Intercultural

Communication
Group’s members:
1. Phan Nhu Hao
2. Duong Quoc Tong
3. Le Chau Ngoc Trinh
4. Le Vu Thuy Vi
5. Le Tuong Vy
 Non –verbal
Communication
in Language Teaching
 Table of contents

01 02 03 04
Relevant
Related Studies Implications Consolidation +
Literature
Quiz
 01
Relevant Literature
Definition of non-verb communication
- Nonverbal communication, according to Devito & Hecht (1990),
is "all of the messages other than words that people exchange".
- According to Bambaeeroo and Shokrpour (2017), non-verbal
communication skills, also called sign language or silent language, include
all behaviors performed in the presence of others or perceived either
consciously or unconsciously.
Functions of using non-verbal communication

01 02 03
Expressing internal states Creating identity Regulating interaction

04 05
Repeating the message Substitute for word
 Function 1: Expressing internal states
Nonverbal communication is important because people use this
message system to express ideas, attitudes, feelings, and emotions.

Function 2: Creating identity

The nonverbal inferences people use to construct their identities from a variety of messages. People
know how to identify another person based on such things as skin color, use of makeup, facial expression,
manner of dress, accent, jewelry, and even the type of handshake offered.
 Function 3: Regulating interaction
Nonverbal actions offer clues regarding how people navigate
conversation. For example, in a classroom, students might raise their hand
to signal that you want to talk.

Function 4: Repeating the message

A common function of nonverbal communication is that it can be used for repetition. If someone is
offering what you consider to be a substandard plan, you can move your head from side to side at the same time
you say “no.”
Function 5 : Substitute for word
Nonverbal messages can be used as substitutes for words. For
example, there are many occasions when someone who is carrying bad
news will end up signaling their sorrow without uttering a sound.
 For non-verbal communication in teaching English

- Nonverbal communication is used to check that the

students understand; puzzled expressions quickly tell the teacher

what is to be revised or repeated.
- Similarly, Ledbury et al. (2004) suggest that teachers watch
learners as well as listen to them, particularly while they are
performing tasks to look for signs of being bored or being lost.
Body-related nonverbal
messages
Body-related nonverbal messages

1. Appearance
2. Movement
3. Facial expressions
4. Eye contact
5. Touch
6. Paralanguage
1. Appearance
- An important component of appearance is the perception of attractiveness and judgments
regarding beauty, both of which are influenced by culture.

- The message that can be communicated by clothing is apparent in the various types of
scarves, veils, and robes associated with Muslim women.

- The link between cultural values and clothing can be seen in nearly every culture. For
example, as a symbolic gesture of their faith, the Amish dress in clothing that
demonstrates humility and a severance from the dominant culture. Both males and
females dress in clothing that is simple, unadorned, and predominantly dark in color.
2. Movement

- The study of how movement communicates is called kinesics.

Kinesic cues are those visible body shifts and movements that can
send both intentional and unintentional messages.
- It includes posture and gestures in body movement.
2. Movement

America Europe

- Males tend to walk in a manner that is

- Citizens exhibit a far more compact
distinct from most other cultures.
posture, with elbows and knees tucked
- They walk big—swinging arms, letting their
tight and arm swings restrained.
legs amble wide.
2. Movement

United States Arabia

- Making a circle with one’s thumb

- Making a circle with one’s thumb and and index finger means “ I will kill
index finger means “ okay”. you”.
3. Facial expressions

Facial expressions are important because they show people how you feel about
something. Cultural expectations and norms often dictate when, where, how, and to
whom facial expresssions are [Link] means that different cultures construct
their own rules for what are appropriate facial expressions, as well as what aspects
of the behavior should be attended to.
3. Facial expressions

Asian countries Mediterranean

- They calls for a degree of control

and restraint with regard to - Their facial expressions are
outwardly displaying emotions. animated and even exaggerated.
3. Facial expressions

Vietnamese Japanese

- They make use of the smile to - They may smile when they
represent phrases such as “Hello,” feel embarrassed and laugh when they
“Thank you,” and “I want to hide their anger.
am sorry.” - People of lower status often use the
smile “to denote acceptance of a
command or order” by a person of
higher status.
4. Eye contact and gaze

Eye contact and gaze are crucial to human communication for several reasons.
+ Eyes express emotions, monitor feedback, show attentiveness, regulate conversation flow,
influence attitudes, define power dynamics, and aid in impression management.
+ Eyes send numerous messages, with descriptors like direct, sensual, sad, or intelligent.
+ Eye contact is heavily influenced by cultural factors.
4. Eye contact and gaze

- Parker (2006) indicates that “by maintaining eye contact with students when speaking or
listening to them, the teacher is asserting that s/he expects conversation and is interested in
what the student is saying”; in other words, encourages participation by students.
- Eye contact is not only to be considered as a tool for the teacher to convey messages but as
a means to interpret the messages students can display nonverbally via their eyes, mimics
and gestures.
4. Eye contact and gaze

America
Africa
Making a direct gaze signals a
Making eye contact when
positive connection from one
communicating with a person who
person to another and
is older or of higher status is
communicates caring and common
considered a sign of disrespect or
courtesy.
even aggression.
5. Touch

- Touching, or haptic communication, is a aspect of non-verbal communication. It conveys

emotions, intentions, and relationships without words.
- Touching is not a common form of communication in Asia.
5. Touch

Asian countries Western countries

- Chinese men and women seldom - Touching is generally comfortable
“show physical affection in public. in certain contexts, such as
- Touching fellow workers and handshakes, light hugs.
associates is not common for - Greeting with a kiss on the cheek
Japanese. is common. However, the level and
style of physical contact can vary
between these countries.
Body-related nonverbal messages
6. Paralanguage

Paralanguage is the aspect of communication that deals with how something is said, rather than
what is said. It includes two aspects:
+ Vocal Qualities: Volume, Rate, Pitch, Tempo, Resonance, Pronunciation, Tone
+ Vocal Characteristics: Laughing, Crying, Moaning, Whining, Yawning
6. Paralanguage

Thailand, Philippines, Arabs

Japanese
They speak softly, as they believe
that this is an indication of good They speak with a great deal of
breeding and education. volume because for them it
connotes strength and sincerity.
Setting-related nonverbal
messages
Setting-related nonverbal messages

1. Space
2. Time
3. Silence
1. Space: Personal Space
- Personal space is that area you occupy and call your own.

- Hall classified the personal space used in US into four categories:

1. Intimate distance (actual contact to 18 inches)
2. In personal distance (18 inches to 4 feet)
3. Social distance (4 to 12 feet)
4. Public distance (relatively close to very far)
1. Space: Personal Space
The use of space and culture is linked to the values of individualism and collectivism.

Individualism Collectivism
- England, United States, - Arabs, Latin Americans, and U.S.
Sweden, Germany, and Hispanics.
Australia.
- More interdependent and interact
- Generally demand more space close to one another.
1. Space: Seating
- Seating arrangements send both inconspicuous and obvious messages.

- The way we arrange the seats can show respect or disrespect, and control others’
emotions and their saying on the table.

- In most instances, the person sitting at the head of the table is the leader.
1. Space: Seating
United States China, Japan
- Tend to talk with the opposite - Banquest: The honored person
person. facing east or facing the
entrance to the hall.

- Business meetings: face

someone directly or sitting
opposite can make them feel
alienated and uneasy.
1. Space: Furniture arrangement
Chinese feng shui:
- Stresses the need for people and nature to live in harmony.
- Has the perspective that people must live with, rather than against, their environment.
- Believes striking the balance between self and one’s physical environment brings
good health, happiness, and wealth.
1. Space: Furniture arrangement

Chinese United States Japan

When at a business meeting, Furniture is often arranged to Offices are usually open,
Chinese executives will often achieve privacy and shared with many colleagues,
seek out a seat that they believe interpersonal isolation. It is a and the furnishings are, like the
is in sync with the way of circumventing workers, placed in close
environment. interaction. proximity.
2. Time: Informal Time
- Punctuality: Although children are taught of the importance of being prompt, there are
numerous messages sent and learned on an unconscious level.

Britain and America Japan and others

- In business meetings, 5 minutes - Spain, Italy, Africa… : it is
late is acceptable, not 15 to 30 typical for people to be 30
minutes late. minutes, or more, late.

- Dinner invites: 5 to 15 late - Japan: determined by the status

relationships between the
people involved.
2. Time: Informal Time
- Pace: a culture’s attitude toward time can be examined by the pace at which members
of that culture perform specific acts.

Fast-pace countries Slow-pace countries

- Americans always appear to be - Indonesia, Chinese, Africa…
in a hurry.
- The slow-pace way of living is
- Japanese culture treats time in shown through the use of
ways that often appear at cross- proverb.
purposes with American goals
2. Time: Monochronic (M-time) and polychronic (P-time)
2. Time: Monochronic (M-time) and polychronic (P-time)
+ M-time culture countries: Germany, Austria, Sweden, Norway, England,
Finland, Canada, Switzerland, and the dominant U.S. culture.

+ P-time culture countries: Arab, African, Indian, Latin American, South

Asian, and Southeast Asian.

+ Specific settings and occasions can influence how a person “acts out” M-
time or P-time.
2. Time: Monochronic (M-time) and polychronic (P-time)

While Arab culture manifests all the characteristics of P-time cultures,

“Modernization has influenced approach to time in the Arab regions,
particularly in regional business centers and other urban environments.”

“The Japanese time system combines both M-time and P-time. In their
dealings with foreigners and their use of technology, they are monochronic;
in every other way, especially in interpersonal relations, they are
polychronic.” – Hall (Aghadiuno, 2010, 14)
3. Silence

Silence can be a powerful message. Periods of silence affect interpersonal

communication by providing an interval in an ongoing interaction during which
the participants have time to think, check or suppress an emotion, encode a
lengthy response, or inaugurate another line of thought. Silence also provides
feedback, informing both sender and receiver about the clarity of an idea or its
significance in the overall interpersonal exchange.
3. Silence
United States Japan
- Talk is highly valued and silence can be - Many people feel comfortable with the
interpreted as an indication of agreement, absence of noise or talk and believe that
anger, lack of interest, injured feelings, or words can contaminate an experience.
contempt.
- In many cases, people are expected to know
- For many Americans “silence can be a what another person is thinking and feeling
very frightening experience. There are without anything being said.
often occasions when it is embarrassing,
humiliating or makes us appear to be fools - It’s linked to credibility and is also used to
when we remain silent.” avoid both conflict and embarrassment.
Mastering verb conjugations

Do you know what helps you make your point clear?

Lists like this one:

● They’re simple
● You can organize your ideas clearly
● You’ll never forget to buy milk!

And the most important thing: the audience won’t miss the
point of your presentation
Types of mood

Indicative mood
Neptune is the fourth-largest object by
diameter in the Solar System

Imperative mood
Saturn is a gas giant and has several rings.
It's composed of hydrogen
Modal verb conjugation patterns

Can/Could Will/Would Should/Must

Mercury is the smallest one in Venus has a beautiful name Earth is the third planet from
the Solar System. Its name has and is the second planet from the Sun and the only one that
nothing to do with the liquid the Sun. It’s hotter than harbors life in the Solar
metal Mercury System
 02
Relevant Studies
Shi, Y., & Fan, S. (2010). An analysis of non-verbal behaviour in intercultural
communication. The International Journal-Language Society and Culture,
31(31), 113-120.
Aim: examines the role of non-verbal communication in intercultural communication
Participants: 6 postgraduate and 3 PhD research Chinese background students in Tasmania.
+ had experiences learning English
+ had the needs to communicate with Australian lecturers & colleagues

Instruments: interviews and reflective journals

Key findings:
- Inappropriate nonverbal behaviors may cause potential breakdowns in
intercultural
communication
- Incorporating skills of nonverbal communication into
English language teaching is crucial
- Teachers’ nonverbal behaviors in language classrooms can improve
learners’ study motivation
Benattabou, D. (2020). Helping EFL students avoid socio-pragmatic failure: Focus on
nonverbal intercultural competence. TESOL and Technology Studies, 1(1), 23–41.
Key Findings:
- Students struggle with English nonverbal communication due to cultural differences.

- Intercultural communication problems arise from not understanding both verbal routines
and nonverbal cues.

Strategies to implement:

The Critical Incident Exercise, visual materials, misconceptions analysis, comparisons

Calvera, L. B. (2016). Nonverbal communication in EFL teaching. Forum De
Recerca, 21, 483–501.

Key findings:
•Nonverbal communication plays an important role in the classroom, more specifically,
in the interaction between teachers and students.
•Nonverbal communication, specifically hand gestures, plays a significant role in EFL
classrooms.
•Teachers’ hand gestures complement their speech, aiding students’ comprehension.
•This benefit is particularly pronounced for students with lower proficiency levels.
 03

Implications
Wang, Z. (2012). Enquiry into Cultivating Intercultural Nonverbal
Communicative Competence in College English Teaching. Theory &
Practice in Language Studies, 2(6).
- develop the awareness of nonverbal intercultural difference
- Introduce nonverbal behaviors in target language and culture
- encourage students to read extensively.
- use visual aids
- introduce tips on nonverbal communication
1 2 3 4
5 6 7 8
9 10
 Number 1
According to Bambaeeroo and Shokrpour
(2017), non-verbal communication skills
include all behaviors performed in the
presence of others or perceived either
unconsciously
consciously or …………….
Number 2
Eye contact is not only to be considered as a tool for the
teacher to convey messages but as a means to ……….. the
messages.
A. Use
B. Interpret
C. Look
D. Change
 Number 3
Why is integrating non-verbal communication skills into
English language teaching essential?

a) To improve students' writing skills

b) To ensure students get higher grades in exams
c) For effective cross-cultural communication
d) To reduce the teaching workload
 Number 4
Which of the following strategies helps develop students' cultural
awareness and facilitates comparisons with their native culture?

a) Encouraging extensive reading materials on the target culture

b) Providing more grammar exercises
c) Organizing sports activities
d) Using mathematical problem-solving tasks
Number 6
What is an important aspect for educators to emphasize in
foreign language interaction?

A. Memorizing vocabulary
B. Understanding nonverbal cues

C. Writing essays
D. Reading comprehension
 Number 7
For which group of students are teachers’ hand gestures

particularly beneficial?

A. Advanced proficiency students

B. Students with lower proficiency levels

C. Native English speakers

D. Graduate students
Number 8

Monochronic time people would:

A. Do many things at once.

B. Change plans often and easily.
C. Base promptness on the relationship.
D. Concentrate on the job.
Number 9
The distance of 18 inches to 4 feet, according to Hall, is:

A. In personal distance
B. Intimate distance

C. Social distance

D. Public distance