INTRODUCTION
Rationale
In recent years, English has emerged as a global language essential for communication, media, knowledge, and culture In Vietnam, proficiency in English is increasingly viewed as a "passport" to better job opportunities and career advancement Consequently, there is a growing emphasis on learning English, with learners shifting their focus from traditional grammar and translation exercises to enhancing their listening and speaking skills This shift has led to more effective and proper use of the English language.
Vietnamese learners of English frequently encounter communication challenges with native speakers, primarily due to cultural differences and limited understanding of English-speaking customs A crucial element of effective conversation is the act of greeting, which not only initiates dialogue but also reflects the speakers' identities and conveys respect to the listener Furthermore, greetings are essential for establishing and maintaining relationships, thereby facilitating smoother conversations.
Greeting is the initial step in communication, followed by the crucial act of responding, which significantly impacts the success of the interaction It is important to pay attention to both how we greet and how we respond to greetings Although these exchanges can be formulaic, selecting an appropriate response can be challenging, especially for many Vietnamese individuals who struggle with English due to language barriers and cultural differences Often, English learners may feel confused or unable to respond promptly when greeted by foreigners Recognizing the significance of responding to greetings, this study explores the cross-cultural communication between Vietnamese and English speakers, aiming to identify similarities and differences in their responses The goal is to provide relevant response suggestions for various situations, thereby boosting the confidence and communication skills of English learners in Vietnam.
Aims of the study
The ultimate goal of this research is
- to investigate the specific situations of responding the greetings among learners of English with certain variables (i.e age, gender, social hierarchy, etc.)
- to provide readers general information about English and Vietnamese greetings and the way they reply a greeting in their own language
- to compare and contrast replying strategies in English and Vietnamese in order to bring about the similarities and differences in the way Vietnamese and English people reply a greeting
- Therefore, the research questions are:
What are the verbal strategies used by Vietnamese and English people to reply a greeting?
What are the similarities and differences in responding to greeting in English and Vietnamese?
Scope of the study
While the significance of paralinguistic and non-verbal elements in everyday communication is well understood, this study specifically examines the verbal components involved in responding to greetings.
This study focuses exclusively on the strategies for responding to greetings within Vietnamese and Anglophone cultures, specifically analyzing the Northern dialect of Vietnamese and the English language as spoken in Great Britain for a contrastive examination.
Survey questionnaires allow authors to efficiently gather data from a large population within a short timeframe, overcoming challenges such as time constraints, geographical barriers, and financial limitations that make recorded or videotaped face-to-face conversations impractical.
Methodology
This study is grounded in thorough linguistic, semantic, and pragmatic analyses, supported by valuable insights from the author's supervisor and relevant literature from both domestic and international sources To achieve the objectives of this cross-cultural research, a mixed-method approach combining qualitative and quantitative techniques is employed A survey questionnaire was developed to explore how Vietnamese individuals respond to greetings in English and how English speakers reply in their native language The survey incorporates various scenarios reflective of everyday interactions, with the collected data subjected to statistical analysis and descriptive evaluation Additionally, personal observations and feedback from the supervisor contribute to the study's insights and recommendations.
Design of the study
This study is structured into three main parts: the Introduction, Development, and Conclusion The Introduction covers the theoretical background and academic routines essential for understanding the research The Development section consists of three chapters, with Chapter I defining cultural pragmatics and examining how greetings are responded to in both English and Vietnamese, highlighting their similarities and differences The subsequent chapter outlines the research methodology and presents the analysis and findings from survey questionnaires conducted among Vietnamese and English speakers Finally, the Conclusion summarizes the key ideas and findings of the study, offering important insights and suggestions for future research.
DEVELOPMENT
Language in communication
Language is considered one of humanity's greatest achievements, setting humans apart from animals It plays a crucial role in the development of individuals and societies, making it inseparable from human existence.
Language encompasses both verbal communication, which conveys meaning through spoken or written words, and non-verbal cues, including body language and facial expressions As noted by Schmidt and Richard (1980:161), these elements work together to enhance human interaction.
Language serves as a vital tool for communication, enabling individuals to build connections, support political structures, engage in debates, share information, and entertain It is defined as a human system that utilizes structured vocal sounds, which can also be represented through various media, including writing, print, and physical signs.
According to Hybels and Weaver (1992), communication encompasses the process of sharing information, ideas, and emotions, which includes not only spoken and written words but also body language, personal mannerisms, and contextual elements that enhance a message's meaning This perspective views communication as a transactional process that involves the creation and sharing of meaning through both verbal and non-verbal behaviors among individuals.
In Malinowski’s words (in Hudson R.A 1980:109) “language functions as a link in concerted human activity, as a piece of human behavior” In this way, communication has
The phatic function of communication serves not only to exchange information but also to establish, reinforce, and maintain social relationships, confirming each other's presence Verderber (1990:60) identifies four key uses of language: first, it designates, labels, and defines thoughts, feelings, objects, people, and experiences for sharing; second, it evaluates these definitions, influencing perceptions and behaviors.
Language serves multiple purposes, allowing us to engage in discussions about topics beyond our direct experiences and to reflect on the nature of language itself due to its self-reflexive quality Verderber identifies three key functions of communication: the psychological function, which relates to individual mental processes; the social function, which fosters interpersonal relationships; and the decision-making function, which aids in making informed choices.
In brief, it is difficult to distance language from communication Thanks to language, communication becomes more successful and effective In turn, communication helps language express all features and characteristics.
Language and culture
Language and culture are deeply interconnected, as they encompass the shared experiences of individuals Defining culture can be challenging, but it generally represents the integrated patterns of human knowledge, beliefs, behaviors, customs, and ideas Culture shapes how we act and interact within our environment, influencing our thoughts, feelings, and relationships As Kottak (1979) describes, culture is a complex whole that includes knowledge, beliefs, arts, morals, laws, customs, and the various capabilities and habits acquired by individuals within a society Goodenough (1992) also provides a widely cited definition that emphasizes the multifaceted nature of culture.
A society's culture encompasses the knowledge and beliefs necessary for individuals to function acceptably within their community, enabling them to fulfill various roles that they adopt for themselves.
Culture is defined as a shared background encompassing national, ethnic, and religious elements, shaped by common language, communication styles, customs, beliefs, attitudes, and values This cultural framework is absorbed through socialization Goodenough emphasizes that language and culture are interrelated, with language being a component of the broader cultural whole, while Goshgarian highlights that language significantly influences our perception of reality.
The socio-cultural context highlights how language embodies the social and cultural practices of a community, making it easy to interpret culture through linguistic expression Language serves as a mirror of cultural identity, encountered in daily life, and plays a crucial role in preserving cultural values and ideas across generations Conversely, culture significantly shapes linguistic behavior, establishing guidelines and practices that influence how language is used within a community.
William Frawley (1992:45) says: “Culture is the final arbiter of meaning, or linguistic meaning is entirely determined by the cultural context in which the language occurs”
According to Bromfit (C.J et al: 1995), language serves as a crucial symbol system within any culture, highlighting the importance of integrating language and culture in foreign or second language education Learning a new language inherently involves understanding its associated culture, making it essential for educators to teach both aspects in the classroom.
Cross-cultural communication
Cultural components significantly influence communication, as individuals absorb the language, beliefs, and behaviors of their cultural environment This shared understanding fosters acceptable social manners within a community However, cross-cultural communication arises when individuals from diverse backgrounds interact, highlighting the complexities of conveying messages across different cultures (Jose, P, 1992).
Cross-cultural communication occurs when entities from diverse cultures engage in direct and continuous interaction, leading to the exchange of cultural elements This process inevitably results in changes to original cultural patterns, highlighting the dynamic nature of cultural interactions.
Culture shock is a common experience characterized by feelings of curiosity, frustration, anger, alienation, and depression It arises when individuals react to the behaviors of visitors from different cultures, highlighting the contrast between their own cultural norms and those of others.
Regardless of the level of preparation, experiencing some degree of shock is both inevitable and essential for effective adjustment Recognizing these feelings and knowing how to respond appropriately is crucial for personal growth and adaptation.
To effectively address cultural differences, it is essential to embrace openness and maintain a receptive attitude towards diverse cultures, avoiding perceptions of awkwardness or meaninglessness Byram and Flemin (1998:12) emphasize that successful communication hinges on acquiring the ability to understand various ways of thinking and living, as expressed through language, and to mediate between these differing perspectives during interactions.
Cross-cultural pragmatics
Linguists view language as a social construct that must be analyzed within its context to uncover its meaning Therefore, understanding an utterance is impossible without considering the context in which it occurs.
Pragmatics is the study of language use from the perspective of its users, focusing on the choices they make, the constraints they face in social interactions, and the effects of language on communication participants It encompasses not only speech acts like requesting and greeting but also the dynamics of conversation and complex discourse Understanding pragmatics requires sensitivity to both actual and implied meanings, as the process of making meaning involves contributions from both the speaker and the listener, as well as the context of the interaction Researchers in pragmatics must address key questions regarding how utterance interpretation relies on real-world knowledge, how speech acts are understood, and how sentence structure is shaped by the relationship between speakers and listeners Ultimately, the social and contextual knowledge of communication participants plays a crucial role in accurately interpreting the meaning of utterances.
When people communicate, they not only convey grammatical structures and words but also perform actions through their utterances For example, in a workplace with a powerful boss, the statement “You’re fired” serves as a decisive action that terminates employment However, utterances can also express positive actions, such as offering compliments or gratitude, exemplified by phrases like “You’re so delicious,” “You’re welcome,” or “You’re crazy.”
Speech acts, as defined by George Yule in 1996, refer to actions carried out through spoken language In English, these acts are categorized into specific types, including apologies, complaints, compliments, invitations, promises, requests, and greetings.
Descriptive terms for various speech acts reflect the speaker's communicative intentions when making an utterance, which they typically expect the hearer to recognize The context surrounding the utterance, known as the speech event, plays a crucial role in aiding both the speaker and hearer in this process The characteristics of the speech event, including other utterances, significantly influence how an utterance is interpreted as a specific speech act.
Every utterance consists of three interconnected acts, starting with the locutionary act, which involves the fundamental process of producing a meaningful linguistic expression If an individual struggles to articulate the sounds and words necessary for effective communication in a language, they may be unable to successfully execute a locutionary act.
We rarely produce utterances without a specific purpose; each utterance serves a function known as the illocutionary act This act is conveyed through the communicative force of the statement For instance, saying "I've just made some coffee" can serve various purposes, such as making a statement, offering, or providing an explanation This aspect is commonly referred to as the illocutionary force of the utterance.
In communication, we don't just make statements without aiming for a specific impact; this is known as the perlocutionary act For instance, when you say, "I've just made some coffee," you expect the listener to understand your intention, whether it's to explain a pleasant aroma or to invite them to enjoy a cup This intended effect is commonly referred to as the perlocutionary effect.
Of these three dimensions, the most discussed is illocutionary force Indeed, the term
The term "speech act" is often understood in a limited sense, focusing primarily on the illocutionary force of an utterance, which refers to what the utterance "counts as." For instance, the phrase "I'll see you later" can convey various meanings depending on its context: it may serve as a prediction, a promise, or a warning Each interpretation reflects a distinct illocutionary force, highlighting the complexity and nuance in how we communicate intentions through language.
Serle (1969&1970), suggests one general classification system of five types of general functions performed by speech acts: declarations, representatives, expressive, directives, and commissives
Declarations are speech acts that effect change in the world through their utterance To perform a declaration appropriately, the speaker must hold a specific institutional role within a defined context.
Priest: I now pronounce you husband and wife
Representatives are speech acts that convey the speaker's beliefs or observations about reality They encompass statements of fact, assertions, conclusions, and descriptions, effectively communicating the speaker's perspective on a given situation.
(b) It was a warm sunny day
* Expressives are those kinds of speech acts that state what the speaker feels They express psychological states and can be statements of pleasure, pain, likes, dislikes, joy, or sorrow
As illustrated in the following examples, they can be caused by something the speaker does or the hearer does, but they are about the speaker’s experience
(c) Oh, yes, great, mmmm, ssahhh!
Directives are speech acts employed by speakers to prompt others to take action, reflecting the speaker's desires These can manifest as commands, orders, requests, or suggestions, and can be categorized as either positive or negative, as demonstrated in the examples below.
(a) Gimme a cup of coffee Make it black
(b) Could you lend me a pen, please?
* Commissives: commit the speaker to do something such as promises, threats, etc In using a commissive, the speaker undertakes to make the world fit the words via the speaker
Speech acts refer to the actions we perform through our spoken language The theory of speech acts aids in understanding how language functions to convey meaning, particularly in interactive communication.
Bach and Harnish (1984) identify four categories of speech acts that differ from those proposed by Searle and Austin: constatives, directives, commissives, and acknowledgements These categories are clearly defined in the accompanying table.
Requestives Questions Requirments Prohibitive Permissives Advisories
Apologise Condote Congratulate Greet Thank Bid Accept Reject
Direct and indirect speech acts
A structural approach to categorizing speech acts reveals three primary types based on sentence forms: declarative, interrogative, and imperative These sentence types correspond directly to their communicative functions, which include making statements, posing questions, and issuing commands or requests This relationship highlights the simplicity and clarity of distinguishing speech acts through their structural characteristics.
You wear a seat belt (declarative)
Do you wear a seat belt? (interrogative)
An overview of greetings in English and Vietnamese
Greeting is a fundamental aspect of everyday communication, serving to connect individuals, acknowledge their presence, and express friendliness This universal speech act is prevalent across all languages and plays a crucial role in social interactions.
Greetings serve three primary functions: they initiate communication between individuals, help define and affirm identity and status, and manipulate relationships to achieve specific outcomes In essence, greetings are crucial for establishing and maintaining relationships while facilitating conversation However, the phrases used in greetings often lack literal meaning; for instance, people may say "Good morning!" regardless of the weather or respond with "Fine, thanks!" even when they are not feeling well.
Firth (1972:2) emphasizes that greetings serve to establish or maintain social relationships and acknowledge others as social entities within shared contexts Consequently, failing to greet someone familiar can be seen as a rejection of their social identity.
Greetings vary by context but follow established patterns According to Laver (1981), the selection of these formulaic expressions is influenced by both the speaker's and the listener's characteristics Coulmas (1979) further explores this concept, highlighting the significance of context in communication.
“routine formulae” for such kinds of expressions as greeting or thanking Richard (1983:129 ff) later uses conversational routines to refer to the same notion
Routine formulae are expressions that are closely tied to particular social situations, making their occurrence highly predictable during communication Their meanings are shaped by the context of these situations, and their usage is driven by the specific characteristics inherent to them.
Coulmas identifies two key functions of greeting and address terms, emphasizing their role in enhancing communication Firstly, routine formulae simplify social interactions by providing structured responses, such as saying “How are you?” to a neighbor without a genuine inquiry, or greeting someone with “Good morning!” regardless of the weather, thereby fostering a friendly atmosphere These formulae also streamline decision-making in communication by offering ready-made expressions and organizing responses to various social situations, making them more instinctive Secondly, routine formulae strengthen group identity by facilitating rapport, reinforcing group values and norms, and indicating conformity to social standards, which can also reflect the social status of individuals in conversation.
Firstly, it is stated that addressing forms is an interesting phenomenon in the study on cross-cultural communication There exist numerous addressing systems in different cultures and languages
1.5.3.1.1 Addressing forms in Vietnamese greeting
The Vietnamese language presents a complex system of addressing forms that often confuses foreigners, likened to navigating a maze This intricacy stems from the fact that Vietnamese addressing terms are deeply rooted in relationships, including familial and professional connections Selecting the appropriate term for greeting someone involves careful consideration of the speaker and listener's relative power, including factors such as age, status, and societal hierarchy, making the process quite challenging even for native speakers.
In English, the singular term "you" is used for both formal and informal situations, lacking a clear distinction in levels of formality In contrast, Vietnamese exhibits a rich variety of address forms, including titles, kinship terms, and names, which reflect the nuances of power and solidarity in relationships For instance, the term "d" (aunt) can convey a formal tone, emphasizing familial connections This variation in addressing terms highlights the cultural significance of social dynamics in communication.
In Vietnamese culture, greetings frequently incorporate specific address terms that reflect the relationship between the speakers and the context of the interaction Typically, a greeting begins with a standard phrase, followed by an appropriate address term, which is often influenced by kinship ties This practice highlights the importance of social connections in Vietnamese communication.
“title”, “full name” and “last name”
It should be noticed that the use of first name in greetings is often found in common cases
Vietnamese names differ significantly from Western naming conventions, as they typically place the family name first, followed by the given name It is uncommon for Vietnamese individuals to address each other by their family names, with notable exceptions being titles like "Bác Hồ" for President Ho Chi Minh and "Bác Tôn" for President Tôn Đức Thắng In formal contexts, full names are often used alongside titles to convey respect and formality.
Ch o Hoa nh ! in k nh ch o ng guy n V n ang
In Vietnamese greetings, the use of address terms, such as titles and kinship terms, plays a significant role Titles are typically reserved for formal interactions, particularly in professional settings, while kinship terms are preferred in more casual situations where there is a closer relationship between the individuals Notably, when addressing a superior who is younger in age, using a kinship term conveys respect for their age, highlighting the cultural nuances in communication.
1.5.3.1.2 Addressing forms in English greetings
English greetings feature a simpler system of addressing compared to many other languages, primarily using titles and names that typically follow a greeting phrase Most English individuals have three names: a given name (first name), an initial (middle name), and a surname (last name) Respondents tend to avoid using titles and full names in their responses, finding them overly formal; instead, they prefer to use titles with last names It is important to note that addressing someone with a title and first name is not considered appropriate in England.
1.5.3.3 Greeting phrase+ Full first name
Hi Sue! (for Susan), Morning Rob! (for Robert)
(diminutive name, nick name, other names)
Greetings can be categorized into two main types: formal and informal, as highlighted by Bruce Tillitt in his book "Speaking Naturally" (2006) The classification of a greeting as formal or informal depends on the context in which it is used, as well as the choice of vocabulary and structure For instance, a quick "hello" may suffice when passing someone, while other greetings can spark longer conversations Friends and family typically engage in casual greetings, whereas business interactions tend to require a more formal approach.
Greetings in Vietnamese culture are a deeply rooted tradition that can be approached from various cultural perspectives, encompassing both direct and indirect forms of greeting Similar to other languages that utilize straightforward expressions like "Hello!" or "Good morning!", Vietnamese greetings often involve direct phrases such as "Ch o" and "in ch o." Additionally, greetings may take the form of addressing terms, announcements, requests, compliments, reminders, or inquiries about health, meals, and work, serving as substitutes for direct greetings in specific contexts.
English greetings, much like those in other languages, are formulaic and serve various purposes They encompass a range of expressions such as "Hi!", "Hello", "Good morning!", "How are you?", and "How do you do?".
Responding to a greeting in the light of Cross-Cultural Pragmatics
Responses in daily communication, though essential for interaction, have been largely overlooked in speech act theory, which traditionally focuses on initiating acts like greetings, as highlighted by theorists such as Austin (1962) and Searle (1969) This oversight stems from the fact that the analysis of illocutionary acts often relies on semantic interpretations of performative verbs, rather than exploring the role of utterances within discourse Consequently, many responding acts lack corresponding performative verbs, further contributing to their marginalization in the study of speech acts.
This study explores how individuals respond to greetings, highlighting the significance of this communicative act as a form of response A response is defined as an utterance that meets the interactional expectations established by the preceding initiating speech act.
In the realm of pragmatics, greetings and responses form automatic sequences known as "adjacency pairs," consisting of a first part and a second part from different speakers Common examples include question-answer, thanking-response, and request-accept pairs In the context of greetings, the initial greeting serves as the first part of the adjacency pair, anticipating a preferred response This preferred reply embodies expectations of politeness, satisfaction, and respect, achieved through appropriate responses to the greeting.
Replying is closely linked to greetings, as the nature of the greeting often dictates the appropriate response A greeting serves as the initiation of a brief conversation, and effectively replying to it is crucial for fostering further dialogue Consequently, there are several common responses to greetings in both English and Vietnamese, tailored to various situations.
The comparison of greeting responses in Vietnamese and English reveals notable similarities, yet distinct differences exist in the expressions used for various situations For English learners, selecting the right reply to a greeting can be challenging, often leading to mistakes The following chapters will explore the reasons behind this issue and propose effective solutions.
Chapter two: RESEARCH AND METHODOLODY
Hypotheses
In the previous chapter, we explored key factors influencing the analysis of greeting responses, including the context of interaction, the relative roles of the speaker and listener, and aspects such as gender and age Building on these considerations, several hypotheses have been proposed for further investigation Additionally, these hypotheses stem from personal experiences and observations as both a native Vietnamese speaker and a non-native English speaker Through analyzing various interactions between Vietnamese individuals and native English speakers, alongside insights from Vietnamese students' English education regarding greeting responses, I have formulated the following hypotheses.
- Vietnamese speakers and English speakers are likely to use the different strategies when replying English greetings in the same situations
The situations I have chosen to investigate the routine situations among:
3 staff at British council in Vietnam
4 MA students and admin staff at the University of London
Data collection
Franck (1984) suggests that studying speech acts is most effective when observed in real-time, as questionnaires can yield idealized responses due to the time for reflection they allow Despite this limitation, questionnaires have been successfully utilized in research by authors like Brown & Gilman (1960), Bates (1975), and Tucker (1976) For a preliminary cross-cultural study on responding to greetings in English and Vietnamese, I opted for questionnaires to gather data from a broader range of informants Consequently, a survey was conducted using a questionnaire (See Appendix).
The questionnaire is divided into two sections: the first explores key factors influencing responses to greetings, aiming to identify the underlying elements that guide the selection of linguistic forms The second section focuses on greetings and responses in specific contexts.
The questionnaire was tailored for Vietnamese and English informants to examine potential interference or transfer from their native language and culture when responding to greetings in English.
The study's informants include both British and Vietnamese participants, with the British respondents comprising 20 individuals—eight females and twelve males—ranging in age from 18 to over 50 Their diverse occupations, such as students, teachers, volunteers, and professionals in fields like journalism and IT, significantly influence their behaviors The focus on British respondents aims to capture authentic linguistic and cultural features, while also considering responses from American, Australian, and other English speakers to highlight any perceptual differences in norms.
The Vietnamese group consisted of twenty individuals, including eleven females and nine males, all proficient in English Residing or studying in London, some members are employed at the British Council in Hanoi, Vietnam Similar to the British respondents, they are categorized into three age groups: one over fifty, five under twenty, and fourteen between twenty and fifty Additionally, the occupations of the Vietnamese participants are more diverse than those of the British, encompassing roles such as cashier, accountant, librarian, guard, and customer care representative.
The respondents provided key demographic information, including their age, occupation, education, marital status, and the location where they have lived the longest This data is essential for understanding the variations in their responses The following chapter will discuss the findings derived from the data analysis.
Chapter three: RESULTS AND DISCUSSIONS
This chapter presents and discusses the findings from the data analysis
Considerations when responding to greeting
In the initial question of the questionnaire, participants were asked to share their considerations when responding to greetings in English It's important to highlight that each participant could choose multiple categories, resulting in percentages calculated based on the number of respondents selecting each category relative to the total in each group: the British and the Vietnamese.
Table 1: Considerations in selection of responding to greeting
Table 1 and the accompanying chart reveal that British respondents prioritize age, the duration of acquaintance, and occupation when responding to greetings, with the greeting itself also being a factor In contrast, Vietnamese respondents place the highest importance on age, followed by the context of the situation and the greeting itself, although all these factors are significant for them Notably, gender does not significantly influence the choice of responses to greetings in either group.
Table 2: The most influential factor on Responses to greetings
Considerations The British The Vietnamese
Table 2 and Chart 2 reveal that for the British, the duration of acquaintance between the speaker and the hearer is a key factor influencing greeting responses Additionally, 20% of British respondents highlight that the nature of the greeting itself plays a significant role in the choice of linguistic forms used in greetings.
In responding to greetings in English, Vietnamese speakers prioritize the S-H relative age and the greeting itself, with age being the most significant factor at 40% This indicates that Vietnamese speakers often assess their partner's age to determine the appropriate linguistic form to use, while the greeting's content ranks second in importance at 20% Consequently, there is a notable difference in the factors influencing greeting responses between Vietnamese and British speakers.
The strategies of responding to greetings
The questionnaires encompass various interactions occurring in diverse settings, including an office, social events like parties, homes, classrooms, streets, meetings, and canteens Each context features distinct greetings, leading to specific responses that reflect the formality or informality of the situation By incorporating a wide range of reliable scenarios, the questionnaires ensure accuracy and objectivity in assessing greetings and responses.
The survey results categorize greetings into two types: formulaic and informulaic Formulaic greetings, such as “Hi! How are you?” or “Good morning!”, elicit standardized responses like “Fine, thanks!” or “Fine! How are you?” This structured interaction highlights the predictable nature of formulaic communication in social exchanges.
“Good morning! I’m fine, thank you And you?” etc
Table 3: Formulaic greetings and responding
- Good morning! How are you?
Understanding greetings in Vietnamese and British cultures is complex, as both groups employ not only direct greetings like "Hello!" and "Hi!" but also indirect greetings Indirect greetings serve as a form of greeting through compliments, comments, inquiries about meals, offers, or reminders These utterances carry an intention to convey a greeting, with their recognition depending on the context in which they are used Examples of these indirect greetings can be found in the accompanying table.
Table 4: Responses to indirect greeting
Meal question “Are you having lunch?”
Reminding “Hey! A meeting at 10 tomorrow”
The data from the survey show that the British and Vietnamese people have different strategies to respond one-of-a-kind greetings:
The questionnaire examines responses to greetings in the form of compliments, specifically regarding a nice haircut, tie, house, and location A total of 80 responses were collected from both Vietnamese and British participants The findings reveal that Vietnamese respondents utilize seven distinct strategies for replying to compliments, whereas British respondents employ four of these strategies.
Table 5: Responses to greetings as compliments
It’s old Yours is better!
The table presents the percentage of responses used in reply to greetings, highlighting that "accepting" is the predominant strategy for both Vietnamese and British individuals, with common phrases like "Thank you" being frequently employed.
In both Vietnamese and British cultures, expressions of gratitude such as "thanks!" and "thank you so much" are commonly used, with Vietnamese respondents favoring acceptance and greeting at a rate of 21.6% and British respondents at 23.3% This indicates that Vietnamese individuals often have a deeper understanding of the function of compliments compared to their British counterparts Notably, 3.3% of Vietnamese respondents employ the strategy of "Denying + back complimenting" in their responses, reflecting a cultural tendency towards modesty and respect Examples of this include responses like "It’s old Yours is smart," "Oh, I don’t think so," and "Oh, it’s old-fashioned."
Table 6: The strategies to response greetings as compliments
(2) Greeting = Commenting on the weather
Commenting on the weather is a popular greeting method, with phrases like "Too sick of the weather!" and "Terribly cold!" commonly used British respondents typically employ five strategies to respond, while Vietnamese respondents utilize seven, indicating a greater variety in the Vietnamese approach The following examples from both Vietnamese and British respondents illustrate these differing strategies effectively.
Table 7: The strategies to response greetings as a comment on weather
Yeah! Come in, come in!
So, would you like a cup of tea?
Table 8 reveals that both British and Vietnamese respondents predominantly favor the "agreeing" strategy The second most preferred strategy for both groups is "agreeing showing concern," with respective support of 15% and 27.5% Additionally, "requesting" and "consolation" are the least utilized strategies among British and Vietnamese respondents, highlighting notable differences in their communication preferences.
Table 8: The percentage of those choosing the strategies to response greetings as a comment on weather Responses British respondents
The "meal question" serves as an informal greeting, predominantly used in Vietnamese culture compared to British customs Despite the frequency of its use, both Vietnamese and British individuals employ similar strategies when responding to this type of greeting.
“answering question + explaining” is the different strategy of the British respondents and
“answering question + greeting” is the way that Vietnamese people use to reply the greeting “meal question” which are not used by their partnership For example:
- No, half an hour ago
Table 9: The strategies to response greetings as a meal question
Yes, do you want to eat together?
Yes, Have a cup of coffee?
Yeah! Had you had lunch?
Yes Have you had lunch?
Answering question + explaining o, I’m not I’m waiting my friend
According to the table and chart, "answering questions" emerges as the most favored strategy among both British and Vietnamese respondents Notably, a small percentage of British participants perceive the meal inquiry as a genuine question rather than a mere greeting, often responding with affirmations like "Yes," "Yes, Yes," or "Yes, of course." However, this perspective represents a minimal fraction of the overall responses.
Table 10: The percentage of those choosing the strategies to response greetings as meal question
In the context of greetings, respondents are prompted to respond to the concept of "offering." While the British typically engage in "accepting" or "refusing" an offer, the Vietnamese approach includes "accepting and greeting" in addition to these two responses.
Table 11: The strategies to response greetings as an offering
In a comparison of strategies employed by Vietnamese and British respondents in response to offerings, "accepting" is the most frequently used approach, with 60% of Vietnamese and 70% of British participants opting for this strategy Notably, British respondents exhibit a higher tendency to "refuse," with 40% choosing this option compared to their Vietnamese counterparts Additionally, Vietnamese respondents demonstrate a unique approach by combining "accepting" with "greeting," which accounts for 15% of their responses.
Table 13: The percentage of those choosing the strategies to response greetings as an offering
Survey data reveals diverse strategies employed by respondents when replying to reminders The most common response is "thanking," utilized by 40% of British and 35% of Vietnamese participants Notably, both groups favor "greeting + thanking" as their second most popular response, each at 20% Interestingly, Vietnamese respondents may also respond with "complaining" when reminded, a response not observed among the British, who typically thank the reminder and may ask unrelated questions.
Table 13: The strategies to response greetings as a reminding
Ok! Thanks for reminding me
The table below demonstrates more the figures in percentage to give the reader a clear picture of the similarities and differences in responding a greeting in this kind of situation
Table 14: The percentage of those choosing the strategies to response greetings as a reminding
In this section, I shall present the findings from the data, contrasting the British and Vietnamese responses to greetings
This analysis highlights the similarities and differences in greeting strategies between Vietnamese and British respondents, as outlined in the previous hypotheses The data reveals that both groups employ comparable approaches in most scenarios presented in the questionnaire However, the variations in their responses can be attributed to the distinct cultural backgrounds of Vietnamese and British individuals.
To reply formulaic greetings, the British and Vietnamese people have the same selection of responding to greetings for each greeting formulae
In Vietnamese culture, the age of the person offering a greeting plays a crucial role in shaping the response, often considered the most significant factor While the greeting itself is important, it ranks as the second most critical element in the response process for Vietnamese speakers.
Like the British, The Vietnamese choose “thanking” to reply a greeting in form of a compliment, which shows the effect of the British culture on English learners