a study on english-vietnamese cross-cultural communication in table seating arrangements = nghiên cứu giao tiếp văn hóa anh - việt trong các cách sắp xếp chỗ ngồi

35 Table 3-1: Frequency of seating arrangements used in class in Vietnam .... 37 Table 3-2: Frequency of seating arrangements used in class in English-speaking countries ..... Aims of th

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES

Table of contents

CERTIFICATE OF the ORIGINALITY OF STUDY PROJECT REPORT iii

ACKNOWLEDGEMENTS iv

Abstract v

Lists of tables and figures vi

Table of contents vii

Part i: introduction 1

1 Rationale 1

2 Aims of the study 2

3 Scope of the study 2

4 Methodology 3

5 Description of the questionnaire 3

6 Description of the informants 4

7 Design of the study 5

Part II: Development 6

CHAPTER 1: THEORETICAL BACKROUND 6

1.1 What communication? 6

1.2 What non-verbal communication? 8

1.3 What table seating arrangement? 8

CHAPTER 2: SEATING ARRANGEMENT AS NON-VERBAL COMMUNICATION10 2.1 Table shapes 10

2.1.1 Square tables 10

2.1.2 Round tables 12

2.1.3 Rectangular tables 14

2.2 Table seating positions 16

2.2.1 Corner position 17

2.2.2 Cooperative position 18

2.2.3 Competitive – Defensive position 19

2.2.4 Independent position 20

2.3 Seating arrangements 21

2.3.1 Desk-row 22

2.3.2 Cluster 24

2.3.3 Circle or semi-circle 25

2.3.4 Table-row 26

2.3.5 Pairs 27

2.3.6 Activity zones 29

CHAPTER 3: FINDINGS AND DISCUSSION 30

3.1 Data analysis 30

3.1.1 Use of table shapes 30

3.1.2 Use of table seating positions 30

3.1.3 Frequency of using seating arrangements 36

3.2 Major similarities and differences 38

PART III: CONCLUSION 42

1 Conclusion 42

2 Suggestions for further study 43

References 44 Appendices I

Lists of tables and figures

Figure 1 – Nguyen Quang’s diagram of communication components (2008) 7

Figure 2 – Square table 11

Figure 3 – Round table 13

Figure 4 – Positioning at a rectangular table 15

Figure 5 – Seating positions 17

Table 1-1: Use of table shapes in the office in Vietnam and English-speaking countries 30

Table 2-1: Use of seating positions in different settings 31

Table 2-2: Use of seating positions in different situations by Vietnamese informants 34

Table 2-3: Use of seating positions in different situations by Anglophone informants 35

Table 3-1: Frequency of seating arrangements used in class in Vietnam 37

Table 3-2: Frequency of seating arrangements used in class in English-speaking countries 38

Part i: introduction

1 Rationale

Language is the basic form of communication between human beings and in a society

As it is the basic form, it is also the most developed We cannot communicate in any real sense without language, other than through gestures However, we do communicate through some non-verbal forms called non-verbal communication including gestures, postures, facial expressions, touching behavior, etc Non-verbal communication occupies up to 90 percent of our message and therefore plays an important role in our life But it is observed that there are non-verbal differences across cultures that may be the source of confusion for foreigners Thus, it is essential that the study of non-verbal communication be paid more attention to

It is clear that where people seat others or where they sit on their own can affect the outcome of a communication encounter There is a "seating" language People can create the illusion of power or equality in their relationship-building efforts by where they sit and where they seat others at meetings, conferences and after-hours events Also, aspects of people‟s attitude towards others can be revealed in the position they take in relation to each other

Indeed, the environment may have an effect on the position chosen Apparently, seating positions in the public bar of a hotel can vary from the seating positions taken in a high-class restaurant and different seating behaviors can be observed For instance, intimate couples prefer to sit side-by-side wherever possible, but in a crowded restaurant where the tables are close together, this is not possible and the couples are forced to sit opposite each other in what is normally a defensive position Hence, everyone should be aware of the meaning of different positions to act in a proper way

Moreover, the way teachers organize tables and seats in their class also has influence

on the effectiveness of the lesson, especially in language classroom It is necessary for native language teachers as well as Vietnamese ones to be well aware of that so as to take the best advantage of class seating arrangements

For the above reasons, ‘A Study on English – Vietnamese Cross-Cultural

Communication in Table Seating Arrangements’ is worth considering With an effort to raise

the awareness of people in general and of teachers in particular of „something around the

table‟, this area of non-verbal communication is chosen as the topic of the author‟s study

2 Aims of the study

The research is conducted:

 To study different types table shapes;

 To identify the meanings of basic table seating positions;

 To investigate suitable seating arrangements used in classroom;

 To compare and contrast the use of different types of seating positions in various situations of the two cultures for the discovery of the similarities and differences in the ways English and Vietnamese people seat others and sit themselves

3 Scope of the study

In this study, three basic types of table shapes which are square, round and rectangular are mentioned, but the survey will be narrowed down to table shapes in the office setting only

Four kinds of seating positions including corner, cooperative, competitive-defensive and independent are identified in this study As the findings will be limited if attention is paid only to academic and office settings, public setting is thus included in this part

Seating arrangements vary greatly in the classroom That is the reason why the author only focuses on the statistics of how teachers seat their students and tables in learning environment

As age and gender of the informants do not contribute significantly in the data analysis, the author decides to ignore them and focuses only on the informants‟ nationality and occupation

4 Methodology

In order to achieve the aims set above, the major method to be employed is

quantitative In addition, contrastive analysis is also used All the considerations, comments

and conclusions in the thesis are largely based on the following methods:

 Reference to publications

 Survey questionnaires

 Statistics, descriptions and analysis of data

 Consultations with supervisor

 Personal observations

 Discussions with Vietnamese and foreign colleagues

5 Description of the questionnaire

The survey questionnaire consists of 4 questions in which the informants are requested

to tick (√) to the table shapes, seating positions and seating arrangements they think

appropriate The 4 questions cover three aspects of the study: question 1 - table shapes, questions 2 and 3 - seating positions and question 4 - seating arrangements The questionnaire has two versions, one in English for the English native informants and the other in Vietnamese for the Vietnamese informants

In the first question, the informants are asked to tick (√) to the type(s) of table that

is/are the most commonly used in the office

Among the four most common seating positions including corner, cooperative, competitive – defensive and independent positions, the informants are asked to tick (√) to the most widely used in different settings (academic setting, office setting and public setting) They are also requested to choose appropriate seating positions in different situations The situations are as follows:

Situation 1: When you interview Lee

Situation 2: When you persuade Lee

Situation 3: When you discuss with Lee

Situation 4: When you shout at Lee

Situation 5: When Lee is your boss and you are presenting to him

Situation 6: When you confide in Lee

Situation 7: When you do not know Lee

Situation 8: When you do not wish to contact with Lee

Situation 9: When Lee is angry with you and you want to make it up with him

Situation 10: When you want to get acquainted with Lee

(Supposing that Lee is the person you are talking with and he is taking a permanent seat)

In the last question, the informants are asked about the frequency of seating arrangements used in class in their countries Types of seating arrangements consist of desk-row, clusters, circle/ semi-circle, table-row, pairs and activity zones

Because of its limitations, the thesis should only be regarded as a preliminary study and the result is believed to be tentative and suggestive

6 Description of the informants

In this study, the survey questionnaires are administered to two groups of informants The first group is the Vietnamese who are living in Hanoi, Vietnam 60 questionnaires are delivered to them and 50 of the completed questionnaires are chosen for analysis The second

group is English native speakers who are living and working in Vietnam as well as some English-speaking countries such as the US, Australia, England and Canada 50 questionnaires are delivered to them directly or via e-mails, and then 50 completed ones are received

Only teachers, students and staff officers are chosen as informants because the study mostly confines itself to academic and office settings

7 Design of the study

This study consists of three main parts:

PART I: INTRODUCTION

All the academic routines required for an M.A thesis are presented

PART II: DEVELOPMENT

This is the focus of the study and is composed of three chapters

Chapter 1: Theoretical background

Chapter 2: Seating arrangement as non-verbal communication

Chapter 3: Findings and discussion

PART III: CONCLUSION

Part II: Development

CHAPTER 1: THEORETICAL BACKROUND

1.1 What communication?

There have been a great number of studies on communication in which scholars hold different points of view They have given various conceptualisations of this term The definitions therefore have different emphases and factors

With emphasis on both the speaker and the hearer, Alder & Rodman (1998) believe

that „communication refers to the process of man being responding to the face-to-face

symbolic behavior of other persons’

In Levine and Andelman‟s words (1982), communication is considered as „the process

of sharing meaning through verbal and non-verbal behavior’

According to Saville-Troike (1986), „communication is also considered the process of

sharing or exchanging information between people both verbally and non-verbally’ In this

definition, the author much more focuses on the message conveyed

Rudolph, F.Verderber (1993) holds similar view when defining communication as „the

transactional process of creating meaning’ and he explains that ‘a transactional process is one in which those persons communicating are mutually responsible for what occurs’

However, Hybels and Weaver (1992) have a different identification of communication

They believe that ‘communication is any process in which people share information, ideas and

feelings that involve not only the spoken and written words but also body language, personal mannerisms and style, the surrounding and things that add meaning to a message’ This

definition is perhaps the most comprehensive as it includes not only co-interactants involved, but also information, ideas, feelings conveyed, and channels, codes used

Nguyen Quang (2008) suggests the following components of verbal and non-verbal

communication:

COMMUNICATION

NON-VERBAL COMMUNICATION VERBAL COMMUNICATION

Intralanguage Paralanguage Extralanguage

- Lexicon

- Rules of grammar

- Rules of phonetics

- Rules of language use

and interaction skills

- Vocal characteristics + Pitch

+ Volume + Rate

- Types of vocal quality

1.2 What non-verbal communication?

Researchers are more and more concerned with the social message sent by communication that is, to various degrees, independent of and different from the verbal message; that is the non-verbal message Verbal communication is organized by language, non-verbal communication is not

Communication is the transfer of information from one person to another Most of us spend about 75 percent of our waking hours communicating our knowledge, thoughts, and ideas to others However, most of us fail to realize that a great deal of our communication is of

a non-verbal form as opposed to the oral and written forms Non-verbal communication includes facial expressions, eye contact, tone of voice, body posture and motions, and positioning within groups It may also include the way we wear our clothes or the silence we keep

Non-verbal communication is usually understood as the process of communication through sending and receiving wordless messages Non-verbal communication can be communicated through gestures and touch, by body language or posture, by facial expression and eye contact Non-verbal communication can be communicated through object communication such as clothing, hairstyles or even architecture and symbols Speech contains non-verbal elements known as paralanguage, including voice quality, emotion and speaking style, as well as prosodic features such as rhythm, intonation and stress Dance is also regarded

as non-verbal communication Likewise, written texts have non-verbal elements such as

handwriting style, spatial arrangement of words, or the use of emoticons

1.3 What table seating arrangement?

Arrangement is defined as the act or process of arranging Table seating arrangement can be understood as the act or process of arranging seats around the table In the very first

part, the author has given out the term „seating language‟ There is no doubt that the seat a

person chooses to take and how he arranges other people also reveal his attitude and implication

As considered a kind of environmental language which is setting, table seating arrangement can communicate It includes the types of table we choose, the way we sit and the way we arrange others‟ seats

CHAPTER 2: SEATING ARRANGEMENT AS NON-VERBAL COMMUNICATION

2.1 Table shapes

Types of table shape are various Square, round and rectangular ones are widely used

in everyday life In addition, there are some special shapes such as triangle, oval, semicircle or crescent tables

The main focus of this study is on the three most typical types of table shapes: Square,

Round and Rectangular

Rectangular Table

Figure 2 – Square table

The most cooperation usually comes from the person seated beside you and the one on the right tends to be more cooperative than the one on the left The most resistance usually

comes from the person seated directly opposite For example, in figure 2, there are four people

A, B, C and D sitting at the table For A, B is the most cooperative and C is the most resistant

Here are some more square tables in real life

(http://www.hotelvietnamtravel.com) (http://www.travelpod.com)

2.1.2 Round tables

In the past, King Arthur used

the round table as an attempt to give

each of his knights an equal amount

of authority and status A round table

creates an atmosphere of relaxed

informality Therefore, it is ideal for

promoting discussion among people

who are of equal status as each

person can claim the same amount of

table territory Removing the table

and sitting in a circle also promotes

the same result (Figure 3)

(http://www.hotelvietnamtravel.com)

Figure 3 – Round table

( http://www.roundtable.klein.org)

The round table, often a coffee table with wrap-around seating, is used to create an informal relaxed atmosphere or to persuade Fun, friendship and trying something new and exciting, that is what round table is all about From sports to arts and nights out at restaurants

to family social events, round table prides itself on giving its members the chance to embrace life to the full

( http://www.specialevent.on.ca) ( http://www.furnitureinfashion.net)

( http://www.specialevent.on.ca)

Many of today‟s business executives use both square and round tables Indeed, there are many benefits to becoming a round table Taking part in debate and organizing functions and events will build leadership skills and give you public speaking abilities Being a member

of round table can help you enhance your personal strengths

the people who sit at the two sides of the table Therefore, rectangular tables are often used for people of unequal status

Figure 4 – Positioning at a rectangular table

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On a rectangular table, position A has always commanded the most influence In figure

4, assuming that A does not have his back to the door, he will have the most influence If A‟s

back were facing to the door, the person seated at B would be the most influential and would

be strong competition for A Assuming that A is in the best power position, person B has the next most authority, then C, then D

( http://www.noithatvietnam.net) This information makes it possible to

structure power plays at meetings by placing name

badges on the seats where you want each person to

sit so that you may have the maximum influence

Apart from three most common table types which are discussed above, some other kinds of table shapes can be observed:

2.2 Table seating positions

Strategic positioning in relation to other people is an effective way to obtain operation from them Aspects of their attitude toward you can be revealed in the position they take in relation to you

co-Mark Knapp, in his book Non-Verbal Communication in Human Interaction, noted

that, although there is a general formula for interpretation of seating positions, the environment may have an effect on the position chosen

(http://www.quangcaosanpham.com)

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It is widely accepted that seating arrangement is also a kind of non-verbal communication in human interaction A person's seating positions in relation to other people can reveal his or her attitudes towards them Because of a wide range of circumstances, the following examples primarily relate to seating arrangements in an office environment with a standard rectangular desk

Supposing that person A takes a permanent seat, then person B can take four basic seating positions in relation to person A (Figure 5)

Figure 5 – Seating positions

(http://www.thefxcode.com/seduction/blanguage15.htm) Four seating positions of person B carry different messages that B wants to send to A Followings are the names of these positions:

B1: The corner position B2: The cooperative position B3: The competitive-defensive position B4: The independent position

2.2.1 Corner position

The Corner Position (B1) creates a relaxed atmosphere

(http://www.thefxcode.com/seduction/blanguage15.htm)

The first reason is that this position allows unlimited eye contact and the opportunity to use numerous gestures and to observe the gestures of the other person Moreover, the corner of the desk provides a partial barrier should one person begin to feel threatened, and this position avoids a territorial division on the top of the table This position, therefore, is normally used

by people who are engaged in friendly, casual conversations What is more, the most successful strategic position from which a salesperson can deliver a presentation to a new customer is by position B1 assuming A is the buyer By simply moving the chair to position B1 he can relieve a tense atmosphere and increase the chances of a favorable negotiation

( http://www.uaa.alaska.edu)

2.2.2 Cooperative position

The Cooperative Position (B2) can create the feeling of a cooperative atmosphere

(http://www.thefxcode.com/seduction/blanguage15.htm) Because A and B sit on the same side of the table, there is no barrier between them When two people are mutually oriented, that is, both think alike or work on a task together, this position usually occurs It is one of the most strategic positions for presenting a case and having it accepted The trick is, however, for B to be able to take this position without A

feeling as though his territory has been invaded This is also a highly successful position to take when a third party is introduced into the negotiation by B, the salesperson Say, for example, when a salesperson was having a second interview with a client and the salesperson introduced a technical expert The following strategy would be most suitable:

(http://www.thefxcode.com/seduction/blanguage15.htm) The technical expert is seated at position C opposite customer A The salesperson can sit either at position B2 (cooperative) or B1 (corner) This allows the salesperson to be “on the client's side” and to question the technician on behalf of the client This position is often known as “siding with the opposition.”

2.2.3 Competitive – Defensive position

As its name reveals, the Competitive-Defensive Position (B3) or sitting across the table

from a person can create a defensive, competitive atmosphere and can lead to each party taking a firm stand on his point of view because the table becomes a solid barrier between both parties

(http://www.thefxcode.com/seduction/blanguage15.htm)

( http://www.machsong.org)

Moreover, direct eye contact makes them difficult to hide

their feelings This position is taken by people who are either

competing with each other or if one is reprimanding the other It

can also establish that a superior/subordinate role exists when it

is used in A's office

Whenever people sit directly opposite each other across a table, they unconsciously divide it into two equal territories Each claims half as his own territory and will reject the other's encroaching upon it If B is seeking to persuade A, the competitive-defensive position reduces the chance

of a successful negotiation

Whatever line of business one is in, if it

involves dealing with people, he is in the influencing

business and his objective should always be to see

the other person‟s point of view, to put her at ease

and make her feel right about dealing with him, the

competitive position does not lead towards this end

This competitive seating position, therefore,

should be avoided in any negotiations or discussions, especially in a doctor‟s office as it may cause the patient‟s unpleasant feelings Another position such as corner position is recommended

2.2.4 Independent position

The final basic seating position that B can take is the Independent Position (B4)

( http://www.englishquarter.com)

( http://www.englishquarter.com)

This is the position taken by people when they do not wish to interact with each other,

it occurs in such places as a library, park bench or restaurant It signifies lack of interest sends

“let me alone” message This position should be avoided where open discussion between A and B is required

Seating positions should not be accidental; placing certain people in specific positions can affect the outcome of a meeting The next time you go to a meeting with anyone, ask yourself: who is the person you want to influence most and where is the best position to sit to achieve this? Who is likely to want to argue or oppose? If there is no appointed leader, who has claimed a seating position to give themselves the most power? If you want to control, where should you sit? The answers to these questions will not only give you a powerful edge, they will prevent others from trying to dominate or control the meeting

2.3 Seating arrangements

This part only focuses on discussing various types of seating arrangements in the sphere of classrooms The goal of this part is to discuss the advantages and disadvantages of the seating arrangements that could be implemented into various classrooms

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Seating arrangements are a main part in a teacher‟s plan for classroom management Not only do the teachers need to consider the physical arrangement of the room but also the nature of the students involved The considerations in arranging the physical environment of the room is so that teaching and learning can occur as efficiently as possible The teacher needs to be able to walk around the room without the students having to move their desks Teachers needs to take into account that students seated in the center or front of the classroom tend to interact more frequently with the teacher and the number of behavioral problems tend

to increase as the students sit farther from the teacher Also, students in the back and corners

of the room are more likely to be off task than those close to the front or to the teacher‟s desk

The physical arrangement of your classroom is an important aspect to consider This is one way to get control of your classroom Seating arrangements promote some activities and communication and hinder others There are many ways to set up your classroom The six that

the author will look closely at are: desk-row, cluster, circle or semi-circle, table-row, pairs

and activity zones With the author‟s first-hand experience, she will discuss the pros and cons

of each of the seating arrangements in regard to teaching goals, educational philosophies, and the ease and difficulty for different types of learning activity and classroom management These are important aspects to look at because all of these things are incorporated in determining the proper seating arrangement for a classroom The key is to be observant and perceptive, so as to enhance the learning potential of each student The best arrangement depends on the situation of the class and teacher

2.3.1 Desk-row

Desk-row is a traditional classroom seating arrangement

The teacher stands in the front of the room and all the students‟

desks face the teacher Since all the students are facing forward

and the teacher is in the front of the classroom, he or she is the

primary source of knowledge (http://www.huntington.edu)

This is a perfect situation for testing because each student has their own space row minimizes the amount of non-productive talking amongst the students as well as assisting the students in focusing on the major concepts of the particular lesson since the desks are spread apart as much as possible Whole group instruction, lectures, and independent seatwork are ideal when the desks are in rows because there is less opportunity for the students to be out

Desk-of line The objective Desk-of these activities is to have the students focus and concentrate on the key information of the lesson, with a minimal amount of distraction The use of a variety of media, for example, maps, computer projection, board-work, overhead projection are also most conducive to the desk row arrangement Desk rows exhibit good teacher-controlled classroom management Community-based classroom management is difficult to promote because the desks are in rows Because the desks are in rows and the students are separated, the opportunity for inappropriate behavior is minimized It is easy for the teacher to monitor all the students

The problem with this arrangement is some students are going to have to sit in the corners and in the back of the room In these locations in the classroom, students participate and interact less This arrangement is also not good for group work or projects

On the other hand, desk rows is not ideal

for group work or group discussions Group work

and group discussions are an important part of

the curriculum It is difficult to do this when the

desks are in rows Since the desks are in rows,

some students will be closer to the blackboard

and the teacher than others This is a major

disadvantage for the students who are seated

in the back rows It is very controlled and

organized by only the teacher Desk rows promote a one-sided classroom environment

(http://ematusov.soe.udel.edu/EDUC390.99F)