Cross cultural communication

TABLE OF CONTENTS ACKNOWLEDGEMENTS .1 ABSTRACT PART A: INTRODUCTION .3 PART B: DEVELOPMENT .5 I Aims of the study .5 II Method of the study III Scope of the study IV THEORETICAL BACKGROUND Speech acts The notion of speech acts Expressing satisfaction as a speech acts Face and politeness 3.1.1 Face 3.1.2 Politeness PART C: CONCLUSION 13 Summary of the study……………………………………………………… 13 Limitations and suggestions for further study .13 Time lines: .14 REFERENCES 15 APPENDICES .16 ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people First and foremost, I would like to express my sincere gratitude to Associate Professor Võ Đại Quang, PhD, my supervisor, who has patiently and constantly supported me through the stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher A special word of thanks goes to my classmates and many others, without whose support and encouragement it would never have been possible for me to have this thesis accomplished Last but not least, I am greatly indebted to my family, my husband for the sacrifice they have devoted to the fulfillment of this academic work ABSTRACT Based on the theoretical background of cross-cultural communication, this study aims at investigating the similarities and differences in expressing satisfaction in the Vietnamese and American languages and cultures It focuses primarily on the popularity and preference of strategies of expressing satisfaction To such research, the author of the study takes informants’ social parameters such as age, sex, marital status, living area, and knowledge of foreign language(s) into consideration Besides, their surveyed responses are carefully analyzed to build a frame, a common set of strategies in the field Anticipated findings are presented and compared in a brief and concise way PART A: INTRODUCTION With the great speed of developing and expanding, English has emerged as the most powerful international language all over the world Starting from its use gradually turning into colossal, plus the characteristics of convenience, English on those days can be said to be the “golden key to every door” In Vietnamese context, as a result of the open policies and a lot of encouragement and support from society, the needs of learning English `have also been magnified However, for the sake of examination, the real purpose of learning English has been somehow distorted A long time ago, the method of English teaching at school was Grammar- Translation Method with the stress on grammatical points Up till now, thanks to the conscientious research from language teachers and educators, the pendulum of English language teaching has swung to Communicative approach Acquiring a new language means a lot more than the manipulation of syntax and lexicon Language is not just a system of sounds, words and grammatical structures in isolation, yet it is seen as a system of communication existing in a community The goal of language teaching is, therefore assumed to be learners’ ability to communicate in the target language As a matter of fact, to attain the good command of communication, culture learning apparently becomes indispensable Winston Brembeck (1977: 37) noted that, “To know another’s language and not his culture is a very good way to make a fluent fool of oneself” It is also true of English In order to help learners achieve communicative competence, we have to pay close attention to the target culture That dialectical connection has always been a concern of researchers and it has received more and more confirmations Thomas (1983) states that the lack of social linguistic competence results in rudeness, miscommunication or even communication breakdown because non-native speakers’ inappropriate use of cultural norms and conventions are considered as manifestation of “impoliteness or unfriendliness” due to “boorishness or ill will” rather than lack of pragmatic knowledge Accordingly, culture learning no longer remains humble and unnecessary in the syllabus In contrast, it needs to be taken into great consideration and concentration Nguyen Quang (1998: 2) states that, “One cannot master a language without profound awareness of its cultural background and in both verbal and non-verbal communication, culture makes itself strongly felt.” Learners can truly master English only when they are able to have good understanding of the interrelationship between culture and language With these reasons in view, the researcher would like to carry out a small-scale study on expressing satisfaction as a speech act, which is viewed in the light of Politeness (Positive politeness-Negative politeness) in American English and Vietnamese Due to the limit of the paper, she would not be able to deal with all aspects but invest in some major differences and similarities in expressing satisfaction in the two languages It is hoped that the study may help learners avoid culture shock and pragmatic failures in expressing satisfaction as well as in cross-cultural communication PART B: DEVELOPMENT I Aims of the study The study focuses on those following aims: -To provide some similarities and differences in politeness strategies of expressing satisfaction in American English and Vietnamese -To find out factors that affects the choice of politeness strategies when expressing satisfaction in American English and Vietnamese - To raise awareness of cross-cultural factors in expressing satisfaction and help learners of English avoid cultural shock in cross-cultural communication II Method of the study Quantitative method is primarily deployed Remarks, assumptions and conclusions of the study are mainly based on the contrastive analysis of data What is more, the qualitative method will assist along and be paid due attention to The practical approaches are: - Conducting survey questionnaires Referring to publications Consulting the supervisor Discussing with Vietnamese and American friends Applying personal observation III Scope of the study - The paper investigates expressing satisfaction as a speech act in English and Vietnamese Therefore only verbal expression of satisfaction is analyzed The study focuses on the dimension of Politeness (Positive Politeness and Negative Politeness).Due to the limitation of time and resources, the study only concentrates on investigating strategies of expressing satisfaction in English and Vietnamese in some situations together with some typical socio-cultural factors among various ones governing the choice of politeness strategies Besides, the number of informants is limited: 40 informants from the U.S and 40 informants from Vietnam (Northern Vietnam) IV THEORETICAL BACKGROUND Speech acts First mentioned by Austin in 1962, the term “Speech acts” has become a topic of sustained investigation in almost every field of English- speaking world Blum-Kulka and Kasper (1989:2) emphasize, “The study of speech acts is to remain a central concern of pragmatics, especially cross-cultural pragmatics” The notion of speech acts In producing utterances, people not only intend to offer linguistic expressions but also to perform actions through these utterances An utterance like “I am hungry”, for example, could probably be interpreted under appropriate contexts as a remark on the speaker’s appetite, as a request for money, or, as a request for attention from a young child This phenomena inspired the British philosopher John Austin to initiate the speech act theory, which has later been inherited, refined and developed by a number of philosophers and linguists like Hymes (1964), Searle (1969),Leech (1983), Schmidt and Richards (1983), Levinson (1983), Green(1989), Yule (1986) and others Speech act, in Richards et al.’s words, is “an utterance as a functional unit in communication” (1992:342) In his three- fold division of speech acts, Austin (1962, cited from Levinson, 1983) categorizes them as: - Locutionary act: the utterance of a sentence with determinate sense and references - Illocutionary act: the making of a statement, offer, promise, etc in uttering a sentence, by virtue of the conventional force associated with it (or with its explicit performative paraphrase) - Perlocutionary act: the bringing about of effects on the audience by means of uttering the sentence, such effects being special to the circumstances of utterance Of the three dimensions, in Yule’s opinion, “the most essential act that counts is illocutionary force because the same utterance can potentially have quite different illocutionary forces” and that partly explains why Yule states, “The term ‘speech act’ is generally interpreted quite narrowly to mean only the illocutionary force of an utterance”.(1996:51) Expressing satisfaction as a speech acts In accordance with the classification of Speech acts from Searle, expressing satisfaction belongs to the type of expressive, i.e “those kinds of speech act that state what the speaker feels … And in using an expressive, the speaker makes words fit the world (of feelings)” (Yule,1996:53) To be more precise, they are based on psychological states and relate to the expression of feelings or emotions to the receiver In a straightforward way, “satisfaction” found in Oxford Advanced Learner’s Dictionary (7 th edition) is the good feeling that you have when you achieved something or when something you wanted to happen does happen It is often mistaken among those good feelings as happiness, joy, content or fulfillment However, when taking a close look, there are some slight distinctions among them Happiness is a state of mind or feeling characterized by contentment, love, satisfaction, pleasure, joy, etc It often depicts the good feelings of a person in general, therefore, “satisfaction” is meant beyond the shade of “happiness”.Contentment (rather formal) is a feeling of happiness or satisfaction with what you have Fulfillment is a feeling of happiness or satisfaction with what you or have done So on so forth, satisfaction should be concisely identified as “the gratification you feel after you have fulfilled a need, wish or expectation.”(From the “Secret society of happy life”(2002:90)) Lying on such basis, expressing satisfaction is meant to be an act of showing how happy and content somebody is when he/she have attained something longing It is such an amorphous feeling; therefore the expression of it may vary from person to person To grasp it briefly, there are supposed to be two main strategies when expressing satisfaction, that is: Non-verbal strategies: - Body action Smiling Silence Crying Verbal strategies: - Thanking Understating Seeking agreement Using joke Being optimistic - Giving gift Asking question - Raising common ground However, as stated from the beginning, the purpose of this study is to investigate expressing satisfaction as a speech act Therefore, it is to take the focal point on verbal strategies and explore the differences between two cultures (Vietnamese and American) 3.1 Face and politeness 3.1.1 Face The notion of face was proposed and understood by Goffman (1967, in Thomas, 1995:168) as the positive social value a person effectively claims for himself in others’ assumptions that he has taken during a particular interaction It is an image of selfdescribed in terms of approved social attributed However, the best-known definition of face is that by Brown and Levinson(1978:61), which is derived from Goffman’s and based on the assumptions that every competent adult member of a society has (and know each other to have) face In their words, face is “the public self-image that every member wants to claim for himself”, consisting in two related aspects: Negative face: the basic claim to territories, personal preserves, rights to non-distraction, and Positive face: the positive consistent self-image or “personality” claimed by interactants” 3.1.2 Politeness Politeness has recently emerged as one of the favorite issues for linguistic scholars to study on Therefore, concerning the concept of politeness, there have been many definitions surrounding Following are several widely known ones Linguistically, politeness is defined as “the interactional balance achieved between two needs: the need for pragmatic clarity and the need to avoid coerciveness”(Blum- Kulla, 1987:131) In this sense, tipping the balance in the favor of either of the needs may lead to impoliteness Culturally, politeness is viewed as “a fixed concept, as in the idea of “polite social behavior” or “etiquette, within a culture” (Yule, 1996:60) Yule further states that such different general principles for being polite in social interaction within a particular culture as being tactful, generous, modest, and sympathetic towards others can be specified (ibid:60) And as polite behaviors may be different from one culture to another, what is considered to be “politeness” varies in different cultures Cross-culturally, politeness in communication is seen as “a system of interpersonal relation designed to facilitate interaction by minimizing the potential for conflict and confrontation inherent in all human interchange” As all linguistic actions involve a potential face threat of some kind, it particularly requires the speaker to choose a proper politeness means so that the other’s face is respected As there are negative face and positive face, there are Negative Politeness (NP) and Positive Politeness (PP) respectively • Positive politeness Positive politeness, according to Brown and Levinson, “is oriented towards the positive face of H, the positive self-image that he claims for himself” Yule (1996) seems to clarify the notion when he defines positive politeness as a face saving act tending to show solidarity, emphasizing that both S and H want the same thing and that they share the same goal In short, positive politeness shows concerns for others Nguyen Quang, well aware of the sense of solidarity between interactants, sees positive politeness as “any communicative act (verbal and/or nonverbal) which is appropriately intended to show the speaker’s concern to the addressee, thus, enhancing the sense of solidarity between them”(2004:12).In order for a speaker to minimize the face- threatening aspects of an act, Brown and Levinson specify the super- strategy of going on record with positive politeness into 15 positive politeness strategies employed in communication What follows is a sketch of these strategies, each illustrated with example(s) Strategy 1: Notice, attend to hearer (his interest, wants, needs, goods) The teacher highly appreciated your last essay May I have through it? Strategy 2: Exaggerate (interest, approval, sympathy with hearer) You count faster than a computer! Strategy 3: Intensify interest to hearer I jump on my bike and off I ride out of the gate, into the road, straight to school Do you know what happens next? When I nearly reach the T- junction, a large dog runs across the road so suddenly that I respond no reactions I crash right into it and land on the 10 Keep calm You’re on the right way Strategy 17: Ask personal questions Are you married? • Negative politeness Negative politeness, according to Brown and Levinson, “is oriented mainly toward partially satisfying (redressing) H’s negative face, his basic want to maintain claims of territory and self-determination” In Bentahila and Davies’s words, negative politeness is understood as a concern not to impose upon others or restrict their freedom, but remain distance While positive politeness narrows the distance between interlocutors, negative politeness keeps a distance between them In brief, negative politeness a voids interfering with others’ personal affairs Nguyen Quang, well aware of the sense of distance between interactants, refers to negative politeness as “any communicative act (verbal and/or nonverbal) which is appropriately intended to show that the speaker does not want to impinge on the addressee’s privacy, thus enhancing the sense of distance between them.”Brown and Levinson introduce 11 negative politeness strategies used in communication as follows: Strategy 1: Be conventionally indirect I would like to say how deeply grateful I am Strategy 2: Question/ hedge It’s hot here, don’t you think so? Strategy 3: Be pessimistic I don’t think you can me a favor Strategy 4: Minimize the imposition I just want to have a sip of that Strategy 5: Give deference What would you like, madam? Strategy 6: Apologize I’m sorry to have to inform you that you have missed the opportunity Strategy 7: Impersonalize speaker and hearer 12 Can one trust such people? Strategy 8: State the face threatening act as a general rule Customers are requested not to smoke in this area of the restaurant Strategy 9: Nominalize It’s my pleasure to be able to inform you that … Strategy 10: Redress other wants of hearer’ser I don’t know how I can express my gratitude to you for your consideration to my mother Strategy 11: Avoid asking personal questions “Asking personal questions” is a positive politeness strategy to give concern to hear, whereas this is considered to interfere with hearer’s personal affairs Thus, avoiding asking such personal questions as “How old are you?”, “How much you earn a month?” … is regarded as one negative politeness strategy So far, 17 positive politeness strategies and 11 negative politeness strategies have been briefly showcased It should, however to be noted that there is often no clear-cut distinction between positive politeness and negative politeness strategies in real life communication for sometimes, people may combine different strategies to attain their communicative purposes PART C: CONCLUSION Summary of the study On the theoretical background of speech act, politeness and in the light of cross-cultural communication, the author has designed a research proposal to investigate into 13 Vietnamese and American informants’ choice of strategies to express satisfaction The investigation is to find out the similarities and differences in cultural and linguistic behavior towards expressing satisfaction The anticipated differences may result from the specific features of the two languages and cultures in general, and politeness norms and communication styles in particular Meanwhile, the possible similarities may illustrate that between the two, there exist some common things, which lay initial foundation for cross- cultural communication as well as for cultural exchange and integration With the purpose to explore into those intriguing points, the survey questionnaire is divided into two parts, each of which serves a certain function to answer for what research questions have raised from the beginning The analysis of data collected from the Part of the questionnaire helps determine the validity of the act of expressing satisfaction in some particular situations in three main areas of “at home”, “at work” and “in public”, whereas that of data collected from Part helps unravel the politeness strategy patterns used in both groups of the informants Also, the effects of informants’ status parameters such as age, gender, marital status, occupation, living area and acquisition of foreign language(s) are recorded Suggestions for further study This study is only a partial investigation into the act of expressing satisfaction to people with different social distances and of different relative powers Many dimensions still remain unanswered, of which the followings would promise to be interesting: - Formality- informality in expressing satisfaction Directness- indirectness in expressing satisfaction Paralinguistic factors in expressing satisfaction (intonation, stress, pitch, etc.) Despite her best effort, the author is fully aware that short-comings and mistakes are inevitable and therefore it is she who stands entirely accountable for those weaknesses Every constructive comment and feedback from readers is highly appreciated Time lines Proposal Submission: February 30th, 2013 Literature Review: April 30th, 2013 14 Data Collection: July 25th, 2013 Data Analysis: September 30th, 2013 Paper Submission: November 20th, 2012 REFERENCES In English: Austin, J.L (1962) How to things with words New York: Oxford University Press Bentahila, A & and Davies’s, E (1989) Culture and language use: A problem for language teaching In RAL, vol 27/2, 99-112 15 .Blum- Kulla, J House & G Kasper (eds) (1989) Cross- cultural pragmatics: requests and apologies Ablex Brembeck, W (1977) Development and teaching of a college course in intercultural communication Readings in intercultural communication Pittsburgh: SIETAR Publications, University of Pittsburgh Hymes, D (1972) On communicative competence In: J.B Pride and J Holmes (eds) Sociolinguistics, Harmondsworth Leech, G (1983) Princilples of pragmatics London and New York: Longman Richards, J C & Schmitdt, R W (1983) Language and communication In London and New York: Longman Richards, J C., Platt, J and flat H (1992) Longman dictionary of language teaching and applied linguistics (2nd edition) UK: Longman Searle, J R (1969) Speech acts: An essay in the philosophy of language Cambridge: Cambridge University Press Thomas, J (1995) Meaning in interaction: An introduction to pragmatics London and New York: Longman Yule, G (1996) Pragmatics Oxford: Oxford University Press In Vietnamese Nguyen Quang (2004) Giao tiếp nội văn hóa giao văn hóa NXB Đại học Quốc Gia Nguyen Quang (1998) Intercultural communication HULIS- VNU APPENDICES APPENDIX 1- QUESTIONNAIRE FOR AMERICAN My name is Tran Thi Phuong Lan from Hanoi Open Institution I am working on my M.A Thesis Paper in Cross-cultural communication As the one and only research tool, this questionnaire can be said to be the springboard for my research to move on 16 Therefore, I am really grateful if you can spare some time to help me answer the questions in it This survey questionnaire is designed for my research into a cross-cultural study on “Expressing Satisfaction in English and Vietnamese” Your assistance in completing the following items is greatly appreciated You can be confident that this questionnaire is for research purpose only and you will not be identified in any discussion of the data Thank you very much for your participation - - - - - Your age: Below 20  21- 39  40- 59  60 and above  Your gender: Male  Female  Your marital status: Married  Single  Your occupation: ……………………………………………………………… Area where you spend most of your time: Urban:  Rural  Acquisition of language(s) other than your mother tongue? Excellent I Good Fair Poor Do you think it is advisable to express your satisfaction to someone you know in the following situation? Please tick (√) in one of the following columns: Means highly advisable  Means yes and no  Means unadvisable  Means strongly unadvisable  17 Situation At home Someone says you are lucky to have such a happy family Someone says your child is an energetic, curious and playful kid Someone says your child is a gentle, obedient and wellbehaved kid Someone says your child has got good marks at school Someone says your husband is such a high income earner Someone says your husband is very caring and sharing Someone says your husband always listens to you with an open mind Someone says your husband is good-looking and At work attractive Someone compliments on your good work Someone helps by taking over your work when you are unavailable Someone shows your mistakes in your work and suggests the solutions Someone helps you out when you are being reprimanded by the boss You are given a promotion You are always charged to take the lead in every In public project Someone enthusiastically helps you in your heavy shopping bags Someone gives positive comments on your attractive appearance Someone asks for direction in a polite manner 18 Someone helps to collect the things you have dropped on street Situation 1: (at home) How would you verbally express your satisfaction to the following person when someone (another person) says you are lucky to have such a happy family? + S/he is your best friend: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… + S/he is your nodding acquaintance: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… + S/he is your brother/sister ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… + S/he is your colleague: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… + S/he is your boss ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… + S/he is your subordinate: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Situation 2: (at work) 19 How would you verbally express your satisfaction to the following person when someone (another person) shows your mistakes in your work and suggests the solutions: + S/he is your best friend: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… + S/he is your nodding acquaintance: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… + S/he is your brother/sister ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… + S/he is your colleague: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… + S/he is your boss ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… + S/he is your subordinate: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Situation 3: (in public) How would you verbally express your satisfaction to the following person when someone (another person) enthusiastically helps you with your heavy shopping bags + S/he is your best friend: ……………………………………………………………………………………… ……………………………………………………………………………………… 20 ……………………………………………………………………………………… + S/he is your nodding acquaintance: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… + S/he is your brother/sister ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… + S/he is your colleague: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… + S/he is your boss ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… + S/he is your subordinate: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… THANK YOU KINDLY FOR YOU COOPERATION! APPENDIX 2- QUESTIONNAIRE FOR VIETNAMESE BẢN CÂU HỎI KHẢO SÁT Bản câu hỏi khảo sát lập nên với mục đích phục vụ cho đề tài tiểu luận cuối kỳ tôi: “Bày tỏ hài lòng tiếng Anh tiếng Việt’ Tơi mong giúp đỡ quý vị việc trả lời câu hỏi cách xác thực Tôi xin đảm bảo nội dung câu hỏi bảo mật tuyệt đối sử dụng cho mục đích nghiên cứu Mọi thơng tin người tham gia không tiết lộ hình thức 21 Xin chân thành cảm ơn! Đánh dấu (v) điền vào chỗ thích hợp - - - Tuổi tác: Dưới 20  21- 39  40- 59  Trên 60  Giới tính: Nam  Nữ  Tình trạng nhân: Chưa có gia đình  Đã có gia đình  Nghề nghiệp …………… Nơi bạn sống lâu Thành thị  Nông thôn  Mức độ thông thạo ngoại ngữ thứ hai bạn (ngoài tiếng mẹ đẻ) Giỏi I Khá Trung bình Yếu Q vị thể hài lòng người mà quý vị quen biết tình sau khơng? Xin q vị đánh dấu (√) vào năm cột sau: Cột Có Cột có Cột có khơng Cột khơng Khơng Situation At home - Ai khen bạn thật may mắn có - gia đình hạnh phúc Ai nói bạn đứa trẻ động, - hiếu kỳ ham chơi Ai nói bạn đứa trẻ hiền lành, - ngoan ngoãn, biết nghe lời Ai khen bạn đạt điểm cao trường 22 At work In public - Ai nói chồng bạn kiếm nhiều tiền Ai nói chồng bạn người ln biết - lắng nghe bạn Ai nói chộng bạn đẹp trai hút Ai khen bạn làm việc tốt Ai làm hộ cơng việc bạn bạn - khơng thể Ai lỗi sai đề vài giải pháp - cơng việc cho bạn Ai nói khó cho bạn bạn bị sếp quở - mắng Bạn thắng chức Bạn được/ bị giao công việc trưởng - nhóm đề án Ai nhiệt tình giúp bạn mang gmaasy túi - đồ mua sắm nặng Ai khen bạn đẹp Ai hỏi đường với cung cách lịch Ai giúp bạn nhặt lại thữ đồ bạn để rơi phố II Tình - Tình thứ nhất: (trong gia đình) Quý vị nói để bày tỏ hài lòng người sau họ nói bạn thật may mắn có Người bạn xã giao gia đình hạnh phúc? Người bạn thân: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Người bạn xã giao ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 23 Người anh/ chị/ em ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Người đồng nghiệp ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Người sếp ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Người cấp ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… - Tình thứ hai: ( cơng việc) Q vị nói để bày tỏ hài lòng người sau họ lỗi sai đề vài giải pháp công việc cho bạn? Người bạn thân: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Người bạn xã giao ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Người anh/ chị/ em ……………………………………………………………………………………… 24 ……………………………………………………………………………………… ……………………………………………………………………………………… 10 Người đồng nghiệp ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 11 Người sếp ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 12 Người cấp ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… - Tình thứ ba: (ở nơi cơng cộng) Q vị nói để bày tỏ hài long người sau họ nhiệt tình giúp bạn mang túi đò mua sắm nặng? Người bạn thân: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Người bạn xã giao ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Người anh/ chị/ em ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 25 Người đồng nghiệp ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Người sếp ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Người cấp ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… THANK YOU KINDLY FOR YOUR COOPERATION! 26 ... and Vietnamese - To raise awareness of cross-cultural factors in expressing satisfaction and help learners of English avoid cultural shock in cross-cultural communication II Method of the study... Intercultural communication HULIS- VNU APPENDICES APPENDIX 1- QUESTIONNAIRE FOR AMERICAN My name is Tran Thi Phuong Lan from Hanoi Open Institution I am working on my M.A Thesis Paper in Cross-cultural communication. .. learners avoid culture shock and pragmatic failures in expressing satisfaction as well as in cross-cultural communication PART B: DEVELOPMENT I Aims of the study The study focuses on those following