Luận văn a study on the prosodic features in responses via english and the equivalent expressions in vietnamese

Moreover, choosing fitted prosodic features is necessary because this will help speakers in reaching their aims in communication Vor example, speakers may raise their tone at the end of

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST — GRADUATE STUDIES

NGUYEN TI VIET LOA

A STUDY ON THE PROSODIC FEATURES IN RESPONSES VIA ENGLISH AND THE EQUIVALENT EXPRESSIONS

IN VIETNAMESE

(Nghiên cứu đặc điểm ngôn điệu trong sự phản hỗi thông qua

tiếng Anh và sự thế hiện trơng đương trong tiéng Viét)

MA Mimor Programme 'Thesis

Field: English Linguistics Code: 60.22.15

HANOI - 2010)

VIETNAM NATIONAL UNIVERSITY, HANOT

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

NGUYEN THI VIET HOA

A STUDY ON THE PROSODIC FEATURES IN RESPONSES VIA ENGLISH AND THE EQUIVALENT EXPRESSIONS

IN VIETNAMESE

(Nghiên cứu đặc điểm ngôn điệu trong sự phản hồi thông qua

tiếng Anh và sự thể hiện tương đương trong tiếng Viét)

MA Minor Programme Thesis

Field: English Linguistics Code: 60.22.15

Supervisor: Nguyén Thi Bich Ngoc, M.A

HANOI - 2010

12.2 Response as an act GỀ sp9sCh cceeeeerrde a)

1.4.2.3 The second rising tưne ecerneererereoreeL 1.4.2.4 The fillng rising tate se eeerre 1S

1.4.3.1 The attituáinal Rmetion « secceerersce „16

2.4, Reszatch đ428tÏOTRS, irntnrHedrrrrrrrerrrerreee.TÐ

CHAPTER 3: FINDINGS à cneeseirreereirrirree21

3.1.1, Differences in responses between teachers and stuđenfs 21 3.1.2 Agreeing samples via English and equivalent expressions in Vietnamese 22

3.1.2.1 Teacher towards students

3.1.2.2 Studzns towards teachal se ereisseireeeoeo.24)

3.1.3 Disagreeimg samples via English and cquivalent expressions in Vietnar 26

3.1.4.1.1 The attitudinal fimetion,

3.1.4.1.2 The accentual function

3.1.4.1.3 The discourse fiction

3.1.4.1.4 Grammatical funetion che 3.1.4.2 Intonation 0F disagTeeïII€HIEL con nhe mrreriirree

3.1.4.2.1 The attitudinal function

3.1.4.2.2 The accentual function

3.1.4.2.3 The discourse fimetion

2 Symbols of intonations

- The glide down:

- The glide up:

- The take - off,

4 -⁄

+ The Dive: Nz

3 Tonic syable: Underlined part in an uttcrance

Table

‘Table 1 Agresing samples of teachers towards students

Table 2 Agreeing samples of students towards tench€rs neo

Table 3 Disagreeing samrples oŸ tzachers towards studenfs, noi mor

Page

PART A: INTRODUCTION

In this part, the rationale which explains the reasons for choosing this topic, the aims of the study which illustrates typical goals, the seops of the study which rarrows down the research seale and the struchue of the study which builds up a frame are established clearly

Moreover, choosing fitted prosodic features is necessary because this will help speakers in reaching their aims in communication Vor example, speakers may raise their tone at the end of the ufterance in askin

teacher is teaching, students can talk"

instead of using question words as in: "While the

One more reason for choosing responses as the topic of the study is that response is

a factor in communication that helps speakers or hearers go on the conversation, depending

on the way they response to the others

We hope that the study not only contributes a small part in the success of each conversation but also can be considered as the ground stage for further rescarches

2 Aims of the study

Due to the sindy is Tiniled in the contox!, of classroom in general and prosodic features in responses between the teachers and students in particular as stated in scope of the study, therefore, the goals of the study are as follows

* To find out the similarities and differences in the responses between teacher and students in context of a class

* To look at the way how teachers and students express their responses showing

agrecment and disagrecment in classroom context.

* ‘To find out the prominent intonation strategies preferably used in agreeing and disagrecing responses by teacher and students,

3, Scape of the study

The study investigales responses

in the lavel of speach acts, Thore are many kinds

of responses such as responses to a letter, responses to a question, responses to an

invitation and so on, Nevertheless, this study focuses on responses of teachers and students

in showing agreements and disagreements In addition, the study examines chisfly

prosodic features in which intonation in uttcrances will be paid attention

Moreover, due to the limitation of time, ability as well as knowledge, the research context chosen is in English classes in grade 11 at Ischool Hatmih where the researcher observes and describes mostly the actions and responses between teacher and students

4 Method of the study

‘The study bases on quantitative research, which is to determine the relationship bot

none thing and another Quantitative roscarch dosigns are cither descriptive or experimental, which means that we use personal observation and facts to fonn general rales

‘The participants of the study include teacher and students at Ischool Hatinh high

school,

5 Structure of the study

The study is divided into three main parts: Introduction, Development and

This part includes three chapters:

* Chapter 1: Theoretical background

This is an overview of the related theories, It also coneorms the previous warks and issues on speech acts and prosodic features, In each part, there are many sub-terms that explain Speech Acts theory, sentence and utterance, similarities and differences in the

responses between teacher and students, response as am niteranoe, deñiition of intonation, structures ard fumetions of intonation

* Chapter 2: Methadalogy

This chapler introduces quantitative mathod as (he main method for the rescaroh Tn particular, it describes the research questions, participants, data collection and data analysis framework

* Chapter 3: Findings This chapter presents findings on intonation in agreeing and disagreeing responses

of teacher and students in class context

Part C Conclusion

‘The last part will summarize the over all of the study and provide limitation and suggestions for further study

PART B; DEVELOPMENT

CHAPTER 1: THEORETICAL BACKGROUND

All the related theories are covered in this chapter Sentence, utterance and response are the foundation for Speech acts and Prosodic Features

1.1 Sentence and Utterance

* Simple sentence consists of a single independent clause with no dependent clauses The senlonee below has onc independent claus

which contains onc subject: haby,

and one predicate: cried

Eg: "The baby cried”

* Compound sentence eomsisis of multipls independent, clauses wilh no dependent clauses These clauses are joined together using conjunctions, punctuation, or both

Eg: "Do you want to stay here or go shopping with me?”

* Complex sentence consists of at least one independent clause and one dependent clause, As we can see in the following example:

Eg: “/ate the meal that you cooked"

“Late the meal" is an independent clause and "that you cooked" is a relative clause

* Complex-campound sentence (ot compound-complex sentence) consists of multiple independent clauses, at least one of which has at least one dependent clause

Lg: "The dog lived in the backyard, but the cat, who knew he was superior,

lived inside tha house"

Eg: “LH never finish this paper in time!"

* Imperative sentence: An imperative sentence gives anything trom a command or order, to a request, direction, or instruction imperative sentences require audiences, as

their aim is to get the person spoken lo cither do or nol do something

Tg: "Took at me"

* Informative sentence is wate for the rmiluat benefit of both the listener and the speaker, and, in tact, requires more of an interaction between both parties involved

Ep: "We are going to school now"

* Declaranve sentence is the most common kind of scnicnac in language, it slales

an idea (either objectively or subjectively on the part of the speaker) for the sheer purpose

of transferring information to the receiver In writing, a statement will end with a period

Lg: "The earth goes around the sun”

* Interrogative sentence asks a question and, thersfore, ends with a question mark

Eg: "What do you want?”

In general, “sentence is neither a physical event nor a plrysical object it is,

conceived absiracily, a string of words pul logether by the grammatical rule of language" (Hurford & Heasley 2003: 17)

1.1.2, Utterance

Hurford & Heasley (2003: 15) stated, "Yn utterance is used by a particular speaker,

on a particular occasion, of a piece of language such ax a sequence of sentences, or a single phrase or even a single word", Ulterance is certainly used in speaking not in writing because an utterance is a natural unit of speech, a complete unit of talk, Hurtord & Heasley (2003: 1S), moreover, explained the way to express sentence and utterance: "I’e adopt the

convention that anything written between double quotation marks represents an utterance

and anything italicized represents a sentence or part of sentence such as a phrase or a

word”

Tyr: “Telp" represents an utleranice

"The postillions have been struck by lightening” represents a senlence

(Hurford & Teasley 2003: 16) Following the ideas of Hurford and Heasley, ftom the beginning to the end of the

study, all utterances and senlenec will be illustrated in the form above

1.1.3, Response as an ulferance

In Longman Dictionary of Applicd Linguistics (1985: 273), Rickards ci al, definod response as "an avt of answering or replying" Response can be verbalized by physical response or an utterance Yor example, students may answer their teacher's question as follows

Teacher: (angry) " Taw many of you complete (he homework?"

Max "Lam sorry"

Lan (looks dawn and doesnt say anything) Lan and Mai answer their teacher's question in different ways and the teacher

understands [hal his/her students haven't finished their hornework yet

The content of the response is based on the meaning of the previous question as in the example above In some other cascs, the question is an implication so that the hearer must answer fitly to it, Kor example, during a lesson, while the teacher is teaching, Tu, a

school boy, is nol paying allention to the lecture, and the leacher says to hire

Lg: Teacher: "What is the meaning of not paying attention Tu?"

Tu: "Lam sorry"

In this case, ‘fu understands the implication of his teacher's question, which means reminding him to congznlrsie ơn the lesson so that Tu apologies for not paying altention: However, if Ta did not understand the real meaning of the question, he would explain the

meaning of "ot paying attention"

In one another case, if the sentence is too long, the speaker may use intonation to emphaswe the key words for example:

Lg: "this ‘afternoon, | will have a diøtenssion vrith our 'headmaster about studying English through extra caricular activities so thal the

‘deadline for the ‘essay will be to'morrow"

In answering, addressees may use body language to answer instead, However, with the limitation of the study, the research only pays attention to the verbal language in

ultcrances which were colleclcd fram observation and interviews

1.2 Speech Acts

1.2.1, Classification of speech acts

Austin (1962: 75) determined that "Many utterances do not contnoicate information hut are equivalence to actions In many cases to say something ix to do

something" The actions such as agresing, disagreeing, shocking, promising, ordering,

greeting, warning, inviting or congratulating and so on are acts of speech The example

below can be interpreted in different meanings:

Fig: “Our headsnasicr is over there"

(2) It could be uttered as a means of complaining to a students that they are very

noisy then

{b) It could be understood as a warming of teacher to his students not to make any trouble because their headmaster is looking at them

{) It could be uttered to introduce the headmaster to students

Each of utterance can include its meaning, which is why Austin (1962), Searle

(1976) and Quang (2009) said that "to make an utterance the speaker nnist do three acts Locutionary, Hlocutionary act and perlocutionay act’ Tn addilion, in Austin's theary

(1962: 75), speech acts included three levels: The first is Jocutionary act, which is the

performance of an utierance, the actual utterance and its ostensible meaning in the sense of

"say" based on words or structure af the ullerance

Fig: “Twanl to drink an orange juice”

‘The speaker wants to produce a focutionary act with the example above Moreover, people rarcly make an uiteranee without having any purpose In the ulleranee above, the speaker not only wants to drink orange juice but also intends to make a requirement This Kind of action is called Mfocutionary In addition, Austin classified the third level perlocutionary act which performs intended ot unintended affect to the hearer or speaker Yule (1996: 48) also agreed by saying, "Jn communicating, we do not simply create an

utterance without intending to have an effect" So in the utterance "1 want to drink an

orange juice, the speaker certainly wishes the act of bringing a glass of ovange juice to be

done That action is called perlocttionary act

Beside the theory of Austin, Searle (1976: 54) divided speech acts into five types: (1) Commissives are acts that commit the speaker in doing something in the fubwe such as promising, swearing, threatening etc,

Eg: "I will come back tomorrow, Ì promise”

(2) Declaratives are acts that can change the available situation via utterance

Eg: "I now pronounce you husband and wife”

(3) Directives are acts that get the hearers to do something because they are acts of offering, requesting or ordering

Eg: "Could you open the door?"

(4) Expressives are the ways that speakers express their feelings and attitudes such

as apologwing, thanking, congratulation ete

Eg: "Congratulation! You've passed your examination’

(5) Representatives! assertives are acts that the speakers utier the assertions, reports

or conclusions and they arc responsible for (hal situation:

Eg: “T.am sure that he is wrong”

Yule (1996: 49) classified acls into direct and indirect acts 11s slated direc! acts as

“the direct relationship between @ struchire and a fimetion” meanwhile “indirect

relationship between a struckawe and a function is indirect act (Yule, 1996: 49) For

example

Eg 1 Student: "T think the topie "8iendship" ïs related to culture shock"

‘Teacher: "Really? I đo not agree with you" (a)

Eg 2 Student: “In my opinion, we should come back to the bus stop to find

the boy"

Teacher: "Aclually, we ean find another way", (b)

Eg 3 Student: I think the gir! should apologise the boy

Teacher: "Good! Tow about others' opinions?" (c)

(a) is a direct act because it shows the direct disagreement to the hearer's opinion and the hearer can understand inomediatcly Meanwhile, the utterances (b) and (¢) are indirect disagreement of the teachers to their students The teacher wants to retisse in the most polite way and even elicit the other answer Searle (1976: 34) also added, "Un indirect speech acts the speaker means more than what it is said”, Therefore, the wet as (b) and (o)

can be scen as indirect answers

In the range of speech acts theory proposed by Searle (1976), acts are very helpfill

in different contexts, agrezing and disagreeing responses between teachers and students are

pul in represenlative acts Tn Yule's theory (1996), these acts can be direct and indirect avts 1.2.2, Response as an act of speech

As mentioned above, response in conversation is an utterance Furthermore, the

idea of the linguisti

there are many factors affecting the Morcover, the responses in di

contexts can be not entirely agreement or disagreement However, we limit the paper in the frst part is in case study ‘Therefore, agreement and disagreement responses between teachers and students in this sindy will be taken inlo consideration under theory of Yule

about direct and indirect acts

1.3 Prosodic Features

Prosody has hecn shudicd as a knowledge souree for speach understanding and has been successfidly used in many researches In the recent years, the munber of studies related to speech acts has increased Speech acts are more natural and spontaneous ‘The

In Longman Dictionary of Language ‘leaching and Applied Linguistics, Richard et

al (1992: 355) stated Umal "Stress is the pronunciation of a word or syllable with mare than the awrroding words or syllables, A siress word or syllable is produced by using more air from the hing’

Rhythen, on the other hand, is “creating by the contracting and relaxing chest

muscles" (Richard, J.C ct al 1992: 346)

Intonation is defined as “raises and falls in pitch level” (Richard, J.C et al 1992 155) and will be clarified in the next part

Stress, chythm and intonation are important factors in prosodic features in which each factors have private functions However, within the limitation of the study, the thesis will mostly focus on intonation in the following part

1.4 Intonation

1.4.1, Definition of intonation

Intonation is a famous component in making every utterance This is also an

inleresting topic for researchers There ave different definitions about intonation

According to Quang and Tarn (2009: 37) English intonation was “the rises and falls

in pitch level" This means that when we utter any sentences, intonation is presented, O'Connor (1973: 78) pointed out ” when we talk about English intonation we mean the pitch patterns of spoken Bnglish, the speech tunes of melodies, the muisical feanires of English”, Intonation is a feature of spoken language

Richard, J C et al (1992: 190) explained, "When speaking, people generally raise and lower pitch of their voive, forming pitch patterns They alsa give some syllables in

their utterances a greater degree of loudness change their speech rhythm These

phenomena are called intonation Intonation does not happen at random hut has definite

patterns, which can be analysed according to their structure and functions Intonation is

used to carry information over and above which ix expresses by the words in the sentence" Intonation is rclated to sentence, stress is rclated to word but tonc is related to syllable

Tone is the use of pitch in language to distinguish words, According to Roach (1983: 62),

“a unit of speech bounded hy pauses has movement, of music and rhythm, associated with

the pitch of voice" This certain pattern of voice movement is called tore Through tones,

speakers’ signals, i.e proclamations, agreements, disagreements, questions or hesitations

are shown Ladefoged (1982: 52) identified four basic tones (fall, rise-fall, rise, and fall-

c-fall, fall-ri

Level is rarely used so that in comumunication, tone should be based on fall, first-tise,

rise) while Roach (1988: 127) gave oul five tones: fail, ti and fovel)

second-rige and fall-rise

1.4.2, Structures of intonation

‘The intonation in \nglish is different from stress, which is related to stress of a

syllable in a word Mest of English words have their own str

placernent Inlonation on

the other hand, concerns on utterance in conversation, In English, according to Roach

(1988: 121), structure of an individual tone unit consists: Llead, Pre-tonic segment, ‘Tonic

or nuclcus and Tail,

The first two syllables are the head of the tons-unit (those)

Eg: ‘Bill ‘called to ‘give ine those (Roach, 1988:123) The head is first five syllables

In this case, there is no stressed syllable before the head preceding (he [onic syllable (how), so that there is no head, "In an" in the example above is called pre-head

Pre-head includes all the unstressed syllables before the head in a tone-unit

‘Therefore, we can find out pre-head in two cases: ‘I'he first is in the last example above The second is "in a" in the following example:

Tg: Ina ‘Tittls ‘fess than ar hour (Roach, 19882124)

“The pre-head is "in a", the head is “little” and “less than an” and the tonic syllable is “hour*

Taal is betwen of tonic syllable and the cnd of tonic unit (did you say” in the example below) Tonic syllable is the most important and obligatory part of tonic unit

©! Connor (1973) argued that there are four basic shapes of tunes, which express the speakers’ feeling and intention He fithermore, found out shapes of tune when having

a look at the dependence of important words, which are given stresses, in an utterance and

the alfitude of the 3]

aker An ullcranee spoken words with different kinds of focus on

important syllables have different ways to be interpreted As a result, there may be many

different tunes in utterances

In short, catching intonation in conversation is necessary because it helps the

: lo avoid misumdorstanding int neutuat rclationship,

©! Connor (1973) proposed four shapes as follow:

1.4.2.1 The falting time

‘The falling tune (the Glide-down) shows the definite assurance of the speaker

It is mostly used in WH questions, exclamations, tag questions, yes-no questions, responding to something previously informed or commands, The falling tune consists of a fall in the voice fiom a high pitch to a very low one, The fall is on the stressed syllable or from the stressed syllable to a following one:

Eg: Teacher: "Definately"

fdefinitlif

Il #s necessary to know thal ơn a single syllable the voice Galts within the syllable, Either on more than one syllable, the voice falls within the stressed syllable or it jumps down from that syllable to the next Alfematively, unstressed syllables at the end are all very tow

If there are any unstressed syllables before stressed syllables, this can be shown

Fag: Student: "T agroc”

lai gt:/

Ingrơups with more than thres bnportani words, the siressed syÌlable of each one

is lower than the one before; this is why tune the glide-down is named Another way of showing the Glide-Down, which

now, Before the stressed syllable where the voice fills we put (') So: ‘Definitely Notice that no other mark is needed to show the very low unstressed syllables at the end - any

simnplor and quicker than the dots and lines used up to

unstressed syllables after a fall arc always tow

‘Therefore, with these few marks we can show all the features of the glide-down

They are mostly used in definite statement or an assursmec

1.4.2.2 The first rising ane

The first rising tunc is called the Glirle- up Tl just likes the glide down o

ends with a rise in the voice instead of'a fall Both important and unimportant words before the rise are treated exactly as in the Giide-Down

Eg: Teacher: "Ls it right or wrong?”

frit ‘rait 2: 'ronf /

‘The unstressed syflable at the beginning of the utterance ahove is low Then the voice jumps up to stressed syllable with high tunc, Thercfore, it is called the first rising tune, Note that, in this kind of utterance, the stressed sytlable may be at the beginning of the ullerance as follow:

Lg: Teacher: "Right or wrong?*

-down and the glide-up, we

and syllables before the rise are low The Lake-off tune, moreover, is often used in

ullcrance with anger and anmoyanos of the speaker

Tg: Student: “Yeah, 1 see your opinion"

1 jee ai sh jo: @pinien/

We call il the Take-Of'becausg, like an acroplane laking off, iL starts by rurming along at a low level and finaily rises into the air The tise, as in the Glide-Up, either takes place on one syllable, like everything, or it is spread over several syllables

1.3.3.4 The falling rising tune

‘The falling rising tune is called the Dive ‘he falling-rising tune is mostly used in hesitated or mnecrlain ulloranee, In this part, the voiec falls from irigh nol to ow thon rises

to about the middle of voice.

Lg: Teacher: "That is right"

Beat iz ‘ait \ /

1.4.3, Functions of Intonation

Intonation is especially important for who is speaking, for who will speak in the next lum, for how the act will bo understand as an apology, thank or cxplanation cte Tn conversations in general and in a specific case as in a class, the use of intonation is nmch

more paid attention

According to Arne Vanvik (1979: 64), there are three fumdamental functions of

inlonation: grammatical, delimiting and expressive When pilch variations constitute the

only difference between a question and an assertion, intonation has a grammatical function

‘This is so-called grammatical function When intonation signals continnation or termination thal is delimiting fimction For oxample, in some regions, the desirs for continuation is usually associated wath a rising pitch at the end of an utterance, while a falling pitch usually represents an intention to concnde A question nommally demands an answer The third one, the expressive function of intonation, gives us an indication of the

speaker's mood, feclings or attitude towards his/her subject or audicnec

Nguyen Huy Ky (2006: 36) mentions that there are six functions: Grammatical function, attitudinal fimetion, accentual function, discourse fimction, pragmatic fimotion

and dislinelive function

In this study, we follows the view points of Roach (1988), Quang & Tam (2009)

that there arc four main fimetions of intonation:

1.4.3.1, Atthudinal fanetion:

Inlontion is used Lo express feclings, allitudcs of the spesker in different situations Inthe cxample below, we can scc that the speaker may utter in different tones to make the hear understand his/her real meaning

Lg: Student: "1 agree"

Student may uiter with happy voice to show their eagerness with fall-rising, tuns as: /ai Ogri:/

Student may say with sad voice to show their indisposing in doing something by using Gilling tune: fai gric/

Intonation helps to mark certain syllables or words as prominent and therefore important in term of information This function is related to tone-unit The most common position for this is in the last lexical word ofa tone-umit, Reach (1988: 143) also points that

“for comtrastive purpose any word may become the tonic syllable” Tn the following pairs

of examples, (a) represents a normal agreement and (b) is a contrastive:

(a) " That is 2 good idea"

[Beet iz ø gud aidie

(bỳ " Thal ‘isn't a good idea"

With the fallig tune, it shows a statement

information) Normally, "the falling tones indicated new information while rising tones indicaled given infarmation®

Tyg: Teacher: "your first answer about extend farnily is good"

{ jo: fa:st 'a:nsa ø baut iks"tend ‘feernili iz ‘gud !

is used in spoken language

‘The second part is about speech acts, which are very important to identify acts of agreements and disagreements in class context In this part, the theory of Yule (1996)

aboul dircet and indirect acts is taken inte account

In addition, an introduction about prosodic (ealures in general and inlonation particular is put into the direction of the study Therefore, the researcher pays attention to the structures and functions of intonation in the light of legendary linguists

CTIAPTER 2: METIIODOLOGY

collection and Data analysis will be {akon into consideration

2.1 Context selling

2 surc Uhl

Bosides using quantitative analyses as the methods for studying, we ä

the topic is too large to study Hence, we would like to put st in typieal case to study

The context here is in Ischool Hatinh High School with the website is ischool.vn

‘This is a private high school with fourteen classes in three grades 10, 11 and 12 under the control of Nguyen Hoang group, 4 famous group in education and information technology

Here "I" means "Innovative", "Intelligent" and "International"

There are three ch

in grade 11 of which sturlents are taken: acquainted with studying condition in this school Therefore, class 11A will be chosen to study, All students are in medium level of English

Moreover, this is a high school where the researcher is working Lifestyle, psychology and ability of students arc undurstood clearly Although, the fevet of students is

in medium, the technology for teaching and studying are well invested such as stereo, computer and other teaching facilities

As the students’ ability is limited, the Headmaster decided to teach four penods of

English per week instead three classes as in olher high schools in Ihe cily Resides leaching lessons in textbook, five English teachers have to hold the retlex classes, workshops, English-speaking club to improve the students’ language skills ‘'herefore, in this study, the

Tescarcher joims reflex classes Lo Lake nol and Lo record conversations between teacher and

communication in class context are perfect

In the study program, Bradley teaches in reflex class He is in charge of discussions three topic about "family", “ftiendship" and "love" ‘The time for each period is forty-five minutes With these topic disoussions, Bialcy lcwehcs in thược periods, wirich are on Monday, Wednesday, and Saturday afternoon