Nonverbal Devices Research Articles

THE ROLE OF NONVERBAL DEVICES IN HUMAN COMMUNICATION AND THE IMPORTANCE OF NON-VERBAL COMMUNICATION IN THE WORLD OF BUSINESS

This thesis is revealed that what kind of influence of non-verbal communicational devices have in human interaction. The categories of non-verbal devices are distinguished according to their cradle features and functions. It also asserted the importance of non-verbal communication in the world of business counting the types of the non-verbal tools that are useful and effective in business negotiation.

The Use of Non-verbal Displays in Framing COVID-19 Disinformation in Europe: An Exploratory Account.

While online disinformation practices have grown exponentially over the past decade, the COVID-19 pandemic provides arguably the best opportunity to date to study such communications at a cross-national level. Using the data provided by the International Fact-Checking Network (IFCN), we examine the strategic uses of non-verbal and verbal arguments to push disinformation through social media and websites during the first wave of lockdowns in 2020 across 16 European countries. Our paper extends the work by Brennen et al. (2021) on the use of visuals in COVID-19 misinformation claims by investigating the use of facial emotional expressions and body pose depictions in conjunction with framing elements such as problems identified and attribution of responsibility in the construction of disinformation messages. Our European-wide comparative analysis of 174 messages indexed by the IFCN during the months of April and May 2020 helps provide a rounder understanding of the use of non-verbal devices in advancing COVID-19 disinformation across the continent, and can provide the basis for a framework for further study of the strategic use of non-verbal devices in COVID-19 disinformation world-wide.

Violence, Oppression and Injustice in the Drama of Niger Delta: Tess Onwueme and Ahmed Yerima

Oppression begets violence. Violence is a reaction by people who are exploited, abused, oppressed or worst still unrecognized. Niger Delta; people of South-South geopolitical zone of Nigeria are vulnerable and deterred by threats and exploitation from the hands of the Federal Government and foreign investors because of the large deposit of oil in their lands, which generate if not all the nation‟s revenue. Part of their dilemma is deception and betrayal from their fellow victims. Perhaps the complexity of oppression and the gross injustice is that the oil resources are obtained and managed by people from other regions to the utter neglect and detriment of the land owners who suffer the ecological problems of the land, air and water degradation as a result of pollution arising from oil spillage. This treatise presents Tess Onwueme and Ahmed Yerima as watch dogs and the prophets of the people. They utilize drama to represent actions, attitudes in the society using variety of props, verbal and non-verbal devices to convey the violence, oppression and injustice to the public. It is a clamour of agitation for human rights and resource control.

Badanie ram multimodalnych – rekonesans

Study of multimodal frames – reconnaissance The article is devoted to the methods of researching interpretative frames in media texts. Since it is assumed that all these texts are polisemiotic the frames themselves must be multimodal. I try to answer four questions: what kind of methodology should be used; how to choose the unit of analysis; which framing devices should be taken into account; how to describe the cooperation between verbal and non-verbal devices.

Task-based language teaching for beginner-level young learners

Abstract The purpose of this article is to discuss how task-based language teaching (TBLT) can work with beginner-level learners by using input-based tasks. It begins by dismissing a common critique of TBLT, namely that learners need to be taught some language before they can perform tasks, by arguing that input-based tasks make TBLT possible with beginner-level learners and that such an approach is entirely compatible with what research has shown about the early stages of L2 acquisition. A review of the research that has investigated input-based tasks follows and serves to identify key features in the design and implementation of tasks. Designing input-based tasks involves considering the choice of topic, the non-verbal devices that are central to the tasks, the pre-selection of target language, the verbal input for the task, and the task outcomes. Implementation options include task preparation, use of the learners’ first language, input modification and elaboration, focus-on-form and feedback, and task repetition.

Mobile Application Use in Technology- Enhanced DCTs

In response to calls for improving the quality of DCTs as data-gathering instruments, this study investigates the effectiveness of technology-enhanced discourse completion tasks (TE-DCTs) as a method for eliciting nonverbal speaker data. We used a mobile application to administer four TE-DCTs to native speakers (L1) and intermediate and advanced second-language (L2) speakers of Spanish. Each TE-DCT contained two scenarios with the goal of capturing nonverbal devices used in the speech act of attention-getting (i.e., devices used to draw the interlocutor's attention). The written description of each DCT scenario was supplemented with a short video clip to provide participants with nonverbal factors such as distance to interlocutor, bodily stance, and orientation of interlocutors. To capture nonverbal cues as part of the participant responses, the participant video recorded their oral responses to each scenario. The mobile application used was successful in capturing a variety of attention-getting elements, including nonverbal devices, in the majority of both L1 and L2 participant responses for all DCT scenarios. Drawing on this data, we argue for the use of mobile applications as an ecologically valid way to measure one type of pragmatic ability. In addition, we advocate their integration into L2 pedagogical practice.

A viewpoint from the Foothills: Making Sepik Valley images as containers

This paper examines a range of Sepik valley human figures, building on the non-verbal dimensions of images identified by A. Forge, D. Tuzin and G. Bateson, and developed by researchers such as A. Gell, C. Kaufmann and C. Severi. I suggest that one of the non-verbal devices that these figures rely on, betrays an underlying idea of images-as-potential-receptacle, itself based on a reference to the human body as container. Sepik artists can thus use motifs (as visual, material and spatial arrangements) which trigger inferential (indexical, iconic, and/or mnemonic) processes that evoke container-like capacities by reference to the human figure. Based on this hypothesis, I explore the ways in which the surfaces of artefacts are treated in order to both reveal and conceal an interior, as a possible container of ancestral capacities.

Interactional management of face-threatening acts in casual ELF conversation: an analysis of third-party complaint sequences

AbstractThis paper investigates how English as a lingua franca is used to manage adversarial moments in casual conversation among friends, using conversation analysis and politeness theory. It presents a single case analysis of face negotiation devices utilized in two cases of third-party complaint sequences, in which complaints are made about someone else who is not present. The two cases to be analyzed were extracted from recordings of conversation of international students in British universities. The analysis revealed that the interactants utilize verbal and nonverbal devices, which are sometimes linguistically inexplicit but nonverbally resourceful, in a pragmatically sensitive manner in situ, thereby saving mutual face, intensifying the degree of face-threatening, or expressing disaffiliation in a face-saving way.

Referential interactions of Turkish-learning children with their caregivers about non-absent objects: integration of non-verbal devices and prior discourse.

This paper examines the way children younger than two use non-verbal devices (i.e., deictic gestures and communicative functional acts) and pay attention to discourse status (i.e., prior mention vs. newness) of referents in interactions with caregivers. Data based on semi-naturalistic interactions with caregivers of four children, at ages 1;00, 1;05, and 1;09, are analyzed. We report that children employ different types of non-verbal devices to supplement their inadequate referential forms before gaining mastery in language. By age 1;09, children show sensitivity to discourse status by using deictic gestures to accompany their non-lexical forms for new referents. A comparison of children's patterns with those in the input they receive reveals that caregivers choose their referential forms in accordance with discourse status information and tend to use different types of non-verbal devices to accompany their lexical and non-lexical referential forms. These results show that non-verbal devices play an important role in early referential discourse.

The use of Verbal and Visual Metaphors in the Construction of Satire in Nigerian Political Cartoons

Given the increased use of political cartoons especially in Nigerian print media and the fact that political cartoons rely on satire constructed in graphic or visual illustrations to express their meanings, Political cartoons are viewed as a form of political satire (Townsend et al., 2008). Through these verbal and visual devices cartoonists construct meaningful and persuasive media messages reflecting current issues and scenarios that are related to social and political happenings in a society thereby contributing significantly to political debates and commentary (Conners, 2005). Using political cartoons published in Nigerian newspapers, this article explores how Nigerian cartoonists employ verbal and visual devices such as visual metaphor in the construction of satire to ridicule politicians and public officers as a means of persuading and influencing public opinion.It has been argued that visual metaphors must be regarded as visual projections and representations of metaphorical concepts. In respect of this, a cognitive perspective of metaphor and semiotic approach were applied to analyzethe cartoons visual presentations of real world events.This study suggests that visual metaphor is a creative and thought provoking rhetoric that strongly appeals to the minds of readers more succinctly than its verbal counterpart. The findings of the study indicate thatthe cartoons mostly indicate laughing satirical tones and the interplay between verbal and nonverbal devices in the political cartoon genre of media discourse provides a creative way of using language to accomplish specific communicative purposes in a society.Moreover, the findings suggest that visual metaphor can be utilized conceptually to construct satire as a way of denouncing social, political and economic vices to transforming societal values.

Linguistic politeness and face‐work in computer mediated communication, Part 2: An application of the theoretical framework

AbstractAnalysis of sociointerpersonal communication patterns among discourse participants is essential to understand the manifestation of and the interpersonal‐communication features realized in online social interaction. The linguistic politeness theory provides an effective framework for such an analysis of sociointerpersonal communication features employed by online language users to maintain and enhance their public self‐image, or face. The qualitative data analysis of this study, drawn from the real‐time, online discussions of K–12 students, makes evident that interpersonal‐communication features appear in the form of politeness tactics. The results of the study show that there is decreased use of deferential linguistic forms; on the contrary, a variety of verbal and nonverbal devices that denote positive politeness and bald‐on‐record (i.e., direct speech acts) frequently occur. The commonality of positive politeness and bald‐on‐record lies in the fact that both tactics are grounded in the nature of the close interpersonal relationships between participants. Such a communication pattern in the real‐time, online discourse of K–12 students signifies that cognitive assessment of sociointerpersonal and contextual variables undertaken by speech participants underlies the realization of linguistic politeness. Employment of such politeness tactics indicates that effective and fully realized interpersonal communication plays a vital role in the development of online social interaction.

English in Tamil: the language of advertising

ABSTRACTAdvertising has come a long way, from pedlars in the market square extolling their goods to glossy mags full of innuendo and making extensive use of verbal and non-verbal devices to attract consumers. In India, copywriters make extensive use of English words and phrases in advertisements in a variety of ways. This paper examines the use of English in television and print advertising in the Tamil language. A cursory examination of Tamil advertising shows that the language of advertising does not follow rigid rules: it makes optimal use of possible resources from a wide variety of styles.

Toward a Taxonomy of a Set of Discourse Markers in Dialog: A Theoretical and Computational Linguistic Account

Discourse markers are verbal and nonverbal devices that mark transition points in communication. They presumably facilitate the construction of a mental representation of the events described by the discourse. A taxonomy of these relational markers is one important beginning in investigations of language use. Although several taxonomies of coherence relations have been proposed for monolog, only a few have been proposed for dialog. This article argues that discourse markers are important in language use because they operate at different levels of the dialog. What these levels are and how markers function is discussed by amalgamating 2 leading theories of language use. Based on this theory, a taxonomy of between-turn coherence relations in dialog is presented and several issues that arise out of constructing such a taxonomy are discussed. By sampling a large number of discourse markers from a corpus and substituting each marker for all other markers, this extensive substitution test could determine whether hyponymous, hypernymous, and synonymous relations existed between the markers from this corpus of dialogs. Evidence is presented for clustering this set of discourse markers into four categories: direction, polarity, acknowledgment, and emphatics.

Alignment in disagreement: forming oppositional alliances in committee meetings

This article investigates a sequential phenomenon that can only occur in multiperson interaction: the alignment of two or more participants into teams in the course of a disagreement. The database of the study consists of videotaped committee meetings. The article concentrates on two issues. In the first place, it discusses the characteristics of the turns generating collective disagreement in institutional committee meetings and the design of the first dissenting turns. It demonstrates that alliances are typically formed after matter-of-fact statements, stance-takings, and proposals which, in one way or another, call for disagreement in this setting. The relevance of disagreement is further reinforced by the fact that the first and the second dissenting turn are often produced very rapidly, often in overlap with each other. Common devices used in the first alignment turns are collaborative completion and repetition of the elements of the prior turn, but alliances can also be initiated through non-verbal devices such as head-shakes. Secondly, the article shows that the alliances accomplish four main types of tasks in these interactions. First, they correct statements which seem to need correction on the basis of the knowledge or experience of the participants. Second, the alliances function as a controlling organ, adjusting or moderating a categorical or one-sided stance expressed by a co-participant and, third, alliances are set up in decision-making situations. Fourth, acting in alliance can be rewarding for the members as a social activity. This sometimes tempts the participants to engage in arguments that do not necessarily deal with issues relevant from the point of view of the institutional goals of the committee. Such activities occasionally lead to an intervention by the chairperson and, accordingly, make visible the norms and limits of the institutional setting.

Non-verbal devices in pre-university science: The extent of correspondence between English and French

The symbols and other ‘non-verbal’ devices of science are commonly assumed to be international. This assumption was tested for the French and English languages at the pre-university level of science. The setting was two pilot schools in Tunis, one of which taught an accelerated Tunisian curriculum in French, and the other taught an identical curriculum in English. The results were surprisingly unambiguous. There was total correspondence only for the symbols of the elements and the symbols for amino acids. Differences were found in the areas of numbers, the ways of writing equations, the indications of scale on graphs, symbols in chemistry, and the symbols for trigonometry. Some reasons for the differences are considered, along with a discussion of the factors influencing standardization, it is helpful for ESP teachers to know where constancy exists, and to be able to point out differences to students.

Reinterpreting ‘Macbeth’ through the Director's Employment of Non-verbal Devices

No AccessReinterpreting ‘Macbeth’ through the Director's Employment of Non-verbal DevicesWilliam GreenWilliam GreenSearch for more papers by this authorPublished Online:Jul 2019https://doi.org/10.7767/muk.1983.29.14.161SectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail About Previous article Next article FiguresReferencesRelatedDetails Download book coverVolume 29Issue 1-4December 1983 ISSN: 0025-4606eISSN: 2305-0667HistoryPublished online:July 2019 PDF download

Openingssequenties Van Lesbeginnen

An attempt is made to analyse some aspects of the sequencing structure in the openings of lessons. It is shown that there are different levels of sequencing for different sets of participants. On a base-line two sequential posi-tions are realized within the participant set "whole class". Posi-tion one is occupied by the teacher and contains at least an utterance or nonverbal signal with a directive function. Position two is the nonverbal reaction of the pupils to this directive. It can have situation-sensitive expansions through the embedding of sequences which are constrained on two levels: Topically, the embedded sequences handle more detailed aspects of the directive in position one; interactionally, they apply to a smaller set of participants. The base-line positions together with the embedded sequences form a kind of directive clusters. They are terminated with the comple-tion of position two, which is realized by the devices the teacher uses in initiating a next position for the participant set "whole class". Such verbal and nonverbal devices also constitute the respective participant sets and the shifts between them. Especially on boundaries as the transition from one directive cluster to the following the devices are typically ordered in a tripartite structure. It is shown that the pupils orient themselves to this order in coordinating their actions with those of the teacher. Some discussion is offered to the tasks different directive clusters have. One type organizes an additive kind of availability that is connected with the specific lesson. It is optionably insertable and located after a directive position of the other kind. This latter one organizes the discourse availability of the pupils. It is obligatory, though reducable to routinized nonverbal signals. Some properties of the sequential structure are also discussed. The directive clusters as a whole have the property of repeatabi-lity, contrary to the summons/answer-pair in conversational openings. The repetitions give the openings an intervalle charac-ter, alternating verbal and nonverbal positions and chaining clusters together. On the other hand the directive clusters as a whole are nonter-minal; the type of nonterminality differs from that of the summons/ answer-pair in conversational openings. Throughout the paper constrastive comparisons are made with Schegloff's analysis of sequencing in the openings of telephone calls. The analysis is based on 21 video-taped openings of lessons (recorded in Germany (FRG)).

The development of verbal and nonverbal devices for reference

The developmental relationship between the use of pointing and verbal descriptions as devices for reference is investigated. In a referential communication task children aged 2, 4, 5, 6, and 9 years and adults were asked to communicate to the experimenter which of several objects they liked best. In the first experiment pointing was not enough to uniquely identify a particular object to the addressee because of spatial conditions. The results show an almost inverse developmental relationship. The frequency of pointing steadily decreased with increasing age. In contrast, the frequency of contextually adequate descriptions increased. In the second experiment pointing did serve a referential function. Under this condition children and adults used pointing about equally as often, whereas most of the verbal descriptions were contextually inadequate in both groups. The third experiment investigated whether the relatively high frequency of young children's ineffective pointing is due to an inappropriate assessment of spatial parameters or whether children employ earlier inappropriate forms of reference when forms appropriate to the particular situation are not yet available. The results support the latter view.

The Adult-Child Dyad as a Problem-solving System

WERTSCH, JAMES V.; MCNAMEE, GILLIAN DOWLEY; MCLANE, JOAN B.; and BUDWIG, NANCY A. The Adult-Child Dyad as a Problem-solving System. CHILD DEVELOPMENT, 1980, 51, 12151221. This study investigates the way that mothers and their preschool children divided up the strategic responsibilities for carrying out a problem-solving task which involves making a puzzle in accordance with a model. The interaction of 18 mother-child dyads was videotaped and analyzed for verbal and nonverbal devices used by the adult to regulate the child's behavior. The child's eye gaze to the model was used as a measure of how well he or she was following an effective strategy. It was found that with an increase in age there was a decrease in the proportion of these eye gazes that were regulated by the adult and thus an increase in self-regulated strategic behavior. In addition, it was found that when an older child looked at the model, he or she was likely to carry out the subsequent steps necessary to select a piece and insert it correctly and independently in the copy puzzle, whereas younger children were likely to need additional adult assistance after an eye gaze to the model. This is interpreted as suggesting that older children differed from younger ones in their understanding of the strategic significance of gaze behaviors and that the adults' communicative moves were fulfilling different functions for children at different ages. It is argued that an analysis of how adult-child dyads carry out tasks requiring strategic skills can result in a better understanding of the origins and development of these skills iri independently functioning cognitive agents.

“Hey! I've got something to tell you”: A study of the initiation of conversational exchanges by preschool children

In this paper I examine the spontaneous conversations of preschool children to discover the conversational ‘work’ they perform when initiating conversational exchanges. This ‘work’ includes getting the attention of the intended addressee as well as taking appropriate account of his knowledge, the situational context etc., so that he/she can identify persons, objects, events etc. referred to in the initiation. Various verbal and non-verbal devices are described which children use to accomplish initiations. Children's reinitiations following non- and unsatisfactory responses are examined as evidence that children expect appropriate responses to their initiations and that they have the pragmatic ability to diagnose the source of communicative breakdowns and to effect appropriate repairs. Reinitiations also indicate their ability to rephrase utterances in various ways, e.g. by isolating, reordering, reducing and expanding on sentence constituents. Thus children are shown to have not only communicative intent but also communicative ability from an early age.