-taking
After finding how many sentences containing the verb “take” exist, note-
taking was employed to list all of them in column and pages where they exist.
Inventorying process
After finding and note-taking were done, numbering was also employed.
Every sentence was numbered from 1 until the total numbers of suspected data. This
technique will facilitate the inventorying process.
Therefore the total numbers of the suspected data were 44 sentences containing the
verb “take” in the novel “ The Old Man and The Sea” and 160 sentences in the novel
“ For Whom The Bell Tolls”.
27
Comparing
The sentences containing the verb “take” will be compared with their
Vietnamese equivalents.
The research data will be analyzed by using qualitative analysis based on

the relevant theories and data from other supporting theories.
The steps for analysis data are:
Analyzing how the translator translated sentences containing the verb “take”.
Analyzing the meaning equivalence of the translation especially sentences containing

the verb “ take”.
3.5. Summary
Descriptive and qualitative methods are used in the study with research
methods of contrastive analysis and componential analysis. Describing, analyzing
and contrasting grammatical and semantic features of the sentences containing the
verb “take” in English and in Vietnamese require collecting corpora of literature
work and Web corpus to be analyzed and studied.
Since the whole research work relied on the corpora, it was important
that these works should be carefully read and that examples should be cautiously
selected to ensure a satisfying reliability of the results. It is required that the study
should be verified if there are inaccuracies. The patterns from the data collection are
used from Oxford Dictionary and Grammar books for confirming the reliability and
validity of the study.
28
Chapter 4
SYNTACTIC AND SEMANTIC FEATURES OF ENGLISH VERB
“TAKE” IN THE NOVELS “THE OLD MAN AND THE SEA” AND
“FOR WHOM THE BELL TOOLS” WITH REFERENCE TO ITS
VIETNAMESE EQUIVALENTS.
In the previous chapters, some theoretical background related to the subject
of the study and research methodologies have been presented. This chapter will
focus on some specifically syntactic and semantics features of verb „take‟ used in
two novels “ The Old Man and The Sea” and “ For Whom The Bell Tolls” to find
out its learners‟ difficulties in mastering verb „take‟.
The two features of verb should be focused are syntactic and semantic ones.
The syntactic features showing the constitute elements that are used to form the
verb, while the semantic features indicate the various meaning of verb in different
sentence contexts.
4.1. Syntactic and semantic features of the verb “Take” in the novels “The Old
Man and the Sea” and “ For Whom the Bell Tolls” by Ernest Hemingway
4.1.1. Syntactic features of the verb “Take” in the novels “ The Old Man and
The Sea “ and “ For Whom the Bell Tools”
4.1.1. 1. The verb “take” in pattern S + V
With this type, take functions as an intransitive verb
Eg :
Each line had two forty-fathom coils which could be made fast to the
other spare coils so that, if it were necessary, a fish could take out over three
hundred fathoms of line. [5: p8]
Mỗi dây câu còn có hai cuộn dây dài bốn mươi sải dự phòng sẵn sàng nối
với các cuộn khác để khi cần thiết, con cá có thể có hơn ba trăm sải dây.
Eg If both flanks ever held I suppose it would be too much to take, he thought.
[ 6:p110]
Nếu cả hai bên sườn đều vững cả thì có lẽ lại là quá nhiều – Anh nghĩ
4.1.1.2. The verb “take” in pattern S + V+ A
29
In this type, adverbial phrase can appear obligatorily or optionally. However,
in most cases, take permits obligatorily adverbial phrase; and semantically, it nearly
always refers to a movement of some kind.
Eg:
He clubbed at heads and heard the jaws chop and the shaking of the skiff as
they took below. [5:p33]
Lão nện chày xuống mấy cái đầu, nghe tiếng răng bập và cảm thấy con
thuyền chao đảo khi chúng luồn xuống dưới
“What a fish it was,” the proprietor said. “There has never been such a fish.
Those were two fine fish you took yesterday too.” [5:p35]
“Con cá thật ra trò”, chủ khách sạn nói. “Chưa từng có một con cá nào như
thế. Kể cả hai cái con đáng mặt mà cháu bắt hôm qua.”
4.1.1.3. The verb “take” in pattern S + V+ O + C

Eg:
“Eat then and take something to eat at mid-day.” [5:p43]
Vậy thì cụ ăn đi và mang cái gì để ăn trưa.

“I don‟t know,” said Robert Jordan. “Take a book to tell you. [6:p110]
Tôi không biết- Robert Jordan nói- Giở sách ra mà tìm
“Never did I submit to any one. Always I fought and always it took two of
them or more to do me the harm. [ 6:p188]
Bao giờ em cũng chống cự lại và bao giờ cũng phải hai đứa hoặc
nhiều hơn nữa mới làm nhục em được.
4.1.1.4. The verb “take” in pattern S + V+ O + A
Eg:
“Those who had caught sharks had taken them to the shark factory on the
other side of the cove where they were hoisted on a block and tackle, their livers
removed, their fins cut off and their hides skinned out and their flesh cut into strips
for salting.”
[5:p 2]
30
Những người bắt được cá mập thì đưa chúng đến xưởng cá mập phía bên kia
vịnh; chúng được móc treo lên bằng ròng rọc, gan bị mổ lấy, vi bị cắt, da bị lột và
thịt thì được xẻ thành súc đưa ướp muối.
“You ought to go to bed now so that you will be fresh in the morning. I
will take the things back to the Terrace.” [5:p6]
“Giờ thì ông nên ngủ đi để sáng mai khỏe khoắn. Cháu mang mấy thứ trả
Terrace.”
“ The young man, who was studying the country, took his glasses from the
pocket of his faded, khaki flannel shirt, wiped the lenses with a handkerchief, [6:p2]
Người trẻ tuổi đang xem xét địa hình, lấy ở trong túi áo sơ mi dạ màu kaki
đã bạc phếch ra một cái ống nhòm
“He rubbed his feet together and then took his hands out of the jacket
sleeves and bent over and rubbed his legs with them and patted his feet together to
keep the circulation going. [6:p105]
Ông cụ xoa hai chân vào nhau rồi rút hai bàn tay trong ống tay áo ra, cúi
xuống lấy tay xoa chân và lấy hai chân xoa vào nhau cho máu chảy đều
[6:-P 105]
4.1.1.5. The verb “take” in pattern S + V+ O + O
In Practical English Usage, Machael Swan (1995: 612) makes a list of
some common verbs used in this type: bring, buy, cost, get, give, leave, lend,
make, offer, owe, pass, pay, play, promise, read, refuse, send, show, sing, take,
teach, tell, wish and write.
As a di-transitive, take permits both a direct object and an indirect object.
Usually the indirect object refers to a person, and comes first.
“I wonder if that is superstition? Robert Jordan thought. I‟ll have to
take me a spit in that gorge too. [6:p230]
Không hiểu đó có phải một sự mê tín không?Robert Jordan nghĩ- Mình
cũng phải nhổ một cái xuống khe mới được.
4.1.2. Semantic features of the verb “Take” in the novels “ The Old Man and
The Sea “ and “ For Whom the Bell Tools”
31
By collecting, synthesizing and analyzing from diversified resources, the
general meanings of the verb take are categorized into 14 basic groups which are
described as follows:
4.1.2.1.Take conveys the meaning of “ to carry/hold”
“I have,” the old man said getting up and taking the newspaper and folding it.
[5:p4]
“Vẫn cứ câu được”, ông lão nói lúc đứng dậy cầm tờ báo gấp lại. Rồi lão
chuẩn bị xếp mền.
“Take this and make a mark for tanks thus,” he drew a slanted tank, [6:p43]
Cụ cầm lấy cái này rồi xe tăng đi qua thì đánh dấu thế này
[6:p43]
4.1.2.2.Take conveys the meaning of “ to remove”
“If you were my boy I‟d take you out and gamble,” he said [5:p2]
“Nếu cháu là con ta thì ta sẽ đưa cháu đi cầu may một phen”, lão nói.
“Trust me or not,” Pablo said. “But there is no one who can take thee to
Gredos as I can.” [6:p122]
Tìn tao hay không tùy mayfPaolo nói- Nhưng không ai có thể đưa mày
ddeensGredox như tao được
“ The boy went out. They had eaten with no light on the table and the old man
took off his trousers and went to bed in the dark. [5:p6]
Thằng bé đi ra. Họ ăn mò, không có đèn trên bàn; ông lão cởi quần dài, đi
ngủ trong bóng tối.
4.1.2.3. Take conveys the meaning of “ to capture”
“ You work now, fish, he thought. I‟ll take you at the turn. [5:p6]
Bây giờ mày cứ lượn đi, cá, lão nghĩ. Tao sẽ tóm mày ở đường lượn.
“Three days later when the fascists took the town.” [6:p72]
Ba ngày sau khi bọn phát xít chiếm thành phố
4.1.2.4.Take conveys the meaning of “ to choose”

“Naturally. But he makes the difference. In the other league, between
Brooklyn and Philadelphia I must take Brooklyn. But then I think of Dick Sisler and
those great drives In the old park.” [5:p5]
32
Rõ rồi. Nhưng anh ta thì khác hẳn. Trong liên đoàn khác, nếu giữa
Brooklán và Philadelphia thì chắc ông chọn Brooklán Ông còn nhớ đến cả Dick
Sisler và những cú vụt bóng lừng danh trên sân đấu trước đây nữa.”
4.1.2.5. Take conveys the meaning of “ to eat/ drink”
“He took about forty pounds,” the old man said aloud. He took my harpoon too
and all the rope, he thought, and now my fish bleeds again and there will be others.
[5:p29]
“Nó đớp khoảng hai mươi cân rồi”, ông lão nói lớn. Nó cũng đoạt luôn mũi
lao và cả dây nữa, lão nghĩ, còn bây giờ, con cá của mình lại chảy máu rồi những
con khác sẽ kéo đến.
“Take this stew please in all formality and fill thy mouth with it and talk no
more. [6:p120]
Ăn chỗ thịt hầm này đi theo đúng nghi thức , nhét cho đầy mồm vào và
đừng nói gì nữa.
“Take another cup of coffee and try to remember more news.” [6:p46]
Uống một cốc cà phê rồi nhớ xem còn chuyện gì nữa
“ Finally she stopped cursing, reached for the water jug, tipped it up and took a
drink. [6:p83]
Cuối cùng cô ngừng nguyền rủa, với lấy ly nước, lật nó lên và uống một
ngụm.
4.1.2.6.Take conveys the meaning of “ to receive”

“ He took all his pain and what was left of his strength and his long gone pride
and he put it against the fish‟s agony and the fish came over onto his side and swam
gently on his side, his bill almost touching the planking of the skiff and started to
pass the boat, long, deep, wide, silver and barred with purple and interminable inth
water. [5:p26]
Cố nén cơn đau, dồn hết tàn lực, dốc hết lòng kiêu hãnh còn lại lão mang
ra đương đầu với nỗi đớn đau vô bờ của con cá; con cá tiến gần mạn thuyền, từ từ
bơi nghiêng, mõm nó gần như chạm vào ván thuyền và sắp sửa vượt qua, dài, sâu,
rộng, ánh bạc, vằn tím sẫm và bất
33
“I don‟t think he is going to take this much more, Robert Jordan thought to
himself. [6:p32]
Robert Jordan nhủ thầm,tôi không nghĩ hắn chịu đựng nhiều hơn nữa.
4.1.2.7.Take conveys the meaning of “ to have feeling/ opinion”
“ Only Pablo took no interest, sitting by himself with a cup of wine that he
replenished by dipping into the big bowl Maria had filled from the wineskin that
hung to the left of the entrance to the cave. [6:p32]
Chỉ có Pablo là không lưu tâm gì tới, hắn ngồi tách xa khỏi tách rượu mà
hắn mới múc đầy trong cái cốc lớn do Maria chiết ra từ cái vò rượu treo bên trái
cửa ra vào.
4.1.2.8.Take conveys the meaning of “ to show an action
“ He took one look at the great fish as he watched the shark close in. It
might as well have been a dream, he thought. . [5:p28]
Khi theo dõi con cá mập đang đến gần, lão liếc nhìn con cá kiếm khổng lồ.
“Take a good rest, small bird,” he said. “Then go in and take your chance
like any man or bird or fish.” [5:p15]
Cứ nghỉ ngơi thoải mái đi, chú chim nhỏ”, lão nói. “Rồi bay vào bờ, tận
hưởng vận may như bất kỳ con người, con chim hay con cá nào.”
“ Robert Jordan pushed aside the saddle blanket that hung over the mouth of
the cave and, stepping out, took a deep breath of the cold night air. [6:p33]
Robert Jordan vén tấm màn treo nơi cửa hang, bước ra ngoài. Chàng hít
thật mạnh bầu không khí lạnh lẽo của đêm.
4.1.2.9.Take conveys the meaning of “ to show time”
Eg: “Anywhere. Wherever it is that we are. How long will it take for thy hair
to grow?” [6:p186]
Bất cứ nơi đâu. Bất cứ nơi nào có hai chúng ta. Tóc em mọc dài thì mất
bao nhiêu lâu?
4.1.2.10.Take conveys the meaning of “ to need or require something in order
to happen or be done”
34
“ Primitivo said. “It would take two men to look after a prisoner and what
would we do with him in the end?” [6:p120]
Primitivo nói: Sẽ mất hai người để canh gác một thằng tù và cuối cùng thì
rồi chúng ta sẽ làm gì nó
4.1.2.11.Take conveys the meaning of “ to study”

“ When you get through with this war you might take up the study of
women, he said to himself. You could start with Pilar. [6:p120]
Nếu mày sống sót qua cuộc chiến tranh này thì mày nên đi vào nghiên cứu
phụ nữ
4.1.2.12.Take conveys the meaning of “ to suppose/assume”
“Then I may take it that when the planes unload, the attack has started?”
“You could not always take it like that,” Golz said and shook his head. “But
in this case, you may. It is my attack.” [6:p5]
Vậy thì tôi có thể cho rằng khi máy bay ném bom là cuộc tấn công đã bắt đầu
chứ?”
Gonzo lắc đầu:
“Không nên lúc nào cũng nhất định cho là như thế. Nhưng trong trường hợp này
thìcó thể được. Đây là cuộc tấn công của tôi
4.1.2.13".Take conveys the meaning of “ to care”
“She is very good with the girl,” Anselmo said.
“She takes good care of her.” [6:p5]
Bà ta rất tốt với cô bé - Anselmo nói - Bà ta săn sóc cô bé dữ lắm.
“Eat, old one,” she said. “Each one should take care of his strength.”
[6:p174]
Anh ăn đi- Cô nói- Mọi người phải giữ sức khỏe của mình chứ
4.1.2.14.Take conveys the meaning of “ to keep calm”
“ Cut it out and take it easy, he told himself. [6:p198]
Cắt đứt nó đi và hãy bình tĩnh, anh ta tự nhủ
35
4.2. The similarities and differences of the verb “Take” in the novels “The Old
Man and the Sea” and “ For Whom the Bell Tolls” by Ernest Hemingway their
Vietnamese translation versions.
4.2.1. The similarities and differences of the verb “Take” in the novels “The
Old Man and the Sea” and “ For Whom the Bell Tolls” by Ernest Hemingway
their Vietnamese translation versions in terms of syntactic features.
Similarities
It is noticeably realized that the English pattern “ S + Vtake + O+ A‟ is
similar to the Vietnamese one nearly in every way. It is due to the polysemantic
feature leading to different ways of translating into Vietnamese. The two
sentences below serve as examples:
“Those who had caught sharks had taken them to the shark factory on the
for salting.” [5:p 2]
“He rubbed his feet together and then took his hands out of the jacket sleeves
and bent over and rubbed his legs with them and patted his feet together to keep the
circulation going. [6:p105]
Ông cụ xoa hai chân vào nhau rồi rút hai bàn tay trong ống tay áo ra, cúi
xuống lấy tay xoa chân và lấy hai chân xoa vào nhau cho máu chảy đều
The pattern „S + Vtake + O + O‟ is quite similar to Vietnamese one.

According to Nguyen Kim Than, the above Vietnamese sentences use the pattern
N1 + V + N2 + N3 in which N1 is the first noun, N2 is the second noun and N3 is
the third noun of the sentence and V is the verb of sentence.
“I wonder if that is superstition? Robert Jordan thought. I‟ll have to take me a
spit in that gorge too. [6:p230]
36
“Không hiểu đó có phải một sự mê tín không?Robert Jordan nghĩ- Mình cũng
phải nhổ một cái xuống khe mới được. “
The English pattern „S + Vtake + A‟ approximates to the Vietnamese

one. Let‟s take a look at these following:
“What a fish it was,” the proprietor said. “There has never been such a fish.
Those were two fine fish you took yesterday too.” [5:p33]
“Con cá thật ra trò”, chủ khách sạn nói. “Chưa từng có một con cá nào như
thế. Kể cả hai cái con đáng mặt mà cháu bắt hôm qua.”
Differences
The pattern „S + Vtake + O + O‟ is quite similar to Vietnamese one.

According to Nguyen Kim Than, the above Vietnamese sentences use the pattern
N1 + V + N2 + N3 in which N1 is the first noun, N2 is the second noun and N3 is
the third noun of the sentence and V is the verb of sentence.
“I wonder if that is superstition? Robert Jordan thought. I‟ll have to take me a
spit in that gorge too. [6:p230]
However, this sentence is translated :
“Không hiểu đó có phải một sự mê tín không?Robert Jordan nghĩ- Mình
cũng phải nhổ một cái xuống khe mới được. “
The objective in this sentence is omitted when translation.
4.2.2. The similarities and differences of the verb “Take” in the novels “The
Old Man and the Sea” and “ For Whom the Bell Tolls” by Ernest Hemingway
their Vietnamese translation versions in terms of semantic features.
At first glance, people may believe that “take” in English is the same “
mang, cầm, đƣa” in Vietnamese. However, deep study on this verb has pointed out
they are similar but not exactly identical. Here are some similarities and differences
between them in terms of semantic features which the author has found after
studying the verb “take” in two novels “ The Old Man and The Sea” and “ For
Whom the Bell Tolls “ by Earnest Hemingway.
Similarities
37
In terms of parts of speech, both of them are verbs, accordingly, they have one
common semantic feature of verbs, that is, they both refer to an action
More specifically, they both refer to:
+ hold something or somebody ( cầm )
Eg:
“I have,” the old man said getting up and taking the newspaper and folding it.
Then he started to fold the blanket. [5:p4]
“Vẫn cứ câu được”, ông lão nói lúc đứng dậy cầm tờ báo gấp lại. Rồi lão
chuẩn bị xếp mền.
“Take this and make a mark for tanks thus,” he drew a slanted tank, [6:p43]
Cụ cầm lấy cái này rồi xe tăng đi qua thì đánh dấu thế này
+ to remove something/somebody from a place to other place ( Đưa ai hoặc
mang cái gì đến đâu)
“Could you take Maria to Gaylord‟s? [6:p125]
“ Có thể đưa Maria đến Gaylord‟d được không?”
“ Those who had caught sharks had taken them to the shark factory on the
for salting. [5:p2]
+ to need or require a particular amount of time (Mất bao nhiêu lâu để làm gì)
“Anywhere. Wherever it is that we are. How long will it take for thy hair to
grow?” [6:186]
Bất cứ nơi đâu. Bất cứ nơi nào có hai chúng ta. Tóc em mọc dài thì mất bao
nhiêu lâu?
Differences
+ The verb “ take” conveys the meaning “ to eat” ( ăn) but in the translation it has
some meanings: đớp, cắn, ngoạm, xơi
“He‟ll take it,” the old man said aloud. “God help him to take it.” [5:p11]
38
“Nó sắp đớp mồi”, ông lão nói lớn.- “Xin Chúa hãy giúp nó đớp mồi.”
“ I‟m learning how to do it, he thought. This part of it anyway. Then too,
remember he hasn‟t eaten since he took the bait and he is huge and needs much
food. [5:p20]
Rồi lão nhớ con cá chưa hề ăn thứ gì kể từ lúc cắn câu; nó là con cá khổng
lồ nền cần phải ăn nhiều.
“ The shark let go of the fish and slid down, swallowing what he had taken as
he died.” [5:p20]
Con cá mập buông mồi, chìm xuống, nuốt vội chỗ thịt đã ngoạm được trong
cơn hấp hối.
“They must have taken a quarter of him and of the best meat,” he said aloud
[5:p31]
“Bọn chúng đã xơi hết một phần tư con cá, mà lại vào chỗ thịt ngon nhất nữa cơ
chứ”, lão nói lớn.
+ the verb “take” can be used with nouns to say that somebody is doing something,
performing an action however when we translate the sentences , we will not focus
on the lexical meaning of the verb but we pay attention to the nouns.
“Take a good rest, small bird,” he said. “Then go in and take your chance like
any man or bird or fish.” [5:p15]
Cứ nghỉ ngơi thoải mái đi, chú chim nhỏ”, lão nói. “Rồi bay vào bờ, tận
hưởng vận may như bất kỳ con người, con chim hay con cá nào.”
“ He was completely integrated now and he took a good long look at everything.
[5:p215 ]
Lúc này anh đã tỉnh hẳn và anh nhìn mọi thứ thật kĩ càng
“ But you could leave her in the hotel and she could take a hot bath and be
there whenyou came back from Gaylord‟s. [6:p215 ]
Nhưng bạn có thể để cô ấy ở lại khách sạn và cô ấy có thể tắm nước nóng
và ở lại đây khi bạn quay về từ Gaylord‟s.
+ The verb “ take” is not translated in these sentences

“ Each line, as thick around as a big pencil, was looped onto a green-sapped
stick so that any pull or touch on the bait would make the stick dip and each line
39
had two forty-fathom coils which could be made fast to the other spare coils so that,
if it were necessary, a fish could take out over three hundred fathoms of line.
[5:p8 ]
“ Mỗi dây câu còn có hai cuộn dây dài bốn mươi sải dự phòng sẵn sàng nối với
các cuộn khác để khi cần thiết, con cá có thể có hơn ba trăm sải dây.”
“ He was very happy with that sudden, rare happiness that can come to any one
with a command in a revolutionary arm; the happiness of finding that even one of
your flanks holds. If both flanks ever held I suppose it would be too much to take,
he thought. [6:p110 ]
Anh sung sướng một niềm sung sướng đột ngột và hiếm có của một người
chỉ huy đội quân cách mạng, sung sướng khi thấy rằng một cánh quân bên sườn của
mình vẫn giữ vững. Nếu cả hai bên sườn đều vững cả thì có lẽ lại là quá nhiều- Anh
nghĩ
+ The verb “ take” is translated differently
“ The brakeman said, “Dad seemed to take your going sort of hard, Bob.” [6:p216]
Người gác phanh bảo anh: Bốp này ông cụ có vẻ buồn khi thấy chú đi xa đấy
“ With this tongue she takes the hide from any one. In strips. She is of an
unbelievable barbarousness.” [6:p16]
Bà ta có một giọng làm cho cái gì cũng phải tróc vỏ ra từng mảnh. Bà ta
hung dữ kinh khủng
“ Of course it is sometimes more of a risk not to accept chances which are necessary
to take but I have done this so far, trying to let the situation take its own course.
[6:p35]
Và để hoàn tất sứ mạng này, tôi không nên liều mạng một cách vô ích. Đến bây
giờ, tôi đã thử để yên cho hoàn cảnh đưa đẩy
“But what in the name of the great whore does he take so much time about?”
[6:p236]
Nhưng cái mả mẹ nó, là sao mà lâu thế?
“Take things a little seriously,” Robert Jordan said. “This is serious.” [6:p84]
40
Hãy coi trọng công việc một chút- Robert Jordan nói- Việc này quan trọng đấy
4.3. Some recommendations for the teaching and learning as well as translation
of verb “Take” into the target language.
4.3.1. Recommendations for teaching English
Learners‟ development is not simply concerned with telling them to read
more, use their dictionaries, and do their homework; and it is not, and should not be
treated as, a skill. But what more important is the continuous nurturing or self-
awareness and self-development in the learners. This must be the active
responsibility of the teachers.
It is said that “Learners are afraid of making mistakes. Thus, they try to
make no mistakes by writing nothing”. So, obviously, if the teachers do not want to
see any of the learners‟ misuse they simply teach nothing. The teachers are in
charge of studying the learners‟ difficulties not only to find out the causes but also
to discover how they learn the verb “ take” , what types of problems they usually
make or where they are on the learning progress. To deal with situations, some
possible recommendation may be suggested as follows:
In order to help the learners avoid making mistakes in distinguish
intransitive or transitive, separable or inseparable the verb “ take” and “take”
phrasal verbs, the teachers should give learners the suitable exercises concerning
about intransitive or transitive separable or inseparable „take‟ phrasal verbs as well
as concrete examples, which are carefully analyzed so that the learners can
remember and put them into practice. As a matter of fact, it could be easier for the
learners to remember the verb “ take” by concrete examples in contexts. The course
book alone is not enough for learners; teachers have to make use of supplementary
material to fulfill the learners‟ learning needs and to prepare more exercises for
them to practice „get‟ phrasal verbs. Reading comprehension can be considered as a
very effective way to help learning it with lexical and grammatical components.
When teaching new words, teachers should introduce not only the
meaning of the words but also its phrasal verbs or collocation. For example, there is
no point in knowing the word make to some extent, but when it goes with take a
rest, take a look, take after…..it is more useful for students because they know the
common combinations of a new word. The idea here is that when teaching a new
word, teachers should teach some of its most common collocations at the same time.
It is the role of the teacher to emphasize that they do not really „know‟ the word
41
unless they also know how that word is used. We can use these ways to
present collocations like listing, making a comparison of collocations of synonyms,
using a collocational grid or translation and learners also learn word in chunks, not
individual words.
4.3.2. Recommendations for learning English
As mentioned at the beginning of the study, a large number of English
learners have a lot of difficulties when they acquire the biggest component of any
language course especially learning vocabulary. Because learning vocabulary has
not received the recognition it deserves in classroom. Or when they make sentence
in English they usually apply Vietnamese to interpreting English ones without
paying attention to the differences in grammatical and semantic features between
the two languages. It is clearly that by this way learners have not known yet how to
use vocabulary perfectly in different context and they have found difficult to turn
the new vocabulary into their long- term memory. Therefore, basing on the study,
we would like to suggest some useful ways of language learning.
Learners should be aware of the important role of the verb in understanding
their future job‟s documents. They ought to stop wasting time on complaining,
worrying and being unconfident. Without learners‟ internal effort, how could the
innovation of teachers‟ methods help improve their studying result? Learners should
become more active in every language lesson, participate more in class activities,
keep self-teaching and exchanging their knowledge of „take‟ and “take” phrasal
verbs with other phrasal verbs. In other words, all of the activities and effort made
by the teachers might be in vain if the learners do not lend themselves in the
activities. The learners are the most effective tools that can best propel themselves
in learning. They must be active in their learning process. Once, they see the
important role of the verb in their current learning and the future jobs, they will
learn it with their enthusiasm and great motivation. The more the learners master in
the verb “ take” , the more effectively they use Vietnamese equivalents.
4.3.3. Recommendations for translation from English to Vietnamese and Vice
Versa
Translation is a process of interpreting a text either in the form of speech or
writing from one language (the source language) into another language (the target
language) into an equivalent text. To achieve the best translation equivalence,
translators must take into account the context of the text, the grammatical rules of
42
the two languages, their writing conventions, their collocations etc. In the case of
translating the verb “ take” we should attend to the following points :
First, to find out the best equivalents for “take‟ and “ cầm, mang,
đƣa”, translators should master all possible semantic features. Because the verb
“take” can have differences meanings when translated into Vietnamese and vice
versa and in order to know which meaning is suitable, translators should take the
context of the text into account.
Secondly, when translating, translators should consider the meaning the
whole expressions. Never translate word for word. For example: “Take it a little
easy” ( For Whom The Bell Tolls- Chapter 30- Page 182) will sound very
unfamiliar with the Vietnamese when we translate it like “ làm nó trở nên dễ dàng”.
This sentence means: “ Đừng có bực bội”
Last but not least, it is thought that for every word and phrase in one
language, there is a corresponding word or phrase. In fact, it is very difficult to
translate Vietnamese collocations into English without loosing any shades of their
meanings. The translator should be careful about this difference.
4.4 Summary
Above, we have endeavored to bring about the the contrastive analysis of the
verb “take” in English and “cầm, mang, đƣa” in Vietnamese. By comparing it, we
are able to state the similarities and differences between the targets verbs. In general
, the verb “take” have more meanings in English than in Vietnamese. Due to their
semantic meanings, they could have different translations to express semantic
meanings appropriately and fully in specific contexts.
43
Chapter 5
CONCLUSION
5.1 Summary of Findings
After studying two novels “ The Old Man And The Sea” and “ For Whom
The Bell Tools” by Earnest Hemingway, the author has collected 44 sentences
containing the verb “ take” in the novel “ The Old Man and The Sea” and 160
sentences in the novel “ For Whom The Bell Toll”. In this study, various methods
are used to achieve the objectives such as descriptive method, analysis method,
componential analysis, qualitative and quantitative method to find out the
similarities and differences between English verb “take” and their Vietnamese
equivalents in terms of syntactic and semantic features.
In terms of syntactic , the verb “ take” can have intransitive or transitive
features, be separable or inseparable. The structures of sentences using the verb
“take” in English and in Vietnamese are the same. However, when the verb “take”
is a complex transitive verb, the objective of the sentences is omitted when
translation.
In terms of semantic, the verb “take” in English shares the same meanings
with Vietnamese : “ cầm, mang, đƣa”. A lot of sentences containing the verb “take”
in the two novels are translated with these meanings. However, the verb “take” is a
polysemy so the translators always take much care of it in attempt to make their
translation more persuasive and interesting. The verb “ take” coveys the meaning “
eat” – “Ăn” but in the novel “ The Old Man and The Sea”, the translator Le Huy
Bac expresses the synonym of the verb “ ăn” such as : xơi, ngoạm, đớp, cắn. He
used the words really wisely and exactly. Moreover, like many other English verbs,
the verb “take” has many collocations such as : take a rest, take a breath, take a look
….but the sematic meaning of the verb “take” is not translated but the meaning of
noun followed. Last but not least, the verb “take” is the main verb in some
sentences in the source language but it is not translated in target language. It must
be good translators such as Le Huy Bac, Nguyen Vinh, Ho The Tan to recognize
this.
5.2. Concluding remarks
The present study focuses on syntactic and semantic features of the verb
“take” in English and their equivalents in Vietnamese. The main concern is to find
out the syntactic and semantic features of the verb “take‟ in English and the verb
44
“cầm, mang, đƣa‟ in Vietnamese and then to find out the similarities and
differences between them. We also based on the theoretical background, the
semantic features, the similarities and differences between the two verbs to with the
hope that this research can lead to effective ways to develop students‟ knowledge of
using the verb “cầm, mang, đƣa‟ in particular . Some conclusions have been drawn
as follows:
The study is aimed at three points: (1) pointing out the syntactic and
semantic features of English verb “take” in the novels “ The Old Man and the Sea”
and “ For Whom the Bell Tolls” by Ernest Hemingway. (2) finding the similarities
and differences between the verb “take‟ used in the two novels in English and
their Vietnamese equivalent in translation (3) providing some recommendations for
the teaching and learning as well as translation into the target language. In fact,
we have obtained the objectives of the study. The results of the study show that the
verb “take‟ and the verb “ cầm, mang, đƣa‟ coincide in their general meanings.
However, the verb “take” is a polysemy so it conveys more meanings. The
translators succeeded in translating the sentences using the verb “take. The author
has give some recommendations for teaching, learning and translation. Teachers
and learners should be fully aware of the importance of the verb in the sentence,
distinguish they are transitive or transitive verbs since then to make sentences
correctly. Teachers should try to create an environment in which students stand a
good chance of being exposed to learning and making sentences, especially in
speaking and writing skills. This can be done by designing exercises related to
transitive or transitive exercises for students, highlighting the verb in the textbooks
for students. And to minimize the mother tongue interference, teachers should
carefully explain the similarities and differences when teaching the verb “take”
and vice versa. Besides, the students should be fully aware that the final aim of
language teaching and learning is to develop student‟s communicative competence
as well as linguistic competence. Students have to learn by heart the meaning of the
verb “ take” as well as its collocation or idioms. The translator should master all
possible semantic features and consider the meaning the whole expression. The
study of the synonym of words can help translators decide the best word when
translating from the source language into the target language. Last but not least, it is
thought that for every word and phrase in one language, there is a corresponding
word or phrase. In fact, it is very difficult to translate into Vietnamese without
45
losing any shades of their meanings. The translators should be careful this
difference.
The author has used various methods in this study. Firstly, the descriptive
method is used in the first stage to o give the deep and detail description of syntactic
and semantic features of the English verb “take” . Secondly, The qualitative method
is used in collecting data. The sentences containing the verb “take” will be collected
from 2 novels “ The Old Man and the Sea” and “ For Whom the Bell Tolls” by
Ernest Hemingway. Thirdly , componential analysis is one of the most effective
methods in identifying the meaning because it involved the analysis of the sense of
a lexeme into its component parts ( semantic features or semantic properties). Last
but not least, contrastive analysis is the most important method. It helps to find out
the similarities and differences between between English verb “take” and its
Vietnamese equivalents.
5.3 Recommendations for Further Study
Although the research can be useful in some ways as mentioned, there are
still many undiscovered sub-areas which provide a ground for further studies. This
thesis has focused only on studying the semantic and syntactic features of the verb
“take” in English and Vietnamese. Therefore, there are still some aspects related to
this problem left for further researches:
(i) An investigation into the verb “ take” and its idioms.
(ii) Study pragmatic features of the verb “take” in English and Vietnamese.
(iii) A study on collocation with take as a core element.
46
REFERENCES
In English
1. Benson M., Benson E., & Ilson R. (1997), The BBI dictionary of English word
combinations, John Benjamins Publishing Companies.
2. Benson M., Benson E., & Ilson R. (1986), The BBI combinatory dictionary of
English, John Benjamins Publishing Company.
3. Crowther J. et al. (1995), Oxford Advanced Learner‟s Dictionary of Current
English, Oxford University Press.
4. Cruse D.A. (1986), Lexical Semantics, Cambridge University Press.
5. Ernest Hemingway (1952), The Old Man and The Sea , Penguin Random House
US
6. Ernest Hemingway (1940), For Whom The Bell Tolls, Charles Scribner Jr
7. Ellis N.C. (1996), Memory for language, In P. Robinson (Eds.), Cognition and
second language instruction (pp. 33-68), Cambridge University Press.
8. Firth J.R. (1957), Modes of meaning, In J.R. Firth (Eds.), Papers in linguistics
1934-1951 (pp. 190 – 215), Oxford University Press.
9. Jackson H. & Evenla E.Z. (2000), Words, Meaning and Vocabulary, Cassell,
New York.
10. Kjellmer G. (1992), Old as he was, A note on concessiveness and casuality,
English studies, 7, pp. 337- 350.
11. Krashen S. (1988), Second Language Acquisition and Second Language
Learning, New York, Pergamon Press
12. Levin. B (1993) English Verb classes and Alternation, University of
Chicago Press
13. Lƣơng Kim Thƣ(2003), Verb Denoting Causative Process, Luận văn thạc sĩ,
ĐHQG
14. Lyon J (1996), Linguistic Semantic- An introduction, Cambridge University
Press
15. McCarthy M. (1990), Vocabulary, Oxford University Press.
16. Nguyễn Hòa (2004), Understanding English Semantics, NXB ĐHQG Hà
Nội
17. Palmer F.R. (1981), Semantics, Cambridge University Press, Cambridge.
18. Wiśniewski K. (2007), Semantics, In Yule, G. (1996), The Study of
47
Language, Cambridge University Press, Cambridge.
In Vietnamese
19. Diệp Quang Ban (2002), Giáo Trình Ngữ Pháp Tiếng Việt, Trung tâm
ĐTTX – ĐH Huế.
20. Lê Huy Bắc (2000) , “Ông già và biển cả”, NXB Văn Học
21. Nguyễn Kim Thản, (1977), Động từ trong Tiếng Việt, NXB KHXH
22. Nguyễn Tài Cẩn (1998), Ngữ Pháp Tiếng Việt, NXB ĐHQG Hà Nội.
23. Nguyễn Vĩnh và Hồ Thể Tần, Chuông nguyện hồn ai , NXB Văn học
24. Trần Hữu Mạnh (2003), Phân tích Đối chiếu Động từ Tiếng Anh và Tiếng
Việt trên bình diện Ngữ pháp – Ngữ nghĩa – Ngữ dụng – Đề tài KH cấp ĐHQG
Hà Nội, Tạp chí KH ĐHQGHN, Ngoại ngữ, T.XIX (2), 20-33
Internet sources
25. https://www.goodreads.com/book/show/2165.The_Old_Man_and_the_Sea
26. https://www.goodreads.com/book/show/46170.For_Whom_the_Bell_Tolls
27. https://hanoiacademy.edu.vn/ong-gia-va-bien-ca-nhung-tang-sau-y-nghia-
dang-suy-ngam/
28. https://vnwriter.net/book/chuong-nguyen-hon-ai
48
APPENDIX
Sentences containing the verb “take” in the novel “ The Old
Man and The Sea”
Source Text Location
The boy said. “Can I offer you a beer on the Terrace and then we‟ll take C1-p1
the stuff home.”
Those who had caught sharks had taken them to the shark factory on the C1-p2
other side of the cove where they were hoisted on a block and tackle,
their livers removed, their fins cut off and their hides skinned out and
their flesh cut into strips for salting.
“How old was I when you first took me in a boat?” C1-p2
“If you were my boy I‟d take you out and gamble,” he C1-p2
said
“Let us take the stuff home,” the boy said. C1-p3
No one would steal from the old man but it was better to take the sail C1-p3
and the heavy lines home as the dew was bad for them and, though he
was quite sure no local people would steal from him, the old man
thought that a gaff and a harpoon were needless temptations to leave in
a boat.
Once there had been a tinted photograph of his wife on the wall but he C1-p3
had taken it down because it made him too lonely to see it and it was on
the shelf in the corner under his clean shirt.
“May I take the cast net?” C1-p3
The boy took the old army blanket off the bed and spread C1-p4
it over the back of the chair and over the old man‟s
shoulders
“I have,” the old man said getting up and taking the newspaper and C1-p4
folding it. Then he started to fold the blanket.
“Then live a long time and take care of yourself,” the old man said. C1-p4
“What are we eating?”
“I know. But this is in bottles, Hatuey beer, and I take C1-p4
back the bottles.”
“Naturally. But he makes the difference. In the other league, C1-p5
between Brooklyn and Philadelphia I must take Brooklyn. But then I
think of Dick Sisler and those great drives In the old park.”
“I wanted to take him fishing but I was too timid to ask him. Then I
asked you to ask him and you were too timid.”
49
“I would like to take the great DiMaggio fishing,” the old man said. C1-p5
“You ought to go to bed now so that you will be fresh in the morning. I
will take the things back to the Terrace.” C2-p6
The boy went out. They had eaten with no light on the C2-p6
table and the old man took off his trousers and went to bed
in the dark.
He took hold of one foot gently and held it until the boy woke and C2-p6
turned and looked at him.
When they reached the old man‟s shack the boy took the rolls of line in C2-p6
the basket and the harpoon and gaff and the old man carried the mast
with the furled sail on his shoulder.
Each line, as thick around as a big pencil, was looped onto a green- C2-p8
sapped stick so that any pull or touch on the bait would make the stick
dip and each line had two forty-fathom coils which could be made fast
to the other spare coils so that, if it were necessary, a fish could take out
over three hundred fathoms of line.
“He‟ll take it,” the old man said aloud. “God help him to C3-p11
take it.”
He did not take it though. C3-p11
“It was only his turn,” he said. “He‟ll take it.” C3-p11
“He‟s taken it,” he said. “Now I‟ll let him eat it well.” C3-p11
During the day he had taken the sack that covered the bait box and C3-p11
spread it in the sun to dry.
He took the bait like a male and he pulls like a male and his fight has no C4-p14
panic in it
Some time before daylight something took one of the baits that were C4-p14
behind him.
I don‟t know what that fish was that took the bait just now. C4-p14
“Take a good rest, small bird,” he said. “Then go in and take your C5-p15
chance like any man or bird or fish.”
Holding the line with his left shoulder again, and bracing on his left C5-p15
hand and arm, he took the tuna off the gaff hook and put the gaff back
in place.
He knew that if he could not slow the fish with a steady pressure the C5-p17
fish could take out all the line and break it. \
I‟m learning how to do it, he thought. This part of it anyway. Then too, C6-p20
remember he hasn‟t eaten since he took the bait and he is huge and
needs much food. \
He took hold of the line carefully so that it did not fit into any of the C7-p25
fresh line cuts and shifted his weight so that he could put his left hand
into the sea on the other side of the skiff.
50
I‟m tireder than I have ever been, he thought, and now the trade wind is C7-p25
rising. But that will be good to take him in with. I need that badly.
You work now, fish, he thought. I‟ll take you at the turn. C7-p25
He took all his pain and what was left of his strength and his long gone C8-p26
pride and he put it against the fish‟s agony and the fish came over onto
his side and swam gently on his side, his bill almost touching the
planking of the skiff and started to pass the boat, long, deep, wide, silver
and barred with purple and interminable in the water.
The old man looked carefully in the glimpse of vision that he had. Then C8-p26
he took two turns of the harpoon [94] line around the bitt in the bow and
hid his head on his hands.
He took one look at the great fish as he watched the shark close in. It C8-p28
might as well have been a dream, he thought. .
“He took about forty pounds,” the old man said aloud. He took my C8-p29
harpoon too and all the rope, he thought, and now my fish bleeds again
and there will be others.
“Don‟t think, old man,” he said aloud. “Sail on this course and take it C8-p29
when it comes.
Then he took up the oar with the knife lashed to it. C8-p30
The shark let go of the fish and slid down, swallowing what he had C8-p30
taken as he died.
“They must have taken a quarter of him and of the best meat,” he said C8-p31
aloud
He clubbed at heads and heard the jaws chop and the shaking of the C10-p31
skiff as they took hold below.
“What a fish it was,” the proprietor said. “There has never been such a C10-p31
fish. Those were two fine fish you took yesterday too.”
Sentences containing the verb “take” in the novel “ For Whom

The Bell Tolls”
Source text Location
The young man, who was studying the country, took his glasses from C1-p2
the pocket of his faded, khaki flannel shirt, wiped the lenses with a
handkerchief,
“Then I may take it that when the planes unload, the attack has C1-p5
started?”
Robert Jordan unpinned a safety pin that ran through his pocket flap C1-p7
and took a folded paper out of the left breast pocket of his flannel
shirt and handed it to the man, who opened it, looked at it doubtfully
and turned it in his hands.
“I will take it,” Pablo told him, and in his sullenness there was a C1-p8
sadness that was disturbing to Robert Jordan. He knew that sadness
51
and to see it here worried him.
“All these I have taken,” Pablo said and Robert Jordan was pleased C1-p9
to hear him speak proudly.
“The hoof was like that when we took her,” Pablo said. C1-p9
He ran his thumbnail around the edge of the box and, opening the lid, C2-p12
handed them to Pablo who took half a dozen.
“Take something more,” he said and they each took another C2-p12
It has taken three months to grow to this. C2-p15
With this tongue she takes the hide from any one. In strips. She is of C2-p16
an unbelievable barbarousness.”
“She is very good with the girl,” Anselmo said. “She takes good care C2-p17
of her”
“He‟s taken a leather wine bottle to drink alone in the woods,” C2-p18
“We can take her after this is over.” C2-p19
“Sit down,” the woman of Pablo said. “I do not ask any promise
because what will happen, will happen. Only if you will not take her
out, then I ask a promise.”
“We will take her after the bridge,” Robert Jordan said. “If we are C2-p20
alive after the bridge, we will take her.”
As he watched he took out a notebook from his breast pocket and C3-p20
made several quick line sketches.
The sentry rubbed his cigarette out on the plank wall of the box, then C3-p22
took a leather tobacco pouch from his pocket, opened the paper of
the dead cigarette and emptied the remnant of used tobacco into the
pouch.
It made no difference to him who they were tonight and if it pleased C3-p22
the old man to have them be ours, he did not want to take them away
In the pocket with the wire he felt his pliers and the two wooden awls C4-p27
for making holes in the end of the blocks and then, from the last
inside pocket, he took a big box of the Russian cigarettes of the lot
he had from Golz‟s headquarters
But he noted one man took cigarettes and two did not. C4-p28
It was a milky yellow now with the water and he hoped the gypsy C4-p29
would not take more than a swallow.
There was very little of it left and one cup of it took the place of the C4-p27
evening papers,
“Why not?” the brother said. He had not taken any before. “ C4-p27
“Until he is gored,” the woman said bitterly. “How many times have C4-p31
I heard matadors talk like that before they took a goring.
“A cup of water for me,” Robert Jordan said, not taking his eyes C4-p31
from the man with his sullen heavy head and the woman standing
proudly and confidently holding the big spoon as authoritatively as
though it were a baton.
He poured a second absinthe into his cup and took the cup of water C4-p31
52
the girl brought him and commenced to drip it into the cup, a little at
a time.
I don‟t think he is going to take this much more, Robert Jordan C4-p32
thought to himself.
Finish that rare thing thou art drinking and take a cup of wine.” C4-p32
(Chapter 4-Page 32)
Robert Jordan took out the notebook from his shirt pocket and C4-p32
showed them the sketches.
Only Pablo took no interest, sitting by himself with a cup of wine C4-p32
that he replenished by dipping into the big bowl Maria had filled
from the wineskin that hung to the left of the entrance to the cave.
Robert Jordan pushed aside the saddle blanket that hung over the C5-p33
mouth of the cave and, stepping out, took a deep breath of the cold
night air.
“Provoke it,” the gypsy said. “Or take advantage of the quiet C5-p34
Of course it is sometimes more of a risk not to accept chances which C5-p35
are necessary to take but I have done this so far, trying to let the
situation take its own course
“No,” she said and her voice had gone dead and flat. “Thou wilt not C7-p40
love me. But perhaps thou will take me to the home. And I will go to
the home and I will never be thy woman nor anything.
“Eat then and take something to eat at mid-day C8-p43
“Take this and make a mark for tanks thus,” he drew a slanted C8-p43
tank,
“Take the gypsy with you that he will know from what point you will C8-p43
be watching so you may be relieved.
“Take mine.” He unstrapped it. C8-p44
“Take things a little seriously,” Robert Jordan said. “This is serious.” C8-p44
Take another cup of coffee and try to remember more news.” C8-p46
“We made love and then sent for another pitcher of beer with the C8-p48
drops of its coldness on the glass and when the girl brought it, I
took it from the door and I placed the coldness of the pitcher
against the back of Finito
“And where will I go? I can‟t take a woman where I go.” C9-p49
“„What passes with thee, Pablo?‟ I said to him and I took hold of C9-p50
him and held him.
“ We should have taken horses” Robert Jordan told her C10-p52
“„They have taken Valladolid. They have Avila,‟ some one said. „I C10-p59
heard that before we came into town.‟
“Three days later when the fascists took the town.” (Chapter 9-Page C10-p72
72)
Because of our mobility and because we did not have to stay C11-p74
afterwards to take the punishment we never knew how anything
really ended, he thought.
53
He took a step across the trail and put his hand on the girl‟s arm. C11-p76
Finally she stopped cursing, reached for the water jug, tipped it up C11-p83
and took a drink.
Pilar said. “Take thy little cropped-headed whore and go back to C11-p83
the Republic
But I give you back our rabbit. Nor ever did I try to take your C12-p86
rabbit.
“I wish we had horses to ride,” Maria said. “In my happiness I C11-p89
would like to be on a good horse and ride fast with thee riding
fast beside me and we would ride faster and faster, galloping, and
never pass my happiness.“We could take thy happiness in a
plane,” he said absently
You took to it a little too readily if you ask me, he told himself C12-p92
Take dead, mort, muerto, and todt. Todt was the deadest of them all C12-p93
So she took a beating back there on the hill and I guess we did not C12-p93
make it any easier for her.
“I will learn from Pilar what I should do to take care of a man well C12-p94
and those things I will do,” Maria said.
she opened the breast pocket of her shirt and took out a cut-down C12-p94
leather holder such as pocket combs are carried in and, removing a
wide rubber band that closed both ends, took out a Gem type, single-
edged razor blade. “I keep this always,” she explained.
Whatever happened, happened and now this woman not only has to C12-p97
make the girl say it when she did not want to; but she has to take it
over and make it her own
When you get through with this war you might take up the study of C12-p97
women, he said to himself. You could start with Pilar.
Take it easy, he told himself, take it easy. C14-p99
Nothing is too bloody much. You just have to take it and fight out of C14-p102
it
“Exactly,” Pilar said. “And afterwards the club of enthusiasts who C14-p102
met in the Café Colon and had taken his name for their club
Not even at things which were very comic. He took everything with C14-p102
great seriousness
I did not notice that Finito had filled his own napkin by now, and C14-p103
that he had taken mine.
He rubbed his feet together and then took his hands out of the jacket C14-p105
sleeves and bent over and rubbed his legs with them and patted his
feet together to keep the circulation going
But one thing I have that no man nor any God can take from me and C14-p109
that is that I have worked well for the Republic.
“I don‟t know,” said Robert Jordan. “Take a book to tell you. C14-p110
He was very happy with that sudden, rare happiness that can come C14-p110
to any one with a command in a revolutionary arm; the happiness of
54
finding that even one of your flanks holds.If both flanks ever held I
suppose it would be too much to take, he thought.
“Let me take thy shoes and dry them,” Maria said C16-p111
Robert Jordan told her. “You have to take advantage of what time C16-p117
there is.”
Take something to drink, Inglés, and signal to the woman it was not C16-p117
successful
But Maria took Fernando‟s bowl over to the big pot set back from C17-p119
the edge of the fire and ladled into it.
Primitivo said. “It would take two men to look after a prisoner and C17-p120
what would we do with him in the end?”
. “Take this stew please in all formality and fill thy mouth with it C17-p120
and talk no more.
“Trust me or not,” Pablo said. “But there is no one who can take C17-p122
thee to Gredos as I can.”
Now he had finished the demolition project and he took a new C18-p123
page of the notebook and commenced to write out the operation
orders.
He had not liked Gaylord‟s, the hotel in Madrid the Russians had C18-p125
taken over when he first went there
Could you take Maria to Gaylord‟s? C18-p125
But you could leave her in the hotel and she could take a hot bath C18-p125
and be there when you came back from Gaylord‟s.
He‟d take her to see the Marx Brothers at the Opera. C18-p126
He would like to show his Maria to Karkov but he could not take C18-p127
her
Robert Jordan had taken his pistol out of the C18-p131
He had a package of Chesterfields in his hand and he took one out C18-p131
and handed it toward Robert Jordan
Maria put her hand on Robert Jordan‟s shoulder and let it rest there C18-p137
and he thought suddenly, let us finish all this nonsense and take
advantage of what time we have
Then he had made a pillow of the things he took off and gotten into C20-p141
the robe and then lain and waited
“Put it with thy pillow,” she said. “I took these off there to save C20-p142
time.”
he said. “Take off thy wedding shirt.” C20-p142
“To go off and get drunk,” Pilar said. “Here, take these instead.” C21-p145
He reached over and put two of the grenades in his pockets.
He reached down and pulled the light automatic rifle with its C21-p145
ventilated barrel, really a submachine gun built to take the 9 mm.
pistol cartridge, from the scabbard, and looked at it. .
“Take these sluts from the rear.” C27-p167
He was making no attempt to take any cover and he was looking C27-p171
55
straight ahead of him at the rocks, the dead horse, and the fresh-dug
dirt of the hilltop.
“Take that one, too,” he said. “The one with his hands on the C27-p173
automatic rifle.
He climbed down and took the bucket and helped her up the last C28-p174
boulder.
“Eat, old one,” she said. “Each one should take care of his C28-p174
strength.”
“Take a drink of this, man,” Robert Jordan said and handed him the C28-p174
wine bottle. “Then eat.”
He took the wine bottle and tipping his head back swallowed C28-p174
steadily while he squirted a jet of wine into the back of his mouth.
What if they took the heads? Does that make any difference? None C30-p180
at all.
The Indians always took the scalps when Grandfather was at Fort C30-p180
Kearny after the war.
You could take the pistol out of the drawer and hold it. C30-p181
He had put the gun back in the drawer in the cabinet where it C30-p180
belonged, but the next day he took it out
Take it a little easy C30-p180
There is a wide bed with clean sheets and there is hot running water C31-p184
in the bathtub and there are two closets and I will keep my things in
one and thou wilt take the other.
“Nay. Thou art lovely. Thou hast a lovely face and a beautiful body, C31-p185
long and light, and thy skin is smooth and the color of burnt gold
and every one will try to take thee from me.”
“Anywhere. Wherever it is that we are. How long will it take for thy C31-p186
hair to grow?”
“She said I must take care of my body and guard the line of my C31-p187
figure as though I were a bullfighter. She said this was of great
importance.”
Never did I submit to any one. Always I fought and always it took C31-p188
two of them or more to do me the harm.
After the shooting at the matadero they took us, those relatives who C31-p188
had seen it but were not shot, back from the matadero up the steep
hill into the main square of the town.
“He has taken something of thine,” the woman said miserably. C33-p193
“He has taken them,” she said miserably. “I looked at once for them. C33-p194
They are gone, too.”
“Before we start,” he said softly. “I take them not against you but C33-p195
so that I can sleep
Andrés would be ashamed, empty-feeling, proud and happy, and C34-p196
he would shake them all off and wash his hands and his right arm
and wash his knife well and then take one of the wineskins and
56
rinse the ear-taste out of his mouth for that year;
But I would like to have it so that I could tie a handkerchief to that C34-p197
bush back there and come in the daylight and take the eggs and put
them under a hen and be able to see the chicks of the partridge in
my own courtyard.
Why couldn‟t he have just mucked off and not have taken the C35-p198
exploder and the detonators
Cut it out and take it easy, he told himself. C35-p198
You had to take chances and that was the best there was. C35-p198
“We can take in none without rifle and equipment,” the voice C35-p199
“Thou, Sanchez. Thou commandest in my place,” the officer said. C36-p202
“Thou knowest thy duties as well as I do. I take this so-called
Comrade to the Commander.”
He took a chance and looked at Pilar squarely, then looked away. C38-p209
That cannot be taken away nor lost. (Chapter 39- Page 210) C39-p210
Instead of sending Andrés back to brigade headquarters with the C40-p212
motorcyclist, Gomez had decided to take him there himself in
order to expedite things
“All of you are crazy,” he said. “I know of no General Golz nor of C40-p212
no attack. Take this sportsman and get back to your battalion.”
“You had better take him, Gomez, on the motor,” the Lieutenant- C40-p213
Colonel said.
After they went out he went to a cabinet, took out a glass and a C40-p214
bottle, and poured himself some whiskey and poured plain water
into it from an earthenware crock that stood on the floor against
the wall
“Who knows how long their stern resolution is good for? Thou C241-p216
hast a couple that I would not trade thee for. Take them and go.”
“Good-by, Roberto,” she said. “Take much care.” Robert Jordan had C41-p216
not felt this young since he had taken the train at Red Lodge to go
down to Billings to get the train there to go away to school for the
first time.
The brakeman said, “Dad seemed to take your going sort of hard, C41-p216
Bob.”
Now Anselmo was halted by a pine tree in the dark and he took C41-p217
Robert Jordan‟s wrist and whispered, so low Jordan could hardly
hear him.
“When thou firest,” Robert Jordan said, “take a rest and make very C41-p218
sure.
I‟m glad I remembered to make it an order, he thought. That helps C41-p219
him out. That takes some of the curse off.
He took the clip out of the submachine gun and worked the lock back C41-p219
and forth. (Chapter 41- Page 219)
57
“Nay. It would be my head. I must take thee to the crazy. C42-p223
Besides, he has thy dispatch.” (Chapter 42- Page 223)
The corporal took a bottle of anis from a cupboard and both Gomez C42-p223
and Andrés drank.
“Take them away,” he said to the guards. C42-p224
He would take the fascist communication at once to Varloff. No, C42-p224
better he would take it to Golz himself and watch him as he received
it.
Let the dispatch be taken from his pocket C42-p225
Marty, looking at his map, shook his head sadly as the guards took C42-p225
Gomez and Andrés out.
It is not well taken, however, and I do not agree. You can try to go C42-p225
over my head if you like
I wonder if that is superstition? Robert Jordan thought. I‟ll have to C43-p230
take me a spit in that gorge too.
Then he took out a tobacco pouch and a packet of papers and rolled C43-p230
himself a cigarette
Take your time. C43-p232
He leaned out and up into the sunlight and as he reached his hand up C43-p233
to take what Anselmo handed him,
Robert Jordan carried the wire clear past the end of the bridge, took a C43-p234
ioop around the last stanchion and then ran along the road until he
stopped.
“Hold this, viejo,” he said. “Now walk back with me to the bridge. C43-p234
Take up on it as you walk. No. I will.”
“Take this back to that high stone,” he said. C43-p234
“Take no account of me. Blow it if thou needest to. I fix the other C43-p244
wire and come back. Then we will blow it together.”
“We can take thee up the hill,” the gypsy said. “ C43-p245
“But what in the name of the great whore does he take so much time C43-p246
about?”
“Nuts,” he said to himself. “You are a little groggy is all, and you C43-p241
have a let-down after responsibility, is all. Take it easy.”
I can‟t take the damned pack-horse, Robert Jordan thought. C43-p245
Pilar took her knife and slit his trousers leg down below the left C43-p246
pocket
Guapa,” he said to Maria and took hold of her two hands. C43-p247
Pilar will take care of her as well as any one can C43-p249
You take it easy, now, he said C43-p249
Then he remembered that he had the small flask in his hip pocket and C43-p249
he thought, I‟ll take a good spot of the giant killer and then I‟ll try it.
Do you suppose Pablo took it? Don‟t be silly C43-p249
Then he took hold of his left leg with both hands and pulled on it C43-p249
hard, pulling toward the foot while he lay down beside the tree he
58
had been resting his back against
He reached over for the submachine gun, took the clip out that was in C43-p250
the magazine,
Dying is only bad when it takes a long time and hurts so much that it C43-p250
humiliates you.
I want everything and I will take whatever I get. C43-p251
He was completely integrated now and he took a good long look at C43-p252
everything.
59

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MINISTRY OF EDUCATION AND TRAINING

HANOI OPEN UNIVERSITY

NGUYỄN THỊ KHÁNH

SYNTACTIC AND SEMANTIC FEATURES OF ENGLISH

NGUYỄN THỊ KHÁNH

SYNTACTIC AND SEMANTIC FEATURES OF ENGLISH

ĐẶC ĐIỂM CẤU TRÚC VÀ NGỮ NGHĨA CỦA ĐỘNG TỪ

Nguyen Thi Khanh

(Signature and full name)

EFL: English Foreign Language

Table 2.1. Summary of the Semantic Features of TAKE

1.1. Rationale for the study

Nowadays, English is considered as an important means of communication

language to allow it to be seen, which is why it is very necessary to take off

In the study of meaning, the denotational meaning and connotational meaning

2.2.3.2. 1.Classified by their meanings

We learn English every day. ( one-word verb )

1 somebody can take it or leave it

2 have (got) what it takes

3 I, you, etc. can‟t take somebody anywhere

4 take something as it comes, take somebody as they come

7 take it from me (that…)

8 take it on/upon yourself to do something

9 take some/a lot of doing

1 take somebody aback

2 take after somebody

4 take somebody/something apart

5 take something away

7 take somebody back

10 take yourself/somebody off (to…)

13 take something out of something

15 take somebody out of himself/herself

16 take over (from something)

17 take somebody through something

20 take up with somebody

21 take somebody up on something

22 be taken up with something/somebody

23 be taken with somebody/something

Table 2.4. Collocations with TAKE

This is usually said when saying goodbye to someone, it means to

To check something or to care about something.

To become encouraged or motivated

To go for walk. Be careful! This is also used in a rude way to say

To understand and accept someone‟s advice.

To be examined by someone. Be careful! Not confuse with make

When something is very long time.

To wait a short time.

To sleep during day.

to feel sorry for someone

To be interested in something. To think something is interesting.

Take action for a particular purpose.

2.3.2. The verb “ take” with its Vietnamese equivalents

3.4. Statistical Analysis

The techniques in collecting the data in this study could be summarized

The research data will be analyzed by using qualitative analysis based on

The steps for analysis data are:

Analyzing the meaning equivalence of the translation especially sentences containing

4.1.1.3. The verb “take” in pattern S + V+ O + C

Vậy thì cụ ăn đi và mang cái gì để ăn trưa.

Ba ngày sau khi bọn phát xít chiếm thành phố

4.1.2.4.Take conveys the meaning of “ to choose”

4.1.2.6.Take conveys the meaning of “ to receive”

4.1.2.11.Take conveys the meaning of “ to study”