Nghiên cứu giao văn hóa việt mỹ về hành vi giao tiếp của giáo viên và sinh viên trong giờ học tại trường đại học

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER A VIETNAMESE – AMERICAN INTERCULTURAL STUDY ON EXPECTED BEHAVIORS OF TEACHERS AND STUDENTS IN A LECTURE AT UNIVERSITY Supervisor: Dao Thu Trang, M.A Student: Nguyen Thu Huyen Course: QH2008 HA NOI - 2012 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP NGHIÊN CỨU GIAO VĂN HÓA VIỆT – MỸ VỀ HÀNH VI GIAO TIẾP CỦA GIÁO VIÊN VÀ SINH VIÊN TRONG GIỜ HỌC TẠI TRƯỜNG ĐẠI HỌC Người hướng dẫn: Thạc sĩ Đào Thu Trang Sinh viên: Nguyễn Thu Huyền Khóa: QH2008 HÀ NỘI – NĂM 2012 ACCEPTANCE I hereby state that I: Nguyễn Thu Huyền from group 08E16, being a 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 Paper deposited in the library In terms 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 Signature i ACKNOWLEGEMENT First and foremost, my sincere appreciation is extended to my supervisor, Ms Dao Thu Trang, for her precious guidance and valuable advice, without her support, I could not have fulfilled this study I am very grateful for her sympathy and patience during the time I carry out my paper I would like to take this opportunity to express my thankfulness to Mr Long, Ms Duong Thi Hieu from FELTE, ULIS, Ms Nguyen Phuong Lan from Houston Community College, Ms Ha Linh Van from Linfield College, USA, for their cooperation in my data collecting procedure I also want to say a special thank to Ms Nguyen Ngoc Diep for her valuable advice on research methodology My special thanks go to the informants, both Vietnamese and American, from University of Languages and International Studies (Vietnam), Houston Community College, Linfield College and COE College, USA, who were willing to help me with the questionnaires Had it not been for their help, I could not accomplish this study My paper is dedicated to my family and my friends, who always stay by my side, support me by everything they have without any conditions Thanks to them, I have the strength and determination to go to the end of this long challenging journey Hanoi, May 2012 Nguyễn Thu Huyền ii ABSTRACT This study aims at comparing verbal and nonverbal behaviors of teachers and students during a lecture to find out both similarities and differences coming from Vietnamese teachers and students at a lecture using English These similarities and differences are seen and explained in the light of culture to see at which level Anglo culture affects teaching and learning English at Faculty of English Language Teacher Education, ULIS, VNU The main instruments of data collection are questionnaire The author of the study takes informants’ social parameters such as age, living area, years of teaching or learning into consideration In addition to the similarities and differences, it is revealed in this study that Vietnamese teachers have created an adequate English-like environment for their students as well iii TABLE OF CONTENTS PAGE Acknowledgement ii Abstract iii List of figures, charts and tables vii CHAPTER INTRODUCTION 1.1 Rationale for the study 1.2 Objectives of the study 1.3 Significance of the study 1.4 Scope of the study 1.5 Organization CHAPTER THEORETICAL BACKGROUND 2.1 Culture 2.1.1 Definition 2.1.2 Components of culture 2.2 Communication 2.2.1 Definition 2.2.2 Classification of communication 2.3 Intercultural communication 10 2.4 Verbal Communication 2.4.1 Definition 10 2.4.2 Classification of verbal communication 11 2.5 Nonverbal Communication 2.5.1 Definition 11 2.5.2 Classification of nonverbal communication 12 iv 2.5.3 Characteristics of nonverbal communication 12 2.6 Common behaviors by teachers and students in a lecture 2.6.1 Verbal behaviors 2.6.1.1 Small talk 13 2.6.1.2 Questions uses 14 2.6.1.3 Chunks and idioms 16 2.6.1.4 Preferred and dispreferred expressions 17 2.6.2 Nonverbal behaviors 2.6.2.1 Body language 17 2.6.2.2 Environmental language 19 CHAPTER METHODOLOGY 3.1 Participants 21 3.2 Data collection instrument 21 3.3 Procedures of data collection 22 3.4 Procedures of data analysis 23 CHAPTER RESULT AND ANALYSIS 4.1 What are verbal cues used during a lecture by Vietnamese teachers and American teachers? 24 4.1.1 Before lecturing 24 4.1.2 While lecturing 26 4.1.2.1 Raising questions 26 4.1.2.2 Using idioms and chunks 29 4.1.2.3 Preferred and dispreferred expressions 30 4.2 What are the similarities and differences in using head movements by Vietnamese teachers and American teachers? 31 v 4.3 What are the similarities and differences in the uses of facial expressions by Vietnamese teachers and American teachers? 32 4.4 What are the similarities and differences in the uses of gestures by Vietnamese teachers and American teachers? 33 4.5 What are the similarities and differences in the uses of distance during lecture by Vietnamese teachers and American teachers? 34 4.6 What are the students’ inappropriate behaviors during a lecture and teacher’s reaction? 35 CHAPTER CONCLUSION 5.1 Summary 39 5.2 Limitation of the study and suggestion for further study 41 REFERENCES 42 APPENDICES Appendix Questionnaire for teachers on expected behaviors during a lecture 44 Appendix Questionnaire for students on expected behaviors during a lecture 47 vi LIST OF FIGURES, CHARTS AND TABLES Figure Iceberg of culture Figure The elements of Communication Figure Classification of Communication (by Nguyen Quang) Figure Model of a classroom 20 Chart Frequency of using small talk 25 Chart Topics of small talk 25 Chart Teacher’s frequency of raising questions 26 Chart Frequently used questions by teachers 27 Chart Students’ responses towards teacher’s questions 28 Chart Frequency of using idioms and chunks 29 Chart Frequency of using head movements 31 Chart Common nonverbal cues of teachers in class 32 Chart Appropriate distance applied by teachers 34 Chart 10 Teacher’s positions while lecturing 35 Chart 11 Students’ inappropriate nonverbal behaviors in class 36 Chart 12 Teacher’s reactions on dissatisfaction 37 Table Verbal expressions when teachers are satisfied or dissatisfied with students’ answers 30 Table Italian hand gestures 33 Table Frequency of changing distance 34 Table Frequency of frowning by teachers 38 vii CHAPTER INTRODUCTION 1.1 Rationale for the study Despite the on-going debate whether or not English should be the international language, English language is proving its irreplaceable position in global communication, mostly due to the globalization More and more countries in the world consider English as their second language, or even their mother tongue Going far beyond its nature – being a language of a number of specific countries such as Britain, the United States of America and Australia – to many nations, from Asia to Europe and Latin-America continent, English is regarded as a tool to achieve successes in every field in life Due to the trend of globalization, English language becomes the common means of communication across borders As a result, the demand for learning English has grown continuously in recent decades Vietnam is not an exception As regards communicative behaviors, there are two outstanding aspects that the researcher would like to mention: verbal and non-verbal behaviors According to the social anthropologist Edward, 60% of all our communication is nonverbal In “Emotional Intelligence”, Bartam also states that 90% of our emotions are expressed nonverbally What could be interpreted from these statistics is that nonverbal communication plays a very important role in communication, and to a certain extent, it conveys more intended meanings than verbal behaviors However, at a lecture, the author believes that verbal and non-verbal behaviors play equal roles In the past few years, when English has not become familiar in Vietnam yet, teachers of English themselves were not provided with enough learning equipments and materials Consequently, they could not create a good enough study environment for students This partially leads to the fact that Vietnamese students may master English in terms of grammar, lexis, phonology, but have a lot of difficulties communicating in English What’s more, for most of students who study abroad, they have to face and deal a huge number of culture shocks, which they are not taught when 4.5 What are the similarities and differences in the uses of distance during lecture by Vietnamese teachers and American teachers? Chart Appropriate distance applied by teachers Like distance uses in daily life communication, distance uses in classroom also convey certain meanings Most teachers, both Vietnamese and American, are in favor of 45-360 cm distance This distance ranges from personal zone to social zone (the researcher will not consider 5-10 cm error) With a small-sized class, these ones are appropriate The number of Vietnamese teachers and American teachers prefer personal distance while lecturing are the same (about 40%) while there is a light difference in the number of teachers prefer social distance 40% of American teachers choose social distance while only 33.3% of Vietnamese teacher In addition, American teachers not change their distance with students as often as Vietnamese teacher 63% of Vietnamese often change their distance during lecture while only 20% of American teacher that (Table 3) Table Frequency of changing distance Frequency Vietnamese American Often 63% 20% Sometimes 37% 60% Rarely 0% 0% Don't remember 0% 20% Others 0% 0% 34 With regards to the distance uses in classroom, the researcher would like to mention teacher’s positions during a lecture In a small classroom (for 20-25 students), the distance from the board to students’ desks is about 100-120 cm and from the teacher’s desk to students’ desks is about 50-70 cm Still be small-sized class, but for about 40 students, the distance from class dais area and teacher’s desk is extended 30 cm each Chart 10 Teacher‟s positions while lecturing Nearly 62% of Vietnamese teachers and only 20% of American teachers stand close to students while lecturing As it can be observed, this distance belongs to personal distance The number of American teachers choose to sit at teacher’s desk is 20% and stand at class dais is 30% also indicate their preference for social distance The rest 30% of them use those three positions depending on situations From surveyed students’ observation, in addition to those three positions, teachers change their distance by wandering amongst students as well 4.6 What are the students’ inappropriate behaviors during a lecture and teacher’s reaction? The most inappropriate behavior of students during a class, according to questionnaire teachers, is keep silence all the time Nevertheless, if 60% of 35 Vietnamese teachers take it serious, only 40% of American do, even though silence is more widely accepted in daily communication in Vietnam than it is in the U.S In her own research on nonverbal behaviors in teacher – student communication, Hang, B.T.T, found out that the meanings of students’ silence in class interpreted by American teachers consisted of 25% distrust, 35% disagreement and 5% agreement Meanwhile, the meanings of students’ silence in class conveyed by Vietnamese students included 15% distrust, 15% disagreement and 30% agreement As it is stated before, American culture gives prominence to individualism; therefore, students’ silence in class is accepted at ease In Vietnamese English classroom nowadays, teachers are inclined to interpret students’ silence as a signal of misunderstanding That is the reason why such behavior is the most annoying one to them Additionally, Vietnamese teachers feel annoyed when students have disrespect behaviors such as sticking out their tongue, tapping fingers on the table, coming late and listening to music while teachers are lecturing Nonetheless, 60% of American teachers find it annoyed when students use cell phone to call or text messages, touch or push other students in class Regardless of using cell phone in public places, in the U.S any touching behaviors should be avoided Chart 11 Students‟ inappropriate nonverbal behaviors in class 36 Teachers have different sorts of dissatisfaction such as students inappropriate answers and inappropriate behaviors in class In such cases, a majority of 60% American teachers react using verbal language rather than express their dissatisfaction nonverbally Vietnamese teachers, on the other hand, prefer including both nonverbal and verbal cues, as it is shown in chart 12 Inasmuch as the verbal reaction when teachers are not satisfied with students’ answers has been discussed in 4.1.2.3 Preferred and dispreferred expressions, the researcher is going to discuss verbal expressions by teachers when students have been disrespectful or disruptive in class In this situation, American teacher are likely to talk to them alone after class and ask them to change their ways This type of personal conversation can be seen widely in American education In Vietnamese education, teachers act in different way They can absolutely give direct comments on rebellious students Chart 12 Teacher‟s reactions on dissatisfaction An apparent sign of teachers’ nonverbal reaction on disagreement with students is frowning Although chart does not reveal that teachers use frowning in class, table indicates clearly that teachers from both countries use frowning with a light intensity (ranging from sometimes to rarely) and Vietnamese teachers use frowning more frequently than American teachers In terms of lips pouting, the same to what students 37 observed, teachers, both Vietnamese and American, not use this kind of expressions to express their dissatisfaction Table Frequency of frowning by teachers Frequency Often Vietnamese American 0% 0% Sometimes 48.2% 20% Rarely 44.4% 60% Don't remember 7.4% 20% However, if Vietnamese teachers frown quite negatively and irritatingly, American teachers incline to frown comically or have positive look rather than letting students know they are in negative mood The researcher would like to raise the explanation as followed Vietnamese society is a hierarchical one, which emphasizes social ranks and statuses It is obvious that teachers have much higher status than students, so they feel freer to show their superior over students While in the U.S., where treasure equality and egalitarianism, such gap between teachers and students are not of much importance Teachers act as instructors, who guide students but not impose them 38 CHAPTER CONCLUSION 5.1 Summary It could not be denied that nonverbal cues are of a significant role to convey intended messages in communication Although many nonverbal behaviors are the same in different cultures, the interpretations of their meanings are different from culture to culture For example, nodding head in Vietnamese culture does not always mean “yes” This gesture in Vietnam can be understood in three ways Nodding head may indicate acceptance (i.e “yes”), recognition of other people (it can be seen as one way to say “hello”) or it may be a proof of hearer’s concentration at what speaker is saying in a conversation Nonverbal behaviors are obviously influenced by cultural factors Besides, in the process of transferring and acquiring knowledge, verbal behaviors no doubt is more important than nonverbal behaviors In the light of culture, verbal behaviors in classroom also reflect cultural values Let take the way teachers encourage students as an example American teachers highly appreciate individual’s performance, therefore, when a student cannot give an appropriate answer, they will try to help student find out the answer himself by saying “try this…what can you to improve it?” while Vietnamese teachers may let that student sit down and think afterward This act can help student save his/her “face” in front of the whole class After carrying out this paper, the researchers realizes that the teaching methodology employed in class at FELTE is much similar to that in American classroom It is a fact that most teachers at FELTE, ULIS used to study abroad or get used to American culture for quite a long time Therefore, they are somehow automatically and positively influenced by this culture As a result, they can build a relatively English-like environment for their students This study aims at figuring out similarities and differences in both verbal and nonverbal behaviors of teachers and student during class, and they are summarized as following: 39 In terms of similarities: - Both of Vietnamese and American teachers use small talk to begin their lectures The topics for small talk are usually something related to the lecture or out-of-lecture topics such as teachers’ and students’ personal issues or campus life in general - The vast majority of Vietnamese teachers and American teachers are of the same opinion on questions uses during a lecture and types of questions used reveal cultural factors - Vietnamese teachers and American teachers are in favor of personal and social distance while lecturing - Teachers from both countries have some common nonverbal cues like head movements, smiling face and frowning They also have nearly the same idea about students’ inappropriate nonverbal behaviors in class - Students from both countries have similar perception on class atmosphere created by their teachers In terms of differences, the main cultural factors reflected in these differences are American individualism, freedom, directness, equality, egalitarianism and Vietnamese hierarchical culture: - Vietnamese teachers and American teachers have different ways to express their dissatisfaction When students give incorrect answers, American teachers are likely to be more encouraging than Vietnamese teachers When a student has disruptive or disrespectful attitude or behaviors, American teachers will talk to him/her personally rather than condemn him/her in front of the whole class like many Vietnamese teachers may In other words, Vietnamese teachers and American teachers have different idea on student’s face saving acts - Vietnamese teachers prefer transferring message nonverbally, especially when they feel irritated caused by students’ improper actions In such situations, their nonverbal expressions seem to be more negative than those of American teachers 40 - Touching behaviors are avoided in American culture, even though those behaviors are among students - The reasons for students’ remaining silence when a question is given are different from Vietnamese students and American student Vietnamese students hesitate to give answer because they are afraid of giving the wrong one Meanwhile, in the American classroom, any answer, even opposite to what teachers say, is accepted and respected Through these similarities and differences, the researcher hopes to raise cultural awareness for Vietnamese students who wish to study in the U.S in the future Coming from another culture, there is only one way to deal with culture shocks and that is fitting in Unfortunately, no book will give you full details Therefore, the best solution is understanding basic features of that culture and bearing in mind this statement “When in Rome, like the Romans do”, i.e, watch other people and like they 5.2 Limitation of the study and suggestion for further research In conclusion, due to the matter of time and personal knowledge, this paper hardly covers all aspects of both verbal and nonverbal behaviors at a lecture, especially verbal behaviors (coming from students) In terms of methodology, this study would be more valid if the researcher could practice observation on real lectures in both countries While nonverbal communication in general as well as in classroom is studied by a huge number of experts and researchers from different perspectives like psychology view, anthropology view or culture view, little research on verbal communication in classroom with regard to culture is carried out As well, there is little document on this topic, which may lead to some intercultural misunderstandings The researcher hope that this paper will be able to build up another foundation for further research on cultural factors reflected in classroom verbal language 41 REFERENCES Hybels, S & Weaver, R.L II, (1992), Communicating Effectively (3rd edition), MacGraw-Hill Inc Mehrabian, A (1972), Nonverbal Communication, Chicago O’Keeffe, A., McCarthy, M & Carter, R., (2007), From corpus to classroom: language use and language teaching, Cambridge University Press Quang, N., COM & ED., (1998), Intercultural Communication, ULIS – VNU Thanh, D.M & Trang, D.T., (2006), Introduction to Cross Cultural Communication, ULIS – VNU Verderber, R.F & Verderber K.S., with Berryman – Fink, C., (1981), Communicate! (12th edition), WADSWORTH CENGAGE learning Vereschagin E & Kostomarov V, (1990), Language and Culture, Moscow Anh, P.Q., (2011), The reflection of American values in one of the US all-time favorite sitcoms “Friends”, BA Graduation paper, ULIS – VNU Hang, B.T.T, (2006), An American-Vietnamese Cross Cultural Study of Nonverbal Behaviors in Teacher-Student Communication, BA Graduation paper, ULIS – VNU 10 Nga, N.L., (2009), A Cross Cultural Study of Non-verbal Behaviors of Anglophone and Vietnamese Teachers of English in Classroom, BA Graduation paper, ULIS – VNU 11 Blatchford, P., Possible Effects of Class Size on Teachers and Pupils, retrieved on April 10th, 2012, http://www.education.com/reference/article/class-size/ 12 Bloom, et al., (1956), Type of questions based on Bloom’s taxonomy, retrieved on 20th, April 2012, http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/questype.htm 13 Kuther, T., Ph.D., How to Lecture: Teaching Tips for Graduate Students, retrieved on November 42 30th, 2011, http://gradschool.about.com/od/collegeteaching/p/How-To-Lecture-TeachingTips-For-Graduate-Students.htm 14 Mejia, J.F., The American Classroom, retrived on November 10th , 2011, http://www.bergen.edu/Documents/ALPJournalSp02.pdf 15 Paulson, D.R & Faust, J.L., Techniques of Active Learning, retrieved on 10th November , 2011, http://www.calstatela.edu/dept/chem/chem2/Active/main.htm 16 American Classroom Customs, retrieved on 10th November , 2011, http://humanities.byu.edu/elc/classcust.html 17 American Classroom Custom – how to be a successful student in the U.S., retrieved on 10th November , 2011, http://faculty.lonestar.edu/cshoup/downloads/American_Classroom_Customs.pdf 18 Collecting, Organizing, and Responding to Student Feedback, retrieved on November 1st , 2011, http://serc.carleton.edu/introgeo/interactive/feedback.html 19 Improve your lecturing, retrieved on November 30th, 2011, http://www.faculty.londondeanery.ac.uk/e-learning/improve-yourlecturing/html2pdf 20 Impact of Class Size on Student Performance, retrieved on April 10th, 2012, http://www.mnsu.edu/cetl/teachingresources/articles/classsize.html 21 Interactive Lectures Summaries of 36 Formats, retrieved on November 1st, 2011, http://www.thiagi.com/interactive-lectures.html 22 Italian hand gestures, retrieved on April 13th , 2011, http://italian.about.com/od/italianculture/tp/italian-hand-gestures.htm 23 Managing the Large Enrollment Course, retrieved on November 18th, 2011, http://serc.carleton.edu/introgeo/interactive/mgtlarge.html 43 APPENDIX Questionnaire for teachers on expected behaviors during a lecture Dear teachers/lecturers, This questionnaire is designed for my research into “An American – Vietnamese intercultural communication study on expected behaviors of teachers and students at a lecture at university” The collected information from this survey questionnaire will be quoted into the graduation paper Your assistance in completing this survey questionnaire is greatly appreciated Thank you very much for your help Please tick () where appropriate or answer the questions Yo ur name: Your gender:  Male  Female Yo ur age: Yo ur nationality: Yo u are teaching at: Ho w long have you been teaching at your college/university? Which class you prefer to teach? Small class (20-40 students)  Large class (over 40 students) Do you use head movement (nodding and shaking) while lecturing?  Often  Rarely  Sometimes  Don’t remember When you use that kind of movement?  When lecturing / Habit 44  When listening to students answer questions  Both 10 In your opinion, expressing your attitude towards your students’ responses through nodding or shaking head is:  Acceptable in every situation  Acceptable when they are positive / not spiteful behaviors 11 What will you when you are not satisfied with your students (e.g their answers are wrong, they make noise in class or don’t respect the teacher)?  Tell him/her that he/she was wrong  Wag your head; tell him/her that he/she was wrong  Wag your head, accompany with facial expressions (smile/frown/pout your lips); tell him/her that he/she was wrong (Please state your facial expressions that you are likely to make) 12 Do you frown when you feel unsatisfied with your students?  Often  Rarely  Sometimes  Don’t remember 13 In your opinion, which is the most appropriate use of distance in teacherstudent while you deliver your lecture?  0-45 cm  120-360 cm  45-120 cm  Others (please specify) 14 Do you change your distance during the lecture?  Often Rarely  Sometimes Don’t remember  Others (please specify) 15 What you think is the best way to get students’ attention?  Clap your hands  Raise your voice  Keep silent for a moment and let your students know you are frowning 45  Tap on the table  Others (please specify) 16 What are the nonverbal behaviors of your students that you dislike most?  Keep silence all the time  Tapping fingers on the table  Sticking out the tongue  Coming to class late  Others (please specify) 17 Do you start your lecture by having small talk?  Often  Rarely  Sometimes  Never 18 If you have a small talk before giving lecture, what topic(s) you prefer to talk?  Personal issues  Others (please specify)  Something related to the lecture 19 Do you raise questions during lecture?  Often  Rarely  Sometimes  Never 20 What kind(s) of questions are you likely to use more frequently?  WH-questions  Yes/No question  Tag questions 21 Do you use idioms during lecture (e.g figure sth out, freak out, take it easy, mess up on sb, be in limbo, (not) make (any) sense, etc.)? Often  Rarely  Sometimes  Never 22 Do you use chunks during lecture (e.g you know, I mean, a bit of, and things like that, you know what I mean, etc.)?  Often  Rarely  Sometimes  Never 46 23 State your verbal responses when you are satisfied or not satisfied with your students (about their answers in particular) Satisfied Not satisfied ……………………… ……………………… ……………………… ……………………… THANK YOU VERY MUCH FOR YOUR COOPERATION! APPENDIX Questionnaire for students on expected behaviors during a lecture Dear students, This questionnaire is designed for my research into “An American – Vietnamese intercultural communication study on expected behaviors of teachers and students at a lecture at university” The collected information from this survey questionnaire will be quoted into the graduation paper Your assistance in completing this survey questionnaire is greatly appreciated Thank you very much for your help Please tick () where appropriate or answer the questions Y our name: Your gender:  Male  Female Y our age: Y our nationality: Y ou are student at: Which class you prefer to study at?  Small class (20-40 students)  Large class (over 40 students) 47 Does your teacher have these cues?  Nodding head  Frowning  Shaking head  Pouting his/her lips  Smiling Where is your teacher when he/she is giving lecture?  Sitting at teacher’s desk  Standing close to students  Standing at class dais Does your teacher raise questions during his/her lecture?  Often  Rarely  Sometimes  Never 10 What type(s) of question does your teacher often use?  WH-questions  Yes/No questions  Tag questions 11 What you often when your teacher raises a question?  Keep silence because you don’t know the answer  Keep silence even though you know the answer  Raise your voice to answer the question 12 Do teacher and students in your class have a small talk before going to the lecture?  Yes, sometimes  No, we go directly to the lecture 13 What topics you and your teacher mention when having small talk? (Who choose “No” in question 12 don’t answer this question)  Personal issues  Others (please specify)  Something related to the lecture 14 In your opinion, your class atmosphere created by your teacher is:  Quiet  Enthusiastic  Friendly  Others (please specify) THANK YOU VERY MUCH FOR YOUR COOPERATION! 48 ...ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP NGHIÊN CỨU GIAO VĂN HÓA VI? ??T – MỸ VỀ HÀNH VI GIAO TIẾP CỦA GIÁO VI? ?N VÀ SINH VI? ?N TRONG GIỜ HỌC TẠI... GIAO TIẾP CỦA GIÁO VI? ?N VÀ SINH VI? ?N TRONG GIỜ HỌC TẠI TRƯỜNG ĐẠI HỌC Người hướng dẫn: Thạc sĩ Đào Thu Trang Sinh vi? ?n: Nguyễn Thu Huyền Khóa: QH2008 HÀ NỘI – NĂM 2012 ACCEPTANCE I hereby state... are trying harder to create an English-like environment for their students, from verbal behaviors to non-verbal behaviors at a lecture They are providing their students with not only knowledge