Nghiên cứu về chuyển di ngữ dụng tiêu cực trong hành động ngôn từ phàn nàn của người việt nam học tiếng anh

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - VŨ THU HÀ NEGATIVE PRAGMATIC TRANSFER IN COMPLAINING BY VIETNAMESE EFL LEARNERS NGHIÊN CỨU VỀ CHUYỂN DI NGỮ DỤNG TIÊU CỰC TRONG HÀNH ĐỘNG NGÔN TỪ PHÀN NÀN CỦA NGƯỜI VIỆT NAM HỌC TIẾNG ANH M.A COMBINED PROGRAMME THESIS Field: English Linguistics Code: 60 22 15 HANOI – 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - VŨ THU HÀ NEGATIVE PRAGMATIC TRANSFER IN COMPLAINING BY VIETNAMESE EFL LEARNERS NGHIÊN CỨU VỀ CHUYỂN DI NGỮ DỤNG TIÊU CỰC TRONG HÀNH ĐỘNG NGÔN TỪ PHÀN NÀN CỦA NGƯỜI VIỆT NAM HỌC TIẾNG ANH M.A COMBINED PROGRAMME THESIS Field: English Linguistics Code: 60 22 15 Supervisor: Dr Hà Cẩm Tâm HANOI – 2013 v TABLE OF CONTENTS Candidate‘s statement i Acknowledgement ii Abstract iii Table of Contents v List of Abbreviations viii List of Tables ix List of Figures x PART A: INTRODUCTION 1 Rationale Aims and scope of the study Research questions Method of the study Organization of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Pragmatics 1.2 Speech Act Theory 1.3 Politeness Theories 10 1.3.1 Brown and Levinson‘s Notion of Face 10 1.3.2 Social Variables 12 1.4 Interlanguage Pragmatics 14 1.5 Pragmatic Competence and Pragmatic Failure 15 1.5.1 Pragmatic competence 15 1.5.2 Pragmatic failure 16 1.6 Pragmatic Transfer in Interlanguage Pragmatics 19 1.7 Negative Pragmatic Transfer 20 1.7.1 Negative Pragmalinguistic Transfer 21 1.7.2 Negative Sociopragmatic Transfer 24 1.8 The Speech Act of Complaint 26 1.9 Modifications 30 1.10 Studies on Complaints by EFL learners 30 CHAPTER 2: METHODOLOGY 36 2.1 Research Questions 36 2.2 Participants 36 vi 2.3 Data Collection Methods 37 2.4 Data Collection Instruments 39 2.4.1 Social variables manipulated in data collection instruments 39 2.4.2 The content of the instruments 41 2.5 Data collection procedure 42 2.6 Results of the MPQ 42 2.6.1 The interpretation of the scores 44 2.6.2 Six selected situations for the DCT 44 2.7 Analytical framework 45 2.7.1 Complaint strategies 45 2.7.2 External modifications 46 2.7.3 Internal modifications 47 CHAPTER 3: RESULTS AND DISCUSSIONS 49 3.1 Negative Pragmalinguistic Transfer 49 3.1.1 In the choice of complaint strategies 49 3.1.1.1 In higher power context (+P) 49 3.1.1.2 In lower power context (-P) 51 3.1.1.3 In equal power context (=P) 52 3.1.1.4 In unfamiliar context (+D) 54 3.1.1.5 In familiar context (-D) 55 3.1.2 In the choice of external modifications 56 3.1.2.1 In different power contexts (+P, =P, -P) 56 3.1.2.2 In different distance contexts (+D, -D) 58 3.1.3 In the choice of internal modifications 59 3.1.3.1 In different power contexts (+P, =P, -P) 59 3.1.3.2 In different distance contexts (+D, -D) 61 3.1.4 Summary 62 3.2 Negative Sociopragmatic Transfer 63 3.2.1 With regard to social power (P) 63 3.2.1.1 In the choice of complaint strategies 63 3.2.1.2 In the choice of external modifications 65 3.2.1.3 In the choice of internal modifications 66 3.2.2 With regard to social distance (D) 67 3.2.2.1 In the choice of complaint strategies 67 3.2.2.2 In the choice of external modifications 68 3.2.2.3 In the choice of internal modifications 69 3.2.3 Summary 70 vii PART C: CONCLUSION 71 Conclusions 71 1.1 Negative pragmalinguistic transfer 71 1.2 Negative sociopragmatic transfer 72 Implications 73 Limitations and suggestions for further study 74 REFERENCES 75 APPENDIXES I Appendix 1: Metapragmatic Questionnaire (MPQ) I Appendix 2A: Discourse Completion Task (DCT) (English Version) VI Appendix 2B: Discourse Completion Task (DCT) (Vietnamese Version) IX viii LIST OF ABBREVIATIONS SLA Second Language Acquisition CCP Cross-Cultural Pragmatics CP Contrastive Pragmatics ILP Interlanguage Pragmatics FTA Face Threatening Act DCT Discourse Completion Test MPQ Metapragmatic Questionnaire L1 The first language L2 The second language EFL English as a Foreign Language ENSs Native speakers of English VLs Vietnamese learners of English VNSs Native speakers of Vietnamese IL Interlanguage NL Native language TL Target language ix LIST OF TABLES Table a : Assessment of social variables by native speakers of English Table b : Assessment of social variables by Vietnamese learners of English Table : Choice of complaint strategies with respect to +P Table : Choice of complaint strategies with respect to –P Table : Choice of complaint strategies with respect to =P Table : Choice of complaint strategies with respect to +D Table : Choice of complaint strategies with respect to –D Table : Choice of external modification with respect to P Table : Choice of external modification with respect to D Table : Choice of internal modification with respect to P Table : Choice of downgraders with respect to P Table 10 : Choice of upgraders with respect to P Table 11 : Choice of internal modification with respect to D Table 12 : Choice of downgraders with respect to D Table 13 : Choice of upgraders with respect to D x LIST OF FIGURES Figure : Choice of complaint strategies with respect to +P Figure : Choice of complaint strategies with respect to –P Figure : Choice of complaint strategies with respect to =P Figure : Choice of complaint strategies with respect to +D Figure : Choice of complaint strategies with respect to -D Figure : English speakers‘ choice of complaint strategies across P Figure : Vietnamese speakers‘ choice of complaint strategies across P Figure : Learners‘ choice of complaint strategies across P Figure : Choice of external modifications across P Figure 10 : Choice of downgraders across P Figure 11 : Choice of upgraders across P Figure 12 : English speakers‘ choice of complaint strategies across D Figure 13 : Vietnamese speakers‘ choice of complaint strategies across D Figure 14 : Learners‘ choice of complaint strategies across D Figure 15 : Choice of external modifications across D Figure 16 : Choice of downgraders across D Figure 17 : Choice of upgraders across D PART A INTRODUCTION Rationale The nonstop growing globalization trends have gradually turned the world into a socalled ―Global Village‖, where people from different backgrounds live, study, work and communicate together Such a need for intercultural communication has led to the increasing dominance of the English language, which has always been referred to as an international language of business, commerce and education The English language teaching and learning has accordingly enjoyed more attention than ever before and undergone significant changes to meet learners‘ novel demands It is now more important for a learner to become a competent user of English in real communication than to be a master of English grammar rules and structures for reading and translation as in the past Correspondingly, there has been a steady shift of focus in the English language teaching from building up learners‘ grammatical competence to developing their pragmatic competence Pragmatic competence, as noted by Kasper (1997), is ―knowledge of communicative action and how to carry it out, and the ability to use language appropriately according to context‖ However, intercultural communication involves interlocutors with diverse sociocultural norms and linguistic conventions, and thus, a clash of perceptions of appropriateness in communication is very likely unavoidable, which also means that miscommunication in intercultural contexts can occur Intercultural miscommunication can be attributed to many causes, among which are learners‘ incomplete understandings of the other interlocutors‘ sociocultural values together with learners‘ falling back on their L1 norms in realizing speech acts in communication This assumption has interested linguistic researchers and educators a lot, and has drawn more of their attention to a new SLA discipline that studies learners‘ enactment of linguistic action in the second language, namely interlanguage pragmatics (ILP) ILP is still a young discipline, which as claimed by Blum-Kulka, House and Kasper (1989), is needed in order to discover ―how learners things with words in a second language‖ (p.9) ILP focuses on linguistic actions, speech acts and the realization by learners to understand what might interfere with a learner‘s comprehension and production of pragmatic meaning It is, thus, interested in identifying the obstacles to or failures of learners‘ appropriate production of pragmatics Pragmatic transfer, among some other concerns, can be seen as the major focus of ILP studies Studies on pragmatic transfer, especially negative pragmatic transfer, examine the influence of learners‘ L1-based perceptions of politeness and appropriateness and their L1 performance of a speech act on their realization of the same speech act in L2, which might cause pragmatic failure Studies on pragmatic transfer, hence, will provide teachers and learners with precious knowledge about the pragmatic errors learners might make in intercultural communication and help them find ways to be more appropriate, polite and pragmatically competent in intercultural contexts Pragmatic transfer has received much interest worldwide with a wide range of studies on the realization of such speech acts as apologies, requests, complaints, chastisement, or compliments by Japanese, Turkish, German, Arabian, Danish, Thai EFL learners and so on However, the number of studies on pragmatic transfer by Vietnamese EFL is very modest Therefore, more studies on this issue are in need in order to promote Vietnamese teachers and learners‘ understanding of the possible influence of L1 on learners‘ interlanguage performance As a response to the need to enrich the literature about the occurrences of pragmatic transfer by Vietnamese learners, this study investigates the negative pragmatic transfer in the performance of the face-threatening act of complaining by Vietnamese EFL learners and the social factors that lead to the negative transfer Negative pragmatic transfer is chosen for the study because negative transfer, not positive transfer, deals with the inappropriate translation of L1 norms into interlanguage performance and it is considered as one of the main causes of learners‘ pragmatic failures Besides, complaining is picked up as the head act in investigation as complaining is an act that can hardly be avoided in everyday communication but it is very likely to put both the speaker and the hearer at risk of losing their faces unless the complaint is made with caution Aims and scope of the study The study aims to find out the evidence of negative pragmatic transfer in the performance of complaints by Vietnamese EFL learners In other words, it will examine the 77 House, J & Kasper, G (1987) Interlanguage pragmatics: requesting in a foreign language In Loerscher, W & Schulze, R (eds): Perspectives on Language in Performance (pp 150-88) Tuebingen: Narr Kasper, G & Blum-Kulka, S (1993) Interlanguage Pragmatics New York & Oxford : Oxford University Press Kasper, G & Dahl, M (1991) Research methods in interlanguage pragmatics Studies in Second Language Acquisition, 18/21, 49-69 Kasper, G (1992) Pragmatic Transfer Studies in Second Language Acquisition 8, 3, 203-231 Kasper, G (1997) Can pragmatic competence be taught? Second Language Teaching & Curriculum Center Retrieved May 24, 2011 from http://www.nflrc.hawaii.edu/NetWorks/NW06/ Kume, T., Tokui, A., Hasegawa, N., & Kodama, K (n.d.) A Comparative Study of Communication Styles among Japanese, Americans, and Chinese Retrieved May 29th 2011 from http://coe-sun.kuis.ac.jp/public/paper/kuis/kume3.pdf Leech, G N (1983) Principles of pragmatics London and New York: Longman Lin, H H (2005) Contextualizing linguistic politeness in Chinese – A socio-pragmatic approach with examples from persuasive sales talk in Taiwan Mandarin Doctoral dissertation, The Ohio State University Minh, N T T (2005) Criticizing and Responding to Criticism in a Foreign Language: A study of Vietnamese Learners of English The University of Auckland Moon, K (2001) Speech act Study: Differences between native and non-native speaker complaint strategies Retrieved 19th March http://dspace.wrlc.org/bitstream/1961/5225/1/Kyunghye_Moon.pdf 2011 from 78 Murphy, B & Neu, J (1996) My grade's too low: The speech act set of complaining In S M Gass & J Neu (Eds.), Speech acts across cultures: Challenges to communication in second language (pp 191-216) Berlin: Mouton de Gruyer Nakabachi, K (1996) Pragmatic transfer in complaints: Strategies of complaining in English and Japanese by Japanese EFL speakers JACET Bulletin, 27, 127-142 Olshtain, E & Weinbach, L (1993) Interlanguage features of the speech act of complaining In G Kasper & S Blum-Kulka (eds), Interlanguage pragmatics, p 108-122 New York: Oxford University Press Olshtain, E.& Weinbach, L (1987) Complaints—A study of speech act behavior among native and non-native speakers of Hebrew In M.B.Papi & Verschueren (eds.), The pragmatic perspectives: Selected papers from the 1985 International Pragmatics Conference (195-208) Amsterdam: Benjamins Phuong, N T M (2006) Cross-cultural pragmatics: Refusal of requests by Australian native speakers of English and Vietnamese learners of English MA thesis, the University of Queensland, Australia Richards, J & Sukwiwat, M (1983) Language transfer and conversational competence Applied Linguistics, 4, 113-125 Rintell, E & Mitchell, C.J (1989) Studying requests and apologies: an inquiry into method In Blum-Kulka, S., House, J., & Kasper, G (eds) Cross-cultural pragmatics Norwood NJ: Ablex, pp 248-272 Rintell, E (1979) Getting your speech act together: The pragmatic ability of second language learners Working Papers on Bilingualism 17, pp 97-106 Schiffrin, D (1994) Approaches to discourse USA: Blackwell Publishing Searle, J R (1969) Speech acts Oxford: Cambridge University Press 79 Searle, J R (1975) Indirect speech acts In P Cole & J L Morgan (Eds.), Syntax and semantics (pp 60-61) New York: NY: Academic Press Searle, J R (1976) A classification of Illocutionary acts Language in Society, 5, 1-23 Searle, J R (1979) Expression and meaning: Studies in the theory of speech acts Cambridge: Cambridge University Press Spencer-Oatey, H (1993) Conceptions of social relations and pragmatics research Journal of Pragmatics, Vol 20, pp 27-47 Spencer-Oatey, H (1996) Reconsidering power and distance Journal of Pragmatics, Vol 26(1), pp 1-24 Takahashi, S & Beebe, L M (1993) Cross-linguistic influence in the speech act of correction In Kasper, G & Blum-Kulka, S (1993) (eds): Interlanguage Pragmatics (pp 138-158) Oxford: OUP Takahashi, S (1995) Pragmatic transferability of L1 indirect request strategies perceived by Japanese learners of English Unpublished doctoral dissertation, University of Hawaii at Manoa Tam, H C (2005) Requests by Vietnamese learners of English Unpublished doctoral dissertation, Vietnam National University, Hanoi Tanck, S (2002) Speech act sets of refusals and complaint: A comparison of native and nonnative English speakers’ production TESL 523 Second Language Acquisition Thomas, J (1983) Cross-cultural pragmatic failuare Applied Linguistics,4(2), 91-112 Trosborg, A (1995) Interlanguage Pragmatics: Requests, Complaints and Apologies Berlin – New York: Mouton de Gruyter Wannaruk, A (2008) Pragmatic Transfer in Thai EFL Refusals RELC Journal 2008 80 Watts, R (2003) Key topics in sociolinguistics: Politeness Cambridge University Press Wierzebicka, A (1991) Cross Cultural Pragmatics: The Semantics of Human Interaction Berlin – New York: Mouton de Gruyter Yamagashira, H (2001) Pragmatic Transfer in Japanese ESL Refusals Yian, W (2008) A study of the speech act of complaining: Cross-cultural perspectives and Interlanguage Perspectives Intercultural Forum, Volume 1, Issue 2, 2008 Retrieved May 28th 2011 fromhttp://comm.louisville.edu/iic/IF%20Journal/IF%201%20(2)%202008/if1(2)2008wang-yian.html Yu, M C (2004), “Interlinguistic variation and similarity in second language speech act behavior” The Modern Language Journal, 88, 102-119 Yule, G (1996) Pragmatics Oxford: Oxford University Press I APPENDIX METAPRAGMATIC QUESTIONNAIRE The purpose of this questionnaire is to find out how you assess the following situations if you have to make complaints Please feel free to write down, as you will be anonymous The data from this questionnaire will not be used for any other purposes o o -Please read the situations on the following pages and put the answers in bold Your nationality: _ Age: 18-30 30-40 over 40 Gender: Male Female Your occupation: _ Your education: Post-graduate Undergraduate Secondary School o o -Could you please read the situations on the following pages and tick the answer in the appropriate box (1, 2, 3, or 5)? What would you say to your friend if he does not pay you back despite a promise to returning it within a week? (MONEY LENDING) What is the power relationship between the SA speaker (S) and the addressee (A)? How well acquainted are the speaker and the Not at A little Very addressee? all bit well How large is the imposition of the complaint on Very Moderate Very the addressee? small large You are a student What would you say to the school office worker if you receive a transcript from the school, but one of the classes you took was not graded? (TRANSCRIPT) What is the power relationship between the SA speaker (S) and the addressee (A)? How well acquainted are the speaker and the Not at A little Very addressee? all bit well How large is the imposition of the complaint on Very Moderate Very the addressee? small large You and the woman who lives next door are acquaintances but not intimate You are often irritated by the noise her children make What would you say to her? (NEIGHBORHOOD NOISE) II What is the power relationship between the speaker (S) and the addressee (A)? How well acquainted are the speaker and the addressee? How large is the imposition of the complaint on the addressee? SA Not at all Very small A little bit Moderate Very well Very large You are the chair of the Student Union One union member is often late for meetings of the union What would you say to him/ her? (LATE ARRIVAL) What is the power relationship between the SA speaker (S) and the addressee (A)? How well acquainted are the speaker and the Not at A little Very addressee? all bit well How large is the imposition of the complaint on Very Moderate Very the addressee? small large You are an adult, and when you are waiting in line to board a bus, a child cuts in What would you say to that child? (CUTTING IN) What is the power relationship between the SA speaker (S) and the addressee (A)? How well acquainted are the speaker and the Not at A little Very addressee? all bit well How large is the imposition of the complaint on Very Moderate Very the addressee? small large Your professor sometimes calls you by the wrong name What would you say to him? (WRONG NAME) What is the power relationship between the SA speaker (S) and the addressee (A)? How well acquainted are the speaker and the Not at A little Very addressee? all bit well How large is the imposition of the complaint on Very Moderate Very the addressee? small large III You and X are friends, and you are older than her X has not returned your CD for a month though she promised to return it within two weeks What would you say to her? (CD BORROWING) What is the power relationship between the SA speaker (S) and the addressee (A)? How well acquainted are the speaker and the Not at A little Very addressee? all bit well How large is the imposition of the complaint on Very Moderate Very the addressee? small large You are working in the study room of the library and have a lot of work to finish Three young students are making a lot of noise near you and you cannot concentrate What would you say to them? (STUDY ROOM) What is the status relationship between the SA speaker (S) and the addressee (A)? How well acquainted are the speaker and the Not at A little Very addressee? all bit well How large is the imposition of the complaint on Very Moderate Very the addressee? small large 10 You have an examination tomorrow and want to check something very important in one of your books before you go to bed The book is not there Your roommate says he/ she lent it to a friend and doesn‘t know when he/ she can get it back What would you say to him/ her? What is the power relationship between the SA speaker (S) and the addressee (A)? How well acquainted are the speaker and the Not at A little Very addressee? all bit well How large is the imposition of the complaint on Very Moderate Very the addressee? small large 11 This is the fourth time this month you friend has made an arrangement to meet you and kept you waiting for half an hour This time, because he/ she is late, you‘ve missed a film you really wanted to see and it was the last showing What would you say when he/ she arrives? What is the power relationship between the SA speaker (S) and the addressee (A)? IV How well acquainted are the speaker and the addressee? How large is the imposition of the complaint on the addressee? Not at all Very small A little bit Moderate Very well Very large 12 You are tutoring a student three afternoons a week at your home because you need the money For the last two weeks, his mother has brought him late to the class, so you have been late yourself to your own afternoon lectures at the university You have decided to have a word with her about this He must come on time What would you say to her? What is the power relationship between the SA speaker (S) and the addressee (A)? How well acquainted are the speaker and the Not at A little Very addressee? all bit well How large is the imposition of the complaint on Very Moderate Very the addressee? small large 13 Your neighbor leaves his rubbish near your front door It smells badly and is a health hazard You are not very pleased about this and have decided to talk to him about it What is the power relationship between the SA speaker (S) and the addressee (A)? How well acquainted are the speaker and the Not at A little Very addressee? all bit well How large is the imposition of the complaint on Very Moderate Very the addressee? small large 14 Knowing that your room will be vacant over the weekend as you are visiting your family, who lives in another city, your friend requests to stay in your room over the weekend to prepare for his/ her final exams You permit him/ her to stay However, when you come back, you find that your friend has behaved carelessly and messed up the room What is the power relationship between the SA speaker (S) and the addressee (A)? How well acquainted are the speaker and the Not at A little Very addressee? all bit well How large is the imposition of the complaint on Very Moderate Very the addressee? small large V 15 You need to buy a ticket to a near city to visit your family over the weekend You go to the ticket office at the bus station and you have to wait in a long line to get a ticket The tickets are almost sold out You have been waiting there for more than an hour While you are standing in line, someone about your age, tries to cut in line in front of you What is the power relationship between the SA speaker (S) and the addressee (A)? How well acquainted are the speaker and the Not at A little Very addressee? all bit well How large is the imposition of the complaint on Very Moderate Very the addressee? small large 16 You are applying for a position with a highly reputed company The interview committee wants to have a recommendation letter from your previous employer Your boss agrees to send this letter directly to the company A month later you discover that the committee has not received this letter You go to your boss‘s office to find out what has happened What is the power relationship between the SA speaker (S) and the addressee (A)? How well acquainted are the speaker and the Not at A little Very addressee? all bit well How large is the imposition of the complaint on Very Moderate Very the addressee? small large -THE END- VI APPENDIX 2A PRAGMATIC QUESTIONAIRE The purpose of this questionnaire is to find out what you would naturally say in the situations listed below Please feel free to write down, as your answer will be anonymous Place of birth Age Sex Highest level of education : : : Female : High School Male University o o -Could you please read the following situations? After each situation please write down exactly what you would say in a normal conversation Situation 5: When you are waiting in line to board a bus, a child cuts in What would you say to that child? (CUTTING IN) Situation 9: You have an examination tomorrow and want to check something very important in one of your books before you go to bed The book is not there Your roommate says he/ she lent it to a friend and doesn‘t know when he/ she can get it back What would you say to him/ her? (BOOK LENDING) VII Situation 6: Your professor sometimes calls you by the wrong name What would you say to him? (WRONG NAME) Situation 11: You are tutoring a student three afternoons a week at your home because you need the money For the last two weeks, his mother has brought him late to the class, so you have been late yourself to your own afternoon lectures at the university You have decided to have a word with her about this He must come on time What would you say to her? (TUTORING) Situation 7: You and X are friends, and you are older than her X has not returned your CD for a month though she promised to return it within two weeks What would you say to her? (CD BORROWING) VIII Situation 8: You are working in the study room of the library and have a lot of work to finish Three young students are making a lot of noise near you and you cannot concentrate What would you say to them? (STUDY ROOM) THANK YOU FOR YOUR HELP! IX APPENDIX 2B PHIẾU CÂU HỎI ĐIỀU TRA NGỮ DỤNG Mục đích phiếu câu hỏi để tìm hiểu xem bạn nói tình nhằm thu thập tư liệu cho đề tài nghiên cứu khoa học ngữ dụng học Xin bạn vui lịng đọc kỹ tình sau viết xác bạn nói tình ấy! Xin chân thành cám ơn! Tình 5: Khi bạn xếp hang đợi xe buýt, đứa trẻ chen ngang Bạn nói với đứa trẻ đó? Tình 9: Bạn phải làm thi vào ngày mai muốn ôn lại vài phần quan trọng sách trước ngủ, bạn khơng tìm thấy sách Bạn phịng bạn nói cậu cho người bạn mượn sách lấy lại Bạn nói với bạn phịng bạn? Tình 6: Giáo viên bạn gọi nhầm tên bạn Bạn nói với giáo viên mình? X Tình 11: Để có thêm tiền nộp học, bạn gia sư cho học sinh nhà buổi chiều tuần Hai tuần vừa qua mẹ học sinh đưa đến lớp trễ khiến thân bạn bị muộn học trường Bạn định phải nói chuyện với họ chuyện Họ cần phải Bạn nói với mẹ học sinh đó? Tình 7: X người bạn bạn, X tuổi bạn X mượn đĩa CD bạn hứa trả vòng tuần tháng X chưa trả bạn Bạn nói với X? Tình 8: Bạn học phòng học thư viện trường có nhiều phải hồn tất Ba học sinh/ sinh viên nói chuyện gần bạn khiến bạn khơng thể tập trung Bạn nói với họ? XI XIN CHÂN THÀNH CẢM ƠN! ... PRAGMATIC TRANSFER IN COMPLAINING BY VIETNAMESE EFL LEARNERS NGHIÊN CỨU VỀ CHUYỂN DI NGỮ DỤNG TIÊU CỰC TRONG HÀNH ĐỘNG NGÔN TỪ PHÀN NÀN CỦA NGƯỜI VIỆT NAM HỌC TIẾNG ANH M.A COMBINED PROGRAMME THESIS... 75 APPENDIXES I Appendix 1: Metapragmatic Questionnaire (MPQ) I Appendix 2A: Discourse Completion Task (DCT) (English Version) VI Appendix 2B: Discourse Completion... classification of felicity conditions into four kinds, including preparatory conditions, sincerity conditions, propositional content conditions and Essential conditions (Searle, 1979, p 44) Another