tiểu luận ngữ dụng học

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY ~~~~~~~~~~ ASSIGNMENT PRAGMATICS Performed by: NGUYEN THI MI PHA Class : English Linguistics MA Course : 19 CHAPTER ONE: DEIXIS AND REFERENCE I Deixis Definition Deixis (from Greek) means ‘pointing’ via language Any linguistic form used to ‘point’ is a deictic expression Deictic expressions are also called indexicals In deixis the speaker constitutes the deictic centre, and there are ‘near speaker’ or proximal terms (‘this’, ‘here’, ‘now’), and ‘away from speaker’ or distal terms (‘that’, ‘there’, ‘then’) Note that deixis is used differently in different languages Types of deixis Types of deixis Person deixis Spatial deixis Temporal deixis Definition Used to indicate people Used to indicate location Used to indicate time Proximal form (near speaker) I, you, we (including the addressee), me, us (including the addressee), - Here, this… - Some verbs of motion have a deictic sense, such as: come or bring… - now, soon, today, tonight, tomorrow, before, the coming / next/ following week/ day/ month…, this Thursday… - tenses: present tenses, future tenses - then (express the future time) Distal form (away from speaker) He, she, it, we (excluding the addressee), her, him, them, us (excluding the addressee),… - There, that… - Some verbs of motion have a deictic sense, such as: go or take… - then, in days gone by, after, yesterday, last week/ month…, the previous days/ moth… - the past tenses Examples I am hungry  “I”: personal, proximal deixis he is a teacher  “he”: personal, distal deixis this is my pen  “this”: spatial, proximal deixis I was there yesterday  “there”: spatial, distal deixis Other forms ‘left, ‘right’, ‘up’ ‘down’, ‘below’, ‘behind’ … I live here now  “live” (the present simple tense) and “now”: temporal, proximal deixis I went there yesterday ”went” (the past simple tense) and “yesterday”: temporal, distal deixis * Note that the interpretation of deixis depends on the context, the speakers intention and expression of relative distance II Reference Definition Reference is an act in which a speaker, or writer, uses linguistic forms to enable a listener, or reader, to identify something Those linguistic forms are referring expressions, which can be proper nouns (Shakespeare, Japan), noun phrases (the author, a beautiful place), or a pronoun (he, it, them) Successful reference means that an intention was recognized, via inference, indicating a kind of shared knowledge between the speaker and the hearer, and hence social connection Referential and attributive uses Referential use: referring expressions have identifiable physical referents e.g There’s a woman waiting for you Attributive use: an expression which does not have an identifiable physical referent but means whoever/whatever that fits the description e.g He wants to marry a woman with a lot of money Names and referents A truly pragmatic view of reference allows us to see how a person can be identified via a common noun and a thing can be identified via a proper noun (Between two students) Can I borrow your Shakespeare? - Yeah, it’s over there on the table (Proper noun) (Between two waiters in a restaurant) Where’s the cheese sandwich sitting? - He’s over there by the window (common noun) The role of co-text Context is the physical environment, which has a powerful impact on how referring expressions are to be interpreted Co-text is a linguistic part of the environment in which a referring expression is used The co-text clearly limits the range of possible interpretations we might have for a referring expression because it actually provides a number of possible referents a Ngày ngày mặt trời qua lăng b Thấy mặt trời lăng đỏ Anaphoric reference Anaphoric Definition is a second or subsequent Example Mary is a nurse She’s my best reference to an already friend “Mary”: antecedent; “She”: anaphor introduced referent (antecedent) Is a reversal of the Cataphoric antecedent-anaphor pattern the absence of a referring zero anaphora, expression as anaphoric or ellipsis I hate saying this but the cake is so rough “this” is the cataphor for “the cake is so rough” Drop the slices into hot oil Cook (Ø) for minutes reference where it is expected III Exercise * Conversation Minh: Ow! Hoa: What’s the matter, Minh? Minh: I have a toothache Hoa: Are you going to the dentist? Minh: Yes, I am I have an appointment at 10.30 this morning, but I’m scared Hoa: Why? Minh: I hate the sound of the drill It’s so loud Hoa: I understand how you feel, but don’t worry Last week, the dentist filled a cavity in my tooth Minh: Were you scared? Hoa: I was a little scared, but the dentist was kind She looked at my teeth and told me not to worry Then she filled it It stopped hurting afterwards I felt a lot better after she fixed my tooth [….] ( English text book, grade 7, unit 10, page 103) (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) Types Terms Person Spatial I: 3, 5, 7, 8, 11,13 You : 4, 8, 10 Proximal Me: 12 Distal It: 7, 12 She: 11, 12, 13 Verbs: Adverbs: Is: 2, 7; Are: 4; Am: Afterwards, then: 12 Have: 3, 5; Hate: 7; After: 13 Understand: This morning: Going: Were: 10; was: 11 This: Filled: 9; looked: 11; told, stopped: 12; felt: 13 Anaphoric Antecedent - “the sound of the drill” (7) - “the dentist” (11) Temporal Cataphoric Anaphor It (7) Zero phoric It: (12) is the She looked at my teeth and Ø cataphor for told me not to worry (11 +12)  Ø : she  She (11, 12) “my tooth” (13) CHAPTER TWO: PRESUPPOSITION I Definition A presupposition is what the speaker assumes to be the case prior to making an utterance Speakers, not sentences, have presupposition II Types of presupposition Type Existential Factive Definition Is not only assumed to be present in possessive constructions but more generally in any definite noun phrases Is the information following verbs or verb phrases like know, realize… this information is treated as a fact Non – factive Is one that is assumed not to be true It follows verbs such as dream, imagine… Lexical Is contained in the word itself one meaning of the word is asserted, whereas another meaning is understood Structural is similar to a lexical presupposition, but in this case, certain sentence structures presuppose that part of the structure is already assumed by the speaker to be true Counter – factual presupposes that the information is not only not true but the opposite of what’s true or ‘contrary to facts’ Triggers/ signals Proper nouns, possessives, definite noun phrases, … Know, realize, regret, be aware/ odd/ glad/ happy/ pleased, remember, recognize, Dream, imagine, pretend, think, believe, guess, suppose, seem, bet, sound, perhaps, it’s possible, be likely… State verbs: arrive, stop, begin, take, have,… Expressive of repetition, again, any more, still, now, manage, stop, start, … Example - My sister >> I have a sister - nhân viên trẻ >> có tồn nhân viên - I am glad that it’s over >> it’s over - ông không thấy cô giận à! >> giận có thật - he pretends to be ill >> he is not ill - đêm qua em mơ gặp Bác Hồ >> gặp Bác khơng có thật - he stopped smoking >> he used to smoke - chị Nga làm mẹ >> chị Nga có Wh – question, used to, no longer, any longer, superlative, cleft construction… - when did he leave? >> he left - mày mua với số tiền ăn cắp được? >> mày ăn cắp tiền If only, as if, as though, would rather, second or third conditional sentences, wish (3 types) - if you were my friend, you would have helped me >> you are not my friend - mày cao mặt trời mọc đằng tây >> mày không cao III EXERCISE * Conversation Aurelia: Who’s that boy over there, Hannah? Hannah: That? Er, that’s my brother, Jam Aurelia: Your brother? Hannah: Yes, and that’s his girlfriend Lucy The pretty girl with the long, brown hair Aurelia: Oh right So, you’ve got a brother? Hannah: No, I’ve got two brothers Jam and Alex Aurelia: Really? and how old is Alex? Hannah: Alex and Jam are twins, they’re both 15 Aurelia: 15, mmm and does Alex look like Jam? Hannah: They’re exactly the same! They’re both tall and thin They’ve both got short brown hair, green eyes and big ears! Aurelia: They’re not big, I think they’re cute And has Alex got a girlfriend? ( Learnenglishteens.britishcouncil ) Line Utterances Presuppositions Who’s that boy over there, Hannah? - there is a boy - there is a person named Hannah - the boy is not near the speaker and hearer The speaker has a brother named Jam - The boy has a girlfriend - There is a girl named Lucy - there is a girl - the girl has long brown hair There is a person named Alex - There are two people named Alex and Jam - Alex is 15 and Jam is 15, too There are two people named Alex and Jam It is possible that hey are not cute That’s my brother, Jam That’s his girlfriend Lucy 4, The pretty girl with the long, brown hair How old is Alex? Alex and Jam are twins, they’re both 15 10 Does Alex look like Jam? 13 I think they’re cute (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) Types of presupposition Existential Lexical Existential Existential Existential Lexical Existential Existential Lexical Existential Non – factive CHAPTER THREE: HEDGES AND IMPLICATURES I Hedges Definition Hedges are expressions which not add any false or truth values to the content of an utterance They are also attitude markers that can be taken as an indication of speakers’ sensitivity towards the hearer Types of hedges Maxim Definition Triggers/ signals Quantity + Make your contribution as informative as is required (for the current purposes of the exchange) + Do not make your information more informative than is required As you probably know…; I won’t bore you with all the details, but …; to cut a long story short, ; +Do not say what you believe to be false + Do not say something for which you lack adequate evidence As far as I know,…; I may be mistaken, but …; I’m not sure if this is right, but…; …., I guess It is said that… Relation Be relevant I don’t know if this is important, but….; This may sound like a dumb question, but …; Not to change the subject, but… Manner Be perspicuous + Avoid obscurity of expression + Avoid ambiguity + Be brief (avoid unnecessary prolixity) + Be orderly This may be a bit confused, but…; I’m not sure if this make sense, but…; I don’t know if this is clear at all, but… Quality II Example - As you probably know, I am terrified of bugs - nói em lại bảo “biết khổ lắm, nói mãi”, em cần phải nỗ lực học tập để đạt kết tốt - As far as I know, they’re married - Nếu tơi khơng lầm chị Hương lấy chồng từ năm ngoái - This may sound like a dumb question, but whose hand writing is it? - Tơi muốn nói thêm chương trình bắt đầu lúc 7h30 nên người lưu ý đến sớm 30 phút - I’m not sure if this makes sense, but the car has no lights - Tôi hỏi thật, anh có đánh khơng? Implicatures Examples (1) I was sitting in a garden one day A child looked over the fence (2) Some of the boys went to the party (3) A wants to be nicer and friendlier, he smiles to B and says hello politely A dog comes and stands beside him Then A asks B:] A : Does your dog bite? B : No A : (bends down to stroke it and gets bitten) Ow! You said your dog does not bite! B : That is not my dog (4) A : How much did that new dress cost, darling? B : (see the tag-50 pounds, but says…) Thirtyfive pounds (5) A: Hey, coming to the wild party tonight? B: My parent’s are visiting (6) Ann: Where are you going with the dog? Sam: To the V- E- T (8) a Mary suggested black, but I chose white b Even John came to the party c Dennis isn’t here yet d Yesterday, Mary was happy and ready to work e She put on her clothes and left the house Explanation The garden and the child mentioned are not the speaker’s The word “some” implicates: “ not all/ not most/ not many” B actually knows that A is talking about the dog which is beside B and not B’s dog at home, yet B intentionally does not give A enough information, for reasons best known to A herself (B) violates the maxim of quality by giving him the wrong information “thirty-five pounds” instead of “fifty pounds” Instead of saying “NO”, B says “My parent’s are visiting” which seems not relevant to the question However, in this situation, he means that he can’t come To avoid letting the dog know the word “vet” _the place he hates being taken to Sam spells out (less brief) “but” +> contrast  “even” +> contrary to expectation  “yet” +> different, or perhaps the opposite, at a later time  “and” +> in addition/plus  “and” +> and then (sequence) III EXERCISE Conversation Ken: You know, I’ve always wanted to have my fortune told (1) Lisa: Really? Do you know where you can get it done? (2) Ken: I’m not sure But maybe there are some fortune tellers listed in (3) the phone book Let’s take a look (4) [….] (New Interchange 3, student’s and workbook, p 54) Conversation Rose: [Phone rings] Rose Rizo (1) Jack: Hi, Rose This is Jack (2) Rose: Oh, hello How are you? (3) Jack: Pretty good, thanks Listen, the reason I’m calling is I have a really big (4) favor to ask you (5) Rose: Yes? (6) Jack: Remember I told you about that friend of mine who’s getting married (7) to a woman he met in Barcelona? (8) Rose: Yeah, I remember And? (9) […] Jack: Oh, Ok I understand Anyway, how are things? (10) I haven’t seen you for ages (11) Rose: Oh, pretty good (12) (New Interchange 3, student’s and workbook, p 243) Conversation (Miles and Maya are talking and flirting, Maya is showing interest in Miles’ book) Maya: So what’s your novel about? (1) Miles: Well, it’s difficult to summarize It starts as a kind of first person (2) account of a guy taking care of his father after a stroke It’s kind of (3) based on personal experience, but only loosely (4) Maya: So is it kind of about death and mortality, or ? (5) Miles: Uh, yeah not really (6) (Sideways, 2004) Conversation (Fred is not satisfied with Jamal’s speech and he is asking Cameron to re-shoot the scene) Fred: This is gonna sound strange, but is Jamal seeing a speech coach or (1) something? Cameron: What you mean? Fred: Have you noticed, uh This is weird for a white guy to say, but have you noticed he’s talking a lot less black lately? (2) (3) (4) (5) 10 (Crash, 2005) Conversation Line Line 2 Line 10 Line Line Line 4, Signals - You know, … - I’m not sure But maybe … Anyway, … It’s difficult to summarize - This is gonna sound strange, but… - This is weird for a white guy to say, but… Maxim Quantity Quality Relation Manner Manner Manner 11 CHAPTER FOUR: CONVERSATION AND PREFERENCE STRUCTURE I Adjacency pair Definition Adjacency pair is a sequence of two utterances by different speakers in conversation The second is a respond to the first e.g A: what’s the matter with you? B: I’ve got a cough Characteristics - The two parts are contiguous and are uttered by different speakers - The two parts are ordered - The first and second parts must be appropriately matched to avoid add exchanges II Dispreferred second part Definition Preference structure: a pattern in which one type of utterance will be more typically found in response to another in a conversation It divides second parts into preferred and dispreferred social acts Preferred: the structurally expected next utterance used in a response Dispreferred: the structurally unexpected next utterance as a response Taxonomy First part Request Offer Invitation Assessment Question Blame Complaint Proposal e.g Second part dispreferred Rejection Refusal Refusal Disagreement Unexpected answer Admittance Disagreement Disagreement A: Want to go to a movie tonight? B: I can't Sorry I‘ve got to study Strategies for doing a dispreferred How to a dispreferred delay/hesitate preface express doubt Example pause; er; em; ah well; oh I’m not sure; I don’t know 12 token yes apology mention obligation appeal for understanding make it non-personal give an account use mitigators hedge the negative that’s great; I’d love to I’m sorry; what a pity I must X; I’m expected in Y you see; you know everybody else; out there too much work; no time left really; mostly; sort of; kinda I guess not; not possible * Notes: - “Disprefered” shows remoteness, distance, or lack of connection - “Dispreferred” needs more time (for hesitation, apology, …) and language III EXERCISE Conversation Tour guide: Good afternoon, ladies and gentlemen and welcome to (1) this fantastic tour of London by bus My name’s Greg and I’m your guide (2) this afternoon on our tour of London […] (3) Tourist 1: I have a question (4) Tour guide: Yes? (5) Tourist 1: Do you have extra umbrellas? I mean, if it rains a lot (6) Tour guide: Err, no, we don’t have any extra umbrellas, but don’t worry, (7) I’m sure the rain will stop soon Right, OK, so where are we going on our (8) wonderful tour? Well, the tour takes two hours and we are going to visit (9) all the famous sites […] Then we’ll see Tower Bridge and (10) the famous Tower of London before arriving at Buckingham Palace, (11) just in time for a cup of tea with the Queen (12) Tourist 2: Is that included in the tour? A cup of tea with the Queen? (13) Tour guide: Err, well, no, not exactly, but there’s a lovely café near the palace (14) where you can get a cup of tea (Sound of a storm right overhead, loud thunder (15) and very heavy downpour) (16) Tourist 1: I have another question (17) Tour guide: Yes? (18) 13 Tourist 1: Can we have our money back? We’re getting off the bus Tour guide: Err, well, you see Quick! Run! Everyone off the bus! (19) (20) (learnenglishteens.britishcouncil) Conversation Ba: Would you like to play table tennis, Nam? Nam: I’d like to, but I can’t Ba: That’s too bad Nam: I have some home work I ought to finish it before I play table tennis Ba: Yes You must your homework first But I’ll wait for you Nam: It’ll take me a few more minutes Ba: No problem [….] ( English Textbook, grade 7, p 134) Line Adjacency pairs 6, Tourist 1: Do you have extra umbrellas? Tour guide: Err, no, we don’t have any extra umbrellas, but don’t worry, I’m sure the rain will stop soon Tourist 2: Is that included in the tour? A cup of tea with the Queen? Tour guide: Err, well, no, not exactly, but there’s a lovely café near the palace… Tourist 1: Can we have our money back? Tour guide: Err, well, you see 13, 14 19, 20 1’ 2’ 2’ 3’ 3’ 4’ Ba: Would you like to play table tennis, Nam? Nam: I’d like to, but I can’t Nam: I’d like to, but I can’t Ba: That’s too bad Ba: That’s too bad Nam: I have some homework I ought to finish it before I play table tennis First part Question Question Question Invitation Assessment (1’) (2’) (3’) (4’) (5’) (6’) (7’) Second part dispreferred Delay, preface  unexpected answer Delay, preface , express doubt  unexpected answer Delay, preface, appeal for understanding  unexpected answer Token yes Refusal Disagreement give an account, mention obligation Assessment  Disagreement, rejection 14 CHAPTER FIVE: SPEECH ACTS I Definition and the three levels of speech acts Definition Speech acts are actions performed via utterances, e.g apology, promise, complaint, compliment, invitation or request (Yule, 1996: 47) e.g I’ll be back (promise) Speech acts are a universal phenomenon, but they might vary greatly across cultures under the effects of socio-cultural norms Three levels of speech acts (According to Austin (1962) and Searle (1969), clarified by Richards et al (1992: 217),) speech acts can be analyzed on three levels: - A locutionary act: is the saying of something, which is meaningful and can be understood - An illocutionary act is using the sentence to perform a function - A perlocutionary act is the results or effects produced by means of saying something Of the three dimensions, as stated by Yule (1997: 52), the most essential act that counts is the illocutionary force because the same utterance can potentially have quite different illocutionary forces For instance, the utterance, “I’ll see you later” can count as a prediction, a promise, or a warning in different contexts * An illocutionary force can be implicit or explicit Behind every utterances there is a performative verb, such as order, warn, promise… that make the illocutionary force explicit II Classification of speech acts Speech acts can be classified according to their functions or they can be divided into direct and indirect Classification of speech acts according to their functions (Searle (1976)) Types Declaration Definition Speech acts that can bring about a change in the world by being uttered in a specific context by a speaker who has a special institutional role Signals The speaker has to have a special institutional role, in a specific context, in order to perform a declaration appropriately (I bet/ declare/ pronounce/ sentence…) Examples Priest: I now pronounce you husband and wife 15 Speech acts that state what Representative the speaker believes to be the case or not Speech acts that state what the speaker feels They express psychological states Expressive Speech acts that speakers use to commit themselves to some future action They express what the speaker intends Speech acts that speakers use to get someone else to something They express what the speaker wants Commissive Directive Statements of facts, assertions, conclusions, descriptions, predictions, claiming, hypothesizing, insisting, predicting… Statements of pleasure, pain, likes, dislikes, joy, sorrows, apologies, praises, regrets, congratulations,… It was a warm sunny day I’m really sorry Promises, threats, refusals, pledges, offers, vows, volunteering,… I’m going to get it right next time Commands, orders, requests, suggestions, invitations, forbidding… Give me a cup of coffee Make it black Direct and indirect speech acts: Whenever there is a direct relationship between a structure (declarative, interrogative, or imperative) and a function (statement, question, or command/ request), we have a direct speech act Whenever there is an indirect relationship between a structure and a function, we have an indirect speech act Structures Functions e.g Declarative Interrogative Imperative (Exclamative) Statement Question Command/ request (Exclamative) - Move out of the way (direct speech act) - Do you have to stand in front of the TV? (indirect speech act) III EXERCISE * Conversation (between husband and wife) Husband: When I go away next week, I’m taking the car (1) Wife: Oh, are you? I need the car here to take the kids to school (2) Husband: I’m sorry, but I must have it You have to send them on the bus (3) Wife: That’ll be nice for the family Up at the crack of dawn, and not home till (4) mid-evening! Sometimes you are very inconsiderate (5) Husband: Nice day (6) (Ton Nu My Nhat, An Introduction to Discourse Analysis, 2017, p.9) 16 * Conversation Ba: Would you like to play table tennis, Nam? Nam: I’d like to, but I can’t Ba: That’s too bad Nam: I have some home work I ought to finish it before I play table tennis Ba: Yes You must your homework first But I’ll wait for you Nam: It’ll take me a few more minutes Ba: No problem [….] ( English Textbook, grade 7, p 134) Conversation Line Line Line Line Line Line Line 1’ Line 2’ Line 3’ Line 4’ Line 5’ Line 6’ Line 7’ Utterances I’m taking the car - Oh, are you? - I need the car here to take the kids to school - I’m sorry, - I must have it - You have to send them on the bus - That’ll be nice for the family - Up at the crack of dawn, and not home till mid-evening! - Sometimes you are very inconsiderate Nice day Would you like to play table tennis, Nam? - I’d like to, - but I can’t That’s too bad - I have some homework - I ought to finish it before I play table tennis I’ll wait for you It’ll take me a few more minutes No problem Types of speech acts Commisive Expressive Representative (1’) (2’) (3’) (4’) (5’) (6’) (7’) Direct or Indirect Direct Indirect X X X Expressive Representative Directive Representative Representative X X X X X Representative Expressive Directive Expressive Representative Expressive Representative Representative X Commisive Representative Expressive X X X X X X X X X X 17 CHAPTER SIX: LINGUISTIC POLITENESS AND INTERACTION I Definition Richards (1985: 281) considers politeness as “the attempt to establish, maintain, and save face during conversation” II Politeness principles by Leech (1983) The politeness principle runs under the principle of minimizing the expression of impolite beliefs and maximizing the expression of polite beliefs with its six maxims: Maxims Generosity Maxim Tact Maxim Modesty Maxim Expression Minimize benefit to self; Maximize cost to self (in impositives and comissives) minimize the cost to other; maximize the benefit to other Minimize praise of self; Maximize dispraise of self (in expressives and assertives) Agreement Maxim Minimize disagreement between self and other; Maximize agreement between self and other (in assertives) Sympathy Maxim Minimize antipathy between self and other; Maximize sympathy between self and other (in assertives) Approbation Minimize dispraise of other; Maximize praise Maxim of other (in impositives and comissives) Examples You relax and let me the dishes Have some more cake Please accept this small gift as prize of your achievement A: “English is a difficult language to learn.” B: “True, but the grammar is quite easy.” I’m terribly sorry to hear about your father A: “The performance was great!” B: “Yes, wasn’t it!” Of the six maxims introduced, Tact Maxim, according to Leech, seems to be the most important to operate politeness in English-speaking societies III Politeness strategies by Brown & Levinson (1987 [1978]) - Negative politeness is a face saving act which is oriented to the person’s negative face It will tend to show deference, emphasize the importance of other’s time and concern, and even include an apology for the imposition or interruption - Positive politeness is a face saving act which is concerned with the person’s positive face It will tend to show solidarity, emphasize that both speakers want the same thing, and that they have a common ground 18 - Face threatening act (FTA): what a speaker says that is a threat to another person’s face Face saving act (FSA): what a speaker says that lessens a possible threat to another person’s face Brown and Levinson (1987: 69) introduce a set of possible strategies for avoiding the face-threatening acts (FTAs) or for minimizing the face threat of the FTAs The strategies are put in Figure below: As can be seen from Figure 3, S can choose either to or not to the FTA If S decides to an FTA, he can choose one of the four possibilities S goes off record if he produces statements that are indirectly addressed to H H can act as if the statements have not been heard Linguistic structures of offrecord strategies include metaphor and irony, rhetorical questions, or all kinds of hints as to what a speaker wants to mean to communicate, without doing so directly In contrast to off-record statements, S goes on record in doing an act if he produces statements that are directly addressed to H The most direct approach, using imperative forms such as, “Give me a pen.” or “Lend me your pen.” is generally known as bald on record ( without redressive action, baldly) ( Yule, 1997: 63) With redressive action, S gives face to H by employing either positive politeness or negative politeness strategies IV EXERCISE 19 * Conversation Ba: Would you like to play table tennis, Nam? (1’) Nam: I’d like to, but I can’t (2’) Ba: That’s too bad (3’) Nam: I have some home work I ought to finish it before I play table tennis (4’) Ba: Yes You must your homework first But I’ll wait for you (5’) Nam: It’ll take me a few more minutes (6’) Ba: No problem [….] (7’) ( English Textbook, grade 7, p 134) * Conversation Jack: Hi, Ismael How are you? (1) Ismael: Hi, Jack I'm OK but I’ve got loads of homework (2) Jack: Me too, but would you like to come with us to the cinema tonight? (3) Ismael: Who's 'us'? (4) Jack: Me, Jamie, Nicola and Selina (5) Ismael: OK, and what's the film? (6) Jack: We don't know We can't decide There's that new horror film, (7) 'Light and Dark' (8) Ismael: No, no, no! I don't like horror films (9) Jack: OK, well, there's a comedy about a school (10) Ismael: Oh, no more school, please! What about a romcom? (11) Jack: Romcom? (12) Ismael: You know, romantic comedy, boy meets girl (13) Jack: What? Really? No, I hate romantic films I like action (14) Ismael: Well, there's a new science fiction film, 'Alien attacks' (15) Jack: OK, I like science fiction Let's see that (16) Ismael: OK, I'll ask the others if they like sci-fi (17) Jack: What time is the film? (18) Ismael: At o'clock Let’s meet at 7:30 outside the cinema (19) Jack: OK See you later (20) Ismael: Bye (21) (learnenglishteens.britishcouncil.org) Conversation Line 1’ Utterances - Would you like to play table Maxims Tact maxim 20 Line 2’ Line 3’ Line 5’ Line Line 16 Line 20 tennis, Nam? - I’d like to, but I can’t - That’s too bad - Yes You must your homework first - But I’ll wait for you - Me too - would you like to come with us to the cinema tonight? - OK, I like science fiction - OK  Agreement Maxim  Sympathy Maxim  Agreement Maxim Generosity Maxim  Agreement Maxim  Tact maxim  Agreement Maxim  Agreement Maxim 21