I GUISTIC FEATURES OF TEACHERS’ FEEDBACKS TO STUDE TS’ A SWERS I LECTURES FROM TOEFL iBT
This thesis examined the syntactic, semantic and pragmatic features of teachers‟ feedbacks in lectures in English. This qualitative study was based on a descriptive framework of functional grammar, speech act, epistemic modality and politeness theory. The presentation of the qualitative inform...
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2025
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Trường Đại học Ngoại ngữ - Đại học Đà Nẵng |
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English |
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This thesis examined the syntactic, semantic and pragmatic features of
teachers‟ feedbacks in lectures in English. This qualitative study was based on a
descriptive framework of functional grammar, speech act, epistemic modality and
politeness theory. The presentation of the qualitative information of the kinds of
teachers‟ feedbacks used in lectures was shown by examples quoted from
transcripts of lectures chosen from TOEFL iBT listening sections. It was conducted
by analyzing the data taken from 400 extracts of TOEFL iBT recordings and a
questionnaire for students. The former was to discover features in terms of syntax,
epistemic modality and politeness principles used in teachers‟ feedbacks. The latter
was designed for the analysis of students‟ perception of teachers‟ feedbacks. It was
found in view of clause as exchange, clause as message, and speech act theory, that
most of the teachers‟ feedbacks occured in forms of truncated declarative sentence
as a Theme or Rheme with discourse functions as confirming the validity of the
students‟ answers, encouraging, complimenting the students, correcting and
modifying their answers. The study also found that most students expected teachers‟
instructive and encouraging feedbacks with the correction rather than just a
compliment. Based on the research findings, some implications for teachers‟
feedbacks in teaching and learning in English are suggested. Pedagogically, the
research result can be a useful document for educators, lecturers, teachers and
learners of English, in addition to those who are interested in teaching and learning,
especially in teachers‟ feedbacks in lectures in English |
| author2 |
Ngũ Thiện Hùng, Ph.D |
| author_facet |
Ngũ Thiện Hùng, Ph.D Nguyễn Thị Mỹ Liên |
| format |
Thesis |
| author |
Nguyễn Thị Mỹ Liên |
| spellingShingle |
Nguyễn Thị Mỹ Liên I GUISTIC FEATURES OF TEACHERS’ FEEDBACKS TO STUDE TS’ A SWERS I LECTURES FROM TOEFL iBT |
| author_sort |
Nguyễn Thị Mỹ Liên |
| title |
I GUISTIC FEATURES OF TEACHERS’ FEEDBACKS TO STUDE TS’ A SWERS I LECTURES FROM TOEFL iBT |
| title_short |
I GUISTIC FEATURES OF TEACHERS’ FEEDBACKS TO STUDE TS’ A SWERS I LECTURES FROM TOEFL iBT |
| title_full |
I GUISTIC FEATURES OF TEACHERS’ FEEDBACKS TO STUDE TS’ A SWERS I LECTURES FROM TOEFL iBT |
| title_fullStr |
I GUISTIC FEATURES OF TEACHERS’ FEEDBACKS TO STUDE TS’ A SWERS I LECTURES FROM TOEFL iBT |
| title_full_unstemmed |
I GUISTIC FEATURES OF TEACHERS’ FEEDBACKS TO STUDE TS’ A SWERS I LECTURES FROM TOEFL iBT |
| title_sort |
i guistic features of teachers’ feedbacks to stude ts’ a swers i lectures from toefl ibt |
| publisher |
Trường Đại học Ngoại ngữ, Đại học Đà Nẵng |
| publishDate |
2025 |
| url |
https://data.ufl.udn.vn/handle/UFL/1849 |
| _version_ |
1848489475822321664 |
| spelling |
oai:data.ufl.udn.vn:UFL-18492025-03-19T04:44:48Z I GUISTIC FEATURES OF TEACHERS’ FEEDBACKS TO STUDE TS’ A SWERS I LECTURES FROM TOEFL iBT LV ThS 431 Nguyễn Thị Mỹ Liên Ngũ Thiện Hùng, Ph.D This thesis examined the syntactic, semantic and pragmatic features of teachers‟ feedbacks in lectures in English. This qualitative study was based on a descriptive framework of functional grammar, speech act, epistemic modality and politeness theory. The presentation of the qualitative information of the kinds of teachers‟ feedbacks used in lectures was shown by examples quoted from transcripts of lectures chosen from TOEFL iBT listening sections. It was conducted by analyzing the data taken from 400 extracts of TOEFL iBT recordings and a questionnaire for students. The former was to discover features in terms of syntax, epistemic modality and politeness principles used in teachers‟ feedbacks. The latter was designed for the analysis of students‟ perception of teachers‟ feedbacks. It was found in view of clause as exchange, clause as message, and speech act theory, that most of the teachers‟ feedbacks occured in forms of truncated declarative sentence as a Theme or Rheme with discourse functions as confirming the validity of the students‟ answers, encouraging, complimenting the students, correcting and modifying their answers. The study also found that most students expected teachers‟ instructive and encouraging feedbacks with the correction rather than just a compliment. Based on the research findings, some implications for teachers‟ feedbacks in teaching and learning in English are suggested. Pedagogically, the research result can be a useful document for educators, lecturers, teachers and learners of English, in addition to those who are interested in teaching and learning, especially in teachers‟ feedbacks in lectures in English TABLE OF CONTENTS CHAPTER 1. INTRODUCTION.................................................................. 1 1.1. RATIONALE............................................................................................. 1 1.2. AIMS AND OBJECTIVES ....................................................................... 3 1.2.1. Aims ................................................................................................. 3 1.2.2. Objectives......................................................................................... 3 1.3. RESEARCH QUESTIONS........................................................................ 4 1.4. SCOPE OF THE STUDY.......................................................................... 4 1.5. SIGNIFICANCE OF THE STUDY........................................................... 4 1.6. ORGANIZATION OF THE STUDY........................................................ 5 CHAPTER 2. LITERATURE REVIEW AND THEORETICAL BACKGROUND ............................................................................................. 6 2.1. PRIOR RESEARCH.................................................................................. 6 2.2. THEORETICAL BACKGROUND........................................................... 8 2.2.1. Lecture Styles................................................................................... 8 2.2.2. Definition of Teachers‟ Feedbacks ................................................ 11 2.2.3 Teacher's Feedback and Functional Grammar................................ 12 2.2.4. Epistemic Modality and Attitudinal Meaning................................ 16 2.2.5. Speech Acts and Lecture Discourse............................................... 18 2.2.6. Teachers‟ Feedbacks and Politeness Theory ................................. 20 2.2.7. Teachers‟ Feedbacks and Ellipsis .................................................. 22 2.3. SUMMARY ............................................................................................. 22 CHAPTER 3. RESEARCH METHODOLOGY........................................ 23 3.1. RESEARCH METHOD........................................................................... 23 3.2. DATA COLLECTION............................................................................. 23 3.2.1. Sampling of Study.......................................................................... 23 3.2.2. Population of Study........................................................................ 24 3.2.3. Research Instruments..................................................................... 24 3.2.4. Research Procedures ...................................................................... 24 3.3. DATA ANALYSIS.................................................................................. 25 3.4. RELIABILITY AND VALIDITY........................................................... 25 3.5. SUMMARY ............................................................................................. 26 CHAPTER 4. FINDINGS AND DISCUSSION ......................................... 27 4.1. THE SYNTACTIC FEATURES OF TEACHERS‟ FEEDBACKS IN THE VIEW OF FUNCTIONAL GRAMMAR............................................... 27 4.1.1. Teacher‟s Feedback as the Clause of Exchange ............................ 27 4.1.2. Teacher's Feedback as Clause of Message..................................... 44 4.1.3. Summary ........................................................................................ 54 4.2. THE EPISTEMIC MEANING OF TEACHERS‟ FEEDBACKS........... 54 4.2.1. The Factive Meaning of Teacher's Feedbacks............................... 55 4.2.2. The Non-Factive Meaning of Teacher's Feedbacks....................... 60 4.2.3. Summary: ....................................................................................... 65 4.3. TEACHERS‟ FEEDBACKS AS HEDGES ............................................ 68 4.3.1. Teacher‟s Feedback with Hedges in Boosting the Illocutionary Force......................................................................................................... 69 4.3.2. Teacher's Feedback with Hedges in Mitigating the Illocutionary Force......................................................................................................... 75 4.3.3. Summary ........................................................................................ 84 4.4. STUDENTS‟ PERCEPTION AND EXPECTATION OF TEACHERS‟ FEEDBACKS.................................................................................................. 84 4.4.1. Students‟ Background .................................................................... 85 4.4.2. Student‟s Perception of Teacher‟s Feedbacks ............................... 85 4.4.3. Student‟s Expectation of Teacher‟s Feedbacks ............................. 87 4.5. SUMMARY ............................................................................................. 90 CHAPTER 5. CONCLUSIONS AND IMPLICATIONS.......................... 91 5.1. CONCLUSIONS...................................................................................... 91 5.2. IMPLICATIONS...................................................................................... 92 5.2.1. To the teachers ............................................................................... 92 5.2.2. To the learners................................................................................ 94 5.3. LIMITATION OF THE STUDY............................................................. 94 5.4. SUGGESTIONS FOR FURTHER RESEARCH .................................... 95 REFERENCES.............................................................................................. 96 QUYẾT Đ H GIAO ĐỀ TÀI UẬ VĂ THẠC SĨ (BẢ SAO) APPENDIX ................................................................................................. 101 2025-03-19T04:44:44Z 2025-03-19T04:44:44Z 2014 Thesis https://data.ufl.udn.vn/handle/UFL/1849 en application/pdf application/pdf Trường Đại học Ngoại ngữ, Đại học Đà Nẵng |