chapter 4 nonverbal communication chapter 4 nonverbal communication

Chapter 4 Nonverbal Communication

Chapter 4

Nonverbal Communication



• Consider the past and you will know the present.

—Chinese Proverb • There is language in her eyes, her cheeks, her lip, nay, her foot

speaks.

—Shakespeare • In human intercourse the tragedy begins not when there is

misunderstanding about words, but when silence is not understood.

—Henry David Thoreau


Learning Objectives

• understand the definition and functions of nonverbal intercultural communication

• identify different aspects of nonverbal communication

• understand the implications of nonverbal communication interculturally


Case 1 Bush’s Gesture

• Why were Norwegians shocked?• What can we conclude from the case?



Paralanguage E

Kinesics D

Proxemics C

Chronemics B

An Introduction to Nonverbal Communication A


While-Class Learning: Text A

• Pre-reading Activity: expressing opinions

Without words, how will you express yourself and communicate with others?


While-class Learning: Text A

• An Introduction to Nonverbal Communication

1. Definition of Nonverbal Communication

2. Functions of Nonverbal Communication

3. Areas of Nonverbal Communication


An Introduction to Nonverbal Communication

communication = 35% verbal messages + 65% nonverbal behaviors

similar nonverbal expression: universal emotions, such as happiness, fear, and sadness

differences in nonverbal expression of the same meaning or feeling: source of confusion


Text A: An Introduction to Nonverbal Communication

1. Definition of Nonverbal Communication


Text A: An Introduction to Nonverbal Communication


a. Repeating

b. Complementing

c. Substituting

d. Regulating

e. Contradicting



a. Repeating 1) repeat

2) clarify

3) emphasize



b. Complementing



c. Substituting

substitute verbal messages in certain settings



d. Regulating

Regulate and manage communication by using some form of nonverbal behavior



e. Contradicting

On some occasions, nonverbal actions send signals opposite

from the literal meanings contained in our verbal messages.


3. Areas of Nonverbal Communication

• Time language (chronemics)

• Space language (proxemics)

• Body language (kinesics)

• Paralanguage (voice modulation)


Case 2 Functions of Nonverbal Communication


Text B: Chronemics

• the study of time: how people use it, structure it, interpret it, and understand its passage

• two perspectives:

1. time orientations

2. time systems


Text B: Chronemics

1. Time Orientations: the value or importance the members of a

culture place on the passage of time a. Past-oriented Cultures b. Present-oriented Cultures c. Future-oriented Cultures


B.1 Time Orientations

a. Past-oriented Cultures

previous experiences and events as most important

b. Present-oriented Cultures

current experiences as most important

c. Future-oriented Cultures

tomorrow — or some other moment in the future — is most important


Text B: Chronemics

2. Time Systems: different cultures, different ways of organizing

time

a. Monochronic Time (M-Time) b. Polychronic Time (P-Time)


a. Monochronic Time (M-Time)

• Things should be done one at a time.• Time is segmented into precise, small units.• Time is viewed as a commodity; it is scheduled,

managed, and arranged.

• An event is regarded as separate and distinct from all others and should receive the exclusive focus of attention it deserves.


b. Polychronic Time (P-Time)

• Several things are being done at the same time. • Often schedule multiple appointments

simultaneously


Comparison of Monochronic and Polychronic Cultures

Monochrome Time People Polychrome Time People

Do one thing at a time Do many things at once

Concentrate on the job Are easily distracted and subject to interruption

Take time commitments (deadlines, schedules) seriously

Consider time commitments an objective to be achieved, if possible

Are low context and need information Are high context and already have information

Are committed to the job Are committed to people and human relationships

Adhere to plans Change plans often and easily

Are concerned about not disturbing others; follow rules of privacy

Are more concerned with people close to them (family, friends, close business associates) than with privacy

Show great respect for private property; seldom borrow or lend

Borrow and lend things often and easily

Emphasize promptness Base promptness on the relationship

Are accustomed to short-term relationships Have strong tendency to build lifetime relationships


Case 3 Left in the Cold

Katherine: an English woman teaching in Beijing

Prof. Wang: a Chinese in Katherine’s school

• How would you explain the Director’s behavior toward Katherine?

• How would you make the Director understand why Katherine felt frustrated and angry?


While-Class Learning: Text C

• Proxemics

1. Definition: the study of how people differ in their use of spatial relations

2. Three aspects of space


C.1: Personal Space

• the interpersonal relationship


C.1: Personal Space

• we are surrounded at all moments by a personal space

• space changes depending on the interpersonal relationship

• four major types of distances in American social and business circumstances

(1) Intimate distance

(2) Personal distance

(3) Social distance

(4) Public distance


North American Zones of Space


C.1: Personal Space

• Personality also determines the amount of personal space.

eg. introverts — extroverts

• Cultural styles play a big part too. eg. Japanese — American

• body distance: touch culture, nontouch culture

Arabs

English-speaking countries

Chinese and other Asian cultures


C.1: personal space

• Personality

• Cultural styles Short Distance: Latins, Mediterranean Arabs Medium Distance: Americans, Northern Europeans Long Distance: Japanese, Mediterranean Europeans


C2: Semifixed Features of Space

• spatial arrangements of movable objects within a room

(1) Seating arrangements

(2) Furniture arrangement



(1) Seating arrangements



(2) Furniture arrangement


C3: Fixed Features of Space


C3: Fixed Features of Space

▲ The origin of fixed features of space began with cultural needs over territoriality.

▲ The Americans whose culture stresses individualism generally demand more space than do people from collectivistic cultures.


Case 4 Personal Space

Mark: a Danish just moved to Sydney

• Why did that woman suddenly stop talking

with Mark and turned to another man?


Case 5 Americans Are Cold?

Eva: a girl from to Peru to America Hilda: the American hostess Jimmy: Hilda’s son

• How did Mrs. Larsen and Jimmy greet Eva respectively?

• Why did Eva feel that the Larsens were cold?• If you were Eva, would you think that Mrs. Larsen

was cold? Why or why not?


While-Class Learning: Text D

• Kinesics

1. Posture

2. Gestures

3. Facial Expression


While-Class Learning: Text D 4. Eye Contact

5. Smell


D.1. Posture

☆ Japan:

• Bow is much more than a greeting

• Bow signifies that culture’s concern with status and rank


D.1. Posture

☆ America:• being casual and friendly is valued • drop into a chair or slouch when standing

• put feed on the desk


D.2. Gestures

• an important component of nonverbal communication

• Some gestures widely accepted and understood, such as handshaking

• many gestures vary in meaning from culture to culture


D.2. Gestures

• Hand gestures

• Beckoning sign


D.3. Facial Expression

• the most obvious and important source of nonverbal communication

• a basic set of at least six facial expressions: happiness, sadness, fear, anger, disgust, and surprise


D.3. Facial Expression

• same facial expression, different meanings

smiling

1) America

2) Japan

3) Korea

4) Thailand

5) China


D.4. Eye Contact

• The way we use eye contact not only transmits messages to others and reflects our personality but also indicates what we are thinking.

• The use of eye contact follows some unstated rules. 1) staring at a person at a distance: an invitation

2) returning of the gaze: acceptance of invitation


D.4. Eye Contact

• Persons seeking eye contact while speaking tend to be more believable. However, these rules may vary in different cultures.

1) Western societies

2) Japan

3) Latin American and Caribbean cultures

4) Arabs


D.5. Smell

• the sense of smell can also be a conduit for meaning

• cultures have been using odor in a variety of ways

1) Americans

2) Japanese

3) Arabs


Case 6 Physical Contact

A. Parfait Awono: a Cameroonian teaching in the US

B. Sun Mei: a Chinese woman Sarah: Sun Mei’s American friend

• Why were the students in the French class unwilling to hold hands with others?

• Why did Sun Mei behave as she did?• If you are parting from your boyfriend or girlfriend, will

you hug and kiss each other? Why?• How do you look at other behaviors such as handholding

between members of the same sex and between members of different sexes, fondling other people’s babies, and parents kissing in front of their children?


While-Class Learning: Text E. Paralanguage

• the set of nonphonemic properties of speech used to communicate attitudes or other shades of meaning

1. voice modulation

2. tempo

3. volume

4. silence


Text E.1 Voice Modulation

• carries very strong emotional overtones

English saying: “It’s not what he said but the way he said it.”

Chinese saying: 弦外之音


Text E.2 Tempo

• Tempo: Chinese speak slower than Americans: 1) tempo increased with industrialization; 2) Chinese less polysyllabic words than English

• Volume: soft voice, loud voice• Silence: low-context: lack of communication,

high-context: integral part of social discourse, not a failure of communication


Case 7 Quarrel

Smith: an American Student Li Hua: a Chinese Student

• Why did Li Hua stop giving any response to Smith’s angry words?

• Why was Smith getting more and more angry?• What is the basic barrier in the communication

between Smith and Li Hua?


Thank You

chapter 4 nonverbal communication chapter 4 nonverbal communication

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contradicting slide

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henry david thoreau

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