Phát triển khả năng hiểu tính hài hước trong các truyện cười tiếng anh của sinh viên ngành hướng dẫn du lịch qua tài liệu nguyên gốc

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES TRẦN THỊ ÁI HOA DEVELOPING TOUR GUIDE STUDENTS’ ABILITY TO MAKE SENSE OF HUMOUR IN ENGLISH JOKES THROUGH AUTHENTIC MATERIALS Phát triển khả hiểu tính hài hước truyện cười tiếng Anh sinh viên ngành Hướng dẫn du lịch qua tài liệu nguyên gốc A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Major: English Language Teaching Methodology Code: 62140111 Supervisors: Assoc Prof Dr Nguyễn Phương Nga Dr Tô Thị Thu Hương HÀ NỘI-2018 STATEMENT OF AUTHORSHIP I, the undersigned, certify my authority of the dissertation entitled ―Developing Tour Guide Students‘ Ability To Make Sense Of Humour In English Jokes through Authentic Materials‖ in partial fulfillment of the requirements for the Doctor of Philosophy Except where the reference is indicated, no other person‘s work has been used without due acknowledgement in the text of the dissertation TRAN THI AI HOA i ACKNOWLEDGEMENTS On the very outset of this report, I would like to extend my sincere and heartfelt obligation towards all the personages who have helped me in this endeavour Without their active guidance, help, cooperation and encouragement, I would not have made headway in the project First of all, I wish to thank my supervisor Assoc Prof Dr Nguyen Phuong Nga for her tolerant perseverance with me in the world of combustion research It was only due to her initial valuable guidance and accurate judgement that I received to be able to drive my research work in a respectable manner.I am eternally grateful to my associate supervisor, Dr To Thi Thu Huong for her extensive expertise and her generosity in steering me through the research She has always been in a cheerful, enthusiastic and ever-friendly nature that inspires me to administer and complete this research They both have made my research possible by providing me with precious lessons and giving me the chance to gain access to every stage of research My warm and sincere thanks are also merits to Prof Nguyen Hoa, Dr Huynh Anh Tuan, Assoc Prof Le Van Canh, Assoc Prof Pham Thi Hong Nhung, Assoc Prof Le Hung Tien, Dr Hoang Thi Xuan Hoa and Dr Dương Thi Thu Mai for their valuable suggestions and assistance I would like to acknowledge the contribution of all the tour guides, foreign tourists, teachers and tour guide undergraduates who participated in the survey in Khanh Hoa Travel Agency and at college and university in Nha Trang City I am thankful for the teachers and tour guide undergraduates at Nha Trang College of Art, Culture and Tourism (now renamed Khanh Hoa University) for verifying the proposed authentic materials Particularly, I am grateful for the 20 students at Khanh Hoa University who were so enthusiastically participatory and hard-working in the intervention course Last but not least, I am deeply and forever indebted to my beloved family, specifically my husband for their unconditional love, and my supportive foreign and Vietnamese friends, especially my best friends in Nha Trang City for their precious friendship and strong faith in me through all the fluctuations of my study ii ABSTRACT Using humour in tourism by telling English jokes to English-speaking tourists in guided trips is a much needed capacity for Vietnamese tour guides Vietnamese EFL tour guide students, therefore, need to be trained and qualified with this capacity for their tour guiding job This study is an attempt to help develop Vietnamese EFL tour guide students‘ ability to make sense of humour in English jokes (defined as being able to understand and retell jokes in English to appropriate audience in appropriate situations) through the use of authentic materials to enable them to appropriately use humour in their tourguiding with particular reference to English-speaking tourists An explanatory sequential mixed methods design was used for collection of both quantitative and qualitative data to enhance validity and reliability of the findings The research was designed with two phases: one for authentic materials selection and related competency-based experimental intervention course design and the other for the implementation of the course to help develop tour guide students‘ ability to make sense of humour After 8-week extra-curricular intervention, post test results presented a significant rise compared with pre-test Nearly all the students were able to comprehend the humour in the introduced English jokes and two-thirds of the students could retell suitable English jokes to appropriate audience in appropriate situations The findings have offered a considerable contribution not only to the field of language education but also to the one of humour research Thus, it can be stated that EFL tour guide students could make sense of humour in English jokes when properly trained and humour can be taught, a confirmation of the finding in Pham‘s (2014) study The contribution of the study is that it helps to provide the tour guiding community in Viet Nam with a high-quality workforce to promote the tourism industry development in Nha Trang City, Khanh Hoa Province iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS .x LIST OF TABLES xi LIST OF FIGURES xii INTRODUCTION .1 Rationale Significance of the study Aims and objectives of the study Scope of the study Research context .8 Research questions Key terms and definitions .9 7.1 Humour 7.2 Sense of humour 7.3 Cognitive-perceptual processes in humour 10 7.4 Humour comprehension, humour appreciation and humour competence .10 7.5 (Canned) jokes .10 7.6 Pragmatic competence 10 7.7 ―Make sense of‖ and ―Tour guide students‘ ability to make sense of humour in English jokes‖ 11 7.8 Authentic materials, authentic texts, authentic English jokes .11 Study componential schema 11 Structure of the study 12 CHAPTER 1: LITERATURE REVIEW 13 1.1 Humour and its importance in tourism 13 iv 1.1.1 Sense of humour 13 1.1.2 Classification of humour .14 1.1.3 Theories of humour .18 1.1.4 Humour research and the field of the present study 20 1.1.5 Humour in English jokes 23 1.1.5.1 English (canned) jokes 23 1.1.5.2 Integration of the three traditional theories of humour in a joke 24 1.1.5.3 The ambiguity in jokes 27 1.1.5.4 Pragmatic perspective of jokes 31 1.1.5.5 Cultural elements in English jokes 34 1.1.6 ELT tour guide students‘s ability to make sense of humour in English jokes 35 1.1.6.1 Humour competence 36 1.1.6.2 Pragmatic competence and its interface with humour competence 40 1.1.6.3 Obstacles for EFL tour guide students to make sense of humour in English jokes 44 1.1.6.4 Conditions for ELT TG students to interpret humour in English jokes .47 1.2 Authentic materials for developing EFL students‘ ability to make sense of humour in English jokes 48 1.2.1 Authenticity and authentic materials 48 1.2.2.Competency-based approach to syllabus/ materials design/ selection 49 1.2.2.1 An overview of approaches to syllabus/ materials design/ selection 49 1.2.2.2 Competency-based language teaching 51 1.2.2.3 Process of establishing competencies to guide the selection of AM and the design of relating course .54 1.2.3 Criteria for selection of authentic materials 56 1.2.4 Cognitive theory to guide the teaching and learning process .58 1.2.4.1 Questions and tasks .59 1.2.4.2 Using scripts and learners‘ experience 60 1.2.4.3 Simulation (Role play) 61 v 1.2.5 Syllabus design and materials evaluation 61 1.3 Review of previous studies on humour competence 63 1.3.1 Review of previous studies in other countries 63 1.3.2 Review of previous studies in Viet Nam 68 1.4 Chapter conclusion and theoretical framework 69 CHAPTER 2: METHODOLOGY 71 2.1 Research design 71 2.2 Phase –Materials selection 77 2.2.1 Stage - Needs analysis .77 2.2.1.1 Participants and sampling 77 2.2.1.2 Data collection instruments 80 2.2.1.3 Data collection procedure 83 2.2.1.4 Data analysis 84 2.2.2 Stage - Materials verification and piloting 85 2.2.2.1 Participants and sampling 85 2.2.2.2 Data collection instruments 86 2.2.2.3 Data collection procedure 87 2.2.2.4 Data analysis 87 2.3 Phase 2: Intervention 88 2.3.1 Participants and sampling 88 2.3.2 Data collection instruments 89 2.3.2.1 Tests .89 2.3.2.2 Interview 92 2.3.3 Data collection procedure 93 2.3.4 Data analysis .93 2.4 Significance of quantitative data and qualitative data integration .94 2.4.1 Validity .95 2.4.2 Reliability 95 2.5 Chapter conclusion .96 vi CHAPTER 3: RESULTS AND DISCUSSIONS 97 3.1 Phase –Materials selection 97 3.1.1 Stage 1- Results from needs analysis 97 3.1.1.1 Results from survey questionnaire 97 3.1.1.2 Results from interviews .104 3.1.1.3 Results from observation data 108 3.1.2 Summary of findings from Phase 1, Stage 109 3.1.2.1 Target situation and learning needs 110 3.1.2.2 Criteria and strategies for authentic materials selection and teaching 112 3.1.2.3 Teaching methodology guideline for the proposed authentic materials 113 3.1.3 The Proposed Authentic Materials 115 3.1.4 Materials verification and piloting 119 3.1.4.1 Result from questionnaires (Teachers‘ assessment) 119 3.1.4.2 Results from the interview (Students‘ opinions) .119 3.1.4.3 Adjustments after the materials verification and piloting 121 3.2 Phase two – Intervention 122 3.2.1 Results of pre-post tests of humour interpretation in English jokes 122 3.2.1.1 Description of the process of learning .122 3.2.1.2 Pre-post test data results 124 3.2.1.3 Interview data 130 3.2.2 Pre-post test about difficulties 135 3.2.3 Results of test of performing jokes 140 3.3 Discussions .141 3.3.1 Application of the authentic materials: benefits and challenges 141 3.3.2 Application of humour competence model .144 3.3.3 Role of pragmatic competence 146 3.3.4 Role of teaching methods to the proposed authentic materials 148 3.4 Chapter conclusion 150 CONCLUSION .151 vii Recapitulation .151 1.1 Answer to sub-question 151 1.2 Answer to sub-question 152 1.3 Answer to sub-question 152 Implications 155 2.1 Methodological implications 155 2.2 Theoretical implication 155 2.3 Pedagogical implication 156 Limitations 158 Suggestions for further studies 158 REFERENCES 159 APPENDIX 1: SURVEY QUESTIONNAIRE FOR TOUR GUIDES I APPENDIX 2: SURVEY QUESTIONNAIRE FOR TOURISTS VI APPENDIX 3: SURVEY QUESTIONNAIRE FOR TEACHERS VIII APPENDIX 4: SURVEY QUESTIONNAIRE FOR STUDENTS X APPENDIX 5: A INTERVIEW QUESTIONS FOR TOUR GUIDES XIV APPENDIX 6: QUESTIONNAIRE FOR TEACHERS OF ENGLISH FOR TOURISM XV APPENDIX 7: INTERVIEW QUESTIONS FOR TOUR GUIDE UNDERGRADUATE STUDENTS XVII APPENDIX 8: PRETEST FOR 20 TOUR GUIDE UNDERGRADUATE STUDENTS XVIII APPENDIX 9: POST TEST FOR 20 TOUR GUIDE UNDERGRADUATE STUDENTS XXI APPENDIX 10: THE INTERPRETATION OF HUMOUR IN ENGLISH JOKES XXIV APPENDIX 11: INTERVIEW QUESTIONS FOR 10 TOUR GUIDE UNDERGRADUATE STUDENTS XXVII viii APPENDIX 12: EVALUATION CHECKLIST FOR 20 TOUR GUIDE UNDERGRADUATE STUDENTS XXVIII APPENDIX 13: RESULTS OF QUESTIONNAIRES ON NEEDS ANALYSIS XXX APPENDIX 14:RESULTS OF OBSERVATIONS ON BUS TOURIST TRIPSXXXVIII APPENDIX 15: RESULTS OF QUESTIONNAIRE ON MATERIALS VERIFICATION XLII APPENDIX 16: T-TEST OUTPUT XLIII APPENDIX 17: RESULTS OF JOKE-TELLING CONTEST XLIV APPENDIX 18: PARTICIPANTS‘ BRIEF PROFILE XLV APPENDIX 19: STUDENTS' BOOK XLVIII APPENDIX 20: TEACHER'S BOOK LXXXIX APPENDIX 21: SUPPLEMENTARY AUTHENTIC MATERIALS CXVIII APPENDIX 22: TEACHING METHODOLOGY GUIDLINE FOR THE SUGGESTED MATERIALS CXLI APPENDIX 23: LESSON PLAN CXLVI ix country Thus foreign tourists to Viet Nam enjoy discovering these through Vietnamese jokes Take easy it Listening speaking and The students listened to the jokes and discussed the basic cultural knowledge that makes the jokes funny They played a cultural game The players (students) go around and asked questions and got answers or told jokes from the Thanksgiving Students watched a video Foreign teacher explained and students and teacher exchanged Vietnamese and Australian cultures Cultural corner Translation Vietnamese cultural jokes The students read the passages and translated it into Vietnamese They also translated Vietnamese jokes into English, but some jokes cannot be translated CLV The students were eager to discover British and American cultural through jokes, so they told more jokes to peers (they prepared before) The typical jokes were shared as follows: - Horse racing (British): A horse player stopped off at church on the way to the race track Kneeling in prayer, he said, "Please Lord, let me have a good day at the track today Let me at least break even because I need the money to pay my rent - Honesty tea (American): Some years ago a woman opened a room in Scranton She selected an excellent location, advertised in the local newspaper, and before long her business was booming Faced with spiraling inflation, she looked for ways to cut back on her basic costs and increase her profits She found that she could use her tea bag three times instead of only once, thereby saving quite a bit of money She tried it Soon her customers began to drift away Finally, her business failed and she went bankrupt The moral to the story is: "Honest tea is the best policy." Obviously, the students would not have apprehended these jokes if they had not imbibed new ideas of humour and cultural jokes They learned that Vietnamese jokes carried culture of the Vietnamese people, so they tried to translate the jokes from Vietnamese into English and with simple language However, not every joke can be translated, but English cultural jokes because of linguistic features universal jokes were selected For example, ―The Frog‖ by Moreover, the translation could feature Van Lang Village the two opposite scripts and a punch line of jokes THANKSGIVING JOKES Students read English cultural jokes, Q: Which side of the turkey which were not translated into has the most feathers? Vietnamese However, the students A: The outside! discovered the figurative language in Q: What is the best thing to humour and appreciated cultures of put into stuffing? American and British holidays through A: Your teeth! jokes Q: What is the key to a good HALLOWEEN RIDDLES Thanksgiving dinner? A: The tur-key! Q: What is a Mummy's favorite type of Q: Did the little Pilgrims eat music? their turkey with their fingers? A: Wrap!!!!! A: No, they never ate their fingers! Q: What's a monster's favorite bean? What you call the age of a A: A human bean pilgrim? Pilgrimage Q: Why didn't the turkey Q: What's a monster's favorite play? want any lunch? A: Romeo and Ghouliet A: He was already stuffed Q: Should you have your Q: What you call a witch who lives whole family for Thanksgiving at the beach? dinner? A: a sand-witch A: No, you should just have the turkey! Q: Why did the game warden arrest the ghost? A: He didn't have a haunting license Q: Why didn't the skeleton dance at the party? A: He had no body to dance with Q: Why are ghost best at telling lies? A: Because you always see through them Q: Where did the goblin throw the football? A: Over the ghoul line CLVI Practice makes perfect Enjoy yourself Assessment Listening speaking and There were some translations of Vietnamese jokes into English The students practised telling these jokes to their peers They played a game They sat in groups of 4-5 to form a circle Each group chose one joke and practise telling them For example, group 1, tell joke 1, respectively In group, one student was chosen for telling the first sentence, another student continues the second one, another student cites the third one, turn by turn until it came to the end of the joke When a circle finished, one student retell the funny story Telling jokes The students were devided into groups of tourists with one being a tour guide and the others being tourists The tour guide set up context, place and time for the joke to be delivered The teacher asked the students Brainstorming to a brainstorming chart with a joke Then the students Discussion discussed the situation, the place, the people, … to tell the joke Students are handed out the test below They read the jokes and answer the questions CLVII With this exercise, the students could learn by heart the jokes One of the difficulties of a person to tell joke is not remembering it when deliver So as to tell a joke fluently, joker has to remember the joke Many students could retell the funny story very well It can be seen that when the students appreciated the joke or they liked it they could tell it fluently and understandably The students used the translation of Vietnamese jokes to tell to foreign tourists They provided the context for the joke There was a very interesting joke For example: with a group of ten tourists of 50 to 75 years old who were visiting a fishing village, a joke saying "At a fishing village, when the winter comes and the sea becomes billowy, the fishers stay home and one job to is drinking When they are drunk, three fellows come home together Standing in front of a house they called out: who is in? Go out to catch the one who is your husband." * The foreign teacher as touristdid not understand the joke until other students explained the funny point but they did not felt it funny Name: Mức độ đánh giá: Khơng hiểu giải thích xong khơng hiểu Hiểu sau giải thích Hiểu khơng giải thích Hiểu giải thích Ambiguities Homophone Jokes - Have you ever hunted bear? Explanations bare / bear - No, I always hunted with my clothes on Homonym Have you ever read any of these books? A word that sounds the - Light and Heat by Alec Tricity same, or is spelled the - Waiting Patiently by Arfur Minute same as another word - Time Off by Holly Day but - Enjoying Music by Alison Tomyradio meaning has a different - Russian Novels by Warren Peace - Going Home Early by Tamara Isanotherday - Can You Hear It? by Isabel Ringing - Policing the City by Lauren Order - Studying Building by R K Tecture - Road Transport by Laurie Driver - Late for work by Miss D Buss - Happy Birthday! by Best Twishes Morpheme What fish when they're not swimming? Surf the finternet - Polysemy - Why don't camels surf the Net? - It gives them hump hump: (1) a rounded protuberance on the back of a camel; (2) - Doctor, doctor, I swallowed a clock last anger, boredom year Syntax - Why didn't you come to see me sooner? - an alarm clock - I didn't want to alarm anybody - to alarm - The police are looking for a man with one eye CLVIII called Wilson - What's the other eye called? Speech locutionary act: "Doctor, doctor, you know what's wrong with me?" "I'm not sure, but it might be the drink." "OK, I'll come back when you're sober." Grice's maxim Caller: "Can you give me the telephone number - to telephone someone of Manner for Jack?" - a piece Operator: "I'm sorry, sir, I don't understand instrument who you are talking about." Caller: "On page 1, section 5, of the user guide it clearly states that I need to unplug the fax machine from the AC wall socket and telephone Jack before cleaning Now, can you give me the number for Jack?" Operator: "I think it means the telephone plug on the wall." Relevance As three men were sitting restlessly in the hospital waiting room, a nurse rushed in and said to one of them, "Good news, your wife just had twins." "What a coincidence," the man shouted "I'm a ball player I'm with the Minesota Twins." A few minutes later she turned and said to one of the other men, "My what would news we are having today Your wife just gave birth to triplets." "Now there's a coincidence," the man said, "I work for the M Company." Just then the third man fainted THe nurse called an intern, and together they worked to CLIX of an revise the man As a matter of routine, they checked his wallet for identification It was then they discovered that he was a salesman for 7-Up Relevance The boss called in his assistant office manager and said, "you told the personnel director that you were absent from work yesterday because you were sick, is that right?" "Yes, sir," the man said "Well," his boss shouted, "you didn't look very sick when I saw you at the race track yesterday afternoon! What you have to say about that?" "You should have seen me throwing up after the third race," the man said Week Six Unit six: Absent-mindedness Attending the class: 20 students Time allotted: 150 minutes Class arrangement: pair and group work Aims: To appreciate humour and tell English jokes Objectives: To appreciate and explain the humour in jokes and tell jokes Foreign teacher: Australian Learning Skills Students' activity process Discover Speaking Answer the questions: - Is it funny? - What makes it funny? CLX Observation and remarks The students were all happy when they comprehended the implication of the jokes They said Aha We got the joke Keep secret it Reading and The students read the passage and found the The students were Speaking funny point of the joke surprised when A Rare Centipede they learned A guy goes hiking and finds a rare poisonous cultues in many centipede Wanting to show his drinking buddies countries The students liked he puts it in a small ventilated box Once he gets jokes and read it home, the guy decides to take the centipede to more his local bar He taps on the box and says, They answered the "Would you like to go to Charley's with me and question Questions: have a beer?" There's no answer from the What does a guy centipede He waits a few moments then says, find when he goes "How about you and me going to a bar?" Again, hiking? there's no answer Thinking the centipede can't Where does he hear him, the man goes right up to the box and put it? Why does yells, "Hey! Would you like to go to Charley's he put it there? and have a drink?" A little voice comes out of Where does the the box, "I heard you the first time! I'm putting guy decide to take on my shoes." it to? Foreign teacher explained the funny point The students and teacher told jokes What does he say to the centipede? CLXI Is there any answer from the centipede? How many times does the guy ask? Why does the centipede not answer the guy at once? What is the funny point? Why? Take easy it Listening and Students described pictures and tell jokes speaking Sherlock Homes and Dr Watson go on a camping trip, set up their tent, and fall asleep Some hours later, Homes wakes his faithful friend "Watson, look up at the sky and tell me what you see." Watson replies, "I see millions of stars." "What does that tell you?" Watson ponders for a minute "Astronomically speaking, it tells CLXII me that there are millions of galaxies and potentially billions of planets Astrologically, it tells me that Saturn is in Leo Time wise, it appears to be approximately a quarter past three Theologically, it's evident the lord is all-powerful and we are small and insignificant Meteorologically, it seems we will have a beautiful day tomorrow What does it tell you?" Holmes is silent for a moment, then speaks "Watson, you idiot, someone has stolen our tent." (Misunderstanding and speak too much) CLXIII Cultural corner Translation Read this joke about a blind person Is it The students discussed the funny? Does it make you laugh? Why/why not? A blind man and his guide dog went into a questions and drew out a conclusion department store to some Christmas on using jokes shopping All of a sudden, the man picked up his correctly in the dog by the tail and started to swing it around in a appropriate circle A sales assistant shouted, "Sir, can I help situations you?" "No, thanks," the blind man replies "I'm just looking." Discussion: Would any of the following offend you? Why? - A joke about a physically disabled person? - A joke that makes fun of women? - A joke that makes fun of men? - A joke that make fun of the elderly? - A joke that ridicules a particular religion? - A joke involving a particular country or a nationality? - A joke making fun of lawyers? - A joke that makes fun of blondes? - A joke that makes fun of mothers-in-law? Do any following jokes involve any of the above? Who are the objects of these jokes? - How you make a blonde laugh on Friday? - Tell her a joke on Monday - How can you tell when a lawyer is lying? - His lips are moving - How men sort their laundry? - "Filthy" and "filthy but wearable." CLXIV Fred and Rick were in a pub Fred says to his mate, "My mother-in-law is an angel." Rick replies, "You're lucky Mine is still alive." Practice makes perfect Listening and Joke 1: A: I've lost my dog What shall I do? speaking B: Why not put an advert in the local paper? A: Don't be silly, my dog can't read Joke 2: "Football, football," sighed Mrs Jones "That's all you think of I bet you don't even remember when we got married." "I certainly do," said Mr Jones "It was the day Arsernal beat West Ham six - nil." Joke 3: It's Paul's first day at his new school - Excuse me, young man, but are you chewing gum? - No, sir I'm Paul Welsh Joke 4: Departing traveller: "Run upstairs, boy, and see if my umbrella is in room 483 I think I left it in the corner by the window." Boy (some minutes later): "Quite right, sir, it's exactly where you said it was." Joke 5: A plumber went to the attorney's house to unstop the sink When he finished he said to the attorney "that will be $400.00." The attorney became irate "What you mean $400.00, you were only here 20 minutes, that's ridiculous!!" The plumber replied, "I thought the same thing when I was an attorney" CLXV Students told the jokes and interpreted the funny points Enjoy yourself Telling jokes Brainstorming The students were devided into groups of tourists with one being a tour guide and the others being tourists The tour guide set up context, place and time for the joke to be delivered The teacher asked the students to a brainstorming chart with a joke Then the students discussed the situation, the place, the people, … to tell the joke Discussion Assessment Students are handed out the tests below They read the jokes and answer the questions Date: Name: Mức độ đánh giá: Không hiểu giải thích xong khơng hiểu Hiểu sau giải thích Hiểu khơng giải thích Hiểu giải thích Ambiguities Homophone Homonym Morpheme Polysemy Lexis Speech act Jokes - Why are black clouds like somebody riding a horse? - Because they both hold the First woman: Men are all ! Second woman: Yes, all men are ! - Which airlines teddies use? - British B ways - Doctor, when I go to bed I wake up every thirty minutes - Are you a sleeper? - No, I sleep in the dark - Why are ghosts bad at telling lies? - Because you can always through them The English lesson George was sitting in his English class It was a hot afternoon and he was feeling sleepy It was a grammar lesson and George was also bored He hated grammar He wanted to leave school and work He wanted to be a gardener George loved flowers and trees George looked out of the window He looked at the trees and flowers Then he started daydreaming CLXVI Explanations rains / reins alike / I like British Bearways (Airways) light see After ten minutes the teacher stopped talking She asked the students to a grammar exercise in their books The students took out their exercise books and their pencils and they started writing The teacher looked at George She saw that he wasn't writing so she said, "Why aren't you writing George?" George stopped dreaming and said, "What, miss?" "Wake up, George!" The teacher said "Why aren't you writing?" George thought for a moment and replied, "I ain't got no pencil." The teacher looked at George and said, "You ain't got no pencil? You mean I don't have a pencil." George did not understand the English teacher so he said, "Sorry miss." The teacher said in an angry voice, "I don't have a pencil You don't have a pencil He doesn't have a pencil She doesn't have a pencil We don't have pencils They don't have pencils Now, George Do you understand?" George looked at the teacher for a moment and then he said, " " (Can you guess the last line of this story?) Grice's maxim The dog of Manner Linda Robinson was very thirsty so she went into a cafe There was an old woman in the cafe She was sitting at a table near the door At her feet, under the table, there was a small dog Linda bought a large glass of lemonade and some biscuits She sat down at the table next to the old woman The old woman sat quietly She looked lonely Linda decided to talk to the old woman She said, "It is very hot today." "Yes but it's nice and cool inside the cafe," replied the old woman Linda looked at the little dog and asked, "Does your dog like people?" "Oh, he is very friendly." Linda wanted to give the dog one of her biscuits so she asked, "Does your dog like biscuits?" "They are his favourite food," said the old woman Linda was afraid of dog so she said, "Does your dog bite?" The old woman laughed and said, CLXVII My goodness! What happened to all the pencils, Miss? Relevance Relevance "No My dog is very tame He is afraid of cats." Linda took a biscuit from her plate and she put it near the dog's mouth However, the dog didn't bite the biscuit, it bit Linda's hand Linda jumped out of the chair and screamed in pain In an angry voice, she shouted at the old woman, you said your dog didn't bite." The old woman looked Linda and at the dog Then she said, " " (Can you guess the last line of this story?) The Architect An American architect was visiting London He was on a business trip but he also wanted to see all the famous buildings in London The American did not have much time so he stopped a taxi and asked the driver to take him to all the old and famous buildings in London The taxi drove him to the Tower of London "This is the Tower of London It was a prison in the old days." The American looked at the building and said, "It is so small In America, we could build it in a day." The taxi driver took the American to the Westminster Abbey He said, "This is a famous church Kings and Queens get married here." The American looked at the old building and said, "Huh In America we could build this church in two days." The driver decided to take the American to a bigger church so he drove him to the St Paul's Cathedral He stopped outside the church and said, "This is the most famous church in England The great architect Christopher Wren built this church." The American got out of the taxi and look at the church "Huh In America we could build this church in three days," he said Next the driver took the American to the houses of Parliament "This is where British politicians meet." "Huh," the American said "We could build this in four days." The driver drove past Buckingham Palace, the home of Queen Elizabeth As the taxi passed the palace the American said, "Hey What is this big and beautiful building?" The taxi looked at the palace and said, " ." (Can you guess the last line of this story?) Amanda Gaderner was eighteen Her parents decided to have her birthday party in a hotel About two hundred people came to the party An old woman was staying in the hotel She heard the music and came into the party room The young boys and girls were dancing in the middle of the room The old lady said down and watched Then CLXVIII That's dog not my I don't know It wasn't there this morning she said, "When I was young, parties were different It was very easy to tell who was a boy and who was a girl Today it is very difficult to tell who is a boy and who is a girl." The person sitting next to her said nothing The old lady continued, "When I was young, boy wore trousers and girls wore dresses Look at that girl over there She's wearing boy's jeans." The person sitting next to her said nothing The old lady continued, "When I was young, boy had short hair and girls had long hair, so it was very easy to I'm not her father tell who was a boy and who was a girl That girl's I'm her mother hair is very short It is a boy haircut." The person sitting next to her said nothing Then the lady said, "Do you think she is a boy or a girl? It's very difficult to tell, isn't it?" The person sitting next to her said, "No It is very easy for me because that girl is my daughter." The old lady was very embarrassed and she said, "Oh dear, I'm sorry I didn't know you're her father." The person sitting next to her replied, " " (Can you guess the last line of this story?) CLXIX ... guide undergraduates who participated in the survey in Khanh Hoa Travel Agency and at college and university in Nha Trang City I am thankful for the teachers and tour guide undergraduates at Nha... provide the tour guiding community in Viet Nam with a high-quality workforce to promote the tourism industry development in Nha Trang City, Khanh Hoa Province iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP... Interview 92 2.3.3 Data collection procedure 93 2.3.4 Data analysis .93 2.4 Significance of quantitative data and qualitative data integration .94 2.4.1 Validity