Download The Effect of Analyzing Non -Verbal Communication in developing

The Effectiveness of Using a Program Based on Analyzing Non Verbal Communication Skills on Developing Minia English
Majors' Overall Cultural Awareness
BY
Al-Shimaa Mokhtar Sayed Tohamy
Cultural and Scientific Relationships Specialist
Conferences Center- Minia University
Introduction
We live in an international world today where our ability to
communicate in English is of great importance. When teaching
oral communication in English as a foreign language it is of great
importance for the teacher to consider that our non- verbal side of
communication has a significant impact on foreign language
learning.
Communication is far more than speech and writing. Most of us
are unaware that we are communicating in many different ways
even when we are not speaking. Communication is an unconscious
process. O'Neil: (2000: 1) said that we are rarely taught the nonverbal form of human communication in school even though it is
very important for effective interaction with others. Growing up
in a society, we informally learn how to use gestures, glances,
communication devices to alter or emphasize what we say and do.
We learn these highly culture - bound techniques over years
largely by observing others and imitating them.
Effective Communication:
Effective communication is all about conveying your messages to
other people clearly and unambiguously. It is about receiving
information that others are sending to you, with as little distortion
as possible. Inability to converse in a language that is known by
both the sender and receiver is the greatest barrier to effective
communication. Effective communication involves effort from
both the sender of the message and the receiver. And it is a
process that can be fraught with error, with messages muddled by
the sender, or misinterpreted by the recipient. When this is not
detected, it can cause tremendous confusion, wasted effort and
missed opportunity (Abisamra, 2009: 5). More problems are most
likely caused by poor communication than by anything else. These
problems lead to lost revenue and unproductive time.
Communicative skills help us avoid these problems and form our
relationships in every aspect of our lives, personal, professional
and social. Improving these skills and being able to use them
effectively and with confidence can have a dramatic effect on our
ability to communicate with other (Prossylis, 2008: 1). The ability
to communicate well helps you in many situations at school, at the
university, socially and in your career. Importantly, effective
communication skills are vital in a professional environment.
In communication, it is possible to find a situation where two
people say exactly the same thing to a given audience, using
exactly the same language, even the same words, but the two will
end up passing two different messages.
Non- verbal communication:
Nonverbal communication is a system that humans learn since
childhood just as they learn verbal language. One might even go
further to say that nonverbal language is the first system of
communication that children learn. A child normally
communicates with his mother through cries, eye contact, and
touch. It is only at a later stage that verbal language is introduced.
(Darn: 2005)
Kinesics:
Kinesics refers to the use of body movements and gestures. In fact
gestures are part of the human nonverbal communication system.
Sometimes, they are referred to as “the silent language”. Apart
from gestures, body movements and postures are considered
effective means of communication that enliven interactions. That
is probably why a telephone conversation is much more difficult
to hold than a normal face-to-face conversation. In the first one
the interlocutors have access only to verbal language. This obliges
them to make more effort to transmit their messages and to check
whether their addressee received their own. In a face-to-face
conversation, however, interlocutors have access to a wide range
of means of communication, including gestures and body
movements.
Gestures
Gestures are important in human communication as they animate
conversations, clarify misunderstandings, and express feelings
deeply. Axtell (1998: 4) classifies gestures into three main
categories
45
- Instinctive gestures: are the kinds of gestures that we
perform almost unconsciously. For example when a person
crosses his/her arms, this is usually a sign of defensiveness.
People also tend to slap the back of their heads
unconsciously when they are suddenly surprised or shocked.
This category of gestures is more universal than any of the
other categories.
- Coded or technical gestures: are more specialized gestures.
They are agreed upon by groups of individuals sharing the
same activity. Examples of these are hand signals used by
football referees, umpires, film makers, stock brokers, and
airport attendants. These gestures are often used and
understood only by exclusive groups of individuals. They
can be compared to jargon or specialized vocabulary in
verbal language.
- Acquired gestures: are socially generated gestures. They
differentiate societies and communities. The origin of these
gestures is quite difficult to trace. Examples are the “O.K”
sign, the hand wave as in Hello or Goodbye. Just like
language, the relationship between these gestures and their
meaning is usually arbitrary.
Facial Expressions:
A facial expression is one or more motion or position of
the muscles beneath the skin of the face. These movements convey
the emotional state of an individual to observers. Facial
expressions are a form of nonverbal communication . A Facial
expression is a gesture executed with the facial muscles.
Proxemics
1
Proxemics is a subcategory of the study of non-verbal
communication along with haptic (touch), kinesics (body
movement), vocalics (paralanguage), and chronemics (structure of
time). Proxemics can be defined as "the interrelated observations
and theories of man's use of space as a specialized elaboration of
culture". Hall, the cultural anthropologist who coined the term in
1
Adopted from en.wikipedia.org/wiki/Proxemics
46
1963, emphasized the impact of proxemics behavior (the use of
space) on interpersonal communication. Hall believed that the
value in studying proxemics comes from its applicability in
evaluating not only the way people interact with others in daily
life, but also "the organization of space in [their] houses and
buildings, and ultimately the layout of [their] towns.
A person's personal space is carried with them everywhere
they go. Body spacing and posture, according to Hall, are
unintentional reactions to sensory fluctuations or shifts, such as
subtle changes in the sound and pitch of a person's voice. Social
distance between people is reliably correlated with physical
distance, as are intimate and personal distance, according to the
delineations below. Hall did not mean for these measurements to
be strict guidelines that translate precisely human behavior, but
rather a system for gauging the effect of distance on
communication and how the effect varies between cultures and
other environmental factors.

Intimate distance for embracing, touching or whispering.

Personal
distance for
interactions
among
good friends or family members.

Social distance for interactions among acquaintances.

Public distance used for public speaking.
nonverbal communication is to convey or conceal emotions, but
people often need to feign emotions. In our everyday life we often
need to pretend to be interested in things that do not actually
interest us, or amused by something that is not amusing, or even
concerned with something that does not really concern us. It may
be a question of morality or social decorum, but we do this to
make life easier.
To conclude, nonverbal communication media are part and parcel
of human communication. They either complete the verbal
communication, or replace it in some circumstances. These media
are investigated in classroom environment in the next part.
Communication and Kinesics:
Kinesics reinforces communication. Hayden: (2007: 1) said
that we are now living in a global village. Citizens of many
countries are traveling more than ever before, and experiencing
different cultures and ways of life. However, verbal
communication is still a barrier between many people. Kinesics
47
helps people who are linguistically handicapped use non-verbal
gestures to communicate more effectively.
Kinesics, or body language, is one of the most powerful
ways that humans can use for communicating nonverbally. It is
used to portray moods and emotions and to emphasize or
contradict what is being said. Kinesics refers to body position and
body motions including facial expressions. Our bodies
communicate a great deal about how we see ourselves. For
instance, someone who walks briskly conveys determination. Our
faces communicate messages; we can indicate happiness (smiles),
doubt (raised eyebrows) or anger (stares) (University of Louisville
College of business, 2003: 1). Kinesics is the study of body
language, nonverbal gestures, postures and facial expressions by
which a person manifests various physical, mental or emotional
states, and communicates nonverbally with others. These
messages delivered through nonverbal cues, which can be either
verbal or physical, can support, emphasize or contradict what is
being conveyed. In face-to-face setting, kinesics is often used to
emphasize key benefits (Fortin, 1994: 3).
The social anthropologist ,Edward, claims that sixty five
percent of all our communication is nonverbal. In that case, we
can not communicate with one another without gestures. People
all over the world use their hands, heads, and bodies to
communicate expressively (Imai, 1997: 2-5; Ibrahim, 2005: 8).
Gestures and body language communicate as effectively as words,
even more effectively. So, Words in isolation can not convey
meaning. Gestures are woven inextricably into our social lives.
The "vocabulary" of gestures, can be at once not only informative
and entertaining, but also dangerous. We speak with our vocal
organs, but we converse with our entire bodies. Without gestures,
our world would be static and colorless (Sadek, 1995: 8; Imai,
1997: 3- 4).
In the world of gestures, the best single piece of advice is to
remember the two A's - "Ask" and be "Aware." If you see a
motion or gesture that is new or confusing, ask a local person
what it signifies. Then, be aware of the many body signs and
customs around you (Imai, 1997: 5).The communicative functions
of patterns of nonverbal communication are as essential for social
interaction as verbal ones. (Ibrahim, 2005: 9).
48
Language and Culture:
Culture shapes the way we see the world around us, the way we
see ourselves and the way we see others. "An individual is referred to
as being cultured if s/he is well mannered, well-read, skilled in
foreign language, good at music or if he can talk about art" (Kamal,
2004: 3, 5). The concept that language and culture can not be
separated is supported by (Abisamra, 2009: 1; Harrison, 1993; Imai,
1997: 5; Kamal, 2004:9 ; Sadek, 1995), so language and culture are
inextricably tied together. Language and culture are two sides of one
coin. Language is the symbolic side and culture is the active side of
the coin (Kamal, 2004: 9). Culture is dynamic simply because the
social roles played by human beings are continuously changing. So,
studying the target culture is necessary to understand or think like
natives. It also makes language study easier, more meaningful and
interesting (Kamal, 2004: 7 citing Atkinson, 1999)
Every expression has a cultural dimension, so if people do
not share the same set of meanings in their interaction with each
other, no communication will take place. (Sadek, 1995: 2).
Language does not express culture only through the verbal side
but also through the non-verbal side, because both verbal and
non-verbal constitute the construction of a language as a system of
communication in symbols. Both the sound and the kinesthetic
system to which meaning has been attached are of arbitrary
nature. (Kamal, 2004: 9). So, for people to communicate, they
have to move beyond linguistics or surface meaning into the area
of social conversation: the use of words, tone of voice, intonation
and the hidden structure of language (Sadek, 1995:2).
Non-verbal communication in particular was recommended by
many writers when teaching culture aspects (sadek, 1995: 8; Imai:
1997: 4). Teaching Culture aims to increase intercultural
communication and allows more cross cultural understanding
(Ibrahim, 2005: 6). Knowing the culture and the language
represents a way of real communication, of coming closer to
people, their ways of thinking which naturally lead to more
tolerance, more understanding, more acceptance of others and
lead to cross cultural understanding (Kamal, 2004: 6).
Cultural Awareness:
Cultural awareness becomes central when we have to
interact with people from other cultures. People see, interpret and
49
evaluate things in different ways. What is considered an
appropriate behavior in one culture might be inappropriate in
another one. Misunderstandings arise when meanings are used to
make sense of reality. Cultural Awareness is the foundation of
communication. It involves the ability of standing back from
ourselves and becoming aware of cultural values, beliefs and
perceptions (Quappe and Cantatore, 2005: 1). Sadek (1995: 13)
citing Brooks (1968: 204) identified five types of culture:
biological growth, personal refinement, literature and the fine
arts, patterns of living, and the sum total of a way of life.
Kamal (2004: 1) confirmed that "We should learn how to
accept and not to reject, how to tolerate and not to refuse, how to
attack and not to repulse, how to cope with and not to struggle
against". In this way, students learn how to accept others because
learning about the target culture provides them with the tools and
the insights to accept all cultures and to have a convincement that
people in various cultures respond to life's needs in a variety of
different ways and that their native way is not the only one. It is
simply the way that works best for them, the way that best
satisfies their needs, the way members of the culture have agreed
upon (Kamal, 2004:11).
In order to communicate successfully, foreign language
learners have to access the target culture, and this can be done by
understanding the rituals present in this culture, among which we
mention communication strategies, styles and patterns of life. The
communication process has several facets, many of them being
culturally preconditioned (Horbowicz, 2009: 2). Attitude is another
factor in language learning that leads to cross cultural understanding.
The totality of language learning is comprised of three integrated
components: linguistic, cultural, and attitudinal. As foreign language
teachers, we all teach the basic sounds, vocabulary, and syntax of the
target language (Abisamra, 2009: 6 citing Wilkes, 1984).
Context of the Problem:
To document the problem of the present study, the
researcher developed a questionnaire validated by a panel (TEFL)
of staff members. The questionnaire was administered to 50
students from third year English Majors, Faculty of Education,
Minia University to assess their needs for developing their
cultural awareness.
50
Sixty percent of the students agreed that non-verbal cues
facilitated communication, developed intercultural tolerance,
developed cultural awareness, regulated the flow of interaction,
conveyed meaning.
Statement of the problem:
From the results obtained through the questionnaire, it was
obvious that studying non-verbal communication was absent in
most of the language courses at the Faculty of Education, The
present study attempted to investigate: "The Effect of using a
Program in nonverbal communication on Developing English
Majors' Cultural Awareness".
Questions of the study:
The present Study was an attempt to find an answer to the
following Question:
- What is the effect of using a program in analyzing
nonverbal communication on developing English majors'
cultural awareness?
Objectives of the study:
The current study was an attempt to achieve the following
objectives:
- Identifying the effect of using a program in analyzing nonverbal
communication on developing English majors' cultural awareness.
Hypotheses of the study:
The following hypotheses were tested:
There would be a significant statistical difference (favoring
the experimental group) between mean scores obtained by
participants of the experimental and of the control groups on the
post-performance of the cultural awareness test.
Significance of the Study:
In teaching English at the university level emphasis is placed on
teaching structures and the grammatical aspects of the language, while
the social aspects of the language are neglected (Attia, 1989). Grammar
is not all that is needed for communicating successfully in the foreign
language. (White, 1993:201). Language is a social behavior and
learning the FL will necessarily include learning some aspects of its
culture. (Sadek, 1995:8)
One of the main goals of developing cultural awareness is to
overcome false ideas against the people who speak the target
language. (Ibrahim, 2005:11)
51
Kinesics, the study of gestures and facial expressions in a language
system, has only received attention as an important subfield of
semiotics or linguistics; however, the role played by gestures is
undoubtedly as old as the spoken language itself. (Theresa, 2008: 1)
The lack of cultural knowledge negatively affects students'
ability to express or to interpret meaning and to communicate
orally effectively (Ibrahim, 2005:10).
1- The present study is – as far as the researcher knows - one
of the fewest studies attempting to investigate the effect of
analyzing non- verbal communication on developing EFL
university students' cultural awareness.
2- The Tools of the study could be used by EFL instructors in
teaching English courses at the Faculty of Education.
3- The study offers EFL instructors a test assessing English
Majors' cultural awareness.
4- The present study helps students to communicate better in
situations related to the target culture.
Participants of the study:
Participants were sixty students. They were divided into two
intact groups from among third year English majors – Faculty of
Education- Minia University. They were randomly assigned to the
experimental group and the control one.
Research Design
The present study is a quasi-experimental one that adopts
the pre- post test design. The experimental and the control groups
were exposed to pre-post testing. The experimental group was
taught using the program whereas the control group was taught
conventionally.
Variables of the Study:
1- Independent variable
Using a program in analyzing non-verbal communication.
2- Dependent variables:
I. Developing cultural awareness.
3- Control variables:
a- Students' language proficiency.
b- Years of studying English.
c- Age.
Tools of the study:
(Available with the researcher)
52
A- A needs assessment questionnaire on kinesics.
B- A program in analyzing non- verbal communication.
C- Cultural awareness test.
Pre testing
Validity of the tools
To determine the validity of the tools, the researcher
administered it to eight TEFL staff members to evaluate the
content validity. The majority of them approved that the tools was
suitable to the level of the participants.
Reliability
A pilot testing for the tools was performed on 3rd year English
majors. The reliability coefficient of the cultural awareness test.
The reliability of the test was done by using Alfa-Cronbach's. The
reliability coefficient is (0.851) and this value had a statistical
significant that showed the reliability of the test.
Findings, Discussion and Recommendations
Finding and Discussion
Hypothesis 1 predicted that there would be a significant statistical
difference (favoring the experimental group) between mean scores
obtained by the experimental and of the control group on the post
test of Cultural Awareness. Statistical analysis showed that this
hypothesis was accepted as 't' value (4.452) is significant at (0.01).
Table (1) shows the data obtained to test this hypothesis.
Table (1)
Means, Standard Deviation, 't' value and Eta- squared of both
the Experimental and Control Groups on the post of Cultural
Awareness Test
Group
N Mean Std.
tEta
- D.F. Sig
Deviation value squared
Experimental 30 123.60 17.40
*4.452 0.50
58
0.000
Control
30 108.40 8.56
Table (2) shows mean scores, standard deviations,'t' value and
Eta-squared of the pre-post performance of the experimental
group on the Cultural Awareness Test.
53
Table (2)
Means, Standard Deviations, 't' value and Eta-squared of the prepost performance of the experimental group on the Cultural
Awareness Test
Application N. Mean St.
't'
EtaD.f. Sig.
Deviation value squared
Pre
114.07 15.776
*4.171 0.6123
29 .000
30
Post
123.60 17.399
Discussion
Results obtained on the post test of cultural awareness
revealed that there were significant differences favoring the
experimental group. The degree of improvement reflected that
students' cultural awareness had been developed.
The program managed to develop students' cultural
awareness especially their cultural knowledge. In order to develop
students' cultural awareness the researcher designed a program in
analyzing non verbal communication. The program began with a
theoretical background about communication and culture, the
students gained information about communication and culture, its
definitions, the relationship between culture and language, verbal
communication, types of verbal communication, importance of
verbal communication, non-verbal communication, and definition
of kinesics, differences between kinesics and paralanguage, and
the importance of non-verbal communication in the
communication process. Then the program dealt with different
cultural topics about the American culture with a constructive
analysis between the Americans and the Egyptians such as (facial
expressions- eye contact- using body language- greetings and
farewells- touchability- sitting with special impressions) through
using a variety of activities such as "brainstorming activity, open
ended discussion ( free practice), discussion on a given video
related to the target culture, miming activities -which they mixed
between verbal and non-verbal communication-and constructing
dialogues on a given cultural topics". Cultural techniques also
used such as "cultural assimilators, cultural cultoon, cultural
cluster and cultural capsule" followed by a cultural discussion.
The researcher designed observation sheet to evaluate
students' performance in mining.
54
It can be concluded that the program in analyzing nonverbal communication managed to develop students' cultural
awareness especially cultural knowledge. This result coincided
with other studied done by Soliman (2014), Shehata (2013), Maher
(2011), Young (2011), Ibrahim (2005), Altay (2005), Havator
(2004), Sadek (1995).
Recommendations:
According to the results obtained from the present study the
researcher recommends that:
1- Non-verbal communication should be taken into
consideration while designing English as a foreign language
(EFL) courses.
2- Making a training course on the effect of using non-verbal
communication.
3- Using video-taping to evaluate students' performance in role
play activities.
4- The program in analyzing non- verbal communication
should be widespread in undergraduate study.
5- Cultural awareness can be implemented in a conversation
course.
55
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