(LUẬN văn THẠC sĩ) an american vietnamese cross cultural study of teachers’ use of nonverbal cues in class m a thesis linguistics 60 140 111

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***  *** LÊ THỊ THU HÀ AN AMERICAN – VIETNAMESE CROSS-CULTURAL STUDY OF TEACHERS’ USE OF NONVERBAL CUES IN CLASS (Nghiên cứu giao văn hoá việc sử dụng tố phi ngôn từ lớp giáo viên Mỹ Việt) M.A MINOR PROGRAMME THESIS Field: English Linguistics Code: 60.22.02.01 Hanoi, 2014 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***  *** LÊ THỊ THU HÀ AN AMERICAN – VIETNAMESE CROSS-CULTURAL STUDY OF TEACHERS’ USE OF NONVERBAL CUES IN CLASS (Nghiên cứu giao văn hoá việc sử dụng tố phi ngôn từ lớp giáo viên Mỹ Việt) M.A MINOR PROGRAMME THESIS Field: English Linguistics Code: 60.22.02.01 Supervisor: Prof Nguyễn Quang, Ph.D Hanoi, 2014 TIEU LUAN MOI download : skknchat@gmail.com i ORIGINALITY OF STUDY PROJECT REPORT I certify my authority of the Study Project Report submitted entitled An American-Vietnamese cross-cultural study of teachers’ use of nonverbal cues in class Nghiên cứu giao văn hóa việc sử dụng tố phi ngôn từ lớp giáo viên Mỹ Việt In fulfillment of the requirements for the degree Master of Arts 15th July, 2014 Lê Thị Thu Hà TIEU LUAN MOI download : skknchat@gmail.com ii ACKNOWLEDGEMENTS First of all, I would like to express my deepest gratitude to my supervisor, Prof Nguyễn Quang, Ph.D., who has given me the benefit of his wisdom, advice and patience, and made valuable suggestions and precious critical comments that helped me to carry out this study Besides, my special thanks go to all of my lecturers and teachers at the Department of Postgraduate Studies for their great supports in the whole course of my study I am also indebted to my family and my close friend, without their wholehearted encouragement, I would not finish my study Last but not least, I wish to express my thanks to all the American and Vietnamese teachers and students who enthusiastically help me complete my study TIEU LUAN MOI download : skknchat@gmail.com iii ABSTRACT This study reviews the theoretical background, which explains the important role of nonverbal behavior in communication, especially in teaching and learning, and compares the use of major nonverbal cues between American teachers of English and Vietnamese teachers of English when interacting with their Vietnamese students The areas under investigation include eye contact, hand gestures and facial expressions which are most readily observable The findings of the study briefly answer the questions how often the American and Vietnamese teachers of English use these nonverbal cues, in which specific situations, and their students‟ attitude to them To collect data for the study, survey questionnaires and video-recorded observations were employed Data from survey questionnaire serve as input for data analysis and the other source just provides supplementing information to make sure whether data from the survey are valid or not Finally, implications for practical teaching are given TIEU LUAN MOI download : skknchat@gmail.com iv LIST OF TABLES AND FIGURES Table 1: Frequencies of using eye contact by American and Vietnamese teachers of English 25 Table 2: Frequencies of using hand gestures by American and Vietnamese teachers of English 31 Table 3: Frequencies of using facial expressions by American and Vietnamese teachers of English 36 Figure Ferrando’s definition of culture Figure Levine and Adelman’s definition of culture Figure Nguyen Quang’s flowchart of communication Figure 4: Nguyen Quang’s flowchart of nonverbal communication 12 Figure 5: Eye contact by American teachers of English in specific situations 27 Figure 6: Eye contact by Vietnamese teachers of English in specific situations 27 Figure 7: Students’ attitudes to their teachers’ eye contact 29 Figure 8: Gestures by American teachers of English in specific situations 32 Figure 9: Gestures by Vietnamese teachers of English in specific situations 32 Figure 10: Students’ attitudes to their teachers’ hand gestures 34 Figure 11: Facial expressions by American teachers of English in specific situations 37 Figure 12: Facial expressions by Vietnamese teachers of English in specific situations 37 Figure 13: Students’ attitudes to their teachers’ facial expressions 39 TIEU LUAN MOI download : skknchat@gmail.com v TABLE OF CONTENTS ORIGINALITY OF STUDY PROJECT REPORT i ACKNOWLEDGEMENTS ii ABSTRACT iii PART A: INTRODUCTION 1 Rationale Objectives of the study and research questions Scope of the study Methodology Structure of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1 WHAT IS CULTURE? 1.2 WHAT IS COMMUNICATION? 1.2.1 Definition 1.2.2 Elements of communication 1.3 CROSS-CULTURAL COMMUNICATION 1.4 NONVERBAL COMMUNICATON 1.4.1 Definition 1.4.2 The importance of nonverbal communication 10 1.4.3 Functions of nonverbal communication 10 1.4.4 Classification of nonverbal communication 11 1.5 PREVIOUS RELATED STUDIES 12 a In the world 12 b In Vietnam 13 CHAPTER 2: NONVERBAL CUES 15 2.1 EYE CONTACT 15 2.1.1 Nature and importance of eye contact 15 TIEU LUAN MOI download : skknchat@gmail.com vi 2.1.2 Classification 16 2.2 HAND GESTURES 16 2.2.1 Nature and importance of hand gestures 16 2.2.2 Classification 17 2.3 FACIAL EXPRESSIONS 19 2.3.1 Nature and importance of facial expressions 19 2.3.2 Classification 19 CHAPTER 3: METHODOLOGY 22 3.1 Participants 22 3.2 Data collection instruments 22 3.2.1 Observation 22 3.2.2 Survey questionnaire 23 3.3 Data collection procedure and analysis 23 CHAPTER 4: FINDINGS AND DISCUSSIONS 25 4.1 EYE CONTACT 25 4.1.1 Frequencies 25 4.1.2 Similarities and differences 27 4.1.3 Students‟ attitudes 29 4.2 HAND GESTURES 30 4.2.1 Frequencies 30 4.2.2 Similarities and differences 32 4.2.3 Students‟ attitudes 34 4.3 FACIAL EXPRESSIONS 35 4.3.1 Frequencies 35 4.3.2 Similarities and differences 37 4.3.3 Students‟ attitudes 39 PART C: CONCLUSION 41 Conclusions 41 TIEU LUAN MOI download : skknchat@gmail.com vii Implications 42 Limitations of the study 43 Suggestions for further study 43 REFERENCES 45 TIEU LUAN MOI download : skknchat@gmail.com PART A: INTRODUCTION Rationale It is undeniable that people express emotions and attitudes through nonverbal cues more visually than through verbal cues in communication However, nonverbal cues are used differently in different cultures Therefore, when people from different cultural backgrounds come into contact, there always exists misunderstanding because of misinterpretation of others‟ nonverbal cues in communication In class, teachers of English interact with their students in the ways thought as “appropriate” in their culture They teach, talk and explain to their students in their own verbal and nonverbal ways Cultural factors clearly affect both teachers and students It has been observed that the teachers might appear encouraging or discouraging, depending much on whether the students take their teachers‟ nonverbal cues positively or negatively Therefore, the researcher conducts this study to see how and how often nonverbal cues are used in classrooms at Vietnam Maritime University and Haiphong Private University and how the performance of these cues is perceived by the students Objectives of the study and research questions The objectives of the study are: a To study how selected nonverbal cues are used by American and Vietnamese teachers of English in class b To compare the use of selected nonverbal cues by American and Vietnamese teachers of English From those objectives, the following research questions are raised: 1- How often are selected nonverbal cues used by American and Vietnamese teachers of English in class? TIEU LUAN MOI download : skknchat@gmail.com VI I EYE CONTACT: How often you maintain the following types of eye contact when interacting with your students? Eye contact Level of frequency Direct eye contact Soft, warm Staring Wide eyes Indirect eye contact Looking Looking Looking upward downward sideway Always Frequently Sometimes Rarely Never What kind(s) of eye contact you often maintain with your students in the following situations? Eye contact Situations Direct eye contact Soft, warm Staring Wide eyes Indirect eye contact Looking Looking Looking upward downward sideway You are teaching/ giving instructions Students are making noise/ doing private things Students are raising questions Students are answering your questions Other situations/ types of eye contact that you often use: _ _ TIEU LUAN MOI download : skknchat@gmail.com VII II HAND GESTURES How often you use the following hand gestures when interacting with your students? Hand gestures Level of frequency The OK sign The The “V” thumbgesture up/ down Pointing Beckoning Clapping gesture hands Always Frequently Sometimes Rarely Never Which hand gesture(s) you often use with your students in the following situations? Hand gestures Situations The The OK The “V” Pointin Beckonin thumbsign g gesture gesture up/ down g Clappi ng hands You are teaching/ giving instructions Students are making noise/ doing private things Students are raising questions Students are answering your questions TIEU LUAN MOI download : skknchat@gmail.com VIII Other situations/ hand gestures that you often use in class: _ _ _ _ III FACIAL EXPRESSIONS How often you use the following facial expressions when interacting with your students? Facial expressions Level of frequency Warm smile Big laugh Chin up Eyebrows raised Frowning Always Frequently Sometimes Rarely Never Which facial expression(s) you often use in the following situations? Facial expressions Situations Warm smile Big laugh Chin up Eyebrows raised Frowning You are teaching/ giving instructions Students are making noise/ doing private things Students are raising TIEU LUAN MOI download : skknchat@gmail.com IX questions Students are answering your questions Other situations/ facial expressions that you often use in class: _ _ _ _ THANKS FOR YOUR KIND COOPERATION! TIEU LUAN MOI download : skknchat@gmail.com X PHIẾU KHẢO SÁ T DÀ NH CHO SINH VIÊN Xin chào bạn, Lê Thị Thu Hà- HV Cao học K20, khoa Sau Đại Học, trường Đại Học Ngoại Ngữ - Đại học Quốc Gia Hà Nội Phiếu khảo sát này đươ ̣c thiế t kế nhằ m nghiên cứu việc sử dụng tố phi ngôn từ giáo viên Mỹ Việt giảng dạy tiếng Anh lớp Rất mong bạn dành thời gian trả lời câu hỏi sau cách trung thực Mọi thông tin mà bạn đưa phiếu điều tra phục vụ cho mục đích nghiên cứu danh tin ́ h của ba ̣n giữ bí mật hồn tồn Xin chân thành cảm ơn bạn! Thơng tin cánhân Tuổi: Giới tính: Trường: Số năm bạn học tiếng Anh (tính đến nay): _ Trình độ tiếng Anh bạn bây giờ: - Elementary - Pre-intermediate - Intermediate - Upper-intermediate - Advanced TIEU LUAN MOI download : skknchat@gmail.com XI EYE CONTACT ( giao tiếp mắt/nhãn giao)- viết ký hiệu A GV người Mỹ , V GV người Việt vào cột thích hợp Giáo viên bạn thường sử dụng loại nhañ giao tương tác với bạn lớp? I Eye contact Direct eye contact ( nhãn giao trực tiếp) Soft, warm (nhìn ấm áp) Level of frequency Staring Wide eyes Indirect eye contact (nhãn giao gián tiếp) Looking upward Looking downward (nhìn lên phía trên) (nhìn xuống phía dưới) Looking sideway (nhìn chằm chằm) (nhìn mắt mở to) ( nhìn sang bên cạnh) Always ( ln ln) Frequently (thường xuyên) Sometimes (thi thoảng) Rarely (hiếm khi) Never ( không bao giờ) TIEU LUAN MOI download : skknchat@gmail.com XII # Bạn nghĩ nhãn giao giáo viên dùng tương tác với bạn nhằm mục đích gì?( bạn chọn nhiều ý kiến) A B C D Khích lệ, động viên bạn Chỉ trích bạn mắc lỗi Một công cụ để giúp giáo viên truyền tải học đến bạn dễ dàng Ý kiến khác Giáo viên bạn dung loại nhañ giao nào khác giao tiếp với bạn khơng? Nếu có, xin ba ̣n nêu rõ: _ _ _ _ # Bạn có thích loại nhãn giao đó khơng? Tại sao? Loại nhãn giao Rấ t thích Thích Bình thường Khơng thích Ghét Tại sao? Nhìn ấm áp Nhìn chằm chằm Nhìn mắt mở to Nhìn lên phía Nhìn xuống phía Nhìn sang TIEU LUAN MOI download : skknchat@gmail.com XIII bên cạnh …… II HAND GESTURES (cử giao tiếp tay) – viết ký hiệu A GV người Mỹ , V GV người Việt vào cột thích hợp Giáo viên bạn thường sử dụng loại cử tương tác với bạn lớp? Beckoning Hand gesture gestures The OK The sign “V” gesture Level of frequency Clapping hands The Pointing thumbs up/ down ( trỏ) (vỗ tay) ( vẫy gọi) Always ( luôn) Frequently TIEU LUAN MOI download : skknchat@gmail.com XIV (thường xuyên) Sometimes (thi thoảng) Rarely (hiếm khi) Never ( không bao giờ) # Bạn nghĩ cử giáo viên dùng tương tác với bạn nhằm mục đích gì?( bạn chọn nhiều ý kiến) A B C D Khích lệ, động viên bạn Chỉ trích bạn mắc lỗi Một công cụ để giúp giáo viên truyền tải học đến bạn dễ dàng Ý kiến khác _ Giáo viên bạn dùng loại cử chỉ nào khác giao tiếp với bạn khơng?Nếu có, xin ba ̣n nêu rõ: _ _ _ _ # Bạn có thích loại cử đó không? Tại sao? Loại cử Rấ t thích Thích Bình thường Khơng thích Ghét Tại sao? OK sign V gesture Thumbs up Thumbs down TIEU LUAN MOI download : skknchat@gmail.com XV Pointing Beckoning(vẫy gọi) Clapping hands (vỗ tay) ………… III FACIAL EXPRESSIONS (biể u nét mặt/diê ̣n hiê ̣n)- viết ký hiệu A GV người Mỹ , V GV người Việt vào cột thích hợp Giáo viên bạn thường sử du ̣ng các diê ̣n hiê ̣n tương tác với bạn lớp? Facial expressions Level of frequency Warm smile (mỉm cười) Big laugh (cười lớn) Chin up Eyebrows raised (hất cằm) (nhíu mày ngạc nhiên) Frowning (cau mày, nhăn mặt) Always ( luôn) Frequently TIEU LUAN MOI download : skknchat@gmail.com XVI (thường xuyên) Sometimes (thi thoảng) Rarely (hiếm khi) Never ( không bao giờ) # Bạn nghĩ diện giáo viên dùng tương tác với bạn nhằm mục đích gì?( bạn chọn nhiều ý kiến) A B C D Khích lệ, động viên bạn Chỉ trích bạn mắc lỗi Một công cụ để giúp giáo viên truyền tải học đến bạn dễ dàng Ý kiến khác Giáo viên bạn dùng loại diê ̣n hiê ̣n nào khác giao tiếp với bạn khơng? Nếu có, xin ba ̣n nêu rõ: _ _ _ _ # Bạn có thích loại diện đó khơng? Tại sao? Loại diện Rấ t thích Thích Bình thường Khơng thích Ghét Tại sao? Mỉm cười Cười lớn Hất cằm Nhíu mày ngạc nhiên Cau mày, nhăn mặt TIEU LUAN MOI download : skknchat@gmail.com XVII …… CẢM ƠN SỰ HỢP TÁC CỦA BẠN! TIEU LUAN MOI download : skknchat@gmail.com XVIII OBSERVATION FORM School: Time of his/her teaching in Vietnam: ………………………… Time of his/her teaching experience: ………………………… Level of his/her students: - Elementary Pre-intermediate Intermediate Upper-intermediate Advanced What kind of eye contact does the teacher maintain with the students in the following situations? Eye contact Situations Direct eye contact Soft, warm Staring Wide eyes Indirect eye contact Looking upward Looking downward T is teaching/ giving instructions Students are making noise/ doing private things Students are raising questions TIEU LUAN MOI download : skknchat@gmail.com Looking sideway XIX Students are answering your questions Others: Which hand gesture(s) does the teacher make in the following situations? Hand gestures The OK sign Situations The “V” gesture The thumbs up/ down Pointing Beckoning Clapping gesture hands T is teaching/ giving instructions Students are making noise/ doing private things Students are raising questions Students are answering your questions Others: _ TIEU LUAN MOI download : skknchat@gmail.com XX Which facial expression(s) does the teacher have in the following situations? Facial expressions Warm smile Situations Big laugh Nodding head Chin up Eyebrows raised T is teaching/ giving instructions Students are making noise/ doing private things Students are raising questions Students are answering your questions Others: _ _ TIEU LUAN MOI download : skknchat@gmail.com Frowning ... collecting and analyzing data: 3.1 Participants The data is collected from the samples of 10 American teachers and 10 Vietnamese teachers of English in Vietnam Maritime University and Haiphong Private... they not include meanings of hiding fear or embarrassment as they are in many Asian countries, like Vietnam American teachers tend to use a lot of smiles and laughs as a habit It serves as a tool... not mean to encourage them to continue making problems in class Concerning in the situation number 2, all of the informants maintain a great deal of pointing The Vietnamese teachers tend to limit

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