VietTESOL International Convention 2026

This study explores Vietnamese English-as-a-Foreign-Language (EFL) students’ perceptions and interpretations of person deixis within intercultural pragmatic contexts, focusing on both English and Vietnamese pronoun systems. Using a comprehensive set of questionnaire responses collected from students majoring in English, the research investigates how learners comprehend and differentiate the social and cultural nuances embedded in pronoun use across the two languages. Findings reveal that students often transfer Vietnamese hierarchical and relational norms onto English, leading to variable accuracy in selecting appropriate pronouns in cross-cultural scenarios. Common patterns include overgeneralization of English pronouns, hesitation in using second-person singular forms in formal contexts, and misinterpretation of gender-neutral options. The study also highlights students’ awareness of politeness strategies, power relations, and social distance, suggesting a developing sensitivity to pragmatic rules beyond grammatical competence. While learners demonstrate familiarity with the structural forms of pronouns, their practical deployment in intercultural interactions is frequently constrained by limited exposure and sociocultural knowledge. These insights emphasize the critical role of explicit instruction in pragmatics and culturally informed language practices for EFL learners. By examining student perspectives on person deixis, this research contributes to understanding how intercultural pragmatic awareness can be fostered, offering implications for curriculum design, pedagogical strategies, and teacher training in EFL contexts. Ultimately, the study underscores the importance of integrating sociolinguistic and pragmatic dimensions in language education to enhance learners’ communicative competence in both English and Vietnamese.