5,224 research outputs found

    NONVERBAL LANGUAGE: TEACHERS' USE AND STUDENTS' PERCEPTION

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    Abstract: The aim of the research is to describe EFL students’ perception of using non-verbal language in their classes and to describe the use of non-verbal language by EFL teachers. Non-verbal language gives a positive perception of how their teachers use non-verbal language in the class and it has a lot of positive impacts in teaching and influence their comprehension when they are taught. The positive impacts were known; fun teaching and learning, helping students’ imagination, interesting learning, and so on. The method of this research uses descriptive qualitative as the research design. The research involved four participants from English department of Universitas Islam Malang, two students with GPA 3.5 to 4.0 and two lecturers who have been six years in English teaching. For collecting data was used two kinds of instruments, interview sheets for teachers and interview sheets for learners, and it helped by experts with Indonesia question sheets and online interviews. The data were analyzed using Borg (2010), the theory for kinds of non-verbal language, and Matthew & Huberman (1994), the theory for how the data analyzed. the researcher took all information from raw data including, interview sheet for lecturer and the students. The irrelevant data is cut, important information selected by the researcher. After the data being reduced, the researcher displays the data, and explained the main important and detail information that had been being selected before in the form of written text. The result shows finding that non-verbal language help teachers to convey the communication they give while teaching and learning process in creating teaching and learning effective. The types of commonly used body movement, use of sound, distance and clothing. keywords: Teaching, Perception, EFL Teacher, EFL Learners, and Non Verba

    Utilization of non-verbal language in engine room training

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    The Engine control room in a vessel is covered with a soundproof wall. Therefore, crews can not communicate with each other with normal voices. Therefore, crews in the engine room communicated with colleagues by hand signals instead of loud voices in the noisy space when there was no control room yet in a vessel. An example of a hand signal that Japanese crews used to use in the past was putting your right hand into your left armpit, which means “measure”. One of the advantages of hand signals is that they are a useful communication tool in such a noisy environment. In addition, as another advantage, if there are internationally common maritime hand signals, it would be a useful communication tool among multicultural and multilingual crews on board. This paper focuses on engineer instructors on training ships. They use megaphones when they need to explain something or give orders to cadets in noisy engine rooms. Thus, taking into account the past hand signals used by Japanese crews and the diversity of meaning of gestures in different countries, we study the potential for utilizing hand signals during training in noisy engine rooms

    Design and Validation of the Non-Verbal Immediacy Scale (NVIS) for the Evaluation of Non-Verbal Language in University Professors

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    Knowledge and awareness of how to use non-verbal language is essential for the educational field. For this reason, the aim of this study was to develop a validation that validly and reliably measures the analysis of non-verbal language in university teachers. Content validation was carried out by applying the Delphi technique and through an exploratory and confirmatory analysis. The validity of understanding is given by the application of the scale to 1316 university teachers between 24 and 67 years of age. The initial data collected through the Delphi technique provided some modifications. The final scale, called Non-verbal immediacy, was composed of a total of 26 items that presented satisfactory adjustments in both comprehension and outcome validity. Confirmatory factor analysis determined three dimensions (kinesics, paralanguage, and proxemics). These factors will be a new element for future lines of research related to the teaching-learning process, as high relationships have been demonstrated between non-verbal language and psychosocial aspects implicit in teaching practice, as well as comprehension and student learning

    Non Verbal Communication in Business Life

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    Everybody communicates on two levels, namely verbally and non-verbally. Verbal communication, or the spoken words we use, represent a very small portion (less than 10%) of our overall message. People can lie, misrepresent or mislead you with their words. Non-verbal language represents over 50% of our total message. Mastering the language of non verbal communication becomes more and more an art and has an impact on our outcomes. The non-verbal message will always be more a more accurate representation of the person's feelings, attitudes or beliefs.

    Drawing is a non-verbal language : Illustrations from experimental research studies

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    SIGNIFIKASI GESTURE DALAM KOMUNIKASI DAN INTERAKSI DENGAN ORANG JEPANG THE SIGNIFICANCE OF GESTURE IN COMMUNICATION AND INTERACTION WITH JAPANESE PEOPLE

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    Yulia Pratitis YusufMAN [email protected]  AbstrakSebagai objek dalam kajian Sosiolinguistik, bahasa merupakan alat yang digunakan untuk berkomunikasi dan berinteraksi dalam masyarakat. Tidak hanya kata-kata atau bahasa Verbal saja yang harus kita perhatikan pada waktu berkomunikasi dengan orang lain. Ada bagian yang tidak kalah pentingnya untuk dicermati bila menginginkan komunikasi berjalan dengan lancar, yaitu memahami bahasa Non Verbal dari lawan bicara kita. Bahasa Non Verbal bisa berupa eye contact , Ekspresi wajah, Gesture, Suara dan sentuhan. Bahasa non verbal sangat signifikan kedudukannya dalam berkomunikasi, hal itu karena bahasa non verbal kadang lebih banyak “berkata atau berbicara” daripada bahasa verbal itu sendiri. Masyarakat Jepang sangat minim mengekspresikan perasaan yang sesungguhnya pada saat berkomunikasi. Pada umumnya orang Jepang bukanlah tipe yang ekspresif saat berbicara, artinya orang Jepang pandai menyimpan perasaan yang sesungguhnya, tetapi bukan berarti orang Jepang tidak melakukan bahasa non verbal dalam hal ini gesture sama sekali. Ada beberapa gesture yang sering digunakan oleh orang Jepang saat berkomunikasi. Gesture-gesture yang dilakukan mengandung makna yang harus dipahami oleh lawan bicara pada saat berkomunikasi, agar kita bisa memahami dan mengerti pemikiran orang Jepang, sehingga proses komunikasi dapat berjalan dengan efektif dan lancar.Kata Kunci: Gesture orang Jepang, Komunikasi AbstractAs an object in the study of Sociolinguistics, language is a tool for communication and interaction in society. It is not only  words or verbal language that we should consider when communicating with others. There are some parts which are also important to be observed when we want the communication runs smoothly, namely understanding listener’s Non Verbal language. Non Verbal Language can be in the form of eye contact, facial expression, gesture, voice and touch. Non-verbal language has significant position in communication, it is because the non-verbal language is sometimes more of "say / talk" rather than the verbal language itself. Japanese society is very minimal to express their real feelings when they communicate. In general, the Japanese are not the type of expressive people when they are speaking, it means that thay are good at keeping the real feeling, but it does not mean that the Japanese do not do non-verbal language, in this case gesture. There are some gestures often used by Japanese people when they are communicating. The gestures they do contain meanings that must be understood by the other person or listener at the time of communicating, in order to understand and comprehend the Japanese’s mind, thus the process of communication with the Japanese people can run effectively and fluently.Keywords: Gesture of The Japanese, Communication

    Languages and Postmodern Ethnic Identities

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    Specific discourses of our mother tongue (which is not always our mother\u27s tongue) are supposed to decisively constitute our subjectivity. These discourses which are constituting us and are available to us offer possible identities. These identities carry ethno-culturally-specific meanings, which are symbolised within and by spoken, written, and non-verbal language/s. Are languages given the same relevance when giving meaning to postmodern ethnicity, if one understands postmodern ethnicity as a stance of simultaneously transcending ethnicity as a complete, self-contained system but retaining it as a selectively preferred, evolving, participatory system? Multilinguality, as it may correspond with aspects of postmodern ethnicity, seems to imply an interaction between different languages with their distinct understanding of self and the world which manifests in a kaleidoscopic view, temporarily creating new constellations of meaning

    5 and 7 Year Old Childrenwith No English Background RespondToward Parents' Stimulus Using the Comprehensible Inputs on Direct English Daily Conversations at Home

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    This paper seeks to explorehow the comprehensible inputs are given by mother responded by the children who have no English background and what are the discourse features which aid children's comprehension and ability to maintain the conversation. This study is conducted in the writer's home with her sons in order to apply the comprehensible inputs. The results shows that the children ages 5 and 7 years old who have no English background are able to give the responses unless the questions or the stimulus given must be followed by the non verbal language such as gesture and the body movements. In this case, the results can be varied. From the stimulus using the comprehensible inputs, the children are also giving different responses. It can be in the form of non-verbal language such as nodding or by repeating the last word said by their mother. It is suggested that parents should give encouragement to the children and help them in acquiring the second language at home

    A PSYCHOLINGUISTIC ANALYSIS ON VERBAL AND NON-VERBAL LANGUAGE PROBLEM OF AN INDIVIDUAL WITH ASPERGER SYNDROME IN THE MOVIE ADAM

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    This research is a psycholinguistic study of verbal and non-verbal language problems of the main male character in Adam, who is also a person having Asperger syndrome during his life. The objectives of this research are (1) to reveal the verbal language problems used by Adam in the movie Adam and (2) to reveal the non-verbal language problem used by Adam in the movie Adam. This research employed descriptive qualitative approach. Considering the approach, the key instrument of the research was the researcher herself. The data sources were the original VCD of Adam and the movie script. The data were in the form of utterances which contain the verbal and non-verbal language problems. The data were collected by choosing the script of Adam, re-reading the script, categorizing into the two types and noting the data. The data were then classified and analyzed. The trustworthiness was attained by using credibility, dependability, and conformability. In this research, the researcher also used two kinds of triangulation. They were theory and expert. The results of the research show two important points. First, based on the findings of the research, there are seven out of eight types of Asperger Syndrome’s verbal language problems in Adam’s utterances. The most frequent phenomena are literal interpretation, followed by lack of pragmatics, verbal fluency, pedantic language, idiosyncratic use of words, auditory discrimination and distortion and odd prosody. One type is absent. It is sounding the mind. Adam is a person with Asperger syndrome who recognizes that he has Asperger syndrome. When Adam’s father is still alive, he might give special treatment for individual with Asperger syndrome so Adam has erased sounding the mind. Second, there are five non-verbal language problems of Asperger syndrome. They are peculiar stiff gaze, limited facial expression, gauche body language, inappropriate expression and limited use of gestures. Peculiar stiff gaze is the most frequent phenomenon. This phenomenon happens because individuals with Asperger syndrome do not know what thing they have to see while they are speaking. They cannot do more than one thing in the same time. It ruins their concentration

    THE ATTRACTIVENESS OF KINESICS IN A SEMIOPRAGMATIC PERSPECTIVE: A STUDY ON LANGUAGE LEARNING

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    Purpose of the study: Language is a productive communication tool for teachers to interact with learners. The use of non-verbal Language in speaking becomes strong support when the speech event takes place. This study aims to determine the elements of kinesics and politeness of the Language of the instructor in learning. Methodology: The method used in this study uses descriptive methods. The subjects involved in the research were one lecturer in Indonesian language courses andMahasaraswati university students who were taking Indonesian language courses. The study was conducted in 6 different classes for three meetings. Main Findings: The results showed that non-verbal Language is inherent and contributes to the application of the instructor’s politeness principle in learning. Utilization of kinesics in the politeness of Language perfects a speech that is based on the politeness of Language so that the care of speech harmony can be sustained and to the success in maintaining the face of the speech partner especially emotional closeness between learners and instructors. Application of this study: Learning includes embedded values ​​and imprinted into a role model for learners. The attitude that is no less important and inherent in the instructor’s self is the kinesic attraction that causes the learner’s pleasure and comfort when learning takes place. Novelty/Originality of this study: Research in Indonesian has not yet led to politeness in Language. The utilization of non-verbal Language in speaking becomes strong support when the speech event takes place, this is because Language is the main communication tool for interaction in learning
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