An american vietnamese cross cultural study of hand gestures body movements and postures of teachers in class

INTRODUCTION

Rationale

Communication is an essential process that involves sending and receiving messages, enabling individuals to share knowledge, emotions, and ideas It encompasses both verbal and non-verbal forms, with the latter gaining recognition for its importance in effective face-to-face interactions Non-verbal communication includes a variety of cues such as hand gestures, body movements, and postures that complement verbal messages In educational settings, teachers' non-verbal behaviors significantly enhance the delivery of content and skills While certain non-verbal cues may have universal meanings across cultures, interpretations can vary, leading to potential misunderstandings For instance, American and Vietnamese teachers utilize different non-verbal strategies in the classroom to facilitate effective lessons This highlights the need for research, such as the study on American-Vietnamese cross-cultural communication, aimed at helping Vietnamese students navigate cultural differences and avoid communication challenges.

Aims of the study

This thesis explores the similarities and differences in the performance of hand gestures, body movements, and postures exhibited by American and Vietnamese teachers in the classroom Additionally, the research aims to analyze the frequency of these non-verbal communication techniques used by both American and Vietnamese educators during their teaching sessions.

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 method alongside data analysis to ensure reliability, incorporating contrastive analysis as well The findings, comments, and information presented in this thesis are derived from these methodological approaches.

 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

This study is structured into five chapters: the first chapter introduces the research, while the second chapter is divided into two parts, focusing on the theoretical background of culture and nonverbal communication, and providing definitions, features, and classifications of body movements, hand gestures, and postures It also examines the similarities and differences in the use of these nonverbal cues across cultures, along with their underlying causes and a detailed description of typical gestures Chapter three outlines the research methodology, and chapter four presents the survey results, comparing the use of hand gestures, body movements, and postures between Vietnamese and American teachers The final chapter concludes the study, summarizing its key 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 that culture is a human-made aspect of the environment, distinguishing it from nature; they assert that elements of the environment only acquire cultural significance through human interaction.

According to Triandis (1994), culture encompasses both human-made objective and subjective elements that historically enhanced survival and satisfaction within a specific ecological niche These elements, which include values, attitudes, beliefs, orientations, and underlying assumptions, are shared among individuals who communicate through a common language and coexist in the same time and place Together, they form a framework that shapes one's worldview and influences interpersonal interactions.

Communication is a multifaceted concept with various definitions According to Larry Porter and McDaniel (2006), it is described as “the process through which symbols are transmitted for the purpose of eliciting a response.” Lustig (1996) further elaborates that communication can be represented by symbols, including words, actions, or objects, which convey a person's thoughts, perceptions, or feelings to others.

It is clear in the definition of Hybels, and Weaver (1992: 5) that

Communication encompasses the process of sharing information, ideas, and feelings, utilizing not just spoken and written language but also body language, personal mannerisms, and contextual elements that enhance the meaning of a 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 channel and style This diversity leads to multiple types of communication, each tailored to specific situations.

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, highlighting the intricate ways in which cultural context shapes our interactions.

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 plays a crucial role in the communication process, as it involves behaviors that can convey messages intentionally or be interpreted by others, regardless of the sender's intent (Lustig, 1996).

Nguyen Quang (2004) defines nonverbal communication as the combination of all message components that are conveyed through both vocal and non-vocal channels, without verbal coding This form of communication includes paralinguistic factors, such as rate and volume, as well as extra-linguistic factors like body language (gestures, postures, facial expressions), object language (clothing and jewelry), and environmental language (proxemics and settings).

In "Bodily Communication," Argyle highlights five essential functions of non-verbal communication: expressing emotions, conveying interpersonal relationships, supporting verbal exchanges, reflecting personality, and performing rituals like greetings and farewells Altheimer (2008) elaborates on the interaction between verbal and non-verbal communication, noting that non-verbal cues such as gestures, facial expressions, and vocal tone can reinforce, contradict, substitute, complement, or emphasize spoken words For instance, avoiding eye contact while saying "I love you" creates a contrast, while a bright smile when saying "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 "Navy Instructional Theory" (1992), Commanding Officer Netpmsa defines a gesture as a natural body movement that expresses thoughts or emotions, enhancing oral communication The effectiveness of your speech is significantly influenced by your gestures, which reflect your personality—whether strong, calm, or gentle Netpmsa emphasizes that by relaxing your shoulders, arms, and hands, you can improve your communication, effectively conveying the meaning and importance of your message to the audience.

Effective communication involves the use of gestures, which can enhance the message being conveyed Teachers who naturally incorporate spontaneous gestures while speaking do so out of enthusiasm and conviction, making their communication more engaging Descriptive gestures serve to illustrate actions, while specific hand signs, like forming a "V" with two fingers, symbolize victory and can reinforce the intended message.

Hand gestures serve as powerful tools for communication, conveying meaning beyond words However, the significance of these gestures can vary widely across different cultures This is particularly important in cross-cultural interactions, where individuals from diverse linguistic backgrounds rely on hand gestures to enhance understanding Each culture assigns unique meanings to specific gestures, highlighting the importance of cultural awareness in effective 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, a thumbs-up gesture is considered highly offensive This confusion surrounding gestures and phrases has persisted over time According to Shalint Verma (2005: 59), the thumbs-up sign has also gained popularity in movie reviews, thanks to critics who have adopted it in their evaluations.

Gene Siskel and Roger Ebert popularized the "thumbs up" and "thumbs down" system on their show Siskel & Ebert, where a thumbs up signifies a positive film review and a thumbs down indicates a negative one The phrase "two thumbs up" has evolved to represent not only a favorable review from both critics but also a broader sense of high quality and unanimous acclaim Conversely, a thumbs down clearly denotes disapproval or a negative assessment of a film.

( https://vi.scribd.com/document/161126797/Symbol-Gesture )

The "thumb down" gesture signifies failure or disapproval, contrasting with the more frequently used "thumb up" sign According to R Royale (2015), the thumbs-down sign is perceived as a rude and arrogant expression of negativity, making it less common in communication.

A man giving a thumbs down sign of disapproval

Beckoning gesture (“Come here” gesture)

The beckoning gesture, often referred to 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 perceived as somewhat arrogant and is commonly used to summon waitstaff Additionally, in certain cultures, it is exclusively associated with calling over a prostitute.

Umi Pujiyanti and Fatkhunaimah Rhina Zuliani (2014) suggest that while you may have applied certain techniques on those less experienced than yourself, attempting them on your superiors can lead to surprising reactions, often reflected in their shocked expressions.

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 sentiment highlighted during Richard Nixon's visit in the 1950s when he made the gesture to a crowd in Rio de Janeiro, only to be met with boos in response.

In Japan, the "OK sign" symbolizes "money," which can lead to misunderstandings in cross-cultural business interactions For instance, when a Western businessperson uses the "OK sign" after a successful negotiation, a Japanese counterpart might mistakenly interpret it as a request for a bride, highlighting the importance of cultural awareness in international dealings.

The peace sign, represented by two formats—one with the palm facing outward and the other inward—symbolizes "victory" and peace in the US This gesture was notably adopted by protesters against the Vietnam War and activists, with hippies frequently using the outward-facing palm version while promoting peace.

The peace sign, widely recognized for its association with the concept of peace, holds different meanings in various cultures In countries like the UK, Australia, and South Africa, the same gesture, when performed with the back of the hand facing the recipient, is viewed as highly offensive A notable example of hand gestures in political contexts 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, with the index finger being the most typical However, in certain regions of India, the middle finger is used for pointing, while other cultures may use the thumb, especially when indicating something behind the speaker.

In Western cultures, using the index finger to point directly at someone is deemed impolite A more courteous alternative is to gesture towards the person with an open hand, resembling the action of 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 method, utilizing tables and charts to present statistical data The analysis focuses on information gathered from survey questionnaires, while also incorporating contrastive analysis to enhance the findings.

Consulting with the supervisor, engaging in discussions with colleagues, and drawing from personal classroom observations and experiences in cross-cultural communication significantly aid in 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?

The thesis aims to explore the similarities and differences in the use of hand gestures, body movements, and postures between American and Vietnamese English teachers To achieve this, ten survey questionnaires were distributed to each group of native teachers, and the returned responses were analyzed This research is critical for identifying the factors contributing to these similarities and differences To ensure the reliability of the data, participants were asked for their consent before the surveys were administered.

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: 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, included conducting a survey questionnaire and personal observations Finally, the last stage, spanning from late June to early October 2016, focused on analyzing the data and discussing the results.

Data collection instruments

The study employs two data collection instruments These are survey questionnaire and observation

The observation method, as defined by Mason (cited in Mackey and Gas, 2005), involves researchers immersing themselves in a research environment to systematically observe various aspects, including interactions, relationships, actions, and events This method serves as a valuable tool for understanding behavioral and social dynamics within the setting.

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 influence on the classroom environment, the researcher adopts a non-participant role and positions herself at the back of the class Additionally, a camera is discreetly placed in the rear to prevent drawing students' attention.

The data collected from observations is used to clarify the questions raised in the survey questionnaires

This thesis utilized a survey questionnaire as the primary data collection tool 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 They consist of two sections: the first gathers personal information from the participants, while the second presents various scenarios that require their responses.

Data analysis method

Data is analyzed statistically using quantitative methods, focusing on frequency distribution The results for each group are summarized in a table that displays the number of participants selecting each option along with the corresponding percentage.

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 only a small percentage of individuals consistently use hand gestures in the classroom While the "V" gesture is associated with positive connotations, it is not commonly employed by educators to convey their messages, with 60% of American teachers and 70% of Vietnamese teachers never using it during their duties Additionally, both cultures show a lack of popularity for the "beckoning gesture" and thumbs down, as 50% of teachers from both Vietnam and America refrain from using these actions.

The most commonly used gestures among informants are clapping hands and the thumbs-up sign The thumbs-up gesture, which signifies agreement and encouragement, is frequently used by 60% of Americans and 40% of Vietnamese in classroom settings Similarly, clapping hands is also prevalent, with 50% of respondents using this gesture, including 40% of Americans and 40% of Vietnamese.

In the United States, the "OK sign" is commonly used, with about 30% of Americans employing this gesture, while it is largely overlooked in Vietnam, where only 10% of people use it Interestingly, both Vietnamese and Americans show similar patterns in their usage of pointing gestures, with 10% always using it, 40% frequently, 30% sometimes, 20% rarely, and none never using it.

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

“pointing” meanwhile American teachers rarely use hand gestures when students questions, American teachers mainly use “pointing” gesture and also implement

“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

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% employing this gesture in other contexts During class exercises, they often utilize the "V gesture," "pointing," and "thumb down" gestures When students seek clarification, "pointing" is the most common gesture used by teachers, while "thumb up" and "clapping hands" are not utilized in these scenarios.

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”,

Most students favor positive gestures, with "thumbs up" and "clapping hands" receiving the highest approval at 75-85%, while the "V gesture" is also liked, though rarely reinforced by teachers Conversely, the "thumbs down" gesture is largely rejected, with only 10% of students feeling neutral about it; the majority (90%) express dislike, with 80% actively disapproving and 10% outright hating it.

Hand gestures such as "pointing" and "beckoning" can convey different meanings depending on the context In America, these gestures are often considered neutral, but they can also have negative connotations in certain situations Older individuals commonly use these gestures to attract the attention of younger people, while students may express their disapproval through "beckoning." Understanding the nuances of these gestures is essential for effective communication.

Cultural beliefs significantly influence students' understanding of their teachers, as many express difficulty interpreting their native instructors' meanings without accompanying gestures Students show a preference for lectures that incorporate hand movements, viewing these gestures as essential tools for lesson explanation, positive engagement, and effective classroom management.

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 stationary at the podium, while 40% frequently pace back and forth In contrast, American teachers exhibit more dynamic movement, with only 30% staying at the podium and 40% pacing Notably, American teachers are more inclined to engage with students by standing just 30 cm away and walking around the classroom, doing so 50% of the time to foster closer connections and enhance knowledge transfer Both Vietnamese and American teachers share similar frequencies in pacing back and forth at the podium, with 20% always, 40% frequently, 20% sometimes, and 20% rarely engaging in this behavior When students express confusion, American teachers are more likely to approach them directly, standing close to facilitate understanding, with 50% doing this frequently.

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 maintain student focus, while American teachers actively use gestures and body language to enhance understanding and engagement in their lessons.

Similarities and differences

Figure 3: body movements by American teachers of English in specific situations

In classroom settings, American teachers utilize a range of body movements, particularly when pacing back and forth or remaining stationary on the podium During exercises, they engage actively by approaching students and maintaining a close distance of about 30 centimeters to minimize distractions A common movement in these scenarios is transitioning from the board to the back of the classroom When students express confusion and ask questions, teachers adapt their approach to address their needs effectively.

In the classroom, teachers typically engage with students by standing 30 centimeters in front of them, utilizing various body movements to enhance communication However, during student responses, American educators tend to minimize their body movements, often remaining at the podium While they may occasionally walk around the classroom or move from the board to the back, these actions are infrequent Overall, the first three teaching scenarios heavily rely on body language to convey meaning, contrasting with the more static approach observed during student interactions.

S1 You are lecturing on a topic or giving instructions S2 When student are doing exercises

Figure 4: body movements by Vietnamese teachers of English in specific situations

In the context of teaching, body movements vary significantly between different situations During lectures or instruction (situation one), teachers often pace back and forth or remain at the podium, while these movements are absent in more interactive scenarios Conversely, when students are engaged in exercises, teachers frequently walk around the classroom Additionally, when students seek clarification, Vietnamese teachers typically approach them, moving from the board to the back of the classroom Other body movements are utilized evenly across all teaching 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 are generally comfortable with various body movements during lessons; however, a notable percentage express disinterest in certain actions Specifically, 30% of students do not favor standing still at the podium, with 10% disliking it intensely, as they find it contributes to boredom Similarly, the movement of going from the board to the back of the classroom is discouraged by 30% of students, with 10% actively hating it due to potential distractions In contrast, more engaging movements, such as walking around the classroom and approaching students while maintaining a distance of 30 centimeters, are well-received, with 90% to 100% of students expressing positive feelings towards these actions.

Walking around the classroom and approaching students while maintaining a distance of about 30 centimeters fosters a sense of care and connection According to many Vietnamese students, they prefer when teachers engage with them actively by moving around, rather than remaining stationary.

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, 20% of individuals exhibit a posture familiar to Americans, specifically the "hands in pockets" stance, which is less common among Vietnamese While 50% of Vietnamese students never adopt this posture in class, 60% of American students occasionally do Interestingly, 20% of Vietnamese teachers have developed a habit of putting their hands in their pockets.

In the United States, the gesture of "hands joined behind the back" is commonly used by 60% of the population, which is twice as frequent as its use among Vietnamese individuals While this posture appears to be a habitual practice for some Vietnamese, it is less commonly observed, with only 30% adopting it regularly.

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 survey reveals differing chair-leaning habits between Americans and Vietnamese In the U.S., 60% of respondents frequently lean back in their chairs, while only 20% do so rarely Conversely, in Vietnam, 30% of individuals frequently lean back, with 40% never adopting this posture.

The similarity can be seen from the table is that “Hand-on-hand”,

In Vietnamese classrooms, the preferred seating posture often involves sitting neatly with legs close together, leaning slightly forward, and placing both hands on the desk while facing the students This contrasts with more casual positions like "ankle-lock" or "feet on desk," which are not commonly adopted 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 seek clarification on unclear points, 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 interactions.

In situation four, American teachers adopt various postures to engage with students during presentations, primarily leaning against the wall or board and sitting attentively with their body slightly forward and hands on the desk Unlike situation three, they avoid postures such as placing hands on hips, putting hands in pockets, leaning back in a chair, or standing rigidly with arms close to the body, which fosters a more interactive and supportive learning environment.

Figure 6: Postures by Vietnamese teachers of English in specific situations

In Vietnamese classrooms, teachers predominantly adopt the posture of "Putting hands in pockets" and rarely utilize the "Standing upright with arms straight and close to the body" stance Additionally, while students engage in exercises, a variety of postures are observed, with "Hands on hip" being the most frequently used.

Vietnamese teachers commonly use specific postures to engage with students during lessons When students seek clarification, teachers often adopt stances such as "hands on hip," "leaning against the wall or board," and "standing upright with arms close to the body." In contrast, postures like "feet on desk" and "hands in pockets" are not observed in these scenarios During student responses, teachers frequently exhibit postures like "sitting neatly with legs close together and leaning slightly forward," as well as "leg-cross" and "arm-cross."

Leaning against the wall/board

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 like "standing upright" and "arms crossed" are acceptable to only 40% to 50% of students, with 40% expressing dislike for these stances This suggests that formal postures may not engage students effectively Observations reveal that students favor American teaching styles due to their openness and relaxed demeanor However, the posture "feet on desk" is largely rejected by 70% of Vietnamese students, as it is perceived as offensive and impolite in their culture Additionally, many students exhibit boredom during lessons conducted by Vietnamese teachers who frequently adopt formal postures.

CONCLUSION

Recapitulation

The previous chapter highlights the distinct hand gestures, postures, and body movements used by American and Vietnamese teachers during student interactions The findings reveal the differing nonverbal communication patterns between the two cultures, along with potential reasons for these variations.

Hand gestures are a crucial communication tool, with American teachers utilizing them more frequently than Vietnamese educators to ensure student understanding In contrast, Vietnamese teachers tend to limit hand gestures to avoid distracting their students However, gestures do not carry universal meanings; students from both cultures may interpret familiar gestures differently For example, while American teachers may use pointing to express authority or anger, Vietnamese students may perceive it as merely a call to action Additionally, American teachers view beckoning as a way to gain attention, whereas Vietnamese students may find it disrespectful, equating it to calling animals.

Body movements play a crucial role in capturing the listener's attention, as the eye naturally follows and focuses on moving objects This is particularly beneficial for teachers in conveying ideas effectively Analysis shows that American teachers utilize more body movements compared to their Vietnamese counterparts, who often remain at the podium and limit their movement within the classroom While Vietnamese teachers typically maintain a distance of about 30 centimeters from students, American teachers actively engage by moving closer to students to facilitate knowledge transfer As a result, Vietnamese students tend to show greater interest in the dynamic teaching style of foreign teachers, as these movements reflect a higher level of enthusiasm in their teaching approach.

American teachers are observed to adopt relaxed postures more frequently than their Vietnamese counterparts, who tend to maintain more defensive and formal stances Americans perceive still or closely-held hands as overly stiff or formal, believing that such rigidity is unnecessary in a teaching environment While relaxed postures, like hands in pockets or on hips, are seen as impolite in certain contexts, American educators prioritize informality to foster a comfortable learning atmosphere This approach appears to enhance communication, as Vietnamese students feel more at ease and engaged in activities led by their American teachers, who exhibit a more relaxed nonverbal demeanor.

Implications

After analyzing the data collected, the researcher comes up with the following implications:

Hand gestures, body movements, and postures significantly influence classroom interactions However, teachers may occasionally overemphasize their gestures and movements, leading to student distraction To enhance teaching effectiveness, it is crucial to raise teachers' awareness of nonverbal communication and its cultural context.

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 teachers reveals distinct styles; American educators often exhibit relaxed postures and dynamic body movements during lessons, while their Vietnamese counterparts tend to maintain formal postures and limit their physical movements Understanding and practicing these cultural nuances can enhance communication effectiveness in diverse educational settings.

Avoid relying on perceived social norms in nonverbal communication to interpret others' meanings or evaluate their behavior For instance, while Vietnamese culture may use the "come here" gesture to signal those of lower status, Americans typically employ this gesture simply to call someone over.

Limitations

The study predominantly gathers data through survey questionnaires, which primarily reflect the subjective perspectives of the respondents Many participants provide inconsistent answers, often neglecting open-ended questions in favor of multiple-choice options To enhance the analysis and discussion of the collected data, interviews with both teachers and students are deemed essential Additionally, the research focuses exclusively on body language, including hand gestures, body movements, and postures, while leaving other forms of nonverbal behavior, such as object language, environmental language, and paralanguage, 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

Any suggestions and contributions made to the writer’s study from colleagues, teachers and friends for the sake of better improvement in the writer’s

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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

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 role of hand gestures, body movements, and postures of teachers in the classroom is crucial for effective communication and student engagement This research aims to explore how these non-verbal cues influence learning outcomes and classroom dynamics Your participation in this questionnaire is essential and will remain confidential, ensuring that individual identities are protected in any analysis of the data collected.

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

Feet on desk, if seated

Other postures that you often perform in class:

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)

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

Teachers' hand gestures, body movements, and postures play a crucial role in classroom communication, enhancing student engagement and understanding Effective use of non-verbal cues can significantly influence the learning environment, fostering a more interactive and dynamic atmosphere This study aims to explore the impact of these physical expressions on teaching efficacy and student responses, ensuring that all participants' identities remain confidential for research integrity Your insights will contribute valuable data to this 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)

2 Do you perform these postures in the following situations? (Please tick γ in the appropriate box)

Feet on desk if seated

Feet on desk, if seated

Other postures that you often perform in class:

1 How often do you perform these body movements when interacting with your students? (Please tick γ in the appropriate box)

2 Do you perform these body movements in the following situations? (Please tick γ in the appropriate box)

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 Thông tin bạn cung cấp sẽ chỉ phục vụ cho mục đích nghiên cứu và sẽ được giữ bí 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)

(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)

Định dạng
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