(Khoá luận tốt nghiệp) indirectness in english conversation

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG - ISO 9001 : 2008 KHÓA LUẬN TỐT NGHIỆP NGÀNH: NGOẠI NGỮ HẢI PHÒNG - 2009 HAIPHONG PRIVATE UNIVESITY FOREIGN LANGUAGES DEPARTMENT - GRADUATION PAFER Indirectness in English conversation By: Đoàn Thị Hương Class: NA902 Supervisor: Đào Thị Lan Hương HAI PHONG - 2009 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG Nhiệm vụ đề tài tốt nghiệp Sinh viên: Mã số: Lớp: .Ngành: Tên tài: đề Nhiệm vụ đề tài Nội dung yêu cầu cần giải nhiệm vụ đề tài tốt nghiệp ( lý luận, thực tiễn, số liệu cần tính tốn vẽ) …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… Các số liệu cần thiết để thiết kế, tính tốn …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… Địa điểm thực tập tốt nghiệp …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… CÁN BỘ HƯỚNG DẪN ĐỀ TÀI Người hướng dẫn thứ nhất: Họ tên: Học hàm, học vị: Cơ quan công tác: Nội dung hướng dẫn: Người hướng dẫn thứ hai: Họ tên: Học hàm, học vị: Cơ quan công tác: Nội dung hướng dẫn: Đề tài tốt nghiệp giao ngày tháng .năm 200 Yêu cầu phải hoàn thành xong trước ngày .tháng .năm 200 Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Người Sinh viên hướng dẫn Hải Phòng, ngày tháng năm 200 HIỆU TRƯỞNG GS.TS.NGƯT Trần Hữu Nghị PHẦN NHẬN XÉT TÓM TẮT CỦA CÁN BỘ HƯỚNG DẪN Tinh thần thái độ sinh viên trình làm đề tài tốt nghiệp: …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… Đánh giá chất lượng khóa luận (so với nội dung yêu cầu đề nhiệm vụ Đ.T T.N mặt lý luận, thực tiễn, tính tốn số liệu…): …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… Cho điểm cán hướng dẫn (ghi số chữ): …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… Hải Phòng, ngày … tháng … năm 2009 Cán hướng dẫn (họ tên chữ ký) NHẬN XÉT ĐÁNH GIÁ CỦA NGƯỜI CHẤM PHẢN BIỆN ĐỀ TÀI TỐT NGHIỆP Đánh giá chất lượng đề tài tốt nghiệp mặt thu thập phân tích tài liệu, số liệu ban đầu, giá trị lí luận thực tiễn đề tài Cho điểm người chấm phản biện : (Điểm ghi số chữ) Ngày tháng năm 2009 Người chấm phản biện 10 forgot to bring my wallet to school today Winnie: Gosh, I don‟t have much money myself today It‟s the end of the end week, and my mom hasn‟t given me my allowance yet Richard: Could you lend me just 30 dollars then, so I can take the bus home? Winnie: Sure, Here you go Richard: Thanks I‟ll pay you back tomorrow Winnie: Don‟t worry about it 48 2.2 Tag structures Consider the following situation: You are talking to a man at a meeting that you have never met However, you know his name and also that this man knows a colleague named Jack You turn to him and ask: Where is Jack? The man seems a little bothered and says he does not know He is not very friendly You wonder why he seems bothered It's probably because we didn't introduce ourselve, did not say 'excuse me' AND (most importantly) asked a direct question Direct questions are often considered rude when speaking to strangers To be more polite we often use indirect question forms Indirect questions serve the same purpose as direct questions, but are considered more formal When using an indirect question, use an introductory phrase followed by the question itself in positive sentence structure Connect the two phrases with the question word or „if‟ in the case the question is a „yes‟, „no‟ question Tag structures: Introductory phrase + question word (or if) + positive sentence Examples: Where is Jack? > I was wondering if you know where Jack is When does Alice usually arrive? > Do you know when Alice usually arrives? 49 Here are some of the most common phrases used for asking indirect questions Many of these phrases are questions (i.e., Do you know when the next train leaves?), while others are statements made to indicate a question (i.e., I wonder if he will be on time.) Some tag structures: Do you know …? I wonder / was wondering … Can you tell me …? Do you happen to know ? I have no idea I'm not sure I'd like to know Have you any idea Sometimes we also use these phrases to indicate that we'd like some more information I‟m not sure… I don‟t know… Examples: Do you know when the concert begins? I wonder when he will arrive Can you tell me how to check out a book? 50 I‟m not sure what he considers appropriate I don‟t know if he is coming to the party this evening * If we not begin a question directly, but begin it with something like: Can you tell me ? Do you know ? I wonder if ? The word order is the same as in an affirmative statement Direct question: What is he doing? Indirect question: Do you know what he is doing? Direct question: Where have they been? Indirect question: I wonder where they have been Do, does, did * If the direct question contains do, does or did, we omit it in the indirect question Direct question: What you want? Indirect question: Can you tell me what you want? Direct question: When did she leave? Indirect question: Do you know when she left? Yes/no questions * In yes / no questions, we use if or whether (the word order is the same as in reported questions) Direct question: Have you seen my dog? Indirect question: Could you tell me if you have seen my dog? Here are some samples on making request which you can referent: 51 Ex 1: Direct question: Where's the tourist information office? Indirect question: Could you tell me where the tourist information office is? Ex 2: Direct question: Do you like flying? Indirect question: Could you tell me if you like flying? Ex 3: Direct question: When are you going to invite me to go to the USA? Indirect question: Can I ask you when you are going to invite me to go to the USA? Ex 4: Direct question: What is the purpose of your visit? Indirect question: Would you mind telling me what the purpose of your visit is? Ex 5: Direct question: How did you get to the airport? Indirect question: Can you tell me how you got to the airport? 52 Exercise 1: Start the sentence with the words given in parentheses: "Where's the station?" "Can you tell me _?” "Are you coming to the party?" "Can you let me know if _?” "How does it work?" "Can you explain _?” "What's the matter?" Please tell me _.” "Where are you from?" "I'd like to know _.” "How long does it take to get there?" "Do you know _?” "Has she reached a decision yet?" "Has she told you whether _?” "What time are you leaving?" "Do you know _?” "Does Annie know about computers?" "I wonder whether _.” 10 "Excuse me How you get to the post office from here?" 53 "Could you tell us _?” 11 "What are you doing?!" "Do you have any idea ?!" 12 "Could you lend me 50 Euros?" "I don't suppose _.” Answers for given exsercises: Can you tell me where the station is? Could you let me know if you are coming to the party? Can you explain how it work? Please tell me what the matter is I‟d like to know where you are from Do you know how long it takes to get there? Has she told you whether she has reached a decision yet? Do you know what time you are leaving? I wonder whether Annie know about computer 10 Could you tell us how to get the post office from here? 11 Do you have any idea what you are doing? 12 I don‟t suppose whether you could lend me 50 Euros 54 Chapter III: Findings and Implication Findings During the process of the study of indirectness in English conversation, the writer found out a lot of interesting issues related to the subject, especially that of indirectness in making request Firstly, the writer realised that using indirectness in English conversation is very important and necessary beacause indirectness is isindispensable in communication Imagine that if there is no indirectness in communicating with others, communicators will feel unpleasant and uncomfortable Secondly, the writer of this study would like to mention the ways of making request indirectly There are many ways to make requests but the author only focus on making request in indirect way and tag structures as they are used widely Futhermore, thanks to using them, a request is made more easily Implication Learners of a foreign language are generally interested in studying the culture of the target language They want to know about the native‟s way of life, what they are like, what their customs are like It is not simple curiosity It is the matter of knowledge They want to understand more clearly about culture which then can help much in communicating with native speakers 55 accurately, fluently, naturely and idiomatically Therefore, Vietnamese who study English should learn English language and its people as well This is because the ability to react with speakers of another language depends not only on language skills but also on comprehension of cultural habits and expectations And it also helps Vietnamese communicate with the others indirectly thanks to understanding culture One aspect of speech act theory with significant pragmatic implications concerns indirectness Three broad illocutionary categories are normally identified - statement, question and command/request - having typical realizations in declarative, interrogative and imperative verb forms These agreements between intended function and realized form break down in „indirect speech acts‟, in which the outward (illocutionary) form of an utterance does not correspond with the intended illocutionary force of the speech act which it performs (Levinson, 1983, pp 263ff) Common forms of this are to declare a preference or to use an interrogative form in order to convey an order or request For example: Teacher: I‟d like to take in your exercise books Diner: Can you bring me the wine list? These are both instances of how speakers frequently accomplish an indirect speech act by stating or questioning one of the felicity conditions (Gordon and Lakoff, 1971) The teacher explicitly states his wish to receive the books i.e that s/he meets the felicity condition to with speaker sincerity; the diner questions the ability of the waiter to provide the list i.e s/he questions one of the preparatory pre-conditions It is possible that some individual and cultural variability in 56 conversational indirectness is a result of differing perceptions of an interpersonal situation For example, people who speak more indirectly may, relative to their more direct counterparts, tend to perceive themselves as relatively low in status and more distant from partness Thus, they may perceive any acts as relatively more face threatening and hence think that greater indirectness is called for Similarly, people in some cultures may tend to assume greater distance between unaccquainted others than those in other cultures, and these differences can then result in people in the former culture tending to be more indirect than those in the latter culture (Holtgraves and Yang,1992, Scollon and Scollon,1981) People speak indirectly for a reason: as one way of being attentive to each other‟s face To so they must assess the interpersonal situation to determine the appropriate level of indirectness Thus, a person‟s view of an interpersonal setting (including his or herself view) is revealed in his or her talk Hearers, of course, must be attentive to the same features of the interpersonal context and operate with the same conversational rules to recognize a speaker‟s intended meaning and politeness In short, people must coordinate to communicate (Clark,1985) and this coordination extends to the interpersonal level People perform not only speech acts when they use language, they simutaneously perform interpersonal acts Although this fact has long been recognized (Watzlawick, Beavin, Jackson,1967) empirical research on the interpersonal underpinning of language has been somewhat rare An understanding of language use in general, and indirectness in particular, requires a consideration of the interpersonal foundation of language The indirectness may cause communication problems in the following ways: 57 Indirectness is an effective strategy when there is a great deal of shared background knowledge In the case of Black children, there is probably less shared background knowledge than teacher assume because in addition to adult-child differences, there are culture differences in communicative background experiences When shared background knowledge is missing or low, then the child must rely more heavily on contextualization cues to draw inferences about the situated meaning There also may be cultural and adult-child differences in the selection and use of contextualization cues(Gumperz,1996) In addition, it has been pointed out that indirectness is not very useful when new information is being conveyed, and instruction in school often presumably involves new information (Cook-Gumperz,1996) In everyday conversation, where there is a great deal of indirectness when listener not understand the meaning of an indirect speech act they can ask the speaker to explain in a more direct way In the tapes under study, this does not happen very often It may be that it is not encourged or accepted in school discourse If this is the case, then the children are put at a further disadvantage in interpreting indirectness than they would be in everyday conversation because they can not use their normal “repair” strategies when they not understand something Finally, indirectness often leads to a series of questions when the first question is not answered correctly The simple length of the interchange may increase the probability that the children will be distracted from the original task 58 PART III: CONCLUSION I Summary of the study There can be no doubt that English is one of the world's most widely used languages People use a language in one of three ways: as a native language, as a second language, or as a foreign language English is spoken as a native language by over three hundred million people in the United States, Britain, Australia, New Zealand, Canada, some Caribbean countries and South Africa As a second language, English is often necessary for official business, education, information and other activities in many countries, it is one of the few "working" languages of the United Nations It is said that English has become the language of international trade and transport Most pilots in planes traveling from one country to another use it to talk with airports All ships sailing on the oceans call for help by radio in it It has been said that 60 percent of the world's radio broad casts and 70 percent of the world's mail uses English At international sports meets, and international of scientists English is the language most commonly used and the most widely used English has in fact become the language of international cooperation in science and technology The most advanced results in space, nuclear and 59 computer research are published in it A scientist who speaks and writes English is in closer touch with the scientists in other countries than one who does not English has aquired the largest vocabulary of the entire world‟s language, perhaps as many as two million words, and has generated one of the human races Therefore, indirectness plays an important part in dealing with those store in English especilly, in the age of computer, inddirectness in communication is dispensable to human beings Being aware of the importance of indirectness, the writer have decided to choose studying indirectness in English conversation This paper includes three parts, of which part II is the focal point, the writer would also like to give as many examples as posiblewhich are best selecion from different sources in English so as to help readers have a wide and clear understanding of this study The writer hope that this study can help learners of English understand indirectness in English conversation more clearly Due to the limitation of time and comprehensive knowledge of the writer in this field, the reseach paper may not satisfy the readers entirely There will remain some shortcomings and limitation in this paper and some aspects of this subject could not be mentioned Yet, it might guide readers to other interesting ideas of this subject for further reseach II Suggestions for futher research Indirectness in English conversation is a profound and broad subject to reseachers The writer is awfully aware that the study is only a very tiny reseach on this field Therefore, the writer of this study would like to give 60 some suggestions which may be useful for further reseaches:  Study thothoughly indirectness in making request  Explore in specific fields such as: request, conversation Once again, I would like to send my sincere thanks to the ones who I love for their support and encouragement during this study REFERENCES Books: Blum-Kulka, S., House, J., & Kasper, G (1989) Cross-cultural Pragmatics: Requests and Apologies Norwood, NJ: Alblex Publishing Corporation Brown P & Levison, S ( 1987) Indirectness: Some universals in language usage Cambridge: Cambridge University Press Machiko Achiba - 2003 - Language Arts & Disciplines Learning to request in a second language Marcelo Dascal (2003:181): Interpretation and understanding John Benjamins Publishing Company Winnie Cheng (2003:274) Intercultural Conversation: John Benjamins Publishing Company, Websites: http://usingenglish.com http://ngonngu.net http://en.wikipedia.org/wiki/indirectness_theory-26k 61 http://www.geocities.com/wentzao2004/culture/lang_cul.htm http://www.buzzle.com/articles/characteristics-of-culture.ht 62