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The teacher may feel the student is being aggressive, too personal, too aloof or very proper. When a student who is called upon in class looks down at the floor, at another student or directly at the teacher, the teacher's evaluation of the student is certainly affected: the student may be seen as inattentive, interested, impolite, a good student, a poor student, etc. When a student is speaking in English, but uses a Japanese gesture, which is not recognized by a non-Japanese, miscommunication can occur.

It is incumbent upon teachers who are working with students from cultures different from their own to make an effort to understand the nonverbal differences that may be at play in the classroom. Scollon , p. As the teacher, she expected polite silence. There is much teachers can learn from their students. Looking at the typical classroom in Japan, it is useful for both the Japanese and non-Japanese instructors to examine their concept of silence and then to compare this to that of their students.

As Ishii and Bruneau point out, "the quantity of silence versus the quantity of speech is interpreted and valued differently across cultures" p. We can also read this to mean that it is valued differently inside our classroom versus outside. Perhaps it would be useful to deliberately point this out to students. Ishii and Bruneau also argue that "[h]umans become communicatively competent by acquiring not only the structure and use of language but also a set of values and patterns of silent interaction" p. It is certainly within the realm of pragmatics to help students become aware of when to speak and when to remain silent.

Hall , an anthropologist whose lifework has focused upon nonverbal communication, showed how some ethnic groups are much more attuned to nonverbal behaviors than cultures that depend more on the written and spoken word. Japanese culture has often been cited as being highly nonverbal. This fact alone is a strong reason why language professionals in Japan should increase the knowledge and awareness of nonverbal communication in their research and their teaching.

With interest in pragmatics in our field growing, it will surely become more and more obvious that communication does not depend on words alone. Nonverbal communication must also become a natural part of our work. Bateson, G. A theory of play and fantasy. Psychiatric Research, 2, Hall, E.

The dance of life. New York: Anchor Books. Ishii, S. Silence and silences in cross-cultural perspective: Japan and the United States. Porter Eds. Belmont, CA: Wadsworth. Poyatos, F. New perspectives in nonverbal communiation studies: Cultural anthropology, social psychology, linguistics, literature and semiotics.

IOS Press Ebooks - Fundamentals of Verbal and Nonverbal Communication and the Biometric Issue

Oxford: Pergamon Press. Nonverbal communication across disciplines. Amsterdam: John Benjamins. Samovar, L. Intercultural communication: A reader. Scollon, S. Confucian and Socratic discourse in the tertiary classroom. Hinkel Ed. Cambridge: Cambridge University Press. Searle, J. Speech acts: An essay on the philosophy of language.

Sebeok, T. The semiotic web: A chronicle of prejudices. Bulletin of literary semiotics , 2, Zoosemiotic components of human communication. Sebeok Ed. Five topics in gesture studies are briefly discussed and references are added so that the discussion can serve as a means by which the reader can pursue them further. Both a synopsis and extension of Gesture and Thought the book , the present essay explores how gestures and language work together in a dialectic. A case study illustrates the dependence of verbal thought on context and how it functions. This work describes a method for investigating the timing relationship between spoken accents cued by intonation phrase-level pitch accents and gestural accents cued by abrupt cessation of movement 'hits' , to test the hypothesis that the two kinds of events are planned by speakers to occur simultaneously.

Challenges for this kind of study include i defining the set of gestural and spoken events to be included, ii labelling sometimes-ambiguous events such as spoken pitch accents, boundaries of accented syllables and gestural end points, and iii providing clear criteria for what will count as alignment between events in the speech and gesture streams. Considering the role that speech pauses play in communication we speculate on the possibility that holds or gesture pauses may serve to similar purposes supporting the view that gestures as language are an expressive resource that can take on different functions depending on the communicative demand.

The analysis of co-verbal gestures in map-task activities is particularly interesting for several reasons: on the one hand, the speaker is engaged in a collaborative task with an interlocutor; on the other hand, the task itself is designed in order to place a cognitive demand on both the speaker and the receiver, who are not visible to one another. The co-verbal gestures performed during such a task are quantitatively and qualitatively different from those performed in normal conditions, and can provide information about the Speaker's Mind. Our analysis shows that the tendency toward temporal synchronisation between these gestural units and prosodic events which is reported for American English is observable also in Italian.

The present paper examines the child's use of deictic gestures in the process of topical co-operation with his father. The method for the study is qualitative and data driven conversation analysis based on examining communicative practices in natural settings. The database is composed of videotaped naturalistic picture book conversations between the child at the age from 1 to 2 years and the adult.

For the current paper, the sample of data is transcribed and analyzed focusing on the sequential organization of the participants' verbal and nonverbal action gestures, gaze, vocalizations and adult's speech focusing the analysis on referential actions in the sequence in which the topic is extended from the referent in the picture book to the referent outside the book. More specifically, the focus is on how both the verbal and nonverbal referential resources reveal the participants' orientations in the on-going interaction, creating a shared referential focus.

Nonverbal behavior is to a great extent universal but in many ways also marked by culture-specific patterns. Being less obvious than misunderstandings in verbal communication, nonverbally induced miscom-munications are more difficult to detect.

The problem is relevant for a wide range of disciplines — from lexicology and lexicography to foreign language teaching. Main categories of nonverbal behavior are briefly discussed with the focus on proxemics elaborated in examples from American cultural patterns.

Clinical Assessment of Pragmatics (CAPs) - Paralinguistic Signals

Further examples of culturally-conditioned miscommunication draw on an aviation-related context. This paper illustrates the need for study of the interdependencies between verbal and nonverbal behavior treated as a unified form of activity, manifesting itself in face-to-face communication. Invoking the principles of Human-Centered Linguistics the author treats communication not as something passed on via language, but rather as something to which language merely contributes.

One of the consequences of such an approach to this issue is a reassignment of focus. Light is also shed on the advantages stemming from an integrated modeling of communicative phenomena. This paper presents an analysis of several recorded conversations and shows that dialogue utterances can be categorised into two main types: a those whose primary function is to impart novel information, or propositional content, and b those whose primary function is to relay discourse-related and interpersonal or affect-related information.

Whereas the former have characteristics that are closer to read speech, the latter are more varying in their prosody and present a considerable challenge to current speech synthesis systems. The paper shows that these apparently simple utterances are both very frequent and very variable, and illustrates with examples why they present such a difficult challenge to current speech processing methods and synthesis techniques.

We subjectively experience humans to speak with a certain regularity — which creates perceived rhythm within speech — at the same time as we expect them to display variation, mostly for emphasis and to satisfy personal preferences. The search for the objective bases of the perceived regularity in speech is old and has produced less than satisfactory results.

In , Ilse Lehiste, in an extensive review of the issue of isochrony acoustic evidence for rhythmicity in speech came to the conclusion that there were no direct acoustic correlates of rhythmicity [1]. This view, supported by a number of further studies, has formed the consensus for spontaneously produced speech since then.

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This hypothesis was examined here with respect to continuous speech by a series of analyses performed in two languages, and it was found that indeed, beats do provide a minor temporal organizational effect within the speech phrase, but that the effect is so minor that it is of no or only circumscribed value to such applications such as speech synthesis or speech recognition. Listeners are quite reliable in their judgments of speaker age; however little is known about the use of vocal age as a disguise. Actors provided voice samples of varying ages. Listeners were asked to estimate speaker age and to estimate the age relationship of voice pairs within and across speakers.

Results indicated that actors were able to produce voices of different ages; however none of the vocal age simulations were judged to be as old as the elder control group. Auditors exhibited considerable difficulty estimating the age relationships in voice pairs from the same talker.

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Pragmatics and Non-Verbal Communication by Tim Wharton

These findings will be discussed in terms of aging stereotypes and cues to speaker identity. This contribution provides a cross-language study on the acoustic and prosodic characteristics of vocalic hesitations. One aim of the presented work is to use large corpora to investigate whether some language universals can be found.

A complementary point of view is to determine if vocalic hesitations can be considered as bearing language-specific information. An additional point of interest concerns the link between vocalic hesitations and the vowels in the phonemic inventory of each language. Finally, the gained insights are of interest to research in acoustic modeling in for automatic speech, speaker and language recognition. Hesitations have been automatically extracted from large corpora of journalistic broadcast speech and parliamentary debates in three languages French, American English and European Spanish.

Duration, fundamental frequency and formant values were measured and compared. Results confirm that vocalic hesitations share potentially universal properties across languages, characterized by longer durations and lower fundamental frequency than are observed for intra-lexical vowels in the three languages investigated here.