Across cultural study on requests m a 60 14 10

TABLE OF CONTENTS ABSTRACT STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENTS CHAPTER I: INTRODUCTION 1.1 Background to the study 1.2 Statement of Purpose 1.3 The research questions 1.4 Significance of the study 1.5 Definitions of Terms 10 1.6 Limitations and Delimitations 11 1.7 Organization of the Remainder of the Study 12 CHAPTER II: LITERATURE REVIEW 2.1 The Speech Act 13 2.1.1 Background 13 2.1.2 Classification of Speech Acts .14 2.1.3 Criticism of Speech Acts Theory 16 2.1.4 The Speech Act of request 16 2.2 Politeness and Indirectness 17 2.2.1 Theory of politeness and indirectness 17 2.2.2 Politeness and indirectness in requests .20 2.2.3 Politeness and indirectness across languages and cultures 23 2.3 Composition of a request 24 2.3.1 Alerter(s) 25 2.3.2 Supportive move(s) 25 2.3.3 The Head act 25 2.4 Social variables affecting politeness and indirectness 26 2.5 Pragmatic transfer in interlanguage 28 CHAPTER III: METHODOLOGY 3.1 Subjects 32 3.1.1 Subject of the pilot study 32 3.1.2 Subject of the whole study 32 3.2 Data collection 36 3.3 Study methods 36 3.4 Validity and reliability of the DCT 38 3.5 Analytical framework 39 3.5.1 Request strategies .40 3.5.1.1 Direct requests – Category 40 3.5.1.2 Conventionally indirect requests – Category 41 3.5.1.3 Non-conventionally indirect requests – Category 41 3.5.2 Internal modifications 42 3.5.2.1 Syntactic downgraders 42 3.5.2.2 Lexical/phrasal downgraders 45 3.5.2.3 Upgraders 47 -1- 3.5.3 External modifications 47 CHAPTER IV: FINDINGS AND DISCUSSION A Analysis of the Findings 50 4.1 The choice of request strategies 50 4.1.1 Choice of strategy in higher social status settings (+S) 50 4.1.2 Choice of strategy in equal social status settings (=S) 55 4.1.3 Choice of strategy in lower social status settings (-S) 58 4.1.4 Choice of strategy in close relationship settings (+R) 61 4.1.5 Choice of strategy in distant relationship settings (-R) 63 4.2 The use of internal and external modifications 66 4.2.1 Where the Speaker has a higher social status than the Addressee (+S) 67 4.2.1.1 The use of Internal Modifications 67 4.2.1.2 The use of External Modifications .72 4.2.2 Where the Speaker has an equal social status to the Addressee (=S) 75 4.2.2.1 The use of Internal Modifications 75 4.2.2.2 The use of External Modifications .78 4.2.3 Where the Speaker has a lower social status than the Addressee (-S) 80 4.2.3.1 The use of Internal Modifications 80 4.2.3.2 The use of External Modifications .84 4.2.4 Where the Speaker has a close relationship to the Addressee (+R) 87 4.2.4.1 The use of Internal Modifications 87 4.2.4.2 The use of External Modifications .90 4.2.5 Where the Speaker has a distant relationship to the Addressee (-R) 92 4.2.5.1 The use of Internal Modifications 92 4.2.5.2 The use of External Modifications .95 B Discussions of the findings 97 4.3 The choice of request strategies .98 4.4 The use of internal and external modifications 102 4.5 The way of VSs of E in forming their requests in English 105 CHAPTER V: CONCLUSION AND IMPLICATION 5.1 Summary 109 5.1.1 With regard to the choice of request strategies and the use of internal and external modifications made by VSs of V and ASs of E 109 5.1.2 With regard to the ways of the VSs of E in forming their requests in English 111 5.2 Implications .114 5.3 Suggestions for further researches 116 APPENDIXES - Questionnaires - The coding system BIBLIOGRAPHY -2- ABSTRACT This study is an attempt to investigate the similarities and differences in making requests by Vietnamese Speakers of Vietnamese and American Speakers of English with regard to the choice of request strategies and the use of internal and external modifications The results indicated more differences than similarities in the choice of requests strategies and the use of internal and external modifications due to the differences in languages and cultures between the Vietnamese people and the American people Moreover, based on these differences, the study also showed the way how Vietnamese speakers of English form their requests in English Pragmatic transfers from Vietnamese to English language were also found by comparing the similar and different frequencies of the three data resources elicited from Vietnamese Speakers of Vietnamese, Vietnamese Speakers of English and American Speakers of English Additionally, the differences and similarities in the choice of request strategies and the use of internal and external modifications were identified in relation to the variation of social status and social relationship The data were collected via written Discourse Completion Tasks (DTC), which was empirically validated before being used as a data collection instrument -3- STATEMENT OF AUTHORSHIP I certificate my authorship of the thesis submitted today entitled: A CROSS-CULTURAL STUDY ON REQUESTS In terms of the Statement of Requirements for Theses in Master’s Programmes issued by the Higher Degree Committee Ho Chi Minh City, February 24th, 2009 Ly Thien Trang -4- ACKNOWLEDGEMENTS Firstly, I would like to thank my supervisor Dr Le Thi Thanh, I owe a special debt of gratitude for her patient guidance, encouragement and constructive supervision throughout my research My sincere thanks also go to the Staff of the Department of English Linguistic and Literature and the Staff of the Postgraduation Department of University of Social Sciences and Humanities I take this opportunity to thank Mr Vo Duy Minh – the monitor of TESOL 05, who always gave me constructive questions which helped me to orientate my research I would also like to thank my friend Ms Nguyen Thi Hoa, who lives in New York, USA for her assistance in delivering and collecting some questionnaires Lastly, I would like to thank my husband, Tran Ngoc Thanh Hung for his support in coding and making statistics of my study, and my six year-old daughter Tran Ngoc Thien Han for her encouragement by saying “Mother, try and try!” when I sometimes became lazily -5- Chapter I INTRODUCTION 1.1 Background to the study In recent years, among many foreign languages English has become a necessity of national development, especially of a free and market-oriented economy and integration into the Asian’s economy in specific and into the world’s economy in general Moreover, social demands have forced the use of English language for broader communication and diplomatic relations In addition, English has become a motivation of foreign investment and economic cooperation Last but not least, English has helped to exchange education between many parts of the world In the reality, many students have traveled to study overseas with the hope to contribute to the national development after their return Briefly, English plays an important role in the national development and should be thus considered as one of the national policy of economic development Although English has been taught in Vietnam for many years, but it seems that much attention may be paid on form-based instructions, which means that the students have been mainly taught the grammatical, lexical and phonological components of the foreign language Many Vietnamese teachers of English still value the grammatical correctness of utterances over the appropriateness of utterances in actual communication and thus emphasize pure linguistic competence in the achievement of successful communication rather than knowledge of social norms and values, roles and relations between individuals Learners not, therefore, fully realize that what they say must be situationally and contextually appropriate for communication to be successful, and have concentrated on the learning of as much as grammar and vocabulary as possible to the exclusion of pragmatic competence (Ha, C.T., 1998) The undervaluing of sociolinguistic competence can be clearly seen in teaching and learning English in Vietnam in which little attention has been paid on oral practice -6- focusing on the pragmatic meanings of utterance in context The result is that many learners have limited ability to communicate orally in English appropriately and effectively, although they can read and write well It seems that they can be linguistically competent to understand English, but they find it hard to comprehend native speakers and even harder to express themselves in situations which require them to give speech acts such as requesting, apologizing and refusal Today, it is commonly recognized that the goal of language teaching is to develop learners’ communicative competence, i.e the ability to communicate appropriately in a given target language and culture Consequently, instructional practices should focus on not just on the features of the target language linguistic system but also on its rules which refer to those norms of interaction that are shared by members of a given speech community in order to establish successful communicative situations So Hymes (1967) states that communicative competence includes not only knowledge of the linguistic forms of a language but also knowledge of when, how and to whom it is appropriated to use these forms With the development of education and training, especially in teaching and learning in English, the needs to improve learners’ communicative competence, to provide them with more sociolinguistic information and practice in classroom become concerns of the English language teaching profession in Vietnam As an increasing number of Vietnamese people to visit English-speaking countries for a variety of purposes and a rapid growth of foreign companies investing in Vietnam, the Vietnamese are encountering English in everyday settings where communication is necessary Their problems in communicating in English, especially in the way of giving speech acts such as requesting thus become a significant area of the study -7- C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an The speech act of request has been chosen for investigation in this study for several reasons, firstly requests are socially complex even for native speakers Requests impose on the hearer, and if the speaker does not make a request appropriately, the desired goal may not be reached As a result, the hearer may be embarrassed, or the relationship may be damaged A variety of ways we express politeness is determined by underlying cultural-based assumptions about what it means to be polite The illocutionary force behind a particular polite utterance, a request for example, might differ from one culture to another Socio-pragmatic failure can occur as a result of the learner’s miscalculations regarding social distance, his or her relative rights and obligations, and the size of an imposition carried by an utterance (Thomas, 1983) Secondly, many studies regarding the speech act of request have been carried out in different languages such as Japanese (Tanaka, 1988; Beebe, Takahashi, and Uliss-Weltz, 1990; Kubota, 1996; Nike & Tajika, 1994) Chinese (Banerjee & Carrell, 1988; Song-Mei, 1993; Huang, 1996), German (Kasper, 1981; Kasper, 1984; Kasper & House, 1987), Danish (Faerch & Kasper, 1989), and some studies related to comparison of realization of requests by Vietnamese speakers of English and Australian speakers of English such as requests (Vang, 1990) and requests by Australian Native Speakers of English and Vietnamese Learners of English (Ha, C.T., 1998) A comparison between Vietnamese speakers of Vietnamese and American speakers of English in making requests under the influences of socio-cultural factors such as social status and social distance and the ways that Vietnamese speakers of English form their requests have not yet been investigated Wolfson (1983) states that languages differ from one another not only in such areas as phonology, syntax and the lexicon but in the very use to which these linguistic resources are put Patterns of interaction vary, sometime strikingly, from one speech community to another (p.61) More cross-cultural studies on the use of language regarding the speech act of request, thus, should be made Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn -8- C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 1.2 Statement of Purpose The objectives of this study are to: (1) find out some similarities and differences between Vietnamese speakers of Vietnamese and American speakers of English in making requests, (2) investigate how Vietnamese speakers of English form requests in English, (3) discover whether social status and social relationship effect the choice of request strategies and the use of internal and external modification The investigations of these issues are based on: (1) a brief review on the speech act of requests, politeness and indirectness, and (2) questionnaires asking American speakers of English, Vietnamese speakers of English and Vietnamese speakers of Vietnamese 1.3 The research questions The study is a cross-cultural one and concentrates on the following questions: What are the similarities and differences between Vietnamese speakers of Vietnamese and American speakers of English in making requests? How Vietnamese speakers of English form their requests in English? Do social status and social relationship affect the choice of request strategies and the use of internal and external modification? 1.4 Significance of the study While speech acts play an important role in communication, but not many researches have been done over the last decade on speech acts, especially on the speech act of requests in terms of cross-cultural communication In addition, the study will help Vietnamese speakers of English be aware of that apart from grammatical and lexical knowledge they must develop a sense of socio-cultural appropriateness so that they can achieve their communicative goals and avoid misunderstandings Besides that, the successful performance of speech act of requests depends on socio-cultural factors such as social status and social relationship Moreover, the derived suggestions will facilitate teachers of English language in helping their learners to make requests in English appropriately More Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn -9- C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an notably, this study will arouse the interests of ESL students at universities requiring them to study Pragmatics which is considered as a very difficult subject at universities and it may be beneficial to those, who are in the same situation 1.5 Definitions of Terms Requests: a directive act and a pre-event which initiates the negotiation of face during a conversational interaction According to Brown and Levinson (1987), requests are intrinsically face threatening because they are intended to threaten the addressee’s negative face (i.e., freedom of action and freedom from imposition) Speech acts: In attempting to express themselves, people not only produce utterances containing grammatical structures and words, they perform actions via utterances Actions performed via utterances are generally called speech acts (George Yule, 1998) Politeness: Politeness is a strategy to maintain and develop relationships Since requests are discourteous by nature, politeness is important (Leech, 1983), whereas George Yule defines politeness, in an interaction, can then be defined as the means employed to show awareness of another person’s face (George Yule, 1998) Face: Face means the public self-image of a person (George Yule, 1998) Negative politeness: a face saving act which is oriented to the person’s negative face will tend to show deference, emphasize the importance of the other’s time or concern, and even include an apology for the imposition or interruption (George Yule, 1998) Positive politeness: a face saving act which is concerned with to person’s positive face will tend to show solidarity, emphasize that both speakers want the same thing, and that they have a common goal (George Yule, 1998) Pragmatics: the study of language from the point of view of users, especially of the choices they make, the constraints they encounter in using language in social interaction and the effects their use of language has on other participants in the act of communication (Crystal,1997) Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn - 10 - C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an in the VSs of E, whereas a relative large amount of VSs of V and ASs of E used it This maybe due to the lack of sociopragmatic knowledge in the subject of VSs of E chosen 5.2 Implications This section will give some suggestions for teachers of English language in their profession to help their learners make requests in English in an appropriate way First and foremost, the findings of this study suggest that teachers of English language should firstly make their students be aware of the rule in making requests in English that the more indirect an utterance is, the more polite it becomes Because the indirect utterances give the Addressee more optionality, and requests are intrinsically face threatening because they are intended to threaten the addressee’s negative face (i.e., freedom of action and freedom from imposition) Furthermore, teachers of English language should help their learners bear in mind that a request in the Imperative form with a Politeness marker “please” or with a Personalization such as “for me” is not considered as a polite request in English, even to the Addressee of close relationship So they should avoid using the kind of strategy if they want to make their requests more mitigating and less imposing Additionally, Vietnamese learners of English should realize that native speakers prefer to use the indirect conventionally strategies most because of their more optionality and of course less imposing on the Addressee Due to the differences in the two cultures and languages, many Vietnamese learners find it difficult to differentiate between the politeness values in request strategies in English So teachers of English should point out some significant cross-cultural differences influencing the choice of request strategies in English Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn - 114 - C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Moreover, Vietnamese learners of English should be made to be aware that the more the request is mitigated syntactically and lexically, the more tentative it becomes, and therefore the more politely it is communicated This means that the syntactic and lexical/phrasal devices play an important role in mitigating the requestive force Furthermore, Vietnamese learners of English should be helped to realize that the external modifications are also mitigating contributors in making requests Bisides the Grounder and Prepartor, the Expression of Appreciation or Indebtedness is also important in making requests more mitigating and less imposing The findings show that no teachers of English studied used this kind of external modification More importantly, the cross-cultural differences influencing the emphasis on the status in using languages Vietnamese learners should also be made to be aware of the person-oriented verbal mode of native speakers in comparison to the stutusoriented verbal style of Vietnamese people Native speakers seems to pay not much attention on the choice of request strategies in relaltion to the variation of social status Last but not least, in teaching translation, more attention should be paid on the differences in languages and cultures affecting the ways of translation It should be noted that in Vietnamese language, more Imperatives were used to make requests This means that an Imperative in Vietnamese should not always be translated into an Imperative in English A good translation should consider the importance of the context where the language is used Generally speaking, teachers of English language can help their learners in raising their awareness of the preferences in the choice of request strategies and the use of internal and external modifications by VSs of V and ASs of E due to the differences in languages and cultures through their planned classroom activities Teachers can Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn - 115 - C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an provide their learners with a list of useful activities for pragmatic development which aim at raising learners’ pragmatic awareness such as observation, sociopragmatic, and pragmalinguistic tasks Moreover, teachers can offer their learners with opportunities for communicative practice by using interpersonal communication tasks such as roleplay By implementing some of these learning activities in the foreign language classroom, teachers can help their learners become more effective and successful communicators in English 5.3 Suggestions for further researches As discussed in the limitations and delimitations, because of time and resource constraints, this study was just limited in composition of the small sample of Vietnamese speakers of Vietnamese, Vietnamese speakers of English and American speakers of English participating Further studies should focus on a large amount of samples Moreover, the use of written Discourse Completion Tasks (DCT) in questionnaires to collect data of spoken language may limit to some extent the expression of oral communication On the other hand, the speech act provided may not be as natural as in real conversation because the respondents have more time to think and respond in writing than in speaking As a result, they may respond more longer than when they speak So further studies should also pay attention on the use not only written Discourse Completion Tasks but also the spoken Discourse Completion Tasks, which give opportunities for oral communication to take place Addtionally, because of time limitations, the study just focused on the subjects of at the age range of between 25 and 40 The reasons for age limitations is that age may be also a variable factor affecting the choice of speech acts Further studies should prepare for a wider range of age and consider age as a variable factor affecting the choice of speech acts Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn - 116 - C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Furthermore, sex or gender may also play as a variable factor influencing the choice of request strategies and the use of internal and external modifications So the author suggest that more studies should use sex or gender as a variable factor Lastly, in the study, the author would like to mention some of the constraints that condition the occurrence of pragmatic transfer More longitude researches should be made on conditions under which pragmatic transfer takes place Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn - 117 - C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an QUESTIONNAIRES English Version The purpose of this survey is to find out the similarities and differences in making requests between American speakers of English and Vietnamese speakers of Vietnamese The data will be used only for the thesis Your help will be most appreciated Personal Information Your nationality : American Your age: : 25 - 30 Gender: : Male Female Qualification : BA, BSc MA MSc Occupation : Mother tongue : English 31-35 Vietnamese 36 - 40 Vietnamese Questions Please read the following questions carefully and put yourself in the given situations After each situation please write down exactly what you would say in a normal conversation Situation You are a chief accountant and you are looking for a document You need the document immediately for a very important financing meeting What would you say to request the following people to find it? 1a Your boss He is a Financing Manager 1b Your colleague of an equal position 1c Your secretary Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Page of C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 1d Your very friendly colleague 1e Your new colleague He/she has just received work for days You haven’t got time to contact to him/her yet Situation Your request the following people not forget to shut down the door after leaving the room What would you say to request them? 2a Your teacher 2b Your classmate 2c Someone, he/she is cleaning up the floor of your class 2d Your brother/ sister 2e A stranger, he/she is attending a meeting with you Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Page of C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Situation You are sleeping The following people living near your house make noises You require him / her to stop making noises What would you say to require him/ her? 3a A rector of a university 3b Your colleague of an equal position 3c Someone, he/she is at your age He/she was a worker, but now he/she is jobless and doesn’t want to find job at all 3d Your close friend 3e Your new neighbour Situation Your are a student and attending an exchange program in a foreign country You don’t know the way to the post office to send a letter to your family You require the following people to give you directions 4a Your professor 4b A friend of you, who is also attending the exchange program Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Page of C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 4c A taxi driver 4d After looking for helps, you request your uncle to give you directions by calling him 4e A strange person in an expensive fur coat standing near you Situation Your are a chief of the financing department of a company On the occasion of an anniversary of your company, you request the following people to collect data for your presentation about monthly expenses 5a the Financing President of your company 5b Your colleague of an equal position 5c Your secretary 5d Your close colleague 5e Your new colleague Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Page of C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an BẢN CÂU HỎI Bản câu hỏi nhằm mục đích thu thập liệu cho việc nghiên cứu giống khác cách đưa lời yêu cầu/ đề nghị Người Mỹ người Việt Nam Câu trả lời Anh/Chị quan trọng thành công việc điều tra Dữ liệu thu thập sử dụng cho việc nghiên cứu không nhằm mục đích khác Chân thành cám ơn hợp tác Anh/Chị Xin Anh/Chị vui lòng đánh dấu vào ô bên: Quốc tịch : Mỹ Việt Nam Tuổi: : 25 - 30 Giới tính : Nam Trình độ học vấn : Cử nhân/ kỹ sư Nghề nghiệp : Ngôn ngữ mẹ đẻ : tiếng Anh 31-35 36 - 40 Nữ Thạc sỹ tiếng Việt CÂU HỎI Xin Anh/Chị vui lòng đọc kỹ câu hỏi Hãy đặt vào tình cho viết rõ Anh/Chị nói tình Tình Anh/Chị kế tốn trưởng cơng ty Anh/Chị tìm tài liệu Anh/Chị cần có tài liệu để chuẩn bị cho họp vấn đề tài quan trọng cơng ty Anh/Chị nói để u cầu người sau tìm giúp? 1a Một người lãnh đạo Anh/Chị Ơng ta Giám đốc tài 1b.Một đồng nghiệp có vị trí cơng tác tương đương với Anh/Chị 1c Thư ký Anh/Chị Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Page of C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 1d Một đồng nghiệp thân với Anh/Chị 1e Một đồng nghiệp Anh/Chị Người đồng nghiệp nhận công việc ngày Anh/Chị chưa có dịp tiếp xúc với người đồng nghiệp Tình Anh/Chị u cầu người sau khơng qn đóng cửa rời khỏi phịng Anh/Chị nói để u cầu? 2a Thầy giáo Anh/Chị 2b Một người bạn học Anh/Chị 2c Một người lao công dọn dẹp lớp học 2d Anh trai/Em trai hay Chị gái/em gái Anh/Chị 2e Một người lạ tham dự họp với Anh/Chị Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Page of C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Tình Anh/Chị ngủ Những người sau sống gần nhà Anh/Chị gây ồn Anh/Chị yêu cầu anh ta/cơ ta ngưng làm ồn Anh/Chị nói đề yêu cầu? 3a Hiệu trưởng trường đại học 3b Một đồng nghiệp có vị trí cơng tác tương đương với Anh/Chị 3c Một người độ tuổi với Anh/Chị Anh/chị công nhân, anh/chị ta thất nghiệp khơng muốn tìm cơng việc 3d Một người bạn thân với Anh/Chị 3e Một người hàng xóm Anh/Chị Tình Anh/Chị học viên tham dự chương trình bồi dưỡng xa nhà Anh/Chị đường đến bưu điện để gửi thư cho gia đình Anh chị yêu cầu người sau đường đến bưu điện giúp Anh/Chị Anh/Chị nói để u cầu? 4a Một giáo sư Anh/Chị 4b Một học viên tham dự chương trình bồi dưỡng với Anh/Chị Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Page of C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 4c Một tài xế xe taxi 4d Sau lay hoay tìm kiếm giúp đỡ, Anh/Chị định gọi điện nhà để nhờ người Chú Anh/Chị đường giúp 4e Một người lạ mặc áo khoác long đắc tiền đứng gần Anh/Chị Tình Anh/Chị Trưởng Bộ phận tài công ty Nhân dịp lễ kỷ niệm năm công ty, Anh/Chị yêu cầu người sau cung cấp liệu để Anh/Chị trình bày báo cáo chi tiêu tháng dịp lễ kỷ niệm Anh/Chị nói để u cầu? 5a Giám đốc tài Anh/Chị 5b Một đồng nghiệp địa vị với Anh/Chị 5c Thư ký Anh/Chị 5d Một đồng nghiệp thân với Anh/Chị 5e Một đồng nghiệp Anh/Chị Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Page of C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an RESULTS OF REQUEST STRATEGIES a a a a a a a a a b b b b b b b b b c c c c c c c c c st1 st2 st3 st4 st5 st6 st7 st8 st9 st1 st2 st3 st4 st5 st6 st7 st8 st9 st1 st2 st3 st4 st5 st6 st7 st8 st9 1.a 1.b 1.c 1.d 1.e 2.a 2.b 2.c 2.d 2.e 3.a 3.b 3.c 3.d 3.e 4.a 4.b 4.c 4.d 4.e 5.a 5.b 5.c 5.d 5.e 15 17 14 4 1 141 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 27 0 0 0 0 0 0 0 1 0 0 0 0 12 8 15 15 10 12 15 11 10 12 17 11 16 11 17 16 14 15 278 4 1 2 1 1 42 0 0 0 0 0 0 0 0 0 0 0 0 13 10 1 17 10 17 10 17 0 1 17 14 155 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 19 16 10 17 17 10 14 18 14 19 19 18 19 12 18 20 17 19 325 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 18 18 12 17 20 18 14 11 14 13 13 14 9 20 19 13 309 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 12 2 10 0 6 13 7 11 11 143 0 0 1 0 0 0 0 23 0 0 0 0 3 0 0 0 0 0 12 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 1500 a 11 75 1 0 93 38 0 48 300 b 32 47 10 30 0 0 68 1 54 1 32 300 c 31 53 51 0 0 48 82 0 0 14 300 d 51 0 32 65 0 29 83 0 1 12 300 e 16 1 71 0 87 52 0 37 300 a b c d e 50 116 164 199 76 st1 0 st2 2 st3 1 st4 13 st5 0 3 st6 147 115 73 195 st7 216 17 17 10 11 17 st8 st9 300 300 300 300 300 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn st1 st2 st3 st4 st5 st6 st7 st8 st9 st1 st2 st3 st4 st5 st6 st7 st8 st9 st1 st2 st3 st4 st5 st6 st7 st8 st9 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an BIBLIOGRAPHY Brown, H D (2000) Principles of Language Learning and Teaching Addison Wesley Longman Inc Dang, T H (1992) A Cross-Culural Study on the Way in Which Speakers of Vietnamese and Speakers of English Issue, Accept and Decline Spoken Invitation A Study Project Report submitted in partial fulfilment of the requirement for the Degree of Master of Arts (TESOL) in the University of Canberra Doan, K O (1999) A Constrastive study of Giving Advice in American English and Vietnamese The Dissertation is presented in part fulfilment of the requirement of the degree of Master of Arts in TESOL Ellis, C (1995) Culture Shock in Vietnam Times Editions Pte Ltd Ferraro, G (2001) Cultural Anthropology Thomson Learning Franch, P.B (1998) On Pragmatic Transfer Universitat de Valencia Gallois, C & Callan, V (1997) Communication and Culture John Wiley & Sons Ltd Goatly, A (2000) Critical Reading and Writing Andrew Goatly Gudykunst, W B & Yun Kim, Y (1984) Communicating with Strangers An Approach to Intercultural Communication The McGraw-Hill Companies Inc Ha, C.T (1998), Requests by Australian Native Speakers of English and Vietnamese Learners of English A Thesis submitted in total fulfillment of the requirement for the degree of Master of Arts La Troub University Holmes J (1989) An Introduction to Sociolinguistics Longman London and New York Huey Hannah Lin (2005) Contextualizing Linguistic Politeness in Chinese – A Socio-pragmatic Approach with Examples from Persuasive Sales Talk in Taiwan Mandarin Dissertation Presented in Partial Fulfillment of The Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University J César Fe1liz-Brasdefer (2005) Indirectness and Politeness in Mexican Requests Selected Proceedings of the 7the Hispanic Linguistic Symposium Leech, G N (1983) Principles of Pragmatics Longman London and New York Stt.010.Mssv.BKD002ac.email.ninhd 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