TABLE OF CONTENTS
ACKNOWLEDGEMENTS.................................................................................1
ABSTRACT........................................................................................................2
PART A: INTRODUCTION.................................................................................3
PART B: DEVELOPMENT.................................................................................5
I. Aims of the study...............................................................................................5
II. Method of the study..........................................................................................5
III. Scope of the study............................................................................................5
IV. THEORETICAL BACKGROUND................................................................6
1. Speech acts........................................................................................................6
2. The notion of speech acts........................................................................ .........6
3. Expressing satisfaction as a speech acts............................................................6
3. 1. Face and politeness........................................................................................8
3.1.1. Face..............................................................................................................8
3.1.2. Politeness......................................................................................................8
PART C: CONCLUSION.....................................................................................13
1. Summary of the study………………………………………………………..13
2. Limitations and suggestions for further study...............................................13
3. Time lines: .......................................................................................................14
REFERENCES......................................................................................................15
APPENDICES.......................................................................................................16


ACKNOWLEDGEMENTS
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 my sincere gratitude to Associate
Professor Võ Đại Quang, PhD, my supervisor, who has patiently and constantly
supported me through the stages of the study, and whose stimulating ideas, expertise, and
suggestions have inspired me greatly through my growth as an academic researcher.
A special word of thanks goes to my classmates and many others, without whose support

and encouragement it would never have been possible for me to have this thesis
accomplished.
Last but not least, I am greatly indebted to my family, my husband for the sacrifice
they have devoted to the fulfillment of this academic work.

2


ABSTRACT
Based on the theoretical background of cross-cultural communication, this study aims at
investigating the similarities and differences in expressing satisfaction in the Vietnamese
and American languages and cultures. It focuses primarily on the popularity and
preference of strategies of expressing satisfaction. To do such research, the author of the
study takes informants’ social parameters such as age, sex, marital status, living area, and
knowledge of foreign language(s) into consideration. Besides, their surveyed responses
are carefully analyzed to build a frame, a common set of strategies in the field.
Anticipated findings are presented and compared in a brief and concise way.

3


PART A: INTRODUCTION
With the great speed of developing and expanding, English has emerged as the
most powerful international language all over the world. Starting from its use gradually
turning into colossal, plus the characteristics of convenience, English on those days can
be said to be the “golden key to every door”. In Vietnamese context, as a result of the
open policies and a lot of encouragement and support from society, the needs of learning
English `have also been magnified. However, for the sake of examination, the
real purpose of learning English has been somehow distorted. A long time ago, the
method of English teaching at school was Grammar- Translation Method with the stress

on grammatical points. Up till now, thanks to the conscientious research from language
teachers and educators, the pendulum of English language teaching has swung to
Communicative approach. Acquiring a new language means a lot more than the
manipulation of syntax and lexicon. Language is not just a system of sounds, words and
grammatical structures in isolation, yet it is seen as a system of communication existing
in a community. The goal of language teaching is, therefore assumed to be learners’
ability to communicate in the target language. As a matter of fact, to attain the good
command of communication, culture learning apparently becomes indispensable.
Winston Brembeck (1977: 37) noted that, “To know another’s language and not his
culture is a very good way to make a fluent fool of oneself”. It is also true of English. In
order to help learners achieve communicative competence, we have to pay close attention
to the target culture. That dialectical connection has always been a concern of researchers
and it has received more and more confirmations Thomas (1983) states that the lack of
social linguistic competence results in rudeness, miscommunication or even
communication breakdown because non-native speakers’ inappropriate use of cultural
norms and conventions are considered as manifestation of “impoliteness or
unfriendliness” due to “boorishness or ill will” rather than lack of pragmatic knowledge.
Accordingly, culture learning no longer remains humble and unnecessary in
the syllabus. In contrast, it needs to be taken into great consideration and concentration.
4


Nguyen Quang (1998: 2) states that, “One cannot master a language without profound
awareness of its cultural background and in both verbal and non-verbal communication,
culture makes itself strongly felt.” Learners can truly master English only when they are
able to have good understanding of the interrelationship between culture and language.
With these reasons in view, the researcher would like to carry out a small-scale study on
expressing satisfaction as a speech act, which is viewed in the light of Politeness
(Positive politeness-Negative politeness) in American English and Vietnamese. Due to
the limit of the paper, she would not be able to deal with all aspects but invest in some

major differences and similarities in expressing satisfaction in the two languages. It is
hoped that the study may help learners avoid culture shock and pragmatic failures in
expressing satisfaction as well as in cross-cultural communication.

5


PART B: DEVELOPMENT
I. Aims of the study
The study focuses on those following aims:
-To provide some similarities and differences in politeness strategies of expressing
satisfaction in American English and Vietnamese.
-To find out factors that affects the choice of politeness strategies when expressing
satisfaction in American English and Vietnamese.
- To raise awareness of cross-cultural factors in expressing satisfaction and help learners
of English avoid cultural shock in cross-cultural communication.
II. Method of the study
Quantitative method is primarily deployed. Remarks, assumptions and conclusions of the
study are mainly based on the contrastive analysis of data. What is more, the qualitative
method will assist along and be paid due attention to. The practical approaches are:
-

Conducting survey questionnaires
Referring to publications
Consulting the supervisor
Discussing with Vietnamese and American friends
Applying personal observation

III. Scope of the study
-


The paper investigates expressing satisfaction as a speech act in English and
Vietnamese. Therefore only verbal expression of satisfaction is analyzed. The
study focuses on the dimension of Politeness (Positive Politeness and Negative
Politeness).Due to the limitation of time and resources, the study only concentrates
on investigating strategies of expressing satisfaction in English and Vietnamese in
some situations together with some typical socio-cultural factors among various
ones governing the choice of politeness strategies. Besides, the number of
informants is limited: 40 informants from the U.S and 40 informants from Vietnam

(Northern Vietnam).
IV.
THEORETICAL BACKGROUND
1. Speech acts

6


First mentioned by Austin in 1962, the term “Speech acts” has become a topic of
sustained investigation in almost every field of English- speaking world. Blum-Kulka and
Kasper (1989:2) emphasize, “The study of speech acts is to remain a central concern of
pragmatics, especially cross-cultural pragmatics”.
2. The notion of speech acts
In producing utterances, people do not only intend to offer linguistic expressions but also
to perform actions through these utterances. An utterance like “I am hungry”, for
example, could probably be interpreted under appropriate contexts as a remark on the
speaker’s appetite, as a request for money, or, as a request for attention from a young
child. This phenomena inspired the British philosopher John Austin to initiate the speech
act theory, which has later been inherited, refined and developed by a number of
philosophers and linguists like Hymes (1964), Searle (1969),Leech (1983), Schmidt and

Richards (1983), Levinson (1983), Green(1989), Yule (1986) and others. Speech act, in
Richards et al.’s words, is “an utterance as a functional unit in communication”
(1992:342). In his three- fold division of speech acts, Austin (1962, cited from Levinson,
1983) categorizes them as:
- Locutionary act: the utterance of a sentence with determinate sense and references
- Illocutionary act: the making of a statement, offer, promise, etc. in uttering a sentence,
by virtue of the conventional force associated with it (or with its explicit performative
paraphrase)
- Perlocutionary act: the bringing about of effects on the audience by means of uttering
the sentence, such effects being special to the circumstances of utterance. Of the three
dimensions, in Yule’s opinion, “the most essential act that counts is illocutionary force
because the same utterance can potentially have quite different illocutionary forces” and
that partly explains why Yule states, “The term ‘speech act’ is generally interpreted quite
narrowly to mean only the illocutionary force of an utterance”.(1996:51)
3.

Expressing satisfaction as a speech acts

In accordance with the classification of Speech acts from Searle, expressing satisfaction
belongs to the type of expressive, i.e. “those kinds of speech act that state what the
7


speaker feels. … And in using an expressive, the speaker makes words fit the world (of
feelings)” (Yule,1996:53). To be more precise, they are based on psychological states and
relate to the expression of feelings or emotions to the receiver. In a straightforward way,
“satisfaction” found in Oxford Advanced Learner’s Dictionary (7 th edition) is the good
feeling that you have when you achieved something or when something you wanted to
happen does happen. It is often mistaken among those good feelings as happiness, joy,
content or fulfillment. However, when taking a close look, there are some slight

distinctions among them. Happiness is a state of mind or feeling characterized by
contentment, love, satisfaction, pleasure, joy, etc. It often depicts the good feelings of a
person in general, therefore, “satisfaction” is meant beyond the shade of
“happiness”.Contentment (rather formal) is a feeling of happiness or satisfaction

with

what you have. Fulfillment is a feeling of happiness or satisfaction with what you do or
have done.
So on so forth, satisfaction should be concisely identified as “the gratification you feel
after you have fulfilled a need, wish or expectation.”(From the “Secret society of happy
life”(2002:90)). Lying on such basis, expressing satisfaction is meant to be an act
of showing how happy and content somebody is when he/she have attained something
longing. It is such an amorphous feeling; therefore the expression of it may vary from
person to person. To grasp it briefly, there are supposed to be two main strategies when
expressing satisfaction, that is:
Non-verbal strategies:
-

Body action
Smiling
Silence
Crying

Verbal strategies:
-

Thanking
Understating
Seeking agreement

Using joke
Being optimistic
8


-

Giving gift
Asking question

- Raising common ground.
However, as stated from the beginning, the purpose of this study is to investigate
expressing satisfaction as a speech act. Therefore, it is to take the focal point on verbal
strategies and explore the differences between two cultures (Vietnamese and American).
3.1. Face and politeness
3.1.1. Face
The notion of face was proposed and understood by Goffman (1967, in Thomas,
1995:168) as the positive social value a person effectively claims for himself in others’
assumptions that he has taken during a particular interaction. It is an image of selfdescribed in terms of approved social attributed. However, the best-known definition of
face is that by Brown and Levinson(1978:61), which is derived from Goffman’s and
based on the assumptions that every competent adult member of a society has (and know
each other to have) face. In their words, face is “the public self-image that every member
wants to claim for himself”, consisting in two related aspects: Negative face: the basic
claim to territories, personal preserves, rights to non-distraction, and Positive face: the
positive consistent self-image or “personality” claimed by interactants”.
3.1.2. Politeness
Politeness has recently emerged as one of the favorite issues for linguistic scholars to
study on. Therefore, concerning the concept of politeness, there have been many
definitions surrounding. Following are several widely known ones. Linguistically,
politeness is defined as “the interactional balance achieved between two needs: the need

for pragmatic clarity and the need to avoid coerciveness”(Blum- Kulla, 1987:131). In
this sense, tipping the balance in the favor of either of the needs may lead to impoliteness.
Culturally, politeness is viewed as “a fixed concept, as in the idea of “polite social
behavior” or “etiquette, within a culture” (Yule, 1996:60). Yule further states that such
different general principles for being polite in social interaction within a particular culture
as being tactful, generous, modest, and sympathetic towards others can be specified
9


(ibid:60). And as polite behaviors may be different from one culture to another, what is
considered to be “politeness” varies in different cultures. Cross-culturally, politeness in
communication is seen as “a system of interpersonal relation designed to facilitate
interaction by minimizing the potential for conflict and confrontation inherent in
all human interchange”. As all linguistic actions involve a potential face threat of some
kind, it particularly requires the speaker to choose a proper politeness means so that the
other’s face is respected. As there are negative face and positive face, there are Negative
Politeness (NP) and Positive Politeness (PP) respectively.
• Positive politeness
Positive politeness, according to Brown and Levinson, “is oriented towards the positive
face of H, the positive self-image that he claims for himself”. Yule (1996) seems to clarify
the notion when he defines positive politeness as a face saving act tending to show
solidarity, emphasizing that both S and H want the same thing and that they share the
same goal. In short, positive politeness shows concerns for others. Nguyen Quang, well
aware of the sense of solidarity between interactants, sees positive politeness as “any
communicative act (verbal and/or nonverbal) which is appropriately intended to show
the speaker’s concern to the addressee, thus, enhancing the sense of solidarity between
them”(2004:12).In order for a speaker to minimize the face- threatening aspects of an act,
Brown and Levinson specify the super- strategy of going on record with positive
politeness into 15 positive politeness strategies employed in communication. What
follows is a sketch of these strategies, each illustrated with example(s).

Strategy 1: Notice, attend to hearer (his interest, wants, needs, goods)
The teacher highly appreciated your last essay. May I have through it?
Strategy 2: Exaggerate (interest, approval, sympathy with hearer)
You count faster than a computer!
Strategy 3: Intensify interest to hearer
I jump on my bike and off I ride out of the gate, into the road, straight to school. Do you
know what happens next? When I nearly reach the T- junction, a large dog runs across
the road so suddenly that I respond no reactions. I crash right into it and land on the
10


ground three meters from the bike. Thank God, I am alright but the rim of the front wheel
is warped…Can you give me a lift home?
Strategy 4: Use in- group identify markers
Where have you been, darling?
Strategy 5: Seek agreement
A: I’m so tired of staying day and night! B: So am I.
Strategy 6: Avoid disagreement
A: Do you like the red pullover? B: It’s really beautiful, in a way.
Strategy 7: Presuppose/ Raise/ Assert common ground
How can we, student, afford that rent?
Strategy 8: Joke
OK if I tackle those cookies now?
Strategy 9:
Assert or presuppose S’s knowledge of or concern for hearer’s wants
I know you have a lot of work to do but it’s a really good film.
Strategy 10: Offer/ promise
Take it easy. I’ll help you.
Strategy 11: Be optimistic
I’m sure you won’t mind if I turn the fan on.)

Strategy 12: Include both speaker and hearer in the activity
Let’s have some cookies, then.
Strategy 13:
Give (or ask for) reasons
Why don’t you phone him now?
Strategy 14: Assume or assert reciprocity
I’ll come with you if you help me with this problem.
Strategy 15: Give gifts to hearer
I’ve just been out shopping. Here’s hotdog for you. Like it?
Strategy 16: Comfort and encourage
11


Keep calm. You’re on the right way.
Strategy 17: Ask personal questions
Are you married?
• Negative politeness
Negative politeness, according to Brown and Levinson, “is oriented mainly toward
partially satisfying (redressing) H’s negative face, his basic want to maintain claims of
territory and self-determination”. In Bentahila and Davies’s words, negative politeness is
understood as a concern not to impose upon others or restrict their freedom, but remain
distance. While positive politeness narrows the distance between interlocutors,
negative politeness keeps a distance between them. In brief, negative politeness a voids
interfering with others’ personal affairs. Nguyen Quang, well aware of the sense of
distance between interactants, refers to negative politeness as “any communicative act
(verbal and/or nonverbal) which is appropriately intended to show that the speaker does
not want to impinge on the addressee’s privacy, thus enhancing the sense of distance
between them.”Brown and Levinson introduce 11 negative politeness strategies used in
communication as follows:
Strategy 1: Be conventionally indirect

I would like to say how deeply grateful I am.
Strategy 2: Question/ hedge
It’s hot here, don’t you think so?
Strategy 3: Be pessimistic
I don’t think you can do me a favor.
Strategy 4: Minimize the imposition
I just want to have a sip of that.
Strategy 5: Give deference
What would you like, madam?
Strategy 6: Apologize
I’m sorry to have to inform you that you have missed the opportunity.
Strategy 7: Impersonalize speaker and hearer
12


Can one trust such people?
Strategy 8: State the face threatening act as a general rule
Customers are requested not to smoke in this area of the restaurant
.Strategy 9: Nominalize
It’s my pleasure to be able to inform you that …
Strategy 10: Redress other wants of hearer’ser
I don’t know how I can express my gratitude to you for your consideration to my mother.
Strategy 11: Avoid asking personal questions
“Asking personal questions” is a positive politeness strategy to give concern to hear,
whereas this is considered to interfere with hearer’s personal affairs. Thus, avoiding
asking such personal questions as “How old are you?”, “How much do you earn a
month?” … is regarded as one negative politeness strategy. So far, 17 positive politeness
strategies and 11 negative politeness strategies have been briefly showcased. It should,
however to be noted that there is often no clear-cut distinction between positive
politeness and negative politeness strategies in real life communication for

sometimes, people

may

combine

different

strategies

to

attain

their

communicative purposes.

PART C: CONCLUSION
1. Summary of the study
On the theoretical background of speech act, politeness and in the light of cross-cultural
communication, the author has designed a research proposal to investigate into
13


Vietnamese and American informants’ choice of strategies to express satisfaction. The
investigation is to find out the similarities and differences in cultural and linguistic
behavior towards expressing satisfaction. The anticipated differences may result from the
specific features of the two languages and cultures in general, and politeness norms and
communication styles in particular. Meanwhile, the possible similarities may illustrate

that between the two, there exist some common things, which lay initial foundation
for cross- cultural communication as well as for cultural exchange and integration. With
the purpose to explore into those intriguing points, the survey questionnaire is divided
into two parts, each of which serves a certain function to answer for what research
questions have raised from the beginning. The analysis of data collected from the Part 1
of the questionnaire helps determine the validity of the act of expressing satisfaction in
some particular situations in three main areas of “at home”, “at work” and “in public”,
whereas that of data collected from Part 2 helps unravel the politeness strategy patterns
used in both groups of the informants. Also, the effects of informants’ status parameters
such as age, gender, marital status, occupation, living area and acquisition of foreign
language(s) are recorded.
2. Suggestions for further study
This study is only a partial investigation into the act of expressing satisfaction to people
with different social distances and of different relative powers. Many dimensions still
remain unanswered, of which the followings would promise to be interesting:
-

Formality- informality in expressing satisfaction
Directness- indirectness in expressing satisfaction
Paralinguistic factors in expressing satisfaction (intonation, stress, pitch, etc.)

Despite her best effort, the author is fully aware that short-comings and mistakes are
inevitable and therefore it is she who stands entirely accountable for those weaknesses.
Every constructive comment and feedback from readers is highly appreciated.
3. Time lines
Proposal Submission: February 30th, 2013
Literature Review: April 30th, 2013

14



Data Collection: July 25th, 2013
Data Analysis: September 30th, 2013
Paper Submission: November 20th, 2012

REFERENCES
In English:
Austin, J.L. (1962). How to do things with words. New York: Oxford University Press.
Bentahila, A. & and Davies’s, E. (1989). Culture and language use: A problem for
language teaching. In RAL, vol. 27/2, 99-112.
15


.Blum- Kulla, J. House & G. Kasper (eds). (1989). Cross- cultural pragmatics: requests
and apologies. Ablex.
Brembeck, W. (1977). Development and teaching of a college course in intercultural
communication. Readings in intercultural communication. Pittsburgh: SIETAR
Publications, University of Pittsburgh.
Hymes, D. (1972). On communicative competence. In: J.B. Pride and J. Holmes (eds)
Sociolinguistics, Harmondsworth.
Leech, G. (1983). Princilples of pragmatics. London and New York: Longman.
Richards, J. C. & Schmitdt, R. W. (1983). Language and communication. In London and
New York: Longman.
Richards, J. C., Platt, J. and flat. H. (1992). Longman dictionary of language teaching
and applied linguistics (2nd edition). UK: Longman.
Searle, J. R. (1969). Speech acts: An essay in the philosophy of language. Cambridge:
Cambridge University Press.
Thomas, J. (1995). Meaning in interaction: An introduction to pragmatics. London and
New York: Longman.
Yule, G. (1996). Pragmatics. Oxford: Oxford University Press.

In Vietnamese
Nguyen Quang. (2004). Giao tiếp nội văn hóa và giao văn hóa. NXB Đại học Quốc Gia.
Nguyen Quang (1998). Intercultural communication. HULIS- VNU.

APPENDICES
APPENDIX 1- QUESTIONNAIRE FOR AMERICAN
My name is Tran Thi Phuong Lan from Hanoi Open Institution. I am working on
my M.A Thesis Paper in Cross-cultural communication. As the one and only research
tool, this questionnaire can be said to be the springboard for my research to move on.
16


Therefore, I am really grateful if you can spare some time to help me answer the
questions in it. This survey questionnaire is designed for my research into a cross-cultural
study on “Expressing Satisfaction in English and Vietnamese”. Your assistance in
completing the following items is greatly appreciated. You can be confident that this
questionnaire is for research purpose only and you will not be identified in any discussion
of the data. Thank you very much for your participation.
-

-

-

-

-

Your age:
Below 20




21- 39



40- 59



60 and above



Your gender:
Male



Female



Your marital status:
Married



Single




Your occupation: ………………………………………………………………..
Area where you spend most of your time:
Urban:



Rural



Acquisition of language(s) other than your mother tongue?
Excellent

I.

Good

Fair

Poor

Do you think it is advisable to express your satisfaction to someone you know in the
following situation? Please tick (√) in one of the 5 following columns:
1. Means highly advisable

2. Means yes and no


3. Means unadvisable

4. Means strongly unadvisable

17


Situation
At home

1
Someone says you are lucky to have such a happy

2

3

4

5

family
Someone says your child is an energetic, curious and
playful kid
Someone says your child is a gentle, obedient and wellbehaved kid
Someone says your child has got good marks at school
Someone says your husband is such a high income
earner
Someone says your husband is very caring and sharing
Someone says your husband always listens to you with

an open mind
Someone says your husband is good-looking and
At work

attractive
Someone compliments on your good work
Someone helps by taking over your work when you are
unavailable
Someone shows your mistakes in your work and
suggests the solutions
Someone helps you out when you are being
reprimanded by the boss
You are given a promotion
You are always charged to take the lead in every

In public

project.
Someone enthusiastically helps you in your heavy
shopping bags
Someone gives positive comments on your attractive
appearance
Someone asks for direction in a polite manner
18


Someone helps to collect the things you have dropped
on street

Situation 1: (at home)

How would you verbally express your satisfaction to the following person when
someone (another person) says you are lucky to have such a happy family?
+ S/he is your best friend:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
+ S/he is your nodding acquaintance:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
+ S/he is your brother/sister
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
+ S/he is your colleague:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
+ S/he is your boss
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
+ S/he is your subordinate:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
Situation 2: (at work)

19



How would you verbally express your satisfaction to the following person when someone
(another person) shows your mistakes in your work and suggests the solutions:
+ S/he is your best friend:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
+ S/he is your nodding acquaintance:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
+ S/he is your brother/sister
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
+ S/he is your colleague:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
+ S/he is your boss
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
+ S/he is your subordinate:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
Situation 3: (in public)
How would you verbally express your satisfaction to the following person when someone
(another person) enthusiastically helps you with your heavy shopping bags.

+ S/he is your best friend:
………………………………………………………………………………………
………………………………………………………………………………………

20


………………………………………………………………………………………
+ S/he is your nodding acquaintance:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
+ S/he is your brother/sister
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
+ S/he is your colleague:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
+ S/he is your boss
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
+ S/he is your subordinate:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
THANK YOU KINDLY FOR YOU COOPERATION!
APPENDIX 2- QUESTIONNAIRE FOR VIETNAMESE

BẢN CÂU HỎI KHẢO SÁT
Bản câu hỏi khảo sát này được lập nên với mục đích phục vụ cho đề tài tiểu luận cuối kỳ
của tôi: “Bày tỏ sự hài lòng trong tiếng Anh và tiếng Việt’.
Tôi rất mong sự giúp đỡ của quý vị bằng việc trả lời những câu hỏi dưới đây một cách
xác thực. Tôi xin đảm bảo nội dung của bản câu hỏi này được bảo mật tuyệt đối và chỉ
được sử dụng cho mục đích nghiên cứu. Mọi thông tin về người tham gia sẽ không được
tiết lộ dưới bất kỳ hình thức nào.
21


Xin chân thành cảm ơn!
Đánh dấu (v) và điền vào chỗ thích hợp
-

-

-

Tuổi tác:
Dưới 20

21- 39

40- 59

Trên 60

Giới tính:
Nam


Nữ

Tình trạng hôn nhân:
Chưa có gia đình 
Đã có gia đình

Nghề nghiệp
……………..
Nơi bạn sống lâu nhất
Thành thị

Nông thôn

Mức độ thông thạo của ngoại ngữ thứ hai của bạn (ngoài tiếng mẹ đẻ)
Giỏi

I.

Khá

Trung bình

Yếu

Quý vị có thể thể hiện sự hài lòng đối với người mà quý vị quen biết trong các
tình huống sau đây không?
Xin quý vị đánh dấu (√) vào một trong năm cột sau:
1. Cột 1 là Có
2. Cột 2 là có thể có
3. Cột 3 là có thể có hoặc không

4. Cột 4 là có thể không
5. Không
Situation
At home -

1
Ai đó khen bạn thật là may mắn khi có một

-

gia đình hạnh phúc
Ai đó nói con bạn là một đứa trẻ năng động,

-

hiếu kỳ và ham chơi.
Ai đó nói con bạn là một đứa trẻ hiền lành,

-

ngoan ngoãn, biết nghe lời.
Ai đó khen con bạn đạt điểm cao ở trường

2

3

4

5


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At work

In public

-

Ai đó nói chồng bạn kiếm được nhiều tiền
Ai đó nói chồng bạn là một người luôn biết

-

lắng nghe bạn
Ai đó nói chộng bạn đẹp trai và cuốn hút
Ai đó khen bạn làm việc tốt
Ai đó làm hộ công việc của bạn khi bạn

-

không thể
Ai đó chỉ ra lỗi sai và đề ra vài giải pháp

-

trong công việc cho bạn.
Ai đó nói khó cho bạn khi bạn bị sếp quở


-

mắng.
Bạn được thắng chức
Bạn luôn được/ bị giao công việc trưởng

-

nhóm trong các đề án
Ai đó nhiệt tình giúp bạn mang gmaasy túi

-

đồ mua sắm khá nặng
Ai đó khen bạn đẹp
Ai đó hỏi đường với một cung cách lịch sự
Ai đó giúp bạn nhặt lại những thữ đồ bạn để
rơi trên phố

II.
Tình huống
- Tình huống thứ nhất: (trong gia đình)
Quý vị nói như thế nào để bày tỏ sự hài lòng của mình đối với những người sau đây khi
họ nói rằng bạn thật may mắn khi có Người ấy là bạn xã giao một gia đình hạnh phúc?
1. Người ấy là bạn thân:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
2. Người ấy là bạn xã giao
………………………………………………………………………………………

………………………………………………………………………………………
………………………………………………………………………………………
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3. Người ấy là anh/ chị/ em
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
4. Người ấy là đồng nghiệp
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
5. Người ấy là sếp
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
6. Người ấy là cấp dưới
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
-

Tình huống thứ hai: ( trong công việc)

Quý vị nói như thế nào để bày tỏ sự hài lòng của mình đối với những người sau đây khi
họ chỉ ra lỗi sai và đề ra vài giải pháp trong công việc cho bạn?
7. Người ấy là bạn thân:
………………………………………………………………………………………
………………………………………………………………………………………

………………………………………………………………………………………
8. Người ấy là bạn xã giao
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
9. Người ấy là anh/ chị/ em
………………………………………………………………………………………
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………………………………………………………………………………………
………………………………………………………………………………………
10. Người ấy là đồng nghiệp
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
11. Người ấy là sếp
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
12. Người ấy là cấp dưới
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
-

Tình huống thứ ba: (ở nơi công cộng)

Quý vị nói như thế nào để bày tỏ sự hài long của mình đối với những người sau đây khi
họ nhiệt tình giúp bạn mang mấy túi đò mua sắm khá nặng?

1. Người ấy là bạn thân:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
2. Người ấy là bạn xã giao
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
3. Người ấy là anh/ chị/ em
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
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