Rationale of the study
Language, as defined by Crystal (1992), is the systematic use of sounds, signs, or symbols for communication and self-expression Effective communication requires shared knowledge between the speaker and listener, emphasizing the need for communicative competence Hymes (1967) highlights that this competence encompasses not only linguistic knowledge but also understanding when and how to use language appropriately Thus, grammatical and lexical knowledge alone is insufficient for language learners to navigate cultural nuances and avoid miscommunication; they must also develop pragmatic competence Recognizing the importance of this ability, researchers have focused on its role in communication, underscoring the significance of social context and offering suggestions for enhancing appropriateness in interactions.
The teaching and learning of foreign languages, particularly English, have evolved from a focus on linguistic forms to a communicative approach that emphasizes communicative competence to align with global development needs In Vietnam, significant efforts have been made to enhance learners' communicative skills, with a particular focus on oral skills and the pragmatic meanings of utterances in context However, traditional teaching methods that prioritize linguistic competence continue to dominate, resulting in Vietnamese learners struggling to communicate naturally and appropriately in English While these learners may have a solid understanding of language structures and vocabulary, they often fail to meet communicative goals due to a lack of awareness of implied meanings and social appropriateness in various contexts.
Effective communication involves not only grammatical accuracy but also the ability to navigate social nuances While native speakers may overlook grammatical errors, English learners often face harsher judgment for pragmatic missteps, which can be perceived as rudeness This highlights the critical need to master the art of saying the right thing at the right moment to prevent unintentional impoliteness, misunderstandings, and communication breakdowns.
The speech act of request is considered a face-threatening act (FTA) in communication, as it inherently challenges the hearer's social standing and is influenced by various social factors (Brown and Levinson, 1987) Requests are integral to daily interactions and are essential for effective communication Numerous interlanguage and cross-cultural pragmatic studies, such as those by House & Kasper (1981, 1987) and Blum-Kulka (1987), have explored the pragmalinguistic strategies used to formulate requests and their accompanying modifications While these studies have provided valuable insights into the Head Act of requests across different languages and cultures, there is a notable gap in the exploration of requests within literary genres Literature significantly influences our lives and reflects societal and cultural values (Thao, 2010), with everyday language in literary works often depicted in a genuine and relatable manner.
The researcher has a personal interest in exploring politeness strategies, leading to the selection of a minor thesis titled “A Study on Politeness Strategies in Requests Used by Characters in the Novel ‘Twilight’ by Stephenie Meyer.” This study aims to examine how English native speakers utilize polite request strategies and modification devices through the language of the characters in the novel, thereby contributing to existing research and addressing a gap in this area.
Aims of the study
The study aims at exploring how polite request strategies are appropriately manifested in the English language Specifically, the study attempts to examine the
3 choice of politeness strategies and modification devices in requests employed by the characters in the novel “Twilight” by Stepheanie Meyer.
Objectives of the study
The objectives of the study are:
- To uncover the use of politeness strategies in requests employed by the characters in the novel “Twilight”
- To uncover the use of modification devices in requests employed by the characters in the novel “Twilight”.
Research questions
The study seeks to answer the following research questions:
What politeness strategies are employed by the characters in “Twilight” in their requests?
What mitigation devices are employed by characters in “Twilight” in their requests?
Scope of the study
This study exclusively examines the verbal components of speech acts, intentionally excluding non-verbal elements like facial expressions and eye contact It applies theories of speech acts and politeness, utilizing the theoretical framework established by Blum-Kulka et al (1989) and Trosborg (1995) The analysis is grounded in requests made by characters in the "Twilight" series, serving as the primary data source for the research.
Significance of the study
This study aims to enhance both theoretical and practical knowledge in the field of pragmatics by emphasizing the importance of linguistic acts It is expected to provide valuable insights into speech acts overall, with a specific focus on the speech act of request.
The study's findings will enhance the awareness of Vietnamese learners and teachers regarding native speakers' request strategies Consequently, Vietnamese learners of English are likely to adopt suitable tones for polite requests, thereby improving their pragmatic competence Additionally, the research will serve as a valuable reference for individuals seeking to understand effective communication in English.
4 deep concerns about the utilization of politeness strategies in requests as well as other speech acts
This study primarily utilizes a quantitative method, focusing on the collection and analysis of numerical data and statistics It relies on utterances from "Twilight" as the main data source, emphasizing counting and measurement The research findings are typically displayed using tables, charts, or figures.
The study comprises three parts
Part A is “Introduction” which presents the rationale, aims and objectives, research questions, scopes, significance, method and organization of the study
Part B entitled “Development” consists of three chapters
Chapter 1 reviews the literature on speech acts, the speech act of request, and politeness theory which play a role of basis for the analysis work
Chapter 2 is “Methodology” which outlines the data collection, data analysis, and analytical framework
Chapter 3, titled "Data Analysis," is divided into two sections: the first offers an overview of "Twilight," while the second investigates polite request strategies This section includes a comprehensive collection of examples and detailed analyses that reveal how characters in "Twilight" effectively manage their requests through various polite strategies and modifications.
Part C, “Conclusion”, presents the conclusion of the study, implications, and suggestions for further research
PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW
This chapter offers a comprehensive overview of the theoretical background of the research, structured into three key sections Section 1.1 explores the theory of speech acts, focusing specifically on the speech act of request In Section 1.2, the discussion shifts to the critical aspects of politeness theory and the role of indirectness in making requests Finally, Section 1.3 reviews prior studies that have investigated the speech act of request, highlighting significant findings in the field.
The theory of speech acts, introduced by Austin in 1962, has become a fundamental aspect of language use studies Influential philosophers and linguists, including Searle, Grice, Leech, and Yule, have contributed significantly to the exploration of speech act concepts.
Austin (1962) noted that language use goes beyond producing correct sentences in isolation; it involves action, making utterances function as speech acts Yule (1996) defines speech acts as actions performed through utterances, which include apologies, complaints, compliments, and requests, serving as fundamental units of communication in real-life contexts (Searle, 1969) Austin identifies three types of acts within a speech act: the locutionary act, which refers to the actual sounds and words used to convey literal meaning; the illocutionary act, which reflects the speaker's intention and communicative purpose; and the perlocutionary act, which describes the effect the utterance has on the listener For instance, the utterance “It’s cold in here” serves as a locutionary act, which may express a request as an illocutionary act, potentially prompting a response from the hearer.
Yule (1996) suggests that the same utterance can carry different illocutionary forces depending on the Illocutionary Force Indicating Devices (IFIDs) used and the context Additionally, Searle (1979) identifies four essential felicity conditions for illocutionary acts: (1) Preparatory conditions, which ensure the hearer can perform the action; (2) Sincerity conditions, where the speaker genuinely desires the hearer to act; (3) Propositional content conditions, where the speaker indicates a future action; and (4) Essential conditions, which reflect the speaker's intention to prompt the hearer to act.
Concerning the classification of speech acts, Searle (1976: 1-16) presents one of the most influential systems consisting of five types of general functions:
1 Representatives: describe states or events By using representatives, S makes the words match the world (e.g a statement of facts, an assertion, or a report)
2 Directives: S gets someone else to do something (e.g a request or an order)
3 Expressives: state what S feels (e.g a complaint or a compliment)
4 Commissives: express what S intends (e.g a promise or a refusal)
5 Declarations: S changes the world via words (e.g sentencing at a court of law)
Speech act theory distinguishes between direct and indirect speech acts A direct speech act occurs when a speaker literally means what they say, as defined by Searle (1979) In contrast, an indirect speech act involves one illocutionary act being performed through another, leading to a pragmatic meaning that differs from the literal interpretation Thus, while direct speech acts convey clear intentions, indirect speech acts imply additional meanings For example, the statement “It’s cold in here” can serve as a direct speech act by stating a fact about the temperature or as an indirect speech act when it implies a request to close a window.
1.1.2 The speech act of request
Among the numerous speech acts, the speech act of request has continually attracted much attention in the study of pragmatics
A request is a directive speech act aimed at persuading the hearer (H) to perform an action desired by the speaker (S) It involves the speaker's belief that the hearer is capable of fulfilling this request.
A request is an illocutionary act where the speaker (S) seeks to prompt an action from the hearer (H) for their benefit (Trosborg, 1995) This speech act is particularly sensitive as it poses a threat to H's face (Brown and Levinson, 1987) Blum-Kulka et al (1989) describe requests as pre-event acts that express S's expectations for H's actions To alleviate the potential pressure on H, requests often require mitigation and tactful behavior Yule (1996) further emphasizes that requests are usually part of a larger speech event, often beginning with a "pre-request" to gauge H's willingness to comply, which helps avoid face-threatening situations.
Her: Are you busy? (= pre-request) Him: Not really (= go ahead) Her: Check over this memo (= request)
In this scenario, H can express busyness through a pre-request, while S's response of "Not really" enables them to proceed with the request to "Check over this memo." Occasionally, a pre-request is interpreted as a direct request, leading to the anticipated action being taken without explicit acknowledgment.
Requests, along with orders, commands, suggestions, and advice, are classified as directives This study does not differentiate between requests and other types of directives, aligning with the perspectives of previous researchers such as Searle (1969), Blum-Kulka et al (1989), and Trosborg (1995) They define the speech act of a request as an effort to persuade someone to take action, encompassing a spectrum of illocutionary forces from ordering to begging.
In conclusion, the illocutionary force and propositional content of a request can be realized through syntax and the choice of words within contexts Requests can be
8 performed in a wide range of linguistic forms (Sifianou, 1992) such as declaratives(e.g
Requests can be expressed in various forms, including declarative sentences like “It’s cold in here,” interrogatives such as “Can you close the door?”, imperatives like “Close the door, please,” and elliptical forms like “The door, please.” The effectiveness of these requests often hinges on politeness and social variables, which are important factors to consider.
Politeness, as defined by Yule (1996), encompasses various principles for social interaction within specific cultures, emphasizing the importance of "face," or an individual's public self-image Effective communication often involves strategies that acknowledge and respect another person's face Lakoff, as cited by Tam (2005), identifies three key rules for politeness in interactions: avoiding imposition (Distance), providing options (Deference), and fostering friendliness (Encourage Feelings of Camaraderie).