The Importance Of Paralanguage In Teaching And Education

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Facial expression. Tai (2014) states that facial expression is a universal language of human beings in which we can express our feeling, emotion and information etc. Dabaghi and Najarzadegan (2014) opine that facial expressions reveal the attudes of a speaker therefore second language (L2) learners look more at the faces of their interlocutors to use visual information to facilitate comprehension. With the help of facial expression, human being can show their feelings and emotions such as happiness, sorrow, and fear. Wong and Wong (1998, as cited in Kessler, 2007) state that facial expression between teachers and students is one of the most important factors for effective teaching and learning. As facial expression is used to express various…show more content…
Huang (2011) states that paralanguage is the way how we vocalize or say the words we speak. Further, he states that the correct use of paralanguage in the class is very powerful tool for effective teaching and learning. Hong-li (2011) states that the study of non-semantic aspects of speech such as tone, volume, pitch, pause, and silence come under paralanguage which affect our image. I strongly agree that paralanguage is the way how we speak thus it includes various vocal qualities such as loudness, intensity, pitch, pauses etc. It is clear that paralanguage includes various vocal elements such as rhythm, volume, tone, intonation etc. So these elements are major features of language speaker to convey message, information, and ideas to others. Time language. Huang (2011) states that time language is known as chronemics which studies about time as well as how humans perceive, structure and use time as nonverbal communication. Generally time language; nonverbal behavior occurs during conversation or discussion. In the context of teaching and learning, time language has dominant role to understand time in turn taking, discussion and present ideas to…show more content…
Verbal and nonverbal behaviors can be considered as indispensable factors of human communication, and, as a result, they become inseparable from the teaching of foreign languages because a proper understanding of nonverbal communication can improve the effectiveness of communication (Bachman, 1990; Kendon, 2004; Pike, 1967 as cited in Birjandi & Nushi, 2011). Regarding foreign language, Oxford (2003) states, "A foreign language is a language studied in an environment where it is not the primary vehicle for daily interaction and where input in that language is restricted" (p. 1). In the context of Nepal, English language is not spoken as a daily purpose and native speaker of Nepalese get less input of English. Jerome and Pianta (2008) state, "English language learners are those, who speak language (s) other than English at home and who, learn English as the dominant language of the media and education in the host culture" (p. 98). Of course, English language learners learn and speak English as a foreign/second language not as a native language in

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