Research Paper: The Role Culture Plays in Misunderstandings of Nonverbal Communication in the Classroom

Introduction

Working in a globalized setting, such as the classroom, requires an individual to consider that not all individuals will respond in the same manner. As a result, it is important to be ready for different expectations. While this previously mentioned aspect affects social settings, it is prominent in classrooms, lecture halls, and face-to-face meetings among individuals. Therefore, individuals should identify the variations and alter their expectations and presentations accordingly. The differences are observable through attentive listening.

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An individual could respond to a group while assuming they embrace a similar culture while they are not. Such an assumption could diminish the ability of a person to understand and know the people they interact with. Also, it is important for people to be aware of responding to specific labels than individuals. The risk of making a biased and inaccurate assumption can diminish. Therefore, people should avoid such risks and limit interactions if they do not understand the other culture. Moreover, the global society should be aware of people in nations with varying expectations, habits, and tendencies with individuals reflecting different outcomes.

Clinard (2003) elaborates that listening is a major skill that can be developed via training. The assumption of most educators and learners that they can listen is a major barrier to the improvement of listening skills. Intercultural communication requires competent listeners. Listening includes other elements that ensure comprehension of words while motivating individuals to be more sensitive and attentive to non-verbal cues. Listening includes letting the audience know that a speaker understands the message in communication.

A vast amount can be learned from the way students nonverbally communicate with their teachers and peers. Conversely, if educators do not understand the forms of nonverbal communication and their meanings, misinterpretations, and conflict will likely occur in the classroom. To connect and effectively communicate with students, especially in a classroom with ELLs, educators must have some knowledge of how nonverbal communication, such as body movement, gestures, eye contact, and silence, can differ based on a student's cultural background. Understanding the cultural differences in nonverbal communication can lower the affective filter and eliminate frustration for both teachers and students.

Gap

There is a gap in the evaluation of the aspects and factors concerning methods of exchanging data and information while making groups, nations, governments, and people on the importance of learning and recognizing the use of non-verbal communication based on different cultures. Understanding non-verbal communication will help individuals limit and reduce the challenges they face. This study aims to provide recommendations based on the evaluation of existing literature to improve intercultural communication efficiency among populations and ELLs.

Purpose

The purpose of this research is to examine the role of culture in the misunderstanding of classroom non-verbal communication, more so, for English language learners (ELL). The study aims to provide a better understanding of the differences in cultures and their implications in non-verbal communication that seeks to lower negative effects on the students while eliminating frustrations for both students and teachers. Gestures and other forms of non-verbal communication have crucial variations that ELL learners and educators should observe in class. A slight variation in a specific gesture could result in adverse effects such as violent and personal confrontations. The inability to identify the meaning of a particular gesture, more so in a classroom setting that includes intercultural communication, could cause awkwardness and confusion.

Objectives

The research's main objective is to define the roles of culture in non-verbal communication that encompasses several misunderstandings.

Other objectives of the study include:

1. To define communication.
2. To identify and evaluate non-verbal communication forms.
3. To elaborate on the impact of culture on non-verbal communication misunderstandings.

Research Questions

The main research question is identifying and evaluating the role of cultural-based misunderstanding in non-verbal communication within the classroom environment.

Other research questions include:

1. What is the definition of communication in class?
2. What are the different forms of non-verbal communication?
3. What is the impact of culture on non-verbal communication misunderstandings?

Literature Review

Communication

Communication is defined as the interchange or imparting of information, opinions, and thoughts through signs, writing, and speech. Notwithstanding, communication is explained as the process of allowing individuals to exchange and negotiate both non-verbal and verbal information between two or more parties (Bambaeeroo & Shokpour, 2017). Communication is a process that includes sending and receiving information allowing individuals to share their emotions, attitudes, feelings, and notions every day. Further, communication is categorized into two, that is, verbal and non-verbal forms. Therefore, having a successful sharing of information with another individual is based on competence and experience in the above-identified categories.

Non-verbal communication is associated with verbal-based cues. Non-verbal communication is essential in the daily life of individuals and in the class where individuals are studying the English language. Face-to-face communication comprises up to 705 of social life and lifestyle. Moreover, non-verbal communication entails skills used to describe individuals' emotions and views without the use of words (Bambaeeroo & Shokpour, 2017). Verbal communication is vastly used in spoken exchanges of messages.

Non-Verbal Communication

Individuals are grounded and ingrained in holistic cultures globally and could use nonverbal communication in many cases (Matsumoto & Hwang, 2020). It is important to note that verbalization is majorly embraced by people from linear and Western cultures. Individuals from holistic-based cultures often use their eyes to listen to their ears since they are keen on verbal expressions and language (Singh, McKay, & Singh. 1998). The aforementioned notion is a major reason why individuals perceive those from Western cultures as verbal. Also, those from holistic cultures are perceived as unresponsive. Additionally, holistic cultures have varying definitions of similar non-verbal behaviors that include greetings, the display of affection, and other forms of body language.

The most vital aspects of non-verbal communication include body language, also identified as Kinesic-based communication that incorporates body movement, facial expressions, the physical environment (proxemics), and proximity or distance to other parties involved in a conversation. Personal characteristics are also identified as Artifactual communication and used to modify specific appearances. Moreover, Adentunji and Sze (2014) argue that non-verbal communication includes subliminal and conscious messages where the sender knows that the message has a general meaning with a particular comprehension, including the consent of the sender on the information passed.

Methodology

The researcher will undertake a qualitative methodology to assess the in-depth communication producers and meanings of individual body languages for different cultures. The text presents existing literature and studies on non-verbal communication misunderstandings to explore various factors causing barriers in non-verbal communication (BRM, 2020). The researcher will incorporate the integrative literature review that focuses on concepts, phenomena, and theories. Moreover, the researcher seeks to provide examples of the effectiveness and advantages of using non-verbal communication. Furthermore, the researcher shall discuss the implications of culture on non-verbal communication.

The research aims to identify communication approaches and types of non-verbal communication with emphasis on various misunderstandings in non-verbal communication different barriers to intercultural communication, and the impact on how individuals exchange messages. Globalization has prompted the development of relationships between individuals who use non-verbal cues in communication as a bridge to better understanding the English Language (Adentunji and Sze, 2014).

Body communication is a major barrier and challenge, separating and preventing individuals from various cultures from exchanging accurate, clear, and simple non-verbal information. Once an individual misinterprets nonverbal, they could destroy relationships among people (Adentunji and Sze, 2014). Thus the communication model identified above requires individuals to understand how to communicate with others from different cultures and how to bridge the communication gap globally due to the increased diversity of international relations and associations. This research focuses on non-verbal communication and various misunderstandings that exist.

Research Design

The review of existing literature includes the identification and analysis of various documents that contain information regarding the research questions identified in the objectives. The documents to be used in this study include reviews, dissertations, news publications, dissertations, and articles. This approach in the qualitative study approach seeks to review the existing documents relating to misunderstandings in non-verbal communication. The use of these methods allows the researcher to avoid duplication while providing a comprehensive insight to logically develop the study (BRM, 2020). Existing research provides a rationale for the study's hypothesis and the aspects required to justify the significance of the research. Additionally, the review of previous research allows the researcher to identify specific data collection approaches and strategies that are productive in relation to the study topic. The information aids to avoid the mistakes by previous researchers and ensures the necessary procedures in the available data are analyzed.

Discussion

What is the definition of communication in class?

The rapid advancement of globalization has resulted in the necessity for communication approaches that allow individuals from various cultural backgrounds to interact using different linguistic and cultural backgrounds. English is considered an international language and a basic aspect of education. English is used as a means of communication and in the education system to ensure compliance with international and local standards (Barabar & Caganaga, 2015). Verbal communication in teaching is elaborated as the overall relationships that are realized through conversations and speaking. In this connection, it is vital for teachers to incorporate words carefully to portray specific meanings. Words provoke emotions and distinct functionality among people. The use of words appropriately affects the body and soul of the audience.

Teachers and educators should incorporate negative words while associating with various students. An educator should understand the power of words and their effects on a specific audience (Barabar & Caganaga, 2015). Therefore the professionals should ensure they understand the words used in class before use. The teacher often expresses their opinion with comprehensive words while including a comments framework for students. The educator is the sender and should beware of the implications of various words on the diverse cultural population in class...