The Role of Teacher's Non-Verbal Behavior in Teacher Talking Time
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Despite the vast amount of research in the area of nonverbal communication in general and in the language classrooms, very few, if any, have looked at the role of teacher's nonverbal behavior in teacher talking time. To bridge this gap, four experienced teachers were video recorded, and the amount of teacher talking time and student talking time as well as the amount of time spent in silence was estimated and turned into a percentage of the whole. Also the recordings were transcribed and coded based on the teacher's nonverbal behavior and the nonverbal frequency was counted considering the cat...
Despite the vast amount of research in the area of nonverbal communication in general and in the language classrooms, very few, if any, have looked at the role of teacher's nonverbal behavior in teacher talking time. To bridge this gap, four experienced teachers were video recorded, and the amount of teacher talking time and student talking time as well as the amount of time spent in silence was estimated and turned into a percentage of the whole. Also the recordings were transcribed and coded based on the teacher's nonverbal behavior and the nonverbal frequency was counted considering the category system of Burgoon et al. (1986). The results confirmed that almost half of the class time was teacher talk in most cases and there was a heavy reliance on a number of categories of nonverbal communication such as Emblems, Chronomics and Proxemics to fulfill a variety of instructional moves. This book is an attempt to show the pedagogical significance of non-verbals and to introduce some new lines of research in the under-researched area of language teachers' nonverbal communication.
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