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VINH UNIVERSITY FOREIGN LANGUAGE DEPARTMENT Ngun thÞ thủ CONVERSATION ANALYSIS: DISAGREEING IN ENGLISH AND IN VIETNAMESE (Phân tích hội thoại: Hành động bác bỏ tiếng anh tiếng việt) GRADUATION THESIS Field : Discourse Analysis Vinh – 2007 VINH UNIVERSITY FOREIGN LANGUAGE DEPARTMENT GRADUATION THESIS CONVERSATION ANALYSIS: DISAGREEING IN ENGLISH AND IN VIETNAMESE (Phân tích hội thoại: Hành động bác bỏ tiếng anh tiếng việt) Field : Discourse Analysis Supervisor: M A Ngun ThÞ Têng Student : Ngun ThÞ Thủ Class : 44A1 Course : 2003 - 2007 Vinh – 2007 ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my supervisor M A Ngun ThÞ Têng, who introduced me to this topic – “Conversation Analysis: Disagreeing in English and in Vietnamese” and helped me very much to this study If I had not received her valuable guidance, comments, and criticism, I would not have completed my thesis And I would also like to express my indebtedness to all my teachers at Foreign Language Department, especially M A Phan Thị Vân Hơng, M A Nguyễn ThÞ BÝch HiỊn, Miss Mindy Schott, Miss Anne Edmunds and Miss Sandy Gannon for their advice along with their great help with useful and up-to-date materials concerning my field of study I also wish to thank the students at Foreign Language Department who were willing to answer my questionnaires Finally, my sincere thanks go to my family and my friends who gave me the best conditions to finish this thesis TABLE OF CONTENTS ACKNOWLEDGEMENTS TABLE OF CONTENTS PART A - INTRODUCTION Reasons for the study Scopes of the study Methods of the study Aims of the study Design of the study PART B - DEVELOPMENT CHAPTER - THEORETICAL BACKGROUND 1.1 Functions of language 1.2 Conversation 1.2.1 Context 1.2.2 Exchanges and Turn-taking 1.3 Speech Act 1.4 Politeness and Strategies of Politeness 1.4.1 Politeness and Face 1.4.2 Strategies of Politeness CHAPTER - DISAGREEING IN ENGLISH AND VIETNAMESE 2.1 Disagreeing as a respond to a Speech Act 2.2 Directness - Indirectness – Politeness in disagreeing 2.3 Factors affecting directness and indirectness in disagreeing 2.4 Degrees of disagreement 2.5 Strategies of disagreeing 2.6 Similarities and Differences of disagreeing in English and Vietnamese 2.6.1 Similarities 2.6.2 Differences 2.6.2.1 Usage of personal pronouns 2.6.2.2 Usage of negative particles 2.6.2.3 Usage of idioms, proverbs, metaphor and folk verses CHAPTER - RESULTS, FINDINGS, AND SUGGESTIONS 3.1 Results 3.2 Major findings 3.4 Suggestive Activities PART C - CONCLUSION Concluding remarks Suggestions for further study REFERENCES APPENDIX 1 2 2 3 5 10 10 10 12 12 13 14 16 17 22 22 24 24 26 30 32 32 33 36 41 41 41 43 44 PART A – INTRODUCTION Reasons for the study In the developing world, people need to contact and exchange information with each other In other words, people need to communicate But how to communicate appropriately is not easy, especially between people of different cultures, different languages Moreover, when we take part in a conversation, it is common that we have different ideas or even opposite ones At that time, we want to express our disagreement about that matter This fact has raised one question: “How to express one’s disagreement appropriately in order to keep the conversation going on?” It is considered an “art”! And this “art” is changeable in different languages For example: C and D have opposite ideas about Miss A C: Miss A is a wonderful girlfriend (Questionnaire) But D disagrees with C In English, to express his disagreement, D can use the particle of negation “NOT”, or “NO”, or both: D: I don’t think so or D: No, I don’t think so or simply D: No! However, in Vietnamese, D can use various particles of negation like không phải, chẳng phải, đâu (có) phải, có phải làđâu, có mà là, etc D: Cô A ngời bạn gái tuyệt vời or D: Cô A ngời bạn gái tuyệt vời or D: Cô A đâu phải ngời bạn gái tốt or D: Cô A có phải ngời bạn gái tốt đâu or D: Cô A có mà ngời bạn gái tuyệt vời During the process of learning English with the study of Pragmatics, Discourse Analysis and Background to English speaking countries, etc we understand more about the language, in general, and the strategies of disagreeing the English people use, in particular And knowing the similarities as well as the differences between these strategies in English and in Vietnamese will help us to express our disagreement appropriately whenever we communicate with the native or the foreign That is why we want to compare disagreeing in English and in Vietnamese Besides, to help Vietnamese students to master these strategies in daily conversations, we would like to suggest some practising activities Scopes of the study The study focuses on strategies of disagreeing in English and in Vietnamese mainly in verbal communication Communication Verbal communication Intralanguage Lexicon Rules of grammar Rules of phonetics Rules of language use and interaction skills Paralanguage Vocal characteristics (Pitch, Volume, Rate) Types of vocal quality Vocal interferences Silence, … Methods of the study Quantities methods Nonverbal communication Extralanguage Body language/Kinesics Object language (clothing, make-up, gifts,…) Environmental language (setting, time, colour,…) Contrastive Analysis of questionnaires Aims of the study We the study with the following aims: - To understand more about ways of disagreeing in English and in Vietnamese, then to express our disagreement appropriately in any case - To compare and contrast those strategies of disagreeing in these two languages in order to see their similarities and the differences under the influence of the language and the culture Design of the study The thesis is devided into three main parts: Part A: Introduction Part B: Development Part C: Conclusion PART B – DEVELOPMENT CHAPTER - THEORETICAL BACKGROUND This chapter presents the theoretical background on which the study is based It includes four sections in which section 1.1 presents two main functions of language Transactional and Interpersonal languages; then conversations along with the role of context, turn-taking and adjacency pairs in the interpretation of the utterance are analysed in section 1.2 Finally, sections 1.3 and 1.4 view speech act, politeness and strategies of politeness 1.1 Functions of language Generally, language is considered as a means of communication In everyday life, people use language for communication with various purposes: to exchange news, to convey their feelings and thoughts to others, to define their relationship to each other, to be a member of a social group, or to set up a certain type of speech event of theirs, etc In other words, language performs many functions in different situations However, “it would be unlikely that on any occasion a natural language utterance would be used to fulfill one function to the exclusion of the others” (Brown.G and Yule G.) Normally, listening to a conversation, we can know the communicative goals or why and for what purpose the conversation is carried out Moreover, from the utterances in the conversation, we can realize the relationship between the participants and their personal attitudes towards the mentioned matter These are two main functions of language Brown and Yule call them Transactional and Interpersonal languages They propose that: “That function which language serves in the expression of content, we will describe as transactional and that function involves in expressing social relationship and personal attitude we will describe as interactional” (Discourse Analysis, Cambridge University Press, 1983: 1) Another linguist, Bennet (1976: 5) also remarks that “it seems likely that communication is primarily a matter of the speaker’s seeking either to inform a hearer of something or to enjoy some action upon him.” In the history of Discourse Analysis, many linguists have tried to call out the main functions of language such as Buhler (1934): Representative/ Expressive, Jakobson (1960): Referential/ Emotive, Halliday (1970b): Ideational/ Interpersonal, Lyons (1977): Descriptive/ Social-expressive But we would like to use the two terms of Brown and George Yule: Transactional and Interpersonal in which the function that language serves to express “content” is described as “transactional” and the function language using to express “social relations” and “personal attitudes” is called interactional a) Transactional language According to Lyons (1977: 32), the main function of language is the “international transmission of factual, or propositional information” As mentioned above, Bennett (1976: 5) also proposes that in a conversation, the speaker wants either to inform the hearer something or to enjoin some action upon him Clearly, transactional language is primarily message-oriented (i.e the speaker wants the hearer to get the information correctly) For example, a doctor tells a patient how to take a medicine, a lecturer explains rules to a student, or a policeman gives directions to a tourist, etc In transactional language, the speaker either gets some services/goods or offers those to other people If he/she receives directions to go to some where, or of doing something, he/she gets services/goods On the contrary, if he/she gives directions or explanations, he/she offers services/goods to others Services/goods here are understood broadly as any act performed by the utterance such as lending money, asking for advice, or passing a pot of salt, etc; not only buying or selling something Moreover, transactional language is popular in written language such as business writings like memoranda between two companies, or reports, or bills, etc Transactional language is formed by “turns”, “moves” and “acts” which will be presented clearly later in section 2.1.2 b) Interactional language One of other important roles of language is to establish and maintain social relationships These relationships are established during the process of opening, maintaining and closing conversations In other words, interpersonal language is associated with conversations Obviously, interpersonal language is relationship-oriented To open a conversation, the speaker tries to make a good impression on the hearer, then step by step he/she talks about what he/she wants to mention to create a new relationship with the interlocutor It may be an apology, or a praise, or a love story, etc And when the conversation comes to an end, once again, the speaker attempts to make a good impression to prepare for the next conversation in the future However, in different cultures, in daily conversations, people have different conventional ways of using language to establish social relationships For example: In English, we can greet other people by saying “Hello/ Hi” or “Good morning”, etc Meanwhile, in Vietnamese, a question may become a greeting like “Where are you going?” Therefore, participants in a conversation need to share the same knowledge background or a common point of view All the mentioned above features of Transactional language (TL) and Interpersonal language (IL) are summarized in the following table: THE COMPARING TABLE OF TRANSACTIONAL LANGUAGE AND INTERACTIONAL LANGUAGE Transactional language (T L) - Message-oriented - A prominent feature in written language - Formed by “turns”, “moves” and “acts” Interactional language (I L) - Relationship-oriented - Associated with conversations - Formed by shared knowledge of the S and H Lee Kwan Yew regrets women’s rights SYDNEY(AP) The former prime minister of Singapore told in a business conference that he regrets giving women equal education and employment rights because that has made it harder for them to find husbands “The Asian male does not like to have a wife who is seen to be his equal at work and who may be earning as much if not more than he does”, Lee Kwan Yew said Monday “He is not wearing the pants That is an enormous loss of face.” Lee led Singapore for 31 years before retiring in 1991, transforming the tiny city state through hard-line economic policies and social engineering, which critics said often reduced the importance of individual rights Lee said his government had been “young, ignorant and idealistic” when it gave men and women equal employment and education opportunities after it first took office He told a conference of Australian business people he now realizes there are “limits to the manipulation of human behaviour” “You can not change deeply rooted values and behaviour and standards, patterns of conduct,” he said After the change, the number of the university graduates doubled and the economy improved, he said However, Lee said he discovered in 1981 that about 63% of Singapore’s female graduates remained unmarried and that many male graduates were taking brides with less education Although this has improved recently – Lee said now about 54% of women graduates marry males of equal status – many educated women still “either marry down or stay unmarried” He favoured a Japenese system where many attractive and intelligent young ladies went to finishing colleges where they learned modern languages and all the social graces which would make them marvelous helpers of their husband’s career”, he said “You may snigger but I think they have produced a better generation of workers,” Lee added (The Japan Times, quoted by Vance E Johnson, 1995: 64-65) Answer the following questions: What does Lee Kwan Yew regret? Why does he regret this? What doesn’t the Asian male like, according to Lee? According to Lee, what is difficult to change? What did Lee discovered in 1981? What system does Lee favor? Let’s talk ♦Phrases to use: This show that… In today’s world,… So there is no reason to believe that… ♦For: (Your opinion) ♦Against: (Your opinion) Other topics: The teacher can take some hot issues or some proverbs as topics for his/her students to talk about Here are some examples: Should tests be applied to all subjects of the final examination in high schools? How should people with HIV be treated? Should we judge a person’s abilities by his paper qualification? Do you think that “Money is the roof of all evils?” Do you think that “Blood is thicker than water?” Do you agree that “A friend in need is a friend indeed”? Comments: This activity can help students practise reading and speaking skills Moreover, the students are prepared well for their talk They are provided with words of the topic in Step & Step and phrases for different degrees of agreement/disagreement at the beginning of Step However, this activity is timeconsuming to the teacher He/she needs to collect reading texts and design the reading test for the chosen topic if there is not in the document But the teacher can keep these documents to reuse in other classes, or to teach other skills Activity 3: Merry-go-round Step 1: The teacher gives phrases of different degrees of disagreement Step 2: The teacher gives handouts Each student has a table of different degrees of disagreement like the following: Degrees Softening strong disagreement Strong disagreement Softening neutral disagreement Neutral disagreement Tactful disagreement Students A B C D … … Step 3: Each student goes around to ask others’opinions on the given topic The asked person has to use the given phrases of different degrees of disagreement while the person asking has to tick in the correspondent column In the end, each student makes a report and speaks it out Comments: Using this activity, the teacher can help students remember what they have learnt about disagreement – different degrees and correspondent phrases However, the students can get bored unless the teacher gives an interesting topic and has some ways to encourage students like giving rewards (e.g a good mark) to the one who can ask the most students and tick correctly in the given columns, or giving them a certain amount of time Besides, the teacher needs to manage the class during the activity If not, the class will be chaos Activity 4: Being a correspondent It’s similar to the activity but the teacher can ask students to this at home The teacher can expand the interviewees like your neighbors, your family, etc At home, students have the following steps: Step 1: Choose an up- to- date topic Step 2: Ask some people’s opinions Step 3: Write a report Step 4: Prepare to read out in class Comments: This activity will teach students to care about everything around them when they have to choose an up-to-date topic and to see a matter from different sides by asking other people’s opinions They also can practise writing and reading skills The teacher needs to have time for students to perform step and he/she can collect their reports These will create a motive for them to work If having time, the teacher can let the class discuss their friend’s topic Activity 5: From ears to mouth Step 1: Listening to conversations between people having opposite ideas In this step, the teacher introduces the situation or some key words of the listening text in order to help students prepare to listen The teacher also explains the requirement of the listening task such as filling missing words and phrases in the blanks or ticking true/false statements, etc Step 2: Roleplay or Act out The teacher can ask students firstly to perform the conversation in the listening text, with the same key phrases, then they can use their own words and phrases to express their own attitude – agreeing or disagreeing Next, the teacher can give students an outline of a conversation for students to practise For example: Agreeing and disagreeing with tact Step 1: Listening Situation: Paulo and Jeff are having a man-to-man talk It is obvious to Paul that Jeff is very depressed Paulo is agreeing with some of the things that Jeff is saying but Paulo is also trying to get Jeff to consider other points of view Listen and fill in the blanks: Jeff: Susan is the kindest and most wonderful person I’ve ever met She’s…… that’s ever happened to me Paulo: It’s certainly true that Susan…… Jeff: She’s…… of my life, and now I’ve lost her Paulo: I can see that Jeff, but……you’ve lost her for ever She’ll… Jeff: I don’t know about that She’s pretty angry… Susan’s father is… than I am Do you really think she…… her mind? Paulo: I’m sure of it I know that Susan is very… right now, but she…… very much Give her some time to think about everything Don’t worry She’ll see what’s really… Jeff: I hope you’re right (TRANSITIONS - Linda A Ferreira, Newbury House Publishers, 1984: 147) Tapescript of Unit 16: Jeff: Susan is the kindest and most wonderful person I’ve ever met She’s the best thing that’s ever happened to me Paulo: It’s certainly true that Susan is a very special person Jeff: She’s the most important part of my life, and now I’ve lost her Paulo: I can see that Jeff, but you can’t say that you’ve lost her for ever She’ll come back to you Jeff: I don’t know about that She’s pretty angry with me Susan’s father is more important to her than I am Do you really think she’ll change her mind? Paulo: I’m sure of it I know that Susan is very confused right now, but she cares about you very much Give her some time to think about everything Don’t worry She’ll see what’s really best for her Jeff: I hope you’re right Step 2: Roleplay or Act out 1- Practise the similar conversation between Paulo and Jeff 2- Basing on the following outline to persuade your mother/ husband/ wife, etc… to buy something for you such as a car, a camera or a new watch, a larger apartment, etc Cues You Don’t you think we need …?/ Why don’t we get a…?/ I think we should… The other person Make your point Express surprise It’s obvious that … is too small…/ I’d rather…/ Can’t you see that…? Cues What you mean?/ What’s wrong with this…ours? Give reasons Disaree Tell your preference Give reasons for your viewpoint A(larger apartment) is more spacious/ more comfortable… That’s not true/ You’re wrong./That doesn’t make sense We have the money to… I prefer the smaller…/ I’d rather live…./ I’m not crazy about…./ The one we have is fine We can’t afford it./ We don’t have money to…/ Let me think about it Argue your point of view Get angry Compromise Well, it means that If you think about it, you’ll realize that I’m right./ You know we really need…/ I still think we shoul get/ buy… End the conversation much to you, we can take a look at…/ maybe we have the money to…/ let me think about it We’ll see Let’s discuss this later/ at another time You’re probably right Comments: In this activity, the students can practise listening and speaking skills The listening text of expressing one’s opinion is considered as an example for students to follow when they speak or play roles Next, the outline for students is the instruction for students to practise The teacher can find these things in TRANSITIONS, Linda A Ferreira, Newbury House Publishers, inc, 1984, or they can even download form the internet It is not necessary to remember every word of the listening text, but only key words and phrases of expressing opinion Activity 6: The world quiz or Do you know? Step 1: The teacher divides the class into two teams and calls a volunteer to be the secretary who will decide which is the quicker team to answer the question The teacher introduces the rule of the game – after listening to the question the quicker team will has the right to answer, if their answer is wrong, the other team can answer but before answering they have to say a polite utterance to express their disagreement like “I don’t think you are right in this case”, or “I’m afraid I don’t agree with you”, or “I can’t say that I share your viepoint”, etc The teacher can ask the students not to use the same utterance each time The teacher also informs how many marks for each question they will get Step 2: The teacher reads out each question and the secretary observes two teams and decides which team is quicker Step 3: The quicker team answers the question The teacher gives comments If the answer is correct, they gets the informed mark and the secretary writes the mark on the board; if the answer is wrong, the other team has the right to answer if they can This team expresses their disagreement politely and gives their answer Once again, the teacher gives comments and like that team, if this team gives the correct answer, they get the mark, if their answer is wrong, the teacher will provide the correct answer and some information about it Comments: This activity is suitable for a speaking class The students can practise speaking and listening skill Especially, they can practise different strategies of disagreeing without feeling bored because the time to use them depends on the answer of the other team To make the activity interesting, the teacher can increase the mark and design questions suitable with the level of the students (e.g to some information which is not common, the teacher can design closed questions for students to guess) The teacher should change the form to play when he/she realizes students’interest reduces either by letting two teams asking each other or other ways The teacher can collect many interesting pieces of information from some books like Sæ tay kiÕn thức đất nớc học chơng trình tiếng Anh trung häc c¬ së (Notebook of Background of countries taught in English of the secondary school), NXB Gi¸o dơc, 2005; Background to English-speaking countries, Richard Musman, 1984; Great African-American people in history, Crabtree Publishing Company, 1997; Twelve famous Americans, Thomas Kral, 1994; or through some TV programmes like Ai lµ triƯu phú? (Who is the millionnaire?), Hành trình văn hoá (Journey of cultures), Đấu trờng trăm, (Contest of 100), Chúng chiến sĩ (We are soldiers) on VTV3, Vietnam TV station The important thing is the way to design interesting questions because to one piece of information the teacher can ask in many ways Following are some examples: • To the Statue of Liberty, the teacher can ask many things relevant to it such as: Do you know the Statue of lirberty? Can you tell us its formal name? Which hand of the statue holds the torch, the right or the left? What is the special thing on the tablet held by the statue? The statue was a gift of the French to the American which show their friendship Can you remember when it was given to the American? A 1886 B 1876 C 1896 On the base of the statue there is a poem.Can you tell us the name of the author? On which day can’t you visit the statue? Answers: Statue of Liberty Enlightening The World The right hand There is the date July 4, 1776 on it A (1886) Emma Lazarus On Christmas Day • To the Nile, some questions can be raised like: What is the length of the Nile river? A 6.693 km B 6.698 km C 6.699 km Can you name two rivers which combine together to make the Nile? How many countries does the Nile go by? A B C Answers: A (6.693 km – from its mouth to the Mediterranean Sea, and 5.588 km from the Victoria Lake to the Mediterranean Sea) The Blue Nile and the White Nile B (Uganda, Sudan, and Egypt) PART C – CONCLUSION In this part, we would like to firstly present some concluding remarks of what we have analysed in Part B and then suggest some other sides of the topic for further study These things will be presented in the two following sections Concluding remarks Obviously, in daily conversations, when one expresses his/her opinion, he/she wants the interlocutor to agree with him about it It means that he disprefers disagreeing This explains why disagreeing belongs to the dispreferred part of the adjacency pair But it is common that participants have opposites ideas about one matter In others words, disagreeing is unavoidable in daily conversations Therefore, it is necessary for us to know different affecting factors, different degrees of disagreement and strategies of disagreeing in order to choose the most polite and effective way to express our disagreement These things have been presented clearly in Chapter 2, sections 2.3, 2.4 and section 2.5 Besides, comparing disagreeeing in English and in Vietnamese helps us see their similarities as well as differences from which we know different strategies of disagreeing of two people and then we can choose the most appropriate one to use in our conversations with a Vietnamese as well with an English The similarities in the use of directness and indirectness and the way of using particles of negation to express disagreement along with their position in a sentence in English and in Vietnamese have been analysed in subsection 2.6.1 Also, their differences in the use of personal pronouns, the use of negative particles and the use of proverbs, idioms and folk verses have been presented in three subsections of section 2.6.2 Next, Chapter presents and analyses the data collected from questionnaires The data reflect the fact that students can not distinguish different degrees of disagreement well and they need more practice The results and some major findings are presentes in sections 3.1 and 3.2 respectively And with the hope to help students to distinguish different degrees of disagreement well and to use polite strategies of disagreeing, we have suggested some practising activities in section 3.3 From these things we can choose the most polite way to express our disagreement when we talk to the Vietnamese as well as the English It means that in any case, we can achieve our communicative goals and face-saving of our interlocutor In other words, we will always have successful conversations Suggestions for further study In this study, we have focused on directness and indirectness in disagreeing, but if we continue to study this topic we would like to focus on only directness or indirectness in disagreeing Similarly, one of the affecting factors to directness and indirectness in disagreeing like age, gender, topic or purpose, etc can become the topic for another study The questionnaire here is aimed at Vietnamese students to know whether Vietnamese students understand theory of disagreement in English and in Vietnamese, whether they can see some similarities as well as differences of disagreeing between English and Vietnamese, and whether they are affected by English in their choice and application of politeness strategies to express their disagreement In other case, questionnaires can be given to the native people Besides, questionnaires about students’thoughts and feelings about suggestive activities can be used Like disagreeing, other speech acts such as refusing, apologizing or praising can be interesting topics for us to study Studying them will provide us with the kwowledge of the best way to refuse an invitation, apologize someone for something, or give praise to someone in daily conversations It will help us to be always polite in daily interactions and having good relationship with everyone Doing this means that we can master the communicational art to become an ideal interlocutor in any conversation REFERENCES In English: Brown & Yule (1989) Discourse Analysis CU Press Poulou A G & Goutsos.D Discourse Analysis Edinburgh University Press Cook G (1990) Discourse Oxford University Press Wodak R & Meyer M (2001) Methods Of Critical Discourse Analysis SAGE Publications Ltd Jaworski A & Coupland N (1999) The Discourse Reader Routledge-Taylor & Francis Group Yule G (1996) Pragmatics Oxford University Press Verschueren J (1998) Understanding Pragmatics Arnold – A member of the Hodder Headline Group Locastro V (2003) An introduction to Pragmatics The University of Michigan Press Thompson N (2003) Communication and language Palgrave Macmillan 10 Akmajian A (Eds.) (1988) Linguistics – An Introduction to Language and Communication The MIT Press 11 James C (1980) Contrastive Analysis Longman 12 Downes W (1998) Language And Society Cambridge University Press 13 Fairclough N (2001) Language And Power Longman 14 Kramsch C (1998) Language And Culture Oxford University Press 15 Goodale M (1987) The Language Of Meetings Language Teaching Publications 16 Johnson V E (1995) Viewpoints: For and Against Kinseido 17 Richard A S (Eds.) (1999) NTC’s Dictionary of Everyday American English Expressions presented according to Topic & Situation NTC Publishing Group 18 (2005) Dos & Don’ts in Vietnam Book Promotion & Service Co., Ltd 19 Ellis C (1995) Culture Shock in Viet Nam Times Books International 20 Ferreira L A (1984) Transitions Newbury House Publishers, Inc 21 Wilson W & Barnard R (1990) Fifty – Fifty Prentice Hall Regents 22 Moore C J & West J (2000) Enterprise one, Enterprise two, Enterprise three Heinemann In Vietnamese: GS TS Châu Đỗ Hữu (2003) Đại cơng ngôn ngữ học - Tập hai nXB Giáo dục Kim Liên Đỗ Thị (2005) Giáo trình ngữ dụng học NXB Đại học Quốc gia Hà Nội Ban Diệp Quang (2004) Ngữ pháp Việt Nam Phần câu NXB Đại học S phạm Kim Liên Đỗ Thị (1999) Ngữ nghĩa lời hội thoại NXB Giáo dục Thuyết Nguyễn Minh (2001) Tiếng Việt thực hành NXB Đại học Quốc gia Hà Nội Chiến Nguyễn Văn (1992) Ngôn ngữ học đối chiếu Đối chiếu Ngôn ngữ Đông Nam NXB Hà Nội PGS TS Quang Nguyễn Văn (2004) Một số vấn đề giao tiếp nội giao văn hoá giao văn hoá NXB Đại học Quốc gia Hà Nội Quang Nguyễn Văn (1999) Luận án tiến sĩ “Mét sè kh¸c biƯt giao tiÕp lêi nãi ViƯt – Mỹ cách thức khen tiếp nhận lời khen Mà số 5.04.08 Đại học Quốc gia Hà Nội PGS TS Bản Nguyễn Nhà (1997) Cuộc sống thành ngữ, tục ngữ kho tàng ca dao ngời Việt NXB Văn hoá dân tộc 10 Việt Tân (1997) Một trăm điều nên biết phong tục Việt Nam NXB Văn hoá dân tộc 11 Đạo Minh (1998) Nghệ thuật nói trớc công chúng- Dùng cho tất ngời NXB Văn hoá - Thông tin 12 Kiến Dao (2003) Những điều kiêng kị sống nữ giới NXB Phụ nữ 13 Nh Liên (Eds.) (2004) Để có tâm hồn đẹp NXB Tổng hợp Tp Hồ Chí Minh APPENDIX QUESTIONNAIRE This questionnaire is used for research purposes only Any information you give will be highly appreciated and confidentially treated Name: Class: Question 1:How long have you been learning English? A years B years C 11 years D Other (….…) Question 2: How would you like to express your disagreement? A Directly (such as “No”,” I don’t agree with you”, etc…) B Indirectly (such as using rhetorical questions, apology, metaphor,…) C Either A or B Why? (Please explain)…………………………………………………… ………………… Question 3: How often you use the following statements to express your disagreement? We don’t see eye-to-eye when it comes to You missed the boat You’re dead wrong Horsefeathers! I couldn’t disagree with you more A Never B Rarely C Sometimes D Usually E Frequently Question 4: Do you think disagreement can be divided into different degrees? A.Yes B No If you choose A, please tick √ in the column you choose for each statement Strong disagreement Softening strong disagreement Neutral disagreement Softening neutral disagreement Tactful disagreement Statements a Frankly, I don’t agree on that b I totally disagree with you c I really can’t agree with you on that d I respect your opinion, of course, however,…… e I agree up to a point, but……… f We’ll have to agree to differ g Under no circumstances could I agree to that h You have a point here, but……… Question 5: Which factors you consider when you express your disagreement? (Please put in order of importance) A Age B Social status C Occupation D Gender E Marital status F How long you’ve known that person G The way that person talks to you (politely or impolitely) H The situation I Others (such as………………………………………) Question 6: What will you say to express your disagreement in the following situations? (If you choose B,you can write one response and “the same” in the other case) Situation 1: Your sister wants to go to Mexico, but you want to go to Canada because you want to see Nicaraga Falls Would you care whether she is your younger sister or elder sister? A Yes B No What would you say? (to younger sister)………………………………………………… (to elder sister)……………………………………………………………… Situation 2: Your colleague does not like the plan of the new product because he/she thinks it is rather ugly and it won’t sell You, however, think it is great, a really attractive design Would you consider the age and the gender of your colleage? A Yes B No What would you say to express your disagreement? (to the one of the same age, the same gender) ………………………………………………………………………………………… (to the one of the same age but different gender) ………………………………………………………………………………………… Situation 3: Your boss tells you to choose an applicant for the vacancy He/she prefers Ms A because she has more experience But you prefer Mr B because he has more relevant experiences Would you consider the age of your boss when you express your disagreement? A Yes B No What would you say in that case? (to the younger boss)……………………………………………………………… (to the older boss)…………………………………………………………………… Situation 4: An acquaintance tells you that you look like a person or a character you don’t like Would you care whether you have known him/her for a long time or not? A Yes B No What would you say to express your disagreement? (to the one you have known for a long time) ……………………………………………………………………………………… (to the one you have known for a short time) ………………………………………………………………………………………… Situation 5: Your close friend thinks that Miss A is a wonderful girlfriend for Mr B But you think a good girlfriend must be a good cook and you know Miss A can’t cook well What would you say to express your disagreement? (to the one of the same gender)………………………………………………… (to the one of the different gender)…………………………………………………… Question : In the following relations which way would you like to use to express your disagreement? Directly Indirectly Either or Relations Family relations Social relations Business relations Question8: In your opinion, who tends to disagree more directly? A The English B The Vietnamese Question 9: Can you name some differences in the ways to express disagreement of the English and The Vietnamese? (you can write in your mother-tongue) ………………………………………………………………………………………… Question 10: Please answer the following situations in Vietnamese ...VINH UNIVERSITY FOREIGN LANGUAGE DEPARTMENT GRADUATION THESIS CONVERSATION ANALYSIS: DISAGREEING IN ENGLISH AND IN VIETNAMESE (Phân tích hội thoại: Hành động bác bỏ tiếng anh tiếng việt) ... DISAGREEING IN ENGLISH AND VIETNAMESE 2.1 Disagreeing as a respond to a Speech Act 2.2 Directness - Indirectness – Politeness in disagreeing 2.3 Factors affecting directness and indirectness in disagreeing. .. strategies of disagreeing are pointed out in section 2.5 Last but not least, some similarities and differences of disagreeing in English and in Vietnamese are analysed in section 2.6 2.1 Disagreeing as