Skkn Da Chinh Sua Hoan Chinh - Hoang

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S GIO DC V O TO BNH NHTRNG THPT V GI

TTII

AN INVESTIGATION INTO THE LINGUISTIC

FEATURES OF CATENATI VE VERBS

IN ENGLISH

H v tn tc gi : Trng Minh Hong, M.An v : Trng THPT V Gi

Nm hc 2011 - 2012


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TABLE OF CONTENTS

Chapter 1INTRODUCTION............................................................................................................. 1I. BACKGROUND............................................................................................................ 11. Rationale ......................................................................................................................... 1

2. Significance of the Study ............................................................................................. 2

3. Scope of study ............................................................................................................... 2

II. THE METHOD OF CONDUCTING .......................................................................... 2

1. Theoretical and factual basis of the study .............................................................. 2

2. Research Procedures ................................................................................................... 2

Chapter 2CONTENTS ....................................................................................................................... 4I. OBJECTIVES OF THE STUDY ............................................................................... 41 .Theoretical Background .............................................................................................. 41.1 Catenative Verbs.......................................................................................................... 41.2. Catenative Complements........................................................................................... 52. The Semantic and Syntactic Features of Catenative Verbs ................................ 72.1. The Semanti c Features of Catenative Verbs in Engl ish...................................... 72.2.1. The Same-Subject Constructions ............................................................................ 72.2.2. The Different-Subject Constructions.................................................................... 152.2. The Syntactic F eatures of Catenati ve Verbs in Engl ish.................................... 192.2.1. By to-infinitive clauses ........................................................................................... 192.2.2. By -ing clauses ........................................................................................................ 212.2.3. By bare infinitive clauses....................................................................................... 22

2.2.3. By past participle clauses ...................................................................................... 23

II. THE SOLUTION OF THE STUDY........................................................................... 251 .The Novelty of the study........................................................................................... 252 .Applied Solutions of the Study................................................................................ 25

3 . The Benefits of the Study ......................................................................................... 30


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Chapter 3CONCLUSION ................................................................................................................ 32

1 . Some implications for language teaching and learning.................................... 322 . The development of the study ................................................................................ 323 . Petition ........................................................................................................................ 33A. REFERENCES ........................................................................................................... 34B. SOURCES OF DATA ............................................................................................... 37


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LISTS OF TABLES

Table 2.1.The Summary of the Semantic Features of

the Same Subject Constructions ......................................................................... 14

Table 2.1.The Summary of the Semantic Features of

the Different Subject Constructions .................................................................... 19

Table 2.3.The Summary of the Syntactic Features of English Catenative Verbs ...... 24Table 2.4.The Frequency of English Catenative Verbs ................................................ 26Table 2.5.The percentage of correctness in three exercises (26 sentences) of 50

students distributed respectively......................................................................... 29


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Chapter 1

INTRODUCTION

I. BACKGROUND

1. Rationale

One of the many problems that confront learners of English is non-finite

complement in English. Yes, indeed , English verbal groups emphasized on the

complement predicator following the first verb, which makes learners often

uncertain to choose the appreciate complement in cases where only one is possible

as in he enjoys studyingEnglishand she intends to study Englishas well as in

those where either may occur: they lovestudying/to study English.

In the following cases, verbs are also often accompanied by other verbs as

nonfinite complements.

(1) They kept laughing. [21, p.142]

(2) Iwant to goto London. [30, p.172]

(3) Itbegan to rain. [11, p.329]

As shown examples above, two verbs (strictly speaking, two verbal groups)

form a structure in which the second verb is dependent on the first verb. The first

verb is called a catenative verb because it is capable of initiating a verb chain. Such

chains have their own internal structure, depending on the catenative verb and the

other verbs in the chain.

In fact, learners of English often have difficulties in using catenative verbs.

They could hardly know why one may say, they kept laughing, but not * they kept

to laugh.Kept must be followed by a nonfinite, not an infinitive. The other

catenative verbs may be followed by either nonfinite or infinitive, with little

apparent difference in meaning:It began to rain. /It began raining.

It is therefore necessary to research on nonfinite complementation in English

to help learners to gain some insight into the linguistic phenomena in English. That

is the reason why I decide to research the topic:

An investigation into the linguistic features ofcatenative verbsin English


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2. Significance of the Study

The purpose of the study on the linguistic features of Catenative Verbs in

English is

(1) To help learners of English have a comprehensive understanding about the

semantic and syntactic of Catenative Verbs in English .

(2) To help learners of English know for effective use of Catenative Verbs.

3. Scope of the Study

Owing to the limited research time and my own ability, so I would like to

focus on a detailed description of the semantic and syntactic features of Catenative

Verbs in terms of the meaning of the first verbs.

II. THE METHOD OF CONDUCTING

1. Theoretical and factual basis of the study

As pointed out above, in the part of rationale, it is obvious that there is a

particular feature of certain verbs like e.g. want, begin, try orseem that sets them

apart from other verbs: their ability to be combined into chains of verbs, to 'catenate'

(Lat. catena: chain). The treatment of the grammatical phenomena above is further

complicated by the fact that learners of English confront difficulties in knowing

how to use either to infinitive or an ing complement after these certain verbs

above. Therefore, the study is aimed at finding novel solutions to help learners

grasp and use catenative verbs precisely in distinct circumstances.

2. Research Procedures

The research work is carried out with the following steps:

Step 1: After identifying the research topic, the main points are outlined to be

researched, data is collected, time is planned and procedure is estimated to finish

this paper according to the general scheme within academic year 2011 - 2012.

Step 2: The second step is to find as many documents relating to catenative

verbs as possible.

Step 3: Documents are planned to read thoroughly, or to be used as quotation.


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Step 4: Based on the theoretical basis, catenative verbs are described

carefully with the help of many samples from the data collected; we will carry out

an analysis of the semantic and syntactic features of catenative verbs.

Step 5: Conclusion of the whole work and some implications for learning and

teaching are also given.


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Chapter 2

CONTENTS

I. OBJECTIVES OF THE STUDY

The study is expected:

- To identify and describe the semantic and syntactic features of catenative

verbs in English.

-To provide a theoretical insight into catenative verbs so that students can

comprehend and use them effectively in studying and in speaking English as well.

1 .Theoretical Background

1.1 Catenati ve Verbs

Leech [25] defines that Catenative verb is a verb which takes a non-finite

clause as its complement, like want in I want to invite you, or love in We love

playing scrabble. The term catenative (from Latin catena, a chain) alludes to the

possibility of a recursive chain of such verbs, since the verb in the complement of

the previous catenative verb can itself be a catenative verb with a non-finite

complement, and so on indefinitely. A possible but rather improbable chain

structure of this kind is:

(4) Someone willneed to try getting him to help mendthe dishwasher.[25, p.17]

As presented above, it is clear that catenative verbs resemble and yet differ

from auxiliary verbs. Common examples are:

He seems to th inkthe same way.

We began planni ngthe Christmas party.

They remembered leavingthe keys under the mat.

You love to surpriseyour family. [32, p.96]

Like auxiliaries, catenativesforge links with other nonfinite verbs to express

a complete meaning. The catenatives also differ from auxiliaries in the meanings

they express. Instead of paraphrasing the modals like other semi-auxiliaries, they

qualify the action of the following verb (as do seem,begin), or else set up a mental

perspective on it (as do remember, love). Other examples likeseem are:


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appear cease chance continue fail

finish get happen help keep

manage stop tend

Others like rememberare:

Attempt consider detest endeavor want

expect forget hate hope

intend like prefer regretresent risk strive try

Note that some catenativescan take eitherto-infinitives or-ingconstructions

as their complement, others only one of them. Catenativesare relatively new in the

classification of English verbs, and grammarians still debate which belong to the

class. The Comprehensive Grammar [35] admits only the first group mentioned

above,whereas theIntroduction to the Grammar of English [21], allows both types

assimple catenatives.

A third group of constructions labeled complex catenatives are also

embraced, those which require a noun phrase before the nonfinite verb. For

example:

(5) He advised her parents to come. [30, p.96]

Other examples are:

ask entreat invite oblige remind

request teach tell urge

These verbs typically express some kind of speech act.

TheLongman Grammar[2] groups the three types together with those which

take a content clause as complement , and uses the term controlling verbs for all.

1.2. Catenative Complements

Most linguists agree on four basic forms of catenative constructions that can

be distinguished, based on the type of non-finite construction that is employed.

The four basic types of catenatives as exemplified by Palmer:

i) - bare infinitiveii) - to infinitiveiii) - ingformiv) - en form.


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The catenative verbs may be classified according to two ways below:

(1) in terms of the form the nonfinite verb : Simple catenative verbs

(2) in terms of whether there is a noun phrase between the two verbs or not :

Complex catenative verbs

As noted above, there are four basic non-finite forms of main verbs: The bare

infinitive, the to infinitive, the -en and the-ing form. These occur in simple

catenative verb construction as well as in complex one like catenative complements

(Non-finite complements).

Simple catenative verbs:The identification of the subject in simplecatenative sentences is usually unproblematic. Here the subject of the subordinate

clause is identical with that of the main clause.

a) bare infinitive He helped washup.

b) to-infinitive He wants to goto London.

c) -ingform He keeps talkingabout it.

d) -en form He got shotin the riot. [31, p.173]

Here it is clear intuitively that the subject of in the four sentences above isHe. Complex catenative verbs: The identification of subjects in complex

catenative phrases is not as straightforward as it is in simple ones. Palmer shows the

subject of the subordinate clause to be identical with the intervening noun phrase

between the catenative and the following verb.

a) bare infinitive He helped them wash up.

b) to-infinitive He wants them to goto London.

c) -ingform He kept them talk inga long time.

d) -en form He had the rioters shot. [31, p.174]

The sentences above show that the subjects of wash up, to go, talking and

shotare the intervening noun phrases like them, the rioters.


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2. The Semantic and Syntactic Features of Catenative Verbs

2.1. The Semanti c Features of Catenati ve Verbs in Engl ish

Catenative verbs in English talk about closely linked actions using two verbs

together in phase to present a complete meaning process. They are divided into two

kinds as denoted below:

- The same-subject constructions: Talking about two actions done by the

same people.

- The different-subject constructions: Talking about two actions done by the

different people.

2.2.1. The Same-Subject Constructions

The same-subject constructions contain just one subject which is called an

implicit subject.Thus, in (6), Heis said to be both subject of triedand the subject of

study.

(6) He tr ied to studyArabic. [12, p.334]

It is clear that the first verb needs the second verb after it because it does not

give enough information on its own. In (6): He triedArabic does not give enoughinformation to be a useful statement, but He tried to studyArabic does.

In general, catenative verbs are described as a dependency relationship of

verbal group complexes in which the first verb adds information about the process

represented by the second verb.

The same subject constructions are divided into seven categories on semantic

ground, as follows:

a-Catenative verbs of initiationThe verbs used this phase include: begin, start, commence, get, which are

followed by to -infinitive or -ing complements and describe the point of starting a

process or the commencement of a process that is likely to continue. Two of them

are very common begin and start, for example:

(7) After that everything was all right, everything was wonderful; she knew that

he was beginn ing to fall i n love withher. [49, p.102]


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(8) Such a lovely, sweet-tempered girl, said Ron, very quietly, prodding his

queen forward so that she couldbegin beating upone of Harrys knights.

[58, p.716]

(9) What happens if many people star t focusing onthe same thought?

[46, p. 68]

(10) Wade hungwy! Scarlett started to go to him, but Melanie

whispered:Dont leave me. Please. I can stand it when youre here. [52, p.200]

Accoding to Quirk et al [35, p.1192], commenting on the choice of to -

infinitive oring complements, note that in the case of many examples there is no

observable difference of meaning between the constructions. They do, however, go

on to point out that in other cases, a contrast between potentiality and

perfomence may influence on the choice

He started to speak, but stopped because she ojected.(Potentiality)

He star ted speaki ng, and kept on for more than an hour.(Performance)

The other two are getandcommence. Get is a very versatile verb, only a

small number of tokens of which are aspectual in phase structure of initiation. In

addition, the aspect get to infinitiveconstruction would appear to be limited to the

complement predicatorwork, for example:

(11) Thousands of them arent working at all and the ones we can get to workat

the mill are so lazy and shiftless they arent worth having. [52, p.349]

And it is possible to recognize in get- ing, for example:

(12) She didnt do a very good job on any of the three of us, said Stuart.

Come on, lets get going. [52, p.12]

(13) Youd betterget moving, said Ron. [55, p.255]

Commence to infinitive and commence ing occur with a variety of

complement predicators. The meaning of these two commence construction is in

many cases very similar.


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(14) Adele, when lifted in, commenced kissingme, by way of expressing her

gratitude for my intercession: she was instantly stowed away into a corner on the

other side of him. [45, p.507]

(15) Dimly Lloydcommenced to understandthat the mastery of self, the steady,

firm control of natural, intuitive impulses, selfish because natural, was a

progression. [53, p.154]

b- Catenative verbs of continuation

The common verbs of continuation include: Go on, keep on, carry on,

continue, which describe a continuing point of a process or a continuation / iteration

of a situation. Two of them are keep on and carry on which are always followed by

- ing complements, for example:

(16) She nodded, wishing he would keep on holdingher hands forever, but he

dropped them. [52, p.287]

(17) Youre my best mate, butcarry on treatingthe rest of them like this and Im

going to kick you off the team. [59, p.291]

Two verbs go on and continue have a different meaning depending on

whether they are followed by to infinitive or ing complement. There is a

difference of meaning betweengo on + toinfinitive andgo on +ing.

Dowing and lock [12, p.333] refer to the difference in meaning of two

constructions: The infinitive form sugguests movement to a different topic or

activity, depending on the verb, while theing form encodes the continuation of the

same activity.

Compare: He went on (afterward) to study physics.

He went on (as usual) studying physics.

Here are some examples ofgo onin prose, stories, novels

(18) Frankwent on to explainin his patient manner, but the idea that

ballots could cure the trouble was too complicated for her to follow. [52, p.355]

(19) If Ashley loved her, he simply couldntgo on livingwith Melanie. [52, p.153]


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With the verb continue, Thomson and Martinet [39, p.234] point out that

with Continue either to infinitive oring complement may be used without any

difference in meaning.

(20) He continued living/ to li veabout the shop. [6, p.234]

(21) Luckcy continued writi ng / to wr itewhile in hospital. [35, p.1192]

However, Dixon [10] states that continue- ing complement can refer an

activity continuing without a break while continue to -infinitive can refer an action

continuing after being restarted.

John continued paintingthe wall. ( despite all the distraction)

John continued to paintthe wall. (after that interruption) [10, p.261]

Some examples of the verb continueare:

(22) We shall think you what you prove yourself to be, my child. Continue to act

as a good girl, and you will satisfy us. [45, p.131]

(23) She sat down on the steps in the circle of faint light thrown by the lamp and

continued gnawingon the corn bread. [52, p.203]

c- Catenative verbs of termination

The common verbs include: Cease, end up, finish, stop, which are

followed by non-finite complement and describe the point of finishing a process or

the terminated situation so that it is likely to perform a new action. Two of them are

end up andfinish, which are followed bying complementand encode a terminated

process, for example:

(24) He fancies her! said Ron incredulously. Well, if they end up having

children, theyllbe setting a world recordbet any baby of theirs wouldweigh

about a ton. [57, p.267]

(25) She searched his face frantically, her lips quivering, for she saw he had

f in ished speaking. [52, p.150]

Two verbs cease and stop are followed by to-infinitive or ing

complement. The verb ceasecan be followed by to-infinitive oring complement

without any change in meaning, for example:


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(26) And finally, the Yankees ceased annoyingthem. [52, p.357]

(27) From that period, for several months, she ceased to holdany communication

with me, save in the relation of a mere servant. [44, p.140]

The verb stophas a different meaning when followed by to -infinitive or

ing complement. Stop + ing complementwhich encodes a terminated activity while

stop + to infinitive which indicates the end of one process and the beginning of

another. The following examples of stopare illustrated:

(28) Will you stop treatingme like a child! cried Scarlett. [52, p.19]

(29) Again, he stopped to recoverhimself; and Elinor spoke her feelings in an

exclamation of tender concern, at the fate of his unfortunate friend. [42, p.306]

d- Catenative verbs of attempting, succeeding, failing, helping

Verbs which add information about the effort involved and extend of success

in carrying out the action. The general meaning of this type can be glossed as effort.

Verbs of this type includes: Try, attempt, manage, be able, endeavor, get, learn,

help, succeed, as well as verbs with negative meanings, such as avoid, fail, neglect,

omit. The following are exemplified examples:

(30) Jane and Elizabeth tr ied to explainto her the nature of an entail. They had

often attempted to doit before, but it was a subject on which Mrs. Bennet was

beyond the reach of reason, and she continued to rail bitterly against the cruelty of

settling an estate away from a family of five daughters, in favour of a man whom

nobody cared anything about. [43, p.92]

(31) How will she manage to pleasehim when they are married? [45, p.355]

(32) If I were to shut myself up forever with the child, I should not be able to

persuadehim to do anything he did not like. [41, p.47]

(33) But if I keep running in and out of the Ministry, said Harry, still

endeavoring to keephis voice friendly, wont that seem as though I approve of

what the Ministrys up to? [59, p.346]


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(34) I know, he said definitely, Im one of these trusting fellas and I dont th ink

any harm to Nobody, but when Iget to knowa thing I know it. It was the man in

that car. She ran out to speak to him and he wouldnt stop. [48, p.169]

(35) Female intuition was a potent instinct that she had learned to trust, and

something about this place was making her skin crawl. [46, p.82]

(36) "Didnt make any difference? said Dumbledore quietly. It made all the

difference in the world, Harry. You helped uncover the truth. You saved an

innocent man from a terrible fate. [56, p.425]

(37) She might plan and scheme, she might work harder than her slaves had ever

worked, she mightsucceed in overcomingall of her hardships, she might through

dint of determination solve problems for which her earlier life had provided no

training at all. [52, p.357]

(38) How strange! I thought, though everybody hated and despised each other,

they could notavoid lovingme. [44, p.194]

(39) Since he hadneglected to doit on first coming to the estate, their

quitting his house might be looked on as the most suitable period for its

accomplishment. [42, p.38]

(40) But, upon my soul, I did notknow it, he warmly replied; I did not recollect

that I hadomitted to giveher my direction; and common sense might have told her

how to findit out. [42, p.478]

e- Catenative verbs of appearing or becoming real

Verbs which add information about how real the speaker feels the action is.

The meaning of this type can be glossed as reality. The verbs of this type commonly

used with action processes areseem, appear, prove and turn out. For example:

(41) The upper teachers now punctually resumed their posts: but still, all seemed

to wait. [45, p.83]

(42) It was a pity: if she could but have been proved to resemblehim, hewould

have thought more of her. [45, p.267]


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(43) I remember but little of the journey; I only know that the day seemed to me of

a preternatural length, and that we appeared to travelover hundreds of miles of

road. [45, p.73]

(44) Well, that wont matter if they turn out to cureseasickness or something,

will it? said Ron, grinning slyly at her. [57, p.198]

f- Catenative verbs of manner or attitude

Verbs which add information about the manner in which a person performs

an action or attitude of mind toward performing it are expressed by common verbs

such as regret, hesitate, hasten, pretend, decline, bother. All are followed by the to-

infinitive form, except bother, which can also take an -ing form, for example:

(45) Iregret to saythat my conscience has not troubled me at all about deserting

you. [52, p.312]

(46) The boys were enchanted, as she had intended them to be, and they hastened

to apologizefor boring her. [52, p.3]

(47) She had to know if he even pretended to loveher. Did he address tender

endearments to her? [52, p.115]

(48) Counsel for Potterdecli ned to questionhim. [61, p.235]

(49) Dont bother about talking, dear. I know how worried you are. Im so sorry

Im so much trouble. [52, p.193]

g- Catenative verbs of chance and tendency

Verbs which add information such as how an action is carried out, how it

comes about, how frequent it is, and whether it is accompanied by someone or

something. The verbs used with these meanings include happen, chance, tend. The

following are some illustrative examples of this type:

(50) Im not surprisedone of them happened to containall the keywords.

[46, p.418]

(51) Nola now recalled murmurs of a Masonic/Kryptos link, but she tended to

ignorethe lunatic fringe. [46, p.418]


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(52) Well, I will; but mind you are a very good girl, and dont be afraid of me.

Dont start when Ichance to speakrather sharply; its so provoking. [45, p.69]

From what has mentioned above, the semantic features of the same subject

constructions are summarized as in table 2.1.

Table 2.1.The Summary of the Semantic Features of the Same Subject Constructions

Catenative verbs The significance of process combined with a verb

begin, start , get

-indicate the point of starting a process or the

commencement of a process that is likely to continue.

go on, keep on , carry

on , continue

-indicate the point of continuing a process or a

continuation / iteration of a situation

cease, end up , finish,

stop

-indicate the point of finishing a process or the terminated

situation so that it is likely to perform a new action.

attempt , fail, neglect,,

help, succeed in

-indicate an effort involved and extend of success in

carrying out the action

seem, appear , prove,turn out

-indicate about how real the speaker feels the action is

regret, hesitate ,

hasten, pretend,

decline, bother

-indicate about the manner in which a person performs an

action or attitude of mind toward performing it

happen, chance,

tend

-indicate how an action is carried out, how it comesabout, how frequent it is, and whether it is accompanied

by someone or something


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2.2.2. The Different-Subject Constructions

Different-subject constructions contain two subjects. Thus (53), Maryis the

subject of the verb told but Johnis both the object of the verb madeand the

subject ofroll. Another analyze , Maryis the subject of the verb made, and the

whole nonfinite clause John roll the ballserves as an object of the verb made

with Johnas an explicit subject of the verb roll.

(53) Mary made john rollthe ball. [17, p.264]

In causative structure, it is possible to recognize the catenative verb

constructions, as in:

a-Catenative verbs of timeCommon verbs of time such as keep, start, stop used in causative structure

also function causatively. For example:

(54) John kept the ball roll ing. (Imply: The ball kept rolling) [17, p.264]

(55) The officialstarted the jockes racing.

(Imply: The jockeys started racing) [10, p.181]

(56) John started/stopped the ball roll ing.

(Imply: The ball started/ stopped rolling.) [17, p.264]

b-Catenative verbs of realityIt would be possible to recognize causative forms of reality, as follows:

(57) a/Apparent : John seems to be responsible

Causative:Mary considers John to beresponsible. [17, p.264]

(58) b/Realized: John turns out to be responsible.

Causative: Thatproves John to beresponsible. [17, p.264]

c- Catenative verbs of effort

There is no causative form of the conative that is, no word meaning

maketry; this can of course be expressed analytically, for example: She made

him try to eat it.

The causative of the reussive has help, and perhaps enable:

(59) Reussive: John managed to open the lock.


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Causative:Mary helped John to openthe lock. [17, p.264]

The following are examples illustrating this type.

(60) Three men with clubs were helping him to scatterthem. [51, p.16]

(61) A few minutes more of silent exertion enabled him to proceedwith

composure. [42, p.305]

d- Catenative verbs of causation

Catenative verbs of causation include processes such as causing, permitting,

preventing, which function causatively in causative process. The following are

causative verbs denoting phase of causation.

Verbs of causing: cause, make, have, get, leave

Common verbs of causing include cause, make, have, get, and leave, which

have meaning of causing somebody to do something, of causing something dealt

with or affected in some way. For example:

(62)Hellcause you trouble, mark my words. [52, p.503]

(63) How can Imake you see these things, my dear.You who are so young and

unthinking that you do not know what marriage means. [52, p.65]

(64) Pride relates more to our opinion of ourselves, vanity to what we would have

others think ofus. [43, p.27]

(65) To be active: as active as I can. And first I must beg you to set Hannah at

liberty, andget somebody else to waiton you. [45, p.746]

(66) I leave no one to regret me much: I have only a father; and he is lately

married, and will not miss me. [45, p.152]

Verbs of coercion: force, compel, keep

Common verbs of coercion include force, compel, keep, which express the

meaning of forcing somebody to do something.

(67) It was as if Tonys appearance that wild rainy night had stripped merciful

blinders from her eyes andforced her to seethe true uncertainty of her life.

[52, p.357]

(69) But Ill notkeep you sitting uplate to-night, said she; [45, p.183]


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Verbs of permission

Common verbs of permission include let, permit, allow, which express the

meaning of allowing somebody to do something or of permitting somebody/

something to be in a certain state.

(70) The empty museum frightened her, although she was not about to let her

grandfatherknow that. [47, p.84]

(71) That was an interest we were unwilling to allow him to pursue. [50, p.234]

(72) The boy stood over his lifeless mother and felt an unbearable up-welling of

guilt forpermi tting it to happen. [47, p.46]

Verbs of prevention

Common verbs of prevention includeforbid, prevent, stop, which

express the meaning of stopping somebody from doing something or of preventing

something from happening. Here are some illustrated examples:

(73) Stop! he commanded. Stop right there, sir! I forbid you to tellthe boy

anything! [54, p.62]

(74) I think he was swearing, but am not certain; however, he was pronouncing

some formula which prevented him f rom replyingto me directly. [45, p.213]

(75) There was nothing to stop him fr om stayinghere all night with his family.

Nothing at all. [54, p.212]

e. Catenative verbs of attitude

Catenative verbs of attitude include verbs of desiring and wanting: want,

like, love, wish, dislike, hate, which are a subset of mental process representing an

attitudinal stance towards the imagined actions contained in the to-clause. Most of

verbs of this type present a positive stance (e.g. want, like, love, wish), but a few of

these verb conveys negative stance (e.g. dislike, hate).The following are some

illustrative examples:

(76) Shes not to know about it. Gatsby doesntwant her to know.Youre just

supposed to invite her to tea. [48, p.86]

(77) Ili ke them to comeround here every day. [26, p.108]


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(78) I shoulddisli ke the chil dren to gamble. [31, p.203]

(79) I have been always used to a very small income, and could struggle with any

poverty for him; but I love him too well to bethe selfish means of robbing

him, perhaps, of all that his mother might give him if he married to please

her. [42, p.215]

(80) If you do notwish me to ri skmy life by going to my post, be careful, oh, be

very careful, that you do not risk something that is more to us both than life

itself, by keeping me from it. [53, p.110]

(81) Certainly, but I shouldhate you to forgotthat he has scored more runs in

test cricket than any other Englishman. [3, p.331]

As already mentioned, most of verbal group complexes are typically

described as causative structure. Moreover, they are also recognized by verbs of

perception below.

f. Catenative verbs of perception

Catenative verbs of perception include processes such as seeing, hearing,

noticing, feeling, tastingandsmelling. In the perception processes, the phenomenon

is most typically realized by an event, realized by a nonfinite. For example:

(82) I saw a doctor help him out of the hall. (event) [26, p.107]

(83) I noticedhim helping Doreen with the answer. (event) [26, p.107]

Note that when the phenomenon is an event, if the bare infinitive clause is

used, as in (82), then the process is presented as finished. When the ing clause is

used, as in (83), the process is presented as unfinished (relative to moment of

perception) .

Besides, the perception processes also occur with NP and en form, for

example:

(84) Isaw the chi ldren beatenby their rival. [31, p.119]

As mentioned, the summary of the semantic features of different subject

constructions can be summarized as in table 2.2


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Table 2.2.The Summary of the Semantic Features of the Different Subject

Constructions

Causative verbs The significance of process combined with averb

keep, start/ stop -indicate the process of time

consider, prove -indicate in terms of the meaning of an effort

help, enable - indicate the reality

cause, make, have, get, leave,force, compel, keep, force,

compel, keep, let , permit ,

allow,forbid, prevent, stop

-indicate that someone or something causes aperson or thing to have a particular quality , or

someone or something is changed or given a new

state

want, like, hate - indicate an attitudinal stance

see, hear, feel - indicate an act of perception

2.2. The Syntactic F eatures of Catenati ve Verbs in Engl ish

As we have seen in theoretical background, verbal groups complexes

include the first verbal groups called catenative verbs and the second verbal groups

which are always nonfinite as catenative complements. The following are four

basic non-finite forms of main verbs:

(1) - to infinitive(2) - ing form(3) - bare infinitive(4) - en form

2.2.1. By to-infinitive clauses

Type 1: V + to-infinitive

The to -infinitive clause in Type 1 has no explicit subject, the implied subject

being that of the main clause.

(85) Iwant to seesome punishment!(Implicit subject I ) [55, p.144]


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Furthermore, Downing & lock [12] denote that To-infinitive clauses tend to

evoke a situation that is potential. Cognitively, the infinitive reflects an event, with

to symbolically reflecting the movement towards the event. For this reason the

controlling verb typically looks forward to the moment when the event begins.

Here is a list of verbs which are used with a 'to'-infinitive

ache

afford

decide

demand

hesitate

hope

plan

pledge

swear

tend

agree

aim

appear

arrange

askattempt

carechoose

claim

consent

deserve

desire

disdain

endeavour

expectfall

fightforget

grow

happen

intend

learn

live

long

managemean

needneglect

offer

opt

prepare

pretend

promise

prove

reckonrefuse

resolvescorn

seek

seem

threaten

venture

volunteer

vote

vowwait

wantwish

Type 2: V + NG + to-infinitive clause with subject

Syntactically, the to -infinitive clause in Type 2 has an explicit subject and

the non-finite clause, together with its subject, is analysed as a single unit which can

be considered an untypical direct object of the first verb.

(86) Iwant you to look afterthe bacon. (Explicit subject you) [54, p.19]

Here is a list of verbs which are used with an object and a 'to'-infinitive:

advise

allow

ask

begcause

challengechoose

command

compel

dare

defy

enable

encourage

expectforbid

forceget

help

induce

inspire

instruct

intend

invite

leadleave

likemean

move

oblige

order

pay

permit

persuade

preferpress

programmeprompt

recruit

remind

teach

tell

train

trust

urgeuse

wantwarn


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2.2.2. By -ing clauses

Type 3: V + -ing clause

Like type 1, theing clausehas no explicit subject, the implied subject being

that of the main clause. For example:

(87) You can keep usingit as headquarters, said Harry

(with implicit subject you ) [60, p.63]

However, non-finite -ing clauses as complements tend to express factual

meanings, for example:

(88) Iavoid travell ingin the rush hour. [12, p.112]

A list of verbs is always followed by theing clause

admitadore

appreciate

avoid

celebrate

commence

consider

contemplate

deferdelay

deny

describe

detest

discontinue

dislike

dread

endureenjoy

explain

fancy

finish

go

imagine

keep

lieloathe

mention

mind

miss

postpone

practise

recall

reportresent

resist

risk

sit

stand

stop

suggest

Type 4: V + NG + -ing clause

The ing clause in Type 4 has an explicit subject .The subject of the -ing

clause is also the object of the superordinate clause, for example:

(89) They kept them work ing. (with explicit subject in objective case )[31, p.175]

Here is a list of verbs which are used with an object and the ing clause:

catch

describefeel

find

hear

imaginekeep

leave

like

noticeobserve

picture

prevent

savesee

send

spot

stopwant

watch

From some illustrations above, catenative verbs can take either to

infinitive oring clause. However, there are groups of verbs used both toinfinitive

anding clause.


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Type 5: V + toinfinitive oring clause

There are four groups of verbs controlled by both toinfinitive clause and

ing clause.

Aspectual verbs: begin, start, commence, and continue

Desiderative and affective verbs: like, love, prefer, cant bear, endure, hate

Intention verbs: intend, mean

The difference in meaning of three groups mentioned above is often not

great, but -ing clause emphasises the action or event in itself, while the to -infinitive

places the emphasis more on the results of the action or event.

Retrospection Verbs: regret, rememberandforget

These verbs have a different meaning depending on whether they are

followed by -ingorto -infinitive.

Regret, remember and forgetwith the to -infinitive clause refer to necessary

actions and whether they are done or not and with the ing clause refer to

memories of the past. For example:

Iregret tell ing/having toldyou the bad news.(I am sorry that I told you the bad news.)

Iregret to tel lyou there is some bad news.

(I am sorry to have to tell you bad news.) [43, p.113]

2.2.3. By bare infinitive clauses

Type 6 : V + NG + bare infinitive

Syntactically, the NG is the object of the main clause and is also the subject

of the bare-infinitive clause. Three causative verbs are let, make, have which are

always followed by bare infinitive, for example:

(90) Let her goback on the lab board! [61, p.20]

(91) They had Bod teachMary. [34, p.365]

(92) How could you make them lookso clear, and yet not at all brilliant?

[45, p.239]


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Type 7: V + NP + bare infinitive / -ing clause

Verbs of perception: see, hear, feel, which are followed by bare infinitive

oring clause. These verbs have a different meaning depending on whether they are

followed by -ing or bare infinitive. The -ing clause emphasizes that the action

continued happening for a period while bare infinitive emphasizes that the action

completed.

(93) I looked over andsaw Joe star ing atme. [6, p.151]

(94) Elizabeth had the satisfaction of seeing her f ather taking painsto get

acquainted with him; and Mr. Bennet soon assured her that he was rising

every hour in his esteem. [43, p.579]

Type 8: V + NP + bare infinitive/ to -infinitive

The verb helpcan take both bare infinitive and to -infinitive without any

difference in meaning.

(95)And nobody helped you get rid ofthose dementors this summer, said Susan

Bones. [58, p.359]

(96) I shall come up andhelp you to teachsometimes, she added. [45, p.696]

2.2.4. By past participle clauses

Type 9: V + NG + -en clause

This type used in catenative verb structures is to say that the subject causes

something to be dealt with by someone else or affected in some way. They are

controlled by four types of verb, as follows:

The causative verbsgetand have

(97) I was making my bed, having received strict orders from Bessie to get i t

arrangedbefore she returned. [45, p.50]

Volitional verbs: want, like, prefer

(98) The boss wants these records updated. [12, p.113]

Verbs of perception:see, hear, feel

(99) Mary had heard herself mentioned to Miss Bingley as the most

accomplished girl in the neighbourhood; and Catherine and Lydia had been


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fortunate enough never to be without partners, which was all that they had

yet learnt to care for at a ball. [43, p.15]

Verbs of finding and leaving:find, leave

(100) She had obtained private intelligence that Mr. Darcy did not wish for cards;

and Mr. Hurst soon found even his open peti tion rejected. [43, p.80]

Type 10 : GET + -en clause (the get-passive)

This type enables a person affected by an action or event to be made the

grammatical subject, for example:

(101) She got arrestedby the Feds last night. [24, p.167]

(102) We got delayedbecause of the holiday traffic. [1, p.245]

As we have seen above, it is obvious that the first verbal groups can combine

with one of four types of non-finite complements to set up verbal group complexes.

Based on the common verbs, the syntactic features of English Catenative

Verbs can be summarized as in table 2.3

Table 2.3.The Summary of the Syntactic Features of English Catenative Verbs

1 The same subject constructions

Catenative verbs to -inf -ing bare inf -en form

try + + - -

avoid - + - -

begin + + - -

help + - + -

get - + - +

2 The different subject constructions

want + - - -

keep - + - -

see - + + -

help + - + -

get + - - +

have

- + + -


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II. THE SOLUTION OF THE STUDY

1. The Novelty of the study

The study has carried out an investigation into catenative verbs in English.

From results discussed above, we can see that the novelty of the study is denoted as

follows:

+ The features of catenative verbs are divided into two kinds

a. The same subject constructionsb. The different subject constructions

As analyzed above, the study has cleared the role of subjects in relation with

the first verbs and the second verbs.

+ The semantic features of catenative verbs are classified according to

categories on semantic ground, namely, the same subject constructions including

seven groups of verbs and the different subject constructions by six groups. Thanks

to the classification provided, learners have better awareness of the catenative verbs

when using them precisely in detailed situations.

+ Ten characteristics of the syntactic features of catenative verbs are regarded

as Ten Golden Ruleshelping learners of English solve problems related to

catenative verbs that they often face up to. From the previous analysis, we can find

that the findings are also the useful way for learners to grasp catenative verbs and

take advantage of them effectively in many cases.

2. Applied Solutions of the Study

The study deals with the results of the analysis of the frequency of catenative

verbs in English basing on the novel Gone with the Windby Margaret Mitchell.

The work is extracted 20 typical verbs in the first verbal groups to reckon the

frequency of catenative verbs as follows:


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Table 2.4 The Frequency of English Catenative Verbs

The same subject constructions The different subject constructions

Catenative

verbs

Combine

with the

other

verbs

Percentage

causative/

perception

verbs

Combine

with the

other verbs

Percentage

begin 45 10,34% cause 4 1,02%

keep 11 2,53% make 101 25,7%

stop 54 12,41% get 10 2,54%

finish 4 0,92% keep 29 7,38%

try 191 43,91% want 51 12,98

succeed 3 0,69% prevent 5 1,27%

seem 114 26,21% let 11 2,8%

appear 4 0,92% help 20 5,08%

regret 8 1,84% see 64 16,29%

happen 1 0,23% hear 98 24,94%

435 100% 393 100%

The table shows the frequency of phased verbal groups in Gone with the

Windby Margaret Mitchell with 20 common first verbal groups.

From the table presented above, we can see that the frequency of phase

verbs together is 435 occurrences with 10 common catenative verbs, of which try

occurs 191 times (43,91%),seem 114 times (26,21%) , stop54 times (12.41%),

begin 45 times (10.34%) . The others are from 1 times to 11 times; That of phase

verbs separated by an object is 393 occurrences, of which eight directive verbs

occur 231 times ( 58.77%) and two perception verbs 162 times (41.23%).

In short, as can be seen from the result of statistics carried out above, it is

clear that English catenative verbs are commonly used in novels, short stories,


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prose, poem, newspapersTherefore; the study is considered a useful solution

helping learners know to use catenative verbs more effectively in different

circumstances.

From the reality, the results of the study provide learners with wellfounded

applied solutions so that they are able to practice using constructions with

catenative verbs successfully in any case. The following are applied exercises

related to catenative verb constructions that students often deal with in the

examinations at school or in national ones.

Exercise 1:Fill in the blanks with the - ing form or - to infinitive of the verb at the

left. If both are possible, write the sentence twice.

1. steal The man denied the money.2. become He expected . a doctor.3. meet I expected her at the theater.4. take He intended a long rest.5. learn She enjoys to cook.6. be You just escape .killed !7. watch Jane likes .the ballet.8. do He quit that.9. travel They prefer . by car.10. see I hope ..him this afternoon.Answer key:

1.stealing 2. to become 3. to meet 4.to take

5. learning 6. being 7.to watch/ watching

8. doing 9.to travel/ travelling 10. to see

Remark:With exercise 1 given above, it is clear from sentence 1 to 10 that

the subject of actions is by only one person. Therefore, this is the exercise related to

the same subject construction.


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Exercise 2: Choose the best answer to complete the following sentences

1. I hope you dont mind me so late at night.

A. to telephone B. telephone C. telephoning D. telephoned2. Do you think her father let her .........................for a picnic?

A. go B. to go C. going D. goes

3. The teacher asked all his students .. on time.

A. come B. came C. coming D. to come

4. They caught him................. things in the shop.

A. steal B. to steal C. stolen D. stealing

5. The teacher told his students _____ laughing.

A. stop B. stopping C. to stop D. stopped

6. They forced us _________ their invitation.

A. to accept B. accepting C. accepted D. accept

7. My teachers always expected me .........................well in exams.

A. do B. to do C. does D. doing

8. My father had a worker ....................... a fence round our garden.

A. to make B. making C. make D. made

Answer key: 1 C 2 A 3 D 4 D

5 D 6 A 7 B 8 C

Remark: This is the exercise related to the different subject construction. We

see that the objects of the sentence 1 to 8 function as the subjects of the second

verbs.

Exercise 3: Give the correct form of the verbs in parentheses.

1.If youve finish (use) .., Idlike (borrow)..it.

2. The medical authorities warned everyone (not, drink) ..the water without

first boiling it.

3. I was furious when I caught my brother (read) . my diary.

4. Im sorry that I didnt remember (borrow)..100 dollar from you, but I

promise (pay) ..you back as soon as I get my salary next week.

5. Do you really expect him (not, object to) (treat)in this way ?

6. I saw Lan (enter) the hall at that time, and she seemed (be)..nervous.

7.We got (delay)..because of the holiday traffic.

8.I saw the children (beat) . by their rival.


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Answer key:

1. using / to borrow 2. not to drink

3. reading 4. remembering / to pay

5. not to object to/ being treated 6. entering / to be

7. delayed 8. beaten

Remark: The provided exercise related to catenative verbs that students

often deal with in school examinations as well as national ones.

With a general look through 50 papers collected from students of Vo Giu

high school, I am quite pleased with the results because the score are not so low.

Learners are able to know how to do kinds of exercises related to catenative verbs

rather successfully thanks to Ten Golden Rules of catenative verbs mentioned.

Therefore, they made careful consideration and decisions before choosing the most

suitable answers in sentence. However, it does not mean that all of students could

perform successfully in the test. There are also many errors needing to be described

and analyzed so that the students can realize their own errors and perfect in the next

time. The following table will brief depict the proportion of students results in

categories

Table 2.4 The percentage of correctness in three exercises (26 sentences) of 50

students distributed respectively

GradeNumber of

students

Number of

correct sentencesPercentage (%)

Excellent 4 26 8

Good 9 22-25 18

Rather good 12 18-21 24

Average 17 13-17 34

Below average 8 5 - 12 16

Total 50 40 100


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Most of the students could not do the given exercises successfully because of

the lack of the theoretical understanding of catenative verbs. To deal with it, it is

necessary for them to review the theoretical knowledge by themselves to understand

the problem more clearly because theoretical knowledge is of really importance in

the process of achieving the success in practical field.

In brief, the results of the study make learners clearly understand and able to

do kinds of exercises related to catenative verb constructions more effectively. This

is a desire of researcher when carrying out the study with view to contributing

greatly to academic purposes.

3. The Benefits of the Study

- The study helps learners of English know how to use catenative verbs more

effectively in particular situations, as follows:

When we are talking about two actions that are done by the same person,

we use the second verb, nonfinite complement, directly after the first verb.

(103) Children enjoy playingalongside each other.

(104) You deserve to knowthe truth. [6, p.148]

If we want to talk about two closely linked actions which are performed by

different people, we follow the first verb with an object. This object then

functions as the subject of the second verb, as in:

(105) 'She asked Ginny to collectthe book. [6, p.150]

'Ginny'is the person who is asked, and she is also the person who performs

the action of collecting the book.

- Through the semantic features of catenative verbs, learners will be able to

master the differences and the similarities in meaning in which two closely linked

verbs that are performed either by the same person or by different people.

- The study makes learners recognize that catenative verbs, like auxiliaries,

forge links with other nonfinite verbs to express a complete meaning. However, the

catenative verbs also differ from auxiliaries in the meanings they express due to

their distinct linguistic features.


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- Thanks to the syntactic features of catenative verbs, students are quite

confident that they are able to know how to use catenative verbs precisely in

studying and in speaking as well.

- The study like a useful material for my colleagues who consult about

teaching two closely linked verbs (verbal group complexes) more effectually.


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Chapter 3

CONCLUSION

1. Some implications for language teaching and learning

When dealing with catenative verbs in English, we realize that catenative

verbs are so enormously used that learners normally have difficulty in grasping their

semantic and syntactic features to use them effectively. From discussion of findings

on catenative verbs, I hope that some implications for language teaching and

learning as follows enable to help learners of English get a better of using them in

different situations.Firstly, the findings of the study may be in one way or another beneficial to

learners since it provides the semantic and syntactic features of catenative verbs as

presented above.

Secondly, the results of the study enable to help Vietnamese learners have a

comprehensive understanding about the linguistic features of catenative verbs in

detailed circumstances. From that point, learners of English are able to know for

effective use of catenative verb constructions.

Thirdly, the study is also a useful material for language teachers to give the

lessons related to verbal group complexes (like to drink/ like drinking ) more

productively.

Lastly, when teaching constructions used catenative verbs as well as when

teaching other areas of grammar teachers should make it clear to their students that

there is always a cognitive connection, an inferential chain as it were, which links

the message to the basic meaning. In other words, the message is always answerable

to the basic meaning.

2. The development of the study

As we know that grammar is always the foundation for any process of

development in studying. Teaching grammar, especially the structural one is

therefore inevitably in any case. For this importance, the study on the linguistic

features of catenative verbs has been conducted to serve as the process of teaching


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and learning English grammar in the modern stage. The study has brought learners

many attempts to clear one of the most complicated issues, namely, none - finite

verbs. From the results of the study, it is hoped that the learners of English can learn

some valuable knowledge of the semantic and syntactic of catenative verbs. There

forward, they can gain a good understanding on this field in particular and English

grammar in general.

3. Petition

The study on catenative verb constructions is also a troublesome problem for

learners of English to know how to use them efficiently , therefore, in order to avoid

some mistakes when dealing with English catenative verbs, learners should be

provided not only well-rounded knowledge of catenative verbs but also

opportunities to practice them in context. Through practicing sentence patterns used

catenative verbs regularly, learners gradually master and use them more effectively.

From the results of the study, I hope to contribute to language teachers enjoyment

of the experience as well as share a few difficulties within a huge one of our

teaching work.

Owing to the limited time and shortcomings mentioned above, the study can

hardly achieve the best result. It is hoped that further studies are suggested to deal

with some points as follows:

- Pragmatic features of catenative verbs- Catenative verbs in the passive structure

.


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A. REFERENCES

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[3] Biber et al. (2002), Longman Student Grammar of Spoken and Written

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[4] Butt et al. (2000), Using Functional Grammar, an Explorers Guide,

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[5] Chalker, S. (1990), English Grammar Word by Word, Oxford University

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[6] Collins Cobuild (1990),English Grammar, Collins Publishers.

[7] Cowan, R. (2008), The Teachers Grammar of English, Cambridge

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[8] Crystal, D. (2008), A Dictionary of Linguistics and Phonetics, 6th

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Blackwell Publishing.[9] DeCapua, A. (2008), Grammar for Teachers, Springer.

[10] Dixon, R.M.W. (2005), A Semantic Approach to English Grammar,2nd

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[11] Downing, A. & Locke, P. (1995),A University Course in English Grammar,

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[12] Downing, A. & Locke, P. (2006),A University Course in English Grammar,

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[13] Egan, T. (2008),Non-Finte Complement, Rodopi.

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[16] Graver, B.D. (1986), Advanced English Practice,3rd

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[27] Lyons, J. (1995), Linguistic Semantics: An introduction, Cambridge

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[28] Malmkjr, K. (1995), The Linguistic Encyclopedia, Routledge.

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[33] Quirk et al. (1972),A Grammar Contemporary English, Longman.

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[35] Quirk et al. (1985), A Comprehensive Grammar of English Language,

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B. SOURCES OF DATA

[41] Austen, J. (1816), Persuasion, ebook

http://www.feedbooks.com/book/51.pdf

[42] Austen, J. (1811), Sense and Sensibility, ebook

http://www.planetpdf.com/planetpdf/pdfs/free_ebooks/Sense

_and_Sensibility_NT.pdf

[43] Austen, J. (1813),Pride and Prejudice, ebook

http://www.planetpdf.com/planetpdf/pdfs/free_ebooks/Pride

_and_Prejudice_NT.pdf

[44] Bronte, E. (1847), Wuthering Heights, ebook

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