A cross cultural study of making introductions in english and vietnamese = nghiên cứu giao thoa văn hóa về giới thiệu trong tiếng anh và tiếng việt

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HANOI PEDAGOGICAL UNIVERSITY 2
FACULTY OF FOREIGN LANGUAGES

LÊ THỊ THƯƠNG

A CROSS-CULTURAL STUDY OF MAKING INTRODUCTIONS
IN ENGLISH AND VIETNAMESE
(NGHIÊN CỨU GIAO THOA VĂN HÓA VỀ GIỚI THIỆU TRONG
TIẾNG ANH VÀ TIẾNG VIỆT)

Field: Linguistics

Hanoi, 2019

HANOI PEDAGOGICAL UNIVERSITY 2
FACULTY OF FOREIGN LANGUAGES

LÊ THỊ THƯƠNG

A CROSS-CULTURAL STUDY OF MAKING INTRODUCTIONS
IN ENGLISH AND VIETNAMESE
(NGHIÊN CỨU GIAO THOA VĂN HÓA VỀ GIỚI THIỆU TRONG
TIẾNG ANH VÀ TIẾNG VIỆT)

Field: Linguistics

SUPERVISOR: ĐỖ TIẾN ĐỨC, MA

Hanoi, 2019

ACKNOWLEDGEMENT
This thesis could not have been completed without the help and support from
a number of people.
First and foremost, I would like to express to my gratitude to Mr. Đỗ Tiến
Đức, my supervisor who has supported me through the stages of the study and
instructed me carefully to solve some obstacles. The study would not have been
completed without his help.
Secondly, my sincere thank is sent to the lecturers in the Faculty of Foreign
Language at Ha Noi Pedagogical University 2 for their precious assistance and
expert advice during the time I did the study.
In addition, I would like to thank the participants, the Vietnamese learners of
English who spent their precious time helping me complete the study.
Last but not least, my gratitude is sent to my family and my friends for the
sacrifice they have devoted to the fulfillment of this academic work.

Hanoi, May 2019

Le Thi Thuong

i

ABSTRACT
The study focuses on ways of making introductions in English and
Vietnamese. First, it deals with some cultural terms, then goes on to examine
cultural differences in making introductions in the two languages. Last but not least,
it points at some problems facing Vietnamese learners of English in making
introductions to English native speakers by showing the results of a survey
conducted with English major students at Hanoi Pedagogical University 2. Along

with the problems found, the researcher would like to suggest some solutions to
help Vietnamese learners of English become aware of how to make introduction
appropriately in particular and communicate to English native speakers successfully
in general.

ii

DECLARATION
I hereby certify that the thesis entitled: “A CROSS-CULTURAL STUDY
OF MAKING INTRODUCTIONS IN ENGLISH AND VIETNAMESE” is my
own study in the fulfillment of the requirement for the degree of Bachelor of Art at
Hanoi Pedagogical University 2. No part of the study has been copied or reproduced
from any other person’s work without acknowledgments.

Student

Supervisor

Le Thi Thuong

Do Tien Duc

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LIST OF CHARTS, DIAGRAMS,
GRAPH AND TABLES
Chart
Chart 1: Ways of addressing a superior in age and position

Chart 2: Ways of addressing an English friend
Chart 3: Ways of addressing a inferior in age and position
Chart 4: Different ways of greeting routines
Diagrams
Diagram 1: Circular relationship
Diagram 2: Horizontal relationship – Type I
Diagram 3: Horizontal relationship – Type II
Diagram 4: The dynamic relationship – Type I in addressing superiors in position
to express informality but respect
Diagram 5: Variant of dynamic relationship – Type I in addressing inferiors in
position to express informality
Diagram 6: Dynamic relationship – Type II in addressing with inferior in position
to denote respect and informality
Graph
Graph 1: Ways of shaking hands
Tables
Table 1: Addressing in a new class
Table 2: Addressing at a party
Table 3: Addressing in a formal meeting
Table 4: Ways of addressing a friend
Table 5: Ways of addressing a superior in age and position
Table 6: Ways of addressing an inferior in age and position
Table 7: Choosing topics of small talk
Table 8: Coversational distance between members of family
Table 9: Conversational distance between friends
Table 10: Conversational distance in a public area
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TABLE OF CONTENTS

PART I. INTRODUCTION .............................................................................. 1
1. Rationale of the study.................................................................................... 1
2. History of the study ....................................................................................... 2
3. Aims of the study .......................................................................................... 3
4. Research questions ........................................................................................ 3
5. Scope of the study ......................................................................................... 3
6. Methods of the study ..................................................................................... 3
7. Organisation of the study .............................................................................. 5
PART II. DEVELOPMENT ............................................................................. 6
CHAPTER 1. THEORETICAL BACKGROUND........................................... 6
1.1. Culture ........................................................................................................ 6
1.1.1. What is culture? ...................................................................................... 6
1.1.2. Characteristics of culture........................................................................ 7
1.1.3. Culture shock .......................................................................................... 8
1.2. Communication .......................................................................................... 8
1.2.1. Communication and models of communication ...................................... 8
1.2.2. Functions of communication model ........................................................ 9
1.3. Making introductions ............................................................................... 10
1.4. A small talk .............................................................................................. 12
CHAPTER 2. CULTURAL DIFFERENCES IN MAKING
INTRODUCTIONS ....................................................................................... 13
2.1. Verbal differences .................................................................................... 13
2.1.1. Differences in addressing...................................................................... 13
2.1.1.1. Address forms in English ................................................................... 13
2.1.1.2. Address forms in Vietnamese ............................................................. 15
2.1.1.3. Cultural differences ............................................................................ 22
2.1.2. Greetings and greeting routines ........................................................... 22

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2.1.2.1. Vietnamese greetings and greeting routines ...................................... 23
2.1.2.3. Cultural differences ............................................................................ 26
2.2. Non-verbal differences ............................................................................. 27
2.2.1. Gestures ................................................................................................. 28
2.2.2. Eye contact ............................................................................................ 29
2.2.3. Facial expressions ................................................................................. 30
2.2.4. Communicative Distance ...................................................................... 30
CHAPTER 3. SOME PROBLEMS FACING VIETNAMESE
LEARNERS OF ENGLISH IN MAKING INTRODUCTIONS TO
ENGLISH NATIVE SPEAKERS AND SOME SUGGESTIONS ................ 32
3.1. Introduction .............................................................................................. 32
3.2. Methodology ............................................................................................ 32
3.2.1. The participants .................................................................................... 32
3.2.2. Data collection ...................................................................................... 33
3.2.3. Data analysis method ............................................................................ 33
3.3. The problems in address forms ................................................................ 33
3.3.1. Addressing in different situations ......................................................... 33
3.3.2. Addressing in terms of difference in age and position .......................... 36
3.4. Problems in greetings and greeting routines ............................................ 38
3.4.1. Greetings in different situations ............................................................ 38
3.4.2. Greetings routines ................................................................................. 41
3.5. The problems in choosing topics of small talk ........................................ 41
3.6. The problems in non-verbal communication ........................................... 43
3.6.1. Handshake ............................................................................................. 43
3.6.2. Conversational distance ........................................................................ 44
3.7 Conclusion................................................................................................. 45
3.8. Suggestions for avoiding problems in making introductions. ................. 46
3.8.1. Suggestions for communication ............................................................ 46

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3.8.2. Suggestions for learning ....................................................................... 47
PART III: CONCLUSION .............................................................................. 49
1. Review of the study ..................................................................................... 49
2. Suggestions for further study ...................................................................... 50
REFERENCES ................................................................................................ 51
APPENDIX ..................................................................................................... 52

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PART I
INTRODUCTION
1. Rationale of the study
Each country has its own culture which has been formed by natural
conditions and historical development. Each nation is also proud of its own original
and diverse cultural characteristics. Nowadays, because of cooperation, most
nations around the world have more opportunities to learn about various cultures
through communication. This includes Vietnam which has quickly established and
developed the multi-faceted relationship with many countries all over the world.
This is the fact that we have more opportunities to integrate into various cultures of
different countries. Cultural knowledge is very necessary and meaningful for us to
know how to contact with foreigners, behave without offending them or causing
misunderstanding.
In some circumstances, English people do not like to be asked personal
questions. Therefore, if we do not know about English cultural communication, we
may cause them to misunderstand or be displeased.

The researcher has been interested in cultural aspects in Britain, especially
cultural communication. Communication is the best way to develop our skills while
learning English. To communicate successfully, we should create good impression
at the first meeting. Making introduction is a small part of communication but very
important. Understanding cultural differences in making introductions and gaining
knowledge from it are extremely helpful for us in communication. Therefore, the
success of the communication depends on not only language but also culture.
Currently, there are some studies on cultural differences between English and
Vietnamese. However, a few on cultural differences in making introductions
between English and Vietnamese have so far been done.
In order to help students of English understand more about British culture
and help Vietnamese students communicate well, the researcher would like to
introduce the study of some cultural differences in making introductions between
English and Vietnamese.

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2. History of the study
So far, there have been some studies investigated the similarities and
differences aspects in cross-cultural perspective.
In 2014, Đinh Phương Thuỳ conducted the study “A Comparative Study on
Making Invitation in English and Vietnamese in term of Cross-cultural
Perspective”. The thesis pointed out the similarities and differences in the way
of English and Vietnamese native speakers making invitations.
Nguyễn Văn Trọng (2012) also investigated the similarities and differences
in the way of English and Vietnamese native speakers making invitations and
gave an insight into making invitations for English majors in Dong Thap
University. In the same year, Võ Thị Liên Hương wrote the journal “Linguistic
and Cultural Features of Requests: some Implications for Teaching and Learning

English as a Foreign Language, Journal of Science, Hue university, Vol. 70, No
1 (2012) pp. 71-85”. She focused on structural properties of requests and
communicative strategies in use, and on the analysis of the use of requests by
native speakers of English and by Vietnamese EFL learners.
In 2010, Trần Quỳnh Giao compared and contrasted Compliment Responses
in Australian English and Vietnamese, using the Naturalized Role-play in
“Replying to Compliments in English and Vietnamese, The International Journal
of Language Society and Culture, Issue 30, pp.104-130”. Meanwhile, Trương
Thị Thanh Cảnh researched about the ways of giving compliment and
responding to compliments in English and Vietnamese in “A Cross-cultural
study of Giving Compliments and Responses in English and Vietnamese”. The
thesis also enriched the knowledge of the second language learners about the
importance of cultural factor in learning target language.
In 1998, Huỳnh Thị Ái Nguyên conducted the thesis “A Cross-cultural study
of Giving Compliments and Responses in English and Vietnamese.” The study
focused on the way the Vietnamese learners of English greet in English and

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suggested some ideas for the explanation of the differences in Vietnamese and
American cultures, resulting in the differences in greetings.
In conclusion, there has not been a cross-culture study of making
introductions in English and Vietnamese yet. This has inspired me to conduct
the study in order to find out the cultural similarities and differences in making
introductions in the culture of English – speaking countries and Vietnamese
culture.
3. Aims of the study
The study aims at giving out some cultural similarities and differences in
making introductions in English and Vietnamese. There may be small

characteristics but can be omitted if Vietnamese learners of English do not pay
attention.
In addition, the study also helps Vietnamese students or other people
interested in the field avoid misunderstandings or culture shocks in communication
with English native speakers.
4. Research questions
In order to gain the above aims, the study works to answer the following
questions:
1. What are the cultural similarities and differences in making introductions
in English and Vietnamese?
2. How can Vietnamese learners of English make their introductions
appropriately in communication with English native speakers?
5. Scope of the study
The research focuses on the aspects of culture which have a great impact on
verbal and non-verbal communication, especially on making introductions in
English and Vietnamese. Other issues in communication and conversation will not
be mentioned in the study.
6. Methods of the study
To conduct the study, the following methods were used:

3

-

Collecting information and analyzing theoretical knowledge from references
to have insights into similarities and differences between the cultures as well
as these in making introductions.

-

Conducting a survey on making introductions by Vietnamese learners of
English to English native speakers.

-

Comparing and contrasting different ways of making introductions to other
people in two cultures.

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7. Organisation of the study
The paper is planned to consist of 3 parts:
Part I: “Introduction” presents the rationale of the study, theoretical
background, aims, scope, methods, and organization of the study.
Part II: “Development” consists of three main parts:
Chapter 1: “Theoretical background”. This chapter gives the definitions of
culture, characteristics and functions of culture, the concept of culture shock,
communication models, and ways of making introductions.
Chapter 2 : “Cultural differences in making introductions”. It deals with
verbal differences and non-verbal differences in making introductions.
Chapter 3: “Some problems facing Vietnamese learners of English and
suggested some solutions” deals with some problems of Vietnamese learners in
making introductions and some suggestions.
Part III: “Conclusion” focuses on reviewing the study and giving suggestions
for further studies.

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PART II
DEVELOPMENT
CHAPTER 1
THEORETICAL BACKGROUND
1.1. Culture
1.1.1. What is culture?
It is well known that culture is around us. Culture is so ubiquitous that we
probably take it for granted. In reality, culture is a very complex concept which
covers everything concerning the mental activities of mankind. As far as the
researcher can gather, the culture concept has been defined in over 400 ways.
There are some concepts of culture held by different anthropologists. The
first definition of culture as a sociological term was that of Tylor (1871), a British
anthropologist, who wrote “Culture is that complex whole which includes
knowledge, belief, art, morality, law, all other capabilities and habits acquired by
man as a member of society”. In this definition, Tylor considered culture as the
total of human achievement. The anthropological definition of culture is “the
pattern of activities, beliefs, and artifacts characteristic of a group which is not
haphazard or random”. American anthropologist, E.A Hoebel (1972) defines
culture as “the integrated system of the behavior of the members of a society which
are characteristics of those members and which are the results of the biological
inheritance". In other words, culture is learnt, not inherited.
Banks and McGee (1989:8) defined culture as:
“consisting primarily of the symbolic, educational, and intangible aspects of human societies.
The essence of a culture is not its artifacts, tools, or other tangible cultural elements but how
the members of the group interpret, use, and perceive them. It is the values, symbols,
interpretations, and perspectives that distinguish one person from another in modernized
societies; it is not material objects and other tangible aspects of human societies. People within
a culture usually interpret the meaning of symbols, artifacts, and behaviors in the same or in
similar ways.”

Internationally, UNESCO defined that "culture is the specific whole of
material and spirit, intellectual and emotion which make up the characteristics of
a society or a group of people in that society. Culture includes art, literature,
lifestyle, human being's fundamental rights, value system, customs, and beliefs.
Culture brings about capabilities to people to consider themselves ..." (quoted

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from declaration on culture policies- International conference chaired by the
UNESCO in Mexico in 1982).
In Vietnamese language, culture is usually used to show literacy (level of
study), lifestyle (cultural way of life). The other definitions go as follow: "Culture
is everyday activities” (Đào Duy Anh, 1938) or “Culture is the expression of
spirit (in the form of material and non-material) and the behavior in a certain
society. It shows the character of a nation or even some nations which have close
relationship” (Nguyễn Quang, 1996).
Moreover, Trần Ngọc Thêm (1998) stated culture as "Organic system of
material and spirit value of created and stored up by human being during the
process of practical activities in the contact between them and their own nature as
well as social environment".
In short, culture is a fundamental feature of the human being which
distinguishes people from animals. It can be seen the definitions mentioned above
imply the four most important features of culture: the system, the value, history,
and human life.
1.1.2. Characteristics of culture
The system is an important feature of the culture. Thanks to this
characteristic, culture as a subject, covering every social activity. Culture itself
stabilizes the society and provides it with every necessary means to cope with its

own natural and social environment.
The value: is the second characteristic of culture (culture is a system of
material and spiritual value). Culture is the measures of the humanity of society.
Thanks to regular examination and the classification of value, culture can carry
out its second function. Culture directs values and adjusts communication. It is the
motivation for the development of the societies and holds the state of being
balanced in a society.
The history of culture: is shown by the fact that it is always formed during
a process and stored up through many successive generations. This feature of
culture is maintained by cultural tradition which is relatively stable. These models

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were stimulated and restored in a community of people through space and time,
and stabilized through forms of languages, customs, conventions, etiquette, laws
and public opinions, etc. the tradition of culture is preserved by education, which
is the third function of culture. This function is carried out by various values,
which set up a moral system to which people are constantly directed. Thanks to
this system, culture plays an important and decisive role in forming personality in
people.
Human life: is a social phenomenon as a product of people's practical
activities. Because of its contacts with humans and their activities in societies,
culture becomes an important mean of communication. It is important to say that
language is a form of communication and culture is its content. It is right to
communicate between individuals and people even one of various nations and
cultures.
1.1.3. Culture shock
Culture shock is “A combination of the physical and psychological stresses
that are experiences when a person moves into a new environment”, Claire Ellis

(1996). When people are immersed in a new culture, a typical response is “culture
shock” which describes a wide range of emotions that they feel.
In other words, culture shock is the result of the total impression in a new
culture. It may happen to people who have been suddenly sent abroad. Newcomers
may be anxious because they do not speak the language or do not understand
people's behaviors in daily life. The visitors find that yes may not always mean
yes, smile has a lot of meanings: sorry, thanks, hello,... They may be unsure to
shake hands or initiate conversation.
1.2. Communication
1.2.1. Communication and models of communication
Most of us think that the communication as the act of imparting,
transmitting or integrating thoughts, opinions, or information by speech or writing.
However, to modify this concept slightly, communication should be regarded as a
process in which a message acts a linkage among people. For the time being, the

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important thing about this definition is the role of a message as a mean of
connection between interlocutors. The role of the message as a linkage between
people is the essence of the communication process. Communication is essentially
the relationship set up by sending and receiving messages.
There exist numbers communication models. This following model is a
very simple one of communication.
The model has two basic components: people and messages.

Decoder

Encoder
Messages

Decoder

Messages

Encoder

(Feedback)
Person A

Person B

Aside from the message, there are the unfamiliar terms: encoder, decoder.
Stuart Hall (1973) defined these terms in understandable way. The term "Encoder"
refers to the person creating the message. He/she takes the meanings which he/she
has in his/her head - thoughts, ideas- and translates them into verbal, non-verbal
language.
The expression "Decoder" refers to the person receiving and translating the
message. The message comes to him as verbal and non-verbal signals. In
decoding, he translates these non-verbal languages into thoughts, ideas, and
cognition.
1.2.2. Functions of communication model
Presently, we have an understanding of the units of a model, now we
examine how it functions.
First, communication is not a one-way street. Person A encodes a message
and sends it person B. Person B, after decoding the message, encodes his own

9

message and sends it back to person A. This message is called "feedback". The
important thing about the feedback is not that it is a second message following the
first in a temporal sequence. Person A future messages are modified by the
feedback sent to him by person B. Likewise person B's messages are affected by
the messages he has received from person A.
Second, we have discussed the processing of messages as occurring in
sequence- i.e. a person is alternatively either a speaker or listener. In actuality,
decoding and encoding go at the same time, thus each person has both processing.
As person A sends out a message, he is simultaneously receiving the verbal and
non-verbal messages from person B.
1.3. Making introductions
The introduction is the way to give the name, to make an acquaintance or to
create a favorable environment with the purpose of communicating. The
introduction is a part of communication. It plays an important role in making a
good impression and creating a chance to start a conversation. However, it is also
easy to make conversation broken-down. Because mistakes made in introductions
will likely cause your partner to misunderstand or feel insulted. The mistakes are
likely not to concern about language but about culture knowledge.
Before analyzing the introduction, let look at its model dialogue from Bruce
Tillit (2005:12):
Mrs. Carr:

Good morning George. Come in. How have you been?

George:

Just fine, thank you. How are you?

Mrs. Carr:

Oh, reasonably well.

George:

Mrs. Carr, I would like to introduce a friend of mine, if I may:
Albert Douglas.
Albert, this is Mrs. Elaine Carr.

Albert:

Pleased to meet you, Mrs. Carr.

Mrs. Carr:

I've heard so much about you, Mr. Douglas. Please do come
in. Oh, Richie?
Darling. I'd like you to meet someone- a friend of George's

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Mr. Carr:

Oh, hello George. Glad you could come.
(He shakes hands with George)

George:

Hello Richie. It is very thoughtful of you to invite us.

Mrs. Carr:

Yes, darling, as I was saying, this is Albert Douglas.
(to Albert) My husband, Richard.

Albert:

(shaking with Mr. Carr) Very nice to meet you, Mr. Carr.

Mr. Carr:

The pressure’s mine. But call me Rich. Everyone does mind if
I call you Albert.

Albert:

Of course not. But just plain “Al” will do.

An introduction consists of two parts: giving name and if provided by the
context, some information about the person being introduced in order to have
common background to begin a conversation. Although English people tend to use
informal language, there are situations when formal language is appropriate. For
example, meeting with superiors.
In making a formal introduction, at first, one person is presented to another.
“Mrs. Car, I would like to introduce my friend Albert”. Albert presented Mrs.
Carr. In general, subordinates are presented to superior, men to women, younger
to older. Afterward, the presentation is reversed. "Albert, this is Mrs. Elaine
Carr".
Formal or informal introductions depend on the ways of words and
structure that interlocutor use. Here are some common phrases ranging from

formality to informality that English people are used to making introductions.
More formal

I would like to introduce.... (Name)
I'd like you to meet….. (name)

Less formal

This is....(name)

An informal introduction is usually used by friends, equal relationship or
inferior to inferior.
However, in certain circumstances, people sometimes must introduce
themselves. For example, at a party, in a new class or in a new neighborhood. If
you meet a new neighbor in the same street, you might say "Hello, I'm... I've just

11

moved here". The other person responds by giving his or her name and indicating
where he or she lives.
Here are some common phrases of self-introduction:
Formal

Hello, I'm…….. (full name)
Hello, my name …….(full name)
I do not think we've met. I'm……(full name)

Less formal

Hi, I'm... (name). What is your name?

In fact, there also appears a reintroduction. It may occur when two people
who have met before seeing each other again. The reintroduction enables them to
converse.
For example:
A: I'm … (full name). You may not remember, but we met at John's house.
B: Oh, yes. I remember now. What a party that was!
In addition to structures and words people use to introduce, formal or
informal introductions mostly depend on the way of greeting and addressing in
making introductions. A greeting and addressing form expressing formality or
informality will decide on formal or informal introductions.
1.4. A small talk
After the introduction, people usually talk about the topic of general
interest such as the weather, local events, work, sport, TV programs, school, or
habit... The topic of general interest are called small talk. They can be discussed
easily without knowing the other person well. This type of conversation is
important because it helps to maintain the conversation and can lead to interesting
discussions. It is common for people to ask questions relating to the topics above
such as: "What do you do?" or “Did you watch TV programs last night?” but it is
uncommon or considered impolite to ask personal questions such as “How much
money do you earn?” or “Are you married?”, or “How old are you?” (to an adult).

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CHAPTER 2
CULTURAL DIFFERENCES IN MAKING INTRODUCTIONS
2.1. Verbal differences
It is the fact that the cultural differences in making introductions are mainly

in greetings and address forms. How to greet and address appropriately in different
cultures is very complex. Interlocutors are easy to make mistakes. Therefore, in
spite of the limitation of the study, the common way of greetings and address forms
and their differences between English and Vietnamese are given.
2.1.1. Differences in addressing
There are many things that someone do in their own culture that they never
ask questions about. They do without thinking about them because they have always
done in the same way. When we are in another culture or with people from a
different culture, we see that people do many things in different ways. One of the
differences is the address forms that are used in the culture. It is obvious that the
way of addressing a person in a different country vary greatly from each other. If
we pay much attention to the traditional address forms in various cultures, we will
avoid making mistakes in communicating with foreigners.
2.1.1.1. Address forms in English
Many people think that address forms in English are very simple. With "IYou", they can talk to everyone without considering age, sex, social status
relationship between speaker and hearer or hearer's attitude and emotion. However,
the issue is not very simple. Apart from "I -You", there exist many other address
forms in English. The use of address forms to express the different levels of attitude
and emotion is not easy.
Fundamentally, address forms in English consist of the following forms:
- Title alone: for example, Dr (doctor), Mrs. (married women only), Ms (married or
unmarried women only), Mr (married or unmarried men)….
- Title with last name: for example, Dr Soveno, Mr Nixon,…
- Last name alone: for example, Jones, Arno,…
- First name: for example, James, Rose,…

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- Multiple names: While speaking with a person, interlocutors sometimes use “Title

with last name”, “last name”, “first name”, or even “nick name”. However, in
English, there usually exist two major forms: “first name” and “title with last
name”. When English people want to speak informality, they call interlocutor by
“first name”, when they want to show formality, they use “title with last name” to
call their partner.
“Title with last name” shows equality and formality, and “first name” shows
informality between interlocutors.
It is clear that the use of “title with last name” has become a formal form of
communication in English society. However, address forms in English, the use of
“first name” friendship gradually substitutes for “title with last name”, expressing
the polite attitude in personal relationship.
The use of “title with last name” and“first name” is decided by the effects
of age and social status, and should take sex into account.
Traditionally, women will receive more formal address forms (according to
Nguyen Quang). In other words, when women and men make conversation and
there appears this relationship, women surely accept “title with last name” form and
men will call “first name”. For example, Marry Snow talks with John Goodman.
John Goodman will call Marry Snow "Miss Snow", and Mis Goodman, "John",
even "Johnny".
English people always want to express informality in communication, so
they tend to shift “title with last name” relationship into “first name” one.
However, to change from a formal naming relationship to an informal one, a
superior (in age, position...) usually suggests it. When being anger, they also use
address forms to express their attitude by turning “first name” form into“title with
last name” form.
“Title” is one way to address people. However, “title” form is less formal
than “title with last name” and more formal than “first name”. People can use this
form when they do not know the name of the communication partner or do not
remember their names.

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When considering the use of “multiple names”, people see that “multiple
names” is more formal than first name. However, even native people also feel
difficult in using this form.
In English, there also appears the so-called “Address form avoidance”. This
form in Vietnam is usually regarded as a negative value, especially when it is used
by the speakers who are lower in age and position than the hearers. It is clear that
“address form avoidance” in English is used much more than in Vietnamese, and is
not attributed to the concept of “impoliteness” or “uneducated behavior”. In
Vietnam, “address form avoidance” is only accepted among people who are agingequal and power equal and is used much less comfortable for inferior in age (or) and
in position while English people do not use it so strictly. They can use this form
when they do not know how to address. For example, instead of saying “Good
morning, Mr Smith”, people can say “Good morning”. One of address forms that is
the most linguistic study on address forms in English not mention to or mention
simply to be a pair "I - You". In fact, it acts dramatically with high scale in
communication. This pair seems to transgress all address forms above.
2.1.1.2. Address forms in Vietnamese
The use of address forms in Vietnamese is tremendously complex.
Vietnamese people make full use of kinship terms in addressing not only in family
relationships but also in social ones.
When researching "kinship terms as address forms", Nguyễn Tài Cẩn
(1975:142) commented that "In Vietnamese as well as in other languages, "kinship
terms" can be used with two functions. The basic function is to address with people
in the family and the expended function is to address with people in the society”.
In Vietnamese address forms, there is not any term similar to a pair of "I and
You" in English. Because "I and You" do not show age, sex, social positions,
kinship relations, attitudes and emotions..., but kinship terms in Vietnamese can
express the factors.

A Vietnamese person, before starting a conversation with a new one, always
has intention of considering his communication partner with the purpose of

15

knowing age, social positions, relations, attitude, and emotion... in order to use
suitable address forms.
There are 34 "kinship term as address forms" in Vietnamese playing role as
"I and You" in English.

KINSHIP TERMS AS ADDRESS FORMS

THE SECOND

PERSON

PERSON

1

CỐ

CHÍT

18

CHÁU

CHÚ