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

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 sco

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)

bọ

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)

11

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.

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

3.1.4 The fimetions of intonation in responses

3.1.4.1 Intonation of agreement

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

* ‘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

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

2 Symbols of intonations

- The glide down:

- The glide up:

- The take - off,

4 -⁄

3 Tonic syable: Underlined part in an uttcrance

* 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

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

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

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

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

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

LIST OF SYMBOLS:

1, Symbol of stress: ,

2 Symbols of intonations

- The glide down:

- The glide up:

- The take - off,

4 -⁄

3 Tonic syable: Underlined part in an uttcrance

* ‘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

3.1.4 The fimetions of intonation in responses

3.1.4.1 Intonation of agreement

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

* ‘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

* 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

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

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

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.

11

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

LIST OF TABLES

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

2 Symbols of intonations

- The glide down:

- The glide up:

- The take - off,

4 -⁄

3 Tonic syable: Underlined part in an uttcrance

* 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

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

LIST OF TABLES

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.

11

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.

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.

LIST OF TABLES

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

2 Symbols of intonations

- The glide down:

- The glide up:

- The take - off,

4 -⁄

3 Tonic syable: Underlined part in an uttcrance

LIST OF TABLES

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

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