浅谈非言语交际及其在交际中的影响(2)

4.3Posture
Posture and sitting habits offer insight into a culture’s deep structure. In many Asian cultures, the bow is much more than a greeting. It signifies the culture’s concern with status and rank. In Japan, for example, low posture is an indicator of respect. Although it appears simple to the outsider, the bowing ritual is actually rather complicated. The person who occupies the lower status begins the bow, and his or her bow must be deeper than the other person’s. The superior, on the other hand, determines when the bowing is to end. When the participants are of equal rank, they begin the bow in the same manner and end at the same time.
In the United States, where being casual and friendly is valued, people often fall into chairs or slouch when they stand. In many countries, such as Germany and Sweden, where lifestyles tend to be more formal, slouching is considered a sign of rudeness and poor manners. In Turkey, putting one’s hands in one’s pockets is a sign of disrespect.
The manner in which we sit also can communicate a message. In Ghana and in Turkey, sitting with one’s legs crossed is extremely offensive. People in Thailand believe that because the bottoms of the feet are the lowest part of the body, they should never be pointed in the direction of another person. In fact, for the Thai, the feet take on so much significance that people avoid stomping with them.
4.4Paralanguage
“Paralanguage refers to all the acoustic phenomena to accompany the spoken words.” That is, what is said is not the actual meaning of the spoken words but needs to consider other factors mainly including voice set, voice qualities and vocalization. Voice set regarded as the background of the words includes the high or low pitch of the tone and volume and dynamics of the voice. [8] (P68) This term was first raised up by linguist Trager in his book Language in Culture and Society pressed in1965. As with all other aspects of our nonverbal behavior, culture influences our use of and response to paralanguage. We only have to look at differences in the use of volume to see this. Arabs speak very loudly because loudness for them connotes strength and sincerity, while softness communicates weakness and deviousness. For Israelis, increased volume reflects strong beliefs toward the issue under discussion. The Germans conduct their business with a commanding tone that projects authority and self-confidence. On the other end of the continent, there are cultures that have a very different view toward loud and firm voices. For Thai people, a loud voice is perceived as being impolite. In Japan, raising one’s voice often implies a lack of self-control. For them, a gentle and soft voice reflects good manners and helps maintain social harmony---two important values in Japanese culture. When interacting with Americans, people from cultures that speak softly often believe that Americans are angry or upset because of other relatively loud speech.

4.5Interpersonal space
We distance ourselves rather precisely from each other while speaking, and these distances are determined culturally. In the United States, the conversational distance is about arm’s length. People in some cultures stand much closer; others further apart. As with most communication traditions, violation of such a cultural habit can cause discomfort, even distress. It can be amusing to watch two people who were raised in different cultures with different impressions of proper distance do their spacing moving in an attempt to arrive at mutually comfortable positions. North Americans and Spaniards provide a good example. [3](P191) A North American speaking to a Spaniard will want more space between them than will the Spaniard. So the Spaniard is likely to step a bit closer, causing the North American to move back a step. Finally, as often happens, the North American will be up against a wall, with no room to retreat further, feeling uncomfortable as the Spaniard “crowds” in. The Spaniard, meanwhile, will feel comfortable.

5. The influence of nonverbal communicative approach in communication
Ray Birdwhistell of the University of Pennsylvania, one of the pioneer prime movers in contemporary American studies of nonverbal communication, has estimated that perhaps 30 to 35 percent of human communication occurs through words, the rest through nonverbal modes. [3](P182) Obviously, the majority of communicative messages are conveyed by nonverbal modes that play an important role in communication.
Nonverbal communicative approach has some characteristics to give strong influence on communication. Firstly, nonverbal symbol has a quality of distinctiveness. We can often see some clearly marked symbols that can be understood at first sight at the airport or on the roadside of railway or highway to send various instructions to conduct transportation. When we meet joyous occasion or funeral arrangements, we dress in bright red to express congratulations while in black to express heartfelt condolences and consolation to the family of the deceased. [5](P16) This kind of nonverbal symbol of dress can express human’s mood more simply, directly and distinctively, which can be easily accepted. On the other hand, sometimes nonverbal communication is faintly visible and indistinctive. It is appropriate to use the indistinctive nonverbal communicative approach in some special occasion. Imagine that when your girl friend or boy friend want to expose your embarrassed experience to your friends, but you are unwilling to let it happen, so you try to stop it. If you shout, “Shut up!” it may result in a tense atmosphere and hurting the feeling of your honey; while with angry stare, such indistinctive signal, both of you can avoid involving in the embarrassment.[9](P15)

5.1The influence of nonverbal communicative approach in the mass media
It is well known to us that an attractive actor or actress can gain the acknowledgement of the audience like the famous comedy actor Chaplin due to performing more nonverbally than verbally. Chaplin’s excellent performance in silent film gave us deep impression because of his proper application of nonverbal communicative approach to express his ideas and send message to the audiences. Zhao Benshan , a famous skit actor with local color in our country, is good at using his body language to amuse the audiences. There’s Nor Play in Japan (a kind of Japanese traditional play---non ge ki in Japanese) that actors wear masks which are totally lack of expression on performance. In order to express more profound joyous or sorrowful feeling, they often perform with the back towards the audiences. Although there is no expression on their backs, they can stimulate the imagination of the audiences on the contrary, for the audiences can discode various signals sent from the flat back of actor. [10](P158) Writers also make good use of nonverbal communicative approach to serve their works, especially to novelists. Sherlock Holmes shaped by Arthur Conan Doyle is a successful hero which is contributed to the fact that Holms know how to make good use of majority of nonverbal communication and gain the message in a maximum from observation. [11](P36)
Different types of TV programmes reflect different types of communication. Recreational programmes focus on relaxing and amusing topic, so the anchors always pay attention to nonverbal communication besides their words; while some news programmes often focus on serious topic in formal circumstance, the nonverbal communicative application of the anchors is not so obvious as that of anchors to host entertainment programmes. One of famous variety show in Taiwan Kang Xi Lai le also called Come Near to Famous Stars is a good example. The characteristics of the anchors are the use of exaggerative body language and talk with no restrictions which give us a sense of humor and relaxing atmosphere. Above the rich emotion of the anchors, the scenes of studio well-matched with the theme give us a relaxed feeling.

5.2 The influence of nonverbal communicative approach in the teaching and the implication to teaching.
Teaching is not only imparting knowledge to students, but also is communication between teachers and students. In the communication between teachers and students, nonverbal communication is more important than verbal one. The body language of both teachers and students plays active role in teaching. Teachers need to work hard to captivate and sustain the attention of students in order to vitally engage students. Teachers need to be aware that power in captivating and influencing students is often in the nonverbal aspects of teaching and communication. Students are often more attentive to what teachers do than to what they say. Teachers need to concern themselves with visual issues and body language in communication and teaching.
In general speaking, nonverbal symbol communicate two-way emotion of both teacher and students to send the teaching message successfully; nonverbal symbol can attract attention of students which is beneficial to organize and optimize teaching; nonverbal symbol conveys more rich and vivid message of knowledge to increase density of message and degree of students’ acceptance of useful message. [5](P17-18)
Teachers can benefit a lot from body language: Firstly, the teachers can penetrate into students’ inner thought and get a proper way to communicate with the students by correctly identifying their body language; secondly, body language can be used effectively by teachers to show their rich emotions. To be a good teacher, it is very important to set yourself as a good example. Good communicative techniques in both verbal and nonverbal ways can help you to be an attractive communicator. Here, we mainly focus on body language to show how it plays its role in teaching.
Effective teachers know instinctively how to use effective body languages to gain and hold students’ interest. They are also aware of the impact that body languages have upon students and are always looking for opportunities to incorporate these into their lessons.

5.2.1Physical appearance
Physical attractiveness is an advantage in interpersonal communication. Physical appearance is especially important during first impressions. This rule also works between teachers and students. Generally speaking, the students have formed a conception that the fat teacher is kind and easygoing, but the thin one is serious and incommunicative. A beautiful or handsome teacher is more easily attractive than the common one. A beautiful voice can absorb the student, but young teacher with strong body and butch haircut can frighten the students.
5.2.2Use of eyes
“Eyes are windows of the soul.” Eyes, an important part on our faces, can convey the subtlest emotion. Eye contact plays an important role in the communication between teachers and students. A good teacher always knows how to use eye contact. Teachers often have a face to face communication with the students, so eye contact can be described in the following kinds: seriousness, attention, warmth, and negative eye expression.
5.2.3Facial expression
A smile gives positive feedback and impacts the affective domain by communicating pleasure, trust, friendliness, interest, excitement, or surprise; a deadpan expression communicates distrust, low energy, and disinterest. Friendly and sincere smile of teachers can make the communication relax which can remove the barrier of students caused by nervousness and shyness. At the same time smile can show the confidence of the teachers as well as enhance the reliance of students to the teachers. When the teacher is listening to the reply of students, the signals sent by the smile are “I’m listening to you carefully”, “what you said are wonderful” etc. Sometimes it can help to encourage students to express their ideas freely. According to my experience, foreign teachers are good at using facial expression to attract students. Take my oral teacher, a Canadian, for example. He is a lovely old man with rich emotions and has some techniques to express himself naturally. His rich facial expressions make us absorb his lessons and never have opportunity to distract.

5.2.4To catch the cooperative information in time
The situation must go well if the student is willing to cooperate with the teacher. The teacher can try to give him some practical advice. Therefore, in the mutual communication, the teacher should concentrate on observing the student’s body language and catch the right information immediately.
If the student is sitting; we can observe his sitting posture. Sitting forward and looking into the teacher enthusiastically are the signals for cooperation. Some researchers show that if there are ten people at meeting, five of them sitting with crossed legs, the others touching the faces with hands; sitting with the legs crossed indicates nervousness and guardedness. So normally the latter five are more willing to cooperate with the meeting organizer. Hence, if a student sits toward the teacher, it shows his cooperative readiness. Especially when talking about an interesting topic, the students would move nearer and nearer to the teacher and talk in loud voice at the same time. It is also found that if the student doesn’t give you any definite verbal promise, you should observe some of his petty actions: loose wrist, no fist; palm spreading on the table; taking away the barriers on the table; hand supporting the chin. The above actions indicate that your work has achieved a positive effect, you should further your communication with the student. But the student’s body gestures are not dependable. Whether their verbal languages accord with the body languages; inpidual body languages accord with the whole should be considered. The messages conveyed by body languages can be different in different places, people, time and cultural background. Some are purely inpidual habits. Due to the traditional relationship between teacher and student, the students are not likely to take some obvious negative actions.
5.2.5How to judge the degree of thinking
Whether the teacher’s information can stimulate the students to think is a very important premise to ensure an effective communication. Therefore, the teacher should keep observing the students’ response. Supporting the face with hands is a typical posture to show people’s meditation, interest and attention. When you talk with the student, he supports his head with one or both hands, leans forward, and sometimes even blinks his eyes slightly. It means he is interested in what you say and accepts your idea. But sometimes the student may put one hand on the face, it means he holds opposite attitude to your view. Head leaning to one side and fingers grasping the chin after listening a while with respective attitude, means “I can take it into consideration.” Many good students often adopt this posture when making a decision. Provided that the student sucks the thumb, tears nails, or rotates the pen or pencil when thinking, it indicates he is in an anxious conflict and needs to be supported and encouraged. So if the teacher acts correctly, he can make quick decisions.

5.2.6How to see through the lie of students
Sometimes the students don’t like to tell the truth, which becomes a barrier in mutual communication. If a teacher wants to know the real thought of the students, he can always get the right information by tracing down students’ body language.
Some behaviors are characteristic of inpiduals when they are lying:
More speech errors.
Less smiling or more fake smiling.
More speech hesitations.
Shorter answers, often reply in “yes” or “no”.
Vague answers with less specific or concrete information.
It is essential for a teacher to have an overall understanding of a student, which is an effective way to break the lie. When facing the parents, the child feels difficult to lie successfully. As soon as the child was born, the child began to communicate with the parents. The parents know every expression in their child’s eyes, a subtle action, even the way of going up and down the stairs. Undoubtedly, parents are the very persons who know their children. Unlike the parents, the teacher cannot know every side of the students. But it does not mean it is impossible for the teachers to see through the students’ lie. If the teacher gives a careful observation of the students, it’s not so difficult to find their secret.
Firstly, when a student is telling a lie, the teacher can observe many subtle movements of the students, such as touching lips, nose and eyelids. Although some persons also act like that when thinking or out of the inpidual habit, these actions are different, with the aim to conceal the real signal possibly revealed by the mouth and eyes. However, as the child grows up, he will slightly modify them on purpose, so these hand movements would be transformed into touching mouth, nose, ears and eyes with fingertips. Secondly, when a student is telling a lie, usually he cannot speak in a fluent way, but stumbles with some special physical symptoms. When a teacher meets such situation, he should carefully identify the student’s body language and take some proper measures.

5.2.7To create a favorable environment for teaching
Whether the environment is suitable for teaching also influence the quality of teaching. It concerns the size of the classroom, the furniture of the classroom and the distance between the teacher and students, etc.
Firstly, I will stress the influence of space to teaching. If the classroom is too big for a small group of students, students will sit so sparsely that will be not convenient to communicate with each other. And in a big classroom the distance between the teacher and students will be farther, as a result, the teacher’s voice will be not well spread so it is not easy for students sitting in the behind to hear clearly that will due to reduce students’ interest to the lesson. If students lose the interest to the lesson, they will not pay attention to the teacher so the cooperation between the teacher and students will fail. In such circumstance, the quality of teaching will strongly affect. I have such experience in the university. It was a selected lesson, which was few students to choose, but it was arranged to have lessons in a big classroom that will have capacity of more than eighty students and it is too big for only thirty students. In such a big room students can sit freely that some students choose to sit in the behind or in the corner on purpose where the teacher will not pay more attention to easily, thus they can do their things. Though I insisted on listening to the teacher carefully at first for I thought the lesson would have been interesting, I lost the interest at last for the teacher couldn’t activate the atmosphere of the class and attract the attention of students. Secondly, to remove the barrier between teacher and students is beneficial to create a favorite environment for teaching. In western countries teacher and students always sit together in a circle which will reduce the distance between teacher and students so as to make close relationship between each other thus among them will be more chances to interact. My oral English teacher, a foreigner, paid attention to remove the mental defense of students, so he always removed the desk in the front of the classroom which is considered to be a barrier of communication between teacher and students or he made us sit in a circle to make us feel closer. He thought that an unbarricaded teacher would be willing to encourage the development of different viewpoints of students and give inpidual attention to students who need it. So I think this is the reason for why his lesson was so popular among students in our department.

So a favorite environment is a key factor to engage students in the lesson.

Conclusion
In the past decades, many linguists, sociologists, language teachers and communication specialists have done a lot of researches concerning nonverbal communication. But nonverbal communication is still a young science which needs to be studied further. This paper gives a general introduction of nonverbal communication and stresses its influence in communication, specially pointing the important role in teaching and implication to teaching. Successful communication among people concerns verbal behavior as well as nonverbal one. So in order to improve the quality of our communication, it is helpful to learn something about this important form of human communication.

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