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4. What are the implications of the similarities and differences in making spoken invitations in the English and Vietnamese to English learners? 5. Methods of the study In carrying the research I have adopted such methods of study as descriptive methods, contrastive analysis, statistic techniques and observation. 6. Design of the study The study consists of three parts: Part A Introduction deals with Rationale, Aims, Scope,Research Questions, Methods and Design of the study. Part B Development consists of three chapters: Chapter1 talks about Literature Review,Chapter2 states on making invitation in English and Vietnamese, some similarities and differences between English and Vietnamese invitations. Chapter 3 Application for English learners in translation will be pointed out. Part C Conclusion will be shown, followed by References part.
HANOI OPEN UNIVERSITY FACULTY OF ENGLISH GRADUATION THESIS A COMPARATIVE STUDY ON MAKING INVITATION IN ENGLISH AND VIETNAMESE IN TERMS OF CROSS-CULTURAL PERSPECTIVE Supervisor: M.A Nguyễn Văn Quang Name of student: Đinh Phương Thúy Date of birth: 26/01/1991 Class: K17A5 (2010-2014) Hanoi 2014 DECLARATION I hereby declare that this thesis is my own work and effort and that it has not been submitted anywhere for Where other sources of information has been used, they have been acknowledges Hanoi, May 2014 Student Supervisor ACKNOWLEGDEMENT I must offer my profoundest gratitude to my thesis advisor, M.A Nguyen Van Quang Form finding an appreciate subject in the beginning to the process of writing thesis, M.A Nguyen Van Quang offers his unreserved help and guidance and lead me to finish my thesis step by step Without his kind and patient instruction, it is impossible for me to finish my thesis I am also indebted to my friends, who squeeze time from their busy schedule to help me finish my thesis, they are all busy with their own thesis but they are willing to give their helping hands as soon as I am in need Finally, I am grateful to my parents and my sisters who always support me spiritually throughout my life and provide a carefree environment for me, so that I can concentrate on my study I am so lucky to be one of my family’s members PART A: INTRODUCTION Rationale There is no doubt that today mastering a language is very necessary because it can give learners important opportunities to communicate to study and work effectively abroad It is very difficult to master a foreign language because the enormous vocabulary and profound understanding in grammar are not enough So it is necessary for learners to understand the culture of the language that they want to master Let take English and Vietnamese as an example There are differences in the use of language between English and Vietnamese To learn a language means to learn the culture of the country where the language is spoken This can help learners to master this language as well as immerse in to the culture and daily life the target language to comprehend that language Acquiring a second language demands more than learning new words and another system of grammar (Levine and Adelman, 1982) The goal of learning language nowadays is to be able to have effective communication with native speakers However, communication can fail to achieve as the misunderstanding of the country’s culture The good knowledge of the country’s culture can helps learners to interact well with the people in the native country where the language is widely spoken As a result, it is very difficult to combine culture and use cultural knowledge well in learning a language Each language and the culture of the country cannot be separated from each other Each country has its own traditions, customs, rituals reflected by the language Understanding social conventions and attention to such concepts as politeness, and face, which are important to members in a particular culture, will certainly enable us to better comprehend the different ways of speaking by people from different cultures, thus helping eliminate ethnic stereotypes and misunderstandings Problems arise as language learners are not competent and fail to understand the cultural- social aspects of communication Take speech acts of invitation as an example Vietnamese saying goes: "Khách đến nhà không trà bánh" (when guests come, either tea or cakes should be served) This saying highlights the importance of invitation in Vietnamese culture, where invitation speech acts takes important role in daily life interactions Invitation is a very essentials part in daily life in all cultures Wall (1987) indicated that many of our daily social interactions involve making invitations and responding to them Everyday people are usually invited to small things including going somewhere, drinking something, eating food or in special occasions such as weddings, birthday party, graduation So that making invitation is now very important in our daily life It is a speech act used very often in communication People can use it both in spoken and written forms in many ways It helps people to create, maintain and reinforce a good relationship with other people Take these two following sentences as examples: (1) Alan and I wanted to have a few people over for a dinner party to celebrate finishing my dissertation, and we’d like to invite you (2) especially, since you’re chairman (Tillitt & Bruder, 1999, p.23) Ăn cho vui Cô Nga (Thach Lam, 2000, p.167) English and Vietnamese have some similarities in terms of making invitations in daily life interactions Many cases of making invitation are different in Vietnamese and English Therefore it is very important to making an invitation to be suitable to a particular culture avoid causing hurts, shocks, misunderstanding and misinterpretations A frequently misunderstood area in American verbal interaction is that of extending, accepting, and refusing invitations (Levine & Adelman, 1982) Moreover, helping Vietnamese learners of English master and use invitation-making effectively is very necessary For the above-mentioned reasons, the study is implemented to find out the similarities and differences in making invitations in English and Vietnamese and to help English learners have good conversations with foreigners Furthermore, the study is a hope to give some reliable suggestions for making invitations in particular, and raise the importance of applying cross-cultural activities to learning English to English majors who want to master English and want to live in English speaking countries Aims and objectives of the study The thesis aims to find out the good ways to make invitations in Vietnamese and English native speakers In addition, this paper aims to find out the syntactic and cultural similarities and differences between spoken invitations in Vietnamese and English native speakers Scope of the study This paper focuses on how to make invitations in English and Vietnamese speakers This paper, moreover, aims to analyze the similarities and differences in making invitations in English and Vietnamese Research questions The research is aimed to answer the following to answer the following questions: How to make spoken invitation in the English culture? How to make spoken invitation in the Vietnamese culture? What are similarities and differences in making spoken invitations in making spoken in the Vietnamese and English cultures? What are the implications of the similarities and differences in making spoken invitations in the English and Vietnamese to English learners? Methods of the study In carrying the research I have adopted such methods of study as descriptive methods, contrastive analysis, statistic techniques and observation Design of the study The study consists of three parts: Part A -Introduction deals with Rationale, Aims, Scope, Research Questions, Methods and Design of the study Part B- Development consists of three chapters: Chapter talks about Literature Review, Chapter states on making invitation in English and Vietnamese, some similarities and differences between English and Vietnamese invitations Chapter 3- Application for English learners in translation will be pointed out Part C - Conclusion will be shown, followed by References part PART B: DEVELOPMENT CHAPTER ONE: LISTERATURE REVIEW 1 Politeness strategies Politeness, an issue which has a great impact to human being and deeply influences to human interaction, will be now discussed right in this part because politeness is basic to the production of social order, and a precondition of human cooperation … any theory which provides an understanding of this phenomenon at the same time goes to the foundation of human social life (Brown and Levinson, 1987) In language studies, politeness implies the following: "(a) how languages express the social distance between speakers and their different role relationships, (b) "how face-work, that is, the attempt to establish, maintain, and save face during conversation, is carried out in a speech community" (Richards et al 1985, p.281) Languages differ in how they express politeness In English, phrases like: It’s hot here I wonder if I could open the window? Can be used to make a request more polite In other languages, the same effect can be expressed by a word or particle Politeness markers and the use of address forms convey differences between formal speech and colloquial speech Human communication establishes and maintains not only a comfortable relationship between people but also a social harmony Therefore, in interpersonal communication, in terms of politeness, every participant notes social factors such as age, gender, power and distance among the interlocutors Moreover, politeness may be described as a form of behavior which is exercised in order to consolidate and promote relationship between individuals or, at least, to keep it undamaged According to Leech (1983), politeness means to minimize the effect of impolite statement or expression (negative politeness) and maximize the effects of polite illocutions (positive politeness) (Leech, 1983) However, the best-known theory is developed by Brown and Levinson (1978, 1987) Their universalistic formulation of politeness theory is problematic in some aspects The main issue of politeness is the notion of face Face is defined as “the public self-image that every member wants to claim for himself” (Brown and Levinson 1987, p.61) "Face" associates with the English idiom to lose face which means “to something which makes other people stop respecting you; to not maintain your reputation and the respect of others” Brown and Levinson treat the aspects of face as “basic wants”, and distinguish between positive face and negative face Positive face is interpreted as the want of every member to be desirable to, at least, some others, whereas negative face is the want of every “competent adult member” for his actions to be unimpeded by others (1987, p.62).Moreover, Yule (1996) argues that in most English speaking contexts, the participants in an interaction often have to determine, as they speak, the relative social distance between them, and hence their face wants (1996, p.61) “In everyday social interactions, people generally behave as if their public self-image, or their face wants, will be respected If a speaker says something that represents a threat to another individual’s expectations regarding self-image, it is described as a face threatening act Alternatively, given the possibility that some action might be interpreted as a threat to another’s face, the speaker can say something to lessen the possible threat This is called a face saving act.” (Yule 1996, p.61).Analyzing politeness, the anthropologists Brown and Levinson (1987) distinguishes between positive strategies of politeness, those which show closeness, intimacy, and rapport between the speaker and the hearer, and negative politeness strategies, those which indicate various degrees of social distance between the speaker and hearer In this sense, politeness varies to show awareness of another person’s face in situations of social distance or closeness The choice of appropriate politeness strategies in a given context depends on a number of factors Brown and Levinson (1987) groups these factors into a simple formula consisting of three independent variables, namely the social distance (D) of the speaker and the hearer (a symmetric relation), the relative power (P) of the speaker and the hearer (an asymmetric relation), and the absolute ranking of impositions (R) in the particular culture The social distance (D) is a symmetric social dimension of similarity/difference within which the speaker and the hearer stand for the purposes of this act In some situations, D is based on an evaluation of frequency of interaction and the types of material and nonmaterial goods (embracing face) between S and H The evaluation will be usually measures of social distance relied on stable social attributes The relative power (P) which is an asymmetric social dimension is the degree to which H can impose his own plans and his own self– evaluation (face) at the expense of S’s plans and self – evaluation Generally, there are two sources of P, either of which may be authorized or unauthorized – material control (over economic distribution and physical force) and metaphysical control (over the actions of others, by virtue of metaphysical forces subscribed to by those others The absolute ranking (R) of imposition which is situational and cultural defined is the degree to which there is an interference in the speaker ’s wants or self-determination or approval (speaker ’s negative and positive wants) There are normally two scales or ranks which are identifiable 21 for negative–face: a ranking of impositions in proportion to the expenditure of services (including the time provision) and good (including non –material goods such as information, regard expression and other face payments) As for positive – face, the, ranking of imposition embraces an assessment of the amount of "pain" given to the hearer ’s face, based on the differences between the hearer ’s desired self-image and that presented in face threatening acts Cultural rankings of In many cases or situations which social distance is not the not the same between the interlocutors in the conversations, in order to express the respect to the invitee, the invitee usually adds some words or phrases such as kính, hân hạnh, trân trọng, xin trân trọng, xin trân trọng kính, có nhã ý with the aim to express politeness as in the following examples: “Hân hạnh chào đón quý khách đến với nhà hàng chúng tôi!” “Trân trọng kính mời quý khách hàng đến mua sản phẩm cửa hàng!” “ Xin trân trọng kính mời quý khách hàng đến với chương trình tri ân quý khách hàng cuối năm ngân hàng!”… Category 2: Direct invitations in forms of declarative sentences Form 3: Invitations in forms of declarative sentences Chị xơi chén nước (Khải Hưng, 1988) (sister, drink a cup of water.) Category 3: Invitations in form of imperatives Form 4: Invitations in form of imperative sentences Take a look at the following example: Ông giáo hút thuốc (Nam Cao, n.d) (Mr Giao, Let's smoke!) “Chị vào nhà đi!” “Cô lấy đi!” “Uống nước cháu” “Vào nhà uống chén nước mà” “Uống thêm chén trà đi” “Anh chị mua hàng đi” Those instances belong to declarative sentence and imperative sentence mentioned above show us that making invitation following these types has the same meaning Invitations here can be considered as orders They are just different from containing the word “đi” in imperative sentence and without it in declarative sentence 2.1.2 Indirect invitations in Vietnamese and English 2.1.2.1 Indirect invitations in English In the above part, we have discussed one aspect of English invitations under syntactic functions In this part, forms of indirect invitations will respectively be discussed Form 5: Invitations in forms of WH- questions It is very common that making invitation through WH-questions is used with the highest frequency In close relationship, people often use this kind of questions to invite each other to increase friendliness It also makes listeners feel comfortable and free The editor Le Huy Lam (2000) shows us some typical examples in his book Why don’t you come on holiday with us? Why don’t you come round for a meal one evening next week? How you fancy going out for a meal at the weekend? According to Tilltilt and Bruder (1999) invitations used with How appear in situations which is less formal Let's look at the following examples: How about dinner? (Tillitt & Bruder, 1999) How about coffee? (Tillitt & Bruder, 1999) How about coming over for dinner tonight? Among them, the WH- question started with "Would you like to…?" often appear in making invitations with high frequency It has been familiar with both native speakers and foreigners Form 6: Invitations in forms of yes/no questions This kind of invitation shows politeness and formality in speakers’ conversation which is shown in the following sentences: “Can you come over and join us?” (Le Huy Lam, 2000) “May we have the pleasure of your company at dinner?”(Le Huy Lam, 2000) Sometimes, many yes/no questions refer to invitation although they mention different issues For instance, when a person asks "Are you free next Thursday?" or "Are you doing anything next weekend?", maybe he wants to invite the listener join something with him/her Before making invitation, he/she would like to know whether if the listener will be free or not next time It is a way to show the respect and politeness of speaker It helps the person who is invited has change to accept the invitation or refuse it depending on his or her decision Form 7: Invitations in forms tag questions Tag -question is rarely used in making invitation Speakers often use this kind of sentence to remind or repeat their invitation to the invited people See the following example: “You will come to have dinner with us, won’t you?” (Le Huy Lam, 2000) 2.1.2.2 Indirect invitations in Vietnamese Category 4: Invitations in forms of questions People frequently use interrogative sentences for making invitation indirectly In other words, it is a reminding saying which contains the meaning of invitation People use it for expressing their warm and friendly welcome to the invited person Form 5: Invitations in forms of Wh- questions Ông Đoàn lâu không thấy ông lại chơi (Khai Hung, 1994) (M Đoan, Why haven't you come here recently?) “Sao lâu không thấy thấy chị mua hàng?” “Dạo chị đâu mà không thấy sang em chơi?” “Bác dạo bận mà không thấy qua nhà em uống nước?” Form 6: Invitations in forms of Yes/No questions “Con có muốn uống cà phê không?” (Do you want to drink some coffee?) “Mấy đứa vào chơi không?” Form 7: Invitations in forms of Tag questions “Chiều lại nhà chơi, không?” (You come to my house this evening, don't you) In some other cases, likewise in English, people use many phrases such as kính, hân hạnh, hân hạnh, trân trọng, “xin trân trọng, có nhã ý, etc when giving their invitations to those who are in higher social positions than them It is also a way to show their respect to the people who are invited To be easy for the contrastive analysis in the later part of the thesis, the following table shortly and clearly recorded what have been discussed so far Table 3.1 Category 1.Invitations in the form of performativ e sentences 2.Invitations in forms of declarative sentences 3.Invitation in the form of imperatives 4.Invitation in the form of questions Form Example in Example in English Vietnamese Performative I would like to Tôi lấy làm sentences invite you to hân hạnh mời with a subject dinner next anh lại chơi Sunday at my home Performative Mời cô ngồi sentences tạm xuống without a ghế subject Invitations in We just thought Chị xơi chén forms of it would be nice nước declarative to sentences have you over for dinner Invitations in Do have a Ông giáo hút forms of chocholate thuốc imperative biscuit! sentences Let's go to our place for a beer Invitations in Why don’t you Ông Đoàn forms of Wh come on lâu -questions holiday không with us? thấy ông lại chơi? Invitations in “Can you come Con có muốn forms of Yes/No over and join uống cà questions us? phê không? Invitations in Y ou will come Chiều lại forms of tag questions 2.2 to have dinner nhà chơi, with không? us, won’t you? The similarities and differences in making invitations between English and Vietnamese Within the paper, I would like to discuss some contrasts between making an invitation in English and Vietnamese 2.2.1 Similarities The first similarity is that both English and Vietnamese have the verb phrases that contain the invitation meaning or idea They are ‘invite’ in English and ‘Mời/ Xin mời’ in Vietnamese These phrases are all used in direct invitation and in performative sentence with structures Subject + would like to invite + Object + to infinitive and Subject + invite + Object + content of invitations in English and Vietnamese respectively Secondly, the similarity between making an invitation in English and Vietnamese is that the verb phrases ‘Mời/ Xin mời’ and ‘invite’ don’t have to appear in an invitation In this case, the subject and object not appear “Come and have a cup of coffee with me.” “Lại uống ly cà phê với bố nào!” Lastly, the way English and Vietnamese people make invitations affected by three factors: social distance, power relations between the speakers, and impositions negotiated by interlocutors Basing on these factors, English and Vietnamese can find out the most suitable invitations when talking with other people to have effective conversations 2.2.2 Differences In terms of syntactic analysis, Vietnamese people employ more invitations structures than those of English people In English, subject, verb and object are some important and necessary elements In stead of subject, the verb ‘Mời’ is considered as an important element in Vietnamese because it has high frequency and using “ mời” without subject, speakers can create many structures to invite others including mời + verb, mời + object + verb, mời , whereas in English, the verb ‘invite’ usually exist after ‘I would like to’ or ‘I want to’; if “ invite” stand alone, it cannot make an invitation Specially ,Vietnamese speakers use seven forms of inviting including performative sentence with a subject; performative sentence without a subject; declarative sentences; imperatives, Wh-questions; Yes/no questions; and tag questions whereas English ones get five forms including performative sentence with a subject; imperatives, Whquestions; Yes/no questions; and tag questions In term of cuture, in Vietnamese culture, the verb “mời” is already highly polite, but to more courteous, additional phrases including “xin”, “thân”, “kính”, “có nhã ý”, lấy làm vinh dự”, “hân hạnh”, “trân trọng”, “xin trân trọng”… can be added in many cases or situations which social distance is not the same between the inviter and invitee or to people who are in higher social positions than them It is also a way to show their respect and express politeness to the people who are invited Vietnamese people also usually use direct invitation in form of imperatives and performative with a subject sentences In contrast, in English culture, direct invitations in are face-threatening and the verb “invite”, intrinsically, is likely to violate the hearer’s negative face so to pay respect to the invitee and to reduce the face-threatening act, social status, intimacy, the phrase “would like to” is added to this It appears in imperatives forms or performative sentences CHAPTER THREE: APPLICATION FOR ENGLISH LEARNERS IN TRANSLATION As I mentioned before, in this paper I concentrate on comparative study in making invitation in English and Vietnamese in terms of cross-cultural perspectives so in this part I would like to focus on some problem related to the effect of culture in translation and the solution to have good translation 3.1 Cultural mistakes It is controversial that culture effects strongly on studying a foreign language, especially in translation Cultural mistakes that students make frequently are linked to social contexts, status and relationship between the inviters and the invitees Firstly, in term of social context, learners using English in communication tend to make invitation structures in wrong ways because of their English lack The contexts of invitation are usually social events including birthday parties, wedding parties, farewells, ceremonies, anniversaries… In this occasion, they tend to make invitation in formal or informal ways For students, especially students learning to become translators, often make this mistake because they usually not understand exactly the context of the source language As a result, the readers cannot have a full meaning of the text In formal event, inviter use formal invitations but sometimes they are not understand formally so the translators transfer them in to informal ways: Eg: Take a seat for a moment!(formal) Tôi lấy làm hân hạnh mời anh lại chơi (Khai Hung,1988) (I honouredly invite you to come here play) Mời bác ngồi lại chơi chút ạ.(formal) Ngồi chơi chút.(imformal) Secondly, social status is another problem impacting on translation of students For instance, the speaker invites a woman that he or she does not know to enjoy a cake, but they have the same in power and they not know each other The Vietnamese prefer to use invitations in forms of imperatives, while the British use invitations in form yes/no questions Vietnamese people tend to invite directly, while British people tend to invite directly However, invitations in English cannot illustrate as clearly about social status as those in Vietnamese Eg: Do you want to have a cake? I have some cake Would you like to try one? Chị ăn chút đi!(Sister, let eat something!) Cô ơi, cô ăn chút đi!(Aunt, eat a little bit) In the first two sentences, they are English invitations in English so the social status is pointed out, if the Vietnamese are the readers, they cannot understand the status of the inviters and invitees in this context To contrast, the two following sentences, Vietnamese readers can easily understand the status Therefore, it is very necessary for translators to understand the context and the social position of the inviters and invitees to translate well Thirdly, to have good translation, the translators have to understand the relationship between the inviters and invitees If the translators understand correctly the relationship between the inviters and invitees, they can make invitations correctly in formal or in formal ways For example, the relationship between the inviter and invitee is friendship, the translators must use informal invitation In contrast, if the inviter is younger than the invitee, the invitation should be more formal with formal signals including would you like, would you mind, please… To sum up, if the learners want to translate correctly a source language into target language, they need to enrich their cultural knowledge as much as possible 3.2 Solutions It is obvious that a translator should be aware of the importance of the culture during translation in general and the differences and similarities in making invitation in English and Vietnamese in particular They should distinguish and highlight the forms of invitations used in formal and informal ways Thanks to this, students can get clearly the functions of each kind of invitations in communication Addition to this, students should search the habit in making invitation of the British especially their effect of culture in daily life to have deep knowledge of invitation ways to use them effectively in daily interactions It can help student more confident when communicating with foreign people Last but not least, students should find as many communicative opportunities as possible to use effectively their knowledge as well as skills PART C: CONCLUSION Invitations plays important role in daily life and in language They are not only useful language device for good conversations but also valuable material for research and study of the culture They can change every day but always reflect the culture of each country in its ways which is interested to find out Making invitation is an exciting aspect to look at and the information obtained is good to know for both study and internet’s sake Invitations are present in all countries and all languages so it is very necessary to study about them A person who know the best ways to make invitation always have good conversation, thank to this he/she can have good impression from other people In contrast, people who are not good at making invitations can get difficulties in getting on well with foreigners In addition, studying about “the similarities and differences” in making invitation between English and Vietnamese people can help learners understand clearly the cultural features of each country Thank to this, English learners can improve their cultural knowledge as well as essential skills in communicating to English natives The more I consulted reference materials, the more interesting issue turned out Due to the limited time and frame and my modest knowledge of culture and language, that some invitations and linguistic views were not covered is inevitable Anyways, I try my best to as much as possible to convey the readers at least the over view of similarities and differences in making spoken invitation in English and Vietnamese people After contrasting and comparing many invitations, analyzing related concerns, I hold on hope that somehow my paper could be a helpful and informative material for learning and translation Furthermore, through m paper I wish to look for an interesting way to help English learners find out their interest in learning English as well as find out good ways to make invitations to have effective conversations References In English Austin, J.L (1962) How to Do Things with Words Oxford: Oxford University Press Brow, P, & Levinson, S (1987) Politeness: Some Universals in Language Usage.Cambridge University Press Cobuild, C (2001) English grammar (T.Y Nguyen, Trans.) Ho Chi Minh City: Ho Chi Minh City Publishing House Duong Hai Dang (n.d) Direct Invitations in English and Vietnamese Ho Chi Minh City: Ho Chi Minh City University of Education Press Hornby (2003) Oxford Advanced Leaner’s Dictionary Oxford University Press Leech, G (1983) Principles of Pragmatics New York: Longman Le Thi Mai Hong (2008) Politeness strategies in requests and invitations: A comparative study between English and Vietnamese, Pragmatics essay Levine, D.R Dalarna:Högskolan Dalarna University Press ,& Adelman, M.B.(1982) Beyond Language- Intercultural Communication for English as a Second Language New Jersey: Prentice Hall Luu Quy Khuong (2007) An investigation into spoken direct invitations in English and Vietnamese Nguyen Thi Kim Quy (2004) A Cross-Cultural Study on Inviting and Responding to Invitations in Vietnamese and English Ha Noi City: Ha Noi University Press Richard J C., Platt J., Webber H (1992) Longman Dictionary of Language Teaching and Applied Linguistics Oxford: Longman Tillitt, B., & Bruder, N.B (1999) Speaking naturally USA: Cambridge University Press Wall, A P (1987) Say it naturally New York: Harcourt Brace College Publishers Wierzbicka A (1991) Cross-cultural Pragmatics: The Semantics of Human Interaction Berlin: Mouton de Gruyter Yule, G (1996) Pragmatics Oxford: Oxford University Press In Vietnamese Cao Xuân Hạo (1991) Tiếng Việt sơ khảo ngữ pháp chức Hà Nội: Nhà Xuất Bản Xã Hội Khải Hưng (1988) Nửa Chừng Xuân Hà Nội: Nhà Xuất Bản Văn Học Khải Hưng (1994) Tuyển tập truyện ngắn Hải Phòng: Nhà Xuất Bản Hải Phòng Le Huy Lam (2000) Đàm thoại tiếng Anh tình Ca Mau City: Ca Mau Publisher Nam Cao (nd) Lão Hạc Hà Nội: Nhà Xuất Bản Giáo Dục Nguyễn Thiện Giáp (2007) Dụng học Việt ngữ Hà Nội: Nhà Xuất Bản Đại Học Quốc Gia Hà Nội Nguyễn Văn Lập (2005) Nghi thức lời nói tiếng Việt sở lý thuyết hành vi ngôn ngữ (so sánh với tiếng Anh) Thành Phố Hồ Chí Minh: Đại Học Khoa Học Xã Hội Nhân Văn Đại Học Quốc Gia Thành Phố Hồ Chí Minh Thạch Lam (2000) Dưới bóng hoàng lan Hà Nội: Nhà Xuất Bản Giáo Dục Viện Ngôn ngữ (1994) Từ điển tiếng Việt Hà Nội: Nhà Xuất Bản Giáo Dục Internet Making invitation in Vietnamese (nd) Retrieved April, 25, 2012 from http://vietnamese-learning.com/2156/making-invitation-in- vietnamese Tran Yen Bao Tran (2009) Direct Invitations and Indirect Acceptance Structures in English and Vietnamese Retrieved April, 20, 2012 from: http://khoaanh.net/_upload/CA2009/Direct_invitation- indirect_acceptance%20Tran%20Yen%20Bao%20Tran%204A.pdf [...]... Categories of inviting in English and Vietnamese The invitations can be direct or indirect utterances This paper goals to investigate the similarities and differences in terms of syntactic and crosscultural features of spoken invitations in English and Vietnamese, in the effort of increasing not only the effectiveness of learning invitations utterance in English and Vietnamese but also the ability to use language... found in the thesis, direct invitations make up a modest number This is because, as mentioned in the former part, direct invitations may cause face - threatening 2.1.1.2 Direct invitations in Vietnamese In general, Vietnamese usually make invitation directly and issue an invitation to a particular person which can help the invitee to get the information in the invitation easily Most of Vietnamese are... English and Vietnamese Within the paper, I would like to discuss some contrasts between making an invitation in English and Vietnamese 2.2.1 Similarities The first similarity is that both English and Vietnamese have the verb phrases that contain the invitation meaning or idea They are ‘invite’ in English and ‘Mời/ Xin mời’ in Vietnamese These phrases are all used in direct invitation and in performative... used to make direct invitations in English and Vietnamese 2.1.1 Direct invitation in English and Vietnamese Invitations can be in the forms of indirect and direct 2.1.1.1 Direct invitations in English Nguyen Thi Kim Quy (2004) defines that direct invitations that direct invitations are used with performative verbs namely mời in Vietnamese and to invite in English or in the forms of requests or of orders... would like to invite + Object + to infinitive and Subject + invite + Object + content of invitations in English and Vietnamese respectively Secondly, the similarity between making an invitation in English and Vietnamese is that the verb phrases ‘Mời/ Xin mời’ and ‘invite’ don’t have to appear in an invitation In this case, the subject and object do not appear “Come and have a cup of coffee with me.”... forms of Vietnamese inviting including invitations in with performative verb (mời) and invitations without performative verb Luu Quy Khuong (2007), in addition, has introduced different kinds of direct invitations in English and Vietnamese He indicated similarities and differences between English and Vietnamese through contrastive analysis Plus, another research goes to Tran Yen Bao Tran (2009) has recorded... trà n a đi” “Anh chị mua hàng đi” Those instances belong to declarative sentence and imperative sentence mentioned above show us that making invitation following these types has the same meaning Invitations here can be considered as orders They are just different from containing the word “đi” in imperative sentence and without it in declarative sentence 2.1.2 Indirect invitations in Vietnamese and English. .. communication, having the knowledge of the language is by all means insufficient, but the knowledge of pragmatics is a must Through what has been discussed so far, the speech act of invitations in English and Vietnamese is not exception It is discussed in the study under contrastive analysis The cross-cultural perspective, certainly, is a great concern during analysis CHAPTER TWO: MAKING INVITATION IN ENGLISH. .. ENGLISH AND VIETNAMESE The previous chapter has established the frame work of the theoretical background from which the speech act theory, invitation and other issues related to the matter of this thesis have been introduced This chapter focuses on classifying clearly about direct and indirect invitations as well as the similarities and differences in making invitation in English and Vietnamese 2.1 Categories... violate the hearer’s negative face so to pay respect to the invitee and to reduce the face-threatening act, social status, intimacy, the phrase “would like to” is added to this It appears in imperatives forms or performative sentences CHAPTER THREE: APPLICATION FOR ENGLISH LEARNERS IN TRANSLATION As I mentioned before, in this paper I concentrate on comparative study in making invitation in English and ... contrastive pragmatics Nguyen Thien Giap (2007) adds that in order to master a language successfully, to carry out effective intercultural communication, having the knowledge of the language... not understand exactly the context of the source language As a result, the readers cannot have a full meaning of the text In formal event, inviter use formal invitations but sometimes they are