Rationale 1
Culture and language are inherently intertwined in every nation, with language serving as a reflection and product of cultural identity When learning a new language, it is essential for learners to not only achieve proficiency in the language itself but also to grasp the underlying cultural values, norms, and perceptions that are shared by native speakers.
The importance of English in Vietnam has led to a significant demand for learning and teaching the language, as it is viewed as a universal trend Many learners aspire to achieve communicative competence through their English courses However, mastering phonological, grammatical, and lexical aspects alone is not sufficient; understanding the differences in linguistics and communicative behaviors is crucial Factors such as the use of silence, suitable conversation topics, forms of address, and speech act expressions vary across cultures, highlighting the importance of using language appropriately in effective 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 learn the second language effectively Many Vietnamese learners struggle to identify errors stemming from their cultural thought patterns, particularly in areas such as greeting routines, politeness, and the balance between directness and indirectness For instance, English speakers frequently perceive Vietnamese inquiries like "Where are you going?" or "Have you had lunch?" as intrusive, while these questions are considered typical greetings in Vietnamese culture This cultural disconnect can lead to misunderstandings, with foreigners feeling frustrated by what they see as improper greetings, unaware that these behaviors stem from cultural differences Consequently, both Vietnamese and English speakers may encounter communication barriers due to these unrecognized cultural nuances.
Many issues arise from a lack of awareness regarding cultural differences in communication In Vietnam, the traditional approach to English teaching emphasizes linguistic competence, often neglecting the importance of cultural knowledge.
This research focuses on cross-cultural communication, specifically exploring three cultural dimensions from Dr Nguyen Quang's framework: Subjectivity – Objectivity, Directness – Indirectness, and Accuracy – Inaccuracy These dimensions are present in all languages but vary across cultures The study aims to examine how these cultural practices in Vietnamese communication styles influence 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 looking to enhance their English skills, recognizing the influential cultural dimensions is essential While not all cultural factors impact English usage, the research aims to uncover practical strategies for students to effectively practice and improve their language proficiency.
Teachers have a valuable opportunity to reassess the significance of cultural dimensions in English language learning By leveraging insights from this research, educators can enhance students' English proficiency Additionally, this study aims to highlight important issues in cross-cultural studies, paving the way for future research to expand on these concepts.
Scope of the research 3
This study examines how various cultural dimensions affect language learning, specifically focusing on three key aspects: subjectivity versus objectivity, directness versus indirectness, and accuracy versus inaccuracy These dimensions will be explored in the theoretical background and analyzed through data analysis.
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 performed, focusing on the critical analysis of cultural dimensions that influence English language learning.
A valuable approach for 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 challenges faced and explore potential solutions to enhance the learning experience.
Design of the research 3
The research is structured into three main parts: Part A introduces the study, while Part B encompasses the Development section, which includes three chapters Chapter I presents a Literature Review that explores existing works on related topics, focusing on the interplay between culture, language, and communication, alongside an overview of Vietnamese cultural dimensions Chapter II discusses the survey and data analysis, and Chapter III outlines implications for Vietnamese English Language Teaching (ELT) teachers Finally, Part C concludes the research by summarizing the key findings, acknowledging limitations, and offering suggestions for future studies.
LITERATURE REVIEW 4
Theoretical background 4
This section provides a critical review of the interplay between culture, language, and communication It explores the intricate relationships among these elements, emphasizing how native culture impacts English learning Additionally, the potential influences of various cultural dimensions on communication practices will be examined.
1.1.1 An overview of Culture – Language – Communication 1.1.1.1 What is culture?
The term “culture” has been defined by many scholars It comes from the Latin word
The term "colere," which means to build, cultivate, and foster, highlights the intrinsic link between culture and human development Culture emerged alongside humanity's early efforts and labor, yet it remains a broad and abstract concept Each domain approaches culture from distinct perspectives, reflecting its diverse interpretations and significance.
Culture transcends a simple list of rituals and beliefs, as emphasized by Rosaldo (1984) R.A Hudson defines culture as the knowledge acquired from others through direct teaching or observation of their behaviors This understanding of culture encompasses a broad spectrum of learned knowledge and social practices.
- 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 is unique to each individual, reflecting personal experiences and insights Richard Campbell, in his book "Media and Culture," defines culture as the collective ways people live and express themselves during specific historical periods Similarly, Ronald Wardhaugh emphasizes that culture encompasses the essential "know-how" necessary for daily living, highlighting that for most individuals, this does not necessitate extensive knowledge of music, literature, or the arts.
Culture is a multifaceted concept that has been interpreted in various ways by scholars, often encompassing ideas such as personal space, appropriate gestures, and perceptions of time It is an essential aspect of learning that influences our behaviors and responses, including the visible elements and social norms that dictate acceptable practices and taboos in different countries.
Language is to humans what wings are to birds; it empowers our intellect and emotions, allowing us to express our unique characteristics and navigate the complexities of life.
(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 deeply interconnected, making it impossible to fully understand one without the other Effective communication within a culture relies on its language, while proper language usage is contingent upon a solid grasp of the associated cultural context.
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 highlights how culture influences language expression, making it rich with cultural dimensions.
Applied linguists have recognized the intrinsic link between language and culture Edward Sapir (1921: 1961) emphasized that language is inseparable from culture, which encompasses the socially inherited practices and beliefs that shape our lives He argued that language influences our perceptions, thoughts, and actions, serving as a mirror that reflects our worldview.
In the realm of language education, it is essential to recognize that language knowledge is inherently intertwined with cultural understanding As Kramsch (1993) emphasized, mastering a language requires a deep comprehension of the cultural context in which it operates.
Language is a vital means of communication that shapes our identity and existence, serving as a reflection of our thoughts, traditions, and culture It is not merely a system of signals; rather, it plays a crucial role in various fields of communicative acts Research highlights the significance of cultural influences on language, emphasizing that language is integral to the cultural fabric of a community Differences in phonetics, grammar, and vocabulary among languages create distinct communication styles, which can lead to misunderstandings For instance, the direct approach favored in Anglicist culture contrasts sharply with the indirect, more circumlocutory style prevalent 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 shock, as what is deemed acceptable in one culture may be inappropriate in another For instance, while Anglicist individuals may perceive inquiries about age, marital status, or income as intrusive or impolite, such questions are typically seen as friendly and normal in Vietnamese culture.
In Vietnam, slang expressions can often be confusing as they may not be found in traditional dictionaries For example, a phrase like "ông nội mày đấy" can be used either as a playful joke or a subtle threat, illustrating the nuanced use of language in informal contexts Understanding these local slangs is essential for effective communication and cultural immersion.
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, especially for Westerners visiting Vietnam who may feel unsettled by unfamiliar 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!”
To effectively navigate cultural differences and similarities while learning a foreign language, it is essential to acquire cultural knowledge alongside linguistic skills As Hymes (1964) emphasizes, understanding a language goes beyond mere words; it requires grasping the context and background information that enriches comprehension Similarly, Nguyen Quang (1997) asserts that mastering a second language demands not only linguistic proficiency but also an appreciation of its cultural nuances Therefore, integrating cultural awareness into language learning is crucial for overcoming stress and enhancing communication.
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
Cultural dimensions vary across languages, often leading to differing communication styles For instance, Anglicist cultures, such as those in Britain, America, and Australia, typically favor directness in conversation In contrast, Oriental cultures, exemplified by Vietnam, often exhibit a preference for indirect communication, where speakers may "beat 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 highlighted common mistakes made by these students due to cultural influences The research focused on the K32 cohort in 1999, and given the significant changes in Vietnam over the past decade, including increased global openness and enhancements in English learning and communication, the findings may now differ Additionally, the integration of cultural elements into language education at upper secondary schools in Vietnam has likely contributed to this evolution.
A study conducted by Ho Gia Anh Le in 2003 examined the concepts of accuracy and inaccuracy in English and Vietnamese, highlighting their impact on language learning and teaching The findings 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 incorrect verb tenses, misuse of prepositions of place, varying degrees of directness and indirectness in communication, and a lack of sufficient redundancies in English usage.
Tran Thanh Dung's study (2004) highlights the significant impact of cultural factors on English teaching and learning in Vietnamese secondary schools, particularly focusing on the cultural concepts of subjectivity and objectivity The research indicates that the subjectivity of Vietnamese learners can hinder their English learning experience, leading to feelings of disappointment and boredom, especially when faced with challenges in exercises A key issue contributing to this struggle is the lack of cultural experience, which often results in misunderstandings and mistakes Therefore, it is crucial to equip students with sufficient cultural knowledge to enhance their comprehension and reduce misinterpretations during lessons.
CHAPTER II: DISCUSSION OF THE SURVEY AND DATA ANALYSIS 2.1 Students’ survey
2.1.1 Discussion of the survey questionnaire and the informants
This survey aims to investigate how various cultural dimensions affect 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
The article discusses a survey conducted to assess students' communicative competence in English, focusing primarily on their written expression While the questionnaire includes questions aimed at evaluating both spoken language and overall communicative skills, 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.) +Gender
- Female: 269 students This is understandable because in nursing classes female students are always in majority + Area where they spend most of the time:
- Urban: 120 students + Acquisition of other foreign languages:
A study involving 300 students revealed that none of them knew any foreign languages Due to time constraints, the author was unable to conduct research with native speakers and instead relied on standard English as presented in the 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 are you doing?” as a greeting routine, despite these phrases being common in English In contrast, a significant 67% of students opted for more concerning questions, highlighting a notable difference in greeting styles among learners.
- 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 tight spot with impending electricity and water bills that I must pay to avoid eviction Unfortunately, I've run out of money and am seeking assistance Could you lend me VND 200,000 to help cover these urgent expenses?
Today marks my first day at college, and I need to attend all my lectures and purchase several books for the new term If I show up to class without the required materials, the teachers will send me out Unfortunately, I'm short on cash and can't afford to buy the books If my parents find out about my situation, I'll be in serious trouble Could you please 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 I would like to get a haircut and manicure since I'm close to the hairdresser However, I'm short on cash and need a loan of VND 200,000 to cover the expenses.
Certain expressions that are acceptable in Vietnamese may not be readily embraced by Anglicists These requests can often be lengthy and seem unnecessary, potentially leading to discomfort among English speakers.
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
In a recent study, 15% of students expressed gratitude by directly saying "thank you," employing an assertion strategy However, within this group, 32% still experienced feelings of doubt and utilized a wondering strategy, seeking further clarification through additional questions to gain assurance.
- 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 that 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; instead, it reflects the speaker's emotions Unfortunately, the students misunderstood this usage, 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