Rationale 1
Culture and language are intrinsically linked in every nation, as language serves as both a product and reflection of cultural identity Consequently, 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 shared by native speakers.
The importance of English in Vietnam has led to a growing demand for its study, as it is recognized as a universal language Learners aim to achieve communicative competence through their English courses, but challenges arise from differences in linguistic and communicative behaviors Understanding phonological, grammatical, and lexical aspects is essential, yet cultural nuances—such as the use of silence, suitable conversation topics, forms of address, and speech act expressions—are crucial for effective communication Therefore, mastering the appropriate use of language is vital for successful interaction across cultures.
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 language comprehensively This cultural interference leads to challenges in recognizing errors rooted in Vietnamese thought patterns, particularly in areas such as greeting routines, politeness, and the balance between directness and indirectness For instance, English speakers frequently perceive Vietnamese individuals as overly inquisitive due to their common questions like “Where are you going?” or “Have you had lunch?” which are seen as standard greetings in Vietnam Conversely, these questions can frustrate foreigners who may not understand the cultural context, leading to feelings of annoyance This lack of awareness about cultural differences contributes to ineffective communication between Vietnamese and English speakers, as both sides may inadvertently violate each other's social norms and privacy.
Many issues arise from a lack of awareness regarding cultural differences in communication In Vietnam, the traditional approach to English teaching emphasizes linguistic competence while neglecting the importance of cultural knowledge.
Inspired by Dr Nguyen Quang’s framework, my research focuses on three key cultural dimensions in cross-cultural communication: Subjectivity – Objectivity, Directness – Indirectness, and Accuracy – Inaccuracy These dimensions vary across languages and cultures, prompting an exploration of Vietnamese communication styles The study aims to examine how these cultural practices 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
Students can enhance their English skills by identifying key influential dimensions While not all cultural dimensions affect English usage, the research aims to uncover practical strategies for students to effectively practice and improve their English proficiency.
Teachers have a valuable opportunity to reevaluate the significance of cultural dimensions in English language learning By leveraging insights from research, they can enhance their students' English proficiency Additionally, this study aims to highlight critical issues in cross-cultural studies, paving the way for future research to build on these concepts.
Scope of the research 3
This study examines how specific cultural dimensions—subjectivity versus objectivity, directness versus indirectness, and accuracy versus inaccuracy—affect language learning These dimensions will be explored in the theoretical background and analyzed through data to validate the initial hypotheses.
Methods of the research 3
The study employed a mixed-methods approach, integrating both qualitative and quantitative techniques to meet its objectives Initially, a comprehensive literature review was performed, focusing on the cultural dimensions that influence English language learning.
A valuable approach to 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 research aims to identify the challenges faced and potential solutions to enhance English language acquisition within the cultural context of the college.
Design of the research 3
The research is structured into three main parts: Part A serves as the Introduction, while Part B encompasses the Development section, which includes three chapters Chapter I presents a Literature Review, detailing existing works on related topics and the theoretical framework, specifically exploring the interconnections between culture, language, and communication, alongside an overview of key Vietnamese cultural dimensions Chapter II focuses on the Discussion of the survey and Data analysis, and Chapter III offers implications for Vietnamese English Language Teaching (ELT) teachers Finally, Part C concludes the study by summarizing the major findings, discussing limitations, and providing suggestions for future research.
LITERATURE REVIEW 4
Theoretical background 4
This section provides a critical review of the interconnections among culture, language, and communication, emphasizing their relationships and the impact of native culture on English learning Key concepts include the interplay between culture and language, language and communication, and communication and culture Additionally, the analysis will explore the potential influences of various cultural dimensions.
1.1.1 An overview of Culture – Language – Communication
The term “culture” has been defined by many scholars It comes from the Latin word
The term "colere," which signifies to build, cultivate, and foster, underscores the intrinsic link between culture and the emergence of humanity and labor Culture, while a broad and abstract concept, is interpreted through various lenses across different domains.
Culture transcends a simple list of rituals and beliefs, as highlighted by Rosaldo (1984) R.A Hudson defines culture as the knowledge acquired from others, whether through direct teaching or observational learning This understanding encompasses a rich tapestry of shared experiences and social interactions that shape our worldview.
- 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 which is unique to the individual
In his book "Media and Culture," Richard Campbell defines culture as a broad category that encompasses the ways people live and represent themselves during specific historical periods Similarly, Ronald Wardhaugh emphasizes that culture is the essential "know-how" needed for daily living, noting that for some individuals, this may involve knowledge of music, literature, and the arts.
Culture is a multifaceted concept that has been defined in various ways by scholars It encompasses elements such as personal space, appropriate gestures, and perceptions of time Understanding culture is essential, as it influences our behaviors and responses, including the visible norms and taboos associated with working in different countries.
Language, much like wings for birds, grants humans the unique ability to express intelligence and emotions Just as wings facilitate flight, language empowers individuals to convey their thoughts and feelings, shaping the essence of human intellect and sentiment.
(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 intricately linked, making it impossible to fully understand one without the other Effective communication within a culture relies on its language, while a deep understanding of that culture is essential for using the language correctly.
Language is intrinsically linked to culture, with early anthropologists asserting that its structure is shaped by cultural context 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, while language itself is imbued with cultural dimensions.
Applied linguists recognize the strong connection between language and culture Edward Sapir 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 language education, understanding cultural context is essential, as highlighted by Kramsch (1993), who stated that “a language cannot be learnt without an understanding of the cultural context in which it is used.” This emphasizes the inseparable relationship between language knowledge and cultural awareness in effective teaching and learning.
Language, often described as "the most important means of communication" (Lenin), is not merely a system of signals but a crucial element in various fields of communicative acts It plays a vital role in shaping our identity and existence, serving as a reflection of our thoughts, practices, traditions, and culture Recent research highlights the significance of culture in both language and communication, indicating that language is a key component of community culture, with cultural factors influencing how we communicate The cross-language differences in phonetics, grammar, and vocabulary lead to distinct communication styles among different communities These variations can result in misunderstandings, as seen in the contrast between the direct communication style of Anglicist culture and the more indirect approach often found 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, each shaped by distinct values, attitudes, and behaviors This variation in cultural perspectives can often lead to misunderstandings and culture shocks What may be deemed acceptable in one culture could be viewed as inappropriate in another For instance, while Anglicist individuals might find questions about age, marital status, or income to be intrusive or impolite, such inquiries are typically considered friendly and normal in Vietnamese culture.
In Vietnam, slang expressions often defy traditional dictionary definitions, making them challenging to understand For example, a phrase like "ông nội mày đấy" can be used either as a playful joke or a subtle threat, showcasing the nuanced use of language in casual conversation.
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, particularly for Westerners visiting Vietnam, who may find themselves disturbed by the local 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 for individuals to acquire cultural knowledge alongside linguistic skills As Hymes (1964) emphasized, understanding a language extends beyond mere words; it requires grasping the context and background information that enriches comprehension Similarly, Nguyen Quang (1997) asserts that mastering a second language necessitates a deep understanding of both linguistic elements and the cultural nuances associated with it.
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
Every language encompasses various dimensions, but cultural preferences can influence these dimensions differently For instance, in the directness-indirectness spectrum, English-speaking cultures such as British, American, and Australian tend to communicate more directly In contrast, Vietnamese culture often embraces a more indirect style, where individuals may "beat around the bush" before addressing the main point.
A study by Do Mai Thanh and Van Thanh Binh (1998) examined the impact of Vietnamese cultural factors on English learning among first-year students at the English Department, CFL, VNU It identified common mistakes made by these students, particularly those in the Faculty of English Language Teacher Education, resulting from various cultural influences Conducted among the K32 cohort in 1999, the findings may now differ significantly due to Vietnam's increased openness to the world, advancements in English learning and communication, and the integration of cultural elements into language education at the upper secondary level.
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 context of accuracy and inaccuracy Common mistakes identified included incorrect verb tenses, misused prepositions of place, inappropriate levels of directness and indirectness in communication, and insufficient redundancies in English usage.
Tran Thanh Dung's study (2004) highlights the significant impact of cultural factors on English language teaching and learning in Vietnamese secondary schools, particularly through the lens of subjectivity and objectivity It reveals that the subjectivity of Vietnamese learners greatly influences their English learning experience, often leading to feelings of disappointment and boredom when faced with challenges in exercises A key reason for this struggle is their lack of cultural experience, which can result in misunderstandings during their studies Therefore, it is crucial to equip students with sufficient cultural knowledge to prevent misinterpretations and enhance their learning outcomes.
CHAPTER II: DISCUSSION OF THE SURVEY AND DATA ANALYSIS
2.1.1 Discussion of the survey questionnaire and the informants
This survey aims to investigate the impact of cultural dimensions on 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 aimed at assessing students' communicative competence in English, focusing primarily on their written expression While the questionnaire includes elements to evaluate spoken language skills, the author faces challenges in individually measuring the competence of 300 students.
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.)
This is understandable because in nursing classes female students are always in majority + Area where they spend most of the time:
+ Acquisition of other foreign languages:
- Not knowing any foreign language: 300 students
Because of time limitation of this study, the author was not able to investigate with native speakers Thus, I based on the standard English according to English 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" as a greeting routine, such as "How are you getting on?" or "How is everything?" While these phrases are common in English, the percentage of students incorporating them is surprisingly low In contrast, up to 67% of students opted for more concerning questions in their greetings.
- 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 tough situation where I need to pay my electricity and water bills to avoid losing my home Unfortunately, I've run out of money and am in urgent need of assistance Could you lend me VND 200,000 to help cover these essential expenses?
Today marks my first day at college, and I need to attend all my lectures and purchase numerous books for the new term Entering class without the necessary materials could result in being dismissed by the teachers, and unfortunately, I don’t have any money with me If my parents find out about this situation, I would be in big trouble Therefore, I kindly ask if you could 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 since I'm close to the hairdresser, I want to get a haircut and a manicure However, I'm short on funds, so I would appreciate it if you could lend me VND 200,000.
Certain expressions commonly used in Vietnamese may not be well-received by many English speakers These lengthy requests can often be perceived as unnecessary and may lead to discomfort among those accustomed to more concise communication styles.
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 their gratitude directly by saying "thank you," utilizing an assertion strategy However, within this group, 32% still felt uncertain and employed a wondering strategy, seeking further clarification by asking additional questions to ensure their understanding.
- 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 won't be able to attend due to my brother's wedding on the same 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 sentence in question is not in passive voice, as the word "bị" serves to express the speaker's emotions rather than function as a grammatical indicator of passivity Unfortunately, the students failed to recognize this distinction and consequently made errors.
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
Vietnamese students often project their cultural thought patterns onto their English expressions due to cultural and linguistic influences For instance, they might say "go in South" or "go out North" instead of the correct forms "go to the South" or "go to the North." Additionally, this subjective perspective is evident in their translation of the word "bị," as seen in the sentence "Hôm qua tôi bị thi trượt," which they may incorrectly translate as "I was failed the exam yesterday."
+ Notably, when borrowing money, they use many Vietnamese style address forms such as
“my best friend”, “my good sister/brother” to reinforce closeness and narrow distance
This is understandable and acceptable for Vietnamese people but it is not advisable to apply to foreigners, for many of whom may feel annoyed when being called “sister” or
“brother” They also tend to use indirect strategy to borrow money with lengthy reasons
When complemented, many of Vietnamese students are “in the habit of refusing” by saying “No”, “Not at all”, “I don’t think so”, etc
+ Most of the students use both “although” and “but”, “because” and “so” in a sentence The factors causing interference for Vietnamese learners may be explained as the followings:
- Lack of first language and second language equivalence
- Semantic nuances of foreign language difference
- Discourse and cultural patterns from first language do not carry over entirely into the second language Students may trip up occasionally over difficulty in expressing their ideas
- Despite using English, they do not share the same culture background