In the time of integration, the mutual exchange of education and culture has diversified. The connection between teaching and culture is progressively explored. In the classroom context, the choice of encouragement strategies is a method that deserves careful consideration by both Vietnamese and Anglophone lecturers. Cultural differences can lead to misunderstanding in encouragement and even culture shocks for Vietnamese students during learning from foreign teachers or studying overseas. This study was carried out for the following purposes: investigating verbal and nonverbal strategies that Anglophone and Vietnamese teachers adopt to encourage students in English class, finding out the similarities and differences between Anglophone and Vietnamese teachers’ strategies to encourage students in English lesson. This project is based on two kinds of methods: questionnaire and observation. The result shows that Anglophone and Vietnamese teachers use eleven verbal encouraging strategies: giving positive remarks, expressing positive emotions, reassuring, proposing actions, offering help, asking questions, congratulating, expressing sympathy, promising gift, giving advice and predicting bright future to perform the act of encouraging; and thirteen nonverbal encouraging strategies: smiling, nodding head, keeping a direct eye contact, raising eyebrow, putting hand up, making a thumbup gesture, clapping hands, leaning the body toward students, turning the body toward students, patting students on the back, patting students on the shoulder, rubbing students’ head, moving closer to students. The similarities and differences are found in the choice of encouraging strategies, the frequency and the effectiveness of encouraging strategies.
VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER AN INVESTIGATION INTO ANGLOPHONE AND VIETNAMESE TEACHERS’ ENCOURAGING STRATEGIES IN ENGLISH CLASS Supervisor: Phan Thi Van Quyen, M.A Student: Phan Thi Thanh Loan Course: QH2008.F1.E4 HANOI, MAY 2012 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA TIẾNG ANH SƯ PHẠM KHÓA LUẬN TỐT NGHIỆP NGHIÊN CỨU VỀ CHIẾN LƯỢC KHÍCH LỆ CỦA GIÁO VIÊN CÁC NƯỚC NĨI TIẾNG ANH VÀ GIÁO VIÊN VIỆT NAM TRONG LỚP HỌC TIẾNG ANH Giáo viên hướng dẫn: Ths Phan Thi Van Quyen Sinh viên: Phan Thi Thanh Loan Khóa: QH2008.F1.E4 HANOI, 5/2012 DECLARATION I hereby that I, Phan Thi Thanh Loan, class 08.1.E4, being candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation deposited in the library In term of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Ha Noi, May 2012 Phan Thị Thanh Loan i ACKNOWLEDGEMENTS I am indebted to many people without whose help the present thesis could not have been completed First of all, I would like to express my sincere gratitude to my supervisor Mrs Phan Thi Van Quyen for her invaluable guidance, insightful comments and endless support I wish to express my deep indebtedness to all teachers from Faculty of English Language Teacher Education, foreign teachers from English centers: Language Link, Apollo, British Council, New Ocean, Sunshine School, TVN Center All teachers have done my survey questionnaire and let me observe their English lessons Without their kindness and encouragement, I could not fulfill this study Finally, I owe the completion of this dissertation to my parents and my siblings, my friends, who have always given me their love, understanding and encouragement throughout my study To all mentioned, and to many more, my heart extends the warmest thanks ii ABSTRACT In the time of integration, the mutual exchange of education and culture has diversified The connection between teaching and culture is progressively explored In the classroom context, the choice of encouragement strategies is a method that deserves careful consideration by both Vietnamese and Anglophone lecturers Cultural differences can lead to misunderstanding in encouragement and even culture shocks for Vietnamese students during learning from foreign teachers or studying overseas This study was carried out for the following purposes: investigating verbal and nonverbal strategies that Anglophone and Vietnamese teachers adopt to encourage students in English class, finding out the similarities and differences between Anglophone and Vietnamese teachers‘ strategies to encourage students in English lesson This project is based on two kinds of methods: questionnaire and observation The result shows that Anglophone and Vietnamese teachers use eleven verbal encouraging strategies: giving positive remarks, expressing positive emotions, reassuring, proposing actions, offering help, asking questions, congratulating, expressing sympathy, promising gift, giving advice and predicting bright future to perform the act of encouraging; and thirteen nonverbal encouraging strategies: smiling, nodding head, keeping a direct eye contact, raising eyebrow, putting hand up, making a thumb-up gesture, clapping hands, leaning the body toward students, turning the body toward students, patting students on the back, patting students on the shoulder, rubbing students‘ head, moving closer to students The similarities and differences are found in the choice of encouraging strategies, the frequency and the effectiveness of encouraging strategies iii TABLE OF CONTENT * Acknowledgements * Abstract * Table of contents CHAPTER 1: INTRODUCTION……………………………………………… 1 Statement of the problem and the rationale for the study………………… 1 Aims and Objectives of the study ………………………………………….…2 Scope of the study…………………………………………………………… Methods of the study………………………………………………………… Design of the study………………………………………………….…………4 CHAPTER II: LITERATURE REVIEW……………………………….….…….5 2.1 Culture…………………………………………………………………….……5 2.1.1 Culture……………………………………………………………….… 2.1.2 Components of culture………………………………………….…….….6 2.2 Communication…………………………………………………………………7 2.2.1 Definition…………………………………………………………….… 2.2.2 Classification of communication………………………………… …… 2.2.3 Verbal communication…………………………………………… …… 2.2.4 Non-verbal communication…………………………………….……….10 2.3 Cross-cultural communication……………………………………………… 11 2.3.1 Teacher- student communication………………………… ……………11 2.4 Encouragement……………………………………………………….……… 12 2.4.1 Definition……………………………………………………….……….12 2.4.2 Types of encouragement……………………………………………… 14 2.5 Verbal encouragement……………………………………………………… 14 2.5.1 Speech acts…………………………………………………………… 15 2.5.2 Encouraging as a speech act……………………………………………17 2.5.3 Politeness……………………………………………………………….18 iv 2.5.4 Politeness in encouraging …………………………………………… 20 2.6 Nonverbal encouragement…………………………………………………….20 2.7 Encouragement in multicultural classroom………………………………… 24 CHAPTER III: METHODOLOGY…………………………………………… 25 3.1 Selections of subjects………………………………………………………… 25 3.2 Research instruments………………………………………………………… 26 3.3 Procedures of data collection………………………………………………… 27 CHAPTER IV: RESULTS AND DISCUSSION……………………………… 28 4.1 The verbal encouraging strategies by Anglophone and Vietnamese teachers 28 4.1.1 Realization of verbal encouraging strategies………………………… 28 4.1.2 Choice of verbal encouraging strategies by Anglophone and Vietnamese teachers…………………………………………………………………32 4.2 The nonverbal encouraging behaviors by Anglophone and Vietnamese teachers 4.2.1 Realization of nonverbal encouraging behaviors………………………34 4.2.2 Choice of nonverbal encouraging behaviors by Anglophone and Vietnamese teachers……………………………………………………36 4.2.3 The effectiveness of nonverbal encouraging behaviors by Anglophone and Vietnamese teachers………………………………………………39 CHAPTER V: CONCLUSION………………………………………………….42 5.1 Summary of findings………………………………………………………….42 5.1.1 The verbal encouraging strategies by Anglophone and Vietnamese teachers………………………………………………………… ………….42 5.1.2 The nonverbal encouraging strategies by Anglophone and Vietnamese teachers………………………………………………………………… 43 5.2 Implications………………………………………………………………… 43 5.3 Limitations…………………………………………………………………….44 5.4 Suggestions for further studies……………………………………………… 45 REFERENCE APPENDICES v LIST OF TABLES AND GRAPHS Graph 1: Nguyen Quang‘s diagram of components of communication Graph 2: Choice of verbal encouraging strategies by Anglophone and Vietnamese and teachers Table 1: The frequency of nonverbal encouraging behaviors by Anglophone and Vietnamese teachers Table 2: The effectiveness of nonverbal encouraging behaviors by Anglophone and Vietnamese teachers LIST OF ABBREVIATIONS A Anglophone teachers V Vietnamese teachers vi CHAPTER I- INTRODUCTION This initial chapter states the problem and the rationale of the study, together with the aims, objectives and the scope of the whole paper Above all, in this chapter, the research questions are identified to work as clear guidelines for the whole research 1 Statement of the problem and the rationale for the study In order to meet the growing demands of learning English, in recent years, there is increasing number of Vietnamese students going oversea to pursue higher education Besides, collaboration with English-speaking countries in inviting English teachers allows Vietnamese students to have not only more effective English learning opportunity, but also to have knowledge of other‘s culture and civilization Unfortunately, often cultural differences are the most severe cause of misunderstanding, unpleasantness and conflict in cross-cultural communication in classroom In the time of integration, the mutual exchange of education and culture has diversified The connection between language teaching and culture is progressively explored According to McKay (2003), culture influences language teaching in two ways: linguistic and pedagogical Linguistically, it affects the semantic, pragmatic, and discourse levels of the language Pedagogically, it influences the choice of the language materials used due to their cultural content Hence, the cultural basis of the teaching methodology is taken into consideration while deciding upon the materials used In the classroom context, the choice of encouragement strategies is a method that deserves careful consideration by both Vietnamese and Anglophone lecturers Encouragement refers to ―a positive acknowledgment response that focuses on students‘ efforts or specific attributes of work completed‖ (Elvin Klassen, 2005) Obviously, encouragement helps students to develop an appreciation of their own behaviors and achievements as quoted from Anatole France (French Writer, member of the French Academy and Nobel Prize for Literature in 1921, 1844-1924) that: ―Nine tenths of education is encouragement‖ Teachers, who give encouragement, create a comfortable environment whereby students are not feared by continuous evaluation and they are given room for mistakes and learn from them In this environment, they not feel pressurized to meet other's standard of excellence but to strive for their own standard Encouragement fosters autonomy, positive self-esteem, a willingness to explore, and acceptance of self and others Therefore, appropriate and effective expressions of encouragement is essential for ―changing the way teachers run their classrooms and relate to students, resulting in students who are more involved, responsible, and academically successful.‖(Timothy D Evans, 1996) In some cases, teachers can use actions, gestures or conveying something to encourage students Encouragement is commonly used in our daily life and it varies under the influence of socio- cultural factors such as religion, education, communication setting, personalities, and cultural background etc These differences can lead to misunderstanding in communication and even culture shocks for Vietnamese students during learning from foreign teachers or studying overseas A number of studies were conducted to explore the usage and principles of encouragement (Timothy D Evans, Ph.D & Cameron W Meredith, PhD on ―The art of encouragement‖, 2011) or to present language, and strategies necessary for effective encouragement (Timothy Evans, ―The tools of encouragement‖, 2005) Although those investigations have been successful, to a certain extent, there is a large gap in the cultural aspects of verbal and non-verbal encouragement used by Anglophone and Vietnamese teachers This gap urges the researcher to pursue the study Aims and Objectives of the study This study was carried out for the following purposes Firstly, the research aims at investigating verbal and nonverbal strategies that Anglophone and Vietnamese teachers adopt to encourage students in English class Besides, the study has the goal of finding out the similarities and differences between Anglophone and Vietnamese teachers‘ strategies to encourage students in English lesson Lastly, the dissertation achieves the purpose of finding out the influence of CHAPTER V: CONCLUSION Previous chapters have brought forward the background study, literature review, and methodology and findings of the study This final chapter will summarize and evaluate the findings of the whole research by summing up the finding and its implications, acknowledging limitations of the research as well as putting forward several suggestions for further studies The objective of the study is to provide an insight into how Vietnamese and Anglophone teachers encourage students in English class More specifically, the study aims at answering the following questions (1) What the verbal and nonverbal strategies are employed by Anglophone and Vietnamese teachers to encourage students in the English class, (2) What the similarities and differences are in encouraging strategies used by Anglophone and Vietnamese teachers in the English class Besides, the researcher has exerted herself on her research on how culture influences the strategies chosen by the Anglophone and Vietnamese teachers to encourage students in English class In order to achieve the above objective, the study examines the verbal and nonverbal encouragement which is used by Vietnamese and Anglophone teachers in five most common situations Encouraging expressions are discovered and categorized into eleven strategies Thirteen outstanding nonverbal encouraging behaviors are recorded and are evaluated by Vietnamese students in term of its effectiveness Comparison and contrast of the ways used by Anglophone and Vietnamese teachers are evaluated Brief cultural illustrations are given to explain the similarities and differences in encouraging strategies The main findings of the study will be presented in the following part 5.2 Summary of findings 5.2.1 The verbal encouraging strategies by Anglophone and Vietnamese teachers In general, both Anglophone and Vietnamese teachers use eleven strategies: giving positive remarks, expressing positive emotions, reassuring, proposing 42 actions, offering help, asking questions, congratulating, expressing sympathy, promising a reward, giving advice and predicting bright future to perform the act of encouraging The first similar feature is that giving positive remarks on students‘ ability, proposing action and congratulating are used by two groups more than other strategies One more similarity is that offering help is one of the least strategies used by both types of participants The difference is that expressing positive emotions towards students, giving advice and predicting bright future are implemented more often by Vietnamese teachers than Anglophone teachers Secondly, reassuring, asking questions, expressing sympathy and promising reward are utilized more by Anglophone teachers than Vietnamese teachers 5.2.2 The nonverbal encouraging strategies by Anglophone and Vietnamese teachers In general, both Anglophone and Vietnamese teachers use thirteen nonverbal encouraging strategies: smiling, nodding head, keeping a direct eye contact, raising eyebrow, putting hand up, making a thumb-up gesture, clapping hands, leaning the body toward students, turning the body toward students, patting students on the back, patting students on the shoulder, rubbing students‘ head, moving closer to students Two nonverbal encouraging behaviors exhibited most by both Anglophone and Vietnamese teachers are smiling and keeping direct eye contact the second outstanding feature is that patting students on the back or on the shoulder and rubbing students‘ head are the encouraging behaviors showed least by both groups of attendants The third similarity between the frequency of Anglophone and Vietnamese teachers‘ usage of nonverbal encouraging behaviors is that both groups of teachers sometimes use nodding head, clapping hand and moving closer to students to motivate students to study There exist some differences between the frequencies of using nonverbal behaviors between two subjects Firstly, Anglophone teachers sometimes raise eyebrow, put their hand up and make thumbup gesture Meanwhile, Vietnamese teachers not raise their eyebrow, hardly put their hand up and rarely make thumb-up gesture Referring to putting hand up and 43 making thumb-up gesture, these actions are typical western behaviors, while in Vietnamese traditional behaviors, they are not popularly used in Viet Nam 5.3 Implications Firstly, it is necessary for language teachers and learners to be fully aware that encouraging is a common but complex speech act and performed differently by Vietnamese and Anglophone native teachers Moreover, each teacher‘s nonverbal encouraging behaviors are interpreted differently in each country and the possibility of encouragement is different from teachers‘ expectation and students Furthermore, students should understand teachers‘ nonverbal encouraging behaviors through socio-cultural information, which could help students to feel more comfortable and confident in English classes with native teachers Lastly, English- speaking teachers should use the most encouraging behaviors which are expected by the students In this way, their English lesson will be more attractive to Vietnamese students 5.4 Limitations The thesis has been completed with the author‘s greatest efforts and to the best of her knowledge and understanding However, it is obvious that shortcomings and inadequacies are unavoidably Some subject matters are presented less critically than expected Also, due to the limitation of pages, more critical assessment of the relevant work, which creates a better theoretical background for further discussion, could not be added Initially, the researcher only wanted to narrow her research on Anglophone teachers form a specific country However, the number of Anglophone teachers from a specific country only is too small and hence, research is done by choosing Anglophone teachers from all English-speaking countries, mainly Britain, Australia and America As result, firstly, making generalization is only accepted to a small extend; secondly it is inconvenient for the researchers to find out the decisive cultural elements determining the choices of encouraging strategies of two groups of researched subjects In addition, due to the time and accessibility constraints, the survey conducted is only limited to 50 informants (25 Vietnamese and 25 44 Anglophone teachers) The data obtained from a small number of participants could not be generalized accurately to large populations 5.5 Suggestions for further studies As mentioned in the scope of the study, research is done on Anglophone teachers, Vietnamese teachers and Vietnamese students The study only examined the teachers‘ verbal and nonverbal encouraging strategies used in English classroom Moreover, comparison of encouraging strategies is based on cultural elements, while ignoring other factor, such as teachers‘ sex, age, and individual experience Hence, it is hoped that further studies would be done to reach a thorough knowledge of encouraging strategies Suggestions include: Teachers‘ encouraging strategies perceived by English- speaking students Encouraging strategies in other language-contexts Encouraging strategies performed by teachers outside classroom Influence of teachers‘ parameters (gender, age, marital status, individual experience, etc) on the encouraging strategies 45 REFERENCES Adler, A (1964) Brief comments on reason, intelligence, and feeble- mindness In H.L Ansbacher & R R Ansbacher (Eds), Superioity and social interest: A collection of later writing (pp 41- 49) New York: Norton Anatole France (French Writer, member of the French Academy and Nobel Prize for Literature in 1921, 1844-1924) Asler, A (1937) Significance of early recollections International Journal of Individual Psychology, 3, 283-287 Aswathappa, K and K Shridhara Bhat (2000) Production and Operations Management Hph, New Delhi Boutte, G (1999) Multicultural education: Raising consciousness Belmont, CA: Wadsworth Boyd, F.D (2000) Non-verbal behavior of effective teachers of at-risk Afrikan American male middle school students An unpublished Ph.D Disseratation, Faculty of the Viginia Polutechnic Institute and State University, Blacksburg, Virginia Brown, P & Levinson, S.C.C (1987) Politeness: Some universals in language usage Cambridge; Cambridge University Press Brown, P & Levinson, S C (1978) Universals of language usage: Politeness phenomena Cambridge: Cambridge Brown, P (1980) How and why are women more polite: some evidence form Mayan community? In S McConnell- Ginet, R Borker & N Furman (Eds), Women and language in literature and society (pp 111-136) New York: Praeger Darn, S (2005), Aspects of non-verbal communication, The Internet TESL Journal, 11(2) Retrieve 25 May 2007 from//iteslj.org/ Articles/DarnNonverbal/ Dinkmeyer, D Sperry, L (2000) Counselling and Psychotherapy: An Intergrated, Individual Psychology Approach (3rd Edn) New Jersey: Prentice Hall Dreikurs, R (1971) Social equality Chicago: Alfred Adler Institute 46 Dreikurs, R., Grunwald, B., & Pepper, F (1982) Maintaining sanity in the classroom New York: Harper & Row Dreikurs-Ferguson, E (1989) Adler’s motivational theory: An historical perspective on belonging and the fundamental human striving Individual Psychology, 45, 353—61 Evans, T (1989) The art of encouragement Athens, GA: University of Georgia, Center for Continuing Education Evans, T (1995) The encouraging teacher In G.M Gazda, F Asbury, M Blazer, W Childers, & R Wallers (Eds.), Human relations development (5th ed.), 261—69 Boston: Allyn & Bacon Evans, T (1996) Encouragement: The key to reforming classrooms Educational Leadership, 54, 1—85 Evans, T (1997) Development and initial validation of the encouragement scale educational form Journal of Humanistic Education and Development In Press Evans, T (1997) Development and initial validation of the encouragement scale educational form Journal of Humanistic Education and Development In Press Evans, T., & Corsini, R (1994) First stop grousing! The Family Journal, 2, 70 Griffith, 3., & Powers, R L (1984) An Adlerian lexicon Chicago: The American Institute of Adlerian Studies, Ltd Evans, T., Corsini, R., & Gazda, G (1990) Individual education and the R’s Educational Leadership, 48, 2—56 Feldman, R.S (1990) The social psychology of education: Current research and theory Cambridge: Cambridge University Press 47 Hitz, R., & Driscoll, A (1988, July) Praise or encouragement? New insights into praise: Implications for early childhood teachers Young Children, 6-13 Hogg, M and Vaughan, G (2002), Social Psychology, 3rd ed., London, Houser, M.L., & Frymier, A.B (2009) The role of student characteristics and teacher behaviors in students’ learner empowerment Communication in Educaion, 58(1), 35-53 Hymes, Dell (editor) 1964.Language in culture and society New York: Harper and Row J Austin (1962) How to with Things with Words London: Clarendon Press, Oxford Lakoff R (1983) Principles of Pragmatics, Longman, London Lee-Wong, S M (2000) Politeness and Face in Chinese Culture Peter Lang Levine, D R., & Adelman, M B (1993) Beyond language Cross-cultural communication Englewood Cliffs, N.J.: Prentice Hall Regents Miller, P (1988) Nonverbal communication: What research says to the teacher (3rd ed) Washington DC: National Education Association Miller, P.W (2000) Nonverbal Communication in the Classroom USA: P.W.Miller & Ass Nguyen Quang (2006), Lecture-notes on Cross-cultural Communication CFL – VNU, Hanoi Nguyen Quang (1998) International communication HULIS- VNU Nguyen Quang (2002) Giao tiếp giao tiếp văn hóa NXB Đại học Quốc Gia Nguyen Quang (2004) Giao tiếp nội văn hóa giao văn hóa NXB Đại học Quốc Gia Richards, J et al (1992) Longman Dictionary of Applied Linguistics Longman Samovar, L A., & Porter, R E (1985) Intercultural communication A reader Belmont, Calif.: Wadsworth Pub Co Samovar, L A., & Porter, R E (2004) Communication between cultures Belmont, CA: Wadsworth/Thomson Learning Searle J R (1969), Speech Acts – An Essay in the Philosophy of Language, CUP, Cambridge 48 Searle J R (1975), ―Indirect Speech Acts‖, In Cole P., Morgan J L (ed.), Syntax and Semantics 3: Speech Acts, pp 41-58, Academic Press, New York Searle J R (1976), ―A Classification of Illocutionary Acts‖, Language in Society 5, pp 1-23 Searle J R (1979), Expression and Meaning: Studies in the theory of speech acts, CUP, Cambridge Searle, J (1969) Speech acts: An Essay in the Philosophy of Language Cambridge: Cambridge University Press Searle, J (1976) Classification of Illocutionary Acts Language and society, 5, 123 Wainwright, R.G (2003) Teach yourself, Body Language London: Holder Headline Yule, G (1996) Pragmatics Oxford: Oxford University Press 49 APPENDIXES Questionnaire (For Vietnamese teachers of English) I‘m Loan, the last year student of Vietnam National University, Ha Noi, University of Languages and International Studies This survey is designed for my thesis entitled ―An investigation into Anglophone and Vietnamese teachers’ encouraging strategies in English class‖ Your assistance in completing the following items is highly appreciated You can be assured that this questionnaire is for research purpose only, and that you will not be identified in any discussion of the data Thank you very much for your help! Please give some information about you! Gender: Male Female How long have you been teaching English? Please write down EXACTLY what you would say in the following classroom situations Your student is silent, unresponsive or unconfident to express his/ her own opinion You encourage him/her You say: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………… Your student gives an incorrect answer and feels very embarrassed You encourage him/her You say: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………… Your student always studies hard However, he/ she got a low mark in the midterm examination In today lesson, he feels depressed and sad You encourage him You say: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………… Your students feel bored and tired of doing a difficult exercise or to finish the rest of the exercise You encourage them You say: 50 …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Your student gets high mark and he/she feels satisfied You want to encourage him/her for continuing efforts You say: …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Thank you very much for your help! Questionnaire (For Anglophone teachers) I‘m Loan, the last year student of Vietnam National University, Ha Noi, University of Languages and International Studies 51 This survey is designed for my thesis entitled ―An investigation into Anglophone and Vietnamese teachers’ encouraging strategies in English class‖ Your assistance in completing the following items is highly appreciated You can be assured that this questionnaire is for research purpose only, and that you will not be identified in any discussion of the data Thank you very much for your help! Please give some information about you! Your nationality:……………………………Gender: Male Female How long have you been teaching English? Please write down EXACTLY what you would say in the following classroom situations Your student is silent, unresponsive or unconfident to express his/ her own opinion You encourage him/her You say: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………… Your student gives an incorrect answer and feels very embarrassed You encourage him/her You say: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………… Your student always studies hard However, he/ she got a low mark in the midterm examination In today lesson, he feels depressed and sad You encourage him You say: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………… Your students feel bored and tired of doing a difficult exercise or to finishing the rest of the exercise You encourage them You say: …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 52 Your student gets high mark and he/she feels satisfied You want to encourage him/her for continuing efforts You say: …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Thank you very much for your help! 53 Questionnaire (For students) This survey is designed for my research entitled ―An investigation into Anglophone and Vietnamese teachers‘ encouraging strategies in English class‖ Your assistance in completing the following items is highly appreciated You can be assured that this questionnaire is for research purpose only, and that you will not be identified in any discussion of the data Thank you very much for your help! Your class: ………………………………….…… Name of your observed teacher: ………………… His/her nationality: ……………………………… How often does your teacher use these nonverbal behaviors when encouraging you and how you feel when your teacher uses these nonverbal behaviors to encourage you? Please tick √ in the column Description of your teacher’s nonverbal behaviors when s/he encourages you in English lessons Frequency of use Never smiling with you nodding their head keeping a direct eye contact with you raising their eyebrow putting their hands up Rarely Sometimes Effectiveness Always Not encouraging Moderately encouraging Most encouraging making a thumb-up gesture clapping their hands leaning their body towards you turning their body towards you 10 patting you on the back 11 rubbing your head 12 patting you on the shoulder 13 moving closer to you Thank you very much for your participation! Teacher’s Nonverbal Behavior - Observation Form Teacher: Place: Situation Day: Time: Observation Verbal Nonverbal Facial expression Eye contact Gestures Postures Touch Proxemics ...ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA TIẾNG ANH SƯ PHẠM KHÓA LUẬN TỐT NGHIỆP NGHIÊN CỨU VỀ CHIẾN LƯỢC KHÍCH LỆ CỦA GIÁO VIÊN CÁC NƯỚC NÓI TIẾNG ANH VÀ GIÁO VIÊN VIỆT NAM TRONG LỚP... NAM TRONG LỚP HỌC TIẾNG ANH Giáo viên hướng dẫn: Ths Phan Thi Van Quyen Sinh viên: Phan Thi Thanh Loan Khóa: QH2008.F1.E4 HANOI, 5/2012 DECLARATION I hereby that I, Phan Thi Thanh Loan, class... English in Vietnam for at least one year That is why they have known relatively Vietnamese students‘ behaviors Eighty students who participate in answering questionnaire are Vietnamese students