INTRODUCTION
Rationale
In recent years, English has emerged as a global language, essential for communication, media, knowledge, and culture In Vietnam, proficiency in English is increasingly viewed as a necessary qualification for securing good jobs and advancing in careers Consequently, there is a growing emphasis on learning English, with individuals shifting their focus from traditional grammar and translation exercises to enhancing listening and speaking skills This shift has led to more effective and proper use of the English language.
Vietnamese learners of English frequently encounter communication challenges with native speakers, primarily due to cultural differences and limited understanding of English-speaking customs A key element of effective communication is greeting, which serves as an essential starting point for conversations, acknowledges the presence of speakers, and conveys respect towards listeners Furthermore, greetings play a crucial role in establishing and maintaining relationships, ultimately facilitating smoother interactions.
Greeting is the initial step in communication, and responding appropriately is crucial for effective interaction It's important to pay attention to both how we greet others and how we reply to greetings While greetings and responses can be formulaic, selecting an appropriate response can be challenging, especially for many Vietnamese individuals who struggle with English due to language barriers and cultural differences Often, English learners in Vietnam find themselves confused or unable to respond promptly to greetings from foreigners Recognizing the significance of these responses, this study focuses on cross-cultural communication between Vietnamese and English, aiming to identify similarities and differences in greeting responses and to provide relevant suggestions for specific situations, ultimately boosting the confidence and communication success of English learners in Vietnam.
Aims of the study
The ultimate goal of this research is
- to investigate the specific situations of responding the greetings among learners of English with certain variables (i.e age, gender, social hierarchy, etc.)
- to provide readers general information about English and Vietnamese greetings and the way they reply a greeting in their own language
- to compare and contrast replying strategies in English and Vietnamese in order to bring about the similarities and differences in the way Vietnamese and English people reply a greeting
- Therefore, the research questions are:
What are the verbal strategies used by Vietnamese and English people to reply a greeting?
What are the similarities and differences in responding to greeting in English and Vietnamese?
Scope of the study
While the significance of paralinguistic and non-verbal elements in everyday communication is well recognized, this study specifically examines the verbal components involved in responding to greetings.
This study focuses exclusively on the strategies for responding to greetings within Vietnamese and Anglophone cultures, specifically analyzing the Northern dialect of Vietnamese and the English language as used in Great Britain for a comparative perspective.
Survey questionnaires allow authors to efficiently gather data from a large population within a short timeframe, overcoming challenges such as time constraints, geographical barriers, and financial limitations that make recorded face-to-face interviews impractical.
Methodology
This study is grounded in a thorough analysis of linguistic, semantic, and pragmatic materials, supported by valuable feedback from the supervisor and references to both domestic and international publications To achieve the objectives of cross-cultural research, a mixed-method approach, incorporating both qualitative and quantitative methods, is employed A survey questionnaire was crafted to explore how Vietnamese and English speakers respond to greetings in their respective languages, incorporating various situational contexts based on daily interactions The collected data will be analyzed statistically to uncover cultural and linguistic insights, supplemented by personal observations and supervisor consultations for additional comments and suggestions.
Design of the study
This study is divided into three main parts: Part I introduces the theoretical background and academic routines, while Part II focuses on three chapters Chapter I defines cultural pragmatics and explores the nuances of responding to greetings in English and Vietnamese, highlighting both differences and similarities The following chapter discusses the research methodology, presenting analysis and findings from survey questionnaires conducted among Vietnamese and English speakers Finally, Part III concludes the study by summarizing key ideas, important findings, and offering suggestions for future research.
DEVELOPMENT
Language in communication
Language is regarded as one of humanity's greatest achievements, setting humans apart from animals It plays a crucial role in the development of individuals and societies, making it inseparable from the human experience.
Language encompasses both verbal communication, which conveys meaning through spoken or written forms, and non-verbal cues, such as body language and facial expressions As noted by Schmidt and Richard (1980), these elements work together to enhance human interaction and understanding.
Language serves as a vital tool for building connections, supporting political structures, facilitating discussions, sharing information, providing entertainment, and enabling communication Defined as a human communication system, language employs organized vocal sounds and can also be represented through various forms, including writing, print, and physical signs (The Oxford Companion To The English Language, 1996:523).
According to Hybels and Weaver (1992), communication encompasses the process of sharing information, ideas, and feelings, which includes not only spoken and written words but also body language, personal mannerisms, and the context that enhances the message's meaning Thus, communication is viewed as a transactional process that involves the creation and sharing of meaning through both verbal and non-verbal behaviors among two or more individuals.
In Malinowski’s words (in Hudson R.A 1980:109) “language functions as a link in concerted human activity, as a piece of human behavior” In this way, communication has
The phatic function of communication serves not only to exchange information but also to establish, reinforce, and maintain social relationships, confirming each other's presence According to Verderber (1990:60), language has four primary uses: it designates, labels, and defines thoughts, feelings, objects, people, and experiences for sharing; and it evaluates these definitions, influencing perceptions and behaviors.
Language enables us to discuss concepts beyond our immediate experiences and allows for self-reflection about language itself Verderber identifies three key functions of communication: the psychological function, which addresses mental processes; the social function, which fosters interpersonal connections; and the decision-making function, which aids in making informed choices.
In brief, it is difficult to distance language from communication Thanks to language, communication becomes more successful and effective In turn, communication helps language express all features and characteristics.
Language and culture
Language and culture are deeply interconnected, as they encompass not only communication but also shared beliefs and practices Defining culture can be challenging; it generally represents the integrated patterns of human knowledge, beliefs, behaviors, customs, and ideas Culture shapes how we act and interact, influencing our thoughts and feelings in various contexts As Kottak (1979) describes, culture is a complex whole that includes knowledge, beliefs, arts, morals, laws, customs, and the habits acquired by individuals within a society Goodenough (1992) provides a widely cited definition that emphasizes the multifaceted nature of culture.
A society's culture encompasses the knowledge and beliefs necessary for individuals to function acceptably within their community It defines the roles that members adopt and guides their interactions, ensuring cohesion and understanding among them.
Culture is defined as a shared background encompassing national, ethnic, and religious elements, shaped by common language, communication styles, customs, beliefs, attitudes, and values This cultural framework is further developed through the socialization process As Goodenough noted, language and culture are interconnected, with language serving as a part of the whole cultural experience Goshgarian emphasized that language influences our perception of reality, highlighting its pivotal role in shaping cultural understanding.
The socio-cultural context illustrates how language embodies the social and cultural practices of a community, making it easier to interpret culture through linguistic expression Language serves as a reflection of cultural identity, encountered by individuals in their daily lives, and plays a crucial role in preserving cultural values and ideas across generations Conversely, culture significantly influences language use, providing guidelines and practices that shape linguistic behavior.
William Frawley (1992:45) says: “Culture is the final arbiter of meaning, or linguistic meaning is entirely determined by the cultural context in which the language occurs”
According to Bromfit (C.J et al: 1995), language serves as a crucial symbol system within any culture, highlighting the importance of integrating language and culture in foreign or second language education Learning a new language inherently involves the exploration and understanding of a new culture.
Cross-cultural communication
Cultural components significantly influence communication by shaping language, beliefs, and behaviors within a community Individuals immersed in their cultural environment learn the accepted norms and manners, fostering mutual understanding among those who share the same culture However, cross-cultural communication arises when individuals from diverse backgrounds interact, highlighting the complexities and nuances of conveying messages across cultural boundaries.
Cross-cultural communication occurs when entities from diverse cultures engage in direct and ongoing interactions This exchange inevitably leads to alterations in original cultural patterns, resulting in a dynamic blend of cultural influences and transformations.
Culture shock is a common experience that arises when individuals encounter behaviors from a different culture, leading to feelings of curiosity, frustration, anger, alienation, and depression This emotional response reflects the contrast between one's own cultural background and the unfamiliar practices of others.
Regardless of how thoroughly an individual prepares, experiencing a certain level of “shock” is often unavoidable and can even be beneficial for adjustment Acknowledging these emotions and understanding how to effectively respond to them is crucial for personal growth.
To effectively address cultural challenges, it is essential to embrace openness and a receptive attitude towards diverse cultures, avoiding perceptions of awkwardness or meaninglessness Byram and Flemin (1998:12) emphasize that successful communication involves acquiring the ability to understand various ways of thinking and living, as reflected in the language being learned, and to mediate between differing perspectives during interactions.
Cross-cultural pragmatics
Linguists view language as a social construct that must be analyzed within its contextual framework to uncover meaning Consequently, understanding an utterance is impossible without considering the context in which it occurs.
Pragmatics is the study of language use from the perspective of its users, focusing on the choices they make, the constraints they face in social interactions, and the effects their language has on communication participants It encompasses not only speech acts like requesting and greeting but also the nuances of conversation and complex discourse This field emphasizes the actual language employed in specific contexts, requiring speakers to be attuned to both explicit and implied meanings The dynamic process of meaning-making involves contributions from both the speaker and the listener, alongside the context of the interaction According to Richard (1992), researchers in pragmatics must address three critical questions: the role of real-world knowledge in interpreting utterances, how speech acts are understood and utilized, and how sentence structure is shaped by the relationship between speaker and hearer Ultimately, an understanding of world knowledge and social dynamics is crucial for accurately interpreting the intended meanings behind utterances.
When people communicate, they not only use words and grammatical structures but also perform actions through their utterances For instance, in a workplace setting, a boss saying, “You’re fired” signifies the action of terminating employment, illustrating the power of speech acts However, not all utterances carry negative connotations; they can also convey positive actions, such as giving compliments or expressing gratitude, as seen in phrases like “You’re so delicious” or “You’re welcome.” Thus, language serves as a powerful tool for both communication and action.
Speech acts, as defined by George Yule in 1996, refer to actions carried out through utterances, which are categorized in English into specific types such as apologies, complaints, compliments, invitations, promises, requests, and greetings.
Descriptive terms for various speech acts reflect the speaker's communicative intentions, which they typically expect the hearer to recognize The context surrounding an utterance, known as the speech event, plays a crucial role in aiding both the speaker and hearer in this recognition Ultimately, the nature of the speech event often influences how an utterance is interpreted as fulfilling a specific speech act.
Every utterance involves three interconnected acts, starting with the locutionary act, which is the fundamental act of producing a meaningful linguistic expression If one struggles to articulate sounds and words effectively, they may fail to execute a successful locutionary act.
We rarely produce utterances without a specific purpose; each utterance serves a communicative function, known as the illocutionary act This act is conveyed through the communicative force behind the utterance For instance, saying "I've just made some coffee" can serve multiple purposes, such as making a statement, offering, or explaining something This aspect of communication is referred to as the illocutionary force of the utterance.
When we communicate, our utterances are not merely functional; they aim to achieve a specific effect, which is referred to as the perlocutionary act For instance, when you say, "I’ve just made some coffee," you expect the listener to recognize your intention, whether it's to explain a pleasant aroma or to encourage them to enjoy a cup of coffee This intended outcome is commonly known as the perlocutionary effect.
Of these three dimensions, the most discussed is illocutionary force Indeed, the term
The term "speech act" is often understood narrowly, focusing primarily on the illocutionary force of an utterance, which indicates what the statement "counts as." For instance, the locutionary act "I’ll see you later" can convey various meanings depending on its context, functioning as a prediction, a promise, or a warning Each of these interpretations represents a distinct illocutionary force, highlighting the versatility of language in communication.
Serle (1969&1970), suggests one general classification system of five types of general functions performed by speech acts: declarations, representatives, expressive, directives, and commissives
Declarations are speech acts that effect change in the world through their utterance To appropriately perform a declaration, the speaker must hold a specific institutional role within a particular context.
Priest: I now pronounce you husband and wife
Representatives are speech acts that convey the speaker's beliefs or observations about reality They include statements of fact, assertions, conclusions, and descriptions, as demonstrated in various examples.
(b) It was a warm sunny day
* Expressives are those kinds of speech acts that state what the speaker feels They express psychological states and can be statements of pleasure, pain, likes, dislikes, joy, or sorrow
As illustrated in the following examples, they can be caused by something the speaker does or the hearer does, but they are about the speaker’s experience
(c) Oh, yes, great, mmmm, ssahhh!
Directives are speech acts utilized by speakers to prompt actions from others, clearly conveying the speaker's desires These can take the form of commands, orders, requests, or suggestions, and can be categorized as either positive or negative, as demonstrated in the examples below.
(a) Gimme a cup of coffee Make it black
(b) Could you lend me a pen, please?
* Commissives: commit the speaker to do something such as promises, threats, etc In using a commissive, the speaker undertakes to make the world fit the words via the speaker
Speech acts refer to the actions we perform through our speech, and the speech act theory provides insight into how language functions to facilitate communication This theory reveals the unique ways in which language operates during interactions, enhancing our understanding of effective communication.
Bach and Harnish (1984) identify four groups of speech acts that differ from those proposed by Searle and Austin, namely constatives, directives, commissives, and acknowledgements These categories are clearly defined in the table below.
Requestives Questions Requirments Prohibitive Permissives Advisories
Apologise Condote Congratulate Greet Thank Bid Accept Reject
Direct and indirect speech acts
A structural approach to categorizing speech acts reveals three primary types, aligned with the basic sentence forms in English: declarative, interrogative, and imperative These forms correspond directly to three communicative functions: statements convey information, questions seek clarification, and imperatives issue commands or requests This relationship highlights the simplicity and effectiveness of using sentence structure to differentiate speech acts.
You wear a seat belt (declarative)
Do you wear a seat belt? (interrogative)
An overview of greetings in English and Vietnamese
Greeting is a fundamental speech act in everyday conversations across all languages, serving the essential purpose of establishing contact, acknowledging another person's presence, and expressing friendliness.
Greetings serve three essential functions: they initiate communication between individuals, regardless of their social status; they help define and affirm personal identity and rank; and they manipulate relationships to achieve specific outcomes, as standardized greetings often enhance status In essence, greetings across languages play a crucial role in establishing and maintaining relationships while facilitating conversation Notably, the phrases used in greetings are typically formulaic and lack literal meaning, as people often say "Good morning!" on a bad day or respond "Fine, thanks!" even when they aren't feeling well.
Firth (1997:2) emphasizes that greetings play a crucial role in establishing and maintaining social relationships, highlighting the importance of recognizing others as social entities within shared contexts Consequently, failing to greet someone familiar can be perceived as a rejection of their social identity.
Greetings vary by context but follow established formulas According to Laver (1981), the selection of these formulaic expressions is influenced by both the speaker's and listener's characteristics Coulmas (1979) further explores this concept.
“routine formulae” for such kinds of expressions as greeting or thanking Richard (1983:129 ff) later uses conversational routines to refer to the same notion
Routine formulae are expressions that are closely linked to particular social contexts and are highly predictable based on the evaluation of these situations Their meaning is shaped by pragmatic factors, and their use is driven by the specific characteristics of the social interactions in which they occur.
Coulmas identifies two key functions of greeting and address terms that enhance communication Firstly, routine formulae simplify interactions by maintaining order and reducing complexity; for instance, phrases like "How are you?" or "Good morning!" foster a friendly atmosphere without necessarily inquiring about health These expressions also streamline decision-making by providing ready-made responses to social situations, making reactions more spontaneous Secondly, routine formulae bolster group identity by establishing rapport, reinforcing shared values and norms, and indicating the speaker's alignment with the group, as seen in specific forms of address that reflect social status among interlocutors.
Firstly, it is stated that addressing forms is an interesting phenomenon in the study on cross-cultural communication There exist numerous addressing systems in different cultures and languages
1.5.3.1.1 Addressing forms in Vietnamese greeting
The Vietnamese language features a complex addressing system that often confuses foreigners, likening it to navigating a maze This complexity is rooted in the intricate relationships that dictate how individuals address one another, including family ties and professional roles Selecting the appropriate term of address is challenging, as it must consider factors such as age, status, and societal hierarchy, making the application of these rules quite strict Unlike many other languages, the nuances of Vietnamese addressing forms require careful consideration of the speaker-hear relationship.
In English, the singular term "you" is used for both formal and informal contexts, lacking a clear distinction in terms of formality In contrast, Vietnamese features a variety of address forms that reflect power dynamics and social solidarity, including titles, kinship terms, and names For instance, the term "d" (aunt) can convey a formal relationship akin to family ties, highlighting the complexity and variation in addressing others within the Vietnamese language.
In Vietnamese culture, greetings prominently feature address terms that reflect the relationship between speakers and the context of the interaction Typically, a Vietnamese greeting starts with a greeting phrase, followed by an appropriate address term, often derived from kinship This practice highlights the importance of social connections in Vietnamese communication.
“title”, “full name” and “last name”
It should be noticed that the use of first name in greetings is often found in common cases
Vietnamese names differ significantly from Western naming conventions, as they place the family name first, followed by the given name It is uncommon for Vietnamese people to address one another by their family names, with exceptions made for notable figures such as President Ho Chi Minh or President Tran Dai Quang In formal contexts, full names are often used alongside titles to convey respect and formality.
Ch o Hoa nh ! in k nh ch o ng guy n V n ang
In Vietnamese greetings, the use of address terms, including titles and kinship terms, plays a significant role Titles are typically reserved for formal interactions, particularly in professional settings, while kinship terms are employed in more casual situations, reflecting closer relationships between individuals This is especially notable when addressing superiors at work who may be younger in age, as using kinship terms in these contexts conveys respect for their age.
1.5.3.1.2 Addressing forms in English greetings
English greetings are characterized by a simpler system of addressing forms, primarily using titles and names that typically follow a greeting phrase Most English individuals have three names: a first name (given name), a middle name (initial), and a last name (family name or surname) Responses often omit the use of titles and full names, as they may be perceived as overly formal Instead, the English prefer to address others using titles and last names It's important to note that using a title with a first name is considered inappropriate in England and is not practiced.
1.5.3.3 Greeting phrase+ Full first name
Hi Sue! (for Susan), Morning Rob! (for Robert)
(diminutive name, nick name, other names)
Greetings can vary significantly, as highlighted by Bruce Tillitt in his book "Speaking Naturally" (2006), where he classifies them into two main types: formal and informal The context in which a greeting occurs plays a crucial role in determining its formality, influenced by vocabulary and structure For instance, a quick "hello" may suffice when passing someone, while other greetings can initiate deeper conversations Typically, friends and family exchange casual greetings, whereas business interactions require a more formal approach.
Greetings in Vietnamese culture are a long-standing tradition that can be understood from various cultural perspectives, encompassing both direct and indirect forms Similar to other languages, Vietnamese utilizes direct greeting phrases such as "Chào" and "Xin chào," akin to "Hello!" or "Good morning!" in English Additionally, greetings may take the form of addressing terms, announcements, requests, compliments, reminders, or inquiries about health, meals, or work, which serve as substitutes for direct greetings in specific contexts.
English greetings share similarities with those in many languages, as they are formulaic expressions used for various purposes Common English greetings include "Hi!", "Hello", "Good morning!", "How are you?", and "How do you do?"
Responding to a greeting in the light of Cross-Cultural Pragmatics
Despite their significance in daily communication, replies and responses have been largely overlooked in the study of speech acts, which traditionally focus on initiating acts like greetings, as noted by theorists such as Austin and Searle This neglect arises because the analysis of illocutionary acts often relies on the semantic examination of performative verbs, rather than considering the role of utterances within discourse Consequently, many responding acts lack corresponding performative verbs, further contributing to their limited attention in the field.
This study explores how individuals respond to greetings, viewing this as a crucial communicative act Specifically, the responding act serves to address an initiating speech act, with responses defined as utterances that meet the interactional expectations established by the preceding greeting.
In pragmatics, greetings and responses are structured as "adjacency pairs," consisting of a first part and a second part from different speakers Common types of adjacency pairs include question-answer, thanking-response, and request-accept In the context of greetings, the greeting serves as the first part, anticipating a preferred response, which is the reply This reply embodies expectations of politeness, satisfaction, and respect, achieved through appropriate responses to the greeting.
Replying to a greeting is essential for fostering conversation, as the nature of the greeting often dictates the response Greetings serve as the initial step in a dialogue, and how one replies can significantly influence the flow of the interaction In both English and Vietnamese, there are common ways to respond to greetings that vary depending on the context.
The analysis of greeting responses reveals notable similarities between Vietnamese and English, yet distinct differences exist in the expressions used for various situations For English learners, selecting the appropriate response to a greeting can be challenging, often leading to mistakes The upcoming chapters will explore the reasons behind this issue and propose effective solutions.
Chapter two: RESEARCH AND METHODOLODY
Hypotheses
In the previous chapter, we explored various factors influencing responses to greetings, including the context of interaction, the relative roles of the speaker and listener, as well as gender and age Based on these considerations, several hypotheses are proposed for further investigation Additionally, these hypotheses stem from my personal experiences and observations as a native Vietnamese speaker and a non-native English speaker By analyzing interactions between Vietnamese individuals and native English speakers, along with the guidance provided to Vietnamese students on responding to greetings in English, I have formulated the following assumptions.
- Vietnamese speakers and English speakers are likely to use the different strategies when replying English greetings in the same situations
The situations I have chosen to investigate the routine situations among:
3 staff at British council in Vietnam
4 MA students and admin staff at the University of London
Data collection
Franck (1984) suggests that capturing speech acts in vivo is ideal, as questionnaires can yield reflective rather than spontaneous responses Despite this limitation, previous research by authors like Brown & Gilman (1960), Bates (1975), and Tucker (1976) has demonstrated the effectiveness of questionnaires for investigation For a preliminary cross-cultural study on responding to greetings in English and Vietnamese, I opted to use questionnaires to gather data from a broader range of informants Consequently, a survey was conducted using a questionnaire (See Appendix).
The questionnaire is divided into two sections: the first focuses on identifying key factors that influence how individuals respond to greetings, aiming to uncover the underlying elements that guide their choice of linguistic forms The second section examines greetings and responses within specific situational contexts.
The questionnaire aimed to assess whether Vietnamese and English informants experience any interference or transfer from their native language and culture when responding to greetings in English.
The study's informants include both British and Vietnamese participants, with the British group consisting of 20 individuals—eight females and twelve males—aged between 18 and 50, including three over fifty and four under twenty Their diverse occupations, such as students, teachers, volunteers, and professionals in various fields, significantly influence their behaviors The decision to focus solely on British respondents, while also considering American, Australian, or other English native speakers, aims to capture authentic linguistic and cultural features The study will analyze their responses and highlight any differences in perceived norms.
The Vietnamese group consists of twenty individuals, including eleven females and nine males proficient in English, residing or studying in London, with some employed at the British Council in Hanoi, Vietnam Their age distribution mirrors that of the British respondents, featuring one individual over fifty, five under twenty, and fourteen between twenty and fifty Notably, the occupations among the Vietnamese respondents are more diverse, encompassing roles such as cashier, accountant, librarian, guard, and customer care representative.
The study collected demographic information from all respondents, including their age, occupation, education, marital status, and the location where they have lived the longest This data is essential for understanding the variations in their responses The following chapter will present the findings derived from the data analysis.
Chapter three: RESULTS AND DISCUSSIONS
This chapter presents and discusses the findings from the data analysis
Considerations when responding to greeting
In the initial question of the questionnaire, participants were prompted to identify the factors they consider when responding to greetings in English Each respondent had the option to select multiple categories, resulting in percentages that reflect the number of participants choosing each category compared to the total within each group: the British and the Vietnamese.
Table 1: Considerations in selection of responding to greeting
The data presented in Table 1 and the accompanying chart indicate that British respondents prioritize age, familiarity, and occupation when responding to greetings, while the greeting itself also plays a role; notably, gender does not significantly influence their responses In contrast, Vietnamese respondents place the highest importance on age, followed by the situation and the greeting, with all factors being significant in their response choices.
Table 2: The most influential factor on Responses to greetings
Considerations The British The Vietnamese
Table 2 and Chart 2 reveal that, for the British, the duration of acquaintance between the speaker and the hearer is the primary factor influencing greeting responses Additionally, 20% of British respondents emphasize that the nature of the greeting itself significantly impacts the choice of linguistic forms used.
In responding to greetings in English, Vietnamese speakers prioritize the S-H relative age and the greeting itself, with age being the most significant factor at 40% This indicates that Vietnamese speakers often assess their partner's age to determine the appropriate linguistic form to use, while the greeting's content holds a secondary importance at 20% Consequently, there is a notable disparity in the factors influencing greeting responses between Vietnamese and British speakers.
The strategies of responding to greetings
The questionnaires encompass various interactions occurring in diverse settings such as offices, social events, homes, classrooms, streets, meetings, and canteens Each situation features distinct greetings, leading to specific responses that vary between formal and informal contexts These reliable and varied scenarios ensure the accuracy and objectivity of the interactions studied.
The survey results reveal two distinct categories of greetings: formulaic and informulaic Formulaic greetings, such as "Hi! How are you?" or "Good morning!" elicit standard responses like "Fine, thanks!" or "Fine! How are you?" These predictable exchanges highlight the structured nature of everyday interactions.
“Good morning! I’m fine, thank you And you?” etc
Table 3: Formulaic greetings and responding
- Good morning! How are you?
In both Vietnamese and British cultures, greetings extend beyond simple phrases like "Hello!" and "Hi!" to include indirect greetings, which serve as a form of greeting through compliments, comments, inquiries about meals, offers, or reminders These indirect greetings are characterized by their perlocutionary intent, where the intended effect—recognizing the greeting—depends on the context Examples of these indirect greetings can be found in the accompanying table.
Table 4: Responses to indirect greeting
Meal question “Are you having lunch?”
Reminding “Hey! A meeting at 10 tomorrow”
The data from the survey show that the British and Vietnamese people have different strategies to respond one-of-a-kind greetings:
The questionnaire's first situation focuses on greetings in passing, where informants respond to four compliments regarding a nice haircut, a nice tie, a lovely house, and a wonderful place A total of 80 responses were collected from both Vietnamese and British participants The findings reveal that Vietnamese respondents utilize seven distinct strategies for replying to compliments, whereas British respondents employ only four of these strategies.
Table 5: Responses to greetings as compliments
It’s old Yours is better!
The table presents the percentage of responses to greetings, revealing that "accepting" is the most prevalent strategy among both Vietnamese and British individuals, with phrases like "Thank you" being frequently used.
In both Vietnamese and British cultures, expressions of gratitude such as "thanks!" and "thank you so much" are prevalent, with Vietnamese respondents showing a preference for greetings and acceptance at 21.6%, while British respondents favor them at 23.3% This indicates that Vietnamese individuals are more attuned to the nuances of complimenting, often employing diverse strategies like denying, greeting, and back complimenting Notably, 3.3% of Vietnamese respondents utilize the "Denying + back complimenting" approach, reflecting a cultural inclination towards modesty and respect Examples include phrases like "It's old Yours is smart," "Oh, I don't think so," and "Oh, it's old-fashioned."
Table 6: The strategies to response greetings as compliments
(2) Greeting = Commenting on the weather
Commenting on the weather is a popular greeting method, with examples like "Too sick of the weather!" and "Terribly cold!" found in a questionnaire British respondents typically use five strategies to respond, while Vietnamese respondents employ seven, showcasing a greater variety in their replies The table below illustrates these differing strategies used by both Vietnamese and British respondents, highlighting the cultural nuances in their approaches to weather-related greetings.
Table 7: The strategies to response greetings as a comment on weather
Yeah! Come in, come in!
So, would you like a cup of tea?
Table 8 reveals that both British and Vietnamese respondents predominantly favor the "agreeing" strategy The second most preferred strategy for both groups is "agreeing while showing concern," with 15% of British respondents and 27.5% of Vietnamese respondents selecting it Additionally, "requesting" and "consolation" are the least frequently employed strategies among the British and Vietnamese respondents, respectively.
Table 8: The percentage of those choosing the strategies to response greetings as a comment on weather Responses British respondents
The meal question is a common informal greeting, particularly prevalent in Vietnamese culture compared to British customs Despite this difference in frequency, the responses to this greeting are quite similar between the British and Vietnamese people.
“answering question + explaining” is the different strategy of the British respondents and
“answering question + greeting” is the way that Vietnamese people use to reply the greeting “meal question” which are not used by their partnership For example:
- No, half an hour ago
Table 9: The strategies to response greetings as a meal question
Yes, do you want to eat together?
Yes, Have a cup of coffee?
Yeah! Had you had lunch?
Yes Have you had lunch?
Answering question + explaining o, I’m not I’m waiting my friend
According to the data presented in the table and chart, "answering questions" emerges as the most favored strategy among both British and Vietnamese respondents Interestingly, a small segment of British participants interpret meal inquiries as genuine questions rather than mere greetings, as indicated by their affirmative responses like "Yes," "Yes, Yes," or "Yes, of course." However, this perspective represents a minimal percentage of the overall responses.
Table 10: The percentage of those choosing the strategies to response greetings as meal question
In the context of greetings, respondents are prompted to respond to the term "offering." While the British typically engage in "accepting" or "refusing" an offering, the Vietnamese approach includes "accepting and greeting" in addition to the two aforementioned responses.
Table 11: The strategies to response greetings as an offering
Both Vietnamese and British respondents predominantly employ the strategy of "accepting" offers, with 60% of Vietnamese and 70% of British individuals choosing this approach Notably, British respondents tend to utilize "refusing" more frequently, with a rate of 40% Additionally, Vietnamese respondents exhibit a distinct tendency to combine "accepting" with "greeting," which constitutes 15% of their responses when replying to offers.
Table 13: The percentage of those choosing the strategies to response greetings as an offering
Survey data reveals that respondents utilize various strategies to respond to reminders, with "thanking" being the most popular choice among 40% of British respondents and 35% of Vietnamese respondents Interestingly, both groups favor "greeting + thanking" as their second most common response, selected by 20% of each demographic However, Vietnamese respondents may also express "complaining" in their replies, a response not typically seen among the British, who generally focus on gratitude without additional inquiries.
Table 13: The strategies to response greetings as a reminding
Ok! Thanks for reminding me
The table below demonstrates more the figures in percentage to give the reader a clear picture of the similarities and differences in responding a greeting in this kind of situation
Table 14: The percentage of those choosing the strategies to response greetings as a reminding
In this section, I shall present the findings from the data, contrasting the British and Vietnamese responses to greetings
This analysis compares the responses of Vietnamese and British respondents to greetings, revealing notable similarities in their strategies across various scenarios However, cultural differences between the two groups influence their approaches to greeting situations, leading to distinct variations in their response strategies.
To reply formulaic greetings, the British and Vietnamese people have the same selection of responding to greetings for each greeting formulae
In Vietnamese culture, age plays a crucial role in responding to greetings, often taking precedence over other factors When replying, speakers prioritize the age of the person greeting them, making it the most significant consideration Following age, the content of the greeting itself holds secondary importance in the response.
Like the British, The Vietnamese choose “thanking” to reply a greeting in form of a compliment, which shows the effect of the British culture on English learners