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FUNCTIONS OF

NONVERBAL
COMMUNICATION

1.Can it be assumed that the


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

NONVERBALS IN LANGUAGE DECODING


Nonverbals enhance comprehension
contextual information.

by

providing

additional

"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)

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