Verbal+and+non-verbal+language

** 1. Verbal language. ** It is the specifically human capacity for acquiring and using complex systems of communication, or to a specific instance of such a system of complex communication. It is a set of symbols of communication and the elements used to manipulate them. S **ome of the key components of verbal communication are sound, words, speaking, and language.**
 * VERBAL AND NON-VERBAL LANGUAGE. **



** 2. Non-verbal language. **  Non-verbal language is usually as the process of communication through sending and receiving wordless (mostly visual ) messages between people. Messages can be communicated through gestures and touch, by body language or posture, by facial expression and eye contact. Nonverbal messages could also be communicated through material exponential; meaning, objects or artifacts(such as clothing, hairstyles or architecture ). Speech contains nonverbal elements known as paralanguage, including voice quality , rate, pitch, volume , and speaking style, as well prosodic features such as rhythm , intonation , and stress. Likewise, written texts have nonverbal elements such as handwriting style, spatial arrangement of words, or the physical layout of a page. However, much of the study of nonverbal communication has focused on face-to-face interaction, where it can be classified into three principal areas: environmental conditions where communication takes place, physical characteristics of the communicators, and behaviours of communicators during interaction. Body language is a form of mental and physical ability of human non-verbal communication, which consists of body posture , gestures , facial expressions , and eye movements. Humans send and interpret such signals almost entirely subconsciously.



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** 2.1. PROXEMICS ** It is the study of measurable distances between people as they interact and has to do with the study of our use of space and how various differences in that use can make us feel more relaxed or anxious. This type of nonverbal communication is dictated by the relationships we have with others. When we violate the rules of proxemics, we can make other people uncomfortable, and it makes communication difficult. //** Types of Proxemic Distance **//

- ** Intimate distance ** ranges from zero to 45 cm away from another person. This distance is reserved for people in close relationships such as mates, family members and close friends.

- ** Personal distance ** can range from 45 cm to 1,2 m away from others. Most of our personal interactions take place in this proxemic distance, and it is usually reserved for close relationships.

- ** Social Distance. ** When we conduct business or gather with others socially, we use social distance--which is about 1.2 m to 3,6 m. This amount of space is indicative of more formal communication.

- ** Public distance ** is ideal in situations where we are surrounded by strangers such as on a bus or train. When people invade this distance, which is about 3,6 to 7,6 m we might feel unsafe. [] ** 2.2. KINESTHETIC. **  It is the study of body activity related to human communication. Body language, including posture, facial expression, movement, gesture, etc It is a learning style in which learning takes place by the student actually carrying out a physical activity, rather than listening to a lecture or merely watching a demonstration. It is also referred to as tactile learning. People with a kinesthetic learning style are also commonly known as do-ers. ** Functions of kinesics. **  Bows, posture, gait can indicate relative status of communicators, feeling between communicators, and so on. We’ve already seen above the importance of emblems in helping to determine the relationship between verbal and nonverbal communication. Neuliep (2006) highlights the difference between emblems and illustrators, though there are other gestures as well. Functions of kinesics: Facial expression, posture, and gesture can serve different functions! - ** Emblems: ** Behaviors with an exact verbal meaning (for example, can stand for themselves) - ** Illustrators: ** Behaviours or images that must be used with verbal meanings to make sense. - ** Affect displays: ** Behaviors that demonstrate emotion (that is, “affect”), such as in the E&F study above. - ** Regulators: ** Behaviors that manage turn-taking in converation. - ** Adaptors: ** Behaviors that release tension or nervous energy or take care of bodily functions (scratching, playing with change in one’s pocket, etc.). ** Note: ** Most often, we think of intercultural difficulties with NV behaviors in terms of gestures. //But all of the above are gestures!// It is, specifically //emblematic gestures//, where the gesture has an exact verbal equivalent (like “okay” or “come here”) where meaning can be confused. ** For example: ** *A gesture meant to shoo someone away in one culture might only be used for dogs in another. media type="youtube" key="hjo51BTt5LM" width="382" height="315" align="center"
 * Article: Proxemics in the ESL Classroom by Ivannia Jimenez Arias **.
 * When I was in Brazil, I tried to tell a hostess that I was full “up to here” (holding hand to neck), but found out that the gesture meant “this food gags me.”
 * A friend of mine, a missionary in Brazil, was mindlessly engaging in a snap-slap closed fist against open palm gesture, an adaptor in the U.S., but a sort of a swear gesture (or a vulgar proposition to a woman) in Brazil.

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** 2.3. SEMIOTICS. ** The theory and study of signs and symbols, especially as elements of language or other systems of communication ** 2.3.1. Semantics **** : ** A branch of linguistics concerned with the use of language in social contexts and the ways in which people produce and comprehend meanings through communication (argument structure, thematic roles, discourse analysis ). ** 2.3.2. Syntactic **** : ** Relations among signs in formal structures. ** 2.3.3. Pragmatics **** : ** Relation between signs and the effects they have on the people who use them (units of nonverbal communication, gestures, movements, face expression, any movement that give information). ** 2.4. PARALANGUAGE **. It refers to the non-verbal elements of communication used to modify meaning and convey emotion. Paralanguage may be expressed consciously or unconsciously, and it includes the pitch , volume , and, in some cases, intonation of speech. Sometimes the definition is restricted to vocally-produced sounds. ** 3. Modes of representation (Bruner). ** Beginning around 1967, Bruner turned his attention toward the subject of developmental psychology. Bruner studied how children learned and coined the term "scaffolding" to describe how children often build off the information they have already mastered. In his research on the development of children (1966), Bruner proposed three modes of representation. - ** Enactive mode **(action-based). When dealing with the enactive mode, one is using some known aspects of reality without using words or imagination. Therefore, it involves representing the past events through making motor responses. It involves mainly in knowing how to do something; it involves series of actions that are right for achieving some result e.g. Driving a car, skiing, tying a knot. ** - Iconic Mode ** (Image-based). This mode deals with the internal imagery, were the knowledge is characterised by a set of images that stand for the concept. The iconic representation depends on visual or other sensory association and is principally defined by perceptual organisation and techniques for economically transforming perceptions into meaning for the individual. ** - Symbolic mode **. Through life one is always adding to the resources to the symbolic mode of representation of thought. This representation is based upon an abstract, discretionary and flexible thought. It allows one to deal with what might be and what might not, and is a major tool in reflective thinking. This mode is illustrative of a person’s competence to consider propositions rather than objects, to give ideas a hierarchical structure and to consider alternative possibilities in a combinatorial fashion. media type="youtube" key="xG-ZJkK0tu8" width="382" height="315" align="center"

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** 4. Verbal thought and public, private and inner speech. ** The ** public speech **, is the process of speaking to a group of people in a structured, deliberate manner intended to inform, exchange information, influence, or entertain the listeners. Ex. When we encourage them to talk with Skippy and they answer the request in public. The ** private speech ** is speech spoken to oneself for communication, self-guidance, and self-regulation of behaviour. Children from two to about seven years old can be observed engaging in private speech. Although it is audible, it is neither intended for nor directed at others. Private speech, although first studied by Vygotsky and [|Piaget], has received attention from researchers only in the past 30 years. During this time period, researchers have noted a positive correlation between children's use of private speech and their task performance and achievement, a fact also noted by Vygotsky. It is at the time when children begin school that their use of private speech decreases and "goes underground". Ex. In our lessons we are going to work the public speech through the public speech. The ** inner speech ** is the speech that is directed by a person to himself (most often for the purpose of planning his own actions) and which is realized in an internal code—that is, not in audible speech. Inner speech developed from external speech via a gradual process of internalization The study and experimental recording of inner speech contribute to research on the relationships between language and thought and language and speech and on forms of thought and problems of speech perception. Inner speech is studied by linguists, psychologists, and physiologists. ** Verbal thought ** establishes the explicit and profound connection between speech (both silent inner speech and oral language), and the development of mental concepts and cognitive awareness. media type="youtube" key="vJ7yumatNlg" width="382" height="315" align="center"

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** Skippy and the puppet as an emotional mediator. **

At first children may feel shy or embarrass. The puppet could be the perfect tool to work the public language. Children feel less intimidated talking with the puppet and aloud themselves to talk and interact more. Teacher can play different roles through the tool and work emotions easily. Teacher have to characterize the puppetchanging the tone, and modulating the pitch, volume, pacing, tone… Learning through play is fundamental to our children's education, helping them to develop the necessary skills in life. Puppets can stimulate children's imagination, encourage creative play and discovery and are a wonderful interactive way to introduce narrative to even the most reluctant reader. They can be a powerful way of bringing story time to life; puppets can provide a focus for role play, encouraging the child's imagination and involvement in activities and can play a fundamental part in the recitation of stories and verse. In addition, hand puppets with workable mouths and tongues are an excellent motivational resource to inspire the teaching of phonics within literacy. Puppets can encourage the quietest of children to start talking. Puppets can break down barriers and provide an effective means to initiate communication. The child trusts the puppet and doesn't feel threatened by it, making it a perfect neutral medium through which they can discuss sensitive issues. The child can express thoughts, fears and feelings through the puppet that they might otherwise find difficult to voice to an adult. *The puppet as a emotional and work mediator. *The puppet only speaks English. *The puppet gives instructions. *We can work public and private language thought the puppet. *If the puppet has a pocket (like Skippy) we can hide things and play with the surprise. *We can develop daily routines through Skippy like hello song and bye-bye song. *We can characterize the puppet for Halloween, Christmas etc. by adding a simple hat or complement. media type="youtube" key="WAt2f18mLOg" width="382" height="315" align="center"

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