Forms and functions of nonverbal communication in native and non-native French lecturers’ classrooms

This study explores the categories and pedagogic functions of nonverbal communication used by native-speaker and non-native-speaker French teachers teaching French as a Foreign Language (FLE). This study used descriptive qualitative method through room-talk analysis to be observed in Yogyakarta State University. There were two non-native lecturers, a man and a woman, the participants. The data were collected from non-participating classes by means of observations, field notes, and audio-visual recordings. The discussion was limited to the following are nine forms of nonverbal communications: body language, facial expressions, eye contact, posture, proxemics, silence, touch, paralanguage, visual-aids and demonstrations. The results argue that these nine lecture delivery modes are key pedagogic resources through which lecturers shape meaning-making, manage class interaction, and develop lecturer-student relational intimacy. The non-native lecturer displays an increased desire for instruction clarity manifested in a more controlled body language, strategically employed silences, and minimized paralanguage. Conversely, the native speaker prefers interactional dynamism, readily employing hand gestures, spatial dynamics, engaging friendly facial expressions and a variety of paralanguage signals. Overall, the findings highlight the importance of nonverbal communication and its role in the co-construction of a multimodal, interactional-based pedagogic context in teaching French at university. Eye contact, posture, touch and visual illustrations are other communicative resources that help to reinforce the dynamics of the classroom interactions

Body language · CLARITY · Nonverbal communication · Paralanguage · EFL/ESL Teaching and Learning · French Language Learning Methods · Hearing Impairment and Communication