Luận văn tiếng Anh: Some discourse features of requests and their responses in short conversations in the listening comprehension section of TOEFL materials = Một số đặc điểm diễn ngôn của yêu cầu và đáp lại yêu cầu trong các hội thoại ngắn trong mục nghe hiểu của tài liệu luyện thi TOEFL. M.A Thesis Linguistics: 60 22 15
Nhà xuất bản: ĐHNN
Ngày: 2010
Chủ đề: Kỹ năng nghe
TOEFL
Hội thoại
Diễn ngôn
Miêu tả: 41 p. + CD-ROM
M.A Thesis. English Linguistics -- University of Languages and International Studies. Vietnam National University, Hanoi, 2010
Tiếng Anh
Electronic Resources
TABLE OF CONTENTS
Declaration
Acknowledgments
Abstract iii Table ofcontents V List of tables vii PART I: INTRODUCTION 1
.1 Rationale for the study
i ii
1 3
3 4 4
5 5
5 1.2. Systemic Functional Grammar and the clause 5 1.2.1. A brief overview of Systemic Functional Grammar 5
1.2.2. The clause 6
7 1.3.1. Clause complex and sentence 7
1.3. Above the clause: the clause complex
1.3.2. Types of interdependency in clause complexes: parataxis and hypotaxis
§
10 10
1.3.3. A briefoverview of logico-semantic relations in clause complexes: expansion and projection
1.3.4. Expansion
1.3.4.1. Elaboration
1.3.4.2. Extension 12 1.3.4.3. Enhancement
1.3.4.4. Embedded expansions
1.3.4.5. Implicitly marked logical-semantic relations in expansion
14 15 17
1.4. Summary
Chapter 2: Expansion in the requests and their responses of the short conversations18
18 2.2. Clause complexes in the requests and their responses of the short conversations 19 2.3. Expansion in the requests and their responses of the short conversations 24
2.4. Conjunctions for expansion in the requests and their responses of the short conversations 32
37 38 38 39 40
I
2.1. Introduction
2.5. Summary
PART III: CONCLUSION
.1 Major findings
2. Implications
3. Suggestions for further research
References 41
Appendix: Twenty selected short conversations
"ONLG DAI HOC BÔN BA IB A
1. Rationale for the study
Besides IELTS (International English Language Testing System), TOEIC (Test of English for International Communication), and TOEFL iBT (Test of English as a Foreign Language: Internet-based Test), TOEFL I T (Test of English as a Foreign Language: Institutional Testing Program), which is composed of previously administered TOEFL Paper-based Test forms or TOEFL PBT, has often been used to test the English competence of learners. A certain acceptable TOEFL I T score is now one of the conditions and options which can Giúp professionals get a higher degree or advancement in their career or both. This is manifested ni Circular number 08/2009/TT-BGDDT from the Ministry of Education and Training of Vietnam that candidates who have a valid minimum TOEFL IT score of 40 or higher do not have ot take hte English entrance examination for his M.A. In addition, candidates who have a valid TOEFL I T score of 450 or higher
are alowed ot defend their MA.. dissertation without taking hte final exam ni English. Thsi si also manifested ni Circular number 10/2009/TT-BGDDT from hte Ministry of Education and Training of Vietnam that candidates who have a valid minimum TOEFL I T score of
450 or higher do not have to take the Ph.D. entrance examination for English, and candidates who have a valid TOEFL I T score of 500 or higher are allowed to defend their
Ph.D. dissertation without taking the final exam in English. Realizing the importance of English, the President of Thai Nguyen University issued Decision number 805QD/TCCB stating that from 2008, a TOEFL I T score is one of the conditions and options used to
decide the job status of the lecturers in all member institutions of the University. Specifically, only applicants with a minimum TOEFL I T score of 400 can sign teaching contracts; only applicants with a minimum TOEFL I T score of 450 can apply for a permanent teaching position. A considerable number of other institutions, like Hanoi University of Education, also require their lecturers to have a valid and acceptable TOEFL ITP score.
As a teacher of English in Thai Nguyen University, I have had some experience in instructing quite a large number of students in TOEFL IT. During the lessons, I have found that listening seems to be a challenge to my students. One reason is that their
English is not good enough. Our students are graduates, so they probably have the
necessary experience and knowledge about the world. However, their knowledge of English is quite limited because they were not English majors, and the majority of them do not use English much in their jobs. Thus, they tend to do poorly in the listening comprehension section of the practice tests in TOEFL PBT materials designed and introduced by ETS (Educational Testing Service), in which the short conversations between two people in part A are the first challenge. Besides the high speaking speed of the native speakers in the recordings and the fact that test takers are allowed to listen to the recordings only one time without taking notes, the meaning of each conversation conveyed by the grammatical structures seems to be one of the linguistic components affecting the students' understanding. This means that to comprehend these conversations, the students have to combine their knowledge of the world and their experience with their knowledge
of English, ni which phonetics and semantics are logicaly structured and conveyed ni stammar ot create communication ro language ft ues known sa discourse ni social contexts. This also means that grammar is the base supporting meaning in discourse and
discourse analysis. This role of grammar has been recognized by Halliday (1994: xvi):
. . . But whatever thefi n a lpurpose or direction of the analysis, there has to be a grammar at the base. .... The current preoccupation is with discourse analysis, or 'text linguistics'; and it issometimes assumed that this can be carried on without grammar- or even that it is somehow an alternative to grammar. But this is an illusion. Adiscourse analysis that is not based on grammar is not an analysis at all, but simply a running commentary on a text: ....
The requests and their responses in the short conversations between two people in part A of the listening comprehension section of the TOEFL PBT practice tests by ETS consist ofclause complexes formed by clause expansion in Systemic Functional Grammar. These clause complexes Giúp the speakers in these conversations express their intentions in a logical way known as the logico-semantic relations among their clauses in Systemic Functional Grammar. The reason for the analysis of the clause complexes in the requests and their responses in these conversations also originates from Halliday's (1994:224) viewpoint:
The clause complex is of particular interest in spoken language, because it represents the dynamic potential of the system - the ability to 'choreograph' very long and intricate patterns ofsemantic movement while maintaining a continuous flow of discourse that is
2.2. Clause complexes in the requests and their responses of the short conversations
In order to analyze the clause complexes in the requests and their responses effectively, we number the conversations from one to twenty, each of which consists of two utterances. The first one is the request, and the second one is the response. We also use the notation "///" for the clause complex boundaries and the notation "/" for the clause boundaries in the requests and their responses of the conversations. The clause simplexes in the conversations do not have any notations. The conjunctions in bold type were inserted according to Halliday's (1994:239) suggestion that we can insert a conjunction without
changing the logical-semantic relation wherever we can recognize a relation of expansion.
The embedded clause expansions are put into the notation "[ J]'. Each of the clause
complexes si numbered ni brackets at the end of it. Folowing si the analysis of the requests and their responses in the short conversations in terms ofclause complexes:
Conversation 1: (woman)
(man)
IIILet's see.l/Sohave you checked hte sales rack ni hte back?/In fact, there were stil aefw there yesterday.//(1)
Conversation 2:
( m a n ) Can you come over for dinner tonight?
(woman) /I/I'mu p to my ears in work,//so I'll have to take a rain check.///(2) Conversation 3:
(man)
Hello? I'd like two seats for this evening's show.
(woman)
I/Sorry, but the performance is already sold out.//So would you be
interested in something later this week?/|/(3) Conversation 4:
(man)
My wife and I would like to have you over for dinner on Friday.
(woman) /I/That's very kind of you,//but I have theater tickets for that evening.//|(4) Conversation 5:
( m a n ) I'd like you to come with me to the opening o f the photography exhibit.
(woman)
/I/I'm exhausted!//So you'll have to manage without me tonight.///(5)
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download.
Password giải nén nếu cần: ket-noi.com | Bấm vào Link, đợi vài giây sau đó bấm Get Website để tải:
Nhà xuất bản: ĐHNN
Ngày: 2010
Chủ đề: Kỹ năng nghe
TOEFL
Hội thoại
Diễn ngôn
Miêu tả: 41 p. + CD-ROM
M.A Thesis. English Linguistics -- University of Languages and International Studies. Vietnam National University, Hanoi, 2010
Tiếng Anh
Electronic Resources
TABLE OF CONTENTS
Declaration
Acknowledgments
Abstract iii Table ofcontents V List of tables vii PART I: INTRODUCTION 1
.1 Rationale for the study
i ii
1 3
3 4 4
5 5
5 1.2. Systemic Functional Grammar and the clause 5 1.2.1. A brief overview of Systemic Functional Grammar 5
1.2.2. The clause 6
7 1.3.1. Clause complex and sentence 7
1.3. Above the clause: the clause complex
1.3.2. Types of interdependency in clause complexes: parataxis and hypotaxis
§
10 10
1.3.3. A briefoverview of logico-semantic relations in clause complexes: expansion and projection
1.3.4. Expansion
1.3.4.1. Elaboration
1.3.4.2. Extension 12 1.3.4.3. Enhancement
1.3.4.4. Embedded expansions
1.3.4.5. Implicitly marked logical-semantic relations in expansion
14 15 17
1.4. Summary
Chapter 2: Expansion in the requests and their responses of the short conversations18
18 2.2. Clause complexes in the requests and their responses of the short conversations 19 2.3. Expansion in the requests and their responses of the short conversations 24
2.4. Conjunctions for expansion in the requests and their responses of the short conversations 32
37 38 38 39 40
I
2.1. Introduction
2.5. Summary
PART III: CONCLUSION
.1 Major findings
2. Implications
3. Suggestions for further research
References 41
Appendix: Twenty selected short conversations
"ONLG DAI HOC BÔN BA IB A
1. Rationale for the study
Besides IELTS (International English Language Testing System), TOEIC (Test of English for International Communication), and TOEFL iBT (Test of English as a Foreign Language: Internet-based Test), TOEFL I T (Test of English as a Foreign Language: Institutional Testing Program), which is composed of previously administered TOEFL Paper-based Test forms or TOEFL PBT, has often been used to test the English competence of learners. A certain acceptable TOEFL I T score is now one of the conditions and options which can Giúp professionals get a higher degree or advancement in their career or both. This is manifested ni Circular number 08/2009/TT-BGDDT from the Ministry of Education and Training of Vietnam that candidates who have a valid minimum TOEFL IT score of 40 or higher do not have ot take hte English entrance examination for his M.A. In addition, candidates who have a valid TOEFL I T score of 450 or higher
are alowed ot defend their MA.. dissertation without taking hte final exam ni English. Thsi si also manifested ni Circular number 10/2009/TT-BGDDT from hte Ministry of Education and Training of Vietnam that candidates who have a valid minimum TOEFL I T score of
450 or higher do not have to take the Ph.D. entrance examination for English, and candidates who have a valid TOEFL I T score of 500 or higher are allowed to defend their
Ph.D. dissertation without taking the final exam in English. Realizing the importance of English, the President of Thai Nguyen University issued Decision number 805QD/TCCB stating that from 2008, a TOEFL I T score is one of the conditions and options used to
decide the job status of the lecturers in all member institutions of the University. Specifically, only applicants with a minimum TOEFL I T score of 400 can sign teaching contracts; only applicants with a minimum TOEFL I T score of 450 can apply for a permanent teaching position. A considerable number of other institutions, like Hanoi University of Education, also require their lecturers to have a valid and acceptable TOEFL ITP score.
As a teacher of English in Thai Nguyen University, I have had some experience in instructing quite a large number of students in TOEFL IT. During the lessons, I have found that listening seems to be a challenge to my students. One reason is that their
English is not good enough. Our students are graduates, so they probably have the
necessary experience and knowledge about the world. However, their knowledge of English is quite limited because they were not English majors, and the majority of them do not use English much in their jobs. Thus, they tend to do poorly in the listening comprehension section of the practice tests in TOEFL PBT materials designed and introduced by ETS (Educational Testing Service), in which the short conversations between two people in part A are the first challenge. Besides the high speaking speed of the native speakers in the recordings and the fact that test takers are allowed to listen to the recordings only one time without taking notes, the meaning of each conversation conveyed by the grammatical structures seems to be one of the linguistic components affecting the students' understanding. This means that to comprehend these conversations, the students have to combine their knowledge of the world and their experience with their knowledge
of English, ni which phonetics and semantics are logicaly structured and conveyed ni stammar ot create communication ro language ft ues known sa discourse ni social contexts. This also means that grammar is the base supporting meaning in discourse and
discourse analysis. This role of grammar has been recognized by Halliday (1994: xvi):
. . . But whatever thefi n a lpurpose or direction of the analysis, there has to be a grammar at the base. .... The current preoccupation is with discourse analysis, or 'text linguistics'; and it issometimes assumed that this can be carried on without grammar- or even that it is somehow an alternative to grammar. But this is an illusion. Adiscourse analysis that is not based on grammar is not an analysis at all, but simply a running commentary on a text: ....
The requests and their responses in the short conversations between two people in part A of the listening comprehension section of the TOEFL PBT practice tests by ETS consist ofclause complexes formed by clause expansion in Systemic Functional Grammar. These clause complexes Giúp the speakers in these conversations express their intentions in a logical way known as the logico-semantic relations among their clauses in Systemic Functional Grammar. The reason for the analysis of the clause complexes in the requests and their responses in these conversations also originates from Halliday's (1994:224) viewpoint:
The clause complex is of particular interest in spoken language, because it represents the dynamic potential of the system - the ability to 'choreograph' very long and intricate patterns ofsemantic movement while maintaining a continuous flow of discourse that is
2.2. Clause complexes in the requests and their responses of the short conversations
In order to analyze the clause complexes in the requests and their responses effectively, we number the conversations from one to twenty, each of which consists of two utterances. The first one is the request, and the second one is the response. We also use the notation "///" for the clause complex boundaries and the notation "/" for the clause boundaries in the requests and their responses of the conversations. The clause simplexes in the conversations do not have any notations. The conjunctions in bold type were inserted according to Halliday's (1994:239) suggestion that we can insert a conjunction without
changing the logical-semantic relation wherever we can recognize a relation of expansion.
The embedded clause expansions are put into the notation "[ J]'. Each of the clause
complexes si numbered ni brackets at the end of it. Folowing si the analysis of the requests and their responses in the short conversations in terms ofclause complexes:
Conversation 1: (woman)
(man)
IIILet's see.l/Sohave you checked hte sales rack ni hte back?/In fact, there were stil aefw there yesterday.//(1)
Conversation 2:
( m a n ) Can you come over for dinner tonight?
(woman) /I/I'mu p to my ears in work,//so I'll have to take a rain check.///(2) Conversation 3:
(man)
Hello? I'd like two seats for this evening's show.
(woman)
I/Sorry, but the performance is already sold out.//So would you be
interested in something later this week?/|/(3) Conversation 4:
(man)
My wife and I would like to have you over for dinner on Friday.
(woman) /I/That's very kind of you,//but I have theater tickets for that evening.//|(4) Conversation 5:
( m a n ) I'd like you to come with me to the opening o f the photography exhibit.
(woman)
/I/I'm exhausted!//So you'll have to manage without me tonight.///(5)
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download.
Password giải nén nếu cần: ket-noi.com | Bấm vào Link, đợi vài giây sau đó bấm Get Website để tải:
You must be registered for see links
Last edited by a moderator: