INTRODUCTION
Rationale
Vietnam is experiencing significant development and integration, particularly through comprehensive reforms in education, with a focus on language teaching and learning The country's active participation in regional and international associations, along with the recent shift towards a market economy, has highlighted the importance of English as a global language This has led to increased interest in English across various Vietnamese communities In response, the Vietnamese government has launched the National Foreign Language Project, demonstrating a strong commitment to enhancing English education nationwide by 2025.
However, the practice of teaching and learning English in mountainous areas is facing with lots of difficulties I am teaching English at a high school in Kim Xuyen
Tuyen Quang is a region where 75% of students belong to ethnic minorities and face low living standards Many of these students frequently make errors in language use during real-life conversations, primarily due to the influence of Vietnamese culture.
Learning a language goes beyond mastering grammar and vocabulary; it involves understanding the associated culture Effective communication requires not only correct pronunciation but also the appropriate use of language in context Without this cultural awareness, even fluent speakers may find their conversations with native speakers to be awkward or misunderstood.
The research highlights the critical connection between language education and cross-cultural communication, emphasizing that language and culture are intertwined Culture significantly impacts every aspect of communication, shaping the context and influencing the content embedded within linguistic expressions (Crozet & Liddicoat, 1999, 2000) Additionally, Dan Hauer's video series illustrates this relationship, showcasing the importance of understanding cultural nuances in effective communication.
Vietnamese learners of English frequently encounter cultural and communication challenges, particularly in name usage and greetings Unlike the American naming convention of First Name + Last Name, Vietnamese names follow a Last Name + Middle Name + First Name format, leading to confusion in addressing individuals, such as using titles like Mr or Mrs without last names Additionally, students at Kim Xuyen High School often greet teachers with phrases like "Good morning, Teachers," which may not align with American norms Dan Hauer's videos highlight these common mistakes, prompting a study to observe and interview Kim Xuyen students about their communication practices This research aims to help students recognize and correct cultural misunderstandings, aiding English teachers in addressing the specific difficulties Vietnamese students face By examining these cultural nuances, the study seeks to improve language teaching approaches and enhance cross-cultural communication skills among students Understanding these issues is crucial, as they stem from cultural influences rather than grammatical errors, emphasizing the importance of context in language learning.
Aims of the study
Professor Hu Wenzhong (1999) argues that cultural misunderstandings are more significant than language errors, as they can lead to emotional discomfort between foreigners and Chinese individuals Consequently, mastering the correct and appropriate use of language is crucial for developing intercultural communicative competence.
This study aims to identify common cultural mistakes made by high school students during initial communication stages, including greetings, responding to greetings, and inviting or accepting/refusing invitations Additionally, the researcher seeks to gather insights from both teachers and students regarding the necessity of avoiding these mistakes in various contexts.
Research questions
From those aims, two research questions are set out:
1 What are common mistakes high school students make in initial turns of conversations?
2 What are the teachers’ and students’ opinions about whether those mistakes must be avoided in every context?
Scope of the study
This study investigates the common mistakes made during the initial turns of conversations, focusing on greetings, addressing interlocutors, and responding to these interactions It highlights how Vietnamese culture influences students' English communication skills The research specifically targets a group of students from a remote, mountainous area with limited access to effective English-speaking environments, which may affect the generalizability of the findings to all Vietnamese high school students.
The significance of the study
This study aims to identify cultural mistakes made by students when communicating with foreigners, with the goal of enhancing the speaking process both theoretically and practically The findings will benefit students, teachers, educational administrators, and researchers in related fields, particularly English teachers at Kim Xuyen High School and in Tuyen Quang province, by providing valuable insights and suggestions for effective communication strategies Additionally, the research is designed to empower students, encouraging them to be more active and confident in their English speaking abilities Lastly, the study serves as a reference for other researchers, offering techniques to promote student engagement in conversation Overall, the study is poised to positively impact a wide range of stakeholders in the educational community.
Methods of the study
The study employed both quantitative and qualitative methods to achieve its objectives Quantitative data were gathered through student questionnaires to identify cultural mistakes in everyday conversations, with analysis conducted using Microsoft Excel to address the first research question In contrast, qualitative data were obtained through interviews with teachers and students, focusing on the second research question The analysis will lead to comments, recommendations, and conclusions, with the collected data reinforcing and supporting findings from previous studies.
Design of the study
This research is divided into five chapters
CHAPTER 1, INTRODUCTION, presents the rationale, the aims, research questions, significance, method and design of the study
Chapter 2 of the literature review explores key concepts related to the research topic, including the definition of culture, the interplay between language and culture, and distinctive characteristics of classroom learning in Vietnam It also examines the connections between language, culture, and communication, as well as the importance of pragmatic competence and intercultural communication competence.
CHAPTER 3, METHODOLOGY, provides the methodology underlying the research which includes the general information about study subjects This chapter also focuses on the methods of data collection
CHAPTER 4, FINDINGS AND DISCUSSION, gives a detailed presentation of data and a detailed description of data analysis Some explanations and interpretations of the findings of the study are also presented
CHAPTER 5, CONCLUSION, emphasizes the implication of the study in which certain furthermore, this chapter also points out the limitations of the study and provides some suggestions for further studies.
LITERATURE REVIEW
Definitions of Culture
UNESCO (1996:108) launches the formal definition focusing on the character of culture as follows,
Culture encompasses a complex set of symbolic systems that regulate behavior and facilitate communication among diverse groups, forming distinct communities It represents the unique spiritual, material, intellectual, and emotional attributes of a society, including arts, traditions, human rights, and belief systems Key characteristics of culture include being shared, learned, symbol-based, dynamic, integrated, and often ethnocentric.
“A culture is a configuration of learned behaviors and results of behavior whose component elements are shared and transmitted by the members of a particular society” (Linton, R.1945:p.32)
Culture fundamentally shapes our identity and behavior, making us feel like outsiders when we are away from home It encompasses the beliefs and expectations regarding communication and actions that become ingrained through social learning Within a cultural group, individuals share a common perspective, allowing for an intuitive understanding of each other's behaviors and expectations.
The relationship between language and culture
Culture significantly shapes language development, as it provides essential conceptual frameworks encoded in specific languages (Levinson, 2003) Levinson emphasizes that the content and structure of language are largely influenced by cultural traditions (Ibid) Consequently, cross-cultural second language learning can lead to conflicts due to differing expectations and methods between teachers and students Hofstede (1986) notes that the interaction between teachers and students is a fundamental human experience deeply rooted in societal culture, making cross-cultural learning inherently challenging for both parties.
Language teachers emphasize the importance of integrating cultural knowledge into second and foreign language education According to Brown (2000), there is a significant link between language and culture, highlighting that understanding culture is essential for effectively learning a second language.
Effective second and foreign language teaching emphasizes not only grammar and vocabulary but also the importance of cultural competency for successful communication While linguistic knowledge is essential for producing correct utterances, it alone does not ensure effective language use Understanding cultural nuances is crucial for fostering meaningful interactions in the target language.
Typical features of learning English in Vietnam
Tuong Hung Nguyen (2002) identifies several common challenges that Vietnamese learners encounter when studying English, including the omission of the verb "to be" in sentences with a subject and an adjective (e.g., "She beautiful") and the tendency to translate word-for-word from Vietnamese to English.
Vietnamese students often rely heavily on written materials, leading to challenges in developing listening and note-taking skills, which can hinder their ability to engage in free lecturing Their written English typically surpasses their spoken English abilities Additionally, students may avoid eye contact with teachers, not out of disrespect, but due to feelings of fear or reverence It's advisable to refrain from physical contact and allow students to address teachers as 'Teacher.' In Vietnamese culture, silence in the classroom is a sign of respect and contributes to a conducive learning environment, making behaviors such as talking back or interrupting the teacher uncommon and frowned upon Furthermore, personal questions about age, marital status, and salary are acceptable in this culture, so foreign teachers should be prepared for inquiries that may seem intrusive Interestingly, commenting on weight gain is viewed as a compliment, while remarks about weight loss are often seen as negative.
Vietnamese names follow the format of Last Name + Middle Name + First Name, such as Nguyen Thi An, which contrasts with the naming conventions in America In informal settings, individuals typically address one another using their first names, while in formal contexts, it is customary to use a Title followed by the First Name, for example, Mr Nam Notably, Vietnamese people do not use last names when addressing others.
In Vietnam, students commonly greet their teachers with "chào Thầy, chào Cô," which translates to "Hello, teacher." However, this differs from the practices of native English speakers Dan Hauer, a commentator on Vietnamese students' English performance, notes that American students typically address their teachers by their last names, prefixed with titles such as Mrs., Miss, or Mr In higher education, college and university students often use their professors' first names When encountering an unfamiliar teacher, they usually opt for a simple "Hello" instead.
Other types of mistakes can be found in the following utterances For example, from a native speaker’s perspective “Can you eat……?”(meaning “Bạn có ăn được
The phrase "……không?" is not intended to inquire about preferences; rather, it assesses someone's ability To ask about likes or dislikes, it is more appropriate to use the question, "Do you like eating……?"
Language, culture and communication
Language and culture both serve as vital means of communication, each conveying significant meanings Language encompasses syntactic, semantic, and pragmatic elements that facilitate communication (Brooks, 1997) Conversely, culture expresses meanings through behavioral patterns, including language Effective communication across diverse languages and cultures necessitates an understanding of varying interaction norms, values, and thought processes (Saville-Troike, 2003) It is important to note that linguistically correct sentences may lead to misunderstandings when placed in different cultural contexts (Schulz, 2007).
Pragmatics and pragmatic competence
Pragmatics, as defined by the Longman Dictionary of Language Teaching & Applied Linguistics, focuses on how language is used in communication, emphasizing the connections between sentences, expressions, and their contextual situations Unlike traditional learning, which centers on meaning devoid of user interaction, pragmatics considers the communicative functions of language It is often contrasted with semantics, which addresses meaning independently of the users and their communicative intents.
Pragmatics is defined as the study of language use, focusing on the relationship between signs and their interpreters (Sperber and Wilson, 2005) Unlike the other branches of Semiotics—Syntactics, which examines the formal relations of signs, and Semantics, which explores the relationship between signs and their referents (Levinson, 1995)—Pragmatics uniquely investigates the intended meanings, assumptions, purposes, and actions of speakers during communication (Yule, 1996).
Pragmatics is a crucial subfield of linguistics that focuses on how language is used by individuals in social interactions It examines the choices users make, the constraints they face, and the impact their language has on others during communication (Crystal, 1997) Initially rooted in the philosophy of language, pragmatics explores the dynamics of meaning beyond mere words, highlighting the importance of context and social factors in effective communication.
The term "pragmatic competence," widely recognized in the realm of second language (L2) acquisition and teaching, is a crucial component of the broader concept of communicative competence This highlights the importance of understanding how language is used in context, enhancing effective communication skills in learners.
Pragmatic competence, as defined by Chomsky (1980), refers to the knowledge of appropriate language use in alignment with various purposes, contrasting with grammatical competence, which focuses on form and meaning Canale and Swain (1980) later incorporated pragmatic competence into their model of communicative competence, identifying it as sociolinguistic competence, which emphasizes contextually appropriate language use Canale (1988) further expanded this definition to include illocutionary competence, which encompasses the pragmatic conventions for performing acceptable language functions, alongside sociolinguistic competence, which pertains to the conventions for using language appropriately within specific contexts.
Intercultural Communication Competence
Competence in intercultural communication involves understanding the nuances of language and cultural differences, which carry distinct meanings and values within social systems Effective communication in diverse contexts necessitates advanced skills to interpret these meanings accurately Research by Koester & Lustig (2010) highlights the importance of cultural awareness and appropriate behavior in achieving meaningful interactions Competent interpersonal communication reflects the participants' ability to align their actions with situational expectations, facilitating the achievement of social and personal objectives Additionally, nonverbal cues play a crucial role in enhancing relationships and conveying understanding, underscoring the significance of appropriate nonverbal attitudes in effective communication.
Teaching the culture associated with a target language is essential for fostering intercultural communication competence, as highlighted by Emitt & Komesaroff (2003) English language teachers must effectively convey not only the language itself but also the values, attitudes, and behaviors inherent to the cultural context In delivering cultural knowledge, educators should take into account the linguistic backgrounds, attitudes, behaviors, and learning styles of their students to enhance the learning experience.
According to Pit Corder (1991), mistakes arise not from a lack of knowledge but from the application of that knowledge These errors can stem from ignorance, such as not understanding the rules or structure of a language, or from students' difficulties in applying what they have learned effectively.
Cultural mistakes
Professor Hu Wenzhong (1999) Chinese students often made three kinds mistakes related to culture and language:
In sociolinguistics, the phrase "Where are you from?" is often viewed as inappropriate When encountering foreigners, individuals may prefer to ask, "Where do you come from?" Additionally, they might respond to foreign friends' suggestions with, "I will think it over," indicating a more cautious approach to decision-making.
The clash of diverse value systems often becomes evident when individuals reunite with foreign friends after a long separation, leading to comments like, "You haven't changed at all." This interaction frequently includes inquiries about the income and lifestyle of their foreign counterparts, highlighting the differences in cultural perspectives and values.
(3) Too simple or too general Such as they think all Americans like to eat McDonald’s, all British people are quiet Through this survey, Professor Hu
Wenzhong emphasizes that cultural mistakes can have more significant consequences than language errors, as they can lead to emotional discomfort between foreigners and Chinese individuals Consequently, mastering the correct and appropriate use of language is crucial for developing intercultural communicative competence.
Cultural misunderstandings often arise when interacting with English speakers, such as greeting them with questions like, “Have you eaten your meal?” or inquiring about personal matters with phrases like, “How much does your bag cost?” Additionally, when receiving compliments, it is common for individuals to respond with humility by saying, “No, no, I’m not that good at all.”
Misunderstanding of culture mistakes
Cultural misunderstandings often arise from differences in language and context, as illustrated by the varying meanings of the phrase "knock you up" in British and American English These misunderstandings occur when words, gestures, or social contexts hold different meanings across cultures, potentially leading to mistakes While some misunderstandings can be resolved, others may escalate, impacting relationships and interactions, sometimes resulting in significant consequences Understanding these cultural nuances is essential to foster effective communication and avoid conflicts.
METHODOLGY
Quantitative method applied in the study
Quantitative research methods focus on numerical data and measurable phenomena, employing systematic investigation to explore relationships among variables These methods aim to answer questions regarding the connections between measurable elements, with the goal of explaining, predicting, and controlling various phenomena (Leedy, 1993).
The researcher aimed to evaluate the frequency of language mistakes made by students at Kim Xuyen High School during interactions with their teachers To achieve this, a set of 10 questionnaires was developed and distributed to 150 students across various classes The questionnaire comprised three sections: the first gathered essential student information, the second included questions for students to answer, and the third captured students' opinions using a scale from "strongly agree" to "strongly disagree." Initially, students completed the first two sections before receiving the third, ensuring their responses reflected their genuine views without influence Upon completion, the data was collected for analysis using a quantitative method, with results recorded and analyzed through Microsoft Word and Excel.
Qualitative method applied in the study
Qualitative research aims to deeply understand the social realities of individuals, groups, and cultures from their own perspectives, studying them in their natural environments It is particularly effective in gathering culturally specific insights into the values, opinions, behaviors, and social contexts of distinct populations Following quantitative research involving student questionnaires, researchers conducted focus group interviews with these students to gather qualitative data This approach involved interviewing five different groups of students to explore both subjective and objective reasons behind their responses Focus Group Interviews (FGI) are particularly useful for understanding and exploring people's opinions, experiences, ideas, and viewpoints on specific research topics, as they encourage participants to share their personal perspectives and engage in discussions to defend their viewpoints.
FGI is particularly effective for addressing specific issues, enabling researchers to leverage the knowledge, ideas, and expressions of participants It can be combined with both quantitative and qualitative methods, serving as a valuable tool in the early stages of research to synthesize ideas and formulate hypotheses for subsequent steps In this study, individual interviews were conducted with five teachers due to the challenges of coordinating focus group sessions in a two-shift school environment, as well as teachers' concerns about recording interviews for personal reasons Consequently, data was gathered through written accounts of these personal interviews.
Research procedure
Vietnamese English learners frequently encounter communication challenges with native English speakers, often influenced by cultural factors This research aims to identify common mistakes made during the initial phases of conversations, specifically focusing on greetings, addressing interlocutors, and responding appropriately Employing both quantitative and qualitative methods, the study utilizes a questionnaire to assess how often high school students make cultural errors in these initial interactions Additionally, it explores the perspectives of teachers and students regarding the necessity of avoiding such mistakes in various contexts The questionnaire was administered to 150 students, and the researcher also conducted observational studies and focus interviews to gather deeper insights into students' communication practices.
Setting of the study
The study was conducted at Kim Xuyen High School, located in the Son Duong District of Tuyen Quang province, which was established in 1969 English has been a compulsory subject at the school since 2002, taught by six teachers aged between 34 and 43 Currently, the school serves approximately 1,200 students across grades 10 to 12.
12 Most of students came from in ten communes in remote and mountanous area Kim Xuyen High School includes 30 classes; each consists of 40 to 45 students All students belong to ethnic minority whose life was very difficult Coming from different ethnic minorities, they themselves are examples of cultural diversity and show their variations of using foreign languages On the larger scale, Vietnamese culture, like that of many other Asian countries, is under strong influence of Chinese ideologies and religious beliefs, namely Confucianism, Taoism and Buddhism This is reflected in daily life communication as well as in school interaction Although the advent of French colonialism and the American involvement in the South also added some Western elements to the Vietnamese society, common social communication have been strongly traditional It is typical that Vietnamese people show their consciousness about the respect and distinction related to the social status, age or gender of the conversation correspondents when communicating.
Subjects of the study
This study focuses on 150 students from various classes belonging to six ethnic minorities in a high school located in Kim Xuyen, Son Duong, Tuyen Quang The ethnic breakdown includes 30 Cao Lan, 32 San Chi, 18 Nung, 15 Tay, 5 Hoa, and 50 Kinh students, all of whom have studied English as a compulsory subject for at least 10 years, achieving a low intermediate proficiency level Additionally, the research includes insights from five English teachers at the school The study specifically examines this group in a remote, mountainous area where the English-speaking environment is limited, indicating that the findings may not represent the broader high school context across the country.
Data collection instruments
This study employed various data collection methods to gather both quantitative and qualitative data, leveraging analytical and exploratory interpretive paradigms in applied linguistics (Nunan, 1996) Data were obtained through student questionnaires and interviews with both students and teachers Notably, quantitative data were specifically derived from students' responses in the second and third sections of the questionnaires The instruments utilized for this research included questionnaires and interviews, supplemented by focus group interviews (FGI).
Questionnaire
Questionnaires are a vital data collection tool in research, allowing for the gathering of information from a large number of participants on various issues According to Nunan (1992), questionnaires consist of written open and/or closed questions that require responses from subjects Richards (1994) highlights their effectiveness in capturing the affective dimensions of teaching and learning, including beliefs, attitudes, motivation, and preferences, enabling teachers to collect substantial information efficiently Similarly, Seliger and Shohamy support this view, emphasizing the importance of questionnaires in educational research.
In 1995, it was highlighted that questionnaires serve as an effective tool for gathering data on phenomena that are difficult to observe, such as motivation and language learning strategies A study was conducted with 150 students across various classes to assess the prevalence of cultural mistakes among high school students The questionnaire, inspired by errors identified in video clips by Dan Hauer, an American educator in Vietnam, focused on specific issues like the incorrect use of titles (Mr., Mrs.) and addressing teachers Designed on a Likert scale, the questionnaire contained 10-13 questions and was administered in Vietnamese to accommodate the low English proficiency of the participants The primary aim was to understand students' attitudes towards cultural communication mistakes and to identify factors contributing to their demotivation in learning English and interacting with foreigners.
Observations
Participant observation involves immersing oneself in a group to observe activities and interactions from within This method allows researchers to access behaviors that may not be visible otherwise, utilizing either covert or overt approaches In covert observations, the researcher's identity and purpose are hidden, while in overt observations, the researcher discloses their intent and seeks permission The study focuses on identifying specific mistakes highlighted by Dan Hauer, gathering data through questionnaires, interviews, and direct observation Five English teachers from Kim Xuyen High School participated in interviews to share their views on the necessity of avoiding these mistakes in various communicative contexts The interviews were conducted both in focus groups, allowing for open discussion, and individually due to scheduling challenges, such as teaching commitments and personal responsibilities The researcher carefully documented the teachers' insights during these interviews.
Structured interview
Five English teachers from Kim Xuyen High School will be interviewed to share their views on the necessity of avoiding certain mistakes in all communication contexts Additionally, six students from various groups will also participate in the interviews to provide a more comprehensive understanding of the perspectives involved.
The interviews will be designed to allow participants maximum freedom to express their views and engage in discussions with one another, while the interviewer serves solely as a moderator to keep the conversation focused on the questions Each interview lasts 30 minutes, during which data will be recorded, transcribed, and translated into English for analysis The interviewer’s role is to observe and support the participants without imposing their own opinions, encouraging a dynamic exchange of ideas, including differing perspectives Careful preparation of interview questions is essential, along with the flexibility to introduce relevant follow-up questions as needed Creating an open and intimate atmosphere is crucial for fostering participant engagement and ensuring a productive discussion The researcher will utilize three types of questions throughout the interview process.
- The main questions are the research questions prepared before Those questions can be designed based on a specific situation or scenario
Lead questions are essential tools for researchers, as they facilitate deeper understanding of specific topics by prompting inquiries such as "why" and "what." These questions typically emerge during interviews and are shaped by the responses of the participants, allowing for a more nuanced exploration of the subject matter.
- The test questions are questions type used to verify a member's opinions and formed from the answers of interviewees.
Data analysis procedure
The data for this research is collected from questionnaire, interviews and observations The analysis of data is done based on the following steps
The researcher employs both quantitative and qualitative data for this study, following a five-step data analysis process proposed by Burns (1999), which includes assembling, coding, comparing, and reporting the data The analysis is based on 23 returned questionnaires from students, allowing the researcher to categorize the data in response to the first research question The findings are presented in two primary categories, with the quantitative results converted into statistics, numbers, and percentages displayed in tables and charts for comparative analysis Additionally, content analysis is utilized to conduct an in-depth examination of perspectives from both students and teachers The researcher will also calculate the mean score for each aspect using Microsoft Excel.
Data analytical methods
The research will utilize descriptive analysis, including mean, mode, median, and frequency, based on questionnaire data from 150 students at Kim Xuyen High School Additionally, content analysis will be conducted through focus group interviews to uncover the underlying causes of mistakes and strategies for correction and prevention Mistakes are a natural part of the learning process, which teachers can identify The researcher will also apply various techniques to interpret data gathered from editing processes and communication activities among participating students and teachers.
FINDINGS AND DISCUSSION
Data analysis
Research question 1: What are common mistakes high school students make in initial turns of conversations?
For this research question, the researcher used the questionnaire survey for
At Kim Xuyen High School, 150 students are focusing on understanding the true causes of non-grammatical and non-phonetic errors in communication, which can lead to unnatural interactions This exploration includes examining cultural differences in greetings, such as the American practice of saying "Hello, Mr + surname" versus the Vietnamese approach of "Hello, Mr + name." This raises the question: Is this a cultural mistake, and if so, why is it commonly used by the Vietnamese?
Students’ answer to the following questions by writing English sentences that they find most appropriate (Appendix A – part II)
Table 1: students’ answer to question 1
Hello, class! Good morning, class!
In a recent survey, 43.3% of students greeted their class with "Good morning" or "Good afternoon," while 48.7% used similar phrases, and 8% opted for "Hello, class." Although these greetings were frequently used over the years and were not grammatically incorrect, a comparison with a video by Dan Hauer highlighted that such expressions may seem unnatural in the U.S., where greetings like "Good morning" or "Hi" are more common in daily interactions with students The questionnaire results indicated a significant percentage of students still favor traditional greetings in everyday life.
Table 2: students’ answer to question 2
Students at Kim Xuyen High School consistently greet their teachers with phrases like "Good morning, teacher" or "Good afternoon, teacher," reflecting a 100% adherence to this respectful habit They believe that including "teacher" in their greetings demonstrates respect and helps avoid any perception of rudeness After watching Dan Hauer's videos, the students expressed that omitting "teacher" could be seen as impolite, reinforcing their commitment to this practice While Hauer may view this formality as unnecessary, the students feel that their traditional greeting style is both respectful and appropriate.
Table 3: students’ answer to question 3
In response to question three, 37.3% of students greeted their teacher with "Good morning teacher" or "Hello teacher" in the questionnaire Meanwhile, 62.7% of students used the more formal greeting "Good morning Mr Tuan" or "Hello Mr Tuan" when encountering their teacher in the schoolyard.
Good morning, Mrs Loan!/ Hello, Mrs Loan!
The result of question four with 33, 3% students’ answer “Good morning, teacher/ Hello, teacher” and which had 66, 7% students gave “Good morning, Mrs Loan/ Hello, Mrs Loan”
Table 5: students’ answer to question 5
In response to question five, students greeted their teacher in various ways: 23.3% said "Hello, teacher" or "Good morning/afternoon, teacher," while 6.7% opted for "Hello Mr Hall" or "Hello Mr David." The most common response, at 52.7%, included greetings such as "Hello David Hall" or "Good morning/afternoon, David Hall."
Hello/ Good morning/ Good afternoon, teacher!
Hello Mr Hall Hello Mr David Hello/ Good morning/ Good afternoon, David Hall!
Table 6: students ’answer to question 6
When responding to question six about how a native teacher arrives in Vietnam and greets the Vietnamese teacher Vu Minh Tuyen, students might say, "Hi Mr Tuyen!" or "Hello Mr Vu!" Alternatively, they could ask, "Hi, where are you going?" These greetings reflect a friendly and respectful approach to communication in a multicultural setting.
“Hi Mr Tuyen” with 92Ss = 61, 3%,” Hello Mr Vu” with 41Ss = 27, 3% and
“Hi, where are you going?” accounted 17Ss = 11, 4%
Table 7: students’ answer to question 7
Students answered in question seven that had 138 students answer: “see you again” 92% and 8% with answer “see you later”
Hi, Mr Tuyen! Hello, Mr Vu! Hi, where are you going?
See you again See you later
Table 8: students’ answer to question 8
In question eight: “Do they eat “Pho” in your country? (83 students = 55, 3%); Do they like eating “Pho” in your country? (37 students = 24, 6%) and “Do the American eat
Table 9: students’ answer to question 9
Do they eat" pho" in your country?
Do they like eating" pho" in your country?
Do the American eat" pho" in your country?
Yes, I don't like to drink tea./Yes, I don't like drinking tea.
I don't like to drink tea./ I don't like drinking tea.
For this question nine with students’ answer: “Yes, I don’t like to drink tea / Yes,
I don’t like drinking tea” was 119 students = 79, 3%
Table 10: students’ answer to question 10
And the last question students’ answer: “I wilI visit to Thái Bình” with 89 students
A survey conducted with 150 students revealed that 59.3% responded with "I am visiting Thái Bình," while 36% said, "I am going to visit Thái Bình," and 4.7% provided other responses Researchers analyzed these results to understand common language usage among students, which will be compared to findings from a previous questionnaire and interviews This data will help validate claims made in Dan Hauer's video series regarding the common mistakes Vietnamese learners of English make due to cultural influences For instance, Hauer notes that in the U.S., students typically address teachers by their last names with titles like Mrs., Miss, or Mr., while college and university students often use first names for professors.
If they meet an unfamiliar teacher, whose name they do not know, they often say
“Hello” not “Hello, teacher” Thus, Language is one of the most important carriers of culture, without language, culture would not be possible
I am visiting to Thai Binh.
I am going to visit Thai Binh.
In a series of YouTube videos, Dan Hauer discusses common mistakes in English communication that he perceives as inappropriate and unnatural, stemming from his perspective as an American He emphasizes that these issues are not related to pronunciation or grammar but are rooted in cultural differences While Hauer's observations reflect American English usage, they do not account for the distinct communication styles found in countries like Vietnam, where customs and traditions shape interactions For instance, Vietnamese speakers often use respectful phrases like "dạ" and "vâng" in conversations, which may seem unnatural to native English speakers but are culturally significant A survey conducted at Kim Xuyen High School revealed that many students disagreed with Hauer's views, highlighting the importance of cultural context in communication The findings showed that students frequently incorporate additional words to demonstrate respect, illustrating that their communication style, while differing from native speakers, is not grammatically incorrect.
Students at Kim Xuyen High School excel in grammar but struggle with fluent English communication due to a lack of confidence and fear of making cultural mistakes This issue is a concern for English teachers, who also face challenges in communicating with native speakers Proficient English communication is crucial for students to seize opportunities and enhance their speaking skills The teaching process reveals various obstacles, particularly for students from remote and mountainous areas, where English exposure is limited, leading to frequent cultural miscommunication.
Section 4.1.1 provides a general overview of English usage among Kim Xuyen high school students, highlighting varied perspectives on their communication practices In section 4.1.2, the researcher will analyze student opinions to determine whether they recognize the mistakes identified in the previous section and whether they desire to change these behaviors or avoid them altogether.
Students answered question one with different ideas Generally, nearly half of them approved with 46% of students agreed idea “without use “teacher” in the greeting:
In a recent survey, 8% of students strongly agreed that saying "Good morning" is important, contributing to over 50% overall agreement Additionally, 29.3% of students expressed neutrality regarding their ability to speak English properly, while 15.3% strongly disagreed with the notion Notably, 1.4% outright rejected the question's premise In response to a second question, 24% of students strongly agreed, with 52% agreeing overall, while 12% disagreed and another 12% denied the ideas presented These statistics highlight significant differences in cultural communication between Vietnamese students and foreigners.
Question 1 Question 2 Question 3 Question 4 strongly agree agree neutral strongly disagree disagree three total 53, 3% students’ agreement and strongly agreement With 18% was neutral and 28, 7% students’ disagreement and strongly disagreement In question four there was different ideas with this question, 24, 7 % strongly agreed, 37% agreed, 29% students’ neutral ideas and the smallest percentage was disagreed and strongly disagreed
The statistics from the second chart indicate that 41% of students strongly agreed with question five, while 43.3% expressed agreement, and 10.3% remained neutral Analyzing questions six and seven through a bar chart allows for easier interpretation of the data, revealing that the overall rate of agreement and neutrality among students surpassed the percentage of disagreement The responses from questions five to seven demonstrate a significantly higher level of agreement, suggesting that students frequently engage in communication, which is reflected in the high percentages of positive responses.
Question 5 Question 6 Question 7 strongly agree agree neutral strongly disagree disagree
The data indicates varying student perspectives on questions eight to ten, with over half (51%) expressing neutral views in question nine In question eight, 36.3% of students strongly agreed, while 41.3% remained neutral The bar chart for question ten allows for further analysis of these responses Overall, the percentage of agreement and neutrality surpassed that of disagreement Notably, the higher neutrality rate in question eight suggests students are uncertain about whether to use their first or last names, likely due to their limited experience interacting with foreigners and uncertainty about appropriate usage in such contexts.
Question 8 Question 9 Question 10 strongly agree agree neutral strongly disagree disagree
The bar chart analysis reveals varied student opinions on the presented questions For question eleven, 26% of students strongly agreed, 22% agreed, and 32.4% remained neutral, while 19% expressed disagreement In question twelve, regarding the phrase "hello, how are you," only 6.1% strongly agreed, 19% agreed, 22% were neutral, and a significant 52.9% disagreed (43% disagreed and 9.9% strongly disagreed) Lastly, the researcher noted that for the final question, 10% of students strongly agreed, 38% agreed, 37% were neutral, and 28% disagreed, with no strong agreement recorded.
The results from interviews
This section explores the perspectives of students and teachers regarding the errors identified by Dan Hauer through interviews The findings from this analysis will enhance and support the insights gathered from students in section 4.1.2.
Following the quantitative analysis of the questionnaire results, the researcher conducted interviews with six groups of students Prior to the interviews, the students viewed a series of videos by Dan Hauer, which highlighted common misconceptions among English speakers The discussions were divided into two parts, with three groups sharing their insights from the questionnaire in Part II and the remaining three groups debating their views in Part III.
When the students were asked:
Question 1: What do you think about Dan Hauer's point of view about how to use word “teacher” (using ‘teacher 'when students want to greet)
Group 1: Students in group were very excited to discuss They said: "they thought Good morning, teacher! According to them using like that would not be considered to be rude and show their respect to their teachers
Group 2: Good morning, teacher! They thought this sentence was not grammatically wrong They often used to greet the teachers, so they understood this sentence would not be considered disrespectful to teachers
Group 3: Students often used Good morning, teacher! When they wanted to respond to the teacher's greeting They found that using would not be considered to be rude and show their respect with teachers
Theo ý kiến của một học sinh, việc chào giáo viên bằng “Good morning, teacher” hoặc “Good bye, teacher” không đủ lịch sự Học sinh này cho rằng nên thay đổi cách chào thành “Good morning, Mrs Loan” hoặc “Good morning, Mr Tuan” để thể hiện sự trang trọng và tôn trọng hơn đối với giáo viên, như đã được nhấn mạnh trong video của Dan Hauer.
Based on feedback from students, a member of Group 1 suggested that greeting with “Good morning, Mrs Loan” is more polite and clear than simply saying “Good morning, teacher.” This idea received unanimous agreement among the group members Additionally, the researcher noted that some students remained neutral or unclear in their opinions, so the focus was primarily on those who actively contributed to the discussions The findings revealed a strong consensus, as the researcher documented these insights and found them to align with the communication style of English speakers and students learning English at Kim Xuyen School.
Question 2: Do they want to change the way of using Mr or Mrs + Name like Vietnamese people still use when communicating with foreigners?
Group 4: When they met their teacher, they often called Mrs., Mr + name because there were very few families’ names in Vietnam If they greeted Mr /Mrs + surname with teachers in Vietnam, they would be easier to distinguish They still knew many people in Vietnam who used the same way
Group 5: They thought that they were learning a language of another country, so they could use a foreign language; learn a language of this country Hence it follows that they will say Mr / Mrs + surname when they communicate with foreigners, and greet Vietnamese teachers with Mr / Mrs + name
Group 6: when communicating with foreigners they will introduce Mr / Mrs / Miss + last name, then I will explain that in Vietnam often use Mr / Mrs / Miss + name
If it is a daily meeting situation that is frequently met and communicated, I will greet
Nhiều học sinh cho rằng việc chào thầy cô bằng cách sử dụng "Hello, teacher" hoặc "Good morning, teacher" theo tên chính của người Việt Nam sẽ hợp lý hơn, dễ hiểu và thể hiện sự kính trọng Điều này giúp người được chào nhận ra rằng học sinh đang chào mình Ngược lại, việc chào bằng "Hello Mr Nguyễn" hay "Mrs Doan" có thể gây khó khăn trong việc phân biệt người được chào do ít họ ở Việt Nam Trong giao tiếp với người nước ngoài, việc sử dụng "lời chào + tên họ" là cần thiết để thể hiện sự trang trọng và lịch sự.
Question 3: Do you have any idea about how Dan Hauer corrected the sentence
“I am fine, thank you And you?”
Group 1: Instead of using each question like: How are you? You can ask other questions: How’s everything? / How’s it going? / What’s up? / What’s happening? / How are things? / How’s your life? Because they had several times to meet with foreign volunteer teachers when native teachers asked and responded to the question, "I am fine, thank you, and you?” The foreign teachers feel uncomfortable and they edit other ways for students to answer, eventually many students remember and change such as: I’m good/ I’m great I’m so so/ etc.Therefore they should not speak like a machine and answer sentence from the first friend to you finally, they should be more flexible in this answer
Group 2: One student said: “Một lần về Hà nội em gặp một người nước ngoài, lúc đó em đi lại gần họ và hỏi chuyện, câu đầu tiên em chào là: Good morning! Họ cười và chào lại em “Hi, guy!” họ hỏi em “How’s everything?”, em không hiểu gì cả, rồi họ hỏi lại “ How are you?” em trả lời: “ I’m fine, thank you And you? Họ không hỏi gì thêm nữa, em cũng không hiểu tại sao Sau này khi em học tập và được biết nhiều hơn về tiếng anh em cũng thấy có nhiều câu mà em đã sử dụng không phù hợp trong giao tiếp giờ em cũng phải thay đổi và muốn được thay đổi” As for him, He hopes that many people who want to use and speak English they should follow native culture, it is short and easy to understand
Group 3: when watching videos and how to edit sentences: “I fine, thank you And you? By Dan Hauer they thought they had more information about the answer and just need to be flexible to replace the richer way of answering because the question is about your feelings, it is not always "I am fine"
Question 4: What is their opinion about Dan Hauer that Vietnamese people should not use the question "How many people are there in your family?" and answer "There are four in my family: my father, my mother, my sister, and me "?
Group 4: This sentence is still used in textbooks and is also commonly used in everyday questions For Dan Hauer he says Vietnamese people should not use this sentence as completely unfounded because of the fact that teachers and students still use it
Findings and discussion
This section addresses the research questions posed at the thesis's outset, revealing that students at Kim Xuyen High School have varying perceptions of greetings, particularly those used by foreigners, which they often misunderstand Living and working primarily in Vietnam, these students hold traditional views on communication, especially regarding the hierarchical nature of interactions between teachers and students in Vietnamese society The findings highlight challenges in English speaking and communication within the classroom, as many students struggle with confidence and fluency, fearing cultural missteps when speaking with foreigners Despite their desire to engage, their speaking skills often remain low and unnatural.