tóm tắt tiếng anh: Đặc điểm của hành động hỏi và hồi đáp hỏi trong tiếng Việt từ góc độ phân tầng xã hội.

Đặc điểm của hành động hỏi và hồi đáp hỏi trong tiếng Việt từ góc độ phân tầng xã hội.Đặc điểm của hành động hỏi và hồi đáp hỏi trong tiếng Việt từ góc độ phân tầng xã hội.Đặc điểm của hành động hỏi và hồi đáp hỏi trong tiếng Việt từ góc độ phân tầng xã hội.Đặc điểm của hành động hỏi và hồi đáp hỏi trong tiếng Việt từ góc độ phân tầng xã hội.Đặc điểm của hành động hỏi và hồi đáp hỏi trong tiếng Việt từ góc độ phân tầng xã hội.Đặc điểm của hành động hỏi và hồi đáp hỏi trong tiếng Việt từ góc độ phân tầng xã hội.Đặc điểm của hành động hỏi và hồi đáp hỏi trong tiếng Việt từ góc độ phân tầng xã hội.Đặc điểm của hành động hỏi và hồi đáp hỏi trong tiếng Việt từ góc độ phân tầng xã hội.Đặc điểm của hành động hỏi và hồi đáp hỏi trong tiếng Việt từ góc độ phân tầng xã hội.Đặc điểm của hành động hỏi và hồi đáp hỏi trong tiếng Việt từ góc độ phân tầng xã hội.MINISTRY OF EDUCATION AND TRAINING MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION BUI ĐOAN TRANG CHARACTERISTICS OF THE ACT OF ASKING AND RESPONDING TO QUESTIONS IN VIETNAME.

BUI ĐOAN TRANG

CHARACTERISTICS OF THE ACT OF ASKING AND RESPONDING TO QUESTIONS IN VIETNAMESE FROM THE

PERSPECTIVE OF SOCIAL STRATIFICATION

Major: LinguisticsNumber: 9.22.90.20

CONCLUSIONS OF THE DOCTORAL THESIS ON

LINGUISTICS

Ha Noi - 2023

Instructor 1: Prof.PhD Nguyen Van Khang

Instructor 2: Assoc Prof PhD Nguyen Thi Luong

Reviewer 1: Assoc Prof PhD Nguyen Van Loc - Thai Nguyen University of Education

Reviewer 2:Assoc Prof PhD Pham Van Hao - VietNam institute of lexicography and encyclopedia

Reviewer 3: Assoc Prof PhD Tran Kim Phuong Ha Noi University of Education

The thesis will be defended in front of the school committee in charge

of the doctoral thesis of Hanoi National University of Education

at 2022

The thesis can be found at:

- Vietnam National Library

- Information center and the library of Hanoi National University of

Education

1. Bui Doan Trang (2016), Questions that perform the act of expression in the novel “Finding character” (Đi tìm nhân vật) by

Ta Duy Anh The Language Magazine (7), pg.70-80;

2. Bui Doan Trang (2020), Linguistic factors marking the act of asking and responding from a perspective of power, Language &

Life Magazine (1), pg 48-53;

3. Bui Doan Trang (2021), Several models of interrogative language from a perspective of gender, Social Science Human Resource

Magazine (1), pg.99-105

1 The rationale for the selected topic

1.1 It can be said that the act of asking is used with a high frequency thatconnects to the linguistic–cultural characteristics of each culture andcommunication community

1.2 Asking and responding to questions are two sides of a unified processand the premise of each other's existence, and both aim at a common goal, which is

to clarify an unknown, unresolved information or problem Asking – responding toquestions is essentially the mutual relationship between the unknown and theknown When the asking-responding interaction is performed, the perception ofobjects is raised to another level In linguistic studies, the act of asking andresponding to questions is approached from many different perspectives such as thestudy of structure, pragmatics, and sociolinguistics

1.3 Communication is the process of choosing the language of thecommunicators and this process is influenced by a series of socio-linguistic factors.Factors such as age, gender, occupation, income, status, education, etc areimportant social variables that affect human communication That the act of askingand answering questions is considered a language variable appearing with highfrequency in communication will be under the influence of elements of socialstratification

However, so far, there has not been a topic or thesis in Vietnam that has anin-depth study on the act of asking and responding to questions and its connectionwith social stratification in Vietnamese Therefore, the researcher chooses the

research topic as " Characteristics of the act of asking and responding to questions

in Vietnamese from a perspective of social stratification”.

2 Research purposes and tasks

2.1 Research purpose

The thesis studied and surveyed the language characteristics of the act ofasking and responding to questions from a social stratification perspective throughlinguistic expressions, thereby seeing the influence of social factors oncommunication and language choices in communication The obtained results willcontribute to the theory of speech acts and social stratification

2.2 Research mission

To achieve the above goals, we set out the following research tasks: 1/Overview of the research context of the thesis topic; 2/ Establishment of thetheoretical basis for the thesis; 3/ Survey, categorize the act of asking andresponding to questions from a social stratification perspective; 4/ Study the action

of asking and responding to questions from the perspective of social stratification

of gender, age, and social status

3 Subjects and scope of the study

3.1 Research subjects

The subject of the thesis is the act of asking and responding to questions inVietnamese In order to gain intensive research, this thesis limits the researchsubjects to two main aspects: 1/ The survey on the act of asking with linguisticexpressions and means expressing the purpose of asking as well as the survey onthe act of responding through different types of it such as positive and negativeresponses, and direct and indirect responses 2/ From the social stratificationperspective, the thesis chooses three elements (factors), which are age, gender andsocial status because they are the three most powerful factors governingcommunication topic and purposes of the Vietnamese

3.2 Research scope

The research revolves around the characteristics of the act of asking andresponding to questions from a social stratification perspective based on threefactors, which are age, gender and social status

3.3 Research materials

Research materials are extracted from real-life communication, literary

works, and communications in the game show Shark Tank.

4 Research methods and tactics

To do this research, the researchers use the following methods and tactics: Themethod of description, including statistic, classification, and analyzing meanings ofcomponents; the method of text survey; the method of discourse analysis; and themethods of qualitative and quantitative research

5 Theoretical and practical contribution of the thesis

5.1 Theoretical contribution: The research results contribute to clarifying the

general points on the act of asking and responding to questions and the relationshipbetween asking and responding in Vietnamese They also clarify the dominance ofsocial stratification factors affecting language acts in general and the act of askingand responding to questions in particular Next, they help to accurately evaluate andrecognize the position and role of the act of asking and responding to questions intexts as well as in actual social communication

5.2 Practical contribution: The deeper study of this speech act from a social

stratification perspective could be applied into communication activities, which arevery diverse in human life The research results can also be used as a reference forthe teaching of the Vietnamese language in general

6 Structure of the thesis

In addition to the Introduction, Conclusions, References andAppendix, the thesis has 3 chapters:

Chapter 1 Overview of the research situation and theoretical basis of thethesis

Chapter 2 Characteristics of the act of asking from a social stratificationperspective

Chapter 3 Characteristics of the act of responding to questions from asocial stratification perspective

Chapter 1 OVERVIEW OF THE RESEARCH SITUATION AND THEORETICAL

BASIS OF THE THESIS 1.1 Overview of the research situation on the act of asking and responding

1.1.1 The act of asking and responding to questions from the perspective of the speech act theory.

Speech acts are considered the backbone of pragmatics The act of asking

is one of the most frequently used speech acts The theory of speech acts deals withmany issues including the act of asking A number of pragmatic books, articles,monographs, thematics, theses, dissertations, and so on have mentioned thisresearch object from many different aspects such as:

First, in pragmatic books the authors have discussed the act of asking in

the theory of speech acts on such aspects as the illocutionary effects of it, theconditions for the illocutionary effects of it, and the analysis on the distinctionbetween direct and indirect asking

Second, many works …have approached the content and function level of

the question, that is, care about researching the purpose of the act of asking.Besides, there have also been studies on the answers in the asking-respondinginteraction relationship

Third, from the perspective of the theory of speech acts, there have been

many studies on the act of asking in its context of use …These studies haveenriched the characteristics of the act of asking as well as the role of it incommunication practice

1.1.2 The act of asking and responding to questions from the perspective of social stratification

1.1.2.1 Some research on the act of asking and responding from the perspective of social stratification of international researchers.

In the West since the 60s and 70s of the 20th centuries, there have been anumber of authors who have studied the act of asking and responding in thedirection of applying research results of Social Linguistics However, the authorshave only studied it from the formation structure form with the perspective ofsocial status but have not studied it from the perspective of social stratification

1.1.2.2 Some research on the act of asking and responding from the perspective of social stratification of international researchers.

In Vietnam today, the study of speech acts in the direction of applyingsociolinguistics is a research direction that many people are interested in

In Vietnam, there is little research on the issue of social stratification in theact of asking and responding to questions Sometimes, several dissertations and

theses deal with the issue of social stratification in the use of the act of asking andresponding to questions in communication from some aspects such as gender,power, and culture.

1.2 Theoretical basis of the thesis

1.2.1 The act of asking and responding to questions

1.2.1.1 The act of asking

a The concept of speech act:

In this thesis, we use the concept of speech acts according to Do Huu

Chau's concept: “Speech acts are actions performed when creating an utterance (discourse) in a conversation Speech acts require conditions, manipulations, ways

of organizing manipulation and most importantly, targets like all other conscious human actions”

b Speech acts:

In "General Linguistics" volume 2, based on the research results of J.Austin, Do Huu Chau pointed out three types of speech acts, which are locutionaryacts, illocutionary acts, and perlocutionary acts

c Eligibility for the use of illocutionary acts:

Do Huu Chau [12] pointed out the conditions for the use of illocutionary actsaccording to Searle Specifically, to use illocutionary acts, it is necessary to ensurethe following conditions: Propositional content; Preparatory condition;Psychological state; Basic conditions

d Illocutionary force indicating devices (IFIDs):

Each performative clause is marked with signals that Searle callsillocutionary force indicating devices – IFIDs Hence, each performative clause,according to Do Huu Chau, will be recognized by the following devices, namelytypes of structure, technical terms, intonation, the relationship of components in thepredicator – arguments structure; and performative verbs

e A taxonomy of illocutionary act:

Based on the four criteria forming the basis of a taxonomy of thefundamental classes of illocutionary acts, Searle classifies illocutionary acts intofive kinds, which are representatives (or assertives), directives, commissives,expressives, and declarations

f Direct and indirect illocutionary acts:

- Direct illocutionary acts: Genuine speech acts (illocutionary acts) are

speech acts that are used for the right purposes, in accordance with their purpose ofuse [12, tr.145]

- Indirect illocutionary acts: The phenomenon in that speakers make aspeech on the surface of this illocutionary act but aim to achieve the effect ofanother illocutionary act is called an indirect illocutionary act

1.2.1.2 The act of asking

a Conditions for using the act of asking:

In "General Linguistics" volume 2, Do Huu Chau presented the conditions forusing the act of asking according to Searle as follows:

- Propositional content condition (PC): includes all the propositions

- Preparatory condition (PrC): The questioner has something that he does nothave full information about

- Sincerity condition (SC): The questioner believes he or she does not knowand wishes to obtain that information

- Basic condition (BC): The questioner performs the act of asking to try to getthe necessary information and answers from the listener

b Illocutionary force indicating devices:

Based on the theory of speech acts, illocutionary force indicating devicesinclude:

- Types of asking structure: General structure, specialized structure, and

expressions for asking choices

- Technical terms in the performative clause: Technical terms in

performative clauses include interrogative pronouns; interrogative adverbs;conjunction “hay”; and modal particles

- Intonation: The specific intonation for the act of asking is a high and

sharp intonation which is given for the focus of asking

- Performative verb of asking: The verb that expresses the acts indicated in the act of asking is the verb “hỏi” (Can be included or not).

c A taxonomy of the act of asking:

The thesis is based on the classification of speech acts in the pragmaticbooks of Nguyen Thien Giap [24] and Do Huu Chau

- The act of direct asking is the act of using asking structures to performthe purpose of asking

- The act of indirect asking is the act of using other speech acts to performthe purpose of asking

1.2.2 Theory of conversation and the act of responding to questions

1.2.2.1 Theory of conversation

a The concept of conversation

There are a number of Vietnamese linguists who have discussed the concept of

conversation The thesis follows Do Huu Chau's point of view: "Conversation is a regular, common form of communication of language, and also the basic form of all other language activities."

b Conversation units

The act of responding is related to the following units, which are conversation,transaction, exchange, tham thoại, and speech acts

c The cooperative principle in conversation

The principle is understood as: “Make your conversational contribution such

as is required, at the stage at which it occurs, by the accepted purpose or direction

of the talk exchange in which you are engaged” The cooperative principle of

conversation includes four sub-principles (maxims), which are Quantity, Quality,Relation, and Manner

1.2.2.2 Conversation and the act of responding to questions

a Characteristics of the act of responding to questions:

Through the analysis of exchange, move, times, and the interaction ofconversation theory in relation to the act of responding to questions, severalcharacteristics of the act of responding to questions can be mentioned as follows:

- The act of asking as well as all other speech acts require a response

- Along with the act of asking, the act of responding has created the exchange

in the basic structure of conversation: Ask-Respond/Ask-Answer

- The move of the act of response is the turn for responding utterance oflistener SP2 after receiving the turn for introductory asking from SP1 This movefunctions as the responding illocutionary effect

- There is a direct relationship between the utterance of asking and responding

to question

- There will be some responding utterance times that follow introductoryasking moves right behind (after three or four times) This contributes to makingthe conversation richer, more diverse, and vivid

b Classification of the act of responding to questions:

In this thesis we used Do Huu Chau's method of classification of the act ofresponse for our clasification of the act of responding to questions Accordingly,responses to questions are divided into two categories:

- Positive response: is a direct or indirect, positive, and preferred move that

satifies the target of the questioner

-Negative response: is a direct or indirect, negative, marked, inapproporiate

move that does not satisfy the target of the questioner

1.2.3 Social dialects and the phenomenon of social stratification

1.2.3.1 The concept of social dialects

Social dialect is the language of a certain group of people in society that aresimilar in social criteria such as age, gender, status, occupation, education, region,

religion, income, and so on According to Nguyen Van Khang, "Each member of society will be classified into different social classes on the basis of a series of criteria such as gender, age, occupation, background, cultural level, and so on Social class characteristics have a direct impact and create linguistic characteristics in use".

1.2.3.2 Sociall stratification and the phenomenon of social stratification in Vietnam

Language is considered a factor that plays a role in social stratification.Nguyen Van Khang identified three groups of factors from strong to weak that

affect Vietnamese communication Group 1 is one of the factors that have thestrongest impact on Vietnamese communication: age, status and gender The thesisselects elements of this group as the subject of the survey in response to thequestion and answer.

(i) Age stratification:

Age plays the most important factor affecting Vietnamese communication.Vietnamese people always rely on age to choose the right way to communicate.The age factor affecting Vietnamese communication is mainly in two aspects: 1/Vietnamese language shows age classifications and 2/ The linguistic style of eachage of Vietnamese people

(ii) Gender stratification:

Gender (Sex) is a pre-existing characteristic that is divided into male andfemale Vietnamese society has had an important concept that prefers men anddespise women Hence, in life in general and communication in particular, men arealways considered to have strong gender and women are considered to have weakgender Gender factors affect Vietnamese communication in the following threemain contents: 1/ Gender words; 2/ Speech styles of each gender and 3/ Gender-criminication language (mainly reflecting women discrimination)

(iii) Social status stratification

The social status factor has the second strongest impact on Vietnamesecommunication This factor affects Vietnamese communication mainly in two aspects: 1/Social status words and 2/ Speech styles of people with high social status

1.2.4 Social stratification and the usage of language

According to Nguyen Van Khang [50], different social classes will havedifferent communication patterns corresponding to their own classes, wherebypeople from different social classes will have different ways of using language.With this stratification, it can be seen that human communication is clearlyinfluenced by social factors such as age, gender, power, occupation, education,income, region, religion, etc

Language has changed in a variable way, in the direction of adaptation,and the object that makes it transform is the user of the language

It can be seen that the social factors affecting language communication arevery rich and diverse On the basis of the theory of sociolinguistics on dialects, theproblem of social stratification in Vietnam, the social stratification in language use(the relationship between language and social factors of age, gender, status) helpsthe thesis to focus on comprehensive research and age factor system, gender, status

in the act of asking and responding to questions of Vietnamese

Sub-chapter 1

In chapter 1, we conducted general research and learning about the act ofasking and responding on two main aspects: 1/The act of asking and responding inVietnamese from the theory of speech acts; 2/ The act of asking and responding in

Vietnamese from the theory of social stratification In addition to that, in order toobtain the established purposes, the research has developed a theoretical basisclosely connected to the topic such as theory of speech acts, the act of asking andresponding, conversation, social dialects, and social stratification in the use oflanguage In addition to fulfilling the set purpose, the thesis has built a theoretical basisclosely related to the topic such as: Theory of speech acts, theory of question andresponding to the act of asking; theory of conversation; theory of social dialects and theproblem of social stratification in language use The above theories are the basis for us

to implement the topic in chapter 2 and chapter 3 of the thesis

Chapter 2 CHARACTERISTICS OF THE ACT OF ASKING FROM THE PERSPECTIVE OF SOCIAL STRATIFICATION

2.1 Introduction

2.2 Topics in the act of asking from the perspective of social stratification

2.2.1 Topics in the act of asking

Through the 1106 utterances (Us) that the thesis statistics, topics in the act ofasking from the perspective of social stratification can be divided into 7 groupswith different proportions: 1) Occupation (23%); 2) Family (19%); 3) Emotion(20%); 4) Friend (10%); 5) Study (11%); 6) Hobby (8); 7) Other topics (9%) Thedivision into the above 7 groups of topics is just relative, because of the fact thatthey intersect due to the direct connection to each other

2.2.2 Topics in the act of asking from an age perspective

- Work, family and emotion are the three groups of topics most interested by allages: work 250/1106 (23%); family 221/1106 (20%); emotion 197/1106 (19%)

- The three groups of ages that pay the most interest in topics in life (through theappearance of topics in the act of asking) are youth, middle age, and teenager withproportions respectively as follows: 340/1106 (30%); 260/1106 (24%); 246/1106 (22%)

- People’s interest in topics in life tends to increase rapidly (up 20%) from smallages to adulthood and decrease (down 16%) as they reach middle and old ages

2.2.3 Topics in the act of asking from a gender perspective

- Like the age factor, the topics that appear most frequently in the act of asking from

a gender perspective are thematic groups: work (250/1106 PN); family (221/1106women) and feelings (207/1106 women) accounted for 61% of the total topics appearing

in the act of asking from a gender perspective

- Overall, women tend to be more interested in topics in life than men (women accountedfor 55%, men accounted for 45%) Women are particularly interested in family topics(55%) and love (58%) Men are more interested in the topic of work (57%)

2.2.4 Topics in the act of asking from a status perspective

- The topic groups that come up the most in the act of asking from a statusperspective are respectively as follows: 220/894Us; 191/894Us; 163/894 Us

- The frequency of occurrence of topics in the act of asking differs between

communicative roles In particular, the topic in the act of asking between peoplewith equal roles was the largest 40% with 351/865 Us

- The degree of interest in the topic groups varied between thecommunicative roles

2.3 Asking expressions (AE) in Vietnamese from the perspective of social stratification

2.3.1 Frequently asked expressions in Vietnamese from a social stratification perspective

These are 3 groups of asking expressions, each consisting of small AEs These are:1/ General AE, including (1) có V không? (2) đã V chưa?; (3) Narrative structure +không/có phải không/đúng không? (4) narrative structure + subjunctive.? 2/ Specialized AE,including: (1) asking about venues and locations; (2) asking about the status and manner; (3)asking about the reasons and causes; (4) asking about time; (5) asking about objects andsubjects; (6) asking about the outcome and purpose; - (7) asking about quantity; 3/ AE for

choices including (1) A hay/hay là B?; (2) A1 và A2, A nào?

Out of a total of 1106 utterances containing ask expressions, the group ofspecialized asking expressions had the highest rate of 59% (654 Us); the secondgroup of asking expressions was general Aes, of 34% (377 Us), and the lowestgroup of asking expressions was expressions of asking choices 7% (75 Us)

2.3.2 Asking expressions in Vietnamese from an age perspective

2.3.2.1 General asking expression in Vietnamese from an age perspective

- The asking expressions (1) có V không? has the largest number (129 Us); followed by (4) narrative structure + subjunctive expressions? with the second largest number (110 Us), expressions (2) – đã V chưa? hold the third position (68 Us) and the expression (3) narrative structures + không/ có phải không? has the

lowest number (68Us)

- Regarding the use of the general asking expressions in agesassociated with the topic of communication: Middle age uses the most generalasking expressions, then come to the youth, the elderly, teenagers, andchildren, respectively as follows: 123-91-89-46-28/37Us

2.3.2.2 Specialized asking expressions in Vietnamese from an age perspective

- The three most used asking expressions in specialized asking acts (AA) from

an age perspective are: Expression (5) with 198 Us, object; expression (2) with 136 Us;expression (3) with 96 Us

- When using specialized AE, children are less likely to use expressionsasking about time, purposes, and results; however, ask a lot about subjects andobjects (children have 100/198 Us asking about subjects and objects) for topics offriends, learning, and hobbies Meanwhile, adults use many specialized AEs to askabout status, manner, reasons, and purposes more than about work, family, andemotion (adults have 93/136 Us asking about status and manner; 63/96 Us askingabout reasons and causes; 28/38 Us asking about purposes and results)

2.3.2.3 Expressions for asking choices in Vietnamese from an age perspective

- Compared to the two groups of general asking expressions andspecialized asking expressions, expressions for asking choices have the smallest

number (7%) Two common expressions in this group are: (1) A hay/hay là B? and (2) A1 và A2, A nào? Of the above two expressions, expression (1) is used by all

age groups (52 Us accounting for 69%) and expression (2) is used less (23 Us,accounting for 21%)

- The expression "for asking choices" is also used more by adults thanchildren with 52/75 Us

2.3.3 Asking expressions in Vietnamese from a gender perspective

2.3.3.1 General asking expression in Vietnamese from a gender perspective

- The general asking expression is used a lot by both men and women incommunication Expression form (1) is most used with 131 Us, 35%; expression(4) with 114 Us, 30%; expression (2) with 73Us, 19% appears in all topics

- Expressions (1) and (4) are used more by women than men: 10 and 25 Usrespectively Meanwhile, men tend to use expressions (2) and (3) more thanfemales: 12 and 5 Us, respectively

- The use of general asking expressions in both genders associated with the

topic of communication has the following points: Men use more AE (1) with 18Usand (4) with 16Us; expression (3) for topic emotion (13Us); expressions (1),(2),(4)for friend, study, hobbies, and other topics Women have a habit of using

expressions (1), (4), (2) for topics of work, family, and emotion.

2.3.3.2 Specialized asking expressions from a gender perspective

- The use of specialized asking expressions is 8% higher among women(54%) than in men (46%)) 188 out of 653 Us used the expression (5) (females with

106 Us, 54%; males with 82Us, 46%) There are 137/653Us using expression (3)(females 81/137 Us, 59%, males 56/137 Us, 41%) The expressions (1), (4), (6), (7)are used to a lesser extent and there is not much difference between the genders

- Both men and women prefer to use expressions (5), (2), and (3) for topics

of work, family, and emotion

2.3.3.3 Expressions for asking choices in Vietnamese from a gender perspective

- Women have a higher habit of using AE than men Of the 73 Uscontaining AE selected by the thesis, 45 were women, accounting for 61%, andmen were 28 Us, accounting for 39%

- Communication topics associated with AE selected, by gender: AE ismost used by men in the hobby topic including 7 Us The most used by women is inthe emotion group, consisting of 8 Us

2.3.4 Asking expressions in Vietnamese from a status perspective

2.3.4.1 General asking expression in Vietnamese from a status perspective

From a status perspective, upper and lower communication roles use atmost two AEs (1) and (4), 42 and 27Us in topics of work, family, and emotion The

lower-upper communication roles use multiple AEs (1); (4); (2) for topics of work,family, emotion, friends, and study with the amount of 25-25-17Us respectively.Shoulder cross-shoulder communication also uses multiple AE (1); (4); (2) forwork, family, romance, friends, study, and other topics with the number of 48-39-19Us respectively.

2.3.4.2 Specialized asking expressions from a status perspective

Expressions (2); (5); (3) is most used by upper- lower communication roleswith the number of 37-36-28 Us for topics family and emotion The communicatorswith equal roles use the most expressions (5); (2); (3) with the number of 72-47-37Us Among equal-role communicators, when discussing work and emotion topic,they tend to use more specialized asking expressions The lower-uppercommunication roles also use the most AE (5); (2); (3), respectively 36-33-24Us

2.3.4.3 Expressions for asking choices in Vietnamese from a status perspective

- Expressions for asking choices are the form of expressions that are usedthe least often in the total number of asking expressions under the statusperspective There were 71 out of 856 asking Us, accounting for 8% of all askingexpressions belonging to this social variable Specifically: The number ofexpressions for asking choices with the upper-lower communicative roles is 20 Us,equal is 30 Us, lower - upper is 21 Us

- Of the two expressions for asking choices, expression (1) is used more byall three groups of communicators than expression (2) The total number of askingutterances using the expression for asking choices (1) was 48/71 Us, accounting for68%; expression (2) was 23/71 Us, which is 32%

- Expressions for asking choices are used a lot by all three roles in topics ofwork, family, and emotion

2.4 The impact of social stratification over the act of asking in Vietnamese

2.4.1 The impact of the age factor on the act of asking in Vietnamese

In Vietnamese communication, age plays the most important factor inchoosing words to communicate as follows:

- Same content asked, but with different ages, speakers choose differentways of asking

- When asking the elderly, Vietnamese people often use apostrophes andhedging devices to increase politeness and show respect

- When asking children, adults also often use hedging devices to givechildren the feeling that they are being promoted to encourage them

- Some words in Vietnamese include words at the beginning of utterances such

as dạ, vâng, ừ, à and nhỉ, nhé…at the end of the utterances are often used by the younger person in their questions Or the words hử, hả, hở…are often used by older

people when asking

2.4.2 The impact of the gender factor on the act of asking in Vietnamese:

The impact of the gender factor on the asking act is as follows: