INTRODUCTION
Rationale of the study
Language is fundamental to our lives, serving as a medium for expressing emotions, desires, and understanding our environment It facilitates communication and cultural exchange among nations Durant (1997) emphasizes that culture and communication are intertwined, with language being a vital component Language not only reflects cultural identity but also shapes ethnic, regional, national, and international identities As Brown (1994) notes, language and culture are intricately linked, making it impossible to separate them without diminishing their significance.
Quang (1998:2) states that ―One can not master a language without profound awareness of its cultural background and in both verbal and non-verbal communication, culture makes itself strongly felt.‖
Many Vietnamese individuals aspire to learn foreign languages for effective communication but often focus heavily on grammar and vocabulary This emphasis can lead to culture shock during real cross-cultural interactions, as different languages and cultures possess unique expressions and speech act realizations While research has explored various aspects of cross-cultural communication, such as complimenting and requesting, there is a notable lack of focus on the act of asking for permission Addressing this gap could enhance understanding of appropriate politeness and increase the likelihood of successful permission requests in cross-cultural contexts.
This study, titled “A Vietnamese-American Cross-Cultural Study of Asking for Permission in the Workplace,” aims to explore the key similarities and differences in how native Vietnamese and American speakers request permission in professional settings.
Aim and objectives of the study
The aim of this study is to find out major similarities and differences in the way the Vietnamese and American ask for permission in the workplace
* To analyze the ways the Vietnamese ask for permission in the workplace
* To analyze the ways the American ask for permission in the workplace
* To discuss major similarities and differences in the ways the Vietnamese and American ask for permission in the workplace.
Scope of the study
This study focuses on the verbal-nonvocal aspects of requesting permission, emphasizing the concepts of positive and negative politeness While paralinguistic factors such as speed, loudness, and pitch, as well as extralinguistic elements like facial expressions, postures, gestures, and proximity, play a significant role in interpersonal communication, they are not the primary focus of this research.
Significance of the study
This thesis aims to enhance understanding of permission-seeking behaviors in the workplace across two distinct cultures: Vietnam and America By exploring these cultural differences, the research seeks to minimize culture shock and prevent communication breakdowns, ultimately fostering successful intercultural interactions.
Research Methodology
The main purpose of the study is to answer the following questions:
- What are the major similarities and differences in American and Vietnamese perception of asking for permission in the workplace?
- How do the Vietnamese and American ask for permission in the workplace?
- What are the major similarities and differences in the ways the Vietnamese and American ask for permission in the workplace in terms of politeness strategies?
A contrastive analysis is conducted to explore the strategies for asking for permission in the workplace across Vietnamese and American cultures This study gathers data from questionnaires to identify the different approaches employed in both cultural contexts.
Secondly, the collected data are classified in the light of positive politeness and negative politeness
The third step is to comparatively and contrastively analyze the collected data
In order to reach the goal of this thesis, the research was conducted with combination of several methods as follows:
Descriptive method: this method is used to give a detailed explanation for the act of asking for permission in American and Vietnamese workplace through questionnaires
Analytic method: the analytic method points out some specific strategies of asking for permission in the workplace in two different cultures through the collected data
Contrastive method: this method is used in order to show the similarities and differences in the ways of asking for permission in the workplace in Vietnamese and American cultures
Inductive method: it helps researchers and readers to draw out the generalizations from the findings
Among them, the analytic and contrastive methods are the dominant ones which are most frequently used in the thesis
The collected data will be analyzed according to the informants‘ status parameters (age, gender) and participants‘ role relationships
The findings are compared and contrasted to find out major similarities and differences in the act of asking for permission in the workplace in Vietnamese and American cultures.
Key concepts defined and discussed
Communication, as defined by the Oxford Advanced Learners’ Dictionary, is the process of expressing ideas and feelings or providing information Hybels and Weaver (2008) expand this definition, describing communication as a multifaceted process that encompasses not only spoken and written words but also body language, personal mannerisms, and contextual elements that enhance a message's meaning Levine and Adelman (1993) further emphasize that communication involves sharing meaning through both verbal and nonverbal behaviors Additionally, Nguyen Quang elaborates on verbal communication through intralanguage, while nonverbal communication includes paralanguage and extralanguage In summary, effective communication relies on various methods and factors that contribute to the successful exchange of information and expression of ideas and feelings.
Cross-culture refers to the exchange of ideas and practices between two or more distinct countries or cultures, as defined by the Oxford Advanced Learner's Dictionary Additionally, Nguyen Quang's Lecture Note highlights that cross-culture encompasses interactions among various social groups, subcultures, ethnic cultures, and diverse cultural backgrounds.
Cross-cultural communication occurs when individuals from different countries engage in dialogue to share and understand each other's cultures, customs, religions, values, norms, and beliefs This concept has been further explored by various scholars, including Levine and Adelman, who emphasize the importance of effective communication in bridging cultural differences.
Cross-cultural communication, as defined in 1993, involves both verbal and non-verbal interactions between individuals from diverse cultural backgrounds, shaped by their unique values, attitudes, and behaviors For instance, Tina, a Malaysian, experienced discomfort when interacting with Fijians, as her gesture of touching their curly hair was perceived as inappropriate due to cultural norms that reserve such actions for chiefs This example underscores the importance of recognizing cultural differences in non-verbal communication and social etiquette Misunderstandings often arise from these cultural disparities, emphasizing the need to establish common ground and a deeper understanding of various cultures to prevent miscommunication.
Individualism is characterized by a focus on oneself and immediate family, as noted by Hofstede and Bond (1984) and supported by Darwish and Huber (2003) This cultural perspective emphasizes personal interests over communal ties, highlighting the traits associated with individualistic societies, as discussed by Varner and Beamer.
Individualistic cultures are characterized by individuals who prioritize their personal wishes, wants, and needs, which drive their actions in various settings such as work, home, and school According to Trampenaars (2011), these societies are marked by a frequent use of "I," on-the-spot decision-making by representatives, and a focus on personal achievement and responsibility In individualistic cultures, people often prefer to take vacations alone or in pairs rather than in groups, reflecting their emphasis on personal autonomy.
Collectivism emphasizes belonging to larger groups that provide care in exchange for loyalty, fostering a sense of community (Hofstede & Bond, 1984) A key aspect of collectivist cultures is the concept of "saving face," which relates to identity respect, dignity, and social status (Varner & Beamer, 2005; Ting-Toomey & Oetzel, 2002) In these cultures, individuals often avoid delivering bad news or criticism to prevent losing face, as mistakes are typically viewed as a reflection of the group rather than the individual According to Trompenaars (2011), collectivism is characterized by collaborative decision-making, group achievements, shared responsibilities, and family-oriented vacations Ultimately, the distinction between individualism and collectivism is highlighted by the varying degrees of social concern and connections among individuals (Hui & Triandis, 1986).
Confucianism is not a religion; instead it is a set of guidelines for proper behaviour, and an ideology that underlies, pervades, and guides Chinese culture (Hofstede, 1991; Tu, 1998a; Yan & Sorenson, 2006)
Confucian values are foundational to Chinese culture, influencing various aspects of social life and establishing norms for family, community, and political conduct This study defines Confucianism as a philosophical framework that serves as the essential starting point for individuals to achieve perfect morality, grounded in a moral code that governs human relationships.
Confucianism is founded on five key virtues, known as the "Five Constant Regulations," which are essential for moral development and social harmony These virtues include Ren (love and benevolence), Yi (righteousness), Li (propriety or rites), Zhi (wisdom), and Xin (sincerity or trustworthiness) Emphasizing these principles fosters ethical behavior and strengthens interpersonal relationships, contributing to a well-ordered society.
Speech acts
J Austin (1962) is considered to be a pioneer in confirming the theory of speech acts According to him, a speech act is an act that a speaker performs when making an utterance A speech act, then, is described as ―in saying something, we DO something.‖ For example, when someone says ―I am hungry‖, he or she can express his hunger or ask something to eat A speech act is part of a speech event The speech act performed by producing an utterance, consists of three related acts, namely locutionary act, illocutionary act and perlocutionary act
• Locutionary act is the basic act of producing a meaningful linguistic expression.The locutionary act is performed with some purposes or functions in mind
• Illocutionary act: is an act performed via the communicative force of an utterance
In engaging in locutionary acts we generally also perform illocutionary acts such as informing, advising, offer, promise, etc In uttering a sentence by virtue of conversational force associated with it
A perlocutionary act refers to the effect or outcome achieved through speech, such as convincing, persuading, or deterring an audience These acts are dependent on the assumption that the listener will understand and acknowledge the intended impact of the speaker's words.
According to Searle (1969), language use involves performing various speech acts, including making statements, giving commands, asking questions, and making promises, among others He emphasizes that these acts are governed by specific rules that guide the use of linguistic elements Furthermore, Searle (1972) asserts that the fundamental unit of linguistic communication is the execution of speech acts, rather than individual symbols, words, or sentences.
In agreement with Searle, Levelt (1989) defines that an utterance with this communicative intention is called a speech act; it is an intentional action performed by means of an utterance
Speech acts, a concept defined by American language philosophers, refer to the actions performed through utterances beyond mere grammatical structures and words As Yule (1996:47) explains, when individuals express themselves, they engage in various actions, which are categorized as speech acts In English, these acts are often identified with specific terms, including apology, complaint, compliment, invitation, promise, and request.
In a workplace scenario, a boss declaring "You're fired" goes beyond a mere statement; it serves as an act that terminates employment Similarly, the phrase "This tea is really cold!" can convey different meanings based on context On a cold winter day, this utterance may express dissatisfaction after sipping what was thought to be freshly made tea Conversely, on a hot summer day, the same phrase could be interpreted as a compliment when sipping iced tea This illustrates how the same utterance can function as different speech acts depending on the circumstances.
Some different classification of speech acts can be presented by some different linguistics and researchers
According to Austin (1962), speech acts are classified into five categories: Verdictives, which involve giving a verdict like acquitting or grading; Exercitives, which pertain to exercising powers or rights, such as appointing or advising; Commisives, which commit the speaker to an action or express intentions, like promising or betting; Behabitives, which address social behaviors and attitudes, including apologies and criticisms; and Expositives, which clarify the function of utterances in discourse, such as arguing or affirming.
Searle's classification of speech acts has gained popularity, particularly among Austin's followers According to Nguyen Hoa (2004:32), a significant aspect of Searle's system is his recognition of "constatives" as a category of speech acts In his 1979 framework, Searle identifies six types of speech acts, including commissives, which are commitments made by the speaker to perform an action in the future, such as promises or threats.
If you don‘t stop fighting, I‘ll call the police
I‘ll take you to the movies tomorrow o Directive: a speech act that has the function of getting the listener to do something, such as a suggestion, a request, permission or a command
Why don‘t you close the window o Declarative: a speech act which changes the state of affairs in the world
In the ceremonial declaration of "I now pronounce you man and wife," the speaker engages in an expressive speech act, conveying heartfelt emotions and attitudes This moment encapsulates the essence of significant life events, embodying feelings of joy and commitment Through such expressions, individuals communicate gratitude, congratulations, or even apologies, highlighting the profound impact of words in shaping relationships and experiences.
The meal was delicious o Representative: a speech act which describes states or events in the word, such as an assertion, a claim, a report
This is a German car o Phatic act: a speech act whose function is to establish rapport between people:
2.3 Asking for permission as speech act
According to the Oxford Advanced Learner's Dictionary, "permission" refers to the act of granting someone the authority to do something, typically by an individual in a position of power Consequently, "asking for permission" involves seeking consent from others to perform an action, often expressed through verbal communication during interactions.
Based on Searle‘s classification of speech acts, asking for permission belongs to directive speech act whose direction of fit is to make the world fit the word (Yule,
In the book ―Meaning and Expression” (1979:22), Searle points out that permission has the syntax of directives In addition to the emphasis on the simple meaning of
Permission involves the act of removing prior restrictions to allow someone to take action It is seen as the illocutionary negation of a directive, characterized by a negative propositional content Logically, this can be expressed as ~(~p).
Edda Weigand, aligning with Searle, emphasizes that the act of "permitting" inherently implies the existence of a prohibition that, while not explicitly stated, is understood by the community This suggests that when someone seeks permission, they are essentially requesting the removal of a known ban (2010:190) Thus, the speech act of "permitting" is fundamentally linked to the characteristics of what is forbidden.
According to Brown and Levinson (1978), requesting permission constitutes a face-threatening speech act that poses a risk to the speaker's self-image This type of request primarily focuses on the speaker's perspective rather than the listener's, highlighting the speaker's vulnerability in the interaction.
Asking for permission tends to be less direct than making requests for action, as highlighted by Shoshana Blum-Kulka and Elite Olshtain An ethnographic study on the language of requesting in Israel reveals that requests for action are the most direct, while requests for permission are the most indirect Additionally, requests for goods and information fall somewhere in between these two extremes (Blum-Kulka, Danet, and Gerson, 1983).
Politeness and politeness strategies
Politeness is a crucial aspect of human interaction, aimed at considering others' feelings, establishing mutual comfort, and fostering rapport (Hill et al., 1986) It encompasses behaviors designed to create and sustain harmonious relationships (Leech, 1983).
Nguyen Quang (2005: 185), “Politeness refers to any communicative act (verbal and/ or non-verbal) which is intentionally and appropriately meant to make others feel better‖
According to Brown and Levinson's theory (1987), positive politeness focuses on enhancing the positive face of the hearer (H), reinforcing their self-image and expressing solidarity This approach emphasizes friendly relationships and fosters a sense of group reciprocity, highlighting the importance of social connections in communication.
In 1996, it was emphasized that positive politeness serves as a face-saving strategy focused on enhancing an individual's positive face This approach fosters solidarity between speakers, highlighting their shared goals and mutual desires Expanding on this concept, Nguyen Quang (2003) further categorizes positive politeness into various sub-types through the lens of cross-cultural communication.
Strategy 1: Notice/attend to H (interest, wants, needs…)
Strategy 2: Exaggerate (interest, approval, sympathy with H)
Strategy 4: Use in-group identity markers
Strategy 7: Presuppose, raise, assert common ground
Strategy 9: Assert or presuppose knowledge of and concern for H’s want
Strategy 12: Include both S and H in the activity
Strategy 13: Give or ask for reasons
Strategy 15: Give gifts to H (goods, sympathy, understanding, cooperation) Strategy 16: Condole, encourage
Negative politeness, as defined by Brown and Levinson (1987), focuses on addressing the hearer's negative face, which reflects their desire for autonomy and control over their personal space This communication style emphasizes respect and deference, highlighting the importance of the hearer's time and concerns, often accompanied by apologies for any potential imposition, as noted by Yule (1996) Nguyen Quang (2003) further supports this notion, indicating that speakers aim to respect the addressee's privacy and maintain a sense of distance through negative politeness He also outlines 11 specific strategies that exemplify this approach, reinforcing the significance of preserving interpersonal boundaries in communication.
Strategy 7: Impersonalize S and H Avoid the pronoun I and You
Strategy 8: State the FTA as an instance of a general rule
Strategy 9: Nominalize to distance the actor and add formality
Strategy 10: Go on record as incurring a debt or as not indebting H
Strategy 11: Avoid asking personal questions
However, in a real utterance, some ovelaps and borderlines between positive politeness and negative politeness can happen Some people sometimes use both of them in a sentence as follows:
Kevin, could I possibly use your computer for a short while? (Kevin: in-group identity marker [Positive politeness] + for a short while: minimise the imposition [Negative politeness])
3.3 Politeness strategies in asking for permission
Modal verbs like "can," "could," "may," and "might" are commonly used to ask for permission in various contexts Additionally, phrases such as "please," "would you mind," and "could/can you mind" serve as effective markers for making polite requests The choice of these expressions often depends on the specific situation, highlighting the importance of context in workplace communication This section focuses on categorizing the politeness strategies employed when seeking permission, drawing on Nguyen Quang's (2003) politeness theory Among these strategies, positive politeness strategies (PPS) play a crucial role in fostering respectful interactions in professional settings.
Ex: Let me borow your pen for a while
Bạn cho tớ mượn cái bút nhé
- Give or ask for reasons
Ex: I forgot my pen Can I use yours for the day?
Tôi bỏ quên cái bút Ông/bà/anh/chị/bạn có thể cho tôi mượn bút được không? b Negative politeness strategies (NPS)
Ex: Can I have a couple weeks off for vacation?
Tôi có thể xin phép nghỉ 1 đôi tuần cho kì nghỉ?
Ex: Do you mind exchange our shift today?
Anh/chị/bạn vui lòng đổi ca cho mình hôm nay được không?
Ex: I just want to ask you if I can swap shifts with you
Anh ơi, cho em mượn cái bút một chút được không?
RESEARCH METHODOLOGY
Research questions
This thesis investigates the key similarities and differences in how Vietnamese and American individuals request permission in a workplace setting It aims to provide insights into the cultural nuances that influence these communication styles.
- What are the major similarities and differences in American and Vietnamese perception of asking for permission in the workplace?
- How do the Vietnamese and American ask for permission in the workplace?
- What are the major similarities and differences in the ways the Vietnamese and American ask for permission in the workplace in terms of politeness strategies?
Research participants
This study investigates the practice of asking for permission in the workplace within American and Vietnamese cultures, involving participants from various offices in both countries To ensure reliability, the research included American-European native speakers from American offices and Vietnamese native speakers from both state and private companies in Vietnam The study highlights that multiple factors influence the style of asking for permission, with a significant body of literature indicating that gender status beliefs can impact women's ability to exert influence and authority at work Ridgeway's social psychological research illustrates how gender categorization and job labeling shape expectations and behaviors, suggesting that once a worker is identified as male or female, gender stereotypes can influence their occupational roles, responsibilities, and the overall perception of their work.
2015) Therefore, a range of choosing research participants will be quite wide as follows.
A total of 60 participants aged 22 to 59 were randomly selected for this survey, with an equal representation of both genders The study included 30 American and 30 Vietnamese individuals, ensuring a balanced national representation among respondents.
In addition, the researcher had a tendency towards a variety of given occupations, from businessmen, accountants to bank clerks with a view to enhancing the validity of the collected data.
Data collection instrument
The primary tool for this research is a survey questionnaire, which is a cost-effective and efficient method for data collection, as noted by Leary (1995) Utilizing email to distribute the questionnaires further minimizes expenses and allows participants to respond at their convenience However, this approach has limitations; it may not capture natural speech patterns accurately, as participants have time to reflect on their answers, potentially obscuring their tone, attitudes, and emotions Despite these drawbacks, survey questionnaires are valuable for initial investigations, particularly in seeking permission within workplace settings.
The questionnaire is divided into three key sections, starting with essential personal information from participants, including age and gender, which significantly influence their politeness strategies when requesting permission in various situations The second section aims to explore the similarities and differences in attitudes toward permission-seeking in typical workplace scenarios Participants evaluate eight specific situations using a 5-point Likert Scale to determine the necessity of asking for permission These situations are categorized into two groups: the first involves scenarios where participants are in a lower status than the requestees (e.g., asking a boss for permission), while the second includes situations where participants have equal status with the requestees (e.g., asking a colleague for permission).
The third section of the questionnaire aimed to explore the linguistic forms used for requesting permission in various workplace scenarios Four common workplace situations were presented, each detailing specific contexts and the relationships between the individuals involved Participants were then prompted to articulate how they would naturally express their requests in these situations.
Data collection procedure
A pilot survey will be conducted among Americans and Vietnamese to determine how frequently they seek permission in daily situations Based on the survey findings, eight common scenarios will be selected to create alternative questions aimed at exploring the similarities and differences in the necessity of asking for permission in the workplace as perceived by both cultures Once the questionnaire is completed, the researcher will reach out to the participants for further engagement.
To gather responses from American participants, the researcher enlisted the help of acquaintances working in the U.S to distribute the questionnaire to their colleagues, neighbors, or friends If these contacts agreed, a link to the questionnaire was sent to them via email or Facebook Once participants completed the questions, they submitted their responses by clicking the "submit" button In contrast, Vietnamese participants received the questionnaires either in person or through email.
FINDINGS AND DISCUSSION
Introduction
This chapter presents the research findings and discusses their implications, following the methodology outlined in the previous chapter, which included details on informants, instruments, and data collection and analysis procedures To effectively address the research questions, the analysis of the collected data will be thoroughly presented.
To address the second research question, we categorize common scenarios in which American and Vietnamese individuals seek permission into two distinct contexts: unimportant situations, such as borrowing a pen from a colleague or requesting leave from a boss, and important situations, like asking to swap shifts with a colleague or seeking permission to contribute in a formal meeting.
Findings and discussion
2.1 What are the major similarities and differences in American and
Vietnamese perception of asking for permission in the workplace?
The author explores eight scenarios in the workplace where permission-seeking occurs, categorizing them into formal and informal events A five-column scale is utilized to assess the necessity of asking for permission, ranging from "Very Unnecessary" to "Unnecessary." This analysis highlights the varying degrees of appropriateness in requesting consent across different workplace situations.
(3) Neutral, (4) Necessary, (5) Very necessary to find out similarities and differences in the neccesity of asking for permission in some certain situations in American and Vietnamese workplace cultures
Table IV.1: Americans‘ perception of asking boss for permission in the workplace
In 4 above stuations, the majority of American find it necessary to ask the boss for permission to do something As you can see, in situation 3, 40% of the informants think that it is necessay to seek permission when you want to have your say in the end-of-year meeting, 43.3% in situation 2 With situation 1 (have your say in a formal meeting or discussion) in and situation 4 (have a holiday/ an annual leave), the level of very necessary accounts for the highest percentage, 40% and 46.7% respectively This indicates that despite the equality between boss and employees, the employees still request their boss for permission to express the respect for their boss‘ s plan L Robert Kohls (1984) confirms that Americans routinely plan and schedule an extremely active day and any relaxation must be pre-planned Americans believe leisure activities should assume a relatively small portion of one‘s total life (Values Americans Live By)
Table IV.2: Vietnameses‘ perception of asking boss for permission in the workplace
In Vietnam, similar to the United States, employees recognize the importance of seeking permission from their superiors, with 50% of respondents identifying this as necessary in various situations According to Hofstede's 1980 study, Australia is categorized as a low power distance country, while Asian nations, including Vietnam, exhibit high power distance characteristics This cultural dynamic fosters a hierarchical workplace where decision-making is predominantly the responsibility of the boss, making it essential for employees to request approval before proceeding with tasks.
A recent survey reveals that a significant portion of Americans believe it is important to seek permission from colleagues in the workplace Notably, 60% feel it is necessary to ask before swapping shifts, while 46.6% request permission to borrow a pen Additionally, 40% consider it essential to consult colleagues about their plans, and the same percentage applies to asking for permission when assisting with printing tasks This behavior reflects the individualistic nature of American culture, where privacy is highly valued, making it customary to seek consent before accessing others' belongings.
Table IV.4 Vietnameses‘ perception of asking colleagues for permission in the workplace
The data indicates that a majority of Vietnamese participants view seeking permission from colleagues as a neutral action, particularly in situations 5, 7, and 8, suggesting that they do not place high importance on this practice However, it is notable that the necessity of asking for permission is perceived to be greater than the feeling of it being unnecessary, indicating that Vietnamese individuals do not completely disregard the act Specifically, 33.3% believe it is essential to seek permission when consulting colleagues' plans, highlighting its significance due to the potential impact on the entire company.
2.2 How do the Vietnamese and Americans ask for permission in the workplace?
Negative strategies Positive strategies Giving deference
Table IV.5 Politeness strategies with colleagues in some unimportant events as seen from Vietnamese respondents
The table presents findings from Vietnamese participants, highlighting five distinct sub-categories of politeness strategies utilized in Vietnamese culture: giving deference, being conventionally indirect, minimizing imposition, providing reasons, and maintaining an optimistic tone.
Among the five sub-strategies discussed, positive strategies, especially optimism, are favored when seeking permission for minor matters involving less influential colleagues, accounting for 51.3% of the total Common expressions reflecting this approach include:
- Anh cho em mượn cái bút này nhé
The second most noticable strategy to seeking permission in the workplace is giving deference, accounting for 23.3% in total For instance;
- Chị làm ơn cho em mượn cái bút được không ạ?
In addition, other strategies including ―being conventionally indirect‖ , ―minimizing imposition‖ are selected in some expressions such as:
- Cho mình mượn cây bút viết được không?
- Cho mình mượn cái bút một lát
Research indicates that Vietnamese culture is primarily collectivistic, emphasizing the importance of community and relationships over individualism (Parks and Vu, 1994) In this societal framework, individuals prioritize harmonious interactions and cooperation, leading to a strong emphasis on building friendly connections, particularly among colleagues of similar status.
The application of strategies varies significantly across five proposed cases of speakers, particularly influenced by the speakers' age Notably, older speakers tend to favor the negative strategy of "giving deference," which emerges as the most common choice among participants This substantial distinction highlights the impact of age on strategy selection in communication.
Being optimistic is often associated with a positive politeness strategy, particularly among younger speakers Notably, the use of this strategy tends to increase when the speaker's age is similar to that of the listeners, highlighting a connection between age and the expression of optimism in communication.
Vietnamese culture is characterized by a hierarchical structure influenced by Confucian beliefs, which significantly shapes workplace behavior In this context, demonstrating respect towards elders and superiors—often referred to as "giving deference"—is viewed as a polite approach, even in situations deemed trivial In contrast, adopting an optimistic demeanor is more suitable when interacting with younger individuals or those of lower status, as it conveys a friendlier, albeit less formal, tone.
Interestingly, there are no differences in the politeness strategies used by speakers of different genders All participants consistently utilize a shared positive politeness strategy, specifically "being optimistic," when seeking permission.
Negative strategies Positive strategies Giving deference
Table IV.6 Politeness strategies with colleagues in some unimportant events as seen from American respondents
Data reveals that Americans often utilize four key politeness strategies in less significant situations: giving deference, being conventionally indirect, being optimistic, and providing reasons Notably, the strategy of being conventionally indirect is the most prevalent, representing 71.3% of the total responses.
The strategy of "giving deference" ranks second among respondents, accounting for 15.3% of the total, while the positive politeness approach of "being optimistic" is the least favored, with only 6% support.
- You won’t mind if I borrow your pen
The United States ranks highest in individualism, as noted by Hofstede (1984), highlighting a culture that values privacy and independence in self-image Consequently, even in trivial situations, most American participants tend to employ negative politeness strategies to show respect for others.
CONCLUSION
This research aims to explore how Vietnamese and American individuals request permission in the workplace, focusing on the politeness strategies employed by each culture By comparing and contrasting these approaches, the study seeks to identify both similarities and differences in communication styles The key findings will be summarized to highlight the insights gained from this cultural examination.
Vietnamese and American individuals often seek permission before offering help or making impactful decisions, with both cultures employing various politeness strategies in different contexts In Vietnam, businesspeople adapt their approach based on the age of the speaker, with "being optimistic" emerging as the most favored strategy, reflecting collectivist values and a desire to save face Conversely, Americans typically utilize the "being conventionally indirect" tactic to maintain self-image, valuing directness regardless of the speaker's age or gender.
Unlike colleagues, with boss, Vietnamese participants choose ―giving deference‖ with the highest proportion in both contexts because of hierarchy in their culture
In America, the preferred politeness strategy tends to be conventionally indirect, while in Vietnam, responses are influenced by gender and age Older individuals are treated with greater respect, while interactions between peers or younger individuals are more friendly In contrast, American politeness strategies are not significantly affected by these demographic factors.
Despite the researchers' efforts in data collection and analysis, several limitations must be acknowledged due to time constraints and unforeseen factors The exclusive use of Discourse Completion Tasks (DCT) for data collection means that nonverbal elements present in real workplace contexts were not addressed Additionally, the relatively small sample size poses a challenge in making definitive conclusions applicable to the entire population under study These limitations should be considered in future research endeavors.
Future research should address several important issues highlighted by the study's results and limitations Conducting a similar study with a larger participant pool would enhance the reliability of the findings and improve their generalizability Additionally, exploring non-linguistic politeness alongside verbal communication in the context of seeking permission is a promising area for further investigation.
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This questionnaire aims to gather your natural responses to various situations Your participation in completing the items is greatly valued Rest assured, the information collected is solely for research purposes, and your identity will remain confidential in any discussions regarding the data Thank you for your cooperation!
1 Do you think it is necessary to ask for permission in the following situations? Please tick (x) in the appropriate column
To have your say in a formal meeting or discussion
To leave the office early
To have a holiday/ an annual leave
To give advice on a schedule
To swap your shift for hers/ his
To help him/ her print a report
To borrow a pen from him/ her
2 Please put yourself in the following situations and write down what you would actually say in each situation:
Situation 1: You and your colleague are discussing a small project in the office
You need a pen to take note of some important points What would you say? a Your colleague is male?
……… c Your colleague is older than you
……… d Your colleague is your age
……… e Your colleague is younger than you
Situation 2: For some personal reason, you have to swap your shift for your colleague‘s shift What would you say? a Your colleague is male?
……… c Your colleague is older than you d Your colleague is your age
……… e Your colleague is younger than you
As we wrap up this year, I want to express my gratitude for the leadership and vision you've provided, which has significantly contributed to our team's success I believe that by continuing to foster collaboration and innovation, we can tackle the challenges ahead and achieve even greater milestones in the coming year Thank you for your support, and I look forward to contributing to our shared goals.
……… c Your boss is younger than you
……… d Your boss is your age
……… e Your boss is older than you
Situation 4: You want to travel overseas with some friends of yours You ask your boss for your annual leave What would you say? a Your boss is male
……… c Your boss is younger than you
……… d Your boss is your age
……… e Your boss is older than you
Thank you for your cooperation !!!
Bản câu hỏi khảo sát
Mục đích của bản khảo sát này là tìm hiểu cách diễn đạt tự nhiên trong các tình huống công sở Chúng tôi mong các bạn cung cấp những câu trả lời ngắn gọn mà các bạn thường sử dụng tại nơi làm việc Xin lưu ý rằng mọi thông tin cá nhân sẽ được bảo mật hoàn toàn và chỉ được sử dụng cho nghiên cứu Chân thành cảm ơn sự hợp tác và hỗ trợ của các bạn.
Hãy đánh dấu (√) vào chỗ thích hợp
II Câu hỏi khảo sát
Bạn có nghĩ rằng việc xin phép trong các tình huống cụ thể là cần thiết? Hãy đánh dấu (x) vào những cột phù hợp để thể hiện quan điểm của bạn về tầm quan trọng của việc xin phép trong những trường hợp này.
1 = hoàn toàn không quan trọng 2 = không quan trọng
4 = quan trọng 5 = rất quan trọng
- Xin phép phát biểu trong cuộc họp hoặc buổi thảo luận
- Xin phép giám đốc tăng lương
- Xin phép giám đốc về sớm
- Xin phép giám đốc nghỉ phép (thường niên)
- Xin đồng nghiệp góp ý cho bản kế hoạch làm việc
- Xin đồng nghiệp đổi ca làm
- Xin được giúp đỡ bạn in 1 bản báo cáo
- Xin phép mượn đồng nghiệp 1 cái bút
Bạn hãy đọc các câu hỏi dưới đây, tưởng tượng mình đang ở trong những tình huống được mô tả và viết ra những điều bạn sẽ nói trong những hoàn cảnh đó.
Trong một cuộc thảo luận về dự án nhỏ tại văn phòng, nếu bạn cần một cái bút để ghi chú những ý quan trọng và đồng nghiệp của bạn là nam, bạn có thể nói: "Xin lỗi, bạn có thể cho tôi mượn một cái bút được không? Tôi cần ghi lại một số điểm quan trọng trong cuộc họp này."
……… b Đồng nghiệp của bạn là nữ?
……… c Đồng nghiệp lớn tuổi hơn bạn?
……… d Đồng nghiệp bằng tuổi bạn?
……… e Đồng nghiệp trẻ hơn bạn?
Trong tình huống xin phép đồng nghiệp nam để đổi ca, bạn có thể nói: "Chào [tên đồng nghiệp], tôi muốn hỏi xem bạn có thể giúp tôi đổi ca làm việc không? Tôi có một việc quan trọng cần giải quyết và rất mong bạn có thể hỗ trợ Nếu bạn đồng ý, tôi sẽ sắp xếp để bù đắp cho bạn vào một ngày khác Cảm ơn bạn rất nhiều!"
……… b Đồng nghiệp của bạn là nữ?
……… c Đồng nghiệp lớn tuổi hơn bạn?