Table of Contents
LISTS OF ABBREVIATIONS
LIST OF TABLES
LIST OF FIGURES AND CHARTS
CHAPTER I. INTRODUCTION
I. Rationale
II. Aims of the study
III. Scope of the study
IV. Methodology
V. Organization of the study
CHAPTER II. LITERATURE REVIEW
I. Speech Acts
II. Politeness Theory
II.1. The notion of politeness
II.2.The notion of face
II.3. Politeness Principles
II. 4. Face-Saving Strategies
II.4.1. Positive Politeness Strategies
II.4.2. Negative politeness
III. Oral Feedback
CHAPTER III. METHODOLOGY
I. Aims of the study
II. Research questions
III. Populations and Sampling: Participants
IV. Data Collection
IV.1. The Discourse Completion Tasks
IV.2. Data collection instruments
I. Hit-all Feedback
II. Hit-one Feedback
IV.3. Administration of the Questionnaires
IV.4. Participants
IV.5. Data analysis
CHAPTER 4: DATA ANALYSIS AND DISCUSSIONS
I. Results and Discussions of the MPQ
I.1. Results of HaF
I.2. Results of HoF
I.3. Remarks
I.3.1. HaF
I.3.2. HoF
I.3.3. HaF vs. HoF
II. Results and Discussions of the DCTs
II.1. FSSs used in teachers’ oral feedback to students
II.2. Realization of face-saving strategies in teachers’ oral feedback
II.2.1. Bald on record
II.2.2. Giving advice, suggestion
II.2.3. Make joke
II.2.3. Include both S and H in the activity
II.2.5. Encouraging
II.2.6. Be conventionally indirect
II.2.7. Apologize
II.2.8. Impersonalize the S and the H
II.2.9. State the FTA as a general rule
II.2.10. Go on record as incurring a debt, or as not indebting H
II.2.11. Off record
II.3. Use of strategies as seen from types of feedback
II.3.1. Corrective Feedback
II.3.1.1 Vietnamese findings: HaF vs. HoF
II.3.2. American findings
II.3.3. VTs vs. ATs in CF Category
II.3.3 Evaluative Feedback
II.3.3.1. Vietnamese findings: HaF vs. HoF
II.3.3.2. American findings: HaF vs. HoF
II.3.3.3. VTs vs. ATs in EF Category
II.3.4. Strategic Feedback
II.3.4.1. Vietnamese findings
II.3.4.2. American findings
II.3.4.3. VTs vs. ATs in SF
CHAPTER V. CONCLUSIONS
I. Major findings
I.1. Choice of face saving strategy for types of feedback
I.2. Choice of FSSs in terms of feedback receiver
II. Implications for English language teachers
III. Suggestions for further study
REFERENCES
APPENDICES