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• A Compare-Contrast Study on the Types and A Compare-Contrast Study on the Types and Grammatical and Move Structures of the English Grammatical and Move Structures of the English

and Vietnamese Questions in Natural and and Vietnamese Questions in Natural and Classroom Communication.Classroom Communication.

• Presenter: Mr. Nguyễn Thanh BìnhPresenter: Mr. Nguyễn Thanh Bình• Department of English,Department of English,

• College of Foreign Languages,College of Foreign Languages,• Hue University, VietnamHue University, Vietnam

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ContentsContents• I/ INTRODUCTIONI/ INTRODUCTION

• II/LITERATURE REVIEWII/LITERATURE REVIEW

• II/1. The Terms II/1. The Terms QuestionQuestion and and InterrogativeInterrogative Sentence Sentence

• II/2.Reserach Works on QuestionsII/2.Reserach Works on Questions

• III/ RESEARCH METHODOLOGYIII/ RESEARCH METHODOLOGY

• IV/FINDINGS AND DISCUSSIONIV/FINDINGS AND DISCUSSION

• IV/1.Types and Grammatical Structures of Questions IV/1.Types and Grammatical Structures of Questions in Englishin English

• IV/2.Questions in the Vietnamese LanguageIV/2.Questions in the Vietnamese Language

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• IV/3. Typological and Structural Similarities IV/3. Typological and Structural Similarities and Differences between Vietnamese and and Differences between Vietnamese and English QuestionsEnglish Questions

• IV/4. The Move Structures of Vietnamese and IV/4. The Move Structures of Vietnamese and English QuestionsEnglish Questions

• V/CONCLUSIONV/CONCLUSION

• VI/ REFERENCESVI/ REFERENCES

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I/ INTRODUCTIONI/ INTRODUCTION

• The question is a speech act much used in The question is a speech act much used in communication and in education. In communication and in education. In communication, questioning is an important communication, questioning is an important speech act used to request for information. speech act used to request for information. Questions are used with many other purposes Questions are used with many other purposes

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• According to William W. Wilen (1987), in the According to William W. Wilen (1987), in the field of education, questioning has been a field of education, questioning has been a teaching technique much researched on and teaching technique much researched on and employed since Plato and Socrates up to the employed since Plato and Socrates up to the present time. Teachers use questions to teach, present time. Teachers use questions to teach, to pose problems, to seek solutions to to pose problems, to seek solutions to problems, to challenge students to have critical problems, to challenge students to have critical thinking, to probe thought process, to check on thinking, to probe thought process, to check on learning, to review lessons, etc. learning, to review lessons, etc.

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• According to Hilda Taba, the question has According to Hilda Taba, the question has been used as the “been used as the “single most influential single most influential teaching actteaching act” because of the power of the ” because of the power of the questions to influence student thinking and questions to influence student thinking and learning (cited in Wilen, 1987). learning (cited in Wilen, 1987).

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• With such significance, questions have been With such significance, questions have been extensively researched on resulting in many extensively researched on resulting in many important research findings and applications. important research findings and applications.

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• The research on the similarities and The research on the similarities and differences between Vietnamese and English differences between Vietnamese and English questions is of significance to facilitate cross-questions is of significance to facilitate cross-cultural communication and education in cultural communication and education in Vietnam.Vietnam.

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• This preliminary descriptive and contrastive research This preliminary descriptive and contrastive research seeks to find answers to the following research seeks to find answers to the following research questions:questions:

• 1-What are the types and grammatical and move 1-What are the types and grammatical and move structures of Vietnamese and English questions in structures of Vietnamese and English questions in natural communication and classroom natural communication and classroom communication?communication?

• 2-What are the similarities and differences in types 2-What are the similarities and differences in types and structures between Vietnamese and English and structures between Vietnamese and English questions?questions?

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II/LITERATURE REVIEWII/LITERATURE REVIEW

• II/1. II/1. The Terms The Terms QuestionQuestion and and Interrogative Interrogative SentenceSentence

• According to the communicative purposes, sentences According to the communicative purposes, sentences can be classified into: 1-Declarative sentences, 2-can be classified into: 1-Declarative sentences, 2-Interrogative sentences, 3- Imperative sentences and Interrogative sentences, 3- Imperative sentences and 4- Exclamatory sentences. An 4- Exclamatory sentences. An interrogative interrogative sentencesentence is a sentence with the is a sentence with the form of a questionform of a question. . It is a sentence which asks a question, i.e. it is a It is a sentence which asks a question, i.e. it is a request for information. request for information.

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• The term The term questionquestion is defined in is defined in Oxford Dictionary Oxford Dictionary of English Grammar as followsof English Grammar as follows: “: “A sentence A sentence seeking information, a sentence that interrogative in seeking information, a sentence that interrogative in form. Some grammarians make a distinction between form. Some grammarians make a distinction between sentences that are questions in form and those that sentences that are questions in form and those that are questions in meaning, using are questions in meaning, using interrogativeinterrogative for the for the syntactical classification and syntactical classification and questionquestion as functional as functional label. In practice, many grammarians used the word label. In practice, many grammarians used the word questionquestion with both meanings on different occasions. with both meanings on different occasions. In general, sentences that are interrogative in form In general, sentences that are interrogative in form are also genuine questions in meaningare also genuine questions in meaning”” ( (Chalker and Chalker and Weiner, 1996Weiner, 1996).).

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• Ms. Anna-Brita StenstrMs. Anna-Brita Stenströöm in m in Questions and Questions and Responses in ConversationsResponses in Conversations (1984) defines (1984) defines the term the term questionquestion as follows :” as follows :”Given that the Given that the speakers A and B co-operate, a question (Q) is speakers A and B co-operate, a question (Q) is any utterance by A that may elicit a response any utterance by A that may elicit a response (R) from B; R is consequently an utterance (R) from B; R is consequently an utterance elicited by Qelicited by Q.”.”

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• When a question is used in verbal When a question is used in verbal communication, it realizes the speech act of communication, it realizes the speech act of questioning, one of the important speech acts. questioning, one of the important speech acts. The speech act The speech act questioning questioning is a directive is a directive speech act. It requests a response. speech act. It requests a response. Questioning as a speech act requires the Questioning as a speech act requires the following felicity conditions:following felicity conditions:

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Table 1: Felicity Conditions of the Speech Act Table 1: Felicity Conditions of the Speech Act QuestioningQuestioning

Propositional Propositional ContentContent

Any proposition or proposition functionAny proposition or proposition function

Preparatory :Preparatory : a-S does not know the “answer a-S does not know the “answer

b-It is not obvious to both S and H that H b-It is not obvious to both S and H that H will provide the information at that time will provide the information at that time without being asked. without being asked.

SinceritySincerity S wants this informationS wants this information

EssentialEssential Count as an attempt to elicit this Count as an attempt to elicit this information from H.information from H.

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• II/2.Research Works on QuestionsII/2.Research Works on Questions• II/2.1II/2.1.Process-Product Research and .Process-Product Research and

Sociolinguistic ResearchSociolinguistic Research• According to William W. Wilen (1987), our According to William W. Wilen (1987), our

interest in research on classroom questions is interest in research on classroom questions is not new. One of the teaching method using not new. One of the teaching method using questions in the classroom dated back to Plato questions in the classroom dated back to Plato and Socrates in the year 335 B.C. and Socrates in the year 335 B.C.

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• Early in the 20th century, Stevens (1912), Early in the 20th century, Stevens (1912), Bloom (1956), Sanders (1966), Gallaghers and Bloom (1956), Sanders (1966), Gallaghers and Aschner (1963) continued researching on the Aschner (1963) continued researching on the use of questions in education. use of questions in education.

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• Process-product research works carried out in Process-product research works carried out in urban classes in 1970s established a urban classes in 1970s established a correlation between teacher question and correlation between teacher question and students’ outcome in their studies. Recent students’ outcome in their studies. Recent sociolinguistic research works have focused on sociolinguistic research works have focused on social contexts of the classroom language social contexts of the classroom language leading to new research prospects.leading to new research prospects.

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• Research works on the use of questions in Research works on the use of questions in education were reviewed by Williams Carlsen education were reviewed by Williams Carlsen (1991) in the article “ (1991) in the article “ Questioning in the Questioning in the classroom: A Sociolinguistic Perspectiveclassroom: A Sociolinguistic Perspective” ” published in published in Review of Educational Review of Educational ResearchResearch. In this article, Williams Carlsen . In this article, Williams Carlsen analyzed two research models: analyzed two research models: Process-Process-productproduct and and SociolinguisticSociolinguistic models of models of research on questions in the classroom.research on questions in the classroom.

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• According to Ambrose A. Clegg Jr. (cited in Carlsen, According to Ambrose A. Clegg Jr. (cited in Carlsen, 1991), in early 1970s, the Office of Education and 1991), in early 1970s, the Office of Education and National Institute of Education in the U.S.A began to National Institute of Education in the U.S.A began to embark on a series of long-term, carefully-designed embark on a series of long-term, carefully-designed evaluation studies of evaluation studies of Project Follow ThroughProject Follow Through on a on a national scale. These studies were designed on a national scale. These studies were designed on a model called “model called “process-productprocess-product” research that asked ” research that asked a basic question: a basic question: Is there a relationship between Is there a relationship between certain teaching behavior (process) and specific certain teaching behavior (process) and specific student achievement outcomes?student achievement outcomes?..

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• The research focused around a sequence of the following three The research focused around a sequence of the following three questions:questions:

• 1-Can we observe and describe the teaching behavior in some 1-Can we observe and describe the teaching behavior in some systematic way?systematic way?

• 2-If so, is there a statistical correlation between the teaching 2-If so, is there a statistical correlation between the teaching behavior and the student outcome that permits some behavior and the student outcome that permits some meaningful interpretation of the relationship?meaningful interpretation of the relationship?

• 4-Can we demonstrate in a carefully designed classroom 4-Can we demonstrate in a carefully designed classroom experiments, that the specific behavior does indeed produce experiments, that the specific behavior does indeed produce the desired outcome of increased student achievement?the desired outcome of increased student achievement?

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• II/2.2.II/2.2.Questions, Questioning Techniques and Questions, Questioning Techniques and Effective TeachingEffective Teaching

• In the book In the book Questions, Questioning Techniques Questions, Questioning Techniques and Effective Teachingand Effective Teaching, Williams W. Wilen (1987) , Williams W. Wilen (1987) summarizes the research findings of the studies on 7 summarizes the research findings of the studies on 7 question issues. The book summarizes the research question issues. The book summarizes the research findings on questions, questioning techniques and findings on questions, questioning techniques and effective teachings. The findings recommend effective teachings. The findings recommend valuable implications for education.valuable implications for education.

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• II/2.3.II/2.3.Questions in Natural CommunicationQuestions in Natural Communication

• In her doctoral thesis on In her doctoral thesis on Questions and Questions and Responses in English ConversationResponses in English Conversation, Ms. , Ms. Anna Brita StenStröm (1984) presented her Anna Brita StenStröm (1984) presented her research findings on questions and responses research findings on questions and responses in natural conversations very scientifically. in natural conversations very scientifically.

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• In her thesis, the strategies for asking and responding In her thesis, the strategies for asking and responding to questions in genuine conversations are described to questions in genuine conversations are described by means of a hierarchical discourse model by by means of a hierarchical discourse model by analyzing 25 conversations. Among other things, her analyzing 25 conversations. Among other things, her data confirmed that an utterance can function as a data confirmed that an utterance can function as a question regardless of intonation and syntactic question regardless of intonation and syntactic structure. The determining factor for an utterance to structure. The determining factor for an utterance to be a question is the function of an utterance in a be a question is the function of an utterance in a certain context.certain context.

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• Her model of analysis was based on Sinclair Her model of analysis was based on Sinclair and Coulthard (1975) and Coulthard (1975) Model of Classroom Model of Classroom DiscourseDiscourse. In this model and system of . In this model and system of analysis, the question plays an important role analysis, the question plays an important role in the in the Initiation Move. Initiation Move. The structure of the The structure of the initiation move is as follows: initiation move is as follows:

• (signal) (pre-head) head (post-head) (select).(signal) (pre-head) head (post-head) (select).

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(from Sinclair and Coulthard (1975:46)(from Sinclair and Coulthard (1975:46)

Classes of Move Examples Structure of Move Act

Initiation Well,A group of people used symbols to do their writing. They used pictures instead of as we write in words,Do you know who those people were?I ‘m sure you do.Joan.

Signal

Pre-head

Head

Post-headSelect

Marker

Starter

Elicitation

Prompt/clueNominalization

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• In addition, there is Ms. Ruquaiya Hasan In addition, there is Ms. Ruquaiya Hasan (1991)’s research work on (1991)’s research work on Questions as Questions as Modes of Learning in Everyday Talk.Modes of Learning in Everyday Talk.

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• In Vietnam, there have been some research In Vietnam, there have been some research works on questions in natural communication. works on questions in natural communication. The research works on questions in the The research works on questions in the Vietnamese language include Nguyễn Thị Vietnamese language include Nguyễn Thị Thìn (1994)’s , Lê Thị Lương (1996)’s, Lê Thìn (1994)’s , Lê Thị Lương (1996)’s, Lê Đông (1996)’s doctoral dissertations. Đông (1996)’s doctoral dissertations.

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• II.2.4.II.2.4.Research on Questions in EFL / TESOL Research on Questions in EFL / TESOL ClassesClasses

• There have been many important researches on the There have been many important researches on the use of question in education. In TESOL area, there use of question in education. In TESOL area, there have been 4 tendencies of research: 1-Forms and have been 4 tendencies of research: 1-Forms and Functions of questions, 2-Questions used as teaching Functions of questions, 2-Questions used as teaching techniques, 3-Impact of questions on learning techniques, 3-Impact of questions on learning outcomes, and 4- The question in the three-part outcomes, and 4- The question in the three-part teaching exchange.teaching exchange.

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• Noteworthy are the following research works: Noteworthy are the following research works: Kearsley Kearsley (1976) on (1976) on Questions and Question-asking Questions and Question-asking in Verbal Discourse in a Cross-disciplinary in Verbal Discourse in a Cross-disciplinary ReviewReview, , Long and SatoLong and Sato (1983) on (1983) on Classroom Talk Classroom Talk Discourse: Forms and Functions of Teachers’ Discourse: Forms and Functions of Teachers’ QuestionsQuestions, , Early (1985)Early (1985) on on Input and Interaction Input and Interaction in Content Classroom: Foreign Talk and Teacher in Content Classroom: Foreign Talk and Teacher Talk in Classroom DiscourseTalk in Classroom Discourse, , BrockBrock (1986) on the (1986) on the Effects of Referential Questions on the ESL Effects of Referential Questions on the ESL Classroom DiscourseClassroom Discourse, , Pica and LongPica and Long (1986) on (1986) on The Linguistic and Conversational Performance The Linguistic and Conversational Performance of Experienced and Inexperienced Teachersof Experienced and Inexperienced Teachers, , Mikio KubotaMikio Kubota (1989) on (1989) on Question-answering Question-answering behavior in ESL and EFLbehavior in ESL and EFL, , David NunanDavid Nunan (1990) on (1990) on The Questions Teachers AskThe Questions Teachers Ask..

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• In the Department of English, Hue College of In the Department of English, Hue College of Foreign Languages, there were graduation Foreign Languages, there were graduation theses written by Pham Thi Hong Nhung theses written by Pham Thi Hong Nhung (1997), Nguyen Van Thu (1998), Pham Thi (1997), Nguyen Van Thu (1998), Pham Thi Diem Trang (2000) on questions.Diem Trang (2000) on questions.

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III-RESEARCH METHODOLOGYIII-RESEARCH METHODOLOGY

• III/1.Subjects of StudyIII/1.Subjects of Study

• The collected data include 636 English The collected data include 636 English questions and 744 Vietnamese questions from questions and 744 Vietnamese questions from different sources with the total of 1380 different sources with the total of 1380 questions.questions.

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Table2: Distribution of the Questions in the dataTable2: Distribution of the Questions in the data

English Q.English Q. Vietnamese Q.Vietnamese Q.

Natural C.Natural C. 400400 620620

Classroom CClassroom C 236236 124124

Total:1380Total:1380 636636 634634

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• III/2.Data CollectionIII/2.Data Collection

• The data questions have been collected from The data questions have been collected from different communication settings. The different communication settings. The collected questions are direct and collected questions are direct and grammatically complete questions.grammatically complete questions.

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• III/3.Data AnalysisIII/3.Data Analysis

• The questions have been analyzed statistically, The questions have been analyzed statistically, quantitatively and qualitatively and then compared quantitatively and qualitatively and then compared and contrasted. The structures were semantico-and contrasted. The structures were semantico-grammatically analyzed. In terms of move structure grammatically analyzed. In terms of move structure analysis, the research made use of the Opening Move analysis, the research made use of the Opening Move Structure from Sinclair and Couldhard (1975):Structure from Sinclair and Couldhard (1975):

• (Signal) (Pre-head) Head (Post-head) (Select)(Signal) (Pre-head) Head (Post-head) (Select)

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IV/FINDINGS AND DISCUSSIONIV/FINDINGS AND DISCUSSION

• Questions in English and Vietnamese can be Questions in English and Vietnamese can be classified into three types: 1-W/H questions, 2-classified into three types: 1-W/H questions, 2-Alternative questions and 3-Yes/No questions Alternative questions and 3-Yes/No questions based on the types of responses the questions based on the types of responses the questions elicit. The following part presents and elicit. The following part presents and compares the types and grammatical structures compares the types and grammatical structures of English and Vietnamese questions.of English and Vietnamese questions.

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• IV/1.Types and Grammatical Structures of Questions in IV/1.Types and Grammatical Structures of Questions in EnglishEnglish

• IV/1.1.IV/1.1.W/H questionsW/H questions• There are two patterns for W/H questions:There are two patterns for W/H questions:• Pattern 1 : Pattern 1 : W/H word (Subject) + V + O?W/H word (Subject) + V + O?• Pattern 2 : Pattern 2 : W/H words (not Subject) + Operator + V+….?W/H words (not Subject) + Operator + V+….?• The W/H word occurs in initial position in English W/H The W/H word occurs in initial position in English W/H

questions. If the W/H word functions as the subject, the questions. If the W/H word functions as the subject, the question follows question follows pattern 1pattern 1. If the W/H word is not the . If the W/H word is not the subject, we follow subject, we follow pattern 2pattern 2. The W/H words can . The W/H words can be who, be who, whom, what, which, whose, why, how, whenwhom, what, which, whose, why, how, when…..…..

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• IV/1.2.IV/1.2.Alternative / Disjunctive QuestionsAlternative / Disjunctive Questions• Pattern 3: Pattern 3: Operator +S+V+C+ or (S+V)+C?Operator +S+V+C+ or (S+V)+C?• e.g.1. Would you like chocolate, vanilla or e.g.1. Would you like chocolate, vanilla or

strawberry?strawberry?• Yes / No question can be considered to be Alternative Yes / No question can be considered to be Alternative

question. Compare:question. Compare:• e.g.2.Are you coming?e.g.2.Are you coming?• e.g.3.Are you coming or not?e.g.3.Are you coming or not?• Pattern 4: Pattern 4: W/H question? X,Y or Z?W/H question? X,Y or Z?• e.g.5. Which ice-cream would you like? Chocolate, e.g.5. Which ice-cream would you like? Chocolate,

vanilla or strawberry?vanilla or strawberry?

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• IV/1.3.IV/1.3.Yes/No QuestionsYes/No Questions

• IV/1.3.1.IV/1.3.1.Inverted Yes / No QuestionsInverted Yes / No Questions

• Pattern 5: Pattern 5: Operator + S + V+….?Operator + S + V+….?

• e.g.6. Have you seen him?e.g.6. Have you seen him?

• The operator can be an The operator can be an auxiliaryauxiliary (do, does, (do, does, did, have, has, had, is, are, was, were) or a did, have, has, had, is, are, was, were) or a modalmodal (can, may, must, should, would…). (can, may, must, should, would…).

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• IV/1.3.2.IV/1.3.2.Tag QuestionsTag Questions• This is a type of question which is formed by a This is a type of question which is formed by a

statement + a question tagstatement + a question tag (an auxiliary or a modal (an auxiliary or a modal + a pronoun), a + a pronoun), a pseudo tagpseudo tag or a or a prompterprompter..

• Pattern 6: Pattern 6: S+V+O, Auxiliary / modal + Pronoun?S+V+O, Auxiliary / modal + Pronoun?• e.g.7. He likes his job, doesn’t he?e.g.7. He likes his job, doesn’t he?• Pattern 7: Pattern 7: S+V+O, pseudo tag?S+V+O, pseudo tag?• e.g.9. You did it, right?e.g.9. You did it, right?• Pattern 8: Pattern 8: S+V+O, a prompter?S+V+O, a prompter?• e.g.10. You read the book, ha?e.g.10. You read the book, ha?

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• IV/1.3.3.IV/1.3.3.Declarative QuestionsDeclarative Questions

• The structure of this type of question is the The structure of this type of question is the same as the structure of a declarative sentence.same as the structure of a declarative sentence.

• e.g.11. You realize what the risks are?e.g.11. You realize what the risks are?

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• IV/2. Questions in The Vietnamese LanguageIV/2. Questions in The Vietnamese Language

• IV/2.1.IV/2.1.W / H Questions (Interrogative Questions)W / H Questions (Interrogative Questions)

• This type of questions in the Vietnamese language This type of questions in the Vietnamese language contains an contains an interrogative wordinterrogative word equivalent to a W/H equivalent to a W/H word in English. The structure of the question is the word in English. The structure of the question is the same as the structure of a statement. The position of same as the structure of a statement. The position of an interrogative word in the sentence depends on the an interrogative word in the sentence depends on the position for a sentence function of the interrogative position for a sentence function of the interrogative word. word.

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• e.g.12. Ai (Who) nói tiếng Anh?e.g.12. Ai (Who) nói tiếng Anh?

• (Who speaks English?)(Who speaks English?)

• e.g.13. Anh hỏi ai (WHOM)?e.g.13. Anh hỏi ai (WHOM)?

• Who(m) do you want to see?Who(m) do you want to see?

• However, there are interrogative words which can However, there are interrogative words which can occur at the beginning or at the end of a sentence.occur at the beginning or at the end of a sentence.

• e.g.14. Bao giờ (When) anh ấy đi?( When will he e.g.14. Bao giờ (When) anh ấy đi?( When will he leave?)leave?)

• Anh ấy đi khi nào (When)? (When did he left?)Anh ấy đi khi nào (When)? (When did he left?)

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• We should note that a W/H word in English We should note that a W/H word in English can have more than one Vietnamese can have more than one Vietnamese equivalent, e.g. the word equivalent, e.g. the word WhyWhy can have the can have the following equivalents: following equivalents: Vì sao, tại sao, vì lí do Vì sao, tại sao, vì lí do gì.gì.

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• IV/2.2. IV/2.2. Alternative QuestionsAlternative Questions

• Pattern 9 : Pattern 9 : S+ có / đã..V không / chưa?S+ có / đã..V không / chưa?

• e.g.14. Em có nhớ anh không? (Do e.g.14. Em có nhớ anh không? (Do you miss me?)you miss me?)

• Pattern10 : Pattern10 : S+V+C + hay / hoặc C?S+V+C + hay / hoặc C?

• e.g.15. Anh dùng bia hay dùng rượu? e.g.15. Anh dùng bia hay dùng rượu? (Would you like beer or wine)(Would you like beer or wine)

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• IV/2.3.IV/2.3.Yes / No QuestionsYes / No Questions

• IV/2.3.1.IV/2.3.1.Tag questionsTag questions

• Pattern 11: Pattern 11: S+V+O…, phải khôngS+V+O…, phải không? (được ? (được không, có phải không, có được không, phải không, có phải không, có được không, phải không ạ, đúng không…),không ạ, đúng không…),

• e.g.15. Bác mệt, phải không ạ? (You are tired, e.g.15. Bác mệt, phải không ạ? (You are tired, aren’t you?)aren’t you?)

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• IV/2.3.2.IV/2.3.2.Questions with the Question FramesQuestions with the Question Frames• The question frames can be formed by pairs of The question frames can be formed by pairs of

words with different shades of meaning: words with different shades of meaning: có…có…không, đã…chưa, còn…không, không, đã…chưa, còn…không, sắp….chưasắp….chưa……

• Pattern 12 : Pattern 12 : Có X không? Đã X chưa?Có X không? Đã X chưa?• e.g.16. Anh e.g.16. Anh đãđã làm bài làm bài xongxong chưa? (Have you chưa? (Have you

finished your homework yet?)finished your homework yet?)

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• IV/2.3.3.IV/2.3.3.Questions with Modal ParticlesQuestions with Modal Particles• The modal particles can be: à, ư,chăng, nhé, hả, …The modal particles can be: à, ư,chăng, nhé, hả, …• Pattern 13: Pattern 13: S +V +Modal Particle?S +V +Modal Particle?• e.g.17. Anh lạnh à? (You are cold?)e.g.17. Anh lạnh à? (You are cold?)• àà is a modal particle. It is used with two purposes : 1- is a modal particle. It is used with two purposes : 1-

to help form the question and 2- to show the to help form the question and 2- to show the speaker’s attitudes to the listener or to utterance speaker’s attitudes to the listener or to utterance content ( content ( àà indicates surprise or care). indicates surprise or care).

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• IV/2.3.4.IV/2.3.4.Declarative Question (Question in Declarative Question (Question in the form of a declarative sentence)the form of a declarative sentence)

• A declarative question is a question in the A declarative question is a question in the form of a declarative sentence.form of a declarative sentence.

• e.g.18. Chú nói vậy mà nghe được?e.g.18. Chú nói vậy mà nghe được?

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Table 4 : Frequency Distribution of English and Table 4 : Frequency Distribution of English and Vietnamese QuestionsVietnamese Questions

English Questions Vietnamese Questions

Normal C. Classroom C. Normal C. Classroom C.

Tally % Tally % Tally % Tally %

1-W / H 160 40 162 68.6 351 56.6 81 65.3

2-Yes/ No 137 59.2 68 28.8 259 41.8 43 34.7

3-Alternative

3 0.8 6 2.6 10 1.6 0 0

1830 400 100 136 100 620 100 124 100

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• IV.3. Similarities and Differences between IV.3. Similarities and Differences between Vietnamese Questions and English QuestionsVietnamese Questions and English Questions

• As presented above, there are three types of questions As presented above, there are three types of questions in both languages depending on the types of in both languages depending on the types of expected responses these questions elicit. However, expected responses these questions elicit. However, there are many differences between questions in the there are many differences between questions in the Vietnamese language and questions in the English Vietnamese language and questions in the English language.language.

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• To form questions, the English language To form questions, the English language makes use of makes use of initial W / H wordsinitial W / H words, , operatorsoperators , , Subject and Verb inversion, Subject and Verb inversion, the conjunctionthe conjunction or, question tagor, question tag and different and different intonation intonation patternspatterns. The Vietnamese language makes . The Vietnamese language makes use of the use of the lexical meanslexical means to form questions. to form questions. Most of the questions in the Vietnamese Most of the questions in the Vietnamese language have the pattern: language have the pattern: Declarative Declarative sentence + (question word).sentence + (question word).

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• To sum up, there are three categories of question based on the expected response in both language. Although the question distribution is the same, the interrogative syntax, the sub-categories of yes / no questions, the interrogative lexical means and the interrogative intonation patterns are different.

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• IV.4. The Move Structures of Vietnamese IV.4. The Move Structures of Vietnamese and English Questionsand English Questions

• IV.4. 1. IV.4. 1. The frequency distribution of the move The frequency distribution of the move structures of Vietnamese questionsstructures of Vietnamese questions

• The following table summarizes the frequency The following table summarizes the frequency distribution of the move structures of distribution of the move structures of Vietnamese questions:Vietnamese questions:

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Table 5: The frequency distribution of the Table 5: The frequency distribution of the move structures of Vietnamese questionsmove structures of Vietnamese questions

Natural C. Classroom C.

Move Patterns Tally % Tally %

1 Head 391 63 38 30.6

2 Pre-head + Head 110 17.7 25 20.2

3 Select + Head 46 7.4 3 2.4

4 Signal + Head 20 3.2 10 8

5 Head + Select 17 2.7 16 12.9

6 Pre-head + Head + Post-head

8 1.3 0 0

7 Head+Post-head 8 1.3 0 0

8 Pre-head +Head + Select 2 0.3 12 9.7

9 Other 18 2.9 20 16.1

Total

744 620 100 124 100

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• As shown in table 5, more than 10 types of As shown in table 5, more than 10 types of move structures were used in Vietnamese move structures were used in Vietnamese question data in two contexts. The table question data in two contexts. The table shows that shows that HeadHead and and Pre-Head + HeadPre-Head + Head patterns rank the first and the second in the patterns rank the first and the second in the data. data.

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• However, the patterns However, the patterns Select + HeadSelect + Head, , Signal + Signal + HeadHead and and Head + SelectHead + Select rank the third, fourth rank the third, fourth and fifth according to the frequency of and fifth according to the frequency of occurrence in the natural communication data occurrence in the natural communication data whereas the patterns whereas the patterns Signal + HeadSignal + Head, , Head + Head + SelectSelect and and Pre-Head + Head + SelectPre-Head + Head + Select rank rank the third, the fourth and the fifth in the the third, the fourth and the fifth in the classroom data for Vietnamese questions. classroom data for Vietnamese questions.

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• IV.4. 2. IV.4. 2. The frequency distribution of the move The frequency distribution of the move structures of English questionsstructures of English questions

• The following table summarizes the frequency The following table summarizes the frequency distribution of the move structures of English distribution of the move structures of English questions:questions:

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Table 6: The frequency distribution of the Table 6: The frequency distribution of the move structures of English questionsmove structures of English questions

Natural C. Classroom C.

Move Patterns Tally % Tally %

1 Head 170 42.5 140 59.3

2 Pre-head + Head 78 19.5 40 16.9

3 Head+Select 50 12.5 9 6.6

4 Head + Post-head 25 6.3 20 14.7

5 Select+Head 21 5.3 2 1.4

6 Pre-head +Head + Post-head

15 3.7 0 0

7 Others 41 10.3 25 18.3

Total

636 400 100 236 100

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• Table 6 shows the frequency distribution of the move Table 6 shows the frequency distribution of the move structures of English questions in two contexts. The structures of English questions in two contexts. The figures indicate that figures indicate that HeadHead and and Pre-Head + HeadPre-Head + Head patterns still rank the first and the second in the data patterns still rank the first and the second in the data in both contexts. Whereas in natural communication, in both contexts. Whereas in natural communication, the patterns the patterns Head + SelectHead + Select, , Head + Post-HeadHead + Post-Head and and Select + HeadSelect + Head rank the third, the fourth and the fifth rank the third, the fourth and the fifth in the data, the patterns in the data, the patterns Head + Post-HeadHead + Post-Head and and Head Head + Select+ Select rank the third and the fourth in the English rank the third and the fourth in the English data for English classroom questions.data for English classroom questions.

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• IV.4. 3. IV.4. 3. Summing upSumming up

• The data from both tables (5 and 6) have shown that The data from both tables (5 and 6) have shown that HeadHead and and Pre-Head + HeadPre-Head + Head have the highest have the highest frequency of occurrence. This shows the preferred frequency of occurrence. This shows the preferred tendencies in question move structures in tendencies in question move structures in communication and education. The choice of a communication and education. The choice of a question move structure depends on such factors as question move structure depends on such factors as culture, contexts and communicative and teaching culture, contexts and communicative and teaching strategies in education and communication.strategies in education and communication.

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V-CONCLUSIONV-CONCLUSION

• V/1. SummaryV/1. Summary• This preliminary research studied the similarities and This preliminary research studied the similarities and

differences in the types and grammatical and move structures differences in the types and grammatical and move structures between Vietnamese and English direct questions in natural between Vietnamese and English direct questions in natural communication and classroom communication.communication and classroom communication.

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• In general, there are three main types of questions in In general, there are three main types of questions in both languages: both languages: W/H questions, Yes/No questions W/H questions, Yes/No questions and Alternative questions and Alternative questions based on expected based on expected responses. The data show that there are similarities responses. The data show that there are similarities and differences in frequency distribution of the and differences in frequency distribution of the question sub-categories and move structures of question sub-categories and move structures of English and Vietnamese questions in two different English and Vietnamese questions in two different contexts.contexts.

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• V/2. ImplicationsV/2. Implications• The research offers the following recommendations:The research offers the following recommendations:• 1-Learners of English and English learners of Vietnamese 1-Learners of English and English learners of Vietnamese

should know how to ask questions effectively in different should know how to ask questions effectively in different communicative contexts. They should know the differences communicative contexts. They should know the differences between Vietnamese and English questions and different between Vietnamese and English questions and different strategies for question asking.strategies for question asking.

• 2-Teachers of English should be well-trained in questioning 2-Teachers of English should be well-trained in questioning techniques. They should be well-prepared for the lessons. techniques. They should be well-prepared for the lessons. The questions for each lesson should be carefully designed The questions for each lesson should be carefully designed before teaching a lesson.before teaching a lesson.

• 3-There need to be training programmes and research in 3-There need to be training programmes and research in question techniques in education.question techniques in education.

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• V/3. LimitationsV/3. Limitations• This research was a preliminary and small-scale research. This research was a preliminary and small-scale research.

Therefore, shortcomings are inevitable. The data have Therefore, shortcomings are inevitable. The data have not been computed to show significant difference. The not been computed to show significant difference. The number of questions in the data is small.number of questions in the data is small.

• V/4. Further ResearchV/4. Further Research• There should be further research on conversational There should be further research on conversational

questions, educational question, student questions and questions, educational question, student questions and effective use of questions in education in Vietnam.effective use of questions in education in Vietnam.

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VI-REFERENCESVI-REFERENCES• English AuthorsEnglish Authors• Carlsen, W.S. (1991) Questioning in the classroom: a Carlsen, W.S. (1991) Questioning in the classroom: a

sociolinguistic perspective, sociolinguistic perspective, Review of Educational ResearchReview of Educational Research, , LXI / 2: 157-178.LXI / 2: 157-178.

• Chalker, S. and Edmun Weiner (1996) Chalker, S. and Edmun Weiner (1996) The Oxford Dictionary The Oxford Dictionary of English Grammarof English Grammar, Oxford University Press., Oxford University Press.

• Hasan, R. (1991) Questions as a Mode of Learning in Hasan, R. (1991) Questions as a Mode of Learning in Everyday Talk, Everyday Talk, Language Education: Interaction & Language Education: Interaction & DevelopmentDevelopment, University of Tasmania at Launceston., University of Tasmania at Launceston.

• Sinclair, J.McH and R.M. Coulthard (1975) Sinclair, J.McH and R.M. Coulthard (1975) Towards an Towards an Analysis of DiscourseAnalysis of Discourse, Oxford University Press., Oxford University Press.

• Stenstrom, A.B. (1984) Stenstrom, A.B. (1984) Questions and Responses in English Questions and Responses in English ConversationConversation, CWK Gleerup., CWK Gleerup.

• Wilen, W.W.(1987) Wilen, W.W.(1987) Questions, Questioning Techniques and Questions, Questioning Techniques and Effective TeachingEffective Teaching, National Education Association of the , National Education Association of the United States of American.United States of American.

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• Việtnamese AuthorsViệtnamese Authors• Lê Đông (1996) Lê Đông (1996) Ngữ nghĩa-ngữ dụng câu hỏi chính Ngữ nghĩa-ngữ dụng câu hỏi chính

danhdanh, Hanoi, Hanoi• Lê Thị Lương (1996) Lê Thị Lương (1996) Tiểu từ tình thái dứt câu dùng Tiểu từ tình thái dứt câu dùng

để hỏi với việc biểu thị các hành vi ngôn ngữ trong để hỏi với việc biểu thị các hành vi ngôn ngữ trong tiếng Việttiếng Việt, Hanoi, Hanoi

• Nguyễn Thị Thìn (1993) Nguyễn Thị Thìn (1993) Câu nghi vấn tiếng Việt, một Câu nghi vấn tiếng Việt, một số kiểu câu nghi vấn thường không dùng để hỏisố kiểu câu nghi vấn thường không dùng để hỏi, , HanoiHanoi