Luận án: Nghiên cứu ngôn ngữ tăng cường trong văn học Anh qua lăng kính dịch thuật

ii ACKNOWLEDGEMENTS First of all, I would like to express my special appreciation to my supervisor, Dr. Lê Thị Giao Chi who whole-heartedly and conscientiously led me through the whole process of my thesis. She gave me timely feedback, useful advice and hearted support, especially inspiring words in exploring the field of translation. Her constant encouragement together with endless formal and informal exchanges over varying stages of the research, especially her meticulous attention to details when it comes to proofreading and presenting the research results have enabled me to grow as an independent researcher and inspired me in my research work as well as in my teaching career.

All of these have contributed to the fruitful completion of this doctoral thesis. My gratitude also extends to Assoc. Trần Hữu Phúc, Assoc. Nguyễn Văn Long, Dr.

Huỳnh Ngọc Mai Kha, Assoc. Nguyễn Thị Quỳnh Hoa, Assoc. Lưu Quý Khương, Dr. Ngũ Thiện Hùng, Dr.

Võ Thị Kim Anh, Assoc. Trần Văn Phước, Assoc. Nguyễn Tất Thắng, Dr. Huỳnh Anh Tuấn, Dr.

Võ Duy Đức for their precious and insightful comments in the boards of examiners at the assignments, semina and the pre-final thesis defence. I would like to thank University of Foreign Language Studies, The Da Nang University and the Faculty of English for their support and assistance in my research during my years at UFLS and in the completion of my Ph. I would like to thank the leader of Quang Nam University, Assoc. Huynh Trong Duong for creating the best condition for my research work.

My thanks go to my colleagues and friends for sharing my workload and encouraging me to undertake my thesis. And finally, I am indebted to my family for the love and sacrifice they have made, especially my children who are a great source of inspiration in my whole professional and personal life, and above all, the endless support and motivation that enable me to overcome all sorts of difficulty that I have encountered along the way towards fulfilment of this demanding duty. iii ABSTRACT This thesis aims at investigating language of graduation, or rather intensification, in English literary discourse through the lens of translation. The study builds on the theoretical framework of Systemic Functional Linguistics (SFL) by Halliday (1985; 2004) and the linguistic theory of Appraisal developed by Martin and White (2005) with a view to examining the realisations of intensification as embodied in English literary discourse.

Via the lens of translation, the thesis stands on the translation models by Nida (2004), Vinay and Darbelnet (2004) and Munday (2012) to analyse the rendering of the expressions of intensification into Vietnamese as well as strategies employed in the process of translation. The thesis has been conducted using qualitative methods and descriptive research with quantitative information in order to deal with problems. The data collected for this research include a sample of around 2,121 expressions of intensification taken from four selected English literary works of critical realism and socialist realism in the period of mid-18th century and mid-19th century, and 400 expressions chosen with their Vietnamese translated versions for an analysis of translation. The research has expanded the category of intensification into three well- prescribed sub-types with examples taken from the literary discourse, namely (i) isolating intensification; (ii) infusing intensification; and (iii) intensification via rhetorical devices.

This prescription can provide a detailed picture of intensification, especially the various realizations of intensification at different ranks from word level involving lexical words and non-lexical words to above-word level or ranks like groups and clauses. The research helps illuminate intensification from a more functional approach rather than from that of structural linguists and grammarians. Noticeably, the research has discovered the nuances of the meaning of intensification through the lens of translation. When it comes to communicating across languages, the level of intensity can preserve or can be adjusted in the inclination of sliding-up or sliding-down, at the same time, the thesis has demonstrated strategies of translation used in the process of rendering the meaning of intensification into Vietnamese.

iv Hopefully, the thesis helps language learners and researchers get better insights into the language of intensification as graduation in this genre and apply it to learning and the practice of translation. v TABLE OF CONTENTS Chapter One. Aims and Objectives. Scope of the Research.

Justification for the Research. Organization of the Research .13 LITERATURE REVIEW AND THEORETICAL BACKGROUND. Review of Previous Studies. Intensification as Graduation and Translation.

Systemic Functional Linguistics. An Overview of Systemic Functional Linguistics. Meaning in Systemic Functional Linguistics. Structure and System in Systemic Functional Linguistics.

Appraisal in Systemic Functional Linguistics. Appraisal in English. Graduation in Appraisal in English. Scale and Gradability.

Intensification in Appraisal in English. Intensification and Word Classes in Vietnamese. Translation and Issues in Translation. Translation in Relation to Linguistic Theory.

Meaning in Translation. Equivalence in Translation. Qualitative Method and Quantitative Information. Data Source Description.

Theoretical Framework for Data Collection. Criteria for Identifying Intensification. Identifying Isolating Intensification. Identifying Infusing Intensification.

Identifying Intensification via Rhetorical Devices. Procedures for Data Collection. Procedures for Data Analysis. Reliability and Validity.88 LINGUISTIC REALIZATIONS OF INTENSIFICATION AS GRADUATION IN ENGLISH LITERARY DISCOURSE.

Intensification as Graduation Realized via Isolating Intensifiers. Intensification via Isolating Intensifiers. Up/Down-scaling in Qualities. Up/Down-scaling in Verbal Processes.

Up/Down-scaling in Modalities. Intensification via Isolating Maximisers. Up-scaling in Qualities. Up-scaling in Verbal Processes.

Intensification as Graduation Realized via Infusing Intensifiers. Intensification via Infusing Intensifiers. Up/Down-scaling in Qualities. Up/Down-scaling in Verbal Processes.

Up/Down-scaling in Modalities. Intensification Realized via Rhetorical Devices. Intensification via Metaphors. Intensification via Simile.

Intensification via Hyperbole. Intensification via Repetition. 156 viii Chapter Five. 159 ISOLATING INTENSIFICATION AS GRADUATION IN ENGLISH LITERARY DISCOURSE THROUGH THE LENS OF TRANSLATION.

Rendering of Isolating Intensification as Graduation into Vietnamese. Preserving the Level of Intensity. Up-scaling the Level of Intensity. Down-scaling the Level of Intensity.

Loss of Intensity. 175 STRATEGIES IN THE VIETNAMESE TRANSLATION OF ISOLATING INTENSIFICATION AS GRADUATION. Isolating Intensification as Graduation Rendered via Literal Translation. Isolating Intensification as Graduation Rendered via Implicitation.

Isolating Intensification as Graduation Rendered via Explicitation. Isolating Intensification as Graduation Rendered via Restructuring and Transposition. Isolating Intensification as Graduation Rendered via Modulation. Summary of the Subject Matter under Research.

Summary of Key Findings. Implications for the Teaching and Learning of English, Translation, and for the Practice of Translating. Limitations of the Study. Suggestions for Further Research.

227 x LIST OF ABBREVIATIONS AdvP : Adverb Phrase Adj : Adjective AP : Adjective Phrase CD : Cambridge Advanced Learner’s Dictionary Cl : Clause Det : Determiner Foc : Focus HIP : Hyperbole Identification Procedure Int : Intensifier Int_Max : Intensifier as Maximiser MIP : Metaphor Identification Procedure MIPVU : Metaphor Identification Procedure Vrije Universiteit N : Noun NP : Noun Phrase PP : Prepositional Phrase VP : Verb Phrase V : Verb VIP : Verbal Irony Procedure S : Sentence SFG : Systemic Functional Grammar SFL : Systemic Functional Linguistics Si : Simile SL : Source Language ST : Source Text TGG : Transformational Generative Grammar TT : Target Text TL : Target Language WH_E : Wuthering Heights (English) xi WH_V : Wuthering Heights (Vietnamese ‘Đỉnh gió hú’) MP_E : The Man of Property (English) MP_V : The Man of Property (Vietnamese ‘Người tư hữu’) MS_E : The Moon and Sixpence (English) MS_V : The Moon and Sixpence (Vietnamese ‘Mặt trăng và đồng sáu xu’) VF_E : Vanity Fair (English) VF_V : Vanity Fair (Vietnamese ‘Hội chợ phù hoa’) - : negative + : positive xii LIST OF TABLES Table 2. The Gradability of Attitudinal Meanings. Gradability of Engagement Values. Elements in Halliday’s Processes.

Criteria to distinguish Implicitation from Explicitation. Distribution of Intensification in English Literary Discourse. Distribution of Intensification via Isolating Intensifiers. Distribution of Intensification via Isolating Intensifiers.

Distribution of Intensifiers with Up/Down-scaling of Qualities. Distribution of Intensifiers as Pre-modifiers. Distribution of Intensifiers as Pre-modifiers of Adverbs. Isolating Intensifiers Down-scaling of Verbal Processes.

Level of Intensity of Certainty. Intensifiers of Upscaling/Downscaling of Modalities. Distribution of Isolating Maximisers modifying Qualities and Verbal Processes. Isolating Maximisers modifying Qualities and Verbal Processes.

Distribution of Isolating Intensifiers of Adjectives and Adverbs. Distribution of Isolating Maximisers Up-scaling Verbal Processes. Distribution of Verbal Processes being Upscaled by Isolating Maximisers. Distribution of Infusing Intensifiers in Qualities.

Infusing Intensifiers as Adjectives in sequences of Intensity. Individual Infusing Intensifiers as Adjectives. Distribution of Infusing Intensifiers as Adverbs. Infusing Intensifiers as Adverbs qualifying Processes.

Distribution of Intensification via Rhetorical Devices in English Literary Discourse. Intensification via Simile Up-scaling of Qualities and Processes. Intensification via Hyperbole Up-scaling of Qualities and Processes. Distribution of Isolating Intensifiers in English Literary Discourse.

Distribution of manifestation of Isolating Intensifiers in Vietnamese Translation. Vietnamese Equivalents of English Isolating Maximisers modifying Processes. Vietnamese Equivalents of English Isolating Intensifiers modifying Qualities. Vietnamese Equivalents of English Isolating Intensifiers being Up-scaled via Translation.

Vietnamese Equivalents of English Isolating Intensifiers being Down- scaled via Translation. Distribution of Strategies used in the Vietnamese Translation of Isolating Intensifiers. 176 xiv LIST OF FIGURES Figure 2. Levels or Strata of Language (from Eggins, 1994).

Ideational, Interpersonal, and Textual Metafunctions. An Overview of Appraisal Resources (Martin & White, 2005, p. Graduation System (Martin & White, 2005, pp. Configuration of Process Elements (Halliday & Matthiessen, 2004, p.

Three-stage System of Translation (Nida & Taber, 1969, p. Theoretical Framework of Data Collection. Representation of Isolating Intensifiers according to their popularity. Sequences of lowering Qualities by Isolating Intensifiers.

Sequences of raising Qualities by Isolating Intensifiers. Distribution of Infusing Intensifiers. Sequences of Infusing Intensifiers heightening Qualities. Sequences of Infusing Intensifiers as nouns in relation to meaning.

Sequences of Infusing Intensifiers as nouns constrasted in meaning (Adapted from Cambridge Advance Learner’s Dictionary). Distribution of Intensification via Metaphor. Distribution of Isolating Intensification as Graduation Rendered via Literal Translation. 177 1 Chapter One INTRODUCTION 1.

Rationale Language is, by all means, a vital tool for communication. It is used for a variety of purposes, ranging from exchanging information, voicing one’s opinions or comments, to revealing their feelings or points of view. It is a medium through which people define values of things or present the speaker/writer’s comments, commitments or their assessments towards things and phenomenon around us. It is also a medium by which people focus on the information they wish to emphasize by means of raising or lowering their voice on such information or by virtue of amplifying the qualities of things and the processes of actions.

Communicative intents like these can be justified in a model of language known as Appraisal developed by Martin and White (2005), an extension from one type of metafunction, that is, the interpersonal meaning in the overarching paradigm of Systemic Functional Linguistics (SFL) by Halliday and his colleagues. Language of Appraisal, as its name implies, is a model whereby three categories of meanings are prescribed: (i) Attitude, (ii) Engagement, and (iii) Graduation. Via the domain of Attitude, speakers/writers not only “encode what they present as their attitudes” but also “activate evaluative stances and position readers/listeners to supply their own assessments” (Martin & White, 2005, p. Engagement, on the other hand, is extended from such domains as modality, epistemic modality and evidentiality by means of its focus not only on speaker’s/writer’s knowledge, belief, certainty, and commitment towards state-of-affairs but also on the way “the textual voice positions itself with respect to other voices and other positions” (Martin & White, 2005, p.