INTRODUCTION
Rationale
Communication is an essential process that facilitates the sharing of knowledge, ideas, and emotions, encompassing both verbal and non-verbal forms While traditional linguistics emphasized verbal communication, the significance of non-verbal cues—such as hand gestures, body movements, and postures—has gained recognition for effective face-to-face interactions These non-linguistic signals play a crucial role in enhancing teaching content and skills, particularly in classroom settings However, interpretations of non-verbal cues can vary across cultures, leading to potential misunderstandings For instance, American and Vietnamese teachers utilize different non-verbal techniques to convey lessons effectively To address these cultural differences and help Vietnamese students navigate potential communication challenges, the research titled “An American-Vietnamese Cross-Cultural Study of Hand Gestures, Body Movements, and Postures of Teachers in Class” has been conducted.
Aims of the study
This thesis investigates the similarities and differences in hand gestures, body movements, and postures exhibited by American and Vietnamese teachers in the classroom Additionally, the research aims to determine the frequency of these nonverbal communication techniques used by both groups of educators during their teaching practices.
Scope of the study
The study is confined to only hand gestures, body movements and postures performed by American and Vietnamese teachers in class.
Methodology
This study employs a quantitative methodology grounded in data analysis to ensure reliability, complemented by contrastive analysis The findings, comments, and information presented in this thesis are systematically derived from these methods.
Reference to relevant home and foreign publications in both primary and secondary research,
Statistic, descriptions, and analysis of the collected and selected data,
Discussions with Vietnamese and foreign colleagues.
Design of the study
The study is structured into five chapters, beginning with an introduction in the first chapter The second chapter is divided into two parts: the first part explores the theoretical background of culture and nonverbal communication, while the second part provides definitions, features, and classifications of body movements, hand gestures, and postures, along with a discussion on the similarities and differences in their usage across cultures Chapter three outlines the research methodology, followed by chapter four, which presents the survey results and a comparative analysis of hand gestures, body movements, and postures between Vietnamese and American teachers The final chapter concludes the study with a summary of the findings.
THEORETICAL BACKGROUND
Literature review
The concept of "culture" varies across disciplines and contexts, as highlighted by Harrison and Huntington (2000) Lonner and Malpass (1994) emphasize the distinction between culture and nature, asserting that elements of the environment only attain cultural significance through human interaction.
Culture, as defined by Triandis (1994), encompasses a collection of human-made objective and subjective elements that historically enhanced survival and satisfaction within a specific ecological niche These elements are shared among individuals who communicate through a common language and coexist in the same time and place The subjective aspects of culture include values, attitudes, beliefs, orientations, and underlying assumptions that prevail within a society Together, these components form a framework that shapes how individuals interpret the world and engage with one another.
Communication is a multifaceted process defined as "the transmission of symbols to elicit a response" (Porter & McDaniel, 2006) It encompasses various forms, including words, actions, and objects, which convey a person's thoughts, perceptions, or feelings to others (Lustig, 1996).
It is clear in the definition of Hybels, and Weaver (1992: 5) that
Communication is a multifaceted process where individuals exchange information, ideas, and emotions It encompasses not just spoken and written words, but also includes body language, personal mannerisms, and the context in which the interaction occurs, all of which contribute to the overall meaning of the message.
Among the above definitions of “communication”, the one by Hybels and
Weaver (1992) is the most comprehensive and persuading As Nguyen Quang (F:
29), believes that it indicates the action, interaction and transaction nature of communication; specifying the characteristics of communication, the means to carry our communication and various levels of communication
Effective communication varies based on the message and its context, influencing the choice of communication channels and styles This diversity leads to various types of communication, each tailored to specific situations and audiences.
Types of communication based on the communication channels used are:
The connection between culture and communication can be likened to the relationship between a voice and its echo This interplay gives rise to three distinct branches of communication that stem from the foundations of culture and communication.
Intra-cultural communication is the communication between people who live in the same country and come from the same cultural background
Inter-cultural communication is the communication between people who live in the same or different countries and come from different cultural backgrounds
Cross-cultural communication is the study of communication by different people who come from different cultural backgrounds
Nonverbal communication is a complex, multi-channeled process that often occurs simultaneously, as noted by Lustig (1996) It involves behaviors that can convey messages intentionally or can be interpreted by others, regardless of the original intent Understanding nonverbal cues is essential for effective communication.
Nguyen Quang (2004) defines nonverbal communication as the combination of vocal and non-vocal elements that convey messages without verbal coding This form of communication includes paralinguistic factors, such as rate and volume, as well as extra-linguistic factors, which encompass body language—like gestures, postures, and facial expressions—object language, including clothing and jewelry, and environmental language, such as proxemics and settings.
In "Bodily Communication," Argyle highlights five essential functions of non-verbal communication: expressing emotions, conveying interpersonal relationships, supporting verbal interactions, reflecting personality, and performing rituals like greetings and farewells Altheimer (2008) elaborates on the interplay between non-verbal and verbal communication, noting that non-verbal cues can reinforce, contradict, substitute, complement, or emphasize spoken words For instance, saying "I love you" while avoiding eye contact creates a contrast, whereas a bright smile when offering congratulations enhances the sincerity of the message.
Nguyen Quang(2001: 19) believes that nonverbal communication is realized by the following means:
Hand gestures, body movements and postures
In Chapter 5 of "Navy Instructional Theory" (1992), Commanding Officer Netpmsa defines a gesture as a natural movement of the body that conveys thoughts or emotions while enhancing verbal communication The effectiveness of your gestures can reflect your personality, whether strong, calm, or gentle Netpmsa emphasizes that regardless of one’s personality, gestures can significantly enhance speech effectiveness when one relaxes their shoulders, arms, and hands, focusing on effectively communicating the meaning and importance of their ideas Natural gestures can greatly contribute to successful communication.
Effective communication involves the use of gestures, which can enhance the message being conveyed Teachers who incorporate spontaneous gestures driven by enthusiasm and conviction naturally illustrate their points more vividly Descriptive gestures, such as forming a "V" with two fingers to symbolize victory, play a significant role in conveying actions and emotions, making the communication more impactful.
Hand gestures play a crucial role in communication, conveying messages beyond spoken words However, the significance of these gestures can vary widely across different cultures They become especially valuable when individuals from diverse linguistic backgrounds interact, as each culture assigns unique meanings to specific hand movements Understanding these cultural nuances is essential for effective cross-cultural communication.
Thumbs up and Thumbs down
Although “Thumb-up” sign is recognized as approval or agreement in
In Bangladesh, the term "English speaking countries" can be perceived as an insult, while in some regions of the Middle East, the thumbs-up gesture is considered highly offensive This misunderstanding of gestures has persisted over time According to Shalint Verma (2005: 59), the thumbs-up sign has also gained popularity in the context of movie reviews, largely due to its endorsement by critics.
Gene Siskel and Roger Ebert popularized the phrase "two thumbs up" on their televised review show, signifying a positive opinion from both critics This trademarked expression has evolved to represent a strong endorsement of a film, while a thumb down indicates disapproval Overall, "two thumbs up" has become synonymous with high praise in the film industry.
The "thumb down" gesture signifies failure or disapproval, contrasting with the more commonly used "thumb up" sign due to its negative connotation According to R Royale (2015), this gesture is considered less frequent and is perceived as rude, callous, and arrogant when expressing disapproval.
A man giving a thumbs down sign of disapproval
Beckoning gesture (“Come here” gesture)
The beckoning gesture, commonly known as the "come here" gesture, involves extending the hand and curling the forefinger towards the palm in a hooking motion In contemporary Western society, this "crooked finger" gesture is often perceived as impolite and carries an air of arrogance, typically used in a superior-to-subordinate context, such as between a parent and child Additionally, it is employed to summon waitstaff and, in certain cultures, is exclusively associated with calling over a prostitute.
Using a casual tone or informal language with superiors can lead to surprising reactions, as evidenced by the shocked expressions of those in higher positions when approached in this manner.
In most of the English-speaking world, as well as in several other countries, this hand gesture means that everything is fine, great , okay and / or perfect
In Brazil, the "Ok sign" is viewed as an offensive gesture, a fact highlighted by Richard Nixon's infamous 1950s visit when he used the sign to greet a crowd in Rio de Janeiro, only to be met with boos in response.
In Japan, the "OK sign" is interpreted as a symbol for "money," which can lead to misunderstandings in cross-cultural business interactions For instance, when a Western businessperson uses the "OK sign" to signify a successful negotiation, a Japanese counterpart might mistakenly interpret it as a request for a bride, highlighting the importance of cultural awareness in international business communications.
The peace sign, represented by a hand gesture with the palm either facing outward or inward, symbolizes "victory" and peace in the United States This gesture was widely adopted by protesters against the Vietnam War and activists, particularly by hippies who often displayed the palm-out version while advocating for peace.
The peace sign, widely recognized for its association with peace, holds different meanings across cultures; for instance, in the UK, Australia, and South Africa, the same gesture with the back of the hand facing the recipient is viewed as highly offensive A notable example of hand gestures in popular culture is former President George.
W Bush On a visit to Canberra in 1992, George H.W Bush unwittingly insulted a group of locals by giving them the V-sign while riding past in his armored car The gesture might mean “Victory” in America, but it means something radically different in Australia when given with the palm facing inward, as in Bush Senior’s case Used that way, it’s actually equivalent to the upraised middle finger in the US
Pointing is a common gesture across various cultures, typically done with the index finger However, in certain regions of India, the middle finger is used for pointing, while some cultures prefer using the thumb, especially when indicating something behind the speaker.
In Western cultures, pointing directly at someone with the index finger is often seen as impolite A more courteous approach is to gesture towards the person by directing your hand as if you are holding a plate.
METHODOLOGY
Method and procedure
In order to set up a firm theoretical background for the study, relevant publications are critically reviewed Information from previous studies is also referred to
This study primarily employs a quantitative approach, utilizing tables and charts to present statistical data The analysis focuses on data gathered from survey questionnaires, supplemented by contrastive analysis to enhance the findings.
Consulting with the supervisor, engaging in discussions with colleagues, and leveraging personal classroom observations and experiences in cross-cultural communication significantly contribute to addressing the research questions.
Discussions with foreigners, overseas students, American teacher and their Vietnamese counterparts are also taken into consideration
The following research questions are raised:
What are the major similarities and differences between American teachers and Vietnamese teachers in their performance of hand gestures, body movement and postures in class?
What are students’ attitudes toward their teachers’ hand gestures, body movement and postures in class?
This thesis investigates the similarities and differences in hand gestures, body movements, and postures between American and Vietnamese English teachers Native American and Vietnamese educators participated in the study, with ten survey questionnaires distributed to each group The collected data, including participants' educational backgrounds and teaching experience, is essential for identifying factors influencing these similarities and differences To ensure the reliability of the data, participants were asked for their consent before completing the surveys.
The number of American teachers participating in this thesis is ten in all : five male and five female in Hanoi
The number of Vietnamese teachers participating in this thesis is ten in all : five male and five female in Hanoi
The number of Vietnamese students studying with American teachers is twenty in all: ten male and ten female in Hanoi
Twenty is the number of Vietnamese students studying with Vietnamese teacher: ten male and ten female in Hanoi
The study was conducted in three major stages to achieve its objectives The first stage involved writing the proposal, which took nearly two months from early October to late December 2015 The second stage, from early January to mid-June 2016, focused on conducting the survey questionnaire and personal observations Finally, the last stage, spanning from late June to early October 2016, involved analyzing the data and discussing the results.
Data collection instruments
The study employs two data collection instruments These are survey questionnaire and observation
Mason, as cited in Mackey and Gas (2005), describes the observation method as a data generation technique where researchers immerse themselves in a research environment to systematically observe its various dimensions, including interactions, relationships, actions, and events This method serves as a valuable tool for understanding behavioral and social dynamics.
Before observations are performed, the researcher take notes of a list of different nonverbal cues and situations in order to follow more easily
To minimize the observer's impact on the classroom environment, the researcher adopts a non-participant role and strategically sits at the back of the class Additionally, the camera is positioned in the same area to prevent drawing students' attention.
The data collected from observations is used to clarify the questions raised in the survey questionnaires
The primary data collection method utilized in this thesis was a survey questionnaire, designed to explore the similarities and differences in hand gestures, body movements, and postures between native English speakers and Vietnamese speakers.
The questionnaires were provided in both English and Vietnamese, ensuring equal accessibility for participants They consist of two sections: the first gathers personal information about the respondents, while the second presents various situations for participants to respond to.
Data analysis method
The collected data undergoes statistical analysis through quantitative methods, focusing primarily on frequency distribution Results for each group are summarized in a table that displays the number of participants selecting each option along with the corresponding percentages.
DATA ANALYSIS AND DISCUSSION
Frequencies
Always Frequently Sometimes Rarely Never
The OK sign 0% 0% 30% 10% 30% 20% 30% 40% 10% 30% The V gesture 0% 0% 20% 10% 10% 10% 10% 10% 60% 70% The thumb-up 20% 10% 60% 40% 20% 10% 0% 30% 0% 10% Pointing 10% 10% 40% 40% 30% 30% 20% 20% 0% 0% Beckoning gesture 0% 0% 10% 10% 10% 10% 30% 30% 50% 50% Clapping hands 0% 10% 50% 40% 20% 20% 20% 20% 10% 10% The thumps down 0% 0% 20% 0% 0% 30% 30% 20% 50% 50%
Table 1: Frequencies of using hand gesture by American and Vietnamese teachers of
The data reveals that a minimal number of individuals consistently use hand gestures in the classroom While the "V" gesture is associated with positive connotations, it is not commonly employed by teachers to convey their messages Notably, 60% of American teachers and 70% of Vietnamese teachers refrain from using the "V" gesture during their duties Additionally, both cultures show a lack of popularity for the "beckoning gesture" and the thumbs down, with 50% of teachers from both Vietnam and America never utilizing these gestures.
Both American and Vietnamese informants frequently use hand gestures in the classroom, with "thumbs up" being a popular choice among 60% of Americans and 40% of Vietnamese, symbolizing agreement and encouragement Additionally, clapping hands is a common gesture, utilized by 50% of informants, with 40% of Americans and 40% of Vietnamese incorporating it into their classroom interactions.
The "Ok sign" is commonly used by 30% of Americans, while only 10% of Vietnamese individuals utilize it In terms of pointing, both Vietnamese and Americans exhibit similar usage patterns, with 10% always using it, 40% frequently, 30% sometimes, 20% rarely, and 0% never employing this gesture.
Similarities and differences
S1 You are lecturing on a topic or giving instructions S2 When student are doing exercises
S3 Students do not understand your points and raise questions S4 Students are answering your questions
Figure 1: Hand gestures by American teachers of English in specific situations
It can be said that in situation one of figure 1 most of gestures are employed by American teachers and the most common gestures are “thumb up” and
American teachers typically rely on verbal communication rather than hand gestures during classroom exercises When students seek clarification and ask questions, these teachers often use pointing gestures to emphasize key points and enhance understanding.
“thump down” gesture but they do not employed “Ok sign” “Clapping hands”,
“ Ok sign” and “thump up” are use to encourage student when students are answering the questions while there are no “V gesture”, “pointing” and “Thump down” in this situation
S1 You are lecturing on a topic or giving instructions S2 When student are doing exercises
S3 Students do not understand your points and raise questions S4 Students are answering your questions
Figure 2: Hand gestures by Vietnamese teachers of English in specific situations
Vietnamese teachers predominantly use the "OK sign" in specific situations, with only 10% utilizing this gesture in other contexts During class exercises, they frequently employ the "V gesture," "pointing," and "thumb down" to engage with students When students seek clarification, "pointing" gestures are the most common, while "thumb up" and "clapping hands" are rarely used in these interactions.
Students' attitudes
We can see from the data that most of the students are really interested in some common hand gestures carrying positive meanings such as the “OK sign”,
The "thumb up" and "clapping hands" gestures are overwhelmingly favored by students, with about 75-85% expressing positive feelings towards them, while there is little opposition Although students appreciate the "V gesture," it is infrequently used by their teachers Conversely, the "thumb down" gesture, which conveys negativity, is largely rejected, with only 10% of students feeling neutral about it; the majority (90%) either dislike it (80%) or actively hate it (10%).
Some students do not feel pleasant when their teachers use the “thumb
Hand gestures such as "pointing" and "beckoning" often carry neutral meanings in America, particularly among older generations who use them to communicate with younger individuals However, students may express their disagreements through the act of beckoning, indicating a more negative connotation in that context.
Cultural traditional beliefs can significantly influence students' understanding of lessons, as many express difficulty interpreting their native teachers' messages without accompanying gestures Students show a preference for lectures that incorporate gestures, viewing these hand movements as essential tools for clarifying concepts, engaging positively with the class, and effectively managing the learning environment.
Frequencies
Table 2: Frequencies of using body movements by American and Vietnamese teachers of English
Body movements at frequently level has the highest percentage with 40%,
Frequencies Always Frequently Sometimes Rarely Never
Stay put in the podium 20% 0% 30% 60% 30% 10% 10% 10% 10% 20% Walking around classroom 20% 10% 50% 20% 30% 30% 10% 20% 0% 10% Pacing back and forth on the podium 20% 20% 40% 40% 20% 20% 20% 20% 0% 0%
Go toward students and stand in front of students with the distance of 30 cms
Go from the board to the back of the classroom 10% 10% 50% 20% 20% 30% 10% 10% 10% 20%
In a classroom setting, 60% of Vietnamese teachers tend to remain at the podium, while 40% engage in pacing, compared to 30% and 40% of American teachers, respectively American educators are more likely to approach students directly, standing just 30 centimeters away and walking around the classroom, with 50% frequently employing these movements to foster closer connections and enhance communication Both Vietnamese and American teachers exhibit similar frequencies in pacing back and forth at the podium, with 20% always, 40% frequently, 20% sometimes, 20% rarely, and none never doing so When students express confusion and ask questions, American teachers are particularly proactive, with 50% frequently moving closer to address their needs.
Other body movements are also used up by American informants for example, 50% frequently “go from the board to the back of the classroom”
Vietnamese teachers tend to minimize body movements to avoid distracting their students, while American teachers actively use gestures and movements to enhance understanding and engagement in their lessons.
Similarities and differences
S1 You are lecturing on a topic or giving instructions S2 When student are doing exercises
S3 Students do not understand your points and raise questions S4 Students are answering your questions
Figure 3: body movements by American teachers of English in specific situations
In classroom settings, American teachers utilize a range of body movements to engage students effectively They often pace back and forth on the podium or remain stationary, depending on the situation While teaching exercises, they typically approach students, maintaining a distance of about 30 centimeters to minimize distractions A common movement is transitioning from the board to the back of the classroom When students express confusion and ask questions, American educators are responsive, ensuring clarity and understanding.
In the first three teaching scenarios, instructors typically engage in various body movements, such as approaching students and maintaining a distance of 30 centimeters to enhance communication However, in the fourth situation, where students respond to questions, American educators tend to minimize their body movements While some actions like staying at the podium, walking around the classroom, and moving from the board to the back are occasionally employed, they are used sparingly.
S1 You are lecturing on a topic or giving instructions S2 When student are doing exercises
S3 Students do not understand your points and raise questions S4 Students are answering your questions
Figure 4: body movements by Vietnamese teachers of English in specific situations
In classroom settings, most body movements occur during lectures or instruction, with teachers often pacing or remaining at the podium Conversely, when students are engaged in exercises, teachers tend to walk around the classroom Additionally, when students seek clarification, Vietnamese teachers typically approach them, moving from the board to the back of the room Other body movements are utilized consistently across different situations.
Students' attitudes
Stay put in the podium
Pacing back and forth on the podium
Go toward students and stand in front of students with the distance of 30cms
Go from the board to the back of the classroom Really like 10% 20% 10% 20% 0%
Most students generally feel comfortable with various body movements during lessons; however, a significant portion expresses disinterest in certain actions Specifically, 30% of students are indifferent and 10% dislike the movement of "staying put at the podium," as they find it contributes to boredom Similarly, the movement "going from the board to the back of the classroom" is viewed unfavorably by 30% of students, with 10% outright hating it due to potential distractions In contrast, movements such as "walking around the classroom" and "standing in front of students at a distance of 30 cm" are highly favored, with 90% and 100% of students reporting that they feel positively about these actions.
Teachers who walk around the classroom and engage with students by standing just 30 centimeters away create a sense of care and connection According to many Vietnamese students, they prefer when teachers move around and interact with them, rather than remaining stationary in one spot This active involvement fosters a more supportive learning environment.
POSTURES
Table 3: Frequencies of using postures by American and Vietnamese teachers of English
40% “frequently” level of hands on hip is applied by American meanwhile
In Vietnam, only 20% of individuals are accustomed to the "hands in pockets" posture, which is more commonly seen among Americans While 50% of Vietnamese students refrain from using this posture in class, 60% of American students occasionally adopt it Interestingly, about 20% of Vietnamese teachers have developed a habit of putting their hands in their pockets.
The gesture of "hands joined behind the back" is commonly used by 60% of Americans, which is twice as prevalent as in Vietnam, where only 30% of individuals adopt this posture frequently While some Vietnamese people have developed a habit of using this gesture, it remains less common overall.
Frequency Always Frequently Sometimes Rarely Never
Hands on hip 10% 10% 40% 20% 10% 30% 40% 20% 20% 0% Putting hands in pockets 0% 20% 30% 0% 60% 30% 10% 0% 0% 50% Hands joined behind back 0% 0% 60% 30% 20% 30% 0% 30% 20% 10% Leaning back in a chair 10% 0% 60% 30% 10% 10% 20% 20% 0% 40%
Leaning against the wall/board 0% 20% 10% 10% 30% 10% 40% 10% 20% 50%
Sitting neatly, two legs close, body leaning forward a little, two hands on the desk, face turned toward students
Standing upright, two arms straight and close to the body 10% 20% 20% 40% 20% 30% 10% 10% 40% 0%
Hand-on-hand 10% 10% 10% 40% 30% 20% 20% 20% 30% 10% Ankle-lock 0% 10% 10% 30% 30% 30% 20% 10% 40% 20%
A recent survey reveals differing chair-leaning habits between Americans and Vietnamese Among American respondents, 60% frequently lean back in their chairs, while only 20% do so rarely Additionally, 10% of Americans always lean back, and another 10% do so sometimes In contrast, only 30% of Vietnamese participants lean back frequently, with 20% leaning back sometimes, 40% rarely, and none reporting they never lean back.
The similarity can be seen from the table is that “Hand-on-hand”,
Many Vietnamese educators prefer a more formal sitting posture in the classroom, often opting for a neat arrangement with legs close together, a slight lean forward, hands resting on the desk, and a face directed towards the students This contrasts with more casual positions like "ankle-lock" or "feet on desk," which are less commonly chosen by the informants.
(40% frequently and 40% sometimes) but American (20% frequently and 20% sometimes)
Figure 5:Postures by American teachers of English in specific situations
In the situation one, postures are usually used especially “Hands joined behind back, Standing upright, two arms straight and close to the body” However,
American teachers do not implement “Leaning back in a chair”, “Feet on desk”,
“Arm-cross” in this situation During the test in class, teachers use all postures with higher density than situation one, especially “Putting hands in pockets”,
“Leg-cross”, “Arm-cross” are used most but not “feet on desk”
When students struggle to grasp concepts and seek clarification, teachers predominantly adopt the "hands on hips" posture Other body language cues, such as "leg-crossing," "leaning back in a chair," and "leaning against the wall or board," are seldom observed in these situations.
In situation four, American teachers engage in various postures to foster a more interactive learning environment They commonly adopt positions such as leaning against the wall or board and sitting with their legs close together, leaning slightly forward with hands on the desk and facing the students Notably, they avoid postures like placing hands on hips, putting hands in pockets, leaning back in a chair, or standing rigidly with arms straight and close to the body during student presentations.
S1 You are lecturing on a topic or giving instructions
S2 When student are doing exercises
S3 Students do not understand your points and raise questions S4 Students are answering your questions
Figure 6: Postures by Vietnamese teachers of English in specific situations
In the first scenario, Vietnamese teachers predominantly adopt the posture of "Putting hands in pockets," while rarely utilizing the "Standing upright with arms straight and close to the body" stance Additionally, various other postures are observed During class exercises, students frequently display a range of postures, with "Hands on hips" being particularly common.
Vietnamese teachers often use specific postures to communicate with students during lessons When students struggle to understand or ask questions, teachers typically adopt postures such as "hands on hips," "leaning against the wall or board," and "standing upright with arms straight and close to the body." In contrast, postures like "feet on desk" and "putting hands in pockets" are rarely seen in these situations When students are responding to questions, teachers frequently exhibit various postures, including "sitting neatly with legs close together and leaning slightly forward," as well as "leg-cross" and "arm-cross."
Leaning against the wall/board
Sitting neatly, two legs close, body leaning forward a little, two hands on the desk, face turned toward students
Standing upright, two arms straight and close to the body
Arm- cross Hand-on-hand Ankle- lock
Research indicates that students prefer relaxed teacher postures, with 60% and 50% feeling comfortable with "hand on hip" and "hands in pockets," respectively In contrast, traditional formal postures, such as "standing upright" and "arms crossed," are only accepted by 40% to 50% of students, with 40% expressing discomfort This suggests a lack of enthusiasm for formal stances Observations reveal that students enjoy American teaching styles due to their openness and relaxation However, the posture "feet on desk" is largely disliked by 70% of Vietnamese students, as it is perceived as offensive and impolite in their culture Additionally, many students exhibit boredom during lessons led by Vietnamese teachers who frequently use formal postures.
CONCLUSION
Recapitulation
The previous chapter highlights the distinct hand gestures, postures, and body movements exhibited by American and Vietnamese teachers during their interactions with students This article explores the findings and discusses potential reasons behind the differing nonverbal communication patterns observed in educators from these two countries.
Hand gestures serve as an effective communication tool, with American teachers utilizing them more frequently than their Vietnamese counterparts This difference may stem from American educators' desire to ensure student comprehension, while Vietnamese teachers tend to minimize gestures to avoid distractions However, gestures do not carry universal meanings across cultures, leading to varied interpretations For instance, while American teachers may use pointing to express authority or frustration, Vietnamese students may perceive it merely as a prompt for participation Additionally, American teachers view beckoning as a way to attract attention, whereas Vietnamese students may find it disrespectful, likening it to calling animals.
Body movements play a crucial role in engaging listeners, as our eyes naturally follow moving objects This is particularly significant in the classroom, where movement helps teachers effectively convey ideas Research indicates that American teachers exhibit more body movements compared to their Vietnamese counterparts, who typically remain at the podium and frequently move between the board and the back of the classroom In contrast, American educators actively engage with students by walking around and approaching them to enhance communication and understanding Vietnamese students show heightened interest in their foreign teachers' dynamic teaching styles, as these movements reflect greater enthusiasm and commitment to the learning process.
American teachers tend to adopt relaxed postures more frequently than their Vietnamese counterparts, who exhibit more defensive and formal stances Americans perceive still or tightly-held arms as overly stiff or formal, believing that excessive formality is unnecessary in teaching While relaxed postures, such as hands in pockets or on hips, may be seen as impolite in certain contexts, American educators prioritize informality and encourage student engagement through their own relaxed nonverbal communication This approach appears to foster a more comfortable and open atmosphere for Vietnamese students, who are more willing to participate in activities led by their American teachers.
Implications
After analyzing the data collected, the researcher comes up with the following implications:
Hand gestures, body movements, and postures are crucial for effective classroom interactions However, teachers may occasionally overemphasize their gestures, leading to distractions for students To enhance teaching effectiveness, it is essential for educators to develop awareness of nonverbal communication and consider cultural contexts in their interactions.
Moreover hand gestures, body movements and postures can also be used as effective means of managing classes
Here are some tips that can help teachers can use hand gestures, body movements and postures effectively:
Exploring the differences in nonverbal communication habits between American and Vietnamese cultures reveals distinct approaches in classroom settings American teachers often exhibit relaxed postures and dynamic body movements, fostering an engaging learning environment In contrast, Vietnamese teachers typically maintain formal postures and limit their body movements, reflecting a more reserved style of communication Understanding and practicing these cultural nuances can enhance effective interaction in diverse educational contexts.
When interpreting nonverbal communication, avoid relying on perceived social norms, as they can lead to misunderstandings For instance, while Vietnamese individuals may use a "come here" gesture to signal someone of lower status, Americans typically use the same gesture simply to call someone over.
Limitations
The study primarily relies on survey questionnaires to gather data, which predominantly reflects the subjective perspectives of participants However, some respondents provide inconsistent information, often completing the survey carelessly, and show a tendency to prioritize multiple-choice questions over open-ended ones To enhance the analysis and discussion of the collected data, interviews with both teachers and students are deemed essential Additionally, the research is limited to examining body language, including hand gestures, body movements, and postures, while other forms of nonverbal communication, such as object language, environmental language, and paralanguage, remain unexplored.
Suggestions for further study
- Object language and environmental language be further studied for effective language teaching
- Larger population be involved for more reliable findings
- Interviews be conducted for better discussion of findings
More researches should be implemented into the theme to provide useful references for Vietnamese teachers and students of English in getting to understand more about American culture and people
The writer greatly appreciates any suggestions and contributions from colleagues, teachers, and friends that can enhance their research on related topics.
1 Adapted from information in Axtell, R E (1998) Gestures: The do’s and taboos of body language around the world New York: John Wiley
2 Argyle, M (1988) Bodily communication (2 nd ed.) London, England: Methuen
3 Beisler, F., Scheeres, H., & Pinner, D (1997) Communication Skills 2 nd Edition LoKramsch, Claire (1998) Language and culture Oxford University Press.ngman
4 Chaudryl, Noureen Asghar & Arifi Manzoor (2012), Teachers’nonverbal behavior and its compact on students achievement, International education studies, Vol 5
5 Dao Thi Thu Trang (2007), A Vietnamese-American cross-cultural study of touching behavior, ULIS-VNU, Hanoi
6 Dang Thi Thuy Hang (2007) A Vietnamese-American cross-cultural study of English language teachers’ nonverbal behavior in teaching with their Vietnamese students, ULIS-VNU, Hanoi
7 Edward G Wertheim, (2008) The Importance of Effective Communication
Northeastern University, College of Business Administration
8 Fatma ệZĩORầUN“The Importance of Body Language in Intercultural
Communications “EUL Journal of Social Sciences (IV:II) LAĩ Sosyal Bilimler
9.Guvendir Emre (2011), The role of Nonverbal behavior of teachers in providing students corrective feedback af their consequences, Sino-US English teaching,ISSN
10 Harrison, Randall F! 1974 Beyond wordr: An introduction to nonverbal communication Englewood Cliffs, N.J.: Prentice Hall
11 Heraclitus (1983) Diels-Kranz Cambridge, Mass: Havard University Press
12 Hybels S., et Al., (1992)communicating Effectively, McGraw-ill, Inc
13 Janak Singh Negi, (2009) The Role of Teachers’ non-verbal Communication in ELT Classroom Journal of NELTA Vol 14 No 1-2
14 Larry A., Richard E Poter and Edwin R McDaniel, Communication Between Cultures ( Bel Mont; Thomson,2006) (6Ed.)
15 Lawrence E Harrison and Samuel P Huntington, eds, 2000 Introduction: Why Culture Matters, to CULTURE MATTERS: HOW VALUES SHAPE HUMAN
16 Levine, D.R & Adelman, M.B (1982) Beyond Language - Intercultural Communication for English as a Second Language Prentice-Hall, Inc., Englewood
17 Lustig M W., et Al., (1996) Intercultural competence, Harper Collins College
18 Mackey, A & Gass, S M (2005), Second Language Research Methodology and Design, New Jersy: Lawrence Erlbaum Associates Publishers
19 Mehrabian, A (1972) Nonverbal Communication Wadsworth, Belmont
20 Netpmsa, (1992) Navy Instructional Theory Naval Education and Training Professional Development and Technology Center Navsup logistics Tracking Number 0504-LP-5160
21 Nguyen Quang (1998) Cross-cultural Communication CFL - Vietnam
22 Nguyen Quang (1994) Intercultural Communication CFL - Vietnam National
23 Nguyen Quang (2001) Nonverbal Communication across Cultures Vietnam National University Publishing House
24 Okon, John J (2011) Role of nonverbal communication in education,
Mediterranean Journal of Social Sciences,Vol 2 (5)
25 Peng Hong Li (2011), Effects of Nonverbal communication on College English Classroom teaching, US-China Foreign Language, ISSN 1539-8080, Vol 9
26 R Royale (2015) English Magic first published by page publishing, Inc.2015
27 Samuel Huntington, “Foreword” in Lawrence E Harrison & Samuel Huntington (eds.), Culture Matters: How Values Shape Human Progress, New York, Basic
28 Shalint Verma, (2005) Body Language Your Success Mantra S Chand and comany lTD (An ISO 9001 : 2000 Compamy ) Ram Nagar, New delhi -110055
29 Staff The Japanese Version (the Sign of Peace) ICONS A portrait of England Accessed 1 June 2008
UK: Staff No ban for speeding V-sign biker BBC 14 March 2008
UK: Staff Two fingers Prescott BBC, 22 May 2001
IE: Staff Shambolic Irish give two fingers to the past Irish Independent
AU: Keim, Tony (18 November 2008) "Long tradition of flipping the bird"
AU: Karl S Kruszelnicki Arrow Up Yours & Plague 1www.abc.net.au
NZ: Glyn Harper Just the Answer Alumni Magazine [Massey University]
31 Vu Thi Thanh Mai (2008), Gesture of disagreement by Vietnamese male and female, ULIS-VNU, Hanoi
32 Umi Pujiyanti & Fatkhunaimah Rhina Zuliani (2014) Cross cultural understanding: A handbook to understand others’ cultures Copyright@2014, Umi Pujiyanti & Fatkhunaimah Rhina Zuliani Hak Cipta dilindungi undang-undang
1 Nguyễn Quang, (2002) Giao tiếp và giao tiếp giao văn hóa, NXB Đại học Quốc gia Hà Nội
2 Nguyễn Quang, (2004) Một số vấn giao tiếp nội văn hóa giao văn hóa NXB Đại học Quốc gia Hà Nội
3 Nguyễn Quang (Sắp xuất bản) Giao tiếp phi ngôn từ qua các nền văn hóa
1.http://www.livestrong.com/article/143115-4-key-characteristics-nonverbal-comm unication/
2 "Victory Hand" emojipedia.org Emojipedia.org
3 https://vi.scribd.com/document/161126797/Symbol-Gesture
(FOR VIETNAMESE TEACHERS OF ENGLISH)
I am Tran Thị Xuan, an M.A student from the University of Languages and International Studies, Vietnam National University, Hanoi
This survey questionnaire is designed for my research entitled “AN AMERICAN-VIETNAMESE CROSS-CULTURAL STUDY OF
The study focuses on the significance of hand gestures, body movements, and postures of teachers during classroom interactions Your participation in this research is crucial, and rest assured that your responses will remain confidential and will not be linked to your identity in any analysis of the data Thank you for contributing to this important investigation.
Thank you very much for your kind cooperation!
Time you have been in Vietnam:
Time of your teaching experience in Vietnam:
1 How often do you perform these gestures when interacting with your students? (Please tick γ in the appropriate box)
The “V” gesture Pointing gesture Clapping hands The Thumb down Beckoning gesture
2 Do you perform these gestures in the following situations? (Please tick γ in the appropriate box)
Other gestures that you often perform in class:
1 How often do you perform these postures when interacting with your students? (Please tick γ in the appropriate box)
You are lecturing on a topic or giving instructions
When student are doing exercises.
Students do not understand your points and raise questions
Students are answering your questions.
2 Do you perform these postures in the following situations? (Please tick γ in the appropriate box)
Putting your hands in your pockets
Hands joined behind your back
Leaning back in a chair, if seated
Feet on desk if seated
Leaning against the wall/ board
Sitting neatly, two legs close, body leaning forward a little, two hands on the desk, face turned toward students
Standing upright, two arms straight and close to the body
Putting your hands in your pockets
Hands joined behind your back
Leaning back in a chair, if seated
Feet on desk, if seated
Leaning against the wall/ board
Sitting neatly, two legs close, body leaning forward a little, two hands on the desk, face turned toward students
Standing upright, two arms straight and close to the body
You are lecturing on a topic or giving instructions
When student are doing exercises.
Students do not understand your points and raise questions
Students are answering your questions.
1 How often do you perform these body movements when interacting with your students? (Please tick γ in the appropriate box)
Standing fixed on the podium
Walking to and fro on the podium
Coming up to students and keeping a close distance (30 cms) from the nearest student
Walking to and fro along the classroom
2 Do you perform these body movements in the following situations? (Please tick γ in the appropriate box)
Standing fixed on the podium
Walking to and fro on the podium
Coming up to students and keeping a close distance (30 cms) from the nearest student
Walking to and fro along the classroom
You are lecturing on a topic or giving instructions
When student are doing exercises.
Students do not understand your points and raise questions
Students are answering your questions.
Other body movements that you often perform in class:
(FOR AMERICAN TEACHERS OF ENGLISH)
I am Tran Thị Xuan, an M.A student from the University of Languages and International Studies, Vietnam National University, Hanoi
This survey questionnaire is designed for my research entitled “AN AMERICAN-VIETNAMESE CROSS-CULTURAL STUDY OF
This research focuses on the significance of hand gestures, body movements, and postures of teachers in the classroom Your participation in this questionnaire is crucial, and rest assured that your responses will remain confidential and will not be linked to your identity in any data discussions Thank you for your valuable contribution to this study.
Thank you very much for your kind cooperation!
Time you have been in Vietnam:
Time of your teaching experience in Vietnam:
1 How often do you perform these gestures when interacting with your students? (Please tick γ in the appropriate box)
The “V” gesture Pointing gesture Clapping hands The Thumb down Beckoning gesture
2 Do you perform these gestures in the following situations? (Please tick γ in the appropriate box)
Other gestures that you often perform in class:
1 How often do you perform these postures when interacting with your students? (Please tick γ in the appropriate box)
You are lecturing on a topic or giving instructions
When student are doing exercises.
Students do not understand your points and raise questions
Students are answering your questions.
2 Do you perform these postures in the following situations? (Please tick γ in the appropriate box)
Putting your hands in your pockets
Hands joined behind your back
Leaning back in a chair, if seated
Feet on desk if seated
Leaning against the wall/ board
Sitting neatly, two legs close, body leaning forward a little, two hands on the desk, face turned toward students
Standing upright, two arms straight and close to the body
Putting your hands in your pockets
Hands joined behind your back
Leaning back in a chair, if seated
Feet on desk, if seated
Leaning against the wall/ board
Sitting neatly, two legs close, body leaning forward a little, two hands on the desk, face turned toward students
Standing upright, two arms straight and close to the body
You are lecturing on a topic or giving instructions
When student are doing exercises.
Students do not understand your points and raise questions
Students are answering your questions.
1 How often do you perform these body movements when interacting with your students? (Please tick γ in the appropriate box)
Standing fixed on the podium
Walking to and fro on the podium
Coming up to students and keeping a close distance (30 cms) from the nearest student
Walking to and fro along the classroom
2 Do you perform these body movements in the following situations? (Please tick γ in the appropriate box)
Standing fixed on the podium
Walking to and fro on the podium
Coming up to students and keeping a close distance (30 cms) from the nearest student
Walking to and fro along the classroom
You are lecturing on a topic or giving instructions
When student are doing exercises.
Students do not understand your points and raise questions
Students are answering your questions.
Other body movements that you often perform in class:
Tôi là Trần Thị Xuân, học viên cao học khóa 23 khoa Sau Đại học, trường Đại học
Ngoại ngữ - Đại học Quốc Gia Hà Nội
Phiếu khảo sát này nhằm nghiên cứu việc sử dụng cử chỉ, tư thế và chuyển động của giáo viên trong lớp học Chúng tôi rất mong bạn dành thời gian trả lời các câu hỏi một cách trung thực Tất cả thông tin bạn cung cấp sẽ chỉ phục vụ cho mục đích nghiên cứu và danh tính của bạn sẽ được bảo mật hoàn toàn.
Xin chân thành cảm ơn Bạn !
Trình độ tiếng Anh của Bạn hiện nay:
I HAND GESTURES (Cử chỉ tay) - viết kí hiệu A đối với GV người Mỹ, V đối với
GV người Việt vào cột thích hợp
1 Giáo viên của Bạn thường sử dụng những loại cử chỉ nào khi tương tác trên lớp?
The Ring (OK) gesture (Kí kiệu
The “V” gesture (Kí hiệu chữ V)
The thumb up (Giơ ngón cái)
The thumb down (Chúc ngón cái)
2 Bạn nghĩ cử chỉ của giáo viên sử dụng khi tương tác trên lớp nhằm mục đích gì? (Bạn có thể chọn nhiều hơn 1 ý kiến)
A Khích lệ, động viên bạn
B Chỉ trích khi Bạn mắc lỗi
C Giúp giáo viên truyền tải thông tin dễ dàng hơn
3 Giáo viên của Bạn còn sử dụng loại cử chỉ nào khác khi giao tiếp trên lớp không? Nếu có, xin Bạn nêu rõ:
4 Bạn có thích các cử chỉ đó không? Tại sao?
II POSTURES (Tư thế ) - viết ký hiệu A đối với giáo viên người Mỹ, V đối với giáo viên người Việt vào cột thích hợp
Hands on hip (Đặt tay lên hông)
Putting hands in pockets (Đút tay vào túi quần)
Hands joined behind His/her back (Chắp tay sau lưng)
Leanin g back in a chair, if seated (Ngả lưng vào thành ghế)
Feet on desk if seated (Đặt chân lên bàn)
Leaning against the wall/boar d (Dựa lưng vào tường/ bảng)
Leg-cr oss (Bắt chéo chân
Sitting neatly, two legs close, body leaning forward a little, two hands on the desk, face turned toward the students
(Ngồi gọn gàng, hai chân khép lại, hơi hướng về phía trước, hai tay đặt lên bàn, mặt hướng về học sinh)
Standing upright, two arms straight and close to the body (Đứng thẳng người, hai cánh tay buông thẳng sát người)
Hand- on-han d (Đặt tay lên tay)
Ankle-loc k (Vắt chéo chân)
1 Bạn nghĩ tư thế mà giáo viên sử dụng khi tương tác trên lớp nhằm mục đích gì? (Bạn có thể chọn nhiều hơn 1 ý kiến)
Chỉ trích khi Bạn mắc lỗi
C Giúp giáo viên truyền tải thông tin dễ dàng hơn
2 Giáo viên của Bạn còn sử dụng tư thế nào khác khi giao tiếp trên lớp không? Nếu có, xin Bạn nêu rõ:
Rất thích Thích Bình thường Không thích Ghét Tại sao?
Putting your hands in your pockets (Đút tay vào túi quần)
Hands joined behind his/her back (Chắp tay sau lưng)
Leaning back in a chair (Ngả lưng vào thành ghế)
Feet on desk (Đặt chân lên bàn)
Leaning against the wall/board
Sitting neatly, two legs close, body leaning forward a little, two hands on the desk, face tunred toward the students
(Ngồi gọn gàng, hai chân khép lại, hơi hướng về phía trước, hai tay đặt lên bàn, mặt hướng về học sinh)
Standing upright, two arms straight and close to the body (Đứng thẳng người, hai cánh tay buông thẳng sát người)
Hand-on-hand(Đặt tay lên tay)
Ankle-lock (Vắt chéo chân)
III BODY MOVEMENTS (Chuyển động thân thể) - viết kí hiệu A đối với GV người Mỹ, V đối với GV người Việt vào cột thích hợp
1 Giáo viên của Bạn thường sử dụng những chuyển động nào khi tương tác trên lớp?
2 Bạn nghĩ các chuyển động mà giáo viên sử dụng khi tương tác trên lớp nhằm mục đích gì? (Bạn có thể chọn nhiều hơn 1 ý kiến)
Body movements (Chuyển động thân thể)
Standing fixed on the podium
(đứng yên trên bục giảng)
Walking round and round (đi đi lại lại dọc theo lớp học)
Walking to and fro on the podium (đi đi lại lại trên bục giảng)
Coming up to students and keeping a close distance (30 cms) from the nearest student (đi về phía học sinh đứng cách học sinh 30 cm)
Walking to and fro along the classroom (đi từ đầu đến cuối lớp học)