Rationale
Many believe that modern art often carries a sarcastic undertone, as viewers inevitably compare it to classic masterpieces For instance, a portrait of a standing, non-smiling woman will invoke comparisons to the iconic Mona Lisa, creating an inherent tension in meaning regardless of the artist's intent This phenomenon extends beyond the realm of art and can be observed in various aspects of life, including language.
Gresham's conclusion that "bad coinage drives out good" illustrates how debased currency can eliminate full-weight coins from circulation, a concept that extends beyond economics into various aspects of life, particularly in the realm of language In this context, negative connotations of words often overshadow their positive meanings, as seen in the usage of "girl" and "lady." For instance, the term "girl" is increasingly used by men to refer to their partners, while in Vietnamese, the word "gái," once a neutral term for a girl, has evolved to commonly refer to prostitutes due to the rise of call-girls This shift exemplifies how the degradation of language can diminish the value of its more positive associations.
The term "lady" is often used to describe a woman who is perceived as weak and unable to defend herself, a sentiment echoed in Vietnamese terms like "cô nương" and "tiểu thư." This preference for negative connotations over positive ones highlights the importance of studying sarcasm in language Despite its significance, sarcasm remains underexplored among Vietnamese linguists and researchers worldwide This research seeks to delve into the pragmatic phenomenon of sarcasm, emphasizing its artistic value in communication.
This study explores the use of sarcasm in daily life and humor in both Vietnamese and English, with a particular focus on the differences in employing puns to convey sarcasm in spoken language It specifically examines the verbal elements of pun usage in sarcastic expression, while excluding paralinguistic and extra-linguistic factors from its analysis.
In Vietnam, the Northern dialect is predominantly spoken, with its accent frequently used, while the dialects from the South and Central regions also contribute to the linguistic diversity For a contrastive analysis, the English spoken by the Anglophone communities in England, America, Australia, New Zealand, and Canada is selected.
- The data are collected by conducting survey questionnaires to examine the differences in the way Vietnamese and English speakers use puns in expressing sarcasm
This research aims to examine the similarities and differences in how Vietnamese and English speakers utilize puns to convey sarcasm By providing a comprehensive overview of sarcasm in both languages, the study seeks to aid language learners in navigating cultural nuances and enhancing their communication skills, ultimately reducing the likelihood of culture shock.
What are the major similarities and differences in the ways Vietnamese and English speakers use puns in expressing sarcasm?
The following methods are resorted to:
- Conducting survey (with questionnaires as a data collection instrument)
The study is composed of three main parts:
Part A (Introduction) presents the rationale, scope, aims, research questions, and methodology of the study
Part B (Development) consists of three chapters:
Chapter I (Theoretical preliminary): discusses the notions of language-culture relationship
Chapter II delves into the various conceptualizations of sarcasm and puns, highlighting the different types that are commonly used in both English and Vietnamese It also examines unique puns that are exclusive to either language, providing insight into the cultural nuances and linguistic features that shape humor in these two languages.
Chapter III (Data analysis and findings) analyses collected data to find out major cross-cultural similarities and differences in the choice of puns in expressing sarcasm
Part C (Conclusion) summarizes the main findings of the study, provides some implications for TEFL, and offers suggestions for further research
Reference includes all the books, articles or website that has been referred to during the writing of this thesis
The appendices list examples of different groups of equivalence in order of the alphabet
PART B: DEVELOPMENT CHAPTER I: THEORETICAL PRELIMINARIES
We often find ourselves constrained by our own culture, a realization that becomes evident when we encounter different cultural practices For instance, dining customs vary widely, with some people using tableware, others chopsticks, and many eating with their fingers Even within a single nation, cultural differences are prevalent Understanding these cultural nuances can help mitigate culture shock Culture can be abstractly defined as the essential knowledge required for daily living, while concretely, it encompasses the way of life of a community, including learned behaviors, attitudes, and material possessions Ultimately, culture encompasses three key aspects: learned behavior patterns (what people do), attitudes (what people think or believe), and material things (property).
Culture is inherently linked to language, which serves as a prominent indicator of cultural identity When individuals interact with people from different countries, they often encounter cultural differences manifested through language For instance, the Vietnamese idiom "mưa như trút nước," meaning heavy rain, is expressed differently across cultures, such as "it rains cats and dogs" in Britain, "it rains jugs" in Europe, "rains rope" in France, and "rains in basins" in Spain These variations highlight the diverse ways cultures interpret and articulate similar concepts.
Defining language is challenging, but it can be understood as a system of linguistic symbols that enables effective communication within a community According to the Random House Dictionary, language is a set of symbols used by people to communicate intelligibly Alternatively, Emmitt and Pollock describe it as a complex and abstract phenomenon expressed through various verbal and non-verbal codes Regardless of the definition, language serves as a systematic tool for communication within a specific community.
The perception of whether an individual is "cultured" or "uncultured" often hinges on their behavior and verbal interactions in social situations The way one communicates during greetings and farewells can provide significant insights into their cultural standing Consequently, language serves as a critical indicator of a person's cultural reality, functioning as a system of signs imbued with its own cultural significance.
Language serves as a reflection of shared human experiences, encompassing facts, ideas, and events that are universally understood It conveys the speaker's attitudes, beliefs, and perspectives, effectively linking language to culture As noted by Sapir, culture embodies the actions and thoughts of society, while language represents a unique mode of thought.
Human experiences are shaped by direct face-to-face communication and indirect methods like telephone conversations, creating a rich tapestry of knowledge passed down through generations This ongoing exchange illustrates that language is integral to cultural identity, as language and culture are interdependent For instance, Esperanto failed to thrive due to its lack of cultural roots, while every culture relies on its own language for existence and expression.
The connection between language and culture is fundamental, as language serves to preserve and express cultural identity and connections Distinct ideas arise from the unique use of language within various cultures, and this intricate relationship begins at birth.
Every infant is born similar, but individual identity emerges through cultural exposure Brooks (1968) emphasizes that while everyone is physically and mentally alike, interactions differ across cultures, shaping acceptable behaviors and forming the basis of distinct cultures Hantrais (1989) defines culture as the beliefs and practices of a society, expressed through language, which influences individual perspectives Emmitt and Pollock (1997) highlight that even individuals raised in similar cultural environments may have divergent worldviews if they speak different languages This aligns with Sapir-Whorf's hypothesis, suggesting that language shapes thought and limits expression Thus, while language is deeply rooted in culture, it also reflects and transmits cultural values across generations.
From this, one can see that learning a new language involves the learning of a new culture (Allwright & Bailey 1991) Consequently, teachers of a language are also teachers of culture (Byram 1989)