(Luận văn thạc sĩ) an american vietnamese cross cultural study of hand gestures, body movements and postures of teachers in class

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES

TRẦN THỊ XUÂN

AN AMERICAN-VIETNAMESE CROSS-CULTURAL STUDY
OF HAND GESTURES, BODY MOVEMENTS AND POSTURES
OF TEACHERS IN CLASS

NGHIÊN CỨU GIAO THOA VĂN HÓA VIỆT - MỸ
VỀ CỬ CHỈ TAY, CHUYỂN ĐỘNG CƠ THỂ VÀ TƯ THẾ
CỦA GIÁO VIÊN TRONG LỚP HỌC

(M.A. MINOR PROGRAM THESIS)

Field: English Linguistics
Major Code: 60220201

HA NOI - 2016


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES

TRẦN THỊ XUÂN

AN AMERICAN-VIETNAMESE CROSS-CULTURAL STUDY
OF HAND GESTURES, BODY MOVEMENTS AND POSTURES
OF TEACHERS IN CLASS

NGHIÊN CỨU GIAO THOA VĂN HÓA VIỆT - MỸ
VỀ CỬ CHỈ TAY, CHUYỂN ĐỘNG CƠ THỂ VÀ TƯ THẾ
CỦA GIÁO VIÊN TRONG LỚP HỌC

M.A. MINOR PROGRAM THESIS

Major : English Language (1st Program)
Major Code: 60220201
Supervisor: PROF. NGUYEN QUANG (Ph.D.)

HA NOI - 2016


Acknowledgments
I owe my deepest gratitude to my supervisor, Prof. Dr. Nguyen Quang, without
whose valuable comments and guidance, my thesis would not have been
accomplished.
My special thanks go to my dad and my mum.
And I am immensely grateful to my husband who helps me a lot.
My sincere thanks also go to all lecturers and staff of the department of Post- Graduate
studies for their valuable lessons and precious helps. Thanks to their lessons as well as
needed helps, I could overcome enormous obstacles when doing the study.

Finally, I should acknowledge my indebtedness to all my friends for their
assistance during the process of preparing for this research.
Tran Thi Xuan

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ABSTRACT
It can be said that creating and sustaining an interaction through verbal
communication skills is not enough to be successful. Non-verbal communication is
believed to play a vital role in transferring meaning in communication. Heraclitus
once said “One’s eyes are more accurate witnesses than ears”. Nowadays, more and
more researchers believe that communication without spoken and written words can
also help people understand other’s behaviors. Non-verbal behaviour occurs before
verbal communication because individuals depend first on non-verbal means to
present themselves. This natural character of non-verbal behaviour is important in
interaction because before a sentence is conveyed, the hearer follows the body
gestures and facial expressions of the speaker, trying to find out these symbolic
messages. They are trustable because they are mostly spontaneous and parts of
every-day behaviour.

As cultures collide, it is essential for all of us to become more aware of the
hand gestures, body movements and postures surrounding us. Specially, when we
cross over cultural borders, it would be fitting to understand more about the
effective nonverbal communication. This study is conducted to raise Vietnamese
students’ awareness of cross-cultural differences in the use of body language in
class for avoidance of culture shock.

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TABLE OF CONTENTS
Acknowledgments .............................................................................................................. i
ABSTRACT ...................................................................................................................... ii
TABLE OF CONTENTS.................................................................................................. iii
CHAPTER 1: INTRODUCTION ...................................................................................... 1

1. Rationale .................................................................................................................... 1
2. Aims of the study ........................................................................................................ 1
3. Scope of the study....................................................................................................... 1
4. Methodology .............................................................................................................. 2
5. Design of the study ..................................................................................................... 2
CHAPTER 2: THEORETICAL BACKGROUND ............................................................. 3
1. Literature review......................................................................................................... 3
1. 1. Culture .................................................................................................................... 3
1.2. Communication? ...................................................................................................... 3
1.2.1 Definition of communication ............................................................................... 3
1.2.2 Types of communication ..................................................................................... 4
1.3 Cross-cultural communication................................................................................... 4
1.4 Non-verbal communication ....................................................................................... 4
1.4.1 Definition of nonverbal communication ................................................................. 4
1.4.3 Means of nonverbal communication ....................................................................... 6
2. Hand gestures, body movements and postures ............................................................. 6
2.1. Hand gestures .......................................................................................................... 6
2.2. Body movements ................................................................................................... 11
2.3. Postures ................................................................................................................. 13
2.4. Previous related studies .......................................................................................... 14
2.4.1. In the world ......................................................................................................... 14
2.4.2. In Vietnam .......................................................................................................... 14
CHAPTER 3: METHODOLOGY ................................................................................... 16
1. Method and procedure .............................................................................................. 16
1.1 Research questions .................................................................................................. 16
1.2 Research participants .............................................................................................. 16

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1.3 Research procedure ................................................................................................. 17
2. Data collection instruments ....................................................................................... 17
2.1 Observation ............................................................................................................ 17
2.2 The survey questionnaires ....................................................................................... 18
3. Data analysis method ................................................................................................ 18
CHAPTER 4: DATA ANALYSIS AND DISCUSSION ................................................ 19
1 HAND GUESTURES ................................................................................................ 19
1.1 Frequencies ............................................................................................................. 19
1.2 Similarities and differences ..................................................................................... 20
1.3 Students' attitudes ................................................................................................... 22
2.1 Frequencies ............................................................................................................. 23
2.2 Similarities and differences .................................................................................. 24
2.3 Students' attitudes ................................................................................................... 26
3. POSTURES .............................................................................................................. 28
3.1 Frequencies ............................................................................................................. 28
3.2 Similarities and differences ..................................................................................... 29
3.3 Students' attitudes ................................................................................................... 32
CHAPTER 5. CONCLUSION......................................................................................... 34
1. Recapitulation ........................................................................................................... 34
1.1. Hand gestures. ....................................................................................................... 34
1.2 Body movements .................................................................................................... 34
1.3 Postures .................................................................................................................. 35
2. Implications .............................................................................................................. 35
3. Limitations ............................................................................................................... 36
4. Suggestions for further study .................................................................................... 36
References ....................................................................................................................... 37

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CHAPTER 1: INTRODUCTION
1. Rationale
According to Negi(2009, page 101) “Communication, which is used in
everyday life from greeting a stranger to touching a lover, is an ongoing process of
sending and receiving messages that enables human to share knowledge, ideas,
thoughts, information, feelings, emotions, and attitudes”. There are two kinds of
communication: Verbal communication and non-verbal communication which are
simultaneously used in interaction. In the past, linguists focused more on studying
verbal communication. However, nowadays non-verbal communication is
considered to be equally important for effective face to face interaction. Non-verbal
communication uses wide diversities of non-linguistic cues such as hand gestures,
body movement, postures simultaneously with linguistic ones. Clearly, hand
gestures, body movements, postures of teachers in class play an important role in
the support of teaching content and skills. People in various cultures have same
understanding of non-verbal cues; however, the total meaning of speech can be
culturally determined and differ in diverse countries. Therefore, misinterpretations
of non-verbal cues may happen. American and Vietnamese teachers have different
hand gestures, body movements and postures in class in order to make an effective
lesson. As a result, the research “An American-Vietnamese cross-cultural study of
hand gestures, body movements and postures of teachers in class” is conducted to
help Vietnamese students avoid culture shocks and communication breakdown.
2. Aims of the study
The thesis aims to point out the similarities and differences in the
performance of hand gestures, body movements and postures of American and
Vietnamese teachers in the classroom. In addition, the researcher wishes to find out
the frequency of hand gestures, body movements and postures performed by
American and Vietnamese teachers in class.
3. Scope of the study
The study is confined to only hand gestures, body movements and postures
performed by American and Vietnamese teachers in class.

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4. Methodology
This study uses quantitative method based on data analysis to generate
reliability. Additionally, contrastive analysis is also employed. All the information,
comments and findings in this thesis are followed by the following methods:
 Reference to relevant home and foreign publications in both primary and
secondary research,
 Survey questionaries,
 Statistic, descriptions, and analysis of the collected and selected data,
 Personal observations and experience,
 Consultations with supervisor
 Discussions with Vietnamese and foreign colleagues.
5. Design of the study
The study is designed with five chapters: The first chapter introduces the
study. The second chapter involves 2 parts: Part one is related to the theoretical
background of culture and nonverbal communication. The definitions, features and
classification of body movements, hand gestures and postures are provided in part
two. In addition, similarities and differences in the performance of hand gestures,
body movements and postures in different cultures and their causes are also
discussed. A detailed description of typical gestures is also made. Chapter 3
mentions the methodology of the study. Chapter 4 involves the results of the survey
and the detailed comparison of using hand gestures, body movements and postures
between Vietnamese and American teachers. The last chapter is the conclusion
which summarizes the study.

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CHAPTER 2: THEORETICAL BACKGROUND

1. Literature review
1.1. Culture
As Harrison and Huntington note, the term “culture” of course, has had
different meanings in different disciplines and different contexts” (Harrison and
Huntington, (2000:xv) . By stating “culture is human - made part of environment,”
Lonner and Malpass (1994: 7) contrast culture and nature. In their ideas, things in
environment will never become cultural without the “human touch”.
According to Triandis (1994:23) “culture” is a set of human-made objective
and subjective elements that in the past increased the probability of survival and
resulted in satisfaction for the participants in an ecological niche, and this became
shared among those who could communicate with each other because they had a
common language and they lived in the same time and place “The subjective
elements of cultures here are elements such as values, attitudes, beliefs, orientations
and underlying assumptions prevalent among people in a society”. All of these
elements act as a framework that influences your interpretation of the world and
interactions in it.
1.2. Communication?
1.2.1 Definition of communication
There have been many definitions of “Communication” with different
aspects. Larry Porter and McDaniel (2006: 12) select the all-encompassing
definition of human communication as “the process through which symbols are
transmitted for purpose of eliciting a response” Lustig (1996: 29) defines
communication as “a symbol” which may be “a word, action or object” containing
thoughts, perceptions or feelings a person wants t communicate with others.
It is clear in the definition of Hybels, and Weaver (1992: 5) that
“communication is any process in which people share information, ideas and
feelings that involve not only the spoken and written words but also body language,
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personal mannerisms and style, the surrounding and things that add meaning to 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.
1.2.2 Types of communication
People communicate with each other in a number of ways that depend upon
the message and its context in which it is being sent. Choice of communication
channel and your style of communicating also affects communication. So, there are
variety of types of communication.
Types of communication based on the communication channels used are:


Verbal Communication



Nonverbal Communication

1.3 Cross-cultural communication
The relationship between culture and communication is often related to the
bond between the voice and the echo. From culture and communication, there are
three branches of communication as follows:
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.
1.4 Non-verbal communication
1.4.1 Definition of nonverbal communication
According to Lustig(1996: 187-188) “nonverbal communication is a
multi-channeled process that is usually performed simultaneously. Nonverbal
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behaviors can become part of the communication process when someone
intentionally tries to convey a message or when someone attributes meaning to
nonverbal behavior of another, whether or not the person intends to communicate a
particular process.”

Nguyen Quang (2004) defined: “all the components of the message that,
when taken together, constitute the communication which is not verbally coded but
both vocally and non-vocally channeled. Nonverbal communication is composed of
paralinguistic factors (nonverbal - vocal channel), such as rate, volume, etc., and
extra-linguistic factors (nonverbal - non-vocal channel), such as body language
(gestures, postures, facial expressions,…) object language (including clothing,
jewelry…) and environmental language (proxemics, settings…)”.
1.4.2 Significance of nonverbal communication
Argyle, in “Bodily Communication,” points out five crucial roles of
non-verbal communication: to express emotions, communicate interpersonal
relationships, support verbal interaction, reflect personality and perform rituals,
such as greetings and goodbyes. Altheimer(2008) identifies how non-verbal
communication interacts with verbal communication. “We can reinforce, contradict,
substitute, complement or emphasize our verbal communication with non-verbal
cues such as gestures, facial expressions and vocal inflection. For example, as you

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tell someone you love them but you avoid eye contact, it is a contrast. If you have a
bright smile when you say congratulations, this reinforces the sincerity of your
words.”
1.4.3 Means of nonverbal communication
Nguyen Quang(2001: 19) believes that nonverbal communication is realized
by the following means:
Nonverbal Communication

Paralanguage

Body language/
Kinesics
- Vocal
characteristics
+ Pitch
+ Volume
+ Rate
+ Vocal quality
- Types of vocal
flow
- Vocal
interferences
- Silence...
...

Extra language

Object language/
Artifacts

- Clothing
- Jewellery
- Accessories
- Make-up
- Artificial scents
- Gift
- Flower

- Eye contact
- Facial expressions
- Physical characteristics
- Gestures
- Postures
- Body movement
- Touch/Haptics/Tactile
...

Environmental
language

- Setting
- Conversational
distance/Proxemics
- Time/Chronicles
- Lighting system
- Color
- Heat

...

2. Hand gestures, body movements and postures
2.1. Hand gestures
In chapter 5 of the book “Navy Instructional Theory” (1992) Commanding
officer Netpmsa defines “A gesture is a natural movement of any part of the body
that conveys a thought or emotion or reinforces oral expression”. Your gestures will
convey whether your personality is strong, calm or gentle rely on a large extent.
Netpmsa(1992: 63 ) believes that “Regardless of your personality, gestures will add
to the effectiveness of your speech if you relax your shoulders, arms, and hands, and
concentrate on communicating to the audience the meaning and importance of your
ideas.”. When someone has natural gestures, it will work. However, when a
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communicator performs an artificial gesture, it will detract. When speaking,
teachers who practice spontaneous gestures to illustrate more for words will arise
naturally from enthusiasm and conviction. Descriptive gestures illustrate an action.
Use your hands to convey a message, such as a “V” formed with two fingers is
consider as a symbol of victory.
Hand gestures are a effective way denoting what one person is saying.
However, a gesture performs distinctive meanings in different cultures. These
gestures are most useful when two people who come from different countries with
different language communicate together. The meaning of hand gestures in each
culture has particular meaning.
Thumbs up and Thumbs down

Although “Thumb-up” sign is recognized as approval or agreement in
English speaking countries, it is actually used as an insult in Bangladesh. In certain
parts of the Middle East, thumb-up is definitely a highly offensive. People have

been confused about this sign for a long time. Shalint Verma(2005: 59) wrote “More
recently, it is associated with movie reviews, having been popularized by critics
Gene Siskel and Roger Ebert on their televised review show Siskel & Ebert — the
thumb up meaning a positive opinion of a film; the thumb down meaning a negative
one.” The trademarked phrase "two thumbs up", originally meaning a positive
review from both reviewers, has come to be used as an indication of very high
quality or unanimity of praise. The thumb down sign obviously means the opposite
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of a thumb up sign. It is an indication of something that is bad or something that
you do not approve of.
( )
When someone performs “thumb down” sign, It means something or
someone has failed. The thumb down sign is not used as much as the thumb up sign
because of its negative meaning. R. Royale (2015) indicated that “Its use is nowhere
near as common as the thumbs-up gesture and is seen as a somewhat rude, callous,
and arrogant way of indicating failure or disapproval.”

.
A man giving a thumbs down sign of disapproval.
Beckoning gesture (“Come here” gesture)

Beckoning gesture (“Come here” gesture) is a gesture when the hand is
extended and the forefinger is then repeatedly curled towards the palm in a hooking
motion. “In today’s (western) society, the “crooked finger” is seen as a somewhat
impolite hand gesture. Almost exclusively a superior-to-subordinate (parent-to-child)
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hand gesture, it has arrogance about it. It is also used for summoning a waiter and,
is some countries; it is used exclusively for calling-over a prostitute” according to
Umi Pujiyanti & Fatkhunaimah Rhina Zuliani (2014 : 70 ). You may have used it on
people more junior to yourself but just try it on your superior and then watch their
shocked facial expression.
The Ok
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, however, it is considered a rude gesture. The most famous example of this
was in the 1950s when Richard Nixon visited Brazil and flashed the “Ok sign” to a
waiting crowd upon arriving in Rio de Janeiro, who responded with boos!

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In japan, the “OK sign” means “money”. Imagine a Western businessperson
giving the “Ok sign” at the end of a successful negotiation. The Japanese
businessperson might misinterpret this as the American asking for a bride!
The “V” Sign
This sign has two formats: one with the palm faced outwards, and another
with the palm inwards. In the US, both ways refer to “victory” and peace: protesters
against the Vietnam War and activists adopted the gesture as a sign of peace [32].
Because the hippies of the day often flashed this sign (palm out) while saying
“Peace”, it became popularly known(through association) as the peace sign [31]. In
other places, such as in the UK, Australia and South Africa, the same gesture with
the back of the hand facing the other person is considered to be an extremely
insulting [32]. A very common example of hand gestures 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.

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Pointing gesture
The typical pointing with the index finger is a gesture used in many cultures.
Some cultures use the middle finger (certain regions of India). Other cultures also
point with the thumb, often when referring to something behind the speaker.
In Western cultures pointing directly with the index finger at a person is
considered rude. A more polite way of pointing to a person would be to direct the
hand in their direction, as if holding a plate.
There are many other ways to point, for example with the hand, a head
nod or an eye gaze. In some Native American cultures, one actually points with the
nose, avoiding the disrespect associated with pointing fingers. Some use lip
pointing, for instance the Misquite in Honduras and Nicaragua, as well as Spanish
speaking city dwellers in large parts of northwestern South America and it is also a
common sight in the Philippines. In America and European cultures, it is considered
rude to point fingers at others. This hand gesture is an indication of a dominant - to subordinate behavior in the professional world. It is considered a gesture to single
out an individual from a crowd. This aggressive signal is not liked by many, as no
one likes to be singled out.

2.2. Body movements
Body movement is an integral part of human interaction; it is one of the
factors emphasizing and clarifying verbally expressed ideas. Because body
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movement is so easily adaptable for communicating, we should control your actions
while instructing in order to reinforce rather than contradict our words. The image
we present and your body movements will strengthen our communication so that we
should utilize our body to communicate positively with the students. Hamlet used to
have advice to the players in Shakespeare's Hamlet in 1601 “Suit the action to the
word, the word to the action, with this special observance, that you o'erstep not the
modesty of nature”. Movement is the motion of the whole body when you go
around the classroom. “Movement attracts the attention of the listener because the
eye instinctively follows moving objects and focuses on them.” Netpmsa, (1992).
Movement can assist you convey ideas to your students. The basic rule in
movement is moderation. Therefore, we - teachers should not remain standing in
one spot and do not go on the move all the time. As our skill and experience
increase, our movement will become less conspicuous and more significant.
Learning to modify the degree of movement to make it natural and meaningful and
planning our movement so that we are at the proper place at the proper time.
These movements connected to a thought or emotional impulse convey the
messages. Stand still without movement - while you are paying attention to a
question, you can stand still without movement to show your interest.
However, body movements can distract from the message. Pacing from one
side to other - If you pace from one side of the front of the room to the other
meaninglessly, the students will follow the movement. Moving a hand repetitively If you use your hand to move your hair out of your eyes constantly while speaking,
the audience will focus on the movement rather than what you are saying.
In this thesis, the researcher focuses on the movements of teachers in class.
Standing fixed on the podium, walking round and round, walking to and fro on the
podium, coming up to students and keeping a close distance (30cms) from the
nearest student, walking to and fro along the classroom are studied to find out the
differences between American and Vietnamese teachers.

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2.3. Postures
Posture is the way you position your body. Postures are divided into two
groups namely conscious postures and unconscious postures. The conscious postures
are those which we are completely conscious when performing, hence we can control
them. These postures can be used in both formal and relaxed situations as a
communicative channel. The unconscious postures are those performed with our
recognition that can not be controlled. They often occur in relaxed situations and don
not carry the meaning of communicational signal.
Formal posture(closed posture)
This type of posture is performed in accordance with the rules and
conversations in situations considered formal such as meetings, conferences,
weddings, funerals etc with communicating partners who have higher power like
boss, teachers, professors, grandparents...
- Seating neatly, two legs close, body moving forward a little, two hands
placed on the desk, face turned toward the audience.
- Standing upright, two arms straight and close to the body.
Relaxed postures (open posture)
This type of postures occurs in situations considered as informal, close. It is
used for the communicating partners having equal or lower relational power and
having close social distance. Following are main types of relaxed postures:
- Leaning back in a chair if seated
- Putting hands in pocket
- Feet on desk
- Hands joined behind your back
- Hands on hips
- Leaning against the wall
- Defensive posture
This type of posture can appear in both formal and informal situations. It can
be used in communication among power-unequals or those who have different

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social distances.
( />ommunication/ )
2.4. Previous related studies
2.4.1. In the world
The importance of nonverbal cues in communication as well as in class
interaction is widely accepted. There have been many researchers interested in
carrying out studies on this issue. For instance, Okon(2011) states that our daily
nonverbal behavior and the powerful culture influences on participants in classroom.
However, his main purpose is to work on outcomes when conflict arises with a
student in the classroom and concerned about their teachers’ “behavior”.
Sharing the same perspective, Guvendir(2011) insists that using only verbal
cues cannot fully define the classroom interaction. It is essential for teachers to use
nonverbal communication to make students aware of their errors. The researcher
just gives insights into the use of nonverbal behavior of teachers in providing their
students with corrective feedback.
Discussing the teachers “nonverbal behavior” impact on students’
achievement, Negi (2009) and Chaudhyl and Arifi (2012) agree that teachers
“nonverbal behaviors” play a highly important and essential role on learners’
motivation in language classroom. In addition, Peng Hong Li(2011) indicates that
most of teachers are not aware of the fact that nonverbal cues they use have an
influence on teaching effects and ignore the role of their nonverbal behavior in class.
His study recommends that teachers should take advantage of nonverbal
communication to assist and complement classroom teaching to archive the best
effect and high efficiency.
2.4.2. In Vietnam
In Vietnam researchers become more and more aware of the importance of
nonverbal cues .There are a considerable number of research works on this topic

such as the ones by Vu Thi Thanh Mai (2008) Dang Thuy Hang (2007) Bui Hai
14


Son(2009) Dao Thi Thu Trang (2007). Trang (2007) focuses on comparison of
common touching behaviors and their frequency in American and Vietnamese
cultures. Mai(2007) studies major the similarities and differences in the way of
using gestures for agreement by Vietnamese male and female. Son (2009) takes a
look into the most common nonverbal expressions for disappointment in order to
help American and Vietnamese communicators succeed in interactions. Hang (2007)
also highlights the frequency and the specific performance of teachers “nonverbal
behaviors”. She just emphasizes teachers’ performance but students’ attitudes to the
performance.
However, she gives insight into eye contact, postures, and proxemics while
the researcher does research on hand gestures, postures and body movements.

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CHAPTER 3: METHODOLOGY
1. 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.
The main method used in this study is “quantitive” with the illustration of
tables and chart presenting statistic data. The analysis is mainly based on the data
collected through the survey questionnaires. Besides, “contrastive analysis” is also
used.
Consultation with the supervisor, discussion with colleagues, as well as the
author’s personal observation in class and her own experience in cross-cultural

communication are also of great help in finding out the answers to the research
questions.
Discussions with foreigners, overseas students, American teacher and their
Vietnamese counterparts are also taken into consideration.
1.1 Research questions
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?
1.2 Research participants
As the thesis is about to find out the similarities and differences between
American teachers and Vietnamese teachers in their performance of hand gestures,
body movements and postures in class, the participants in the thesis are native
American and Vietnamese teachers of English. Ten survey questionnaires for each
group are handed out and ten survey questionnaires returned are then analyzed. All
participants are asked to provide their levels of education and their time of teaching
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experience which are essential to find out the factors leading similarities and
differences. In order for data to be reliable, prior to delivering the survey
questionnaires, the participants are at first asked to give their permissions to join the

survey.
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.
1.3 Research procedure
In order to achieve the aim set out for the study, the thesis comes through
three major stages. Writing the proposal was the first stage in the process. This stage
lasted nearly two months from early October to late December, 2015. Then from
early January to half of June, the survey questionnaire and personal observation
were conducted. In the last stage starting from late June to early October in 2016,
the results from data analysis were analyzed and results were discussed.
2. Data collection instruments
The study employs two data collection instruments. These are survey
questionnaire and observation.
2.1 Observation
According to Mason( cited in Mackey and Gas (2005;175) ) observation
method is “method of generating data which involve the researcher immersing (him
or herself) in a research setting and systematically observing dimensions of that
setting ,interactions, relationships, actions, events, and so on, within it” it is really a
useful tool to appreciate behavioral and social acts.
Before observations are performed, the researcher take notes of a list of
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different nonverbal cues and situations in order to follow more easily.

For making sure that the presence if observer does not have any big influence
on the classroom setting, the researcher attends classes with the role of a
non-participant and tries to minimize her attendance by sitting in the back of the
classes. The camera is also placed at the back position of the classes to avoid
students’ attention.
The data collected from observations is used to clarify the questions raised in
the survey questionnaires.
2.2 The survey questionnaires
Survey questionnaire was the major data collection instrument employed in
this thesis. The thesis aimed to investigate the similarities and differences in
producing hand gestures, body movements and postures by native speakers of
English and those of Vietnamese.
Therefore, the delivered questionnaires are written in English and
Vietnamese with equal values. The questionnaire includes two parts. The first part
focused on personal information about the participants. The second part of the
questionnaire provides situations which require the participants’ answers.
3. Data analysis method
After being collected, the data is statistically analyzed using quantitative
method. The findings are mainly based on frequency distribution. The overview of
results in each group is recorded in table containing numbers of participants
choosing this form and the equivalent percentage.

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CHAPTER 4: DATA ANALYSIS AND DISCUSSION
In this chapter, findings and discussions are given in response to the research
questions. This chapter includes three main parts which belong to main findings of
the three main types of nonverbal cues in class.
1 HAND GUESTURES

1.1 Frequencies
Hand Gestures
Always
Frequency
Teachers

Frequently Sometimes
A

V

A

V

Rarely
A

A

V

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%

30%

0%

10%

Pointing

10% 10% 40% 40% 30% 30% 20% 20%

0%

0%

Beckoning gesture

0%

0%

Clapping hands

0%

10% 50% 40% 20% 20% 20% 20% 10% 10%

The thumps down

0%

0%

0%

V

Never
A

V

10% 10% 10% 10% 30% 30% 50% 50%

20%

0%

0%

30% 30% 20% 50% 50%

Table 1: Frequencies of using hand gesture by American and Vietnamese teachers of
English
We can see from the table that very few people “always” use their hand
gestures in class. Although “V” gesture brings a positive meaning, it is not the tool
that teachers use to transfer what they mean for their students. 60 % of American
teachers and 70% Vietnamese teachers never have “V” gesture while they are on
duties. “Beckoning gesture” and the thumps down are not popular in use for both
cultures, 50% Vietnamese and American never implement these action.
The most are used by both of the informants are clapping hands and
thumb-up. Because “thumb-up” gesture illustrates agreement and encouragement so
60% of American and 40% of Vietnamese frequently have this gesture in class.
Clapping hands is also common with 50%, 40% American and Vietnamese
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