Педагогічні науки/ 5. Сучасні методи викладання

Iaroslav Pankovskyi

The University of Alberta

Nonverbal Means of Communication: Benefits for SLA

Introduction to Nonverbal Means of Communication in SLA.

Rapid development of intercultural contacts puts forward the importance of adequate communicative skills for the sake of effective communication. Modern trends in SLA (second language acquisition) toward communicative language teaching require new ways of teaching a foreign language. Prominent scholars in SLA underline the necessity of acquiring not only grammar or lexis of the language but also cultural aspects that is the necessity of becoming culturally competent in order to communicate effectively (Lange & Paige, 2003; Canale & Swain, 1980).

Surprisingly, nonverbal means of communication (NMC) have been paid relatively little attention to in SLA, whereas they are an essential aspect in human interaction. What people say verbally is only one part of a communicative process. Exploring affective side of human interaction Albert Mehrabian (1981) proved experimentally that up to 93 % of information in a communicative act is transmitted by NMC such as mimicry, gestures, posture, etc.

The empirical findings show that lexical component of speech (7 %) may even contradict nonverbal means. For example, a girl can say lovingly to her boyfriend “You are my ugly, little thing” which actually means “You are my handsome, beloved man”. In this example, lexical content of the phrase contradicts its nonverbal accompaniment. According to Mehrabian when there is incongruity between verbal and nonverbal means of communication, people tend to believe more what is being said / displayed nonverbally. However, NMC may vary depending on culture. Edward Hall (1976) showed that NMC are different in different cultures and a successful interaction depends significantly on appropriate usage of nonverbal means of communication.

According to Leathers and Eaves (2008) and Brown (2000), nonverbal communication is a system consisting of a range of features and includes the following components:

1) Kinesics (body language) – body motions such as gestures (including those made by hands, feet, head movements), shrugs, foot tapping.

2) Mimicry – facial expressions and eye movements such as smiling, squinting, frowning, winking, etc. Eye movements and eye contact may be treated separately from other facial expressions, in this case, they are referred to as oculesics.

3) Proxemics – use of space to signal privacy or attraction.

4) Haptics – touch.

5) Chronemics – use of time, waiting, pausing.

6) Olfactics – smell.

7) Paralanguage:

a) Vocalics – tone of voice, timbre, volume, speed.

b) Sound symbols – grunting, mumbling (e.g. mmm, er, ah, uh-huh).

c) Silence – pausing, waiting, secrecy.

8) Posture – position of the body, stance.

9) Adornment - clothing, jewellery, hairstyle.

10) Locomotion - walking, running, staggering, limping.

Nonverbal means of communication are thus understood as various methods of expressing a thought, feelings, emotional state which are rendered not directly by words (lexical layer of the language) but rather through body movements or variations in the tone of voice, volume or speed.

All of these are an important part in the process of communication. The role of these components may vary depending on the context, cultural background, and individual peculiarities of a personal. NMC are thus a subject to individual variations but also to noteworthy uniformity within groups. Simplifying this paradox, it is fair to say that individuals differ with respect to how many NMC they are likely to perform, whereas speakers within a speech community and culture are remarkably consistent with regard to when and how they use NMC when communicative content and situation are kept constant. Observations of similarity within and differences between groups allow to speak about nonverbal repertoires whose characteristics are driven by cultural conventions and norms as well as by the structure of the language spoken.

Therefore, NMC can be taught in the context of forming cultural competence or in more general terms, forming communicative competence. Many scholars understand the importance of NMC in SLA (“second kinesic acquisition”, Raffler-Engel 1980: 106), and as an object of study and teaching in the language classroom, NMC have been suggested periodically (for example, Al-shabbi 1993; Beattie 1977; Brault 1963; Brunet 1985; Calbris and Montredon 1986; Green 1968; Wylie 1985). However,. there is a considerable gap as to what exactly to teach, how to teach and finally how to test the skills.

There is evidence that learners benefit from explicit way of teaching NMC as compared to more traditional implicit method where NMC are acquired by learners in the process of observation of native speakers and their instructor speaking a foreign language. In her experiment, Jungheim (1991) tried to examine whether Japanese learners of English learned the meaning of American gestures better when given explicit instruction or when merely exposed to them and left to deduce the meaning. The students participating in the experiment who received explicit instruction about the gesture and used it during class time demonstrated a higher degree of recognition on a posttest than did students who were only implicitly exposed to the gesture. The results based on the comparison of the experimental and control groups, indicate that mere exposure is not enough for accurate L2 NMC acquisition to take place. It means that L2 benefit more from explicit learning of NMC.

Interestingly, Gullberg (1998) found that native speakers rated learners whose formal proficiency was very low but who used gestures strategically as more proficient than learners who were formally more accurate but gesturally passive. These findings suggest that NMC have positive effect in L2 communication not only in the sense of L2 production but also in L2 perception and general positive attitude to L2 speakers.

The benefits for L2 learners from the acquisition of NMC of the target culture are multiple. A popular assumption is that L2 learners mainly produce gestures and other nonverbal cues to overcome lexical shortcomings in speech. However, studies have repeatedly shown that learners use NMC for a variety of purposes. In a study of communication strategies, Gullberg (1998) found that L2 learners use gestures in conversational narratives to elicit words from their interlocutors, to manage problems of coreference, and to metalinguistically signal the presence of a problem such as an ongoing lexical search or management of disfluency.

A number of studies have also shown other benefits of NMC in SLA. Platt and Brooks (2008) found that L2 learners used gestures, gaze, body movements, and physical contact with task materials to help them achieve self-regulation in L2. NMC provide a way for L2 learners to gain control over the linguistic, discursive or task difficulties in L2 or the combination of these. According to Kendon (2004) and McNeill (2005) interactional functions of NMC also include turn regulation, feedback eliciting, agreement marking, attention, and direction (pointing). Self-directed functions include organizing thoughts for expression and enhancing some aspect of the message to be conveyed.

NMC solutions are mostly successful and help sustain interaction and speech. McCafferty (2002) examined the interactional effect of learners’ gestures, showing that a learner’s use of gesture played an important role in promoting language use by facilitating positive interaction between the non-native and native participants. In this respect, learners’ gestures promote learning in that they help promote continued output and opportunities for using L2. However, learners are not alone in using gestures as scaffolding. Simplified registers used by native speakers and instructors, known as Foreigner Talk (Adams 1998) and Teacher Talk (Allen 2000; Lazaraton 2004), are characterized by an increased use of iconic, deictic, and rhythmic gestures (for the detailed classification of gesturers, see the following section).

At the same time benefits of NMC in SLA are not limited to speech production and speech comprehension or more widely to communication between native and non-native speakers. Nonverbal communication between instructors and learners is also extremely important. Lozanov insisted that the instructor’s verbal and nonverbal messages should be harmonized in order that the same positive message of support and encouragement is received by students on both the conscious and unconscious levels (Bancroft, 1995). L2 instructors should be aware of the impact that their nonverbal behaviour has in affecting learners' achievement and attitudes towards learning. Miller (1988) stated that “when teachers exhibit verbal messages that conflict with nonverbal messages, students become confused, and this confusion often affects their attitudes and learning.” Instructors should be aware of their nonverbal communication so that they send students positive signals that reinforce learning, and at the same time avoid sending negative signals that stifle learning. To become better receivers of student messages, instructors should also be more aware of nonverbal communication in SLA. Such nonverbal cues as frowning, absence of smile, interruptions are considered negatively by learners. Whereas, smiles, more gesturing, encouraging tone of voice, are considered positively and elicit more willingness to learn L2 (Miller 1988).

It is also worth remarking that if NMC are used in an apparently unnatural way, they are also perceived negatively by L2 learners. For example, a smile may be both a positive and a negative nonverbal cue in the sense that if a smile looks (and in fact is) artificial, the instructor may be also perceived as artificial, not sincere. However, when the instructor is smiling naturally or at least tries to be friendly, then the learners perceive him/her positively and thus learning is enhanced. Finally, more NMC may also be helpful in student-to-student communication. Positive nonverbal signals sent by learners to each other create friendly atmosphere in the classroom and make the learners feel comfortable even if they have difficulties in L2 production. It encourages for more interactive practice and gives the necessary practical skills which are then used in real life communicative situations.

Overall, NMC in SLA are beneficial in many aspects. First, they help L2 learners express themselves better in L2. NMC directly influence quality and quantity of L2 production. NMC also help L2 learners to feel more confident in using L2 which is partially connected to the higher quality of L2 production. On the other hand, NMC help in speech comprehension as native speakers tend to evaluate better those L2 speakers who use more NMC (gestures, mimicry, interpersonal distance). In addition to this NMC can be used in SLA classroom both by instructors and by learners and help to establish cooperative relationships both among the learners and between the learners and the instructor.

Applying NMC Strategies in SLA.

In this section, such NMC as mimicry (smile, eye contact), gestures, and proxemics are discussed. As noted previously, NMC vary from culture to culture, in this section NMC are mostly discussed in the context of North American English speakers and are compared to their equivalents in some other cultures.

In the context of SLA and in the sense of what NMC can be taught / learned, such element of NMC as mimicry and more specifically lips and especially smile are of great interest. One can pout, lick or purse his lips and communicate a wide range of emotions this way. For example, when we are trying to recollect something or when we are worried, we bite our lips. When people are greatly surprised, they often open the mouth and the lips go apart.

The smile alone is extremely meaningful in nonverbal communication. A smile in the American English-speaking world is a sign of culture. It is a tradition, a custom, a part of the society. That is where the famous American motto ‘Keep smiling!’ comes from. However, the American smile does not always show directly what people really feel. It is somewhat different from for example, a Ukrainian or more generally Slavic smile. ‘Smile with no reason is a sign of stupidity’ an old Russian proverb says. Ukrainians do not smile ‘formally’. That is why Ukrainian tourists travelling abroad are often considered as gloomy or unfriendly. Moreover, a smile in Ukrainian culture can be regarded as a challenge by men or as an invitation by women. Naturally, it can cause irritation or anther negative reaction. In fact, the absence of smile in the Ukrainian-speaking world is as natural as its wide presence in the English-speaking one.

There have been attempts to classify smiles (Pease & Pease 2006; Leathers & Eaves 2008):

1) Frank Smile. This kind of smile indicates a good attitude. It can also be a reaction to a pleasant event (e.g. a joke, good news, etc.).

2) Formal Smile. It is often a means of greeting in American English- speaking world.

3) Commercial Smile. It is widely used in trading in order to attract clients’ attention, encourage more purchases.

Though sophisticated in basic sense, this classification may be completed by one more type of smile which I call “nervous smile”.

4) Nervous Smile. It is typically seen in situations when people try to look confident while experiencing difficulties or inconvenience of any kind.

Different kinds of smile appear in different situations. For example, commercial smile is used by most retail stores. Shop assistants are instructed to smile at clients. Some client services on the phone also instruct their workers to smile. Though their clients do not actually see the service people, smile is still perceived by the clients paralinguistically and elicit more positive reaction and consequently more satisfaction by the service. In SLA, learners using smile and trying to be frank are likely to elicit better comprehension from their interlocutors while speaking L2. At the same time this positive reaction is paid back by the native speakers and L2 learners can feel more comfortable while communicating in L2 using NMC.

Eye contact is equally important in cross-cultural communication. Interestingly longevity of staring too depends on a person’s cultural background. For example, southern Europeans have a higher frequency of look. And this can appear offensive to others. In a conversation, the Japanese direct their eyes to the neck rather than straight to the face. Before making any conclusions as for how friendly an interlocutor in L2 is, L2 learners should be taught to take into consideration a person’s cultural self-identification. Not only duration and frequency of eye contact are important but also the point on the face or the body at which the look is directed. There exist several types of looks:

1) Business Look. While speaking to a native speaker, L2 can imagine that there is a triangle on his/her forehead. If they look at this triangle, they will create a business-like atmosphere. Unless their look goes lower than the level of their interlocutor’s eyes, they can control the situation with the help of the look. This may be especially beneficial in business contexts.

2) Social Look. It goes down the line of the interlocutor’s eyes. In this case, a neutral atmosphere of social communication is created.

3) Intimate Look. It slips from the interlocutor’s eyes and goes down to the other interlocutor’s body. The gaze then shifts from the eyes to the chest. This way L2 learners may display that they are interested and if their interlocutor feels the same way, his/her look will be fixed on the same level. Gender implications are also interesting in this context. A great number of men would say that women always complain about men staring at their chest. Whereas men may just feel more convenient keeping eyes below their interlocutor's “eye line.”

4) Sidelong Look. It may be accompanied by:

a) slightly heightened eyebrows or a smile. It displays interest. This kind of look may be used for encouragement or to invite the interlocutor to take his turn in the conversation;

b) lowered eyebrows, wrinkled forehead or/and lowered corners of the mouth. It reflects a suspecting, unfriendly or critical attitude.

Constant eye contact is common in Spain, Greece, and Arabian Emirates. Such an intent look suggests certain influence on a partner. It signals speaker’s high status, potential to control the conversation, and possibility to influence it significantly. At the same time in Japan, such behaviour is considered inappropriate and rude. Unlike North Americans, the Japanese, for example, avoid direct eye contact. They look at the communicator’s neck when they listen or at their own shoes when they speak themselves.

In cultures and societies with a strong tradition and distinctive hierarchy, it is easy to guess rank and social status by watching a person’s conversational habits. People with a lower rank try to look at those with a higher rank. And the latter often ignore the less wealthy unless they speak directly to them. Unlike western countries, people in Mediterranean countries tend to use eye contact more often to express a wide range of emotional states. For example, a severe look (to express anger), glitter in the eyes (sincerity), a wink (especially in Spain and France during a confidential conversation), batting of eyelashes (used by women to add more persuasiveness) are all common to express a particular emotional state without or in addition to verbal component of speech. In these countries, people are also more likely to use their eyebrows to express surprise, disapproval, aggressiveness, fearlessness, or other feelings. L2 learners should be aware of these tendencies to avoid confusions and to better understand their interlocutors if the latter come from this part of the world. The intent look is typical to Arabian, and south-western countries of Europe. A ‘steady’ or ‘firm’ look is used in northern Europe and North America. Moderate eye contact is more common in South Korea, Thailand, most African countries.

The examples above are only a few and are given in order to illustrate the importance of acquiring / teaching NMC and more specifically mimicry (eye contact and smile). The material for the acquisition should necessarily be adjusted to the needs of a particular language and culture as mimicry displays as well as other NMC vary from culture to culture. The classifications suggested above provides a framework for further research in the context of NMC in SLA, rather than imposes a ready-made solution.

Another important aspect of NMC is hand gesture. ‘Bind an Italian his hands and he won’t be able to say a word’. That is how Europeans often characterize Italian communicative style. Speaking more specifically about gestures, as an important component of NMC, it is necessary to remark that they are one of the aspects of NMC which can be both taught and acquired. Moreover, the significance of gestures has been known since ancient times. When Demosthenes (one of the greatest orators in the history) was asked what qualities were essential to become a good orator, he simply answered, ‘Gestures, gestures, and gestures!’ (Pease & Pease 2006).

Not every L2 learner will become an orator but a person who wants to achieve particular aims in the process of communication must be an orator to a certain extent. In the process of cross-cultural communication, it acquires even greater significance because every gesture can determine the final result of negotiations on different levels (foreign diplomacy, corporations, personal contacts).

A. Coni in his book ‘Advice to lecturers’ remarks, ‘Gestures vivify a conversation but one should use them carefully. An expressive gesture has to correspond to the content and the meaning of the phrase or a separate word. Too frequent, alike, hasty, and abrupt movements are unpleasant, they pall and irritate.’ (quoted in Pease & Pease 2006: 256)

Based on previous attempts (Kendon 2004; Brown 2000; Leathers & Eaves 2008) to approach the classification of gestures, it is possible to categorize gestures into several groups:

1) Mechanical gestures. These are usually involuntary movements such as stroking of the tip of the nose or twitching the ear. Mechanical gestures divert the listener’s attention from the contents of the speech preventing them from understanding the oral message properly.

2) Rhythmic (speech accompanying) gestures. They are related to the rhythm of the speech. They underline the logical stress at the same time slowing or accelerating the tempo of speech. These gestures acquire the function of intonation.

3) Emotional gestures. They express different shades of feelings (excitement, happiness, admiration, surprise, etc.).

4) Pointing (deictic) gestures. They are used to point at an object in a row of other similar objects (one can point with a head, a hand, a finger, a foot).

5) Image-creating (iconic) gestures. These are gestures which are used to describe an object, to create an image of this object in the interlocutor's mind (it becomes possible through the visual demonstration).

Interpretation of gestures even within the same culture may depend on the situation. For example, an attendee at a lecture on catching his neighbour’s look points to the place on the hand where he normally wears his watch. That is the way he communicates that he wants to find out what time it is now. However, when a lecturer’s assistant makes the same gesture to the lecturer, it means that it is time to finish the lecture. Finally, this gesture can mean ‘There is something on your hand’.

Finally, the same gestures can acquire opposite meaning in different countries. For instance a fist with a raised thumb is often used in Northern America when hitchhiking and means ‘Can give me a ride, please’, whereas in Greece it is an indecent gesture. So it is not difficult to imagine what awaits an unaware American travelling in Greece who tries to catch a passing car.

Distance as well as gestures, is an important component of NMC which can be taught in a foreign language classroom, and is also marked culturally. The physical body of most living creatures is surrounded by space which they consider to be their own ‘personal space zone’. As for human beings, the size of this zone depends on two major factors: density of population and social status. For example, the Japanese are accustomed to living in overpopulated areas and communicate at comparatively small distances. The Canadians and the Australians, on the other hand, prefer wide open spaces. That is why they are more likely to keep distance in the process of communication. This principle is often neglected by L2 learners though it is a necessary component of a successful cross-cultural communication. Students studying foreign languages should be taught these simple principles together with other relevant NMC.

There are four types of personal space zones.

1) Intimate (0.5 – 1.5 ft). It is very important for each individual. Only very close people are admitted here, for example, children, parents, a husband, or a wife. There is a subzone in this zone. Its radius is only 0.5 ft and one can penetrate here only by direct contact. This subzone may be called an extra intimate zone.

2) Personal (1.5 – 4 ft). Space zone which is common at business and friendly parties, other social events with friends and colleagues.

3) Social (4 – 12 ft). This distance is chosen in the situation of speaking to strangers or little-known people, for example, to a postman or a new coworker.

4) Public (12 ft and more). It is used in conversation with a great number of people, for example, it is used by a professor delivering a lecture, or a speaker giving a talk.

5) Impersonal (the speaker is out of sight). In rapidly developing world, new technologies allow speakers to communicate using a wide range of means such as cell phones, the Internet (e.g. Skype) and others. Interaction in this case is built on different communicative rules and strategies. Peculiar to this distance is that interlocutor is often out of sight whereas his voice allows to get the meaning through words (lexical level of the language) and paralinguistic means.

The following real-life example illustrates the importance of taking into consideration personal private zones. A newly-wed couple that had just immigrated to the USA from Denmark was invited to a local literary club. Several weeks later female members of the club began to complain that they felt uneasy at the presence of the Dane as he ‘made advances’ and ‘flirted’. The male members of the club felt that his wife hinted by non-verbal means that she was open to ‘sexual relationships’.

In reality, the two Europeans never wanted their new American friends to consider their behaviour inappropriate. The common American intimate zone extends to 1.5 ft, whereas in most densely populated European countries, it is 30 % less, that is only 1 ft. Moreover, Europeans in this case use more persistent eye contact. This led to the wrong conclusions concerning the Danes’ behaviour.

Penetrating into the intimate zone of a person of the opposite gender, is a means of expressing interest. It may be called flirting. If flirting is denied, this person steps back and keeps distance. If such advances are accepted, the ‘infringer’ is allowed to stay in the intimate zone. Therefore, the Danes’ normal (from the Europeans’ point of view) social conduct was interpreted as sexual flirting. At the same time the Danes considered the Americans ‘cold’ and ‘unfriendly’ because the latter always went out of the Danes’ habitual communicative zone.

In order to avoid cross-cultural misunderstanding L2 learners can be informed of the importance of taking into consideration different elements of non-verbal communication, including proxemics. The explanations should be linked to L2 culture as well as compared to that of learners' own habitual culture.

By the manner in which people shake hands, one can find out whether this person lives in a big city or in the country. A city-dweller’s personal zone is about 1.5 ft. For this reason the hand is stretched to a corresponding extent when shaking hands. (See the illustration 1.1).

Illustration 1.1 – Two city-dwellers shaking hands.

People who live in a town where the density of population is not as high as in the city normally have a personal zone of up to 4 ft in radius. Naturally, they try to keep a considerable distance when they shake hands. Country-dwellers usually bow in the direction of the handshake whereas city-dwellers just step forward. (See the illustration bellow).

Illustration 1.2 – Two country-dwellers shaking hands.

People who were brought up in a distant town or a sparsely populated rural area normally need a much larger personal zone. It extends up to 30 ft. These people would prefer not to shake hands but to greet each other at a distance. (See illustration 1.3).

Illustration 1.3 – Two men from a sparsely populated area greeting each other.

City trading agents believe that considering these peculiarities is essential in achieving success especially when they deal with farmers. Owing to the fact that a farmer from a sparsely inhabited area has an ‘air envelope’ extending from 3 to 6 ft and even more, a handshake with them is considered as a territorial breach. The farmer is very likely to stand on the defencive in this case. Prosperous trading agents practically unanimously say that the most favourable conditions for business negotiations are formed when they greet a town-dweller with a sincere handshake or when they meet a farmer by waving a hand.

To sum up, NMC are one of the most important elements in the communication. Lexically, people transmit only 7 % of the information and it is also true when in the context cross-cultural communication. Therefore, in order to make L2 learners feel confident and comfortable in the situation of cross-cultural communication (that is culturally and communicatively proficient), they should be taught NMC explicitly. It is strongly recommended to pay special attention to gestures, and interpersonal zones as well as facial expressions. First, it helps to avoid misunderstanding (rather common because of cultural peculiarities). Second, knowledge of NMC gives an exclusive opportunity to understand quickly the interlocutor. Third, it allows L2 learners to express their ideas adequately, and lastly, teaching NMC together with verbal language enriches students’ linguistic and cultural horizons giving more opportunities to achieve communicative goals in the process of communication.

Methodological Recommendations.

The necessity of mastering foreign languages along with a mother tongue is out of question today. Modern-day life has set new tasks. Learning foreign languages using outdated methods shows inadequacy in today’s global society. To know a foreign language means not only being able to express your thoughts in L2 but being able to achieve quite definite aims in the process of cross-cultural communication. To master a language means to be able to understand native speakers’ way of life, their communicative behaviour, and mentality. Introducing NMC in a foreign language classroom explicitly, requires careful choice and the systematization of language material, both should follow certain principles:

1) System. It allows for influencing effectively every element of the contents of the language material.

2) Phases / Different Levels. Such an approach stimulates gradual accumulation of knowledge. This principle is crucial in forming logically based informative skills.

3) Modality. In the process of education with elements of modal technology the quality of self education rises. It also plays an important role in individualizing of the process of education.

4) Sufficient Information. Adequacy, accuracy, and sufficiency of information are necessary for establishing a professional dialogue between the instructor and learners.

5) Affective Influence / Topicality. A topic under discussion should always have something to do with students’ life. In this case they will be much more willing to take part in the discussion in a foreign language. Thus, the material including the NMC component will be better assimilated.

6) Spatial Arrangement. Students should not sit in rows (‘face to back’ arrangement). The practice of ‘circular’ arrangement shows much better results. It creates friendly atmosphere and encourages to communication.

7) Correspondence. NMC must correspond to verbal message.

As was previously stated, one of the most significant principles of teaching NMC is a system. Therefore, it is important to pick a corresponding model of teaching and a series of exercises which would provide learners with the necessary material for practising. And that is one of the aims of this research. Relatively few techniques for teaching non-verbal communication have been developed:

1) Discussion. Learners discuss the meaning of NMC (either demonstrated by their instructor, from pictures, or from audio-visual aids).

2) ‘Mimicking’. Learners mime adjectives of both physical and emotional character.

3) Mute movie. Learners watch a video clip without sound, discuss NMC used in it and try to recreate the dialogue.

4) Animation. Learners ‘animate’ a dialogue using NMC only (no verbal accompaniment).

5) Acting out. Learners act out a dialogue using gestures and other NMC in addition to verbal component.

6) Composing Dialogues. Learners work in pairs. They write a dialogue on a suggested topic, add NMC elements wherever possible and present it to the rest of the group.

7) Immediate Reaction. Learners, in pairs, take turns in listening to each other for 30 seconds using only nonverbal responses as a reaction to what they have just heard.

The techniques presented above are basic. In practice they may be extended. For instance, the recorded dialogues in ‘Mute Movie’ can be followed by watching the original dubbed version. After this learners should be encouraged to discuss why there have been inaccuracies in their recreated dialogues.

Conclusion

Empirical data confirmed that as much as 97 % of information transmitted in communication is realized by NMC. Gestures, interpersonal zone, mimicry as well as other NMC constitute an indivisible part of the language and culture. It seems reasonable that we should raise learners’ awareness of NMC in order to improve their foreign language proficiency. By using NMC learners, increase their speech fluency, help themselves to avoid cross-cultural misunderstanding, improve their presentation skills, and finally, raise their self-confidence which is crucial in cross-cultural communication especially in context of political and business affairs. NMC also beneficial in SLA classroom where their presence help to create a healthy atmosphere of support and in this way enhance L2 acquisition.

The practical value of this study is in elaboration of a set of methodological recommendations as to how to teach / learn NMC. The given study opens the door to further investigations. Further studies of NMC in a particular culture are necessary to satisfy the needs of SLA as applied to a specific language.

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