Enhancing Acquisition of Intercultural Non-Verbal Competence: Thai

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 ii 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 iii 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. iv 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: v (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. vi 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 vii 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

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