(Luận văn) conversation analysis of the conversations in the current highschool english textbooks in vietnam

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY    PHẠM KIM NGA lu an va n to gh tn p ie CONVERSATION ANALYSIS OF nl w THE CONVERSATIONS IN THE CURRENT d oa HIGH SCHOOL ENGLISH TEXTBOOKS l ul nf va an lu IN VIETNAM oi m at nh z MASTER THESIS IN ENGLISH z om l.c gm @ n a Lu BINH DINH – 2021 n va ac th si MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY   PHẠM KIM NGA lu an va CONVERSATION ANALYSIS OF n to gh tn THE CONVERSATIONS IN THE CURRENT p ie HIGH SCHOOL ENGLISH TEXTBOOKS d oa nl w IN VIETNAM an lu l ul nf va FIELD: English Linguistics CODE: 8220201 oi m at nh MASTER THESIS IN ENGLISH z z gm @ SUPERVISOR: Assoc Prof Dr NGUYỄN QUANG NGOẠN om l.c n a Lu BINH DINH – 2021 n va ac th si BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN   PHẠM KIM NGA lu PHÂN TÍCH HỘI THOẠI TRONG SÁCH GIÁO KHOA TIẾNG ANH PHỔ THÔNG TRUNG HỌC HIỆN NAY Ở VIỆT NAM an va n to gh tn p ie d oa nl w : Ngôn ngữ Anh an lu Chuyên ngành Mã số l ul nf va : 8220201 oi m at nh LUẬN VĂN THẠC SĨ TIẾNG ANH z z @ om l.c gm Người hướng dẫn: PGS.TS NGUYỄN QUANG NGOẠN n a Lu BÌNH ĐỊNH – 2021 n va ac th si 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 lu an degree of Master in English linguistics and has not been submitted for va the award of any degree or qualification n to tn gh Binh Dinh, 2021 p ie d oa nl w l ul nf va an lu Phạm Kim Nga oi m at nh z z om l.c gm @ n a Lu n va ac th si 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 lu an Second, I would like to thank my classmates who were always willing va to help me and give their best suggestions and encouragement to me during n to tn my process of conducting the study In addition, I would also like to thank all gh my colleagues at Trung Vuong High School for helping me with my job in ie p order that I can have time to take part in this course and complete my nl w research d oa Last but not least, I owe the completion of this paper to all my beloved an lu family, who have been encouraging me with their best wishes as well as l ul nf va cheering me up and standing by me on my road to success oi m at nh z z om l.c gm @ n a Lu n va ac th si C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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, lu an analytic and synthetic methods are also used to help to work out the best va possible findings The data include a total of 372 adjacency pairs, 57 back n to channels, and 136 discourse markers in 100 conversations The frameworks tn gh of adjacency pairs are based on Yule‟s (1996) and Levinson‟s (1983) theories, p ie back channels on Iwasaki„s (1997) theory and discourse markers on Fraser‟s w (2005) theory The results of the thesis make it possible for learners to have a oa nl general view on the types of adjacency pairs, back channels, and discourse d markers in the conversations for their effective communication with the l ul nf va an lu English language oi m at nh z z om l.c gm @ n a Lu n va ac th Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn si C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 lu an 1.2 AIM AND OBJECTIVES OF THE STUDY va 1.2.1 Aim n to 1.2.2 Objectives tn gh 1.3 RESEARCH QUESTIONS p ie 1.4 SCOPE OF THE STUDY w 1.5 SIGNIFICANCE OF THE STUDY .4 oa nl 1.6 DEFINITIONS OF TERMS 1.7 ORGANIZATION OF THE THESIS d an lu CHAPTER 2: LITURATURE REVIEW l ul nf va 2.1 THEORY OF CONVERSATION 2.1.1 Notion of Conversation oi m 2.1.2 Notion of Conversational Analysis at nh 2.2 THEORY OF ADJACENCY PAIRS .8 2.2.1 Notion of Adjacency pairs z z 2.2.2 Adjacency pairs and Preference Structure .12 @ gm 2.3 THEORY OF BACK CHANNELS 13 l.c 2.3.1 Notion of Back channels 13 om 2.3.2 Types of back channels 17 a Lu 2.4 THEORY OF DISCOURSE MARKERS .21 2.4.1 Notion of Discourse markers 21 n n va ac th Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn si C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 lu an CHAPTER 4: FINDINGS AND DISCUSSION 34 va 4.1 TYPES OF AJACENCY PAIRS IN THE EXAMINED CONVERSATIONS n to IN THE CURRENT HIGH SCHOOL ENGLISH TEXT BOOKS .34 gh tn 4.1.1 Greeting - Greeting 36 p ie 4.1.2 Question - Answer 37 4.1.3 Assessment - Agreement 39 nl w 4.1.4 Assessment - Disagreement .40 d oa 4.1.5 Invitation - Acceptance 41 an lu 4.1.6 Invitation - Refusal 42 l ul nf va 4.1.7 Offer - Acceptance 42 4.1.8 Offer - Decline .43 oi m 4.1.9 Proposal - Agreement 43 4.1.10 Proposal - Disagreement 44 at nh 4.1.11 Request - Acceptance 44 z 4.1.12 Request - Refusal 45 z gm @ 4.1.13 Leave - Leave-taking .46 4.1.14 Instruction - Response 46 om l.c 4.1.15 Problem - Advice 47 4.1.16 Announcement - Response .48 a Lu 4.2 TYPES OF BACKCHANNELS IN THE EXAMINED CONVERSATIONS n n va ac th Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn si C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 lu an 4.3.3 Inferential Markers (IDMs) .57 va 4.3.4 Temporal Markers (TDMs) .59 n to 4.4 THE RELATIONSHIP AMONG THE THREE TYPES OF tn ADJACENCY PAIRS, BACK CHANNELS AND DISCOURSE MARKERS gh p ie IN THE CONVERSATIONS 60 w 4.5 APPLYING THESIS TO HELP THE TEACHER IN TEACHING oa nl CONVERSATIONS FOR ENGLISH STUDENTS 61 d 4.6 SUMMARY 62 lu an CHAPTER 5: CONCLUSIONS 64 l ul nf va 5.1 CONCLUSIONS 64 5.1.1 Conclusions concerning the types of adjacency pairs in the oi m conversations in the current High School English Textbooks in Vietnam 65 at nh 5.1.2 Conclusions concerning the types of backchannels in theconversations in the current High School English Textbooks in Vietnam 65 z z 5.1.3 Conclusions concerning the types of discourse markers in the @ gm conversations in the current High School English Textbooks in Vietnam 66 l.c 5.2 IMPLICATIONS 66 om 5.3 LIMITATIONS OF THE STUDY .67 a Lu 5.4 SUGGESTIONS FOR FURTHER STUDY 67 n REFERENCES 68 n va ac th Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn si C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an vii LIST OF CONVENTIONS AND ABBREVIATIONS lu an va n to gh tn 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] ie p ( Dispreferred) Request - Acceptance [R-A] nl w [R-R] Leave-taking - Leave-taking [L-L] d oa Request - Refusal ( Dispreferred) Problem - Advice [Pr-Ad] Announcement - Response [An-Re] Elaborative Markers CDMs at nh Contrastive Markers oi m [In-Re] l ul nf va an lu Instruction - Response IDMs z @ TDMs om l.c gm Temporal Markers z Inferential Markers EDMs n a Lu n va ac th Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn si C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 lu vocabulary on the go I could practise while on the bus on my way an va to school or while jogging in the park n (ENGLISH 12, BOOK 1, P.53) to tn (4.63) gh p ie Mai: The job interview is also very important, the best candidate is recruited.Sometimes there are even two or three rounds interviews! oa nl w Nam: Yes, then new employees have to go through an initial d period of probation when employer will assess their performance lu l ul nf va an provide some training If everything goes they will be confirmedas regular employees oi m (4.64) (ENGLISH 12, BOOK 2, P.30) at nh Ms Hoa: Sounds good z Minh: First, we'll talk about causes such as greenhouse gas z gm @ emissions fromfactories and vehicles (ENGLISH 11, BOOK 2, P.7) om l.c (4.65) a Lu Max: When you‟re feeling unwell, try natural remedies n n va ac th Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn si C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 lu Travel agent: If you also want to go on a camping safari, you‟ll need an va another three days [P-D] n to Non-Lexical Backchannels gh tn Mr Collins: Um…I‟m not sure if we can manage a week But we could p ie take the seven- day tour, how much would it be per person? w [Contrastive Markers (CDMs)] oa nl ( ENGLISH 10, BOOK , P.48 ) d We can see the relationship among types of adjacency pairs, back lu l ul nf va an channels, and discourse markers as following details -> Adjacency pairs : Proposal - Disagreement [P-D] -> Backchannel : Um -> Non-Lexical Backchannels oi m -> Discourse marker : But -> Contrastive Markers (CDMs) z [Inferential Markers (IDMs)] at nh Example 4.40 in this thesis z om l.c -> Non-Lexical Backchannels -> [Q-A] gm @ Mai: So what you want to after you finish secondary school? Jim: Hmm … I don't know, so I'm searching for websites offering career n a Lu advice so that I can come up with a plan n va ac th Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn si C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 lu are such an important interaction of speech, and they express social an va interaction in the conversations n to Backchannels are signals of listener's attention to the speaker's talk and tn gh show active involvement in the interaction ie p Discourse markers are used to connect sentences, increase logical oa nl w relation and join ideas in communication Applying adjacency pairs, back channels and discourse markers in the d an lu conversations helps the learners increase their English language competence l ul nf va for effective communication 4.5 APPLYING THESIS TO HELP THE TEACHER IN TEACHING oi m CONVERSATIONS FOR ENGLISH STUDENTS at nh By implementing types of adjacency pairs, back channels, and discourse z z markers in the conversation, students have chances to take turns in @ gm conversations equally and effectively Besides, the students can understand l.c how to give the best answers in the conversations fluently, coherently and om they become good conversationalists in communication activities Moreover, a Lu students have to take part in oral tests with conversations for their speaking n skill at high schools by the teachers of English with criteria of assessment n va ac th Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn si C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 lu discussion of the results It begins with the types of adjacency pairs with an va relevant comments and examples There are 100 conversations with 372 types n to of adjacency pairs in total Those data are classified into 16 types of tn adjacency pairs, namely (1) Greeting-Greeting [G-G], (2) Question-Answer gh p ie [Q-A], (3) Assessment-Agreement [A-A], (4) Assessment- Disagreement [A- w D], (5) Invitation-Acceptance [I-A], (6) Invitation-Refusal [I-R], (7) Offer- oa nl Acceptance [O-A], (8) Offer-Decline [O-D], (9) Proposal-Agreement [P-A], d (10) Proposal-Disagreement [P-D], (11) Request-Acceptance [R-A], (12) lu (13) Instruction-Response l ul nf va [R-R], an Request-Refusal [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 oi m Question-Answer, which represents about 84.40% of all the data while the at nh lowest numbers of Request-Refusal, and Offer-Decline are found to be the z least common types in the investigated data which account for only 0.27% z @ gm Besides, there are types of backchannels based on the theory by l.c Iwasaki (1997) including non-lexical backchannels, phrasal backchannels one hundred conversations In this study, the highest type of a Lu examined in om and substantive backchannels There are 57 types of backchannels n backchannels is phrasal backchannels with the highest percentage of 52.63% n va ac th Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn si C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 lu of 40.44% It is followed by Contrastive Markers with the rate of 36.03% and an va Elaborative Markers with 14.71% The number of Temporal Markers is found n to to be the least frequently used type in the investigated data which account for tn only 8.82% Taken from the data, we can see that there are different gh p ie distributions of types of discourse markers w In the following chapter, Chapter 5, conclusions are drawn out and d oa nl implications, limitations and suggestions of further research are made l ul nf va an lu oi m at nh z z om l.c gm @ n a Lu n va ac th Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn si C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 lu an The thesis is to examine the types of adjacency pairs, back channels, va and discourse markers in the conversations in the current High School English n to Textbooks in Vietnam tn gh The data of the thesis consists of 372 adjacency pairs, 57 back ie p channels, and 136 discourse markers in 100 conversations Both quantitative approach and qualitative approach are used together nl w oa with wide descriptive, analytic and synthetic methods for the study, with the d descriptive being the main research method lu l ul nf va an 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) oi m Assessment-Agreement [A-A], (4) Assessment-Disagreement [A-D], (5) at nh Invitation-Acceptance [I-A], (6) Invitation-Refusal [I-R], (7) Offer- z z Acceptance [O-A], (8) Offer-Decline [O-D], (9) Proposal-Agreement [P-A], @ [R-R], (15) Problem-Advice om [In-Re], Leave-taking-Leave-taking l.c Instruction-Response (13) [L-L], (14) [Pr-Ad], (16) Request-Refusal gm (10) Proposal-Disagreement [P-D], (11) Request-Acceptance [R-A], (12) examined a Lu Announcement-Response [An-Re] are identified in the n conversations As regards backchannels, types of backchannels suggested, n va ac th Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn si C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 lu Vietnam an va There are 16 types of adjacency pairs investigated in this research n to Among them, the most frequently used type accounting for the highest type of tn gh Adjacency Pairs is Question-Answer They are followed by Assessment- ie p Agreement, Proposal-Agreement, Greeting-Greeting, Request-Acceptance and Offer-Acceptance The Request-Refusal and Offer-Decline are found to nl w d oa be the least common types in the investigation an lu 5.1.2 Conclusions concerning the types of backchannels in the Vietnam l ul nf va conversations in the current High School English Textbooks in oi m With regard to back channels, they are important in maintaining the at nh flow of and creating structures in conversations Backchannels are limited z exclusively to interactive speech between at least two or more interlocutors z gm @ Backchannel generally known as the listener response and plays an important role in a conversation The quality of a conversation depends widely on what om l.c 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 a Lu interest in what the speaker is saying Therefore, backchannels have their n n va ac th Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn si C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 lu Vietnam an Discourse markers express different relationships between ideas In va n terms of discourse markers in the conversations, discourse markers are to gh tn connector devices used to bridge between turns and sentences, indicating the p ie logical relations among the parts of conversations From the results of analysis of the study, it is realized that there are four oa nl w types of discourse markers Among them, inferential markers is the most common in the investigated data The type of discourse markers taking the d an lu second rank is contrastive markers, and the third rank belongs to elaborative l ul nf va markers The least frequently used category is temporal markers 5.2 IMPLICATIONS oi m To some extent, this thesis makes certain contributions to the teaching and at nh learning of English with specific findings of adjacency pairs, back channels, z z and discourse markers in the conversations By implementing types of @ gm adjacency pairs, back channels, and discourse markers, students have chances answers Moreover, by having a good om can understand how to give good l.c to take turns in conversations equally and effectively Besides, the students a Lu knowledge of the types of adjacency pairs, back channels, and discourse n markers, they have the opportunities to become good conversationalists in n va ac th Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn si C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 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 lu an grateful to receive any feedback from teachers, friends and people who are va interested in this study, which will make the research a better one n to gh tn 5.4 SUGGESTIONS FOR FURTHER STUDY p ie It is suggested for researchers who are in favour of doing further research in these aspects d o further investigation into the following oa nl w domains: - An investigation into adjacency pairs in real life conversations d l ul nf va interviews an lu - An investigation into back channels in celebrities‟ responses to - An investigation into discourse markers in TV game shows oi m at nh z z om l.c gm @ n a Lu n va ac th Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn si C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 68 REFERENCES By Foreign Authors Acadian, A., Former, A., & Garnish, R (1997) Linguistics : Anintroduction to language and communication London: Mit Press Beach, Wayne A (1993) Transitional Regularities for „Casual‟ “Okay” Usages Journal of Pragmatics, 19 (pp.325–352) Blakemore, D (1992) Understanding utterances Oxford: Blackwell lu Bhandari, P., (2020), An introduction to quantitative research (Published) an Brennan, Susan E & Michael F Schober (2001) How Listeners Compensate va n for Disfluencies in Spontaneous Speech Journal of Memory and to Language, 44 (pp.274–296) tn gh Brian, P (2006) Discourse Analysis: an Introduction Bodmin, Cornwall: ie p MPG Books Ltd Clancy, P.M., S.A Thompson, R Suzuki, & H Tao (1996) The w oa nl conversational use of reactive tokens in 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Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn si C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 69 in interracial interviews In Wolgang, A (ed.) 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Cambridge: lu an Cambridge University Press va Ward, Nigel & Wataru Tsukahara (2000) Prosodic Features which Cue Back- n to Channel Feedback in English and Japanese Journal of Pragmatics, gh tn 32(pp.1177–1207) Cheryl (2003) Discourse functions in African American p ie Wharry, sermons Language in Society 32, (pp.203-225) nl w White, S (1989) Backchannels across cultures: A study of Americans and d oa Japanese Language in Society an lu By Vietnamese Authors l ul nf va Đỗ Hữu Châu (2003) Đại cương ngôn ngữ học Hà Nội: Nxb Giáo dục Hà Nội Nguyễn Thiện Giáp (2007) Dụng học Việt ngữ Hà Nội: Nxb ĐHQG oi m Trần Thị Việt Hoa (2018) Presupposition in conversations in the new high school English textbooks in Vietnam (Unpublished MA thesis) Quy Nhơn: at nh Quy Nhơn University z Hồng Phê (1989), Lơgic ngơn ngữ học Hà Nội : Nxb : KHXH z gm @ Nguyễn Thị Phương (2015) Linguistic features of adjacency pairs in English and Vietnamese romantic films: a contrastive study (Unpublished MA om l.c thesis) Quy Nhơn: Quy Nhơn University Nguyễn Quang (2007) Cách thức diễn đạt Tiếng Anh Hà Nội: n a Lu Nxb Từ điển Bách Khoa n va ac th Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn si C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn