nonverbal plays a role in FL classroom communication? 2.What specific functions does the nonverbal play in teaching and learning a FL?
NONVERBALS IN LANGUAGE ENCODING
1) To mark units in which utterances are produced.
To help the speaker activate and recall words,
thoughts, images, and ideas that become part of the utterance.
NONVERBALS IN LANGUAGE ENCODING
PHONEMIC CLAUSES: A SEQUENCE OF SEGMENTAL PHONEMES BOUNDED BY SILENCE AND/OR A TERMINAL COUNTOUR.(Trager & Smith, 1998) The voice qualities of pitch, rhythm, loudness, intonation, accentuation, syllabication, and the pause. Brown points out that the body movements of speakers of English are synchronized with phonemic clauses. Pronunciation of stressed syllables coincide with matching body movements to the extent that even without hearing the words, an observer can actually see when the speaker is pronouncing stressed syllables by watching the corresponding body movements.
NONVERBALS IN LANGUAGE ENCODING
The second way in which nonverbals are used in language encoding is by helping speakers get their thoughts out smoothly. Illustrators, "movements which are intimately tied to the content and / or flow of speech" Illustrators serve five functions: 1) To indicate the intention to continue speaking while looking for a particular word, the speaker may either make movements as if trying to pluck the word out of the air or snap the fingers. 2) As a sort of self-primer the speaker may wave an arm in the air or snap the fingers.
NONVERBALS IN LANGUAGE ENCODING
Illustrators serve five functions: 3) To explain something that is difficult to put into words such as giving directions, explaining how to take something apart, or defining concepts such as zig-zag. 4) To punctuate speech or to add emphasis. 5) To indicate enthusiasm or disinterest.
NONVERBALS IN LANGUAGE DECODING
Nonverbals contribute to the comprehension of messages in three ways: 1) heightening attention, 2) providing additional context, and 3) facilitating recall.
NONVERBALS IN LANGUAGE DECODING
In a bottom-up approach attention is focused on the message itself in an attempt to extract and identify individual features into a pattern. Gestures may contribute in at least three ways to a bottom-up approach in the early stages of information processing by: 1) providing movement, 2) making the message more vivid, and 3) providing imagery value
"The process of comprehension involves activating concepts related
to those of the input and the context and engaging in inferences based primarily on those concepts" (Ortony, 1978) Nonverbals in the FL classroom can facilitate comprehension by activating concepts already stored as mental representations in the students' memories.
NONVERBALS IN LANGUAGE DECODING
Allen and Valette (1994) suggest using gestures to convey the meanings of specific words such as descriptive adjectives, prepositions of place, and action verbs. The third way nonverbals contribute to comprehension is by facilitating recall. Elaborating to-be-remembered information by : 1) presenting it in a more descriptive context, 2) enhancing the semantic involvement during the encoding process, or 3) providing redundancy, leads to a more durable memory trace
Nonverbals in Definitions of Communicative Competence
Hymes' definition of communicative competence includes the nonverbals: 1) haptics-permissible physical contact between speakers, 2) proxemics-space requirements, 3) kinesics-hand gestures, facial responses etc., and 4) nonverbal cues used to manage conversations.
Nonverbals in Definitions of Communicative Competence
We cannot underestimate the importance of nonverbal communication in second language learning and in conversational analysis. Communicative competence includes nonverbal competence knowledge of all the varying nonverbal semantics of the second culture, and an ability both to send and receive nonverbal signals unambiguously. (Brown, 1987) Grammatical competence is concerned not only with the rules of grammar but also knowledge of the paralinguistic and kinesic features of the language such as intonation, facial expression, and gestures.
Nonverbals in Definitions of Communicative Competence
Sociolinguistic competence includes appropriate use of nonverbal signals such as eye tact, respect for personal space, clothing and ornamentation, how and where people touch others, and gestures. Strategic competence includes nonverbal strategies which are used when communication breaks down or to enhance the effectiveness of communication.
Nonverbals in Definitions of Communicative Competence
Savignon states,(1983)a gesture may serve as a coping strategy by either filling in for a word or expression or sustaining rapport throughout a momentary silence.
Nonverbals in Instructional Models
Savignon's Theatre Arts component involves pantomime. The comprehension approach makes liberal use of gestures. New vocabulary in the direct method is presented by paraphrases, by miming the action, or by manipulating objects. In the early stages of the silent way hand gestures are used to indicate where further work is needed and to elicit desired responses.
Nonverbals in Instructional Models
Lozanov's suggestology is largely dependent upon the teacher's nonverbal behavior. Total Physical Response synchronizes the language with body movements. Teachers' nonverbal behavior is important in the natural approach
NONVERBALS AS TEACHING STRATEGIES AND IN
CLASSROOM MANAGEMENT Nonverbals may be used to: 1) Vary the tempo, 2) Control participation, 3) Signal changes, 4) Indicate who is to respond, 5) Cue choral response, 6) Mark beginnings and ends of lessons, and 7) Give students an idea of what to expect.
NONVERBALS AS PART OF THE FL CULTURE
"The expression of culture is so bound up in nonverbal communication that the barriers to culture learning are more nonverbal than verbal" (Brown, 1987) Kirch (1979) points out that culturally inappropriate body language manifests a foreign accent as much as inadequate phonological knowledge.
NONVERBALS AS PART OF THE FL CULTURE
Raffler- Engel (1980) states, "If bilingualism is the goal of FL teaching student should be made truly bilingual, which implies that he should also become bi-kinesic"
"A full appreciation and complete understanding of
another language requires the student to become aware and attentive to all the channels of communication available for encoding and decoding linguistic information. FL fluency demands competency in nonverbal language" (Nuessel,1985)
David M. Schneider, Richard Handler-Schneider On Schneider - The Conversion of The Jews and Other Anthropological Stories-Duke University Press (1995) PDF