Rationale of the study
Synonyms are prevalent in many languages, including English, which is noted for its rich variety of synonym pairs, as highlighted by Howard Jackson These synonyms offer diverse options for expressing the same idea, enhancing the flexibility and richness of the language However, selecting the right word from a group of synonyms for a particular context can be challenging Successfully doing so allows us to communicate not only accurately but also vividly and emotionally, creating a mental image for the reader through specific and precise language This makes our expressions more persuasive and engaging Conversely, using an inappropriate word can lead to feelings of embarrassment and discomfort.
Synonyms are not interchangeable in every context, highlighting the nuanced differences between them Even native speakers can struggle to select the right word, as illustrated by a Vietnamese mother who, while admiring her daughter's new butterfly-patterned orange T-shirt, inadvertently used the term "sặc sỡ," which carries a neutral or negative connotation This left her feeling unsatisfied with her compliment In contrast, when a friend later described the T-shirt as "rực rỡ," meaning vibrant, the mother felt relieved, showcasing the importance of word choice in effective communication.
“Rực rỡ” is exactly the word she wanted to use for her compliment, and that word gives an extremely different impression of how she felt about the T- shirt
Therefore, using synonyms flexibly and effectively is really a challenge for students learning a foreign language
First-year students at the English Department of the College of Foreign Languages, Vietnam National University often lack knowledge of language theory, leading to a limited understanding of the factors that differentiate synonyms Consequently, many students frequently make errors in synonym usage However, these mistakes can be minimized and corrected by raising awareness of the underlying factors influencing synonym selection.
This study aims to explore the factors influencing the use of synonyms, with the goal of assisting first-year students in enhancing their synonym usage in writing.
Scope of the study
This study focuses exclusively on English synonyms and does not include a comparative analysis with Vietnamese synonyms, which are only used as examples to illustrate the universal characteristics of synonyms Due to the vast number of English synonyms, the research examines only a limited number of groups, as it is impractical for a minor study to encompass all existing synonyms.
The study reveals various factors influencing the use of synonyms, but only those that lead to student errors are examined in detail Other contributing factors are mentioned for reference.
This study focuses on first-year students, as they are suitable subjects for examining
Aims of the study
This study is carried out to serve three major purposes:
- To conduct an investigation into different aspects of English synonyms
This study aims to investigate the use of specific synonym groups among first-year students in the English Department at the College of Foreign Languages, Vietnam National University To achieve this, students will complete a series of tests, and their errors will be analyzed to identify the underlying causes and sources of these mistakes.
- To provide some recommendations for preventative and curative measures to help improve first year students‟ use of synonyms.
Organization of the study
This thesis is structured into three main sections, with the first section being the INTRODUCTION In this part, the rationale, scope, aims, and design of the study are outlined, providing readers with a comprehensive overview of the thesis.
The second section of the thesis focuses on DEVELOPMENT, which is organized into three main chapters The first chapter provides a theoretical background and literature review, covering essential concepts related to synonyms, including their definitions, characteristics, and classifications The second chapter outlines the study's methodology, detailing the research questions, informants, data collection tools, and analytical framework.
Chapter 3 focuses on data analysis and discussions regarding the misuse of synonyms by first-year students It identifies the underlying causes of these errors and proposes both preventative and remedial strategies This chapter aims to provide valuable insights and practical methods for educators and students to enhance their teaching and learning experiences.
The CONCLUSION part presents concluding remarks, implications for teaching and learning synonyms, and suggestions for further research.
Understanding synonyms, their distinguishing factors, and componential analysis is essential for identifying and analyzing errors made by first-year students in using synonyms This chapter presents fundamental concepts and ideas to establish the theoretical framework for the analyses that will be conducted later in this study.
This article explores various definitions and discussions on synonyms as presented by notable semanticists, including John Lyon, W Kreidler, Michael McCarthy, and Norbert Schmitt By comparing their perspectives, the article aims to establish a comprehensive theoretical framework that supports the objectives of the thesis.
Sense relation refers to the internal connections between words within a language's vocabulary system It encompasses paradigmatic relations, which involve the selection of different words on a vertical axis Key types of sense relations include synonymy (sameness), antonymy (oppositeness), and hyponymy (inclusion), highlighting the various ways words can relate to one another.
Synonymy is a key concept in semantics, representing the relationship of sameness between two or more words This lexical relation is extensively discussed in various literature on semantics and vocabulary, highlighting the importance of synonyms in language.
Prominent linguists have offered various definitions of synonyms in their semantics and vocabulary texts While these definitions share similar concepts, they are articulated in distinct manners.
In his book "Introducing English Semantics," Charles W Kreidler (1998:97) discusses the concept of synonymy, defining it as a case of mutual entailment where synonyms exhibit mutual hyponymy He illustrates this idea with a specific example to clarify the relationship between synonyms.
literature review 4 1.1 Overview of synonyms
Definition of synonyms
Prominent linguists have offered various definitions of synonyms in their semantics and vocabulary literature, highlighting that while their concepts are largely aligned, the expressions of these ideas differ.
In his book "Introducing English Semantics," Charles W Kreidler (1998:97) discusses the concept of synonymy, defining it as a relationship of mutual entailment, where synonyms are examples of mutual hyponymy.
Because the truth of (a) entails the truth of (b) and vice versa, and also the falsity of (a) entails the falsity of (b) and vice versa, seaman and sailor are synonyms
Linguistic semantics with a famous representative, John Lyon, defines synonyms as
Synonymy refers to the phenomenon where two or more words share the same meaning Michael McCarthy (1997) illustrates this concept with examples such as "begin" and "start," "sofa" and "settee," as well as "below," "beneath," and "under(neath)." D.A Cruse (1986), in his book "Lexical Semantics," defines synonyms as pairs or groups of lexical items that exhibit a specific type of semantic resemblance Additionally, Howard Jackson (2000) highlights the significance of synonyms in language.
“sameness of meaning” that holds between two words when discussing synonyms
Linguists agree that synonyms are words or groups of words with similar meanings, though interpretations vary Lyon uniquely refers to them as "expressions," emphasizing that synonymy can include both simple and complex forms In contrast, Kreidler (1998) asserts that synonyms are usually single lexemes of equal weight For example, while "Mr Jenkins is our postman" and "Mr Jenkins is the person who delivers our mail" convey the same idea, "postman" and "the person who delivers our mail" do not qualify as synonyms.
For the purpose of this study, synonyms are confined to lexemes, but not necessarily
In this thesis, we categorize synonyms as single lexemes of equal weight that belong to the same part of speech, such as "die," "pass away," and "kick the bucket." This classification will serve as a foundational tool for our analysis.
Characteristics of synonyms
Two words are synonymous only when they are compatible with the same subjects For example, hard and difficult are synonyms when they are compatible with subject, so
Integral calculus is often perceived as a challenging subject While the term "hard" can be used interchangeably with "difficult," certain expressions like "hard chair" or "hard knock" do not have corresponding phrases such as "difficult chair" or "difficult knock." This illustrates that synonyms can have varying degrees of compatibility; although they may overlap in meaning, their usage is not always interchangeable.
Synonyms do not adhere to the bridging rule, meaning that if A is synonymous with B and A is synonymous with C, it does not imply that B is synonymous with C For instance, "funny" can be synonymous with "humorous" in the context of a story, while it can also be synonymous with "peculiar" when related to a feeling However, "humorous" and "peculiar" are not synonyms.
Classification of synonyms
"Absolute synonyms," a term coined by John Lyon, refers to pairs or groups of synonyms that can be used interchangeably in any context, while Jackson (2000) prefers the term "strict synonyms." In this study, both terms are utilized interchangeably Lyon outlines three criteria to determine if a pair of synonyms qualifies as absolute.
(i) all their meanings are identical
Strict synonyms are words that are synonymous in all contexts, sharing identical collocational ranges and semantic meanings across all dimensions According to Jackson, choosing between such synonyms does not alter the meaning, style, or connotation of a statement Cruse further elaborates on absolute synonyms, emphasizing that their contextual relations must also be identical.
While some linguists categorize absolute synonyms as a type of synonym, they largely agree on their rarity, with some even claiming they do not exist at all When two words seem to become strict synonyms, it often leads to one of them changing its meaning or becoming obsolete For instance, Jackson illustrates this with the terms "sky" and "heaven," which originally referred to both the physical firmament and the spiritual realm Over time, "sky" became associated solely with the physical aspect, while "heaven" came to signify the spiritual realm.
The scarcity of absolute synonyms is justified with different words as “uneconomical”,
“unnecessarily redundant”, “wasteful”, “luxurious”, etc We do not need a completely free choice between two words for a particular context because we can well do it with only one
Non-absolute synonyms (or partial synonyms) should be distinguished from near synonyms, as Lyon proposed
Near synonyms are words that share similar meanings but are not completely identical Examples include mist and fog, stream and brook, dive and plunge, as well as ask and beg.
Partial synonyms are words that do not meet all three criteria for absolute synonyms, which results in them being considered non-absolute For instance, "big" and "large" serve as examples of partial synonyms, as their meanings are not completely identical Additionally, these words exhibit different collocational ranges; "big" can be paired with terms like "house," "sister," and "mistake," while "large" can collocate with "house" and "sister" but does not fit with "mistake."
In addition to absolute synonyms, there are five other classifications of synonyms, but this article focuses on three of them, as the remaining two do not align with the objectives of this thesis.
Semantic synonyms are synonyms which differ in denotation (like near synonyms described above)
Stylistic synonyms are synonyms which differ in connotation For example, while thin is neutral, skinny is pejorative and slender is flattering
Semantic stylistic synonyms are synonyms which differ in both denotation and connotation This type makes up the majority of synonyms in English
This study focuses on the challenges faced by university freshmen in using synonyms, specifically examining the factors that contribute to these difficulties While various elements influence synonym usage, this research will not address dialect differences, geographical distribution, syntactic behavior, or pragmatic value, concentrating instead on the specific issues encountered by new students.
Connotation
Words possess not only literal definitions but also emotional implications known as connotations, which are crucial for effective communication Understanding the subtle differences between similar words is vital for both writing and speaking, as these nuances can impact the intended meaning While dictionaries provide the basic meanings of words, they fall short in conveying the emotional resonance that words carry.
The term "unspeakable" is synonymous with "unutterable," yet it carries a distinct connotation While "unspeakable" typically refers to something base or vile, "unutterable" is often associated with profound or divine thoughts and emotions.
Another example is that in the following sentence, the word pushy conflicts with the meaning in the rest of the sentence
The pushy citizen patiently waited for his turn at the microphone before confidently expressing his concerns about the city council’s recent decision to staff the fire station with volunteers
An assertive individual is characterized by their ability to patiently wait for their turn to speak and confidently express their concerns, in contrast to a pushy person who interrupts impulsively based on their emotions.
Choosing words with the right connotations is crucial for effective writing, as words may share similar denotations but carry different associative and emotive meanings This careful selection can prevent misunderstandings and potential offense to readers For instance, while "push" and "shove" both imply forceful movement, "shove" connotes a sense of roughness or haste that "push" lacks As a result, a sentence like "The bus was so crowded that I was shoved forward and back again and again" creates a more vivid and engaging description than simply using "pushed."
“The bus was so crowded that I was pushed forward and back again and again”
The following table lists some group of words which have similar dictionary meanings but are different in connotative meanings
4 time-tested old out-of-date
7 up-to-date new newfangled
10 inquisitive curious nosy Some other examples are: (all the words on the left are neutral)
Hate loathe (with repugnance or disgust)
Misuse abuse (of privilege or power)
Formality of the context
Language is inherently tied to context, requiring careful vocabulary selection based on the speaker, audience, timing, location, and purpose of the communication This interplay between the message's content, its sender and receiver, the situational context, and the communication method forms the concept of register Halliday identifies three essential components that influence vocabulary choices within register: field, tenor, and mode.
Field: the subject matter and purpose of a message (travel‟s brochure, etc.)
Tenor: the relationship between sender and receiver (boss to employee, friend to friend, etc.) Mode: the channel of communication (phone call, written report, notice, etc.)
Basing on these three components, contexts are often divided in such types as formal vs informal/slang/colloquial, written vs spoken, technical vs non-technical
The choice of synonyms can vary in formality, with some words being more suitable for formal contexts while others may be considered slang or colloquial It's essential to align your writing style with your audience's expectations and your purpose For instance, formal writing is appropriate for job application cover letters or academic essays, whereas informal writing is more suitable for personal letters or humorous articles Understanding the scale of formality—from formal to semiformal to informal—can enhance your communication effectiveness.
The formality of context in writing is crucial, as using an inappropriate style can offend readers and create distance For example, employing colloquial language or slang in an application form may lead to the reader feeling insulted, resulting in a potential rejection of the application Conversely, using overly formal language when communicating with a close friend can make the interaction feel stilted and distant To illustrate this, consider the following synonym pairs: informal terms on the left and their more formal counterparts on the right.
Collocation
Collocation, as defined by Howard Jackson (2000), pertains to the structural relationships between words that appear together in a sentence or text It focuses on the meanings that emerge from their co-occurrence, particularly emphasizing the significance of predictable combinations of words.
Jackson's concept emphasizes two key points about collocation Firstly, collocation extends beyond mere synonyms; it involves the structural or syntagmatic relationships between words that can co-occur in a sentence For instance, collocation is evident in specific syntactic structures such as Subject + Verb (e.g., kettle + boil), Verb + Object (e.g., boil + kettle), or Adjective + Noun (e.g., red + wine) These relationships are classified as "grammatical collocation," distinguishing them from "lexical collocation," which is the primary focus of this study.
Collocation is characterized by predictability, where the occurrence of one word increases the likelihood of another word appearing in context This mutual expectancy can vary in strength based on the direction of the relationship and the number of alternative words available For instance, the collocation between "kettle" and "boil" is stronger when moving from "kettle" to "boil" due to fewer verbs that typically pair with "kettle" compared to the many nouns associated with "boil." Similarly, the verb "wreak" has a stronger collocational relationship with its object nouns, as it primarily pairs with only "havoc" and "revenge," whereas "settle" can combine with a broader range of nouns like "dispute," "argument," and "child."
Michael McCarthy (1997), in agreement with H Jackson, argues that there exists a binding force akin to a "marriage contract" between words, with certain words being more closely associated than others For instance, while both "blond" and "brown" can be used with "hair," the connection between "blond" and "hair" is notably stronger than that of "brown" and "hair."
While the color blond primarily evokes thoughts of hair, brown opens up a broader range of associations McCarthy emphasizes the importance of collocation in vocabulary studies, asserting that it should be a key focus in understanding language.
In McCarthy's book "Vocabulary," the impact of collocation on word choice is highlighted through an examination of common size-related words and their associations with various single nouns.
Major v ? x x v= collocates ?= questionable x= does not collocate
Collocation, once discovered primarily through intuitive methods, has been significantly enhanced by modern corpora containing hundreds of millions of words While native speakers possess a strong intuitive grasp of typical collocations, this method lacks the statistical accuracy needed for thorough investigation Today, computers can analyze vast amounts of text to validate and expand our understanding of language use Unfortunately, Vietnamese learners often remain unfamiliar with these corpora, relying instead on traditional learning methods that focus solely on individual word meanings rather than lexical chunks or phrases Consequently, collocation poses a considerable challenge for them.
Denotation
Denotation represents the most straightforward aspect of meaning, making it a primary focus for individuals when learning or using new words Despite its significance, it is regarded as a minor factor in this thesis, as understanding word denotations can be straightforward and manageable when approached with care.
The denotative meaning of words gives rise to near synonyms, as identified by John Lyon Near synonyms have similar but not identical meanings, exemplified by the words "involve" and "include." According to the Oxford Dictionary, "involve" refers to having something or someone as part of a situation or event, while "include" means to have something as part of a whole For instance, it is correct to say, "The accidents involved several vehicles," but incorrect to state, "The accident included several vehicles," highlighting the specific context in which "involve" is used.
Translating words from a second language (L2) to a first language (L1) often leads to challenges due to lexical gaps between languages When a term in L2 lacks an exact equivalent in L1, its original meaning may be lost during translation This is particularly problematic when learners prioritize using L1 to find equivalents in L2, increasing the likelihood of errors For instance, the words "remark" and "evaluate" both translate to "nhận xét, đánh giá" in Vietnamese, yet their specific denotations differ significantly.
The terms "remark" and "evaluate" have distinct meanings in English "Remark" refers to making a comment or observation, while "evaluate" involves assessing the amount, quality, or value of something or someone Therefore, it is more appropriate to say, "I can't evaluate his ability without seeing his work," rather than, "I can't remark on his ability without seeing his work."
Distinguishing between concrete words with similar meanings is relatively straightforward due to their visible differences However, the challenge intensifies with abstract words, such as "ask" and "beg," which carry subtle distinctions The choice between these terms ultimately depends on the writer's assessment of the agent's attitude towards the action.
Four key factors help differentiate synonyms, enabling writers to select the most suitable word from a group It's important to recognize that these factors may not operate independently; often, multiple factors work together to distinguish synonyms For example, "big" and "large" differ not only in their collocations—where "big" can pair with "sister" while "large" cannot—but also in their levels of formality.
Besides, large is more formal than big.
Componential analysis
Semanticists and lexicologists propose that word meanings can be broken down into a finite set of universal features, allowing for the composition of unique meanings through various combinations This method, known as "componential analysis," helps organize lexical fields by identifying commonalities and distinctions among entities Within this framework, common features are referred to as semantic markers Componential analysis utilizes a table where these markers and distinguishing features are represented, with squares filled with plus (+) or minus (-) to indicate the presence or absence of specific features In some cases, both symbols may appear in a square to signify that either condition may apply.
Componential analysis (CA) offers a static and abstract perspective on vocabulary, as noted by McCarthy (1997), who highlights the challenges in accurately identifying a word's components due to the variability of lexical competence This dynamic nature leads to differing analyses among learners Jackson (2000) supports this view, stating that establishing a universal set of semantic components is uncertain and can only be achieved through extensive analysis of numerous lexemes across various languages Moreover, many lexemes, particularly those with abstract meanings like "naive" or "sophisticated," may not be fully captured by semantic components.
In spite of the difficulties in identifying the semantic components of a word, there are four major components of word meaning that are helpful for us They are listed below
- denotation, which includes conceptual and referential meaning; denotation exists by virtue of what it refers to
Connotation refers to the pragmatic communicative value that words gain based on their context, including factors such as location, timing, manner of use, speaker identity, purpose, and situational context This encompasses various dimensions, including stylistic, affective, evaluative, and intensifying aspects Understanding connotation is essential for effective communication, as it influences how messages are perceived and interpreted.
- structural meaning, which is the meaning of a word acquired by virtue of its membership in a system or a set
- categorical meaning, which serves as a classificatory basis.
methodology 16 2.1 Research design
Research questions
Based on observations of actual teaching and learning, the researcher identifies that first-year students frequently make errors in synonym usage To enhance vocabulary instruction and comprehension, it is essential to classify and understand the causes of these errors Consequently, two research questions were formulated to guide this investigation.
- What errors do first year students often make in using synonyms?
- What are the causes of those errors?
Data collection instruments
A test was designed to address the research questions by encouraging students to reveal their errors in synonym usage, based on the premise that spontaneous speaking and writing will expose actual mistakes An analysis of the test results will provide insights into the proficiency of freshmen in utilizing various familiar groups of synonyms.
The literature review identifies four key factors that differentiate synonyms, which pose challenges for learners To address this, a test was created featuring four exercises, each targeting a specific factor: Exercise 1 on denotation, Exercise 2 on collocation, Exercise 3 on connotation, and Exercise 4 on formality The first three exercises utilize multiple-choice questions, while the fourth requires word substitutions Synonyms used in the exercises were randomly selected, ensuring a diverse range across different parts of speech and topics, all suitable for intermediate-level students at ED, CFL, VNU This approach is based on the premise that synonyms, regardless of their grammatical category or field, are distinguished by the same factors Additionally, students engage in various writing styles, including descriptions, narratives, letters, and academic essays, as well as different speaking contexts, such as everyday conversations and presentations, necessitating a broad selection of vocabulary in the test.
Informants
The study involves 60 freshmen from the English Department at the College of Foreign Languages, Vietnam National University of Hanoi, selected based on the understanding that learners undergo distinct internal processes at different stages of their education These first-year students are estimated to be at an intermediate level, having acquired a solid grasp of basic grammatical categories and developing essential skills in listening, speaking, reading, and writing Additionally, they have been exposed to a substantial vocabulary across familiar fields such as culture, education, health care, sports, arts, and science, enabling them to express themselves adequately on various general topics.
In terms of time length in learning English, they all have spent at least seven years at secondary school, and the first semester at the university
In general, the whole group is homogeneous in its age, cultural background and experience, and knowledge of both mother tongue and foreign language.
Procedures
The carefully designed test was administered to a group of sixty students in a classroom setting Each student was allotted 30 minutes to complete the test without the use of dictionaries or any reference materials, and they were instructed to refrain from discussing answers with their peers Once the time limit expired, all completed and incomplete tests were collected.
The papers were then searched for errors These errors made up the data for the thesis, and were analyzed to serve the goals of the thesis.
Analytical framework
This research employs componential analysis, a technique focused on the components of word meaning as outlined in the literature review By examining a specific group of words within a context, their meanings can be analyzed through denotation, connotation, associative meaning, and categorical meaning The shared components form the semantic markers of the group, while the unique features indicate which word is most suitable for the context.
Their appearance _ me They told me yesterday that they could not come to the party
The analysis of the components of meaning for four options reveals distinct nuances: "wonder" evokes feelings of surprise and astonishment, while "unexpected" suggests a sense of amazement that can lead to confusion Additionally, "difficult to believe" indicates a state of helplessness in thought or action, highlighting the profound impact of surprise The comparison is summarized in the following table: surprise, astonish, amaze, and astound.
The semantic marker for the words surprise, astonish, amaze, and astound is identified as "with wonder," reflecting a pleasant feeling Each word has unique characteristics that can represent either the cause or the effect of the described action In this context, the unexpected arrival of certain individuals triggered a sense of wonder in "me."
The analysis of semantic components of the four options and the context makes it evident that surprised is the right word to complete the sentence.
Data analysis and discussions 3.1 Discussion of the results of the test
Result of exercise 1
This exercise consists of ten incomplete sentences, each accompanied by four multiple-choice options Students are required to select the option that best completes each sentence The outcomes of this exercise are detailed in the table below.
Sentence Key Option A Option B Option C Option D
Note: the figure in bold is the biggest percentage of students’ answers to each question
The percentage of the correct answers shown in the table tells us that the students scored best in questions 3, 4, and 5
In question 3, all four options—telling, speaking, talking, and saying—pertain to oral activities and are commonly used synonyms These terms differ in their meanings and collocations, with "tell lies" being a well-known phrase that poses no difficulty for students Consequently, it is expected that all students answered correctly.
Question 4 checked the students‟ understanding of the three synonymous words: make, do, and work, which are all translated into Vietnamese as làm However, work is different from the other two in terms of syntactic behavior It is an intransitive verb, whereas make and do are transitive, so it is quite easy for the students to exclude it Writes is not synonymous with the three other words, but it may suggest a collocation with crossword Whatever we want to do with a crossword, it seems that we need to use a pen, and write refers to the use of pens as the tool of the action, so write the crossword may be a possibility
The distinction between "make" and "do" lies in their meanings and common collocations "Make" is often used with phrases such as "make noise," "make a mistake," and "make an effort," indicating the creation of something new Conversely, "do" is associated with actions like "do housework," "do homework," and "do one's best," reflecting general activities For instance, one would say "does the crossword" instead of "makes the crossword." This understanding likely contributed to 83% of students performing well on related questions.
The adverbs "absolutely", "completely", and "extremely" are often considered synonyms, with only slight differences in denotative meaning, to the point where they are sometimes used to define each other in dictionaries As a result, their distinction largely lies in their collocational ranges, or the words they typically accompany Notably, the correct answer in this context is "extremely rich", a common collocation that 95% of test-takers were able to recognize.
The synonyms in question 1—real, factual, genuine, and true—highlight the importance of the word "genuine." Notably, 63% of students answered this correctly, yet many chose "real" as their incorrect option This suggests that while students can differentiate between "factual" and "true," they struggle to distinguish between "genuine" and "real." The subtle differences between these two synonyms can be clarified through a componential analysis, ultimately demonstrating that "genuine" is the most suitable choice.
Not imaginary Actual, not just appearing so
The discussion centers on determining the authenticity of a vase, specifically whether it is original or counterfeit A componential analysis reveals that both "genuine" and "real" convey the meaning of being the opposite of fake; however, "real" can only function attributively, making it unsuitable for this context that requires a predicative term In contrast, "genuine" can be used in both attributive and predicative forms, thus making it the appropriate choice for the sentence This subtle distinction between "real" and "genuine" clarifies why many students mistakenly selected "real" as their answer.
Questions 6 and 9 ranked lower than the previously mentioned queries, featuring two groups of synonyms: "containing," "connecting," "involving," and "including," as well as "reached," "achieved," "completed," and "obtained." The subtle differences in meaning among these synonyms are primarily defined by their collocations, such as "accident involving several vehicles" and "achieved his ambition."
In questions 2 and 7, the number of correct answers declined, particularly with options like elapsed/expired/ended/terminated and demonstration/display/showing/manifestation The similarity among these choices caused confusion among students, indicating a lack of understanding of each word's meaning and collocation For instance, while "expire" relates specifically to items with a defined validity period, the other terms do not share this nuance This distinction clarifies why "expire" is the correct answer for question 2 In question 7, students primarily focused on options A and B, reflecting their difficulty in discerning the correct choice.
B A few chose C, and no one chose D (maybe manifestation is a new word to them) In fact, all these four options imply the act of making something visible, but they are different in how or for what the act is performed Demonstration means „an instance of somebody showing and explaining how something works or is done‟, display and showing mean „the act of putting something in a place where people can see it easily‟, and manifestation denotes „an event, an action, an object, or a statement that shows something clearly‟ (in order to illustrate an abstract idea, for example) A semantic feature analysis of this group of synonyms may help distinguish them
Make visible Explain how something works
In sentence 7, the subject „I‟ cares about how the new typewriter works, so the best option, as shown in the above table, is certainly demonstration
In analyzing sentence 10, it is essential to differentiate between the words stunning, shattering, staggering, and amazing The nuanced meanings of these terms can create confusion, but the researcher aims to clarify their semantic components in the accompanying table.
Unable to speak or react
Because hard to believe (size, amount, extent, etc.)
So as to cause confusion stunning + +/- + shattering + + staggering + + amazing + + +
The term "shattering" stands out in the context of the table, as it evokes a sense of unpleasant surprise linked to personal tragedy Specifically, sentence 10 addresses a woman's divorce, which exemplifies such a personal tragedy, making "shattering" the appropriate choice in this scenario.
In the first exercise, question 8 yielded unexpected results, with 70% of test-takers choosing option C (directing) instead of the correct answer, A (pointing) This discrepancy highlights the confusion surrounding the terms pointing, showing, directing, and indicating, which can often be translated interchangeably.
Vietnamese students often confuse the terms "point" and "direct," as both relate to indicating or showing something While "point" is defined as indicating position, direction, or level, "direct" refers to aiming something in a specific direction Despite this confusion, students understand that indicating something involves making it stand out, rather than focusing solely on directional cues.
Sentence 8 poses the context in which the direction to the beach is shown on a signpost The key to the question, therefore, must be pointing
Learners should focus on understanding the definitions of new words in the target language rather than relying solely on translation This approach is essential because some verbs may have similar translations but differ in how the actions are carried out Additionally, grasping the denotative meanings of words, along with their various senses, is crucial It's important to note that synonyms often share overlapping meanings but are not completely interchangeable Componential analysis reveals that while some words may share certain semantic markers, they often possess unique features that distinguish them Without awareness of these distinctions, students may incorrectly assume that two words can be used interchangeably in contexts where they cannot.
Result of exercise 2
This exercise only focuses on collocation The results are as followed
Sentence Correct collocation Percentage of correct and sufficient answers
5 Full/top marks 10% Maximum marks
6 Revise/study for exam 3% Revise for exam
8 Do/write … essay 3% Write … essay
8 Gave/handed in … essay 3% Handed in … essay
The analysis of the data reveals that out of ten sentences containing thirteen collocations, only one collocation— "do the vocabulary test"—was successfully identified by 42 students, representing 70% accuracy Additionally, the collocation "earthquake struck" was correctly recognized by 31 students, or 52% Unfortunately, the remaining collocations exceeded the students' current understanding.
Many students struggled with collocations not due to a lack of familiarity, but rather because they provided insufficient responses For instance, while they recognized "revised for exam," they overlooked the equally common "study for exam." Similarly, they found "handed in the essay" familiar but were confused by "gave in the essay." Additionally, students mistakenly used incorrect collocations such as "maximum marks," "examination stress," and "concentrations time," likely relying on translations rather than native English usage These errors make sense when translated into Vietnamese, such as "điểm cao nhất" and "áp lực thi cử." However, the term "full," often understood as "đầy" in Vietnamese, leads to the awkward phrase "điểm đầy" when collocated with marks, which is why students did not select it.
The confusion surrounding synonyms like "attempt" and "effort," as well as "enormous" and "massive," highlights the challenges faced by language learners Additionally, the terms "banned," "disallowed," and "disqualified" can lead to misunderstandings due to their similar meanings Without prior exposure to specific collocations, students may rely solely on intuition, which is often influenced by their native language This reliance can hinder their ability to form accurate lexical collocations in English, as each language has its own conventions for word combinations Understanding these unique collocations is essential for achieving fluency and precision in the target language.
English lexical collocations are often arbitrary and can be challenging to analyze A componential analysis of synonyms, particularly in terms of collocation, may not fully elucidate how English words combine This article presents a semantic feature analysis of the synonyms "immediate" and "direct," which serve as an example of this complexity.
Nearest/shortest With nothing in between
Existing at the present time
Going straight to the point (frank)
The terms "immediate" and "direct" both describe proximity between people, objects, or events, but they have distinct meanings "Immediate" can indicate a temporal closeness, referring to events that happen in quick succession, while "direct" often relates to a straightforward manner of expression In the context of a hurricane's aftermath, which inherently involves a sequence of events following the disaster, "immediate" is the more appropriate term to describe the destruction that ensues Therefore, "immediate" should be used as a collocate with "aftermath," highlighting the swift consequences of such events.
Similarly, a componential analysis of enormous and massive may explain why earthquake should collocate with massive, not enormous
Concerning weight (heavy) and density (solid)
When considering an earthquake, our thoughts typically revolve around its scale of destruction, including the number of casualties, injuries, and damaged buildings, as well as the loss of property This imagery often conjures a scene filled with dust and debris, leading us to associate the term "massive" more closely with earthquakes.
While componential analysis can explain the collocation of words in some cases, its effectiveness is limited to a minority of instances In most cases, it falls short in providing a clear explanation The nuances in word combinations, such as the differences between "effort and attempt" and "maximum and full/top", are often difficult to decipher, despite their similarities in meaning As a result, understanding the typical and natural pieces of the English language relies heavily on the habitual usage of native speakers, rather than solely focusing on what is grammatically acceptable.
Collocation poses significant challenges for English learners due to its inherent arbitrariness, making it insufficient to rely solely on word meanings for proper usage Incorrect collocations may be understood but can sound unnatural to native speakers To address this issue, students should regularly enrich their vocabulary by learning new words and deepening their understanding of familiar ones within contextual frameworks Engaging in extensive reading is an effective strategy to enhance word knowledge and increase exposure to frequently used and useful vocabulary.
Result of exercise 3
In this exercise focused on word connotation, students selected the word that evokes a positive feeling from pairs of synonyms in ten sentences A review of the test results indicates that students performed better in this exercise compared to three other assessments.
L1 equivaletns Percentage of incorrect answers
1 Slender Mảnh mai Thin Gầy 40%
2 Shyness E thẹn Standoffishness Xa cách, lạnh nhạt
3 Determined Kiên định Stubborn Ngoan cố, cứng đầu
Vẻ ngây thơ cuốn hút
Immaturity Sự thiếu chín chắn
Bảo thủ Opinionated Kiên quyết 10%
6 Up-to-date Tân tiến Newfangled Mới lạ 50%
7 Inquisitive Tò mò Curious Tò mò 35%
8 Propaganda Sự truyền bá Information Thông tin 70%
9 Forthright Thẳng thắn Irresponsible Vô trách nhiệm 30%
Cởi mở Of no principle Vô kỷ luật 17%
The relatively positive outcomes of this exercise can be attributed to the ease of finding connotative meanings in dictionaries, which often include special shades and derogative meanings of words Vietnamese learners typically acquire word meanings through translation, and fortunately, many translations maintain the connotations of the original words When there is a close equivalent in the learners' native language (L1) for a second language (L2) word, it simplifies the process of understanding connotations However, if the L1 translation fails to capture the original meaning of the L2 word, learners face significant challenges.
The analysis reveals that the pairs of synonyms in questions 3, 4, 5, 7, 9, and 10 are not particularly challenging for students, with 67% of the 60 participants answering correctly Notably, questions 3, 5, and 10 had a high number of correct responses, ranging from 52 to 54 This success is attributed to the similarities in implied meanings between the two languages However, the accuracy of responses declines when the subtlety of meaning is less clear For instance, when an L2 word is translated into an L1 word with a neutral connotation, it can confuse students, despite the L2 word having a distinct positive or negative connotation This issue is evident in questions 1, 2, and 6, where the lexical gap complicates the translation of terms like "newfangled" into Vietnamese, resulting in a loss of its derogatory nuance.
Vietnamese is mới lạ, which cannot convey the idea of „objectionably new‟, because mới lạ is neutral in Vietnamese
In question 8, the number of correct answers is notably low due to the ambiguous nature of the term "propaganda," which can carry both positive and negative connotations based on context While it often has a derogatory implication, its meaning is not fixed In contrast, the Vietnamese term "tuyên truyền" is relatively neutral, presenting a unique challenge for students interpreting this question.
The following componential analysis will show the difference between propaganda and information:
The translation effectively conveys the original meaning in most cases, except for questions 6 and 8, which pose challenges due to their neutral connotative meanings Incorrect responses in other questions may stem from unfamiliar vocabulary Surprisingly, questions 9 and 10, which feature well-known words, also received incorrect answers, suggesting that students may have overthought these items, complicating their responses unnecessarily.
Students must exercise caution when using words that have neutral connotations in their first language (L1), particularly in sensitive contexts While learning through translation is often criticized as ineffective, it can be beneficial for understanding the connotative meanings of words This exercise highlights that translated words typically retain their connotative meanings, although challenges arise when there are lexical gaps between languages Therefore, learners should always verify the meaning of a word in the target language to ensure it accurately conveys their intended message.
Result of exercise 4
This exercise presents a significant challenge for students, as it requires them to identify words that do not fit the formal context of each sentence The main objective is to recognize informal or colloquial terms that are inappropriate for academic writing and replace them with more suitable alternatives The exercise is divided into two parts to facilitate this task.
The exercise consisted of ten sentences, with the initial four requiring students to identify incorrect words independently In contrast, the final five sentences provided bolded inappropriate words as clues, allowing students to easily replace them for corrections This format encouraged critical thinking in the first part while offering guidance in the latter, facilitating a more effective learning experience.
The exercise yielded surprising results, revealing that none of the students could correctly answer the first four sentences Despite the author's expectations that students were familiar with various writing styles, including formal and informal, the findings indicate otherwise The use of common informal language in these sentences did not aid the students in recognizing them, highlighting a significant gap in their understanding.
Following is the specific result of this exercise:
1 a lot of x a great deal of
5 big great, large, considerable, remarkable, massive, dramatic, enormous, sharp considerable
6 things appliances, devices, equipment, products, machines, materials devices
7 stuff ingredients, materials, garbage, products, chemicals materials
8 find out seek, know, search for, realize, explain, figure out, point out, determine, carry out, etc ascertain
9 done again redone, made, spent, repeated, trained again repeated
Recent observations indicate that students performed significantly better on the last six sentences where hints were provided; however, this improvement did not stem from a deeper understanding of the material Instead, it appears that students often replaced inappropriate words with any synonyms they could recall, rather than choosing synonyms that fit the required level of formality This led to coincidental correct answers, as some of the synonyms they knew inadvertently matched the expected substitutions Notably, in sentences 8 and 9, while students had the option to use various synonyms, many of their choices did not align with the exercise's requirements They seemed unaware that two-word verbs are typically informal, leading them to incorrectly substitute "find out" with "point out" and "done again" with "trained again."
Many substitutions made by students in their writing are inappropriate due to issues with denotation and collocation Phrases like "enormous reduction" and "sharp reduction" are awkward in English, while "know" and "carry out" are not synonymous with "find out." Additionally, "done again" does not share the same meaning as "made" or "spent." Some students also choose words that sound unusual as replacements, possibly indicating a misunderstanding of their meanings For example, using "considerate," "considering," or "considered" in place of "big" suggests a confusion between the verb "consider" and the adjective "considerable."
The results indicate that students lack awareness of the appropriate level of formality in academic writing, often failing to recognize commonly used informal words that should be avoided It is essential to raise awareness about this issue, as students must be vigilant in identifying and steering clear of colloquial language to enhance the quality of their formal writing.
To effectively teach vocabulary, educators must present words in context, as understanding a word involves multiple dimensions, including its frequency, collocation, appropriateness, syntactic behavior, and semantic features (Richards, 1976) L2 learners typically require numerous encounters with a word—ranging from 5 to 16 times—across various activities and contexts to fully grasp its meaning and usage (Nation, 1990) Consequently, it is crucial for instructors to facilitate the reactivation of vocabulary, promoting deeper comprehension and retention in their students.
Teaching vocabulary in context enhances students' understanding and retention The more vivid and authentic the context, the more effectively students remember the word Visual stimuli, particularly striking or emotional images, significantly aid memory retention Therefore, educators should connect target words to specific objects or create scenarios that illustrate their usage For instance, to differentiate between "dramatic" and "flamboyant," a teacher could present images of a room decorated in two distinct styles, associating each word with its corresponding picture to highlight their different connotations.
Major findings
Basing on the results of the test, which were carefully analyzed in , the researcher has reached the following major findings
Firstly, first year students make a large number of errors in using synonyms Their errors are mostly using synonyms with inaccurate denotation, unsuitable connotation, wrong collocation, and inappropriate formality
Many students struggle with word choice due to a lack of understanding that synonymous words can differ in meaning and context When selecting a word from a group of synonyms, they often overlook important factors such as denotation, connotation, collocational ranges, and the formality of the context This gap in fundamental vocabulary knowledge leads them to rely on intuition, familiar phrases, or translations into their native language, resulting in a reliance on luck rather than informed decision-making.
The study reveals that students find the connotative meaning of synonyms relatively easy to grasp, as it is readily available in dictionaries In contrast, they struggle significantly with the collocational ranges and the formality of context, which are less documented and harder to learn The researcher suggests that while translation into the first language (L1) can preserve the nuances of a second language (L2) word, it is insufficient for mastering collocational ranges or understanding the appropriate context of use Consequently, these aspects present considerable challenges for language learners.
The researcher emphasizes the significance of semantics in truly understanding and acquiring vocabulary Without a solid theoretical foundation, knowledge of word meanings can become fragmented, leading to potential misunderstandings Consequently, learners must be equipped with a comprehensive understanding of word meanings at a certain stage of their education to communicate naturally and effectively.