Conversation analysis of the conversations in the current highschool english textbooks in vietnam

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY    PHẠM KIM NGA CONVERSATION ANALYSIS OF THE CONVERSATIONS IN THE CURRENT HIGH SCHOOL ENGLISH TEXTBOOKS IN VIETNAM MASTER THESIS IN ENGLISH BINH DINH – 2021 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY   PHẠM KIM NGA CONVERSATION ANALYSIS OF THE CONVERSATIONS IN THE CURRENT HIGH SCHOOL ENGLISH TEXTBOOKS IN VIETNAM FIELD: English Linguistics CODE: 8220201 MASTER THESIS IN ENGLISH SUPERVISOR: Assoc Prof Dr NGUYỄN QUANG NGOẠN BINH DINH – 2021 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN   PHẠM KIM NGA PHÂN TÍCH HỘI THOẠI TRONG SÁCH GIÁO KHOA TIẾNG ANH PHỔ THÔNG TRUNG HỌC HIỆN NAY Ở VIỆT NAM Chuyên ngành Mã số : Ngôn ngữ Anh : 8220201 LUẬN VĂN THẠC SĨ TIẾNG ANH Người hướng dẫn: PGS.TS NGUYỄN QUANG NGOẠN BÌNH ĐỊNH – 2021 i STATEMENT OF AUTHORSHIP I hereby certify that the thesis “Conversations Analysis of the Conversations in the Current High School English Textbooks in Vietnam” is my own work except where reference is made in the text of the thesis No other person‟s work has been used without acknowledgement in this thesis I certify that this thesis has been submitted for completion for the degree of Master in English linguistics and has not been submitted for the award of any degree or qualification Binh Dinh, 2021 Phạm Kim Nga ii ACKNOWLEDGEMENTS First and foremost, I wish to express my sincere gratitude to my supervisor, Assoc Prof Dr Nguyen Quang Ngoan for his support and guidance in my completion of the thesis I am also thankful to all the lectures at the Department of Foreign Languages, Quy Nhon University for their profound knowledge and endless support during my study at Quy Nhon University Second, I would like to thank my classmates who were always willing to help me and give their best suggestions and encouragement to me during my process of conducting the study In addition, I would also like to thank all my colleagues at Trung Vuong High School for helping me with my job in order that I can have time to take part in this course and complete my research Last but not least, I owe the completion of this paper to all my beloved family, who have been encouraging me with their best wishes as well as cheering me up and standing by me on my road to success iii ABSTRACT This is a study of adjacency pairs, back channels, and discourse markers in the conversations in the current High School English Textbooks in Vietnam The study aim is to examine the types of adjacency pairs, back channels, and discourse markers in the conversations investigated Descriptive is considered as the main method with the combination of both quantitative and qualitative approaches in this study Besides, contrastive, analytic and synthetic methods are also used to help to work out the best possible findings The data include a total of 372 adjacency pairs, 57 back channels, and 136 discourse markers in 100 conversations The frameworks of adjacency pairs are based on Yule‟s (1996) and Levinson‟s (1983) theories, back channels on Iwasaki„s (1997) theory and discourse markers on Fraser‟s (2005) theory The results of the thesis make it possible for learners to have a general view on the types of adjacency pairs, back channels, and discourse markers in the conversations for their effective communication with the English language iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF CONVENTIONS AND ABBREVIATIONS vii LIST OF TABLES viii CHAPTER 1: INTRODUCTION 1.1 RATIONALE .1 1.2 AIM AND OBJECTIVES OF THE STUDY 1.2.1 Aim 1.2.2 Objectives 1.3 RESEARCH QUESTIONS 1.4 SCOPE OF THE STUDY 1.5 SIGNIFICANCE OF THE STUDY .4 1.6 DEFINITIONS OF TERMS 1.7 ORGANIZATION OF THE THESIS CHAPTER 2: LITURATURE REVIEW 2.1 THEORY OF CONVERSATION 2.1.1 Notion of Conversation 2.1.2 Notion of Conversational Analysis 2.2 THEORY OF ADJACENCY PAIRS .8 2.2.1 Notion of Adjacency pairs 2.2.2 Adjacency pairs and Preference Structure .12 2.3 THEORY OF BACK CHANNELS 13 2.3.1 Notion of Back channels 13 2.3.2 Types of back channels 17 2.4 THEORY OF DISCOURSE MARKERS .21 2.4.1 Notion of Discourse markers 21 v 2.4.2 Types of discourse markers .22 2.5 REVIEW OF PREVIOUS, RELEVANT STUDIES .25 CHAPTER 3: RESEARCH METHODOLOGY 28 3.1 RESEARCH METHODS 28 3.2 RESEARCH PROCEDURES 29 3.3 DATA SOURCES AND SAMPLES 29 3.4 DATA ANALYSIS 30 3.5 VALIDITY AND RELIABILITY .32 3.6 SUMMARY .32 CHAPTER 4: FINDINGS AND DISCUSSION 34 4.1 TYPES OF AJACENCY PAIRS IN THE EXAMINED CONVERSATIONS IN THE CURRENT HIGH SCHOOL ENGLISH TEXT BOOKS .34 4.1.1 Greeting - Greeting 36 4.1.2 Question - Answer 37 4.1.3 Assessment - Agreement 39 4.1.4 Assessment - Disagreement .40 4.1.5 Invitation - Acceptance 41 4.1.6 Invitation - Refusal 42 4.1.7 Offer - Acceptance 42 4.1.8 Offer - Decline .43 4.1.9 Proposal - Agreement 43 4.1.10 Proposal - Disagreement 44 4.1.11 Request - Acceptance 44 4.1.12 Request - Refusal 45 4.1.13 Leave - Leave-taking .46 4.1.14 Instruction - Response 46 4.1.15 Problem - Advice 47 4.1.16 Announcement - Response .48 4.2 TYPES OF BACKCHANNELS IN THE EXAMINED CONVERSATIONS vi IN THE CURRENT HIGH SCHOOL ENGLISH TEXT BOOKS .49 4.2.1 Non-lexical backchannels .50 4.2.2 Phrasal backchannels .51 4.2.3 Substantive backchannels 52 4.3.TYPES OF DISCOURSE MARKERS IN THE EXAMINED CONVERSATIONS IN THE CURRENT HIGH SCHOOL ENGLISH TEXT BOOKS 53 4.3.1 Contrastive Markers (CDMs) 55 4.3.2 Elaborative Markers (EDMs) 56 4.3.3 Inferential Markers (IDMs) .57 4.3.4 Temporal Markers (TDMs) .59 4.4 THE RELATIONSHIP AMONG THE THREE TYPES OF ADJACENCY PAIRS, BACK CHANNELS AND DISCOURSE MARKERS IN THE CONVERSATIONS 60 4.5 APPLYING THESIS TO HELP THE TEACHER IN TEACHING CONVERSATIONS FOR ENGLISH STUDENTS 61 4.6 SUMMARY 62 CHAPTER 5: CONCLUSIONS 64 5.1 CONCLUSIONS 64 5.1.1 Conclusions concerning the types of adjacency pairs in the conversations in the current High School English Textbooks in Vietnam 65 5.1.2 Conclusions concerning the types of backchannels in theconversations in the current High School English Textbooks in Vietnam 65 5.1.3 Conclusions concerning the types of discourse markers in the conversations in the current High School English Textbooks in Vietnam 66 5.2 IMPLICATIONS 66 5.3 LIMITATIONS OF THE STUDY .67 5.4 SUGGESTIONS FOR FURTHER STUDY 67 REFERENCES 68 vii LIST OF CONVENTIONS AND ABBREVIATIONS Greeting - Greeting [G-G] Question - Answer [Q-A] Assessment - Agreement [A-A] Assessment - Disagreement ( Dispreferred) [A-D] Invitation - Acceptance [I-A] Invitation- Refusal ( Dispreferred) [I-R] Offer - Acceptance [O-A] Offer - Decline ( Dispreferred) [O-D] Proposal - Agreement [P-A] Proposal - Disagreement [P-D] ( Dispreferred) Request - Acceptance [R-A] Request - Refusal ( Dispreferred) [R-R] Leave-taking - Leave-taking [L-L] Instruction - Response [In-Re] Problem - Advice [Pr-Ad] Announcement - Response [An-Re] Contrastive Markers CDMs Elaborative Markers EDMs Inferential Markers IDMs Temporal Markers TDMs 59 4.3.4 Temporal Markers (TDMs): This type accounts for 8.82% For example: (4.62) Nam: Sounds interesting! So how did you improve your English? Lan: First, I registered and created an account with my nickname Then I downloaded some free language learning apps on my smartphone and started revising and learning new vocabulary on the go I could practise while on the bus on my way to school or while jogging in the park (ENGLISH 12, BOOK 1, P.53) (4.63) Mai: The job interview is also very important, the best candidate is recruited.Sometimes there are even two or three rounds interviews! Nam: Yes, then new employees have to go through an initial period of probation when employer will assess their performance provide some training If everything goes they will be confirmedas regular employees (ENGLISH 12, BOOK 2, P.30) (4.64) Ms Hoa: Sounds good Minh: First, we'll talk about causes such as greenhouse gas emissions fromfactories and vehicles (ENGLISH 11, BOOK 2, P.7) (4.65) Max: When you‟re feeling unwell, try natural remedies 60 first Takeprescription medicine only when other methods fail Kim: Oh, really? Natural remedies? What are they? (ENGLISH 11, BOOK 2, P.59) 4.4 THE RELATIONSHIP AMONG THE THREE TYPES OF ADJACENCY PAIRS, BACK CHANNELS AND DISCOURSE MARKERS IN THE CONVERSATIONS Example 4.27 in this thesis Travel agent: If you also want to go on a camping safari, you‟ll need another three days [P-D] Non-Lexical Backchannels Mr Collins: Um…I‟m not sure if we can manage a week But we could take the seven- day tour, how much would it be per person? [Contrastive Markers (CDMs)] ( ENGLISH 10, BOOK , P.48 ) We can see the relationship among types of adjacency pairs, back channels, and discourse markers as following details -> Adjacency pairs : Proposal - Disagreement [P-D] -> Backchannel : Um -> Non-Lexical Backchannels -> Discourse marker : But -> Contrastive Markers (CDMs) Example 4.40 in this thesis [Inferential Markers (IDMs)] Mai: So what you want to after you finish secondary school? -> [Q-A] -> Non-Lexical Backchannels Jim: Hmm … I don't know, so I'm searching for websites offering career advice so that I can come up with a plan 61 ( ENGLISH 12, BOOK , P.46 ) We can see the relationship among types of adjacency pairs, back channels, and discourse markers as following details -> Adjacency pairs : -> Question - Answer [Q-A] -> Backchannel : Hmm -> Non-Lexical Backchannels -> Discourse marker : So -> Inferential Markers (IDMs) So, adjacency pairs are utterances produced by two speakers in a way that the second utterance is identified as related to the first one Adjacency pairs are such an important interaction of speech, and they express social interaction in the conversations Backchannels are signals of listener's attention to the speaker's talk and show active involvement in the interaction Discourse markers are used to connect sentences, increase logical relation and join ideas in communication Applying adjacency pairs, back channels and discourse markers in the conversations helps the learners increase their English language competence for effective communication 4.5 APPLYING THESIS TO HELP THE TEACHER IN TEACHING CONVERSATIONS FOR ENGLISH STUDENTS By implementing types of adjacency pairs, back channels, and discourse markers in the conversation, students have chances to take turns in conversations equally and effectively Besides, the students can understand how to give the best answers in the conversations fluently, coherently and they become good conversationalists in communication activities Moreover, students have to take part in oral tests with conversations for their speaking skill at high schools by the teachers of English with criteria of assessment 62 based on the Certificate of English B1 European Framework If students get good marks in the oral tests, they will apply to practise speaking conversation well with the real situations in their lives Therefore, the teachers of English can apply adjacency pairs, back channels, and discourse markers in the conversations to motivate students in learning English communication competence better and getting their good English results 4.6 SUMMARY This chapter presents the findings obtained from the research and discussion of the results It begins with the types of adjacency pairs with relevant comments and examples There are 100 conversations with 372 types of adjacency pairs in total Those data are classified into 16 types of adjacency pairs, namely (1) Greeting-Greeting [G-G], (2) Question-Answer [Q-A], (3) Assessment-Agreement [A-A], (4) Assessment- Disagreement [AD], (5) Invitation-Acceptance [I-A], (6) Invitation-Refusal [I-R], (7) OfferAcceptance [O-A], (8) Offer-Decline [O-D], (9) Proposal-Agreement [P-A], (10) Proposal-Disagreement [P-D], (11) Request-Acceptance [R-A], (12) Request-Refusal [R-R], Instruction-Response (13) [In-Re], Leave-taking-Leave-taking (15) Problem-Advice [L-L], (14) [Pr-Ad], (16) Announcement-Response [An-Re] The highest type of adjacency pairs is Question-Answer, which represents about 84.40% of all the data while the lowest numbers of Request-Refusal, and Offer-Decline are found to be the least common types in the investigated data which account for only 0.27% Besides, there are types of backchannels based on the theory by Iwasaki (1997) including non-lexical backchannels, phrasal backchannels and substantive backchannels There are 57 types of backchannels examined in one hundred conversations In this study, the highest type of backchannels is phrasal backchannels with the highest percentage of 52.63% 63 This is followed by non-lexical backchannels with the rate of 43.86% The number of substantive backchannels is found to be the least frequent types in the investigated data which account for only 3.51% In addition, there are types of discourse markers based on Fraser‟s formatting (2005) theory They comprise of Contrastive Markers, Elaborative Markers, Inferential Markers and Temporal Markers There are 136 types of discourse markers examined in one hundred conversations The most common type of discourse markers is Inferential Markers with the highest percentage of 40.44% It is followed by Contrastive Markers with the rate of 36.03% and Elaborative Markers with 14.71% The number of Temporal Markers is found to be the least frequently used type in the investigated data which account for only 8.82% Taken from the data, we can see that there are different distributions of types of discourse markers In the following chapter, Chapter 5, conclusions are drawn out and implications, limitations and suggestions of further research are made 64 CHAPTER CONCLUSIONS In this part, first the conclusions of the whole study are drawn out from the findings Next, it continues with some relevant implications as mentioned The last part is the limitations of the present study and some suggestions for further research 5.1 CONCLUSIONS The thesis is to examine the types of adjacency pairs, back channels, and discourse markers in the conversations in the current High School English Textbooks in Vietnam The data of the thesis consists of 372 adjacency pairs, 57 back channels, and 136 discourse markers in 100 conversations Both quantitative approach and qualitative approach are used together with wide descriptive, analytic and synthetic methods for the study, with the descriptive being the main research method Results of the thesis are found to answer three main research questions given in the first chapter For adjacency pairs, 16 types of adjacency pairs including (1) Greeting-Greeting [G-G], (2) Question-Answer [Q-A], (3) Assessment-Agreement [A-A], (4) Assessment-Disagreement [A-D], (5) Invitation-Acceptance [I-A], (6) Invitation-Refusal [I-R], (7) OfferAcceptance [O-A], (8) Offer-Decline [O-D], (9) Proposal-Agreement [P-A], (10) Proposal-Disagreement [P-D], (11) Request-Acceptance [R-A], (12) Request-Refusal [R-R], Instruction-Response (13) [In-Re], Leave-taking-Leave-taking (15) Problem-Advice [L-L], (14) [Pr-Ad], (16) Announcement-Response [An-Re] are identified in the examined conversations As regards backchannels, types of backchannels suggested, 65 including non-lexical backchannels, phrasal backchannels and substantive backchannels are examined In terms of discourse markers, types of discourse markers including contrastive markers, elaborative markers, inferential markersand temporal markers are exploited in the thesis Major conclusions are drawn out from the findings in the previous chapter 5.1.1 Conclusions concerning the types of adjacency pairs in the conversations in the current High School English Textbooks in Vietnam There are 16 types of adjacency pairs investigated in this research Among them, the most frequently used type accounting for the highest type of Adjacency Pairs is Question-Answer They are followed by AssessmentAgreement, Proposal-Agreement, Greeting-Greeting, Request-Acceptance and Offer-Acceptance The Request-Refusal and Offer-Decline are found to be the least common types in the investigation 5.1.2 Conclusions concerning the types of backchannels in the conversations in the current High School English Textbooks in Vietnam With regard to back channels, they are important in maintaining the flow of and creating structures in conversations Backchannels are limited exclusively to interactive speech between at least two or more interlocutors Backchannel generally known as the listener response and plays an important role in a conversation The quality of a conversation depends widely on what takes place in the person to whom words are directed In order to act as an active, supportive, and polite listener, the listener should in general signal an interest in what the speaker is saying Therefore, backchannels have their 66 special role in a conversation There are types of backchannels found out in this research Among them, the most frequently used type accounting for the highest type of backchannels is phrasal backchannels This is followed by non-lexical backchannels The number of substantive backchannels is found to be the least common type in the investigated data 5.1.3 Conclusions concerning the types of discourse markers in the conversations in the current High School English Textbooks in Vietnam Discourse markers express different relationships between ideas In terms of discourse markers in the conversations, discourse markers are connector devices used to bridge between turns and sentences, indicating the logical relations among the parts of conversations From the results of analysis of the study, it is realized that there are four types of discourse markers Among them, inferential markers is the most common in the investigated data The type of discourse markers taking the second rank is contrastive markers, and the third rank belongs to elaborative markers The least frequently used category is temporal markers 5.2 IMPLICATIONS To some extent, this thesis makes certain contributions to the teaching and learning of English with specific findings of adjacency pairs, back channels, and discourse markers in the conversations By implementing types of adjacency pairs, back channels, and discourse markers, students have chances to take turns in conversations equally and effectively Besides, the students can understand how to give good answers Moreover, by having a good knowledge of the types of adjacency pairs, back channels, and discourse markers, they have the opportunities to become good conversationalists in 67 communication activities Therefore, the teachers of English can apply adjacency pairs, back channels, and discourse markers in the conversations to motivate students in learning English better and getting good results 5.3 LIMITATIONS OF THE STUDY Due to the limited time and research experience, mistakes and shortcomings are unavoidable as other conversational aspects have not been investigated Although the study has shortcomings, it has provided certain contributions to teaching and learning in English language I am actually grateful to receive any feedback from teachers, friends and people who are interested in this study, which will make the research a better one 5.4 SUGGESTIONS FOR FURTHER STUDY It is suggested for researchers who are in favour of doing further research in these aspects d o further investigation into the following domains: - An investigation into adjacency pairs in real life conversations - An investigation into back channels in celebrities‟ responses to interviews - An 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(2017) Tiếng Anh Lớp 10, Textbook Hà Nội: Nxb Giáo Dục Việt Nam Hoàng Văn Vân (Ed.) (2017) Tiếng Anh Lớp 10, Textbook Hà Nội : Nxb Giáo Dục Việt Nam Hoàng Văn Vân (Ed.) (2017) Tiếng Anh Lớp 11, Textbook Hà Nội: Nxb Giáo Dục Việt Nam Hoàng Văn Vân (Ed.) (2017) Tiếng Anh Lớp 11, Textbook Hà Nội: Nxb Giáo Dục Việt Nam Hoàng Văn Vân (Ed.) (2017) Tiếng Anh Lớp 12, Textbook Hà Nội: Nxb Giáo Dục Việt Nam Hoàng Văn Vân (Ed.) (2017) Tiếng Anh Lớp 12, Textbook Hà Nội: Nxb Giáo Dục Việt Nam ... examine the types of adjacency pairs in the conversations in the current High School English Textbooks in Vietnam - To identify and examine the types of back channels in the conversations in the. .. concerning the types of adjacency pairs in the conversations in the current High School English Textbooks in Vietnam 65 5.1.2 Conclusions concerning the types of backchannels in theconversations in. .. the conversations in the current High School English Textbooks in Vietnam? 1.4 SCOPE OF THE STUDY The data of this study includes 100 conversations in the current High School English Textbooks in