Hành động ngôn ngữ trách trong tiếng Việt và việc sử dụng của giáo viên ở môi trường sư phạm.Hành động ngôn ngữ trách trong tiếng Việt và việc sử dụng của giáo viên ở môi trường sư phạm.Hành động ngôn ngữ trách trong tiếng Việt và việc sử dụng của giáo viên ở môi trường sư phạm.Hành động ngôn ngữ trách trong tiếng Việt và việc sử dụng của giáo viên ở môi trường sư phạm.Hành động ngôn ngữ trách trong tiếng Việt và việc sử dụng của giáo viên ở môi trường sư phạm.Hành động ngôn ngữ trách trong tiếng Việt và việc sử dụng của giáo viên ở môi trường sư phạm.Hành động ngôn ngữ trách trong tiếng Việt và việc sử dụng của giáo viên ở môi trường sư phạm.Hành động ngôn ngữ trách trong tiếng Việt và việc sử dụng của giáo viên ở môi trường sư phạm.Hành động ngôn ngữ trách trong tiếng Việt và việc sử dụng của giáo viên ở môi trường sư phạm.
Trang 1HANOI NATIONAL UNIVERSITY OF EDUCATION
NGUYEN THU HANH
REPROACHING ACT IN VIETNAMESE
AND TEACHERS’ USING
Trang 2Advisor: Prof Dr Do Viet Hung
Reviewer 1: Prof Dr Nguyen Van Khang
Institute of Linguistics
Reviewer 2: Assoc Prof Dr Trinh Cam Lan
University of Social Sciences and Humanities,
Vietnam National University Hanoi
Reviewer 3: Assoc Prof Dr Tran Kim Phuong
Hanoi National University of Education
The thesis will be defended in front of the Thesis Judging Committee
of University
meeting at Hanoi National University of Education on
… hour… date… 2022
The thesis can be found at the library: National Library, Hanoi
or the Library of Hanoi National University of Education
Trang 31 Nguyen Thu Hanh (2020), Indirect reproaching act in Vietnamese, HNUE Journal of science, Social Sciences, 2020,
Trang 41 Reason for choosing research topic
We choose the research topic “Reproaching act in Vietnamese and teachers’ using in pedagogical environment” for the following reasons:
Firstly, when a person makes a mistake, the person with related rights, obligations or obligations, can react by some speech acts such as: reminding, explaining, advising, suggesting, belittling, reproaching, scolding, criticizing, Among the nagative speech acts which aim at
others’ mistake, the reproaching act might bring the relaxed feeling and mitigate the face-threatening level than belittling, scolding, criticizing, critiquing, etc.
Second, the reproaching is an act that threatens the face of the listener (H), occurs regularly in daily communication surroundings, include communication between teachers and students at schools When being used in a negative way, reproaching will threaten the face of the communication participants, violate politeness standards, and affect interpersonal relationships and vice versa So study of reproaching act as
a perspective is necessary in order to find out the manners of performing
it in positive and negative sides, and to put forward the polited using signs and avoiding the negative.
Third, in recent years, the Ministry of Education and Training has had programs to enhance the values that bring happiness to students and teachers In 2019, Circular No: 06/2019/TT-BGDĐT is issued, stipulating the Code of Conduct in schools Clause 1, Article 6 prescribes how to behave with learners, including behavior in language: “Behavior
to learners: Standard language, easy to understand, praise or criticize appropriate to the audience and the situation; exemplary, tolerant, responsible, loving; respecting differences, treating fairly, advising, listening and motivating and encouraging learners;…” Therefore, the study of reproaching acts contributes to teachers' identification and use
of language in an appropriate way more practical.
Trang 5Fourth, the study provides insights into the act of contributing to the research and teaching of Vietnamese language activities.
2 Research purpose and tasks
2.1 Research purposes
Fingding out the characteristics of the reproaching act in Vietnamese, typical in using the reproaching act of teachers in the pedagogical environment Then, make recommendations on how to use reproach in positive ways, avoiding negative ones.
2.2 Research tasks
Overview of the research cases on the theory of speech act, politeness, and the studies on reproaching act; Collecting research data about reproaching acts from groups of users: teachers, characters in Vietnamese literary works and dramas (abbreviated as NV), and users in everyday conversations in any situations (abbreviated as NDHH); Processing research materials; Statistics, classification and analysis of corpus sources to find out the characteristics of the reproaching act in Vietnamese; Synthesize, analyze, compare statistics and point out the characteristics of the reproaching that teachers use in cases students made mistakes.
3 Research object and scope
4 Research method
A number of methods and techniques are used to conduct research such as: analytical method, descriptive method; technique of collecting research data; technique of statistics, classification; technique of comparison.
5 Scientific contributions of the thesis
Trang 6- In terms of theory, the thesis has built the concept of reproaching act, the using conditions of reproaching act, performative expressions of the reproaching and typical models of the reproaching act in Vietnamese.
- In practical terms, the results of the research are contributed some politeness ways, positive and negative sides in using the reproaching act
in order to achieve in effective communication Research results can also
be applied in everyday communication and between teachers and students when students made mistakes, contributing to the polite communication in the school environment Besides, the researches on the structure, characteristics, types of reproach, and especially the corpus collected from the teacher's speech of the thesis can become a source of research and learning materials on pragmatics and Vietnamese speech act.
6 New points of the thesis
The act of reproaching in Vietnamese was first collected from corpus sources in different contexts, and was studied for the first time in the communication between teachers and students in case students made mistakes.
7 Structure of the thesis
The main structure of the thesis consists of 3 chapters:
Chapter 1: Overview of research issue and theoretical basis
Chapter 2: Reproaching act in Vietnamese
Chapter 3: Teachers’ reproaching act in pedagogical environment
Trang 7CHAPTER 1 OVERVIEW OF RESEARCH ISSUE AND THEORETICAL BASIS
1.1 OVERVIEW OF RESEARCH ISSUE
1.1.1 Studies on the theory of speech acts
Austin, J L (1962) was the first to study, mention and distinguish some core concepts related to speech act such as: performative utterance; performative expression; performative verb,…; He distinguished speech acts into: locutionary act, perlocutionary act and illocutionary act Within these acts, the illocutionary act is the research center of pragmatics He
also indentified illocutionary verbs into five categories: Verdictives, Exercitives, Commissives, Expositives, Behabitives Searle, J R (1969,
1975) developed criteria to classify speech acts into fives classes
different from Austin: Representatives, Directives, Commissives, Expressive, Declartion; And he also introduced the concept of indirect
speech act Bach, K and Harnish, R M (1979), A Wierzbicka (1987) have all made remarkable studies on the classification of speech acts.
Nguyen Duc Dan (1998) introduced some basic contents of pragmatics Do Huu Chau (2001) also introduced, explained and pointed out the basic issues of pragmatics theory, and at the same time clarified the corresponding issues in Vietnamese Nguyen Thien Giap (2020) summarizes the theory of speech act with lean analysis, refinement and flexible chaining between knowledge of grammar, semantics, and pragmatics.
1.1.2 Applied studies on the theory of speech act
The applied studies are quite diverse in the world and in Vietnam, based on the speech act theory, conversation analysis theory, discourse analysis theory and oliteness theory, etc.
* The speech acts that are interested in researching in English can
be found such as: Request, suggestion, complaint, compliment/praise, disagreeing, invitation, reproach, refusal, criticism, apology, etc.
* In Vietnam, the research on applying the theory of speech acts in the country mainly focuses on master theses, doctoral theses and scientific articles Briefly, it can be seen that the speech acts in
Trang 8Vietnamese have been studied according to the following: Study the group of performative verbs; Study an act in dialogue pairs or exchange - answer pairs; Studying an act in speech events; Studying speech acts in literary works; Studying an act in Vietnamese in comparison with another language; Doing research on a speech act At the same time, many speech acts have also been studied in relation to issues of politeness, gender, communication culture, regional characteristics, and communication between teachers and students, etc.
1.1.3 Studies on reproaching act, some acts in the Expressive class, and speech acts of teachers at school
1.1.3.1 Studies on reproaching act
Compared with other acts, the act of reproaching has not been studied much The act of reproach was studied by: Dang Thi Mai Hong (2001) with the topic The act of reproach in the folk songs of Quang Binh; Nguyen Thu Hanh (2004) with the reproach and reproaching event; Phan Thi Viet Anh (2009) with the topic of Vietnamese people's reproaching act in lyrical folk songs; P Margutti (2011) Teachers’ reproaches and managing discipline in the classroom: When teachers tell students what they do “wrong”.
1.1.3.2 Studies on group acts in the Expressive class
Some acts in the same class of expressions with reproaching such
as belittling, scolding, criticizing should be considered (Particularly scolding is not studied independently, only mentioned when studying the act of criticizing and belittling) The belittling act was studied by Nguyen Thi Hoang Yen, (2000, 2006); Tran Kim Hang, (2009) The scolding act was studied by: Nguyen, T T M (2005, 2008, 2017); N S Lee (2009);
Z M Don and A Izadi (2013); Y Chen and V Rau (2015); Truong Van Dinh (2015); C Tang (2016).
1.1.3.3 Studies on speech acts of teachers at school
There are studies by: Hyland, F and Hyland, K (2001); Chen, I J (2017); Vu Thi Thanh Huong (2003, 2004, 2005, 2014); Hughes, M and Westgate, D (1998); Bui Ngoc Anh (2002); Dao Tan (2002); Tran Thi Phuong (2015).
Trang 9The studies summarized above all have survey subjects (associated with the use of an act) and research objects, and apply different research theories that are different from our thesis topic.
1.2 THEORETICAL BASIS
1.2.1 Theory of speech act
1.2.1.1 Speech act and speech act classification
a Speech act
Austin (1962) argues that speech act is an act of language performed when speaking Speech acts divided into: locutionary act, perlocutionary act and illocutionary act The illocutionary act is the research object of pragmatics
When an illocutionary act is performed, it will change the obligations and interests of the communication participants compared to themselves in previous, constrainting S and H in the exchange - response relationship The illocutionary act has a illocutionary point, illocutionary force, is conventional, and institutional.
b Classification of speech acts
Austin categorized illocutionary verbs into five categories:
Verdictives, Exercitives, Commissives, Expositives, Behabitives.
However, his classification has certain limitations.
Searle (1969, 1975) pointed out the inadequacy in Austin's classification and then established 12 criteria to classify illocutionary
acts into five large categories: Representatives, Directives, Commissives, Expressive, Declartion.
Bach and Harnish (1979) employed Searle's classification criteria, except direction of fit between words and the world They replaced by
S's psychological state criterion, and identified six classes: Constatives, Directives, Commissives, Acknowledgements, Effectives, Verdictives.
Classify the speech acts of Austin, Searle, Bach and Harnish in the table below (see Lamarque, P V (1997), p.450 for an extended table of của Allan K.).
Austin Searle Bach và Harnish
Expositives Representatives or Assertives Assertives
Trang 10Verdictives Declarations Verdictives
Effectives
Table 1.1 Classification of speech acts by Austin, Searle, Bach and Harnish
- Wierzbicka collects 270 speech act verbs in English and divides theminto 37 groups, on the basis of groups having similar meanings
The act of reproach study in our thesis belongs to the category of Austin’sBehabitives, Searle's Expressive class and Bach and Harnish's
Acknowledgments class, and Wierzbicka's classification of The reproach group.
1.2.1.2 Performative utterance, performative expression and performative verb
a Performative utterance
According to Do Huu Chau (2001) performative utterances areextensible, modelable performative expressions: performative utterance =(extension) + performative expression + (extension)
E.g: Lam Anh, go to the board to correct lesson 2
performative expression
Searle argues that the performative expression of many illocutionary actshas the general form F(p) (F is the illocutionary force indicating devices –IFIDs), and (p) is the propositional content) The meaning of the utteranceincludes the synthesis of two components of meaning: the illocutionary forceand the propositional content The illocutionary force is indicated by the IFIDs
Researchers all believe that performative utterances include form andcontent (meaning) The form contains the performative expression of a detailact The content consists: the information content which is conveyed in the
PC and the illocutionary force - indicating the speaker's purpose and attitude(expressed through IFIDs)
b Performative expression
Performative expression is a structure representing an illocutionary act.There are two types: the explicit performative that contains the performativeverb in the language function and the primary performative or implicitperformative which does not contain the performative verb in the languagefunction The illocutionary acts are identified by performative expressions Aperformative expression is distinguished from another by its IFIDs (i.e order
of words/sentence structure; specific words; intonation; relationships betweenfactors in the subject-predicate structure that make up the propositionalcontent in the linguistic expression with the elements of the context;performative verb)
Trang 11c Performative verbs
Performative verb is a verb that when we speak, we also perform the action
that the verb names For example: (9) I criticize you for violating the class rules.
The verb “criticize”, which is performative verb, is used in speech function
The performative verb can only be used with the speech function whenfour conditions are met: S must be the first person; The verb tense must be inthe present; The verb form must be in active voice; and the mood must be inindicative
1.2.1.3 Conditions for performing illocutionary act
According to Searle, each contract of contract to be implemented must
meet four conditions: (i) Propositional content: that indicates the nature of the content of the illocutionary act; (ii) Preparatory condition: is S's knowledge
about H's ability to perform, benefits, and intentions, on the relationship
between S and H; (iii) Sincerity condition: is the psychological state of S when performing the illocutionary act; (iv) Essential condition: is a condition
related to the responsibility that S or H must perform when the illocutionaryact speak out
1.2.1.4 Indirect speech act
The researchers all perceive indirect speech act as the phenomenonwhere the speaker uses the form of one illocutionary act but aims at theillocutionary force of another action For example: A mother knows her son
hasn't showered yet but still asks "Have you showered?", when saying that, she doesn't need her son’s answer to shower or not, but to remind or urge him
to "take a bath" The mother uses the form of the act of asking but the effect
is in the word of the act of reminding or urging
1.2.2 Theory of politeness
1.2.2.1 The concept of politeness of Brown P and Levinson S C.
Politeness theory of Brown P and Levinson S C (1978, 1987) focuseson: negative face and positive face On that basis, they distinguish face-threatening acts (FTA) into: negative FTAs and positive FTAs Courtesy incommunication is conceived as S must assess the face-threatening level of theillocutionary act that they use in a particular communication context in order tofind ways to reduce the face-threatening risk of the act Brown and Levinsonhave proposed five polite strategies for implementing FTAs to reduce the face-threatening impact of the FTAs; Similar to face-saving acts (FSAs) In
addition, the face-flattering act (FFA) such as compliments and thanks
suggested by Orecchioni C K is also considered a way to preserve face
1.2.2.2 The concept of politeness of Leech G N.
Trang 12Leech's (1983) concept of politeness is a super-rule of politeness (withtwo aspects to the loss and benefit of the communicators), consisting of sixmaxims: tact, generosity/generous, appreciative, and modesty condescending,agreeable, and sympathetic Each motto is dedicated to a number of contracts.
In 2014, Leech adjusted and supplemented the politeness perspective with theGeneral Strategy of Politeness (GSP), increased the motto from 6 to 10(symbol from M1 - M10, M stands for maxim) and sorted according to the 5pairs of constraints showing the asymmetry between S and O (other - other),
in table 1.2 below
Maxims (expressed in
an imperative mood) Related pair of maxims Label for this maxim Typical speechevent
type(s)
(M1) give a high value
Tact
Generosity Commissives
(M2) give a low value to
S’s wants
Tact Directives Tact Directives
(M3) give a high value
to O’s qualities Approbation
to O’s opinions Opinion
Agreement Agreeing,
disagreeing(M8) give a low value to
S’s opinions
Opinionreticence
Giving opinions
(M9) give a high value
to O’s feelings Feeling
Sympathy Congratulating,
commiserating(M10) give a low value
to S’s feelings Feelingreticence Suppressingfeelings
Table 1.2 The component maxims of the General Strategy of Politeness of Leech.
Accordingly, the maxims of positive politeness with odd numbers (1),(3), (5), (7) and (9) are directed at S; negative polite mottos with evennumbers (2), (4), (6), (8) and (10) directed at O
Trang 131.2.2.3 The concept of politeness of Culpeper J.
The polite concept Culpeper J (1996, 2005, 2008, 2011a, 2011b) isimpolite: a negative attitude towards a specific act in a particular context.Culpeper (1996) defines impoliteness as ''communicative strategies designed
to attack face and thereby cause conflict and disharmony'' He stated that thepurpose of impolite is: S may have a different opinion from others and want
to save his argument; To entice H to be aware of S's opinion; To showstrength in interaction and emphasize the ideology of S; To mock or create aperson's identity; When S is in a negative mental state; For entertainmentpurposes
Culpeper based on the politeness strategies of Brown and Levinson toconstruct five opposing impolite superstrategies, which are seen as face-attacksincluding: Bald on-record impoliteness; Positive impoliteness; Negativeimpoliteness; Sarcasm or mock politeness; Withhold politeness
1.2.2.4 Politeness of Eastern and Vietnamese researchers
a Politeness from the Eastern point of view: researchers from the east
such as: Japan, China, Korea: Matsumoto (1989), Ide (1989), Gu (1990), Mao(1994), in the works arguing the polite view of Brown and Levinson (1978,1987) and Leech (1983) is indirectly expressed: Politeness in language, inEastern communication is governed by social conventions, by traditionalculture of each country These influences leave an imprint in thecommunication language of each individual, especially in the polite aspect
b Politeness in the concept of Vietnamese: In Vietnam, if considered
and explained from a pragmatic perspective, Vu Thi Thanh Huong (2002) hassynthesized some views on politeness of researchers and make commentsabout the politeness of the Vietnamese people She believed that thesemantics of the concept of politeness in Vietnamese is related to 4 basic
concepts: respectful, decency, tactful and delicate Then draw: Vietnamese
politeness includes two aspects: politeness (standard politeness - according tothe Eastern concept) and social politeness (strategic politeness - according tothe Western concept) Thus, Vietnamese politeness includes the basic values
of the East and the West, but there are differences that make up their ownvalues
c Politeness at school: There has been no official statement about
politeness at school yet However, it can be seen that politeness in the school
environment are partly reflected in the traditional thought of Revered Master,
in the concept of an important position and exemplary role in society,