VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATINAL STUDIES FACULTY OF POST-GRADUATE STUDIES CHU THỊ HẢI AN ANALYSIS OF TURN-TAKING ORGANIZATION STRATEGIES OF THE HOST PHOEBE TRẦN IN 8 IELTS SHOW – SEASON 1 ON VTV7 (PHÂN TÍCH CÁC CHIẾN LƯỢC TẠO LƯỢT LỜI CỦA NGƯỜI DẪN CHƯƠNG TRÌNH 8 IELTS MÙA 1- PHOEBE TRẦN TRÊN KÊNH VTV7) MA THESIS – TYPE 1 Field : English Linguistics Code : 8220201.01 HANOI – 2018 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATINAL STUDIES FACULTY OF POST-GRADUATE STUDIES CHU THỊ HẢI AN ANALYSIS OF TURN-TAKING ORGANIZATION STRATEGIES OF THE HOST PHOEBE TRẦN IN 8 IELTS SHOW – SEASON 1 ON VTV7 (PHÂN TÍCH CÁC CHIẾN LƯỢC TẠO LƯỢT LỜI CỦA NGƯỜI DẪN CHƯƠNG TRÌNH 8 IELTS MÙA 1- PHOEBE TRẦN TRÊN KÊNH VTV7) MA THESIS – TYPE 1 Field : English Linguistics Code : 8220201.01 Supervisor : Nguyen Thi Viet Nga, PhD HANOI – 2018 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com DECLARATION I hereby declare that this thesis entitled “An analysis of turn-taking organization strategies of the host Phoebe Trần in 8 Ielts show – season 1 on VTV7” was carried out by me for MA degree of English Linguistics under the guidance and supervision of PhD. Nguyen Thi Viet Nga, Academy of Journalism and Communication, Hanoi and University of Languages and International Studies’s regulations. The interpretations put forth are based on my reading and understanding of the original texts and they are not published anywhere in the form of books, monographs or articles. The other books, articles and websites, which I have made use of are acknowledged at the respective place in thetext.
For the present thesis, which I am submitting to the ULIS, no degree or diploma or distinction has been conferred on me before, either in this or in any other University. Place: Hanoi Research Student Date: November 2018 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ACKNOWLEDGMENTS At the end of my thesis, I would like to thank all those who made this thesis possible, as well as contributed in many ways to the success of this study. Foremost, I would like to express my deepest appreciation to my supervisor PhD. Viet Nga Thi Nguyen for the constant support of my research, for her patience, motivation, enthusiasm, and immense knowledge.
Her guidance helped me in all the time of research and writing of this thesis. Besides my advisor, I would like to thank my committee members of the foreign language faculty at University of Languages and International Studies, Vietnam National University, Hanoi for giving me permission to commence this thesis in the first instance, as well as encouraging me to go ahead with my thesis. In addition, I also like to extend huge, warm thanks to my good friends, colleagues for their valuable advice, constructive criticism, and their extensive discussions during my thesis progress. Especially, I gratefully acknowledge the staffs of Faculty of Postgraduate Studies for their helpful comments, unfailing support and assistance Last but not the least, I take this opportunity to sincerely acknowledge my parents, siblings whose love, financial assistance, real inspiration enabled me to complete this work.
i LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ABSTRACT This thesis elaborates on the phenomenon of turn-taking from Phoebe – the charming host of “8 Ielts” educational television showand her turn control strategies she adopts. The aim of the study is to describe the ways Phoebe uses utterance exchange signals in each turn-taking.Following the turn-taking model proposed by Anna Brita Stenstrom (1994), the hostess will certainly applies strategies to claim, keep or yield the turn but not all mechanisms are used because their distinct functions. The thesis also demonstrates dominant turn-control strategies from hosts in the perspective of semi-institutional setting. The researcher uses observational qualitative method since it analyzes the data in the form of words descriptively, not in the form of percentage or numeral, bases on turn taking strategies found in Phoebe’s utterances with guests and uses conversation analysis as an approach because fit to the centre of attention of this study that is analyzing phenomena of talk in interaction.
The result of the research shows that the three turn taking strategies including turn- taking, turn-holdingand turn-yielding are correlated each other. And these strategies are found in every conversation. Especially, taking over/ repetition/ prompting strategies are operated most. Practically, the present study helps readers have more understanding and knowledge about the turn taking strategies and can applied it in their daily life in order to get easy of conversation as social being.
It is also hoped that the investigation into turn allocation in talk show may benefit the talk show hosts in achieving success in the program. ii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENTS DECLARATION ACKNOWLEDGMENTS .ii TABLE OF CONTENTS. iii LIST OF TABLES. Rationale of Study.
Aims of the study and research questions. Scope of the study. Organization of the study. Institutional conversation in the talk show.
FINDINGS AND DISCUSSION. Strategies for taking the turn. Strategies for holding the turn. Strategies for yielding the turn.
46 iii LUAN VAN CHAT LUONG download : add luanvanchat@agmail. The signal kinds of turn-taking strategies. The kinds of the preferred turn-taking shapes. Implications, limitations of the study and recommandations.
59 APPENDIX iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF TABLES Table 3.1: Conventions developed by Gail Jefferson and published in Sacks, Schegloff and Jefferson (1974) .1: The resume of the data analysis .2 : The signal of a clean start in starting up the turn .3 : The signal of uptake in taking over the turn .4 : The signal of link in taking over the turn.5 : The signal 1 of alert in interrupting the turn .6 : The signal 2 of alert in interrupting the turn .7 : The signal 1 of meta-comment in interrupting the turn .8 : The signal 2 of meta-comment in interrupting the turn .9 : The signal of filled pauses and verbal fillers in holding the turn .10 : The signal of silent pauses in holding the turn .11 : The signal of lexical repetition in holding the turn .12 : The signal of new start in holding the turn .13 : The signal 1 of prompting in yielding the turn .14 : The signal 2 of prompting in yielding the turn .15 : The signal of appealing in yielding the turn .16: The signal of giving up in yielding the turn. 49 v LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ABBREVIATIONS CA: Conversation Analysis TCUs: Turn Constructional Units TRP: Transition Relevance Place T: Turn TV: Television ULIS: University of Languages and International Studies vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Rationale of Study Current communicatively foreign teaching and learning methodologies place emphasis on providing learners with opportunity to listen and respond to the correct topic as being part of good manners when interlocutors participate in any form of conversation. The main use of this work is to experience appropriately more representation of discourse patterns in order that the learners’ English proficiency is improved practically.
In fact, interactants wait for each other to finish their respective utterances before taking the floor at each turn. However, the way of handling turns only has the advantage of simplicity and no maintainability and adaptation, even their overwhelmingly unnatural boundaries. The clearest illustration of failure in giving turns to the next speaker is that somenonnative speakers fall silent when they should take a turn. They do not know how to put his thoughts and ideas into words or he simply does not have enough confidence to speak in the presence of other people.
Obviously, learners of a foreign language may find it difficult to gather information, as well as to take their turns naturally and properly in other tongues. This problem partly relates to turn management and the use of techniques in turn management. Theoretically, to smoothly participate in intercultural dialogues, the conversants need to furnish themselves with sufficient knowledge of turn acquisition/ allocation, turn-taking rules, and strategies present in the target language. Understanding linguistically about turn and turn-taking under observation of conversational analysis, “the talk of one party bounded by the talk of others constitutes a turn, with turn-taking being the process through which the party doing the talk of the moment is changed” (Goodwin 1981 : 2).
Speaking more easily,a turn is the time when a speaker is talking and turn-taking is the skill of knowing when to start and finish a turn in a conversation. Similarly, when conversing with other people to learn, exchange information, accomplish goals and tasks, or simply 1 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com to reaffirm emotional and social bonds, we change their roles of speaker and listener to take speaking turns. It begins by the first speaker speak or he/ she tries to keep his/ her turn or give a chance to the next speaker to take the turn. This activity’s main function is to organize sequential information exchange between two or more communicating groups and to ensure efficient transmission.
Although turn-taking action seems very important in construction of spoken discourse, it is not easy to be acquired as situated, socially organized sets of practices in face-to-face interaction. Furthermore, with exchange of a series of utterances in a talk, turn allocation is about giving turns to the next speaker(s), while turn acquisition describes how turns are received. In other words, turn acquisition determines the kind of action(s) the next speaker(s) can or should take when it is his/her turn. Therefore, in order to smoothly and successfully acquire a turn, a speaker should identify the signals ending the current turn and inform himself or herself of the techniques commonly applied to request a turn.
The rules/ mechanisms or methods participants use for allocating/ organizing their turns in turn-taking are called turn-taking strategies. They shape the context in which turns operate and enable their orderly, interactionally coordinated actions. From that, conversants extend the capabilities of interaction with richer discourse planning and linguistic resources that can communicate more naturally with people. In reality, it seems that the Vietnamese speakers tend to apply the Vietnamese conversation patterns when they speak English, which makes them fail to get the floor and causes conversation breakdown.
Besides, the Vietnamese tend to interrupt more often in some situations and pause in long duration in others. In other words, non-native speakers of English appeared to struggle and fail to establish themselves their turns because of lack of familiarity with turn-taking strategies which base on mechanism of exchange of speaking turn in interaction to alternate bursts of information. From the reality interactants often ignore techniques for turn-allocation, researcher suggests that the strategy for turn-taking signals the participants adopt when they negotiate and exchange a turn should be investigated. 2 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com There are reasons why turn taking strategies are analyzed.
A prerequisite for this choice is that they can be used to look how the participants manage and take to exchange of speaking turn in interaction. From smart cues in turn exchange signals, the hearer knows the way in which language used in conversationon certain context, purpose or person. This means the participants use the turn taking strategies to adjust mechanism of speech exchange and achieve their conversational goals in the set of everyday practices and the set of institutionally specific practices. It bases on three typical turn-taking actions according to Stenstrom’s theory: taking the floor, keeping or holding the floor and yielding the floor for constructing contributions, responding to previous comments and transitioning to a different speaker.
They require practitioners to actively use a variety of linguistic and non- linguistic cues.