The attitudinal resources in english and vietnamese news on the social violence

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY LÊ YẾN NHI THE ATTITUDINAL RESOURCES IN ENGLISH AND VIETNAMESE NEWS ON THE SOCIAL VIOLENCE Field: English Linguistics Code: 22 02 01 Supervisor: Assoc Prof Dr Trần Văn Phƣớc BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƢỜNG ĐẠI HỌC QUY NHƠN LÊ YẾN NHI NGUỒN NGÔN NGỮ ĐÁNH GIÁ THÁI ĐỘ TRONG NHỮNG BẢN TIN TIẾNG ANH VÀ TIẾNG VIỆT VỀ VẤN ĐỀ BẠO LỰC XÃ HỘI Chuyên ngành: Ngôn ngữ Anh Mã số: 22 02 01 Ngƣời hƣớng dẫn: PGS.TS Trần Văn Phƣớc I STATEMENT OF AUTHORSHIP I certify that I am the sole author of this master thesis I have not used any sources with exception of those listed in the bibliography and identified as references I further confirm that I have not submitted this thesis at any other institution so as to obtain a degree Quy Nhon, 2020 Le Yen Nhi II ACKNOWLEDGEMENTS I would like to sincerely thank for the cooperation and support of the Department of Postgraduate Training and the Department of Foreign Languages of QNU I gratefully acknowledge my greatest thanks to my supervisor, Assoc Prof Dr Tran Van Phuoc, who has given me helpful advice and patient guidance Without his enthusiastic support, this thesis would not have been completed I am also grateful for the lecturers who have provided me with important knowledge and foundation for this master thesis I would like to say thanks to all the members in my family for their help and encouragement Last but not least, I would like to thank my mother for her continual encouragement and her generous devotion so that I could invest a lot of time in my study III ABSTRACT This thesis is a comparative study on evaluative language in English and Vietnamese news on the social violence based on the framework of Appraisal Theory developed by Martin and White The main purposes of this study are to find out how linguistic features expressing Affect is used in journalistic discourses about social violence and what the similarities and dissimilarities between two languages are The collection of 12 articles (06 English articles and 06 Vietnamese ones) randomly chosen from online press is analyzed through the adoption of quantitatively and qualitatively descriptive and contrastive methods The results of this thesis have revealed that English journalists have used different ways to express a typical sub-type of Attitude in Appraisal Theory, namely Affect and they also preferred to negatively but explicitly express Affect through verbal groups Hopefully, the findings of this study may contribute to the field research in journalism and will be useful knowledge for those who are interested in relating topics IV TABLE OF CONTENTS STATEMENT OF AUTHORSHIP I ACKNOWLEDGEMENTS II ABSTRACT III TABLE OF CONTENTS IV ABBREVIATIONS VII LIST OF TABLES .VIII LIST OF FIGURES X CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims and objectives of the study 1.2.1 Aims of the study 1.2.2 Objectives of the study 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Theoretical background 2.1.1 Appraisal Theory 2.1.2 Affect 2.1.3 Linguistic features of Affect 2.1.3.1 Semantic features 2.1.3.2 Discourse features 2.1.3.3 Lexico-grammatical features 12 2.2 Overview of Social Violence 15 2.2.1 Definition of Social Violence 15 2.2.2 Forms of Social Violence 15 2.3 Previous studies 16 2.4 Summary 18 V CHAPTER 3: RESEARCH METHODOLOGY 19 3.1 Research methods 19 3.1.1 Data collection 19 3.1.1.1 Sources 19 3.1.1.2 Sampling 20 3.1.1.3 Data collection and coding procedure 20 3.2 Data analysis 21 CHAPTER 4: FINDINGS AND DISCUSSIONS 22 4.1 Linguistic features of Affect in English news on social violence (ENOSV) 22 4.1.1 Semantic features in ENOSV 22 4.1.2 Discourse features in ENOSV 25 4.1.2.1 Positive and Negative Affect resources 25 4.1.2.2 Explicitness and Implicitness 27 4.1.3 Lexico-grammatical features in ENOSV 29 4.1.3.1 Words 30 4.1.3.2 Groups 32 4.2 Linguistic features of Affect in Vietnamese news on social violence (VNOSV) 33 4.2.1 Semantic features in VNOSV 33 4.2.2 Discourse features in VNOSV 36 4.2.2.1 Positive and Negative Affect resources 36 4.2.2.2 Explicitness and Implicitness 38 4.2.3 Lexico-grammatical features in VNOSV 40 4.2.3.1 Words 41 4.2.3.2 Groups 42 4.3 Similarities and differences in linguistic features expressing Affect in ENOSV versus VNOSV 44 4.3.1 Semantic features 46 4.3.2 Discourse features 47 4.3.3 Lexico-grammatical features 48 4.4 Summary 49 VI CHAPTER 5: CONCLUSION 50 5.1 Conclusion 50 5.2 Implications 54 5.3 Limitations and Suggestions for Further Study 54 REFERENCES I APPENDICES V APPENDIX A – LINKS OF THE VIETNAMESE NEWS v APPENDIX B – LINKS OF THE ENGLISH NEWS vi APPENDIX C – SAMPLE ENGLISH NEWSPAPER ANALYSIS vii APPENDIX D – SAMPLE VIETNAMESE NEWSPAPER ANALYSIS xii VII ABBREVIATIONS (-) : Negative (+) : Positive AT : Appraisal Theory Adj : Adjective Adv : Adverb E : English ENOSV : English news on social violence EVNs : English and Vietnamese news Ex : Explicit Im : Implicit N : Noun NG : Nominal group Grp : Group PG : Prepositional group V : Vietnamese Ve : Verb VNOSV : Vietnamese news on social violence VG : Verbal group Wd : Word class VIII LIST OF TABLES Table Title number 2.1 2.2 Grammatical realizations of Affect (Martin & White, 2005, p 46) The system of Affect (Marti & White, 2005, pp 4851) and (Ngo & Unsworth, 2015) Page Number 3.1 List of English electronic newspapers 19 3.2 List of Vietnamese electronic newspapers 19 4.1 Four sub-types of Affect in ENOSV 22 4.2 Positive and Negative Affect resources in ENOSV 25 4.3 Explicitness and Implicitness in ENOSV 27 4.4 4.5 4.6 Three factors of Lexico-grammatical features in ENOSV The distribution of each word class as Lexicogrammatical features expressing Affect in ENOSV The distribution of each word group as Lexicogrammatical features expressing Affect in ENOSV 29 30 32 4.7 Four sub-types of Affect in VNOSV 34 4.8 Positive and Negative Affect resources in VNOSV 36 4.9 Explicitness and Implicitness in VNOSV 38 4.10 4.11 Three factors of Lexico-grammatical features in VNOSV The distribution of each word class as Lexicogrammatical features expressing Affect in VNOSV 40 41 55 Suggestions for further researchers may include: - A comparative analysis of Engagement resources in English and Vietnamese news on the Social Violence - A comparative analysis of Graduation resources in English and Vietnamese news on the Social Violence i REFERENCES A ENGLISH Auman, C (2014) An appraisal analysis of British, French and Belgian online and print press coverage of the rise of the 'Red Devils' Unpublished M.A Thesis Ghent: Ghent University Bednarek, M (2006a) Evaluation in Media Discourse: Analysis of a Newspaper Corpus New York/ London: Continuum Bednarek, M (2008) Emotion Talk Across Corpora London/New York: Palgrave Macmillan Bednarek, M (2009) Language patterns and Attitude Functions of Language, 16(2), 165-192 Bednarek, M (2010) Evaluation in the news Australian Journal of Communication, 37(2), 15-50 Downing, A., & Locke, P (2006) English Grammar: A University Course (2nd ed.) New York: Routledge Duc, V D (2011) Style, structure and ideology in English and Vietnamese business hard news reporting: a comparative study Summary of Ph.D Thesis The University of Adelaide Halliday, M A (2004/1994) An Introduction to Functional Grammar London: Edward Arnold Halliday, M A K., & Matthiessen, C M I M (2014) Halliday's Introduction to Functional Grammar (4th ed.) New York: Routledge Hien, N T (2014) A Comparative Study of Interpersonal Meaning in Hotel Brochures Written in English and Vietnamese - Appraisal Approach Unpublished M.A Thesis Quy Nhon: Quy Nhon University ii Kelly, S (2014, January 31) "Overview and Summary: Societal Violence: What is Our Response?" OJIN: The Online Journal of Issues in Nursing, 19(No 1) doi:10.3912/OJIN.Vol19No01ManOS King, R (2000) The Lexical Basis of Grammatical Borrowing : A Prince Edward Island French case study Amsterdam: Benjamins Publishing Labov, W (1972) Language in the Inner City: Studies in the Black English Vernacular Philadelphia: Pennsylvania University Press Liu, X.H., & Thompson, P (2009) Attitude in Students‟ Argumentative Writing: A Contrastive Perspective Language Studies Working Papers Martin, J R & Rose, D (2003) Working with Discourse: Meaning Beyond the Clause London: Continuum Martin, J R & White, P R R (2007/2005) The Language of Evaluation: Appraisal in English New York: Palgrave Macmillan Martin, J R., & Rose, D (2007) Working with discourse: Meaning beyond the clause (2nd ed.) London: Continuum Martin, J R., & Rose, D (2007a) Working with discourse: Meaning beyond the clause (2nd ed.) London: Continuum Ngo, T., & Unsworth, L (2015) Reworking the appraisal framework in ESL research: refining attitude resources Functional Linguistics, 2(1) doi:10.1186/s40554-015-0013-x Ngoan, N Q., & Loc, L H (2019, 12 22) Affect in expressive speech acts by the judges of the voice UK versus the voice VIetnam VNU Journal of Foreign Studies, 35(No.6), 28-46 Ngoc, P T (2017) Evaluative Language in Advertisements: An Investigation into Linguistic Features Expressing Affect in English Advertisements of Product Unpublished M.A Thesis Quy Nhon: Quy Nhon University iii Nguyen, T L (2017) A Study on the Attitudinal Resources in English and Vietnamese Travellers' Holiday Reviews Unpublished Master's Thesis Quy Nhon University Organization, W H (2002) World report on violence and health Retrieved from www.who.int/violence_injury_prevention/violence Phuoc, T V (2019, 20) An investigation into Vietnamese high school students‟ reflections on using evaluative language in writing English paragraphs Hue University Journal of Sciences: Social Science and Humanities, 128(6B), 115-141 doi:10.26459/hueuni- jssh.v128i6B.5435 Phuoc, T V (2019, 20) Choices of evaluative language source for affect in some Vietnamese short stories Language & Life, 9(289), 3-15 Poynton, C (1996) Amplification as a grammatical prosody: attitudinal modification in the nominal group In C B M Berry, Meaning and Form: Systemic Functional Interpretations Norwood, N.J.: Ablex Rose, D B (1996) Nourishing Terrains: Australian Aboriginal Views of Landscape and Canberra: Australian Heritage Commission Tilakaratna, N L., & Mahboob, A (2013) Appraisal in the time of conflict: Coding evaluation through textual and contextual analysis Linguistics and the Human Sciences, 8.1, 63-90 doi:10.1558/lhs.v8i1.63 White, P R (2001) Appraisal: An Overview Retrieved from Website Retrieved from www.grammatics.com/appraisal White, P R (2015b) The Appraisal http://www.grammatics.com/appraisal/appraisalguide B VIETNAMESE Lê Quang Thiêm (2004) Nghiên cứu đối chiếu ngôn ngữ, NXB Đại học iv Quốc gia Hà Nội v APPENDICES APPENDIX A – LINKS OF THE VIETNAMESE NEWS https://dantri.com.vn/giao-duc-khuyen-hoc/hoc-sinh-lop-7-up-sot-raclen-dau-ban-roi-chup-hinh-cau-like-20180513095309893.htm https://dantri.com.vn/giao-duc-khuyen-hoc/nu-sinh-lop-7-danh-ban-battinh-20181001153010423.htm https://dantri.com.vn/xa-hoi/tranh-cho-tren-may-bay-hai-hanh-khachdanh-nhau-chay-mau-mui-20171121100934466.htm http://cand.com.vn/Ban-tin-113/Mau-thuan-tren-ban-nhau-vac-dao-didanh-thi-bi-dam-tu-vong-473365/ http://giadinh.net.vn/phap-luat/mau-thuan-vo-chong-con-re-danh-bo-votu-vong-20170812093341253.htm https://tuoitre.vn/vo-su-bi-to-hanh-hung-vo-moi-sinh-con-den-mucphai-nhap-vien-20190827111133885.htm vi APPENDIX B – LINKS OF THE ENGLISH NEWS https://www.nwitimes.com/news/state-and-regional/indiana/year-oldindiana-boy-admits-to-may-school-shooting/article_721eb1d8-db145935-a001-c6fd0690c847.html https://www.theguardian.com/us-news/2018/may/18/texas-schoolshooting-santa-fe-high https://www.theguardian.com/uk-news/2018/nov/05/christopher-boonjailed-murdering-wife-stepdaughter https://www.theguardian.com/uk-news/2018/oct/29/man-stabbed-wife49-times-in-front-of-child-jailed-for-life-london https://apnews.com/c05f75caec6241788553cca4561353fb https://www.washingtonpost.com/news/postnation/wp/2018/03/09/polic e-respond-to-reports-of-gunfire-and-hostages-taken-at-californiaveterans-home/ vii APPENDIX C – SAMPLE ENGLISH NEWSPAPER ANALYSIS 13-year-old Indiana Boy Admits to May school shooting (E1) No Clausse A 13-year-old boy … (who) admitted Monday to shooting [E1.01.01] and wounding [E1.01.02] a classmate and a teacher at a suburban Indianapolis school A 13-year-old boy … apologized during a daylong juvenile court hearing … for [E1.02.03] school shootings [E1.02.04] and testimony from the teacher credited with halting the May attack [E1.02.05] hearing (that) included details of his online searches for school shootings and testimony from the teacher credited with halting the May attack The boy…sat next to his parents during the hearing The boy (dressed in an orange-and-white striped jumpsuit), He admitted to shooting [E1.06.06] seventh-grade science teacher Jason Seaman and 13-year-old classmate Ella Whistler The admission would be a guilty [E1.07.07] plea if he had been charged [E1.08.08] as an adult in the May 25 attack [E1.08.09] at Noblesville West Middle School, about 20 miles (32 kilometers) north of Indianapolis Seaman, (who) was shot [E1.09.10] three times, 10 Seaman … attended Monday's hearing with his wife 11 and later (Seaman) testified 12 Whistler, (who) was shot [E1.12.11] seven times, 13 Whistler ….did not attend 14 The boy apologized [E1.14.12] to Seaman and Whistler through a viii statement 15 (a statement) his attorneys read 16 where he said,… 17 "If I could, 18 I would take [E1.18.13] it back 19 I'm sorry [E1.19.14] for the pain [E1.19.15] 20 I've caused you." 21 Hamilton Circuit Court Judge Paul Felix said… 22 he would not render a decision Monday on the disposition in the case, 23 the disposition (which) would be a sentencing [E1.23.16] 24 if the boy was charged [E1.24.17] as an adult 25 His options include ordering the boy to spend time in a mental [E1.25.18] health treatment center 26 or (the boy) to be held at a state juvenile detention [E1.26.19] center 27 The boy's defense [E1.27.20] attorneys requested … 28 that he be sent to a residential program rather than a juvenile facility, 29 (The boy's defense attorneys) saying… 30 he could be influenced [E1.30.21] by older teenagers there 31 Prosecutors told the court… 32 the boy found the keys to a basement safe in his family's home, 33 (the boy) unlocked it 34 and (the boy) removed two handguns [E1.34.22] and more than 100 rounds of ammunition [E1.34.23] 35 100 rounds of ammunition (that) he brought to the school in a backpack, 36 The Indianapolis Star reported ix 37 The Associated Press isn't using the boy's name 38 because he's charged [E1.38.24] as a juvenile 39 Prosecutors said… 40 the shooting [E1.40.25] unfolded 41 after the boy finished a quiz early in Seaman's science class 42 and (the boy was) asked to leave the room 43 The teen went to his locker, 44 (The teen) got his backpack 45 and (the teen) returned with two handguns [E1.45.26] and a knife [E1.45.27], 46 after (the teen) leaving his backpack in a bathroom, 47 prosecutors said 48 Seaman testified… 49 that he was helping another student 50 when the boy began firing [E1.50.28] 51 He said… 52 he threw a small basketball… at the student, 53 (a small basketball) he often carries with him 54 then (he) tackled him, 55 even as the boy continued firing [E1.55.29] 56 Seaman said… 57 he pinned him to the floor 58 and (he) eventually forced the boy to the drop the weapon 59 He disarmed him of a second gun [E1.59.30] 60 after (he) telling his other students to run from the classroom and call 911 x 61 "I think… 62 it'd be appropriate… 63 that (the boy) be detained [E1.63.31] 64 and (the boy be) removed from society [E1.64.32] 65 until it is 100 percent certain [E1.65.33]… 66 he is not a danger [E1.66.34] to himself or anyone else," 67 he said 68 Whistler's father, Cory Whistler, testified… 69 that he hopes… 70 the boy receives the "maximum sentence [E1.70.35] " for the shooting [E1.70.36], 71 the shooting (which) left his daughter with severe damage [E1.71.37] to an artery in her right arm 72 The boy sat stoically [E1.72.38] for much of the hearing 73 but (the boy) began to tear up [E1.73.39] 74 when his mom took the stand 75 and (his mom) apologized [E1.75.40] to Seaman, 76 (his mom) prompting his dad to hand him a tissue 77 Prosecutors said… 78 that the day before the shooting [E1.78.41] the boy had filmed a video in his family's basement 79 in a video (which) he made threats [E1.79.42] of violence [E1.79.43] 80 and (he) showed two handguns [E1.80.44] 81 "Tomorrow's Friday,….what that means 82 you know… 83 I have to take other people's lives [E1.83.45] xi 84 before I take my own [E1.84.46]," 85 prosecutors said… 86 the boy says in the video 87 Investigators testified… 88 that the boy's online history was filled with searches for school shootings [E1.88.47] 89 and that the day before the shooting [E1.89.48] he searched for:… 90 "What was the largest mass shooting [E1.90.49] in America" 91 and (he) looked for a "blueprint" of the school 92 If the boy had been charged [E1.92.50] as an adult, 93 he would have faced [E1.93.51] 11 counts, including attempted murder [E1.93.52] and aggravated battery [E1.93.53] xii APPENDIX D – SAMPLE VIETNAMESE NEWSPAPER ANALYSIS Mâu thuẫn bàn nhậu, vác dao đánh bị đâm tử vong (V6) No Clause Trong lúc nhậu, Tuấn Trường xảy mâu thuẫn [V6.01.01] dẫn đến (Tuấn Trường) đánh [V6.02.02] (Tuấn) người can ngăn Tuấn vác dao [V6.04.03] (Tuấn) tìm Trường để đánh [V6.05.04] tiếp (Tuấn) bị Hiếu đâm [V6.06.05] tử vong [V6.06.06] 10 Chiều 4/1, thông tin từ Cơ quan điều tra Công an huyện Ea Hleo, tỉnh Đắk Lắk cho biết… đơn vị khởi tố [V6.08.07] vụ án, (đơn vị) bắt tạm giam [V6.09.08] khẩn cấp Đặng Minh Hiếu (18 tuổi,….) để điều tra làm rõ hành vi Giết người [V6.09.09] (Đặng Minh Hiếu) trú thị trấn Ea Đrang, huyện Ea Hleo) Theo thông tin ban đầu, vào khoảng 21h hôm 3/1, lúc (Vũ Anh 11 Tuấn Bùi Phi Trường) ngồi nhậu quán ốc thị trấn Ea Đrang 12 Vũ Anh Tuấn (16 tuổi,….) Bùi Phi Trường… xảy mâu thuẫn [V6.12.10] dẫn đến đánh [V6.12.11] 13 (Vũ Anh Tuấn) trú thị trấn Ea Đrang) 14 (Bùi Phi Trường) gọi “Tít”, 18 tuổi, 15 (Bùi Phi Trường) trú xã Ea Khal, huyện Ea Hleo) 16 Vụ việc sau người can ngăn 17 nên nhà 18 Sau (Tuấn) đến nhà, xiii 19 (Tuấn) ấm ức [V6.19.12] việc mâu thuẫn với Trường, 20 Tuấn vào nhà lấy dao rựa [V6.20.13] 21 (Tuấn) rủ thêm Trịnh Bá Đạt (21 tuổi, 22 (Trịnh Bá Đạt) trú thị trấn) 23 (Tuấn Đạt) tìm Trường để đánh [V6.23.14] 24 Khi Tuấn Đạt đến trước quán karaoke thị trấn Ea Đrang 25 (Tuấn Đạt) gặp Đặng Minh Hiếu 26 (Hiếu) thấy Tuấn cầm dao [V6.26.15], 27 Hiếu liền hỏi:… 28 “Mày vác dao [V6.28.16] tìm ai?” 29 Tuấn nói:… 30 “Tao tìm thằng “Tít” để đánh [V6.30.17]” 31 (Hiếu) nghe vậy,… 32 Hiếu liền xông vào [V6.32.18] 33 (Hiếu) dùng tay chân đánh [V6.33.19] Tuấn 34 Trong lúc (Hiếu Tuấn) đánh [V6.34.20], 35 Hiếu rút dao [V6.35.21]…ra 36 (con dao) thủ sẵn người 37 (Hiếu) đâm [V6.37.22] nhát trúng vào bụng Tuấn 38 (Đạt) thấy bạn bị đâm [V6.38.23], 39 Đạt hô hào người 40 (mọi người) vào can ngăn 41 (mọi người) đưa Tuấn cấp cứu [V6.41.24] 42 vết thương [V6.42.25] (của Tuấn) nặng, 43 Tuấn tử vong [V6.43.26] đường đến bệnh viện 44 Sau (Hiếu) biết Tuấn tử vong [V6.44.27], xiv 45 46 đến khoảng 23h ngày, Hiếu người nhà đưa đến Công an huyện Ea Hleo (để) đầu thú [V6.45.28] Vụ án [V6.46.29] Công an huyện Ea Hleo tiếp tục điều tra làm rõ ... features expressing Affect in English and Vietnamese news on the social violence; - To identify lexico-grammatical features expressing Affect in English and Vietnamese news on the social violence; ... represented in English and Vietnamese news on the social violence? What are similarities and differences in linguistic features used to realize Affect in news about social violence in English and Vietnamese? ... represented in English and Vietnamese news on the social violence? What semantic features are used in English and Vietnamese news on the social violence? What lexico-grammatical features expressing Affect