Luận văn some discourse features of requests and their responses in short conversations in the listening comprehension section of toefl materials

vii LIST OF TABLES Table 1: The rank scale Thomson, 1996:22 Table 2: Primary and secondary clauses Halliday, 1994:219 ‘Yable 3: Basic types of clause complex Llalliday, 1994:220 “Table

VIEINAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACTLTY OF POSTGRADUATE STUDIES

VÕ VIỆT CƯỜNG

SOME DISCOURSE FEATURES OF REQUESTS

AND TIIEIR RESPONSES IN SHORT CONVERSATIONS

IN THE LISTENING COMPREHENSION SECTION

OF TOEFL MATERIALS

Mặt số đặc diễm diễn ngân của yêu câu va dap lai

trong các hội thoại ngắn trong mục nghe hiểu

của tài liệu luyện thi TOFFI,

MLA MINOR THESIS

FIELD: ENGLISH LINGUISTICS

CODE: 60 22 15

HANOI— 2010

VIEINAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACTLTY OF POSTGRADUATE STUDIES

V6 VIET CUGNG

SOME DISCOURSE FEATURES OF REQUESTS

AND THEIR RESPONSES IN SHORT CONVERSATIONS

IN THE LISTENING COMPREHENSION SECTION

OF TOEFL MATERIALS

Một số đặc điểm diễn ngôn của yêu cầu và đáp lại yêu cầu

trong các hội thoại ngắn trang mục nghe hiểu

của tài liệu luyện thi TOEFL

M.A, MINOR THESIS

FLELD: ENGLISH LINGUISTICS CODE: 66 2215

SUPERVISOR: PHAM XUAN THO, M.A

IIANOT— 2010

1 Rationale for the study

2 Aims of the study

3 Scope of the study

4, Methods of the study

5 Design of the study

PART I: DEVELOPMENT

Chapter 1: Theoretical background

LL Introduction

1.2 Systemic Functional Grammar and the clause

1.2.1 A brief overview of Systemic Functional Grammar

1.2.2, The clause

1.3 Above the clause: the clause complex

1.3.1 Clause complex and sentence

1.3.2 Types of interdependency in clause complexes: parataxis and hypotaxis

1.3.3 A brief overview of logico-sernantic relations in clause complexes:

expansion and projection

1.3.4 Expansion

1.3.4.1, Laboration 13.4.2 Extension

1.3.43 Enhaneernent

2.2 Clause complexes in the requests and their responses of the short conversations

2.3 Expansion in the requests and their responses of the short conversations

2.4 Conjunetions for expansion in the requests and their responses of the shor!

vii

LIST OF TABLES

Table 1: The rank scale (Thomson, 1996:22)

Table 2: Primary and secondary clauses (Halliday, 1994:219)

‘Yable 3: Basic types of clause complex (Llalliday, 1994:220)

“Table 4: Inserted conjunctions in the short conversations

Table 5: Percenlages of paralactic expansion in the short conversations

'Table 6: Percentages of hypotaetic expansion in the short conversations

Table 7; Oiginal conjunctions in the short conversations

PART I: INTRODUCTION

1 Rationale for the study

Besides IELTS (International English Language Testing System), TOEIC (Test of English for International Communication), and TOEFL iBT (Test of English as a Foreign Language: Intemet-based Test), TORFL II'P (Lest of English as a Foreign Language: Institutional Testing Program), which is composed of previously administered TORFT Paper-based Tast forms or TOEFL PBT, has offen been used to test the English competence of leamers A certain acceptable TOKVL ITP score is now one of the conditions and options which can help professionals gel a higher degro2 or advancement int their career or both This is manifested in Circular number 08/2009/TT-BGDDT fiom the Ministry of Education and Training of Vietnam that candidates who have a valid minimum TORFL ITP score of 400 or higher do nol have to lake the English entrance examination for his M.A In addition, candidates who have a valid TOEFL ITF score of 450 or higher are allowed to defend their M.A dissertation without taking the final exam in English 'This

is also manifested in Circular number 10/2009/TT-RGDDT from the Ministry of Education and Training of Vietnam that candidates who have a valid minimum TOEFL ITP score of

450 or higher do not have to take the Ph.D entrance examination for English, and candidates who have a valid TOFFL TTP score of $00 or higher are allowed to defond thir Ph.D dissertation without taking the final exam in English Realizing the importance of English, the President of Thai Nguyen University issued Decision number 805QD/TCCB stating that from 2008, a TOEFL ITP score is one of the conditions and options used to decide the job status of the lecturers in all member institutions of the University Specifically, only applicants with a minimum TOEFL IVP score of 400 can sign teaching contracts; only applicants with a minimum TOEFL TTP score of 150 can apply for a permanent teaching position, A considerable number of other institutions, like Hanoi University of Education, also require their lecturers to have a valid and acceptable TOEFL TTP score

‘As a teacher of English in Thai Nguyen University, I have had some experience in instructing quite a large number of students in ‘TOKWL ITP During the lessons, [ have found that listening seems Jo be a challenge to my sludenls, One reason is that their English is not good enough Our students are graduates, so they probably have the

recordings only one time withoul liking ates, the meaning of cach conversation conveyed

by the grammatical structures seems to be one of the linguistic components affecting the students’ understanding ‘This means that te comprehend these conversations, the students have to combine their knowledge of the world and their oxperianes with their knowledge

of English, in which phonetics and semantics are logically structured and conveyed in grammar to create communication or language in use known as discourse in social contexts This also means that grammar is the base supporting meaning in discourse and discourse analysis This role of grammar has bccn recognized by Halliday (1994: xvi):

os But whatever the final purpose or direction of the analysis, there has to be a yranmar

at the base The cusvent preuccupalian is with discourse analysis, or ‘text linguistics’:

and it is sometimes assumed that this can be carried on without grannnar — or even that it

is somehow an alternative to grammar, Bui this is an ilusion, A discourse analysis that is not based on grammar is not an analysis at all, but simply a running conmeriary on « text

The requests and their responses in the short conversations between two people in part A of the listening comprehension scotion of the TOEFL PBT practice tests by ETS consist of clause complexes formed by clause expansion in Systemic Funetional Grammar These clause complexes help the speakers in these conversations express (heir intentions in

a logical way known as the Jogico-semantic relations among their clauses in Systemic Functional Grammar ‘The reason for the analysis of the clause complexes in the requests and their responses in these conversations also originales ftom Halfiday’s (1994:224) viewpoint

‘The clause complex is of particular interest in spoken language, becaure it represents the dynamic polential of the system — the ability to ‘choreograph’ very long and inivivate

Patterns of semantic movement while maintaining a continuous flaw of discourse that ix

coherent without being constructional, This hind of flow is very uncharacteristic of writien language

All the reasons above have encouraged us to conduct an analysis of clause expansion in the requests and their responses in these short conversations in light of Systemic Functional Grammar so as to know how it functions to display their typical discourse features, which can contribute to improving the teaching and leaming of the conversations of this kind

2 Aims of the study

As stated in the tills and the rationale for the sludy, this study is intended to find out the typical discourse features of the requests and their responses in the short conversations

in the listening comprehension section of the TOIL PBY practice tests in light of clause expansion in Systemic Functional Grammar To achieve this aim, the study allempls to answer the following research questions:

PBT practice tests’?

3 Scope of the study

As slated in the aims of the study, within the framework of an M.A rinor thesis,

we can only focus on the issues conceming clause expansion in Systemic Functional Grammar in the requests and their responses in the short conversations in the listening

comprehension section of the TOEFL PBT practice tests These issnes are the componsnts

of clause cxpansion and clause cxpansion-rclated aspects of Systemic Functional Grammar, which are discussed and realized throughout the study Twenty short conversations containing requests and their responses were setectad from Part A of the listening, compichension sczipts of the book “TOEFL Preparation Kit Workbook 2002-

2003, Volume 1” designed and introduced by ETS Each of the short conversations

consists of two utterances, each of which is made by a man or a woman Only the clause

sls and their respons Systemic Functional Grammar The twenty short conversations under analysis were selected according to Quang’s (2007:151-172) and Nguyen and Vinh’s (2008:182-184)

are analyzed in Tight of clause expansion in

suggestions for identifying and using requests and their responses, which will be discussed

in more detail in the introduction of chapter two of the dissertation

4, Methods of the study

‘The basic methods applied to this study are descriptive, comparative, and analytical methods of language research which are generally inductive Firsily, the issues concerning clause cxpansion in Systemic Functional Grammar are extracted, described, compared, and discussed in chapter one of the thesis to set up the theoretical background underlying the

discussion, and generalization in chapter two and part three of the dissertation

Then, the thirty-two clausc complexes in the requests and their responses in the twenty

selected short conversations are analyzed in light of clause expansion in Systemic Functional Graromar In chapter two and part three of the thesis, the resulls of the sludy

will be discussed and generalized based on the statistics to be able to contzibute to

‘amproving the teachmg and understanding of the conversations of this kind

5 Design of the study

This dissertation consists of three main parts:

Past one presents the rationale for the study, the aims, scope, methods, and design

of the study

Part two consists of two chapters Chapter one discusses clause expansion and its

relevant issues in Systemic Functional Grammar that underlie the analysis of the clause

Pact three summarizes the major findings of the study, draws out the theoretical and pedagogical implications of th

1osulls, and suggests the directions for further research,

1.2 Systemic Functional Grammar and the clause

1.2.1 A brief overview of Systemic Functional Grammar

Systemic Functional Grammar is based on the functions of language suggested by Halliday (1970, 1985, cited in Van (2006a:28-20)), According fo him, language performs three metafimctions which are ideational fiction, interpersonal fimction, and textual function The ideational function reflects the speaker's experience of the teal world, including the inner of his consciousness known as the “content”, The ideational function consists of two subtypes, namely the experiential function and logical function, Language gives slrueturcs lo experience and helps dolermins our way of looking at things and combining things in a logical way to serve this function The interpersonal function serves

to establish and maintain social relations among people who play the role of a questioner

or a respondent by asking or answering a question and

Iting things donc The textual function provides links with tanguage itsclf and with the situation in which tanguage is used ‘Ihis function enables speakers and writers to create situationally relevant discourses This fimction also enables listeners and readers to distinguish @ discourse from a random

set of utterances and sentences

According to Ilalliday's (1978, 1985, 1994, cited in Van (2005a, 2005b, 2006b),

cach of the three metafunetions above is realized through a different system The ideational

smetafunetion is realized through the transitivity system or system of process types There

are six types of processes in the transitivity system, namely relational process, verbal

of which are related to the participants and the circumstances in which they occur The interpersonal metafunction is realized through the mood structure The mood structure consisis of mood and tesidue Mood is composed of subject and finite Residue is composed of predicator, complement, and adjunct, The textual metafunction is realized through the thematic structure ‘he thematic structure consists of theme and theme ‘heme coincides with the initial componont(s) of the clause Thus, Ihotne is known as the point of departure of the message of the clause, Rheme is the remainder of the message which develops theme by adding more information to theme in the clause ‘The following example iHustrates how these mctafunctions are realized through their respective systems in a

Mood Residue Theme Theme Rheme

Clause expansion and projection are the components of the logical function which gives structures to experience and helps determine our way of looking at things and combining things in a logical way The clause complexes formed logically by Ihe clauses tike the example above will be dealt with in the next chaplers of the thesis

4.2.2 The ckause

According to Thomson (1996:22), the meaning of a text is composed of its smaller components, ie it’s sentences, clauses, groups, words, morphemes, which are called

“rank” in linguisties, More specifically, a sentence consists of one or more than onc clause,

a clause consists of one or more than one group; a group consists of one or more than one word; a word consists of one or more than one morpheme Hach mit of meaning is

expressed in one rank, which is shown in the following table:

‘Table 1: The rank scale (Thomson, 1996:22)

Sentence + The little boy shouted when he saw the wolf//

ches ——— + ithe little boy shouled//when he saw Lhe wollt/

abe —— Ty !/[Theliifle boy| |shomteal/'

1.3 Above the clause: the clause complex

1.5.1 Clause complex and sentence

In Systemic Functional Grammar, the concept of “unit complex” means that a larger unit can be interpreted through another “unit complex” smaller in rank Specifically, according lo (Halliday, 1994:215-216), a verbal group, an adverbial group, and a nominal group can be interpreted as a word complex in which a Head word is modified by other words Similarly, a sentence can be interpreted as a elause complex in which a Head clause

is modified by other clauses In these two cases, the group evolves by expanding outwards from the word, amd the senkenee

evolves by expanding outwards from the elause Consequently, the expansion causes the word complex to replace the group and the clause complex to replace the sentence The expansion appears, reflecting the dynamic potential

of language in usc Therefore, “the notion of ‘clause complex’ cnables us to account in full for the fimetional organization of sentences” while the sentence is simply “the orthographic unit that is contained between fill stops” ‘This is the reason why “a sentence is a constituoul, of writing while a clause complex is a constiluonl of grarmnas” (Halliday:

1994:216) ‘This means that clause complex is the grammatical unit above the clause in

Systeme Functional Grammer Therefore, he tem clause complex is the only gramanatical unit above the clause used in the dissertation from now on

1.3.2 Types af interdependency in clause complexes: parataxis and hypotaxis

“This section discusses the interdependency or taxis which is composed of parataxis and hypolaxis among the clauses in a clause complex According to Halliday (1994:218), ina elause complex, the types of interdependency among its clauses depend on their status

If the status is unequal, the modifying clause is dependent on the modified one {f the status

is equal, they are independent clauses Ifypotaxis is the relation between a dependent clause and its dominant onc on which it is dependent Parataxis is the rolation between two clauses of equal status in which one initiates and the other continues Halliday (1994:218)

‘uses the Greek letter notations: a, B, to represent hypotactic structures and the

numerical notations: 1, 2, 3, to represent paratactic structures in a clause complex, e.g

1 would if1 could, but I can’t

Looking ai the clause complex above, we can find that the relationship between “T

would if could” and “but I can’t” is paratactic with 1 and 2 as the notations respectively In

1: “l would if I could,” the relationsiip between “I wotdd” and “if I could” ia hypotactic

with œ and [ as the notations respectively

Halliday (1994-218) also suggesis the term clause nexus formed by primary and

secondary clauses He explains that the primary is the initiating clause in a paratactic nexus and the dominant clause in a hypotactic; the secondary is the continuing clause in a

paratactic nexus and the dependent clause in a hypotactic This is shown in the following

table:

‘Table 2; Primary aud secondary dauses (Llalliday, 1994:219)

The difference between the numerical notations and the Greek letter notations is thai there is only one ordering presented by the sequence of 1, 2, 3, in paratactic

relations while there are various orderings between at least two clauses in hypotactic iclations, which arc shawn as fallows in Halliday (1994:222-223)

(2) The dependent clause follows the dominant one, ¢.g

You never can tell bill you try (62B)

Gil) The dependent clause precedes the dominant one, eg,

If wishes were horses, hepgars would ride (Bact)

ii) The dependent clause is enclosed in the dominant one, e.g

Picture, if yon can, a winkle, (a<<P>>)

(iv) The dependent clause encloses the dominant one, c.g

He might, he said, finish it himself (f<<œ>>)

1.3.3 A brief overview of logico-semantic relations in clause complexes: expansion and projection

Before discussing expansion in more detail, we would like to present a brief

mantic relations among the clauses irr a clause complex Besides

overview of the logic

‘the interdependency among the clauses in a clause complex, Halliday (1994:219-220) also introduces the logico-semantic relations among them which are expansion and projection Projection is nol the maiz issue of The sindy; it still conbibutes to the expansion of the clauses in a clause complex, however According to Halliday (1994:219), expansion may

be defined as a case in which the secondary clause expands the primary clause by claborating if, exlending il, or onhancing il, One clause expands another by ctaboraling on

it (or some portion of it); restating in other words, specifying in greater detail, commenting or exemplifying to give us the notion of elaboration One clause expands another by extanding boyond it: adding some new clomenL, giving an exception to it, or offering an alternative to give us the notion of extension One clause expands another by embellishing around it: qualifying it with some circumstantial feature of time, place, cause

of condition to give us the notion of enhancement Projection may be defined as a case in which the sccondary clause is projected through the primary clausc, which instates it as a Jocution or an idea, In projection of locution, one clause is projected through another, which presents it as a locution, a construction of wording, Tn projection of idea, one clause

is projected through another, which presents it as an idea, a construction of meaning

10

Halliday (1994:219) uses (©) for elaboration, (1) for extension, and (x) for enhancement in expansion, He uses () for projection of Icution and ( for projection of idea The examples in the following table illustrate Halliday’s (1994:219-220) descriptions above:

Table 3: Basic types of danse complex (ITalliday, 1994:220)

(i) paratactic Gi) hypotactic

elaboration re ran away which surprised everyone

Gahorate its existing structure, cxtend it by addition or roph

environment, Following is the discussion about expansion the subject matter under study, which is composed of elaboration, extension, enhancement, embedded expansions, and implicitly marked logical scmantic relations in expansion,

1.3.4, Expansion

1.3.4.1 Elaboration

Halliday (1994:225) describes cluhoration as follows:

In elaboration, one clause elaborates on the meaning af another by further specifying, or

desciibing it The secondary clause does not introduce a new clement info the picture but rather provides a further characterization of one that is already there, restating it, clarifying

toxeinforce the message For example

That clock doesn't go: it's not working,

She wast a show dog; | didn’t buy her as a show dog

Each argument was fatal to the other: both could not be true

(Halliday, 1994-226)

‘The Jogical-semantic relation in exposition can be expressed explicitly by “or

(rather), “in other wards”, “thal is to say”, or “i.e.” in writing

He also explains that in exemplification the secondary clause develops the thesis of the primary clause by becoming more specific about it, often citing an actual example or

anstanec:

‘We used Lo have races — we used Lo ave relays

‘Your face is the same as everybody else has — the two eyes sa, nose in the middle, month

Alice could only lock puzzled: she was thinking of the pudding,

They werent show animals, we just had tern as pets

He never said anything to her, in fact his last remark was evidently addressed to a tree

1 waan’'L surprised —it was whal Ehad expected

12

(Halliday, 1994:226)

The logical-semantic relation in clarification can be expressed explicitly by “in

"actually”, “indeed”, “at least”, or “i.¢.”, or sometimes “viz.” in writing

In hypotactic elaboration, Halliday (1994:226-229) explains that the primary clause

is elaborated by non-defining relative clauses According to him, both finite and non-finite classes of this kind can function as elaboration For example:

‘They decided ta cancel the show, which upset everybody alike

Inffation, which was necessary for the system, became also lethal

Have you been lo Wensleydale, where Lhe cheese comes from?

1 workeä Tor a loơal firm at thai time, selling office equipment

It’s my own invention to keep clothes and sandwiches in

or temporal relationship between them” In variation relation, “one clause is presented as being in total or partial replacement of another”, In alternation relation, “one clause is offered as alternative to another” Extension relation is typically expressed by “and”,

“nox”, “or”, “but”, Ginstoad”, “except”, in which addition is typically expressed by “und”,

‘nor’, “but”, variation is typically expressed by “instead”, “except”, and alteration is typically expressed by “or” These are illustrated in the following examples cited from Halliday (1994:230-231):

Ì treed the ponltry, and my hushand looks afier the garden

‘They don't give any instructions, nor would it help if they did

Either you go ehead and take the plunge or you wait till you think you can afford it, which

you never will

Don’t sland there chaltering lo yourself like raf, bul (ellaue your name and your business

13,

in terms of hypotaxis, Llalliday (1994:231) categorizes extension as addition, variation (replacement and subtraction), and slicrnation, bul only the dependent clause which is finite or non-finits extends

In the Gite form, hypotactic addition can be typically expressed by the conjunctions “whereas” and “while”, hypotactic subtraction in addition relation can be typically expressed by “except that”, “but (for the fact) that”, hypotactic alternation can be

typically oxpressed by “if nol” Cif not a, then b”) Thers is no hypotactic replaoornent

in the finite fou, however These are illustrated in the following examples cited from Halliday (1994:231):

The executioner, the King and the Queen were all talking at once, while all the rest were

quite silent

If you haven't lost it, then it's in that cupboard

Lie kepl on prelly well, except Lhal he had a habit of now and hen falling off side ways

In the nor-finite form, Halliday (1994:231-232) also suggests imperfective clauses

in hypotactic extension, which are introduced by a preposition or preposition group functioning as a conjunctive like “besides”, “apart from”, “instead of", “other than”,

“without” These are illustrated in the following examples cited fiom Halliday (1994:231- 232)

We nsed to go away at the weekend, taking all aur gear with us

‘You won't get sid offit, othor than piving it away

1.3.4.3, Enhancement

Halliday (1994:232) states that onc clause can orthance the meaning of another by refering to the time, plaee, manner, cause or condition According fo him, enhancement also consists of parataxis and hypotaxis, In hypotactic enhancement, both finite and non-

finite clauses can combine with their dominant onc The following cxamples ciled from

Halliday (1994:234-238) illustrate these

* Finile

i) Temporal:

It’s the Cheshire Cat: now I shall have somebody te talk ro.

Alice didn’t want {o begin another argument, so she said nolhing

Llike to follow up one line at a time otherwise there’s a nmddle

*Non-ñmi

“They must be crazy, throwing all that good stuff away

To claim your rebate simply fill in the voucher and post it to us

Tum off the lights befaxe leaving,

1.3.4.4, Embedded expansions

Halliday (1994:242) defines embedding as a mechanism whereby a clause ot phrase comes to function as a constituent within the structure of a group, which itself is a constituent of a clause

He also uses the notation “|| ]|” to contain each of the embedded clauses in a clause complex According to him, embedded clauses can elaborate, extend, and enhance their preceding group which ilsclf is a constituent of a clause Embedded clabaration is composed of finite or non-finite relative clauses which can function as Postmodifier clauses or Head clauses introduced by “who”, “which”, “that” Embedded extension is composed of possessive relative clauses introduced by “whose” “of which”, Embedded cuhanccment is composed of time, place, manner, causc or condition cixcwmstances introduced by their respective clauses The following examples cited from Halliday (1994:243-248) illustrate these:

* Finite

The maa [[who came to dinner] stayed for a menth

She couldn't find anyone [[she could give Lhe message to]]

‘The reason [[why I like her|fis she doesn’t have favourites

* Non-fimi

Alice was foo mnch puzzled |{t0 say anytiving]]

[[Lirealening people]] will get you nowhere

Theard |[the water lapping on the crag]|

1.3.4.5, Implicitly marked Jogical- semantic relations in expansion

in many cases, the identification of the logical-semantic relations in expansion does not depend only on the explicit use of their markers UTalliday (1994:239) states thal in both spoken and witten English, we find unconjoined sequences which seem to be functioning

as clause complexes, yet which do not seem to be restricted to the elaborating type ‘This arises in the analysis of both finite and non-finite clauses in the case of finite clauses, Halliday (1994:239) introduces an example fom spontancaus spzech in which the clauses are related by expansion marked off by commas:

At the last meeting somebody almost got drowned, he was practising rescuing somebody,

no-one had really shown how to do it, he had ta be dragged ont by some of the clder lads,

uobody really Lough! it way Lal bad, thy just thought he'd gol cramp or something

Halliday suggests two ways to approach this problem Firstly, he suggests that we can insert a conjunction without changing the logical-semantic relation wherever we can

example above can be reworded and analyzed as follows:

AI the last mnecling somebody ebnosl got drowned,//he was practising rescuing

1 =2 somebody,/i" but" no-one had really shown how to đo it,//'so’ he had to be dragged

+3 38 ont by some of the older lads ///Nobody really thought it was that bad,/ithey just

though! he d got cramp or something //!

(Halliday, 1994:239)

is oxlending, if it is an nhancing clause, the non-[inile is cuhancing and il can probably be introduced by a conjunctive preposition The following examples cited fiom Halliday (1994:240) illustrate these

He left the house, closing the đoor behind him

A worked for a.local firm, selling office equipment

Tsold (Twas doing some work, which was ")

[elaborating]

‘Not wanting to offend, Mary kept quiet

Liaving sai4 gooduye, John went hơme

Some precipitation is expected, [alling as snow over high ground,

which will fall Jelaborating]

‘The Sonora road was opeucd by Mexican explorers, supplanting Lhe Anza (rail

sential theory underlying the subject matter under analysis has

‘been presented, The main issues concerning Systemic Functional Grammar and the clause have also been discussed The three metafimetions of language and their realizations through the three respective systems have been introduced in which the clausc is the basic

grammatical unit to express them in Systemic Functional Grammar A discussion of the

clause complex — the grammatical unit above the chuse in Systemic Functional Grammar

‘has also buen included i this chapter A distinction between the clause complex and the sentence has been made, Then, the terms parataxis, hypotaxis, expansion, and projection have been explained, followed by a detail discussion of expansion and its components, All the discussed issues in this chaplor underlie the analysis im chapter two and the conclusion

in part three of the thesis

18

RESPONSES OF THE CONVERSATIONS

2.1 Introduction

‘This chapter presents the analysis of the clause complexes in the requests and their responses in 20 shorl conversations in lorms of clause expansion in Systemic Functional

Grammar The Llwenty short conversations were s

comprehension scripts of the book “TOEFL Preparation Kit Workbook 2002-2003, Volume 1” designed and introduced by LTS, which consists of seven practice tests ‘The

ed from patl A of the tistoning

practice Lests are similar lo the reel ones in format, Part A is the Girst parl in section oue — listening comprehension of the tests There are thirly short conversations in part A, each of which consists of two utterances made by a man or a woman After listening to each conversation and its question, test takers have te choose the best answer from the four options given in the question paper In the description of section one of the tests,

(2004:18A) introdnees:

The topics of the conversations are relevant to student life on campus, such as returning a

book (o the library asking about a horiework assignment, or taking a bus lo class

The people in the conversations have many different purposes for speaking to each orher For example, in one conversation sameone may be apologizing, in another someone might

be giving advice, and in another someone might be asking for information

The twenty short conversations under analysis are selected according to Quang’s (2007:151-172) and Nguyen and Vinh’s (2008:182-184) suggestions for identifying and

‘using requests and their responses The selection of the conversations was also request-

51-157) and Nguyen and Vinh’s (2008:182)'s suggestions are the criteria: “Can/could you ?”,

Will you ?", “Do yon think yon could .7°, “we would? like .*, “I-need .”,

18

3.2 Clause complexes in the requests and their responses of the short conversations

In order to analyze the clause complexes in the requests and their responses effectively, we number the conversations from one to twenty, each of which consists of two ullerances The first one is the request, and the second one is the response, We also use the notation “⁄/” for the clause complex boundaries and the notation “#/” for the clause boundaries in the requests and their responses of the conversations ‘lhe clause simplexes

in the conversations do not havs any notations The conjunctions in hold type wore inserted according to Halliday’s (1994:239) suggestion that we can insert a conjunction without changing the logical-semantic relation wherever we can recognize a relation of expansion

‘The embedded clause expansions are pul into the notation “[[ ]]” Rach of the clause

complexes is numbered in brackets at the end of it, Following is the analysis of the requests and their responses in the short conversations in terms of clause complexes:

Conversation 1:

éwoman) ‘Pm looking for a lightweight jacket navy blue medium

tman) iifLal’s see.i/Se have you checked the sales rack in the back2//En Fac, there

were still a few there yesterday./(1) Conversation 2:

“man) Can you oome over for dinmer tonight?

fwoman) /il*mup to my zars in work,f/sa TT have to take a rain check.//2)

Conversation 3:

(man) Hello? I'd like two seats for this evening’s show

fwoman) —H/Somry, but the performance is already sold oul//So would you be

interested in something later this week?///(3)

Conversation 4:

tman) My wife and T would like lo have you over for dinmer on Friday

Svoman) _ifThat’s very kind of you,/“but 1 have theater tickets for that evening ///(4)

Conversation 5:

than) Pd tike you to come with me lo the opaningg of fhe pholography exhibiL

4voman) —_#/?’m exhaustea!//So you'll have to manage without me tonight.///(5)