Non Verbal Communication Research Paper 2022

Running head: NON-VERBAL COMMUNICATION
NON-VERBAL COMMUNICATION
Name of the Student
Name of the University
Author note

NON-VERBAL COMMUNICATION1
As the western educational system adjusts to the growing multicultural system, the
pressure on including foreign students into tertiary educational institutions is increasing. It has
been seen in previous research that intercultural, nonverbal communicative competence is
instrumental in developing wholesome learning environment for both local and international
students (Witsel, 2003). The research papers discussed below focus on the aspect of this form of
communication in an Australian higher education context and display how nonverbal
components such as proxemics, paralinguistics, and kinesics, for example, help mediate the
teaching-learning experiences in the classroom.

NON-VERBAL COMMUNICATION2
Full Reference
Yang, P. (2015). Intercultural nonverbal communication competence: meeting body language
challenges in facilitating and working with students from culturally diverse
backgrounds in the Australian higher education context. In G. M. Martinez
(Ed.), Recent Advances in Language and Communication (pp. 81-96).
Aim of the study
In this paper, the author examines the role that intercultural nonverbal communication
competence plays in the context of an Australian university where the staff members work in a
diverse cultural setting.
Methods
The author uses a series of documents and resources to gather information about theories of
paralinguistic, proxemics and kinesics. Through intense studies and reviews, the author has
collated a rich series of information on the topic and context under discussion. The key
highlight that the author has focussed upon is the impact of the mentioned theories in a
multicultural higher educational setting on how the staff manages the intercultural working
relationships with the students.
Results Summary
After critically reviewing the theories of paralinguistics, proxemics and kinesics in the context
of an intercultural classroom environment, the author stresses the issues that a staff faces
regarding his body language in an intercultural classroom and especially stresses on the fact
that due to the intercultural differences in a classroom, the potential for miscommunication and
misunderstanding is heightened. He uses relevant literatures to argue that this is an issue that is
faced by many staff members as they feel that their intercultural nonverbal skills are
insufficient. He also highlights the important and indispensable nature of a competent
intercultural nonverbal communication for both academic and professional staff especially in
the Australian higher education context because of Australia’s high linguistic and cultural
diversity and Australian universities having an approximately 20% or more international
students from different cultures.
The author afterwards focuses on how a sound intercultural nonverbal competence can have
positive pedagogical outcomes and how students can benefit and can have better learning
outcomes and experience if their teachers are able to demonstrate their intercultural nonverbal
communication competence. The paper states how it can also benefit the staff members in an
Australian university context because a strong intercultural nonverbal competence can help
accommodate the various needs and requirements of a student, be it psychological, social or
emotional.
Your Evaluation
In conclusion the author states how a sound intercultural understanding and effective
nonverbal skills of communication can contribute to positively uplifting the image of the
university and enhance its global competitive skills.
Full Reference
Yang, P. (2018). Developing TESOL teacher intercultural identity: An intercultural
communication competence approach. TESOL Journal, 9(3), 525-541.
Aim of the study