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8/8/2019 HOU MA TESOL Com & Culture Week 7 Nonverbal Communications
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Nonverbal
interculturalcommunication
Le Hoang Dung, PhD
Ho Chi Minh Open University
Post Graduate Department
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1. Think FEAR?
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Fear
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Folding arms -Defensive sign The immediate and invariable
reaction is that they quickly unfoldtheir arms because they knowexactly what Im referring to andthey too 'know' that it's alleged tobe a sign of defensiveness.
Sometimes they point out thatthere are no armrests on thechairs; occasionally they complainthat the room is a bit cold.
But never once has anyoneamong the hundreds of people Ivenow put he question to ever saidthat they felt on the defensive.
(Max Atkinson,maxatkinson.blogspot.com/2009/0
6/another-body )
I think the folding of arms is not somuch defensiveness, as it ispassive. When listening it is fine (orOK anyway), for you are at rest,listening. But when speaking you areactive, advocating, communicating -not the time for passive. Arms foldedthen is a nervous 'closed' habit that
people have, and not very effective.When speaking we want to be'open', not 'closed'. When listening,different posture.
(Bert Decker,maxatkinson.blogspot.com/2009/06/
another-body )
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2. Discussion questions
How do you define nonverbalcommunication?
What can nonverbal communication
communicate? Does nonverbal behavior universal or
culture-specific?
Are there such things as cultural space?
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3. Share your personal experience
1) Where do you look when having a conversation with ateacher?
2) Where do you look when having a conversation with afriend?
3) How close do you stand when speaking with a friend?
4) How close do you stand when speaking with a teacher?5) When listening to someone, how do you show that you
are paying attention?
6) How much of your communication consists of gestures orbody language?
7) When speaking with someone whom you don't know verywell, is it appropriate to touch them during aconversation?
Ronald Schmidt-Fajlik (2007)
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4. Non-verbal patterns
Tone (Paralinguistics)
Face/ Gestures (Kinesics)
Eye contact (Oculesics)
Touch (Haptics)
Space (Proxemics)
Time (Chronemics)
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Verbal vs. Non-verbal communication
VerbalContent meaning
Digital in nature (using
discrete units of
sounds)
Use of messageinvolves human
intention
Non-verbalStrong identity,
relational meaning,
emotional meaning
Analogic in form
(using continuous
streams of icons)
Use of message:intentional or
unintentional
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5. Causes to intercultural
confusion
Factors of personality, gender, relational distance,socio-economic status, and situation create tremendousvariations of non-verbal display patterns in differentcultures
Non-verbal messages can create intercultural
friction and confusion because:
The same non-verbal signal can mean different things
to different people in different cultures
Multiple non-verbal cues are sent in each interaction,
thereby creating interpretive ambiguities
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What does research show?
Non-verbal communication to be one of themost culturally-influenced part of behavior
(Tomalin & Stempleski, 1993, p.6).
Non-verbal communication is a powerfulform of human expression. (Ting-Toomey,
1999, p.115)
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6. Mindful non-verbal communication
Reflectingidentities
Expressing
emotionsManaging
conversations
Impression
formationInterpersonal
attraction
Tone
(Paralinguistics)
Face/ Gestures(Kinesics)
Eye contact
(Oculesics)
Touch (Haptics)
Space (Proxemics)
Time (Chronemics)
Mindful
Non-Verbal
communi-
cation
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6.1. Reflecting & managing identities
Non-verbal cues serves as our identity badgesand the identity badges through which we place
others into categories. (Ting-Toomey, 1999,
p.117)
Factors affect categorical slotting:
Contrastive physical cues (skin color, facial features)
A persons typicality as mediated through our
stereotypic lenses that she/he looks like someone
from that group
Nonverbal speech patterns (accents, grammar,
manner of speaking)
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What non-verbal cues reflect
cultural identities?
Adornment features: Costumes
Cosmetics
Use of vocalics:
Voice qualifiers (accent, pitch range, pitch intensity,
volume, articulation, resonance, tempo)
Vocalizations: sounds of laughing, crying, moaning,
etc.)
Individuals can monitor their use of vocalics to
achieve different interaction results (high-power
vs. low-power groups)
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6.2.Expressing emotions and
attitudes
Cultural universalists:
Emotional facialexpressions are
innate and serve
basic human
adaptation functions
Cultural relativists:
Culture shapesemotional expressions
through continuous
cultural reinforcement
process.
Feelings & attitudes are typically inferredthrough kinesics & vocalics.
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Individualists vs. Collectivists
Individualists think itis their right to freelyexpress their personalfeelings.
They tend to be moreconcerned withexpressing andrepairing self-focusedemotions (anger,frustration,resentment, etc.)
Collectivists tend tobe more concernedwith other peoplesopinions and
reactions.
They guard theiremotions morecautiously and aremore concerned withother-focusedemotions (relationalshame, hurt, etc.)
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Reflect? Do you agree/disagree?
Cultural members tend to use theirnonverbal cultural frame of reference tojudge the others miscued performance.(Ting-Toomey, 1999, p.120)
There is relative universality in thedecoding of basic facial emotions,including anger, disgust, fear, happiness,
sadness and surprise.
The more similar the cultures, the moreaccurate is the nonverbal decodingprocess.
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Cultures appears to play a powerful role interms of the types of emotions that should
be displayed or suppressed in different
interactive situations. (Gudykunst & Ting-Toomey, 1988, cited in Ting-Toomey,
1999)
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6.3. Conversational management
Kinesics: Hand gestures, Body postures
Oculesics: eye gaze, face gaze
Emblems: carry special meanings for
members of the in-group (greeting rituals,peace gestures, insult gestures, gang
signs, head movement, etc.)
Each culture has a rich variety of emblemswith specific meanings and rules of
displays
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Status position, gender role, and
situational norms strongly influence the
various uses of nonverbal cues,
Using adaptors (nonverbal habits/gestures thatare reactions to internal/external stimuli and are
used to satisfy psychological or physical needs)
in the wrong context/ at the wrong time can
create great distress or confusion incultural strangers.
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6.4. Time and space across cultures
Protective territory or sacred spacesatisfies humans needs for security, trust,
inclusion, connection, stability, etc.
Proxemics (Hall, 1966): intimate distance,
personal distance,
social distance,
public distance
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Haptics studies investigate the
perceptions, functions, and meanings of
touching behaviour as communication indifferent cultures.
Temporal regulation: reflects our spiritual,
relational, and task-oriented attitudestoward the time frame in which
communication is taking place.
Chronemics: concerns how people indifferent cultures structure, interpret and
understand the time dimension.
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3 factors affecting interpretation of
cross-culture non-verbal behaviors
A tendency ofovergeneralization
Mythical average person: the average
person of a culture is a hypothetical
construct.
Viewing cultural norms as static(in fact,
they are dynamic)
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7. Non-verbal Com.A Case of
English learning in Japan
A study was conducted to determine whichaspects of non-verbal communication
would be important to teach Japanese
university students studying English.
A survey was carried out by Ronald
Schmidt-Fajlik (2007), an English lecturer
in Japan
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Ex. Eye contact what does literature
say?
Eye contact is a very important aspect of
non-verbal communication (NVC) as
"the eyes are overwhelmingly the most
important part of the body of receiving
NVC, and, within the range at which they
can be observed, the eyes are probably
the most important part of the body forsending NVC" (Brosnahan, 1990, p.105).
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The use of eye contact may be an area
leading to misunderstanding, which mayalso be a source ofcultural conflict
because "each is likely to interpret the
others behavior as negative where it
contrasts, Japanese eye-droppingbeinginterpreted as intrusive or contradicting the
deference shown by the bow" (Brosnahan,
1990, p
.110
).
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Results of the survey Results of the survey were surprising as they often went
against views found in the review of research literature.With regard to oculesics, preliminary research indicated
that Japanese use little or no eye contact.
This may be found in statements such as "when Japanese talk face to face, they do not exchange eye-to-
eye contacts. They tend to glance at each other somewhere fromunder the eyes to around the mouth tenderly or vaguely" (Honna,1989, p.24)
"there can be little question that English place higher value onand practice more eye contact than Japanese case for case"(Brosnahan, 1990, p.112).
"Japanese must learn to have more eye-contact with westernersduring conversation than is customary in their ownculture"(Bochner, 1982, p.164),
"In Japan people do not look each other in the eye much, but aretaught to look at the neck" (Argyle & Cook, 1976, p.29).
(source: Ronald Schmidt-Fajlik, 2007)
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However,
Survey results indicated that a vastmajority of students use eye contact when
holding a conversation.
In terms of having a conversation with ateacher or a boss, the response was 73%
in favour of eye contact.
Responses in terms of conversation with afriend were even higher in favour of eye
contact at 88%.
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Pls. reflect on the concluding
remarks by Schmidt-Fajlik
Differences found in the review of literature and surveyresults demonstrates that teachers should considerdetermining the content of cultural material which is to beintroduced based on classroom research. By doing so,teachers may gain a better understanding of beliefs thatare currently held regarding culturally determined
behaviour in ones present teaching situation. This isespecially important when dealing with cultural materialsuch as non-verbal communication, as previously heldassumptions may have changed or have been incorrectlyinterpreted in the past. In dealing with culturally heldassumptions, pedagogy should be aware of currentcultural practice, which will further add to our ability todevelop rapport with other cultures, decrease chances ofmiscommunication, and avoid stereotyping based on pastor incomplete interpretations. (Schmidt-Fajlik, 2007)
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8. Implication for teaching
"Communicative Approach already containspotentials for culture-sensitivity" (Holliday, 1994,
p.165)
Increasing awareness of cultural differences,
particularly in terms of non-verbal communication
would allow learners to become more competent
communicators and lead to greater awareness of
aspects of their own culture and the role it may
play when interacting with someone with a
different cultural background from that of their
own.
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C
Big C where Culture is viewed too often as an elitestcollection of facts about art, literature, music, history and
geography" (Seelye, 1985, p.8)
Small C "the shared knowledge and schemes created by a
set of people for perceiving, interpreting, expressing, and
responding to the social realities around them"
(Lederach, 1995, p.9)
the cultural aspects which may play a role in communicationwhen they are an integral aspect of shared knowledge in
responding to a particular cultural groups social realities
communicative competence as a basis of CLT methodology
CLT is concerned with real language use in the real world,and the tradition of simply transmitting information about
heritage culture has had no place in the recent utilitarian
climate" (Pulverness, 2000, p.17).
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An awareness of differences in the use ofnon-verbal communication may contribute
to greater intercultural awareness in terms
of communication with not only nativeEnglish speakers, but also with non-native
English speakers from other countries and
with different cultural backgrounds as
greater sensitivity may be developedregarding these differences.
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Mindful non-verbal intercultural
communication
Identify the appropriate nonverbal displayrules in different cultures
Understand the cultural values andattributions attached to different nonverbalnorms and rules.
Realize that the fundamental functions andinterpretations of any nonverbal cues are
tied to identity, emotional expression,conversational management, impressionformation, and boundary regulationfunctions.
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Convey acknowledgement and culture-
sensitive respect in regard to different
nonverbal norms & behaviors in different
cultural/ethnic communities.
Deepen the complexities of their
understanding of nonverbal behaviourswithin each culture along with multiple
dimensions (age, gender, language, etc.)
Use culture-sensitive perception checkingstatements (mindful observation)
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References
Ting-Toomey, Stella (1999).Communicating across cultures. New York:The Guilford Press. (pp.114-144)
Holliday, A. (1994).Appropriatemethodology and social context.Cambridge: Cambridge
Ronald Schmidt-Fajlik (2007). Introducing
non-verbal communication to Japaneseuniversity students: Determining content.Journal of InterculturalCommunication,Issue 15. ISSN 1404-1634
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