Rationale
Communication is the essential interpersonal action that facilitates the exchange of information within a social community While there are various methods of communication, language stands out as the most significant means for human interaction Language consists of linguistic units, including morphemes, words, phrases, clauses, and sentences According to Crystal (1992), language is defined as “the systematic, conventional use of sounds, signs, or written symbols in a human society for communication and self-expression.”
Language and culture are intricately connected, with Goodnough (1957) noting that "the relation of language to culture is that of part to whole." Understanding one requires knowledge of the other, as language is a key component of cultural identity, much like clothing and housing Unlike language, culture is fluid and varies between societies and individuals, making what is acceptable in one culture potentially unacceptable in another Therefore, language learners must not only grasp the linguistic system but also be aware of the cultural nuances that influence language use.
In recent years, the teaching and learning of foreign languages, particularly English, has become a significant issue in Vietnam, attracting the attention of many researchers With the country's open-door policy, there is a growing desire among individuals to learn and master English for effective communication with foreigners However, the educational approach often emphasizes linguistic competence—focusing on correct grammar and vocabulary—over the development of social and contextual communication skills As a result, many learners may excel in grammar yet struggle to communicate effectively due to a lack of communicative competence.
To enhance learners' communicative competence, numerous English-Vietnamese cross-cultural studies have focused on sensitive speech acts such as requesting, inviting, and complimenting This paper aims to explore the illocutionary act of joking, a significant yet often overlooked aspect of cross-cultural communication By investigating the similarities and differences in joking between English and Vietnamese cultures, this research seeks to contribute to a better understanding of humor and reduce cultural conflicts in cross-cultural interactions.
Aims of the study
The aims of the study are:
- To investigate the ways of telling jokes
This article explores the various strategies used in joke-telling across Vietnamese and English cultures, highlighting both similarities and differences By examining the linguistic and cultural nuances, it aims to clarify how humor is expressed uniquely in each language, revealing the underlying values and social contexts that shape their comedic styles Through this comparative analysis, the study enhances our understanding of cross-cultural communication and the art of humor.
- To contribute to increasing cross - cultural awareness among foreign language teachers and learners in the speech act of telling a joke.
Scope of the study
This study focuses exclusively on the verbal elements of joking, acknowledging that while paralinguistic and non-verbal factors play a significant role in real-life communication, they are not addressed within this research.
This study explores the cross-cultural interaction of English and Vietnamese in the context of joking among friends and relatives It primarily focuses on the strategies employed in humor within both languages, highlighting the similarities and differences in their use of speech acts.
The data for this study were primarily gathered through survey questionnaires designed around six specific scenarios involving humor Due to constraints related to time, geography, and budget, it was not feasible to conduct recorded and videotaped face-to-face conversations.
Research questions
The study will focus on dealing with the following questions:
1 What are similarities and differences in the ways English and Vietnamese people telling jokes between friends and relatives in their own languages and cultures?
2 How is the application in using humour in the teaching of foreign language?
Methodology
This study employs a quantitative methodology, establishing its theoretical framework through a review of both Vietnamese and English literature The findings, observations, and conclusions presented in this thesis are grounded in practical approaches.
+ conducting survey questionnaires + analyzing the data collection + consulting with supervisor + discussing with colleagues
Design of the study
This study is divided into three parts:
Part A: INTRODUCTION: All the academic routines required for an M A Thesis are presented
Part B: DEVELOPMENT: This part consists of two chapters
THEORETICAL BACKGROUND
Joking in English and Vietnamese culture
1.5.2 Joking in English and Vietnamese
FINDINGS AND DISCUSSION
Description of the questionnaires
2.3.1 The informants’ awareness of the sense of humour and joking 2.3.1 Means realized in telling joke
2.3.2 Use of means in joking as seen from communicating partners’ parameters
2.3.2.1 English findings 2.3.2.1.1 In friend relation 2.3.2.1.2 In relative relation 2.3.2.2 Vietnamese findings 2.3.2.2.1 In friend relation 2.3.2.2.2 In relative relation
2.3.3 Use of means in telling jokes as seen from informants’ parameters
2.4 Major similarities and differences findings between English and Vietnamese 2.4.1 Similarities
2.4.2 Differences 2.5 Some implications in using humour in the teaching foreign language
2 Suggestion for further study References
Description of the subjects
2.3.1 The informants’ awareness of the sense of humour and joking 2.3.1 Means realized in telling joke
2.3.2 Use of means in joking as seen from communicating partners’ parameters
2.3.2.1 English findings 2.3.2.1.1 In friend relation 2.3.2.1.2 In relative relation 2.3.2.2 Vietnamese findings 2.3.2.2.1 In friend relation 2.3.2.2.2 In relative relation
2.3.3 Use of means in telling jokes as seen from informants’ parameters
2.4 Major similarities and differences findings between English and Vietnamese 2.4.1 Similarities
2.4.2 Differences 2.5 Some implications in using humour in the teaching foreign language
2 Suggestion for further study References
Data analysis
2.3.1 The informants’ awareness of the sense of humour and joking 2.3.1 Means realized in telling joke
2.3.2 Use of means in joking as seen from communicating partners’ parameters
2.3.2.1 English findings 2.3.2.1.1 In friend relation 2.3.2.1.2 In relative relation 2.3.2.2 Vietnamese findings 2.3.2.2.1 In friend relation 2.3.2.2.2 In relative relation
2.3.3 Use of means in telling jokes as seen from informants’ parameters
2.4 Major similarities and differences findings between English and Vietnamese 2.4.1 Similarities
2.4.2 Differences 2.5 Some implications in using humour in the teaching foreign language
2 Suggestion for further study References
PART B - DEVELOPMENT CHAPTER I: THEORETICAL BACKGROUND
1.1 Cross-cultural communication 1.1.1 What is culture?
Mastering a language is often seen as unattainable without an understanding of its cultural context While the term "culture" is frequently used in conversation, defining it can be challenging, as various authors offer differing interpretations.
Goodenough defines culture as the collective knowledge and beliefs necessary for individuals to function acceptably within a society, enabling them to fulfill various roles recognized by its members.
Culture is a vital form of knowledge essential for functioning within society, acquired through social interactions It is not created by individuals alone but is an ever-evolving product of collective human engagement In fact, without the presence of others, concepts like language and culture would be unnecessary.
Different cultural groups exhibit unique ways of thinking, feeling, and acting, yet they also share universal behavior patterns that connect all of humanity Regardless of geographical location, people communicate through a common verbal language with a finite vocabulary and grammatical structure, and they categorize individuals based on age and gender As Nguyen Quang (1998: 3) notes, culture encompasses a shared background, including national, ethnic, and religious elements, shaped by common language, communication styles, customs, beliefs, attitudes, and values.
Culture serves as a vital tool for human survival, encompassing the diverse learned behaviors and patterns developed within various societies These cultural distinctions contribute to the rich tapestry of human languages and traditions, highlighting the uniqueness of each society's character.
Cross-cultural exchange occurs when two cultures or languages interact across national boundaries, as noted by Kramsch (1998: 81) This interaction often leads to acculturation, where individuals adopt elements from another culture For instance, Vietnamese Americans may alter their lifestyles, including food preferences, clothing styles, and communication methods, to adapt to their new environment in America.
Cross-cultural communication involves verbal and non-verbal interactions between individuals from different cultures, shaped by their unique cultural values, attitudes, and behaviors (Levince & Adelman, 1993) While individuals are typically aware of appropriate behaviors within their own cultural contexts, these norms can shift significantly in a new country For example, in Vietnam, it is common to greet someone by asking, "Where are you going?" However, this may be perceived as intrusive by native English speakers, who prioritize personal privacy Therefore, it is essential for Vietnamese individuals to adapt their greeting customs when interacting in Western cultures.
1.2 Speech acts 1.2.1 Definition of speech acts
Effective communication involves more than just the use of grammatical and lexical elements; it also encompasses actions performed through spoken utterances, known as speech acts For instance, the statement “I promise I will come tomorrow” not only provides information but also represents the act of making a promise.
The British philosopher J L Austin in his book “How to do things with words”
(1962) is the first to draw attention to the functions performed by utterances as part of interpersonal communication John Austin (1962: 94) defines speech acts as the actions performed in saying something
According to Searle (1969), speaking a language involves performing various speech acts, including making statements, giving commands, asking questions, and making promises He emphasizes that these acts must adhere to specific rules governing the use of linguistic elements.
Speech acts, as defined by two different authors, fundamentally refer to actions conveyed through language In essence, a speech act is an action executed via spoken or written words.
Author John Austin (1962: 109) in his book “How to do things with words” believes that a single act usually contains three related acts: Locutionary act, Illocutionary act and Perlocutionary act
+ Locutionary act is the action performed by uttering a well-formed, meaningful sentence
+ Illocutionary act is the communication force or intention of the speaker or writer which accompanies the utterance, e.g promising, warning, conceding, denying, etc
+ Perlocutionary act is the effect of the utterance on the hearer or the reader who may feel amused, persuaded, warned
Yule (1996) asserts that every utterance encompasses three interconnected speech acts: the locutionary act, illocutionary act, and perlocutionary act For instance, when we say, "It is very hot here," we are engaging in a locutionary act However, our utterances typically carry a purpose; in this case, we might be implying a request for the listener to open a door or turn on the air conditioner, which exemplifies the illocutionary act These speech acts serve essential communicative functions.
Perlocutionary acts, as a third classification of speech acts, highlight the intended effect of a statement, such as "It is very hot here," which expresses a desire for actions like opening the door or turning on the air conditioner to take place.
Following Austin, numerous pragmatists have built upon and refined his speech acts theory, notably Searle's influential classification from 1969 Searle identifies five fundamental types of speech acts, which have become widely recognized and utilized in the field.
+ Declarations are those kinds of speech acts that bring about states of affairs, including namings, firings, hirings, pardons, etc
+ Representatives are those kinds of speech acts that state what the speaker believes to be the case or not including assertions, descriptions, reports, statements, etc
+ Expressives are those kinds of speech acts that state the speaker’s psychological state or attitude, including apologies, compliments, greetings, thankings, etc
+ Directives are those kinds of speech acts that attempt to get the hearer to do something, including questions, requests, orders, etc
+ Commissives are those kinds of speech acts that speaker commits themselves to some future act, including promises, threat, refusals, vow, etc
Similarly, Yule, G (1996: 55) presents five types of speech acts that are shown as in the table below:
Speech act types Direction of fit S = Speaker
Declarations, representatives, expressives, directives, and commissives are fundamental speech acts that shape our understanding of communication These elements highlight how language can influence reality, urging us to align our words with the world around us By crafting our language thoughtfully, we can transform our environment and ensure that our expressions resonate with meaning and purpose Ultimately, the power of words lies in their ability to reflect and reshape our experiences.
Table 1: The five general functions of speech acts (Yule, G 1996)
According to Yule (1996), speech acts are categorized by the relationship between their structure and functions, consisting of three structural forms: declarative, interrogative, and imperative These forms correspond to three general communicative functions: statements, questions, and commands or requests Additionally, these speech acts can be combined to form two types: direct and indirect speech acts.
Major similarities and differences findings between English and Vietnamese…31
- Both the Vietnamese and the English informants employ Bon-mot at the highest rate
- Both groups are careful to employ Vulgarity in telling joke with friends and relatives
- The female, the married and the rural from both groups do not use the Vulgarity in telling joke
- The single from English informants and Vietnamese informants use Allusion with the same rate (8%) In addition, both the urban groups employ Bon-mot at 87%
- Urban, single and above 20 age prefer Allusion much more than rural, married and below 20 age
- English informants employ Bon-mot more frequently than Vietnamese informants in telling joke with friends and relatives
Vietnamese informants refrain from using vulgarity, in stark contrast to their English counterparts, who incorporate it more frequently in everyday jokes This difference can be attributed to the careful language choices made by Vietnamese informants when responding to survey questionnaires.
- The Vietnamese informants tend to use Simile more than the English informants
- The male, urban and above 20 age of English group use Allusion much more than those of Vietnamese group (12% vs 7%, 9% vs 8%, 12% vs 5%).
Suggestion for further study
PART B - DEVELOPMENT CHAPTER I: THEORETICAL BACKGROUND
1.1 Cross-cultural communication 1.1.1 What is culture?
Mastering a language often requires an understanding of its cultural background, as many believe that language and culture are intricately linked While the term "culture" is commonly used, defining it can be challenging due to the varying interpretations by different authors.
Goodenough defines culture as the collective knowledge and beliefs necessary for individuals to function appropriately within their society This definition emphasizes that culture encompasses the skills and understandings required to fulfill various accepted roles within a community.
Culture is a vital form of knowledge necessary for individuals to navigate and participate in society This knowledge is acquired through social interactions and experiences as members of a community Importantly, cultures are not created by individuals in isolation; rather, they are dynamic and evolve through the continuous interactions among people In the absence of others, such as if one were the only human on Earth, the concepts of language and culture would hold no significance.
Different cultural groups exhibit unique ways of thinking, feeling, and acting; however, there are universal behavior patterns shared by all humanity Regardless of geographical location, people communicate using verbal language with a defined set of words and grammatical rules, and they classify individuals based on age and gender As Nguyen Quang (1998: 3) notes, culture encompasses a shared background—such as national, ethnic, or religious identities—shaped by common language, communication styles, customs, beliefs, attitudes, and values.
Culture serves as a vital tool for human survival, encompassing the diverse learned behaviors that individuals acquire within their societies Each society possesses unique cultural characteristics, leading to a rich variety of languages and cultural practices worldwide.
Cross-culture, as defined by Kramsch (1998: 81), refers to the interaction between two cultures or languages across national boundaries This interaction often leads to acculturation, where individuals adopt elements from another culture For instance, Vietnamese Americans adapt their lifestyles upon relocating to the United States, altering their food preferences, clothing styles, and communication methods to fit into their new surroundings.
Cross-cultural communication involves verbal and non-verbal interactions between individuals from different cultural backgrounds, shaped by their unique values, attitudes, and behaviors (Levince & Adelman, 1993) While people typically understand appropriate social behaviors within their own culture, these norms can shift dramatically in a new country For example, in Vietnam, a common greeting is "Where are you going?", which may be seen as intrusive by native English speakers who prioritize personal privacy Therefore, it is essential for Vietnamese individuals to adapt their greeting practices when interacting in Western cultures.
1.2 Speech acts 1.2.1 Definition of speech acts
Effective communication involves producing utterances that encompass grammatical and lexical elements while also performing actions through those utterances, known as speech acts For instance, the statement "I promise I will come tomorrow" serves not only to convey information but also to enact the promise itself.
The British philosopher J L Austin in his book “How to do things with words”
(1962) is the first to draw attention to the functions performed by utterances as part of interpersonal communication John Austin (1962: 94) defines speech acts as the actions performed in saying something
According to Searle (1969), speaking a language involves performing various speech acts, including making statements, giving commands, asking questions, and making promises He emphasizes that these acts adhere to specific rules governing the use of linguistic elements.
Speech acts, as defined by various authors, refer to the actions performed through language when communicating In essence, a speech act represents an action executed by using words.
Author John Austin (1962: 109) in his book “How to do things with words” believes that a single act usually contains three related acts: Locutionary act, Illocutionary act and Perlocutionary act
+ Locutionary act is the action performed by uttering a well-formed, meaningful sentence
+ Illocutionary act is the communication force or intention of the speaker or writer which accompanies the utterance, e.g promising, warning, conceding, denying, etc
+ Perlocutionary act is the effect of the utterance on the hearer or the reader who may feel amused, persuaded, warned
According to Yule (1996: 48), every utterance involves three interconnected speech acts: the locutionary act, the illocutionary act, and the perlocutionary act For instance, when someone says, "It is very hot here," they are primarily engaging in a locutionary act However, utterances typically serve a purpose; in this case, the speaker likely intends to prompt the listener to take action, such as opening a door or turning on the air conditioner, which exemplifies the illocutionary act These acts are essential for effective communication.
Perlocutionary acts, as the third classification of speech acts, refer to the intended effects of a statement, such as the desire for action in response to the utterance "It is very hot here." In this context, the speaker implicitly wishes for someone to open the door or turn on the air conditioner to alleviate the discomfort.
Following Austin, numerous pragmatists have built upon and refined his theory of speech acts, notably through Searle's influential classification from 1969 Searle identifies five fundamental types of speech acts, which have become widely recognized and utilized in the field.
+ Declarations are those kinds of speech acts that bring about states of affairs, including namings, firings, hirings, pardons, etc
+ Representatives are those kinds of speech acts that state what the speaker believes to be the case or not including assertions, descriptions, reports, statements, etc
+ Expressives are those kinds of speech acts that state the speaker’s psychological state or attitude, including apologies, compliments, greetings, thankings, etc
+ Directives are those kinds of speech acts that attempt to get the hearer to do something, including questions, requests, orders, etc
+ Commissives are those kinds of speech acts that speaker commits themselves to some future act, including promises, threat, refusals, vow, etc
Similarly, Yule, G (1996: 55) presents five types of speech acts that are shown as in the table below:
Speech act types Direction of fit S = Speaker
Declarations, representatives, expressives, directives, and commissives are essential components of communication that shape our reality By carefully choosing our words, we can influence perceptions and actions, effectively bridging the gap between language and the world around us The power of words lies in their ability to not only reflect our thoughts but also to transform our environment, making it essential to align our language with our intentions.
Table 1: The five general functions of speech acts (Yule, G 1996)
According to Yule (1996), speech acts are categorized by their structural forms and communicative functions He identifies three structural forms: declarative, interrogative, and imperative, which correspond to three main functions: statements, questions, and commands or requests These forms can be combined to produce two additional types of speech acts: direct and indirect speech acts.