A Study of Teacher Gesture and Speech in the Efl Classroom Context

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- Previous Researches Findings

There are some researchers conducted some studies related to the research. The previous studies are cited concisely below:

B. Pertinent Ideas

1. Nonverbal Communication

Andersen, (1999: 2) Simply stated, nonverbal communication includes all communication other than language‖. Inherent in this definition is that language is solely a human endeavor and that arbitrary symbols are used to convey meaning. DeVito and Hecht (1990: 4) describe nonverbal communication as ―all of the messages other than word that people exchange.‖ In this definition, messages are seen as symbolic and therefore their use is intentional. For example, if a language learner extends his arm above his head in a stretching motion to relieve himself of a muscle cramp, this behavior was not intended as communication; however, if this same motion is done to signal his desire to answer a question in class, the movement symbolizes his willingness to volunteer, and would thus be considered nonverbal communication.

a) The category of Nonverbal Communication

Chinese scholar Bi Jiwan (1996), after sorting out and integrating different scholars‘ categorizations, puts forward his classifications of nonverbal communication which are taken as frame of reference in this paper since he incorporates other researchers‘ major categorizations within his classificatory system and presents comprehensive classifications of nonverbal communication. Bi classifies nonverbal forms into four categories, each of which includes some sub-categories. A brief description of Bi‘s classification system is presented below.

1) Body language

Body language includes movement of the whole body or certain parts of the body. Posture, head gesture, facial expression, eye movement, hand gesture and touching behavior fit into this category.

Gesture

Gesture is the nucleus of the body language. In a broad sense, it refers to specific body movements that carry meanings; in a narrow sense, gestures are hand movements that carry meanings; in a narrow sense, gestures are hand movements that are closely related to speech, illustrating or supplementing it. The gestures of the teachers have three functions: clarify and describe the facts; emphasize the fact; draw the students‟ attention. So teachers should combine their oral sound and gestures to make the class lively and dynamic. However, whatever gestures the college English teachers use, they should be sure to have them come naturally from the material they are presenting. If the Chinese teacher imitates foreign gestures in an awkward way, the students will feel disgusted. Most students cannot accept the fact that their English teachers who are native Chinese behave exaggeratingly as foreign teachers. In general, they appreciate natural gestures. Teachers should also observe their students‟ gestures carefully and then decide what to do next in an English class. If a student frequently scratches his ear, or rubs his eye, or cups his head in his hands, it shows that the student is not interested in the lecture. Conversely, if a student presses his clenched hand close to his cheek, it is a sign of great interest in the lecture.

Types of Gesture

According to Ekman & Friesen, (1969) there are four type of gestures important for effective communication:

1) Illustrators

Those behaviors that complement or accentuate the verbal message are called illustrators. For most individuals, these are the natural hand and body gestures that accompany speech, such as gesturing, smiling, frowning, or pointing to illustrate a point. These nonverbal cues convey the same meaning as the verbal message, and either complete or supplement it. For an English language learner, these greatly aid in understanding a speaker‘s message as they supply extra context clues for determining the meaning of an utterance. When asking for directions to a particular location, the speakers will most likely point in the appropriate direction as the verbal message is communicated. For example, Juanita may not know the meaning of ―straight down the hall,‖ but close observation of her interlocutor‘s illustrator gesture would send her in the correct direction.

2) Regulators

Body language cues that serve to control turn-taking and other procedural aspects of interpersonal communication are called regulators. As turn-taking is one of the fundamental organizations of conversation and interaction patterns, it plays a key role in the process through which participants interpret each others‘ meanings and intentions. A practical requisite of every conversation is the determination of who speaks when, and this is usually done unconsciously and quite smoothly because of regulators like the termination of a gesture, changes in gaze direction, or the speakers‘ looking way from the hearer as an utterance ends (Duncan, 1972, 1974). Turn-taking in conversations is guided by transition signals. The signals that end an L1 English speaker‘s contribution might not be recognized by non-native speakers which may result in unwanted interruptions in communication and confusion among language learners, thus affecting their participation in a conversation.

3) Emblems

Emblems are nonverbal behaviors that can be translated into words and that are used intentionally to transmit a message. Because these gestures can substitute words, their meaning is widely understood within a culture. The meaning of these emblems, however, can be quite different in another country. English language learners must learn the meaning of the emblems just as surely as they learn the new vocabulary of spoken English. The sideways movement of the head by an Australian indicating a negative response would need to be relearned by the Turkish English language learner who previously believed that that head movement meant yes!

4) Affect displays

Affect displays are another type of body language necessary for language learners to process. These are behaviors that express emotion. Most commonly, these displays are communicated through facial expression, like smiling, laughing or crying. Posture is also a conduit through which emotion can be communicated. The norms for expressing emotion differ among cultures. Russian students studying in the