of Toronto, and an M.Ed. Bodies may be angled with other people ranging from side-to-side to face-to-face. Paralanguage "includes the nonverbal voice qualities, modifiers, and independent sound constructs we use consciously or unconsciously supporting, contradicting, or accompanying the linguistic, kinesic, or proxemic messages mainly, either simultaneously or alternating with them" (Poyatos, 1988, p. 38). “THE HOFSTEDE CENTRE.” Cultural Insights. Where students gave different responses in terms of eye contact between a teacher and friend, they gave reasons such as "I know my friends better", "I am not used to speaking with teachers," or "because I am shy." Greater sensitivity to the use of non-verbal behaviour when dealing with other cultures may also be developed. Schmidt-Fajlik, R. (2002, May 31). They may be asked to observe and take notes regarding any idiosyncrasies in the use of non-verbal communication by the people in the video, or differences in the use of such communication in their own culture based on the situation in the video. Feet: Displaying the soles of your feet is considered rude. Beyond language: Cross-cultural communication. Building a relationship is essential in the Japanese business world as it very difficult to conduct business without it. In order to determine which aspects of non-verbal communication to introduce, a review of literature was conducted and a survey was administered to a class of Japanese university students regarding their use of non-verbal behaviour. Hogrefe, Inc. Pulverness, A. The Japanese use of a bow which contains many subtleties regarding ones own status and position when addressing someone else is an example of an important use of body language in Japanese society. Tokyo: Yuhikaku. Statistics describing the country’s Change ), You are commenting using your Facebook account. Hall, E. (1989). (indicating when these statistics were last updated). and Population Census. The response in terms of this component was as follows: 5) When listening to someone, how do you show that you are paying attention? ELT Journal, 45(1), 16-23. multiple intelligences theory, intercultural communication, and visual culture. Introducing culture in foreign language teaching (FLT) is important in order to develop environmental interaction. Differences were found in how Japanese use non-verbal communication as described in the literature when compared with that of findings from the survey, particularly in the area of oculesics. ( Log Out / (especially if non-verbal communication is not addressed). Cambridge: Cambridge University Press. Oxford: Oxford University Press. Print. In F. Barth (ed. Awareness of the use of non-verbal communication may lead to greater rapport and fewer instances of miscommunication. Nonverbal communication and the second language learner: Some pedagogic considerations. Relationship vs. The lack of such contact as proposed in this statement would seem to imply that the use of touch would be considered inappropriate, yet survey responses were fairly evenly divided between those who felt that such behavior was friendly and those who thought that it was inappropriate. Perhaps developing awareness of the use of eye contact in terms of positive and negative impressions which may be caused by too much or too little eye contact may be sufficient in improving student use of this aspect of non-verbal communication in that "an aversion to eye contact may give the impression of being bored, disrespectful or unfriendly; too much may appear dominating, intimidating, contemptuous or rude, whereas a shifting gaze may create an impression of being nervous, furtive, insincere or untrustworthy" (Capper, 2000, p. 21). f) 20% -30%, b) 60% - 70% g) 10% - 20%, c) 50% - 60% h) 0% - 10%, e) 30% - 40% j) other: ___________________________, 7) When speaking with someone whom you don't know very well, is it appropriate to touch them during, c) other: _____________________________________________. High context vs. Low context- Japan is a high context culture in which nonverbal communication is the norm and “non-talkativeness is encouraged” (Freitag &Stokes, 146). Morain, G. (1986). a) using body language such as nodding head, c) using words such as so desu ka, naruhodo, d) other: _________________________________________________. Intercultural differences and communicative approaches to foreign- There are procedures and protocol for all types of events and decision making that are strictly followed, because of the “high need for uncertainty avoidance is one of the reasons why changes are so difficult to realize in Japan.”. Awareness of the use of non-verbal communication is an important factor in improving the English communication skills of Japanese students as there may be differences in how such communication is used in Japan with how it is used in English speaking countries. Capper S. (2000). Gaze and mutual gaze. Clevedon: Multilingual Matters. (1994). Why Japanese loves personal space The boundaries in this case being the distinct differences between non-verbal behaviour used by Japanese people and those of native English speakers. from York University (Canada), a B.Ed. Appendix B (translation of original survey Appendix A). used as a basis for role-plays and dramas. Students may regard teachers as authority figures and teachers may avoid personal contact due to a concept of 'professionalism' which discourages personal involvement with students. (1985). He has published a number of papers related to English language pedagogy. The Daily Yomiuri, 1859, 12. This was retrieved from the The use of videos allows students to not only observe isolated instances of non-verbal communication, but also the types of non-verbal communication which may accompany speech acts. *note: If you answered differently in 1) and 2) please answer why. The results of the survey and student responses discussed in this thesis have been translated into English.
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