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Pre-recorded Session Oral Presentations (30 minutes)
Oct 16, 2020 12:00 Noon - Aug 31, 2021 01:45 PM(Asia/Ho_Chi_Minh)
20201016T1200 20201016T1345 Asia/Ho_Chi_Minh DISCOURSE ANALYSIS of SPEECH ACTS of THANKING by BAHRAINI and VIETNAMESE ESL LEARNERS

Language teaching has changed from the traditional focus of grammatical competence to communicative competence. The prevailing point of view in the field of pragmatics is that "two participants with two different value systems underlying each of their first language (L1) cultural group (Click, 1886 as cited in Cheng, 2011) transferred their L1 pragmatic rules into second or foreign language (L2) domains "(Mascuñana, 2019, slide 6). It is also widely accepted that different cultures structure discourse in different ways (Demir & Takkaç, 2016). Based on these assumptions, this paper employs a textual discourse analysis to examine the thanking strategies and the semantic formulas used by Vietnamese and Bahraini ESL learners in their letters. This study focuses on identifying the students' semantic expressions in thanking based on the nineteen forms of thanking identified by Cheng & Seto (2015) and analyzing the students' thanking strategies based on Eisenstein & Bodman (1986) and Aijmer (1996) as cited by Demir & Takkaç (2016). Results show that the students have limited semantic formulaic expressions in expressing gratitude. Meanwhile, there are significant variations of verbal strategies among students from the two cultural groups. The findings imply that thanking, as a speech act, along with other language functions be given emphasis in ESL curriculum in the hope of developing communicative competence inside and outside the classroom.

Pre-recorded Session VietTESOL International Convention 2021 convention@viettesol.org

Language teaching has changed from the traditional focus of grammatical competence to communicative competence. The prevailing point of view in the field of pragmatics is that "two participants with two different value systems underlying each of their first language (L1) cultural group (Click, 1886 as cited in Cheng, 2011) transferred their L1 pragmatic rules into second or foreign language (L2) domains "(Mascuñana, 2019, slide 6). It is also widely accepted that different cultures structure discourse in different ways (Demir & Takkaç, 2016). Based on these assumptions, this paper employs a textual discourse analysis to examine the thanking strategies and the semantic formulas used by Vietnamese and Bahraini ESL learners in their letters. This study focuses on identifying the students' semantic expressions in thanking based on the nineteen forms of thanking identified by Cheng & Seto (2015) and analyzing the students' thanking strategies based on Eisenstein & Bodman (1986) and Aijmer (1996) as cited by Demir & Takkaç (2016). Results show that the students have limited semantic formulaic expressions in expressing gratitude. Meanwhile, there are significant variations of verbal strategies among students from the two cultural groups. The findings imply that thanking, as a speech act, along with other language functions be given emphasis in ESL curriculum in the hope of developing communicative competence inside and outside the classroom.

ESL Teacher
,
Vinschool Secondary School
No moderator for this session!
English Lecturer
,
University of South-East Asia
Ms. Thanh Do
Lecturer
,
Vietnam National University
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