An investigation into the use of hedges to develop students pragmatic competence in english speaking classes at hai lang high school quang tri province, vietnam

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES PHAM THI PHUONG THAO AN INVESTIGATION INTO THE USE OF HEDGES TO DEVELOP STUDENTS’ PRAGMATIC COMPETENCE IN ENGLISH SPEAKING CLASSES AT HAI LANG HIGH SCHOOL, QUANG TRI PROVINCE, VIETNAM MA THESIS IN EDUCATION HUE, 2012 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES PHAM THI PHUONG THAO AN INVESTIGATION INTO THE USE OF HEDGES TO DEVELOP STUDENTS’ PRAGMATIC COMPETENCE IN ENGLISH SPEAKING CLASSES AT HAI LANG HIGH SCHOOL, QUANG TRI PROVINCE, VIETNAM FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION SUPERVISOR: PHAM THI HONG NHUNG, PhD HUE, 2012 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ PHẠM THỊ PHƯƠNG THẢO KHẢO SÁT TÁC DỤNG CỦA NGƠN NGỮ RÀO ĐĨN TRONG VIỆC PHÁT TRIỂN NĂNG LỰC NGỮ DỤNG CỦA HỌC SINH TRONG GIỜ HỌC KỸ NĂNG NÓI TIẾNG ANH TẠI TRƯỜNG TRUNG HỌC PHỔ THÔNG HẢI LĂNG, TỈNH QUẢNG TRỊ CHUYÊN NGÀNH: LÝ LUẬN VÀ PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH MÃ SỐ: 60.14.10 LUẬN VĂN THẠC SỸ GIÁO DỤC HỌC GIÁO VIÊN HƯỚNG DẪN: TS PHẠM THỊ HỒNG NHUNG HUẾ, 2012 STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author Pham Thi Phuong Thao ACKNOWLEDGEMENTS During the thesis – writing time, I fortunately received the help of many people, and I am extremely grateful to them First of all, I would like to express my deep gratitude to my supervisor Dr Pham Thi Hong Nhung for her whole-hearted assistance and wise instructions During researching period, she helped me properly arrange the time and gave me encouraging advices and useful knowledge to make complex things easier I am also thankful to my instructor of pragmatics subject Dr Truong Bach Le, who inspired me to the term pragmatics and to the idea of investigating the use of hedges I would like to thank Dr Tran Van Phuoc, the head maste, and the staffs of Hue University College of foreign languages who facilitate our training process and help us with the procedure of writing and handing the thesis I also wish to thank all the teachers of MA class 2010- 2012 They helped me broaden my knowledge of English and gave me chances to improve my teaching skill Many thanks to all my colleagues and my students at Hai Lang high school who enthusiastically cooperated with me during the experimental period Without their support, my experiment would not have been completed Last but not least, I want to thank my family, especially my parents who encourage me to persuade my studies TABLE OF CONTENTS SUBCOVER PAGES STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENTS TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES LIST OF ABBREVIATIONS ABSTRACT .6 CHAPTER - INTRODUCTION 1.1 RATIONALE 1.2 AIMS OF THE THESIS 1.3 RESEARCH QUESTIONS .10 1.4 SIGNIFICANCE OF THE THESIS 10 1.5 SCOPE OF THE STUDY .10 1.6 THE ORGANIZATION OF THE THESIS 11 CHAPTER LITERATURE REVIEWAND THEORATICAL BACKGROUND 13 2.1 DEFINITION OF KEY TERMS .13 2.1.1 PRAGMATICS 13 2.1.2 PRAGMATIC COMPETENCE 14 2.1.3 PRAGMATIC COMPETENCE & COMMUNICATIVE COMPETENCE .15 2.1.4 HEDGES 17 2.1.5 HEDGES & HEDGING .18 2.2 THE ROLE OF HEDGING IN PRAGMATIC COMPETENCE DEVELOPMENT .19 2.2.1 HEDGING AND PRAGMATIC COMPETENCE 19 2.2.2 HEDGING AND INTERLANGUAGE PRAGMATICS 19 2.2.3 MAJOR CATEGORIES OF HEDGES 21 2.2.4 THE USE OF HEDGES IN ENGLISH SPEAKING 27 2.2.5 HEDGES INSTRUCTION AND LANGUAGE TEACHING 28 2.3 PREVIOUS STUDIES 30 2.4 CHAPTER SUMMARY 31 CHAPTER - METHODOLOGY 33 3.1 RESEARCH APPROACH 33 3.2 PARTICIPANTS .34 3.2.1 TEACHERS 34 3.2.2 STUDENTS 34 3.3 DATA COLLECTION METHODS .35 3.3.1 EXPERIMENTAL DESIGN 35 3.3.2 QUESTIONNAIRES 37 3.3.3 INTERVIEW 39 3.3.4 RECORDS 40 3.4 DATA COLLECTION PROCEDURE 40 3.5.1 THE PRETEST AND POSTTEST 41 3.5.2 QUESTIONNAIRES 42 3.5.3 INTERVIEW 43 3.5.4 RECORDS 43 3.6 CHAPTER SUMMARY 43 CHAPTER - FINDINGS AND DISCUSSION 44 4.1 RESULTS FROM QUESTIONNAIRES 44 4.1.1 TEACHERS‘ AND STUDENTS‘ PERCEPTIONS OF THE ROLE OF HEDGES IN ENGLISH LANGUAGE SPEAKING (CLUSTER 1) 44 4.1.2 STUDENTS‘ ABILITY TO SPEAK ENGLISH AND USE HEDGES 48 4.1.3 HOW HEDGES SHOULD BE TAUGHT AND STUDIED .52 4.1.4 LEARNING STAGE WHERE HEDGES ARE INTRODUCED .55 4.2 RESULTS FROM INTERVIEWING .56 4.2.1 TEACHERS‘ AND STUDENTS‘ PERCEPTIONS OF THE ROLE OF PRAGMATIC COMPETENCE IN ENGLISH SPEAKING 56 4.2.2 TEACHERS‘ AND STUDENTS‘ PERCEPTIONS OF THE USE OF HEDGES TO DEVELOP SPEAKING SKILL .57 4.2.3 TEACHERS‘ INSTRUCTIONS ON HEDGES AND THEIR EFFECTIVENESS 58 4.2.4 THE PROBLEMS WHEN INSTRUCTING AND USING HEDGES AND SOLUTIONS 58 4.2.5 THE NECESSITY OF HEDGES TO HIGH SCHOOL STUDENTS IN PARTICULAR .59 4.3 RESULTS FROM PRE-TEST AND POST- TEST 60 4.3 PRE-TEST 60 4.3.2 POST-TEST 62 4.3.3 STUDENTS‘ DEVELOPMENT 63 4.4 RESULT FROM RECORDED ORAL PERFORMANCE BY STUDENTS64 4.5 CHAPTER SUMMARY 68 CHAPTER V – CONCLUSION AND IMPLICATIONS .69 5.1 CONCLUSION .69 5.2 IMPLICATION .70 5.2.1 FOR ESL STUDENTS 70 5.2.2 FOR TEACHERS .72 5.3 SUGGESTIONS FOR FURTHER STUDIES 74 5.4 CONTRIBUTION OF THE STUDY 74 5.5 LIMITATIONS .74 5.6 CHAPTER SUMMARY 75 REFERENCES .76 APPENDICES APPENDIX i APPENDIX iv APPENDIX vi APPENDIX xii LIST OF TABLES Table 3.1: Students' information .35 Table 3.2: Clusters 38 Table 3.3: The reliability of pilot questionnaires .41 Table 3.4: Marking scale 42 Table 4.1: Students' perception of the role of hedges .47 Table 4.2: Students' best skill 49 Table 4.3: How well students can speak – teacher responses 49 Table 4.4: How well students can use hedges _ Students „response 50 Table 4.5: Hedges in use 51 Table 4.6: How hedges should be taught and studied 53 Table 4.7: When students should start to learn hedges 55 Table 4.8: Result of pre-test 60 Table 4.9: Result of Post-test 62 LIST OF FIGURES Figure 4.1: The development of grade 10 students 63 Figure 4.2: The development of grade 11 students 64 LIST OF ABBREVIATIONS EFL: English as a foreign language e.g.: For example i.e.: such as N: Number Std.: Standard Hidayati, F., Muhammad, A., & Dallyono, R (2008) The Use of Hedging in Academic Discourse Educationist , 2(1) Ho , T M H (2002) Developing pragmatic competence in Vietnamese learners of English Teacher‟s Edition, 4-11 Hoang , V V ( 2007) English 10 Ha Noi: NXB Giao duc Hyland, K (2000) Hedges, Boosters and lexical invisibility: noticing modifiers in academic texts Language Awareness, (4): 179-197 Jia, L (2010) Possible Factors Affecting Women‟s Conversational Style -An Investigation of Hedges Used by Women in the American TV-series Unpublished essay: Kristianstad University Krisnawati, E (2011) Indonesian Journal of Applied Linguistics Pragmatic competence in the spoken English classroom, 1, 100-110 Li, H (2011) An Empirical Study of English Pragmatic Failure of Chinese Non-English Majors.Theory and Practice in Language Studies, 1(7), 771-777 Lakoff, G (1973) Hedges: A study in meaning criteria and the logic of fuzzy concepts Joural of Philosohphical logic , 2, 458- 508 Lewin, B A., (1998) Hedging, form and function in scientific texts In Tony Dudley Evans(ed) Genre studies in English for academic purposes (pp.89- 109) Castello de la Plana: Universitat de Jaume I LoCastro, V (2003) An introduction to pragmatics: Social action for language teachers Michigan: The university of Michigan press Murray, N (2009) Pragmatics, awareness raising, and the Cooperative Principle ELT Journal, 64(3), 293- 301 Myers, G (1989) The pragmatics of politeness in scientific articles Applied Linguistics, 10(1), 1-35 Nivales, M.L.M ( 2011) Hedging in College Research Papers: Implications for Language Instruction Asia EFL journal, 52, 35-45 77 Nguyen, T T M (2011) Learning to Communicate in a Globalized World: To What Extent Do School Textbooks Facilitate the Development of Intercultural Pragmatic Competence? RELC Journal, 42(1), 17–30 Onose, S (2011) Komaba journal of English education When All is Hedged and Done: Toward a literature-based integrative language curriculum, using Kazuo Ishiguro‟s The Remains of the Day, 2, 3-21 Plana, M G C (2003) The acquisition of pragmatic competence through virtual English learning Barcelona: University of Barcelona Rose, K.R., & Kasper, G (2001) Pragmatics in Language Teaching In Pragmatics in language teaching (pp.1-9) New York: Cambridge University Press Schauer, G A (2009) Interlanguage pragmatic development: the study abroad context New York: Continuum International Publishing Group Taguchi, N (2009) Pragmatic competence in Japanese as a second language: An introduction In Taguchi, N (ed) Pragmatic competence (pp 1- 18) Berlin: Walter de Gruyter GmbH & Co KG Taweel, Abeer Q., Rafayah, E M., Hussein A., & Ahmad M (2011) The Linguistics journal Hedging in Political Discourse, 5(1), 169- 196 Tran, T P T (2012) Cách sử dụng biểu thức rào đón tiếng Anh: trường hợp sinh viên chuyên ngành tiếng Anh trường Đại Hoc Thăng Long Ngôn Ngữ đời sống, 4(198), 15- 19 Vo, H T T (2011) An investigation into the use of hedges in English writing by the fourh- year EFL students at Hue University, college of foreign languages: implications for English writing classes Unpublished MA Thesis, Hue University Wishnoff, J.R (2000) Hedging your bets: l2 learners‘ acquisition of pragmatic devices in academic writing and computer-mediated discourse Second Language Studies, 19(1), 127-157 78 Yoshimo, D R (2009) From a! to zo: Japanese pragmatics and its contribution to JSL/ JFL pedagogy In Taguchi, N (ed) Pragmatic competence (pp 19- 31) Berlin: Walter de Gruyter GmbH & Co KG Yu, S (2009) The pragmatic development of hedging in EFL learner Doctoral study: University of Hong Kong Yule, G (1996) Pragmatics Hongkong: Oxford University Press 79 APPENDIX SAMPLE INSTRUCTIONS ON HEDGES Description Lesson: Unit 14: The world cup Class: 10 Activity : Procedure Gap-filling Time: minutes Skill: Speaking Stage: Presentation - Teacher asks students to complete the dialogue with suitable word that express their personal opinion or perform the speech act A: What is the best football team of all time? B: (1) _ it is Brazil A: Why you think so? B: Well, _(2) _, it is the team that won the trophy times A: _(3) tell me more about their victory? B: Well, in 1158, it defeated Sweden by 5- In 1962, it won the game 3-1… - Teacher helps students to find the correct answers and explain that some hedges should be used in their talk to express your judgment, to migrate the strength of your claims, or to perform an indirect speech act i Description Unit 13: Hobbies Grade: Procedure 11 Activity : Role-play Time alotted: 10 minutes Skill: Speaking Stage: Production -teacher remind students of the use of some hedges in the model dialogue in their textbook ( p 149): +could: to politely ask for information _ e.g.: could you tell me how you collect your book? + I think: to indicate your future plan: e.g: I think I will continue to make my collection richer and richer - remind them that sometimes they can use hedges like well, uhm to express their hesitation so that their talk can be natural - Teacher asks students to talk about their hobbies, assigning their roles by giving them role- cards with some suggested hedges to use * Set the scene: imagine you are a famous actor/ actress and a journalist interview you to write an article about your hobbies CARD A: You are a journaliste Ask the famous actor/ actress about his or her hobbies * Suggested hedges: - Could you/ would you - I‟m wondering - I guess - Tag questions ( e.g.: You like collecting stamps very much, don‟t you?) ii CARD B: You are a famous actor/ actress Share your hobbies * Suggested hedges: - Well - I think - Perhaps/ Maybe - Actually iii APPENDIX PRE-TEST AND POSTTEST A PRE- TEST Date of testing :…………………………… MARK Grade:…………………………………… Complete the following conversation, using suitable words or phrase Lan: Hi, Mai How are you? Mai: Hi, Lan Good And you? Lan: Fine Ah, I and Huong , are you free tonight? Mai: Well, you are having a wonderful plan tonight, ? Lan: That‘s right We are planning to go to the cinema together to see Titanic Mai: It interesting, but I can‘t go because I‘ve really got a lot of homework Lan: Oh, what a pity! But we can change the plan How about this Friday? Mai: This Friday ? Well…I‘m taking an English class you choose another day? Lan: Uhm, let me see… Perhaps, I ask you when you are free this week Mai: Uhm… It Sunday I‘ll be free the whole day Lan: Great we meet that night? The show will begin at p.m Mai: Ok And if , come early to take the best seats Lan: Alright, see you at the cinema Bye Mai: Bye *Suggested answers (students’ answers may vary)* are wondering aren’t you sounds I’m afraid I think could iv must could be shall 10 possible II Posttest Date of testing :…………………………… MARK Grade:…………………………………… Complete the following conversation, using suitable words or phrase Lan: Hi, Huong! Huong: Oh, hi, Lan! Did you bring my pen? Lan: Well, listen I _ apologize for that… Er, I can‘t find it I _ I forgot it in the library Huong: What? It‘s my mom‘s present It‘s _ meaningful to me! Lan: I know I whether you want to take another one or not? Huong: You came back to the library to find it, ? Lan: Uhm, _, I didn‘t It‘s closed Huong: _ it‘s still there I we can find it tomorrow Lan: Hope so, but I‘ m that someone might have taken it away Huong: People it‘s better to try than nothing I don‘t want to lose that pen Lan: Ok, I‘ll try * Suggested answers (students’ answers may vary): should think really, really/ very wonder didn’t actually maybe/ perhaps hope afraid 10 know v APPENDIX QUESTIONAIRES I Questionnaires for teachers Below is the brief introduction of hedges Please read it carefully to give the suitable choices Hedges are words that make things more or less fuzzy (Lacroff, 1973) Some major types of hedges (Yu, 2009): a Modal hedges Epistemic modal hedges include epistemic modal verbs, adjectives, and adverbs expressing possibility and indefiniteness such as: may, might, maybe, probably E.g: He might leave now Deontic hedges include those that shift responsibility to necessity and obligation such as: ought to, have to, must, etc E.g.: I must say that it is impossible Dynamic hedges are words that express desire, wish, intention, and inclination to perform speech act such as: would, could, can; and evidential hedges includes a small number of evidential modality such as: apparently, obviously E.g.: Could you speak a little louder? b Mental hedges Mental state predicates can be mental hedges if they satisfy semantic, syntactical, or pragmatic conditions E.g: I think (that) they are run out of fuels I suppose you are free this weekend (English 10) c Pragmatic – marker hedges Pragmatic – marker hedges includes three types: textual, propositional, and interpersonal hedges such as well, actually, obviously, as you know, I‟m afraid, you know, you see… E.g.: Well, that‘s very interesting but I‟m afraid I can‘t come because I‘m busy (English 10) d Quantificational hedges Quantificational hedges include quantification devices such as nearly, approximately, somewhat, somehow, kind of , sort of …that show a diminution subrole or that mean an approximation than factual measure E.g.: I was nearly exhausted and saw sort of faint (approximation) He does not like playing squash much (Diminution) vi Personal information Age: Part A Circle the answer that is correct for you Which of four skills are your students best at? A Listening B Reading C Speaking D Writing How well can most of your students speak? A They can speak slowly, with some simple sentences B They can speak quite fluently, using short sentences C They can speak well D They can speak naturally and use other linguistic devices effectively How important is pragmatic competence to English speaking? A Extremely important B Quite important C Little important D Not important at all Do you use hedges instruction in English class? A Yes, I regularly use them B Yes, I sometimes use them C Yes, I rarely use them D No, I never use them What you think about using hedges in communication? A It is an indispensable part of a successful communication B It is an important part of communication C It is needed sometimes, but sometimes we can neglect it in communication D It is redundancy in communication How well can most high school students use hedges? A They can use them appropriately B They can use some simple hedges C They can rarely use hedges in suitable situation D They not know how to use hedges vii Part B Please read the questionnaire items carefully and tick the answer you agree (15 items) 1= strongly agree 2= agree 3= disagree 4= strongly disagree Items Teachers and students use some hedges such as well, actually, in my opinion…without knowing they are called hedges or grasping the theory of hedges High school students not have appropriate knowledge of hedges Knowledge of hedges is very important if one wants to communicate effectively in English Practicing using hedges helps student greatly improved their speaking skill Using hedges help non- native speakers speak more naturally Students usually forget to use hedges when practicing speaking Students should learn how to use hedges in speaking as soon as they begin to learn English Hedges should be taught mainly in speaking class It is necessary to practice using hedges in each English class 10 It is better to teach the theory of hedges to college students rather than to high school students 11 Hedging is authentic when students communicate with native speaker only 12 Many ESL students misunderstand native speakers because the limited ability to use hedges 13 Students feel unnatural when putting hedges into their conversation 14 Teaching and using hedges to develop students‘ pragmatic competence is a waste of time as students not use them in their examination 15 There should be more hedges to be presented in the textbooks Thank you for your cooperation! viii II Questionnaire for students Dưới phần giới thiệu vắn tắt ngơn ngữ rào đón _ Hedges Các em đọc kỹ để đưa lựa chọn phù hợp * Định nghĩa: Ngơn ngữ rào đón từ ngữ khiến ta nói mơ hồ hơn, mơ hồ * Một số hình thức rào đón (theo Yu, 2009) a Modal hedges (Rào đón tình thái) bao gồm loại sau: Epistemic modal hedges (Rào đón nhận thức) bao gồm động từ tình thái nhận thức (epistemic modal verbs), tính từ, trạng từ diễn tả khả mập mờ như: may, might, maybe, probably Ví dụ : He might leave now Deontic hedges (Rào đón chức phận) bao gồm động từ tình thái, tính từ, trạng từ đến hành động cần thiết bắt buộc thực như: ought to, have to, must, etc V.d : I must say that it is impossible Dynamic hedges (Rào đón động lực) từ ngữ diễn tả mong muốn, ước mơ, dự định, khuynh hướng thực hành động ngôn như: would, could, can …V.d : Could you speak a little louder?; ngơn từ rào đón hữu chứng bao gồm số tình thái nhận thức như: apparently(hình như), obviously(hiển nhiên, it is probale that (có lẽ là), it is the fact that (sự thật là)… b Mental hedges (Rào đón tâm lý) Những động từ thể hoạt động tâm lý I think, I believe, I suppose …có thể trở thành ngơn ngữ rào đón V.d: I think (that) they are run out of fuels I suppose you are free this weekend (English 10) c Pragmatic – marker hedges (Các tác tử thực dụng ) Pragmatic – marker hedges bao gồm loại: ngôn ngữ rào đón văn bản, tuyên bố, cá nhân Ví dụ well, actually , obviously , as you know, I‟m afraid, you know, you see… V.d: Well, that‘s very interesting but I‟m afraid I can‘t come because I‘m busy (English 10) d Quantificational hedges( Rào đón số lượng) Quantificational hedges bao gồm phương tiện ngôn ngữ nearly, not… very, approximately, somewhat, somehow, kind of , sort of …thể giảm nhẹ (diminution) mang nghĩa xấp xỉ (approximation) E.g.: I was nearly exhausted and saw sort of faint ( approximation) He does not like playing squash much (diminution) ix Thông tin cá nhân: Lớp: _ Phần 1: Hãy khoanh tròn câu trả lời mà em thấy phù hợp Em học tốt kĩ môn tiếng Anh? A Nghe B Đọc C Nói D Viết Khả nói tiếng Anh em nào? A Em nói chậm , sử dụng câu đơn giản B Em nói trơi chảy, sử dụng câu ngắn C Em nói tốt, đồng thời sử dụng từ ngữ hỗ trợ well, I think…khi thể quan điểm D Em nói tự nhiên sử dụng thành thạo phương tiện ngôn ngữ Theo em, khả ngữ dụng quan trọng việc nói tiếng Anh? A Cực kỳ quan trọng B Khá quan trọng C Ít quan trọng D Khơng quan trọng Em có sử dụng ngơn ngữ rào đón lớp học tiếng Anh? A Có, em thường xuyên sử dụng B Có, em sử dụng C Có, D Không, em chưa sử dụng Em nghĩ việc rào đón giao tiếp? A Đó phần thiếu để giao tiếp thành cơng B Đó phần quan trọng giao tiếp C Thỉnh thoảngđiều đócần thiết, ta bỏ qua D Điều thật thừa thãi giao tiếp Em hầu hết bạn em sử dụng tốt ngơn ngữ rào đón tiếng Anh? A Chúng em sử dụng hợp lý B Chúng em sử dụng ngơn từ rào đón đơn giản C Chúng em sử dụng chúng tình phù hợp D Chúng em khơng biết phải dùng chúng x Phần Hãy đọc nhận định sau đánh dấu nhân vào ô phù hợp 1= hoàn toàn đồng ý 2= đồng ý 3= không đồng ý 4= tuyệt đối không đồng ý Nhận định 1 Học sinh sử dụng ngôn ngữ rào đón như: well, actually, in my opinion, etc., mà chúng gọi hedges chưa nắm rõ lý thuyết hedges Học sinh trung học chưa trang bị kiến thức cần thiết hedges Kiến thức hedges quan trọng giao tiếp tiếng Anh Việc luyện tập sử dụng hedges quan trọng việc phát triển kỹ nói học sinh Sử dụng hedges giúp người học tiếng Anh nói cách tự nhiên Học sinh thường quên sử dụng hedges luyện nói Học sinh nên học cách sử dụng hedges họ bắt đầu học tiếng Anh Hedges nên áp dụng kỹ nói Luyện tập cách sử dụng hedges cần thiết lớp học nói tiếng Anh 10 Hedges nên dạy cho sinh viên đại học học sinh phổ thông 11 Học sinh nên sử dụng hedges nói tiếng Anh nói chuyện với người xứ 12 Nhiều người học tiếng anh hiểu nhầm người xứ hạn chế khả sử dụng hedges 13 Học sinh cảm thấy không thoải mái dùng hedges hội thoại 14 Dạy sử dụng hedges để giúp học sinh phát triển khả ngữ dụng t-iếng Anh lãng phí thời gian học sinh không cần sử dụng chúng kiểm tra 15 Cần có thêm nhiều ngơn từ rào đón đưa sách giáo khoa xi APPENDIX INTERVIEW QUESTIONS I Questions for students What you think of the role of pragmatic competence in English speaking? What you think of the use of hedges in English speaking? In class, how does your teacher instruct you to use hedges? Do you think it is effective to develop your speaking skill? Have you ever got any problems when using hedges? What did you then? Do you think you need to use hedges well? Why or why not? II Questions for teachers What you think of the role of pragmatic competence in communication? What you think of the use of hedges in English speaking? In class, how you instruct your students to use hedges? Have you ever got any problems with instructing hedges? What did you then? Do you think study of hedges is needed to high school students? Why or why not? xii