Nonverbal communication in EFL teaching

Abstract

Lucía Bellés-Calvera. Nonverbal communication in EFL teaching 484 I. AbstractIn recent years a number of researchers have stressed the importance of nonverbal communication -especially Kinesics -in the teaching and learning of languages (Bernsen, 2002; Jung, 2003; González, 2004; Querol-Julián and Belles-Fortuño, 2010; Surkamp, 2014). This paper aims to investigate the importance of gestures in the communication process and how the appropriate use of nonverbal communication enhances classroom interaction and contributes to conveying meaning. EFL language teaching can benefited from nonverbal communication when this is used in an effective way. The paper examines a small corpus of two videos taken from YouTube in which EFL teachers' discourse and co-speech gestures (McNeill, 1992) were analysed. Results suggest that teachers used primarily iconic hand movements, which in turn enhanced students' acquisition of the target language (TL). Finally, a section of pedagogical implications will focus on the appropriate use of gestures in a number of interactive activities. . Models of lecture discourse: Applications for academic listening and future research directions. Orlando, FL: TESOL Convention. Jung, Euen H. 2003. «The role of discourse signaling cues in second language listening comprehension». The Modern Language Journal 87 (4): 562-577.