BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ------------------------------- ISO 9001:2015 KHÓA LUẬN TỐT NGHIỆP NGÀNH: NGÔN NGỮ ANH Sinh viên: Chiêm Minh Hiếu Giảng viên hướng dẫn: ThS. Nguyễn Thị Huyền HẢI PHÒNG – 2018 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ----------------------------------- A STUDY ON HOW NON-VERBAL COMMUNICATION SHOULD BE USED FOR SUCCESS IN ENGLISH SPEAKING CLASSES AT HPU KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGÔN NGỮ ANH Sinh viên: Chiêm Minh Hiếu Giảng viên hướng dẫn:ThS. Nguyễn Thị Huyền HẢI PHÒNG - 2018 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG -------------------------------------- NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Chiêm Minh Hiếu Mã SV: 1412751034 Lớp: NA1801 Ngành: Ngôn ngữ Anh Tên đề tài: A study on how non-verbal communication should be used for success in English speaking classes at HPU NHIỆM VỤ ĐỀ TÀI 1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp ( về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ).
Các số liệu cần thiết để thiết kế, tính toán. Địa điểm thực tập tốt nghiệp. CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Người hướng dẫn thứ nhất: Họ và tên:. Học hàm, học vị:.
Nội dung hướng dẫn:. Người hướng dẫn thứ hai: Họ và tên:. Học hàm, học vị:. Nội dung hướng dẫn:.
Đề tài tốt nghiệp được giao ngày tháng năm Yêu cầu phải hoàn thành xong trước ngày tháng năm Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên Người hướng dẫn Hải Phòng, ngày .năm 2018 Hiệu trưởng GS.NGƯT Trần Hữu Nghị PHẦN NHẬN XÉT CỦA CÁN BỘ HƯỚNG DẪN 1. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp: ……………………………………………………………………………. Đánh giá chất lượng của khóa luận (so với nội dung yêu cầu đã đề ra trong nhiệm vụ Đ.N trên các mặt lý luận, thực tiễn, tính toán số liệu…): ……………………………………………………………………………. Cho điểm của cán bộ hướng dẫn (ghi bằng cả số và chữ): …………………………………………………………………………….
Hải Phòng, ngày … tháng … năm Cán bộ hướng dẫn (Ký và ghi rõ họ tên) CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP Họ và tên giảng viên:. Họ và tên sinh viên:. Đề tài tốt nghiệp:. Nội dung hướng dẫn:.
Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp. Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề ra trong nhiệm vụ Đ.N trên các mặt lý luận, thực tiễn, tính toán số liệu…). Ý kiến của giảng viên hướng dẫn tốt nghiệp Được bảo vệ Không được bảo vệ Điểm hướng dẫn Hải Phòng, ngày … tháng … năm. Giảng viên hướng dẫn (Ký và ghi rõ họ tên) QC20-B18 CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họ và tên giảng viên:.
Họ và tên sinh viên:. Đề tài tốt nghiệp:. Phần nhận xét của giáo viên chấm phản biện. Những mặt còn hạn chế.
Ý kiến của giảng viên chấm phản biện Được bảo vệ Không được bảo vệ Điểm phản biện Hải Phòng, ngày … tháng … năm. Giảng viên chấm phản biện (Ký và ghi rõ họ tên) QC20-B19 TABLE OF CONTENTS ACKNOWLEDGEMENTS. 2 LIST OF TABLES. 3 LIST OF CHARTS .2 Aim of the research .3 Objectives of the research.
6 CHAPTER 2: THEORETICAL BASIS OF THE STUDY .1 Definition of communication .2 Types of communication. Definition of nonverbal communication. Differences between verbal and nonverbal communication. Principles of nonverbal communication.
Importance of nonverbal communication. Classification of nonverbal communication. Levels of communication .3 Communication skills in teaching. Verbal communication in teaching .5 Non-verbal communication during teaching .6 The practical application of non-verbal communication in classroom teaching:.
22 CHAPTER 3: RESEARCH METHOD .1 Selection of subjects. Procedures of data collection. Procedures of data analysis. 31 CHAPTER 4: FINDINGS AND DISCUSSIONS .1 Problems during the nonverbal communication between teacher and students.
Solutions to improve speaking class quality by using non-verbal communication. 38 CHAPTER 5: CONCLUSION AND RECOMMENDATION. Summary of the study.2 Contribution and Recommendation of the study. Recommendation of the study.
Limitation of the study. Suggestions for further studies. 48 APPENDIX STUDENT FOLLOW-UP SURVEY QUESTIONS. 51 ACKNOWLEDGEMENTS I would like to express my heartfelt gratitude to many people who have assisted me in the completion of my research.
First and foremost, I am deeply indebted to my supervisor, M.A Nguyen Thi Huyen for her patient guidance, critical feedback, encouragement, and constructive supervision throughout my research. I would like to thank Mrs. Nguyen Thi To Hoan for her interesting lectures on cross-cultural communication subject, which provides me general background knowledge for the research and other teachers in English Department for their great assistance. I would like to extend my thanks to all of my friends who have always encouraged, assisted and give me a large number of useful advices during my research.
My gratitude goes to all survey respondents in Hai Phong Private University who contributed to the data of this research. The support extended to me by members of my family has been immeasurable. I would like to express my sincere thanks to my father, my mother, and my brother for their support and encouragement throughout my study. Page 1 ABSTRACT Communication plays a crucial role in our daily lives.
To articulate our ideas, feelings, emotions and skills, we communicate not only with verbal but also non-verbal methods. These are essential in teaching learning process too. Teachers can utilize a variety of verbal and non-verbal skills to aid student’s comprehension of difficult concepts. The use of non-verbal communication is more than verbal communication, which makes acquisition of its knowledge and its effective use much more necessary.
Many studies show that the quality of classroom teaching can be improved by effective use of non-verbal communication. A famous scholar Cooper says that, if a teacher knows how to use non-verbal communication efficiently, the relationship between the student and teacher will be improved, and the cognitive ability and learning efficiency of the students will be developed. The important conclusions that we reach at the end of this research paper are largely based on the practical observation and survey implemented by the author at HPU classroom teaching. Page 2 LIST OF TABLES Table 1:Comparison between verbal and nonverbal communication Table 2: Classification of nonverbal communication Table 3: Frequency of using non-verbal communication in classroom Table 4:The influence of personality Page 3 LIST OF CHARTS Chart 1: Three elements of non-verbal communication Chart 2: Students’ attitudes towards the importance of non-verbal communication Chart 3: The students’ awareness of non-verbal communication that teacher uses.
Chart 4: Frequency of using non-verbal communication by teachers in class Chart 5: The outer reason why students rarely use non-verbal communication in their English classroom. Chart 6: Percentage of students choosing ways to improve their nonverbal communication at class Page 4 CHAPTER 1: INTRODUCTION 1.1 Rationale Educators rely on verbal communication as a central tool for providing students with valuable information for academic development. Our daily nonverbal behaviours reveal who we are and affect how we relate to other people. Nonverbal communication has implication for the teacher as well as the learner.
It is often said that one can always recognize a language teacher by their use of gesture in normal conversation. Feldman (1990) asserts that research regarding the use of non-verbal cues in education demonstrates that educators often send messages regarding their expectations via non-verbal cues such as facial expressions and overall body language. These nonverbal cues, according to Feldman, can have a notable impact on outcomes for student response and behaviour. With the realization that non-verbal communication can play such an important role in the process of education, there is a direct impetus to further examine this issue.
Using this as a foundation for investigation, the current research considers the issue of non-verbal communication between students and teachers in the context of mitigating and managing conflict. By understanding these cues, educators can work to improve outcomes when conflict arises with a student in the classroom. There is a fact that, teachers often try to use English as much as possible to teach students in almost English lesson in university. However, a small number of teachers apply non-verbal communication in English speaking class resulting in low efficiency.
This is also the real issue arising at HPU. Thus, this study will find out the solutions to make improvement in such class.2 Aim of the research This study aimed at the importance of non-verbal communication in English speaking class at HPU 1.3 Objectives of the research At the end of this thesis, you will be able to: 1. Find out the importance of nonverbal communication in English classes at HPU Page 5 2. Give the solutions for improving the quality of English speaking classes at HPU using nonverbal communication.1 Data collection To fulfil this research, the author has to read variety of books and documents from HPU library.
In addition, the documents from internet are very useful sources to help me complete my thesis on time.2 Potential Significance If teachers are aware of how nonverbal communication use can specifically benefit their students, they will be better at helping their students to attain their English language education (McCafferty & Stam, 2008). After considering this research, teachers may have a better ability to determine how non-verbal communication use affects language learning in the classroom. They may better understand the role that non-verbal communication has in the pursuit of helping students with their goal of second language acquisition. When teachers contemplate how they should use non-verbal communication, they have valuable information that can be applied in the classroom.3 Organization The study is designed as follow: Chapter 1 (Introduction) this part will mention about the reason why the researcher choose non-verbal communication in teaching as the topic of this research and present the aim of the research as well as the research method Chapter 2 (Theoretical basis of the study) provides the readers with theoretical background related to communication, nonverbal communication in teaching speaking English.
It also highlights the importance of non verbal communication in classroom. Chapter 3 (Methodology) outlines the research methods used and demonstrate that recognized procedures have been followed in the study. In particular, this chapter describes and justifiesthe procedures employed to select the participants and instruments Page 6 forthe research as well as specific steps taken to collect data. The explanation of how the data will be analyzed to address the research questions would be included.
Chapter 4 (Results and discussion) states the results collected from the instruments, and then the interpretation would be presented. Throughout the chapter, tables, charts and othersuitable graphic materials would be added to illustrate. Chapter 5 (Conclusion) contains the summary of the main findings of the study, the brief limitations of the research and some suggestions for further studies.In addition, appendices including survey questionnaires for HPU participants should be attached at the end of the study. In the following chapter, the research will give an overview about theoretic of non-verbal communication as well as its role in teaching-learning process.
Page 7 CHAPTER 2: THEORETICAL BASIS OF THE STUDY 2.1 Definition of communication Perhaps, communication might well be considered to be one of people’s most basic activities in daily life. We ourselves probably rarelystopped to think what “communication” is really about or what we should mean by “communication.