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1、Nonverbal Communication in Classroom English Teaching By Li Mao （李貌）Abstract: Briefly introducing the definition and types of nonverbal communication, this article discusses the functions and principles of using nonverbal communication in classroom English teaching so that teachers can improve their
2、 teaching with the aid of it.Key words: nonverbal communication, classroom English teachingI. Introduction As we know, our aim to teach language, especially a foreign language, is to teach the students how to use language to communicate more effectively with other people. However, for a long time, w
3、e have laid much emphasis on the students ability of verbal communication, both in oral and written form, while neglecting that of nonverbal communication, an indispensable part of communication. In fact, nonverbal communication plays an important role in our daily communication. According to Mehrab
4、ian and Weiner (1967, in Goss, 1983: 44), there is a formula to show the relative weights that verbal and nonverbal messages play in expressing a speakers idea: speakers attitude = words (7%) + tone of voice (38%) + facial expression (55%). That is to say, over 90% of ones attitude is communicated n
5、onverbally. For this, we should pay attention to not only what we say, but also how we say. As English teachers, we can improve our teaching and achieve better results if we can appropriately use nonverbal communication in classroom teaching.II. Definition and Types of Nonverbal Communication2.1 Def
6、inition of Nonverbal CommunicationMany scholars have given the definition of nonverbal communication. As Zeuschner (1997: 80) puts it, nonverbal communication refers to the information that is transmitted from senders to receivers when the dominant meaning is not conveyed by the use of words. It als
7、o means that nonverbal communication is your use of interacting sets of visual, vocal and invisible communication systems to convey and interpret meaning (Leathers, 1992, in Zeuschner, 1997: 80).2.2 Types of Nonverbal communicationGenerally speaking, the study of nonverbal communication behavior can
8、 be divided into three main areas: paralanguage, kinesics and proxemics.2.2.1 ParalanguageParalanguage, sometimes called vocalics, is the study of the speakers voice. People can usually make judgments about the speaker based on his voice. There are many ways the voice communicates - through its tone
9、, speed, pitch, volume, length of pauses and disfluencies (such as stammering, use of “uh”, “um”, “er”, and so on). All these factors make up a speakers unique personal vocal style, and can actually create meanings by reinforcing or contradicting the message the speakers words convey.2.2.2 KinesicsK
10、inesics, also called “body language”, refers to the study of how a speaker uses his body to communicate. In face-to-face communication, three aspects of kinesics are fundamental: facial expressions, eye contact and gestures.The face is usually the first place that listeners look to discover overall
11、meaning of a message (Zeuschner, 1997: 89). A speaker often tells others how he feels through his facial expressions. Ekman and Friesen (1975, in Adler and Rodman, 1997: 161) have identified six basic emotions that facial expressions reflect: surprise, fear, anger, disgust, happiness, and sadness. E
12、ye contact is very important and quite nature in everyday conversation. People use it to manage conversation as they take turns talking in a conversation, or to arouse feelings of friendship or of being threatened within others (Goss, 1983: 51). Gestures are movements of the hands, arms, legs, torso
13、 and other major muscle groups of the body. The most obvious gestures are hand gestures. The use of gestures is universal, but some particular ones vary based on different cultures or occupations.2.2.3 Proxemics The third part is proxemics, the study of how space communicates nonverbally. Choosing t
14、he optimal distance can have a powerful effect on how we regard others, and how we respond to them. Hall (1959, in Goss, 1983: 54) has worked out a chart to show the most common spatial zones (interactional distances). In addition, People can also arrange furniture and other parts of the environment
15、 to establish desired patterns of interaction.III. Functions of Nonverbal Communication in Classroom Language Teaching Classroom teaching is conducted through the communication between teachers and students. It is not only what the teacher says in the classroom that is important, but also it is how
16、he says it that can make difference to students. Nonverbal messages are an essential component of communication in the teaching process, and can, to some extent, benefit teaching if delivered properly.3.1 Creating a Positive ContextAffective experience is one of the important aspects that influence
17、learning. Since emotions and feelings are more accurately and easily communicated nonverbally than with words, teacher can use nonverbal behaviors to make positive affective communication between students and themselves so as to facilitate learning. For example, referred to as “mirrors of the soul”,
18、 the eyes can send several messages. Therefore, it is necessary for teachers to make frequent eye contact with all the students in order to better communicate with them. Teachers who make eye contact open the flow of communication and convey interest, concern, warmth and credibility, all of which in
19、crease the degree of psychological closeness between teachers and students. For example, when students are talking, teachers looking in their eyes communicates to the students that he is interested in what they are saying and that he is listening. Then the students will feel safe and are encouraged
20、to say more. On the contrary, teachers speaking with his back turned or looking at the floor or ceiling should be avoided since the students will tend to think that the teacher pays no attention to them and will lose confidence and motivation to learn.Like eye contact, facial expressions can also pr
21、ovide the students with information about the teachers emotional state and attitudes towards them. Smile is just a powerful cue that transmits happiness, warmth and liking. Teachers may keep the joy of teaching and learning with smiles. Because smiling is always contagious, then students will react
22、positively and be eager to learn more.Furthermore, most experienced teachers use both students eyes and facial expressions as valuable sources of feedback to determine or modify the process and the approach of teaching. Whats more, proximics is a matter of great account as well. Teachers who move ar
23、ound the classroom can increase interaction with students. Research shows that students are more satisfied with teachers who reduce the distance between themselves and the classes, and then they are more likely to follow the teachers instructions (Adler and Rodman, 1997: 169).3.2 Stimulating Student
24、s InterestSince nonverbal messages have direct audio-visual effects on receivers, receivers are more likely to pay attention to them. Its the same in classroom. Teachers nonverbal behaviors can arouse the students interest much more easily. For instance, if a teacher never gestures while speaking, h
25、e may be regarded as boring, dull and unanimated, and students may not like his course. On the contrary, a lovely and animated teaching style can make the materials more interesting so as to attract students attention and facilitate learning. It can provide a lot of entertainment to reduce students
26、pressure as well. Another example is the teachers use of paralanguage. It is reported that students show great interest in learning and learn more when listening to teachers who know how to modulate their voices.3.3 Reducing the Use of Native LanguageIn language teaching, teachers are always encoura
27、ged to reduce the use of native language so as to create a more authentic context for language learning. But in fact, most of the teachers often use too much native language, which may have negative effect on language teaching and learning. One of the functions nonverbal communication can serve is t
28、o replace a verbal message (Alder and Rodman, 1997: 157), so the appropriate use of nonverbal behaviors can benefit teaching. That is to say, when teachers want to make some explanations or evaluations, they can use nonverbal behaviors to substitute their spoken words, which will do good to achievin
29、g the goal that teaching English by English, and saving much class time for students practice. For example, if the teacher nods when a student finishes speaking, it indicates that “You have done a good job, and I agree with you”. 3.4 Improving Students Capability of Intercultural Communication One o
30、f the aims of our English teaching is to cultivate the students communicative competence, especially in different cultural contexts. As an important part of communication, nonverbal communication, which also exists in a culture, should obviously be paid attention to. According to Edward Hall, nonver
31、bal communication systems can be taught; if we lack this kind of training, we will get misunderstanding most of the time (Adler and Rodman, 1997: 153). So the use of nonverbal behaviors in class will provide the students an opportunity to learn and use the nonverbal language, and then to improve the
32、ir communicative competence.IV. Principles of Using Nonverbal Communication in Classroom Teaching4.1 ConsistencyWhat we mean by consistency here is that teachers and students should have the same interpretation towards the same nonverbal message. As we know, one of the elements of communication is t
33、he systematic symbol, or code. That is, the sender and receiver must have the same codes in order to make communication work. Nonverbal communication is no exception. Therefore, teachers should use the nonverbal behaviors that can be properly accepted and practiced by both students and themselves. O
34、nly like this, students can understand the meaning of the nonverbal behaviors given by teachers and then correctly do the response to teachers.4.2 AppropriatenessTeachers should choose different types of nonverbal communication and use them appropriately in different situations. On the contrary, if
35、teachers use nonverbal behaviors too excessively, there will be some negative effects. For example, a teacher often nods head slowly to encourage students to speak in class. If the teacher nods head rapidly, it will communicate to a student that the teacher is impatient and the teacher wants him to
36、hurry up and finish speaking. So it is necessary for teachers to give the nonverbal messages in a natural and a right way.4.3 Self-controlTeachers should be able to control their feelings. “Whereas we usually think about what we want to say before speaking or writing, most nonverbal messages are not
37、 deliberate” (Adler and Rodman, 1997: 156). Since teachers have to communicate with others, like colleagues or family members, in daily life, they will be certainly affected by their relationships with these people, and will unconsciously express their feelings and emotional state, both positive and
38、 negative, through their nonverbal behaviors. However, when facing students, teachers should try to be in the enthusiastic and optimistic mood, and to show their positive feelings while hiding the negative ones. V. ConclusionThe impact of nonverbal communication is at least as significant as verbal
39、communication. Besides verbal communication, nonverbal communication, by which teachers can impart knowledge to students and make exchanges with them, also counts for much in classroom English teaching. Thus, teachers should make full use of these two communicative channels to facilitate teaching an
40、d learning.BibliographyAdler, Ronald B. and George Rodman. Understanding Human Communication M. 6th ed. Orlando: Harcourt Brace & Company, 1997.Ekman, P. and W. V. Friesen. Unmasking the Face M. N.J.: Prentice-Hall, 1975.Goss, Blaine. Communication in Everyday Life M. California: Wadsworth Publishin
41、g Company, 1983.Hall, E. The Silent Language M. Greenwich, Conn.: Fawcett, 1959.Leather, D. G. Successful Nonverbal Communication M. 2nd ed. New York: Macmillan, 1992.Mehrabian, A. and M. Weiner. Decoding Inconsistent Communications J. Journal of Personality and Social Psychology, 1967,6: 109-114.Zeuschner, Raymond F. Communicating Today M. 2nd ed. Boston: Allyn and Bacon, 1997.本站原创
