Effective Nonverbal Communications and English Language Classrooms

Subject Areas : Research in English Language Pedagogy

Sahar Najarzadegan ¹ , Azizollah Dabaghi ²

1 - Faculty of Foreign Languages, Isfahan (Khorasgan) Baranch, Islamic Azad University, Isfahan, Iran,
2 - Isfahan University

Received: 2014-03-01 Accepted : 2014-07-28 Published : 2014-07-28

Keywords: Kinesics, Nonverbal Communication (NVC), Nonverbal Behavior (NVB),

Abstract :

Nonverbal communication (NVC) plays a highly important role in different aspects of human life. Regarding teachers, however, it is more important, and they should be very cautious about what type of NVC they use and how they perform it in their teaching process. While practical tangible teaching techniques driven from nonverbal behaviors can help English language teachers incorporate this essential element into their classrooms, little attention has been given to this area. This article tries to shed light on the often neglected, unexplored area of research concerning nonverbal communication. It begins by mentioning the indispensable role of NVC in the communicative process and then explaining different forms and functions of these NVBs, attempt has been made to incorporate those NVCs into language classes and give some practical techniques to be considered in the classrooms, in order for the learners to be as Pennycook (1985) puts it "not only bilingual but also bi- kinesics".

References:

Abushihab, I.M. (2012). A semiotic- based approach as an effective tool for teaching verbal and nonverbal aspects of language. Journal of Language Teaching and Research. 3(6), 1150-1156.
Acton, W. (2012). Post pronunciation pronunciation. Paper presented at the 2012 TESOL Convention, Philadelphia, PA.  
Acton, W. (2010). Full-bodied, multiple modality pronunciation teaching. Paper presented at the 2010 TESOL Convention, Boston, MA.   
Acton, W. (2015). Haptic-integrated clinical pronunciation research. Retrieved January 6, 2015, from http://hipoeces. blogspot. com.au/

Beattie, G. (1990). The role of language production processes in the organization of behavior in face-to-face interaction. In B. Butterworth (Ed.) Language Production, 1, 69-107.
Birjandi, P &Nushi, M. (2010). Nonverbal communication in models of communicative competence and L2 teachers’ rating. Journal of English studies, 1(1), 3-22.
Capper, S. (2000). Nonverbal communication and second language learner: Some pedagogic considerations.http://www.jalt-publications.org/tlt/articles/2000/05/capper.
Ekman, P. & Friesen, W. (1975). Unmasking the face. Englewood Cliffs, NJ: Prentice- Hall.
Ekman, P. (1978). Facial expression. In A. W.
Siegman & S. Feldstein (Eds.), Nonverbal behavior and communication, 97-116. Hillsdale, NJ: Erlbaum.
Gregersen, T. (2005).  Nonverbal cues: Clues to the detection of foreign language anxiety. Foreign Language Annals, 38(3), 388-400.
Gregersen, T. S. (2007). Language learning beyond words: Incorporating body language into classroom activities. Journal of Reflections on English Language Teaching, 6(1), 51-64. 

Hall, E. T. 1959. The Silent Language. Garden City, NY: Doubleday.  
Hecht, M.L. DeVito, J.A. (1990). Perspectives on nonverbal communication: The how, what and why of nonverbal communication. In J.A. DeVito &M.L. Hecht (Eds.).The nonverbal communication reader, 3-17. Prospect Height, IL: Waveland Press.
Helmer, S. & Eddy, C (2003). Look at me when
I talk to you. Toronto: Pippin Publishing Corporation.  
Knapp, M. & Hall, J. (2006). Nonverbal behavior in interpersonal relationships, Boston: Allyn and Bacon.
Khan, A.A. (2001). Nonverbal communication:
Studies and application. Dubuque: Wm. C. Brown.
Kelly, S.D., Barr, D.J., Church, R.B., &Lynch,
K. (1999). Offering a hand to pragmatic understanding: The role of speech and gesture in comprehension and memory. Journal of Memory and Language, 40, 577-592.
Manninen, T. & Kujanpaa, T. (2002). Nonverbal communication forms in multi- player game session. Finland: Department of Information Processing Science. University of Oulu.
McCafferty, S.G. (2002). Gesture and creating zones of proximal development: Evidence from bilingual children. Current Directions in Psychological Science, 9(6), 192-196.
McNeil, D. (1992). Hand and mind. Chicago:
University of Chicago Press.
Negi, J.S. (2009). The role of teachers’
nonverbal communication in ELT classrooms. Journal of NELTA, 14(1-2), 101-110.
Novick, D., Hansen, B., &Ward, K. (1996).
Coordinating turn-taking with gaze. In proceedings of ICSLP-96, Philadelphia, PA, October, 1996, 3, 1888-91.
Pennycook, A. (1985). Actions speak louder than words: Paralanguage, communication, and education. TESOL Quarterly, 19(2), 259-282.
Richmond, V. & McCroskey, J. (2000). Nonverbal behavior in interpersonal relationship, Boston: Allyn and Bacon

Stam, G. (2006). Thinking for speaking about motion: L1 and L2 speech and gesture. International Review of Applied Linguistics in Language Teaching 44(2), 145-171.
Sueyoshi, A. & Hardison, D.M. (2005). The role of gestures and facial cues in second language listening comprehension language learning, 55(4), 661-699.

Trager, G. (1960). Tao III: Paralanguage. Anthropological linguistics, 2 (2), 24-30.
Yoshioka, K. & Kellerman, E. (2006). Gestural introduction of ground references in L2 narrative discourse. International Review of Applied Linguistics in Language Teaching, 44(2), 173-195.