Indirect requests in conversations a contrastive analysis of english and vietnamse = lời thỉnh cầu gián tiếp trong hội thoại phân tích đối chiếu tiếng anh và tiếng việt

VINH UNIVERSITY FOREIGN LANGUAGE DEPARTMENT  - PHAN THỊ THUỶ INDIRECT REQUESTS IN CONVERSATIONS- A CONTRASTIVE ANALYSIS OF ENGLISH AND VIETNAMESE (LỜI THỈNH CẦU GIÁN TIẾP TRONG HỘI THOẠI- PHÂN TÍCH ĐỐI CHIẾU TIẾNG ANH VÀ TIẾNG VIỆT) GRADUATION THESIS Field: Contrastive Analysis VINH-2008 VINH UNIVERSITY FOREIGN LANGUAGE DEPARTMENT  - GRADUATION THESIS INDIRECT REQUESTS IN CONVERSATIONS- A CONTRASTIVE ANALYSIS OF ENGLISH AND VIETNAMESE (LỜI THỈNH CẦU GIÁN TIẾP TRONG HỘI THOẠI- PHÂN TÍCH ĐỐI CHIẾU TIẾNG ANH VÀ TIẾNG VIỆT) Field: Contrastive Analysis Supervisor: Ph.D.Ngơ Đình Phương Student : Phan Thị Thuỷ Class : 45B1 VINH-2008 TABLE OF CONTENTS ACKNOWLEDGEMENTS TABLE OF CONTENTS PART A- INTRODUCTION Reasons for the study Aims of the study Scopes of the study Methods of the study Design of the study PART B- DEVELOPMENT CHAPTER 1- THEORETICAL BACKGROUND 1.1 Communication 1.1.1 Communication 1.1.2 Communicative competence 1.2 Language 1.2.1 Language 1.2.2 Language functions 1.3 Conversation 1.3.1 Conversation 1.3.2 Context 1.4 Speech Act 1.5 Face, Politeness and Indirectness 1.5.1 Face 1.5.2 Politeness 11 1.5.3 Indirectness 12 CHAPTER 2- INDIRECT REQUESTS IN CONVERSATIONS- A 14 CONTRASTIVE ANALYSIS OF ENGLISH AND VIETNAMESE 2.1 Request as a speech act 14 2.2 Indirectness- Politeness in requesting 16 2.3 Degrees of indirect requests 17 2.4 Factors affecting indirectness 20 2.5 Indirect requests’ strategies in conversations 22 2.6 Similarities and differences of indirect requests in English and Vietnamese 25 conversations 2.6.1 Similarities 26 2.6.2 Differences 29 2.6.2.1 Usage of address forms 29 2.6.2.2 Usage of folk poetry, proverb and idiom 31 CHAPTER 3- SURVEY’S RESULTS AND DISCUSSIONS 34 3.1 Objectives 34 3.2 Participants 34 3.3 Survey’s results and discussions 34 3.4 Suggestive activities 51 PART C- CONCLUSION 55 Summary 55 Concluding remarks 56 Suggestions for further study 56 REFERENCES 57 APPENDIX 59 ACKNOWLEDGEMENTS There are several people who deserve a lot of credit for their various contributions to the current shape of this thesis First and foremost, I would like to express my deepest gratitude to Ph.D Ngơ Đình Phương, my supervisor, who introduced me to this topic: “Indirect requests in conversations- a contrastive analysis of English and Vietnamese” and helped me very much to this study If not for his valuable and insightful guidance, comments, and criticism, my thesis would not have been completed I am greatly indebted to my teachers in the Faculty of Foreign Languages, especially M.A Trần Bá Tiến, M.A Phan Thị Vân Hương, M.A Lê Thị Thuý Hà, M.A Trần Ngọc Yến, Miss Anne Edmunds and Miss Sandy Gannon for their kind advice and useful materials concerning my thesis I also take this opportunity to express my special thanks to the students from Foreign Language Department and the teachers and students from Literature Department of Vinh University for their willingness to answer my questionnaires Finally, I am immensely grateful to my family and my friends who gave me a constant source of love, encouragement and understanding Vinh, May 2008 Phan Thị Thuỷ PART A- INTRODUCTION Reasons for the study Nowadays, in a developing society, contact and exchange information are the essential needs They play a crucial part in our daily life, in all aspects from economy, politics, and culture to education, science, technology, etc To accomplish these needs, people need to communicate with each other Communication, therefore, is considered a critical issue in all fields of human interaction However, there are many problems arisen during communication between people from different languages, different countries as well as different cultures, especially in relation to the level of directness and indirectness of a speech act As a result, it needs the awareness of the cultural participant’s background knowledge in order to understand and interpret another person’s actions, or in other words, to communicate successfully and appropriately Additionally, in daily conversations, people often use request as a useful means to reach what they desire via their co-participant’s action Request plays an important role in social and business communication; it varies in types of expressing and in its implicatures Request, based on a cross- cultural study, is considered one of the most typical features of sensitive illocutionary acts in English and Vietnamese Therefore, how to make a request polite in order to preserve and maintain good social relationship between the speakers of one or more cultures, to keep the conversation going on and especially to have the interactants willingly done what the speaker wants is a big question This is a strategy that is different between languages, between cultures For example: in English, to know the way to the post-office, you can give requests such as: (1) Tell me the way to the post-office? (2) Where is the post-office? (3) I’d like to ask you the way to the post-office? (4) I really need you tell me the way to the post-office, please! (5) Would you mind telling me the way to the post-office? (6) May I ask you the way to the post-office? (7) I was wondering if you tell me how to get to the post-office (8) Please tell me how to get to the post-office (9) Well, I’m not sure how to get to the post-office I need to be there at 4p.m In Vietnamese, with the same need, you can make requests like: (1) Đường đến bưu điện nào? (2) Này có biết đường đến bưu điện khơng? (3) Bạn có biết đến bưu điện đường khơng? (4) Cậu cho biết đường đến bưu điện khơng? Mình cần đến (5) Xin chị cho biết đường đến bưu điện? (6) Bưu điện đâu em nhỉ? (7) Làm ơn cho chị hỏi theo đường tới bưu điện khơng? (8) Cháu xin phép hỏi bác có biết đường đến bưu điện không ạ? (9) Tớ đường tới bưu điện Tớ cần gửi điện hoa It has been observed that many Vietnamese learners of English often tend to translate whatever ideas they want to express into the target language without awareness of cross-cultural differences, which lead to the communication breakdown It is easy to understand this problem when we look at the fact that during the process of learning English, Vietnamese learners focus mainly on grammatical rules of the target language Therefore, as a result, they often find it hard to communicate with the English native speakers and the foreigners who speak English In the hope of understanding more about language, the culture in general and the strategies in giving indirect requests in particular as well as finding the similarities and differences between these strategies in English and Vietnamese, we would like to take this study to help Vietnamese learners to avoid, or at least, reduce cultural conflicts, to master these strategies in daily conversations in giving indirect requests in cross-cultural communication appropriately and effectively In this study, we also wish to suggest some practicing activities in requesting Aims of the study The aims of this study are:  To understand more about the ways of giving indirect requests in English and Vietnamese  To compare and contrast the range of indirect requests in the two languages in order to clarify the similarities and differences in the ways Vietnamese and English- speaking people give an indirect request in their own language and culture  To contribute to the promotion of awareness of cross-cultural similarities and differences in cross-cultural communication in requesting in the two languages Scopes of the study  The study is confined to the strategies of giving indirect requests in conversations, only in written form  The study tries to find the answer to the following research question: “What are the similarities and differences between the strategies of giving indirect requests in English and Vietnamese conversations?” Methods of the study  The study refers to both home and foreign publications to set up the theoretical background  The main method of the study is contrastive  The considerations, remarks, comments as well as conclusions in the study are based largely on the analysis of the data with due reference to publication Design of the study The thesis includes three main parts: Part A- Introduction This part is divided into: the reasons, aims, scopes, methods and design of the study Part B- Development: is the main and focused one of the study This part refers to three chapters: Chapter 1: Theoretical background Chapter 2: Indirect requests in conversations- a contrastive analysis of English and Vietnamese Chapter 3: Survey’s results and discussions Part C- Conclusion: gives the brief summary the main results of the study as well as some suggestions for further research PART B- DEVELOPMENT CHAPTER 1- THEORETICAL BACKGROUND In this first chapter, our aim is to present the basic theory which the study uses, called the theoretical background It is divided into five sections: the first section introduces the notion of communication and communicative competence; next is language and its functions; following this, conversation along with the role of context are mentioned in sections 1.2 and 1.3 respectively Before ending this chapter, in section 1.4, speech act is viewed Finally, face, politeness and indirectness are presented in section 1.5 1.1 Communication Everyday, people communicate with each other for many purposes: to transmit information, to share ideas, thoughts, opinions, etc It has become a fundamental and essential part of our lives, but how to define it satisfactorily is taken under the consideration 1.1.1 What is communication? Many linguists and others have proposed their own concept of communication Phan Thị Vân Quyên (2001: 1) proposes: “communication is a transactional process of creating and sharing meaning (through verbal and non-verbal behavior) between two or more persons However, communication is not merely an exchange of information An important function of communication is to keep a particular society going Individuals co-operate with one another to sustain reality and they use language as one of the means to so” Fiske (1990: 2) suggests: “Communication is social interaction through messages” In short, communication is a linguistic term for the social interaction between more than one person to form and maintain the relationship to each other as well as to exchange the information 1.1.2 Communicative competence D.Hymes, Wardhaugh and other authors proposed their opinions on the term communicative competence (CC) Among them, D.Hymes was the first one who introduced the concept of CC “He argued that the ability to speak competently not only entails knowing the grammar of a language, but also knowing what to say to whom, when, and in what circumstances” (Hymes, 1972, quoted in C.Scarcella & L.Oxford, 1992: 68) It means that communication is not governed by fixed linguistic rules In other words, linguistic competence is not the only element responsible for communication Rather, an interaction is perceivable between linguistic knowledge and society J.Richards et.al suggest: “the ability not only to apply the grammatical rule of a language in order to form grammatically correct sentences but also to know when and where to use these sentences and to whom” (Longman Dictionary of Applied Linguistics, 1985: 49) In conclusion, there are different definitions of CC among linguists and others However, CC can be understood as the knowing language’s phonology, syntax, semantics, and lexis and the ability to make use of this knowledge appropriately in particular social settings In other words, CC is the skill of producing sentences with accurate grammar and the skill of using these utterances suitably with awareness of cultural and social knowledge Therefore, CC plays an important role in communication between people from different cultures, different languages 1.2 Language 1.2.1 What is language? Language used everyday, is the means of human communication that helps to distinguish people and animals It is used in everyday life to get another person to understand the speaker’s thoughts and feelings, to define their relationship to each other, to identify themselves as part of a social group and to establish the kind of speech event they are in, etc “What is language?” This question is difficult to answer exactly and unifiably In “The Oxford Companion to the English Language” (1996: 523), language is considered “a human system of communication and is in the shape of writing, print, and physical signs” It means language is a special way to serve the main purpose of communication However, H.Jackson and P.Stockwell (1996: 1) have the different concept of language: Language refers to general faculty, which enables human beings to engage in the verbal exchange of information The exchange may take place by means of speech, writing, signing or Braille” 1.2.2 Language functions Halliday (1970) discusses language with three basic functions: ideational (speaker’s or writer’s experience of the real world), interpersonal (social relationship between people), and textual (written or spoken texts in the particular circumstance); Jakobson 10 Your watch has stopped Your suitcase is very heavy; you can’t lift it by yourself You don’t understand the word “appropriate”… Step2: Cards with the role: I am your Boss I am your Assistant I am an elderly stranger I am your headmaster… Step 3: Students, for example, A can be a Boss; A and B sit and talk to each other, using indirect requests’ strategies to ask things in the list Step 4: The teacher can call at random, for example, A and B stand in front of the class and play their roles From this, the teacher can observe and after they finish, he/ she can help them to see their mistakes i.e to not make them again Comments: In this activity, students practised in different social status and situation, therefore, they can know further about the nature of indirect requests Moreover, when working in pairs, they can help each other to distinguish mistakes and may correct themselves or else the teacher will help them to so in the fouth step Activity 2: Going around and making requests Step 1: The teacher gives the list of the requestive things Step 2: The teacher gives handouts Each student has one like the following: Suggestory Query formulae questions Strong hints Mild hints A B C D … Step 3: Each student goes around asking and also making requests in return based on the list of the requestive things Then both of them have to write down all the utterances and put them in the suitable column Step 4: The teacher asks students to submit their reports 57 Comments: With this activity, the teacher can help students to remember the degrees of indirect requests as well as their strategies However, to avoid the boringness, the teacher should give some interesting things and various situations to get the students’ attention i.e to encourage them to practise what they have learnt about this special kind of speech act During the activity, the teacher is suggested to manage the class in order to have the best results and especially, to avoid chaos as well Activity 3: Find appropriate ways to continue the beginnings: Step 1: Students work in small groups of or Step 2: The teacher gives each group a card that some beginnings are written Each member in a group has to make the requests that begin with, for example: a Can you…? b I wonder whether you c Could you possibly ? d I'm afraid I e I was wondering f Would you mind ? g Is it all right if ? h Would you like ? i Excuse me, could you perhaps…? j I'm sorry Each group has a secretary to write all the utterances Step 3: The teacher calls some representatives to report and speak it out After all, teacher gives his/ her feedbacks Comments: Using this activity in combination with the above activities, teacher can examine whether students understand the lesson that they have learnt about the indirect requests and their usages in daily conversations It also helps to improve the students’ skills of speaking as well Activity 4: Dealing with the specific situations Step 1: Students work in pairs 58 Step 2: The teacher gives each pair one hand out situation Students deal with the given situation together When finishing, they exchange the situation for other pairs and the same task The teacher goes around and observes their work Step 3: The teacher gives comments and suggestions if necessary For example: Step 1: Students work in pairs; pair 1: A and B, pair 2: C and D, etc for instance Step 2: The teacher gives each pair one hand out: pair 1: situation 1, pair 2: situation 2, etc Situation 1: You are staying at a hotel You have just come out of the bathroom and found that all your money, documents, clothes and belongings have been stolen All the hotel staff seems to be off duty It is six o’clock in the morning and your plane to London leaves at nine- you must be on that plane Try to get the guest(s) in the next room to agree to help you Before you begin, make some notes of the proplems you have to solve For example: you have lost your passport and airline ticket… you are a funny size and the other guests’ clothes won’t fit you… this means that you can’t leave your room (Activity 93, Functions of English- Leo Jones- Cambridge Uni Press1981: 118) Situation 2: … Step 3: The teacher gives the feedbacks and some suggestive ways to deal with each situation Comments: This activity used can motivate the creation of students when deal with several situations, therefore, it can be very helpful in applying the day- to- day interactions The teacher has also to observe and manage the class during the activity taken place In summary, because an indirect request is very difficult to interpret its meaning and also to use it appropriately in everyday conversations, therefore, the teacher can design the activities in the various types which are suitable to improve the four basic skills: listening, speaking, reading, and writing Those activities can also help students to apply in reality, especially, when communicate with the native speakers confidently 59 PART C- CONCLUSION Part C includes three sections: section is designed to present briefly what we have introduced and analyzed in part B- the summary Then we would like to give some concluding remarks Last but not least, section presents some suggestions for further study Summary In day- to- day conversations, when we want other people to or not to something we use a kind of speech acts called request In other words, it is when a speaker conveys to a listener that he or she wishes the listener to perform a given activity The usage of different request forms is motivated by different factors, such as desire to be understood and desire to be polite Therefore, effective speakers use their knowledge of language forms, functions, and contexts in order to achieve their goals for the interaction Using indirect requests allows for the most options, the most polite forms of speech, and the highest chance of compliance However, to use it most effectively, it is necessary for us to know the nature of indirect requests, degrees of indirect requests, factors affecting indirectness, and indirect requests’ strategies that are analyzed in sections 2.1, 2.3, 2.4, and 2.5 respectively in Chapter In section 2.6 we can see some similarities as well as differences of indirect requests between English and Vietnamese conversations: section 2.6.1 presents the similarities meanwhile section 2.6.2 analyzes the differences In chapter 3, the data collected from the survey questionnaire has been analyzed It’s been reflected in the results in section 3.1 that both English and Vietnamese students and teachers make confusion because they cannot distinguish the nature of the indirect requests and therefore, they need to have some knowledge of this topic and practise much more in order to achieve the success in both learning and in every conversations, especially, in cross- cultural communication as well It has been presented in section 3.2 and then section 3.3 is in accordance with some suggestive activities To summarize, through these chapters we can provide the deep knowledge of indirect request, affecting factors as well as their strategies From these, we can choose the best way to use in the suitable situation, especially, in cross- cultural communication 60 Concluding remarks The study has found out the answer to the research question: “What are the similarities and differences between the strategies of giving indirect requests in English and Vietnamese conversations?”  Both in English and in Vietnamese share the similarities in the usage of an interrogative form, politeness markers, and lexical modal markers  There are some differences in the usage of address forms and the usage of folk verses, proverbs and idioms Suggestions for further study In this study, we only pay attention to the indirect requests using in daily conversations, but we would like to study this topic in a scale of a novel or in a soap film if we have a chance to take a further study Moreover, we can this topic in the aspect of requests using in family In addition, internal modifications can also be the interesting topic for another study When taking the survey questionnaire both in English and Vietnamese i.e we would like to have the best result because an indirect request can be affected by many factors but it differs according to the different settings, different cultures However, we can take this survey only in English for the Vietnamese students those who have been studying English as the major subject; therefore, they can show the similarities as well as the differences of indirect requests between the two languages Instead of indirect requests, we can direct ones between English and Vietnamese conversations As mentioned in the previous chapter, politeness is not absolutely determined by indirectness It means that some direct requests may be more polite than the indirect ones and vice versa Further, we can take both direct and indirect requests to study in order to have the overall understand of their natures, therefore, we can apply usefully in everyday interactions 61 REFERENCES In English: Yule G (1996) Pragmatics Oxford University Press Jame C (1980) Contrastive Analysis Longman Locastro V (2003) An Introduction to Pragmatics The University of Michigan Press Brown & Yule (1989) Discourse Analysis Cambridge University Press Thompson N (2003) Communication and Language Palgrave Macmillan Blumkulka S & Olshtain E (1984) Requests and Apologies: a Cross- Cultural Study of Speech Acts Realization Patterns (CCSSARP) Applied Linguistics, vol.5No.3 Blumkulka S (1987) Indirectness and Politeness in Requests: Same or Different? Journal of Pragmatics II- 1987- North Holland Blumkulka S, Julian, House & Kasper G (1989) Cross- Cultural Pragmatics: Requests and Apologies Norwood, New Jersey, Ablex Publishing Corperation Richards J, Platt J & Webber H (1990) Longman Dictionary of Applied Linguistics Longman 10 Naunton J (1994) Think First Certificate Longman 11 C.Scarcella R & L.Oxford R (1992) The Tapestry of Language Learning Heinle & Heinle Publishers 12 Jackson H & Stockwell P (1996) Investigating English Language- Nature and Function of Language Stanley Thrones Publishers Ltd 13 Brown P & Levinson S (1987) Politeness: Some Universals in language Usage CUP 14 Grisham J (1996) The Runaway Jury Longman 15 Hartley B & Viney P (1994) Streamline English Departures Longman 16 Garton J (Eds) (1997) BBC Beginners’ English Longman 17 Jones L (1981) Functions of English CUP 18 Richards (Eds) (1995) New Person to Person: Communicative Spealing amd Listening Skills Longman 19 O’neill R (Eds) (1997) Kernel Lessons- intermediate Longman 20 Wilson W & Barnard R (1990) Fifty- Fifty Prentice Hall Regents 62 In Vietnamese: Đỗ Thị Kim Liên (1999) Ngữ nghĩa lời hội thoại NXB Giáo dục Nguyễn Quang (2004) Một số vấn đề giao tiếp nội văn hoá giao văn hoá NXB Đại học Quốc gia Hà Nội Nguyễn Quang (2001) Một số vấn đề giao tiếp giao tiếp văn hoá NXB Đại học Quốc gia Hà Nội Chu Lai (1999) Vòng tròn bội bạc NXB Văn Học Nam Cao (2005) Tuyển tập truyện ngắn chọn lọc NXBVHTT Http: //www.khoahoc.net/ baivo/ tranngocdung/ 180506- thanhngutiengviet.htm Retrieved on December 27th, 2007 Http: //www.google.com Retrieved on December 27th, 2007 63 APPENDIX SURVEY QUESTIONNAIRE This survey questionnaire is designed for my research into “Indirect requests in conversations- a contrastive analysis of English and Vietnamese” Your assistance in completing the following items is highly appreciated You can be confident that this questionnaire is for research purpose only, and that you will not be identified in any discussion of the data - Acquisition of English (Excellent, Good, Fair, Poor): ……………………………… Question 1: Which way would you prefer to request a person to or not to what you want? □A Directly (such as: “Open the door!” “Tell me the way to the city centre, etc.”) □B Indirectly (such as: “Could you close the door, please?”) □C Both A and B Why? (Please explain)………………………………………………………… ……… ……………………………………………………………………………………….…… ……………………………………………………………………………………….…… ……………………………………………………………………………………… … ………………………………………………………………………………………….… ……………………………………………………………………………………….…… Question 2: Do you think indirect request can be divided into different degrees? □A Yes □B No If you choose A, please tick (v) in the column you choose for each statement Conventionally indirect request A1 Suggestory formulae B1 Query preparatory (Ask about ability, knowledge, willingness, permission, etc.) Non- conventionally indirect request A2 Strong hints B2 Mild hints 64 Utterances A1 B1 A2 B2 Do you know where the city centre is? Would you mind if I had a week off? How about cleaning up? You have left the kitchen in a right mess Could you clean up the kitchen, please? Would it be possible to have an extension for this assignment? It’s cold here Question 3: Which factors you consider when you give an indirect request? (Please put in order of importance: 19 (1= most importance)) □A Age □B Social status □C Gender □D Marital status □E Qualification □F Material life □G Situation (formal, neutral, informal) □H Emotion (happy, sad…) □I Other (……………… ) Question 4: Which indirect strategy types in requesting you prefer to use? (Please put in order of level: 15 (1= highest level)) □A Ability □B Feasibility □C Willingness □D Permission □E Possibility Could you please give some examples for each type? ……………………………………………………………………………….…………… ……………………………………………………………………………………….…… …………………………………………………………………………………….……… ……………………………………………………………………………………….…… ……………………………………………………………………………………….…… 65 Question 5: How would you request indirectly a person when you want him/ her to open the window? - To younger sister/ brother: …………………………………………………………… - To elder sister/ brother: ………………………………………………………………… - To mother/ father: ……………………………………………………………………… - To spouse: ……………………………………………………………………………… - To son/ daughter: …………………………………………………………… ………… - To classmate: + Same sex: ………………………………………………………………… ……… + Opposite sex: ……………………………………………………………………… - To teacher: + Same sex: …………………………………………………………………….…… + Opposite sex: ……………………………………………………………………… - To student/ pupil: + Same sex: …………………………………………………………………….…… + Opposite sex: ……………………………………………………………………… Question 6: How would you request indirectly a person when you want him/ her to give you a lift? - To close friend: ………………………………………………………………………… - To someone you dislike: ……………………………………………………………… - To acquaintance: + Same age, same sex: ………………………………………………………….…… + Same age, opposite sex: …………………………………………………………… + Younger, same sex: ……………………………………………………………… + Younger, opposite sex: ……………………………………………………….…… + Older, same sex: …………………………………………………………………… + Older, opposite sex: ………………………………………………………….…… - To a stranger: + Younger, same sex: ……………………………………………………………… + Younger, opposite sex: ……………………………………………………….…… + Older, same sex: …………………………………………………………………… + Older, opposite sex: ………………………………………………………….…… 66 Question 7: When you request a person to or not to what you want; you think that politeness is determined by indirectness? □A Yes □B No (Please explain your choice and give some examples to illustrate?) …………………………………………………………………………….……………… …….….…………………………………………………………………….…………… …………….……………………………………………………………………………… ………………… ……………………………………………………………….……… Question 8: Please consider the following sentences then put a tick (v) in the most suitable column Utterances How about completing the Very Moderately Not very polite polite polite survey questionnaire, if you’re not so busy? Can you complete the survey questionnaire for me? Would you mind telling me the way to the city centre? May I ask you the way to the city centre? Well, I’m not sure how to get to the city centre; I need to be there at 10 Huong, I know that questionnaires are kind of a hassle, but this one is short and only takes minutes to fill out Could you sit down, please? Sit down, why don’t you? Could I get you to sit down? 10 Won’t you sit down? 11 Would you like to sit down? 12 Will you sit down? Thank you very much for your assistance! 67 SURVEY QUESTIONNAIRE (Bản điều tra) Tôi soạn điều tra nhằm phục vụ cho việc phân tích luận văn tốt nghiệp: “Lời thỉnh cầu gián tiếp hội thoại- phân tích đối chiếu tiếng Anh tiếng Việt.” Xin Quý vị vui lịng dành chút thời gian giúp tơi trả lời vào câu hỏi điều tra Xin khẳng định tơi khơng nêu danh tính Q vị trường hợp - Trình độ ngoại ngữ (Tiếng Anh)(Giỏi, Khá, Trung bình, Yếu): …………………… Câu hỏi 1: Quý vị thiên cách thức sau thỉnh cầu người khác làm không làm điều Quý vị muốn? □A Trực tiếp (ví dụ: “Mở cửa ra!” “Chỉ cho tớ đường đến trung tâm thành phố.”) □B Gián tiếp (ví dụ: “Chị làm ơn đóng cửa khơng?”) □C Cả A B Phiền Quý vị giải thích lý chọn: ……………………………………………………………………….…………………… …….……………………………………………………………………………………… …………………………………………………………………………….……………… …………………………………………………………………………….……………… …………………… Câu hỏi 2: Theo Quý vị lời thỉnh cầu gián tiếp chia mức độ khác khơng? □A Có □B Không Nếu Quý vị chọn A, phiền Quý vị vui lịng hồn thành bảng (bằng cách đánh dấu (v) vào ô chọn) Thỉnh cầu gián tiếp ước lệ: A1: Dạng thức gợi ý B1: Hỏi người nghe về: Khả năng, Ý muốn, Dự định, Xin phép Thỉnh cầu gián tiếp phi ước lệ: A2: Gợi ý mạnh (thẳng thừng) B2: Gợi ý nhẹ (bóng gió, xa xôi) 68 Phát ngôn A1 B1 A2 B2 Chị ơi, chị có biết trung tâm thành phố đâu không? Thủ trưởng không phiền em nghỉ làm tuần ạ? Dọn dẹp vệ sinh nhỉ? Con để bếp bừa bộn quá! Anh giúp em dọn vệ sinh nhà bếp khơng? Liệu gia hạn cho công việc không ạ? Ở lạnh thế! Câu hỏi 3: Quý vị cân nhắc nhân tố sau đưa lời thỉnh cầu gián tiếp? (Xin Quý vị xếp theo mức độ quan trọng: 9 (1:quan trọng nhấtt)) □A Tuổi □B Địa vị xã hội □C Giới tính □D Tình trạng nhân □E Phẩm chất □F Cuộc sống vật chất □G Tình (trang trọng, thân mật…) □H Trạng thái tâm lý (vui, buồn…) □I Các nhân tố khác (……………) Câu hỏi 4: Quý vị thiên việc sử dụng chiến lược gián tiếp thỉnh cầu? (Xin Quý vị xếp theo mức độ: 5 (1:mức độ cao nhất) ) □A Khả □B Khả thi □C Sẵn lịng □D Xin phép □E Có thể Q vị vui lịng lấy vài ví dụ cho trường hợp? ………………………………………………………………………….………………… …………………………………………………………………………………….……… ……………………………………………………………………………………….…… …………………………………………………………………………………….……… ………………………………………………………………………………….………… 69 Câu hỏi 5: Quý vị nhờ cách gián tiếp người sau mở cửa sổ nào? - Người em gái/ em trai Quý vị? - Người chị gái/ anh trai Quý vị? - Người bố/ mẹ Quý vị? - Người chồng/ vợ Quý vị? - Người trai/ gái Quý vị? - Người bạn học lớp Quý vị? + giới? + khác giới? - Người giáo viên Quý vị? + giới? + khác giới? - Người học sinh Quý vị? + giới? + khác giới? Câu hỏi 6: Quý vị hỏi cách gián tiếp người sau cho Quý vị nhờ xe nào? - Người bạn thân Quý vị? - Người người Q vị khơng thích? - Người người quen Quý vị? + tuổi, giới? + tuổi, khác giới? + tuổi hơn, giới? + tuổi hơn, khác giới? + nhiều tuổi hơn, giới? + nhiều tuổi hơn, khác giới? - Người người lạ? + tuổi hơn, giới? + tuổi hơn, khác giới? + nhiều tuổi hơn, giới? + nhiều tuổi hơn, khác giới? Câu hỏi 7: Trong lời thỉnh cầu, theo Quý vị phép lịch có định tính gián tiếp hay khơng? 70 □A Có □B Khơng Xin Q vị vui lịng giải thích cho số ví dụ để minh hoạ? …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… Câu hỏi 8: Xin Quý vị vui lịng hồn thành bảng sau đây: Phát ngơn Rất Lịch Khơng lịch bình lịch thường Nếu bác khơng q bận hồn thành điều tra giúp cháu nhé? Mày hồn thành điều tra cho tao khơng? Cô không phiền cho cháu đường tới trung tâm thành phố ạ? 4.Tơi hỏi anh đường tới trung tâm thành phố không? Ồ, chị rõ đường tới trung tâm thành phố lắm; chị cần có mặt lúc 10 Hương này, tớ biết điều tra phiền toái; điều tra ngắn phút để hồn thành thơi Chị vui lịng ngồi xuống khơng? Tại cháu khơng ngồi xuống? Em mời bác ngồi xuống chứ? 10 Cháu không ngồi xuống sao? 11 Mày có muốn ngồi xuống khơng vậy? 12 Em ngồi xuống chứ? Xin chân thành cảm ơn giúp đỡ Quý vị! 71 ... as differences of indirect requests in English and Vietnamese conversations From this, we can understand and apply them effectively in daily life as well as in teaching and learning English and. .. person has taken during a particular contact In general, people cooperate in maintaining “face” in interaction Basically, for Brown and Levinson, “face” is the individual’s public self- image and. ..VINH UNIVERSITY FOREIGN LANGUAGE DEPARTMENT  - GRADUATION THESIS INDIRECT REQUESTS IN CONVERSATIONS- A CONTRASTIVE ANALYSIS OF ENGLISH AND VIETNAMESE (LỜI THỈNH CẦU GIÁN TIẾP TRONG HỘI