Rationale 1
Culture and language are intrinsically linked, with language serving as a reflection of cultural values and norms When learning a new language, it is essential for learners to not only achieve proficiency in the language itself but also to gain a deep understanding of the associated culture, including the perspectives and values of native speakers.
The significance of English in Vietnam underscores the necessity for effective foreign language education, as there is a growing demand for proficiency in this global language Learners aspire to achieve communicative competence through their English courses, recognizing that mastery of phonological, grammatical, and lexical components is essential However, linguistic differences and varying communicative behaviors present challenges in the teaching and learning process It is crucial to understand that cultural nuances, such as silence, conversation topics, forms of address, and speech act expressions, differ across cultures, highlighting the importance of using language appropriately to enhance communication.
Therefore, English language teachers should be aware of these distinctive features to help learners overcome the psychological and cultural barriers in the teaching and learning process
Vietnamese culture significantly influences English language acquisition, often limiting students' ability to fully grasp the second language Observations indicate that students struggle to identify errors stemming from their Vietnamese cultural thought patterns, particularly in areas such as greeting routines, politeness, and the balance between directness and indirectness For instance, many English speakers perceive Vietnamese individuals as overly inquisitive due to their common questions like "Where are you going?" or "Have you had lunch?" which are seen as standard greetings in Vietnam This cultural misunderstanding leads to frustration among foreigners, who may not recognize these behaviors as culturally rooted, while Vietnamese individuals remain unaware of how their inquiries might infringe on privacy, resulting in "culture shock." Consequently, effective communication can break down due to these unexpected cultural differences.
The lack of attention to cultural differences in communication significantly impacts English teaching in Vietnam, where the focus predominantly lies on linguistic competence This traditional approach often neglects the importance of incorporating cultural knowledge into the learning process.
Inspired by Dr Nguyen Quang’s framework, I conducted research on cross-cultural communication, focusing on three key cultural dimensions: Subjectivity – Objectivity, Directness – Indirectness, and Accuracy – Inaccuracy These dimensions, while present in every language, vary across cultures This study aims to explore specific cultural practices in Vietnamese communication styles and their impact on the English learning process at Thanh Hoa Medical College.
Aims of the research 2
It can be affirmed that the study was carried out with 2 main aims
Firstly, this investigation aims to find out some cultural practices in Vietnamese communication styles which affect the English learning process
Secondly, it is hoped that some pedagogical implications for the English teachers will be drawn out.
Research questions 2
In fulfilling two main aims, the study needs to set up clear objectives Two following research questions are expected to make the objectives clear
Research question 1: How do some cultural dimensions, namely Subjectivity – Objectivity, Directness – Indirectness, Accuracy – Inaccuracy affect the Vietnamese learners of English?
Research question 2: What are the solutions for the Vietnamese teachers of English at
Significance of the research 2
The investigation provides an insightful awareness of the influences of some Vietnamese communicative practices on their learners of English
For students aiming to enhance their English proficiency, recognizing influential cultural dimensions is crucial While not all cultural factors impact English usage, this research aims to uncover practical strategies that students can implement to practice and improve their language skills effectively.
Teachers have a valuable opportunity to reassess the significance of cultural dimensions in English language learning By utilizing insights from this research, they can enhance their students' English proficiency Additionally, the study aims to spark important discussions in the field of cross-cultural studies, paving the way for future research to expand on the concepts introduced.
Scope of the research 3
This study explores the impact of cultural dimensions on language learning, specifically examining subjectivity versus objectivity, directness versus indirectness, and accuracy versus inaccuracy These dimensions will be analyzed within the theoretical framework, guiding the data analysis process.
Methods of the research 3
The study employed a mixed-methods approach, integrating both qualitative and quantitative techniques to fulfill its aims and objectives Initially, a comprehensive literature review was undertaken, focusing on critical cultural dimensions that influence English language learning.
A valuable approach to understanding the impact of cultural dimensions on English learning at Thanh Hoa Medical College is to conduct a survey questionnaire targeting second-year students and English teachers This investigation aims to identify the effects of cultural factors on language acquisition and to propose effective solutions for enhancing English learning outcomes at the institution.
Design of the research 3
The research is structured into three main parts: Part A introduces the study, while Part B encompasses Development, which includes three chapters Chapter I presents a Literature Review that explores existing works on related topics, focusing on the connections between culture, language, and communication, along with an overview of Vietnamese cultural dimensions Chapter II discusses the survey and data analysis, and Chapter III offers implications for Vietnamese English Language Teaching (ELT) teachers Finally, Part C concludes the research by summarizing the key findings, addressing limitations, and providing suggestions for future research.
LITERATURE REVIEW 4
Theoretical background 4
This section offers a critical review of the interconnections between culture, language, and communication, emphasizing their importance in understanding how native culture impacts English learning Key concepts explored include the relationships among culture and language, language and communication, and communication and culture Additionally, the potential effects of various cultural dimensions on these interactions will be examined.
1.1.1 An overview of Culture – Language – Communication
The term “culture” has been defined by many scholars It comes from the Latin word
The term "colere," which signifies to build, cultivate, and foster, highlights the intrinsic connection between culture and the emergence of humanity Culture has existed since the dawn of mankind's labor, yet it remains a broad and abstract concept Each domain approaches culture from unique perspectives, reflecting its diverse interpretations and applications.
Culture extends beyond a simple list of rituals and beliefs, as emphasized by Rosaldo (1984) R.A Hudson defines culture as the knowledge acquired from others, either through direct instruction or by observing their behaviors This understanding of culture encompasses a broader spectrum of social learning and interpersonal interactions.
- cultural knowledge – which learned from other people
- shared non-cultural knowledge – which is shared by people within the same community or the world over, but is not learned from each other
- non-shared non-cultural knowledge which is unique to the individual
In his book "Media and Culture," Richard Campbell defines culture as a broad category that encapsulates how people live and represent themselves during specific historical periods Similarly, Ronald Wardhaugh emphasizes that culture encompasses the essential "know-how" necessary for navigating daily life, noting that for most individuals, it doesn't necessitate extensive knowledge of music, literature, or the arts.
Culture is a multifaceted concept defined in various ways by scholars, often encompassing elements such as personal space, appropriate gestures, and perceptions of time It is essential to learn about culture, as it significantly influences our behaviors and responses, including the visible norms and taboos associated with working in different countries.
Just as birds rely on their wings for flight, humans depend on language to express their thoughts and emotions Language empowers human intelligence and passion, shaping the unique qualities of our intellect and sentiments.
(G.H.Lewes – The study of psychology) Language is “a system of sounds, words, patterns, etc used by humans to communicate thoughts and feelings” (Oxford advanced learner’s encyclopedic dictionary: 506)
Halliday (1970: 143) pointed out three basic functions of language as following:
- Ideational function: expressing the speaker’s experience of the real world including the inner world of his own consciousness
- Interpersonal function: establishing and maintaining social relations
- Textual function: making links with language itself and with features of the situation in which it is used
Language and culture are intricately linked, making it impossible to fully understand one without the other Without a culture's language, effective communication within that culture is unattainable Conversely, lacking cultural knowledge hinders our ability to use a language correctly.
Language is intrinsically linked to culture, as early anthropologists believed that its structure is shaped by the cultural context in which it exists Language not only preserves but also enriches culture, allowing for the transmission of beliefs, values, attitudes, and perceptions This interconnection demonstrates how culture influences language expression, making language a reflection of cultural dimensions.
Applied linguists emphasize the deep connection between language and culture, as highlighted by Edward Sapir, who noted that "language does not exist apart from culture," reflecting the socially inherited practices and beliefs that shape our lives He further asserted that "language actually shapes the way in which we perceive, think, and therefore act," suggesting that language serves as a mirror, influencing our worldview.
In language education, understanding cultural context is essential, as emphasized by Kramsch (1993), who stated that "a language cannot be learnt without an understanding of the cultural context in which it is used." Integrating cultural knowledge into language learning enhances comprehension and communication skills.
Language, as the fundamental means of human communication, plays a crucial role in shaping our identity and existence It serves not only as a system of signals but also as a reflection of our thoughts, practices, traditions, and culture Recent research highlights the integral relationship between culture and language, illustrating how language acts as a vital component of a community's culture Variations in phonetics, grammar, and vocabulary across different languages create distinct communication styles among communities These differences can lead to misunderstandings, as exemplified by the contrast between the direct communication style of Anglicist culture and the more indirect approach often seen in Vietnamese culture.
People in the same country share the same cultural values and norms, so people with the same background communicate more easily than those who come from different cultures
However, the tendency to globalization has developed so quickly that cross cultural communication is unavoidable
Cross-cultural communication, as defined by Nguyen Quang (1998), involves the exchange of information between individuals from diverse cultural backgrounds, shaped by varying values, attitudes, and behaviors This exchange can often lead to misunderstandings and culture shocks, as what is deemed acceptable in one culture may be inappropriate in another For instance, while Anglicist individuals may find questions regarding age, marital status, or income intrusive, such inquiries are considered normal and friendly in Vietnamese culture.
In Vietnam, slang expressions often carry meanings that aren't found in traditional dictionaries For example, a phrase like "ông nội mày đấy" can be used both as a threat or in a joking manner, highlighting the complexity and cultural nuances of local language Understanding these colloquialisms is essential for grasping the true context of conversations.
A: Ai đỗ xe ở đây vậy? (Who parked the car here?)
B: Ông nội mày đấy! (It’s your grandfather!)
The phrase "Ông nội mày đấy" translates to "It's me," implying a position of superiority and a warning to be cautious Misunderstanding such expressions can lead to significant confusion, particularly for Westerners visiting Vietnam, who may feel unsettled by the language nuances.
"What are you doing?" or "Where are you going?” Indeed, these sentences are just "Hi" or
"good morning" or in some situations Vietnamese people never say “thank you” or
“sorry”, instead they say “Em xin bác.)” or “Tôi đoảng quá!”
A: Here you are (Của chị đây.)
B: I beg you (Em xin bác.)
Or someone spills some tea on someone else’s shirt, he may say “Tôi đoảng quá!” “I’m so clumsy!”
Understanding and addressing cultural differences is crucial for overcoming stress in language learning As Hymes (1964) emphasized, grasping the meaning of words requires an appreciation of their context, highlighting the importance of background knowledge in reading and writing Similarly, Nguyen Quang (1997) argues that mastering a second language involves not just linguistic skills but also an understanding of the associated cultural nuances Therefore, integrating cultural knowledge into foreign language education is essential for effective communication and comprehension.
1.1.2 Cross-cultural studies on the Anglicist – Vietnamese communication styles:
Review of previous studies 17
Nguyen Quang’s work in Foreign Language Journal (1998) points to draw the conclusion that there are fourteen major Anglo-American-Vietnamese cross-cultural categories
1 Subjectivity – Objectivity; 2 Directness – Indirectness; 3 Accuracy – Inaccuracy; 4 Positive and Negative politeness; 5 Self-abasement and self-assertion; 6 Abstractness – Rationality; 7 Sentimentality – Equality; 8 Hierarchy – Equality; 9 Introversion – Extroversion; 10 Deduction – Induction; 11 Group orientation – Individual orientation;
12 High context – Low context; 13 Redundancy – Economicality; 14 Staticality – Dynamicality
Every language encompasses various dimensions of communication, which can vary significantly across cultures For instance, the directness versus indirectness dimension highlights a notable contrast: Anglicist cultures, such as those in Britain, America, and Australia, typically favor direct communication In contrast, cultures like Vietnam often exhibit a tendency to be more indirect, with speakers frequently "beating around the bush" before addressing the main point.
A study conducted by Do Mai Thanh and Van Thanh Binh in 1998 examined the impact of Vietnamese cultural factors on English learning among first-year students at the English Department, CFL, VNU It identified common mistakes made by these students, attributed to various cultural dimensions With over a decade passed since the research was conducted among the K32 cohort in 1999, it is likely that results have evolved due to Vietnam's increasing openness to the world, advancements in English learning and communication processes, and the integration of cultural elements into language education at upper secondary schools in Vietnam.
A 2003 study by Ho Gia Anh Le examined the concepts of Accuracy and Inaccuracy in both English and Vietnamese, highlighting their impact on language learning and teaching The research revealed that while students often produced grammatically correct sentences, they frequently made cultural errors stemming from cross-cultural influences, particularly in the realm of Accuracy and Inaccuracy Common mistakes identified included issues with verb tenses, prepositions of place, and the balance between directness and indirectness in communication, as well as a lack of redundancy in English usage.
Tran Thanh Dung’s 2004 study highlights the significant impact of cultural factors on English language teaching and learning in Vietnamese secondary schools, particularly through the lens of subjectivity and objectivity The research indicates that the subjectivity of Vietnamese learners plays a crucial role in their English learning process, often leading to feelings of disappointment and boredom when faced with challenges A key issue identified is the lack of cultural experience among students, which can result in misunderstandings and mistakes during their studies To enhance their learning experience and prevent misinterpretations, it is vital to provide students with adequate cultural knowledge.
CHAPTER II: DISCUSSION OF THE SURVEY AND DATA ANALYSIS
2.1.1 Discussion of the survey questionnaire and the informants
This survey aims to investigate the impact of cultural dimensions on medical students, focusing on cross-cultural communication The study involves 300 second-year nursing students from Thanh Hoa Medical College in Vietnam.
The survey consists of two main parts
In the first part: students are asked what to say in the following situations:
1 Situation 1: You meet your English friend(s) in the street
2 Situation 2: You want to borrow your friend VND 200,000 for some reason
3 Situation 3: Your friend says to you: “What a beautiful dress you have!”
4 Situation 4: You want to refuse your friend’s invitation to his/her party for some reason
In the second part, students are asked to translate four sentences
- The aim of this sentence is to investigate how students use prepositions to translate (“to” or other prepositions)
2 Mặc dù thời tiết xấu nhưng họ vẫn đến đúng giờ
- This sentence is aimed to look into how students use “although”/“but”
3 Bởi vì trời mưa cho nên tôi ở nhà
- This sentence is to investigate if Vietnamese students use both “because” and “so”
4 Hôm qua tôi bị thi trượt
- The aim of this is to check whether Vietnamese students know the difference between English and Vietnamese passive voice
However, the survey cannot cover some following factors:
- Students’ language proficiency – what their English levels – beginning, intermediate or advanced are All of the students are in their second year and their supposed English level is pre-intermediate
A survey questionnaire was conducted to assess students' communicative competence in English, focusing on their written communication skills While the questionnaire included questions aimed at evaluating both spoken language and overall communicative abilities, the author faced limitations in accessing 300 students for individual measurement.
The information about the informants’ profiles is also important for data analysis Therefore, the following parameters are taken into account where necessary
- More than 10 years: 0 students (They started learning English at high school.)
This is understandable because in nursing classes female students are always in majority + Area where they spend most of the time:
+ Acquisition of other foreign languages:
- Not knowing any foreign language: 300 students
Because of time limitation of this study, the author was not able to investigate with native speakers Thus, I based on the standard English according to English textbook Headway
A Part 1: How would you respond in the following situations?
1 Situation 1: You meet your English friend (s) in the street:
Hello/Hi/Good morning Etc
11 % students only used greeting structures such as “Hello, Hi, Good morning, Good afternoon, How do you do?” etc 12 % students employ “health question” Notably, only
Only 10% of learners used "work questions" like "How are you getting on?" or "How is everything?" as a greeting routine While these types of questions are commonly used in English, the percentage of students employing them is notably low In contrast, a significant 67% of students opted for more concerning questions in their interactions.
- Hello! Where are you going?
- Hi! Where are you going now?
- Hello! How are you? Where do you go?
- Hi! What are you doing here? Etc
These questions indicate quite obviously Vietnamese cultural influences In Vietnamese culture, direction questions are widely used to greet people and Vietnamese students unconsciously apply such questions to foreigners
2 Situation 2: You want to borrow your friend VND 200,000 for some reason
14 % students resorted to direct requests without giving any reasons such as:
- Could/Can/May/Might you lend me VND 200,000?
- Could/Can/May/Might I borrow you VND 200,000?
34 % students made requests first then add reasons 96 % out of them gave reasons by saying: “Because I ” For example:
- Could you lend me VND 200,000? Because I want to buy some books
- Would you lend me VND 200,000? Because I have to pay for my rent house
- Might you lend me VND 200,000? Because my brother is getting married and I have no money now Etc
- Could you lend me VND 200,000 for doing something?
In Vietnamese culture, it is natural when people give reasons before making requests Many students verbose before coming to their point Their reasons are rather lengthy in any cases:
- Oh! I really want to buy a present for my brother on his wedding but I have left my purse at home May I borrow you VND 200,000?
- I want to buy some very interesting books but I haven’t got enough money at the moment So could you lend me VND 200,000? I promise I will pay you back next week
It can be observed that the ways some of the requests are clearly of Vietnamese style The following examples demonstrate this:
- Sorry, I’ve lost money And I have to pay for my rent house I don’t think of anyone who can help me now except you So can I borrow you VND 200,000?
- Oh! I forgot to bring my money And now I want to buy a new dress So can you lend me VND 200,000?
- Oh dear! My mother is ill and she’s in hospital now But I can’t go home to get money Would you lend me VND 200,000?
- I’ve lost my bicycle and I don’t know how to go to school I need to buy a new one but I haven’t got enough money So could you lend me VND 200,000?
As the end of the month approaches, I find myself in a difficult situation with electricity and water bills due, and I risk losing my home if I can't pay them Unfortunately, I've run out of money and am in urgent need of assistance Could you possibly lend me VND 200,000 to help cover these expenses?
Today marks my first day at college, and I need to attend all my lectures and purchase several textbooks for the new term Attending class without the necessary books could result in being sent out by the teachers, and unfortunately, I currently have no money The thought of my parents finding out about this situation is overwhelming Therefore, I kindly ask if you could lend me VND 200,000.
- Today is my mother’s birthday I have to buy her a nice present Oh, I forgot my purse at home Would you lend me VND 200,000?
This morning, my class is canceled, and since I'm close to the hairdresser, I would like to get my hair and nails done However, I don't have enough money for the services Could you please lend me VND 200,000?
Certain expressions commonly used in Vietnamese may not resonate well with English speakers, as they can be lengthy and sometimes perceived as unnecessary, potentially leading to discomfort among Anglicists.
Besides, the indirect strategy was also employed by 30 % students For example:
- Oh! I have left my purse at home
- Do you have any money here?
- Are you my good friend?
Moreover, 11 % students make such requests as:
- Could you lend me some money, my friend?
- Would you give me some money, my best friend?
- Can you lend me some money, my good brother/sister?
These kinds of addressing forms are quite common in Vietnamese to enhance closeness between speaker and hearer, but not quite common in English
3 Situation 3: Your friend says to you: “What a beautiful dress you have!”
Assertion Wondering Diversion Washback compliment
Fifteen percent of students expressed their gratitude directly by saying "thank you," utilizing an assertion strategy However, within this group, 32 percent still experienced feelings of doubt and employed a wondering strategy, asking additional questions for clarification and reassurance, as noted by Nguyen Quang.
- Is it really suitable for me?
- Do you think it suits me?
- Do you really think so? Etc
20 % out of these students self-flattered, e.g.:
- Of course, I have to pay a lot for it
- I even have the more beautiful one
- I think it is beautiful too
- Of course, because I’m a beautiful girl so my shirt is beautiful too
- Do you know how much it costs? Etc
Among the rest, 20 % diverted the compliment (diversion strategy – Nguyen Quang) by saying:
- It’s the present that my mother bought on my birthday I like it a lot
- I’ve just bought it It costs VND 500,000
- Do you want to have the same one? Let’s go shopping
- My cousin has given it to me
About 13 % students turned down the compliment:
- Thank you for your remark but I don’t think so
- Thank you, but I don’t like this dress very much
- Thanks, but it’s only a second-hand
- No, it’s not beautiful at all
- Not at all Thank you
- It doesn’t suit me at all
26 % students, besides thanking, also employed “washback compliment strategy”
(Nguyen Quang) to the speaker himself/herself or to the things she/he possesses For instance:
+ To the speaker himself/herself
- It’s very kind of you to say so
- You are very kind to say so
- You also look attractive today
- You are a very good friend
+ To the things the speaker possesses:
- Your dress is very nice, too
- Your dress is also very beautiful
- Yours is also very nice
4 Situation 4 You want to refuse your friend’s invitation to her party for some reason
Lead – in structures/ Reasons first + Refuse Refuse first + Reasons
37 % students refused first then added reasons The rest (63 %) employed lead –in structures or gave reasons before refusing, for example:
- It sounds lovely But I have a date with my friend on that day I regret I can’t come May be next time!
- It is very interesting But I’m terribly sorry I am ill and I have headache so I can’t go with you See you again
- I know you are unpleasant if I can’t come, but I’m afraid I can’t I’m so busy this time I must visit my aunt because she had a broken leg
- Thank you very much but I’m very busy this week I have to do a lot of exercises because I’m going to have a test I can’t come to your party
- Thank you for your invitation I want to attend your party, yet I’m going to have many exams I am sorry So I can’t come
It is worth noticing that many Vietnamese students prefer roundabout expressions when refusing The followings can be taken as typical examples:
- Oh! What a pity! I’m sorry but I’m afraid I will not be probably able to come I have an exam that day Thanks
Thank you for the invitation to your party; however, I regret to inform you that I cannot attend due to my brother's wedding on the same day I hope you have a wonderful time celebrating!
- What a pity! I am sorry I’d love to but I have to do a lot of work because my mother is ill I wish your party would take place another time
These lengthy explanations may be seen as typical cases among Vietnamese
B Part 2: How would you express the following sentences in English?
1 Sentence 1: Vào Nam ra Bắc (to the North and to the South meaning (traveling) back and forth the country.)
This sentence is to check how students use prepositions 23 % students use the right preposition “to”, 77 % students employed other prepositions such as “in”, “into”, “out”,
“out of” % out of this group used the preposition “in” and “out” and their translations are as follows:
- Go in South, go out North
- Into South, out of North
This reveals the influence of Vietnamese thought pattern: “vào, ra” Many Vietnamese students used English prepositions subjectively as they do in their mother tongue
2 Sentence 2: Mặc dù thời tiết rất xấu nhưng họ vẫn tới đúng giờ
(Although the weather was bad, they came on time.)
This figure makes the author really surprise: 100% students use both “although” and “but”:
- Although the weather was bad, but they came on time
3 Sentence 3: Bởi vì trời mưa cho nên tôi ở nhà
(Because it rained, I stayed at home.)
Especially 100% out of this group used “because” and “so” when translating
- Because it rained, so I stayed at home
4 Sentence 4: Hôm qua tôi bị thi trượt
65 % students translated the sentence in English in passive voice:
- I was failed the exam yesterday
The word "bị" in the sentence does not indicate passive voice; rather, it expresses the speaker's feelings Unfortunately, the students did not recognize this distinction, leading to errors in their understanding.
2.1.3 Comments on the results of the survey questionnaire
Through the statistics of the survey, I would like to make some tentative remarks on the questionnaire results
Vietnamese students often impose their cultural thought patterns on their English expressions due to the influences of their native language For instance, they may incorrectly say "go in South" or "go out North" instead of the correct "go to the South" or "go to the North." This tendency also manifests in their translations, as seen in the phrase “Hôm qua tôi bị thi trượt,” which they might translate as “I was failed the exam yesterday,” reflecting their subjective viewpoints.
+ Notably, when borrowing money, they use many Vietnamese style address forms such as
“my best friend”, “my good sister/brother” to reinforce closeness and narrow distance
This is understandable and acceptable for Vietnamese people but it is not advisable to apply to foreigners, for many of whom may feel annoyed when being called “sister” or
“brother” They also tend to use indirect strategy to borrow money with lengthy reasons
When complemented, many of Vietnamese students are “in the habit of refusing” by saying “No”, “Not at all”, “I don’t think so”, etc
+ Most of the students use both “although” and “but”, “because” and “so” in a sentence The factors causing interference for Vietnamese learners may be explained as the followings:
- Lack of first language and second language equivalence
- Semantic nuances of foreign language difference
- Discourse and cultural patterns from first language do not carry over entirely into the second language Students may trip up occasionally over difficulty in expressing their ideas
- Despite using English, they do not share the same culture background