Intercultural Nonverbal Communication Competence as Intercultural Responsiveness in the Second Language Learning Classroom

Intercultural Nonverbal Communication Competence as Intercultural Responsiveness in the Second Language Learning Classroom

Ping Yang (Western Sydney University, Australia)
DOI: 10.4018/978-1-5225-2069-6.ch008
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Abstract

This chapter examines the important role intercultural nonverbal communication competence plays as intercultural responsiveness in the second language learning classroom. The researcher reviewed relevant theory about intercultural nonverbal communication competence and focused on the research question. First, nonverbal communication styles are part of a culture, and the differences between low-context culture and high-context culture are represented in direct and indirect communication style in classroom communication activities. Second, speakers from different cultures use different nonverbal communication rules and behave differently and this can cause misunderstanding. Third, intercultural nonverbal communication differs between people from polychronic culture and those from monochronic culture. Different time concepts result in different behaviour patterns. Second language teachers should undertake training in intercultural nonverbal communication to facilitate students learning. The pedagogical implications for the second language teachers are discussed.
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Intercultural Nonverbal Communication Competence

Based on the theoretical framework of intercultural communication competence (Byram, 1997; Deardorff, 2009), the researcher defined intercultural nonverbal communication competence as capacity to use intercultural knowledge, skills and attitudes to positively and successfully to exchange information through an nonverbal channel across cultural border. The successful and effective intercultural nonverbal communicators have developed culturally diverse nonverbal communication styles and culturally responsive nonverbal communication competence to use their refreshed nonverbal communication knowledge, skills and appropriate attitude towards culturally diverse nonverbal behaviour in an intercultural setting. The three perspectives will be critically discussed below citing current literature.

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