MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY VO THI LE NA 443018 A COMPARISON OF CULTURAL PATTERNS AMONG ENGLISH-MAJORED STUDENTS FROM THE NORTH, THE SOUTH AND THE MIDDLE OF VIETNAM: A STUDY AT HANOI LAW GRADUATION PAPER Hanoi-2023 MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY VO THI LE NA 443018 MIDDLE OF VIETNAM: A STUDY AT HANOI LAW UNIVERSITY Major: English Language SUPERVISOR Nguyen Thi Hong Thu, MA. Hanoi-2023 DECLARATIONS I hereby state that I: Vo Thi Le Na, 4430, being a candidate for the degree of Bachelor of Arts accept the requirements of the University relating to the retention and use of Bachelor's Graduation Paper deposited in the library. In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper. Supervisor Student (Signature) (Signature) Nguyen Thi Hong Thu Vo Thi Le Na April 4th, 2023 il ACKNOWLEDGEMENTS First and foremost, I would like to express my heartfelt appreciation to my wonderful Supervisor, Ms.
Nguyen Thi Hong Thu M., for her enormous support towards my research with great patience, devotion, unwavering, advice, profound insight and experience. I have managed to overcome all the various obstacles and finished the thesis thanks to her constant, inspiring guidance and encouragement throughout the writing process. Besides my Supervisor, my sincere thanks goes to all the Members of the Thesis Committee, the teachers who work hard and fair to evaluate this research of mine give insightful comments and questions, as well as provide me with detailed feedback to help my future studies. Lastly, I want to thank my family and friends for their unwavering encouragement and support.
Your constant belief in me and my abilities has been a source of motivation and inspiration throughout my academic journey. Once again, I want to express my sincere appreciation to all those who have helped me along the way. Your support has meant the world to me, and I will always be grateful for everything you have done to help me achieve my goals. ill ABSTRACT Vietnam is a country with a rich, diverse and impressive culture between the North, Central and South regions with a long historical tradition.
This study investigates the differences in cultural patterns between the three regions of Vietnam, North, Central and South. This study was conducted with 100 participants from the North, Central and South regions of Vietnam at Hanoi Law University. Data is collected and analyzed to see the differences in cultural patterns between the three regions of Vietnam and offers a number of suggestions for people to be able to adapt to the new cultural model. In general, the cultural model in the three regions of Vietnam has a clear difference between the North and the South, while the Central region is a place of cultural interference between the North and the South.
IV LIST OF ABBREVIATIONS HLU : Hanoi Law University LIST OF FIGURES Figure 1: Gender ratio of English majors at HLU 25 Figure 2: Region ratio of English majors at HLU 26 vi LIST OF TABLES Table 1: Results of power distance according to The North, The Middle 29 and The South of students’ English majors at HLU Table 2: Results of individualism versus collectivism according to The 31 North, the Middle and the South of student’s English major at HLU Table 3: Results of masculinity versus femininity according to the 5a North, the Middle and the South of student’s English major at HLU Table 4: Results of uncertainty avoidance index according to the North, 35 the Middle and the South of student’s English major at HLU Table 5: Results of long-term versus short-term time orientation 38 according to the North, the Middle and the South of student’s English major at HLU Table 6: Results of indulgence versus restraint according to the North, 42 the Middle and the South of student’s English major at HLU VI TABLLE OF CONTENTS DECLARATIONS ii ACKNOWLEDGEMENTS iii LIST OF FIGURES iv LIST OF ABBREVIATIONS y LIST OF FIGURES vi LIST OF TABLES vii INTRODUCTION.-- LH HH HH TH ng TH HH ngư | 1. | san PRAMS (VỀ KITE: SẤU HỮN nan gan neo nung eames cee WA ON OR RUA SARE RS 98880335008 l 3. 2 2S, DIIPTTHHSNWITGE EE LIS SĂHY wes vam. zacenes mane than cee ss Camm EA 0060120088 Z 6.
Organization Of the Study .cccccccccsesssseeceeeesneeeeeeseeneeeeeesenteeeeeeeesaes 3 CHAPTER 1: LITERATURE REVIEW.ẶQQQ TH rớy 4 ei sen poanneiunn trnni trinh o phng: tBaHHã 00150200016 0108183:001815. aN030iL0đ8nH00181-0g078 4 INNNP. 5 et Conlin, Paes: eons. ngugen chưng oome.comes cmon 1009060100100 aman Y4080000E100005.1 Definition of Cultural Patterns .2 The functions of Cultural Patterns .3 Cultural patterns taxOMOMies .1 Halls High - and Low - Context Cultural TaxOnOmMy .2 HofstedeS Cultural TAXONOMY .3 The GLOBE Cultural TAXOHOTJ,.4 The Cultural Patterns of the North, the Middle and the South in Mi 0 4.
c3 18832383E*88E*3EEE+EeEE+EeeEEeeeeeeeeeese 18 vill 1.3 Individualism versus COlleCtivis .4 Masculinity versus Femininity .5 Long-term versus Short-term time OFI€HfQfÏOHI.6 Indulgence Versus RESIN .5 The previous study cultural patterns in Vietnam. - 5G G HS he, 25 PC iu)j0.3 Data collecfi0onn. Go no ng 26 25:.L DATE: COMGETION THYÍPHIHGIHÏ.c so Gi-n 2222122216sAsarinnasacaanasccaddacaassonaanacs 26 2.2 Data collecfion PrOCedur es .1 Data analysis of the H€SÍÏOHH(IF€. SG kh re Si 2.2 Data analysis of the LHÍCTFVÏCWW.
28 CHAPTER 3: RESULTS AND DISCUSSIONS.1 Results and discussions of the survey quesfionnaire.2 Results of individualism versus COMCCIHVISIN 6 sins sscnasancascnnnsssnenscaxas inawracs 31 3.3 Results of masculinity versus fEMININILY .4 Results of uncertainty AVOIdCANCE INAEX .5 Results of long-term versus short-term time orienfqfiO'.6 Results of indulgence Versus F€SÍT(ŒÏHÍÍ. 5 5+ SE VE+eeeExeseexs 42 3.2 Results and discussions Of interview. SG kh kret 43 Sel! SY NWHTRHTFT caves sve scoearce womens Kat6 8c RAS SEN 58B SES NRE. SS CCS 47 CHAPTER 4: RECOMMENDATIONS .1 Recommendations for students in Northern, Central and Southern Vietnam about power (ÏÏSÍ(HC€.
Gv vn ven 48 4.2 Recommendations for students in Northern, Central and Southern Vietnam about individualism versus Collectivism .3 Recommendations for students in Northern, Central and Southern Vietnam about masculinity versus femininity .4 Recommendations for students in Northern, Central and Southern Vietnam about uncertainty avoidance [HÏ€X.5 Recommendations for students in Northern, Central and Southern Vietnam about long-term versus short-term OFI€HfqfÏOH.6 Recommendations for students in Northern, Central and Southern Vietnam about indulgence Versus F€SÍT(ÄĂHIÍ. SG Sen 53 “TÂY. 54 CONCLUSION, cccscsarns sass snnns binh khi Hình anim LH GII0HƠƠ 55088 LAR h3 14058 A ERR 08001448 a 1. Summary of the main fỉndings.
Limitations and suggestions for the further research.-- 56 ERE ECS roscoe econ cna mat ANG ST A EN cs a a 58 APPENDICES 000i ceccesneeesseecsscecesnecesaecesneeesaecesaeecseeceeeeeeaeeseaeeenaeesas 62 9112:0150 0. 62 PAU cS ;noan,suescs su ưng. Rationale for the study The territory of Vietnam is characterized by an S-shape, a difference in topographical structure, regional distribution, and with 54 ethnic groups living together, creating their own customs, traditions, and cultural identities. between the North, Central and South regions.
It is these things that have created the highlights of a beautiful Vietnam in the hearts of every person. Vietnam has a rich and diverse culture dating back to thousands of years ago. The changes in each historical period, the mixture of ancient cultures with the characteristics of the Vietnamese community, the fusion of Chinese culture and a part of the West have created a Vietnamese culture has its own unique and impressive identity among the three regions of the North, the Central region, and the South. The Faculty of Legal Foreign Languages at Hanoi Law University has many students from many different regions.Therefore, I choose the subject of research as English-major students to explore the differences between cultural patterns among the North, the Middle and the South of Vietnam and find out ways to help people adapt to the cross-cultural communication setting among the three regions, I conducted this research with the topic: “A comparison of cultural patterns among English-Majored students from the North, the South and the Middle of Vietnam: A study at Hanoi Law University”.
Aims of the study The research paper has three primary purposes as follows: (1) To identify the differences in cultural patterns in the three North, Central, and South regions of Vietnam from students’ perspectives (2) To propose some recommendations for people so that when they come to other regions, people can adapt to other regions. Research questions The research will be undertaken to address the following questions: (1) How different are the cultural patterns of the North, Central and South regions of Vietnam? (2)How do the students at Hanoi Law University adapt to the cross- cultural communication setting among the three regions in Vietnam? 4. Scope of the study The research paper's main objective was to compare the cultural patterns among three regions of Vietnam, North, Central, and South. The study was conducted on 100 students who were English majors at HLU.
The findings of this research revealed that there were significant differences in communication styles, attitudes towards authority, and social customs among the three regions. Significance of the study The study's results have important implications for educators when designing language and cultural courses for students from different regions of Vietnam. Given the significant differences found, it is essential to take into account the cultural background of the students and the specific characteristics of each region. By doing so, educators can provide students with a more relevant and effective learning experience that takes into account their unique cultural and linguistic needs.
In conclusion, this research paper highlights the importance of understanding cultural differences to ensure that language and cultural courses are inclusive and effective for all students. By recognizing cultural diversity and adapting teaching methods accordingly, educators can help students develop a deeper appreciation and understanding of different cultures, which is essential in today's interconnected world. Organization of the study The study contains three central parts: Introduction, Development, and Conclusion. The Introduction includes the Rationale, Aims, Research questions, Scope, Significance of the Study and Organization of the study.
Part II Development is segmented into four chapters as follows: Chapter 1: The Literature Review Chapter 2: Methodology provides the data collection instruments, procedures of data collection and procedures of data analysis. Chapter 3: Results and Discussion shows analytical findings of the survey and a detailed interpretation of the data obtained. Chapter 4: Recommendations makes a number of recommendations on the basis of key study results. The Conclusion delivers a summary of the study, limitations of the study and suggestions for future research.
CHAPTER 1: LITERATURE REVIEW 1.1 Definition of Culture Culture is a notoriously difficult term to define. In 1952, the American anthropologists, Kroeber and Kluckhohn, critically reviewed concepts and definitions of culture, and compiled a list of 164 different definitions. Apte (1994:2001), writing in the ren-volume Encyclopedia of Language and Linguistics, summarized the problem as follows: “Despite a century of efforts to define culture adequately, there was in the early 1990s no agreement among anthropologists regarding its nature.” Schein (1990) defines culture in managerial terms as “how people feel about the organization, the authority system and the degree of employee involvement and commiment’’; he continues, adding that culture can be vied as a widely held, shared set of values, beliefs and ideas. Culture (from the Latin cultural stemming from cohere, meaning "Zo cultivate") generally refers to patterns of human activity and the symbolic structures that give such activities significance and importance.
Cultures can be "understood as systems of symbols and meanings that even their creators contest, that lack fixed boundaries, that are constantly in flux, and that interact and compete with one another." Culture can be defined as all the ways of life including arts, beliefs and institutions of a population that are passed down from generation to generation. Culture has been called "the way of life for an entire society.