VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, FACULTY OF POST - GRADUATE STUDIES TRAN LAN ITUONG ASTUDY ON THE ENTAILMENT OF MERONYMY IN 10-YEAR- OLD VIETNAMESE CHILDRE! ENGLISH SPEAKING: A CASE OF THE CHILDREN IN AN ENGLISH CENTRE (NGHIÊN CỨU SỰ KÉO THEO CỦA QUAN HE BO PHAN- TOAN PHAN TRONG CACILNO! TIENG ANI CUA TRE EM VIET NAM 10 TUOL: NGHIEN CUU TREN DOI TUONG Hoc SINH CUA MOT TRUNG TAM TIÉNG ANH) M. MINOR PROGRAM THESIS Field: English Code: 6014. Do Thi Thanh Ha HANOI, 2015 CERTIFICATION OF ORIGINALITY T hereby certify that the thesis cutifled “4 study on the entailment of meronymy in 10 year-old Vietnamese children’s English speaking. A case of the children in an English centre” is my own study in the fulfillment of the requirement for the Degree of Master at Faculty of Post-Graduate Studies, University of Languages and Intemational Studies, Vietnam National University, Hanoi.
Hanoi, 2015 Tran Lan Huong ACKNOWLEDGMENTS At the end of my thesis, I would like to xpress my deep gratitude to all people who have helped and inspired me to finish the graduation paper First, | would like to express my especial thanks to my supervisor, Dr. Do Thi Thanh Ha for her invaluable guidance. Her expertise, understanding, and patience, added considerably to my research experience L also wish to thank the manager, the students and teachers at Amslink Conte, whose knowledge, experience, and supporls dircuted me through ty study A very special thank gocs out to my friends, without whosc support, motivation and cneouragement 1 wonld not have snch pationae anu determination in fulfilling this study. 1 would also like to thank my family for the support they provided me through my entire life and especially this hard time of preparation for graduation TABLE OF CONTENT CERTIFICATION OF ORIGINALATY.
ed LIST OF TABLES. Statement of the protlem and rationale tor the study. Scope of the research MoM A, Organization of the thesis PART B. DEVELOPMENT CHAPTERL LITERATURE REVIEW.
Detinition of meronymy. Characteristics of meronymy 2.1 The constant principle in the semantic relation of Metonymy 12.2 Properties of Meronymy. IL CHILD LANGUAGE ACQUISITION 1. Language acquisition 2, Teachers’ oral feedhack in speaking 2.1 The definitions of feedlack.
ABSTRACT This paper focuses on the entailment of meronymy in 10 year-old Viehurns: Iildren’s English speaking. The data was taken from the observation of 33 Vietnamese students at the age of ten and 3 native teachers The results show two types of the entailment of meronymy in children’s English speaking: the first is breaking the constant principle in the semantic relation of meronymy and the second is the lack of one of properties of meronymy. The first one is more popular to cause the entailment of meronymy. Moreover, the study also indicales how teachers responded to children’s entailments of meronymy and goes to the conclusion that most of time teachers ignored thesc or sometimes just gave very simple feedback when what children said was too unreasonable.
iti ABSTRACT This paper focuses on the entailment of meronymy in 10 year-old Viehurns: Iildren’s English speaking. The data was taken from the observation of 33 Vietnamese students at the age of ten and 3 native teachers The results show two types of the entailment of meronymy in children’s English speaking: the first is breaking the constant principle in the semantic relation of meronymy and the second is the lack of one of properties of meronymy. The first one is more popular to cause the entailment of meronymy. Moreover, the study also indicales how teachers responded to children’s entailments of meronymy and goes to the conclusion that most of time teachers ignored thesc or sometimes just gave very simple feedback when what children said was too unreasonable.
Statement of the problem and rationale for the study Linguistics, the scientific stuly of language, is of all “the social sciences with the greatest interest in the phenomenon of meaning” (Lyons, 1981: 15), There have been different approaches to investigate meaning and the lexical approach is one of them. When the meaning of a lexical item is stated through associations with other lexical items, the theory of lexical semantics 1s met, This approach posits two different, though connected, aspects. One aspect relates the linguistic element to the physical world of experience, the world of objects, entities, which is called reference. While the other aspect, namely sense, relates to the relations holding between the linguistic clements themselves, particularly, sense or lexical relations.
Sense relations among words have captured the interest of various brands of philosophers, cognitive psychologists, linguists, early childhood and second language educators, computer scientists, literary theorists, cognitive neuroscientists, psychoanalysts- investigators from just about any field whose interests involve words, meaning or the mind. We can access a broad and detailed literature that approaches the topic from a variety of methodological and theoretical perspectives. SUH, the core semantic relation of every knowledge organization syslem is Iierarchy. Thete are two kinds of hierarchie relations that should be distinguishc: lyponyiny @s-a relation) and weronymy (parl-of relation).
In the way meronymy is currently applied in real life, especially by children, different lands of meronymy are sometimes misleadingly swmmed up into one general part-whole relation and regarded as always transitive, which can make some types of entailments. However, children are not often given a clear explanation about their entailment. Moreover, there is no recent study on the entailment of meronymy in children’s English speaking, therefore; the analysis of these in general and in the context of Viemam in particular is really necessary. This study is a theoretical approach to some knowledge of meronymy in generat and the APPENDIX 2 STUDENTS’ LEARNING CONDITION AT AMSLINK vi IN.
Children language acquisition CHAPTER D. 23 1, THE CONTEXT OF THE STUDY. Teaching methodology 23 2 The students” learning conditions. 25 2, Data analysis methods.
RESULTS AND DISCUSSION 1 28 1. THE FREQUENCY OF ENTAILMENT OF MERONYMY. The constant principlein the semantic relationt oŸ rnererrymy.1 The combination of more than one type of meronymy 29 1.2 Non-meronymic relations 33 1.3 Pos: jon! Ownership 35 2, The lack of pro; of meronymy- Motivation. „36 IL TEACHERS’ FEEDBACK.
The frequency of teachers’ feedback to entailment of meronymy. Types of teedback. Suggestion for further study. 43 REFERENCES: 4 APPENDIX 1 OBSERVATION DB.
48 LIST OF TABLES Table 1: Six types of meronymic relation with relation elements. LIST OF FIGURES Figure 1: Feedback Types classified by Brookhart (1998). 16 Figure 2: Feedback Types classified by Crane (2006). 17 w Figure 3: The frequency of entailment of meronymy 26 Figure 4; The teachers’ reactionto the shudents' tise.
36 LIST OF PICTURES Picture 1: Classroom’s view - 30 Picture 2: Classroom’s equipments - 50 vii TABLE OF CONTENT CERTIFICATION OF ORIGINALATY. ed LIST OF TABLES. Statement of the protlem and rationale tor the study. Scope of the research MoM A, Organization of the thesis PART B.
DEVELOPMENT CHAPTERL LITERATURE REVIEW. Detinition of meronymy. Characteristics of meronymy 2.1 The constant principle in the semantic relation of Metonymy 12.2 Properties of Meronymy. IL CHILD LANGUAGE ACQUISITION 1.
Language acquisition 2, Teachers’ oral feedhack in speaking 2.1 The definitions of feedlack. transitivity of meronymy in particular tp clarify some eniailment of meronymy cơnccming transitivity of Victnamesc children. 2 Research questions The study’s primary aim is +o investigate the use of meronymy in English communication classes of 10-year-old students, And then the researcher will try to analyze the entailment of meronymy in Vietnamese children’s English speaking and investigate how teachers responded to children’s use of meronymy. This final goal is specified in the following research questions: 1.
What are the enlailment of meronymy in Vieinamese 10-year-old children’s English speaking? 2. How do teachers respond to students’ cntailment of mcronymy? 3. Scope of the research Due to the limited time and knowledge, it will be not wise to cover all aspects of meronymy like its relationship with other semantic relations, the benefits of transitive meronymy for the application of automatic semantic query expansion. in information retrieval tasks, weighted meronymic relations, application fields in detail, etc.
Moreover, itis also impossible to discuss all the entailment of meronymy in children’s English speaking. Conversely, my study just simphasizes on one aspect of meronymy- tansitivily and some ontstandmg use tolated ta this aspect of meronymy of 10- year old children, 4. Organization of the thesis The thesis consists of three parts: Part A — Introduction comes to the general introduction including the rational, and the purposes of the present study PartB — Development: this part comprises of thse chapters © Chapter 1: Theoretical Background and Literature review covers the overview of the literature in which relevant theoretical background and reviews of related studies conceming meronymy. It reviews the research IN.
Children language acquisition CHAPTER D. 23 1, THE CONTEXT OF THE STUDY. Teaching methodology 23 2 The students” learning conditions. 25 2, Data analysis methods.
RESULTS AND DISCUSSION 1 28 1. THE FREQUENCY OF ENTAILMENT OF MERONYMY. The constant principlein the semantic relationt oŸ rnererrymy.1 The combination of more than one type of meronymy 29 1.2 Non-meronymic relations 33 1.3 Pos: jon! Ownership 35 2, The lack of pro; of meronymy- Motivation. „36 IL TEACHERS’ FEEDBACK.
The frequency of teachers’ feedback to entailment of meronymy. Types of teedback. Suggestion for further study. 43 REFERENCES: 4 APPENDIX 1 OBSERVATION DB.
Children language acquisition CHAPTER D. 23 1, THE CONTEXT OF THE STUDY. Teaching methodology 23 2 The students” learning conditions. 25 2, Data analysis methods.
RESULTS AND DISCUSSION 1 28 1. THE FREQUENCY OF ENTAILMENT OF MERONYMY. The constant principlein the semantic relationt oŸ rnererrymy.1 The combination of more than one type of meronymy 29 1.2 Non-meronymic relations 33 1.3 Pos: jon! Ownership 35 2, The lack of pro; of meronymy- Motivation. „36 IL TEACHERS’ FEEDBACK.
The frequency of teachers’ feedback to entailment of meronymy. Types of teedback. Suggestion for further study. 43 REFERENCES: 4 APPENDIX 1 OBSERVATION DB.
48 LIST OF TABLES Table 1: Six types of meronymic relation with relation elements. LIST OF FIGURES Figure 1: Feedback Types classified by Brookhart (1998). 16 Figure 2: Feedback Types classified by Crane (2006). 17 w Figure 3: The frequency of entailment of meronymy 26 Figure 4; The teachers’ reactionto the shudents' tise.
36 LIST OF PICTURES Picture 1: Classroom’s view - 30 Picture 2: Classroom’s equipments - 50 vii PART A. Statement of the problem and rationale for the study Linguistics, the scientific stuly of language, is of all “the social sciences with the greatest interest in the phenomenon of meaning” (Lyons, 1981: 15), There have been different approaches to investigate meaning and the lexical approach is one of them. When the meaning of a lexical item is stated through associations with other lexical items, the theory of lexical semantics 1s met, This approach posits two different, though connected, aspects. One aspect relates the linguistic element to the physical world of experience, the world of objects, entities, which is called reference.
While the other aspect, namely sense, relates to the relations holding between the linguistic clements themselves, particularly, sense or lexical relations. Sense relations among words have captured the interest of various brands of philosophers, cognitive psychologists, linguists, early childhood and second language educators, computer scientists, literary theorists, cognitive neuroscientists, psychoanalysts- investigators from just about any field whose interests involve words, meaning or the mind. We can access a broad and detailed literature that approaches the topic from a variety of methodological and theoretical perspectives. SUH, the core semantic relation of every knowledge organization syslem is Iierarchy.
Thete are two kinds of hierarchie relations that should be distinguishc: lyponyiny @s-a relation) and weronymy (parl-of relation). In the way meronymy is currently applied in real life, especially by children, different lands of meronymy are sometimes misleadingly swmmed up into one general part-whole relation and regarded as always transitive, which can make some types of entailments. However, children are not often given a clear explanation about their entailment.
