DEONTIC EXPRESSING MEANS IN ENGLISH AND VIETNAMESE FAIRY TALES

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Assignment, Essay
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1
DEONTIC EXPRESSING MEANS
IN ENGLISH AND VIETNAMESE FAIRY TALES
I. INTRODUCTION
1. Rationales
Literature which places an emphasis on many topics from human tragedies
to tales of the ever-popular search for love is the foundation of life. Literature is
said to be a reflection of the real society in which the poor values and rich ones
exist, and provide a gateway to teach the readers about life experiences from
even the saddest stories to the most joyful ones that will touch their hearts.
In all types of literature, fairy tales not only are considered as a great
contribution to the cultural literacy, but they also enlarge a child’s vocabulary,
develop his ear for rhythm, and prepare him to enjoy richer, deeper words and
stories. Moreover, a good fairy tale can provide a moral compass, and teach us
about love, honor, sacrifice, hope, courage, hard work, justice. Sometimes, being
detached from our everyday world, they free our minds to see intangibles with
special clarity. One of the joys of fairy tales is their diversity and romantics.
Moreover, in recent years, together with the increasing need for English learning
and teaching, great efforts in Vietnam and elsewhere have been made in order to
concern on fairy tales as a great tool for teaching English in context and
developing children's cognitive and language skills.

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From my own experience as a teacher of English in primary school for many
years, I am aware of the fact that children may learn a lot from the characters and
conversations in fairy tales. These help them not only connect to their own lives,
dreams, anxieties, happiness but develop their imagination as well as how to
navigate life and handle problems in communication. This fact is one of the
motivations that give me inspirations in my decision to do the research on
“Deontic expressing means in English and Vietnamese fairy tales.”
Deontic modality is one important types of modality that cover “a range of
semantic notions such as ability, possibility, hypothetically, obligation, and
imperatives” (Van der Auwera & Plungian, 1998: 81). Modality, according to
Halliday (1985: 86), is “an expression of the speaker’s opinion towards the
content of what he is saying, whether he considers it is possible, probable,
certain, etc.” Therefore, to study modality and types of modality is very
interesting and essential.
Besides, the research of modality in general and deontic modality in
particular has spawned innumerably, namely Palmer (1986, 1994, 2003), Bybee
(1994), Lyon (1977), Dixon (1992), Kratzer (1991), etc. In the field of modality
of Vietnam, there are famous author such as Nguyen Van Hiep (2001, 2008),
Nguyen Hoa (2000), Nguyen Huu Manh and Nguyen Van Co (2000), Vo Dai
Quang, who have studied modality in Vietnamese language.
However, no attempt has been carried out to deal with deontic expressing means
in English and Vietnamese fairy tales. It is the reason why the author would like
to choose this research with the hopes that, to some extents, the study may

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provide a very small contribution to linguistic studies in general and also to
teaching and learning English as a foreign language in particular.
2. Aims and objectives
This research is aimed at finding the similarities and differences of deontic
expressing means in English and Vietnamese fairy tales. To gain a proposed aim,
the objectives of the research are:
- To study structure features of expressing deontic modality in English and
Vietnamese fairy tales.
- To study semantic meanings of expressing deontic modality in English
and Vietnamese fairy tales.
3. Research Questions
In order to achieve the aims and objectives of the study, the research
questions will be addressed as follows:
1. What are structure features and semantic meanings of deontic expressing
means in English and Vietnamese fairy tales?
2. What are the similarities and differences of deontic expressing means in
English and Vietnamese fairy tales?

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4. Scope of the study
The study is limited to investigating written deontic expressions in 30
English and 30 Vietnamese fairy tales in written form and partly from stories
books or on the Internet. They were written and collected by many famous
English and Vietnamese authors such as Hans Christian Andersen, Grimm
Brothers and Nguyễn Đổng Chi, etc.
Palmer (1986) holds the view that deontic modality can be expresses through a
number of forms which can be divided into modal auxiliaries, hedge verbs,
performative verbs, adverbs, modal adjectives, modal nouns, lexical verbs,
particles, modal idioms, expletives, modal conditionals, moods and some
prosody feature ( tones, accent, or intonations). However, because of the
limitation of time, data, and our own ability, this thesis only is focused on the
eight important means of expressing modality except for prosody, modal words,
modal idioms, expletives and moods. This investigation is based on theory and
classification of Palmer (1986, 2003), Nguyễn Văn Hiệp (2008).
5. Significance of the study
The thesis hopes to contribute to the overall look at modality in general and
deontic expressing means in English and Vietnamese fairy tales in particular.
The findings of the study, as a result, will contribute to language teaching
English and Vietnamese through fairy tales for kids.
II. LITERATURE REVIEW

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Modality is important component of linguistics which consists of syntactic,
grammatical, semantic and pragmatics perspectives. The study of modality
expressions is a complicated problem.
Bybee (1985) defines modality in broad terms by speaking that modality is
what the speaker is doing with the whole proposition. Bybee, Perkin, and
Pagliuca (1994) exemplify four types of modality: Epistemic, speaker- oriented,
agent- oriented, and subordinating. Palmer (1986) claims that the definition of
modality as semantic information associated with the speaker’s attitude or
opinion about what is said. It is exciting with note that Bybee (1994) do not use
the term “deontic modality”, to the extent that is the speaker that obliges or
permits, he uses “ speaker-oriented modality” (p. 179), which was suggested by
Palmer (1974) for deontic modality at first. The term “root” or “deontic” is often
used for non epistemic modals and it involves such expressions as obligations,
permissions and ability.
Up to now, there have been a number of studies on modality done by a lot
of English and Vietnamese researchers in the language use in stories and
language works. In Vietnamese, there are a lot of reseachers discussing about
modality, as for Nguyễn Văn Hiệp (2007)“Một số phạm trù tình thái chủ yếu
trong ngôn ngữ”, Võ Đại Quang (2007) “Tình thái trong câu- phát ngôn: Một số
vấn đề lí luận cơ bản”, Nguyễn Đình Hòa (1996) “ Vietnamese Verbs”, Đỗ Hữu
Huyền (1999) “Modality and modal auxiliaries, a systemic comparison of
English and Vietnamese”. In addition, in 2014, Bùi Thị Đào studied on deontic

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modality expressing means in English and Vietnamese declarative and
interrogative sentences.
However, none of them mentioned deontic expressing means in English
and Vietnamese fairy tales. Accordingly, it is expected that the findings will be
background knowledge for us to have a better insight in expressing deontic
means in English and Vietnamese fairy tales.
III. THE DESIGN-METHODS AND PROCEDURES
1. Research methods
In order to reach the goal of the study, this thesis will be carried out the
investigation based on a descriptive method in combination of qualitative and
quantitative approaches. The descriptive method is considered as the main
method to explore means of deontic modality in English and Vietnamese basing
on theoretical framework .
The qualitative analysis is employed to sort out different means of deontic
modality used in English and Vietnamese fairy tales as well as the similarities
and differences among those means in English and Vietnamese. The quantitative
one is used to point out the frequency of occurrence, increase the level validity
and reliability due to calculation and explanation.
2. Data Collection and Analysis

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The samples of deontic modality from 30 English and 30 Vietnamese fairy
tales will be collected. Based on the theoretical background, the documents will be
picked out the examples deontic. This corpus will be used for description and
contrastive analysis in terms of stylistic features in fairy tales in the two languages.
The result of data’s analysis will be presented by using tables, pie charts or
diagrams. The findings of similarities and differences of deontic modality will be
given from descriptive and contractive analysis of stylistic devices. The data, then,
will be presented in tables which are classified into the fields of deontic modality
in English and Vietnamese fairy tales.
3. Research Procedure
The fairy tales will be analyzed and classified to find out the deontic
modality. The followings are procedures for data analysis.
- Identifying the deontic modality in the fairy tales.
- After the data have been analyzed, the results are presented by using the
tables, pie charts or diagrams. The findings of the similarities and differences of
deontic modality in English and Vietnamese fairy tales will be given from the
descriptive analysis of stylistic devices. The data, then, analyzed and presented
in table which are classified into the fields of deontic modality in English and
Vietnamese.
4. ORGANIZATION OF THE STUDY

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The thesis consists of 5 main chapters.
o Introduction introduce the study, which includes the rationale,
justification, the scope of the study, the research questions, hypothesis,
and organization of the study.
o Chapter 1: is the literature review, presents the previous study related to
the paper, and the theoretical background of the study in the area.
o Chapter 2: is about the methods and procedures of the study. It will
mention the aims, the objectives of the study, then the methodology, the
design of the research, data collection, data analysis, and description of the
corpus.
o Chapter 3: is the findings and discussion, deals with analyzing,
interpreting and finding the features of fairy tales in English and
Vietnamese ones from two different views: syntactic features and
semantic features.
o Conclusion includes the conclusion and the review of the issues that have
been presented, the limitations, and suggestions for further study.
5. PROPOSED OUTLINE OF THE STUDY
INTRODUCTION
1. Rationale of the study
2. Aims and objectives
3. Research questions
4. Scope of the study

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5. Significance of the study
Chapter 1: LITERATURE REVIEW
2.1. Historical perspectives of modality and deontic modality
2.2. Definition and different viewpoints of deontic modality
2.3. Linguistic means of deontic modality
Chapter 2: METHODOLOGY
3.1. Research methods
3.2. Data Collection and Analysis
3. 3. Research Procedure
Chapter 3: FINDINGS AND DISCUSSION
3.1 Modal Auxiliary Verbs in English and Vietnamese.
3.1.1. Syntactic features
3.1.2. Semantic features
3.2. Hedge Verbs in English and Vietnamese
3.2.1 Syntactic features
3.2.2. Semantic features
3.3. Performative Verbs in English and Vietnamese.

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3.3.2 Semantic features
3.4 Modal Adverbs in English and Vietnamese.
3.5 Modal adjectives in English and Vietnamese.
3.6 Modal Nouns in English and Vietnamese.
3.7 Particles in English and Vietnamese.
3.8 Modal Conditional in English and Vietnamese.

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3.9 Summary
CONCLUSION AND IMPLICATIONS
1 Conclusion
2 Recommendation
3 Implications
4 Limitation and Suggestions for Further Study
REFERENCES
Bybee, J. (1985). A study of the Relation between Meaning and Form.
Amsterdam: Pheladelphia: JohnnBejamins.
Bybee, J., Perkin, R., & Pagliuca, W. (1994). The evolution of grammar: tense,
aspect and modality in the language of the world. Chicago: University of
Chicago Press.
Đào, B. T. (2014). A study on deontic modality expressing means in English and
Vietnamese declarative and interrogative sentences. Doctor of philosophy
in Linguistics at Vietnam National University.
Grifﬁths Patrick. (2006). An Introduction to English Semantics and Pragmatics.
22 George Square, Edinburgh: Edinburgh University Press.

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Halliday, M. A. K. (1985). An introduction to functional grammar. London:
Arnold)
Hiệp, N. V. (2007). Một số phạm trù tình thái chủ yếu trong ngôn ngữ. Tạp chí
ngôn ngữ, 8.
Hòa, N. Đ. (1996). Vietnamese Verbs: Chicago III. NTC. Publishing Group.
Huyền, Đ. H. (1999). Modality and modal auxiliaries, a systemic comparison of
English and Vietnamese. MA. Thesis.
Palmer, F. R. (1974). The English Verb. London: Longman.
Palmer, F. R. (1986). Mood and Modality. Cambridge: Cambridge University
Press.
Quang, V. Đ. (2007). Tình thái trong câu- phát ngôn: Một số vấn đề lí luận cơ
bản. Tạp chí ngôn ngữ.
Van der Auwera & Plungian (1998). Modality's Semantic Map. Linguistic
Typology. Volume 2. Cambridge University Press.
Maria Tatar (Editor ). (1990). The Complete Grimm's Fairy Tales. W. W. Norton
& Company.
Maria Tatar (Editor ). (1998). The Classic Fairy Tales. W. W. Norton &
Company.
Jack D. Zipes (Editor). (2000). The Great Fairy Tale Tradition: From Straparola
and Basile to the Brothers Grimm. W. W. Norton & Company

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Quốc Khanh- Thanh Bình. (1990). Truyện cổ tích Việt Nam. Nhà xuất bản Văn
Hoá- Thông tin.
Hoàng Vũ. ( 1994). Truyện cổ dân gian chọn lọc. Nhà xuất bản Thanh Hoá.
Phương Nhi (collector). (2005). Truyện cổ tích Việt Nam chọn lọc: Sự tích trầu
cau. Nxb Hồng Đức
Phương Nhi (Colector). (2004). Truyện cổ tích Việt Nam chọn lọc: Sự tích
Thánh Gióng. Nxb Hồng Đức.
Nguyễn Đổng Chi. (1960) Kho tàng truyện cổ tích Việt Nam. Nxb Giáo dục.
http://academictips.org/blogs/category/fairy-stories/
http://www.english-for-students.com/Fairytales-Stories-for-Kids.html
http://www.kidsworldfun.com/shortstories.php
http://www.moralstories.org/life/
https://www.vinabook.com/100-truyen-co-tich-hay-nhat-m11i50026-
p50026.html

DEONTIC EXPRESSING MEANS IN ENGLISH AND VIETNAMESE FAIRY TALES

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