Download Chapter 4: Nonverbal Communication

CHAPTER 4 Nonverbal Communication
Chapter 4: Nonverbal Communication
Chapter Objectives and Integrator Guide
After reading and thinking about this chapter students should be able to:
Objectives
1.
Define nonverbal communication.
Key term: Nonverbal communication.
2.
Describe how verbal and nonverbal
communication do work in conjunction.
Key terms: Repetition, emphasis,
complementation, contradiction, substitution,
regulation.
3.
Explain how verbal and nonverbal
codes are distinctive.
Key terms: Digital, analog.
4.
Identify three problems people have in
interpreting nonverbal codes.
Key term: Intentionality.
5.
Define and identify nonverbal codes.
Key term: Nonverbal codes.
6.
Recognize the types of bodily
movement in nonverbal
communication.
Resources
In the Book:
Page References: pages 102-103
Team Challenge: What is NOT nonverbal communication?
(p. 103)
In the Book:
Page References: pages 103-105
E-Note: Using emoticons as nonverbal internet
communication. (p. 104)
In the Instructor’s Manual:
Activity 4.6: Nonverbal Meeting.
Activity 4.7: Feeling Groovy.
In the Book:
Page References: pages 105-106
In the Instructor’s Manual:
Activity 4.7: Feeling Groovy.
In the Book:
Page References: pages 106-107
In the Instructor’s Manual:
Activity 4.5: Nonverbal Observations.
In the Book:
Page Reference: page 107
In the Instructor’s Manual:
Activity 4.1: Nonverbal Rules.
Activity 4.3: Nonverbal Quickies.
In the Book:
Page References: pages 108-110
Culture Note: Greetings in other cultures. (p. 109)
Key terms: Kinesics, emblems, illustrators,
affect displays, regulators, adaptors.
7.
Describe the role of bodily appearance
in communication.
In the Book:
Page References: pages 110-112
Key terms: Somatotype, ectomorph,
mesomorph, endomorph.
43
Instructor’s Manual and Test Bank
8.
State the factors that determine the
amount of personal space you use.
Key terms: Proxemics, expectancy violation
theory.
In the Book:
Page References: pages 112-115
Try This: How do people use space at parties? (p. 112)
Try This: Invading others’ space. (p. 112)
Figure 4.1: Zones of Space. (p. 113)
On the CD ROM:
Animation: Zones of Space.
9.
Explain how people view time
differently.
Key term: Chronemics.
10. State the factors that influence the
meaning and use of touch.
In the Instructor’s Manual:
Activity 4.2: Violating Nonverbal Rules.
In the Book:
Page References: pages 115-116
Think, Pair, Share: How do people close to you view
time? (p. 116)
In the Book:
Page References: pages 116-119
Try This: How do you use touch to communicate? (p. 117)
Key term: Tactile communication.
11. Understand how objects are used in
nonverbal communication.
Key Terms: Objects, artifacts.
12. Utilize strategies for improving your
nonverbal communication.
In the Book:
Page References: pages 121-122
Try This: What does clothing tell you about others? (p.
121)
In the Book:
Page References: pages 122-123
In the Instructor’s Manual:
Activity 4.4: Ambiguous Dialogue.
Other Resources:
 Video Link: Going to a Party with Nonverbal Communication. Analyze the use of nonverbal
communication in the episode, “Sam’s Graduation party.” (text page 124)
 Issues in Communication: A Chinese Goodbye (text page 125).
 Key Term Flashcards: On the student CD ROM.
 Key Term Crosswords: On the OLC.
 Self Quizzes: On the CD ROM and OLC.
 PowerPoint Files: On the OLC (Teacher Area).
 Internet Activity: On the OLC.
Activities
Activity 4.1 Nonverbal Rules
OBJECTIVES
Students should be able to: identify rules or norms that govern our nonverbal behavior; discuss the ways in which
we learn nonverbal rules; relate the principles and concepts of nonverbal behavior to each of the nonverbal norms or
rules.
PROCEDURE
Divide the students into groups of three or four. Instruct the students to write at least three rules for nonverbal
behavior for each of the nonverbal areas discussed in the text: artifactual cues, vocal cues, kinesics, space, and
44
CHAPTER 4 Nonverbal Communication
touch. The groups should then share their lists with the class. It may be helpful to offer several examples of
nonverbal rules to the class, such as:
1.
2.
3.
4.
5.
When entering an elevator with other people, move to the farthest corner.
When talking in a room with other people, lower your voice.
Do not speak loudly in church.
Wear black or dark colors at funerals, white or bright colors at weddings.
Raise your hand for permission to speak in class.
CLASS DISCUSSION
After the groups have shared their lists, have the students relate the rules to the principles of nonverbal
communication. For example, we move to the corners of the elevator because we wish to maintain a social distance
from strangers. The discussion should also examine the ways in which we learn the rules of nonverbal
communication. Point out the influence of culture, mass media, family background, and peer pressure.
APPLICATIONS
This activity illustrates formal and informal rules that govern nonverbal behavior. The students should realize that
nonverbal behavior is learned and that violation of the rules may hamper communication. These concepts can also
be used to explain why delivery affects a speaker's credibility, the formation of and reaction to stereotypes, and the
formation of norms in group discussion.
Activity 4.2 Violating Nonverbal Rules
OBJECTIVES
Students should be able to: demonstrate the effect of violating nonverbal norms; explain the reasons for other
people's responses to nonverbal behavior that breaks the rules; and discuss their personal reaction to the violation of
nonverbal rules.
PROCEDURE
This activity is most effective as a follow-up to activity 5.1, "Nonverbal Rules." Divide the students into groups of
three or four. Tell the groups to go somewhere on campus where there are other students (for example, the student
union, library, central campus, dormitories) and violate some of the nonverbal rules. At least one person in the group
should act as an observer while the other group members attempt to break the nonverbal rules. The students should
behave this was in the presence of several other persons. Caution the students to exercise good judgments so that
they do not overly antagonize or violate any university policies. The students should have the entire class period for
this activity and should be prepared to discuss the results at the next class meeting
CLASS DISCUSSION
As the groups share their experiences and observations, discuss the reasons for other people's reactions to their
behavior. It may be helpful to consider each area of nonverbal behavior separately and to discuss all of the
experiments in that area. The discussion should relate the concepts and principles of nonverbal communication to
the causes and effects of the observed reactions. The students should also identify their personal feelings and
behavior as they attempted to break the rules. Normally, the students disclose that they felt as uncomfortable
breaking the nonverbal rules as did the persons who were the subjects of the experiment.
APPLICATIONS
This activity illustrates the impact of nonverbal behavior on our relationships with others. The students should
realize that people react differently to the same nonverbal behavior.
45
Instructor’s Manual and Test Bank
Activity 4.3 Nonverbal Quickies
OBJECTIVES
Students should be able to: describe the feelings, emotions, and behavior that result from engaging in unaccustomed
nonverbal behavior and discuss the ways in which they normally behave in each of the areas of nonverbal behavior.
PROCEDURE
For each area of nonverbal behavior discussed in the text, have the students experiment by behaving in ways that
seem different from their normal behavior. A separate activity is described for each area.
Space
As you discuss personal space, walk around the room, and stand as close as possible to the students. You
may even kneel beside one or two students to illustrate the meaning of vertical space. Then divide the
students into groups of three or four. Have them discuss a topic of their choice as they experiment with
different spatial relationships. They should stand or sit as close together as is physically possible, sit at
arm's length, and also converse from across the room. They should focus on the nonverbal cues that are
available at each distance, the ease and style of communication and the emotions associated with
communicating at each distance.
Movement
In groups of four, the students should play emotional charades. Pass out notecards or pieces of paper with
names of emotions printed on them. A sample list of emotions might include:
disgust
fear
depression
happiness
boredom
silliness
sadness
nervousness
Each student should receive at least two cards, and all should take turns trying to convey the emotion
nonverbally. As a variation, have the students convey the emotion only by facial expression or only by
posture and gesture. The students should pay attention to which nonverbal cues convey each emotion most
clearly.
Touch
Have the students in groups of two sit or stand close to each other. They should discuss any topic they
choose for five minutes, during which time they should touch each other at least twice. (You might leave
the room during this activity so that the students don't feel like they're performing for you.) After five
minutes, find out how many students touched another person, where they touched, how often they touched,
and most important, how they felt about touching and being touched.
Objects
Decide, as a class, how to dress for the next class meeting. The style of clothing must be different from
what the students usually wear to class. They may decide to look grubby, casual, dressy, or formal. Do not
define the terms or say what specific clothes are to be worn. The students should simply decide on the type
of clothing. At the next meeting, notice how the students interpreted their decision, and have them discuss
the effect of their clothes on the atmosphere of the classroom and on their behavior.
Vocal Cues
Using a nonsense poem (for example, "Jabberwocky,” by Louis Carroll) or a list of unrelated words (dog,
run, hunter, mother, find, baseball, dumb, angry, mangle, rich), illustrate the influence of vocal cues on
understanding. Have the students read the poem or words with different inflection, pitch, rate, volume, and
so forth to convey different meanings. For example, have the students read "Jabberwocky" as if it were a
eulogy, a campaign speech, a love poem, a sermon, or a horror story. The students should be able to
identify the intended emotional impact of the poem by the way it was read, and they should be able to
identify the vocal cues that conveyed that emotion.
46
CHAPTER 4 Nonverbal Communication
CLASS DISCUSSION
After each of these five- to ten-minute activities, the students should be able to identify specific nonverbal behavior
and discuss how it affects meaning. The discussion should focus on the students' personal reactions to the nonverbal
behavior involved and on the differences in their interpretation of it. They should also try to point out what factors in
the environment and the culture and how the persons involved affect the understanding and sharing of nonverbal
communication.
APPLICATIONS
This activity is designed to illustrate the basic areas of nonverbal communication: space, movement, touch, objects,
and vocal cues. The students should become aware of the importance of nonverbal behavior on communication and
should more fully understand their own nonverbal behavior. This activity establishes a foundation from which to
examine delivery and relates well to the study of self and self-disclosure.
Activity 4.4 Ambiguous Dialogue
OBJECTIVES
Students should be able to: demonstrate the ability to create meaning through paralinguistics; describe vocal
behavior that adds to the meaning of words; and discuss the effect of paralinguistics on the meaning of messages.
PROCEDURE
Divide the students into groups of two, one male and one female. Provide each student with copies of the following
dialogue and list of situations:
Dialogue
1. "Hello."
2. "Hello."
1. "Well...'r
2. "Well, what?"
1. "How is everything?"
2. "Just about as usual . . ."
1. "I didn't expect to find you here."
2. "But you have; of course, I could say the same to you."
1. "Are you going to be busy from now until dinner?"
2. “Not exactly; not busy."
1. "Wouldn't you like to talk to me for awhile?"
2. "I might. For awhile anyway."
1. "All right."
2. "Fine."'
Situations
The first person mentioned is No. 1; the second person is No. 2.
A. Spy waiting to meet a contact; neither is certain that the other is the right person.
B. Two people who are angry at each other.
C. Man attempting to pick up a woman in the park. Woman is not attracted.
D. Two people who recognize each other, but neither is sure who the other is.
E. Sick person in the hospital who knows he or she is going to die. Friend arrives to cheer the person up.
F. Woman at a bar trying to get a shy man to buy her dinner.
Give each six pairs of students a piece of paper on which is written one of the situations described. Each pair
should take a few minutes to prepare and should then read the dialogue to the class. The rest of the class should try
to guess which situation the pair is enacting. After each reading, class members should identify the vocal cues on
which they based their decision. If no one can guess the situation, proceed to the next one and assign the unguessed
situation to a different pair of students. The situations may also be repeated with different pairs to determine the
various ways the dialogue can be delivered and yet convey the same meaning.
47
Instructor’s Manual and Test Bank
CLASS DISCUSSION
The students should identify specific rates, inflections, pitches, volumes, pauses, vocal qualities, and enunciations
that conveyed meaning and emotion during the enactments of the situations. A tape recorder, replayed during
discussion, can verify the perceptions of the observers. Students should also discuss the relative importance of each
type of vocal cue in conveying different emotions and ideas.
APPLICATIONS
This activity illustrated the role of vocal nonverbal behavior in conveying meaning. Students are given an
opportunity to demonstrate their ability to encode and decode meaning conveyed by paralinguistics. This activity
can also help students to develop vocal skills for delivery of a public speech and illustrate the ambiguous and
personal meaning of words.
Activity 4.5 Nonverbal Observations
OBJECTIVES
Students should be able to: recognize the nonverbal behavior that they exhibit in the classroom; observe another
person's specific nonverbal behavior; and explain the relationship between descriptive and subjective interpretations
of nonverbal behavior.
PROCEDURE
Write the name of each student on a separate slip of paper and put all of the names into a box. Have each student
draw a name. If a student draws his or her own name, allow the student to draw again. The students are to observe
the person whose name they have drawn for one class period. The students should make notes of their observations
to see if consistent behavior is exhibited. Encourage students to write specific, concrete behaviors, not general mood
states, such as, "He seems happy." At the next class period, the students should share their observations with the
persons they have been observing.
CLASS DISCUSSION
After the students have shared their observations with each other, they should discuss their reactions to the exercise.
The initial discussion should focus on the accuracy of the observations. The students should examine the
observations made of them in terms of their knowledge of their own behavior. Specifically: Were you aware that
you were behaving in the way another observed? How did your behavior compare with the observations you made
of your classmates? The students should also discuss whether the observations were descriptive or inferential. How
often was behavior described evaluatively, as correct or appropriate, for example?
Another topic that should be considered is the students' reaction to being observed. They should decide if the
exercise differs from real-life communication. Students usually conclude that we are constantly being observed and
that others continually base judgments of us on our nonverbal behavior. The only difference between this exercise
and the way the students usually communicate is that this activity causes them to focus on the behavior of others and
thus to become more conscious of their own behavior.
APPLICATIONS
This activity focuses on unconscious nonverbal communication. Ideally, the discussion should enable students to
recognize their own nonverbal behavior from subjective and evaluative inferences. This activity also relates to the
value of empathy and active listening and critical listening. After completing this exercise, the students should be
aware that they can show other people, nonverbally, that they are empathic and attentive listeners. Nonverbal
behavior in the delivery of a speech is also interpreted by others. A speaker must be aware that nonverbal behavior
influences the message.
48
CHAPTER 4 Nonverbal Communication
Activity 4.6 Nonverbal Meeting
OBJECTIVES
Students should be able to: identify the rules or norms that govern our nonverbal behavior; determine that we have
more shared meanings for particular nonverbal cues with individuals with whom we have relationships; and be able
to discuss the role of nonverbal cues in their interpersonal communication.
PROCEDURE
Ask students to engage in the following three behaviors:
1. Spend thirty minutes with a good friend, spouse, or child without using any written or spoken words. Instead,
use bodily movements, the space between you, gestures, facial expression, and other nonverbal cues to
communicate.
2. Spend fifteen minutes with an acquaintance without using any words. Again, communicate only nonverbal cues.
3. Spend ten minutes with a person you have spoken to before, but restrict your communication to nonverbal cues.
CLASS DISCUSSION
Ask students to discuss their reactions and conclusions. You might use the following questions to guide a
discussion: Did you find that communicating nonverbally was easier or more difficult than you predicted? Did you
find it easier to communicate nonverbally with someone you knew well or with a relative stranger? Why? Do you
think the other person understood the message you were trying to communicate nonverbally? Do you believe that
communications would have been hindered or helped if you could also have used words? How?
APPLICATIONS
This activity is designed to make the students aware of the role of nonverbal cues in communication with others in
the interpersonal setting. They should recognize that we have more shared meanings with people with whom we
have been communicating with for longer periods of time. This exercise can be used as an introduction to
interpersonal relationships as well as an introduction to nonverbal communication.
Activity 4.7 Feeling Groovy
OBJECTIVES
Students should be able to: interpret nonverbal cues; identify differences in how others interpret the same cues; and
discuss the similarities and differences.
PROCEDURE
Show students pictures that depict differing emotions. Have each student write down what he or she believes the
person in the picture is feeling and how they felt when they saw the pictures. About ten pictures should be used.
After the students have recorded their responses, discuss student reactions.
CLASS DISCUSSION
Students should identify the particular nonverbal cues that led them to draw the conclusions that they drew. Discuss
how often we misinterpret nonverbal cues or how frequently we interpret them differently from another person.
Elicit suggestions on how we can improve our nonverbal communication precision with others.
49
Instructor’s Manual and Test Bank
Additional Resources
Andersen, J.F. (1979). Teacher immediacy as a predictor of teaching effectiveness. In D. Nimmo (Ed.),
Communication Yearbook 3: 543-59. New Brunswick, NJ: Transaction.
Bercheid, E., & Walster, E. H. (1978). Interpersonal attraction. Reading, MA: Addison-Wesley.
Birdwhistell, R.L. (1970). Kinesics and context. Philadelphia: University of Pennsylvania.
Burgoon, J., Buller, D. B., & Woodall, W. G. (1988). Nonverbal communication: The unspoken dialogue. New
York: Harper & Row.
Burgoon, J. K. (1995). Cross-cultural and intercultural applications of expectancy violation theory. In R. L.
Wiseman (Ed.), Intercultural communication theory (International and Intercultural Communication Annual,
19, pp. 194-214). Thousand Oaks, CA: Sage.
Cash, T. F., & Roy, R. E., (1999). Pounds of flesh: Weight, gender, and body images. In J. Sobal & D. Maurer
(Eds.), Interpreting weight: The social management of fatness and thinness (pp. 209-228). Hawthorne, NY:
Aldine de Gruyter.
Druckman, D., Rozelle, R. M., & Baxter, J. C. (1982). Nonverbal communication: Survey, theory, and research
Beverly Hills, CA: Sage.
Eckman, P. (1993). Facial expressions of emotion. American Psychologist, 48, 284-392.
Fast, J. (1974). Body Language. New York: Pocket.
Floyd, K., Ramirez, A., Jr., & Burgoon, J. K. (1999). Expectancy violations theory. In L. A. Gurrero, M. Hecht, &
J. Devito (Eds.), The nonverbal communication reader (2nd ed.) (pp. 437-444). Prospect Heights, IL: Waveland
Press.
Hall, E.T. (1969). The hidden dimension. Garden City, NY: Doubleday.
Jones, S E. (1986). Sex differences in touch communication. Western Journal of Speech Communication 50, 227-41.
Katz, A.M., & Katz, V. T. (1983). Foundations of nonverbal communication: Readings, exercises, and commentary.
Carbondale, IL: Southern Illinois University.
Knapp, M.L. (1978). Nonverbal communication in human interaction. New York: Holt, Rinehart and Winston.
Leathers, D.G. (1986). Successful nonverbal communication: Principles and applications. New York: Macmillan.
Mehrabian, A. (1972). Nonverbal communication. Chicago: Aldine-Atherton.
Montagu A., & Matson, F. (1981). The human connection. New York: McGraw-Hill.
Richmond, V.P., McCroskey, C., & Payne, S. K. (1987). Nonverbal behavior in interpersonal relations. Englewood
Cliffs, NJ: Prentice-Hall.
Rosenfeld, L.B., & Civikly. J. M. (1976). With words unspoken: The nonverbal experience. New York: Holt,
Rinehart and Winston.
Webbink, P. (1986). The power of the eyes. New York: Springer-Verlag.
Wiemann, J.M., & Harrison, R. P. (1983). Nonverbal interaction. Beverly Hills, CA: Sage.
50