Đối chiếu hành vi yêu cầu trong tiếng Pháp và tiếng Việt qua ngữ liệu truyện ngắn: Góc nhìn ngữ dụng học liên văn hoá

Tóm tắt

In the context of teaching and learning French in Vietnam, understanding how requesting behavior is realized linguistically and pragmatically in French and Vietnamese is crucial for developing intercultural pragmatic competence in learners. This study compares the expression of requesting behavior in French and Vietnamese to clarify similarities and differences in strategies and mitigation methods, thereby drawing pedagogical implications for teaching French in Vietnam. The research aims to clarify three questions regarding strategy, frequency, and mitigation methods. The corpus consists of 120 requesting utterances extracted from 12 short stories in French and Vietnamese (60 utterances in each language). The method combines qualitative and quantitative approaches: utterances are coded according to the CCSARP framework with three strategy groups (direct, conventional indirect, and unconventional indirect) and supplemented with analysis of mitigation methods; the reliability of the coding is tested using Cohen's Kappa coefficient (κ = 0.87). It is suggested that teaching requesting behavior in French to Vietnamese speakers should be linked to specific communicative situations, paying attention to interpersonal relationships, the degree of imposition, and the risk of pragmatic transfer from their mother tongue.