TABLE OF CONTENTS

I. Introduction
II. Developement
1. Parts of speech
2. Adjective
2.1. Definition
2.2. Form of adjective
2.3. Classification of adjective
2.4. Syntactic function of adjective
2.4.1. Pre- modifier and post- modifier
2.4.2. Complement both Cs and Co
2.4.3. Adjective function as a head of a noun phrase
2.4.4. Supplementive adjective clause
2.4.5. Exclamatory adjective sentences
III. Conclusion

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 I. Introduction

Nowadays, English is the most widely used in the world and plays an important
role together with the development of society and technologies. English is not
only the effective means of communication but also show its progressive effects
in many aspects of life. It is widely used in all fields of life such as: economics,
politics, tourism and international conferences ...that is why teaching and
learning English have become a great demand of many people. Realizing the
importance of English, Vietnamese learners have been studying English both
young and old. To be knowlegde about English is significant in the integration
process into WTO.

There are many reasons why English can be hard to learn. For one, English is a
very concise language, which can make it difficult to understand the meaning of
what is being said. Additionally, English has a lot of irregular verbs, which can
trip up learners. Lastly, the pronunciation of English can be difficult to master,
as there are many different ways to say the same thing.

The English language is regarded as one of the most difficult languages to learn.
It is determined by the language in which you speak. Here are some of the
common reasons why people find it difficult to learn English. The English
language is littered with inconsistent and illogical statements. It can be difficult
to adjust to complex rules and exceptions that may arise in the English language
when learning English for the first time. Because the words sound right to them,
native speakers know how to order them.

In order to learn English well and understand it deeply. It is very difficult. We

can not only learn its basic rules of grammar but also study all of its aspects.
Grammar is often hard because it is a complex system of rules that govern how
language should be used. English grammar has many different parts in which

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adjectives play a very impotant role. However, many people do not focus on
synantic functions of adjectives, which makes people difficult to understand.

Thus, I decided to choose “a study on synantic functions of adjectives English.

As the topic for our team research with the hope that learners could know more
about the use of function of adjectives in the learning process.

II. Development

1. Parts of speech

+) The parts of speech are the primary categories of words according to their
function in a sentence.

+) English has ten main parts of speech

+) However, according to “Lecture on Grammar” parts of speech has 2 items:

1.1. Open class items: N, Adv, Adj, V

+) It conveys content words (lexical meaning)

+) There are too many of them, so we can never count them, it means the
member of this class is unlimited

+) Two members can go together, it means the member of this class do not
exclude each other.

+) We can create new members

Ex:
Act (v) school-girl-> N
Action (n) well-educated->adj
1.2. Closed system items: preposition, demonstrative, article, interjection,
conjunction, pronoun.

+) It conveys function words.

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+) We can count them, it means the members of this class is limited

+) Two members can not go together, it means the members of this class
exclude the other.

+) We never create new members.

Ex: A table: a (indefinite, specific, generic, one)=> definite meaning the table
a/this/my book.

+) It is clearly defined in contrast with one another (grammatical meaning)

2. Adjective

2.1. Definition

Adjective is very common word-formation process English. There are many

different definitions for adjective:
- L.G. Alexander. Longman English Grammar: an adjective describes the
person, thing, etc. which a noun refers to we use adjectives to say what a
person, etc is like or seems like for example, adjectives can give us
information about: quality, size, age, temperature, shape, colour, origin.
- In “Complete English Grammar Rules”: adjectives are used almost
exclusively to modify nouns, as well as any phrase or parts of speech
functioning as a noun.
- Eastwood, J. Oxford Guide to English Grammar: adjectives are words
like short, old, cheap, happy, nice, electric. Most adjectives express quality;
they tell us what something is like.
An adjective always has the same form, except for comparison.
- Lectures on Grammar collected and edited by Nguyen Thanh Minh: an
adjective is a word belonging to an open class which generally denotes
quality: good, hot, little, young, fat, etc; colour: black, white, etc. Or shape:
square, round,…

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 Though studying the concept of adjectives as above, we found that the
concept of lecture on grammar is the most comprehensive and easy to
understand. It not only reflects the function of adjectives to indicate the
quality and characteristics of things and events, but also helps us to know
that adjectives are from the open class item. From there, we can easily learn
and apply adjectives in learning, researching and communicating accurately
and naturally.

2.2. Forms: no agreement with nouns

2.4.6. Simple adjectives (root): good, big, long, rich, nice,…

2.4.7. Derived adjectives: prefix or suffix + root
Beauty(n)=> beautiful (a)
2.4.8. Compound adjectives: root+root : good-looking, kind-hearted, well-done,
…
2.4.9. Adjective phrases: a six year old boy
2.4.10. Ns as adjective: a silver cup
2.4.11. Participle as adjectives;
-Ing part: characteristics, features, functions, quality of the noun
-ed part: affected or attitude to something
Ex: this film is very interesting
We are interested in this film
2.4.12. Adverbs as adjectives: the up train, the above statement.
2.5. Classification
2.5.1. According to syntactic function: central, attributive, predicative.
- Central adjectives can function both attributively and predicatively.
Ex: a hungry man-the man is hungry
- Attributive adjectives can be attributive only.
Ex: an utter fool
- Predicative adjectives can be predicative only

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 Ex: he is afraid to do it
2.5.2. Semantic sub-classification:
- Stative/dynamic adjectives :
+) Stative : good, old, beautiful,etc.
+) Dynamic: ambitious, careful, careless, etc.
- Gradable/non-gradable adjectives:
+) Gradable: very young, extremely useful, etc.
+) Non-gradable: atomic, hydrochloric.
2.6. Syntactic functions of adjectives
There are 5 functions of adjectives:
2.6.1. Pre-modifier and post-modifier:
*Pre-modifier:
+) Attributive adjectives are adjectives that describe a characteristic (or
attribute) of the noun or pronoun that they modify. They form part of a noun
phrase, appearing immediately before (or sometimes after) the noun in a
sentence
Ex: the beautiful painting, his main argument, etc.
+) Attributive adjectives can be either restrictive or non-restrictive.
Restrictive adjectives help establish the identity of the noun or pronoun
being modified, while non-restrictive adjectives simply help describe a noun
that is already clearly identified. Note the difference between these two
sentences:
• “She was emotional, and would avoid a sad film at all costs.”
• “Titanic was a sad film that no viewer could finish with dry eyes.”
In the first sentence, sad is restrictive: it tells us what kind of films she
avoids.
In the second sentence, sad is non-restrictive. We already know that Titanic
is the film in question; the adjective sad simply serves to describe it further.

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+) In simple sentences, attributive adjectives usually occur before the noun
they modify, like in our first example, “The black dog is barking.”
Adjectives in this position are known as prepositive or prenominal
adjectives. While most attributive adjectives can also occur as predicative
adjectives after the noun, there are a number of specific adjectives which can
only occur before the noun they modify. Some of these are: main, former,
and mere.
✔ “The main idea is at the beginning of the paragraph.” (correct)
✖ “The idea at the beginning of the paragraph is main.” (incorrect)
Another adjective that only occurs attributively before the noun is the word
utter, which provides heavy emphasis to the noun it modifies:
✔ “The dress was in utter ruin.” (correct)
✖ “The ruin was utter.” (incorrect)

+) Attributive adjectives almost always appear postpositively when they

modify indefinite pronouns, such as someone, anyone, nobody, anyone, etc.
For example:
• “I wish I could find somebody perfect for the job.”
• “We can give these jeans to anybody tall.”
• “Is anyone talented at math here?”

*Post-modifier:

+) Adjectives can sometimes be postpositive, ie they can sometimes follow

the item they modify. A postposed adjective (together with any comple-
mentation it may have) can usually be regarded as a reduced relative clause.
Indefinite pronouns ending in -body, -one, -thing, -where can be modi-fied
only postpositively:

Ex: I want to try on something larger {ie ‘which is larger’)

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+) Postposition is obligatory for a few adjectives, which have a different
sense when they occur attributively or predicatively. The most common are
probably elect (‘soon to take office’) and proper (‘as strictly defined’), as in
the president elect the City of London proper

+) In several compounds (mostly legal or quasi-legal) the adjective is post-

posed, the most common being : attorney general, body politic, court
martial, heir apparent, notary public (AmE), postmaster general.

+) Postposition On preference to attributive position) is usual for a few a-

adjectives and for absent, present, and (esp BrE) concerned, involved, which
normally do not occur attributively in the relevant sense:

The house ablaze is next door to mine

The people involved were not found

+) Some postposed adjectives, especially those ending in -able or -ible,

retain the basic meaning they have in attributive position but convey the
implication that what they are denoting has only a temporary application.
Thus, the stars visible refers to stars that are visible at a time specified or
implied, while the visible stars refers to a category of stars that can (at
appropriate times) be seen.

2.2.2. complement- both Cs and Co

+) A predicative adjective (or simply “predicate adjective”) is used in the

predicate of a clause to describe either the subject of the clause or the direct
object of a verb.
Ex: The children were soon asleep. Not the asleep children

+) Some words with the prefix “a”: asleep, awake, afraid, ashamed, alone,
alike.

Ex: These are stimulants that can keep you awake

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 +) Some words expressing feelings: pleased, glad, content, upset.

Ex: I am glad to meet you.

+) Some words to do with health: well, fine, ill, unwell.

Ex: I am fine.

+) Many adjectives used predicatively may be followed by prepositions:

Ex: He is capable of managing well.

2.2.2.1. Predicative adjective can be a subject complement:

+) Predicative adjectives that describe the subject of the clause will follow a

linking verb. In such cases, they are known as subject complements.

For example:

• “You look nice.”

• “He is old.”
Here, “nice” describes the subject “you,” while “old” describes the subject
“he.”
+) Note that adjectives appearing immediately before the noun they are
describing are known as attributive adjectives. For example:
• “The old man seems nice.”
“Old” is an attributive adjective that describes the subject, “man.” “Nice”
also describes “man,” but it is a predicative adjective because it follows the
linking verb “seems.”
Ex: The children were noisy and naughty.
In the example, noisy and naughty function as predicative adjectives, they
both qualify children and complete the predications begun by the verb were.
Ex: Your suspicions seem to be unfounded.

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In example, the infinitive to be unfunded functions as a predicative adjective,
it both qualifies suspicions and completes the predication begun by the verb
seemed.
2.2.2.2. Predicative adjectives can be a object complement:
+) Predicative adjectives can also describe the direct object of non-linking
verbs. In this case, such adjectives function as object complements.
For example:
• “They painted the door red.”
• “All that training made me stronger.”
The predicative adjectives here are describing (complementing) the direct
objects of the verbs, rather than the subjects of the sentences. “Red”
describes the noun “door” (not the subject, “they”), while “stronger”
describes the pronoun “me” (not the subject, “training”)
Ex: The situation made Mr. Hardy courageous and even a bit daring.
In sentence, courageous and daring functions as predicative adjectives, they
both qualify Mr. Hardy and complete the predication begun by the verb
made. They are objective complement.
Ex: The jury found him guilty.
In example, guilty is a predicative adjective, it both qualifies him and
completes the predicative begun by the verb found, so guilty is an objective
complement.
2.3.3. Adjective can function as head of a noun phrase.
+) Adjective can function as head of noun phrase and can be subject, of the
sentence , object, complement or complement of preposition. As a result, do
not inflect for number or genitive case, and they must take a definitive
determine. We can not usually leave out a noun after an adjective.
For example: Poor little boy not poor little . In the example, poor little has
meaningless,non-sense so reader can not understand. There are some

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exceptions,there are three types of adjectives that function without noun ,
that are adjectives functioning as head of noun phrase.
2.3.3.1. Well-known groups
+) Adjectives belonging to well-known group are adjectives expressing some
group of people in society. The form the+adjective used to discuss certain
well-known groups of people in society especially people in a particular
physical or social condition such as: the blind,the dead, the handicapped, the
jobless, the mentally ill, the old, the poor, the rich, the unemployed,the
young, the sick…For example: she is collecting money for the blind. In the
example , it means that he is collecting money for the blind’ people or all
blind people in general. It does not refer to just one person or to a small
group. It can not denote one person the blind man , the blind woman. It is
often capable of adding a general word for human beings likes people. In
which case, people normally omitted and the use of the blind as head of the
noun phrase or without noun.
+) The meaning of well-known groups is usually general, sometimes a more
limited group is referred to,for instance:After the accident, the injured were
take to hospital. In the example, the injured does not mean general,but it
refers to a limited group,that is the injured people in the accident,but such as
the injured people in the war,fighting. Note that these expressions can not be
used with a possessives. The problems the poor or poor people’s problem is
not correct grammatically.
+) Some adjectives used without the as head of a noun phrase in paired
structures with and or…or, for example: Opportunities for both the rich and
the poor. In the example, the rich and the poor express the rich people and
the poor people in general. From the above point , it is a very common
knowledge that adjectives use as head of a noun phrase NP heads normally
need a definite determiner, they are absolutely able to without a determine if
they are linked. So it is the reason that opportunities for both the rich and the

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poor we can also say that in the sentence opportunities for both the rich and
the poor.
+) The adjective can be modified by an adverb
Ex: the very rich, the severely disable
Some adjectives normally take an adverb.
Ex: the more/less fortunate the mentally ill
2.3.3.2 Adjectives referring to abstract ideas
+) We can use some adjectives after the to refer to things in general which
have an abstract quality. For example: there are a lot of books on the
supernatural. In the example, the supernatural means ‘supernatural
happenings in general’. Other examples: the mysterious, the unexxplained,
the absurd, the ordinary, the old, the new.
The noun phrase takes a singular verb. For example: the new drives out the
old.
+) A few adjectives can have a more specific meaning.
For example: The unexpected happened(=something that was unexpected)
Have you heard the latest ?(= the latest news)
Also :fear the worst, hope for the bét, in the dark.
+) We use the + adjective+ thing to talk about a particular quality or aspect
of a situation. This usage is rather informal.
Ex: It was an amusing sight,but the annoying thing (about it) was that I did
not have my camera a with me.
2.3.3.3 Nationality adjectives used without nouns
+) Some adjectives referring to nationalities use as noun phrase heads:
Ex: The Vietnamese are very proud of their history. In example, the
Vietnamese expresses the Vietnamese people in general, but not the
particular Vietnamese people or Vietnamese women/ men.

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 +) A few nationality adjectives ending in -sh, -ch or –ese are used after the
as head of noun phrase, they include: -sh : British, English, Spanish, Irish; -
ch: Dutch, French; -ese : Vietnamese, Chinese, Japanese.
+) Similarly, adjectives relating to well-known groups of people in social
group, nationality adjectives are referred to general meaning and take plural
and singular equivalences as well. For example: an Irish woman, a welsh
man unlike adjectives referring social groups, adjectives of nationality can
not be modified by adjectives like very with general and plural meaning.
They can be modified by adjectives which are commonly non-restrictive.
Consider the following sentence:
The industrious Vietnamese women always strive harder to catch up with
those in other countries. In example, it can be understood that the
Vietnamese women, who are industrious and dexterous always strive harder
to catch up with those in other countries.
Ex: The native English are very friendly. ( The English, who are native, are
very friendly.)
2.4.4: Supplementive adjective clause
+) An adjective (alone or as head of adjective phrase) can function as
supplementive adjective clause or a verbless adjective clause . The clause is
mobile, though it usually precedes or follows the subject of the superordinate
clause :
Ex : Nervous , the man opened the letter .
The man , quietly assertive , spoke to the assembled workers .
When ripe , the apples are sweet .
Whether right or wrong , he always comes off worst in an argument.
+) The implied subject is usually the subject of the sentence . Thus , while we
have: The man restrained the child , who was noisy. We do not have as its
equivalent. The man restrained the child , noisy.

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+) However , if the clause contains additional clause constituents , its implied
subject can be other than the subject of the sentence :

Ex: She glanced with disgust at the cat , quite (now) in her daughter’s lap .
Long and untidy , his hair played in the breeze.

Anxious for a quick decision , the chairman called for a vote.

+) The implied subject of the adjective clause can be the whole of the
superordinate clause.

Ex: Strange , it was she who initiated divorce proceedings.

(semantically equivalent to: That it was she who initiated divorce proceedings is
strange )

+) An adverb may sometimes replace , with little difference in meaning , an

adjective functioning as a verbless clause :

Ex: Nervously ,/ Nervous, the man opened the letter .

+) The adjective refers to the subject without explicit reference to the action ,
and unless otherwise stated , the characterization is only temporary in its
application . But if an explicit time indicator is introduced , the application of
the adjective is extended in time . For example , when we insert always , the
man’s nervousness becomes a permanent characteristic, and is not specifically
connected with the action :

Ex: Always nervous , the man opened the letter .

Note

+) When the implied subject is the whole clause , a corresponding adverb can
replace the adjective with little or no difference in meaning , as with strangely
for strange :

Ex: Strangely , it was she who initiated divorce proceedings.

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+) The adjective , unlike the adverb , allows a that- or how-clause to follow :

Ex: Strange that it turned out that way.

Strange how she still likes him.

+) In such cases , It’s is ellipted and the adjective is not separated from the
clause by a comma.

2.4.5. Exclamatory adjective sentences

2.4.5.1. Definition

+) Exclamatory adjectives are the type of adjectives used when we show a

sudden and strong emotion. It indicates intense emotions that are felt when
shocked or surprised concerning the noun. It is used with the noun, and it is also
used to emphasize it.

In short, exclamatory adjectives are words that express our strong emotions
regarding the noun. The two most common exclamatory adjectives are ”what”
and “how”. We usually make use of “what” as an interrogative adjective, but
here, it will act as an emotion of surprise instead of asking a question.

Let us look at some basic examples:

What a beautiful dress!

What a movie!

What a scene!

What a band of musicians!

Here, we can see that “What” emphasizes the noun and expresses a strong
emotion. And similarly, “How” can also be used to show emotions.

2.4.5.2. Usage of exclamatory adjectives

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+) We learned that exclamatory adjectives are words that express strong
emotions. Now, we need to learn that these words are always accompanied by
nouns. Which means they are used with the nouns in a sentence. Another
important and basic point that we need to know while using an exclamatory
adjective in a sentence is that the sentence will end with an exclamation mark
(!). It is used because we are not asking questions or stating a fact. Instead, we
are showing a surprising or intense emotion.

Now, let us try to understand the usage of “What”:

“What” can be used for both plural nouns and singular nouns. When we use this
exclamatory adjective, we are expressing a surprising emotion. We use this to
show that we mean what we are expressing.

“What” with a singular noun:

What a beautiful girl!

What an extraordinary idea!

What an intelligent person!

What a huge mansion!

Here, we can see that when we use “What” with singular nouns, we make use of
articles like a/an followed by adjectives and words. And, of course, the
sentences end with exclamation marks.

“What” with plural nouns:

What the pretty dresses!

What the exquisite flowers!

What the gorgeous ladies!

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Here, what used with plural nouns make use of “the” followed by the noun.

We can also use this adjective word with collective nouns:

What a group of beautiful rabbits!

What a band of extraordinary musicians!

What a collection of coins!

Here, it acts similar to the usage with singular nouns.

These are some points that will help understand exclamatory adjectives better.

III. Conclusion

Through studying, the basic information of English adjectives in general have

been introduced. Although many grammar textbooks refer to English adjectives,
learners will find and syntactic functions of English adjectives clear in the
graduation paper. All of them can provide learner a comprehensive look
towards English adjectives.

In order to help learners deeply understand English adjectives, in part

developement we have presented an overview of the English adjectives with
their definitions right at the beginning as well as syntactic functions of
adjectives.

We discuss their classification according to their usage then considers them if

which kinds of adjective belong to syntactic functions. Firstly, the kinds of
adjective belonging to syntactic functions are also classified clearly in part II.
Developement 2.4.

With the contrastive analysis of English adjectives with their equivalents,

basing on new approaches the writer has pointed out similarities and differences
between English and Vietnamese adjectives in terms of their functions,usages as
well as orders. Both English and Vietnamese, generally, can function as

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predicative and attributive, in terms their usages, unlike English adjectives,
Vietnamese ones are not classified into ten kinds, there are some kinds such as
dimension, age, color,value,...

Finally, the writer hopes that the paper will be useful and helpful for learners of
English in general and for Vietnamese students in particular.

In spite of the great effort, imperfections and shortcomings are inevitable The
writer hopes to receive faithful comments, suggestions as well as
supplementations from the readers. Hopefully, the matter would be done in
other research.

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 References

1. Lectures on Grammar collected and edited by Nguyen Thanh Minh

2. Alexander, L.G.1988. Longman English Grammar. London and New
York: Long man.
3. Close, R. A. 1975. A Reference Grammar for student of English.
London: Longman Group Limited.
4. Eastwood, J.1994. Oxford Guide to English Grammar. London: Oxford
University Press.
5. Huddleston, R and Pullum, G.K. 2002. The Cambridge Grammar of the
English Language. Cambridge University Press.
6. Quirk, R et al. 1972. A University Grammar of English. Esses: Longman.
7. Swan, M.1986. Practical English Usage. London: Oxford University
Press.
8. Stockwell, R.P. 1977. Foundation of Syntactic Theory. Los
Angeles:University of California.
9. Thomson, A.J & Martinet, A.V. A practical English Grammar. Oxford:
Oxford University Press, 1986
10. The Farlex Grammar Book: Complete English Grammar Rules
11. English Grammar Today, Cambridge 2006.

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