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Chapter 5: The World Beyond Words
Key Concepts
artifacts
chronemics
haptics
immediacy
kinesics
nonverbal communication
paralanguage
proxemics
Chapter Outline
I. Nonverbal and verbal communication are both similar to and different from each other.
A. There are four similarities between the two types of communication.
2. Nonverbal communication is rule-guided. Within particular societies
3. Nonverbal communication may be intentional or unintentional.
4. The culture in which we grew up teaches how, when, and where we use
nonverbal codes.
B. There are three differences between verbal and nonverbal communication.
1. Generally, people believe nonverbal communication more than they
3. Nonverbal communication does not have distinct starting and ending
points.
II. Four principles guide our understanding of nonverbal communication.
A. Nonverbal Communication May Supplement or Replace Verbal Communication
Nonverbal and verbal communication work together by having the nonverbal
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C. Nonverbal messages also tend to emphasize the relational level of meaning in an
interaction. Immediacy is behavior that increases perceptions of closeness
between communicators.
D. Nonverbal communication reflects and expresses culture, which means that we
learn nonverbal communication over time.
III. There are nine basic types of nonverbal communication.
A. Kinesics refers to all of our body positions, body movements, and facial
expressions.
B. Haptics is the technical term we use to refer to our touching behaviors.
IV. Two guidelines help us use and interpret nonverbal communication more effectively.
A. We need to use monitoring skills.
B.
Discussion Ideas
Nonverbal deception: Ask students to generate a list of ways they know someone is
deceiving/lying to them. If they are having trouble generating a list for others, ask them to
This is a quick
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Differences between verbal and nonverbal communication: If you have access to audio-
visual equipment, choose a film or television clip where the nonverbal cues are meaningful.
Allow students to listen to the verbal message and write down their perceptions of the person
Nonverbal meanings: Ask students in dyads to leave the classroom for about 10 minutes
and do something that is nonverbally different to a stranger. One person should be the
Artifacts and environmental cues: Prior to class, ask students to write out a detailed
Environmental cues: Ask students to describe the setting for their favorite class (make sure
they list examples for as many nonverbal message types as possible). Now ask them to make
Nonverbal and verbal listening cues: Ask students to list a person that they believe is a
good listener (this works well as a previewing or reviewing exercise for listening). Based on
your recollections and/or observations, answer these questions.
What proxemic behaviors contribute to the impression that this person is listening fully? Describe how
she or he uses space.
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Does the person paraphrase the communication of people to whom she or he listens?
How does the person demonstrate support verbally? Be specific in describing phrases and language.
How does the person demonstrate support with nonverbal communication? Be specific in describing
Flame wars: On the internet, computer mediated conversations lack body language, voice
intonation, and other important nonverbal elements. Without these features, people are
compelled to fill in the gaps with assumptions about the nonverbal elements. Read the
following paragraph (taken from http://archives.obs–
us.com/obs/english/books/editinc/can_talk.htm; bottom of web page) to the class about a
flame war.
to blow things entirely out of proportion for example, taking a couple of sentences
originally me
Lead a discussion about how lack of nonverbal cues contributes to flame wars and then
discuss how to avoid getting involved in them. For example, one common suggestion is to
wait overnight before sending an emotional response to a message. Further, if a person has
used in this example:
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Activities
Title Individual Partner/
Ethno
Group Demonstration/
Whole Class
Internet/
InfoTrac
2. Communicating Without Words X
4. Inclusive/Exclusive Nonverbal
Messages
X – P
6. Does Space Make a Difference? X
X = Marks type of activity H = Handout P = Preparation required for students/teacher
Nonverbal Perceptions
This exercise illustrates how nonverbal behaviors affect our perceptions of others.
Begin class by talking about the various types of nonverbal communication.
Ask for two volunteers. (It works well if you have one female volunteer and one male volunteer).
On a sheet of paper, ask the students to split their paper in half. One side will refer to one student
and the other side will refer to the other student.
Ask the students to write down their nonverbal perceptions about the two students based on the
following questions:
1. What type of music does this person listen to?
2. What type of car does this person drive?
Ask the class for their nonverbal perceptions, and then ask the two volunteers to reveal their
answers. Ask the students what specifically influenced their perceptions. Discuss how people can
communicate nonverbally and how influential their nonverbals are
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Communicating Without Words
This exercise clarifies the importance of nonverbal communicating in expressing three
dimensions of relational meaning: liking, power, and responsiveness.
major part of communication. It is especially powerful in expressing relational meanings (liking,
responsiveness, and power).
Meanings Between Words
This exercise demonstrates the importance of vocal cues in creating the overall meanings of
communication.
Ask for two volunteers. Give them a copy of the page titled Uncertain Dialogue. Tell them they
are to read the dialogue, and the class will try to determine what the context of the dialogue is
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Inclusive/Exclusive Nonverbal Messages
This activity must be assigned in advance. It increas
communication represents inclusion and exclusion to different groups.
A week before you plan to discuss the importance of nonverbal communication in including and
excluding people, tell students they have an observation assignment. Instruct students to visit
campus buildings and hangouts and to notice nonverbal elements such as where buildings are
located, and the graffiti, books, artwork, and so forth in buildings. Tell them also to observe
When students have completed the assignment, lead a class discussion in which you highlight the
power of nonverbal communication to acknowledge or erase, invite or discourage, welcome or
reject certain groups. Ask students whether people of diverse, non-Caucasian cultures would feel
visible and respected in buildings adorned with massive portraits of Caucasians, whether women
would feel included when all of th
the center or on the periphery of campus? Are minority persons and women visible in main
offices of buildings?
Dress in the Work Place
The purpose of this activity is to discuss the effectiveness and ethics of employing tips about
workplace dress, as well as discussing rules for workplace dress.
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Using your favorite search engine, find web sites that discuss the relationship between how one
dresses and the image they project in the work place. Web sites that discuss this issue include:
Wear dark clothes, such as black or navy, because they communicate a sense of authority;
To look taller, wear darker colors on the lower part of your body and lighter colors on the
top.
For further information, read:
John T. Dress for Success by John T. Molloy. Warner Books.
by John T. Molloy. Warner Books.
Does Space Make a Difference?
Ask students to pick a partner. Ask students to talk to their partner at a normal distance about
what they did this weekend. Give them five minutes to discuss. Then, ask the students to move
closer to their partner. Ask one third of the class to stare at their partner while talking. Ask the
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Journal Items
Violate a nonverbal gender prescription. If you are a woman, you might restrain yourself
from smiling for twenty-four hours, staring challengingly at others when you talk with them,
or sitting with your body spread widely. If you are a man, try smiling more--whenever you
meet people, when you talk with them, etc. Men may also violate masculine nonverbal
prescriptions by giving strong eye contact and abundant head nods and other displays of
responsiveness when they converse with others. Analyze how you felt violating the
nonverbal prescription for your gender and what responses you got from others.
Responses will vary, but students may receive perplexed or confusing looks from others,
Analyze the artifacts and environment of your room. What do these nonverbals communicate
about who you are? How does their presence affect your feelings of comfort, identity, and
security? What would be different if all of your personal artifacts disappeared?
Responses will vary, but look for students to address how the artifacts we surround ourselves
Visit three different professors on campus. Describe the different office environments and
office is similar to personality characteristics of that specific professor. What can you learn
about the professor by looking at his/her office?
Observe people in a public environment, such as a shopping mall or a busy restaurant.
Distinguish between two people who are friends and two people who are romantically
involved based on their nonverbal communication. What types of nonverbal communication
did you use to distinguish the two people?
Consider the clothing you wear in different situations, such as in class, at work, attending a
religious or spiritual ceremony, etc. How does this affect the image that you present to
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others? How does wearing different clothing affect how you feel about yourself? Are there
any implicit or explicit rules that regulate what types of clothes you wear?
Responses will vary, but look for students to distinguish among different contexts, identify
Consider three different friends that you have and discuss their physical appearance. Does
their physical appearance affect their personality? Are there certain things about their
physical appearance that cause others to stereotype them or prejudge them? If they went to a
different country, how would people view them?
Media Resources
Web Sites
Name: FAQs About Feng Shui
Developer: The American Feng Shui Institute
Brief Description: This site provides answers to frequently asked questions about the ancient
Chinese practice of Feng Shui
URL: http://www.amfengshui.com/faq.htm
Name: Empowerment Enterprises: Excellence in Communication and Image
Developer: Empowerment Enterprises
Name: No Tie Zone
Developer: Unknown
Brief Description: Argues that requiring men to wear ties in the workplace is gender
Name: Dress Code Information at Business.com
Developer: Business.com
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Name: FaceView: Observing, Understanding, Perceiving, and Synthesizing Faces
Name: Kismet
Name: Dictionary of gestures, signs, and body language cues
Developer: Center for Nonverbal Studies
Name: Tools for Communicating Nonverbal Issues
Developer: Coping.org
Film Ideas
Children of a Lesser God is the story of teachers and students in a school for the deaf. The film
does an excellent job of demonstrating the extent to which ideas and feelings can be
communicated without using words. When discussing this movie, be sure to point out that the
actual signs that make up American Sign Language (or other Sign languages) would be the
signer produces signs, the facial expressions used, body positions, etc. are nonverbal features.
Mrs. Doubtfire, starring Robin Williams as a man who disguises himself as a woman, is also
effective in highlighting gendered nonverbal styles. What do films like Tootsie and Mrs.
Doubtfire –
identities?
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Cast Away, starring Tom Hanks, is about a Federal Express employee/trainer who becomes
stranded on a deserted island after a plane crash. Show the clip early on in the movie where Tom
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Print Resources
press books concerning the strategic use of nonverbal communication. Some books students
could analyze as part of their popular press book paper include:
by John T. Molloy. Warner Books.
by John T. Molloy
Casual Power: How to Power Up Your Nonverbal Communication & Dress Down for Success
Script: Uncertain Dialogue
A: Hello.
B: Hello.
A: So, ah, how are you?
B: About the same. You?
A: Nothing new to report.
B: I thought maybe you might have something to tell me.