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La comunicación en clase de lengua extranjera: comunicación verbal y no verbal. Estrategias extralingüísticas: Reacciones no verbales a mensajes en diferentes contextos.

1. COMMUNICATION IN A FOREIGN-LANGUAGE CLASS

The curricular area of modern languages for Primary Education includes these General Objectives:

o To use the foreign language orally to communicate with the teacher and the rest of the classmates.

o To understand and use the conventions used by the foreign language speakers in everyday situations in order to communicate easier and more fluent.

The pupil as an active participant in foreign language learning . Differences between this philosophy and that of the past. This change has been due to two different factors:

o A change in the teaching conception (communication now plays a major role in education).

o ICTs in education (records, images, radio, television, laboratory, etc.)

The aspects of language learning :

o Formative : Foreign language learning contributes to the development of the students’ personality, as they become aware of the linguistic structure; then, after a short period of thinking about what they are learning, they generalise about certain linguistic aspects. As we are talking about the learning of a new code, the individual begins to contemplate with a different view the linguistic facts that have been used in an intuitive way in the modern language. This contrast will enrichen the personal development of the child’s intelligence.

o Social : Language learning in general contributes to the social development of the person, because it helps to develop socialization skills such as cooperation and participation.

o Cultural : It is important to have some knowledge of other cultures (civilization, habits, institutions, history). The knowledge of other ways of thinking gives the child a better understanding of the others.

o Practical : The linguistic knowledge acquired by the pupil should have a practical use. For this purpose we must set objectives which are easy to achieve and relevant at the same time: phonology, lexicon, grammar (acquired according to communicative needs).

2. VERBAL VS. NON-VERBAL COMMUNICATION

Introduction: Communication, which is used in everyday life from greeting a stranger to touching a lover, is an ongoing process of sending and receiving messages that enables human

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to share knowledge, ideas, thoughts, information, feelings, emotions, and attitudes. It requires a medium in which the communicated information is understood by both sender and receiver.

There are two media, verbal and non-verbal, which are simultaneously used for communication. To be successful in communication it requires us to be both competent and experienced, not only in verbal communication but also in non-verbal one as well, because much of our communication takes place at the non-verbal level.

It cannot be an exception for foreign language teaching classroom as well because communication takes place there. Now question may arise what the non-verbal communication is. Non-verbal communication is usually understood as the process of communication through sending and receiving wordless messages. Language is not the only source of communication. Messages can be communicated through gestures and touch, by body language or posture, by facial expression and eye contact. Meaning can also be communicated through object or artifacts (such as clothing, hairstyles or architecture), symbols, and icons (or graphics).

The use of non-verbal communication in FLT (Foreign Language Teaching) can be applied not only to students but also to teachers, helping them to better communicate with students: Throughout a class period encompassing such varied activities as conversation and choral repetition, language teachers can use gestures to signal and instigate changes in the class atmosphere and thus further their instructional goals. Moreover, through nonverbal communication, they can effect personalization between class members and thus reduce the inhibitions which normally plague language students. For teachers who wish to analyse and improve their own use of gesture and nonverbal communication in the classroom, it is suggested that a videotape recording of the class provides useful and objective feedback.

3. EXTRALINGUISTIC STRATEGIES: NON-VERBAL REACTIONS TO MESSAGES IN DIFFERENT CONTEXTS

From our handshakes to our hairstyles, nonverbal details reveal who we are and impact how we relate to other people. Scientific research on nonverbal communication and behaviour began with the 1872 publication of Charles Darwin's The Expression of the Emotions in Man and Animals.

Since that time, there has been an abundance of research on the types, effects, and expressions of unspoken communication and behaviour. While these signals are often so subtle that we are not consciously aware of them, research has identified several different types of nonverbal communication.

In many cases, we communicate information in nonverbal ways using groups of behaviours. For example, we might combine a frown with crossed arms and unblinking eye gaze to indicate disapproval.

1. Facial Expressions

Facial expressions are responsible for a huge proportion of nonverbal communication. Consider how much information can be conveyed with a smile or a frown. The look on a person face is often the first thing we see, even before we hear what they have to say.

While nonverbal communication and behaviour can vary dramatically between cultures, the facial expressions for happiness, sadness, anger, and fear are similar throughout the world.

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2. Gestures

Deliberate movements and signals are an important way to communicate meaning without words. Common gestures include waving, pointing, and using fingers to indicate numeric amounts. Other gestures are arbitrary and related to culture.

In courtroom settings, lawyers have been known to utilize different nonverbal signals to attempt to sway juror opinions. An attorney might glance at his watch to suggest that the opposing lawyer's argument is tedious or might even roll his eyes at the testimony offered by a witness in an attempt to undermine his or her credibility. These nonverbal signals are seen as being so powerful and influential that some judges even place limits on what type of nonverbal behaviours are allowed in the courtroom.

3. Paralinguistics

Paralinguistics refers to vocal communication that is separate from actual language. This includes factors such as tone of voice, loudness, inflection, and pitch. Consider the powerful effect that tone of voice can have on the meaning of a sentence. When said in a strong tone of voice, listeners might interpret approval and enthusiasm. The same words said in a hesitant tone of voice might convey disapproval and a lack of interest.

Consider all the different ways simply changing your tone of voice might change the meaning of a sentence. A friend might ask you how you are doing, and you might respond with the standard "I'm fine," but how you actually say those words might reveal a tremendous amount of how you are really feeling. A cold tone of voice might suggest that you are actually not fine, but you don't wish to discuss it. A bright, happy tone of voice will reveal that you are actually doing quite well. A somber, downcast tone would indicate that you are the opposite of fine and that perhaps your friend should inquire further.

4. Body Language and Posture

Posture and movement can also convey a great deal on information. Research on body language has grown significantly since the 1970's, but popular media have focused on the over-interpretation of defensive postures, arm-crossing, and leg-crossing, especially after the publication of Julius Fast's book Body Language. While these nonverbal behaviours can indicate feelings and attitudes, research suggests that body language is far more subtle and less definitive that previously believed.

5. Proxemics

People often refer to their need for "personal space," which is also an important type ofnonverbal communication. The amount of distance we need and the amount of space we perceive as belonging to us is influenced by a number of factors including social norms, cultural expectations, situational factors, personality characteristics, and level of familiarity. For example, the amount of personal space needed when having a casual conversation with another person usually varies between 18 inches to four feet. On the other hand, the personal distance needed when speaking to a crowd of people is around 10 to 12 feet.

6. Eye Gaze

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The eyes play an important role in nonverbal communication and such things as looking, staring, and blinking can also be important nonverbal behaviours. When people encounter people or things that they like, the rate of blinking increases and pupils dilate. Looking at another person can indicate a range of emotions including hostility, interest, and attraction.People also utilize eye gaze a means to determine if someone is being honest. Normal,steady eye contact is often taken as a sign that a person is telling the truth and is trustworthy. Shifty eyes and an inability to maintain eye contact, on the other hand, is frequently seen as an indicator that someone is lying or being deceptive.

7. Haptics

Communicating through touch is another important nonverbal behaviour. There has been a substantial amount of research on the importance of touch in infancy and early childhood. Harry Harlow's classic monkey study demonstrated how the deprivation of touch and contact impedes development. Baby monkeys raised by wire mothers experienced permanent deficits in behaviour and social interaction. Touch can be used to communicate affection, familiarity, sympathy, and other emotions.

In her book Interpersonal Communication: Everyday Encounters, author Julia Wood writes that touch is also often used as a way to communicate both status and power. Researchers have found that high-status individuals tend to invade other people's personal space with greater frequency and intensity than lower-status individuals. Sex differences also play a role in how people utilize touch to communicate meaning. Women tend to use touch to convey care, concern, and nurturance. Men, on the other hand, are more likely to use touch to assert power or control over others.

8. Appearance

Our choice of colour, clothing, hairstyles, and other factors affecting appearance are also considered a means of nonverbal communication. Research on colour psychology has demonstrated that different colours can evoke different moods. Appearance can also alter physiological reactions, judgments, and interpretations. Just think of all the subtle judgements you quickly make about someone based on his or her appearance. These first impressions are important, which is why experts suggest that job seekers dress appropriately for interviews with potential employers.

Researchers have found that appearance can play a role in how people are perceived and even how much they earn. One 1996 study found that attorneys who were rated as more attractive than their peers earned nearly 15 percent more than those ranked as less attractive. Culture can have an important influence in how appearances are judged. While thinness tends to be valued in Western cultures, some African cultures relate full-figured bodies to better health, wealth, and social status.

9. Artifacts

Objects and images are also tools that can be used to communicate nonverbally. On an online forum, for example, you might select an avatar to represent your identity online and to communicate information about who you are and the things you like. People often spend a great deal of time developing a particular image and surrounding themselves with objects designed to convey information about the things that are important to them. Uniforms, for example, can be used to transmit a tremendous amount of information about a person. A

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soldier will don fatigues, a police offers will wear a uniform, and a doctor will wear a white lab coat. At a mere glance, these outfits tell people what a person does for a living.

Final Thoughts

Nonverbal communication plays an important role in how we convey meaning and information to others, as well as how we interpret the actions of those around us. The important thing to remember when looking at such nonverbal behaviours is to consider the actions in groups. What a person actually says along with his or her expressions, appearance, and tone of voice might tell you a great deal about what that person is really trying to say.

4. VERBAL AND NON-VERBAL COMMUNICATION IN FL CLASSROOM

In FL class, communication must be considered as a unit that consists of two indivisible levels: the verbal and the non-verbal perspectives, which cannot be treated separately. The non-verbal perspective develops directly with the verbal one; that is why the communicative function of verbal language cannot be understood without integrating non-verbal factors.

Effective teaching needs effective non-verbal communication. If we are talking about the relationship between teachers and students, non-verbal communication plays a vital role as well as the oral counterparts. How the students understand the body language of the teachers determines the effect of the discourse between them, so it also determines the quality of the teaching procedure.

The use of non-verbal communication can not only attract the students' attention, but also deepen their impression and imagination. Non-verbal communications can help the teacher control the whole class. The body language of a teacher is the most important thing in the class - it is the way you use your eyes, the distance you stand from the students, the way you touch or refrain from touching them all of these unnoticeable things in the class carry important signals which create a profound effect on your students’ feelings of welcome and comfort with you.

An aspect of non-verbal communication that is associated with teaching is the study of space in the classroom. It has been shown that the distribution of the space in the classroom can have a negative or positive effect on the learner and influence his reactions. Some of the factors that may cause this influence are the state of the classroom (the colour or its decoration).

Different cultures can have different non-verbal codes:

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We are now going to talk about how to develop activities based on non-verbal code:

1) IDENTIFICATION GAMESa. Hidden objects. A series of small objects are put on the teacher desk and are covered

by a newspaper or a clog. The pupils must go to the table, touch them and answer to the question “What is it?” The first to answer scores a point for the team.

b. Drawings. The teacher draws some objects on the blackboard, then he asks each of the pupils the question: “What’s this?”, the correct answers score points.

c. Is it…? The teacher thinks of objects and persons that everyone in the class knows, and the children ask: “Is it a green book?”, “Is it Mary’s desk?”, etc. The first to answer takes the teacher’s place and says out the object or person he or she has thought of.

d. Where? At the beginning of the lesson in order to see if everyone is in the classroom.e. Listen and do. Someone gives a command or a series of commands and someone

obeys.2) DRAMA:

a. The teacher represents an action and asks the class what he’s doing.b. Hidden actions: Continuous actions can be represented behind a screen, and each

child must try to guess what the person behind the screen is doing.3) REPRESENTATION OF CHARACTERS:

A very useful activity would be to take our children to a play interpreted by real actors and actresses so that they can see how feelings are expressed. They would then try to repeat it when doing this sort of activities.

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SOURCES

http://psychology.about.com/od/nonverbalcommunication/a/nonverbaltypes.htm 13/2/2015

http://faculty.virginia.edu/marva/Research%20Interests/nonverbal_communication.htm 13/2/2015

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCIQFjAA&url=http%3A%2F%2Fwww.anpcdefp.ro%2FEST%2Fproduct_show.php%3Fid_project%3D2009-1-ES1-COM06-10639-3%26id_product%3D4&ei=SvPdVKv-B4mAU7-PhIAI&usg=AFQjCNGLRy-IrYpBK_oH-dF5rmosXlxONw&sig2=WIVh_WuCHi-eB9Zi_h9iug&bvm=bv.85970519,d.d24 13/2/2015

Temario facilitado por ENGADE

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