mở đầu câu chuyện được ghi lại cho thay số hoc sinh đều sử dung than từ chào hỏi nhiều hơn 24 chiến lược còn lại. Từ khóa: mở đâu hội thoại, chiến lược lời nói, phép lịch sự, ngữ dụng học ABSTRACT A nice and smooth opening can make a conversation more interesting and help participants make a good first impression on the listeners. Nevertheless, creating a pleasant and smooth opening can be a fairly difficult challenge. Therefore, the study's primary aim is to offer some insight into the procedure of conversational opening, with a special emphasis on verbal strategies.
The data of 30 English opening dialogue sections was collected from speaking activities of the 10°-grade students at a high school in An Giang, the topics taken from Global Success 10 text book. In the research, the quantitative method is used for the questionnaire to measure the students’ perception of using verbal strategies to open English conversations, and the use of qualitative content analysis of the 30 conversational openings is also applied to reveal the categories of verbal strategies that emerge from the data. The results reveal that the students appreciate the importance of using verbal strategies to open English conversations. Among 30 English conversations mentioned, twenty-five strategies found and categorized basing on their functions, belonging to 4 groups of categories such as: Summon-Answer strategies, Greeting strategics, Phatic Communion strategics and Topic Initiation strategies.
The results from the questionnaire and analysis of 30 conversational openings indicated that using Greeting proper strategies were the most frequently used and dominated the others. Keywords: conversational opening, verbal strategies, politeness, pragmatics TABLE OF CONTENTS CHAPTEREI:INTRODUCTION. | U1, Backoround! Ofte SUÔYWoceocoaigtooiiiiioigiiiicnsiiiiisi4101105511585045550360483515850555555 oll 4D, Staite of thie rob len 2255:cccassscsseasssssceassicscsassrssccasssasscasasssscasasnssccosssisccoasasnscossasiesosasiccs 2 1. 3:,0111116'01IRĐ GEMMVis cocasaessecaccssccascsiavancarsasuscanasiccnacavavannasassvesooussecunsasisasueriavsscssuspnnansavacid 4 MAA GS Saari Ma GANS aw TT 1010/0100 /01/1000077/1/0/7///170 710010070 11170111701 2117/17 5 1S: Stenliicance Of the SHIW:::icsscsicoeeoriiiieritiiiitsitittot36111112361051122325513368538595685889953955835882 5 MSGS, Scone aE Ane EM 2146101112162111122121112221211122214111182311111821251178148131103234316032353120222131604424312048 6 1.
Organization of the thesis Chap(€E.- 1 SH ng Hye 6 CHAPTER 2: LITERATURE REVIEW. Verbal strategies in Conversational Opening. Pragmatics and Politeness thẻOFY. cưng ng HH gưếc 7 223L.ss::zzz242025462212952225205822136345822454585z222503E55052593E2424338522322ã8535a5324252t263458364ã85 19 2:2: OHLETICSSLEDEY (niniássitit5666i10156651101053850051538055163888550688885505386ã580858688695888656953886558 20 2.
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Students’ frequency of using verbal strategies to open English conversations. aiaunssndaiaitsonasn tnimapiey inmenniaesiesnuhusiusians nite CC cố cố acc 33 4. Students” frequency of paying attention to following aspects to open English COMVELSAMONG sissies siiseissseseessasisaeadiascandessccandsessseeassiseasdsasivandseassuadsisasiadasasscesdasssvactiess 34 4. Student's frequency of having difficulties to open English conversations.
Student’s frequency of using the suggested verbal strategies to open English CGIIVETSRHIDTiB iiiasiitiiiasistii021351141533537345382873132ã38738888557883355818588558587888855855583ã5538535ã5538558557385 37 4. Verbal strategies used to open English conversations collected from the videos recOded in €Ï4$SFOOT. LH HH TH TH HH HH 39 4. Summons- answer stFatCEiCS.
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Findings andl Discussion .ccocsessssenaesesseseasessuasancessassasesseacesesensnasessuesansed 65 DiS: (BRDÌIERHDITsisrssioasasinnnisasiiiiiaaiiiiiZ2212131322311011233710137383517813835570138555398856531585535818858935157 68 5. Limitation and suggestions for further research. ----«cceceeeeeiereeere 69 RE |0 BẢN". ốc cổ CC.
0 70 IIEEENDIEEE tgattpiiitittiiititiiiittttiiitttioiiiitttttiiiitttniitititiiiitititiitititittttitititiitiitiiiitttiiiiiii 74 LIST OF TABLES Table 2. Conversational opening strategies and sequences Table 2. Example of conversational opening sequences and strategies: Table 2. Opening strategies of face-to-face conversations in office setting Table 4.1: The reliability of the pilot questionnaire and the questionnaire Table 4.
The mean score of students’ perceptions of the importance of opening English conversations Table 4. Key to understanding the averages Table 4. The mean score of students’ frequent use of verbal strategies to open English conversations Table 4. The mean score of students’ frequency of paying attention to aspects to open English conversations Table 4.
The mean score of students’ of having difficulties to open English conversations Table 4. The mean score of students’ frequency of using the suggested verbal strategies to open English conversations Table 4. Verbal strategies collected from English conversations in classroom Table 4. The mean score of students’ perception of the importance of solutions to improving opening English conversations LIST OF FIGURES Figure 4.
The frequency of occurrence of verbal strategies in English conversations in English speaking activities Figure 4. The frequency of occurrence of summon-answer strategies used in English conversations in English speaking activities Figure 4. The frequency of occurrence of Greeting strategies used in English conversations in English speaking activities Figure 4. The frequency of occurrence of Phatic strategies Figure 4.5, The frequency of occurrence of Topic initiation CHAPTER 1: INTRODUCTION This chapter includes the introduction of the research with the background of the study, the aims and research questions.
The introduction also presents the significance, scope of the study and organization of the thesis chapters so that the readers will be able to understand the overview of the research. Background of the study English is an international language that is widely spoken throughout the world. People use English because it is the most significant foreign language for the transfer and acquisition of knowledge, science, technology, art, and culture, as well as the establishment of worldwide relationships. Because its benefits, English has become popular and one of the most important languages in all aspects of life to understand literature.
Therefore, students should understand language usage, but they will be unable to use it unless they practice in daily communication. As a result, English is the most crucial language to learn and practice for speaking in daily conversation. With the context of integration and globalization in Vietnam, the training and improving language proficiency, especially English, are considered a top priority. However, English language teaching in Vietnam has not achieved a huge success due to several troublesome challenges.
One of the biggest problems is low proficiency of English speaking of Vietnamese students. As English speaking is a very crucial skill that must be owned by students in learning English and viewed as the most challenging of the four language skills. Speaking English is not an easy task and knowing how to open English conversations appropriately is even more difficult. Being aware of the importance of English speaking in life, many authors in Vietnam and worldwide have studied different aspects of English conversations so that they can identify techniques or methods to help English learners improve their English-speaking proficiency, The problem is that in Vietnam few studies were conducted on the fields of conversational openings in the context classroom settings.
As a results, this study aims to explore which tk» verbal strategies the students use to open English conversations with other English speakers in their classroom and foreigners outside. Statement of the problem After having taught high-school students the English language, particularly the speaking skill, for a long time, | realize that they do not know or know little about the ways to open conversations with their peers. This motivates me to find out more ways or strategies native English speakers use to initiate their face -to- face interaction. I am interested in this field because of the following reasons.
The first reason that encourages me to carry out this research is that opening a conversation appropriately is an extremely important social skill to everyone. Discussing the necessary of face-to-face conversations in life, Pillet-Shore (2008) stated that “The openings of face-to-face conversations house a dense universe of phenomena essential to the survival of everyday social life. Undeniably, knowing how to open a proper conversation is considered a useful social skill for everyone. Similarly, Goffman (1963), Kendon (1977), Maynard and Zimmerman (1984) and Schegloff (1986) agreed that obviously, through the openings of face-to-face interactions, parties create, recreate and maintain social relationships.
Clearly, social bonds are enhanced thanks to suitable ways lo open conversations used by the interlocutors. Also, Valeria and Andrea (2021) emphasized that in the development of interpersonal relationships, the interactional practice of getting to Know one another in first encounters can be extremely beneficial. Thus, an appropriate beginning is likely to determine the success of communication because it can help participants make good impression on their interlocutors and make the conversation more effective (My, 2017). The second reason that inspires me to conduct the investigation is that students need to be equipped by communication skills in English for future interaction with people from different culture successfully.
Although students in Viet Nam have accessed communicative approach in language learning for a long time, most of them mainly focus on language forms such as lexical, grammatical, phonological components of target w language rather than language skills and communication. Therefore, helping them improve ways of communication is crucial. Especially, in the globalization era, mastering proper verbal strategies to start face - to - face conversations with native English speakers is considered one of decisive factors for English language learners to enter intercultural world, communicate and work effectively as well as avoid embarrassing situations or even culture shock. As Valeria and Kendra (2021) stated, whether you want to impress a potential client, strike up a conversation with a potential love interest, or simply chat with a new acquaintance, knowing how to initiate a conversation can help you feel more comfortable and confident in a wide range of social situations.
Hence, ways to open conversation are considered “universal tricks and tips” that will help us start a good conversation with almost anyone. However, people from different cultures have different ways in communication. Due to language and cultural variety, it becomes considerably more difficult and complex for people coming from a foreign country to start a culturally different conversation (My, 2017). Therefore, verbal Strategies are regarded as useful keys for them to unlock the hardest doors of language learners to approach modern world and integrate into it.
The third reason that encourages me to implement the research is the desire to improve the reality of conversational opening of students in Viet Nam in general and those in An Giang province in particular. Despite the importance of verbal strategies in opening an interaction, in reality not many English learners Know and use them properly, specifically grade - 10 students at Thu Khoa Nghia High School for the Gifted. They are very weak in the ability of opening face-to face conversations with foreigners, English - speaking people. The majority of them often feel shy because they do not know how to “break the ice” when meeting native English teachers or with their Vietnamese fellows in English speaking activities.
Even, many of them usually skip the opening and lead to the body of the conversation suddenly. This easily leads to negative effects such as confusion, misunderstanding and even culture shock because when people don't know how to start a story, people will gradually not understand each other, become uncomfortable when listening, and easily break the close relationship in daily life. The last reason inducing me to do the research is making contribution to lessening the scarcity of the topic research in Viel Nam. Conversational opening is an important aspect that has attracted many authors worldwide such as Goffman (1963), Firth (1972), Kendon (1977), Schegloff (1986), etc.
However, not many scholars in Viet Nam pay much attention to the topic except for the research of Nguyen Huynh Giao (2017), Hoang Tra My (2019). Actually, many Vietnamese scholars are fond of other aspects of conversation such as topic, characteristics, politeness and manner instead of conversational opening. Especially, I hardly find any research about conversational opening in classroom environment, Due to the absence of research in this area, Vietnamese English learners have limited access to resources that can assist them develop their communicative ability.