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Resat, Filiz Akkilinc. "The Body Language of Culture." International Journal for Innovation Education and Research 7, no. 8 (August 31, 2019): 32–39. http://dx.doi.org/10.31686/ijier.vol7.iss8.1639.
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AbstractBody language is an element of our lives that is inextricably incorporated into all spheres of human interactions and functioning. It may happen that the same gesture in diverse cultures may have a completely different meaning so researchers from all over the world are recommending to gain as much insight into the concept of nonverbal communication as possible so as not to miss out on certain critical elements that could expose a person to unwanted circumstances. The current article dwells on the importance of learning the essentials of body language and then switches to reviewing the key elements of nonverbal communication such as handshakes, hand gestures, eye contact, head movements, physical contact, and sitting position. After a thorough overview of the key elements of body language, the author discusses the most interesting ways of learning body language. The paper is closed by an in-depth conclusion reiterating the importance of nonverbal communication and its role for the development of human community.
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Peleckis, Kęstutis, Valentina Peleckienė, and Kęstutis Peleckis. "Nonverbal Communication in Business Negotiations and Business Meetings." International Letters of Social and Humanistic Sciences 62 (October 2015): 62–72. http://dx.doi.org/10.18052/www.scipress.com/ilshs.62.62.
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This paper examines the importance of reading the body language signals in business negotiations and business meetings. By observing the physical changes of the human body, gestures, can lead to a more or less realistic impression about opponent, feelings of the other person, his mood, thoughts, expectations, intentions, and their changes. In non-verbal body language are very much important things : human posture, dress, accessories, gestures, eye contact, facial expressions, smile, voice intonation, laughter, eye contact, eye signs, the distance between the communicators, touch, clap, dance, and physiological responses - sweating palms, forehead, paleness, resulting in acute facial, neck redness and others. Part of nonverbal communication signs, or in other words the body language signals are sent consciously (natural or play signs, signals), and the other part of the body signals is emitted into the environment unintentionally, when to the information received response is made immediately, instantly, instinctively and without thinking. Body language signals in business negotiations or business meetings are important in several aspects:- reveal the other person’s, the opponent's physical and emotional state as well as its evolution;- complement, reinforce or weaken the spoken language;- allows those who are able to read nonverbal communication signs, to determine more or less accurately whether oral language is true.
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Damanhouri, Miramar. "The advantages and disadvantages of body language in Intercultural communication." Khazar Journal of Humanities and Social Sciences 21, no. 1 (April 2018): 68–82. http://dx.doi.org/10.5782/2223-2621.2018.21.1.68.
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This study is an attempt to explore the advantages and disadvantages of non-verbal communication, specifically body language, in intercultural settings, and the extent to which non-verbal factors contribute to the success of communication , by interviewing 31 English language instructors at the English language Institute at King Abdulaziz University. The instructors came from different cultural backgrounds and their length of stay in Saudi Arabia varies from 1 year to more than 7 years. The findings show that although the main function of body language in an intercultural setting is to clarify meaning when language is a barrier, the difference in cultural backgrounds sometimes leads to miscommunication or misinterpretation of nonverbal messages. However, almost all the participants considered body language a positive tool in facilitating communication and compensating for the lack of vocabulary in intercultural communication. More research on the similarities and differences between cultures with regard to nonverbal communication is recommended, in order to avoid or minimize misunderstandings that may result from cultural and linguistic differences.
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Pranowo, Pranowo Pranowo. "WUJUD DAN MAKNA PRAGMATIK BAHASA NONVERBAL DALAM KOMUNIKASI MASYARAKAT JAWA: KAJIAN ETNOPRAGMATIK." Linguistik Indonesia 37, no. 2 (September 26, 2019): 169–84. http://dx.doi.org/10.26499/li.v37i2.111.
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Tidak semua gerakan nonverbal dapat disebut bahasa nonverbal. Gerakan yang disebut bahasa nonverbal adalah gerakan yang digunakan untuk mengungkapkan makna pragmatik penutur. Bahasa nonverbal dibedakan menjadi dua, yaitu bahasa nonverbal dinamis dan bahasa nonverbal statis. Bahasa nonverbal dinamis adalah gerakan tubuh beserta bagian-bagiannya atau anggota tubuh lain yang digunakan untuk mengungkapkan makna pragmatik penutur. Bahasa nonverbal statis adalah bahasa nonverbal yang tidak digerakkan untuk mengungkapkan makna pragmatik penutur tetapi dapat dipersepsi oleh mitra tutur sebagai bagian dari bahasa nonverbal. Artikel ini mengkaji wujud dan makna pragmatik bahasa nonverbal menggunakan pendekatan etnopragmatik. Data dikumpulkan melalui wawancara dengan nara sumber, dan observasi pengalaman hidup sehari-hari sebagai bagian dari warga masyarakat Indonesia. Data yang ditemukan kemudian dideskripsikan berdasarkan wujud dan makna pragmatik pemakaian bahasa nonverbal dalam komunikasi. Kata kunci: bahasa nonverbal, etnopragmatik, wujud, dan makna pragmatik. AbstractNot all nonverbal movements can be called nonverbal languages. Movement called nonverbal language is a movement that is used to express the meaning of pragmatic speakers. Nonverbal languages are divided into two, namely dynamic nonverbal language and static nonverbal language. Dynamic nonverbal language is the movement of the body along with its parts or other members of the body that are used to express the meaning of the speaker's pragmatics. Static nonverbal language is a nonverbal language that is not moved to express the meaning of the pragmatic speaker but can be perceived by the speech partner as part of nonverbal language. This article examines the form and meaning of nonverbal pragmatics using the ethnopragmatic approach. Data is collected through observation of daily life experiences as part of Indonesian citizens. The data found is then described based on the form and meaning of the pragmatic use of nonverbal language in communication.
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Pranowo, Pranowo. "ETHNOPRAGMATIC STUDY ON JAVANESE NONVERBAL LANGUAGE." Asia Proceedings of Social Sciences 4, no. 1 (April 17, 2019): 41–43. http://dx.doi.org/10.31580/apss.v4i1.556.
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This etnopragmatic research can be highlighted below. (A) There are three types of nonverbal language: the one that can stand on its own, the one that becomes the context of spoken verbal language, and the one whose metaphorical form represents one’s social status in the community. (B) Nonverbal language that can stand on its own is used when someone communicates without using words, but using gestures, sign language, sings, symbols, movements, eye gaze, hand shake, and noddin, etc (Polly E. Szatrowski, 2014). In such forms, nonverbal language is the basic means of communication among children who cannot speak verbal language or for two people who cannot speak each other’s verbal languages. (C) The forms of dynamic nonverbal language are: (1) movement of the head and its parts (such as lip movement, eye movement), (2) movement of the hand and its parts, (3) movement of the body and its parts (such as belly movement, movement of body parts, movement of chest, and movement of the buttocks). The forms of static nonverbal language are (1) body posture, facial features, hair color, skin tone, cheek shape, etc. (D) The functions of dynamic and static nonverbal language are: (1) to eliminate meaning obscurity in the speaker’s intent, (2) to clarify understanding of the speaker’s utterance containing implicature, (3) to bec the reference of utterances containing deixis, and (4) to clarify social status, level of ntellectual ability, and one’s social ranks.
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Rahayu, Ega. "THE INVESTIGATION OF NONVERBAL COMMUNICATION TOWARDS AN AUTISM CHILD." Indonesian EFL Journal 2, no. 2 (September 12, 2017): 127. http://dx.doi.org/10.25134/ieflj.v2i2.645.
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This research purposes to investigate the types of nonverbal communication used by an autism child during his activity in Pusat Layanan Autis Jati Kersa and home, and to describe the meanings of those nonverbal communication. Nonverbal communication is a communication form that delivers the message without word, written or spoken, but uses body language including facial expression, gesture, posture, eye contact, touching, clothing, space, and paralanguage. Autism is developmental disorder especially in the brain that causes autism people are difficult to communicate and interact. The research employed a qualitative method to collect and analyze the data. This research involved an autism child in low function level. The data were collected through observation and interview. The result of this research shows that an autism child uses several nonverbal communication types such as body movement; gesture, posture, eye contact, and facial expression; paralanguage; and personal presentation; touching (haptics) as well. Then, the meanings of nonverbal communication used by the autism child are various. Each nonverbal communication used by him has its own meaning.Keywords: communication, nonverbal communication, autism
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Rodríguez Muñoz, Francisco J. "Pilot assessment of nonverbal pragmatic ability in people with asperger syndrome." Psychology of Language and Communication 17, no. 3 (December 1, 2013): 279–94. http://dx.doi.org/10.2478/plc-2013-0018.
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Abstract The purpose of this study is to present a diagnostic tool to assess the nonverbal pragmatic behaviors of people with Asperger syndrome, with the intent to give an account of the severity of symptoms in the area of nonverbal interaction, as well as providing a profile of nonverbal behaviors that may be targeted for intervention. Through this communication profile, overall nonverbal ability is calculated in a group of 20 subjects with Asperger syndrome. The proposed scale also includes the measurement of the following nonverbal dimensions: (1) eye gaze, (2) facial expression, (3) body language and posture, (4) proxemics, (5) gestures, and (6) paralanguage. The results of this assessment suggest low nonverbal pragmatic ability in these subjects, show specific deficits in nonverbal communication, and capture variability in nonverbal behavior in individuals with AS.
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Made Chintya Maha, Yekti. "KINESICS INTERACTION: TOWARDS EYE CONTACT, POSTURE AND FACIAL EXPRESSION OF EDWARD AND BELLA IN A MOVIE ENTITLED “TWILIGHT”." Lingua Scientia 24, no. 1 (June 30, 2017): 27. http://dx.doi.org/10.23887/ls.v24i1.18795.
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This study discusses the nonverbal communication particularly body language. This study focuses on kinesics such as: eye contact, posture, and facial expression of the male main character (Edward Cullen) and the female main character (Bella Swan) in Twilight movie by Stephenie Meyer. The aims of this study is to know the meaning behind those nonverbal communications of male main character and female main character as their acting in the movie. The method used to answer the problem of this study is Descriptive qualitative. The data of this study is a film entitled Twilight produced in 2008. The data is described in the form of images and words. From this study, it can be seen that there are three kinds of nonverbal communication used by the male and female main character. Those are eye contact, posture, and facial expression where the nonverbal communication used by the male character is concerned, serious, brave, romantic, cool postures, friendly and bright eyes. Whereas the female character uses dim eye contact, glace and shock posture, and amazed facial expression. It is found that there are several differences of using nonverbal communication between male and female character in the movie.
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Ranta, Ranta, and Diah Harmawati. "ANALYZING TEACHER’S INSTRUCTIONAL AND NONVERBAL COMMUNICATION IN EFL CLASSROOM." Lingual: Journal of Language and Culture 4, no. 2 (November 21, 2017): 26. http://dx.doi.org/10.24843/ljlc.2017.v04.i02.p05.
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The objectives of this research were to find out the teacher’s instructional language, kinds of nonverbal communication and effects in EFL Classroom. The objects of the research were the teacher and students of one primary school in Merauke.The approach employed was qualitative approach. The type of this research applied discourse analysis (DA). Data collection was conducted through observation by recording and interview. Data from observa tion was used to know the teacher’s instructional Language and kinds of nonverbal communication. Interview was used to know the effects of using the teacher’s instructional Language and nonverbal communication to the students.The research findings showed that (1) the teacher’s instructional language in the classroom activities covered explanations, asking questions, giving feedback, and giving corrections. In term of explanation, the teacher used English, switched and mixed the Indonesian language. The teacher used display question to know the students understanding related to the material. She used referential question to start the classroom and when she checked the progress of the students’ activity. In giving feedback, mostly same with explanation, the teacher also used English even she switched and mixed her language with Indonesian. The teacher used direct correction and indirect correction in giving correction. Repetition was also found in explanation, asking question, giving feedback and giving correction. (2 that the kind) The findings revealed s of nonverbal communication used by the teacher in the classroom included gesture, body movement and posture, eye contact and facial expression. These nonverbal were applied to explain some unclear verbal communication. (3) The last, the findings showed that there were positive and negative effects of the teacher’s instructional language The positive effects included motivating the students in studying, increasing the students’ vocabulary mastery, making them be more active to speak, giving enthusiasm in studying. Meanwhile, the negative effects revealed the students felt nervous to speak when the teacher looked at them and even she stood beside them. Fundamentally, this research gave great contributions in education, could help student’s confidence and enthusiasm tospeak particularly in English learning teaching process.Keywords: Teacher’s instructional, nonverbal communication, EFL
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Агирбова, Д. М., and Д. П. Зюзина. "Язык тела и культурные различия." ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 70, no. 5 (2021): 103–5. http://dx.doi.org/10.18411/lj-02-2021-183.
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The scientific work examines the characteristics of body language, and tells about cultural differences in different countries. The significance of nonverbal communication factors in different cultures is also analyzed.
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Musrifah, Musrifah. "Komunikasi Perempuan Bercadar: Studi Fenomenologi." Jurnal Askopis 2, no. 1 (March 30, 2018): 33–48. http://dx.doi.org/10.32494/ja.v2i1.37.
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An objective view the reconstructed media creates stereotypes veiled women with a negative stigma as the wife of a terrorist, exclusive, bigoted and even hypocritical. This study aims to describe verbal and nonverbal communication veiled women with other veiled women, with their family (husband and children) as well as with the general public. This study utilized qualitative method with phenomenological perspective. The research was conducted in several communities of veiled women in 4 villages in Lamongan and Gresik. Result of this study shows that veiled women used some Arabic terms while communicating in their own community. They also bear certain labeling which embedded by the people around them. This becomes a part of their verbal communication which they establish with their own community. Whilst, their nonverbal communication shown in form of body language, physical appearance, paralanguage, colors, spatial orientation, personal distance and artifacts.
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Yang, Xiaoling. "The Use of Body Language in English Teaching." Theory and Practice in Language Studies 7, no. 12 (December 3, 2017): 1333. http://dx.doi.org/10.17507/tpls.0712.23.
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Body language means action, expression and posture with something meaningful. In classroom teaching, the teachers’ body language can help to increase the effect of sound language. It is an important method for teachers to learn about the students by noticing the students’ body language. Teachers can get feedback information by watching the students’ expressions in their eyes, on their faces and noticing their actions, as to adjust and organize the teaching in class timely and effectively. Nowadays nonverbal communication has been used in many fields. With the continual reform of language teaching and learning methods, teachers have great challenge in organize the classes in English and create English-learning circumstances. However, with students’ limitation, teachers have to simplify their teaching language with the help of facial expression and body movements.
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W. Pratolo, Bambang. "INTEGRATING BODY LANGUAGE INTO CLASSROOM INTERACTION: THE KEY TO ACHIEVING EFFECTIVE ENGLISH LANGUAGE TEACHING." Humanities & Social Sciences Reviews 7, no. 3 (April 10, 2019): 121–29. http://dx.doi.org/10.18510/hssr.2019.7319.
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Purpose: The purpose of this paper is to prove the importance of understanding body language to achieve the effectiveness of English language classes.
Methodology: Literature investigation is carried out to confirm the objective of this paper.
Results: In the teaching and learning process, effective communication between a teacher and students is the utmost importance. The failure to establish effective communication in the classroom setting will result in a deficiency of the teaching and learning process.
Implications: It is the fact that many cues of body language are culture-specific and therefore the only way to improve the understanding of body language is by interacting with people from different cultural backgrounds so that they can share socio-cultural and linguistic norms. Thus, the experience will enrich the teacher with cross-cultural nonverbal behavior which benefits his performance in the classroom. Both teachers' and students' knowledge of non-verbal language play very significant roles in making the classroom interaction successful. Therefore, finally, a summary is presented to reconfirm the importance of integrating body language into classroom interaction.
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Desmal, Deddy. "SURAU MELALUI BAHASA TUBUH DALAM FILM EKSPERIMENTAL." FUADUNA : Jurnal Kajian Keagamaan dan Kemasyarakatan 2, no. 1 (August 22, 2019): 16. http://dx.doi.org/10.30983/fuaduna.v2i1.2023.
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<p align="center"><strong>Abstract</strong></p><p><em>Minangkabau has a surau as a creative container for its people to worship, study, play, exchange ideas and share experiences in ancient times. The existence of the surau is the biggest scourge of Islamic civilization in Minangkabau. Surau became the medium of educational activity of Muslims and the place of all social activities in Minangkabau. Humans communicate with other humans using direct communication (dialogue) and indirect communication (body language). Body language in general is nonverbal message communication (without words). Body language becomes an alternative way to communicate using body language or sign language. Experimental films are abstract and not easy to understand. This is because the filmmaker uses personal symbols in his speech. Structures in experimental films by subjective interpretations of the work such as ideas, ideas, emotions and inner experiences.</em></p>
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Choi, Yongsoon, Rahul Parsani, Anshul Vikram Pandey, Xavier Roman, and Adrian David Cheok. "Light Perfume: A Fashion Accessory for Synchronization of Nonverbal Communication." Leonardo 46, no. 5 (October 2013): 439–44. http://dx.doi.org/10.1162/leon_a_00638.
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People mirror each other's body language as a way of bonding, seeking acceptance and creating rapport. Light Perfume is an interactive wearable system designed in the shape of a bangle that helps the wearer mirror their partner through lighting and olfactory cues. During a conversation, the Light Perfume system on each person's wrist uses multiple inputs from the surrounding environment to generate a synchronized output expression. This consists of a color and blinking frequency of light along with a perfume fragrance that is stimulated simultaneously from each system. The Light Perfume system was designed to foster social interactions and make people feel more empathy towards each other.
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Xu, Yu, Shelley Staples, and Jay J. Shen. "Nonverbal Communication Behaviors of Internationally Educated Nurses and Patient Care." Research and Theory for Nursing Practice 26, no. 4 (2012): 290–308. http://dx.doi.org/10.1891/1541-6577.26.4.290.
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Background: Because of language barriers and cultural differences, internationally educated nurses (IENs) face documented communication challenges in health care delivery. Yet, it is unknown how and to what extent nonverbal behaviors affect patient care because of research gap in the existing nursing literature. Methods: This is an exploratory study evaluating nonverbal communication behaviors of IENs interacting with standardized patients (SPs) in a controlled clinical setting through videotape analysis. Participants included 52 IENs from two community hospitals in the same hospital system in a southwestern metropolitan area in the United States. Twelve nonverbal behaviors were rated using a 4-point Likert scale with 4 indicating the best performance by the research team after watching videos of SP–IEN interactions. The global communication performance was also ranked in four areas: genuineness, spontaneity, appropriateness, and effectiveness. The relationships between these four areas and the nonverbal behaviors were explored. Finally, a qualitative analysis of two extreme cases was conducted and supplemented the quantitative findings. Results: The IENs received average scores under 2 in 5 out of the 12 nonverbal behaviors. They were “hugging” (1.06), “lowering body position to patient’s level” (1.07), “leaning forward” (1.26), “shaking hands” (1.64), and “therapeutic touch” (1.66). The top three scores were for “no distractive movement,” “eye contact,” and “smile” (3.80, 3.73, and 3.57, respectively). The average overall global impression score was 2.98. The average score for spontaneity was 2.80, which was significantly lower than the scores for genuineness (3.15), appropriateness (3.11), but comparable to the average score for effectiveness (2.85). Finally, therapeutic touch, interpersonal space, eye contact, smiling, and hugging were all significantly correlated with one or more of the global impression scores, with therapeutic touch showing moderate correlations with all of the scores as well as the overall global impression score. Implications: The IENs’ nonverbal behaviors in areas such as hugging, lowering body position to patient’s level, leaning forward, shaking hands, and therapeutic touch have room for improvement. Targeted interventions focusing on norms and expectations of nonverbal behaviors in the U.S. health care setting are called for to improve quality of care.
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Selvan, Chitra, Tejal Lathia, Shweta Chawak, Niveditha Akula, and Mahati Chittam. "The Weight of Words: A Mixed Methods Study to Understand Indian Doctors’ Perspectives and Experiences of Patient Communication." Journal of the Endocrine Society 5, Supplement_1 (May 1, 2021): A430—A431. http://dx.doi.org/10.1210/jendso/bvab048.878.
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Abstract Background: Effective doctor communication can lead to increased treatment adherence and improved self-management among individuals living with diabetes. Yet, there is limited research in India which examines how doctors communicate, especially in terms of verbal and nonverbal communication. Aims: (1) To examine communication in clinic (verbal, nonverbal and basic content) among Indian doctors specialized in diabetes and endocrine care, and (2) to explore doctors’ styles of verbal and nonverbal communication. Methods: Using a mixed methods design, a survey containing quantitative (n=834) and qualitative (n=648) elements was filled out by doctors specialized in the fields of diabetes and endocrinology in India. Questions in the quantitative section included questions such as addressing patients’ illness-related concerns, acknowledging challenges of using insulin, and non-verbal behaviours. The qualitative section focussed on elaborating some responses made to the quantitative section, such as questions about explaining the cause of illness, listing words and phrases that may potentially impact patients, and explaining why the patients need to be initiated on insulin. The data was analysed using descriptive statistics and qualitative content analysis, respectively. Results: The findings of the quantitative study showed that the majority of the doctors (i) always greeted their patient as they entered the room (43.2%), (ii) addressed the risk of developing diabetes with patients’ siblings/children (87.9%), (iii) always acknowledged the challenges of using insulin (42.8%), and (iv) never asked patients’ experiences at the end of the consultation (31.9%). All common communication cues were rated as extremely important; eye contact (48.7%), tone of voice (41.5%), body language (39.6%), and words and phrases (41.8%). The qualitative findings revealed that doctors preferred to use verbal communication such as using authoritative language, educating patients using facts, analogies and behavioural information, employing empathetic language on occasion. Doctors also reported using negative words that portrayed fear, blame and disengagement in order to promote adherence. Discussion and Conclusion: The findings suggest that doctors rely on verbal rather than nonverbal communication when interacting with patients, with fear messages being a favoured means of ensuring adherence. It is possible that this may be because, while recognizing the value of nonverbal methods, doctors lack training in using these techniques in communication. Therefore, developing a communication skill training program for Indian doctors focussed on empathic and nonverbal communication can help to improve consultation and patient outcomes (e.g., adherence, patient satisfaction).
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A, DEIVASREE ANBU, and Makesh S. "Effectiveness of interpersonal communication between physicians and diabetic patients in the salem district of tamilnadu." Journal of Management and Science 7, no. 1 (June 30, 2017): 155–58. http://dx.doi.org/10.26524/jms.2017.19.
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Interpersonal communication is an interactional process in which one person sends message to another. It encompasses of oral, written and non- verbal.People around the world are very cautious about their health. The nature of human beings differs from person to person. Communication is one of the normal activities which play the major role among every human being. Communication may be verbal or nonverbal. Verbal communication does not create an impact whereas non-verbal communication creates impact on the behaviour of human beings. Non- verbal communication consists of sign language, body language, eye contact, gesture, touch, space, ocalics and so on. Non- verbal communication creates an impact among every one. A person‘s expression says more than that of wordsconveyed verbally.
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Greenlees, Iain, Richard Buscombe, Richard Thelwell, Tim Holder, and Matthew Rimmer. "Impact of Opponents’ Clothing and Body Language on Impression Formation and Outcome Expectations." Journal of Sport and Exercise Psychology 27, no. 1 (March 2005): 39–52. http://dx.doi.org/10.1123/jsep.27.1.39.
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The aim of this study was to examine the impact of a tennis player’s body language and clothing (general vs. sport-specific) on the impressions observers form of them. Forty male tennis players viewed videos of a target tennis player warming up. Each participant viewed the target player displaying one of four combinations of body language and clothing (positive body language/tennis-specific clothing; positive body language/general sportswear; negative body language/tennis-specific clothing; negative body language/general sportswear). After viewing the target player, participants rated their impressions of the model’s episodic states and dispositions and gave their perceptions of the likely outcome of a tennis match with the target player. Analyses of variance revealed that positive body language led to favorable episodic impressions and low outcome expectations. Analysis also indicated that clothing and body language had an interactive effect on dispositional judgments. The study supports the contention that nonverbal communication can influence sporting interactions.
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Brown, Lucien, and Bodo Winter. "Multimodal indexicality in Korean: “doing deference” and “performing intimacy” through nonverbal behavior." Journal of Politeness Research 15, no. 1 (February 4, 2019): 25–54. http://dx.doi.org/10.1515/pr-2016-0042.
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Abstract This study investigates the nonverbal behaviors used in two interconnected relational practices in Korean: “doing deference” towards status superiors and “performing intimacy” towards status equals. We extracted 154 interactions from Korean televised dramas that represented these two relational practices, and annotated the data for various nonverbal behaviors, including body position and orientation, facial expressions, manual gestures, and touching. Our analyses showed that the protagonists in the dramas altered their nonverbal behavior between the two relational practices according to all of the categories that we annotated. Doing deference featured erect but constrained body positions, direct bodily orientation towards the status superior, and suppression of gestures and touching. These behaviors display decreased animatedness and freedom, as well as increased effort, and increased submissiveness. In contrast, performing intimacy displayed more relaxed and reciprocal body positioning, as well as frequent gestures and touching behaviors. The results call into question analyses of politeness phenomena that solely focus on verbal elements in previous descriptions of Korean deference. Ultimately, our results demonstrate the need for more multimodal studies in politeness research.
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Ali, Dr Syed Shujaat, Muhammad Ishtiaq, and Munir Khan. "Conversation Analysis of Muhammad (PBUH) for exploring his Effective Use of Nonverbal Communication including Paralinguistic Features." rahatulquloob 3, no. 2(2) (December 10, 2019): 75–86. http://dx.doi.org/10.51411/rahat.3.2(2).2019.229.
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This paper examined the proficiency of Holy Prophet Muhammad (pbuh) in nonverbal communication and particularly its sub-fields like Kinesics, Haptics, and Proxemics during conversation in the light of the Hadiths. The Holy Quran attests it and every Muslim believes it that Muhammad (pbuh) was sent by Allah to serve as a role-model in the sphere of refined and excellent manners. We look up to his conversation manners too and his model of conversation, for holding successful conversation. Communication experts and linguists have come up with new perspectives over the dynamics of conversation, according to which people normally assume that the transmission of meaning to the listener and the creation of impression on the mind of the listener is dependent mostly upon words. But in reality words, instead of working in isolation, work in unison with the nonverbal language. In fact, the share of nonverbal language in conveying meaning is more than the verbal language during an interaction. The Holy Prophet kept his volume and tone low and polite; his eye contact was never irritating; his facial expressions were inviting; his smiles and jolliness were befriending; his body contact was soothing, his manner of speaking made his words understandable and memorable; his use of hands was enlightening; his silence was for lenience, the roughness of his conversation opponent led to increase in his politeness, his address to different participants of the gathering was based on consideration and fairness.
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Eka Putri, Ni Luh Wiwik. "Interaksi Simbolik dalam Proses Komunikasi Nonverbal pada Aplikasi Tiktok." Widya Duta: Jurnal Ilmiah Ilmu Agama dan Ilmu Sosial Budaya 14, no. 1 (March 31, 2009): 11. http://dx.doi.org/10.25078/wd.v14i1.1039.
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<p>The emergence of communication technology, such as Smartphones has changed the pattern of individual communication in society. They can communicate without having to face to face directly with each other. Smartphones pamper their users with features and applications that are constantly updated due to human needs and requests. One application that is now widely enjoyed by the public is the TikTok application. Designed for the new generation of content creators, TikTok allows users to create short, unique videos that are fast and easy to use various special effects to share with friends and the world. Whether in the form of dance, comedy, free-style or other performance acts. Through the TikTok application can also make people become famous, some of them are @bowoo_alpenliebe, @Nurraini, @Nadia Zerlinda. In symbolic interaction through Lipsync as a means of communication in Tiktok Bowo interpreted his resentment towards the ex, because with his prank, he teased Iqball, then Zerlinda expressed his feelings towards someone he loved. While symbolic interaction through body language and tiktoker gestures, among others, is shown through gesture seen from nonverbal activities in three ways, namely: 1) the original source of actions such as facial expressions; 2) marking or coding such as body movements and their meaning 3) the use of communicative actions to convey meaning and interactive actions to influence the behavior of participants or other parties.</p>
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Zhang, Yang Rui, Guang Huo, Jian Feng Wu, Jun Bo Yang, and Chen Pang. "An Interactive Oral Training Platform Based on Kinect for EFL Learning." Applied Mechanics and Materials 704 (December 2014): 419–23. http://dx.doi.org/10.4028/www.scientific.net/amm.704.419.
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Nowadays, the emphasis of domestic oral English teaching is on grammar and pronunciation. Although many achievements have been made and theories have been established in this field, there are still some deficiencies in such traditional methodologies. Because of the lack of corresponding technologies and practices, few explorations have been made in how to make communication more effective and accurate by both verbal and nonverbal means such as facial expressions and gestures. It is not difficult to understand why the Chinese learners give native speakers the expression that they are dull and uninterested. For the aforementioned problems, in this paper, characterizing a combination of the latest biometric technology (recognition of voices, facial expressions and body movements) and Kinect, an interactive oral English training platform is designed. This platform targets training students' not only verbal but also nonverbal language abilities including pronunciation, intonation, especially facial expressions, body languages. With the evaluation of the practical application of the platform, it proves to be an effective way of improving their overall oral English abilities.
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Pramesti, Putu Dewi Merlyna Yuda, N. L. Sutjiati Beratha, Made Budiarsa, and I. Nengah Sudipa. "The Role of Indonesian Caregivers’ Nonverbal Elements and Face Threatening Acts toward the Aged." Theory and Practice in Language Studies 9, no. 9 (September 1, 2019): 1243. http://dx.doi.org/10.17507/tpls.0909.23.
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This study aimed at finding out the role of Indonesian caregivers’ nonverbal elements and its relation to the face saving of the aged. This study was part of the author’s dissertation research that took the theme of Indonesian caregivers’ language politeness when they worked as caregivers for the aged in Japan. In this article the concept introduced by Brown & Levinson (1978, 1987) on FTA (Face Threatening Act) is used as the concept in the process of analysis beside the concept from Ekman and Friesen (1969) on nonverbal language. Qualitative method was used in this study and the data used were primary data in the form of the Indonesian caregivers’ utterances in their communication with the aged. The Indonesian caregivers who were used as the subjects consisted of 68 and all of them worked in the regions of Yokohama, Toyohashi, and Okayama. From the data analysis it was found that there were 11 types of nonverbal language which belonged to the emblems group, namely (1) eye contact, (2) smiling, (3) holding hand, (4) leaning forward, (5) lowering body position, (6) affirmative nodding, (7) gesture, (8) hugging, (9) patting shoulder, (10) interpersonal space, and (11) therapeutic touch. From the result of the analysis of the interviews with the aged it was concluded that all of these eleven nonverbal elements did not threat the faces of the aged and the use of the nonverbal elements could play the role as a mitigation of the threat towards the faces of the aged.
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Rusdiah, Rusdiah. "The Integration of Social Skills in Teaching Speaking to Undergraduate English Language Teaching Students." ELT Worldwide: Journal of English Language Teaching 4, no. 1 (May 7, 2017): 1. http://dx.doi.org/10.26858/eltww.v4i1.3201.
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This study aimed at identifying (1) The social skills. (2) The ways of the lecturer’s social skills in teaching speaking. This research employed a descriptive qualitative research design. The instrument of this study involved interview, passive participant observation, and documentation. The subject of this research is the lecturer who teaches speaking and the fourth year students at undergraduate English language teaching students in Universitas Sulawesi Barat. The result of this study showed that there were eighteen social skills that lecturer integrated in teaching speaking both in verbal and nonverbal communication, namely; integrity, diligence, courage, responsibility, religiosity, discipline, creative thinking, curiosity, hard working, self-reliance, problem solving, critical thinking, communication skills, self confidence, decision making, collaborative working/cooperative, respect, and, caring. The ways of lecturer social skills integration in teaching speaking is by verbal and nonverbal communication. In verbal communication are by saying greeting when entering the class, praying before starting and ending the class, taking the register, giving advice to motivate students to study, calling on students by name when talking to them, responding to students reasons for being late, giving feedback to students, asking students to tell their most impressive learning English experience, inserting humor in teaching, telling students his personal experience, allowing students to have individual group consultation, allowing students to call him by his first name, asking students how they feel about their lesson and assignment given, and, using terms like “we” and “us” to refer to the class. Meanwhile, in nonverbal communication are by starting and ending the lesson on time, being enthusiastic in teaching, looking at the class while teaching, looking at the class while teaching, using gesture while talking to the class, using vocal variety, smiling at class while talking, dressing neatly, having a relaxed body posture while talking to the class, having eye contact when calling on a students’ name, nodding along students’ responses, coming closer to the students when lecturing, walking from back to the front and side-to-side between rows when teaching (moving around the class when teaching), looking very little at board or notes while talking to the class, and shaking hands with students. Key words: social skills, speaking, undergraduate English language teaching students
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Shani, Liat. "Animal-assisted dyadic therapy: A therapy model promoting development of the reflective function in the parent–child bond." Clinical Child Psychology and Psychiatry 22, no. 1 (October 14, 2016): 46–58. http://dx.doi.org/10.1177/1359104516672506.
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Animal-assisted psychotherapy (AAP) inherently incorporates standpoints, interventions, and ways of action promoting the development of the reflective function and mentalization, and thus has special value for parent–child psychotherapy. Two central tools in AAP contribute to this process. The first is the ethical stance of the therapist, who sees the animals as full partners in the therapy situation, respecting them as subjects with needs, desires, and thoughts of their own. The second tool combines nonverbal communication with animals together with the relating, in the here and now, to the understanding and decoding of body language of everyone in the setting. Nonverbal communication in AAP enables access to implicit communication patterns occurring between parent and child. This article provides a survey of theoretical development and research constituting a basis for the development of therapeutic approaches for the improvement of parent–children dynamics, followed by a description of a dyadic therapy model of a mentalization-based treatment originating from a psychoanalytic-relational orientation. Clinical examples are provided to illustrate AAP processes in parent–child psychotherapy (consent was received for examples that were not aggregated).
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Ali, Aliyah, Shagufta Nasreen, and M. Abuzar Wajdi. "An Observational Study Of Verbal And Nonverbal Communication In Female And Male University Students." Pakistan Journal of Gender Studies 19, no. 1 (September 8, 2019): 1–18. http://dx.doi.org/10.46568/pjgs.v19i1.72.
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Gender based sociological and linguistic studies show that differences exist in communication style of men and women, boys and girls. Although many gender stereotypes have changed with modernization and awareness about gender issues however common assumption is that ‘girls are talkative’ and boys are ‘less emotional’. In the context of transitions in culture and society, this study explored verbal and nonverbal communication differences among male and female university students. Using purposive sampling method, male and female students were observed in three types of groups sitting at different social spots in University of Karachi. In total 30 male and 30 female students were observed for verbal and nonverbal communication. The units of observations were Paralanguage (words, pitch, volume, speaking rate) for verbal communication and gestures, facial expressions, eye contact, distance and space when sitting and standing. Results showed that overall both boys and girls were talkative and used slang language within same sex groups. However, the topic of discussion was personal for girls and politics for boys. Females kept a space and distance while sitting and standing as compared to boys. Within groups, male and female student’s body language showed superiority. The study has limitations therefore generalization of results for other gender-typed situations are not promising. Future studies could examine in other situations where status and power difference exist within relationships.
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Jabber, Khalid Wahaab, and Aymen Adil Mahmood. "Non-verbal Communication between Two Non-native English Speakers: Iraqi and Chinese." Theory and Practice in Language Studies 10, no. 2 (February 1, 2020): 189. http://dx.doi.org/10.17507/tpls.1002.06.
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This study investigates non-verbal communications used by an Iraqi speaker to transfer meaning to a Chinese speaker and vice versa. Different situations, from Chinese environment, have been chosen and analyzed according to the body language movements. The study found out that although the two languages, Iraqi Arabic and Chinese, are differentiated in verbal languages; the two speakers can communicate and understand each other nonverbally. It is also evidence that non-verbal communication between the Iraqi and Chinese speakers is somewhat similar in spite of their two differentiated cultures, they could understand each other’s facial expression, gestures, proxemics, haptics, and Tactile.
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Kose, Hatice, Neziha Akalin, and Pinar Uluer. "Socially Interactive Robotic Platforms as Sign Language Tutors." International Journal of Humanoid Robotics 11, no. 01 (March 2014): 1450003. http://dx.doi.org/10.1142/s0219843614500030.
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This paper investigates the role of interaction and communication kinesics in human–robot interaction. This study is part of a novel research project on sign language (SL) tutoring through interaction games with humanoid robots. The main goal is to motivate the children with communication problems to understand and imitate the signs implemented by the robot using basic upper torso gestures and sound. We present an empirical and exploratory study investigating the effect of basic nonverbal gestures consisting of hand movements, body and face gestures expressed by a humanoid robot, and having comprehended the word, the participants will give relevant feedback in SL. This way the participant is both a passive observer and an active imitator throughout the learning process in different phases of the game. A five-fingered R3 robot platform and a three-fingered Nao H-25 robot are employed within the games. Vision-, sound-, touch- and motion-based cues are used for multimodal communication between the robot, child and therapist/parent within the study. This paper presents the preliminary results of the proposed game tested with adult participants. The aim is to evaluate the SL learning ability of participants from a robot, and compare different robot platforms within this setup.
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Lee, Billy. "Nonverbal intimacy as a benchmark for human–robot interaction." Interaction Studies 8, no. 3 (October 16, 2007): 411–22. http://dx.doi.org/10.1075/is.8.3.06lee.
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Studies of human–human interactions indicate that relational dimensions, which are largely nonverbal, include intimacy/involvement, status/control, and emotional valence. This paper devises codes from a study of couples and strangers which may be behavior-mapped on to next generation android bodies. The codes provide act specifications for a possible benchmark of nonverbal intimacy in human–robot interaction. The appropriateness of emotionally intimate behaviors for androids is considered. The design and utility of the android counselor/psychotherapist is explored, whose body is equipped with semi-autonomous visceral and behavioral capacities for ‘doing intimacy.’
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Wulandari, Ayu Linda. "Strategi Retorika Verbal dan Nonverbal Karni Ilyas dalam Acara Indonesia Lawyers Club." TRANSFORMATIKA: JURNAL BAHASA, SASTRA, DAN PENGAJARANNYA 2, no. 2 (December 12, 2018): 140. http://dx.doi.org/10.31002/transformatika.v2i2.877.
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<p>Karni Ilyas rhetorical strategy that astounds with the technique of persuasion through Indonesia Lawyers Club (ILC) serves impressions about the information in the form of event/occurrence law succeeded in attracting the attention of the community. This research aims to interpret the usage of rhetoric functions of verbal and nonverbal emcee ILC as a strategy of rhetoric. The design and type of research use descriptive analytics. This research was conducted comprehensively refers to the analysis of the rhetoric of verbal and nonverbal. Based on the results and discussion of the rhetoric of oral, nonverbal, obtained ILC events regarding the use of the rhetoric of verbal and nonverbal strategies as a presenter with the techniques of persuasion. Type of diction, diction in denotative, connotative, special, public, scientific, accessible, and the style of language used have a strategy that could affect listeners. The various elements of the selected non-verbal rhetoric serve to launch the process of policy within the host changes the listener. Therefore, an absolute necessity in communicating art an emcee who wanted to deliver a message delivered through the rhetoric form of speech (verbal) and rhetoric form of body language (nonverbal).</p>
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Tsimbalista, O. R. "KINESICS IN PARALINGUISTIC ASPECTS." PRECARPATHIAN BULLETIN OF THE SHEVCHENKO SCIENTIFIC SOCIETY Word, no. 3(55) (April 12, 2019): 89–95. http://dx.doi.org/10.31471/2304-7402-2019-3(55)-89-95.
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The article deals with the thorough description of main directions of modern kinesic research in the paralinguistic aspect. Particular attention is paid to the term "paralinguistics", which studies communicatively meaningful nonverbal components and "kinesics," in which they consider the language of the body in a broad sense. It is defined which terms are used to denote non-verbal units. It is established that gestures can be considered as an auxiliary functional component. Gestures are necessary in cases where it is impossible to verbalize (for example, because of the language barrier and hearing problems). In addition, gestures are often used when verbal statements are considered socially inappropriate.It was analyzed which 6 main functions perform gestures. It was found out that the noncommunicational human systems of the person are subordinate, secondary systems. It is noted that non-verbal components are inherent in their regularities in the formation of the expression and transmission of information. The main directions of modern kinetic researches are indicated. Three large kinetic groups are considered: prequenics, microkinesics, macroconesisics. Nonverbal components are inherent in their regularities in the formation of the expression and transmission of information, which are now becoming the subject of research on the theory of communication.Principal methodological issues that cover the study of all types of kinesics (from gestures to pantomime), phonation (from speech to vocal art), proxemic (posture, position of communications), as well as communication with the participation of so-called situational text will create the opportunity to prevent communicative failures in the process of communication of representatives of different ethnic cultures.
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Satar, H. Müge. "Meaning-making in online language learner interactions via desktop videoconferencing." ReCALL 28, no. 3 (July 29, 2016): 305–25. http://dx.doi.org/10.1017/s0958344016000100.
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AbstractOnline language learning and teaching in multimodal contexts has been identified as one of the key research areas in computer-aided learning (CALL) (Lamy, 2013; White, 2014).1 This paper aims to explore meaning-making in online language learner interactions via desktop videoconferencing (DVC) and in doing so illustrate multimodal transcription and analysis as well as the application of theoretical frameworks from other fields. Recordings of learner DVC interactions and interviews are qualitatively analysed within a case study methodology. The analysis focuses on how semiotic resources available in DVC are used for meaning-making, drawing on semiotics, interactional sociolinguistics, nonverbal communication, multimodal interaction analysis and conversation analysis. The findings demonstrate the use of contextualization cues, five codes of the body, paralinguistic elements for emotional expression, gestures and overlapping speech in meaning-making. The paper concludes with recommendations for teachers and researchers using and investigating language learning and teaching in multimodal contexts.
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Żywiczyński, Przemysław, Sławomir Wacewicz, and Sylwester Orzechowski. "Adaptors and the turn-taking mechanism." Interaction Studies 18, no. 2 (December 8, 2017): 276–98. http://dx.doi.org/10.1075/is.18.2.07zyw.
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Turn-taking – the coordinated and efficient transition between the roles of sender and receiver in communication – is a fundamental property of conversational interaction. The turn-taking mechanism depends on a variety of linguistic factors related to syntax, semantics and prosody, which have recently been subject to vigorous research. This contrasts with the relative lack of studies on nonverbal visual signals and cues that can be involved in taking turns at talking. In this paper, we consider the relation between turn-transitions and adaptors: a class of nonverbal behaviors prototypically involving touching one’s own body or manipulating external objects. We recorded 10 semi-scripted conversations between a total of 12 subjects and annotated the material for discrete adaptors and turn borders. We found that participants produced discrete adaptors significantly more frequently close to floor transfers (turn borders). Our result goes against the long-standing tradition of interpreting adaptors as unrelated to speech and, more generally, communicative interaction.
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Dudziak, Anna. "Komunikacja interkulturowa w biznesie międzynarodowym." Przegląd Politologiczny, no. 1 (November 2, 2018): 93–106. http://dx.doi.org/10.14746/pp.2012.17.1.7.
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Intercultural communication involves verbal and nonverbal messages. The communication process is conducted not only by means of verbal messages but also by other elements that constitute body language. This process becomes significantly more complicated when cultural contexts are also taken into account. A message which is unambiguously understood and interpreted by the representatives of one culture may have quite a different interpretation in other cultures. It is therefore highly important to take cultural context into consideration during business talks. Being ignorant of this aspect can significantly impact the results of negotiations. Are we doomed to failure caused by cultural differentiation, then? Is the cultural aspect of communication an insurmountable barrier? Certainly not. It is obvious in talks with foreigners that one cannot avoid mistakes and misunderstandings resulting from the inaccurate interpretation of words and gestures. During a time of globalization, mergers and takeovers, intercultural communication is unavoidable. Every new intercultural dialogue brings new experiences and reduces the risk of faux pas based on cultural differences.
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Matsumoto, Yumi. "Functions of laughter in English-as-a-lingua-franca classroom interactions: a multimodal ensemble of verbal and nonverbal interactional resources at miscommunication moments." Journal of English as a Lingua Franca 7, no. 2 (August 28, 2018): 229–60. http://dx.doi.org/10.1515/jelf-2018-0013.
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AbstractThis study qualitatively examines possible communicative functions of laughter in English-as-a-lingua-franca (ELF) interactional contexts. It particularly focuses on the sequences when students and their instructors deal with miscommunication in multilingual writing classrooms at a US university. Adapting perspectives from the multimodal turn, I conceive of laughter as part of the diverse multimodal interactional resources that speakers in ELF contexts can coordinate with speech and other nonverbal, embodied actions (e.g. smile and body orientation), but that are distinct resources from speech. Combining sequential, multimodal analysis with ethnographic information, the data analysis reveals that laughter can have various functions in ELF classroom interactions at miscommunication moments. Laughter often subtly signals nonunderstanding, which can then lead to interactional repair. Other possible functions of laughter include pre-empting miscommunication by marking a speaker’s problem related to vocabulary; teasing specific interlocutor(s); and building solidarity through shared laughter. Based on the analysis in this article, it can be argued that laughter may in fact be counterproductive in resolving misunderstanding in ELF classroom interactions due to its ambiguous, implicit nature. Findings suggest that ELF researchers benefit from developing a multimodal orientation by integrating nonverbal interactional resources into their discourse analyses in order to examine interlocutors’ complex communicative strategies in a way that meaningfully coordinates various semiotic modes such as laughter and smile. Such an approach would provide a more robust conceptualization of communicative competence or practice of interlocutors in ELF contexts.
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T E, Paul. "Dyslexia & the Pons." Journal of Clinical Research and Reports 7, no. 1 (February 24, 2021): 01–06. http://dx.doi.org/10.31579/2690-1919/135.
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Introduction Dyslexia is a learning disorder. It is centered on the Pons. It affects between 5 to 17% of the population. The Pons is where the balance takes place. People with Dyslexia have trouble with balance. The Pons is also central to the sub consciousness, which is tied in with REM sleep. The sleep equation therefore applies. The Pons is involved in communication by facial expression. People with Dyslexia is a communication disorder since those with it have trouble linking visual and hearing senses. The Cranial Nerve VIII, Vestibular Nerve, responsible for hearing comes out of the Pons. The tracts for sight and hearing pass through the Lateral Geniculate Body (LGB) and the Medical Geniculate Body. (MGB) which are located on the anterior of the Thalamus. Reading and wringing, which is a problem with Dyslexia, involves both seeing and hearing. We translate visual signal to vocal words and writing. Dyslexia also have trouble with writing letters. They do letter backwards. The is an orientation problem. It may have to do with the left hemisphere which usually is responsible for language (Broca’s and Wernicke’s Areas). The Pons too is responsible for communication, especially the nonverbal facial recognition.
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García Sánchez, Inmaculada, Raquel Pérez Ordás, and África Calvo Lluch. "Expresión corporal. Una práctica de intervención que permite encontrar un lenguaje propio mediante el estudio y la profundización del empleo del cuerpo (Body expression. A practice of intervention that allows to find individual language with study of the." Retos, no. 23 (March 7, 2015): 19–22. http://dx.doi.org/10.47197/retos.v0i23.34561.
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¿Qué es la expresión corporal? ¿para qué sirve el lenguaje del cuerpo? ¿qué metodología de enseñanza resulta más apropiada para trabajar contenidos expresivos? ¿cómo provocar un aprendizaje significativo a través de la utilización de una progresión lógica de actividades expresivas?. El presente trabajo se ha llevado a cabo con el propósito de tratar de dar respuesta a estos y otros interrogantes contribuyendo a la formación permanente y específica de los profesionales en materia de comunicación no verbal. Se trata de analizar la expresión corporal como una práctica de intervención que permite encontrar un lenguaje propio mediante el estudio y la profundización del empleo del cuerpo. Se parte de la hipótesis de que es fundamental que los profesionales vinculados a contextos educativos y recreativos descubran el potencial de la expresión corporal para el desarrollo integral de la persona. De esta forma, para utilizar la Expresión Corporal como herramienta formativa es imprescindible ser capaz de adaptar y/o combinar las diferentes actividades expresivas a las necesidades educativas y recreativas del grupo con el que trabaje.Palabra clave: Expresión Corporal. Lenguaje del cuerpo. Comunicación no verbal. Aprender haciendo. Actividades expresivas.Abstract: What is body language? What do you use body language? What teaching methodology is more appropriate to work expressive content? How do you teach significantly through the use of a logical progression of expressive activities?. In order to contribute to a specific training of professionals in nonverbal communication, the present review seeks to analyze the body language as a discipline that allows you to find a personal language through study and deepening the use of body . It starts from the assumption that it is essential that education and recreational professionals discover the potential of body language for the development of the individual. In this way, it will be able to develop their own sessions, adapting and/or combining various expressive activities to educational and recreational needs of their groups.Key words: Body Language. Non verbal communication. Learning by doing. Expressive activities.
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Nafiza, Imaz. "STRATEGI RETORIKA PEMBAWA ACARA DALAM MATA NAJWA DI TRANS7." Jurnal PENEROKA 1, no. 02 (July 1, 2021): 259. http://dx.doi.org/10.30739/peneroka.v1i02.989.
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This study aims to interpret the function of verbal and nonverbal rhetorical forms of presenters in Mata Najwa on Trans7 as a rhetorical strategy. The design and type of this research used descriptive qualitative. The research was conducted comprehensively which refers to the analysis of verbal and nonverbal rhetorical forms. Data collection techniques used recording techniques, listening techniques, and note-taking techniques. Meanwhile, the data analysis in this study was to classify the data and classify the data. To test the validity of the data, the researchers used several stages, namely credibility testing, transferability testing, depenability testing, and confirmability testing. The results of this study found that the use of verbal (diction and style) and nonverbal (body language) rhetoric from Najwa Shihab's speech contained many persuasive elements. From the persuasive element, it was used as a strategy for the presenter in Mata Najwa on Trans7.Based on the results and discussion of verbal and nonverbal rhetoric in the Mata Najwa program on Trans7, various verb elements were selected which functioned to expedite the process of the presenter's strategy in influencing listeners. Therefore, an art in communicating is absolutely necessary for a presenter in conveying messages through the rhetoric of verbal forms of speech and rhetoric of speech in nonverbal forms.
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Canderan, Cinzia, Marta Maieron, Franco Fabbro, and Barbara Tomasino. "Understanding Body Language Does Not Require Matching the Body's Egocentric Map to Body Posture: A Brain Activation fMRI Study." Perceptual and Motor Skills 127, no. 1 (September 19, 2019): 8–35. http://dx.doi.org/10.1177/0031512519876741.
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Body language (BL) is a type of nonverbal communication in which the body communicates the message. We contrasted participants' cognitive processing of body representations or meanings versus body positions. Participants ( N = 20) were shown pictures depicting body postures and were instructed to focus on their meaning (BL) or on the position of a body part relative to the position of another part (body structural description [BSD]). We examined activation in brain areas related to the two types of body representation—body schema and BSD—as modulated by the two tasks. We presumed that if understanding BL triggers embodiment of body posture, a matching procedure between the egocentric map coding the position of one's body segments in space and time should occur. We found that BL (vs. BSD) differentially activated the angular gyrus bilaterally, the anterior middle temporal gyrus, the temporal pole, and the right superior temporal gyrus, the inferior frontal gyrus, the superior medial gyrus, and the left superior frontal gyrus. BSD (vs. BL) differentially activated the superior parietal lobule (Area 7A) bilaterally, the posterior inferior temporal gyrus, the middle frontal gyrus, and the left precentral gyrus. Sensorimotor areas were differentially activated by BSD when compared with BL. Inclusive masking showed significant voxels in the superior colliculus and pulvinar, fusiform gyrus, inferior temporal gyrus, superior temporal gyrus, the intraparietal sulcus bilaterally, inferior frontal gyrus bilaterally, and precentral gyrus. These results indicate common brain networks for processing BL and BSD, for which some areas show differentially stronger or weaker processing of one task or the other, with the precuneus and the superior parietal lobule, the intraparietal sulcus, and sensorimotor areas most related to the BSD as activated by the BSD task. In contrast, the parietal operculum, an area related to the body schema, a representation crucial during embodiment of body postures, was not activated for implicit masking or for the differential contrasts.
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Nababan, Maria Kartika. "Speech Act of "Touch" Therapy in the Intervention Service Foundation For Autism and Developmental Delay (YISADDI) in the Method of Traffic Light Games." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 4 (November 4, 2019): 68–78. http://dx.doi.org/10.33258/birle.v2i4.493.
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An autistic is a child of his own world. They experience interference in verbal and nonverbal language. Therapy given to children with autism is one of the right treatments to help them understand the right language and behavior. This study aims to describe the form and function of speech acts, speech action strategies, speech act selection, and achievement of therapist's "tactile" speech acts in clinical interventions for autistic children using the red light, green light play method. This study uses a qualitative approach with a clinical pragmatic approach. The results of the study are as follows. First, the clinical intervention therapist for children with autism uses a simple type of directive action and consists of one word, namely commanding speech, inviting / encouraging, rejecting / prohibiting, asking, and agreeing as well as expressive speech acts, namely expressions of praise and gratitude. Second, the therapist's language action strategy is a direct speech strategy by calling, giving instructions, and using visuals or models. Third, the therapy chooses speech acts using the S.P.E.A.K.I.N.G component with the help of PEC or compic media for effective communication. Fourth, therapists use speech acts that are accompanied by facial expressions, intonations, pats on the child's body so that children with autism are more focused and understand the purpose of communication.
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Carrigg, Bronwyn, Elise Baker, Louise Parry, and Kirrie J. Ballard. "Persistent Speech Sound Disorder in a 22-Year-Old Male: Communication, Educational, Socio-Emotional, and Vocational Outcomes." Perspectives on School-Based Issues 16, no. 2 (April 2015): 37–49. http://dx.doi.org/10.1044/sbi16.2.37.
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Persistent Speech Disorder (PSD) is present when a speech impairment extends beyond 8–9 years of age. Persistent Speech Disorder can extend into adolescence and adulthood. While PSD can include individuals with residual speech errors, such as distortions of /r/, /s/, and /z/, clinicians are particularly concerned in cases where PSD affects speech intelligibility. This paper is presented in two parts. Part 1 reviews the limited literature available on speech, language, literacy, educational, vocational, and socio-emotional outcomes in people with PSD of currently unknown origin. Part 2 presents a case study of a 22-year-old man, known as BJ, who has Nonverbal IQ in the normal range and severe PSD, specifically Childhood Apraxia of Speech. Longitudinal data on BJ from 3;3 years to 22 years is presented, alongside BJ's insights into PSD written via e-mail or using his electronic communication device. These two sources of information add to the limited body of information about the course of PSD and the experience of PSD in an individual through to adulthood.
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Satris, Marthine. "Codex Vitae: The Material Poetics of Randolph Healy's ‘Arbor Vitae’." Irish University Review 46, no. 1 (May 2016): 132–44. http://dx.doi.org/10.3366/iur.2016.0206.
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Randolph Healy's 1997 poem ‘Arbor Vitae’ connects formally experimental poetry with an Irish tradition of politically engaged literature. Eschewing questions of national boundaries or authenticity, Healy instead develops a poetics and ethics of intersection. His apparently depersonalized poem is composed of essayistic fragments that address the role of the deaf in Irish society. This essay argues that Healy's formal choices refuse the oral basis of the lyric, and instead align his poem with nonverbal forms of communication. This challenge to the authenticity of speech also questions the language policies of the Republic of Ireland and reveals the role of the state in disciplining citizens, particularly through education. In addition to the accumulation of disparate pieces in the poem, Healy's formal innovation continues in the poem's paratextual apparatus, contributing to his development of an alternative to the epic and the lyric. As Healy incorporates references to the material basis for all communication in this poem, he establishes the lived body as key to connecting the hearing with the deaf. By fracturing poetic expectations in ‘Arbor Vitae’, Healy reconnects language deeply to the material and social world of contemporary Ireland, offering a path for conceptual poetry to be also a public and political poetry.
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Lauren, Cendy, and Tatum Derin. "Systematic Review: Where is Current Research on Conversational Analysis?" Elsya : Journal of English Language Studies 2, no. 2 (June 30, 2020): 12–17. http://dx.doi.org/10.31849/elsya.v2i2.3879.
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As social media and other new communication technologies are integrated into teaching and learning environments, educators and researchers continue to be interested in the discussion that takes place in such spaces. This paper reports the findings and the research gaps grounded from current research articles on conversation analysis (CA). The data is collected from international and highly reputable journal publishers, namely Science Direct, Elsevier, Sage, and Wiley. From the resulting 49 articles collected, the screening excluded 24 articles. Therefore, it is the remaining 25 articles that are systematically reviewed. The results indicate several themes throughout the current research field, i.e. digital CA, theory and methodology construction, body language or nonverbal conversation, atypical interaction, usage of specific phrases, and novel settings and objects. The practical implication of this systematic review is a collection of research gaps and recommendations that researchers can take note of and tackle in future studies.
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Puertas-Molero, Pilar, Félix Zurita-Ortega, Ramón Chacón-Cuberos, Asunción Martínez-Martínez, Manuel Castro-Sánchez, and Gabriel González-Valero. "An Explanatory Model of Emotional Intelligence and Its Association with Stress, Burnout Syndrome, and Non-Verbal Communication in the University Teachers." Journal of Clinical Medicine 7, no. 12 (December 7, 2018): 524. http://dx.doi.org/10.3390/jcm7120524.
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The present study set out to define and contrast an explanatory model of perception of stress, the dimensions of burnout syndrome, emotional intelligence, and non-verbal communication in a sample of university teachers. A total of 1316 teachers from Spain, aged between 24 and 70 years (M = 45.64, SD = 10.33) and evenly distributed between both sexes, participated. The measurement instruments employed were the Perceived Stress Scale (PSS), the Maslach Burnout Inventory (MBI), the Trait Meta-Mood Scale (TMMS-24), and the Nonverbal Immediacy Scale (NIS) A structural equation model was produced that demonstrated adequate fit to the empirical data (130,259; df = 9; p < 0.001; CFI = 0.907; NIF = 0.914; IFI = 0.923; RMSEA = 0.077). Results revealed that stress relates positively with emotional exhaustion and negatively with personal fulfilment. Emotional exhaustion was associated directly with emotional attention and inversely with emotional clarity and emotional repair, with these being linked to personal fulfilment. Both emotional clarity and repair related positively with non-verbal communication. Conclusions from the present study are that emotional intelligence and body language are two relevant factors in the prevention of burnout syndrome, and as a result can help to ensure the mental wellbeing of university teachers.
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Došen, Ana. "Silent Bodies: Japanese taciturnity and image thinking." Issues in Ethnology and Anthropology 12, no. 1 (March 31, 2017): 113. http://dx.doi.org/10.21301/eap.v12i1.5.
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A nonverbal transmission and an implicit way of communication are highly encouraged in Japanese society. The reason for this “silence prerogative” is often found in historical facts of lengthy feudal era or in ancient philosophies and religions such as Buddhism and Confucianism and their various concepts which privilege taciturn way of communication. Moreover, the unspoken comprehension is often complemented by the attitude which equates truthfulness with silence. This paper explores the silence as a communicative act in the domain of Japanese art, where the body takes over the place of the language. In traditional Japanese theatrical performance, such as noh, words are often inadequate to convey emotion and therefore the aesthetics of emptiness, understatement and abstraction is transcended by the masks with "nonmoving lips". Drawing on theoretical perspectives from both East and West, I argue that the silent bodies operate as deliberate and integral determinants of Japanese non-silent art forms – especially in cinema and theatre. In the Eastern thought, visual perception is fundamental in cognition of the world, whereas auditory discernment is secondary to "image-thinking" (Yuasa). Accustomed to taciturnity, Japanese audience effectively corresponds to the performance and "completes" it in silence.
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Yenny, Yenny, and Iwan Joko Prasetyo. "Pola Komunikasi Interpersonal Manajer Kasus dalam Meningkatkan Kepercayaan Diri Penyandang Odha di RSUD dr.Soetomo Surabaya." Profetik: Jurnal Komunikasi 11, no. 2 (December 19, 2018): 85. http://dx.doi.org/10.14421/pjk.v11i2.1279.
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Perlakuan masyarakat kepada orang yang menyandang ODHA sangat diskrimatif. Bahkan mereka di marginalkan dalam pergaulan masyarkat. Kenyataan ini sangat tidak mendukung untuk meningkatkan kepercayaan diri mereka unutk tetap bertahan hidup. Upaya untuk mengembalikan kepercayaan diri mereka perlu kegiatan pendampingan yang dilakukan oleh para relawan yang etrgabung dalam Kelompok Dukungan Sebaya). Komunikasi interpersonal antara MK (Kelompok Dukungan Sebaya) sangat diperlukan dalam rangka meningkatkan rasa percaya diri para penyandang ODHA. Persoalan pendampingan pasien ODHA yang dilakukan oleh MK akan dikaji dengan teori-teori yang ada dalam komunikasi interpersonal. Teori yang mendasari adalah teori komunikasi interpersonal dan teori pengungkapan diri (Self Disclosure). Teori-teori ini sangat membantu dan mendasari dalam membahas berbagai macam permasalahan dalam penelitian ini. Metode yang digunakan dalam penelitian ini adalah metode “deskriptif kualitati” yaitu penelitian yang menggambarkan dan menjelaskan berbagai kondisi dan situasi yang menjadi objek penelitian. Unit analisanya adalah : komunikasi verval dan nonverbal, keterbukaan (keterbukaan membuka diri), empati (menempatkan pada posisi atau perasaan orang lain), dukungan (memotivasi dan memberi dukungan).Dari hasil wawancara dan observasi menunjukkan bahwa komunikasi yang dilakukan melalui bahasa informal (campuran) dan menggunakan gerakan tubuh. Empati selalu ditunjukkan oleh para MK dengan berbagai macam cara sehingga di dalam berkomunikasi ada keterbukaan untuk saling mengungkapkan perasaan masing-masing. Ini juga dilandasi oleh rasa percaya para penyandang ODHA bahwa para MK akan tetap menjaga kerahasiaan pribadi mereka di masyarakat.Kata-kata kunci: : Komunikasi interpersonal, Manajer Kasus, Percaya diri People's treatment of people with PLWHA is very discriminatory. Even they are marginalized in the social community. This fact is very unfavorable to increase their confidence to survive. Efforts to save their confidence require coaching activities conducted by volunteers belonging to peer support groups). Interpersonal communication between Case Managers (Peer Relief Groups) is very necessary in order to increase the confidence of people with PLWHA. The problem of patient assistance of PLWHA conducted by the Constitutional Court will be studied with theories that exist in interpersonal communication. The underlying theory is the theory of interpersonal communication and the theory of self-disclosure (Self Disclosure). These theories are helpful and underpinning in discussing the various problems in this study. The method used in this study is the method "descriptive qualitative" is a study that describes and describes the various conditions and situations that become the object of research. The analytical unit is: verval and nonverbal communication, openness (self), empathy (place in position or feelings of others), support.Interviews and observations show communication through informal language (mixed) and using body movements. Empathy is always by the Case Managers with a variety of ways in communicating there is openness to each other's feelings. It is also based on the trust of people with PLWHA that the Case Managers will keep their personal secrecy in the community.Keywords: Interpersonal Communication, Case Manager, Confident
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Hidayat, Rofiq. "ETIKA KOMUNIKASI PEMIMPIN PERSPEKTIF HADITS." Indonesian Journal of Islamic Communication 2, no. 2 (December 7, 2019): 105–30. http://dx.doi.org/10.35719/ijic.v2i2.505.
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In this paper, the author presents a study of the ethics of leader communication based on the behavior of the Prophet through the hadith. This research method uses descriptive qualitative by collecting the hadiths in the kutubut tis’ah. Based on the types of communication, the traditions related to the ethics of communication verbally and nonverbally will be examined. From the results of the study, there are three hadiths that discuss the ethics of verbal communication, namely first, not too fast, clear, firm, secondly repeat until understanding, third, only speak necessary, begin and end with basmalah, and not insulting and hadith which discusses four the thing in non-verbal communication is the hadith regarding body language, signs, deeds, and objects.
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Zahirah, Fathimah Salma, and Didi Sukyadi. "Revealing Multimodal Resources in Teaching-Learning Process for Deaf Students." INKLUSI 5, no. 2 (September 30, 2018): 153. http://dx.doi.org/10.14421/ijds.050201.
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Deaf students need special treatment for gaining communication skills. Regarding this problem, there has been a new method called Maternal Reflective Method (also known as MRM) that encourages the deaf students to speak using their articulation organs simultaneously with the Indonesian Sign Language. This study aims to discover how nonverbal communication, including touch, body movement, and paralanguage are implemented in a teaching-learning discourse in the kindergarten classroom for the deaf children. The method used by the teacher in delivering the teaching material is the main focus to see the variation of pedagogic multimodal resources. The modes found are also scrutinized due to their communicative implication nature; in regard to Jakobson’s framework on the language functions: referential, emotive, conative, phatic, metalingual, and poetic. The results indicate that most of the time the teacher uses multimodal resources for commanding, prohibiting, and inviting the students in relation to the conative function of language.[Siswa Tuli membutuhkan penanganan khusus dalam mendapatkan kemampuan komunikasi. Berdasarkan hal tersebut, terdapat satu metode bernama Metode Maternal Reflektif (dikenal sebagai MMR) yang mendorong siswa Tuli untuk berbicara menggunakan organ artikulasi bersamaan dengan bahasa isyarat. Penelitian ini bertujuan untuk menelaah bagaimana komunikasi non-verbal, termasuk sentuhan, pergerakan tubuh, dan aspek paralingua diimplementasikan dalam wacana belajar-mengajar di kelas taman kanak-kanak untuk siswa tuli. Metode yang digunakan oleh guru dalam menyampaikan bahan ajar merupakan kunci dalam pencarian variasi sumber daya multimodal pedagogis. Moda-moda yang ditemukan juga diklasifikasikan berdasarkan ciri komunikatifnya; menggunakan teori Jakobson dalam fungsi bahasa: referensial, emotif, konatif, fatis, metalingual, dan puitis. Hasil penelitian mengindikasikan bahwa guru seringkali menggunakan sumber daya multimodal untuk memerintah, melarang, dan mengajak siswa sesuai dengan fungsi konatif bahasa.]
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Chien, Jui-Pi. "Between emotion, imagination and cognition: Play as a hybrid neuro-evolutionary concept in bridging Saussure, Hegel and Alexander von Humboldt." Sign Systems Studies 43, no. 2/3 (November 30, 2015): 249–68. http://dx.doi.org/10.12697/sss.2015.43.2-3.07.
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This study seeks to discover hidden links between Saussure’s Third Course of Lectures on General Linguistics, Hegel’s Introductory Lectures on Aesthetics / Philosophy of Mind and Alexander von Humboldt’s Cosmos. To begin with, the notion of play is employed to examine the interplay between our emotion, imagination and cognition, and to examine how such a composite of faculties serves to unify conceptualizations of communication-modelling systems, philosophical hermeneutics and moral psychology in our times. At discovering a certain future-oriented and symbiotic scheme of time implied in these theories, the inquiry moves on to engage with certain perspectives on the evolution of our verbal and nonverbal capacities. Further, observations concerning the actual functioning of mirror neurons in humans are introduced to revise our understanding of the enactive power of nonverbal capacities such as feeling and imagining. The hypothesis made by neuropsychologists concerning the correlation between the mirror and sign systems reveals signifi cant connections between Saussure, Hegel and Humboldt: our emotions and imagination are as schematic and extensive as our speech acts in teaming up with diverse beings and pushing for new solutions and deeper understandings. Finally, this study draws on implications of the empowered sign-cum-mirror system for revisiting certain controversial issues such as the emergence of language-ready brain and the urgency of overcoming eeriness in our linguistic and artistic world-making. It is suggested that we employ our capacities as a somatosensory system so as to on the one hand observe the changing coordination between our body and mind, and on the other, generate rewarding strategies for a greater success at dealing with intriguing patterns found in art, nature and culture.