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Effective Nonverbal Communications and English Language Classrooms Effective Nonverbal Communications and English Language Classrooms * Sahar Najarzadegan Faculty of Foreign Languages, Isfahan (Khorasgan) Baranch, Islamic Azad University, Isfahan, Iran, [email protected] Azizollah Dabaghi Department of Applied Linguistics, University of Isfahan, Iran, [email protected] 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". Keywords: Nonverbal Communication (NVC), Nonverbal Behavior (NVB), Kinesics 1. Introduction they use speech organs to convey the Communication which is used in everyday messages while nonverbal communication life is an ongoing process of sending and is the process of communication among receiving messages that enables human to individuals through wordless messages share knowledge, ideas, thoughts, information, (Abushihab, 2012). feelings, emotions, and attitudes (Negi, Vol2. No.2014-15 2. 2009). Communication takes place through 2. Background two different media: verbal and nonverbal. Nonverbal communication, according to Verbal communication is a conversation Devito & Hecht (1990), is "all of the between two or more individuals in which messages other than words that people * Corresponding Author Submission date: Mar 1, 2014 Acceptance date: Jul 28, 2014 110 / IJRELT exchange" (p.4). Gregersen (2007) elaborates father, you can show your enthusiasm in a on the definition in this way: By using number of verbal and nonverbal ways. If "messages" the author means intentional you say, “Wow, that’s great! I’m really symbols, so if a language learner stretches happy for you!” while at the same time his arm to relieve himself of a muscle smiling and hugging your friend, you are cramp, this action is not considered as actually using nonverbal communication to NVC. The second element of this definition complement what you are saying. If you is "other than words messages" which simply smiled and hugged your friend means nonlinguistic codes like body without saying anything, the interpretation language, facial expressions, physical of that nonverbal communication would be appearance, etc. are used to communicate more ambiguous than using it to meaning. Finally, this definition limits complement your verbal message. Another NVC to what involves an exchange function is accenting which is calling between people and thus eliminating any attention to a key part of the message. messages transmitted between animals or When you put an accent on it, you create intrapersonal communication that is when emphasis, making one talks to himself. the item stand out by amplifying it. It occurs when the speaker stresses a certain 3. Functions of NVC word in his message; for example, when a Knapp and Hall (2006) discuss several person says “there is a trivial problem ways in which NVBs occur simultaneously here.” and emphasizes on trivial through with verbal messages. Substitution of a gesture. In this example, it is also his tone nonverbal message happens when a of voice (paralanguage) that serves as the nonverbal cue is used instead of a verbal nonverbal communication and accents the one, like showing your hand with the palm message. Parents might tell their children to up as a sign of invitation to talk in the class. “come here.” If they point to the spot in Actually when we replace verbal front of them dramatically, they are communication with nonverbal behaviors, accenting the “here” part of the verbal we use nonverbal behaviors because they message. NVCs may also regulate are easily recognized by others such as a conversational flows, like when a teacher wave, or a head-nod. That is why when nods to show that the student is giving a someone is asked a question, instead of a correct answer and frowns when he is not. verbal reply “yes” and a head-nod, most The regulatory function as Capper (2003) probably he prefers to simply nod his head puts it also serves to provide vital cues for without the accompanying verbal message. the learners' interpretation of speech acts There are times when non-verbal language and considerably enhances conversation is even better. Sometimes there are things (cited in Negi, 2009).To clarify the that are best left unsaid and only shown regulatory function of NVC, we can focus nonverbally. Complements are the NVBs on the fact that generally it is pretty easy for that complete or modify a verbal behavior, us to enter, maintain, and exit our nonverbal like when a teacher's right posture in the interactions with others. Rarely, if ever, class enhances the quality of teaching. would we approach a person and tell him Unlike replacing nonverbal communication, directly, “I’m going to start a conversation complements cannot be used alone without with you now. Okay, let’s begin.” Instead, the verbal message. If, for example, a friend we might make eye contact and smile, tells you that he has recently received a move closer to the person, or put our hand promotion and at the same time become a on his shoulder which are all nonverbal Vol2.2014-15 No. 2. Effective Nonverbal Communications … / 111 behaviors that indicate our desire to open a to your teacher. It is clear that when verbal new channel of conversation. Likewise, we and nonverbal messages contradict one do not generally end conversations by another, receivers often place greater value stating, “Okay then. Let’s finish talking.” on the nonverbal communication as the unless there is a breakdown in the more accurate message. One place this communication process. We are generally occurs frequently is in greeting sequences. proficient enough enacting nonverbal You might say to your friend in passing, communication in order to maintain our “How are you?” he might say, “Fine” but politeness; such as looking at our watch, have a sad tone to her voice. In this case, looking in the direction we wish to go, or the tone of voice helps you interpret how he fidgeting while listening to the actually feels rather than the verbal conversation. However, sometimes there is response. a breakdown in the nonverbal regulation of conversation, so we may have to say 4. Forms of NVCs something like, “I really need to leave 4.1. Eye Contact (Oculesics) now.” Though the interlocutor also is Eye contact or gaze behavior plays a usually cautious enough to get what we powerful and complex role in face-to-face mean by these NVBs, we have seen conversation. Despite the apparent examples where someone does not seem to importance of NVC in L2, little attention pick up on the nonverbal cues about ending has been given to the effect of visual cues a phone conversation. This inability on the (Mc Caffery, 2002). Eye movement and eye part of the person makes others literally contact depict the focus, direction and resort to saying, “Okay, I’m hanging up the duration of gaze in relation to other phone right now” followed by actually participants (Khan, 2000); for example, our hanging up the phone. In these instances, eyes narrow for concentration and pupils there was a breakdown in the use of dilate if we are excited (Negi, 2009). nonverbal communication to regulate According to Novik et al (1996), people conversation. Finally, nonverbal cues may may look at one another to monitor listener contradict verbal messages when a speaker acceptance and understanding, to signal uses irony; like when a teacher raising his attention and interest, and to coordinate eyebrow and nodding, calls his students turn-taking. However, Knapp and Hall "gifted, talented, and studious" as he finds (2006) define more functions for gazing. them unprepared for the lesson. Another First, it regulates the flow of conversation crystallization of contradiction in NVC is in two ways: it indicates that the when you say something but you mean the interlocutors are open to communication, opposite. Imagine when your teacher asks and it manages turn- taking by sending and you how you are enjoying a new receiving signals (cited in Gregersen, assignment. You may feel obligated to 2007). The interlocutors who are open to respond positively because it is your communication try to look directly in the teacher asking the question, even though eyes and are eager to have eye contact. you may not truly feel this way. However, Conversely those who are not interested in your nonverbal communication may communication, considerably reduce their Vol2. No.2014-15 2. contradict your verbal message, indicating eye contacts. Considering turn- taking, to your teacher that you really do not enjoy interlocutors who want to continue the new assignment. In this example, your speaking do not look away very often. They nonverbal communication contradicts your sometimes look away to focus on the verbal message and sends a mixed message message they are conveying. On the other 112 / IJRELT hand, those who do not want to lose their 4.2. Gesture turn or are concerned about other people's Hand gestures which are a form of kinesics turns; frequently look away to show that the represent an interactive element during speaker's time is up.
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