Abstract
Non-verbal cues and behaviours are essential aspects of classroom talk, however many studies that were conducted in the field of classroom talk only focused on verbal interaction of teachers' talk and overlooked the importance of non-verbal signalling. The aim of this study is to examine the social signal aspect of teachers' speech in classroom interaction. It particularly investigates the use of non-verbal cues such as facial expressions, bodily gestures and eye contact conveyed by teachers during their classroom lesson, to understand their emotional state and intention. Social signals are chosen as a variable to explore the teachers' classroom interaction as it plays a fundamental role in shaping how messages are delivered to the students in classroom context. Particularly, this study focuses to understand how social signalling shapes the success of teachers' classroom intentions. It is specifically concerned with exploring teachers' non-verbal behaviour and its effectiveness in classroom interaction. This study is beneficial to teachers in understanding their non-verbal cues better to accomplish effective classroom talk.
Highlights
Language interaction is not limited only to verbal communication
Previous studies focusing on classroom interaction suggest social signalling in the form of non-verbal cues displayed by teachers in classroom as an intentional strategy that
This study aims to investigate the social signals and its effectiveness in ESL classroom context focusing on three non-verbal aspects; facial expression, eye contact and bodily gestures
Summary
Non-verbal features such as facial expression, eye contact and bodily gestures are crucial aspects of human spoken interaction. A subset of these 'non-verbal' features, the social signalling is frequently underestimated in investigating classroom talk. Social signals are manifested through various non-verbal parameters such as facial expressions, gestures and body postures, and vocal prosody (Pentland, 2004). The social signal that a teacher displays both consciously and unconsciously carries meaningful information, for instance expressions inform whether the teacher is confident or doubtful, eye contact notifies tensed or relax state, bodily posture and gestures express the kind of relationship the teacher shares with students. Previous studies focusing on classroom interaction suggest social signalling in the form of non-verbal cues displayed by teachers in classroom as an intentional strategy that
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