Chapter 5
Nonverbal Communication:
Silent Language Speaks
ABOUT CHAPTER 5
In this chapter your students explore nonverbal communication—all the kinds of human
responses not expressed in words. They will learn why perceiving and analyzing nonverbal cues
can help them understand what is really happening when they interact with others.
The text guides them through seven categories of nonverbal communication: kinesics, clothing,
voice (paralanguage), proxemics, color, time, and touch. The Skill Builders give them an
opportunity to improve their effectiveness as nonverbal communicators by enabling them to
observe and analyze the context of interactions, as well as the impact of body language,
appearance, vocal cues, and touching.
Nonverbal communication is one of the most popular units in any speech communication course,
and this chapter provides your students with a large selection of activities you can use to bring
information about nonverbal communication to life.
Nonverbal communication is one of the favorites in the press, too. You will want to check
newspapers—print and online—to find the most current photographs of politicians, criminals and
celebrities to share with the class. Use the images on your smart board if you have one in your
classroom.
LEARNING OUTCOMES AND CONTENT
Learning Outcomes and Content Activities and Resources
LO 1: Define nonverbal communication
and explain its characteristics and
functions.
In the Text:
Pages 105-110
Skill Builder: Face Crime
Cartoon Discussion Starter: Peanuts
Review, Reflect, & Apply
Recall
Understand
Apply
In the Instructor’s Manual:
5.1 Skill Builder: Facial Expressions: Paul
Ekman
5.2 Skill Builder: Contradictory Messages
5.16 Skill Builder: KAPP Scan
Worksheet: KAPP Scan
5.23 Skill Builder: Magic of Sign
5.24 Skill Builder: Brainstorm
5.25 Skill Builder: Role Play
Self-Inventory
LO2: Discuss the following types of
nonverbal messages: Body Language,
Voice, Space and Distance, Appearance,
Color, Clothing and Artifacts, Time, Touch,
and Smell
In the Text:
Pages 110-128
Skill Builder: Direction of Gaze
Ethics and Communication: Guarded
Territory and the New Need for Security
Media Wise: Body Talk Clothes Talk
Review, Reflect & Apply
Recall
Understand
Evaluate
Sidebar Discussion Starters
In the Instructor’s Manual:
5.4 SKILL BUILDER: Eye Contact
5.9 SKILL BUILDER: Cue the Receiver
5.10 Skill Builder: Elevator Eyes
5.14 Skill Builder: Facial Broadcast
5.18 Skill Builder: The Future of Faces
5.19 Skill Builder: Creating Rapport via
Matching
5.26 Skill Builder: Eye Contact &
Interaction
5.27 Skill Builder: Nonverbal and Status
5.28 Skill Builder: Ask a Friend
5.29 Skill Builder: Guess
5.30 Skill Builder: Classroom
5.31 Skill Builder: Colors
5.32 Skill Builder: Marasmus
LO3: Describe how nonverbal cues can
help distinguish truth telling from lying.
In the Text:
Pages 130-133
Review, Reflect & Apply
Recall
Understand
Analyze
Exploring Diversity: Etiquette
In the Instructor’s Manual:
5.5 Skill Builder: Posture Pointers
5.6 Skill Builder: Color Schemes
5.7 Skill Builder: On Time
5.8 Skill Builder: Touch
LO4: Identify the ways in which
differences in gender and cultural
background influence nonverbal behavior.
In the Text:
Pages 131-133
Cartoon Discussion Starter
Work It Out: Emotions
Discussion Starters
Review, Reflect & Reply
Recall
Understand
Evaluate
In the Instructor’s Manual
6.11 Skill Builder: The Table
On the Online Learning Center:
Animation: Seating Pattern
LO5: Discuss the influence of technology
on nonverbal communication.
In the Text:
Pages 133-134
Review, Reflect & Apply
Understand
Apply
Analyze
Discussion Starters
In the Instructor’s Manual
5.33: Skill Builder: Jokes
LO6: Practice using and observing
nonverbal cues.
In the Text:
Pages 135-136
Exploring Diversity: Etiquette
In the Instructor’s Manual
5.34 Skill Builder: Smiley Face
Additional Activities In the Instructor’s Manual
5.17 Skill Builder: Nonverbal Immediacy
5.35 Skill Builder: Service Learning
5.36 Listen/View
Self-Analysis Scale
More Activities Online Learning Center:
Key Term Flashcards
Self-Quizzes
Key Term Crosswords
Self Quizzes
PowerPoint Files (Teacher Area of OLC)
LESSON OUTLINE FOR CHAPTER 5
I. Communicating without words
Select Activities from the text and the Instructor’s Manual
II. Characteristics of Nonverbal Communication: Cues and Contexts
Select Activities from the text and the Instructor’s Manual
III. Functions of Nonverbal Communication
A. Message Reinforcement or Complementation
B. Message Negation
C. Message Substitution
D. Message Accentuation or Intensification
E. Message Regulation
Select Activities from the text and the Instructor’s Manual
III. Aspects of Nonverbal Communication
A. Body Language: Kinesics
1. Facial Expressions
2. Eyebrows and Forehead
3. Eyes
4. Mouth
5. Posture
6. Gestures
7. Clothing and Artifacts
B. Voice: Paralanguage
C. Space and Distance: Proxemic and Environmental Factors
1. Distances: Intimate, Personal, Social, Public
2. Spaces: Informal, Semi-fixed-Feature, and Fixed-Feature
3. Territoriality and Personal Space
D. Colors: Meanings and Associations
E. Time: Communicative Value of Chronemics
F. Touch: Haptics
Select Activities from the text and the Instructor’s Manual
IV. Gender and Nonverbal Behavior: Masculine and Feminine Styles
Select Activities from the text and the Instructor’s Manual
V. Diversity and Nonverbal Behavior: Cultural Patterns
Select Activities from the text and the Instructor’s Manual
VI. Technology and Nonverbal Communication
Select Activities from the text and the Instructor’s Manual
VII. Assessing Your Effectiveness as a Nonverbal Communicator
Select Activities from the text and the Instructor’s Manual
TOPICS FOR DISCUSSION
1. Do you think that increasing your ability to observe nonverbal cues could help you in
your career? If so, how?
2. Nonverbal communication is ambiguous; that is, it may or may not mean what we think it
does. Would you like others to be able to read precisely what you mean at any given
moment? Would you like to be able to read precisely all the nonverbal cues sent to you?
Why or why not?
3. What facial cues would you look for to determine if someone is being honest with you?
4. Do you think that business executives should be limited to certain types and styles of
dress?
5. How do various colors make you feel? Why do you choose clothing in certain colors?
What colors would you select to represent your school? Why?
6. Describe a recent occasion in which procrastination caused you to use time ineffectively
and resulted in interpersonal difficulties.
7. How do you feel when someone shakes your hand? Do you think that hand shaking more
frequently could be helpful on the job? Would you be impressed if a company president
or the president of your college came in and shook your hand right now?
8. Do you feel that technology is eliminating the need for nonverbal communication?
9. What aspects of nonverbal communication are evidenced in electronic communication?
MORE TOPICS FOR DISCUSSION
1. The 80 muscles in the face can create more than 7,000 expressions. What message is your
face sending right now?
2. How can you use facial cues to determine if others—including your boss, co-workers and
friends—are being honest with you?
3. What is communicated if eye contact is missing? Lack of eye contact can cause others to
think that we are trying to hide something or that we do not like them. It can also suggest
that two people are in competition with each other. Others may interpret its absence as
signifying either boredom or simply a desire to end an interaction. How do you rate your
own eye contact? When are you a looker and when are you a non-looker?
4. Even though women in general smile more than men do, young children think that the
smile of a male is friendlier than the smile of a female. Do you agree? Explain why or
why not.
5. Describe the posture you consider appropriate for a corporate president.
6. Recall an instance in which posture affected your perception of someone else.
7. Leaning forward communicates liking and interest. Are you aware when you do this? Is it
always a conscious move?
8. Have you ever found yourself extremely overdressed or underdressed for an occasion? If
so, then how did you feel?
9. How do voices of 4-year-olds and teenagers differ? The voices of college-aged men and
retired men? Are there differences in vocal characteristics between, say, a corporate
executive and a construction worker?
10. Can you tell how interested people are in you by where they stand in relation to you?
11. How are the chairs in your classroom arranged? Are they arranged in neat rows? Is the
instructor partially hidden by desk or lectern? Does he or she speak from a raised area or
platform?
ADDITIONAL SKILL BUILDERS
5.1 SKILL BUILDER: Facial Expressions: Paul Ekman
Paul Ekman—author of a number of books on emotions and facial expressions—has developed
an interesting interactive website. Ask students to go to paulekman.com and click on
SETT/METT. There are several facial expressions they can try to identify.
Here is a summary of Ekman’s six emotions and their corresponding facial expressions.
Decoding Emotions in the Face
1. Surprise
Upper Face (eyes and forehead): Brows curved and high; eyes open wide;
wrinkles go across the forehead.
Lower Face (below the eyes): Jaw drops; lips and teeth part.
2. Fear
Upper Face: Brows raised and drawn together; forehead wrinkles in center.
Lower Face: Mouth open; lips tense.
3. Disgust
Upper Face: NA
Lower Face: Upper lip raised; lower lip raised; nose wrinkled
4. Anger
Upper Face: Brows lowered and drawn together; vertical lines between brows
Lower Face: Lips pressed together
5. Happiness
Upper Face: NA
Lower Face: Lip corners up; mouth may part
6. Sadness
Upper Face: Inner corners of brows raised
Lower Face: Corner of lips down
7. Disgust
Upper Face: Brows pressed together;
Lower Face: Corner of lips drawn up; nose wrinkles
Ask students to work in groups. They can practice the seven emotions, using the above notes as a
guide. They can then return to the Paul Ekman website to see if they have improved their ability
to decode facial expressions.
How might police use this exercise? People working for Homeland Security?
Ekman publishes a program called SETT/METT that gives you many examples to use in class. It
is available through his website.
5.2 SKILL BUILDER: Contradictory Messages
1. Working alone, before the class, or with a partner in class, say, “I am glad to be here.” But as
you utter these words, do everything you can to indicate that you are not glad.
2. Repeat the exercise with each of the following statements:
I would love to go out with you.
I’ll see you soon.
This is a wonderful meal.
I cannot stand to be near him.
I hate going to work each day.
3. Respond to these questions: What devices did you and others use to communicate your
contradictory messages? Voice tone? Posture? Facial expressions?
You may want to videotape this exercise, to help each sender analyze his or her own
nonverbal cues.
5.3 SKILL BUILDER: Distance Determinations
1. Work with a partner of the other sex. Back away from each other, and attempt to carry on a
conversation from a distance of 12 feet or more. Maintain this distance for 30 seconds.
2. Continue the conversation, but move to a social distance area (no more than four feet). Again,
converse for 30 seconds.
3. Next, move to a personal distance (no less than 18 inches) and continue talking.
4. Finally, move closer than 18 inches and attempt to continue your conversation.
5. How did your conversation change as the distance between you changed? How did you feel
as you moved closer to each other? Did you become more aware of the other person’s
physical presence? Of his or her odor? To what extent did your visual perception of the
person change? Did you or your partner feel you were being intruded upon? How did your
behavior reflect this?
5.4 SKILL BUILDER: Eye Contact
1. How does eye contact or lack of eye contact affect your interactions with others? You can
explore this issue by using the following experimental conditions when talking to others.
A. Keep your eyes on the floor.
B. Glance around continually.
C. Stare at the other person’s face.
D. Look at the other person’s waist.
E. Maintain comfortable eye contact.
2. Report your findings to the class.
5.5 SKILL BUILDER: Posture Pointers
1. Walk around the room in a stooped posture. Then develop a list of phrases to describe how
carrying yourself in that fashion makes you feel.
2. Walk around the room with your shoulders raised and your head and neck taut. Again,
develop a list of phrases to describe the way carrying yourself in that fashion makes you feel.
3. Walk around the room with squared shoulders. Contrast how you feel while carrying yourself
this way with how you felt in the previous phases.
5.6 SKILL BUILDERS: Color Schemes
1. Keeping your own reactions in mind, examine the color schemes used in several public areas,
including fast food chains, stores, and terminals. What colors are used?
2. Do these color schemes make you want to move quickly? Do the colors excite you, or do
they help you relax?
5.7 SKILL BUILDER: On Time
Some students have a habit of always being 15 minutes late to class—even when their previous
class was just down the hall!
What cues does such habitual lateness transmit to an instructor? Should the instructor conclude
that the student is not interested in the class? Work with a partner to answer these questions.
5.8 SKILL BUILDER: Touch
Marasmus, a Greek word meaning “wasting away,” was the term used in the 19th and early 20th
centuries to describe the disease in which babies placed in orphanages died because they suffered
from a lack of physical contact. Today, in part because of the threat of sexual harassment,
teachers refrain from touching students, and employers refrain from touching people with whom
they work.
1. Work with one or two others to answer these questions. In your opinion, is such a lack of
touch contributing to people’s thinking that the corporations they work for are cold and
uncaring? Should warm and healing, as opposed to sexual touching be put back into our
schools and workplaces? What should be the rules of touch?
5.9 SKILL BUILDER: Cue the Receiver
According to a number of researchers, the amount of eye contact we exhibit habitually is, at least
in part, culturally conditioned. This means that the frequency and duration of our looking
behavior varies across cultural groups.
For example, we know that, typically, Arabs, Latin Americans, and southern Europeans tend to
look directly into the faces of those with whom they are interacting. Chinese, Japanese, Northern
Europeans and Pakistanis tend to avoid focusing on the face of those with whom they are
conversing.
1. Work with a team to determine how you might use the preceding information during
exchanges with members of these groups.
2. Go to Google and other search engines. Determine what characteristics of other groups
the effective communicator might keep in mind. Report your findings to the class.