MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF DANANG LÊ THỊ HẰNG AN INVESTIGATION INTO IMPLICATURES IN ROMEO AND JULIET BY WILLIAM SHAKESPEARE M.A THESIS IN THE ENGLISH LANGUAGE Danang - 2013 MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF DANANG LÊ THỊ HẰNG AN INVESTIGATION INTO IMPLICATURES IN ROMEO AND JULIET BY WILLIAM SHAKESPEARE Field Study : THE ENGLISH LANGUAGE Code : 60.22.15 M.A THESIS IN THE ENGLISH LANGUAGE Supervisor: ASSOC PROF DR PHAN VĂN HÒA Danang - 2013 -i- STATEMENT OF AUTHORSHIP Except where reference is made in the thesis, this thesis contains no material published elsewhere or extracted in whole, or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without acknowledgement in the thesis This thesis has not been submitted for award of any degree or diploma in any other tertiary institution Danang, April 2013 LÊ THỊ HẰNG -ii- ABSTRACT This study investigates conversational implicatures in the play Romeo and Juliet by William Shakespeare by identifying and analyzing utterances from conversations made by characters in the play The study was done within the scope of discourse analysis and pragmatics Conversational implicature (CI) was found out in the utterances in conversations made by characters in the play Then it was identified and analyzed to find out the types of CI, the frequency of CI and effect of CI Grice’s theory of CI is used as the basic of analysis of the study The utterances containing implicatures fall into two categories: generalized and particularized CI -iii- TABLE OF CONTENTS MINISTRY OF EDUCATION AND TRAINING .1 UNIVERSITY OF DANANG .1 MINISTRY OF EDUCATION AND TRAINING .2 UNIVERSITY OF DANANG .2 Model Table 1: The Analysis and Classification of Conversational Implicatures 25 Model table 2: Numbers and Percentages of Conversational Implicatures 25 Model Table 3: Numbers and Percentages of Conversational Implicatures Are Made by Characters 25 Model Table 4: Effects of Producing Conversational Implicatures .25 Table 4.1: Types of conversational implicatures 29 Table 4.2: Number and percentage on conversational implicatures by each type .29 Table 4.3: Effects of producing conversational implicatures 60 QUYẾT ĐỊNH VỀ VIỆC GIAO ĐỀ TÀI LUẬN VĂN (Bản sao) -iv- LIST OF ABBREVIATION CA CI GCI N No PCI +> % : : : : : : : : Conversational Analysis Conversational Implicature Generalized Conversational Implicature Number Cardinal number Particularized Conversational Implicature Implicate(s) Percentage -v- LIST OF TABLES Number Table 4.1 Table 4.2 Name of tables Types of conversational implicatures Number and percentage on conversational Table 4.3 implicatures by each type Effects of producing conversational implicatures Page 28 29 59 -1- Chapter INTRODUCTION 1.1 RATIONALE It cannot be denied that language plays a very important role in communication process People usually use language to inform, to express their ideas, and to build up their social relationship Therefore, language is an important thing for human beings to maintain their relationship as well as their life To communicate effectively the speaker has to use many ways instead of directly speaking Indeed, in daily communication people sometimes say indirectly, they even “beat about the bush” In conversation the speech symbols the speaker utters not only to refer to the subject of his discourse, but also carry with them quite other overtones of meaning In some circumstances, a speaker intends to communicate more than what is said, that something must be more than just what the words mean In the literature communication, following the work of Grice (1967), saying is generally contrasted with implying or implicating Every utterance is seen as communicating a variety of proposition, some explicitly, others implicitly Saying is seen as falling on the explicit side In order to discover what is said by an utterance, the hearer must decode the sense of the sentence uttered, and then disambiguate any ambiguous expression, and narrow down the interpretation of any over-vague expressions, all in the intended way Grice introduced the term “implicature” to refer to the intended implications of an utterance In implicature one says and communicates one thing but he or she communicates something else in addition It is an -2- additional meaning, called conversational implicature To illustrate, the following is the conversation between Peter and Mary Peter: Is John a good cook? Mary: He’s English Given the notorious reputation of English cooking, the most natural interpretation of Mary’s utterance is that she intended to supply the assumption that the English are bad cook, and to conclude that John is a bad cook [20, p.18] Actually, issues related to implicatures in general and conversational implicatures in particular have been in the focus of linguistic research for decades and the original theory of conversational implicatures has been modified and extended by Grice New theories have also been developed as possible solutions to problems arising around these linguistic notions Although conversational implicatures are one of the central topics in semantics and pragmatics, it seems that we know much more about them in theory than in practice Very little work that has been done looks at conversational implicatures in spoken language and even less work has been done on their occurrences in plays Lately, it is observed that Vietnamese learners of English, on making conversations in the target language, often pay little attention to specific context, have improper or even odd reply to native speakers and then fail in communicating with others Recognizing conversational implicatures exactly and responding felicitously can be regarded as language learners’ pragmatic competence Obviously, understanding conversational implicatures plays a very important role in communication Especially, understanding conversational implicatures in plays seems to be a hard work to language learners -3- Therefore, in this study the writer uses play as her source of data Play is one of the special tools to explore and express human feelings It is an essential form of behaviour in all cultures; it is also a fundamental human activity Since the writer is going to a research on implicatures where the main data is taken from utterances, play can certainly be her good source of data The play which is chosen by the writer is Romeo and Juliet, the famous Shakespearean play, which has been adapted numerous times for stage, film, musical and opera Shakespeare's tragic drama of the “star-crossed” young lovers Romeo Montague and Juliet Capulet is best remembered for the famous balcony scene Romeo Montague and Juliet Capulet are teenagers who fall deeply in love but their families are bitter enemies They seize the moment and marry in secret, they make every effort to conceal their actions but these end in tragedy when Romeo, Juliet, Tybalt, Mercutio and Paris all die The themes running through the play address the issues of the consequences of immature blind passion, hatred and prejudice [50] Frankly speaking, when reading Romeo and Juliet, the researcher noticed that the utterances produced by characters contain a lot of implicatures, which may make it difficult to understand the play well even if it has been translated into Vietnamese Moreover, the language used today is, in many ways, different to that used in the 16th century Elizabethan era and this is often reflected in the script used in Shakespearean plays Therefore, it is not surprising that we have no experience or no understanding of some of the words contained in the script of Romeo and Juliet That is why the writer was interested in analyzing Romeo and Juliet for her study Therefore, it is the effectiveness of the use of implicatures that leads me to this research: “An Investigation into Implicatures in Romeo and Juliet by William Shakespeare.” -62- 26 Act III Scene V: Capulet's orchard Setting: At dawn on Tuesday morning, Romeo and Juliet make their final exchanges of love before Romeo leaves for Mantua Situation: The lovers try to resist the coming day that heralds their separation by pretending that it is still night and that the bird they hear is the nightingale and not the lark, a morning bird JULIET: Wilt thou be gone? (1423) it is not yet near day: (1424) It was the nightingale, and not the lark, That pierced the fearful hollow of thine ear; Nightly she sings on yon pomegranate-tree: (1425) Believe me, love, it was the nightingale (1426) ROMEO: It was the lark, the herald of the morn, No nightingale: (1427) look, love, what envious streaks Do lace the severing clouds in yonder east: (1428) Night's candles are burnt out, and jocund day Stands tiptoe on the misty mountain tops (1429) I must be gone and live, or stay and die (1430) Utterance (1426) and (1427): Speaker Juliet Utterances Implicature Believe me, love, it Stay with was the nightingale me It was the lark, the Romeo herald of the morn, No nightingale I must leave Types of CI GCI PCI Context Juliet is staying in  bed and speaking to Romeo softly  Romeo kisses Juliet -63- We must have a specific knowledge to interpret Romeo’s and Juliet’s implicatures The nightingale is the symbol of the night Juliet wishes the sound of the morning lark were actually the call of the nightingale Juliet tries to deny the arrival of the coming day to prolong her time with Romeo Therefore, she certainly implicates +> Stay with me To respond, Romeo kisses Juliet and says that “it was the lark” He certainly implicates +> I must leave Both the speaker and the hearer understand the implicit meaning It is an evidence to show that the communication does not break down 4.2.2 The Misunderstanding of Conversational Implicatures When using conversational implicature, the speaker assumes that the hearer knows that true meaning is not on the surface of the words or explicit meaning Therefore, he or she should infer the implicit meaning to comprehend what the speaker means However, sometimes the hearer does not recognize the implicatures of the saying, and he or she misunderstands it, which may lead to the breakdown of the communication or make funny stories or even make sad stories 27 Act I Scene I: Verona, a public place Setting: Sampson and Gregory, servants of the house of Capulet, are in a public place, armed with swords and bucklers Then, Abraham and Balthasar, two servants of the house of Montague are coming Situation: Sampson and Gregory are talking about how to quarrel when seeing people of the house of Montague SAMPSON: Gregory, o' my word, we'll not carry coals (1) GREGORY: No, for then we should be colliers (2) SAMPSON: I mean, an we be in choler, we'll draw (3) GREGORY: Ay, while you live, draw your neck out o' the collar (4) -64- Utterance (1) and (2): Types of Speaker Utterances CI Implicature Context GCI PCI Sampson we'll not carry we shall not be coals No, for then we insulted Gregory should be colliers We are not coal dealers Sampson looks   aggressive Gregory shrugs his shoulders Although Sampson and Gregory are servants of the house of Capulet, they also join in the quarrel of their master Sampson looks aggressive when he utters that “we'll not carry coals” He certainly implicates +> we shall not be insulted However, Gregory shrugs his shoulders and says in the utterance (2), his implicature is +> we are not coal dealers Obviously, Gregory does not understand Sampson’s implicature and responds in explicit meaning In other words, Gregory misunderstands Sampson’s implicature, which may cause the communication to break down and makes a joke 28 Act I Scene I: Verona, a public place Setting: Sampson and Gregory, servants of the house of Capulet, are in a public place, armed with swords and bucklers Then, Abraham and Balthasar, two servants of the house of Montague are coming Situation: Sampson and Gregory are talking about how to quarrel when seeing people of the house of Montague SAMPSON: Gregory, o' my word, we'll not carry coals (1) GREGORY: No, for then we should be colliers (2) SAMPSON: I mean, an we be in choler, we'll draw (3) -65- GREGORY: Ay, while you live, draw your neck out o' the collar (4) Utterance (3) and (4): Types of Speaker Utterances Implicature CI Context GCI PCI I mean, an we Sampson be in choler, we'll draw Ay, while you Gregory live, draw your neck out o' the collar If we will be angry, we will  Sampson looks aggressive fight While you are alive, take your neck out of the hangman's Gregory nods  to show that he understood noose From the context above, Sampson looks aggressive and tries to explain that he implicates +> If we will be angry, we will fight Gregory nods to show that he understood, however, his response in the utterance (4) is +> While you are alive, take your neck out of the hangman's noose Actually, Gregory misunderstands Sampson’s implicature because Gregory puns on the word "draw" here, implying that Sampson will draw or slip his head out of a hangman's noose (collar) 29 Act III Scene II: Capulet's orchard Setting: Romeo, in a rage, kills Tybalt Romeo flees from the scene Soon after, the Prince declares him forever banished from Verona for his crime Friar Lawrence arranges for Romeo to spend his wedding night with Juliet before he has to leave for Mantua the following morning -66- Situation: In her room, Juliet awaits the arrival of her new husband The nurse enters, and, after some confusion, tells Juliet that Romeo has killed Tybalt JULIET: Ay me! What news? (1180) why dost thou wring thy hands? (1181) Nurse: Ah, well-a-day! (1182) he's dead, he's dead, he's dead! (1183) We are undone, lady, we are undone! (1184) Alack the day! (1185) he's gone, he's kill'd, he's dead! (1186) JULIET: Can heaven be so envious? (1187) Nurse: Romeo can, Though heaven cannot: (1188) O Romeo, Romeo! (1189) Who ever would have thought it? (1190) Romeo! (1191) JULIET: What devil art thou, that dost torment me thus? (1192) This torture should be roar'd in dismal hell (1193) Hath Romeo slain himself? (1194) say thou but 'I,' And that bare vowel 'I' shall poison more Than the death-darting eye of cockatrice: (1195) I am not I, if there be such an I; Or those eyes shut, that make thee answer 'I.' If he be slain, say 'I'; or if not, no: (1196) Brief sounds determine of my weal or woe (1197) Nurse: I saw the wound, I saw it with mine eyes, (1198) God save the mark! (1199) here on his manly breast: (1200) A piteous corse, a bloody piteous corse; Pale, pale as ashes, all bedaub'd in blood, All in gore-blood; I swounded at the sight (1201) -67- JULIET: O, break, my heart! (1202) poor bankrupt, break at once! (1203) To prison, eyes, ne'er look on liberty! (1204) Vile earth, to earth resign; end motion here; And thou and Romeo press one heavy bier! (1204) Utterance (1201) and (1204): Speaker Nurse Juliet Utterances A piteous corse, Implicature a Tybalt is bloody piteous corse Vile earth, to earth dead resign; end motion here; Romeo is and thou and Romeo dead Types of CI GCI PCI   Context Nurse is crying Juliet is crying press one heavy bier! The news which nurse wants to convey to Juliet is about the death of Tybalt She is crying while talking about “a piteous corse, a bloody piteous corse” Nurse certainly implicates +> Tybalt is dead However, she does not talk whose the corse is, which causes Juliet to misunderstand Nurse provides less information than she is expected to Therefore, in her utterance (1204), Juliet implicates +> Romeo is dead 30 Act III Scene II: Capulet's orchard Setting: Romeo, in a rage, kills Tybalt Romeo flees from the scene Soon after, the Prince declares him forever banished from Verona for his crime Friar Lawrence arranges for Romeo to spend his wedding night with Juliet before he has to leave for Mantua the following morning -68- Situation: In her room, Juliet awaits the arrival of her new husband The nurse enters, and, after some confusion, tells Juliet that Romeo has killed Tybalt Nurse: O Tybalt, Tybalt, the best friend I had! (1205) O courteous Tybalt! (1206) honest gentleman! (1207) That ever I should live to see thee dead! (1208) JULIET: What storm is this that blows so contrary? (1209) Is Romeo slaughter'd, and is Tybalt dead? (1210) My dear-loved cousin, and my dearer lord? (1211) Then, dreadful trumpet, sound the general doom! (1212) For who is living, if those two are gone? (1213) Utterance (1208) and (1209): Speaker Utterances That Nurse Juliet ever Implicature I Types of CI GCI Context PCI Tybalt was should live to killed by see thee dead! What storm is Romeo Both Romeo this that blows and Tybalt are Nurse is   crying Juliet collapses and cries so contrary? dead Nurse calls the name of Juliet’s kinsman, Tybalt, and cries after informing that “he’s dead” She certainly implicates a truth that Tybalt was killed by Romeo However, the information conveyed to Juliet is misunderstood In the utterance (1209), Juliet collapses and cries, she implicates +> both Romeo and Tybalt are dead Chapter CONCLUSION AND IMPLICATIONS -69- 5.1 CONCLUSION Many of the results presented in this study could not have been obtained without looking at corpus data in detail By identifying and analyzing the utterances included conversational implicatures in the conversations made by characters, the writer has made a thorough investigation into implicatures in Romeo and Juliet by William Shakespeare Besides calculating the frequency of conversational implicatures, the writer also analyzed the effects of producing conversational implicatures in pragmatic aspect According to findings from the data collected, the researcher has found the total of 466 implicatures Findings of this study also reveal that generalized conversational implicatures are produced more than particularized ones It takes a bigger percentage (56.4%) than particularized ones, which occupies 43.6% Doing this research, the writer can also conclude that between the two implicatures, generalized and particularized, the later is the more difficult one The reasons are, firstly clear understanding of the context should be clearly derived so that proper understanding of the implied meaning of the utterances can be achieved Secondly, the difficulty in interpreting the intended meaning of the utterances, namely those on particularized conversational implicature is doubled by the fact that they are very much context dependent and that they may related to culture, particularly that of England in the 16th century Elizabethan era Therefore, shared background knowledge and cultural background are essential Moreover, the researcher’s findings not confirm the claim of Yule that most of the time, our conversations take place in very specific context in which locally recognized inferences are assumed Such inferences are -70- required to work out the conveyed meanings which result from particularized conversational implicature [22, p.41] In contrast, the researcher found that generalized conversational implicature was more produced, especially because of the use of scalar terms and indefinite article “a/an” which are frequently used in our daily conversation Besides, this study also reveals significant finding that may contribute to the theory of implicature and its applications in as much as it will be useful for further reference Firstly, the study reveals that one single utterance can have two types of conversational implicature at the same time It means it licenses both a generalized and a particularized conversational implicature Lastly, the theory of an indefinite article of the type “a/an X”, which is typically interpreted according to the generalized conversational implicature that “an X +> not speaker’s X”, cannot be generalized in this study since it can be interpreted otherwise, namely as “speaker’s X” In line with this particular finding, as for future references, extra care should be made when applying this theory since it has been proven by this study that “an X +> not speaker’s X” is not generally applicable 5.2 IMPLICATIONS Theoretically, the study has attempted to provide general background knowledge of the so-called conversational implicatures based on the viewpoints of Paul Grice Practically, pragmatics of implicatures will be of great benefits not only for teaching and learning English but also for those who are interested in the field The study contributes a source of conversational implicatures to the learners of English In mastering conversational implicatures in Romeo and Juliet, Vietnamese students will be more aware of comprehending a play of -71- Shakespeare in particular as well as the way people convey their ideas in general When understanding this, Vietnamese students will overcome obstacles about language and can communicate fluently 5.3 LIMITATION AND SUGGESTIONS FOR FURTHER STUDY As an attempt to investigate the implicatures based on the study of the script of the play Romeo and Juliet by William Shakespeare This study is done within the scope of discourse analysis and pragmatics The researcher only analyzes characters’ conversations in the play to find out their conversational implicatures In addition, this study limits its scope within conversational implicature that falls into two categories: generalized conversational implicature and particularized implicature Then, the implicatures that can be found in this study are analyzed based on the writer’s interpretation The researcher uses Grice’s theory of conversational implicature as the basic of the analysis of the study The researcher is just on the way to complete the so-called pragmatics and discourse analysis of implicatures, so the title of the thesis “An investigation into implicatures in Romeo and Juliet by William Shakespeare” reveals that Much of my effort has been made to point out the generalized and particularized conversational implicatures in the play However, ambition and passion for further research are great, due to the limitation of time as well as materials, there are some other aspects awaiting investigation Therefore, from the personal experience as doing the research, I strongly suggest further studies as follows: - An investigation into conventional implicature in Romeo and Juliet by William Shakespeare - An investigation into implicatures in Romeo and Juliet by William Shakespeare in Vietnamese version -72- - An investigation into humor in Romeo and Juliet by William Shakespeare - An investigation into politeness strategy in Romeo and Juliet by William Shakespeare I hope it can be a contribution to improving language competence that benefits not only students, but also teachers and readers of Shakespeare REFERRENCES ENGLISH [1] Asher, R.E (1994), The Encyclopedia of Language and Linguistics – Volume 2, Pergamon Press, Oxford -73- [2] Asher, R.E (1994), The Encyclopedia of Language and Linguistics – Volume 6, Pergamon Press, Oxford [3] Austin, J (1962), How to Do Things with Words, Clarendon Press, Oxford [4] Bach, K (1999), The Myth of Conventional Implicature, San Francisco State University, USA [5] Blackmore, D (1992), Understanding Utterances An Introduction to Pragmatics, Blackwell Publishers [6] Brown, G & Yule, G (2001), Discourse Analysis, Cambridge University Press, USA [7] Cruse, D.A (2000), Meaning in Language: an Introduction to Semantics and Pragmatics, Oxford University Press [8] Cruse, D.A (2006), A Glossary of Semantics and Pragmatics, Edinburgh University Press [9] Cummings, L (2005), Pragmatics a Multidisciplinary Perspective, Edinburgh University 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http://www.william-shakespeare.info/act4-script-text-romeo-andjuliet.htm (visited on June, 19, 2012) [41] http://www.william-shakespeare.info/act5-script-text-romeo-andjuliet.htm (visited on June, 19, 2012) [42] http://shakespeare.mit.edu/romeo_juliet/full.html (visited on June, 19, 2012) -76- [43] http://www.william-shakespeare.info/william-shakespearedictionary.htm (visited on December, 18, 2012) [44] http://en.wikipedia.org/wiki/Romeo_and_Juliet (visited on December, 18, 2012) [45] http://en.wikipedia.org/wiki/Drama (visited on December, 18, 2012) [46] http://ngonngu.net/index.php?p=147 (visited on December, 21st, 2012) [47] http://dewey.petra.aCId/jiunkpe_dg_4043.html (visited on December, 22nd, 2012) [48] http://plato.stanford.edu/entries/implicature/ (visited on December, 23rd, 2012) [49] www.ifbl.tu-dresden.de/die_tu_dresden/fakultaeten/philosophische_ fakultaet/iph/thph/braeuer/lehre/grice_ss_2009/LogicAndConversat ion.pdf (visited on December, 28th, 2012) [50] http://www.william-shakespeare.info/shakespeare-play-romeo-andjuliet.htm (visited on January, 1st, 2013) [51] http://en.wikipedia.org/wiki/Conversation (visited on January, 5th, 2013) [52] http://www.infed.org/foundations/f-conv.htm (visited on January, 5th, 2013) [...]... teaching and learning of English as a foreign language, to the translating of English into Vietnamese and vice versa, as well as to the comprehension Shakespeare s works in general, and Romeo and Juliet in particular 1.2 AIMS AND OBJECTIVES 1.2.1 Aims The study aims at helping Vietnamese users of English know how more implicatures in general and conversational implicatures in particular and making them... frequently by characters in Shakespeare s work Romeo and Juliet 1.2.2 Objectives The study is targeted at + Finding out the types of implicatures, why the implicatures are made +Finding out if producing conversational implicatures can cause misunderstanding, which may breakdown the conversation + Identifying types of implicature in conversations in the play +Describing, classifying, and analyzing implicatures. .. frequently, and the effects of implicatures In her paper, Nguyễn Thị Hồng Nhạn (2007) made an investigation into means to signal presupposition and implicatures in English spoken discourse to identify and analyze the occurrences of presupposed and implicated information from dialogues and monologues in business and academic -10- context The analysis focused on the lexical, syntactical and pragmatic... conversational implicatures in the play Romeo and Juliet by William Shakespeare were collected The writer uses descriptive qualitative approach to analyze the data and to obtain a more holistic picture what goes in a particular situation or setting, and then describe the finding as to answer her questions It holds true since in this study the researcher identifies and analyzes implicatures that occur in a particular... implicature made by all characters in Romeo and Juliet After analyzing the data, the writer found that there were a lot of conversational implicatures made by characters’ utterances in the play Moreover, the findings reveal that communication can still run smoothly although there are some misunderstandings in conversations with conversational implicatures 4.1 FINDINGS AND DISCUSSION ON IMPLICATURES In this... setting, namely a play entitled Romeo and Juliet The numbers and percentages in this study are used to help the writer interpret the findings 3.2 DATA AND SOURCE OF DATA The data for the study are collected from the play Romeo and Juliet The procedure of data collection will be included identifying the conversations by all of characters in the play that contains conversational implicatures 3.3 SAMPLING... difficulty in interpreting the intended meaning of utterances 3.4 DATA COLLECTION The data for the study are collected from two plays Romeo and Juliet by William Shakespeare The procedure of data collection is included: + browsing the Internet to find the script of the play + identifying the conversations by characters of the play that contains implicatures 3.5 DATA ANALYSIS The research is mainly carried... speakers by using Grice’s theory of implicatures as stated in chapter 2 (Model table 1) 2 Categorizing those utterances containing conversational implicatures into their categories: generalized conversational implicatures and particularized conversational implicatures 3 Explaining to work out conversational implicatures and compare which type is produced more frequently in the play 4 Analyzing the data by. .. Chapter 4 Findings and Discussion This chapter is the key of the paper where the analysis and research findings of the implicature in Romeo and Juliet by Shakespeare are shown The answers to the research questions will be presented in this chapter  Chapter 5 Conclusions and Implications This chapter is the summary of the research questions, the procedure employed and the result obtained In the end,... necessary inferences Doobie asks Mary about inviting her friends Bella (= b) and Cathy (= c) to a party, as in (3a.), and gets the reply in (3b.), just b is mentioned without c, means Mary did not invite c One common example in English involves any phrase with an indefinite article of the type “a /an X”, such as “a garden” and “a child” as in (4) These phrases are typical interpreted according to the ...MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF DANANG LÊ THỊ HẰNG AN INVESTIGATION INTO IMPLICATURES IN ROMEO AND JULIET BY WILLIAM SHAKESPEARE Field Study : THE ENGLISH LANGUAGE Code... was interested in analyzing Romeo and Juliet for her study Therefore, it is the effectiveness of the use of implicatures that leads me to this research: An Investigation into Implicatures in Romeo. .. and Juliet by William Shakespeare. ” -4- I hope my study will be of practical use to the teaching and learning of English as a foreign language, to the translating of English into Vietnamese and