Cross cultural communication strategies draft and final edit (Autosaved)

See Transcription p 117 From the excerpt 16 also illustrated about confirmation check was used at turn 78, to show the interaction with the interlocutor or the understanding of the partner , confirmation check also reveal that you are understanding what is being talked, so the foreign tourist repeated the phrase from his partner “Many jobs right?” Excerpt 17 Illustration of backchannel cues, pausing and language switching Turn Speaker Transcribed interacting exchange 1 T: yeah 2 G some body knows this or , this is a er uh (…) rattan pausing 3 T: hmn Israeli language switching 4 G rattan tree and then the leaves, the leaves they make the roof you know the roof? Comprehension check 5 T: uh her Backchannel cues 6 G the roof for the houses? The bamboo houses er uh I explain for you in the Khmu village from this one See Transcription 3 p 102-103 The excerpt 17 showed the strategy of pausing, the tour guide need more time to think about the answer as in turn 2 he use uh and then pause for a little bit long then his partner interrupt him by hmn and Israeli his pausing made his partner spoke Israeli, the partner use first language called language switching, they still use backchannel cues to indicated that they were participating. Excerpt 18 Illustration of Language switching Turn Speaker Transcribed interacting exchange 51

18 T No we didn’t see this before 19 T: in Israeli we call this bisly language switching 20 T1: bisly 21 G: bisly tree ha haha See Transcription 5 p 103-104 In excerpt 18 at turn 19 the foreign used language switching to call the name of the tree in Israeli “in Israeli we call this bisly” language switching is a use first language while second language is being used. Excerpt 19 Illustration of extending (transcript 1) Turn Speaker Transcribed interacting exchange 124. G: not many only forty five families and fifty houses in the village (..) all the village they have one hundred ninety five people 125. T: how many people live in one family? extending 126. G: some family they only four or five 127. T: but it’s not like big family See Transcription 1 p 124 As shown in the excerpt 19. the tour guide explain about the village families and houses, however the foreign tourist extending the conversation by asking the question “ how many people live in one family” the interaction make by asking question to make the conversation keep on and longer is called extending The Detail of speech act used by Lao tour guides in tourism situation This episode will point out how speech act are used by the tour guide in tourism situation, there are four categories of speech act taxonomy found in the study, those ones are going to be illustrated in each categories in some turns retrieved from the observation and transcriptions, however the illustration will select a few significant turns 52

Excerpt 20 illustrating of locutionary act Turn Speaker Transcribed interacting speech act 74. G: this ser village is Khmu village , 75. T: hmn 76. G; there are 51 family and 234 people 77. T: are they the same tribe 78. G : yeah all of them are Khmu, they believe in spirit 79. T: Do they have any special 80. G: yes, they celebrate the new year, they killed pig they raise and drink alcohol jar 81. T: when do they celebrate the new year 82. G: this is rice house, 83. T: ok the rice in side 84. G; you see when you go to Khmu village they build the rice hose outside the village you know why? See Transcription 4 p 110 As illustrated in excerpt 21 at turn 74, 78, 82 and turn 84 are locutionary act performed by tour guides. The utterance used in the excerpt were two types of sentences simple present sentence and question, the tour guide require the foreign tourists understand the information easily, so he conveyed the information explicitly and directly as (Austin 1962 cited in Peter Grundy 2000 p 50-51) called the aspect of the meaning non ambiguous and references as locutionary act by illustrated ‘we passed a man standing by the roadside with his arm spread wide. The driver explained that the man we had seen was selling the fish’ from its literal meaning we only understand he was standing with his arm spread to stop the car, (Jerrold Sadock in cited James Whelpton. M 2011) called locutionary acts “acts that were performed in order to communicate” (Austin 1962 unpage) called we conveyed information, we talked inanely, we questioned, etc. as mentioned at turn 74, 78, 82 and turn 84 “this ser village is Khmu village , yeah all of them are Khmu, they believe in spirit this is rice house, you see when you go to Khmu village they build the rice hose outside the village you know why?” 53

Excerpt 21 illustrating of locutionary act Turn Speaker Transcribed interacting speech act 10. G: oh they Lentan ,they can make much money they have many rubber tree garden , they have water fall they have rice field 11. T: good 12. G; yeah , this minority they can make traditional suit, they make by themselves and can dive by themselves, then you can see they also can make paper by themselves 13. T: how do they make the suit , do they weave ? 14. G: er ……..er yeah they weave by themselves foreign people like to buy from them for Lao people together is expensive See Transcription 7 p 115-116 Excerpt 22 illustrate about Lenten at turn 10, 12 and 14 was the way tour guide give his utterance to convey simply meaning and refer to something, it was easy to understand at turn 10 “oh they Lentan ,they can make much money they have many rubber tree garden , they have water fall they have rice field” turn 12 “ yeah , this minority they can make traditional suit, they make by themselves and can dive by themselves, then you can see they also can make paper by themselves” and turn 14 “ er ……..er yeah they weave by themselves foreign people like to buy from them for Lao people together is expensive”. Excerpt 22 illustrating of illocutionary act Turn Speaker Transcribed interacting speech act 15. G: oh they Lentan ,they can make much money they have many rubber tree garden , they have water fall they have rice field 16. T: good 17. G; yeah , this minority they can make traditional suit, they make by themselves and can dive by themselves, then you can see they also 54

can make paper by themselves 18. T: how do they make the suit , do they weave ? 19. G: er ……..er yeah they weave by themselves foreign people like to buy from them for Lao people together is expensive See Transcription 4 p 108 At turn 38 and 40 from the excerpt 23 showed that the tour guide was demonstrating how to get the medicine from forest plant he provided some sequencing word to be understandable to his audiences, his utterances in the turn conveyed illocutionary act. According to (Searle 1999) said that there were five different types of illocutionary points this illocutionary act is directives is to try to get the hearer to behave in such a way as to make his behavior match the propositional content of the directive. We still don’t know the listener (tourists) will obey his instruction to get the medicine or not. But the instruction has its aim to be followed up by the listener so this calls illocutionary act. Excerpt 23 illustrating of performative act Turn Speaker Transcribed interacting speech act 191. G: from here to the village four hour 192. Ts: four hours? Can you shorter? 193. T: how do you want to do with the food, do you the food together and throw in the garbage 194. G: here this one yeah we throw, we take only plastic bag and then everything throw See Transcription 2 p 101 The excerpt illustrated about performative act , the performative act convey explicit information, the speaker performs the action that he/she says, at turn 193 tour guide said that here this one yeah we threw, we took only plastic bag and then everything 55

threw, at the same time the speaker was preparing that he was going to threw, the explicit meaning of utterance ( throw) the perform by him/herself. Excerpt 24 illustrating of indirect speech act Turn Speaker Transcribed interacting speech act 8. T : Thakhek 9. G: Takhek and then? 10. T: Vangvieng 11. G: Vangvieng and then Luangprabang 12. T : Luangprabang See Transcription 1 p 86 The excerpt 22 at turn 9 and 11 the utterance conveyed the meaning were very simply, the use of then and then Luangprbang, in fact the meaning and the form of the utterance in this, there is another form then meant after that where else did you go? then Luangprabang, after that did you go to Lungprabang? or where else did you go? When look at the use of its then reference to the action after previous utterance, but it has indirect meaning. The Detail of speech act used by foreign tourist in tourism situation This point will illustrate how speech act are used by the foreign tourists in tourism situation: Excerpt 25 illustrating of locutionary act Turn Speaker Transcribed interacting speech act 107. T4: how long do they have to study a day or only in the morning? 108. G: No, they study in the whole day 109. T: for how do they have to study in primary school? 110. G; Primary school? five years, but two years for kindergarten, five years in the village 111.T: Do they have to go to school after primary school? See Transcription 1 p 91 56

As illustrated in turn 107, 109, 111, 24 and 26 in excerpt 26 are questions locutionary act performed by foreign tourists, the tourists ask only questions base on Austin(1962) when we ask somebody questions the called the locutionary act at turn 112“how long do they have to study a day or only in the morning?” and turn 111“Dothey have to go to school after primary school?” Excerpt 26 illustrating of illocutionary act (transcript 3) Turn Speaker Transcribed interacting speech act 40. T: ok You know yesta it just yesta 41. G: yesta yeah 42. T: it’s yesta it in south of America after the meal 43. G: yeah 44. T: uh after the lunch they take a break and they sleep a little bit 45. G: yeah 46. T: so that they can recovery 47. G: yeah 48. T: and just start to be full of energy 49. G: yeah 50. T: and it’s called Yesta See Transcription 3 p 104-105 The excerpt 27 revealed about illocutionary act of foreign tourists a set of description about something , Searle 1999) said that there were five different types of illocutionary points assertive fore is when people describe something like at turn 42 “it’s yesta it in south of America after the meal” turn 44 “uh after the lunch they take a break and they sleep a little bit” turn 46 “so that they can recovery” and turn 50 “so that they can recovery” are illocutionary act . Excerpt 27 illustrating of performative act Turn Speaker Transcribed interacting speech act 32. T: we were very surprising last night to when to have some drink for example you have marihuana regular alcohol you Low lao and every kind the price is not the same right 33. G: yes 57

34. T: so we took Lao alcohol 35. G: Lao alcohol is very cheap See Transcription 3 p 104 The excerpt 28 at turn 32 and 34 “we were very surprising last night to when to have some drink for example you have marihuana regular alcohol you Low lao and every kind the price is not the same right” and turn 34 “so we took Lao alcohol” foreign tourist use performative verb drink and took which the speaker perform by him/herself is called performative act. Excerpt 28 illustrating of indirect speech act Turn Speaker Transcribed interacting speech act 31. T; ok, this is Lentan traditional house? 32. G: yes 33. T: Could you ask them whether we can have a look inside or not See Transcription 5 p 112 In the excerpt 29 ask tour guide to ask house owner whether they would permit them to enter the house or not, the speaker tell another one to do something for him/her by words as at turn 33 “Could you ask them whether we can have a look inside or not” it is indirect speech act. The Detail of the interviewing tour guides and foreign tourists According to 6 interview questions were asked tour guides and foreign tourists incidentally, because of the limitation of time and the exhausted from trekking and walking around the villages, the question were not asked continuously, the interviewees were 9 tour guides and 9 representative of foreign tourists. The answer were gather in cluster in order to count the frequency and estimate in percentage, the following table showed the answer of tour guides and foreign tourists in details . 58

Table 6 interviewees’ responses Tour guide No Question Frequency 1 4. Where did you study - 5 tour guides studied English? from English special - 4 tour guides didn’t a English class 2 5. How long have you been - 5 tour guides worked being tour guides/ travelling? year - 5 years - 3 tour guides worked years -10 years - 1 tour guide worked m 10 years 3 6. How did you see tour guides - 9 tour guides said fo /foreign tourists in general tourists like to see vil trekking and kayakin

es(N=9) Percenta Foreign tourists(N=9) Percentag ge Frequency e d English Course 55.55 - 2 English native speakers 22.22 attended - 7 people studied English since 77.77 primary school 44.44 d from 1 55.55 - 7 foreign tourists travelled from 77.77 1 months – 5 months d from 33.33 - 1 foreign tourists travelled 6 11.11 months – 1 year more than 11.11 - 1 foreign tourists travel more 11.11 than 1 year oreign 100 - 6 foreign tourist said tour 66.66 llage , go ng guides are generous, sincere and helpful 33.33 - 3 foreign tourists said tour 59

4 7. What did you do when your - 6 tour guides spoke s partner don’t understand repeated, explained, c you? sentences - 3 use body language (miming) 5 8. Did you have any difficulties - 4 tour guides faced fo to communicate with tour tourists’ accent are di guides/foreign tourists?

slowly, 66.66 guides are poor English changed 33.33 pronunciation - 9 foreign tourists spoke slowly, 100 for help changed the words and miming oreign 44.44 - There is no difficulty ifficult 60

Tour guides As the data showed in the table 5 tour guides and foreign tourists have the experience themselves in working and travelling, they have worked and travelling for months and years. In this episode explain the thing could be caused tour guides and foreign tourists to use communication strategies. After trekking, minority village visiting the answers were clustered ans defined in detail. (Question 2 did they attend English class or not). 5 tour guides went to English class 55.55% but 4 of them didn’t attend English class 44.44%. (question 3 how long have you been being tour guides) 5 tour guides worked from 1 year 10 five years 55.55%, three tour guides worked 6 years to ten years, however the other one tour guide has worked more than 10 years (question 4 how do you see foreign tourist in general). 9 tour guides said that foreign tourists wanted to see minorities villages, went trekking and kayaking. (question 5 what would you do when your partner don’t understand you) 6 tour guides revealed the same view they said that they could repeat the sentences again slowly 66.66%, 3 of them use body language for helping the others 33.33%. (question 6 Do you have any difficulties to interact with foreign tourists?) 4 of tour guides said no difficulties because they only explained for foreign tourists about villages and trekking they knew about the information, the other 5 people have no ideas some difficulties sometimes don’t understand the sentence for example Israeli. Foreign tourist Foreign tourists (question 2 did they attend English class or not). 7 foreign tourists went to English class since primary school 77.77 % the other two foreign tourists are English native speakers 22.22%. (question 3 how long have you been travelling ) 7 foreign tourists have travelled from 1-5 months 77.77% , 1 foreign tourist has travelled more than 6 months and another 1 has travelled more than 1 years. (question 4 how do you see tour guides in general) 6 foreign tourists said tour guide were generous, sincere and helpful, the others three said that they were poor pronunciation, it difficult to understand them. (question 5 what would you do when your partner don’t understand you?) 9 foreign tourists revealed the same view they said that they could repeat the sentences slowly and again and again, changed the words and miming (question 6 Do you have any difficulties to interact with foreign tourists?) there was no difficulty said the foreign tourists. 61

Summary of Cross-Cultural Communication Strategies and speech act were used This chapter has presented the data and the result of analysis of cross-cultural communication strategies between tour guides and foreign tourists and perspective from both groups toward each other on cross-cultural communication and speech act 9 transcription in 4 trekking routs and 5 villages were showed and analyzed. Five main cross-cultural communication strategies and 4 speech act were used by both tour guides and foreign tourists. 62

Chapter V Summary, discussion and recommendation The study investigated cross-cultural communication strategies and speech act used by tour guides and tourists in tourism situations, this chapter will talk about summary of the finding, discussion and recommendation for further study. 5.1. Summary The study found various cross-cultural communication strategies and speech act used by the tour guides and foreign tourists. There were five main cross-cultural communication strategies revealed were identified in fifteen sub-strategies of communication; topic avoidance, message avoidance, pausing, eliciting, miming, circumlocution, backchannel cues, confirmation check, foreign zing, self-repair, language switching, comprehension check, approximation, clarification request and extending strategies the total of finding 112 times used by tour guides and 80 by foreign tourists. The speech act was found locutioany act, illocutionary act, performative act and indirect speech act used by both tour guides and foreign tourists the total finding 129 used by tour guides and 89 by foreign tourists. The major finding cross-cultural communication strategies used by tour guides was pausing strategies 35.71% considered highest strategies and the second one was language switching strategies 10.71%, and the third one was miming strategies 8,92%, however, the most significant of communication strategies used by foreign tourists was confirmation check with highest frequency 43.75% followed by clarification request 18.75 % and pausing 12,50%. The highest frequency felt on locutionary act estimated 47.28% , illocutionary act times 34.10%, seemingly foreign tourists preferred to used locutionary act most esmimated 68.53 % , the other was also illocutionary act with frequency 16 estimated 17.97%. In addition, tour guides and foreign tourists’ views toward each other after trekking and seeing the villages, they were able to use communication strategies to help their partner understand the context of the conversation, but some problem found inner of tour guides were poor pronunciations and lack of English vocabulary. 63

5.2. Discussion Basically tour guides and foreign tourists were not too different to use communication strategies accordingly the data retrieved from observation five main strategies of cross-cultural communication strategies were separately 14 sub-strategies used by tour guides and eight sub-strategies used by foreign tourists fewer than tour guides in contrast. The most communication strategies used by tour guides was pausing strategies 35.71%, considered highest strategies and the second one was language switching strategies 10.71%, and the third one was miming strategies 8,92%, whereas the most communication strategies used by foreign tourists was confirmation check with highest frequency 43.75% followed by clarification request 18.75 % and pausing 12,50%. From real observation and the interview both tour guides and foreign tourists, the tour guides used too many pauses could be identified that first some of them were lack of English proficiency. Second the pause fillers was “ ER” I found that when Lao people have conversation in Lao they never use “ER” therefore the pause filler of English influence because of many English speakers both native speaker and nonnative speakers use it “ER”. Sometime even the pausing strategy used, but they still ignored what to say then language switching was used, these two strategies were used much more by tour guides who didn’t attend English class. However mining were used most tour guides because when they gave instruction about how to do something they mimed for instance how to get medicine from wild plants. As mentioned both groups had performed communication strategies in close to each other in total, however when we zoomed the most popular communication strategies used by both were different, the most popular communication strategy used by foreign tourists was confirmation check with highest frequency 43.75% followed by clarification request 18.75 % and pausing 12,50%. Because of the lack of English proficiency of tour guides were poor pronunciation caused foreign tourists used more confirmation check a repetition of the partner’s statement in order to check understanding, they didn’t understand what tour guides said. On the other hand foreign tourist also used many pauses in this case they were lack of English vocabulary it seemed like habitual speaking the pause filler was uh….hmn. 64

The more communication strategies used were identified as low English proficiency “lower language abilities employed more communication strategies” Yoshida- Morise1998, Purpura 1999, Fulcher 2003 & Wannarak 2003 cited in Chuanchaisit and Prapphal (2009:103), some tour guides didn’t attend the English class, therefore we found the use too many pauses indicated they have problem with second language then need times to think “time-gaining strategies, consisting of gambits or fillers, to keep the communication channel open and maintain discourse in times of difficulty” Corder (1983), Dörnyei and Cohen (2002), and Nakatani (2005, 2006) cited in Chuanchaisit and Prapphal ( 2009:103 ). “it is clear to see that nonnative speakers of English employ many different communication strategies in their talk” David (2011:66). the pausing fiiler used most for by tour guides were “ ER….and Say the same at least two times”. The tour guides seem to be communication initiator and likely to perform more communication strategies than foreign tourist. The second preference of communication strategy used by tour guides was language switching strategies estimated 10.71 % “a use of a word or phrase from the first language” Chunlan (2008:18) or “code-switching: using a first word with first pronunciation or a third language word with third language pronunciation while speaking in second language, Tarone cited in Bialystok, (1990: 39) cited in Oweis, T. (2013:254) sometimes language switching the speaker didn’t the word in second language. As mentioned tour guides initiated the conversation foreign tourists as audiences partner, the tour guides explained about villages and foreign tourists only listen and interact by confirmation check strategies whether the utterance they . heard were correct or not by repeating the word or phrases “help-seeking strategies such as asking for repetition, confirmation” Chuanchaisit, & Prapphal (2009:102) Schegloff, Jefferson and Sacks (1977, p. 361) cited in David (2011: 5) “understanding of a speaker’s utterance and it is a characteristic of both native and nonnative speakers”. the expression such as “Right? Okay? Do you understand?” to check a partner’s understanding Chunlan (2008:18) said repetition of the partner’s statement was to check understanding. The other communication strategies used by foreign tourists clarification request18.75 %, the question asked for repeating or explaining something again “What do you mean? Again, please, Pardon? You’re leaving this Saturday?” Chunlan (2008:18) “clarification requests are requests for clarification of anything in preceding utterances” David (2011:5). 65

Both tour guides and foreign tourists used locutionary act most, the goals of communication both side were to understandable the utterances used were explicit and simply, the explicit people in communication were not influent by their own culture as they didn’t use nonverbal communication, verbal communication “low context culture express their thoughts directly as they communicate verbally” Hall 1976 cited in Ketkaew (2011), it was understandable by simply communication as locutionary act Sadock cited in Whelpton (2011:9) called “locutionary acts that are performed in order to communicate”, Austin 1962 cited in Whelpton (2011:8) said “regardless of what view one has on the matter locutionary act is the starting point for any utterance of any kind since to say something is to perform a locutionary act” Illocuonary act used by tour guides and foreign tourists as the speech conveyed action by word (say something instead doing) for instance “I order a salad” the fact was I said I ordered a salad, however the meaning was I ordered salad Austin 1962 cited Whelpton (2011:9) said “performance of an act in saying something” as well as Jabber and Jinquan( 2013:5) proposed “ speaker doing in the speech by other means what the speaker intends to convey by his utterance such as, offer, promise, advice, warning… etc” Searle (1999: 148) clarified and transformed Austin's categories of illocutionary in five points: assertive force, directive force, commissive force, expressive force the most found in both assertive and directive force in this two points tour guides gave description and instruction to foreign tourists. 5.3. Recommendation From study and data analysis cross-cultural communication based on the data collection between tour guides and foreign tourists the highlight information found were not identified exactly to what kinds of tour guides or foreign tourists will be able to apply the result of study appropriately, it would be only basic information in any relating in communication strategies study. The further research should be conduct on full time tour guide and part time tour guide in order to help improve the differences of both target groups, and collecting the data should have at least two people together because the tour guides and foreign tourists always move, it is quite difficult to catch up and foreign tourists should be separately between English native speaker and non-native speakers in order to see the differences between them. 66

BIBLOGRAPHY Austin, J.L., How to do things with words: The William James Lectures delivered at Harvard University in 1955. Ed. J.O. Urmson. London: Oxford University Press, 1962. Print. Bialystok, E. Communicative Strategies. Basil Blackwell, Oxford, 1990. _ . Communication Strategies : A Psychological Analysis of Second- Language Use. Basil Blackwell, Oxford, 1990. Corder, S. Pit. 1983. Strategies of Communication. In Strategies in Interlanguage Communication, edited by Claus Færch and Gabriele Kasper. London: Longman. David, v. (2011). Nonnative Speakers’ Communication strategies in word search from a conversation Analysis Perspective retrieved from : https://www.ideals.illinois. edu/ bitstream/handle/2142/24233/David_Virginia.pdf?sequence=1 Diversity Tip Sheet Cross-Cultural Communication Translating Nonverbal (2008). Cues retrievedfrom: http://www.diversitycouncil.org/toolkit/Resources _TipSheet_Non verbalCrossCulturalCommunication.pdf Dörnyei, Zoltán, and Andrew D. Cohen.(2002). Focus on the Language Learner:Motivation, Styles, and Strategies. InAn Introduction to Applied Linguistics,edited by Norbert Schmitt, pp. 170–190. London: Arnold.. Dörnyei, Zoltán, and Mary Scott. 1997. Review Article: Communication Strategies in a Second Language: Definitions and Taxonomies. Language Learning 47.1: 173– 210.D.G. & Gorman, G.E. (2011). \"Contextual factors affecting learning in Laos and the implications for information literacy education.\" Information Research, 15(1) paper 479. [Available at http://InformationR.net/ir/16- 2/paper479.html] Chunlan, L. ( 2008 ) A Study of Cross-cultural Communication Strategies in the EFL Classroom of the Exchange Program retrived from: Thailis digital Chuanchaisit, S. & Prapphal, k. (2009). A Study of English Communication Strategies of Thai University Students. Retrieved from: http:// www.manusya.journals.chula. ac.th/files/ essay/Phanintra_p.34-44.pdf 67

Eliza, Marguerite and Raymond (2008). Retrieved from : ftp://ftp.puce.edu.ec /Facultades/ CienciasHumanas/Ecoturismo/ArticulosTurismo/Art%C3%ADculos%20cient%C3 %ADficos/Turismo%20sostenible/Journal%20of%20Sustainable%20Tourism/volu nteer_tourism.pdf Faerch, C., & Kasper, G. (Eds.). (1983). Strategies in Interlanguage Communication. London: Longman. Fulcher, Glenn. (2003) Testing Second Language Speaking. London:Longman. GMS Sustainable Tourism Development Project in Lao PDR Tourism in Lao 2009-2014 Gotti. M (2007) Identity and Cross-Cultural Communication , Università di Bergamo: Retrieved from http://businesscommunication.org/wp content/uploads/ 2011/04 /32ABC07.pdf Guang.T & Trotter.D ( 2012 ) Key issue in cross cultural business communication: Anthropological approaches to international business Retrieved from: http://www. oamk.fi/docs/hakijalle/2013/liiketalous_tian.pdf Habermas,Jurgen, (1998) “Social Action, Purposive Activity, and Communication (1981)” On the Pragmatics of Communication. Ed. Maeve Cooke. Cambridge, Mass.: The MIT Press, 105-182. Hall, Edward T. (1976). Beyond Culture. New York: Random House, Inc., Hirotsune. K & Sangbouaboulom, S. (2010). Issues for Promoting Ecotourism in Laos retrieved from: http://www2.gsid.nagoya-u.ac.jp/blog/anda/files/2010/06/ 13_ hirotsune-kimura.pdf Hofstede, G. (2011). Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in Psychology and Culture, 2(1).Retrieved from: http://dx.doi.org/10.9707/ 2307-0919.1014 Hsieh, Y.J. (2011) Cross cultural communication: west vs east: Retrieved from https://www.google.co.th/?gws_rd=cr&ei=MrOQUpW7C8rYrQeWx4CgDw#q=cr oss+cultural+communication+strategies+pdf&start=60 68

Jabber, K.W. and Jinquan, Z. ( 2013). The Modal Verbs: A Speech Act of Request in the Speech of the President of the United States Barak Obama, retrieved from :https : //www.google.co.th/search?q=speech+act+pdf&oq=s&aqs =chrome.0.69i59l2j69i57j69i60l2j69i59.3079j0j8&sourceid=chrome&es_sm= 93&ie=UTF-8#q= speech +act+pdf&start=90 Jie. F. (2010) A study of pragmatic failure in cross cultural communication: retrieved from:http://www.davidpublishing.com/davidpublishing/Upfile/ 4/26/2012/ 2012042685756409. pdf. Ketkaew, o.(2011) Cross-cultural communication challenges experienced by American Missio naries Working in Thailand: Faculty of Liberal Arts Ubon Ratchathani University Khakhirova. A. (2010) cross cultural communication between Russian and Taiwanese in Medical training center, national Taiwan normal university: Taipei, Taiwan Retrieved from http://ir.lib.ntnu.edu.tw/ir/retrieve/49354 /metadata_07_12_s_ 05_0012.pdf Kim, Y.Y and Kim, Y.S. (2004) the role of host environment in cross-cultural adaptation: A comparison of American expatriates in Souuth Korea and their Korean counterparts in the United States. LeBaron, M. (2003). Culture and ConflictRetrieved from: http://www. beyondintract ability. org/essay/culture-conflict>. Minster (2006). Lao PDR Tourism Strategy 2006-2020Retrieved from: http://www. tourismlaos.org/files/files/Lao%20PDR%20Tourism%20Strategy%202006- 2020%20in%20English.pdf Marieke de Mooij and Geert Hofstede (2010). The Hofstede model Applications to global branding and advertising strategy and research. Retrieved from: http:// mariekedemooij.com/articles/demooij_2010_int_journal_adv.pdf Mustafa, M. H. (2010). Tourism and Globalization in the Arab World. Department of Sustainable Tourism, Queen Rania Institute of Tourism and Heritage, The 69

Hashemite University, Zarqa, Jordan. Retrieved from https://eis.hu.edu.jo/ deanshipfiles/pub 105441268.pdf Nakatani, Yasuo. 2005. The Effects of Awareness-Raising Training on Oral Communication Strategy Use. Modern Language Journal 89: 76–91. Nakatani, Yasuo. 2006. Developing an Oral Communication Strategy Inventory. Modern Language Journal 90: 152–167.Nayar, B. (1988). Optic glasses and hand watches: communication strategies in ESL. Paper presented at the TESOL convention in Chicago. Ochieng .E. G. & Price A.D.F. (2009). Managing cross-cultural communication in multicultural lconstruction project teams: The case of Kenya and UK. Aberdeen Business School, The Robert Gordon University, Garthdee Road, Aberdeen AB10 7QE, UK & Department of Civil and Building Engineering, Loughborough University, Leicestershire LE11 3TU, UK. Okoro, E.(2013). International Organizations and Operations: An Analysis of Cross- Cultural Communication Effectiveness and Management Orientation, Howard University Retrieved from http://www.centreofexcellence.net/J/JBM/Vol1 /No1/1.pdf Oweis, T. (2013). A Literature Review on Communication strategies in Language Learning. Retrieved from: http://eujournal.org/index.php/esj/issue/view/96 VOL 9, NO 26 (2013) Prykarpatska. I. (2008). why are you late? Cross cultural pragmatic study compliant in American English and Ukrainian: Retrieved from http://rua.ua.es/dspace/ bitstream /10045/10396/ 1/RAEI_21_05.pdf Purpura, James E. 1999. Learner Strategy Use and Performance on Language Tests: A Structural Equation Modeling Approach. Cambridge: CambridgeUniversity Press. Pym, A. (2003). A Theory of Cross-Cultural Communication, Retrieved from:http: //usuaris. tinet.cat/apym/on-line/intercultures/cross-cultural 70

Robin, S.P. and Judge, T. A. (2007). Organization behavior (12 th ed.). Upper Saddle River NJ: Prentice Hall Sadock, Jerrold M., Toward a Linguistic Theory of Speech Acts . New York: Academic Press, 1974. Print. Schegloff, E., Jefferson, G., and Sacks, H. (1977). The preference for self-correction in the organization of repair in conversation. Language, 53, p. 361-382. Scanlan, L. (2005) Soolving the communication breakdown. Health care Financial Management, 59, 100-104 Searle,J.R. A Taxonomy of Illocutionary Acts. In k. Gunderson (Ed.), Language, mind and knowledge (PP.344-379).Minneapolis, MN: University of Minnesota press, 1975. Print. Shumin, K. (1997). Factors to consider: Developing adult EFL students’ speaking abilities. English Teaching Forum, 25 (3), 204-211. Tarone, Elaine. 1977. Conscious Communication Strategies in Interlanguage: A Progress Report.TESOL’77: 194–203. Tarone, E. (1980). Communication strategies, foreigner talk and repair in interlanguage. Language Learning, 30, 417–431. Tarone, E. (1981). Some thoughts on the notion of communication strategy. TESOL Quarterly, 15, 285–295. Tarone, E. (1983). Some thoughts on the notion of communication strategy. In Faerch. C. & G. Kasper (eds.). Strategies in Interlanguage Communication. Longman, London, Tourism Development Department (2011) 2011 statistic report on tourism in Laos Why Touropai ( 2013 ) 10 Top Tourist Attractions in Laos retrieved from: http://www. touropia.com/tourist-attractions-in-laos/ 71

Wannaruk, Anchalee. 2003. Case Study Research: Investigation of Communication Strategies Used by College Students at Suranaree University of Technology on Language Tasks. Nakhon Ratchasima, Thailand Whelpton, M.J. (2011) Speech Act Theory A Critical Overviewretrieved from: http://www.academia.edu/1464600/Speech_Act_Theory__A_Critical_Overview Yael Zofi (2012) Cross-Cultural Communication is Critical to Virtual Teams and How to Overcome the Intercultural Disconnect Retrieved from: http://aim-strategies. com/blog/wp-content/uploads/2012/05/HRPS_PS35-1-Perspectives _GalliesVer. pdf. Yaman, Ş., Irgın, P. & Kavasoğlu, M. (2013). Communication strategies: Implications for EFLuniversity students [İletişim stratejileri: İngilizceyi yabancı dil olarak öğrenen üniversiteöğrencilerine yönelik çıkarımlar]. Eğitim Bilimleri Araştırmaları Dergisi - Journal of EducationalSciences Research, 3 (2), 255–268. Retrieved frome: http://ebad-jesr.com/ Yaman, S., Irgin, P. & Kavasoglu, M. (2011). Communication Strategy Inventory. The Development of Oral Communication Strategy Inventory & Listening Strategy Inventory. Published Master’s Thesis supervised by Yaman, S., Mersin University, Mersin. Yoshida-Morise, Yumiko. 1998. The Use of Communication Strategies in Language Proficiency Interviews. In Talking and Testing: Discourse Approaches to the Assessment of Oral Proficiency, edited by Richard Young and Agnes Weiyun He. Amsterdam: John Benjamin. 72

APPENDIX Appendix A BIOGRAPHY Appendix B Observation form Appendix C Transcription notation Appendix D Interview Question 73

APPENDIX A BIOGRAPHY NAME Mr. Onnith Sittilarth DATE OF BIRTH INSTITUTE ATTENDED 11 November 1982 WORK PLACE National University of Laos, 2002 HOME ADDRESS Bachelor of Education (English) Luangnamtha Teacher Training College . Luangnamtha Provine, Laos Position: Lecturer Luangnamtha Provine, Laos 74

APPENDIX B Observation form Tourism Time spent interaction Non-verbal Note site support 75

Transcription notation APPENDIX C G Guide T 1, t2. etc Tourists Ts Many tourists The speakers stop a little bit long to think …………… about the target word or idea intervals heard between utterances, i.e., (pause) longer than 15 seconds an utterance(a syllable or word) spoken Underline much ↑/↓ Louder than the surrounding words stress (miming) or emphasis. (.) a rising or a falling intonation (…) gestures as well as verbal output to /ai/ convey meaning a very slight pause, i.e., shorter than 2 second (2) numbers in brackets indicates silence by fifteenths of seconds the phonetic transcription speakers pronounced 76

APPENDIX D Interview question 1. Interview questions for Lao tour guide in Luangnamtha province 1.1.Could you tell me about yourself? 1.2.Where did you study English? 1.3.How long have you been being a tour guide? 1.4.How do you see foreign tourist in general? 1.5.What would do when your partner don’t understand you? 1.6.Do you have any difficulties to communicate with foreign tourists? 2. Interview questions for foreign tourists in Luangnamtha province. 1.1.Could you tell me about yourself? 12. where do you study English ? 1.3.How long have you been taking the trip? 1.4.How do you see Lao tour guide in general? 1.5.What would do when your partner don’t understand you? 1.6. Do you have any difficulties to communicate with Lao tour guide? 77

APPENDIX E Transcript from audio and video recording Transcript 1 Soptod village (1st village) Before going to Soptod village 1. G : Sabaidee, Hello every one. My name is Sing, I am your tour guide 2. Ts : My name is Saka, my name’s Ara, my name’s Anna and I am Sapri 3. G : How much time(.)you travelling in Laos? (hand move) 4. T : three week 5. G: first time where are you from?(.) From Luangprabang? Or from…………. 6. T : we’ve been to four thousand islands 7. G: Four thousand islands and then Extending 8. T : Thakhek 9. G: Takhek and then Extending 10. T: Vangvieng 11. G: Vangvieng and then Luangprabang 12. T : Luangprabang 13. G: and then luangnamtha? 14. T : yeab 15. G : uh uh in side the program, but now we start from here and we stop at the market for walk around, for make the photo about ten minutes and then we continue uh uh in the Tuktuk for about forty minutes and then we start for walking 16. T : Is it hard to walking? 17. G : uh uh you will see together, like so so pausing 18. T : May be we can walk slowly ok? 19. G : Ok, no problem 20. T ; I’m afraid 21. G: for what, you are afraid for what 22. T : from your hard walking 23. G : Ok I will take care you I will take care you 78

24. T: Ok we believe you 25. Ts : Ok Ok 26. G : Ok we go 27. T: go now? We don’t wait four people 28. G : uh they in the Tuktuk already 29. Ts ; Israeli 30. T :Israeli 31. T : where is the Tuktuk ? 32. G : over there Arriving soptod village 33. G: ok now we stop here, everyone we arrive the village, it’s Lantan village, but they belive the spirit, you know the spirit? Elicitation 34. T: sorry 35. G : spirit, like they don’t have the temple, they don’t have the monks, they belive the spirit of the house 36. T: so are they Buddhist or not ? 37. G: No 38. T : No they are not 39. G: spirit 40. T: spirit ok ok 41. G: only the Lao and Tailue they have the temple and monks 42. T: Ok so here there are two tribes? 43. G: yeab , they have only animals the chicken the pig the cow maybe buffalos they don’t have, cat goat Topic avoidance 44. T: ok 45. G: the pig maybe for selling for on ly getting the money, because they don’t have the jobs only farmers, for the animal for the money for them 46. T : and the children who are living in this villege where they going to school? 47. G: yeab, the school is over there but today is Saturday 48. T: Saturday 49. G : For Monday they come to school 50. T : school over there 79

51. G: yeab The group walk toward the village 52. G: follow us 53. T: ok 54. G: this way 55. G: follow to us 56. G: here the wooden fire 57. T: ok that’s the way they use to make wooden fire 58. T: what’s that 59. G: jackfruit be careful 60. T: ok 61. G: can you walk hey guy can you 62. T: hey I’m coming 63. G: here’s bamboo house, some families they have money they have the good house, some family they don’t have money bamboo house like this 64. T; Ok 65. G: when the rain come in side they get wet in side Circumlocution 66. T: uh yeab 67. G: just the roof this one they take from rattan leaves, just two years then they take off and make the new one, but now I don’t know why they they don’t take off the roof, but yearly rainy just in June and july a lot of rain may be they get wet in side Backchannel cues 68. T: so every two years they remove the roof 69. T: every where 70. G: yeab they take off the roof 71. T: they do the same, 72. G: yeab the same they have the money they make the good house, they don’t have the money make like this 73. T: this is another good house 74. G: for the animal they have pig,here very big pig 75. T: every nice Topic avoidance 80

76. G : sorry an I tell you some thing the Lenten, the Lenten they come from the Tibet from China long time ago, but Khmu they are come from the Khmer 77. T: Lenten from Tibet, so Lenten would be the woman who are sitting right? The black thread they are LenTen 78. G : yeab they make by themselves or their own fabric cotton, they make bamboo 79. T : Bonsu Bonsu Sonsu 80. G: just listen 81. T: what have happen 82. G very sad I don’t know 83. Ts: Israeli 84. G: ok we continue walking 85. Ts: Israeli 86. G: this ones they collect from the forest they make like glue like sticky 87. T1: uh glue 88. T2: yeab 89. G : this water ….. not clear they export to China when they make it dry, everything from Laos 90. T: can I ask you a few question 91. G: yeab sure 92. T: do you have any idea for how long the Lenten moved to Laos 93. G; more because before second war with the war about forty or fifty years ago 94. T; you say those people the Lenten people are here in Laos for forty or fifty years ago 95. G: there is one percent about fifty years ago they are from China 96. T: fifty years ago? Confirmation check 97. G: yeab 98. T3 : fifty years ago that’s not long time 99. T4: ok do they speak the same language in Lao 100. G; no they speak only dialect 101. T4: which a kind of Chinese dialect right 102. G: yeab yeab 103. T4; ok 81

104. G; some people they can speak the Chinese very old one ok ok we continue Circumlocution The group keep walking 105. G: here very small pig smile smile 106. T: smile 107. T4: how long do they have to study a day for only in the morning Extending 108. G: No, they study in the whole day 109. T: for how do they have to study in primary school? Pausing 110. G; Primary school? five years, but two years for kindergarten, five years in the village 111. T5: Do they have to go to school after primary school? 112. G: they have to go, but may be ……..may be 113. T5: Maybe don’t 114. G: yeab may be don’t, in fact the government have policy for each one to access education, every one wants to go but may be they need to pay more, they don’t have the money to pay for the sleeping, for the food, electricity, I think they can go, but No many people they want to go 115. T5: do children have to pay for primary school? 116. G: free not pay only they can buy book material, pen and pen 117. T5: do the village have electricity ? 118. G: yeab 119. T5: right now does every village in Laos have electricity? Or they stil have some villages without electricity? 120. G: yeab some villages without electricity, some village are very far on the mountain they don’t have electricity 121. T: do they have the Wi-Fi in the village 122. G: No they don’t the Wi-Fi, but they have the shower, Ok now we continue because we have the long time to walk 123. T5: How many families in the village? 124. G: not many only forty five families and fifty houses in the village all the village they have one hundred ninety five people 125. T: how many people live in one family? Extending 82

126. G: some family they only four or five 127. T: but it’s not like big family 128. G: big family maybe ten or twelve 129. T4: really? Transcript 2 2nd Trekking from Chalern Souk to Nalan 1. G: everyone have the water? 2. T: that’s mine 3. G: I mean you can have more, prepare for two days, if you have the place you can carry more maybe in the village they don’t have the water for us 4. T: ok 5. T1: we have one in the bag and do I have to take more 6. T2: Ok I have one 7. T3 I have one 8. T4 I have two 9. G: for the village may be they don’t have the water but sometime they have, like sometime they boil the water for us, so you can carry, but I carry a lot Who wants more you? 10. T5: I have one 11. G maybe is not enough 12. T: I think is enough 13. G; Ok if everyone not enough or your water is finish you not ask me ok? 14. T; Ok I have two 15. G: so now we start we are late a little bit, now it’s eleven thirty we walk in the jungle about six hours 16. T; six hours 17. G: yeab we walk a little bit quickly because we don’t have time, we should start early I can have time to stop to explain something , then tomorrow if we have time we can start early to explain some plants for making medicine, some plants good to eat, but today we don’t have time may be we walk a little bit quickly ok? 83

18. T: not too quickly 19. G: but you can not how much time much time for example if we arrive too late if we are late like we I don’t have food, we don’t have the rice if we arrive early we have food and rice some people if we are late ok I am very hungry I want to eat, but now can not angry because we are late 20. T: Ok we follow you The group start walking 21. G : do you want to sleep with the family or eco lodge? 22. T here is not eco lodge is it? Ok ok 23. G: here is only in the jungle 24. T: laugh laugh 25. G: like some people want to experience sleep in the jungle sleep on the bananas leaves with the bananas roof like this (point at the hut) 26. T : Ok 27. G: Ok continue Yala 28. T: what’s this? 29. G: uh uh I don’t know even Lao language Pausing 30. T but it’s a fruit 31. G: but the fruit dropped from another tree like Val Val tree Foreingzing 32. T ; from the what? 33. G: Val Val tree not tree like this 34. T: So but it’s that you can eat? 35. G: No 36. T: oh you can not 37. G: no only some people in the family they use for medicine for the eyes Foreingzing 38. T: they can use use for the eyes ? 39. G; they can cut like this small piece and then boil with the water and then every day can clean the eyes when they have red eyes 40. T: Ok so it would be medicine than the uh fruit 41. G: every one ok or not ok? 42. Ts: ok 84

43. G: a little bit hot 44. Ts: yeab 45. G: somebody knows this one this is rattan Eliciting 46. T: hmn uh Pausing 47. T: yeab 48. T5: right 49. G: they can eat when they are young, then leaves the can make the roof you know the roof? 50. T5: uh yeab 51. G: The roof for the houses, the bamboo house that I explained for you in the Lenten village They take like this for the young ones maybe somebody saw in the market, this is very long about thirty or fifty meters and then they can collect for make the basket or some handicraft, make chair from the rattan the bed also the bed from the rattan from this ne the bed (point at the rattan ) The bamboo also this ones the bamboo like have a big the bamboo can use every things also 52. T: yeah 53. G : for the houses for the bamboo shoots in June or July when the raining start, they have bamboo shoots like this ( point at dried bamboo shoot) they grow up very quickly for expel this one for about four or five months(touch the young bamboo shut) Miming 54. T: oh grow very fast Miming 55. G yeab, first they grow like this then this take of, this one be careful very very itch, some body they don’t know they sit Miming At lunch 56. G :if you want to see water fall only two minutes 57. T: hm 58. G: and then we make for picnic lunch 59. T: lunch already? Ok Confirmation check 60. T: only this, but the morning too spicy 61. G: every one you want to see waterfall only two minutes and then we lunch 62. T1: lunch here ? ok 63. T: small waterfall 85

64. G: yeah the water is low in the raining a little bit bigger 65. Ts: Israeli Stop to see water fall then tour guide prepare lunch 66. G: sit here, I will make the table in the middle, ok we sit round round ok, put your bag behind you and then we make the table in the middle (………) your wife not coming 67. T: sorry Clarification request 68. G: your wife not coming 69. T: my wife! Hur (short lagh) I met her two days 70. Ts: laugh laugh 71. G: sorry I think your wife 72. T: No! 73. G :laugh 74. Ts: Israeli 75. G: what’s her name? 76. T: Ann Anna ? 77. G:Ann anna anna Ann, coming please, come on repair 78. T: mouth bristle (wis wis wis) 79. G; wok wok wok wok may be the monkey man steal her hr hr hr hr (laugh) language switch ok excuse me ( place banana leave in the middle to make lunch table) 80. T1: uh (long sound) 81. Ts: ah 82. T1: vow! 83. G: every body the beautiful ones 84. Ts: Israeli 85. G: Ok, perfect Leo ) language switch 86. Ts: Israeli 87. G; this are clean right? Do you like this? (place the food on the banana leaves) 88. Ts: ah ah Backchannel cues 89. G; one per each (deliver banana for each one) 90. T: thank you 91. G; one per each you have to finish, this meat pock, pock meat, are you eat meat? 86

92. Ts: No 93. G; tomatoes sauce 94. Ts : yeah 95. G; you eat pock? 96. T1: No animalsT2: No meat 97. Ts: Israeli 98. G: you can open your rice like this ( open the rice which are packed by banana’s leave ) 99. Ts: ok 100. Ts: Israeli 101. G: I put here make like this ( put the tomatoes sauce on the rice) 102. T1: no meat 103. Ts: thank you, ok Ts: Israeli 104. Ts: French 105. T: you eat only in side, in side 106. G: Ok panapitee 107. Ts: Panapitee 108. T: thank you 109. G: Welcome somebody not enough you can take more 110. Ts: thank you 111. G: this young been you eat whole 112. T: hmn 113. Ts: Israeli and French 114. T1: delicious’ deliciousT2: can I try ( pock meat) 115. G: not bad 116. T: good 117. T1: why do you like this (firm the sticky rice tiedly) 118. G: hamburger sticky rice 119. T:No reason Every body do this evaluation 120. G: you don’t do this 121. Ts: no 122. G: if we do this tie right and get more sauce right? 123. T: hmn 87

124. G: Lao do like this because every single meal they should have sauce 125. T:hmn 126. G: I mean the rice get the sauce. Why now you eat( point at pock) 127. Ts: Israeli 128. G: there are many paths to walk through the forest 129. T: how many village in the park 130. G: three 131. T: sorry , Clarification request 132. G: three 133. T: no but I meant the total village in the park 134. G: many. 135. T; many? Confirmation check 136. G; Approximately forty village 137. T: is it any tribal special? Or different tribe Self-repair 138. G; different, may be Aka, Khmu, Lenten, Hmong 139. T: and the Aka people what do have special uh? 140. G; when they have special when they ceremony on the new year 141. T: Ok 142. G: they play together may be weeding party 143. T: and what kind of out spirit to their heart? 144. G: like clothes message avoidance 145. T: what kind of clothes? Special? 146. G; special clothes, yeah they had sweat nice hat, the hat you the hat? 147. Ts: yeah 148. G; but they clothes they have like Lenten they have old clothes yeah very short clothes, but not the same very different like pants, but nots long short like salong but the short ones 149. T : so the lady….. 150. G uh….. you see the ladies, the seller, selling for the present ana in the Luangnamtha night market you see 151. Ts: ah 152. G yeab from that’s ones, ,old ladies the ones who sell bracelet, all of them are Aka 88

153. T: ah ……. 154. G; In the nigh market all women Aka 155. T : ok 156. G:That’s ,ones Aka, ( stop talking for while ) eat more we have long walk get more energy 157. T: at least banana 158. G: but not half way now still long way 159. T:yeah 160. Ts; half way? Confirmation check 161. G:no no not half way 162. T: may be the short, you have the short cut 163. G: no only one way , 164. T: shortcut 165. G: shortcut? fly (hrhrhrhr laugh) 166. T: climbing on the tree then jumping down 167. G: yeah , yeah you make the shortcut do that (laugh) jumping 168. T: you can fly? 169. G: No, who want to fly first? 170. T: do you have any idea for the dialect ? how many dialect in the country? Message avoidance 171. G: thirty …. Forty eight only Luangnmtha have ten dialect 172. T: ten dialect, and from which tribe are you 173. G: me Khmu 174. T: Khmu? Confirmation check 175. Ts: Israeli 176. G: you think is good or bad from this one 177. T: what? Clarification request 178. G: when you put this on the food good or bad 179. T: What good or bad Clarification request 180. G: like you put lotion for mosquito 181. T: it’s good or bad I don’t know 182. T: for the mosquito not to come right 183. G: yeah then you stick on the table 89

184. T: uh…., oh no about the food 185. G: about the food 186. T: yeah but I finished 187. G: No sit like this you put the lotion like this, I think is good or bad good for eat or not ? 188. T: i don’t know 189. Ts: no it’s bad, I think is bad 190. Ts: Israeli 191. G: from here to the village four hour 192. Ts: four hours? Can you shorter? 193. T: how do you want to do with the food, do you the food together and throw in the garbage 194. G: here this one yeah we throw, we take only plastic bag and then everything throw 195. T: okT yeah pretty nice 196. T1: you need help? 197. G; every one help me(……..) ok after this lunch we break about ten minutes and then we continue to smoking, for when you want to go to the toilet for fifteen 198. T: so we have ten minutes? Ok 199. G; after ten minutes a little bit lae quickly 200. Ts: Israeli 201. G: how many all of you do the army ? 202. Ts: Oh all of us, all of israeli they have to do the army, girl and boy 203. G: every body have the gun? 204. Ts: yes 205. G: hrhr (laugh) 206. Ts: I have a gun 207. G : now you have a gun (hr hr laugh) 208. Ts: we can shoot you 209. G; I can shoot you I have a gun (ha ha ha ha) no I mean joking 210. Ts: ha ha ha 211. G: like every man have gun hahaha 212. T: the girl too 90

213. G: the girl have small gun 214. Ts…and 215. G: haahahahaha (..) ok every one ready or not ready 216. Ts: ready 217. G; you like that waterfall 218. T: yeah it’s so peaceful Transcript 3 3rd Trekking Tasae village and back to the village again 1. T yeah 2. G: rattan tree and then the leaves, the leaves they make the roof you know the roof? Comprehension check 3. T: uh hr Backchannel cues 4. G: the roof for the houses? The bamboo houses er uh I explain for you in the Khmu village from this one 5. T : Ok 6. G: they make the roof, ok like this you need sleep 7. T: no ( laugh)G: maybe some body saw in the market from this one Very long Some is very very long about thirty or forty meters and then they can collect for make the basket for some handicraft make the chair 8. T: yeah 9. G: from the rattan ok the bed also the bed from the rattan from this one the bed, the table the chair the basket, the rattan can make everything the bamboo also this ser one the bamboo like have the big a little the bamboo can make everything also for the houses, bamboo shoot in June July when start raining the bamboo like this they grow up very quickly ah example this ser one the new one about four or five months 10. T: four or five months ? 91

11. G: yeah for this like this, when it’s older open like this, ah this one ah very be careful in side itch itching 12. T: ok 13. G: yeah this ser one somebody they don’t know for the sit they make( herherher) like this for the sit down 14. T: Hm and this 15. G: This ser one 16. T: Yeah yeah 17. G: for this one is no good. This ser one ah ah I don’t know the name you know the name in English you know the name I ask many for before, they don’t know the name because they don’t have in their country you see before in your country in France? No? 18. T: No we didn’t see this before 19. T: in Israeli we call this bisly language switching 20. Ts : bisly 21. G: bisly tree hahaha 22. T: but we don’t have that in French I have never seen that 23. G: you see that they go up the tree some place like this then make sit down hrhrhrhr 24. Ts: hahahaha Israeli 25. G; Ok some body need to smoking when you finish put out the fire 26. T: yeah that’s dangerous 27. G: Have any one try lao whisky before? Or low lao can try before Some people make from rice some people make from corn 28. T: Uh from the corn 29. G: yeah from corn corn 30. T: ok 31. G: Chinese also make from the corn 32. T: we were very surprising last night to when to have some drink for example you have marihuana regular alcohol you Low lao and every kind the price is not the same right 33. G: yes 34. T: so we took Lao alcohol 92

35. G: Lao alcohol is very cheap 36. T: it was 37. G: but it strong 38. T : I really think it is 39. G: ok I explain you some people make it stronger but some people not strong they make to give more more bottle example you make strong you make less five bottle if not strong maybe ten or nine 40. T: ok You know yesta it just yesta Message avoidance 41. G: yesta yeah 42. T: it’s yesta it in south of America after the meal 43. G: yeah 44. T: uh after the lunch they take a break and they sleep a little bit 45. G: yeah 46. T: so that they can recovery 47. G: yeah 48. T: and just start to be full of energy 49. G: yeah T: and it’s called Yesta Stop at rice field 50. T: what is the line in the mountain? 51. G: er……..ok the rice, mountain rice Pausing 52. T: mountain rice? Confirmation check 53. G: yeah like they grow rubber tree with rice like rubber not too bigger about they mixed two time tree time five times when the rubber tree bigger they stop the rice, together they clean the rubber tree with the rice this is the rice also, they put the water, irrigation this, the water, but in the mountain only the rain, in June,July when the raining then they put the water, they clean, but now not enough water, like you see somewhere in Luangnamtha some villages enough water they make two times 54. T: yeah 55. G: mountain rice is very hard you see they don’t enough the land, yeah on the mountain they make the rice is not easy 56. T: which season growing rice 93

57. G: June July with the raining 58. T: june July Confirmation check 59. G: yeah 60. T: in the mountain rice is regular rice 61. G: may be in May sometimes they make already 62. T: it look the same the mountain rice this rice 63. G: no not same mountain rice is called steam rice Transcript 4 4th Trekking Soptod village to sopseem village 1. G: Hello every one my name is THongbai you can call me Bai 2. T: Hello I’ m Sak I am from 3. G: hello every body khambai you you can understand and when we walk sometimes I explain for you some thing sometimes I ask you you understand or don’t understand 4. Ts: hrhrhr 5. G; if you don’t understand I explain you more time until you understand because I am no school just you come and you help some thing I don’t understand I ask you and then I study with you Approximation 6. T: yeah 7. G: for lao language you can study with me haehaehaehaehae 8. T: ok 9. G: Galangal you know Galangal? ( touch the leave of Galangal) 10. T: oh( nock the head ) 11. G: un na when they make the Tomyum put put in Tomyum pausing and language switching 12. T1: uh 13. T: er …… 14. G: Galangal like ginger but strong more ginger like spicy you understand ? (turn to the tourist) Comprehension check 94

15. Ts: yeah 16. G: every body understand ? Comprehension check 17. Ts: hahahahahaha(biglaugh) 18. G: hrhrhrhrhrhr Galangal Like spicy strong like spicy, but local Galangal in the village for its fruit one Kilo twenty-five thousand kip for its fuit you know fuit? 19. T s: fruit ? yeah 20. G: this ser egg plant you know? 21. T: yeah 22. G; but many many kind of egg plant this is for feed some animal very nice for goad you know goad haehaehaehae 23. T: uh Goat (hahahahha) goat 24. G: yeah yeah very nine for them 25. T; yeah 26. G: that Pa-pa-ya 27. T: papaya 28. G: bor men pa pha ya? (lao accent and Lao meaning ) language switching 29. T: what? 30. G: papaya no pa pa ya for sa lad papaya Tamso, papaya salad understand? Language switch 31. T: yeab 32. G: this ser one you know this ser one ( hit the sugar cane tree) sugar cane they make the sugar 33. T: yeah 34. G: this ser one they make broom for clean the houses, this ser one one Kilo 1400 kip when it die seven thousand kip per kilo export to China and Thailand 35. T: Russain Keep on walking 36. G: (Stop and pull the plant and say this) they gow by themselves no body gow lem yeah you understand? Comprehension check 37. T: yeah 95

38. G: ok so how how to get the medicine in the forest the fisrt ser like this ( chop the in piece) you don’t takeand the second ( chop again ) you give you take for boil you know? Pausing 39. T: hmn 40. G; and the third you don’t take this boil boil with water and drink when when don’t have malaria it itchy, when have malaria sweet you drink un ner until you itchy and then malaria finish Pausing 41. T: very itchy Confirmation check 42. G: yeah yeah but who has malaria only sweet 43. T: russain 44. G: when you don’t have it itchy about one week, one week you drink this is ok understand me Comprehension check 45. T : ok 46. Ts: Russain 47. G: walk toward wild banana this ser wild banana wild banana and the people can use its leaves for make for carry some food in the market and then sell in the market also. For banana flower we can cook we can look but ser for its fruit we can not eat because ser a lot of seed a lot of seed in side 48. T: seed? Confirmation check 49. G: cut banana and show the tourists yeah only seed 50. Ts: yeah seed (every one sees the seed of banana) 51. G: only squarel and monkey eat this Keep on walking 52. G: this ser(..) bamboo shoot (.) (miming point at the bamboo shoot) when the rain stop then bamboo shoot die like this 53. T: uh 54. G: when summer (.) when the raining stop (.) die like this(..) ser make house make anything make furniture(eye contact) 55. T : russain At the big three 96

56. G: the Khmu people they believe in the spirit, when they get sick, some people they don’t go to the hospital, 57. T: why they don’t go 58. G: they go to see charm man, charm man tell the fortune why he /she get sick then charm man will them what kind of spirit make them sick 59. T: really? So every body goes to seethe charm man when they get sick 60. G: no not every body only some 61. T: Ok 62. G: if they charm man say the spirit from big three visit him , he want to eat some thing from him 63. T: How does he know ? 64. G: he fortune 65. T: ok 66. G: then charm man tell the cousin of sick person what they spirit want to eat if pig They will take the pig to the big three and then kill the pig and then take the blood to the three and then the people who eat pock until they finish they take some eat some thing to home just eat ok are you ready 67. T: how long ? one hour? 68. G: ok what time now 69. T: it’s about three 70. G: ok we go 71. T: ale 72. G: ale papiyong 73. T: ale Keep walking and arrive Sopseem village 74. G: this ser village is Khmu village , 75. T: hmn 76. G; there are 51 family and 234 people 77. T: are they the same tribe 78. G : yeah all of them are Khmu, they believe in spirit 97

79. T: Do they have any special 80. G: yes, they celebrate the new year, they killed pig they raise and drink alcohol jar 81. T: when do they celebrate the new year 82. G: this is rice house, 83. T: ok the rice in side 84. G; you see when you go to Khmu village they build the rice hose out side the village you know why? 85. T : no 86. G; when the fire burn the village, burn the house, but it don’t burn the rice house, and they still have rice for eat 87. T: uh! That’s good idea too 88. G: because houses catch the fire easy, they make the house from bamboo and the roof from rattan leaves you see in the forest 89. T: yeab Transcript 5 At soptoud village 2nd time 1. G : Sabaidee, hello 2. T: hello 3. G : sabaidee means hello . My name is Seephone 4. T: Sabaidee? Hello? I am from Rachel I am from England 5. T1: I am Jeff I am from America 6. T2: I am Ann I am from England 7. G : Ok now everyone we are start from this village this village is Lenten village, (miming with hand move ) 8. TS: Ok 9. G: I will explain you about the village, and if you interested some you can ask me ok? 10. TS: ok 11. T: Good 12. T1: what tribe are they? 13. G: padern? 98