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

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY    PHẠM KIM NGA CONVERSATION ANALYSIS OF h THE CONVERSATIONS IN THE CURRENT HIGH SCHOOL ENGLISH TEXTBOOKS IN VIETNAM MASTER THESIS IN ENGLISH BINH DINH – 2021 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY   PHẠM KIM NGA CONVERSATION ANALYSIS OF THE CONVERSATIONS IN THE CURRENT HIGH SCHOOL ENGLISH TEXTBOOKS h IN VIETNAM FIELD: English Linguistics CODE: 8220201 MASTER THESIS IN ENGLISH SUPERVISOR: Assoc Prof Dr NGUYỄN QUANG NGOẠN BINH DINH – 2021 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN   PHẠM KIM NGA PHÂN TÍCH HỘI THOẠI TRONG SÁCH GIÁO KHOA TIẾNG ANH PHỔ THÔNG TRUNG HỌC HIỆN NAY Ở VIỆT NAM h Chuyên ngành Mã số : Ngôn ngữ Anh : 8220201 LUẬN VĂN THẠC SĨ TIẾNG ANH Người hướng dẫn: PGS.TS NGUYỄN QUANG NGOẠN BÌNH ĐỊNH – 2021 i STATEMENT OF AUTHORSHIP I hereby certify that the thesis “Conversations Analysis of the Conversations in the Current High School English Textbooks in Vietnam” is my own work except where reference is made in the text of the thesis No other person‟s work has been used without acknowledgement in this thesis I certify that this thesis has been submitted for completion for the degree of Master in English linguistics and has not been submitted for the award of any degree or qualification Binh Dinh, 2021 h Phạm Kim Nga ii ACKNOWLEDGEMENTS First and foremost, I wish to express my sincere gratitude to my supervisor, Assoc Prof Dr Nguyen Quang Ngoan for his support and guidance in my completion of the thesis I am also thankful to all the lectures at the Department of Foreign Languages, Quy Nhon University for their profound knowledge and endless support during my study at Quy Nhon University Second, I would like to thank my classmates who were always willing to help me and give their best suggestions and encouragement to me during my process of conducting the study In addition, I would also like to thank all my colleagues at Trung Vuong High School for helping me with my job in order that I can have time to take part in this course and complete my h research Last but not least, I owe the completion of this paper to all my beloved family, who have been encouraging me with their best wishes as well as cheering me up and standing by me on my road to success iii ABSTRACT This is a study of adjacency pairs, back channels, and discourse markers in the conversations in the current High School English Textbooks in Vietnam The study aim is to examine the types of adjacency pairs, back channels, and discourse markers in the conversations investigated Descriptive is considered as the main method with the combination of both quantitative and qualitative approaches in this study Besides, contrastive, analytic and synthetic methods are also used to help to work out the best possible findings The data include a total of 372 adjacency pairs, 57 back channels, and 136 discourse markers in 100 conversations The frameworks of adjacency pairs are based on Yule‟s (1996) and Levinson‟s (1983) theories, back channels on Iwasaki„s (1997) theory and discourse markers on Fraser‟s h (2005) theory The results of the thesis make it possible for learners to have a general view on the types of adjacency pairs, back channels, and discourse markers in the conversations for their effective communication with the English language iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF CONVENTIONS AND ABBREVIATIONS vii LIST OF TABLES viii CHAPTER 1: INTRODUCTION 1.1 RATIONALE .1 1.2 AIM AND OBJECTIVES OF THE STUDY 1.2.1 Aim 1.2.2 Objectives 1.3 RESEARCH QUESTIONS 1.4 SCOPE OF THE STUDY h 1.5 SIGNIFICANCE OF THE STUDY .4 1.6 DEFINITIONS OF TERMS 1.7 ORGANIZATION OF THE THESIS CHAPTER 2: LITURATURE REVIEW 2.1 THEORY OF CONVERSATION 2.1.1 Notion of Conversation 2.1.2 Notion of Conversational Analysis 2.2 THEORY OF ADJACENCY PAIRS .8 2.2.1 Notion of Adjacency pairs 2.2.2 Adjacency pairs and Preference Structure .12 2.3 THEORY OF BACK CHANNELS 13 2.3.1 Notion of Back channels 13 2.3.2 Types of back channels 17 2.4 THEORY OF DISCOURSE MARKERS .21 2.4.1 Notion of Discourse markers 21 v 2.4.2 Types of discourse markers .22 2.5 REVIEW OF PREVIOUS, RELEVANT STUDIES .25 CHAPTER 3: RESEARCH METHODOLOGY 28 3.1 RESEARCH METHODS 28 3.2 RESEARCH PROCEDURES 29 3.3 DATA SOURCES AND SAMPLES 29 3.4 DATA ANALYSIS 30 3.5 VALIDITY AND RELIABILITY .32 3.6 SUMMARY .32 CHAPTER 4: FINDINGS AND DISCUSSION 34 4.1 TYPES OF AJACENCY PAIRS IN THE EXAMINED CONVERSATIONS IN THE CURRENT HIGH SCHOOL ENGLISH TEXT BOOKS .34 4.1.1 Greeting - Greeting 36 4.1.2 Question - Answer 37 h 4.1.3 Assessment - Agreement 39 4.1.4 Assessment - Disagreement .40 4.1.5 Invitation - Acceptance 41 4.1.6 Invitation - Refusal 42 4.1.7 Offer - Acceptance 42 4.1.8 Offer - Decline .43 4.1.9 Proposal - Agreement 43 4.1.10 Proposal - Disagreement 44 4.1.11 Request - Acceptance 44 4.1.12 Request - Refusal 45 4.1.13 Leave - Leave-taking .46 4.1.14 Instruction - Response 46 4.1.15 Problem - Advice 47 4.1.16 Announcement - Response .48 4.2 TYPES OF BACKCHANNELS IN THE EXAMINED CONVERSATIONS vi IN THE CURRENT HIGH SCHOOL ENGLISH TEXT BOOKS .49 4.2.1 Non-lexical backchannels .50 4.2.2 Phrasal backchannels .51 4.2.3 Substantive backchannels 52 4.3.TYPES OF DISCOURSE MARKERS IN THE EXAMINED CONVERSATIONS IN THE CURRENT HIGH SCHOOL ENGLISH TEXT BOOKS 53 4.3.1 Contrastive Markers (CDMs) 55 4.3.2 Elaborative Markers (EDMs) 56 4.3.3 Inferential Markers (IDMs) .57 4.3.4 Temporal Markers (TDMs) .59 4.4 THE RELATIONSHIP AMONG THE THREE TYPES OF ADJACENCY PAIRS, BACK CHANNELS AND DISCOURSE MARKERS IN THE CONVERSATIONS 60 h 4.5 APPLYING THESIS TO HELP THE TEACHER IN TEACHING CONVERSATIONS FOR ENGLISH STUDENTS 61 4.6 SUMMARY 62 CHAPTER 5: CONCLUSIONS 64 5.1 CONCLUSIONS 64 5.1.1 Conclusions concerning the types of adjacency pairs in the conversations in the current High School English Textbooks in Vietnam 65 5.1.2 Conclusions concerning the types of backchannels in theconversations in the current High School English Textbooks in Vietnam 65 5.1.3 Conclusions concerning the types of discourse markers in the conversations in the current High School English Textbooks in Vietnam 66 5.2 IMPLICATIONS 66 5.3 LIMITATIONS OF THE STUDY .67 5.4 SUGGESTIONS FOR FURTHER STUDY 67 REFERENCES 68 vii LIST OF CONVENTIONS AND ABBREVIATIONS Greeting - Greeting [G-G] Question - Answer [Q-A] Assessment - Agreement [A-A] Assessment - Disagreement ( Dispreferred) [A-D] Invitation - Acceptance [I-A] Invitation- Refusal ( Dispreferred) [I-R] Offer - Acceptance [O-A] Offer - Decline ( Dispreferred) [O-D] Proposal - Agreement [P-A] Proposal - Disagreement [P-D] ( Dispreferred) h Request - Acceptance [R-A] Request - Refusal ( Dispreferred) [R-R] Leave-taking - Leave-taking [L-L] Instruction - Response [In-Re] Problem - Advice [Pr-Ad] Announcement - Response [An-Re] Contrastive Markers CDMs Elaborative Markers EDMs Inferential Markers IDMs Temporal Markers TDMs