Acte de langage
1.1 Notions des actes de langage
The classical theory of speech acts posits that the fundamental unit of human communication is the performance of specific types of acts In the field of linguistics, the crucial area of study known as pragmatics can be defined as the examination of language in action.
C Kerbrat-Orecchioni [2001 :1-2], elle recouvre deux grands types d’objets :
- Le langage en situation est actualisé au cours d’un acte d’énonciation particulier Donc, dans ce domaine, l’énonciation est l’objet des études
Language is viewed as a tool for influencing the communicative context, enabling the execution of specific actions known as speech acts in English and actes de langage or actes de parole in French.
In the realm of language reflection, speech acts emerge at the intersection of various theoretical currents J.L Austin is recognized as a founding figure of speech act theory, particularly with his 1962 publication "How to Do Things with Words." Following Austin, numerous researchers, including J.R Searle and C Kerbrat-Orecchioni, have contributed to this theory by cataloging and classifying the diverse acts that can be performed through language.
1.1.1 Notions des actes de langage de J.L.Austin
In his work "How to Do Things with Words," Austin (1970: 129) argues that every statement possesses an illocutionary force, meaning it carries an inherent performative value He categorizes language acts into three types, highlighting that even constative statements, which are one of the various forms of speech acts, are equipped with this performative aspect.
- L’acte locutoire : c’est un acte de langage qui consiste à produire des sons
5 appartenant à un certain vocabulaire, une certaine grammaire et possédant une certaine signification Il correspond tout simplement à l’acte de dire quelque chose, c’est-à-dire de transmettre des informations
- L’acte illocutoire : c’est un acte locutoire qui manifeste l’intention de celui qui produit le message à travers la formulation de son énoncé (par exemple : assertion, négation, interrogation, promesse, ordre, etc…)
- L’acte perlocutoire : c’est un acte effectué par le fait de dire quelque chose ou l’effet prétendu par l’énoncé
For instance, by stating "It's cold," the speaker performs a locutionary act, conveying a message while simultaneously implying a meaning through the illocutionary act Essentially, this expression serves as a complaint about the weather, prompting the listener to take action, such as putting on more clothing, which reflects the perlocutionary act.
When one says, "I promise to come tomorrow," this statement serves to fulfill the illocutionary act of making a promise, while also potentially achieving a perlocutionary act of bringing happiness to the recipient of that promise.
According to Austin (1970: 153-154), every spoken sentence involves at least a locutionary act and an illocutionary act, and sometimes also a perlocutionary act, with the illocutionary act being the primary focus He categorizes illocutionary values into several types: verdictive acts, which involve making judgments (such as condemning or estimating); exercitive acts, which pertain to exercising powers, rights, or influences (like voting, commanding, or advising); promissive acts, which commit the speaker (such as promising or guaranteeing); comportative acts, which express social reactions (like thanking or criticizing); and expositive acts, which articulate the speaker's viewpoint (such as affirming, denying, or explaining).
1.1.2 Notions des actes de langage de J.R.Searle
According to J.R Searle in his book "Speech Acts" (1969), speaking a language involves performing various speech acts such as making assertions, giving orders, asking questions, and making promises These acts are fundamental to communication and play a crucial role in how we convey meaning and intent in language.
According to the evidence of specific rules governing the use of linguistic elements, six possible outcomes can arise Each linguistic statement functions as a distinct act—such as a command, question, or promise—aimed at producing a particular effect and altering the conversational context.
In 1985, Searle introduced a classification of illocutionary acts, demonstrating that the meaning of what we say can vary depending on the context This classification consists of five types of illocutionary acts.
Assertive statements aim to describe the state of the world while holding the speaker accountable for the truth or condition of their proposition For example, one might say, "It is sunny," or "I assert that the Earth is round."
Directives convey the speaker's intention to prompt the listener to perform a desired action, ranging from suggestions, such as "Could you lend me your car?" to commands, like "I ask you to close the door." The intensity of the request reflects the speaker's purpose, demonstrating a spectrum from gentle invitations to firm demands.
- Les promissifs engagent le locuteur à respecter une certaine conduite future comme ô promettre ằ, ô jurer ằ, etc Exemple : ô Je te conduirai à la gare ằ, ô Je te promet de venir demain ằ
- Les expressifs expriment un état psychologique supposé être sincère contextuellement comme ô remercier ằ, ô fộliciter ằ, ô s’excuser ằ, etc Exemple : ô Sincốres fộlicitations à l’occasion de la naissance de bộbộ ằ ; ô Je m’excuse d’ờtre en retard ằ
Declarative statements ensure that propositional content aligns with the reality of the world, enabling the transformation of the world through language For instance, phrases like "I declare the meeting open" or "I resign" exemplify this power of words to effect change.
1.2 Acte illocutoire direct vs indirect
When discussing illocutionary acts, it's essential to distinguish their classification based on the meaning of the statement These acts can take the form of either direct or indirect actions.
L’acte illocutoire est direct lorsqu’il correspond au sens littéral de la phrase
Words are essential for conveying meaning in a sentence For instance, the phrase "You are sick, go to the dentist!" demonstrates a direct illocutionary act where an imperative sentence is used to offer advice Conversely, the meaning of indirect illocutionary acts is not literal In the statement "You are sick, why not go to the dentist?", the intention is not to inquire about the reasons for not visiting the dentist but rather to indirectly suggest that the listener should see a doctor when unwell.
Types de réalisation des actes de langage
As noted by C Kerbrat-Orecchioni (2001: 33), when a speaker communicates indirectly, it reflects the idea that "to say is to do multiple things at once," or more specifically, "to say is to perform one action under the guise of another." This implies that a single speech act can manifest in a multitude of different ways.
Nous donnons ci-dessous un exemple d’une situation ou d’une parole non impộrative entraợne une action de la part de l’auditeur :
After dinner, a father tells his son that it is already eight o'clock The child, who has been watching television, immediately gets up to study and complete his exercises.
In this scenario, it becomes evident that the father does not explicitly instruct his son on what to do; instead, through his words, the child is able to grasp his father's request.
Another example illustrates that statements can be equivalent A question can be expressed not only as an interrogative sentence (e.g., "What is your phone number?") but also as a declarative sentence ("I would like to know your phone number") or as an imperative sentence ("Please tell me your phone number!").
Donc, des actes de langage peuvent être réalisés par les formulations directes et indirectes
When a speaker articulates a sentence intending to convey their message directly, explicitly, and literally, it is referred to as the direct formulation of a speech act Generally, two types of supports for direct expression are recognized: performative expressions (explicit performatives as defined by Austin) and specific sentence structures.
Certains verbes, en nombre limité, permettant d’accomplir un acte quand ils sont prononcés au présent et employés à la première personne, comme par exemple : ô promettre ằ, ô ordonner ằ, ô jurer ằ, ô autoriser ằ, ô baptiser ằ, ô demander ằ…
Statements like "I ask you to go out" or "I promise to be home by 10 o'clock" perform the action at the moment they are expressed, clearly indicating a request or a promise Performative formulations are the most straightforward way for the speaker to specify the pragmatic value of the statement However, such formulations are rare and do not exist for all speech acts.
Unlike performative expressions, the following statements can convey corresponding acts without explicitly naming them The four sentence forms—declarative, interrogative, imperative, and exclamatory—exhibit different speech acts For instance, each form serves a unique function in communication.
+ ô Je vais finir mes exercices avant ton retour ằ, selon les cas, cet ộnoncộ déclaratif exprime aussi une annonce, une promesse
+ ô Tu peux m’aider ? ằ, selon les cas, cet ộnoncộ interrogatif exprime aussi une question, une demande, une requête indirecte
+ ô Il fait froid, porte ton manteau ! ằ, selon les cas, cet ộnoncộ impộratif exprime aussi un ordre, un conseil
+ ô Aùe, quelle belle journộe ! ằ, selon les cas, cet ộnoncộ exclamatif exprime aussi un compliment ou une demande
The most effective method to avoid ambiguity in sentence structures is the use of performative statements These can be placed either after the declaration, such as "I will arrive on time, I promise," or before it, as in "I promise to arrive on time."
The structure of a sentence does not solely determine its illocutionary value, as a constative sentence can also possess a special performative value In other words, an indirect speech act is an illocutionary act performed indirectly through the execution of another act For example:
A little girl plays alone in her house when she hears the doorbell She calls out to her father, "Oh Dad, someone is ringing the bell!" Her father, who is watering plants in the garden, comes to open the door.
In this scenario, the young girl is not giving orders to her father; rather, she is merely informing him This represents an indirect speech act, where her expression is conveyed indirectly Here, saying something accomplishes multiple functions, illustrating the concept of indirect speech acts, which are formulated under the guise of another speech act Additionally, indirect speech acts can be categorized into two types: conventional and non-conventional.
(1) : Papa, peux-tu ouvrir la porte ?
The two statements mentioned function as indirect requests, with the first expressed through a question, indicating that in French, an interrogative form often serves as a request This conventional request value contrasts with its literal question interpretation In the second statement, the request value is conveyed through an observation, allowing the recipient to respond without necessarily taking action, indicating a non-conventional request value Understanding these nuances requires considering the specific context and situation, highlighting that what appears as a mere question is actually an indirect request.
In summary, Searle (1982) proposed a hypothesis that performing an indirect speech act typically involves asserting or questioning one of the success conditions associated with the act in question.
Facteurs d’influence des actes de langage
Context is a crucial factor that influences communication, shaping the processes of production and interpretation In terms of production, context dictates the various discursive choices a speaker must make, including the selection of themes, forms of address, language level, and speech acts.
The interpretation of statements by the receiver is significantly influenced by context, which is crucial for identifying the implicit meaning of the communicated discourse.
In this section, we will explore the components of context and how these elements influence the production and interpretation of speech acts The communicative context consists of several key factors that shape communication.
3.1.1 Le site (cadre spatio-temporel)
Il comprend deux dimensions : le temps et le lieu On parle de ô cadre temporel ằ et ô cadre spatial ằ
- Le cadre temporel : deux aspects du cadre temporel peuvent influencer le déroulement de l’interaction
+ Le moment : il est important car le discours doit être approprié au moment ó se passe l’interaction
+ La durộe : le fait ou non de pouvoir ô prendre son temps ằ va accộlộrer ou ralentir l’interaction ou même la tronquer
The spatial framework plays a crucial role in shaping interactions and can be analyzed through various aspects These include the characteristics of the location where the interaction occurs, such as whether it is an open or closed space, public or private Additionally, the social and institutional functions of the space, such as apartments, stores, supermarkets, classrooms, and hospitals, significantly influence the dynamics of engagement within that environment.
C’est le but global de l’interaction, la raison pour laquelle les participants sont en présence On distingue en deux types d’objectif :
- Les interactions à but transactionnel (on dit gộnộralement ô à finalitộ externe ằ) Elles servent à rộaliser un objectif ou obtenir quelque chose : achat, renseignement, requête Les interactants ont un motif pour se parler
Relational interactions primarily aim to confirm and maintain social bonds between individuals They are essential for nurturing positive relationships, often occurring simply for the joy of conversation and companionship Examples include friendly chats among friends or polite exchanges between neighbors at a bus stop.
Le type d’objectif a une influence importante sur le déroulement de l’interaction
In any communication exchange, the most crucial element is the participants involved Their significance can be assessed through various aspects, including the number of participants—ranging from a two-person conversation (dialogue) to a three-person discussion (trilogue) or more (polylogue) Additionally, individual characteristics such as age, gender, profession, status, and personality traits play a vital role Furthermore, the nature of their mutual relationships, including the degree of familiarity, social connections (whether familial or professional, hierarchical or non-hierarchical), and emotional ties (such as sympathy, antipathy, friendship, or love), also significantly impact the communication process.
3.2 Relation interpersonnelle dans l’interaction verbale
D’après Kerbrat-Orecchioni [1992 : 39], [1992 : 71-85], on peut distinguer deux types de relations interpersonnelles : relations horizontale et verticale
3.2.1 Relation horizontale (distance vs familiarité)
In any interaction, participants can exhibit varying degrees of closeness or distance The external contextual factors of the situation can significantly influence the horizontal relationship between individuals.
La distance proche ou éloignée est fonction :
- de leur degré de connaissance mutuelle (les interlocuteurs se connaissent un peu, beaucoup ou pas du tout)
- de la nature du lien socio-affectif qui les unit
- de la nature de la situation communicative : une situation familière ou formelle
Furthermore, the state of a relationship in communication is influenced by internal data, including verbal, paraverbal, and non-verbal signs In interactions, Kerbrat-Orecchioni refers to markers that express the degree of proximity, which are considered horizontal relational markers.
Des marqueurs sont de nature verbale comme :
- Le pronom d’adresse (le tutoiement est le symbole de la familiarité, au contraire, le vouvoiement marque la distance)
- Les thèmes abordés dans l’interaction parce qu’on ne parle pas des mêmes choses avec des proches et avec des inconnus
- Le niveau de langage utilisé (on utilise un langage soutenu dans une situation formelle et un langage familier dans une situation familière)
Des marqueurs peuvent également être de nature paraverbale ou non-verbale :
- Des mimiques : sourire, clin d’œil, etc…
- La distance proxộmique : plus les participants sont ô proches ằ, plus ils se tiennent près
- L’intensité articulatoire et le timbre de la voix (comme le chuchotement exprime une relation d’intimité)…
In interactions, partners are not always equal; one may hold a dominant position while the other assumes a subordinate role This vertical distance is inherently asymmetrical, which is reflected in language markers For instance, the non-reciprocal use of "vous" versus "tu" indicates a hierarchy between the speakers.
Pour la relation verticale, Kerbrat-Orecchioni donne aussi des marqueurs qui expriment cette domination ou ce rapport de places, appelộs les ô taxốmes ằ On a :
- Des marqueurs paraverbaux (l’intensité vocale et le ton)
- Des marqueurs non- verbaux (l’apparence physique des participants et leur tenue vestimentaire, l’organisation de l’espace communicatif…)
- Des marqueurs verbaux qui sont très divers :
In conversations, the organization of speaking turns plays a crucial role, where the individual who speaks the most and for the longest duration tends to dominate the discussion Interruptions and intrusions are viewed as indicators of a high-status position within the dialogue.
+ Les thèmes, le vocabulaire utilisés
+ Les actes de langage produits durant l’interaction : celui qui a une position
In social interactions, individuals in a high position can engage in threatening behaviors such as issuing orders, making demands, giving advice, or offering criticism and mockery Conversely, those in a lower position are often required to perform acts of submission, including making confessions, offering apologies, or engaging in self-criticism.
Human relationships can be abstractly categorized into two types: horizontal and vertical, based on the organization of their connections For instance, relationships such as those between parents and children or teachers and students are considered vertical, while sibling relationships are horizontal Similarly, the dynamic between a superior and a subordinate is vertical, whereas relationships among colleagues are horizontal In conclusion, systematically observing the various markers of interpersonal relationships during interactions can provide valuable insights into the nature of these connections.
The theory of linguistic politeness, closely tied to interpersonal relationships among interactants, is crucial for the theoretical framework of our research, as it focuses on how individuals offer advice.
The focus here is on a nuanced understanding of politeness that extends beyond traditional etiquette manuals, which cover a range of non-verbal behaviors such as table manners and dress codes While these manuals primarily address linguistic expressions of politeness in written or spoken forms, they do not encompass the broader pragmatic aspects of language use According to Kerbrat-Orecchioni (1996), politeness involves all elements of language production governed by rules aimed at maintaining harmonious social relationships For instance, the phrase "Since you're going to the supermarket, would you mind buying me two baguettes?" is more polite than simply saying, "Hey! Buy me two baguettes at the supermarket!"
De nombreux chercheurs ont étudié et donné différents modèles de la conception de politesse avec des adaptations successives comme Goffman, Leech,
Brown & Levinson ainsi que Kerbrat-Orecchioni
3.3.1 Notions de ô face ằ et de ô territoire ằ de Goffman
Pour Goffman, chaque individu est dotộ d’une ô face ằ et d’un ô territoire ằ
The concept of "face," as introduced by Goffman (1974), refers to the positive social value that an individual claims through their actions, which others assume they have taken during a specific interaction In essence, "face" relates to the narcissism and the positive images that participants impose or seek to uphold, protecting themselves throughout the interaction.
Acte de conseil
4.1 Définition de l’acte de conseil
Pour bien comprendre l’acte de conseil, nous allons faire une recherche documentaire dans les différents dictionnaires et dans certains recueils de pragmatique
According to Larousse [1993], the verb "to advise" means to indicate to someone what they should do, recommend something or someone, provide guidance on taking a particular action, or suggest an idea For example, one might say, "I recommend this excellent restaurant."
2 Donner à quelqu’un des conseils, le diriger, l’orienter, lui servir de guide Ex :
Conseiller un enfant dans ses études
The Larousse Dictionary defines the act of advising as indicating, recommending, or suggesting something to someone, with the object being advice on what someone should do Synonyms for "advise" include encourage, recommend, suggest, guide, and advocate, while its antonyms are dissuade, discourage, and prohibit Additionally, through provided examples, Larousse clarifies the definition of the noun "advisor."
According to the Lexis Dictionary [2002], the term "to advise" (from the Latin pop "consiliare" and classical Latin "consiliari"; v 1050) refers to the act of giving someone recommendations or guidance to alter their behavior For example, a doctor may advise a patient to visit the seaside (synonymous with "recommend"), or one might suggest a particular route to those in a hurry (synonyms include "encourage" and "incite").
Conseiller un enfant dans ses études (syn : diriger, guider) ; Vous avez été mal conseillé
The term "deconseiller," as defined by Lexis and similar to Larousse [1993], refers to the act of advising against something It encompasses both synonyms and antonyms, illustrating its meaning in contexts such as advising someone not to make a particular purchase, like a house For example, one might say, "I advised him against this purchase."
Le Niveau Seuil [1976 : 119] classe le conseil dans la catégorie des actes d’ordre, parmi les actes de proposer à autrui de faire quelque chose lui-même : ô I.8.3 conseiller :
+ Je vous conseille de lui en parler
(Si je peux me permettre (de vous donner) un conseil,)
(Si vous voulez un conseil,)
(Je n’ai pas de conseil à vous donner, mais) + vous devriez lui en parler
+ il vaudrait mieux que vous lui en parliez lui en parler
+ vous feriez (bien, mieux) de lui en parler + (Si j’ộtais) à votre place/Si j’ộtais vous/Moi, je lui en parlerais ằ
According to the Threshold Level, advising involves encouraging someone to take action themselves This concept is closely related to acts such as suggesting, proposing, recommending, discouraging, allowing, authorizing, and exempting A piece of advice reflects a desire or intention from the speaker towards the recipient Therefore, the Threshold Level effectively defines the nature of the advisory act and offers linguistic means to express advice.
The act of advising is defined as a directive action that involves suggesting or recommending something to another person This process requires the participation of at least two individuals and includes specific types of statements.
4.2.1 Valeurs illocutoires pertinentes et conditions de réussite de l’acte de conseil
According to Austin's classification of speech acts, both advising and commanding, along with proclaiming and warning, fall under the category of exercitives This classification aligns with Searle's taxonomy of illocutionary acts presented in his work "Sense and Meaning."
In 1982, the advisory act was categorized as a directive Understanding the nature of this act is crucial because every illocutionary act belongs to a class that shares the definitive properties of its type Furthermore, if an illocutionary act belongs to a specific class, it is subject to the conditions of use associated with that act Therefore, what are the exercitive act and the directive act, and what are their conditions of use?
According to Austin (1970: 157), performative utterances arise when a judgment—either favorable or unfavorable—is made regarding a behavior or its justification These performatives can imply that others are either obligated, entitled, or prohibited from performing certain actions In essence, performative acts involve deciding on courses of action or providing a stance for or against a decision Such acts are associated with verbs like advise, request, announce, proclaim, condemn, warn, plead, and beg.
According to Searle's definition, directive acts are illocutionary acts aimed at prompting the listener to perform a desired action, ranging from suggestions to orders This category encompasses all actions that attempt to influence others, with the goal of changing their behavior Directive acts include verbs such as order, command, request, solicit, demand, invite, beg, allow, advise, pray, insist, and suggest While these acts share the common illocutionary force of impacting the interlocutor, they differ in their degree of constraint and whether they require the other person to act collaboratively or independently.
Comme les autres actes directifs, l’acte de conseil est accompagné de certaines conditions de réussite proposées par Searle [1972 : 108]
- Le locuteur L a des raisons de penser que le fait C sera profitable à l’auditeur A
- S’il n’y a pas de conseil, le locuteur L et l’auditeur A croient que A n’effectue pas le fait C de toute faỗon
- Le locuteur L pense que le fait C sera profitable à l’auditeur A
Searle notes that, contrary to common belief, advising is not simply urging someone to do something It is useful to compare advising with pushing someone to act, inviting them, or recommending an action Advising differs from asking; rather than trying to compel action, advising involves informing someone of what they should consider doing for their own benefit.
Illocutionary values of advice differ from other directive acts such as orders and requests While all three aim to prompt the listener to take action, an order is characterized by its obligatory nature, compelling the listener to comply without refusal, as illustrated when a mother insists her daughter clean her messy room In contrast, a request expresses the speaker's desire for the listener to act, allowing the recipient the choice to comply, like when one suggests closing the door due to the cold Advice, similar to requests, offers a suggestion that can be accepted or rejected, but it emphasizes the listener's benefit, as seen in the recommendation to visit a doctor when unwell.
In examining the illocutionary value of speech acts, we find that the interrogative phrase "Oh, why" is used to pose questions These questions can serve various purposes, such as an invitation, reproach, or advice For instance, at a party, when you were standing alone, a man approached you and asked, "Oh, why don't you want to dance a little?" This illustrates how a simple question can carry different implications based on context.
The underlying meaning of a statement can often be understood through contextual factors, serving as an invitation, offer, or suggestion For instance, in a scenario where a couple is arguing, the girl might exclaim, "Why are you so mean to me?" This expresses a reproach, questioning the reason behind the other person's behavior and potentially threatening their dignity Conversely, when someone is anxious about how to please their mother for her birthday, a close friend might suggest, "Why don't you give her a special gift, like a scrapbook of your best family moments?" In this case, the advice provided is beneficial and helps the girl create a memorable surprise for her mother, contrasting with the earlier reproachful example.
In the context of advisory actions, it is essential to utilize linguistic tools such as verbs like "want," "desire," "recommend," and "suggest," along with interrogative and imperative sentences, to effectively convey the message By engaging in this communicative act, the speaker performs an illocutionary act, which involves providing recommendations to another person The perlocutionary value is determined by the listener's response, which may include acceptance, refusal with gratitude for the advice, or expressions of joy or pressure.
Préliminaire : Méthodologie de la recherche
In this section, we will first outline our research methodology and data collection process, which is based on two corpora: one in French and the other in Vietnamese Finally, we will discuss our methods of analysis and interpretation.
1.1 Choix de la méthode de recherche
In scientific research, there are two primary reasoning methods: inductive and deductive The inductive method involves starting from specific cases to derive universal statements, requiring observation of reality to formulate the governing laws Conversely, the deductive method applies existing general rules to address questions that may arise from their limitations.
En fonction de l’objectif de notre travail de recherche, nous choisissons la méthode déductive qui permet de vérifier les hypothèses en utilisant le corpus recueilli
Through documentary research, we will propose hypotheses based on existing knowledge, theories, and concepts, and collect data to validate these hypotheses Subsequently, we will analyze the gathered data to identify various types of advice and outline implementation methods Additionally, we aim to pinpoint the fundamental differences in the strategic choices and linguistic processes used to express politeness among French and Vietnamese speakers.
1.2.1 Choix de la méthode de collecte des données
1.2.1.1 Problèmes du choix de la méthode de collecte des données
To study speech acts, various methods can be employed, including observation, interviews, surveys through recorded daily conversations, analysis of dialogues in television shows, and written questionnaires Each of these approaches has its own set of advantages and disadvantages.
In our research project, we focus solely on verbal advice within verbal communication exchanges, intentionally excluding para-verbal and non-verbal aspects of advice formulation Therefore, it is essential to create a pre-existing corpus derived from discussions found in forums frequented by French and Vietnamese youth.
1.2.1.2 Définition du forum et faisabilité de la méthode de collecte des données a Définition du forum
A discussion forum is defined as a website that allows users to post messages and respond to others' messages, according to www.dictionnaireduweb.com Similarly, the Larousse Dictionary (1993) describes an online forum as a virtual public space designed for exchanging messages on a specific topic.
Most forums are organized into categories that users must select before posting a message To participate in discussions, it is necessary to register by creating a user account Users then choose a username, which appears at the top of their messages, as well as an avatar, which is an image selected to represent them on the forum, blog, Facebook, or any social network.
When a user posts an initial message, they initiate a discussion, often referred to as a "topic" in English This message is known as a "post," which includes a subject and a body of text The subject is utilized in the listing of discussions.
The ongoing discussions are organized by the title of each topic and are listed according to the date of the most recent response to the initial message Additionally, the feasibility of the data collection method is a key consideration in this context.
L’utilisation d’un corpus bilingue constitué d’échanges collectés dans les forums nous présente des avantages considérables
Firstly, social networking sites have gained immense popularity in recent years due to their numerous advantages, such as free forum creation, quick setup (within 5 minutes), ease of updates, and interactivity This makes forums ideal spaces for open discussions, allowing users to freely express their views on various topics and engage with others' reactions Consequently, gathering substantial data on a subject becomes efficient Secondly, the absence of transcription saves significant time, enabling a focus on analyzing the characteristics of advisory acts and comparing them in French and Vietnamese Lastly, this corpus provides a fresh perspective on the advisory act in both languages.
Ce sont les raisons pour lesquelles nous avons choisi cette méthode pour notre recherche
1.2.2 Prộsentation du corpus (corpus en franỗais et en vietnamien)
We have selected a comparative study of advisory acts in verbal communication in French and Vietnamese as our research topic, with our corpus divided into two parts: one in French and the other in Vietnamese.
Our bilingual corpus consists of 80 excerpts, with 40 in French and 40 in Vietnamese, compiled from discussions featuring advice shared in forums by young individuals from both cultures The topics covered include beauty, fashion, education, travel, careers, and sports.
Love and relationships are key conversation topics that genuinely engage young people This focus allows us to capture the nuances in how advice is given and received The collected exchanges reflect everyday language, which is crucial for analyzing verbal interactions, especially in the context of giving and receiving advice.
When targeting interlocutors, it is essential to focus on young individuals from diverse socio-cultural backgrounds This includes those living in urban and rural areas, such as teachers, students, merchants, doctors, psychologists, and fashion designers A greater diversity among characters leads to a richer array of advice and responses to that advice Their relationships can vary widely, encompassing spouses, friends, acquaintances, colleagues, sellers and buyers, as well as doctors and patients This variety enhances the range of advice and reactions shared within these interactions.
En effet, il faut assurer la diversité de thèmes, de contenus et de types de relations interpersonnelles des interlocuteurs
Pour pouvoir comparer la formulation du conseil et de la réaction au conseil en franỗais et en vietnamien, nous traduirons littộralement les exemples dans le corpus vietnamien en franỗais
We will create two separate corpora, one in French and the other in Vietnamese To successfully conduct our study, we will employ the following data analysis methods: categorization, description, analysis, and comparison.
Formulations du conseil en franỗais et en vietnamien : similitudes et diffộrences
Cette partie vise à analyser des caractéristiques de l’acte de conseil : le conseil et la face des interactants et la réaction au conseil
2.1 Conseil et face des interactants
2.1.1 Conseil et face du destinataire
As mentioned in the previous chapter, advising can pose a threat to the negative face of the interlocutor, while simultaneously placing the recipient in a subordinate position, thereby threatening their positive face as well.
Ex : Interactants : une mère et sa fille
Tốt hơn hết là nên tập trung vào việc học, sau này tìm được một công việc ổn định, lương cao (…) Con nên dừng lại đi !
Il vaudrait mieux te concentrer sur les études, plus tard, trouver un travail stable, bien rộnumộrộ (…) Tu devrais l’arrờter ! ằ
In the scenario described, the mother advised her daughter to focus on her career and avoid falling in love with a boy from her class This advice clearly infringes upon the daughter's personal space and individual freedom, as she is an adult capable of taking responsibility for her own life and decisions.
En deuxiốme lieu, le conseil est aussi menaỗant pour la face positive du destinataire Concrốtement, le conseil peut mettre en position basse celui qui le reỗoit
Ex : Interactants : une jeune et son amie ô (…) Bạn đừng nờn sống giả tạo vậy nữa, bạn bố thỡ phải quan tõm đến nhau một cỏch chõn thành ằ
ô (…) Tu ne devrais pas vivre hypocritement, des amis devraient s’intộresser sincốrement à eux-mờmes ằ
In this example, Giang pretends to be a genuinely kind person who always listens and shares everything with her close friend However, in reality, she is hypocritical and a bad friend Therefore, when Giang receives the aforementioned advice, the image she tries to project is impacted, threatening her positive facade In other words, the advice serves as a face-threatening act (FTA) to the recipient's positive self-image.
2.1.2 Conseil et face du locuteur
Le locuteur se place en position haute et met son partenaire en position basse quand il donne des conseils Cela constitue un FFA pour la face positive du locuteur
Ex : Interactants : un(e) jeune et A
Don’t let anyone discourage you from pursuing your dreams! If it’s truly your passion, go for it wholeheartedly This way, you’ll have no regrets about following your aspirations.
En particulier, l’interlocuteur accepte et suit des conseils, dans ce cas-là, la face positive du locuteur est encore plus valorisée
Ex : Interactants : une jeune et A
If you feel mature enough to care for children and believe you can manage your time without compromising your schoolwork, discuss your intentions with your parents.
(…) Allez, courage, dans la vie, quand on veut quelque chose, il faut avoir le courage de le dire et d’assumer ses choix et ses envies !
Thank you for your advice! I will follow it by discussing my intentions with my parents and assuring them that my new job won't affect my studies It's amazing how quickly they support me and believe in my ability to succeed in this new role.
If the listener believes that the advice given is inaccurate, they can refute it or redirect it back to the speaker In this scenario, the listener can maintain their dignity while the speaker's credibility is at risk.
Ex : Interactants : une jeune et sa petite sœur
Chị khuyên em nên tích cực hơn trong lớp học và chú trọng vào việc học bài đầy đủ Để cải thiện kết quả học tập, em cần nỗ lực học nhiều hơn cả ở trường lẫn ở nhà.
Em cần nỗ lực không ngừng để tiến bộ Hãy tập trung vào công việc của mình để đạt được những mục tiêu đã đề ra.
I advised her to be more active in class, to study her lessons regularly, and to improve her results by putting in more effort both in class and at home I emphasized the importance of making an effort to progress further In response, she quickly retorted that I should focus on my own work.
The pragmatic definition of advisory acts focuses on providing recommendations and guidance to individuals, aiming to influence the actions of the audience Accepting feedback, evaluations, and following advice demonstrates a positive response to such counsel.
Ex : Interactants : une jeune et A
Don’t give up! Increase your chances of success by considering joining a theater group Additionally, reading magazines or books on the subject can provide valuable tips and insights on the journey ahead.
A : Je te remercie pour ton message Tout ce que tu dis est en effet vrai (…)
Je vais essayer d’y participer pour acquérir des connaissances et des expériences (Situation 8 – corpus en franỗais)
In the example above, the speaker expresses gratitude to the listener, acknowledges the validity of their remarks by stating that everything they said is indeed true, and also accepts the advice given.
En observant l’exemple suivant, on peut constater que la remarque et le conseil sont acceptés
Ex : Interactants : une jeune fille et A
B : Ce qui compte, c’est que tu t’habilles selon tes gỏts, sans te soucier trop
To feel comfortable and confident, consider wearing multiple layers Choose a practical backpack or bag that is easy to use and comfortable to carry on your back.
A : Oui, tu as raison Le jean se combine avec le tee-shirt, le gilet et les baskets, ces vêtements me conviennent parfaitement
Il y a des cas ó l’interlocuteur est favorable à la remarque mais il n’accepte pas et ne suit pas le conseil
Ex : Interactants : un(e) jeune et A
Cảm ơn bạn đã trả lời Tôi đồng ý với ý kiến của bạn, nhưng sau một thời gian suy nghĩ, tôi nhận ra rằng nghề giáo viên không phù hợp với tôi Tôi khao khát khám phá khắp nơi trên thế giới, tìm hiểu các nền văn hóa khác nhau và ghi lại những khoảnh khắc đẹp của thiên nhiên và cuộc sống Do đó, tôi quyết định theo đuổi niềm đam mê của mình.