Nonverbal behaviors in Chinese Communication: What CFL Instructors See in Movies Thesis Presented in partial fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of The Ohio State University By Menglin Jin, M.A. Graduate Program in East Asian Languages and Literatures The Ohio State University 2019 Thesis Committee: Galal Walker, Advisor Xiaobin Jian Copyright by Menglin Jin 2019 Abstract Nonverbal behaviors can convey meanings that are unique to a given culture and thus play a significant role in cross-cultural communication. The majority of current studies on the nonverbal communication in cross-cultural communication predominantly centers on the Western perspective about the differences between Western culture and other societies in general. Nonverbal behaviors in the field of teaching and learning Chinese as a Foreign Language (CFL) are much lacking and rarely utilized in language instruction. This study attempts to identify a series of nonverbal elements that often cause confusion and frustration for Americans communicating in a Chinese cultural context. The following aspects will be examined: first, the significance of nonverbal behaviors in cross-cultural communication will be introduced; second, examples of nonverbal behaviors will be examined in Chinese contexts through the visual information provided by scenes from Chinese films. Last, the Hollywood film Crazy Rich Asians will be used as an example to show the challenge of making meanings in cross- cultural communication from the perspective of nonverbal behaviors. The study suggests that nonverbal behaviors are significant in Sino-American communication and should be taken into consideration in CFL teaching and learning. Keywords: nonverbal behaviors, Chinese communication, intention, films, pedagogy i Dedication The thesis is dedicated to my daughter Yinuo. You provided the courage and love necessary for me to pursue the path I’ve always wanted. Your love was there all the way through. ii Acknowledgments I wish to express my deepest gratitude to my advisor and mentor, Doctor Galal Walker, not only for providing invaluable guidance throughout this thesis but also for guiding me throughout my two-year journey of graduate studies. His vision and motivation have deeply inspired me. He has inducted me to formulate the topic of a pedagogy of nonverbal behaviors in CFL instruction by incorporating my scholarly interests with my previous academic background, encouraged me to break new ground in research despite controversy, taught me the methodology to carry out my research, and given me support and direction whenever I needed. It has been a great journey for me to study under his guidance and work with him. My sincere thanks also go to Professor Xiaobin Jian, who has continually offered many insightful and generous suggestions to my research with his rich expertise in the field of Chinese pedagogy. The initial idea of the nonverbal dimension in communication was inspired by my observation in Professor Jian’s 7760 class with its emphasis on behavioral culture in addition to linguistic knowledge. He has been a significant influence on my understanding to be a laoshi with his remarkable kindness, generosity, knowledge and insight. I would also like to thank all the professors I have taken courses with during my graduate studies at OSU. What I’ve learned from their classes have broadened my knowledge, shaped my thoughts and grounded my study. iii My gratitude also goes to my classmates who have provided me help and support in various ways over the last two years of graduate studies. I also feel grateful to those friends I met in the Resident Center of University Village for their accompany when I sat there studying day and night. Finally, I owe an exceptional thanks to my husband and my daughter for their love, caring and sacrifices all along the way. I am also very grateful to my parents-in-law for their understanding and continuing support for my family and me. My thanks also go to my parents for their support and encouragement to complete my study successfully. iv Vita Education 2004－2008 ……………………………… B.A. Sports Journalism, Sports University of Shanghai, Shanghai, China 2008－2011 ……………………………… M.A. Film Study, Institute of Arts, Communication University of China, Beijing, China 2017－2019 ……………………………… M.A. East Asian Languages and Literatures, Chinese Language Pedagogy, Department of East Asian Languages and Literatures, the Ohio State University, Columbus, OH Professional Experience 2018－2019 ……………………………… Graduate Teaching Associate, Department of East Asian Languages and Literatures, the Ohio State University, Columbus, OH 2015－2017 ………………………………Scriptwriter, Hongyangzhiguang Film & Culture Development Ltd, Beijing, China 2013－2014 ………………………………International Recruiting Consultant, Admission Office, University of Redlands Fields of Study Major Field: East Asian Languages and Literatures Film Study v Table of Contents Abstract ............................................................................................................................................i Acknowledgments..........................................................................................................................iii Vita ..................................................................................................................................................v Table of Contents ............................................................................................................................vi Lists of Tables ................................................................................................................................vii Lists of Figures ...............................................................................................................................ix Introduction .....................................................................................................................................1 Chapter 1: Nonverbal behaviors in Cross-Cultural Communication...............................................4 1.1 Definition of Nonverbal behaviors in Communication.......................................... 4 1.2 Nonverbal behaviors in Cross-Cultural Communication........................................ 6 1.3 Culture as Performance..........................................................................................11 1.4 Film and Believability............................................................................................14 Chapter 2: Nonverbal behaviors and Interpretation in Chinese Movies....................................... 17 2.1 Space..................................................................................................................... 17 2.2 Touch..................................................................................................................... 20 2.3 Body Language..................................................................................................... 25 Chapter 3: A Clash of West and East: Nonverbal behaviors in Crazy Rich Asians.......................32 Chapter 4: A Pedagogical Discussion............................................................................................45 4.1 A Performance-based Approach of Nonverbal behaviors......................................46 4.2 Procedural Learning Phases of Nonverbal behaviors............................................50 vi 4.2.1 Observing Nonverbal behaviors...................................................................51 4.2.2 Recognizing Nonverbal behaviors................................................................51 4.2.3 Associating Action to Nonverbal Behaviors.................................................52 4.2.4 Production of Nonverbal behaviors..............................................................53 4.3 Conclusion and Future Study.....................................................................................54 Bibliography...........................................................................................................................56 vii List of Tables Table 1: Performances Involving Personal Space ........................................................................18 Table 2: Performances Involving Touch.........................................................................................21 Table 3 Performance Involving Handshake...................................................................................23 Table 4 Performance Involving Holding Arms...............................................................................23 Table 5 Performances Involving Touching Kids.............................................................................24 Table 6 Performances Involving Eye Behaviors ............................................................................27 Table 7 Performances Involving Holding Arms.............................................................................30 Table 8 Performance of Self-Introduction......................................................................................48 viii List of Figures Figure 1: Passing Through the Crowds ........................................................................................18 Figure 2: Passing Through the Crowds.........................................................................................18 Figure 3: Hugging..........................................................................................................................21