A verbal approval said in an ironic tone can send an opposite impression of censure. Non-verbal communication should, therefore, be given serious consideration, especially in a second-language school setting (Hassan).
Findings of the study categorized non-verbal communication into 8 (Hassan, 2007). Kinesics consists of boy language and gestures, such as a happy mood, negative body expressions, kind and friendly look, nodding to encourage, exhaustion, and raised fingers, which embarrassed. Proxemics refers to the space between the teacher and the students. The closer they were, the greater the students' understanding of the lecture. Students disliked distance. Vocalics covers the pitch, tone, rhythm and volume of the teacher's voice. Students learn more if there is variation in these and tend to get bored with a monotonous tone. Chronemics refers to the teacher's behavior towards time. If she comes to class irregularly, the students tend to take classes casually. If she keeps looking at her wrist watch, she sends the message that she is running out of time or on overtime. Oculesics means eye-to-eye contact. A cold stare embarrasses students. They like eye-to-eye contact with the teacher, but they look away when they do not know the answer. Locomotion refers to the teacher's movement. Students become active when she moves and lazy when she simply stands still. Adornment consists of the teachers dressing, sex, age and smartness in looks. If she has an attractive personality or smart-looking, her lecture is often successfully conveyed. Gender and age are also important factors in successful teaching. Silence, haptics, facial and other physical expressions consist of touches, smiles, hand-shaking and patting, an interactive class, a well-furnished classroom and a vivacious teacher facilitate her message transmission (Hassan).
Non-verbal communication is, in truth, the most important factor or input to classroom (Hassan, 2007). Students observe the teacher's body language in the smallest detail and its subjective implications. This determines the success or failure of her goal to impart a message. Non-verbal communication should complement or at least not contradict verbal information or message. If it does, the students get the greatest benefit. If not, the students get confused and the message lost. And because the teacher is a role model of her language, the students can only copy what she transfers through body language. This is what makes nonverbal communication more important, whether in the classroom or the outside world, especially where second-language teaching and learning occur (Hassan).
As previous studies found, non-verbal communication is a major part of communication and human interaction (Hassan, 2007). Teachers, for example, speak outwardly but actually communicate with their whole body (Abercrombie 1968 as qtd in Hassan). Non-verbal communication is also natural, reliable and spontaneous. It, thus,...
(Ulph, 2006) The document is remarkable for a couple of reasons, which more widely emphasizes on the importance of the internet for the jihadi terrorists. The first one is the component of collective initiative that the writer promotes; emphasizing the pace of communication and the prospective strength that spread jihadi sympathizers throughout the world could concentrate on a single project. Second relates to the competence for data storing that the
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