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HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES - NGO THI LIEN HUONG PRAGMATIC STRATEGIES IN ENGLISH AS A LINGUA FRANCA ACADEMIC LECTURES MA THESIS IN ENGLISH LANGUAGE In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages and International Studies, Hue University THUA THIEN HUE, 2022 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES - NGO THI LIEN HUONG PRAGMATIC STRATEGIES IN ENGLISH AS A LINGUA FRANCA ACADEMIC LECTURES MA THESIS IN ENGLISH LANGUAGE CODE: 8220201 SUPERVISOR: NGO LE HOANG PHUONG PH.D THUA THIEN HUE, 2022 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - NGÔ THỊ LIÊN HƯƠNG CÁC CHIẾN LƯỢC NGỮ DỤNG TRONG CÁC BÀI GIẢNG SỬ DỤNG TIẾNG ANH NHƯ MỘT NGÔN NGỮ CẦU NỐI LUẬN VĂN THẠC SĨ NGÔN NGỮ ANH MÃ SỐ: 8220201 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS NGƠ LÊ HỒNG PHƯƠNG THỪA THIÊN HUẾ, 2022 i STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not been previously submitted for a degree in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Signed: Date: / / ii ABSTRACT The growing internationalization of higher education has given rise to multilingual interactions where English is used as a Lingua Franca (ELF) In such settings where participants come from different social and cultural backgrounds, breakdowns in communication certainly arise This is even more worrying in academic classrooms as besides the language difficulties, lecturers and students also have to deal with content knowledge delivery and absorption This study aims to examine the pragmatic strategies used in such contexts Specifically, it looks at the pragmatic strategies employed by both lecturers and students to overcome language-related challenges, build rapport and achieve content-oriented goals in the lectures To this end, the researcher works from a corpus approach based on the classroom recordings Data were first manually transcribed, after which the pragmatic strategies were intensively searched for and grouped according to the taxonomy of Cogo and House (2017) This was followed by a subsequent qualitative analysis, from which the salient functions and motivations of use for these techniques were highlighted Three findings are significant from the research First, the foreign lecturer used a wide range of pragmatic strategies with a high frequency, with more focus on meaning negotiation techniques including repetition, phrasing, and comprehension checks Meanwhile, the students showed limited talking time, and they relied mostly on repetition and code-switching to get their messages across Third, it is worth noting that each pragmatic strategy has multiple functions These findings have pedagogical implications for training programs of both pre-service and inservice lecturers in English as a medium of instruction (EMI) classrooms University administrators should also be informed of the necessary language support for their EMI students and staff iii ACKNOWLEDGEMENT The birth of this thesis marks one significant milestone that comes along with my academic maturity in English Linguistics On this journey, I am grateful for the countless support and kindness that in one way or another have contributed to the completion of this research First, I would like to express my sincere gratitude to my supervisor, Dr Ngo Le Hoang Phuong In the early stage of my research paper, I would have been lost if it had not been for your suggestion about EMI and your generosity in letting me be part of your research group “Better than a thousand days of diligent study is one day with a great teacher” Your valuable advice and guidance have pushed me forward in the right direction, encouraging me to develop a more insightful approach to the study The academic discussions with you have been illuminating and constructive In days of uncertainty, I felt so reassured just by talking to you After all, thank you for always being kind and understanding I’m grateful to have had your company throughout the thesis journey Second, I would like to extend my gratitude to the administrators and staff at HUFLIS for giving us the most favorable conditions to complete our research, and for the constant assistance to the students My special thanks go to the program director, staff, and students of the EMI classroom for allowing me to conduct my research Thank you Professor M who shares with me the passion for education and so generously supports me in collecting data Thank you chị T and H for your valuable sharings that led me to see my research from a different perspective Throughout this study, I am thankful to have Thuỳ Minh, Quỳnh Anh, and Mỹ Ngọc who share with me all the ups and downs and support me wholeheartedly in every stage of the thesis iv I would have felt so lonely and depressed without your consistent company No matter what happens, we have had memorable days of working, having fun and panicking together Above all, my deepest gratitude is to my chụt His unwavering support, love and care have motivated me to keep forwards and become who I am today v List of Tables Table 2.1 Reported strategies and other pragmatic phenomena in some ELF studies (Bjorkman, 2014,p.126)… 13 Table 3.1 The communication strategies used in the data presented in a framework (Bjorkman, 2014) 40 Table 3.2 Cogo and House (2018) taxonomy of pragmatic strategies 41 Table 4.1 The range and frequency of pragmatic strategies in ELF academic lectures 58 Table 4.2 Comprehension checks in academic ELF lectures 79 vi List of Abbreviations CEFR .Common European Framework of Reference for Languages CS Communication Strategies ELF English as a Lingua Franca EMI English as a Medium of Instruction ENL English as a Native Language HE Higher Education L1 First language L2 Second language NS Native Speaker NNS .Non-Native Speaker SLA Second Language Acquisition vii TABLE OF CONTENTS Statement of Original Authorship i Abstract ii Acknowledgement iii List of tables v List of abbreviations vi Table of contents vii Chapter Introduction 1.1 Rationale of the study 1.2 Research Objectives 1.3 Significance of the study 1.4 Structure of the thesis Chapter 2: Literature Review 2.1 English as a Lingua Franca 2.1.1 On defining ELF 2.1.2 ELF in EMI classrooms 2.2 Pragmatics of English as a Lingua Franca 2.2.1 Definition and features of ELF pragmatics 2.2.2 Development in Pragmatics ELF 12 2.2.3 ELF Pragmatics in Academic settings 20 2.3 Taxonomy 29 2.3.1 Negotiation of meaning 30 2.3.2 Interactional elements 38 2.3.3 Multilingual resources 41 Chapter 3: Methodology 45 3.1 Context of the study 45 3.2 Data 46 3.3 Data analysis 47 3.3.1 Data analysis procedure 47 3.3.2 ELF pragmatic strategies framework 48 3.4 Ethical considerations and trustworthiness of the research 51 76 Kordon, K (2006) 'You are very good’ - establishing 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The recent surge in EMI has motivated universities worldwide to internationalize their programs One way is through the recruitment of native content teachers who are also proficient in English Indeed, the majority of EMI courses and research take place and focus on the interaction between native teachers and students, who can easily switch to their first language to explain terms or build rapport However, with the ease of global travel and professional exchange, students are having increased access to courses with foreign lecturers where English is exclusively used In such multicultural classrooms, language-related difficulties undoubtedly arise, but the matter is still underexplored in the current literature Therefore, this research aims to bridge the aforementioned gap, focusing on the pragmatic techniques employed by both lecturers and students in order to reach mutual understanding and establish rapport in the classroom To this end, the researcher will investigate how interaction takes place in the classroom, through audio-recorded lectures This research addresses two fundamental questions: - What kinds of pragmatic strategies are employed by ELF participants in academic lectures? - How often are pragmatic strategies used among ELF lecturers and undergraduate learners? Study results are hoped to inform students as well as lecturers on pragmatic strategies to facilitate classroom interaction and learning Furthermore, this research has implications for university administrators and education policymakers for more effective implementation of EMI programs Why have I been chosen? As a lecturer/ a student in the Joint degree of Business Administration between College of Economics, Hue University, Vietnam and the Institute of Technology Tallaght, Ireland, you are invited to take part in this study voluntarily This program fits the purpose and scope of the research since the courses are conducted in English with the participation of Vietnamese students and foreign lecturers 84 What will happen to me if I take part? The study will be conducted in the second semester of the academic year 2022-2023 (May 2022 to July 2022), and divided into the following phases: a/ Classroom observation: 1/5/2022 – 30/7/2022 b/ Findings and discussion: 30/7/2022 – 30/8/2022 A total of 10 classes will be observed and audio-recorded for further pragmatic analysis Are there any benefits in my taking part? - As a lecturer participant, you will be able to reflect on your own teaching experience in EMI classes, have a better understanding of the language-related struggles faced by your students and improve your teaching efficiency through language accommodation techniques in the findings of this research - As a student participant, you help to contribute to improving the quality of EMI programmes not only in the current context of study, but also in other university settings in Vietnam Additionally, by participating in this study, you are able to share your own opinions of the programmes with other students and reflect on your own process of knowledge learning in English - Furthermore, the findings of this study are hoped to address the existing gaps in the field, and thus, by taking part in the research, all the participants are actually contributing to the quality improvement of EMI programmes The benefits are not only for their future teaching and learning, but also for other stakeholders’ benefits Are there any risks involved? Given all the above-mentioned data collection tools, there is no considerable risk involved in taking part in this research Will my participation be confidential? Complete anonymity is promised for all the participants in classroom observations Each participant will be assigned a code and will be referred by that code during the transcription and analysis All information in the collected data that may reveal participants’ identity will be removed All the research information will be kept confidential and can only be shared with those who are already party to it This kind of information may also be disclosed only if the person providing the information gives explicit consent What happens if I change my mind? Taking part in the study is voluntary, and the participants have the right to withdraw at any time without their legal rights being affected Where can I get more information? In case you have any questions related to the study after reading this information sheet, please feel free to contact the researcher at 0084 70248 0168, or lienhuong17196@gmail.com 85 Appendix 2: CONSENT FORM CONSENT FORM (for classroom observation) Study Title: Pragmatic strategies in English as a Lingua Franca academic lectures Researcher name: HUONG THI LIEN NGO Please tick the box(es) if you agree with the statement(s): I have read and understood the Participant Information Sheet, and have had the opportunity to ask questions about the study I agree to take part in this research project through videorecorded classroom observation, and agree for my data to be used for the purpose of this study I understand my participation is voluntary and I may withdraw at any time without my legal rights being affected Data Protection I understand that information collected about me during my participation in this study will be stored on a password protected computer and that this information will only be used for the purpose of this study All files containing any personal data will be made anonymous Name of participant (print name)…………………………………………………… Signature of participant………………………………………………………… … Date………………………………………………………………………………… 86 Appendix 3: TRANSCRIPTION CONVENTIONS (.) short pause (number) longer pause in seconds Italic text utterances in Vietnamese {} translation [italic text] contextual information [] overlapping utterances ? rising intonation for question xxxx inaudible (?) uncertain transcription Hue speaker Sx unidentified student Sn many students at the same time @ laughter = latched utterance [ ] omitted section of the transcription 87 Appendix 4: TEAM TASK Date: Team Name: Team Leader: Team-mates Present: Team Task #1: Industry Definition 1) Industry Definition for the Chinese Fireworks Case a) The “too-narrow” definitions of the industry Jerry Yu is considering in the Chinese Fireworks case would include i) ii) iii) iv) v) The Liuyang consumer fireworks manufacturing industry, because The Liuyang fireworks manufacturing industry, because The Chinese consumer fireworks manufacturing industry, because The Chinese fireworks manufacturing industry, because The Chinese consumer fireworks manufacturing for domestic market industry, because vi) The Chinese consumer fireworks manufacturing for domestic and export market industry, because vii) The Global consumer fireworks manufacturing industry, because viii) The Global fireworks manufacturing industry, because ix) Other answer, because [Note: you may choose more than one answer.] 88 b) The “too-broad” definitions of the industry Jerry Yu is considering in the Chinese Fireworks case would include i) ii) iii) iv) v) The Liuyang consumer fireworks manufacturing industry, because The Liuyang fireworks manufacturing industry, because The Chinese consumer fireworks manufacturing industry, because The Chinese fireworks manufacturing industry, because The Chinese consumer fireworks manufacturing for domestic market industry, because vi) The Chinese consumer fireworks manufacturing for domestic and export market industry, because vii) The Global consumer fireworks manufacturing industry, because viii) The Global fireworks manufacturing industry, because ix) Other answer, because [Note: you may choose more than one answer.] c) The “just-right” definitions of the industry Jerry Yu is considering in the Chinese Fireworks case would be i) ii) iii) iv) v) The Liuyang consumer fireworks manufacturing industry, because The Liuyang fireworks manufacturing industry, because The Chinese consumer fireworks manufacturing industry, because The Chinese fireworks manufacturing industry, because The Chinese consumer fireworks manufacturing for domestic market industry, because vi) The Chinese consumer fireworks manufacturing for domestic and export market industry, because vii) The Global consumer fireworks manufacturing industry, because viii) The Global fireworks manufacturing industry, because ix) Other answer, because [Note: you must choose only one answer.] 89 Appendix 5: EXTRACT OF CLASSROOM RECORDINGS SAMPLE (This is a seven-minute extract of classroom interaction where L checked the Readiness Assignment on Industry Analysis with students This is used as an example of what is discussed in Extract and Extract 20, Section 4.2, page 60-67) 20 L: you expect that in this industry, since there’s no brand names, no patent, 21 easy entry, and many many moms and pops, all the shops are the same 22 you expect that the competition for customers is high medium or low? 23 [silence] 24 L: another answer is yes if you’re not sure about your answer, just say a yes 25 ehm could you guess if the competition in this case will be low or high or 26 medium? 27 Tam: 28 i think eh the competition is high eh eh (.) because there’s no (.) sáng chế chi hè? {What is the English word for sáng chế?}= 29 Dung: =patent 30 Tam: er no patent there’s no patent, patent eh 31 Nhan: protection, patent protection 32 Tam: there’s no patent protection 33 Hue: so ehm er a lot of countries have companies that they call (.) xxxx and they 34 (.) eh (.) họ khơng có tên tuổi kiểu họ copy lại công thức em 35 đoạn diễn tả {They are little known or they tend to 36 copy others’ formulas i don’t know how to express that part} 37 Sn: other companies will copy, they follow 39 L: right, so no trademark production, others will copy and they will use your 40 inventions they don’t make any new product, they are just the copier (.) 41 okay good good answer (.) does anybody like to give a point here (.) does 42 that make sense so we have discussed the first piece of puzzle in the 43 business model (.) there are other puzzles (.) so what i’m gonna ask you to 44 with these questions is to think about the suffix finance and i want 90 45 everybody to take a look back on the forces (2) what are the suppliers? 46 [silence] and I’ll give you a hint (.) you don’t even need to read the case (.) 47 you can just think xxx what kinds of suppliers you need if you’re going 48 to open a business of fireworks? (1.5) what kinds of suppliers you need 49 if you want to manufacture fireworks? (.) incense? (2) what can be the 50 suppliers of the chinese firework industry? 51 Ha: I think, fire firecracks 52 L: gun powder? [some students nodded] 53 Na: eh firework 54 Minh: er ehm (.) rocket /e/ er rocket /i/ 55 Sn: rocket, rocket /i/ 56 L: Eh there’s rocket in the product great 57 Dung: thầy hỏi là? {What did the teacher ask?} 58 Sn: 59 Dung: and health notice xxxx @@@ 60 L: nguyên liệu, nguyên liệu {the suppliers the suppliers} okay guys, would you like to try doing an experiment with me? let’s try and 61 answer this using sth different (.) take the case (.) everybody read the case, 62 right (.) every body already read the case one time (.) so take the case and 63 close it no peeking no peeking [class followed accordingly] (5) 64 suppose that you want to start up a small company in China to make 65 fireworks, what kinds of supplies you think you need to buy? 66 customers? (.) ink? (.) Ngoc, you have one? (3) [silence] 67 okay, i’ll find some pictures of fireworks [L looked for some fireworks 68 processing videos on the Internet] 69 L: here, here’s some pictures of fireworks 70 Sn: nhìn giống bom rứa? {looks like a bomb} 71 L: it’s a bomb, yes, here’s a tiny bomb and xxxx certain fireworks look like a 72 cigarette with gunpowder inside or the outside and this part is confusing, 73 you xxxx 74: Hue: có giấy, giấy paper {there’s paper paper}