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

  • Ping Yang
  • IGI Global
  • DOI: 10.4018/978-1-5225-2069-6.ch008

Intercultural Nonverbal Communication Competence

What is it about?

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.

Why is it important?

Intercultural nonverbal communication competence as intercultural responsiveness in the second language Learning classroom helps to achieve effective second language teaching and learning in a multicultural setting.

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The following have contributed to this page: Dr Ping Yang