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STATEMENT OF AUTHORSHIP Dong Thap, April 2012 Nguyen Cong Danh
I certify that the work presented in this research report
has been performed and interpreted solely by myself. I
confirm that this work is submitted in partial
fulfillment of the requirement of the B.A Degree and
has not been submitted elsewhere in any other form
for the fulfillment of any other degree or qualification.
ii ACKNOWLEDGEMENTS During the process of carrying out the study, I have received a large amount of
contribution and support from many people.
iv

TABLE OF CONTENT

STATEMENT OF AUTHORSHIP i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
TABLE OF CONTENT iv
INTRODUCTION 1
1. Motivation of the study 1
2. Aims of the study 2
3. Research methods 2
4. Scope of the study 3
5. Significance of the study 3
6. Related previous studies 3
7. Organization of the thesis 3
CHAPTER 1: LITERATURE REVIEW 5
1.1 Nonverbal communication 5
1.1.1 Definition of nonverbal communication 5
1.1. 2 The importance of nonverbal communication to language learners 5
1.1.3 Components of nonverbal communication 7
1.2 Eye contact communication 21

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INTRODUCTION
1. Motivation of the study
In the globalization, English is considered to be an international language to
functionate communication as well as transform information and events. It is
the fourth most widely spoken native language in the world and in terms of
accurate number of speakers, it is the most official language in the world.
Teaching and learning English, therefore, becomes a need of society. The fact
is that even though all skills are equally important, people give different favor
for different skills among the four ones: listening, speaking, reading, and
writing. Speaking skill is given more concern as we have to communicate
with people in person at our job and in our normal life.
Communication is regarded as the foundation of successful relationships
both personally and professionally. As Liz & John Soars (1997) “We are
great communicators”. We, human beings, communicate during our whole
life for our own purpose. A child cries (communicates) to his parents as he
needs changing his diaper or feeding. Family members communicate for
help and emotional support and to maintain a good family relationship. At
work, people communicate for the purpose of exchanging ideas,
negotiating… We now are able to come to a conclusion that communication
is very important in our lives, as Hybels (1992:5) claims ―Communication,
then, is vital to our lives. To live is to communicate.‖
We, however, communicate much more than words. In the process of
communication, people do not only send verbal messages but nonverbal
ones as well. Nonverbal communication is understood as a way of
communicating without the use of written or spoken language.

3. Research methods
In the process of doing the study, two research methods will be used to
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collect relevant data are observation and questionnaires. First, the researcher
will observe two classes to know how teachers use their classroom eye
contact and its effects. Then questionnaires are employed to investigate the
reality of the use of classroom eye contact in English teaching.
4. Scope of the study
The scope of the study is about enhancing the effects of English teaching by
using eye contact at Dong Thap University.
5. Significance of the study
The findings of the study are expected to make a significant contribution to
English teaching. Through the study, teachers may pay more attention to the
use of eye contact and apply them more frequently in teaching. Besides,
with the suggestions given, teachers may become more successful in
controlling their classes with a new way ever by silent language.
Additionally, the study is believed to be able to raise English majoring
students‘ awareness of using eye contact in their future teaching.
In short, no matter how the findings are, the study is hoped to bring certain
benefits to students, teachers, and researchers.
6. Related previous studies
7. Organization of the thesis
Introduction
Chapter 1: Literature Review
1.1 Nonverbal communication
1.1.1 Definition of nonverbal communication
1.1.2 The importance of nonverbal communication to language learners
1.1.3 Components of nonverbal communication
1.2 Eye contact communication

1.1.1 Definition of nonverbal communication
Nonverbal communication is usually understood as the process of
communication through sending and receiving wordless messages. Such
messages can be communicated through gesture, body language or posture,
facial expression and eye contact, object communication such as clothing,
hairstyles or even architecture. Speech may also contain nonverbal elements
such as rhythm, intonation and stress. Likewise, written texts have
nonverbal elements such as handwriting style, spatial arrangement of words,
or the use of emoticons.
1.1.2 The importance of nonverbal communication to language
learners
The silent language also aims to send messages to receivers by its own
means. Nonverbal messages may communicate the exact same meanings as
verbal messages. The same purposes that were identified for communication
in general are served by nonverbal signals as well. People should take into
consideration the following advantages of communicating nonverbally.
First, nonverbal messages help us to discover to learn, to acquire
information about the world and about other people. Nonverbal messages
the smile, the focused eye contact, the leaning forward, and of course, the
kiss also helps us to establish and maintain relationships. We signal that we
like another person first through nonverbal signals; then, usually at least, we
follow up with verbal messages. At the same time, of course, our nonverbal
messages can help destroy and dissolve interpersonal relationships. When
we avoid eye contact and touching, when we frown more than smile, and
when our voice is without warmth, we are using nonverbal signals to
distance ourselves from the other people. We can also use nonverbal
messages to help.
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According to Joseph A. DeVito (2002), gently touching an ill person‘s face,

vocalize our pauses (for example, with ―um‖ or ―ah‖) to indicate that we
have not finished and are not ready to let go by the floor to the next speaker.
We can repeat or restate the verbal message nonverbally. We can, for
example, follow our verbal ―Is that all right?‖ with raised eyebrows and a
questioning look, or motion with our head or hand to repeat our verbal
―Let‘s go.‖ We may also use nonverbal communication to substitute for or
take the place of verbal messages. For instance, we can signal ―OK‖ with a
hand gesture.
1.1.3 Components of nonverbal communication

Since it is said that as little as ten percent of communication takes place
verbally, and that facial expressions, gestures and posture form part of our
culture and language, it seems reasonable that we should at least raise
learners‘ awareness of nonverbal communication in order to improve
their use of natural language, increase confidence and fluency and help to
avoid intercultural misunderstandings. On the grounds that ‗it‘s not what
you say, it‘s the way that you say it‘, there is much to be said for teaching
nonverbal communication either parallel to, or integrated with, a language
and skills based syllabus, in the same way that phonology is often treated.
Nonverbal communication is a system consisting of a range of features
often used together to aid expression. The combination of these features
is often a subconscious choice made by native speakers or even sub-
groups/ sub-cultures within a language group.
According to Dilek Eryilmaz and Steve Darn in “A Nonverbal
Communication Lesson”, the main components of the system are:
Kinesics (body language): body motions such as shrugs, foot tapping,
drumming fingers, eye movements such as winking, facial expressions, and
gestures
Proxemics (proximity): use of space to signal privacy or attraction
Haptics: touch

face and body movements, identify five major types of movements:
emblems, illustrators, affect displays, regulators, and adaptors (Ekman &
Friesen, 1969; Knapp & Hall, 1997).
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Emblems are body gestures that directly translate into words or phrases, for
example, the OK sign, the thumbs-up for ―good job,‖ and the V for victory.
We use these consciously and purposely to communicate the same meaning
as the words. However, emblems are culture specific, so it is advisable to
use our culture‘s emblems carefully in other cultures. For example, when
President Nixon visited Latin America and gestured with the OK sign,
intending to communicate something positive, he was quickly informed that
this gesture was not universal. In Latin America, the gesture has a far more
negative meaning. Below are a few cultural differences in the emblems we
may commonly use (Axtell, 1993):
• In the United States, to say ―hello‖ we wave with our whole hand moving
from side to side, but in a large part of Europe that same signal means
―no.‖ In Greece, such a gesture would be considered insulting.
• The V for victory is common throughout much of the world; but if we
make this gesture in England with the palm facing our face, it is as insulting
as the raised middle finger is in the United States.
• In Texas, the raised fist with little finger and index finger held upright is a
positive expression of support, because it represents the Texas longhorn
steer. Nevertheless, in Italy it is an insult that means, ―Your spouse is
having an affair with someone else.‖ In parts of South America, it is a
gesture to defend against evil, and in parts of Africa, it is a curse: ―May you
experience bad times.‖
• In the United States and in much of Asia, hugs are rarely exchanged
among acquaintances; but among Latins and southern Europeans, hugging
is a common greeting gesture, and failing to hug someone may

Throughout our interactions, our face communicates various messages,
especially our emotions. Facial movements alone seem to communicate the
degree of pleasantness, agreement, and sympathy felt; the rest of the body
does not provide any additional information. However, for other emotional
messages, for example, the intensity with which an emotion is felt—both
facial and bodily cues are used (Graham, Bitti, & Argyle, 1975; Graham &
Argyle, 1975).
So important are these cues in communicating our full meaning that graphic
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representations are now commonly used in Internet communication. In
graphic user interface chat groups, buttons are available to help us encode
our emotions graphically. Table 1.1 below identifies some of the more
common ―emoticons,‖ icons that communicate emotions.

TABLE 1.1 Some Popular Emoticons
Here are a few of the many popular emoticons used in computer
communication. The first six are popular in the United States; the last three are
popular in Japan and illustrate how culture influences such symbols. That is,
because Japanese culture considers it impolite for women to show their teeth
when smiling, the emoticon for a woman‘s smile shows a dot signifying a
closed mouth.

Emoticon Meaning Emoticon Meaning
:-) Smile; I‘m kidding *This is important* Substitutes for
underlining or
italics
:-( Frown; I‘m feeling <G> Grin; I‘m
down kidding
* Kiss <grin> Grin; I‘m

we‘re expected to glance alternately at the other person‘s face, then away,
then again at the face, and so on. The rule for the public speaker is to scan
the entire audience, not focusing for too long on or ignoring any one area of
the audience. When we break these directional rules, we communicate
different meanings—abnormally high or low interest, self-consciousness,
nervousness over the interaction, and so on. The quality of eye behavior—
how wide or how narrow our eyes get during interaction—also
communicates meaning, especially interest level and such emotions as
surprise, fear, and disgust.
1.1.3.4 Space Communication
Our use of space to communicate—an area of study known technically as
proxemics—speaks as surely and as loudly as words and sentences.
Speakers who stand close to their listeners, with their hands on the listener‘s
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shoulders and their eyes focused directly on those of the listeners,
communicate something very different from speakers who stand in a corner
with arms folded and eyes down.
Spatial Distances
Edward Hall (1959, 1963, 1976) distinguishes four proxemic distances:
types of spatial distances that define the types of relationships between
people and the types of communication in which they‘re likely to engage
(see Table 1.2). In intimate distance, ranging from actual touching to 18
inches, the presence of the other individual is unmistakable. Each person
experiences the sound, smell, and feel of the other‘s breath. We use intimate
distance for lovemaking, comforting, and protecting. This distance is so
short that most people do not consider it proper in public.
Personal distance refers to the protective ―bubble‖ that defines our personal
space, ranging from 18 inches to 4 feet. This imaginary bubble keeps us
protected and untouched by others. We can still hold or grasp another


TABLE 1.2 Relationships and Proxemic Distances
Relationship Distance Intimate relationship Intimate distance 0 18 inches
close phase far phase Personal relationship Personal distance 1
1 ⁄2
4 feet
Close phase far phase

Social relationship Social distance 4 12 feet
Close phase far phase

Public relationship Public distance 12 25+ feet
close phase far phase
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Influences on Space Communication
Several factors influence the way we relate to and use space in
communicating. Below are a few examples of how status, culture, subject
matter, gender, and age influence space communication (Burgoon, Buller, &
Woodall, 1996).
People of equal status maintain shorter distances between themselves than
do people of unequal status. When status is unequal, the higher-status
person may approach the lower-status person more closely than the lower-
status person would approach the higher-status person.

There is some evidence that colors affect us physiologically. For example,
respiratory movements will increase with red light and decrease with blue
light. Similarly, eye blinks increase in frequency when eyes are exposed to
red light and decrease when exposed to blue. These responses seem
consistent with our intuitive feelings about blue being more soothing and
red more arousing. When a school changed the color of its walls from
orange and white to blue, the blood pressure of the students decreased and
their academic performance increased (Ketcham, 1958; Malandro, Barker,
& Barker, 1989). Color communication also influences perceptions and
behaviors (Kanner, 1989). People‘s acceptance of a product, for example, is
largely determined by its packaging, especially its color. In one study the
very same coffee taken from a yellow can was described as weak, from a
dark brown can as too strong, from a red can as rich, and from a blue can as
mild. Even our acceptance of a person may depend on the colors he or she
wears. Consider, for example, the comments of one color expert (Kanner,
1989): ―If you have to pick the wardrobe for your defense lawyer heading
into court and choose anything but blue, you deserve to lose the case.‖
Black is so powerful it could work against the lawyer with the jury. Brown
lacks sufficient authority. Green would probably elicit a negative response.
Clothing and Body Adornment
People make inferences about who we are, at least in part, from the way we
dress. Whether these inferences are accurate or not, they will influence what
people think of us and how they react to us. Our socioeconomic class, our
seriousness, our attitudes (for example, whether you‘re conservative or
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liberal), our concern for convention, our sense of style, and perhaps even
our creativity will all be judged in part by the way we dress (Molloy, 1975,
1977, 1981; Burgoon, Buller, & Woodall, 1996; Knapp & Hall, 1997).
Similarly, college students will perceive an instructor dressed informally as

1991). Touch also stimulates self-disclosure (Rabino-witz, 1991).
• Touch often communicates our intention to play, either affectionately or
aggressively.
• Touch may control the behaviors, attitudes, or feelings of the other person.
To obtain compliance, for example, we touch the other person to
communicate, ―move over,‖ ―hurry,‖ ―stay here,‖ or ―do it.‖ We might also
touch a person to gain his or her attention, as if to say, ―look at me‖ or ―look
over here.‖ In some situations touching can even amount to a kind of
nonverbal dominance behavior.
• Ritualistic touching centers on greetings and departures; examples are
shaking hands to say ―hello‖ or ―goodbye,‖ hugging, kissing, or putting our
arm around another‘s shoulder when greeting or saying farewell.
• Task-related touching is associated with the performance of some
function, as when we remove a speck of dust from another person‘s coat,
help someone out of a car, or check someone‘s forehead for fever.
1.1.3.7 Paralanguage: The Vocal Channel
Paralanguage is the vocal but nonverbal dimension of speech. It has to do
not with what we say but with how we say it. A traditional exercise students
use to increase their ability to express different emotions, feelings, and
attitudes is to repeat a sentence while accenting or stressing different words.
One popular sentence is, ―Is this the face that launched a thousand ships?‖
Significant differences in meaning are easily communicated depending on
where the speaker places the stress.
Consider the following variations:
• Is this the face that launched a thousand ships?
• Is this the face that launched a thousand ships?
• Is this the face that launched a thousand ships?
• Is this the face that launched a thousand ships?
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Silence may be used to prevent communication of certain messages. In
conflict situations, silence is sometimes used to prevent certain topics from
surfacing and to prevent one or both parties from saying things they may
later regret. In such situations, silence often allows us time to cool off
before expressing hatred, severe criticism, or personal attacks, which, as we
know, are irreversible.
Like the eyes, face, and hands, silence can also be used to communicate
emotional responses (Ehrenhaus, 1988). Sometimes silence communicates a
determination to be uncooperative or defiant; by refusing to engage in
verbal communication, we resist the authority or the legitimacy of the other
person‘s position. Silence is often used to communicate annoyance,
particularly when accompanied by a pouting expression, arms crossed in
front of the chest, and noses flared. Silence may express affection or love,
especially when coupled with long and longing stares into each other‘s eyes.
Of course, we may also use silence when we simply have nothing to say,
when nothing occurs to us, or when we do not want to say anything. James
Russell Lowell expressed this best: ―Blessed are they who have nothing to
say, and who cannot be persuaded to say it.‖ Silence may also be used to
avoid responsibility for any wrongdoing (Beach, 1990–91).
1.1.3.9 Smell Communication
Smell communication, or olfactory communication, is extremely important
in a wide variety of situations and is now big business (Kleinfeld, 1992).
For example, there is some evidence (though clearly not very conclusive
evidence) that the smell of lemon contributes to a perception of heath, the
smells of lavender and eucalyptus increase alertness, and the smell of rose
oil reduces blood pressure. Findings such as these have contributed to the
growth of aromatherapy and to a new profession of aromatherapists
(Furlow, 1996). Because humans possess ―denser skin concentrations of