Enhancing Acquisition of Intercultural Non-verbal Competence: Thai

351 Pages·2009·2.99 MB·English

Enhancing Acquisition of Intercultural Nonverbal Competence:
Thai English as a Foreign Language Learners and the Use of
Contemporary English Language Films

Anamai (Andy) Damnet

A thesis submitted in fulfillment of the requirements for the degree of
Doctor of Philosophy

School of Communication and the Arts
Faculty of Arts, Education and Human Development, Victoria University
Melbourne, Victoria,
Australia

17 November 2008
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Doctor of Philosophy Declaration

“I, Anamai (Andy) Damnet, declare that the PhD thesis entitled Enhancing
Acquisition of Intercultural Nonverbal Competence: Thai English as a Foreign
Language Learners and the Use of Contemporary English Language Films is no more
than 100,000 words in length, exclusive of tables, figures, appendices, references and
footnotes. This thesis contains no material that has been submitted previously, in
whole or in part, for the award of any other academic degree or diploma. Except
where otherwise indicated, this thesis is my own work.”

Signature Date 17 November, 2008
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Publications and Conference Presentations Arising from Thesis

Journal Publications

Damnet, A. & Borland, H. (2007). Acquiring Nonverbal Competence in
English Language Contexts: the Case of Thai Learners of English Viewing
American and Australian Films. Journal of Asian Pacific Communication,
17 (1), 127-148.

Conference Presentations

Damnet, A. & Borland, H. (2004). Developing Students’ Intercultural
Nonverbal Competence through the Explicit Teaching of Nonverbal
Communication in the EFL Classroom. Presented at the 29th Annual Congress of
the Applied Linguistics Association of Australia: Applying Applied Linguistics
15-17 July 2004, University of South Australia, Adelaide, Australia.

Damnet, A. & Borland, H. (2003). The Effectiveness of the Use of
Contemporary English Language Films as a Resource in Learning and
Teaching Non-verbal Communication. Presented at the International Conference
on Language, Education & Diversity 26-29 November 2003 School of
Education, The University of Waikato, Hamilton, New Zealand.

Damnet, A. & Borland, H. (2003). The Development of Intercultural
Non-verbal Competence in the Foreign Language Classroom: Using
Contemporary Films. Presented at Marking Our Difference: Languages in
Australia and New Zealand Universities 1st-3rd October 2003 The School of
Languages, The University of Melbourne, Melbourne, Australia.

Damnet, A. & Borland, H. (2003). Attitudes towards and Learning of
Intercultural Non-verbal Competence by Thai University-level EFL Students.
Presented at the 28th Applied Linguistics Association of Australia National
Congress: Planning for a Multilingual Future 12-14 July 2003, Griffith
University, Southbank Campus, Brisbane, Australia.

Damnet, A. & Borland, H. (2003). Acquisition of Intercultural Non-verbal
Competence: Examining the Discourse of EFL Learners. Presented at the 23th
Thailand TESOL International Conference: ELT 2003: Culture, Content and
Competency, 23 - 25 January 2003, Bangkok, Thailand.
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Abstract

This study investigates aspects of the teaching and learning of intercultural
nonverbal competence by university students majoring in English in Thailand and
starts from the position that intercultural nonverbal competence is an important, but
neglected area within English language teaching for international communication.
Five aspects of nonverbal communication where there are pronounced differences
between Thai and native English norms are investigated: facial expressions, eye
contact and gaze, bodily communication, kinesics (touching), and vocalic
communication.
The study employs a range of qualitative and quantitative approaches in
conducting classroom research on the learning and teaching of nonverbal
communication within university EFL speaking and listening skills classes. Seventy-
three second year undergraduate students majoring in English were randomly
assigned to and participated in one of two different teaching interventions both of
which involved the use of the same four American and Australian contemporary
films. The experimental intervention involved explicit teaching of nonverbal
communication and the other more traditional one provided exposure to the same
native speaker interactions in the same four films, but with classroom activities
focused on linguistic and pragmatic features arising from the films.
Adopting a quasi-experimental pre and posttest design the study includes three
phases of data collection: (1) pre teaching assessment, (2) teaching phase, and (3) post
teaching assessment. The pre and post teaching assessments cover students’ attitudes
towards, understanding of and ability to employ nonverbal communication when
communicating in English in intercultural contexts. The post teaching assessment
covers these same areas together with additional qualitative data collection about
students’ experiences of participation in the study. Data analyses include use of
analysis of covariance (ANCOVA) and multivariate analysis of covariance
(MANCOVA) and within group t-tests.
The study reveals that in comparison with students from the control group
students from the experimental group who had participated in the explicit teaching of
nonverbal communication had:
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(a) more positive attitudes towards nonverbal communication of English native
speakers,
(b) a higher level of understanding of nonverbal communication of English native
speakers
(c) a higher level of ability to apply nonverbal channels in communication
appropriately in role playing interaction with an English native speaker,
and, in addition,
(d) most students from both groups felt positive about the opportunities that practising
role plays and viewing contemporary English language films provided for them to
enhance their intercultural acquisition of nonverbal competence in communicating in
English with native speakers.
Qualitative data supported the quantitative findings and also indicated that
students in the experimental group had achieved a deeper and more explicit
understanding of the role of nonverbal communication in interactions in English,
whilst also demonstrating a strong sense of what might be acceptable in an English
language context with English native speakers and what is acceptable with fellow
Thais. Furthermore, the results highlight that it is not essential for nonnative speakers
to stay/study abroad in English as native language speaking countries in order to
improve their communicative and intercultural nonverbal competences to levels
approximating that of native speakers. Films and role play, when used appropriately,
may provide effective native speaker modeling and opportunities for practice.
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Acknowledgements

English Next: Why global English may mean the end of “English as a foreign
language” (Graddol, 2006, p. 1).

Several people have contributed to this productive thesis. To those I do not have
space to mention, I give my gratitude. Others have to be individually thanked for
their support.
I wish to sincerely thank my supervisor Professor Helen Borland for her
professionalism, encouragement, belief in my ability, and willingness to involve me in
other aspects of research and scholarship. Further, I also appreciate her enormous
amount of patience that she has shown me during nearly six years of supervision. Her
positive attitudes towards the performance of supervision have been invaluable in
facilitating and assisting me to enhance and establish a direction for my research
skills. Without her extensive knowledge and ongoing efforts, I would not have
completed my study.
I am also very grateful to Dr. Wally Karnilowicz (Department of Psychology
at Victoria University), Assistant Professor Sirichai Sriphrom (Faculty of Education
Kamphaengsaen at Kasetsart University), and Dr. Cadeyrn James Gaskin (Deakin
University), consultants in statistics, who have assisted me to increase such
knowledge of statistics and techniques.
I would also like to acknowledge a number of organizations: the Thai
Government, Victoria University, Kasetsart University; School of Communication
and the Arts at Victoria University, Faculty of Arts, Education, and Human
Development at Victoria University; Student Village at Victoria University, as well as
the following persons: Jurairat and Paul Brewer, Tassana Phuksapaisalsilp and his
family, Nilawan Kanokworakarn and her family, Orasa Theerawirot and her family,
Thanyanuch Kusolkarn and her family, Associate Professor Athikiat and Assistant
Professor Orwan Thongperm, Police Lieutenant Colonel Vrapong Vangtal and his
family, Police Lieutenant Colonel Surasith Yeiamsamorn and his family, Sakchai
Utthayarnmanee and his family, Charat Traiboon and teachers of Kanchananuhroh
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School, whose generous support through the grant of full/partial scholarships and
funding for national/international conference presentations throughout my study
enabled me to reach the point of completing the thesis.
I am indebted to Emeritus Professor Surai Pongthongcharoen at
Sirnakharinwirot University, Associate Professor Chaleosri Pibulchol (Dean of
Faculty of Humanities at Sirnakharinwirot University and the President of Thailand
TESOL), and Assistant Professor Daranee Phumawan (Associate Vice-chancellor in
charge of Academic at Burapha University), who supported me as referees. I have
them as role models of teaching since I was their student until now.
I very much appreciate the assistance provided to me by Michael Jones (student
at Melbourne University), Mathew Elith (student at Melbourne University), Jendrek
Hagedorn (student at Melbourne University), Shannon Russell McAlpine (student at
Victoria University), and Ashley Rafati (student at Melbourne University), who
helped me with aspects of data analysis, taught me Australian language and culture,
spent some good times over lunch/dinner/films/football/basketball as well as being
good friends both at university and church. I also thank three American students:
Isabella, Sara, and Delia who assisted me during data collection in Thailand.
I would particularly like to thank the following academic and administrative
staff in the Faculty of Arts, Education and Human Development: Dr. Donna Dywer,
Vicki Kapetanakos, Jane Trewin, Jennie Hooke, Joyce Mckenzie; staff from the
Postgraduate Research Unit - Lesley Birch, Natalie Scibberas, Professor Elaine
Martin; staff from the ITS Helpdesk - Christopher Perera and Patricia Riedl, Liza
Lopez, and Luke; VU English Language Institute - Cheryl Wake and Harvey
Broadstock, and international ELICOS students; VU library staff - Mark Armstrong-
roper, Emily Wark, and Trang Nguyen; VU staff at the Student Village - Mary
Mackinnon and Tania Perez; VU staff at the International Office - Esther Newcastle.
I am immensely appreciative of Associate Professor Khanapol Juutamanee
(Dean of Faculty of Liberal Arts and Sciences) who formally gave me a permission to
study as well as implicitly and explicitly supporting me in terms of scholarship and
funding, Assistant Professor Oraphan Sangkhachantranon, who has managed and
organized my personal business while I have been living abroad,
Mrs. Wanwimon Sriprasertsak (General Manager of Faculty of Liberal Arts and
Sciences), who has also managed my official business as well as providing beneficial
advice, Dr. Jaruporn Phongsiriwet (Head of Department of Liberal Arts), who is such
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an understandable person assisting me regarding departmental issues, Bruce Rickets,
who kindly gave me his English classes as experimental and control groups during my
data collection in Thailand, and Maneerat Srisem (my handy secretary), who assists,
facilitates, and provides me all kinds of official and private businesses arising from
my duty as Deputy Dean (International and Special Affairs) as well as checks
bibliography against the references of this thesis.
Thank you to the wonderful American, Australian, British, Chinese, German,
Indian, Laotian, and Thai friends I have met during my time in Australia, who always
provided welcome relief from my studies. Those are Lachlan Bott, Lawrence Hore,
Mathew Trevor Barry, Mathew Gregory Bekker, Todd Robinson, Ryan Wheeler,
Andrew Godson, Tony David Harris, James Andrew West, Thomas Wigan, David
James Murphy, Mathew Becker, Lindsay, Benjamin Heather Peucker, Shane Peter
McDonald, William James Cooper, Warwick Cann, Sario Kalms, Jackson Heath
Emond, Justine Keith Thomson, David Mason, Anton Rolls, Axel Richter, Stuart
Jones, Kevin Besler, Nathan Kalb, Siriwan Ghuangpeng, Thanet Wattanakul,
Assistant Professor Dr. Janpen Intarapresert, Assistant Professor Dr. Nikom
Moonmuang, Assistant Professor Dr. Kahnrawee Ananta-akkarakul, Dr.Karn,
Dr.Chesda Udommongkol, Juthamas Thongsongsee, Assistant Professor Krit
Raengsoongnern, Dr. Verawoot Vatjanapukka, Dr. Onanong Vatjanapukka,
Dr.Charles Mphande, Wallapa Songprakun, Fon, Soupha Khamloonvylaivong, Yong
Ping Che (Kunming University of Science and Technology, China), Joy and John
Renton, Kingkaew and Paul Camiueri, Mark and Rosinee Peatling, Payao Pingsopa,
Peter and Kai Dawson, Wandee and Robert Gysberts, David and Sunee Perry,
Supalug Jarokaram, David and Lamyai Salt, Wannee McGragor.
I also thank all the friends whom I met through Pinnacle and Peter Rowland,
particularly, at the Atrium and the Peak at Peter Rowland at Flemington, i.e., Alice
Bride, June Shaw, Mary Jamieson, Ingrid Kush, Jenifer, Clare Carrick, Elizabeth
Mueller, Scott Hall, Trish Andrew, Nyra, Madeline Kiermon, Judy Holdsworth,
Lorraine O’Meara.
Last but not least, I would really like to thank my mother, Kimjing Damnet, who
is 79 years of age, and has been awaiting me returning to her in Thailand, and also my
sister, Srirampa Damnet and my brothers Weerapong Damnet and Wilaisak Damnet.
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Table of Contents

Doctor of Philosophy Declaration ii
Publications and Conference Presentations Arising from Thesis iii
Abstract iv
Acknowledgements vi
Table of Contents ix
List of Tables xvii
List of Figures xix
List of Acronyms xx

Chapter 1 Introduction 1

Overview 1
English Language Teaching and Learning in Thailand 3

Miscommunication and Nonverbal Communication in the Thai Context 5
World Englishes and the Intercultural English Language Teaching 7
Aims of the Study 11
Statements of the Problem 12
Significance of the Study 12
Definition of Terms 13
Limitations 15
Structure of the Thesis 16

Chapter 2 Nonverbal Communication and English Language Learning:
A Literature Review 17

Communication: Language and Culture 17
Studies of Language, Culture and Communication 21
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Verbal versus Nonverbal Communication and Cultural Differences in Nonverbal
Communication 22
Research in Verbal and Nonverbal Communication 24
Eye Contact and Gaze 26
Facial Expressions 27
Touching 29
Posture and Gesture 30
Vocalic Communication/Vocal Cues 32
Proxemics 33
Studies of Cross-Cultural Differences in Nonverbal Communication 34
Cross-Cultural Differences between Thai and English
Nonverbal Communication 37
World Englishes, Native English Norms and Nonverbal Communication
Norms 39
World Englishes 39
Native and Nonnative English 41
International English (Lingua Franca) 44
World Englishes and English Language Teaching 45
World Englishes Norms and Social Norms in Nonverbal Communication 47
Native and Nonnative Norms as World Englishes, and Social Norms in
Nonverbal Communication 47
Acquisition of Competence in a Second language 52
Second Language Acquisition versus Second language Learning 53
Roles of Culture in English Language Teaching 54
A Traditional Approach to Teaching Culture 55
A Culture Studies Approach 55
A Culture as Practices Approach 56
Intercultural Language Teaching 56
An Intercultural Approach to Second/Foreign Language Learning and
Teaching 57
The Inadequacy of a Communicative Model of Linguistics Encounter 58
Intercultural Communicative Competence and English Language
Teaching 58
Basic Concepts of Intercultural Language Teaching 59