A Contrastive Analysis of Prosodic Prominence and Non-Verbal Cues: Examining Information Structure and Pragmatic Competence in EFL Contexts
الموضوعات :Suad Abdulameer Meteab Alblebesh 1 , Mehrdad Sepehri 2 , Abdul-Hussain Kadhim Reishaan 3 , Ehsan Rezvani 4
1 - Department of English Language, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
3 - English Language Department, Faculty of Languages, University of Kufa- Najaf, Iraq
4 - Department of English Language, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
الکلمات المفتاحية: Prosodic prominence, gestures, Arabic, English, cross-cultural communication, and discourse analysis are some of the keywords utilized in this article,
ملخص المقالة :
This study investigates the contrastive use of prosodic prominence and non-verbal cues in Arabic and English, with a focus on how these communicative elements reflect the cultural and linguistic norms of each language. Through a mixed-methods approach, combining both quantitative analysis and qualitative discourse interpretation, the study analyzes data from television talk shows to examine how intonation, stress patterns, gestures, postures, and proximity function to convey information structure and pragmatic meaning. The findings reveal significant differences between the two languages: Arabic speakers demonstrate greater prosodic flexibility and a more expressive use of non-verbal cues, which aligns with the high-context, collectivist communication style of Arabic culture. In contrast, English speakers exhibit a preference for sentence-final stress and more restrained physical expression, reflecting the low-context, individualistic communication norms of English-speaking societies. These differences underscore the crucial role of cultural context in shaping effective communication and illustrate the interdependence between linguistic features and non-linguistic elements in conversation. The study’s findings have significant implications for several fields. From a pedagogical perspective, integrating prosodic and non-verbal communication training into language curricula can enhance intercultural competence, helping learners navigate multilingual and multicultural contexts with greater sensitivity and accuracy. For intercultural communication professionals, such as diplomats, educators, and corporate executives, the insights into cultural differences in non-verbal behavior and prosody can help mitigate misunderstandings and improve cross-cultural collaboration.
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