Post on 07-Jan-2023
PASSIVE VOICE IN GEOLOGICAL ENGLISH AND VIETNAMESE
JOURNALS
Nguyen Thi Mai Huong
Hanoi University of Mining and Geology, Hanoi
Abstract
Considering the absence of contrasting geological
English and Vietnamese articles, the present study was an
attempt to conduct a contrastive analysis between
geological journals of English and Vietnamese language in
order to find the major similarities and differences
between them. The analysis was based on several editions
of geological magazines of English and Vietnamese
language. Utilizing contrastive analysis, the researcher
analyzed the passive voice used in geological English and
Vietnamese journals. It is concluded that the most crucial
similarity between the two is that passive voice
structures are used to emphasize the object of the action
but not the agent. On the other hand, the most popular
difference is that passive voice structures are preferred
by English writers much more than Vietnamese ones. Then,
the author explained several mistakes committed by
students from her school. Apparently, a number of clear
reasons were discussed. Finally, some suggestions for
teaching passive voice for non – majored students are
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presented based on the theory and the conductor’s personal
experience at her university.
CHAPTER I: INTRODUCTION
1. Rationale
Nowadays, globalization process has made mankind
become more and more interested in information searching.
As a result, a lot of sorts of circulating media such as
television, radio, newspapers, magazines, the Internet and
so on have been growing popular. Among those, press is
considered as one of the most important means of
exchanging information in the scope of all over the world,
and Vietnam is by no means an exception.
Specifically, English for special purposes is also
one of the most mentioned dimensions currently. One of the
most challenging areas which students often find hard to
deal with is Geology, which is very difficult in mother
tongue and more in English. Geological journals are one
source of studying for students because of their
informative articles and reviews.
After reading some geological English journals, many
Vietnamese readers realized that writing geological
English journals and Vietnamese ones are different from
each other, in detail, they do mean that, in Vietnamese
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journals, there exist more active sentences than in
English ones, in other words, geological English journals
use more passive voice structures than Vietnamese ones do.
Moreover, since the recent years, geological journals
have been utilized in language teaching, especially at the
foreign language class. Frankly, geological journals give
ideas to teachers to make their lectures livelier, more
exciting, interesting, and of course, more communicative.
This seems to be a perfect way to go. Consequently,
geology – major students avail themselves to contact with
journals more often. Many students also do agree that
passive voice structures in English journals more often
than in Vietnamese ones. Therefore, the fact that passive
voice structures are used more in English journals than in
Vietnamese ones can be always the case.
With the aim of earning a deeper understanding of
this problem, in my small research, I would like to
analyze some geological English and Vietnamese journals to
find out some information which I believe they would be
interesting and useful.
2. Objectives
As have been mentioned above, to earn deeper
understanding the comparison and contrast between the use
of passive voice in geological English and Vietnamese3
journals is the most crucial objective of this research.
Besides, some major mistakes committed by students are
explained. Therefore, understanding this thoroughly can
help readers apply in teaching translating from geological
English articles into Vietnamese ones and in return.
3. Research questions
Before starting to write, there appear in my mind the
following research questions:
Question 1: What are the similarities and differences
between geological English and Vietnamese journals?
Question 2: What are the highly frequent mistakes
committed by students in translating passive voice and
changing active sentences into passive ones?
Question 3: How can we apply this comparison and
contrast in teaching translation?
5. Scope of study
This small research only deals with some journals
such as Earth Magazine, Geology Magazine. In terms of
Vietnamese Passive Voice, I only deal with “bị, được”
structure with passive meaning which are found with high
frequency in geological Vietnamese journals.
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CHAPTER II: LITERATURE RIVIEW
1. Geology
1.1. Definition of Geology
The conductor would like to quote some definitions of
geology after reviewing some websites.
“Geology is the study of the Earth, the materials of which it is made, the
structure of those materials, and the processes acting upon them. It includes
the study of organisms that have inhabited our planet. An important part of
geology is the study of how Earth’s materials, structures, processes and
organisms have changed over time.”
http://geology.com/articles/what-is-geology.shtml
“Geology is a broad scientific discipline that studies Earth through the
history and processes of rocks and minerals.”
http://www.wisegeek.com/what-is-geology.htm
"They say it is to see how the world was made." Sir Walter Scott
(1771 - 1832)
http://www.collecting-rocks-and-minerals.com/
what-is-geology.html
In brief, the conductor would like to give her
own definition of geology which is quite simple for
her and her readers to understand: “It's the study of the
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Earth and its properties, behavior, structure, composition and geological
history.”
1.2. The importance of Geology
Geology is very important to life as we know it for
several reasons. Though the term 'geologist' conjures up
an image of a man out looking at rocks, the geologist of
today uses tools such as business models and computers to
make important contributions to our civilization today.
The geologist and all of her tools are very important to
how we live our lives.
Economic geology is important for locating and
extracting minerals and fossil fuels such as coal, oil,
gold, iron, and aluminum. Locating these deposits requires
a geologist to study the geologic setting and several
other factors before deciding what location will produce
the most material for the price of extracting it.
Geologists are also consulted with regard to construction
projects. In some cases, such as areas with active faults,
the geologists help predict the type of movement and the
magnitude of movement from earthquakes. This helps in the
design and construction of buildings and highways to make
them safer in areas that experience earthquakes. In other
areas, sinkholes are prominent and cause a threat to homes
and roads too. Geology is used to determine the extent of
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the sinkholes and helps decide how to build around them.
In area that depend on groundwater for their drinking
water supply, the geology of the area is characterized by
geologists who determine how deep the wells should be
drilled to recover the most amount of water without
stressing the surrounding natural systems.
The geologist of today uses many modern tools to
complete their work. Seismic reflection and refraction, as
well as ground penetrating radar are used with subsurface
imaging to see what is below the surface. Previously,
cores from drilling and studying rock exposures were the
only clues as to some of structures present below the
surface. High-powered microscopes and sophisticated
scanners can look at the individual crystals that make up
different rocks. Of course, no geologist is without their
rock hammer when they are out exploring in the field.
Geology, though not always recognized, has played an
important part in our civilization today from the water we
drink, to where and how we build our homes, to provide the
gas, oil, and coal to heat our homes and drive our cars.
1.3. Geological journals
In recent years there has been a growth of specialist
journals within geological sciences. Nevertheless, there
is an important role for a journal of an interdisciplinary7
kind. Traditionally, geological journals have been such
journals and continue in their aim of promoting interest
in all branches of the Geological Sciences, through
publication of original research papers and review
articles.
2. Voice in English
In general, Grammar is sometimes defined as the way
words are put together to make correct sentences. This
definition can be considered as the most satisfactory one.
Together with the Grammar definition, Voice has also
been defined in a number of ways. I can quote some typical
definitions:
“Voice is a grammatical category which makes it possible to view the
action of a sentence in two ways without change in the facts reported”
A Grammar of Contemporary English –
Quirk
Also, in a grammar of Present day English – E.M.
Gordon defines Voice as follows:
“Voice is the form of the verb which serves to show whether the subject
of sentence is the agent or the subject of action expressed by the predicate
verb”
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So, there are two Voices: Passive Voice and Active
Voice in English.
2.1. Active Voice
Active Voice shows that the subject of active
sentence is the agent of the action. When we want to
express that people or things do, we use active verbs.
e.g. I am doing my small research.
2.2. Passive voice
The following definition on Passive Voice quoted from
“A grammar of Present day English” can make the readers
clear:
“The Passive Voice serves to show that the person or thing denoted by
the subject of sentence is not the agent (the doer) of the action – expressed by
the predicate verb but is the object of this action. The subject of a Passive verb
does not act but is acted upon, it undergoes as action.”
e.g. My small research is being done by me.
Passive Sentences are constructed as follows:
“The passive of an active tense is formed by putting the verb into the
same tense as the active verb and adding the Past Participle of the active verb.
The subject of the active verb becomes the “agent” of the passive verb. When it
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is mentioned it is preceded by “by” and place at the end of the clause, and of
course, the object of the active clause is made the subject of the passive
clause.”
“A practical English grammar” – Thomson
and Martinet
The Passive construction can be illustrated ad following:
Subject Active verb Object
She will read a journal
A journal will be read by her
The form of “be” passive
No
.Tenses Be + VpII Examples
1. Present
Simple
am/ are/ is +
VpII
Tornadoes are born when
warm, moist air collides
with cold, dry air,
creating a vortex.2 Present
progressive
am/ are/ is
being + VpII
A new conference room is
being built in Mi Dinh3 Simple past was/ were +
VpII
Ball point pen was
invented in the 20th
century4 Past was/ were + The clothes were being
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progressive being + VpII washed when I came5 Past
perfect
had been +
VpII
Some of the new houses
had been built before
they lived there.6 Present
perfect
have/ has been
+ VpII
The test scores have
been informed.7 Future
(will)
will be + VpII A new superhighway will
be built here in the
future.8 Future
(going to)
am/ are/ is
going to be +
VpII
The plan is going to be
carried out.
Note: present perfect progressive and past perfect
progressive do not exist in the passive form in English.
The nearest passive equivalent of a sentence such as: “They
have been cooking dinner” would normally be “Dinner has been cooked”
or “We had been waiting for him for two hours” would be “He had been
waited for 2 hours by us”, which is not the same thing.
From the above table, it is clear that the tenses and
the usage are the same as for the passive verb.
The Auxiliary “be” also contains
- Modal information
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Modal verbs such as can, may, might, could, ought
to, etc. may precede the verb “be”. The verb “be”
will then in the base form.
Modal verb + be + past
participle
e.g. Large volumes can be emitted and carried by winds
- Passive transforms using the infinitive
To be+
P.PTo have
been
e.g. The explosion was thought to have been caused by mine
It is said to be destroyed by the power of water
The use of passive
- When the agent of a sentence is unknown, unimportant,
or obvious from the context, we use the passive voice.
e.g. The research is limited (the agent is unimportant)
10 tourists were killed (the agent is unknown)
Last week, he had an accident, his leg was hurt (the agent is
obvious from the context)
- When we want to emphasize the action or result of the
action and not the person who performs it, we can use the
passive voice.
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e.g. Five percent admitted they were intoxicated
- Passive voice is required when we want to make
generic explanations, statements, and announcements.
e.g. “Get” can be used instead of “be” in passive voice
People should be taught traffic laws
I was asked to marry Dung
- Passive is more formal than the active; therefore, it
is more commonly used in written language, particularly
science and technological writing than in spoken language.
- Passive is also very common in news reports.
e.g. Yet, people still are injured
- Some ideas, however, may be expressed naturally
and effectively in either the passive or the active
form.
e.g. Brazil beat Paraguay 3 – 0 in the final game
or Paraguay was beaten 0 – 3 in the final game
In such case, our choice will depend on what we
regard as the focus of interest in the sentence.
- When the subject of the verb is people we usually
use passive
e.g. It is thought that the owner of the house is abroad
- We may use passive to avoid an awkward or an
ungrammatical sentence.
e.g. When she came home, her husband was waiting for her
Having came home, she was being waited by her husband.
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- With certain verbs such as: know, believe,
suppose, think, tear, etc., we usually use the
passive form.
e.g. People always believe that their children are the best
Their children are always believed to be the best
3. Vietnamese passive voice
It is well – known that the Vietnamese is very rich
and complicated. And the passive voice existence is still
a controversial problem. Frankly, some Vietnamese
grammatical and linguistic researchers do not accept or
doubt about the voice existence whereas others do. But
actually, there is not passive voice in Vietnamese
grammar, yet, Vietnamese use the following means to
express passive meanings of speech: the lexical means and
the lexical and grammatical means.
In my research’s limitation, I would only deal with
“bị” and “được” passive sentences which seem to appear
regularly in geological Vietnamese journals.
3.1. “Bị”
“Bị” in general is a transitive one.
e.g. Công trình nghiên cứu bị hoãn.
Tôi bị đánh
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In the above sentence, we have the structure: “bị” +
V as “bị hoãn” and “bị ốm” which, in fact, are the
shortenings of the structure with passive meaning “bị” + S
+ V. It is easy to realize that if predicate is expressed
by a transitive verb expressing the action which
influences a certain object, we can recreate a different
sentences like the sentence as follows:
Công trình bị hoãn
Công trình bị ai hoãn
Or Tôi bị đánh
Tôi bị ai đánh
By this way, it is easy to realize that “bị” plays a
fundamental role in the predicate of the sentence and is
an independent verb.
“Bị” can be an intransitive verb, in fact, “bị” is a
real notional verb.
e.g. Khánh Trắng bị rồi a?
in the above context, there appears no ellipse of any
component in this sentence. “Bị” only represents an
independent verb, undertaking the negative meaning or
unluckiness. The syntactic form of this verb in this case
is N – V.
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However, “bị” does not form the passive voice at
times. It can express the action which has no relation to
the object or the state of subject, but still stand before
the verbs that do not control the object.
e.g. Hắn bị đi tù
We cannot change the above sentence into
Đi tù hắn
because the word “hắn” is not controlled by the verbs
“đi tù”. Also, it is impossible to add any word denoting
agent between “bị” and the verbs. It is impossible to say
Hắn bị ai cho đi tù
Moreover, there are some cases which have the
structure (S + bị + neutral verb + object). Yet, the verbs
in these cases do not express the passive voice.
e.g.` Cô ấy bị gãy tay
It cannot be change into
Tay gãy cô ấy
There is still one more case in which “bị” does not
undertake the passive meaning.
e.g. Hơi bị xinh đấy
Hơi bị ngon đấy
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3.2. “Được”
“Được” is similar to “bị” in terms of having the same
syntactic characteristics. “Được” can form passive verbs,
can be put before neutral verbs as well as adjective.
e.g. Anh ta vừa được ăn vừa được gói mang về
Normally, “được” undertakes the positive meaning and
the luckless. In the other words, “được” can express the
pleasantness of the receiver as reward or praise.
e.g. Ông ta được tặng bằng khen
“Được”; therefore, is also an independent verb and
“được” can be used to express the passive meaning.
CHAPTER III: DATA COLLECTION AND ANALYSIS
1. Method of study
1.1. Instrument
Instruments are used for data collection; they
include the instruments as follows:
Reading books as grammar, geological journals,
contrastive analysis.
Studying geological journals, both in English
and Vietnamese.
1.2. Method of the research
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In order to answer the above research questions, I
will apply the Quantitative method. It requires reading
books, studying journals, and then analyzing the facts and
figures to find out the percentage of Passive voice in
them.
Analyzing all the facts and figures, I find that the
English writers prefer to use Passive voice than the
Vietnamese colleagues.
1.3. Procedure
This research was directed toward studying the
similarities and differences between geological English
and Vietnamese journals. At the start, the investigation
began with the description of the basic units of analysis
in the English articles and continued with the analysis of
the Vietnamese ones. In doing so, for the analysis of the
structure of sentences in English articles, the
grammatical framework provided by Quirk, Greenbaum, Leech
and Savartvik (1985) was chosen, and for the analysis of
Vietnamese journals, the grammar provided by … was used to
inform the study.
2. Findings:
Based on the result of the study, the most important
quantitative similarities and differences between the
geological English and Vietnamese journals were deducted
as follows:
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2.1. Comparison between English and Vietnamese
geological journals
2.1.1. Similarities
The typical similarity between two of these kinds is
that the agent of the active sentence can be omitted in
the corresponding passive sentence.
e.g. Tornadoes are born when warm, moist air collides with cold, dry
air, creating a vortex as the two masses move around each other.
Thời gian T của pha song đến đầu tiên của P thường được sử
dụng để xác định chấn tiêu động đất.
When the agent is important, we need to mention it by
using the “by – phrase” in English and “bởi, do, etc.” in
Vietnamese.
e.g. The widespread outbreak was preceded by La Nina conditions.
Nhiều kiểu tụ khoáng urani đã được phát hiện trên các vùng khác
nhau và các cấu trúc địa chất khác nhau của đất nước bởi các nhà khoa học.
In those above examples, if we omit the agent of the
sentence, readers/ listeners will find difficulty to
understand those sentences.
Another similarity between the two passive is the
relation of the active and passive sentence, when we turn
an active sentence into a passive one, the object of the
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active sentence becomes the subject of the corresponding
passive sentence.
e.g. Indeed, La Nina preceded all four pandemics.
Indeed, all four pandemics were preceded by La Nina.
Đặc tính địa hóa của các cation quyết định hành vi của chúng
trong quá trình phân hủy các sulfur nguyên sinh.
Hành vi của các cation được giải phóng trong quá trình phân hủy
các sulfur nguyên sinh được quyết định bởi đặc tính địa hóa của chúng.
2.1.2. Differences
In general, the difference between geological English
and Vietnamese passive is quite significant. The
remarkable difference between them is their existence. In
English, passive voice is considered to be one the most
important grammatical categories and is widely used in
English. While in Vietnamese, there is no passive voice
with its exact name.
The thing is that whether the reserved order of the
transitive verb and objective noun is the form expressing
the passive in Vietnamese or not. Many researchers have
improved that the units of the sentences are above not
grammatical form of passive voice. They are not structural
words denoting passive meaning. The passive meaning only
exists in the sentences containing transitive verbs.20
e.g. Phần mềm Surpac Vision hiện đang được nhiều Công ty thăm dò
và khai thác khoáng sản trên thế giới sử dụng có hiệu quả trong việc đánh giá
trữ lượng khoáng sản cũng như thiết kế khai thác mỏ.
In English, almost transitive verbs are used in the
passive constructions while in Vietnamese not all
transitive verbs are used.
e.g. More work needs to be done
Many downstream effects, such as changes in weather, in bird
behavior, and convergence of divergent flu subtypes, would be needed to
facilitate that reassortment that generates the novel pandemic flu strain.
The victims had not been hit and killed by flying tephra.
English people prefer to use passive constructions to
avoid mentioning the doer of the action. But this type of
construction is unlikely used in Vietnamese. The passive
meaning is usually expressed by lexical means. Frequently,
we meet with constructions which are active in form but
passive in meaning.
e.g. Mẫu đá này đã qua nghiên cứu rồi
It is obvious that, these two above examples are
grammatically active construction but we cannot deny that
they carry passive meaning. The “mẫu đá này” itself can
only be done by someone else. This, we have a passive
construction in this case. This way of speaking is
extensively used in Vietnamese but so rare in English
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except in the cases with such verbs as: to open, to get,
etc.
e.g. The door opened and she came in.
I get good marks for general geology.
The forms of verbs in the two above examples are
active but the meanings of the whole sentences as passive.
In Vietnam, we often say:
Các nhà địa chất đã phát hiện ra 26 tụ khoáng
This way of speaking is very popular in Vietnamese
and we do not often say:
26 tụ khoáng đã được phát hiện ra bởi các nhà địa chất
But in English, the passive construction is usually
used in this case.
26 mineral groups were discovered by the geologists
One difference between English and Vietnamese is
pointed out by Thomson (1965.p.209) that “the dichotomy of
English verbs between those which take object and those
which do not is absent in Vietnamese”. In Vietnamese,
there is regularly no formal marker for the actor, the
goal or object.
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2.2. Highly – frequent mistakes with the passive
voice made by Vietnamese students in Hanoi University of
Mining and Geology
During my 3 – year teaching experience at school, I
myself have corrected a great deal of mistakes committed
by students as translating and changing active sentences
into passive ones.
2.2.1. In translation
In translation, there is a common belief that
students are often inclined to produce word-by-word
translation. However, this method is not always true in
all cases of translating passive. As far as we know,
active sentences are more popular with Vietnamese students
than passive ones. This is because the Vietnamese are
relatively subjective and the English undoubtedly is
relatively objective. Therefore, the word-by-word
translation from English into Vietnamese seems not
comfortable to Vietnamese people, and the English passive
sentences ought to be translated and changed into
Vietnamese active sentences in most of the cases.
In the following examples, thirty out of thirty –
eight students at the Faculty of Mining at Hanoi
University of Mining and Geology produced word-by-word
translation and did not change those sentences into active
ones.
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e.g.1. Hawaii Volcanoes National Park is famed for its famous
geotourism.
Công viên Núi Lửa Quốc Gia Hawaii được nổi tiếng vì các cuộc du
lịch địa chất nổi tiếng của nó.
This sentence would sound more pleasant if it was
translated as follow:
Công viên Núi Lửa Quốc Gia Hawaii nổi tiếng vì các cuộc du lịch
địa chất nổi tiếng của nó.
e.g.2. The bodies were placed in slings and airlifted off the lava bench
by helicopter.
Các thi thể được/ bị đặt ở treo trên dây bảo hiểm và nâng lên
không trung ra khỏi rặng nham thạch bởi máy bay trực thăng.
This sentence would sound more pleasant if it was
translated as follow:
Người ta dùng trực thăng treo các thi thể vào dây bảo hiểm và
nâng lên không trung ra khỏi rặng nham thạch.
Another drawback of this type of translating is that
students only concentrate on translating the structures
and vocabulary but lose the shade of meaning of the whole
sentence.
e.g.1. The owner of the house was thought to be abroad.
Chủ của ngôi nhà đã bị nghĩ là ra nước ngoài.
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e.g.2. Some of the new houses are being built in the street.
Một số ngôi nhà mới sẽ được xây dựng trên đường.
Obviously, mistakes made created ridiculous
sentences. Word-by-word translation was again applied when
students translated the Vietnamese sentences into English.
e.g.1. Ngày hôm qua, các nhà khoa học địa chất đã được nghiên cứu
ngọn núi lửa nổi tiếng ở Hawaii.
Yesterday, the geologists were studied the famous volcanoes in
Hawaii.
e.g.2. Người ta được xem bộ phim tài liệu “Lịch sử địa chất Châu Mĩ”.
They are watched the documentary “American Geological History”.
To solve this issue, the author would like to give
some of the suggestions. Firstly, the teacher should
define clearly and exactly the main subject, the verb, and
the object of the sentences when translating.
e.g. Người ta/ được xem/ bộ phim tài liệu “Lịch sử địa chất Châu Mĩ”.
S V O
Secondly, with the aim of avoiding word-by-word
translation, the teacher should explain carefully about
the cross – cultural differences in the usage of Passive
sentences. Therefore, students may remember that they
should change English passive sentences into Vietnamese
active ones. Finally, students should be made to practice
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translation as much as possible because the more practice
they do, the more similar they are with the passive voice
translation.
2.2.2. In changing the active sentences into the
passive ones
Changing the active sentences into the passive ones
is also another area that is misunderstood by Vietnamese
students.
One of the most popular mistakes is that most of
students are wrong with changing active verbs into past
participles.
e.g. Thousands of others were leaved homeless after the earthquake.
He was thinked to be alive.
Another mistake committed is when students change
active questions into passive questions.
e.g. It was written by who?
This question is written like: By whom was it written?
In this case, it can be explained that students are
not familiar to the order of words in question.
Furthermore, my students at Hanoi University of
Mining and Geology often make mistakes with transitive
verbs. As they bear in mind that all kinds of verbs can be
changed into passive voice, they do not pay attention to
26
the fact that such transitive verbs are mostly stative
verbs, e.g. have, resemble, suit, etc.
e.g. He has a car.
A car is had by him.
Additionally, the students usually have difficulty
with facing new formulas, new structures.
e.g. We saw them beating each others.
They beating each others were seen WRONG
They were seen beating each others. RIGHT
Last but not least, the students often make mistakes
with identifying subjects, such as everybody, nobody,
anyone, they, people, etc. They don’t change the new
subjects as well as omit the subjects of active sentences
in passive ones.
e.g. No one loves him.
He was loved by no one. WRONG
He wasn’t loved. RIGHT
To conclude, the teacher should get his/ her students
practice English exercises as well as master new
structures. After the students can be familiar to these,
they gradually develop their English knowledge. It is also
recommended that the teacher should encourage their
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students to read geological journals every day, which is
useful for not only their English progress but also their
specific area.
2.3. Some reasons for the mistakes
After doing some research in my students’ mistakes, I
personally think of some reasons for their mistakes.
First and foremost, cross – cultural differences
should be discussed here. There is a common belief that
English writers are more fond of passive voice than
Vietnamese ones.
Secondly, personal styles in writing press also
influence the frequency of passive voice. It is believed
that passive voice is considered formal in English
writing; however, it is not the same in Vietnamese style.
Finally, passive voice is more popular in science
journals than normal ones.
CHAPTER IV. CONCLUSION AND SOME IMPLICATIONS FOR TEACHING
ENGLISH PASSIVE VOICE
So far, I have been concerning the passive structures
in geological English and Vietnamese journals. It is of no
doubt to our mind that the English newsmen use passive
structures more often than the Vietnamese colleagues.
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The conductor would like to give some personal
implications for teaching English passive voice in real
situation. The target students here are those who are from
Hanoi University of Mining and Geology.
Meaning and use
It is clear that when we introduce a grammar point,
we must teach not only the use but also the meaning of it.
In this case, we must introduce the form, the meaning and
the use of the English passive voice in various
circumstances.
Teachers have to name all cases in which passive
voice is used and then point out the meaning of it in the
classroom.
e.g. Due to their large size and longevity, hurricanes can be tracked for
weeks in advance.
The above example is right in term of grammar rules –
English passive voice with modality “can”.
Grammatical form
The question “How is it form?”, “What are the rules?”
are raised when teachers introduce the form of the passive
voice. First of all, teachers should put toward the common
form of a passive sentences.
e.i. S + Be + VpII
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Then we should give some special form of the passive
voice such as “get – passive”, “have – passive”, “can –
passive”, etc.
Pattern
Once students are clear about the meaning, the uses
and forms of the passive voice, teachers then should
decide what pattern is going to be taught. For instance,
when we introduce the use of the stative passive, we need
to decide what structural patterns we are going to teach.
Teachers could present it by giving the review of passive
verb form at first, then we compare the stative passive
with the dynamic one to talk about the use of stative
passive. The dynamic passive are used to express states or
conditions. Besides, teachers should also introduce the
similarities and differences between adjective participles
and stative passive. It is obvious that they are similar
in form but different in meaning. In this case, teachers
need to give some typical examples to present it. The
stative passive verbs have many descriptive uses in
discourse such as describe location, characteristics,
manners, etc. So, teachers have to present all the
descriptive use of the passive verbs to the class. They
need also to mention about the use of stative passive in
relative clause.
Exception and complication
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A question is raised in learning English passive
voice is – why it seems more difficult for learners than
that of other language. The answer is the English passive
voice is full of exceptions. The passive is usually formed
by the verb “be + VpII”. The VpII is then formed by adding
“_ed” such as track, collect, intoxicate, etc. But there
are many irregular verbs in English. So students will be
somewhat surprised to see all past participles without
adding “_ed”, for instance found, run, hit, etc.;
therefore, some solutions have given. First of all,
teachers themselves must be aware of the grammar points
they are going to introduce to their students. Then, they
gradually introduce the English passive voice by
presenting the forms, the used and the meanings of it. And
of course, teachers should also present all the exceptions
of the English passive voice and common mistakes and
difficulties in using the English passive voice as well.
References
1. Books
- A.A.Close, A reference grammar for students of
English, 1979
- Randolph Quirk and Sidney Greenbaum, A University
Grammar of English, Longman, 1987
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- Thomson and Martinet, A Practical English
Grammar, Oxford University Press, 1986- Randolph Quirle, Green Bawn, Leech, Janstarkvik, A
Grammar of Contemporary English, Longman
- Collin, Teaching English Grammar, Oxford University
Press, 1984
- Tạp Chí Địa Chất, Loạt A – Số 298, 299, 300 2007
- Tạp Chí Địa Chất, Loạt A – Số 307, 2008
- Tạp Chí Địa Chất, Loạt A – Số 314, 2009
2. Websites
- http://geology.com/articles/what-is-
geology.shtml
- http://www.wisegeek.com/what-is-geology.htm
- http://www.collecting-rocks-and-minerals.com/
what-is-geology.html
- http://www.csufresno.edu/ees/career/Whygeo.html
- http://geology.about.com/
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