LINGUISTICS 2

SEMANTICS

SEMANTIC ROLES/Participants’ roles

(Brinton, 2000, pp.267-268)

Agent The animate initiator, causer, doer or The boy ran down the street.
investigator of an action who ACTS BY He was chased by the dog.
WILL or VOLITION, takes Bill ate his soup quietly.
responsibility for the action

Experiencer The animate being affected inwardly Susan heard the song.
by a state or action I cried

Theme The person or thing which undergoes

an action, or that which is transferred or I saw two children.
moved by an event but otherwise I put the book on the table.
unchanged. He gave the gun to the police
(OR Things that are simply present at officer
an action – Neutral)
The book is red

Instrument The means by which an event is Jamie cut the ribbon with a pair of
caused, or a tool, generally inanimate, scissors.
used to carry out an action. An
instrument does not act but is acted
upon.
Location The place at/in which or the TIME Johnny and Linda played
at/in which an action occurs. carelessly in the park.

I'll be at Julie's house studying for

my test.

Goal The place to which or person to whom The caravan continued toward the
an action is directed, including indirect distant oasis.
objects and directional adverbs He walked to school.

Source The rocket was launched from

The place from which or the person Central Command.
from whom an action comes
She walked away from him.

TASK 1: Identify the underlined semantic roles displayed in the sentences below

PART A:
1. Tony pushed the cart to the wall.
2. John annoyed Mary.
3. Steve loves Melisa.
4. Peter told Ann the story.

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5. Jack sees the fish.
6. Mark drove towards Warsaw.
7. The key opened the door.
8. Helen was freed from the prison.
9. John fell off the chair.
10. Josh stirs the soup with a wooden spoon.
11. Max gave flowers to his grandma.
12. The smell of fried onion filled Sam’s nostrils. FILL (water, bottles)

PART B: Identify the semantic roles of the underlined phrases

1. The logger felled the tree.
2. The tree was felled by the logger.
3. The tree was felled with an axe.
4. The sweater was knitted by hand.
5. He used an axe to fell the tree.
6. Liquor killed him.
7. He impressed us with his performance.
8. Maria is lonely.
9. I like the book.
10. The news angered me.
11. I got the books from the library.
12. He took the money out of the bank.
13. The child took the book off the shelf.
14. I borrowed the book from my teacher.
15. I sent a card to my grandmother.
16. My grandmother was sent a card.
16. My grandmother got a card from me.
17. I sent my grandmother a card.
18. He fell off the chair.
19. She reached the coast.
20. An idea came to me.
21. We sent the child home.
22. The dog is behind the couch.
23. The room has many people in it.
24. People filled the room.
25. Da Lat is a rainy city.
26. They presented an award to Sam.

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 Task 2: Use homonymy to answer the following riddles:

a- What keys can’t open locks?

b- What kind of flowers do you give an absent-minded squirrel?

c- Which is richer, a bull or a cow? – A bull. Why so?

d- Where does a cat go when he loses his tail?

e-Why was the cat afraid of trees?

f- A cowboy rides into town on Friday, stays three days, and leaves on Friday.

How does he do it?

g-why did the teacher wear sunglasses?

h) Time flies like an arrow but fruit flies like a banana?

i) A woman was driving a car but she was knitting at the same time, so she drives very
slowly. A man came up from behind and wanted to pass her.

He opened the window and yelled. “Pull over, pull over!”

The woman yelled back. “No, a sweater!”

Task 3: Identify the types of antonymy

true, false Raw-cooked

Single-married wife-husband

Asleep- awake expensive, cheap

Male-female Beautiful - ugly

Pregnant – not pregnant Happy- unhappy

Bad-Good Pass- fail

Noisy-Quiet Sweet - sour

Smart – dumb borrow-lend

Intelligent - Unintelligent Deep- shallow

Employeed - unemployed Legal- illegal

On-off Inside-outside

Before-after

Rude-polite

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Task 4. BASIC LEXICAL RELATIONS

RELATIONS DEFINITION/CHARACTER EXAMPLES (3 examples) NOTE

ISTICS

Synonymy
Words that have the same or
almost similar meaning

Antonymy/
Oppositeness

- Binary
(Complementary)

- Gradable
(Scalar)

-Conversive
(Relational)

-Reversive
(Directional)

Hyponymy

Meronymy

Homonymy

-Perfect/Full
homonyms

- Homographs

-Homophones

Polysemy

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 PRAGMATICS

Question 1: Describe the context

1. Tom was barely sitting down on the toilet when he heard a voice from the other stall
saying: “Hi, how are you?”
Tom was not the type to start a conversation in the restroom. He doesn’t know what got
into him, but he answered, somewhat embarrassed, “Doin’ just fine!”
And the other person says: “So what are you up to?”
What kind of question is that? At that point, he was thinking this was too bizarre so he
said: “Uhhh, I’m like you, just sitting here.”
At this point he was just trying to get out as fast as he could when he heard another
question: “Can I come over?”
Ok, this question was just too weird for him. He figured he could politely end the
conversation. He said: “No........ I’m a little busy right now!!!”
Then he heard the person say, nervously: “Listen, I’ll have to call you back. There’s an
idiot in the other stall who keeps answering all my questions!!”
-Physical context: …………………………………………………………………

-Epistemic context: ……………………………………………………………….

-Social context: …………………………………………………………………….

-Linguistic context: …………………………………………………………………

2. A man was driving past a farm and saw a three-legged chicken running along-side his
car. Suddenly, the chicken picked up speed and disappeared around the bend. The driver
pulled to the side of the road and called to the farmer, “I just saw a three-legged chicken!”

“Oh, yes,” said the farmer. “We have a bunch of ’em. We have three people in our family,
and we all like drumsticks.”

“Well, how do they taste?” asked the motorist.

“Dunno,” said the farmer. “We can’t catch any.”

-Physical context: …………………………………………………………………

-Epistemic context: ……………………………………………………………….

-Social context: …………………………………………………………………….

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 -Linguistic context: …………………………………………………………………

Question 2: Find deictic expressions

1.I was disappointed that you didn’t come last Wednesday.

2.We can’t go today but tomorrow is fine.

3.James hasn’t been here yet.

4.Today’s modern apartments may be tomorrow’s slumps.

5.The children were running here and there.

5*. It is snowy today.

6.” Love and the world loves with you. Weep and you weep alone!” ]

7. When you want to make an omelet, you need to break a few eggs. (English proverbs)

8. Listen to this!

9.That was not a very nice thing to say!

10.(Take me to your heart)

Mmm, hmm, yeah

Mmm, hmm
Hiding from the rain and snow
Trying to forget, but I won't let go
Looking at a crowded street
Listening to my own heartbeat
So many people all around the world
Tell me, where do I find someone like you, girl?
Question 4: Change the followings into indirect speech/reported speech using your
own vantage point

1. John: “I don’t live in this house anymore.”

2. John:” I need your help right now.”
3. John: “Why wouldn’t you come to London with me yesterday.”

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Question 5:

You want someone to pass you the salt. Decide whether the following utterances are direct or
indirect speech acts?

1. Would it be possible for you to pass the salt?

2. Would it be too much trouble for you to pass the salt?
3. Why don’t you pass the salt?
4. Why not pass the salt?
5. Pass the salt!
6. I want the salt!
7. It would be nice if you pass the salt!
8. Is it possible for you to pass the salt?
9. Would you mind passing the salt?
10. I command you to pass the salt
11. I request you to pass the salt.
12. I order you to pass the salt.
13. Can you pass the salt?
14. Have you got the salt?
15. Are you able to reach the salt?
16. Would it be convenient for you to pass the salt?
17. Would you be willing to pass the salt?
18. The salt is in front of you, Bill.
19. The cook forgot the salt in this dish.
20. This dish needs salt.
21. A little salt will help this dish.
22. I hope you will pass me the salt.
23. You can pass me the salt, now!

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 DISCOURSE ANALYSIS (DA)

(Formal features of text – cohesive devices)

**DISCUSSION QUESTIONS

1. In paragraph A, circle “Gold” and “it” and “its” that refer to “gold”
2. Compare A and B
3. Find one example of synonymy in A
4. What makes A cohesive?

A.

B.

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5. In the following paragraph, the pronouns are not consistent. Correct them.

6. Compare

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7.Choose the correct transition signals. Make any changes if necessary.

8.Improve the following paragraph by adding transition words.

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9.Editing the following text. You may want to delete transition words and rewrite sentences.

9. Write a paragraph with the following topic sentence:

“There are four noticeable differences between British and American English.”

……………………………………………………………………………………………………………….
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……………………………………………………………………………………………………………….
……………………………………………………………………………………………………………….
……………………………………………………………………………………………………………….
……………………………………………………………………………………………………………….
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……………………………………………………………………………………………………………….
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 **EXAM QUESTIONS

Question 1: Identify the types of cohesive devices in the following text. Match the
numbers (0,1,2,3,…) with the letters (A, B,C,D…). You can use the letters more than once
and there are more letters than you will need. An example has been done for you.(3 marks)

Some hobbies are relatively easy while (0) others present more of a challenge. Personally, I
believe that both (1) can be fun, and (2) I therefore disagree with the statement (3) that
hobbies need to be difficult in order to be enjoyable.

On the one hand, many people enjoy easy hobbies. One example of an activity that is easy
for most people is swimming. This hobby (4) requires very little equipment, it is simple to
learn, and it is inexpensive. I remember learning to swim at my local swimming pool when I
was a child, and it never felt like a demanding or challenging experience. Another hobby that
I find easy and fun is photography. In my opinion, anyone can take interesting pictures
without knowing too much about the technicalities of operating a camera. Despite being
straightforward, taking photos is a satisfying activity.

On the other hand, difficult hobbies can sometimes be more exciting. If (5) an activity is
more challenging, we might feel a greater sense of satisfaction when we manage to do it (6)
successfully. For example, film editing is a hobby that requires a high level of knowledge and
expertise. In my case, it took me around two years before I became competent at this activity
(7), but now I enjoy it (8) much more than I did (9) when I started. I believe that many
hobbies give us more pleasure when we reach a higher level of performance because the
results are better and the feeling of achievement is greater.

In conclusion, simple hobbies can be fun and relaxing, but (10) difficult hobbies can be
equally pleasurable for different reasons.

A. Anaphoric reference B. Cataphoric reference C. Exophoric reference

D. Substitution E. Ellipsis F. Conjunction G. Lexical cohesion

(0)…1)……………(2) ……………(3) ……………(4) ……A………(5) ……………

(6) ……A………(7) ……A………(8) ……A………(9) …D………(10)…F………

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Question 2: Read the following essay. Analyze the cohesive devices

Would it be possible for you to pass the salt?r children while others think it is
dangerous and unhealthy. Which opinion do you agree with? Discuss both options and
give examples. (Source: IELTS Simon)

In recent times, pet-related injuries and mortalities have sparked heated debates
about whether it is healthy for children to be around pets. (2) In this essay, I shall argue
that such dangers are overemphasized and that children receive substantive
psychological benefits through having pets.

(3)To begin with, although exotic pets (e.g. snakes, spiders, apes, etc.) have been
known to occasionally hurt and even kill children, such incidents are so statistically rare
as to be negligible. (4) This is because the overwhelming majority of children have
non-lethal cats, dogs, fish, rodents and rabbits for pets. (5) For example, The Child
Safety Institute found that over 90% of children owned the aforementioned pets, and
professed that none had ever felt in the least bit endangered by them. (6) Seen in this
light, it is clearly unfounded to claim that pets present any physical danger to children.

(7) Secondly, pets can impact positively upon child psychology. (8) This is because
young pet owners frequently empathize with their pets and perform a diverse range of
actions to maintain their well-being (e.g. feeding, grooming, administering medicine,
etc). (9) For instance, the Cambridge Developmental Psychology Unit found that
children who had grown up with pets were 30% less likely to bully other ones and
resolve conflicts through aggression. (10) Consequently, it is undeniable that a child’s
pro-sociality and mental health can be improved through exposure to pets.

(11) In conclusion, the cited evidence provides strong support for the view that
children owning pets is a good thing. (12) In the future, as more laws are introduced to
ban the ownership of illegally acquired exotic pets, this viewpoint will no doubt surge
in popularity.

Substitution: ones (9) - children (9)

Question 3: Read the following passage and find evidence of cohesive devices

Reference:
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-Anaphoric reference: her (2) - Mrs. Carol Ramsey (2)

-Cataphoric reference:

2.Substitution:

3.Ellipsis:

4.Conjunction:

5.Lexical cohesion

-Synonyms: dispute (1) - argument (3)// took down (đấy) - removed (sau đấy)

-Antonyms: done nothing (6) - took action ( 6)

-Association:

NEIGHBOR BITES DOG IN STREET DISPUTE

A 47 year-old-man, William Jesperson, bit his neighbor’s dog in a dispute about her
garden fence yesterday (1). Mrs. Carol Ramsey has complained to the police and her
dog needed four stitches (2). The argument between neighbors William Jesperson and
Carol Ramsey started when Mrs. Ramsey took down the fence between their two
gardens (3). She told her neighbor she was going to replace it with a newer one but she
has not done so because she claims she cannot afford to (4).

When the fence was removed, Mrs. Ramsey’s dog used Mr. Jesperson’s garden to
play in, on one occasion frightening his two-year-old son (5). Despite repeated
complaints, Mrs. Ramsey had done nothing and when the dog chased Mr. Jesperson’s
pet rabbit, the outraged father and pet-lover took action (6).

“We are investigating”, say a spokeswoman for Thames Valley Police (7).
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CONVERSATION ANALYSIS (CA)

Question 1: Analyze the relationship between the first part and the second part of
an adjacency pair in the following conversation.

Jim asked a girl in a library:

“Do you mind if I sit beside you” ?

The girl answered with a loud voice; “I DON’T WANT TO SPEND THE NIGHT
WITH YOU!!!”

All the students in the library started staring at Jim and he was embarrassed.

After a couple of minutes, the girl walked quietly to Jim’s table and she told him “I
study psychology and I know what a man is thinking, – I guess you felt embarrassed,
right ?”

Jim responded with a loud voice : “10,000 JUST FOR ONE NIGHT! ? THAT’S
TOO MUCH!!!”

And all the people in the library looked at the girl in shock and Jim whispered in her
ears; “I study Law and I know how to make someone feel guilty”

Question 2: Read the following conversation. Identify the adjacency pairs. Is the
second part of each adjacency pair “preferred” or “dispreferred”? How are the
dispreferred second pair part marked?

Man: I think the conference is good. How about you?

Woman: Yes, I’m learning a lot. Are you having dinner in the hotel this evening?

Man: I am. Shall we eat together?

Woman: Why not – perhaps about eight?

Man: Er, I’m quite tired…

Woman: Well, shall I book for seven then?

Man: Why don’t we see each other in the bar at seven, and then eat at seven thirty?

Woman: That sounds good. See you then.

(Knight & O’Neil & Hayden, Business Goals 1, Student book, Cambridge, p.79)
 17

CRITICAL DISCOURSE ANALYSIS (CDA)

Question1: Read and compare and contrast the following two articles

Article 1

Ngã cầu thang khi xuống tàu bay, nữ hành khách tử vong

Định Nguyễn 1 giờ trước

Hành khách xuống khỏi máy bay bằng xe thang, sau đó vấp ngã và bị chảy máu
ở vùng đầu. Hành khách được đưa đi cấp cứu tại Bệnh viện Quân y 175 tuy nhiên
đã không qua khỏi.
Hôm nay (17/6), hãng hàng không Vietnam Airlines thông tin về vụ việc hành khách
ngã cầu thang khi xuống tàu bay chuyến VN1379 ngày 15/6.
Theo đó, sau khi chuyến bay VN1379 hành trình Huế - TP Hồ Chí Minh ngày 15/6
hạ cánh tại sân bay Tân Sơn Nhất vào lúc 18h00, hành khách H.T.A.T số ghế 11B
xuống tàu bằng xe thang. Trong lúc xuống thang, hành khách bị té ngã và bị chảy máu
ở vùng đầu.
Đại diện Vietnam Airines và các đơn vị phục vụ tại sân đỗ đã ngay lập tức liên hệ
đơn vị y tế, bố trí xe cứu thương, bác sĩ khẩn trương kiểm tra sức khỏe khách, sơ cứu
và đưa khách vào cấp cứu tại Bệnh viện Quân y 175.
Đại diện Vietnam Airlines đã phối hợp cùng gia đình và bệnh viện tổ chức cấp cứu,
chăm sóc y tế cho hành khách với điều kiện tốt nhất của bệnh viện. Tuy nhiên, hành
khách đã không qua khỏi và mất vào ngày 16/6 tại TP Hồ Chí Minh.
Vietnam Airlines chân thành chia buồn sâu sắc cùng gia quyến hành khách H.T.A.T
về sự việc hết sức đáng tiếc này. Vietnam Airlines tiếp tục phối hợp các cơ quan chức
năng và gia đình điều tra nguyên nhân để làm rõ sự việc, đồng thời thực hiện các thủ
tục đảm bảo quyền lợi hợp pháp cho hành khách và thân nhân.
Source:
https://saostar.vn/xa-hoi/nga-cau-thang-khi-xuong-tau-bay-nu-hanh-khach-tu-vong-765
2394.html
 18

Article 2

Ngã từ xe thang máy bay xuống đất, nữ hành khách tử vong

17/06/2020 10:35 GMT+7

Sau khi trượt ngã trên xe thang máy bay tại Tân Sơn Nhất, một nữ hành khách
bị chảy máu đầu và tử vong.
Sự cố xảy ra trên chuyến bay VN1379 tối 15/6 từ Huế đi TP.HCM. Nữ hành khách
H.T.A.T (50 tuổi) bị ngã lộn từ bậc thang thứ 5 - 7 xuống nền xi măng khi xuống máy
bay từ cầu thang bộ.
Đi cùng chuyến bay với nữ hành khách có chồng và con gái.
Xe thang đón khách là loại có mui che, mặt bậc thang khô ráo. Trung tâm điều hành
sân bay Tân Sơn Nhất xác nhận, nữ hành khách tự ngã và chảy máu ở đầu.

Ngay khi sự cố xảy ra, tiếp viên chuyến bay, nhân viên mặt đất cùng người nhà lập
tức hỗ trợ khách tại chân cầu thang.

Trực ban trưởng sân bay Tân Sơn Nhất đã báo bộ phận y tế cho bác sỹ, xe cứu
thương ra máy bay, kiểm tra tình trạng khách, nẹp cổ cố định, đưa khách lên xe cứu
thương cấp cứu tại Bệnh viện 175.

Tuy nhiên, người phụ nữ bị chảy máu đầu, không qua khỏi.

Source:
https://vietnamnet.vn/vn/thoi-su/an-toan-giao-thong/nga-tu-xe-thang-may-bay-xuong-d
at-nu-hanh-khach-tu-vong-649609.html
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 20

ARTICLE 1 ARTICLE 2

Actors/Agents Action/experience Actors/Agents Action/Experience

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Question 2: What do you think about the representation of women in the

following passage? (Source: Hoàng Văn Vân et al. (2011) Tiếng Anh 12. Nhà xuất bản
Giáo dục Việt Nam. P.13)

I come from a family of five people: my parents, my two younger brothers and I. My
mother works as a nurse in a big hospital. She has to work long hours and once a week
she has to work on a night shift. My father is a biologist. He works from 8 a.m. to 5
p.m. in a lab, but sometimes when there is a project, he doesn’t come home until very
late at night. Although my parents are very busy at work, they try to spend as much
time with their children as possible. It is generally believed that “men build the house
and women make it home”, but in my family both parents join hands to give us a nice
house and a happy home.

My mother is a very caring woman. She takes the responsibility for running the
household. She is always the first one to get up in the morning to make sure that we
leave home for school having eaten breakfast and dressed in suitable clothes. In the
afternoon, after hospital, she rushes to the market, then hurries home so that dinner is
ready on the table by the time Dad gets home. Dad is always willing to give a hand
with cleaning the house. Unlike most men, he enjoys cooking. Sometimes, at
weekends, he cooks us some special dishes. His eel soup is the best soup I have ever
eaten.

I am now in my final year at secondary school, and in my attempt to win a place at

university, I am under a lot of study pressure. However, being the eldest child and the
only daughter in the family, I try to help with the household chores. My main
responsibility is to wash the dishes and take out the garbage. I also look after the boys,
who are quite active and mischievous sometimes, but most of the time they are
obedient and hard-working. They love joining my father in mending things around the
house at weekends.

We are a very close-knit family and very supportive of one another. We often share
our feelings, and whenever problems come up, we discuss them frankly and find
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solutions quickly. We always feel safe and secure in our family. It is a base from which
we can go into the world with confidence.

Men/boys Women/girls

NOUNS used to …………………………….. ……………………………..

describe/associated with
…………………………….. ……………………………..

…………………………….. ……………………………..

…………………………….. ……………………………..

…………………………….. ……………………………..

…………………………….. ……………………………..

VERBS used to …………………………….. ……………………………..

describe/associated with
…………………………….. ……………………………..

…………………………….. ……………………………..

…………………………….. ……………………………..

…………………………….. ……………………………..

…………………………….. ……………………………..

ADJECTICE used …………………………….. ……………………………..

to describe/associated
…………………………….. ……………………………..
with
…………………………….. ……………………………..

Your conclusion
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APPENDIX
Types of Presupposition with Examples

1. Existential presuppositions (resulting from definite noun phrases)

- Your car looks great! => You have a car.

- Mary’s dog is cute! => Mary’s got a dog./ There’s a person called Mary

- The King of France is bald. => France has a king.

- The cat is now in trouble. => There is a cat.

2. Factive presuppositions (consisting of verbs such as “know”, “realize”,

“regret”, “be aware”,...)

- Everybody knows that John is gay. => John is gay.

- Everybody doesn’t know that John is gay. => John is gay.

- She didn’t realize he was ill. => He was ill.

- We regret telling him => We told him.

- I wasn’t aware that she was married. => She was married.

- I’m glad that it’s over. => It’s over.

3. Lexical presuppositions (“manage”, “stop”, “start”, “again”, ...)

- He stopped smoking => He used to smoke.

- They started complaining => They weren’t complaining before.

- You are late again! => You were late before.

- Would you like another tea? => You’ve had at least one.

- Please take some more tea! => You’ve already taken some.

4. Structural presuppositions (Wh- questions, ...)

- When did he leave? => he left.

- Where did you buy the bike? => You bought the bike

- How fast was the car going when it ran the red light? => The car ran the red light.
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5. Non-factive presuppositions (“dream”, “imagine”, “pretend”,.... - something

assumed not to be true)

- I dreamed that I was rich. => I was not rich.

- We imagined we were in Hawaii => We were not in Hawaii

- He pretends to be ill => He is not ill

6.Counter-factual presuppositions (If....)

- If you were my friend, you would have helped me. => You are not my friend.

Reference: George Yule (1996). Pragmatics. Oxford University Press.

Exercise 1: Identify presuppositions

1. Where is the man with the megaphone?

2. The Queen of England attended a cooking workshop.

3. John managed to stop smoking.

4. My car is a wreck.

5. Your clock isn’t working

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COHESION AND DEVICES OF COHESION (COHESIVE DEVICES)

I. Cohesion: (Halliday & Hasan)

Cohesion occurs where the interpretation of some element in the discourse is

dependent on that of another.

There are 5 ways by which cohesion is created in English: reference, ellipsis,

substitution, logical cohesion (linking words), and lexical cohesion.

II. Devices of cohesion

1. Reference:

Classification of Reference

i) Exophoric reference: Exophora is reference to something extra-linguistic, i.e.,

not in the same text. It signals that reference must be made to context of situation. For
example; pronouns with words such as ‘this’ ‘that’ ‘there’ ‘here’ are often exophoric.

Did the gardener water those plants?

Exophoric reference is NOT cohesive, since it does not bind the two elements
together into a text. Example-
(YULE)
ii) Endophoric Reference

a. Anaphoric reference (backwards):

Example: The apple on the table was rolled. It had been there for three days.

b. Cataphoric reference (forwards):

 26

Example: When she came in, Mary noticed something strange in her house.

*Where to look for reference?

- Personal reference: pronouns, possessive pronouns,

Noun Determiner
(pronoun)

I me mine my

you yours your

we us ours our
he him his his
she her hers her
they them theirs their
it [its] its

- Demonstrative reference:

The
this that
these those
here there
now then

2. Substitution:

a. Nominal Substitution: one/ ones, same

- Have you any knives? I need a sharp one.

- He studied the whole text last night. I did the same.

b. Verbal Substitution: “do”

- The words did not come the same as they used to do.

- ‘I don’t know the meaning of the words - I don’t believe you do either!’

c. Clausal Substitution: “so”, “not”

- They have failed, then? - I regret so.

 27

- Has everyone gone home? - I hope not.

- Everyone seems to think he’s guilty. If so, no doubt he will offer to resign.

- Would you like cats if you were me?- Well, perhaps not.

3. Ellipsis:

a. Nominal ellipsis: each, every, any, either, no, neither, some, all, both, my third,
these three, etc.

- I won’t be introduced to the pudding, please. May I give you some?

- His sons went into business. Neither succeeded.

- All go into the other room.

- Have another chocolate. - No thanks; that was my third.

b. Verbal ellipsis

- Have you been swimming? – Yes I have.

- Is he talking? - Yes, he is.

c. Clausal ellipsis
- Are you coming? - Yes

- Who killed Cock robin? - The Sparrow .

- Smith killed the dog already. - Who?

4. Linking words/Logical cohesion
aa. Addition: And, also, too, furthermore, moreover, in addition, neither, nor,
equally, likewise, similarly,…
- It was a convention where there were blacks and few beards. And that remains the
Republican problem.
- US companies do not realize that their goods are headed for Vietnam. Also, they
could not figure out who the middlemen are.
b. Enumeration: First, second, next, finally, to begin with, …
c. Transition: with reference to, with respect to, now, by the way,…
- I’ve talked about the situation in Africa. Now, I’d like to move on to the next item
on our agenda.
e. Summation: All in all, in conclusion, to sum up,…
 28

f. Apposition: namely, in other words, for example, for instance, that is, another
example would be….
g. Result: Thus, therefore, hence (formal), so (informal), as a result,…
h. Reformulation: in other words, again, rather,…
i. Contrast: but, instead, then, on the contrary, in/by contrast, by comparison, on the
other hand,…
- The contracts do not go to the Americans. Instead, they go to European and Asian
companies.
k. Concession: however, nevertheless, anyhow (formal), anyway (informal), still,
although, in any case, at any rate, in spite of that, after all, all the same, actually,
admittedly…
5. Lexical cohesive devices
a. Reiteration/Repetition
Tokyo insists that the plutonium is vital to its future. Over the next decade, Tokyo
plans to import 30 tons of plutonium for its fast breeder reactor programs.
b. The use of synonyms
The US began dropping out of the program in 1977. France shut down its
commercial super Phoenix breeder in 1990. German abandoned its completed reactor
in 1991. Last week, Britain cancelled its fast breeder program because it concluded that
the technology was unlikely to become commercially viable for 40 year.
c. They use of anonyms
Discrimination is undoubtedly practiced against women in the field of scientific
research. We don’t find men complaining that they are not being interviewed for
positions that they are clearly qualified to fill. (Quirk, 1973)
d. Association
(The use of words that belong to the same semantic field, sharing some common
semantic properties)
Military conflicts with the evolving social values of civilian society is nothing new.
The armed forces are still recoiling from the mere presence let alone the theoretical
equality of women while some units have integrated the genders effectively.
Reference:

1. Nguyễn Hòa (2000). An Introduction to Discourse Analysis. ĐHQG HN:

Hanoi
 29

2. Halliday M.A.K & Hasan R. (1976). Cohesion in English. Longman

 30

SUGGESTED TOPICS FOR PRESENTATION

GENERAL NOTES:

● (Mỗi nhóm không quá 3 thành viên và các nhóm có thể chọn trùng topic nhưng phải
đảm bảo là không lặp nội dung)
● Choose ONE task only.
● The data you choose for your assignment can be in either English or Vietnamese.
● You will be assessed on how you critically and creatively think about certain topics
and how rich your background knowledge is to support your arguments.

- 25-30 minutes/ group

● Each presentation must have at least 3 parts:

+ Review of KEY concepts (SHORT)

For example, if your discussion mentions “hedges”, you need to introduce its definition that
works in your presentation (because there may exist various definitions for a single term).
Also, you are requested to cite the source of the definition (i.e. from what book and its
author) (in-text citation).

+ Your main contents

+ Some games/exercises/questions for the audience (audience engagement)

● REFERENCES must be provided (where you took the information: book, author, links,
etc...)
● You are encouraged to suggest any topic of your own interest that is related to the
course contents. Consult your teacher before you start your project!

…………………………………………………………………………………….

SOCIOLINGUISTICS:
(Ghi chú: Các bạn nên triển khai đề 1 hoặc 2 dưới dạng bài tập là chính thay vì toàn lý
thuyết. Hãy trình bày phần lý thuyết các bạn thấy thú vị nhất chứ đừng cố đi liệt kê toàn bộ
vấn đề (vd, pronunciation thì chỉ nêu 3 đặc điểm nổi bật,...) vì sẽ thiếu tập sự tập trung! Hãy
cho các bạn trong lớp được thực hành. Ví dụ sau phần trình bày một số thuật ngữ và một số
đặc trưng của dialect đó, chúng ta nên cho các bạn trong lớp thi “Dịch” thử một vài câu đơn
 31

giản vui vui có chứa các từ đã trình bày từ dialect này sang dialect kia; hoặc với đề 1 thì các
bạn có thể có thêm lựa chọn là chiếu 1 số đoạn video ngắn và xem nó là dialect nào)

1. Compare three dialects of English (Australian, American, and Indian etc.).

You may choose several short extract(s) from news broadcasts, talk shows, movies, tiktok
videos, etc. to provide specific examples.

2. Introduce a dialect of Vietnamese (eg. Nghệ Tĩnh dialect, etc.) in terms of pronunciation
and vocabulary. Analyze a video or provide live demonstrations to support your analysis.

CRITICAL DISCOURSE ANALYSIS (CDA):

1. Take a look at 5 advertisements on newspaper, TV, websites,... that you think exists a
biased representation of women/girls (eg, in terms of image, word choice, sentence structures,
etc.) Explain and provide your suggestions to eradicate the bias. (You can also show some ads
that are not biased)

For example, there are various aspects of women’s life such as their work life, social life and
family life. However, it is more likely that whenever women are on TV, their “life inside the
house” is chosen to be the “representative” of or “to represent” women’s life in general.
That’s called biased representation.

(Các bạn hãy tham khảo xem họ lên dàn ý và phân tích data ra sao:

https://drive.google.com/file/d/1Ma6dQjOih7drBY3oX8hSdjUwctZiF9CM/view?usp=sharin
g)

2. Select two videos of interaction between teacher and learner(s), one in Vietnam and the
other in another country.

a. Compare the power relation between teachers and learners in these two videos?

*Clues:

- Who changes topics more often?

- Who makes more interruptions?

 32

- Who makes more direct requests?

- Who makes more questions?

- Terms of address

- The physical arrangement

- Other aspects that might be related to power relations

b. What may be the reasons for these similarities and differences?

c. Do you expect any changes in this power relation?

3. (Optional)

a. “Our language use is far from neutral. Viewpoints and beliefs are always embedded in
language use” (Language use is ideologically loaded)

Hãy thử tập trung vào cuộc chiến Nga - Ukraine. Hãy thu thập các tiêu đề báo, các tiêu đề tin
tức trên Youtube (both in English and Vietnamese) và thử xem người viết tin đó ngả về bên
nào nhiều hơn!

b. Hãy thử tìm hiểu các yếu tố Hán Việt trong nghĩa của các từ thường dùng trong đời sống.
Vd: hồng trần (bụi màu đỏ), phong trần (gió bụi)

c. Hãy thử review một số bài hát tiếng Việt để tìm ra những cách kết hợp từ thú vị hoặc
những kết hợp mà bạn nghĩ là “bất ổn”, (vd, có thể là về mặt nghĩa)
 33

GENERAL CRITERIA FOR ASSESSMENT:

No. Criteria Mark

1 You show careful preparation/devotion 1

to the topic

+Clear and detailed outline

+ Script of the video (s)

+ You have good questions to

the teacher

2 TIME MANAGEMENT 1

(no more than 30 minutes

including Quizzes & Q&A)

3 You show sufficient 1.5

knowledge when you present the
topic

4 Your presentation has all the 1

parts required and references
(citations)

5 The way you present 2

+You speak (do not read)

+ Your presentation has a

clear purpose at the beginning

+You present the data clearly

and the data interpretation
supports your purpose

6 You show your critical 1

thinking + you have your own
opinion!
 34

7 The way you handle questions 0.5

(Q & A)

+ the number of questions

you receive?

+ Say thanks to the questioner

+ paraphrase the question

8 You engage the audience in 0.5

your presentation

9 You are creative 0.5

10 Your English is clear and easy 1

to understand
 35

REVISION

Each statement given below is a definition for one linguistic term. Write the
correct term at the end of each definition.

First + Second language Learning/Acquisition

1. The proposal that there is a specific and limited time for language
acquisition..........................................

2. A term introduced by Stephen Krashen to refer to language a learner can

understand. ...............................................

3. A lack of change in interlanguage patterns, even after extended exposure to or

instruction in the target language. .............................................

4. The language that a learner is exposed to (either written or spoken) in the

environment.....................................................

4*. The language produced by an acquirer/learner...............................................

5. The learner’s developing second language knowledge that is systematic and may
have the characteristics of the second language and the learner’s mother’s
tongue..................................................

6. Adapted speech which adults use to address children so that children can
understand......................................

7. Adapted speech which native speakers use to address second language learners so
that the learners can understand (with simpler structures and vocabulary)
...................................

8.An umbrella term for both caregiver’s speech, teacher talk and foreign talk.
Examples include simpler sentences, slower rate of speech and basic
vocabulary............................

9. The language that is being learnt, whether it is first language or second (or third,
fourth) language.............................................

10. The gradual development of ability in a first or second language by using it

naturally in communicative situations......................................................

11. The conscious process of accumulating knowledge, in contrast to

acquisition.......................................

12. Emotional reactions such as self-consciousness or negative feelings that may

influence learning........................................
 36

13. The general ability to use language accurately, appropriately and

flexibly........................................

14. The ability to use language to organize effective messages and to overcome
potential communication problems, as part of communicative
competence........................................

15. The ability to use language appropriately according to the social context, as part
of communicative competence........................................

16. The traditional form of language teaching, with vocabulary lists and sets of
grammar rules........................................

17. An approach to language teaching, with repetitive drills used to develop fluent
speaker’s spoken language as a set of habits........................................

18. Approaches to language teaching that are based on learning through using
language rather than learning about language........................................

19. The desire to learn an L2 ( a second language), not to join the community of
L2-users, but to achieve some other goals.......................................

20. The desire to learn an L2 in order to take part in the social life of the community
of L2-users...................................

Sociolinguistics

1.When two languages or language varieties exist side by side in a community and
each one is used for different purposes. One is used in the government, the media,
education and religious services while the other is used in the family, with friends,
when shopping, etc............................................................

2. The variety of a language treated as the official language and used in public
broadcasting, publishing and education..............................................

3. Aspects of pronunciation that identify where a speaker is

from.......................................

4. Aspects of the grammar, vocabulary and pronunciation of a variety of a

language.......................................

5.A variety of a language that developed for a practical purpose such as trade, but
which has no native speakers........................................

6. A variety of a language that developed from a pidgin and is used as a first

language by a population of native speakers.......................................
 37

7. the main source of words in a pidgin.......................................

8. The process of development from a pidgin to a creole........................................

9. The process whereby a creole is used with fewer distinct creole features as it
becomes more like a standard variety........................................

10. The descriptive study of the relationship between language and

society.......................................

11. A way of speaking that is either formal/careful or

informal/casual........................................

12. Status generally recognized as “better” or more positively valued in the larger
community........................................

13. The status of a speech style or feature as having positive value, but which is
hidden or not valued similarly among the larger community........................................

14. A conventional way of using language that is appropriate in a specific situation,

occupation or topic, characterized by the use of special jargon........................................

15. Special technical vocabulary associated with a specific activity or topic, as part
of a register.......................................

16. Words or phrases used instead of more conventional forms by those who are
typically outside established higher-status groups. (eg. bucks for
dollars).......................................

Neurolinguistics (Language and the brain)

1.A part of the brain in the left hemisphere involved in speech

production........................................

2. A part of the brain in the left hemisphere involved in language

comprehension........................................

3. A part of the brain that controls muscle movements........................................

4. The experience of knowing a word, but being unable to access it and bring it to
the surface in order to say it........................................

5. A speech error in which a sound or word is produced in the wrong place, as in

“black bloxes” instead of “black boxes”.......................................
 38

6. A processing error in which one word or phrase is heard as another, as in hearing

“great ape” when the actual utterance was “gray tape”........................................

Mixed questions

1. An approach to the analysis of language that examines patterns of language across

texts and considers the relationship between language and the social and cultural
context in which it is used...........................

2. A term used to refer to units of language larger than

sentence...................................

3. The study of speaker meaning or contextual meaning ..............................

4. An approach to the analysis of spoken discourse that looks at the way people
manage/organize their verbal interactions. ............................

5.The descriptive study of the effect of any or all aspects of society on the way
language is use and the effects of language use on society. .......................................

6. The state of having two languages.................................

7. An approach to the study of language that pays attention to the relation between
language and power and the underlying ideologies underlying
discourse...............................................

8. A person’s public self-image described in the study of

politeness..........................................

9. Saying something that represents a threat to another person’s

self-image..........................................

9*. Saying something that lessons the possible threats to another person’s
self-image.

10. Using words such as this or here as a way of “pointing” with/via

language.........................................

11. What a speaker assumes is true or known by a listener........................................

12. The set of other words used in the same phrase or sentence or
utterance..........................................

13. The type of context that refers to the relationship between speakers and
hearers.........................................

14. The need to be independent and free from imposition....................................

 39

15. The need to be connected, to belong, to be a member of a

group...............................

16. An action in which the form used (eg. interrogative) do not directly match the
function (eg. request) performed by a speaker via an utterance........................................

17. The general name for reference within the text..............................

18. A type of cohesive device in which a substitute form is used for another
language item.....................................

19. A type of cohesive device in which there is an omission of linguistic elements

normally required by grammar. .......................................

20. A type of context that refers to the (background) knowledge shared by speakers
and hearers........................................