Quan điểm của daniel hauer về phát âm tiếng anh của giáo viên việt nam và phản hồi của người việt nói tiếng anh về quan điểm đó

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF LINGUISTICS & CULTURES OF ENGLISH SPEAKING COUNTRIES GRADUATION PAPER DANIEL HAUER'S ATTITUDES TOWARDS VIETNAMESE ENGLISH TEACHERS’ PRONUNCIATION REPRESENTED ON YOUTUBE AND VIETNAMESE ENGLISH SPEAKERS’ RESPONSES TO THEM Supervisor: Hoàng Thị Hạnh (Ph.D) Student: Hoàng Thị Hải Yến Course: QH2014 HANOI – 2018 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA NGÔN NGỮ VÀ VĂN HÓA CÁC NƯỚC NÓI TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP QUAN ĐIỂM CỦA DANIEL HAUER VỀ PHÁT ÂM TIẾNG ANH CỦA GIÁO VIÊN VIỆT NAM VÀ PHẢN HỒI CỦA NGƯỜI VIỆT NÓI TIẾNG ANH VỀ QUAN ĐIỂM ĐÓ Giáo viên hướng dẫn: TS Hoàng Thị Hạnh Sinh viên: Hoàng Thị Hải Yến Khóa: QH2014 HÀ NỘI – 2018 I hereby state that I: Hoang Thi Hai Yen, class QH2014.F1.E1, being a candidate for the degree of Bachelor of Arts, Fast-track program accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date Acknowledgement This work could have never been accomplished without guide and help from Ms Hanh Hoang, my dedicated supervisor She has always been an incredible mentor who was understanding and encouraging, which has motivated me in the whole process of conducting this research I want to express my most sincere gratitude to her for the marvelous job she has done for me Also, I am deeply indebted to my dearest friend, Vinh Trong Nguyen, for constantly providing me with technical and emotional support He was the one who coded the website to help me download comments from YouTube Without his help, collecting data would have been a far more daunting task to me Besides, Vinh has comforted me every time I got panic and anxious about my work I am grateful to him for helping me get through this tough time Finally, I would like to thank my family and friends, who have always encouraged me to maintain my efforts to finish this dissertation My parents, despite the great distance, have regularly kept up with my progress and reminded me to take good care of myself My little sister, on the other hand, was the one to help manage daily chores for me to totally focus on my thesis In addition, my gratitude is dedicated to my friends, especially those in class QH2014.F1.E1 along with Tien Thuy Tran, Ngoc Hong Pham and Ngan Kim Hua They have been such an unending source of support and inspiration for me to continue my work i Abstract English is now regarded as an international language (EIL) with many distinctive varieties; however, there remain diverse attitudes towards these varieties, including their pronunciation This research investigated the case of Daniel Hauer, an American English teacher in Vietnam, who has recently stirred up debates over standard pronunciation with his videos “When Americans listen to English of Vietnamese people” and “Dirty competition?” The researcher applied a critical intercultural analysis to figure out what Hauer’s attitudes towards English pronunciation were and how Vietnamese English learners responded to them through their comments on the video Results showed that despite his claims of a fair test, Hauer seemed to prioritize his native English variety when adopting methodology and employing testers to assess Vietnamese English teachers’ pronunciation This reflected his position in the Minimization stage of ethnocentrism Meanwhile, in response to Hauer’s arguments, Vietnamese learners showed their overgeneralization, stereotypes and prejudice against their own ingroup members, indicating cultural cringe in their ideology In some cases, these perceptions of Vietnamese learners were seen to be impinged by Daniel Hauer’s opinions on the matter These views revealed an agreement in setting native pronunciation standards for Vietnamese English learners, which resisted the commonly accepted attitudes towards English varieties in EIL context ii TABLE OF CONTENTS Acknowledgement i Abstract ii TABLE OF CONTENTS iii List of abbreviations iv CHAPTER 1: INTRODUCTION 1.1 Background 1.1.1 English as an International Language 1.1.2 Pronunciation in communication 1.1.3 Daniel Hauer 1.2 Statement of research problem and questions 1.3 Scope of the study 1.4 Significance of the study 1.5 Organization 1 6 CHAPTER 2: LITERATURE REVIEW 2.1 Learners’ attitudes towards English as an International Language (EIL) pronunciation 2.2 Intercultural communication theoretical background 2.2.1 Stereotypes and prejudice 2.2.2 Ethnocentrism and cultural cringe 7 8 10 CHAPTER 3: METHODOLOGY 3.1 Data collection 3.2 Data sampling 3.3 Data analysis 17 17 17 18 CHAPTER 4: FINDINGS AND DISCUSSION 19 4.1 Daniel Hauer’s perspective of Vietnamese English teachers’ pronunciation and its impacts on Vietnamese English learners’ viewpoints 19 4.1.1 Daniel Hauer’s perspective of Vietnamese English teachers’ pronunciation 19 4.1.2 Daniel Hauer’s influence on Vietnamese English learners’ viewpoints 23 4.1.3 Conclusion 26 4.2 Vietnamese English learners’ identities reflected through their responses to Daniel Hauer’s opinions 26 4.2.1 Vietnamese English learners’ identities reflected through their responses to Daniel Hauer’s opinions 26 4.2.2 Conclusion 36 CHAPTER 5: CONCLUSIONS 38 References 42 iii List of abbreviations EIL English as an International Language WE World Englishes ELF English as a Lingua Franca DMIS Developmental Model of Intercultural Sensitivity SE Standard English iv CHAPTER 1: INTRODUCTION 1.1 Background 1.1.1 English as an International Language English diffusion has escalated so dramatically that people communicate in English in many parts of the world The language’s popularity contributes to enhancing its position as an international language since it possesses most of the requisite features According to Smith (1976), a language is considered international if it is the common means of communications among people from different countries McKay (2002) also supports that International English is the language used by people from native and non-native backgrounds to communicate in a cross-cultural context In other words, an international language works as a tool for people all over the world to exchange their culture In this case, English performs its role in global communication, indicating its significance as an international language Another way of defining the term is proposed by BruttGriffler (2002) She concludes four central features of the development of global language in a relatively comprehensive and complete way, most of which are satisfied by English The first characteristic deals with econocultural function of the language It is the result of the world development in economy, science, and culture Regarding this requirement, English plays a significant part in proceeding and facilitating economic and cultural exchange and vice versa The next feature of an international language refers to the coexistence of an international language and the national language in each country It means that the global language is part of the multilingual system where citizens speak both the language and their mother tongue In this case, no language has been able to compete with English yet In his demographic estimate, Graddol (as cited in McKay, 2002) demonstrated that “the balance between L1 and L2 speakers will critically change, with L2 speakers eventually overtaking L1 speakers.” (p 13) English would be spoken mostly by people whose mother tongues are other languages, fulfilling the task of an international language The third characteristic involves the idea that a global language is learned by people from different levels and classes in the society A little research has been dedicated to this aspect to demonstrate English’s prevalence Finally, an international language’s spread results from its speakers’ autonomy to learn the language instead of immigration of native speakers In terms of this criterion, McKay (2002) claims that the diffusion of English carried out by native speakers’ immigration could only create some “monolingual English-speaking communities” (p 14) such as the United States, Australia and New Zealand Henceforth, taking the large number of English speakers, most of whom are non-native, into account, it is safe to say that the spread of English occurs mainly in Outer Circle and Expanding Circle countries where native people’s immigration is not a stimulus In a nutshell, considering all factors mentioned above, English is an international language With the fast development of English speaking countries and its potentials, English is now considered an international language (EIL) or a lingua franca (ELF), “the common language of choice, among speakers who come from different linguacultural backgrounds” (Jenkins, 2009, p 200) The new terms expose learners to a broader horizon from the World English to the World Englishes (WE) 1.1.2 Pronunciation in communication As stated above, language’s main function is to exchange knowledge and culture Besides, one of the most significant elements of language that affect quality of communication is pronunciation According to Gilakjani (2012), misunderstanding would occur if the speaker and the hearer fail to convey their message in a clear way with recognizable sounds Consequently, the process of encoding and decoding information would experience challenges and may even collapse Therefore, pronunciation plays a vital role in facilitating communication, which is also applicable in speaking English Along with EIL, there remain various attitudes towards different varieties in pronunciation Sobkowiak (2008) shows his concern that accepting varieties in pronunciation will cause confusion in English learners due to the lack of standards to follow Therefore, achieving native standards of pronunciation is considered targets of many language learners Meanwhile, Jenkins (2000) emphasizes that only some main features of pronunciation can cause intelligibility such as consonants (except for “th” sound in “thank” and “they”), consonant clusters in the first and middle syllables, nuclear stress and differences between long and short vowels Changes in other elements can still assure clarity and understanding among speakers This view is supported by many EIL studies Byram (1997) opposes the needs of native standards in not only pronunciation but also values and behaviors of English learners Sharing the same opinion, Alptekin (2002) proclaims on the importance of intercultural approach of EIL bilingual teachers To these scholars, varieties in pronunciation can still guarantee intelligibility in English communication Apparently, in EIL context, to serve the purpose of intercultural communication, native pronunciation no longer commonly holds the predominant role 1.1.3 Daniel Hauer Daniel Hauer is an American English teacher in Vietnam He has lived in Vietnam since 2013 and become quite fluent in Vietnamese Apart from running English courses in his own center, Hauer has also made vlogs teaching English and sharing about American and Vietnamese cultures on YouTube These videos appeal to a large number of Vietnamese English learners with the total number of approximately 73 million views Up until December 2017, his channel has gained more than a million subscribers on YouTube, and roughly 97 thousand ones have followed his Facebook account Hauer’s products often receive a number of judgment might be the case to many teachers, it seemed questionable to be applied in all situations Though holding a similar perspective, hưng trần broadened the range to other teachers working at English centers Using conditional structure in interrogative form, he proposed a doubt that teachers at those English centers could help students make themselves intelligible to native speakers In a way, he might show a sign of overgeneralization when implying other English teachers except for Daniel Hauer could not guide their students to success The sayings illustrated his positioning Hauer higher than other Vietnamese teachers, indicating a preference for the out-group culture Cultural cringe was clearly demonstrated in these learners’ point of view Furthermore, the chosen comments reflected Vietnamese English learners’ attitudes towards not only Daniel Hauer’s perspective presented in the video “When Americans listen to English of Vietnamese people” but also each other’s reaction to them: Oh, poor Dan! Most of Vietnamese people are conservative and have extreme national pride They had rather suffer their own weaknesses than adopt other cultures Ridiculous! (Sang Kenny) The only fault of Vietnamese and those obsessed with “national pride” is that they always make excuses instead of fixing the problems […] (Bảo Quyên) What quý vũ said was completely true We should be aware of our mistakes to improve ourselves every day Vietnamese easily feel offended when receiving comments about their weaknesses (DUOC (ZELL) DO.) […] He helps you with your pronunciation mistakes and get badmouthed No wonder why foreigners hate Vietnamese people (Never Be Alone) The first two commenters shared similar standpoints that Vietnamese people had an issue with their national pride when their people’s benefits were threatened by any foreign forces While Sang Kenny stated their conservatism prevented them from adopting advances from other cultures, Bảo Quyên 31 simplified her argument with a specific illustration that “they always make excuses instead of fixing the problems” The issue existed in the majority of Vietnamese (according to Sang Kenny) or all of them (Bảo Quyên’s opinions) To these commenters, Vietnamese seemed to place so much importance on their ingroup pride that they could hardly open themselves to constructive foreign remarks and tackle their existing problems quý vũ complemented the idea with an explanation that Vietnamese people in general had such an issue with their selfimages that they might easily feel offended when receiving feedbacks from others about their shortcomings From these characteristics, Never Be Alone drew a conclusion that these qualities accounted for hatred foreigners threw to Vietnamese people This was such overgeneralization and stereotype when he failed to provide adequate proofs to demonstrate his assertion Similar to the previous judgments, these statements also lacked sufficient evidence to assure that the issue was typical of Vietnamese culture Henceforth, asserting that Vietnamese possessed all the above-mentioned features could be referred as overgeneralization With this overgeneralization, these Vietnamese commenters drew an image of their in-group members with all the negative characteristics, showing their shame and inferiority to be in the same group, especially in comparison with the outgroup members Not only stereotypes and prejudice against in-group members but also cultural cringe was identified in these YouTube users’ claims Meanwhile, a comparison between Vietnamese and American culture were also made to provide an explanation why questions of dirty competition in the first video appeared It is true that cultural identity affects each person’s perspective and behaviors According to Hofstede’s Dimension (as cited in Lustig & Koester, 2010), the United States is grouped as a country of individualism and masculinity while Vietnam is a collectivistic and feminine culture The imprints of culture would be reflected by how its members approach and react under certain 32 circumstances That was why many people based their explanation of behaviors on cultural stereotypes when conflicts in intercultural communication arose In this case, when the question of dirty competition purposes in Daniel Hauer’s video was proposed, some Vietnamese audience applied cultural features to explain his intentions and Vietnamese learners’ reaction You should be more open-minded about this Vietnamese people often view things like this as dirty competition but to foreigners, it is just about correcting your mistakes and making suggestions […] (QT) According to QT, what was considered lowering other teachers and centers’ fame seemed to originate from different cultural perspectives He supposed Vietnamese interpreted pointing out colleagues’ mistakes in front of their students as a sign of dirty competition while to foreign people (Americans in this case), it was just constructive suggestion The judgments of Vietnamese and foreigners here were both based on his personal assumptions rather than systematically collected evidence; therefore, it was doubtful that they could be applied to all members of the two groups In addition, QT’s assumption about Vietnamese was negative while that about foreigners was constructive and appreciative The comments depicted his oversimplified portraits of Vietnamese and foreigners, creating stereotypes about the two communities, especially prejudice against the former Favoritism toward the out-group and hostility to his in-group reflected cultural cringe in his opinions Further judgments were added to build a picture of American culture by other thirteen comments, which all agreed that the problem rooted from differences in their native cultures.: […] Americans are practical and bold They are not afraid of being criticized for their mistakes Is that something we should learn? (quý vũ) […] You want to improve your English and learn from some online sites, then what? You learn with teachers that have pronunciation mistakes and you know what the consequences are Westerners are really straightforward 33 You may feel offended at first but then you can improve yourself based on their judgments […] (Trương Thanh Mai) Dan is an American They respect and frankly express their opinions […] (Nguyễn Mai Đình Lê) All the three quoted remarks depicted a positive image of American people Trương Thanh Mai and Nguyễn Mai Đình Lê indicated that Westerners, specifically Americans were honest and straightforward Nguyễn Mai Đình Lê provided their typical approach to solve problems while Trương Thanh Mai illustrated its benefits And quý vũ supplemented to the figure with a praise of their boldness To their perception, American, Western or foreign people were all civilized individuals with constructive attitudes and approach to others’ mistakes This assertion might be confirmed in various cases but making them a general overview of the whole American community seemed inapplicable The comments, hence, reflected a positive but overgeneralized image of Americans in some Vietnamese perception, producing stereotypes Overall, Daniel Hauer was viewed under a cultural perspective of fourteen Vietnamese YouTube users as a representative of American citizens People from the United States culture were all considered to be straightforward, impartial and constructive To these commenters, what might be misunderstood as destructive purposes of Hauer’s videos was just differences in communicative approach of the two distinctive cultures In other words, Hauer was seen as a positive and constructive member of the out-group culture Meanwhile, twenty-seven Vietnamese commenters described their people with obsessive nationalism, reluctance to welcome criticism and address their problems On top of that, they held a belief that Vietnamese people should not involve in teaching English Clearly, under the same cultural viewpoint, Vietnamese English teachers were not appreciated as highly as Daniel Hauer was Their images were built up with negative traits and lack of trust from their own in-group members Considering the 34 fact that the Vietnamese learners may not befriend, communicate or learn with Hauer or each other in real life, their remarks would indicate a preference for an out-group culture to their own people In this case, overgeneralization identified in these judgments contributed to building oversimplified images of members in the two communities The attributes then were assigned to these groups, forming perception of how their members would think and behave in specific circumstances This process formed stereotypes of Vietnamese and American people (Baldwin, Coleman, González & Shenoy-Packer, 2014), even leading to prejudice against the former The stereotypes illustrated an unbalanced view of Vietnamese learners towards qualities of their native and foreign communities The relationship between in-group and out-group cultures here contradicted with the signs of ethnocentrism compiled by Axelrod and Hammond (2003) This reflected an opposite imbalance when in-group members felt inferior to the out-group ones This phenomenon was also showed in the following remarks: […] Vietnamese people are too afraid to admit their mistakes, then when can our country develop? (Hell Strjfe) […] Let’s live like foreigners who are willing to accept their mistakes If Vietnamese keep avoid facing their mistakes, we will stay incompetent forever (cute long) Both Hell Strjfe and cute long indicated that Vietnamese people hesitated to face their mistakes and apply changes, which held their development back cute long even suggested that they should learn to “live” like foreigners These judgments showed the commenter’s perception of their own country and people They considered Vietnam a less developed country and blamed her people for this fact In addition, Vietnamese people were depicted in cute long’s remarks as “incompetent” individuals who avoided facing their own mistakes The statements might also reflect the commenters’ disappointment in their native people and set 35 the out-group qualities as their standard model These feelings of inferiority could be referred as a sign of cultural cringe in the ideology of these Vietnamese YouTube users In fact, the sign was identified in thirty-six comments, taking up over ten percent of the selected samples Demonstrations could be found in not only remarks on Vietnamese qualities but also conclusion about learning English with native speakers: That’s why we should find an American teacher to learn English with […] (Tuấn Mai Văn) This proves that learning with a native speaker is much more helpful than learning with a Vietnamese teacher Thanks, Dan (Nguyễn Vũ) In the two statements, Tuấn Mai Văn and Nguyễn Vũ asserted their opinions that native speakers would be the most ideal English teachers for Vietnamese learners, sharing the same standpoint as participants in Coskun’s research (2011) Nguyễn Vũ’s comparison “learning with a native speaker is much more helpful than learning with a Vietnamese teacher” also reflected his bias against teachers from his native community In this context of English as a global language, native speakers no longer held a dominant position Hence, concerning English teaching, it would not be fair to put them in a higher status than EIL teachers, especially if they did not own related qualifications Yet the claims showed appreciation to the out-group members much more than to their in-group ones, indicating cultural cringe of Vietnamese learners The results were similar to those of Mattar’s research (2009) when the participants revealed their preference for the out-group culture 4.2.2 Conclusion Roughly ten percent of Vietnamese commenters tended to produce overgeneralizations in their statements This created oversimplified images of Vietnamese and American groups While the former was depicted with negative 36 traits such as insufficient competence in English, obsessive nationalism and refusal to admit mistakes, the latter was thought to be straightforward, competent and kind These remarks formed a stereotyped view on their in-group and outgroup communities, reflecting cultural cringe about their own national identity and in-group teachers’ language proficiency 37 CHAPTER 5: CONCLUSIONS The research was set out to analyze Daniel Hauer’s perspective on Vietnamese English teachers’ pronunciation in his YouTube videos, its impacts on Vietnamese learners’ viewpoints on the matter and the cultural values reflected in their sayings In this context of English as an International Language (EIL), questions about the role of “Standard English” and “standard pronunciation” appeal to many linguists, researchers, teachers and learners Henceforth, there existed a need to explore Hauer’s and Vietnamese people’s standpoints to figure out how a teacher from the Inner Circle and learners in an Expanding Circle’s country perceived the issue The study searched for answers to the two questions: What are Daniel Hauer's attitudes towards Vietnamese English teachers’ English pronunciation? In what ways Vietnamese English learners respond to Daniel Hauer's judgements on Vietnamese English teachers’ English pronunciation? In this chapter, the researcher will provide answers the two questions above, reflect on theoretical concepts and studies, clarify implications of the research, its limitation and direction for further studies on the field in the future The main findings of this research are summarized in the previous chapter: Findings and discussions In this section, the researcher will synthesize the results to offer answers to the proposed questions What are Daniel Hauer's attitudes towards Vietnamese English teachers’ pronunciation? Despite his claims of conducting “a basic and fair test” to assess intelligibility of Vietnamese English teachers’ pronunciation, Daniel Hauer’s methodology to choose testers and assess language proficiency revealed his 38 preference for his native culture This bias showed Hauer’s consideration of his American English as a standard variety and native speakers as ideal models, indicating a wish to set native standards for Vietnamese learners His attitudes appeared to contrast with prevalent viewpoints on EIL pronunciation, then reflected his position at Minimization stage of the Developmental Model of Intercultural Sensitivity (Bennett, 2004) In what ways Vietnamese English learners respond to Daniel Hauer's judgements on Vietnamese English teachers’ English pronunciation? More than 85 percent of the sampled comments advocated Hauer’s opinions about Vietnamese English teachers’ English pronunciation, agreeing on the native-standard pronunciation he was trying to set Their perspectives, therefore, also resisted how EIL pronunciation should be viewed proposed by many linguists Besides, nearly twelve percent of these supporters tended to overgeneralize their judgments of Vietnamese and American people In their perception, Vietnamese people and teachers were depicted with negative traits whilst positive characteristics were attributed to the Americans The assumptions reflected stereotypes about the two groups, prejudice against the in-group and cultural cringe in their ideology The values could also be found in around eight percent of the comments emphasizing enlightening values of Hauer’s viewpoints to their perspectives on the issue In general, Daniel Hauer expressed his in-group favoritism while in-group hostility and out-group favoritism were identified in the standpoints of English learners in Vietnam However, they shared the opinions that Vietnamese learners should follow American standard pronunciation patterns, contradicting EIL viewpoints on the matter Concerning theoretical implication, this study supports most of the existing theories and studies proposed in chapter 2: Literature review Specifically, 39 behaviors and arguments of both Daniel Hauer and Vietnamese learners are typical of the concepts indicated or cited in the research of Bennett (2004) – Developmental Model of Intercultural Sensitivity; Herbst (1997), Pittam, Kashima, & Iwawaki (1990) – stereotypes; Baldwin, Coleman, González & Shenoy-Packer (2014) – prejudice; and Mattar (2009) – cultural cringe This study’s results are also similar to those of Mattar’s research (2009) where the participants showed bias against their own native community, including its members and products while contrast with Feather’s (1993) findings about cultural cringe of Australians Overall, this research’s outcomes provide specific examples and manifestation for the theories as well as a precedent for further studies reflect on and compare In addition, this research is also helpful in terms of policy implication As concluded from observation and the research findings, a number of Vietnamese English learners support Daniel Hauer’s experiment and native-standardized pronunciation The study results have disclosed some existing problems in the test which question its validity; therefore, suggest more impartial and balanced attitudes towards pronunciation of English varieties in EIL context During the analysis process, the researcher identified signs of collectivism and emphasis on teacher’s ethic responsibilities in Vietnamese learners’ comments, which can be suggestions for future research on the matter In addition, some existing perceptions regarding ethnorelativism and ethnocentrism in comments disapproving of Hauer’s viewpoints may appear with a higher frequency and be worth considering in a larger-scaled study Another limitation was that the researcher could not investigate thoroughly certain groups of samples according to their age, role and closeness to Daniel Hauer to work out how these factors affect the commenters’ views Researchers can take these attributes into account if they want to conduct a larger-scaled study on this issue in the future Furthermore, the researcher acknowledged that this study’s analysis based only on how Vietnamese English speakers expressed their opinions on YouTube, which might not reflect 40 their actual perceptions However, what is stated in YouTube is mediated communication and is a reality itself, which is powerful and influential and worth studying Later research can view the matter on some other social media such as Facebook and Google+ to complement the attitudes of Vietnamese English speakers towards the issue as represented in mediated communication Questionnaires and interviews can also be adopted to reveal their actual perception and compare the results with this study’s findings In a nutshell, even though English is now an international language with many equally respected varieties, this research reveals that bias for pronunciation of the Inner Circle countries still exists in ideology of Daniel Hauer and several Vietnamese learners Since not many studies have investigated in the issue of EIL from a critical cultural perspective, the study can contribute to laying the foundation for future researchers in this field 41 References Alptekin, C (2002) Towards intercultural communicative competence in ELT ELT Journal, 56(1), 57-64 doi:10.1093/elt/56.1.57 Axelrod, R & Hammond, R A., (2006) The evolution of ethnocentrism Journal of Conflict Resolution, 50(6), 926-936 doi:10.1177/0022002706293470 Baldwin, J R., Coleman, R R., González, A., & Shenoy-Packer, S (2014) Intercultural communication for everyday life WILEY Blackwell Barth, F (1998) Ethnic groups and boundaries: The social organization of culture difference Long Grove (Ill.): Waveland Press Bennett, M J (2004) Becoming interculturally competent In J.S Wurzel (Ed.) 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NGỮ VÀ VĂN HĨA CÁC NƯỚC NĨI TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP QUAN ĐIỂM CỦA DANIEL HAUER VỀ PHÁT ÂM TIẾNG ANH CỦA GIÁO VIÊN VIỆT NAM VÀ PHẢN HỒI CỦA NGƯỜI VIỆT NÓI TIẾNG ANH VỀ QUAN ĐIỂM ĐĨ Giáo viên. .. in Daniel Hauer? ??s practical experiment in Vietnamese English teachers’ pronunciation 4.1.1 Daniel Hauer? ??s perspective of Vietnamese English teachers’ pronunciation On the one hand, Daniel Hauer. .. holds the predominant role 1.1.3 Daniel Hauer Daniel Hauer is an American English teacher in Vietnam He has lived in Vietnam since 2013 and become quite fluent in Vietnamese Apart from running English