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This thesis focuses on the similarities and differences in the speech act of comforting among students in American and Vietnamese cultures. The objectives of the present study are to investigate: (i) what topics Vietnamese and American students suggest comforting in their culture, (ii) what comforting strategies Vietnamese and American students use in the situations studied, (iii) what and how sociocultural factors; namely gender and relationship affect the choice of Vietnamese and American students’ comforting strategies in the situations studied. Topics and strategies realized for comforting are analyzed with data taken from two questionnaires for the Vietnamese and the English students. The first type of questionnaire is Metapragmatic one which was used to explore the appropriate situations’ topics for comforting in two subjects’ cultures and to test the validity and reliability of the situations’ topics. The second questionnaire based on discourse completion task which was used to elicit some forms of comforting from native students of American English and Vietnamese. The results of the DCT were collected from 15 AES and 22 VNS and their responses were classified into eight comforting strategies with the type of quantitative analysis. The results gave out significant differences as well as similarities in the use of topics and strategies between AES and VNS across two situations. Besides, the sociocultural factors of relationship and gender did have more or less influence on the preference of topics and strategies for comforting peers in which the influence of the relationship is greater than the effect of gender. Therefore, being aware of pragmatic competence is of great importance in crosscultural communication
VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FALCULTY OF ENGLISH LANGUAGE TEACHER EDUCATION - - GRADUATION PAPER COMFORTING AMONG STUDENTS IN AMERICAN ENGLISH AND VIETNAMESE- AS SEEN FROM INTERCULTURAL COMMUNICATION Supervisor: Do Thi Mai Thanh, M.A Student’s name: Doan Ngoc Anh Course: QH08.F1.E5 Ha Noi, May 2012 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH - - KHÓA LUẬN TỐT NGHIỆP LỜI AN ỦI GIỮA SINH VIÊN TRONG TIẾNG VIỆT VÀ TIẾNG ANH MỸDƯỚI GÓC ĐỘ GIAO TIẾP ĐA VĂN HÓA Giáo viên hướng dẫn: Th.s Đỗ Thị Mai Thanh Sinh viên: Đoàn Ngọc Anh Khóa: QH2008.F1.E5 Hà Nội, 5/2012 ACCEPTANCE PAGE I hereby state that I: Doan Ngoc Anh in group 08.1.E5, being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelors Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper DOAN NGOC ANH 2nd May 2012 ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my supervisor, M.A Do Thi Mai Thanh, for her useful guidance, insightful comments, and considerable encouragements to complete this thesis I wish to express my special thanks to all my lecturers in Vietnam National University, Hanoi for their precious assistance, scholarly knowledge and enthusiasm Great deals appreciated go to the contribution of all my friends for their assistances in my data collection I would also want to send my appreciation to all the research participants Without their valuable opinions and ideas on the questionnaires, the research would not have been accomplished Last but not least, I would like to express my indebtedness to my parents, my cousins and my best friends who have given me constant support and love during the completion of the thesis Doan Ngoc Anh i ABSTRACT This thesis focuses on the similarities and differences in the speech act of comforting among students in American and Vietnamese cultures The objectives of the present study are to investigate: (i) what topics Vietnamese and American students suggest comforting in their culture, (ii) what comforting strategies Vietnamese and American students use in the situations studied, (iii) what and how socio-cultural factors; namely gender and relationship affect the choice of Vietnamese and American students’ comforting strategies in the situations studied Topics and strategies realized for comforting are analyzed with data taken from two questionnaires for the Vietnamese and the English students The first type of questionnaire is Metapragmatic one which was used to explore the appropriate situations’ topics for comforting in two subjects’ cultures and to test the validity and reliability of the situations’ topics The second questionnaire based on discourse completion task which was used to elicit some forms of comforting from native students of American English and Vietnamese The results of the DCT were collected from 15 AES and 22 VNS and their responses were classified into eight comforting strategies with the type of quantitative analysis The results gave out significant differences as well as similarities in the use of topics and strategies between AES and VNS across two situations Besides, the socio-cultural factors of relationship and gender did have more or less influence on the preference of topics and strategies for comforting peers in which the influence of the relationship is greater than the effect of gender Therefore, being aware of pragmatic competence is of great importance in cross-cultural communication ii TABLE OF CONTENTS * Acknowledgements …………………………………………………………… i * Abstract ……………………………………………………………………… ii * Table of contents……………………………………………………………… iii * List of abbreviations ………………………………………………………… v * List of tables …………………………………………………………… vi * List of figures and illustrations……………………………………………… vii PART I: INTRODUCTION………………………….……………………… 1 Rationale ………………………………………………………………… Aims of the study …………………………………………… …………….… Significance of the study………………………………………….……… … Scope of the study ……………………………………………………… Structure of the study ………………………………………………………… PART II: DEVELOPMENT………………………………… ………….…… CHAPTER 1: LITERATURE REVIEW……………………… …………… 1.1 Speech acts……….…………………………………………………… 1.2 Comforting ………………….………… ……………………………… 1.2.1 Definition of comforting ………………………………………… 1.2.2 Comforting as a speech act ……………………………………… 1.2.3 Socio-cultural factors affecting comforting ……………………… 1.3 Comforting and discourse strategy ………… ……………………… CHAPTER 2: METHODOLOGY ……………………………………… 14 2.1 Research questions………………………………………………………… 14 2.2 Data collection instrument ………………………………………………… 14 2.3 Content of the questionnaires ……………………………………………… 15 2.4 Selection of subjects……………………………………………………… 16 iii 2.5 Data collection procedure………………………………………………… 16 2.6 Data analysis……………………………………………………………… 17 CHAPTER 3: FINDINGS AND DISCUSSION………………….………… 18 3.1 3.2 Overall advisable topics and use of strategies for comforting…… … 18 3.1.1 Overall advisable topics for comforting………………………… 18 3.1.2 Overall use of strategies for comforting………………………… 19 Use of comforting topics and strategies- as seen from socio-cultural factors ………………………………………………………………………… 21 3.2.1 Relationship…………………………………………………… … 21 3.2.1.1 Advisable topics for comforting by relationship……………… 21 3.2.1.2 Choice of comforting strategies by relationship in situation 22 3.2.1.3 Choice of comforting strategies by relationship in situation 2… 26 3.2.2 Gender …………………………………………………………… 31 3.2.2.1 Advisable topics for comforting by gender …………………… 31 3.2.2.2 Choice of strategies by gender in situation ………………… 32 3.2.2.3 Choice of strategies by gender in situation ……………….… 35 3.3 Discussion ………………………………………………………….…… 38 3.3.1 Overall use of comforting topics and strategies ……………….…… 38 3.3.2 Factor of relationship ………………………………………….…… 38 3.3.3 Factor of gender …………………………………………….……… 39 PART III: CONCLUSION …………………………………………….…… 41 Summary of the findings ……………………………………………… 41 Implication for CCC …………………………………………………… 41 Recommendation for further study …………………………………… 43 REFERENCES APPENDICES iv LIST OF ABBREVIATIONS AES: American English students CCC: Cross cultural-communication DCT: Discourse completion task FEA: Face enhancing act H: Hearer MPQ: Metapragmatic questionnaire S: Speaker VNS: Vietnamese students v LIST OF TABLES Table 3.1 Frequency of preferred comforting topics for AES and VNS ……… 18 Table 3.2 Frequency of preferred strategies for AES and VNS ……………… 20 Table 3.3 Frequency of advisable topics for comforting by relationship ………21 Table 3.4 Frequency of strategies by relationship in the love split-up situation………………………………………………………………………….22 Table 3.5 Frequency of preferred strategies by relationship in the death-of-lovedone situation………………………………………………………………………27 Table 3.6 Frequency of advisable topics for comforting by gender…………… 31 Table 3.7 Frequency of preferred strategies by gender in love-split-up situation………………………………………………………………………….32 Table 3.8 Frequency of strategies by gender in death-of-loved-one situation….35 vi LIST OF FIGURES Figure 3.1 Frequency of preferred comforting topics for AES and VNS………19 Figure 3.2 Frequency of overall strategies for AES and VNS………………….20 Figure 3.3 Frequency of strategies for close friends in the love split-up situation………………………………………………………………………….23 Figure 3.4 Frequency of strategies for acquaintances in the love split-up situation………………………………………………………………………… 24 Figure 3.5 Frequency of strategies by nodding acquaintance in the love-split up situation………………………………………………………………………… 25 Figure 3.6 Frequency of strategies by close friends in the death-of-loved-one situation………………………………………………………………………… 28 Figure 3.7 Frequency of strategies by acquaintances in the death-of-loved-one situation………………………………………………………………………… 29 Figure 3.8 Frequency of strategies by nodding acquaintances in death-of-lovedone situation…………………………………………………………………… 30 Figure 3.9 Frequency of strategies by same sex in the love split-up situation… 33 Figure 3.10 Frequency of strategies by opposite sex in the love split-up situation………………………………………………………………………….34 Figure 3.11 Frequency of strategies by same sex in the death-of-loved-one situation………………………………………………………………………… 36 Figure 3.12 Frequency of strategies by opposite sex in the death-of-loved-one situation………………………………………………………………………… 37 vii PHIẾU ĐIỀU TRA Phiếu điều tra lập nhằm mục đích phục vụ cho đề tài “Lời an ủi sinh viên văn hóa Việt văn hóa Mỹ” Mục đích câu hỏi để tìm hiểu xem bạn đánh giá tình sau Chúng đánh giá cao giúp đỡ quý vị việc trả lời câu hỏi phiếu điều tra Quý vị yên tâm chúng tơi khơng nêu danh tính q vị trường hợp Chúng xin chân thành cảm ơn quý vị! A Thông tin chung: Quý vị điền thơng tin khoanh trịn lực chọn Tên: ………………………………………………………………… Nơi sinh: …………………………………………………………… Nơi cư trú: Thành thị/ Nông thôn Tuổi: ………………………………………………………………… Giới tính: Nam/ Nữ Ngoại ngữ: ………………………………………………………… III B Tình huống: Phần I: Quý vị đọc tình sau đánh dấu (√ ) lựa chọn vào thích hợp (Có thể lựa chọn nhiều đáp án) Khi bạn bạn (bạn thân bạn quen biết) cảm thấy buồn việc đó, tình bạn nghĩ nên an ủi anh ấy/ cô ấy? Người mà bạn an ủi Bạn thân Nam Bạn quen biết Nữ Nam Nữ Bạn quen biết sơ qua Nam Nữ Tình Thất tình Thất bại thi cử Có tang gia Mất đồ/ tiền Bệnh nặng Tình khác: (Hãy thêm vào tình mà bạn nghĩ nên không nên an ủi với bạn bè) ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… IV APPENDIX B: DISCOURSE TASK COMPLETION (DCT) SURVEY QUESTIONNAIRE (For American participants) This questionnaire is designed for our research titled “Comforting among students in American and Vietnamese- as seen from intercultural communication” The purpose of this questionnaire is to find out how to access the following situations Your assistance in completing the following items is greatly appreciated Please feel free to complete this questionnaire as you will not be identified in any discussion of the data Part I General information: Please complete each question by filling the blank space or circle your choice Name: Country of birth: Residential area: Ural/ Rural Age: Sex: Male/ Female Highest level of education: High school University Others Do you speak any other languages? Part II: Situations: Please read the situations and write down exactly what you would say directly in a normal conversation You have been told that one of your friends has said goodbye to his/her first lover for his/her unfaithfulness; and he/she feels really upset and disappointed You meet him/her to say something to cheer him/her up as a way of comforting What would you say if he/she is: V a Your close friend who has i The same sex …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… ii The opposite sex: …………………………………………………………………………… …………………………………………………………………………… ………………………………………………………………… b Your classmate who has: i The same sex: …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… ii The opposite sex: …………………………………………………………………………… …………………………………………………………………………… ………………………………………………………………… c Your schoolmate/ course mate (you sometime talk to) who has: i The same sex: …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… VI ii The opposite sex: …………………………………………………………………………… …………………………………………………………………………… ………………………………………………………………… You have been told that one of your friends feels really sorrow as his/her father has passed away You meet him/her and comfort him/her What would you say if he/she is: a Your close friend who has i The same sex …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… ii The opposite sex: …………………………………………………………………………… …………………………………………………………………………… ………………………………………………………………… ……… b Your classmate who has: i The same sex …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… ii The opposite sex: …………………………………………………………………………… …………………………………………………………………………… ………………………………………………………………… ……… VII c Your schoolmate/ course mate (you sometime talk to) who has: i The same sex …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… ii The opposite sex: …………………………………………………………………………… …………………………………………………………………………… ………………………………………………………………… ……… Thank you very much for your help! VIII PHIẾU ĐIỀU TRA Phiếu điều tra lập nhằm mục đích phục vụ cho đề tài “Lời an ủi sinh viên văn hóa Việt văn hóa Mỹ” Mục đích câu hỏi để tìm hiểu xem bạn đánh giá tình sau Chúng đánh giá cao giúp đỡ quý vị việc trả lời câu hỏi phiếu điều tra Quý vị yên tâm chúng tơi khơng nêu danh tính q vị trường hợp Chúng xin chân thành cảm ơn quý vị! Phần I: Thông tin chung: Q vị điền thơng tin khoanh trịn lực chọn Tên: ………………………………………………………………… Nơi sinh: …………………………………………………………… Nơi cư trú: Thành thị/ Nông thôn Tuổi: ………………………………………………………………… Giới tính: Nam/ Nữ Ngoại ngữ: ………………………………………………………… Phần II: Tình Quý vị đọc tình sau đưa lời an ủi thích hợp cho tình Bạn vừa biết người bạn bạn vừa chia tay mối tình đầu phát người u khơng chung thủy Người bạn bạn buồn thất vọng Bạn gặp an ủi bạn Bạn nói bạn là: a Bạn thân bạn i Cùng giới tính với bạn …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… IX ii Khác giới tính với bạn …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… b Bạn lớp bạn: i Cùng giới tính với bạn …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… ii Khác giới tính với bạn …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… c Bạn trường khóa (bạn nói chuyện): i Cùng giới tính với bạn …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… ii Khác giới tính với bạn …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… Bạn vừa biết người bạn bạn đau buồn bố người bạn Bạn gặp an ủi anh ấy/ Bạn nói anh ấy/ cô là: a Bạn thân bạn i Cùng giới tính với bạn X …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… ii Khác giới tính với bạn …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… b Bạn lớp bạn: i Cùng giới tính với bạn …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… ii Khác giới tính với bạn …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… c Bạn trường khóa (bạn nói chuyện): i Cùng giới tính với bạn …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… ii Khác giới tính với bạn …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… XI APPENDIX C: FREQUENCY ANALYSES FOR AES AND VNS Table C1 Frequency of number of strategies by relationship in general Close friend AES n=15 (a) (b) (c) (d) (e) (f) (g) (h) Total Acquaintance Nodding acquaintance VNS AES VNS AES VNS n=22 n=15 n=22 n=15 n=22 20% 23 8% 12 43% 39 13% 17 65% 44 22% 21 3% 26% 42 2% 35% 45 3% 31% 30 18% 21 12% 19 9% 12% 15 4% 12% 12 14% 16 11% 18 13% 12 8% 10 12% 5% 12% 14 30% 47 20% 18 14% 18 7% 21% 20 19% 22 3% 6% 8% 10 3% 2% 9% 10 8% 12 4% 6% 1% 2% 5% 100% 3% 100% 2% 100% 5% 100% 4% 100% 5% 100% 115 159 90 129 68 Note: (a) expressing sympathy, (b) reassuring H’s feelings, (c) soothing, (d) encouraging, (e) giving advice, (f) offering support, (g) finding excuses, (h) enquiring H’s situation XII 97 Table C2 Frequency of number of strategies by relationship in the love split-up situation Close friend AES n=15 (a) 11% (b) 5% (c) 16% (d) 18% (e) 15% (f) 15% (g) 16% (h) 3% Total 100% 10 11 9 10 61 Acquaintance Nodding acquaintance VNS AES VNS AES VNS n=22 n=15 n=22 n=15 n=22 3% 21% 6% 21% 30% 5% 14% 0% 100% 17 17 24 11 80 33% 4% 8% 17% 25% 6% 8% 0% 17 13 100% 52 9% 28% 11% 16% 19% 2% 14% 2% 100% 16 11 57 58% 6% 3% 17% 8% 6% 3% 0% 100% 21 36 2% 28% 19% 12% 26% 0% 5% 9% 100% Note: (a) expressing sympathy, (b) reassuring H’s feelings, (c) soothing, (d) encouraging, (e) giving advice, (f) offering support, (g) finding excuses, (h) enquiring H’s situation XIII 12 11 43 Table C3 Frequency of number of strategies by relationship in the death-of-loved-one situation Close friend AES n=15 (a) 30% (b) 0% (c) 20% (d) 9% (e) 9% (f) 24% (g) 0% (h) 7% Total 100% Acquaintance Nodding acquaintance VNS AES VNS AES VNS n=22 n=15 n=22 n=15 n=22 16 13% 10 58% 22 17% 12 72% 23 37% 20 32% 25 0% 40% 29 0% 33% 18 11 18% 14 11% 13% 6% 7% 1% 8% 1% 6% 0% 29% 23 13% 10% 6% 17% 13 1% 5% 13% 0% 4% 1% 0% 0% 0% 0% 5% 100% 5% 100% 7% 100% 9% 100% 2% 100% 54 79 38 72 32 Note: (a) expressing sympathy, (b) reassuring H’s feelings, (c) soothing, (d) encouraging, (e) giving advice, (f) offering support, (g) finding excuses, (h) enquiring H’s situation XIV 20 Table C4 Frequency of number of strategies by gender in general Strategies Same sex (a)Expressing sympathy (b)Reassure H’s feeling (c)Soothing (d)Encouraging (e)Giving advice (f)Offering support (g)Finding excuse (h)Enquiring situation Total about Opposite sex AES VNS AES VNS n=15 n=22 n=15 n=22 39% 56 14% 27 39% 50 12% 23 3% 28% 56 9% 11 33% 61 11% 16 14% 28 11% 14 10% 18 12% 18 9% 18 13% 17 8% 15 14% 21 23% 46 13% 17 21% 39 10% 15 3% 6% 6% 11 7% 10 6% 11 4% 6% 11 3% 100% 4% 100% 5% 100% 4% 100% H’s 145 200 128 185 Note: (a) expressing sympathy, (b) reassuring H’s feelings, (c) soothing, (d) encouraging, (e) giving advice, (f) offering support, (g) finding excuses, (h) enquiring H’s situation XV Table C5 Frequency of number of strategies by gender in love split-up situation Strategies Same sex (a)Expressing sympathy (b)Reassure H’s feeling (c)Soothing (d)Encouraging (e)Giving advice (f)Offering support (g)Finding excuse (h)Enquiring situation Total about Opposite sex AES VNS AES VNS n=15 n=22 n=15 n=22 29% 23 5% 31% 22 3% 5% 22% 21 4% 28% 24 9% 13% 12 11% 8% 18% 14 17% 16 17% 12 17% 15 18% 14 28% 26 16% 11 23% 20 8% 0% 11% 6% 13% 10 11% 10 7% 13% 11 1% 100% 4% 100% 1% 100% 1% 100% H’s 79 XVI 94 70 86 Table C6 Frequency of number of strategies by gender death-of-loved-on situation Strategies Same sex (a)Expressing sympathy (b)Reassure H’s feeling (c)Soothing (d)Encouraging (e)Giving advice (f)Offering support (g)Finding excuse (h)Enquiring situation Total about Opposite sex AES VNS AES VNS n=15 n=22 n=15 n=22 50% 33 21% 22 48% 28 20% 20 0% 33% 35 14% 37% 37 14% 15% 16 10% 11% 11 6% 2% 9% 0% 11% 19% 20 10% 19% 19 14% 6% 0% 6% 0% 1% 0% 0% 6% 100% 4% 100% 9% 100% 6% 100% H’s 66 XVII 106 58 99 ... PHẠM TIẾNG ANH - - KHÓA LUẬN TỐT NGHIỆP LỜI AN ỦI GIỮA SINH VIÊN TRONG TIẾNG VIỆT VÀ TIẾNG ANH MỸDƯỚI GÓC ĐỘ GIAO TIẾP ĐA VĂN HÓA Giáo viên hướng dẫn: Th.s Đỗ Thị Mai Thanh Sinh viên: ... Đỗ Thị Mai Thanh Sinh viên: Đồn Ngọc Anh Khóa: QH2008.F1.E5 Hà Nội, 5/2012 ACCEPTANCE PAGE I hereby state that I: Doan Ngoc Anh in group 08.1.E5, being a candidate for the degree of Bachelor of... includes close friend, acquaintance, and nodding acquaintance, in which acquaintance was referred to participants’ classmates and nodding acquaintance was referred to informants’ schoolmates whom they