Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Analysis of authentic speeches (conversation analysis)
and electronic language corpora as methods of gathering
information within the framework of the lingua-pragmatic
approach
Sayyora AZIMOVA
Fergana State University
ARTICLE INFO
ABSTRACT
Article history:
Received January 2024
Received in revised form
10 January 2024
Accepted 25 February 2024
Available online
25 May 2024
The article analyzes the theory of language within the
framework of functional linguistics and the linguapragmatic
approach. This approach involves the creation of multiple
sources for collecting reliable information, focused on
developing lessons taking into account the specific
communicative situation, as well as different social contexts and
cultures. Among the methods of data collection, the analysis of
authentic speech (conversational analysis) and the use of
electronic language corpora stand out.
2181-3663
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss2-pp263-268
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
conversation analysis,
authentic,
language,
speech,
non-verbal,
authentic speech,
expressions of refusals.
Autentik nutq tahlili (conversation analysis) va elektron
til
korpusi
(electronic
corpora)
lingvopragmatik
yondashuvdagi usullar sifatida
ANNOTATSIYA
Kalit so‘zlar
:
suhbat tahlili,
autentistik,
til,
nutq,
noverbal,
autentik nutq,
rad etish nutqiy aktlari.
Ushbu maqolada til nazariyasi (funktsional tilshunoslik)
lingvo-
pragmatik yondashuv doirasida ko‘rib chiqiladi. Ushbu
yondashuv turli ijtimoiy kontekst va madaniyatlarni hisobga
olgan holda muayyan kommunikativ vaziyat nuqtai nazaridan
darslarni tashkil etishga qaratilgan haqiqiy ma’lumot to‘plash
uchun bir nechta manbalarni yaratishni o‘z ichiga oladi.
Bunday manbalar orasida haqiqiy nutq tahlili (suhbat tahlili) va
elektron til korpusini qayd etish mumkin.
1
PhD, Senior teacher, Fergana State University. E-mail: macmillan1926@mail.ru
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
264
Анализ аутентических речей (conversation analysis) и
электронный языковой корпус (electronic corpora) как
методы в рамках лингвопрагматического подхода
АННОТАЦИЯ
Ключевые слова:
анализ речи,
аутентичность,
язык,
речь,
невербальная,
аутентичная речь,
выражения отказов.
В статье анализируется теория языка в рамках
функциональной лингвистики и лингвопрагматического
подхода. Этот подход включает создание нескольких
источников
для
сбора
достоверной
информации,
ориентированных на разработку уроков с учётом
конкретной
коммуникативной
ситуации,
а
также
различных социальных контекстов и культур. Среди
методов сбора данных выделяются анализ аутентичной
речи (разговорный анализ) и использование электронных
языковых корпусов.
INTRODUCTION
Analysis of authentic speech involves the interpretation of verbal and non-verbal
communicative interactions between people during their communication. Within this
analysis, it is assumed that authentic speech (rather than constructed for educational
purposes) of people includes social, cultural, ideological, and historical features. It is on
these features that authentic speech is built. Therefore, by analyzing this speech, one
studies not only how this speech is organized in terms of grammar and/or syntax but
also culture, social norms, history, etc.
LITERATURE REVIEW
Recent research in the field of linguo-pragmatics indicates the necessity of using such
authentic speeches, as pragmatic meaning is formed in the process of communicative
interaction and how the speaker and the listener attempt to interpret the meanings of
various speech acts. That is, during communicative interaction, the speaker and the listener
attempt to interpret speech acts from the perspective of social circumstances, and such
attempts are important for understanding pragmatic meaning. For example, the listener, in
responding to the speaker's speech (perlocutionary effect), communicates to their partner
how they understood the speaker's utterance (illocutionary act). In turn, the speaker, based
on the listener's response, confirms or adjusts the meaning that they initially intended to
convey through the illocutionary act to the listener. Therefore, the meaning of speech acts is
formed intersubjectively [1;280-314].
In recent years, within the framework of the linguo-pragmatic approach, authentic
communicative materials regarding telephone conversations (how telephone speech
begins) have been investigated in German and Persian languages. While Iranians
typically start their phone conversations with discussions about health and family,
Germans usually keep the introductory part of their telephone speech shorter, and they
avoid discussing health and family matters [2;1832]. This cultural difference is also
evident in the expressions of refusals.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
265
DISCUSSION
Incorporating authentic speech analysis into language education is crucial for
developing communicative competence. Methods include comparative analysis of speech
acts, translation exercises, analysis of authentic materials like movie transcripts, and
role-playing games. Utilizing language corpora provides valuable insights into natural
language usage, guiding language teaching methods towards authenticity.
Our analysis of authentic refusals in Russian, English, and Uzbek languages has also
shown differences in the culture of these countries. And this cultural difference is
reflected in the speech of both the speaker and the listener. For example, let's consider
the following scene of refusal to an invitation from a professor by a student in the USA.
An authentic scene of refusal is taken from YouTube [3].
1.
English:
Professor Brady asks student Kelly if she can attend his training
Brady:
… before I forget there is a workshop this Friday and … I would like you to
attend because hmmm I think you can get some new stuff … and it would be useful, aaaaa it
is, it is 2:30 afternoon …
Kelly:
… 2:30? …. Yeah, it can be useful, but I can’t do this Friday, do you have other
days?
Brady:
… hmmm …. let me check
Kelly:
Ok.
Let's compare this communicative situation, which typically occurs in the USA,
with similar situations in Russia and Uzbekistan. Since we couldn't find such a
communicative situation in movies, we will attempt to recreate this authentic situation
based on intuition and self-analysis [5;38]. For this purpose, we enlisted Russian and
Uzbek language teachers, as well as one student each from Fergana State University,
to reproduce the desired communicative situation.
2.
Russian:
The professor invites his student to attend his seminar, which will take place
tomorrow. However, the student has a family event planned for tomorrow. In this
connection, the student declines the invitation while still maintaining face in front of the
professor.
Professor:
Здравствуйте, как дела, как учеба?
Student:
Здравствуйте, Иван Петрович! Спасибо, все хорошо.
Professor:
Кстати, завтра я организую семинар и желаю, чтобы вы также
приняли участие. Это будет полезно для вас.
Student:
Благодарю Вас за крайне интересное предложение и за
предоставленную возможность принять участие в семинаре. К сожалению, в этот
день в нашей семье запланировано торжественное мероприятие. Но я бы с
удовольствием Вам помогла в его организации, если имеется в этом
необходимость.
Professor:
Хорошо, спасибо
.
3.
Uzbek:
The same communicative situation between a professor
–
Uzbek and a student
–
Uzbek.
Student:
Ассалому алайкум, домлажон. Яхшимисиз? Ишлариз яхшими?
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
266
Professor:
Ваалайкум ассалом. Яхшиман, Аллохга шукр. Ишлариз, соғликлариз
яхшими?
Student:
Яхши, раҳмат.
Professor:
Эртага соат 11.00 да мен семинар ташкил этаётган эдим. Ушбу
семинарда иштирок этиш учун халқаро ташкилотлардан мутахассислар таклиф
этилган. Сизни ҳам ушбу семинарда иштирок этиш учун таклиф қиламан.
Student:
Жуда яҳши бўлибди. Семинар қизиқарли ўтса керак. Жуда хам
иштирок этишни хохлагандим. Минг бор узр. Лекин эртага уйимизда оилавий
тадбиримиз бор эди. Шунинг учун бораолмасам керак, узр. Агар тадбиримиз
вақтлироқ тугаса, етиб боришга харакат қиламан.
Professor:
Жуда яхши. Келишдик. Албатта келишга харакат килинг, сизни
кутаман.
Student:
Худо хохласа, куришамиз. Ишларизга омад. Хайр, омон булинг.
Домла:
Хайр, эртагача.
Comparative analysis of three speech acts in English, Russian, and Uzbek languages
reveals cultural differences that are reflected in language. For example, while the English
speech act of refusal has a direct tone of refusal: for instance, "Yeah, it can be useful, but I
can’t do this Friday"; Russian and Uzbek speech acts have a softer tone. This softer tone is
achieved through the use of such phrases and communicative strategies as
«К
сожалению…»
and
«я бы с удовольствием Вам помогла в его организации, если
имеется в этом необходимость»
in Russian. In Uzbek, this soft tone is also achieved
through
“Жуда
яҳши
бўлибди
.
Семинар қизиқарли ўтса керак. Жуда хам иштирок
этишни хохлагандим. Минг бор узр. .... Агар
тадбиримиз
вақтлироқ
тугаса
,
етиб
боришга
харакат
қиламан”
.
No foreign language textbook takes into account such cultural linguistic differences,
which are important in terms of achieving the desired result (to refuse, but not to lose face)
in the process of communicative interaction. The question arises: how can this analysis of
authentic speeches be integrated into the educational process within the framework of the
linguo-pragmatic approach? Based on the above analysis, the following points, which
should be integrated into the educational process, can be highlighted.
1.
Comparative analysis of the concept of "refusal" (what refusal means) in English,
Russian, and Uzbek languages;
2.
Comparative analysis of different situations in which refusals occur;
3.
Translation exercises from English to Russian/Uzbek and vice versa to analyze
how translated materials correspond to the style and social and behavioral norms of the
language from which the translation was made;
4.
Analysis of transcripts of authentic movies and other authentic materials on
speech acts (e.g., expressions of refusals, requests, apologies, etc.);
5.
Organization of role-playing games to practice grammar, syntax, semantics, and
stylistics of a foreign language. It should be noted that these linguistic categories
(linguistic competence) are derived from authentic materials, not language textbooks.
This is a distinctive feature of modern pedagogy theory within which the linguo-
pragmatic approach has been developed;
6.
Peer evaluation by students of each other's grammatical, syntactic, semantic,
and stylistic categories used by the students during their role-playing game
demonstrations.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
267
The language corpus is an important resource in language study in terms of how
and how often a given language is used in authentic situations. In the second chapter, we
examined examples of expressions used in both spoken and written language regarding
refusals. We noted that English language textbooks document the expressions used in
refusals. For example, traditional theories of foreign language learning point to speech
acts of refusal such as "No way," "Absolutely not," and "No Chance." Moreover, the
instructions indicate that all these refusal expressions
–
"No way," "Absolutely not," and
"No Chance"
–
are considered identical in tone (sharp tone).
Therefore, traditional theories of foreign language learning do not anticipate how
refusal expressions
–
"No way," "Absolutely not," and "No Chance"
–
may differ in their
use in authentic situations. That is, in the United States, people often use "No way,"
"Absolutely not," or "No Chance." Which one is more practiced and sounds natural? Our
analysis, conducted using the Corpus of Contemporary American English [4], yielded the
following results:
Phrase associated with expressing
categorical refusal
Usage frequency in American society
(number)
No way
45151
Absolutely not
5610
No Chance
4369
As can be seen from the conducted analysis, the most common phrase is "No way,"
followed by "Absolutely not" and "No Chance." This means that "No way" sounds more
natural, and if we wish to teach the language from the perspective of its communicative
logic, it is necessary to adhere to the principle of authenticity of a particular word or
phrase. In this regard, the corpus serves as an important methodology for organizing
classes within the framework of language theory in its modern context.
We discussed methods of collecting authentic data and ways of evaluating speech
acts within the framework of language theory in the modern linguistic context. We noted
that the analysis of authentic speech within the framework of language theory in the
modern linguistic context involves the interpretation of verbal and non-verbal
communicative interactions of people during their communication. This analysis entails
considering the social, cultural, ideological, and historical aspects of language. By
analyzing speech within these parameters, one studies not only how this speech is
organized in terms of grammar and/or syntax but also the culture, social norms, and
history.
Our comparative analysis of speech acts in English, Russian, and Uzbek languages
showed that there are cultural differences in speech acts of refusals. For example, while
the English speech act of refusal has a direct tone, such as "Yeah, it can be useful, but I
can’t do this Friday," Russian and Uzbek speech acts have a softer tone. This softer tone is
achieved through the use of such phrases and communicative strategies as "
К
сожалению, …" and "я
бы
с
удовольствием
Вам
помогла
в
его
организации
,
если
имеется
в
этом
необходимость
" in Russian, and "
Жуда
яхши
бўлибди
.
Семинар
қизиқарли ўтса керак. Жуда ҳам иштирок этишни хохлагандим. Минг бор узр. ....
Агар тадбиримиз вақтлироқ тугаса етиб боришга ҳаракат қиламан." in Uzbek.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
268
CONCLUSION
Authentic speech analysis within the linguo-pragmatic approach enhances
language education by considering cultural, social, and historical aspects of language use.
Cultural differences in speech acts, such as refusals, emphasize the importance of using
authentic materials for effective language teaching. Incorporating methods like
comparative analysis and utilizing language corpora enriches language education by
promoting authentic communication skills.
It was emphasized that authentic materials are necessary for organizing foreign
language classes. One of the sources for collecting such materials is a language corpus.
We analyzed such corpus sources as the Corpus of Contemporary American English and
the British National Corpus or the National Corpus of the Russian Language. These
sources of materials on speech acts are effective for understanding how certain
expressions within speech acts are used frequently (naturalness of speech). Other
sources of information collection include gathering empirical data through observation
and interviews regarding how certain speech acts are performed in a particular linguistic
community, such as expressions of refusals among colleagues or refusing someone of
higher status.
REFERENCES:
1.
Kasper G. Speech acts in interaction: Towards discursive pragmatics.
In: K. Bardovi-
Harlig, J. C. Félix
-Brasdefer and A. S. Omar (Eds). Pragmatics and language
learning (Vol. 11).
–
Honolulu: University of Hawai’i at Manoa, 2006. –
280-314 pp.
2.
Taleghani-Nikazm C. A conversation-analytic study of telephone conversation
opening between native and nonnative speakers. Journal of Pragmatics 34(12), 2002.
–
1807-1832.
3.
Invitation Refusal Videos, 2020. https://www.youtube.com/watch?v=6yJGVjlj27g.
4.
Corpus of Contemporary American English. https://www.english-corpora.org/coca/.
5.
Ishihara N. & Cohen A. Teaching and Learning Pragmatics: Where Language and
Culture Meet.
–
London: Pearson, 2010.
–
38 pp.
