A cross cultural study on criticizing in english and vietnamese

TRAN HOAI NINH MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS ENGLISH LINGUIAGE A CROSS-CULTURAL STUDY ON CRITICIZING IN ENGLISH AND VIETNAMESE (NGHIÊN CỨU VỀ GIAO THOA VĂN HỐ TRONG VIỆC ĐƯA RA LỜI CHỈ TRÍCH TRONG TIẾNG ANH VÀ TIẾNG VIỆT) TRAN HOAI NINH 2013 - 2015 Hanoi, 2016 MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS A CROSS- CULTURAL STUDY ON CRITICIZING IN ENGLISH AND VIETNAMESE (NGHIÊN CỨU VỀ GIAO THOA VĂN HOÁ TRONG VIỆC ĐƯA RA LỜI CHỈ TRÍCH TRONG TIẾNG ANH VÀ TIẾNG VIỆT) TRAN HOAI NINH Field: English Language Code: 60220201 Supervisor: Dr Nguyen Thi Van Dong Hanoi, 2016 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled A Study on criticizing on English and Vietnamese submitted in partial fulfillment of the requirements for the degree of Master in English Language Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2016 Tran Hoai Ninh Approved by SUPERVISOR (Signature and full name) Date:…………………… 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 Dr Nguyen Thi Van Dong 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 family, my husband and many others, without whose support and encouragement it would never have been possible for me to have this thesis accomplished i ABSTRACT This study is about the similarities and differences in giving criticism in English and Vietnamese cultures through verbal cues The findings from the research would partly help teachers and learners of English, especially Vietnamese learners of English, avoid miscommunication, hence cultural shock and communication breakdown The research is intended to thoroughly contrast verbal criticism in English and Vietnamese from cultural perspective, thus partly helping to increase the awareness of the similarities and differences between English and Vietnamese cultures in giving criticisms To achieve this overall purpose, the study aims at: • Describing and classifying the criticizing strategies in English and Vietnamese • Comparing and contrasting different strategies employed by Vietnamese and English people when they give criticism in their own language and culture For the limited time and scope, paralinguistic and extra linguistic, factors, important though they obviously are and the author is well aware of, play a vital part of effective interpersonal communication in accompanying and amending the spoken word(s), the study is only confined to the verbal aspect of the speech act of giving criticism ii LIST OF TABLES AND FIGURES Table 1: Result of survey on direct and indirect strategies in 56 English and Vietnamese Table 2: Result of survey on direct strategies in English and 56 Vietnamese Table3: Result of survey on indirect strategies in English 58 and Vietnamese Table 4: Result of survey on the modifiers in English and 59 Vietnamese criticisms Table 5: The distribution of criticism internal modifiers by 62 the two languages Figure1 :Theoretical C.As and Applied C.As iii TABLE OF CONTENTS Certificate of originality Acknowledgements Abstract List of tables and figures Chapter I: INTRODUCTION 1Rationale 1.2 Aims of the study 1.3 Scope of the study 1.4 Research questions 1.5 Structure of Thesis Chapter II : LITERATURE REVIEW 2.1 Review of previous studies 2.2 Review of theoretical background 2.2.1 Theoretical framework i ii iii iv 1 2 5 6 2.2.2 Theoretical background 2.3 Summary 30 Chapter 3: METHODOLOGY 31 3.1 Research-governing orientations 31 3.1.1 Research questions 31 3.1.2 Research setting 31 3.1.3 Research approaches 32 3.1.4 Criteria for intended data collection and data analysis 32 3.2 Research methods 33 3.2.1 Major methods versus supporting methods 33 3.2.2 Data collection techniques 33 3.2.3 Data analysis techniques 33 3.3 Summary 34 Chapter IV:FINDINGS AND DICUSSION 35 4.1 Findings 36 4.1.1.Criticizing strategies and semantic formulas in English and 36 iv Vietnamese 4.1.2 Modifiers in English and Vietnamese criticisms 52 4.2 Discussion 64 4.2.1 The criticism strategies in English and Vietnamese: 64 4.2.2 The modifiers in English and Vietnamese 68 4.2.3 The differences and similarities of the speech act of 71 criticizing in English and Vietnamese cultures: 4.3.Implications 73 4.4 Summary 74 Chapter V: CONCLUSION 75 5.1 Recapitulation 75 5.2 Concluding remarks 76 5.3 Limitations of the current research 76 5.4 Recommendations and suggestions for a further research 77 B BIBLIOGRAPHY 78 v Chapter I INTRODUCTION Rationale In the light of Communicative Language Teaching, language is taught for but communication In other words, to teach language is to provide learners with communicative competence However, the teaching and learning of English in Vietnam are more or less under the influence of the traditional ways of teaching and learning language, which mainly focused on the development of linguistic competence – lexis, grammatical rules, vocabulary, and pronunciation Meanwhile, little attention has been paid to oral skills and even less to cultural aspects This leads to a fact that Vietnamese learners of English, though they have fairly good knowledge of linguistic competence, usually find themselves unable to communicate in a natural way or face up with communication breakdown in the target language, especially with native speakers of English Moreover, it is the lack of the target language culture and cultural differences that lead Vietnamese learners of English experience culture shock in every aspect of cross-cultural communication Therefore, learners must have mutual understandings and awareness of cultural differences to be successful crosscultural communicators A study on the similarities and differences in giving criticism in English and Vietnamese cultures through verbal cues is believed to be of great importance and significance The findings from the research would partly help teachers and learners of English, especially Vietnamese learners of English, avoid miscommunication, communication breakdown hence cultural shock and Aims of the study The research is intended to thoroughly contrast verbal criticism in English and Vietnamese from cultural perspective, thus partly helping to increase the awareness of the similarities and differences between English and Vietnamese cultures in giving criticisms To achieve this overall purpose, the study aims at: • Describing and classifying the criticizing strategies in English and Vietnamese • Comparing and contrasting different strategies employed by Vietnamese and English people when they give criticism in their own language and culture Scope of the study For the limited time and scope, paralinguistic and extra linguistic, factors, important though they obviously are and the author is well aware of, play a vital part of effective interpersonal communication in accompanying and amending the spoken word(s), the study is only confined to the verbal aspect of the speech act of giving criticism Secondly, to raise learner’s awareness of the wide application of criticizing strategies, the data used for illustration and exemplification are taken mainly from short stories and novels in English and Vietnamese The collection of the data in this ways brings us some convenience for the contrastive study: it yields a wide range of strategies, used by people from different cultures in different situations, which a questionnaire or an interview, highly or to some extent controlled, would not have offered Finally, by English, the author means the English language as a mother tongue; no distinction will be made between American English, British English, Australian -English and so on Research questions The author plans to answer the three main questions: values and beliefs in criticism, therefore, can reveal the greater portion of the whole philosophical domain which is manifested in every act, utterance, and thought of every member in that language 5.2 Concluding remarks On the basis of the results of the study, this contrastive study has presented some cultural differences and some pragmatic problems which the Vietnamese learners of English may face when learning this speech act in English This may lead to some problems in cross-cultural communication, and foreign language teaching and learning Therefore, some implications in these areas will be introduced in hope of helping the Vietnamese learners of English 5.3 Limitations of the current research Although some knowledge about differences and similarities between English and Vietnamese criticism strategies in term of culture have been investigated in the thesis, it can not cover all the aspects relating to such broad cultural and linguistic phenomena Due to the time and knowledge constraints, the thesis cannot deal with all aspects and all fields English and Vietnamese criticism strategies in term of culture In spite of the fact that the author has tried her best to search for necessary materials, there could leave the possibility that the following shortcomings cannot be avoidable 5.4 Recommendations and suggestions for a further research As a result, further research in this area could profitably address itself to among the followings: - The cross-cultural study of the speech act of criticism responses in English and Vietnamese - The cross-cultural study of the speech acts of criticism and criticism responses in English and Vietnamese 76 - Cross-cultural interference in the English criticism and criticism response made by Vietnamese learner of English or vice versa The thesis has been completely with my 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Hương Chuyện tình tơi Tuổi Trẻ Chủ Nhật, No 21, 2003 73 Nguyễn Đình Tứ Đay gieo mùa thương nhớ Truyện ngắn 50 tác giả trẻ NXB Thanh Niên, 2007 74 Nguyễn Hòang Lược Phóng sinh Tuổi Trẻ Chủ Nhật, No 7, 2007 75 Nguyễn Khánh Linh Ngọn roi Tuổi Trẻ Chủ Nhật, No 29, 2005 76 Nguyễn Khánh Linh Đi hướng núi Tuổi Trẻ Chủ Nhật, No 14, 2006 77 Nguyễn Lập Em Bến nước kinh Tuổi Trẻ Chủ Nhật, No 7, 2003 78 Nguyễn Lê My Hòai Cơ tha thứ cho em Truyện ngắn 50 tác giả trẻ NXB Thanh Niên,2007 79 Nguyễn Minh Hải Chàng Thủ Môn Tội Nghiệp Tuổi Trẻ Chủ Nhật, No 35, 2003 80 Nguyễn Ngọc Thuận Đường nhà Tuổi Trẻ Chủ Nhật, No 25, 2003 81 Nguyễn Ngọc Tuyết Người lại hộ Tuổi Trẻ Chủ Nhật, No 15, 2005 82 Nguyễn Ngọc Tuyết Tình Hoa Kiểng Tuổi Trẻ Chủ Nhật, No 3, 2007 83 Nguyễn Ngọc Tư Núi lở Tuổi Trẻ Chủ Nhật, No 49, 2006 84 Nguyễn Thế Hoàng Linh Mất Tuổi Trẻ Chủ Nhật, No 18, 2005 85 Nguyễn Thế Hùng Người cồn thương Truyện ngắn 50 tác giả trẻ NXB Thanh Niên,2007 86 Nguyễn Thiên Ngân Cầu vồng tình yêu Tuổi Trẻ Chủ Nhật, No 26, 2005 87 Nguyễn Thị Giang Châu Chợ Tình Truyện ngắn 50 tác giả trẻ NXB Thanh Niên, 2007 88 Nguyễn Thị Hòang Oanh Cơ giáo rừng Tuổi Trẻ Chủ Nhật, No 13, 2005 87 89 Nguyễn Thị Thu Huệ Coi Tuổi Trẻ Chủ Nhật, No 47, 2005 90 Nguyễn Thị Tuyết Hạnh Đường Chân Trời Tuổi Trẻ Chủ Nhật, No 9, 2003 91 Nguyễn Thị Việt Hà Mắt Tuổi Trẻ Chủ Nhật, No 50, 2006 92 Nguyễn Vĩnh Nguyên Bông nhạt Truyện ngắn 50 tác giả trẻ NXB Thanh Niên, 2007 93 Nhã Lam Chiếc áo ấm Tuổi Trẻ Chủ Nhật, No 43, 2006 94 Niê Thanh Mai Khơng dưng mà khóc Truyện ngắn 50 tác giả trẻ NXB Thanh Niên, 2007 95 O Herry Quà giáng sinh đồng hoang Tuổi Trẻ Chủ Nhật, No 51, 2006 96 Phạm Duy Nghĩa Tiếng gọi lưng chừng dốc Truyện ngắn 50 tác giả trẻ NXB Thanh Niên, 2007 97 Phạm Kim Anh Chạm Tới Thiên Đường Tuổi Trẻ Chủ Nhật, No 48, 2003 98 Phạm Thanh Hương Dòng sơng tật nguyền Truyện ngắn 50 tác giả trẻ NXB Thanh Niên, 2007 99 Phạm Thị Ngọc Về nơi xa ngái Tuổi Trẻ Chủ Nhật, No 12, 2006 100 Phan Hồn Nhiên Bưu thiếp từ Stuttgart Truyện ngắn 50 tác giả trẻ NXB Thanh Niên, 2007 101 Phan Thanh Nhã Những trái mận xanh Tuổi Trẻ Chủ Nhật, No 28, 2003 102 Phong Diệp Trở Truyện ngắn 50 tác giả trẻ NXB Thanh Niên, 2007 103 Phương Trinh Quả táo Tuổi Trẻ Chủ Nhật, No 31, 2003 104 Quế Hùng Tiên ngồi khóc Tuổi Trẻ Chủ Nhật, No 45, 2005 105 Thái Nguyễn Bạch Liên Cuộc sống Tuổi Trẻ Chủ Nhật, No 6, 2003 106 Thụy Anh Bến xe Tuổi Trẻ Chủ Nhật, No 48, 2006 88 107 Tôn Thành Danh Bụi cỏ đường làng Tuổi Trẻ Chủ Nhật, No 08, 2004 108 Trần Hạnh Nguyên Chat room Tuổi Trẻ Chủ Nhật, No 38, 2005 109 Trần Hòang Thiên Kim Trưa vắng Truyện ngắn 50 tác giả trẻ NXB Thanh Niên, 2007 110 Trần Kim Trắc Con mắt thứ Tuổi Trẻ Chủ Nhật, No 39, 2005 111 Trần Lâm Trung Lối Chung Tuổi Trẻ Chủ Nhật, No 32, 2002 112 Trần Minh Thuận Gánh Hát Bầu Tèo Tuổi Trẻ Chủ Nhật, No 41, 2003 113 Trần Nguyên Ý Anh Tiếng Sáo bay xa Tuổi Trẻ Chủ Nhật, No 49, 2002 114 Trần Tân Láng giềng Tuổi Trẻ Chủ Nhật, No 23, 2005 115 Trần Thanh Hà Huyền thọai cỏ mặt trời Truyện ngắn 50 tác giả trẻ NXB Thanh Niên, 2007 116 Trần Thị Hồng Hạnh Chuyện ngày sinh nhật Truyện ngắn 50 tác giả trẻ NXB Thanh Niên, 2007 117 Trịnh Bửu Hoài Tiếng hót lòng Tuổi Trẻ Chủ Nhật, No 10, 2003 118 Trinh Lan Thương Cơng trình lấn biển khoai tây chiên Tuổi Trẻ Chủ Nhật, No 04, 2006 119 Trương Hòang Minh Lưới Tình Tuổi Trẻ Chủ Nhật, No 28, 2005 120 Trương Thị Thanh Hiền Thưởng Trăng Tuổi Trẻ Chủ Nhật, No 50, 2002 121 Trương Thị Thanh Hiền Làm mẹ Tuổi Trẻ Chủ Nhật, No 19, 2004 122 Uống Thái Biếu Mùa hoa bần năm cũ Tuổi Trẻ Chủ Nhật, No 5, 2005 123 Việt Hòa Quá khứ đường Tuổi Trẻ Chủ Nhật, No 3, 2006 124 Võ Minh Hòang Quả bóng tơi Tuổi Trẻ Chủ Nhật, No 41, 2005 125 Vũ Đình Giang Thở dài đêm Tuổi Trẻ Chủ Nhật, No 11, 2003 126 Vũ Đình Giang Căn hộ tầng Truyện ngắn 50 tác giả trẻ NXB Thanh Niên, 2007 89 127 Vũ Thảo Ngọc Búp bê gỗ Tuổi Trẻ Chủ Nhật, No 49, 2003 128 Vũ Trọng Phụng Cuộc vui có Tuổi Trẻ Chủ Nhật, No 41, 2002 129 Vũ Văn Vinh Vĩnh Biệt Huyền Trân Tuổi Trẻ Chủ Nhật, No 43, 2003 130 Wendy Laing Tấm vé số Tuổi Trẻ Chủ Nhật, No 30, 2005 131 Nguyễn Như Ý (1999) Đại từ điển Tiếng Việt NXB Văn hóa thơng tin 90 ... strong in social and cultural life Confucianism, 14 originated from China and propagated to Vietnam in the early Chinese domination period, is a moral doctrine advising people that they have a. .. Australian -English and so on Research questions The author plans to answer the three main questions: - What kind of analysis of the Speech act criticizing in English and Vietnamese? - What are strategies... languageteachers and learners than a comparative and contrastive description of the learner’s mother tongue and the target language.” (In the Introduction of Contrastive Analysis by Carl James, 1980)