Certificate of originality

I, Nguyen Minh Hue, hereby claim the originality of my study. Unless
otherwise indicated, this is my own piece of academic accomplishment.
Signature
i
Acknowledgements
I am sincerely grateful to Assoc. Prof. Dr. Vo Dai Quang, my supervisor, for his wisdom,
critical comments and precious advice spared for me. Without his guidance,
encouragement and critical comments the work would have never been completed.
I owe a debt of gratitude to all my lecturers at the University of Languages and
International Studies - Vietnam National University, Hanoi, for their enthusiastic teaching
and tremendous knowledge that have directly or indirectly enlightened my research paper.
I would like to express my gratitude to all of my colleagues at the ESP Department, ULIS
-VNU, Hanoi for their constant encouragement and the favourable conditions spared for
my study.
Finally, my warmest thanks go to my parents, my husband for their love, support and share
of housework and childcare. Without their help this thesis could not have gained the
current status.
Hanoi, December - 2006
Nguyen Minh Hue
ii
TABLE OF CONTENTS
Certificate of originality i
Acknowledgements ii
TABLE OF CONTENTS iii
Part A. Introduction 1
1. Rationale of the study 1
2. Aims of the study 3
3. Scope of the study 3
4. Methodology 3

absolute commitments probably lessens communicative effects because the speaker will be
seen as a rude or imposing person, disobeying politeness strategies. That’s why the
speakers often hedge, using modalized phrases such as I think (that), I suppose (that) first
to express their subjective attitudes and second to show their politeness to listeners.
Hence, it becomes very interesting and essential to study modality in general and to
investigate how much a speaker commits to what he says in particular. Modality has gained
much popularity among linguists. The different ways in which different langauges allow
speakers to insert themselves into their discourse, expressing their desires or opinions have
become a common subject of study. From syntax to prosody, the study of modality has
spawned innumerable academic papers, namely Bybee (1985), Lyons (1977) and others.
Vietnamese modal system has also been studied by Hoµng Phª (1984) and §ç H÷u Ch©u
(1989).
According to Lyons, a speaker’s qualification of his commitment to the truth of his/ her
proposition becomes an important issue. In Vietnam, there are several English-written M.A
theses on this issue, for example, Modality and Modal Auxiliaries: A systemic comparison
of English and Vietnamese by §ç H÷u HuyÕn (1996), English Epistemic Markers in
Contrastive Analysis with Vietnamese by Ngò ThiÖn Hïng (1996), A Contrastive Study of
the Modal Devices Expressing Possibility in Modern English and Vietnamese by §inh Gia
Hng (2001). Hoµng Thu Giang (2001) also makes a comparison between different types of
modal expressions in English and their Vietnamese equivalents. NguyÔn D¬ng Nguyªn
Ch©u (1999) sets for the discussion on pragmatic interpretation of obligation meanings
expressed particularly by English modals must, should, have to.
1
The researches in English focus on analyzing both the most common form and content of
modality. As a result, a full and specific description of syntactic and semantic features of
English modal verbs can, may, must and the equivalent expressions in Vietnamese has not
been given yet. Thus, a research on the meanings expressed by the modal verbs can, may,
must in English in contrastive analysis with Vietnamese seems to be necessary.
Though many pages, chapters, books have been written about the English modal system, it
still remains a complicated and troublesome area of language for linguists and learners of

the writer’s opinion and attitude expressed by such typical modals as can, may, must. With
all these reasons, I made up my mind to choose and to go further into the topic: A
2
contrastive analysis of the meanings expressed via the modal verbs can, may, must in
English and the equivalent expressions in Vietnamese.
2. Aims of the study
This study - A contrastive analysis of the meanings expressed via the modals can, may,
must in English and the equivalent expressions in Vietnamese – is focused on
investigating the semantic analysis of modal meanings expressed by can, may, must in
English and their equivalents in Vietnamese. It is aimed at:
- studying some preliminaries and features of modal auxiliaries in English and in
Vietnamese.
- making a comparison between modal meanings expressed by can, may, must in English
and their Vietnamese equivalent expressions.
- offering some suggestions for the application of the study to the teaching of English
modals.
3. Scope of the study
This study is confined to the meanings expressed via the three modal verbs can, may, must
in English, their semantic features and the equivalent expressions in Vietnamese.
English modals are widely utilized in both spoken and written discourse and cover various
functional styles. It would be interesting to investigate their uses in them all. However, in
order to make our tasks manageable in keeping the aims of the study, within the time
allowance, it is intended that the most attention is paid to written discourse.
4. Methodology
A combination of different methods of analysis will be used in this study. The first is the
descriptive method. English modals can, may, must will be described in turns in order to
find out their semantic features.
However, the major method utilized in this study is the contrastive analysis between the
meanings expressed via the modal verbs can, may, must in English and the equivalent
expressions in Vietnamese. English modal verbs are chosen as the references and we base

4
Part B: Development
Chapter 1: Theoretical background
1.1. Concept of modality in English
1.1.1. Definition of modality
From the Latin word modalitas, the quality of modality relates to manners (a way of acting
or speaking), forms (shape, structure), and limits (something that restrains). The term is
used to cover linguistic expression of these concepts other than through the modal
auxiliaries: ‘It will possibly rain later this evening’, ‘I am sure that the plane has landed by
now’, ‘You have my permission to smoke now.’
Modality is central to research done in many disciplines, but rarely receives unified
treatment in logic, in (western) philosophy, or in linguistics. In modern logic, for example,
one generally analyses a single semantic value for a modal verb such as can, may, or must
in English or cã thÓ, cã lÏ or nªn in Vietnamese. As these verbs occur in different contexts
and are sensitive to interaction with time and aspect markers, they can receive different
values.
The modal value of a statement is the way, or ‘mode’, in which it is true or false: e.g.
certainly so, currently so, necessarily so. In logic, modality usually means ‘logical
modality’, that is the logical necessity or possibility of a statement’s truth or falsity.
Nevertheless, logic begins but does not end with the study of truth values. Within truth,
there are modes of truth, ways of being true: necessary truth and contigent truth. When a
proposition is true, we may say whether it could have been false. If so, then it is contigent
true. If not, then it is necessarily true; it must be true; it could not have been false. Falsity
has modes as well: a false proposition that could not have been true is impossible or
necessarily false; one that could have been true is merely contigently false. The proposition
‘New York is a rich city’ is contigently true; the proposition that ‘Two and two is four’ is
necessarily true; the proposition ‘Her husband is female’ is impossible, and the proposition
that ‘Women don’t give births’ is contigently false.
In logic, modality is concerned with how what is said is related to the fact that rather than
with what purpose, attitude or judgement a speaker has in uttering. It is because of this

of the proposition. He is not making a categorical assertion, but rather modifying his
commiment to some degree by expressing a judgement of the truth of the situation.
1.1.2. Types of modality
Types of modality are classified differently according to different linguists. Von Wright
(1951: 1-2) in “Studying modal logic” distinguishes 4 types: Alethic, Epistemic, Deontic
and Existential. Rescher (1968), apart from these types, refers to one more type it is
temporal modality. Leech and Startvik (1985: 219-221) suggest 2 types: Intrinsic and
Extrinsic modality.
Types of modality in Halliday’s view.
Halliday’s view on types of modality could be summed up as follow.
“Polarity is the choice between positive and negative, as in is/ isn t, do/ don t’ ’ .
6
However, the possibilities are not limited to a choice between yes and no. There are
intermediate degress: various kinds of indeterminacy that fall in between, like “sometimes”
or “maybe”. The intermediate degrees between the positive and negative poles, are known
collectively as modality”. (Halliday, 1985: 85-86)
He further expresses the commodity exchanged & the speech function and the types of
intermediacy in this chart
Commodity
exchanged
Speech function Types of intermediacy
Information Proposition Statement
question
Modality Probability (possible/ probable/
certain)
Frequency (sometimes/
usually/ always)
Goods & services Proposal Command Modulation Obligation (allowed/ supposed/
required)
Offer Inclination (willing/ anxious/

and asking questions. Sometimes, we want to make requests, offers, or suggestions. We
may also want to express our wishes, intentions or indicate our feelings about what we are
saying. In English, we do all these things by using a set of verbs called modal verbs or
modal auxiliaries. The modal auxiliaries such as can, could, may, might, will, would, must,
should and ought to express different types of modal meanings. These modal auxiliaries or
modals for short are one of the most complicated problems of the English verbs. Michael
Lewis (1986: 99) quoted Palmer’s remarks about the modals:
“There is no doubt that the overall picture of the modals is extremely “messy” and untidy
and that the most the linguists can do is to impose some order, point some regularities,
correspondences, parallelisms… This subject is not one that lends itself to any simple
explanation.”
Semantically, modal auxiliaries allow the speaker to introduce a personal interpretation of
the non-factual and non-temporal elements of the event. In other words, modals are one
way for a speaker to encode modality into what (s)he says – such ideas as necessity,
possibility, obligation, etc. Some of the modals may also express the same kinds of
semantic colourings in the subjunctive mood.
1.2.2. Morphological and syntactic features of English modal verbs
(a) Modals do not inflect. This means they have no “-s” form in the third person singular of
the present tense, or no “-ing” and “-ed” forms.
E.g. She can swim very well. (not: She cans …) (19: 121)
(b) They occupy the first place in a complex verb phrase and followed by the form base of a
verb. They do not co-occur.
E.g. I can speak a little Arabic. (19: 121)
You could have let me know you were going out tonight. (19: 121)
(c) Both the present and past forms of modals can be used in past tense sequence.
E.g. I think he may/ might stay now. (19: 331)
(d) They are used as operators in the formation of, for example, questions and negatives.
8
E.g. negatives We might not be home before midnight. (19: 329)
questions May I help you? (19: 329)

possibility, e.g. The verb shout can/ may be used both transitively and intransitively‘ ’ . The
best approach to meanings of modals, according to Lewis (1990: 103) is to look for a single
central meaning while at the same time accepting that this may involve recognising a
number of marginal examples.
1.3. Modal verbs in Vietnamese
1.3.1. Some features of the Vietnamese language
9
In order to examine the modal auxiliaries and modality in Vietnamese, it is necessary to
present here some features that are peculiar to the Vietnamese language as these features
are reflected via the modal auxiliaries in Vietnamese.
Firstly, we are all aware that Vietnamese is a non-inflectional language. A word keeps its
own form in various places in a sentence. This feature is also recognized by most linguists
dealing with Vietnamese (Trơng Văn Chình 1970, Nguyễn Kim Thản 1977, Nguyễn Hữu
Quỳnh 1994, Nguyễn Tài Cẩn 1977, etc.). Verbs in Vietnamese have no endings to show
the categories of tense, person and finiteness. When necessary, these categories are
expressed by form word such as pronouns or adverbs. Vietnamese grammar is limited in
rules of word usage. The action is understood as taking place in the past or at present
depending on the adverb of time or adverb of tense aspect in the clause or on the
context.
U nó đã sang nhà cụ Nghị Quế cha?
(Have you gone to see Deputy Quế?) Ngô Tất Tố (1977: 44)
đã: adverb of tense aspect (Nguyễn Kim Thản 1977: 180)
Sang: verb
Secondly, some sentence elements may be missing without changing the meaning when the
context is obvious.
Đi đâu? (Cậu đi đâu đấy? Where are you going?)
Học. (Tớ đi học. Im going to school.)
Thirdly, in Vietnamese there exists a number of words whose meanings are very difficult to
define. Some of these words work as markers of tense aspect đang (happening at the
moment), sẽ (will for future) etc. (Nguyễn Kim Thản 1977: 178), some others as markers

(intend), phải (must), cần (need), nên (should), muốn (want) (ii) the modal auxiliaries
receiving actions such as bị (usually be + past participle with adversative meaning), đợc
(usually be + past participle with beneficial meaning), chịu đựng (bear, stand) He
distinguishes the modal auxiliaries from other groups of words just as they must be
followed by another subordinate element.
E.g. Bạn Tú đợc cô giáo khen.
(Tu was complimented by the teacher)
Nguyễn Văn Hào (1988: 205)
(đợc: modal auxiliary, cô giáo khen: subordinate element)
Nguyễn Kim Thản, in Động từ tiếng Việt, offers a quite clear and convincing
argumentation on Vietnamese modal verbs. As for him, modal verbs do not indicate actions
or states but the ability, necessity or intention of doing something or the maintenance of the
state expressed by the main verb. Nguyễn Kim Thản lists some of the modal auxiliaries in
Vietnamese such as cần (intend), chịu (bear), có thể (can), dám (dare), định (intend), nên
(should), nỡ (have the heart to force), chực (be about to), khỏi (not have to), phải (must),
toan (intend), muốn (want), cố (attempt)(Nguyễn Kim Thản 1977: 166, 169)
1.3.3. Words or phrases having modal meanings
Besides modal verbs, words belonging to other parts of speech and phrases with modal
meanings can be used. These are có lẽ, chắc, dễ thờng, tất nhiên, thỉnh thoảng, đôi khi,
luôn luôn, thờng xuyên
E.g. Có lẽ ông lên tỉnh trên với cụ nghị nhà tôi. (34: 251)
11
Chắc mình lại ngờ tôi đi buôn với chị ấy thì cũng đánh bạc với chị ấy, phải không?
(33: 266)
Thỉnh thoảng chúng lại nhìn nhau mà cời. (32: 89)
In short, as in other languages, modal verbs in Vietnamese are also widely used as a basic
means to express modal meanings. But they do not act as head element in the verb phrase.
They have to be combined with other verbs to create verb phrases in the sentence.
1.4. Contrastive analysis (CA)
As one of the main aims of this paper is to carry out a contrastive analysis on the meanings

It is CA which can work out the similarities and differences between two languages
involved, and as a result, it makes it possible to predict trouble areas due to L1 interference,
and therefore, it helps learners overcome the predictable problems.
1.5. Summary
In short, Chapter 1 has briefly referred to the notion of modality and some other notions
related to this. Modality in language is the speakers attitude to the proposition of the
utterance, of the utterance context and to the reality. There are generally two types of
modality: epistemic and deontic modality. Epistemic modality is concerned with matters as
knowledge and belief, expressing judgments about states of affairs. Deontic modality, on
the other hand, is concerned with the necessity or possibility of acts performed by morally
responsible agents. Moreover, modality can be expressed by verbs and by other linguistic
and paralinguistic devices. Also, in this chapter, basic knowledge about modal verbs in
English and in Vietnamese is provided. And finally, to consolidate the analysis and
comments in the later chapters, some issues related to contrastive analysis theory are taken
into account.
Chapter 2: Investigation
2.1. Conventional meanings of English modals can, may, must
This section involves the presentation on conventional meanings of can, may, must in
English. All the examples for illustration would be accompanied by their translation into
Vietnamese in order to facilitate the contrastive analysis thereafter.
2.1.1. Conventional meanings of Can
Ability
E.g. (1) Be seated somewhere; and until you can speak pleasantly, remain silent.
(3: Chapter I)
(Ngồi vào một chỗ, cho đến khi nào mày biết nói năng ý tứ, giờ thì hãy câm mồm đi!
(1:26))
(2) and eyes like Miss Scatcherd's can only see those minute defects, and are blind to the
full brightness of the orb. (3: Chapter VIII)
(Và những con mắt nh cô Xcatsơ thì chỉ có thể nhìn thấy những khuyết điểm vặt vãnh, chứ
nhìn sao thấy nổi ánh sáng rạng rỡ của vì tinh tú. (1: 135))

Similarly, could is used to say that someone was aware of something through one of their
senses on a particular occasion in the past.
E.g. (7) Leaning a little back on my bench, I could see the looks and grimaces with which
they commented on this manoeuvre: it was a pity Mr. Brocklehurst could not see them too;
(3: Chapter VII)
(Ngồi trên ghế hơi ngả ngời về đằng sau, tôi trông thấy những cái nhìn và nhăn mặt của họ
trong khi họ làm theo lệnh; thật đáng tiếc ông Brôchơn-hơc không đợc chứng kiến cảnh ấy;
(1: 128))
14
Can and could are also used to say that something or someone is capable of having a
particular effect, or of behaving in a particular way. F.R. Palmer (1974: 117) writes: There
is also a use of can to refer to characteristic, but sporadic patterns of behavior, often in a
derogatory sense.
E.g. (8) "Whenever I can be useful, sir." (3: Chapter XX)
(Bất cứ khi nào tôi có thể giúp ích cho ông. (1:421))
The passive with can is possible if the agent is unspecified, ie in agentless passives or when
the agent is anyone (although semantically it is the agent not the subject of the passive
sentence that has or does not have ability).
E.g. (9) "The human and fallible should not arrogate a power with which the divine and
perfect alone can be safely intrusted." (3: Chapter XIV)
(Con ngời yếu đuối không đợc tự ban cho mình một quyền lực mà chỉ những bậc thần
thánh vạn toàn mới có đợc. (1: 271))
Last but not least, ability can bring in the implication of willingness (especially in spoken
English).
E.g. (10) "Can I help you, sir? I'd give my life to serve you." (3: Chapter XIX)
(Tôi có thể giúp đỡ ông điều gì chăng! Tôi có thể hy sinh cả cuộc đời tôi để phục vụ ông.
(1: 390))
Possibility
One common use of can is to express theoretical or general possibility, not the chances that
something will actually happen or is actually true at this moment.

Không bao giờ có thể nh vậy, tha ông, điều ấy có vẻ nh không thực. (2: 78))
Permission
Can is used to say that someone is allowed to do something.
E.g. (17) you can go and inquire in about a week after you send your letter, if any are
come, and act accordingly." (3: Chapter X)
( sau khi gửi một tuần, mình có thể lại đấy mà hỏi; nếu có th đến, mình sẽ cứ việc theo
đấy mà tiến hành công việc. (1: 172))
(18) As he was returning the box to his waistcoat pocket, a loud bell rang for the servants'
dinner; he knew what it was. "That's for you, nurse," said he; "you can go down; I'll give
Miss Jane a lecture till you come back." (3: Chapter III)
(Lúc ông bỏ hộp thuốc lá vào túi thì vừa lúc tiếng chuông báo giờ ăn của các gia nhân réo
vang, ông cũng biết hiệu chuông này.
- Chuông gọi chị đấy, chị bảo mẫu ạ, chị xuống đi. Trong lúc không có chị ở đây, tôi sẽ
giảng giải cho cô Jên nghe. (1: 54))
In (18), in Vietnamese the words do not show any sense of permission but can itself
implies permission as this is what Mr. Lloyd, an apothecary, sometimes called in by Mrs.
Reed when the servants were ailing, talks to Bessie a servant.
16
Could is used to say that someone was allowed to do something in the past.
E.g. (19) "Oh! I daresay she is crying because she could not go out with Missis in the
carriage," interposed Bessie. (3: Chapter III)
(Chị Betxi nói chêm vào:
ồ, tôi cho rằng cô ấy khóc chỉ vì không đ ợc đi xe với bà chủ đấy thôi. (1: 53))
G. N. Leech states that linguistic law-makers of the past have considered may to be the
correct auxiliary of permission, and have condemned the use of can. English-speaking
schoolchildren used to be rebuked for saying Can I.? instead of May I.? Yet in fact, can
is much more widely used as an auxiliary of permission than may. In asking and giving
permission, can and may are almost interchangeable, the main difference being that may is
more formal, and is sometimes felt to be more polite.
Expressing uncertainty and doubt

Possibility
We often use may to say that there is a chance that something is true, or that there is a
possibility of something happening or being the case.
E.g. (25) "Well, well! who knows what may happen?" said Mr. Lloyd, as he got up.
(3:Chapter III)
(Ông Lôi đứng dậy nói:
- Đợc, đợc. Ai biết sự việc xảy ra sau này? (1 : 58)
(26) Oh, madam, when you put bread and cheese, instead of burnt porridge, into these
children's mouths, you may indeed feed their vile bodies, but you little think how you
starve their immortal souls! (3: Chapter VII)
(ồ, tha bà, khi bà cho lũ trẻ ăn bánh mì và pho mát, chứ không phải cháo khê, tức là bà
nuôi dỡng cái thể xác tầm thờng của chúng mà không nghĩ rằng bà để cho linh hồn bất diệt
của chúng bị chết đói nh thế nào! (1: 126)
We can also use may for an uncertain prediction or intention. May in this sense usually
refers to a future event when it combines with an event verb.
E.g. (27) Teachers and pupils may look coldly on you for a day or two, but friendly feelings
are concealed in their hearts; (3: Chapter VIII)
(Có thể là các cô giáo nhìn chị bằng con mắt lạnh nhạt độ một hai hôm gì đó, nhng trong
thâm tâm họ vẫn giấu những tình cảm thân yêu; (1: 138))
Might is only used in this way to talk about the past.
E.g. (28) Mrs. Reed might be at that time some six or seven and thirty; (3: Chapter IV)
(Hồi ấy bà chừng ba mơi sáu, ba mơi bảy; (1: 76))
If we put well after may, we are indicating that it is fairly likely that something is the case;
in other words, may well suggests a strong possibility.
18
E.g. (29) "You may well say so, ma'am: it was frightful!" (3: Chapter XXXVI)
(Đúng thế, bà ạ, thật là kinh khủng! (2: 400))
Permission
We can use both may and might to ask for permission to do something or to ask whether
you can help. They are more formal than can and could.

(3: Chapter IV)
(Điều đó tỏ rằng cô có một trái tim rất xấu, cô phải cầu Chúa đổi cho cô trái tim khác trong
trắng, vứt bỏ trái tim bằng đá của cô mà thay vào đấy bằng một trái tim bằng thịt. (1: 72))
Moreover, the usual implication of must (= obligation) is that the speaker is the person who
exerts authority over the person(s) mentioned in the clause. Consistent with this principle, I
must and We must convey the idea of self-obligation the speaker exerts power over himself
(and possibly others), eg through a sense of duty, through self-discipline, or merely through
a sense of expediency.
E.g. (36) "But you two are my visitors to-night; I must treat you as such." (3: Chapter VIII)
(Hai em đều là khách của cô tối nay; cô phải đối đãi với các em nh thế. (1:143))
(37) We all must die one day, (3: Chapter IX)
(Một ngày kia rồi tất cả chúng ta ai cũng phải chết (1: 161))
We might use such structures to paraphrase these sentences as It is obligatory that , It is
essential that, or It is necessary to the speaker is urging a general course of action,
rather than urging a particular course of action on the hearer. However, it is hard to draw a
dividing line between this use and that of general obligation: they are two variants of the
same meaning.
Logical necessity
Must is used to indicate that one thinks something is likely or logical.
E.g. (38) "Eat that now," she said: "you must be hungry. Hannah says you have had
nothing but some gruel since breakfast." (3: Chapter XXIX)
(Cô hãy ăn tạm đi, chắc cô đói lắm nhỉ. Già Hanna bảo rằng từ lúc điểm tâm đến giờ cô chỉ
mới ăn có ít cháo bột. (2: 241))
(39) She must be eight or nine years old."(3: Chapter III)
(Cô ấy lên tám hay lên chín rồi chứ còn gì. (1: 54)
Must is used here of knowledge arrived at the inference or reasoning rather than by direct
experience. In each case, a chain of logical thinking can be imagined. Nevertheless,
knowledge acquired indirectly, by inference, is less certain than knowledge derived from
direct experience. Thus logical necessity can easily be weakened to reasonable assumption.
This weakening is evident in remarks like You must be Mr Black (i.e. I assure/ take it that

- Đ ợc, chị ạ. (1: 182)
( and have you learnt French?"
"Yes, Bessie, I can both read it and speak it."
"And you can work on muslin and canvas?"
"I can." (3: Chapter X))
Có thể is used to indicate the subjective activity of the performer of the action, but it
usually requires one more extra word đợc at the end of the sentence.
21
b) In expressing possibility, can is mostly realized by the auxiliary có thể in Vietnamese.
(43) - Vâng, đi Airơlan. Tôi đã nói ra những điều tôi nghĩ và bây giờ tôi có thể đi bất cứ nơi
nào.(2: 68)
"Yes to Ireland. I have spoken my mind, and can go anywhere now." (3: Chapter XXIII)
c) In expressing permission, can is also realized by the auxiliary có thể in Vietnamese;
and there are cases when no auxiliary is needed since the sense of permission is clearly
shown through the position or the role of the speaker in comparison with that of the hearer.
(44) chị xuống đi (1: 54)
you can go down ( a visitor talks to a servant) (3: Chapter III)
- In denoting negation: Cannot in English is realized by such Vietnamese equivalent as
không biết, không thể, không (thể). đợc, không sao đợc, không thể nào.
(45) Chúng ta càng nói chuyện lại càng có lợi; bởi vì nếu tôi không thể làm cho cô bị sầu
não thì trái lại cô có thể gột rửa đợc cho tôi trong sạch. (1: 282)
( The more you and I converse, the better; for while I cannot blight you, you may
refresh me."(3: Chapter XV))
(46) Mình phải nhớ rằng ông không thể nào đoái hoài tới mình. (1: 338)
(I must remember that he cannot care much for me. (3: Chapter XVII))
(47) Tôi không sao nói rõ đ ợc tình cảm vơng vấn ở cái nghĩa trang âm thầm hiu quạnh (1:
28)
(I cannot tell what sentiment haunted the quite solitary churchyard, (3: Chapter I))
(48) Ngời ta không thể thơng đ ợc một con cóc nh thế. (1: 60)
( but one really cannot care for such a little toad as that." (3: Chapter IV))