At first glance, it is easy to notice a similar pattern of Manh introducing the word ‘sympathise’ in extract 1 where he initiates extensive long turn to explain the meaning of the word ‘criticise’ (line 148-158). After finishing his explanation, Manh turns to seek for the students’ confirmation by asking, “get what I mean?” in line 158. However the students’ confirmation is not convincing enough, which leads to Manh reinstating and initiating another adjacency pair in line 160. The second time of missing the students’ respond in line 161 causes a frustration that can be seen from his subsequent turn in line 162. In this turn 4 quick-fire questions initiated in the shortened forms in order to get the missing answers from the previous questions.
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Manh portraits himself as an attentive and responsive teacher, following Hoa’s every turn in order to quickly provide correction for Hoa’s mistakes (line 70, 71, 73 and 74). Meanwhile, Hoa portraits herself as a responsive student who promptly picks up the teacher’s correction to produce better sentences in her talk. It can be seen that this part of the extract is primarily transaction-oriented where the speakers’ professional identities (teacher and student) take centre stage. However in line 87, after Hoa mentions that she often lends other people books, particularly her close friends, there is a slight shift in the interaction. From line 87, the conversation departs from the main topic of ‘next day planning’ and shifts to the discussion of lending people stuffs. When knowing that it is not easy to borrow books from Hoa, Manh changes to the matter of borrowing money and checks whether it is also hard to borrow money from Hoa (line 90). Hoa then disagrees and shows that she is more flexible and considerate if the person is in need of the money (line 91). Taking advantage of Hoa’s answer, Manh creates another joke by saying “I am in need money all the time”. The pronoun ‘I’ refers and focuses on Manh’s agency and the adverb phrase of fluency ‘all the time’ allows Manh to perform the joke successfully. The humour here is created thanks to the imaginative identity that Manh is constructing, that he is poor and is in need of money, which can be related to self-denigration tactics. In Vietnamese context, it is very irregular for the teacher to tell the students’ his or her financial status, regardless of borrowing money from the students. By constructing this imaginative poor teacher identity, Manh successfully accentuates his desired constructed identities as a friendly and humorous
Manh portraits himself as an attentive and responsive teacher, following Hoa’s every turn in order to quickly provide correction for Hoa’s mistakes (line 70, 71, 73 and 74). Meanwhile, Hoa portraits herself as a responsive student who promptly picks up the teacher’s correction to produce better sentences in her talk. It can be seen that this part of the extract is primarily transaction-oriented where the speakers’ professional identities (teacher and student) take centre stage. However in line 87, after Hoa mentions that she often lends other people books, particularly her close friends, there is a slight shift in the interaction. From line 87, the conversation departs from the main topic of ‘next day planning’ and shifts to the discussion of lending people stuffs. When knowing that it is not easy to borrow books from Hoa, Manh changes to the matter of borrowing money and checks whether it is also hard to borrow money from Hoa (line 90). Hoa then disagrees and shows that she is more flexible and considerate if the person is in need of the money (line 91). Taking advantage of Hoa’s answer, Manh creates another joke by saying “I am in need money all the time”. The pronoun ‘I’ refers and focuses on Manh’s agency and the adverb phrase of fluency ‘all the time’ allows Manh to perform the joke successfully. The humour here is created thanks to the imaginative identity that Manh is constructing, that he is poor and is in need of money, which can be related to self-denigration tactics. In Vietnamese context, it is very irregular for the teacher to tell the students’ his or her financial status, regardless of borrowing money from the students. By constructing this imaginative poor teacher identity, Manh successfully accentuates his desired constructed identities as a friendly and humorous