Uong Thi Hang

Graduation Paper

ACKNOWLEDGEMENT

Firstly, I owe my deepest gratitude to my supervisor, Nguyen Thi Phuong Lan
M.A, without whose valuable comments and guidance, my thesis would not have
been accomplished.

I am immensely grateful to all the teachers of Faculty of Foreign Languages for
their wholehearted education and support.

My special thanks go to English major students from Course 35 in the academic
year of 2011-2012. They filled in my survey questionnaires, classroom observation
sheet and involve in video capture.

I give my thanks to my close friends and my classmates for their warm support and
enthusiasm, which have greatly contributed to the development of the thesis.

Finally, I should acknowledge my indebtedness to my parents and my younger
sister for their non-stop encouragement and support during the research’s
finalization.

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Uong Thi Hang


Graduation Paper

STATEMENT OF AUTHORSHIP
Title:
A STUDY ON HOW TO IMPROVE THE EFFECTIVENESS IN USING
NON-VERBAL COMMUNICATION IN CLASS PRESENTATION FOR
THE 3RD YEAR ENGLISH MAJOR STUDENTS AT HANOI
PEDAGOGICAL UNIVERSITY No.2

(Submitted in partial fulfillment for Degree of Bachelor of Arts in English)

I certify that all the materials in this study which are not my own work have been
identified and acknowledged, and that no material is included for which a degree
has been conferred upon me.

Date submitted: May 2012

Student

Supervisor

Uong Thi Hang

Nguyen Thi Phuong Lan, M.A.

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IV. Research scope ............................................................................................. 3
V. Research task ................................................................................................. 3
VI. Research methods ........................................................................................ 3
VII. Significance of the proposed research ....................................................... 4
VIII. Design of the research work ..................................................................... 5

PART TWO
DEVELOPMENT

CHAPTER ONE: THEORETICAL BACKGROUND

I.1. Literature review in brief ............................................................................ 6
I.2. Communication ............................................................................................ 8
I.2.1. Definitions of communication ..................................................................... 8
I.2.2. Types of communication ............................................................................. 9
I.3. Non-verbal communication ......................................................................... 10

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Graduation Paper

I.3.1. Definitions ................................................................................................. 10
I.3.2. Functions ................................................................................................... 12
I.3.2.1. Expressing meaning ................................................................................. 13
I.3.2.2. Modifying verbal messages ...................................................................... 14


CHAPTER TWO
METHODOLOGY

II.1. Survey questionnaire (Appendix A and B) ............................................... 33
II.1.1. Rationale for the use of survey questionnaire ............................................. 33
II.1.2. Population of the survey ............................................................................ 34
II.1.3. Construction of the survey questionnaires .................................................. 34
II.1.3.1. Construction of the survey Pre-questionnaire (Appendix A) .................. 34
II.1.3.2. Construction of the survey Post-questionnaire (Appendix B) .................. 35
II.1.4. Administration of the try-out ..................................................................... 35
II.1.4.1. Preparation of the try-out ........................................................................ 35
II.1.4.2. Try-out .................................................................................................... 35
II.1.5. Steps of data analysis ................................................................................. 36
II.2. Classroom observation .............................................................................. 36
II.2.1. Rationale for the use of classroom observation .......................................... 36
II.2.2. Classroom observation sheet (Appendix C) ............................................... 37
II.3. Video capture.............................................................................................. 38
II.3.1. Rationale for the use of video capture ........................................................ 38
II.3.2. Preparation of video capture ...................................................................... 38
II.3.3. Video capture............................................................................................. 39

CHAPTER THREE
THE RESULTS

III.1. Results of survey questionnaires .............................................................. 40
III.1.1. Results of Pre-survey questionnaire ..................................................... 40
III.1.1.1. Students’ awareness of non-verbal communication ............................... 41
III.1.1.1.1. Lacking knowledge of non-verbal communication concept ................ 41
III.1.1.1.2. Misunderstanding of the functions of non-verbal communication ....... 42

I. Conclusion ....................................................................................................... 55
II. Limitations and suggestions for further study............................................. 56
II.1. Limitations ................................................................................................... 56
II.2. Suggestions for further study ........................................................................ 56
References
Appendix A: Pre-survey questionnaire
Appendix B: Post-survey questionnaire
Appendix C: Observation sheet and checklists
Appendix D: Rubric for evaluating NVC

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PART ONE
INTRODUCTION

I. RATIONALE

Communication is a great present that the Creature gives to human. We
communicate with each other not only verbally but also non-verbally.
According to some studies, non-verbal communication outweighs verbal
communication in terms of the proportion of the messages conveyed. This can
be illustrated by a study of Koneya, M. and Barbour, A.(1976) done in the US. It
proved that 93% of messages were conveyed by the speaker’s body language and


With the purposes of helping the students to improve their non-verbal
communication when giving presentations, this thesis is conducted, which focuses
on ways to improve the use of non-verbal communication in class presentation for
third-year English major students of Faculty of Foreign Languages at Hanoi
Pedagogical University No.2 in the academic year 2011-2012.

II. RESEARCH PRESUPPOSITION

With regard to improve the third-year English major students’ utilization of nonverbal communication, some questions are raised:

1. What are the most common non-verbal communication types utilized in class
presentation by third-year English major students of Faculty of Foreign Languages
at Hanoi Pedagogical University No 2 in the academic year 2011- 2012?
2. How are these most common non-verbal communication types utilized in class
presentation by third-year English major students of Faculty of Foreign Languages
at Hanoi Pedagogical University No 2 in the academic year 2011- 2012?
3. What are the effective ways to improve the effectiveness in using non-verbal
communication of third-year English major in their class presentations?

III. RESEARCH OBJECTIVES

The study is carried out to work out the students’ limitations in using non-verbal
communication in their class presentations and then to find out the effective ways
to improve the effectiveness of their using non-verbal communication in
presentations.

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methods have been applied:
 Questionnaire survey is the first method used in this study. The analysis is
mainly based on the data collected through the survey questionnaires.

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Graduation Paper

 Observation is the second method. The analysis of this method is chiefly
depended on the information collected from observation sheets and
videotapes.
Besides, the consultation with the supervisor and discussion with friends are also
the main supporting methods.

VII. SIGNIFICANCE OF PROPOSED RESEARCH
In the context of Foreign Languages Faculty at Hanoi Pedagogical University No.2,
the study was carried out to give a clear picture about non-verbal communication.
It helps to work out the common subtypes of non-verbal communication used in
class presentation and to provide some ways to improve the students’ utilization of
these mostly used non-verbal communication subtypes. Therefore, hopefully, the
thesis is beneficial to both students and teachers in using and teaching non-verbal
communication.

To teachers, this thesis not only figures out the subtypes of non-verbal
communication which are mostly utilized by the third-year English major students

study.
Part two: DEVELOPMENT consists of three chapters.
 Chapter one: LITERATURE REVIEW briefly presents theoretical
background on non-verbal communication.
 Chapter two: METHODOLOGY presents the methods used in the study.
 Chapter three: RESULTS shows the detailed results and analysis on the data
collected from survey questionnaires, classroom observation and video
capture.

Part three: CONCLUSION provides a review, limitations of the study as well as
suggestions for further studies.

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Uong Thi Hang

Graduation Paper

PART TWO
DEVELOPMENT

CHAPTER ONE: THEORETICAL BACKGROUND

I.1. Literature review in brief

Non-verbal communication is an important part of human communication. It has been the
objective of many linguistics and scholars, for example, Knapp & Hall (2002), Cleary, S.

sentences that reveal hidden messages in what is said, combinations of messages
from different sources (e.g. face, tone of voice, words), and general descriptions of
individual communication styles or mannerisms. The book also helps to enhance
one’s awareness of many subtle aspects of interpersonal communication, and to
improve one’s communication skills.

Sharing some similarities to Mehrabian, A. (1981), Remland, M. S (2000) presents
the balancing theory and practical applications of non-verbal communication in
daily life. This book offers a comprehensive introduction to the field of non-verbal
communication, focusing on the roles of physical appearance, gesture, touch, facial
expressions, voice, eye contact, and special relations in face-to-face interactions.
The author places an emphasis on non-verbal communication as a key to
understanding diversity, communicating in personal and social relationships,
interacting in the workplace, and speaking to inform or persuade. This book also
presents a different aspect of communication, concluding with examples of nonverbal codes present in everyday life.

In the book Intercultural communication, Quang, N. (1998) deals with the cultural
differences in non-verbal communication and suggests the ways to understand
some common body language signs.

Overall, most scholars focus on studying non-verbal communication in general
communication. Some scholars while studying presentation skills stress on the
vital roles of non-verbal communication in presentation, Verderber, R.F,
Verderber, K,S, & Sellnow, D.D (2011) in the book Challenges of effective
speaking, for example. However, they generally pay their attention to the
significance of using non-verbal communication in achieving the success when
delivering public or business speeches. They have not delved into examining non-

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Davis, K. (1981) has another look at communication. He considers communication
as the process of delivering information and understanding from one person to
another.

Chappell, R.T and Read, W.L (1979) define “communication is any means by
which thought is transferred from one person to another.

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Hybels, S. and Weaver II, R.L. (1992) give a different definition of
communication, which says “communication is any process in which people share
information, ideas, and feelings that involve not only words but also body
language, personal mannerism and style, the surrounding and things that add
meaning to a message.”

Levine and Adelman (1993) describe communication as “the process of sharing
meaning through verbal and non-verbal behavior.”

For the purpose of the study, the definitions of Hybels, S. and Weaver II, R.L.
(1992) and Levine and Adelman (1993) are the most useful ones. The definition of
Hybels, S. and Weaver II, R.L. (1992) gives us an overview on not only the nature
but also the content of communication. Both Hybels, S. and Weaver II, R.L. (1992)
and Levine and Adelman (1993) add the forms of communication into their

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 Interview is a series of questions and answers, usually involving two people
whose primary purpose is to obtain information on particular subjects. Job
interview is the common type of this communication.
 Public communication is communication in which the speaker sends a
message to an audience.
In view of the manner of communication, Levine and Adelman (1993) and
Quang, N. (1998) find that there are two main types of communication:
verbal and non-verbal communication. To get better view, communication
can be illustrated by the following diagram.
Communication

Verbal communication

Non-verbal communication

As can be seen from the diagram, communication includes verbal
communication

or

communication

with


In the Oxford Advanced Learner’s Dictionary, non-verbal communication is
communication “not involving words or speech.”

According to Knapp & Hall (2002), non-verbal communication refers to
communication that is produced by some means (eye contact, body language or
vocal cues…) other than words. Having the same view, Quang, N. (1998) in the
book “ Intercultural communication” states that non-verbal communication is “
“silent” communication, including gestures, facial expressions, eye contact, and
conversational distance.”

Wayne W., Margaret A.L., Dana S.D, and Elizabeth Y.H. (2008) write that “nonverbal communication is the transmission of meaning from one person to another
through means or symbols rather than words.”

From the cultural view, Lary A.S, Richard E.P. and Edwin R.M.( 2009) propose
another definition: “non-verbal communication involves all nonverbal stimuli in a
communication setting that are generated by both the source and his or her use of
the environment and that have potential message value for the source or receiver.”
It can be seen that though covering most common non-verbal behaviors, the above
mentioned definitions fail to give a comprehensive account of the term we are
discussing. As looking the issue from different views, scholars couldn’t agree on
how communication should be considered non-verbal. Their definitions are either
confusingly general or insufficiently specific. The suggested criteria are also not
clear, so many non-verbal behaviors unfortunately omitted. It is desirable to seek a
better way of defining.

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listeners, and presenting one’s personality and greeting. It is clear that non-verbal
communication plays an important role in communication. Without using nonverbal communication, our communication may be less effective. Although we can
send, receive and exchange information by verbal means, we still continuously
express our emotions through our facial expressions, our gestures, ect. Besides, we
can judge one’s personality through the way he or she stands, sits, moves, looks at

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Uong Thi Hang

Graduation Paper

the listeners and expresses his or her emotions because it is said that action speaks
louder than words.

Hybels, S. and Weaver II, R.L. (1992) give another look on the function of nonverbal communication. According to them, there are four functions of non-verbal
communication.

They are enforcing verbal cues, emphasizing the words,

regulating the flow of words, and taking place of verbal behavior.

Studying on this field, Cleary, S. (2004) provides another function system of nonverbal communication. As mentioned in the book “A communication handbook: A
student guide to effective communication”, Cleary supposed that the functions of
non-verbal communication refers to the part of communication in the
communication process as a whole. Therefore, non-verbal codes play three
functions: expressing meaning, modifying verbal messages, and regulating verbal

I.3.2.2. Modifying verbal messages

According to Cleary, S. (2004), when non-verbal messages are seen in conjunction
with the verbal messages, the meaning of verbal messages could be modified or
changed. The ways in which non-verbal messages modify verbal messages are
outlined below:
 Complementing: in this case the non-verbal message adds to, or elaborates
on the verbal message.
 Accenting: this refers to non-verbal messages that reinforce the verbal
messages
 Repeating: this occurs when a non-verbal message is used to repeat the
verbal message to ensure that the receiver interprets it correctly.
 Substituting: sometimes verbal response is avoided altogether and a nonverbal one is used as substitute.
 Contradicting: when a sender sends a message verbally, he or she may be
unaware that the real meaning, those inner feelings he or she is hoping to
hide, is fact being conveyed non-verbally. In this case, the verbal and nonverbal message contradicts each other.

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Uong Thi Hang

Graduation Paper

I.3.2.3. Regulating verbal interactions

Cleary, S. (2004) states that non-verbal communication functions as effective way
of regulating verbal interaction.


Non-verbal communication is also spontaneous as it discloses the sender’s inner
emotional state and receiver’s immediate awareness of, and responds to, that state.
In some instances spontaneous communication is not intentionally but involuntary.
For example, when someone experiences great and sudden pain, the involuntary is
to wince. However, we are not claiming that all non-verbal communication is
spontaneous. At times we certainly make conscious choice to use or withhold nonverbal communication to share meaning. For instance, in a job interview we make
conscious decision about the postures, hand gestures and eye contact.

I.3.4. Classification

There have been many researches on the classification of non-verbal
communication. It leads to various ways to classify non-verbal communication.

In the book Speech communication, Brooks, W.D & Health, R.W (1989) divides
non-verbal communication into seven categories as following: paralanguage,
action language, object language, tactile communication, space, time and silent
communication.

Verderber, R.F (1984) looks non-verbal communication into four categories which
are body motions, paralanguage, self-presentation and environment language.

Burgoon, J., Buller, D. & Woodall, G. (1996) categorize non-verbal
communication into eight types, including kinesics, paralanguage, haptics,
proxemics, chronemics, physical appearance, artifacts and olfactacts.

In the book Non-verbal communication across cultures, Quang, N. (2001)
constructs another way to classify non-verbal communication. According to him,

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communication will be discussed in the next part.

I.3.4.1. Paralanguage

The term Paralanguage, referring to vocal communication or the voice which is
separated from actual language, was first used by Trager, G.L. (1958). It focuses
on how we use tonal variation of our voices to stress certain word or phrase.
Trager, G.L. (1958) develops a classification system to study the vocal cues, which
consist of the voice set, voice qualities, and vocalization.
 Voice Set: The voice set is defined as the context in which the speaker is
speaking. The factors that influence this context are taken into account,
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