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Relatively little attention, however, has been given in language teaching to non-
verbal communication as a complement to spoken language, though recent trends in
neuro linguistic programming regarding mirroring and parallel body language have
filtered into current research and practice.
Conclusions
On the grounds that; 'It's not what you say, it's the way that you say it', there is
much to be said for teaching non-verbal communication either parallel to, or
integrated with, a language and skills based syllabus, in the same way that
phonology is often treated.
Haptics Touch
Olfactics Smell
Of the above, body language (particularly facial expressions and gestures), eye
contact, proximity and posture are probably those which learners most need to be
aware of in terms of conveying meaning, avoiding misunderstandings and fitting in
with the target culture.
Learners, in pairs, take turns in listening to each other for 30 seconds, using
only non-verbal responses.
Although the learners found the first three stages of the lesson both interesting and
entertaining, they found the practice activities progressively more difficult, though
this may have been due to the selection of materials. However, such immersion in
the topic may be the only way to fully expose intermediate students to a totally
unfamiliar area.
Further reading
Darn S. Aspects of Non-verbal Communication The Internet TESL Journal, Vol. XI,
No. 2
Darn S, Ledbury R, White I. The Importance of Eye Contact in the Classroom The
Internet TESL Journal, Vol. X, No. 8
Feldman R. S.& Rime (Eds.) Fundamentals of Non-verbal Behavior CUP
Givens D. B The Non-verbal Dictionary of Gestures, Signs and Body Language
Cues http://members.aol.com/nonverbal2/diction1.htm
Field J. Skills and Strategies: Towards a new Methodology for Listening ELT Journal
Vol. 52/2
Nolasco R. & Arthur L. Conversation (Activity 37) OUP (Good source of cartoons for
gestures)