Warnings and threats in english and vietnamese = (lời cảnh báo và đe dọa trong tiếng anh và tiếng việt)

VINH UNIVERSITY FOREIGN LANGUAGES DEPARTMENT Warnings and threats in English and Vietnamese (lời cảnh báo đe dọa tiếng anh vµ tiÕng viƯt) GRADUATION THESIS Field: Linguistics Supervisor : Student : Class : Võ Thị Hồng Minh, M.A Nguyễn Thị Thanh Lê 49A - English VINH - 2012 ACKNOWLEDGEMENTS To complete this graduation, I have received many unconditional help from many people First of all, I should like to express my deepest graritude to my lecturer, M A, Mrs Vo Thi Hong Minh for her enthusiastic instructions, useful advice, execellent suggestions and detailed critical comment, without which the thesis would not have been completed I would also like to extend my sincere thanks to my friends who always help and encourage me My warmest thanks are due to my parents, my brother, my sister for their love, care and encouragements Finally, I am aware that despite all the advice and helps, I feel that the thesis has some mistakes I would be very grateful to receive all your attention as well as comments and remarks to make this thesis perfect Vinh May 2012 Student Nguyen Thi Thanh Le i ABSTRACT Languages are regarded as human beings’ means of communication, interaction and integration Language is an integral part of human behavior It is the primary means of interaction between people Speakers use language to convey their thoughts, feelings, intonations, and desires to others In special situations, using warnings and threats, as a Vietnamese student who has learned English for quiet a long time and a teacher-to-be of English, is not an easy job So, this paper aims at providing students as well as teacher some information so that they can benefit in their teaching and learning English, in the field of translation and interpretation, especially in daily life ii ABBREVIATIONS E.g example IFIDs Illocutionary Force Indicating Devices NF Normal form etc et cetera iii LIST OF TABLE AND CHARTS Table 1: The five general functions of speech acts adapted from Yule, G (1996, p.55) Chart 1: Comparison of warnings and threats in imperative and declarative form in English and Vietnamese Chart 2: Comparison of warnings and threats in conditional form and “Yes-No” question form in English and Vietnamese Chart 3: Comparison of warnings and threats in relationship between the speakers and the hearers in English and Vietnamese iv TABLE OF CONTENTS Page ACKNOWLEDGEMENT i ABSTRACT ii ABBREVIATIONS iii LIST OF TABLE AND CHARTS iv TABLE OF CONTENTS PART A v, vi, vii INTRODUCTION Justification of the study Aims of the study Scope of the study Methods of the study 4.1 Quantitative method 4.2 Qualitative method Design of the study PART B DEVELOPMENT CHAPTER THEORETICAL BACKGROUND 1.1 Speech acts 1.1.1 Locutionary acts 1.1.2 Illocutionary acts 1.1.2.1 The illocutionary force 1.1.2.2 FIFDs 1.1.2.3 Felicity conditions 1.1.3 Perlocutionary acts (perlocutionary effect) 1.1.4 The performative hypothesis 1.1.5 Speech acts classification 1.2 Politeness 10 1.2.1 What is politeness? 10 1.2.2 Politeness strategies 11 1.2.2.1 Bald on record 11 v 1.2.2.2 Off record 12 1.2.2.3 Positive politeness 12 1.2.2.4 Negative politeness 12 1.2.3 Why politeness? 13 1.3 Context 13 1.4 Sentences 14 1.4.1 Some definitions of the sentence 14 1.4.2 Classification of sentences 15 1.5 Utterances 16 1.6 Summary 17 CHAPTER WARNINGS AND THREATS IN ENGLISH AND IN VIETNAMESE 2.1 Form of warnings and threats in English and Vietnamese 18 2.1.1 Warnings and threats in form of imperative sentences 18 2.1.2 Warnings and threats in form of declarative sentences 19 2.1.3 Warnings and threats in form of conditional sentences 21 2.1.4 Warnings and threats in form of “Yes-No” question 22 2.2 Words used with warnings and threats 23 2.3 Vocatives 25 2.3.1 Endearment 25 2.3.2 Nouns 25 2.4 Warnings and threats based on relationships 26 2.4.1 Relationship between people of different social positions 26 2.4.1.1 From Higher to Lower 26 2.4.1.2 From Lower to Higher 29 2.4.2 Relationship between people of same social positions 30 2.5 Summary 31 CHAPTER FINDINGS 3.1 Similarities between warnings and threats in English and Vietnamese 32 vi 3.2 Differences between warnings and threats in English and Vietnamese 32 3.3 Applications for language teaching and learning 34 PART C CONCLUSION Recapitulation 36 Suggestions for further study 36 REFERENCES vii PART A INTRODUCTION Justification of the topic While learning English at secondary and high schools, I learnt about words, sentence patterns, grammatical structures and rules, etc Therefore, at that time, I only concentrate on the linguistic competent Going further, I had a chance of studying Pragmatics and Contrastive Analysis in which I was much interested in many things, especially Speech act which explains that communication competence is “what a speaker needs to know in order to be communicatively competent in a speech community” (Hymes, 1972) I was aware that a research on speech acts will be helpful to my communication competence in real suation Moreover, speech acts are always the common concern of the community using language Speech acts help people mutually understand and communicate with each other effectively In daily life, speech acts are an integral part of human being There are many kinds of speech acts such as commands, orders, requests, suggestions, promises, threats, refusals, pledges, etc I pay special attention to threats and warnings because of their characteristics People use them in special situations (e.g Chơng đấy, có chơng đấy, khơng phải trước đâu, theo tui !/ Be careful!Don’t go over there There is a puddle.) Those who have close relationship, as well as those who first meet each other, also use them In dangerous situations, warning somebody about something is significant for themselves In addition, as far as I know, the research on warnings and threats has not been carried out yet For these reasons, the author decided to choose topic “Warnings and threats in English and Vietnamese” The author hopes that this graduation thesis will bring specific directions to the readers Moreover, it can help them in teaching and learning language Aims of the study This study helps the readers understand the meaning of warnings and threats and their usage in conversation The author wants to describe the forms and functions of warnings and threats in order to help the readers to create suitable warnings and threats, especially, in dangerous situations avoid giving vague ones This study is the answer for the questions below: - How the English speakers express the warnings and threats? - How are warnings and threats expressed differently by the Vietnamese speakers? - What is the similarities between warnings and threats in English and those in Vietnamese? - What are the differences between warnings and threats in English and those in Vietnamese? Scope of the study This study concentrates on the utterances containing the warning and threat The author only describes some common forms of warnings and threats and their purposes in specific situations with the examples in both English and Vietnamese Methods of the study 4.1 Quantitative method This method is used for collecting examples of warnings and threats in specific situations from a variety of sources 4.2 Qualitative method This method is used for analysing all collected examples before giving results and for comparing the way English and Vietnamese speakers use to express warnings and threats Design of the study The study consists of three main parts: introduction, development and conclusion In part A, Introduction, we present the justification, the aims, the scope, the method and the design of the study Part B, Development, is the most important one which comprises of three chapters Chapter provides an overview of theoretical background of the study In chapter 2, we give a full presentation of warnings and threats in English and - “Mày trói chồng bà đi, bà cho mày xem.” (26) - “Tao cảnh báo mày, mày không lại gần cô ấy.” (27) 2.4 Warnings and threats based on relationships In this phase, we will take into account two types of warning situations and threat ones: formal and informal The situation will ne analyzed according to fecility conditions In other word, the relationship between the speakers and the hearers will be taken into consideration due to two sections: relationships between people of different social positions and ones between people of same social position 2.4.1 Relationship between people of different social positions 2.4.1.1 From Higher to Lower a, “Hey, look, watch out, look at the wires” (1) b, “Mr Austin, please be careful, the wires are bare” (2) Two utterances above refer the same situation The utterance b) shows that the warner “headmaster” alerts the addressee “teacher” in polite way by using the word “please” that soften the harshness of a direct warning Whereas statement a) represents explicit warning, in one hand, the warner cautions the addressee by using the words “hey, look and watch out” On the other hand, utterance a) represents negative politeness because the warner cautions the addressee without any vocative a, “Don’t move further.” (10) b, “Hey, students not go over there it is danger.” (11) In these utterances, one person is in a subordinate position (student) and the other in a superordinate position (teacher) Utterance a) direct request to be threatening and the power of the warner appear clearly and tend to be a command, though the warner did not give any reason for this warning While in utterance b) the speaker warned the hearer not to go over because it is dangerous “Watch up your steps.” (12) The social position of the speaker is clearly visible in this utterance Hence, the speaker used the imperative form to alert the hearer to be more cautious with his or her steps without mentioning any reason for this instruction This may be interpret as an insult that make the addressee be embarrassed 26 a, “This is the third time you late, one more time you will be terminated.” (3) b, “If you late again tomorrow, not bother to come to work again next week.” (4) The speakers indicates that he or she dislikes some aspects of the hearers’personal attributes (the hearers’punctuality) Requesting by threatening is that the speakers believe that the addressees can this request, otherwise the addresees will be punished “A very strict officer was talking to some new soldiers whom he had to train He had never seen them before, so he began: - My name is Stone, and I’m even harder than stone, so what I tell you or there’ll be trouble Don’t try any tricks with me, and then we’ll get on well together.” (25) The hearers are new soldiers They felt very strange with everything around them The speaker warned them that they should what he told them “…Sau đến lũ trẻ thay ông già, bà già Trong đám đó, hăng có Tnú Mai Hễ Tnú rẫy Mai với cán Hễ Mai nhà giữ Dít cho mẹ Tnú Cũng có bữa hai đứa Chúng lại ln ngồi rừng ban đêm Để cán ngủ rừng đêm, bụng không yên Lỡ giặc lùng, dẫn cán chạy Anh Quyết hỏi: - Các em không sợ giặc bắt à? Nó giết anh Xút, bà Nhan đó.” (Nguyễn Trung Thành, Rừng xà nu, 1965) The speaker is a revolusionary soldier He and Xo Man villagers were fighting to liberate themselves The character Quyết’s warning to two youths Mai and Tnú as a question: “Các em không sợ giặc bắt à?” The hearers are children in Xo Man village “Các em” refers to Mai and Tnú If Tnú and Mai continue to support Revolution, they will be arrested and killed It is very dangerous for Tnú and Mai because of having some specific example Quyết’s explaination is his warning: “Nó giết anh Xút, bà Nhan đó.” Xút and Mrs Nhan were killed when helping Revolution Through it, the writer also want to denounce crime of the invaders 27 “…Nghe nồi cơm sơi, giở nắp, lấy đũa bếp sơ qua – nồi cơm to, nhắm nhắc xuống để chắt nước được, đến lúc nhìn lên anh Sáu Tơi nghĩ thầm, bé bị dồn vào bí, phải gọi ba thơi Nó nhìn dáo dác lúc kêu lên: - Cơm sôi rồi, chắt nước dùm cái! – Nó lại nói trổng Tơi lên tiếng mở đường cho nó: - Cháu phải gọi “ba chắt nước giùm con”, phải nói Nó khơng để ý đến câu nói tơi, lại kêu lên: - Cơm sôi rồi, nhão bây giờ! Anh Sáu ngồi im Tơi dọa nó: - Cơm mà nhão, má cháu bị địn Sao cháu khơng gọi ba cháu Cháu nói tiếng “ba” không sao.” (Nguyễn Quang Sáng, Chiếc lược ngà, 1966) Although the writer uses word “dọa”, it contains a positive meaning The speaker (is older than the miss, relationship “chú-cháu) threat the miss: “Cơm mà nhão, má cháu bị đòn.” The addressee does not call “Daddy”, her father does not help her to cook rice The threat means that If rice is not good, the hearer will be punished (her mother will hit her) In this situation, the warning is also an encouragement “…Ơng lí gắt: - Tơi khơng lơi thơi Bà khơng lịng thế, tơi bắt đích danh bà Mặc kệ! Bà phó sợ hãi: - Khơng, lệnh ông chả phải nghe Là nói chuyện chứ.” (Nguyễn Cơng Hoan, Tinh thần thể dục, 1939) Following mandarin, villager mayor arrests the youth to watch football It was a ridiculous action of mandarins at that time While villagers have to earn their living, the mandarins ask them to watch football The speaker - a villager mayor who has the right to arrest villagers If the hearer does not agree, he will arrest her son Certainly, the addressee must agree with him to protect her son “…Thằng Dục lăm lăm súng lục: 28 - Đứa khỏi làng, bắt được, bắn chết chỗ.” (Nguyễn Trung Thành, Rừng xà nu, 1965) The speaker known as the betrayer of his country expressed disregardful attitude for the hearers - Xo Man villagers The invaders are very cruel and savage They are ready to kill the people who not obey them 2.4.1.2 From the Lower to the Higher a, “Mom and dad, be careful the tea is very hot.” (7) b, “Careful Mom, dad tea is hot.” (8) In both utterance, the speakers used vocative words “Mom”, “Dad” which represents high mark of veneration to the addressees The hearers may be daughters or sons “Brother, the seat is dirty.” The speaker used vocative “Brother” and after it, there is a simple sentence to express full information “Anh niên làng cổng gạch nhỏ, quay lại bảo tơi: - Ngõ đây, ơng Hồng - Cám ơn anh Lát sang nhà anh chơi Tôi vỗ vai anh bảo Tôi toan vào Anh vội ngăn lại: - Khoan Anh để em gọi cho anh nhà xích chó lại Con chó to lắm.” (Nam Cao, Đơi mắt, 1948) “…Cai lệ tát vào mặt chị đánh bốp, nhảy vào cạnh anh Dậu Chị Dậu nghiến hai hàm răng: - Mày trói chồng bà đi, bà cho mày xem!” (Ngô Tất Tố, Tắt đèn, 1939) This statement reflects the social status between the speaker – peasant and the hearer - dominant class The peasants were so exploited that they must sell their children to pay taxes They were led into deadlock Therefore, they acted against dominant class 29 2.4.2 Relationship between people of same social positions “Make sure that you will reach before 10 a.m we will be in deep trouble if we failed to make it, okey!”- The captain says to John (9) This utterance shows that the speaker used inimical threatening since he or she cautions the hearer by giving the negative ramification if the addressee does not respect the appointment It seems to be an important work that the captain does not want to miss The speaker hopes that the hearer will as she or he says “Susan is four years old and Daisy is three years old They are playing together Suddenly, Susan beats her friend Daisy shouts: - I’ll tell your father!” (15) Two people in above situation have same age The speaker and the hearer have close relationship They are friends “…Bà lão láng giềng lật đật chạy sang: - Bác trai chứ? - Cảm ơn cụ, nhà cháu tỉnh táo thường Nhưng xem ý lề bề lệt chừng mỏi mệt - Này, bảo bác có trốn đâu trốn Chứ nằm đấy, chốc họ vào thúc sưu, khơng có, họ lại đánh trói khổ Người ốm rề rề thế, lại phải trận địn, ni tháng cho hồn hồn - Vâng, cháu nghĩ cụ Nhưng để cháo nguội, cháu cho nhà cháu ăn lấy vài húp Nhịn sng từ sáng hơm qua tới cịn - Thế phải giục anh ăn mau đi, người ta sửa kéo vào đấy!” (Ngô Tất Tố, Tắt đèn, 1939) Two participants in this context are the same social position Both are peasants The speaker identified with the hearer She cautioned the addressee that the dominant class would come “…Thấy Tấm bắt giỏ đầy, Cám bảo chị: - Chị Tấm ơi, chị Tấm! Đầu chị lấm, chị hụp cho sâu, kẻo mẹ mắng.” (Nguyễn Đổng Chi, Kho tàng truyện cổ tích Việt Nam, tập 4, 1975) 30 Both the speaker and the hearer were doing the same The speaker is the hearer’s half-sister on her father’s side The speaker was jealous of the addressee’s success She gave a warning in order to cheat the hearer In this situation, warning was not used to warn It was used to cheat someone out of something The portions that relationships between the speakers and the hearers expressed in warnings and threats are shown in the following chart: 80.00% 74.07% 70.00% 60.00% 51.85% 50.00% 37.04% 40.00% English 30.00% 11.11% 7.41% 10.00% 0.00% Vietnamese 18.52% 20.00% From Higher to Lower From Lower to Higher Equal English 37.04% 11.11% 51.85% Vietnamese 18.52% 7.41% 74.07% Chart 3: Comparison of warnings and threats in relationship between the speakers and the hearers in English and Vietnamese 2.5 Summary In this chapter, the uses of warnings and threats forms and discussion have been presented In the next chapter, we will give out the similarities, differences between warnings and threats in English and Vietnamese, and some applications for language teaching and learning 31 CHAPTER 3: FINDINGS 3.1 Similarities between warnings and threats in English and Vietnamese Vietnamese, English, together with other languages all over the world are all effective means of interaction and communication However, in different languages, the act of warning and threatening is presented differently; that is not to say that English and Vietnamese belong to two different language families In fact, after the analysis above, a few similarities can be withdrawn Firstly, most of warnings and threats in English and in Vietnamese contain the reasons why need to warn or threaten E.g: - “Chơng đấy, có chơng đấy, trước đâu, theo tui ! ” (Nguyễn Trung Thành, Rừng xà nu, 1965) - “Nghe nói bảo có lệnh đuổi hết người làng chợ Dầu khỏi vùng không cho nữa.” (Kim Lân, Làng, 1946) - “Careful Mom, dad tea is hot.” - “I warn you there is a bull coming toward you.” Secondly, lexical meaning of warnings and threat in both Vietnamese and English have the similarities with conditional sentence It can be easy to find a warning or a threat in English that is quite equivalent to one in Vietnamese in meaning as well as construction Let’s observe some examples: - “If you cross that line, I’ll shoot you!” - “If you late again tomorrow, not bother to come to work again next week.” - “Bà khơng lịng thế, tơi bắt đích danh bà.” (Nguyễn Công Hoan, Tinh thần thể dục, 1939) - “Lấy tranh chồng chị Chị khoét mắt ra.” (Nguyễn Đổng Chi, Kho tàng truyện cổ tích Việt Nam, tập 4, 1975) Thirstly, warnings and threats in English and Vietnamese can be identified by intonation to highlight themselves 32 E.g: - “Hoa, Lan tàu hỏa đến!” (Theo Tô Phương) - “Watch out, the ground is slippery!” Besides, form of warnings in English and Vietnamese is also a simple sentence E.g: - “Con chó to lắm.” (Nam Cao, Đôi mắt, 1948) - “I’ll tell your father!” Finally, in both English and Vietnamese, some warnings and threats begin with the base form of a verb and the implied subject you is said to be "understood" (or elliptical) Let’s consider these examples: - “Bỏ mộng cầm giáo mác đi, nghe không!” (Nguyễn Trung Thành, Rừng xà nu, 1965) - “Đi chớ, tối rồi!” (Nguyễn Trung Thành, Rừng xà nu, 1965) - “Watch out, there is a puddle!” - “Make sure that you will reach before 10 a.m we will be in deep trouble if we failed to make it, okey!” 3.2 Differences between warnings and threats in English and in Vietnamese While English and Vietnamese warnings and threats share a lot of similarities, there are some differences to be found These differences, themselves become the barrier to Vietnamese learners who study English as a second language Here are some typical differences Firstly, Vietnamese warnings and threats in form of conditional sentences is different from them in English Vietnamese warnings and threats not contain the word “nếu” having the same meaning with “If” in English E.g: - “If you cross that line, I’ll shoot you!” - “If you that again, I’ll have the police take you away.” - “Cơm mà nhão, má cháu bị đòn.” (Nguyễn Quang Sáng, Chiếc lược ngà, 1966) - “Ăn hạt tao đánh chết.” 33 (Nguyễn Đổng Chi, Kho tàng truyện cổ tích Việt Nam, tập 4, 1975) Finally, the common words used in Vietnamese warnings and threats are different from ones in English: “Hey” in English and “thì”, “đó”, “về”, “kẻo” in Vietnamese - “Hey, student not go over there it’s danger.” - “Ai ni cộng sản coi đó!” - “Nó giết anh Xút, bà Nhan đó.” - “Cơm mà nhão, má cháu bị địn.” - “Thế phải giục anh ăn mau đi, người ta sửa kéo vào đấy!” 3.3 Applications for language teaching and learning Due to many differences between two languages in the structures of warnings and threats, the author gives some applications to help the people who teach and learn English Giving students help with understanding commands might be important as well Considering the variety of forms that are used to warn and threaten, it is not surprising that nonnative speakers struggle to understand them English teachers must grasp these interlingual difficulties, sympathizing with their students so that they can help Vietnamese students make progress in English learning Firstly, at the risk of redundancy, teachers are supposed to help students acknowledge the variety forms and the functions of warnings threats One utterance can be a warning or a threat Because of dependent on context and words used in the utterances, students must grasp context and know meaning of words Secondly, teachers should create specific situations to help students to recognize whether it is a warning or a threat Thirdly, the task of learning warnings and threats can be made more fun and less stressful by using role-play For role-play, students can be given some situations in which they have to give a warning or a threat Their teachers will accept only when the content of the warning or the threat is reasonable and the structure of the sentence together with the speaker’s intonation is appropriate for the context Otherwise, they will refuse Thanks to the activity, students practice the forms, meaning and intonation 34 of warnings and threats Then they relate the English warnings and threats used in these situations to Vietnamese ones used in similar situations in real life, discovering the similarities and differences between them As a result, confusion between two languages and negative transfer are avoided later on when they actually speak or write in English in real life 35 PART C: CONCLUSION Recapitulation In both English and Vietnamese, warnings and threats are speech acts that can threaten and put the hearer in difficult situations That is the reason why the speaker must give the warnings and threats suitably with specific contexts In daily communication, we usually must warn or threaten somebody in order to reach any purpose Warning is an act of collaboration where the speaker alerts the adressee to be on guard against potential danger and threat is act of aggressive The thesis has first dealt with some theoretical backgrounds about conversational implicature, speech acts, context, words, phrases, sentences and utterances Then, in chapter II, the author presents the warnings and threats in English and Vietnamese with specific examples Finally, chapter III is some findings based on chapter II Because of the limitation of time and knowledge, this paper has explored some very basic points in comparing and contrasting Vietnamese and English threats and warnings However, I hope that through my study, teachers and students of English have some ideas on how necessary and beneficial the awareness of the interrelation of English and Vietnamese over the matter of warnings and threats Suggestions for further study As some example that the author anlyzed in chapter II, this study only mentions warnings and threats in both English and Vietnamese Warning and threats are dependent on Commissives – one of five types of general functions performed by speech acts Because of limitations and requirements, the study can not include all Commissives such as promises, refusals and pledges We, therefore, have some suggestions for further studies: - Studies on promises, refusals and pledges in English and Vietnamese - Studies on similarities and differences between promises, refusals and pledges in English and Vietnamese 36 Besides, the English students should be approached more exercises and specific situations to help them make a more practical study They should study realistic situations in order to give suitable warnings and threats The author hopes that English students will create successful studies with some suggestions above 37 LIST OF EXAMPLES A In English - http://www.scribd.com/doc/34834158/Speech-act-of-warning-Comparativestudy between-Jordanian-students-and-Malaysian-Studing-at-UKM (1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14) - http://aclweb.org/anthology-new/C/C90/C90-3065.pdf (15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 28) - http://www.tienganh.com.vn/archive/index.php/f-93.html (25, 26, 27) B In Vietnamese - Mai, H N & Mạnh, N Đ (2000) Văn học 12, tập Hà Nội: Nhà xuất Giáo dục (1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14) - Luận, P T (2006) Ngữ văn 10, tập Hà Nội: Nhà xuất Giáo dục (23, 24, 25) - Luận, P T (2011) Ngữ văn 11, tập Hà Nội: Nhà xuất Giáo dục Việt Nam (22) - Phi, N K (2009) Ngữ văn 8, tập Hà Nội: Nhà xuất Giáo dục (17, 18, 19, 20, 26) - Phi, N K (2011) Ngữ văn 9, tập Hà Nội: Nhà xuất Giáo dục Việt Nam (16) - Tiếng việt 5, tập hai (2007) Hà Nội : Nhà xuất Giáo dục (21) - Văn học 9, tập hai (2001) Nhà xuất Giáo Dục (15) REFERENCES Books Austin, J L (1962) How to Do Things With Words London: Oxford University Press Austin, J L (1975) How to Do Things With Words, 2nd ed Harvard University Press Berckmans, P R (1998) Communication and cognition Retrieved April 2, 2012 from http://www.mendeley.com/research/recent-work-performative-hypothesis/ Brown, P & Levinson, S C (1987) Politeness: Some universals in language usage Cambridge: Cambridge University Press Crystal, D (1980) Introduction to language pathology London: Edward Arnold Ltd Châu, D H (2001) Cơ sở ngữ dụng học, tập Hà Nội: NXB Giáo dục Hartmann, R.R.K., & Stork, F C (1972) Dictionary of language and linguistics London: Applied Science Liên, D T K (1999) Ngữ Nghĩa Lời Hội Thoại Hà Nội: Nhà xuất Giáo dục Phiến, H T (1980) Ngữ pháp tiếng Việt – Câu Hà Nội: Nxb ĐH&THCN Quirk, R and Greenbeum, S (1973) A university Grammar of English England: Longman Group (FE) Ltd Richards, J C (1993) Longman Dictionary of language teaching and appied linguistics Singapore: Longman Searle, J (1969) Speech acts: An essay in the philosophy of language England: Cambridge University Press Searle, J and Vanderveken, D (1985) Foundations of illocutionary logic England: Cambridge University Thomson, A J & Martinet A V (1986) A Practical English Grammar England: Oxford University Press Turnbull, W (2003) Language in Action: Psychological Models of Conversation Psychology Press Yule, G (1996) Pragmatics England: Oxford University press Nguyễn Thị Hồng Anh (2010) A contrastive analysis of request in English and Vietnamese Graduation thesis Field: Linguistics Vinh University Lê Tuấn Anh (2004) Refusing an invitation in English and some contrasts with that in Vietnamese Graduation thesis Field: Linguistics Vinh University Phạm Thị Thùy Dung (2010) A study on pre-sequence in invitation in English and Vietnamese Graduation thesis Field: Linguistics Vinh University Nguyễn Thị Phương Thanh (2008) A contrastive analysis of commands in English and Vietnamese Graduation thesis Field: Linguistics Vinh University Websites http://www.scribd.com/doc/34834158/Speech-act-of-warning-Comparative-study between-Jordanian-students-and-Malaysian-Studing-at-UKM http://aclweb.org/anthology- new/C/C90/C90-3065.pdf http://www.tienganh.com.vn/archive/index.php/f-93.html http://www.glottopedia.de/index.php/Illocutionary_force http://www.thefreedictionary.com/context http://www.paggu.com/personality-development/what-is-politeness/ http://logos.uoregon.edu/explore/socioling/politeness.html http://wiki.answers.com/Q/What_is_Context http://grammar.about.com/od/pq/g/Politeness-Strategies.htm http://en.wikipedia.org/wiki/Politeness http://ccat.sas.upenn.edu/~haroldfs/dravling/illocutionary.html http://www.indiana.edu/~gasser/L503/pragmatics.html http://data.ulis.vnu.edu.vn/jspui/bitstream/123456789/1924/1/Luan%20Van.pdf http://www.coli.uni-saarland.de/courses/pragmatics-07/Slides/PD.07.3.SpeechActs.pdf ... CHAPTER 2: WARNINGS AND THREATS IN ENGLISH AND VIETNAMESE 2.1 Form of warnings and threats in English and Vietnamese Warning and threatening are kinds of speech acts The utterances of warning or... declarative form in English and Vietnamese 2.1.3 Warnings and threats in form of conditional sentences Warnings and threats in this form contain the word “if” in Engish and in Vietnamese may or... in English and Vietnamese, and some applications for language teaching and learning 31 CHAPTER 3: FINDINGS 3.1 Similarities between warnings and threats in English and Vietnamese Vietnamese, English,