Nonverbal communication as a mediator of intercultural communication in English as a second language classrooms

ABSTRACT

Nonverbal communication reveals the cultural contexts embedded in social interaction, making it critical for developing intercultural communication (ICC) competency. However, its role in mediating ICC in the ESL classroom has been overlooked. The present study explores the in-depth interviews of 20 first-language (L1) English-speaking teachers’ nonverbal communication practices in ESL classrooms in Korea. The results demonstrated that nonverbal communication adeptness mediated ICC in the classroom and teachers’ ICC competency. Experienced teachers adeptly navigated students’ emotional needs and prevented conflict through nonverbal cue awareness. This led to greater rapport, trust, and culturally rich ESL classes. However, less experienced teachers overlooked students’ emotions and culturally significant nonverbal cues, leading to irreconcilable conflict, prejudice, and tension. The results have implications for intercultural education and pedagogy, demonstrating the vital role of nonverbal communication in mediating ESL teachers’ ICC competency.

非语言沟通将社会文化背景和语言对话紧密结合，对于语言习得中发展跨文化沟通技巧至关重要。本研究认为，在英语作为第二语言（ESL）课堂中实施务实非语言沟通教学，可以作为跨文化沟通的中介，有助于弥合文化和语言之间的隔阂。通过访谈二十位在韩国从事英语教学的母语为英语的教师，本研究发现务实非语言沟通方式与社会文化期望和语言学习密切相关。此外，本研究指出教师的务实非语言沟通在建立良好关系、管理冲突以及融合跨文化学习偏好等三个方面，对于跨文化沟通能力的形成具有重要意义。

KEYWORDS:

• Nonverbal communication
• intercultural communication
• language acquisition
• intercultural conflict
• global Englishes
• ESL
• Korea

Disclosure statement

No potential conflict of interest was reported by the author(s).