Notes: Verbal and Non-Verbal Communication — Page-by-Page

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  • Verbal and Non-Verbal Communication

    • Core idea: The worst assumption for a speaker is that the message will be understood exactly as intended. Communication can go wrong in many ways, so every communicative act conveys meaning through a message that may be verbal, nonverbal, and/or context (place and time).

    • Verbal communication: spoken or written messages used to express oneself. Although the term "verbal" often evokes oral speech, in this course the focus is on oral communication.

    • Nonverbal communication: messages conveyed through body language, appearance, gestures, facial expressions, vocal tone, etc.

    • Context: the place and time of communication can significantly affect reception. Example: timing of a critical comment.

  • VERBAL COMMUNICATION

    • Definition: the spoken or written message used to express oneself.

    • Voice is a key element in oral communication and comprises four processes:

    1. Respiration (breathing): before speaking, we inhale air (inhalation/expiration).

    2. Vibration/phonation: production of voice sounds via rapid opening of the vocal folds in the larynx.

    3. Resonation: enriching or amplifying sound via resonators (throat, sinuses, chest).

    4. Pronunciation: articulation and shaping of sounds in the mouth to produce intelligible speech.

    • As one speaks, ideas and emotions are conveyed through words via voice.

    • Distinct vocal qualities involved in speaking:

    1. Pitch: highness or lowness of voice.

    2. Loudness: volume of voice.

    3. Duration: length of time a sound is produced.

    4. Quality: tone of the voice.

Page 2

  • NONVERBAL COMMUNICATION

    • Messages are sent not only through words but also through non-verbal cues (body gestures, facial expressions, vocal variety).

  • I. Characteristics of Non-Verbal Communication

    • A. Non-verbal cues show interaction among people; they allow communication even if a listener does not understand the spoken language.

    • C. Non-verbal cues reveal how people feel (e.g., bored with a lecture via slumped posture, broken eye contact, glazed eyes).

  • II. Functions of Non-Verbal Communication

    • A. Complementing: non-verbal cues reinforce the verbal message (e.g., a fan’s wide smile when announcing a team win).

    • B. Contradicting: non-verbal cues can oppose the verbal message.

    • C. Accenting: non-verbal cues emphasize parts of the spoken message.

    • D. Substituting: non-verbal cues stand in for words.

    • E. Regulating: non-verbal cues control the flow of verbal communication.

    • F. Repeating: repeated non-verbal cues carry specific meanings.

  • III. Types of Non-Verbal Symbols

    • A. Kinesics (Bodily Motions): study of body language, including:

    1. Eye contact: crucial for signaling attention, interest, hostility, attraction, and for maintaining conversation flow.

    2. Facial expressions: universal expressions for happiness, sadness, anger, surprise, fear, disgust; highly expressive and often universal.

    3. Gestures: use of hands/arms to convey meaning; meanings can vary across cultures. Example: the OK sign can be positive in English-speaking contexts but offensive in Germany, Russia, and Brazil.

    4. Posture and body orientation: how you stand/sit communicates openness or disinterest; facing students suggests approachability; turning away or looking down communicates disinterest.

    • B. Paralanguage (Use of Voice): non-verbal sounds accompanying language that shape meaning. Key elements:

    1. Tone (Vocal Quality): the characteristic sound of a voice (e.g., whining/nasal tone signaling complaint, harsh tone signaling anger).

    2. Speed: rate of speech; faster speech can signal tension, slower speech can signal sadness or caution.

    3. Pitch: high vs. low; pitch changes convey emotion (e.g., excitement vs. indifference).

    4. Volume: loudness or softness; loud for emphasis, soft for confidentiality.

    • To illustrate, try saying “This is so beautiful. I love it so much” with different emotional tones (happy, angry, fearful, sarcastic) and observe the meaning shift.

    • C. Oculesics: eye contact as a nonverbal signaling of sincerity.

    • D. Haptics (Touch): study of how touch conveys messages; cultural differences affect interpretation and use; categories (per Burgoon et al., 1989) include functional/professional touch, friendly/warm touch, love/intimate touch, and sexual touch.

    • E. Proxemics (Use of Space): space conveys meaning; involves permanent structures, movable objects, and informal space (intimate/comfortable zone). Edward Hall (1963) emphasized space in social relationships. Distance categories:

    • Intimate distance: close phase < 6 ext{ inches} \(15 ext{ cm}); far phase 6 \text{ to } 18\text{ inches} \(15 \text{ to } 46\text{ cm})

    • Personal distance: close phase 1.5 \text{ to } 2.5\text{ ft} \(46 \text{ to } 76\text{ cm}); far phase 2.5 \text{ to } 4\text{ ft} \(76 \text{ to } 122\text{ cm})

    • Social distance: close phase 4 \text{ to } 7\text{ ft} \(1.2 \text{ to } 2.1\text{ m}); far phase 7 \text{ to } 12\text{ ft} \(2.1 \text{ to } 3.7\text{ m})

    • Public distance: close phase 12 \text{ to } 25\text{ ft} \(3.7 \text{ to } 7.6\text{ m}); far phase 25 ft or more25\text{ ft or more}

    • F. Chronemics: signaling via time (nonverbal cue).

    • G. Olfactics: messages via smell; memories/associations triggered by scent.

    • H. Chromatics: communication through color; culture affects color meaning.

    • I. Gustorics: communication via taste; signals pleasure or displeasure.

    • J. Personal Appearance: dress, grooming convey social/cultural roles and personal qualities. Sub-points:

    1. Clothes: occasion/context guides dress; clothing can signal group identity.

    2. Hairstyles: convey personality (e.g., simple vs. bold styles).

    3. Accessories: jewelry/piercings signaling status.

    4. Tattoos: cultural/hierarchical signaling (e.g., Arioi in Tahiti).

  • FUNCTIONS OF COMMUNICATION

    • Understanding the function of communication helps achieve effective results in interactions. Functions may have primary and secondary roles.

    • 1. Regulation/Control: sending orders, making requests, influencing actions, and either accepting or refusing directions. Sub-acts include:
      • Making suggestions (involving the speaker)
      • Making requests; suggesting; refusing with alternatives
      • Persuading someone to change viewpoint
      • Requesting and granting permission
      • Forbidding actions; issuing commands

    • 2. Social Interaction: shared attention and social bonding; examples include:
      • Expressing joy for others’ success; expressing concern for welfare
      • Complimenting; receiving visits; offering/accepting food/drinks
      • Making appointments; encouraging phrases to motivate others (e.g., “That’s a good effort.”, “Keep going.”, “You can do it!”, etc.)

    • 3. Motivation: encouraging action by recognizing strengths, effort, and providing positive role modeling; benefits include improved performance and relationships. Sample motivating phrases (same as above but framed for motivation).

    • 4. Information: being informed to understand country/global matters; information supports decisions.

    • 5. Emotional Expression: expressing feelings (e.g., affection) through speech or gestures.

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  • INTERMEDIATE NONVERBAL CUES

    • Gestures (continued): three main gesture types:

    • Adaptors: self-touching movements indicating arousal or anxiety (e.g., hair tossing, head scratching, nose-picking, lip-biting).

    • Emblems: conventional gestures with specific meanings recognizable within a culture (e.g., thumbs-up). Note: meanings can differ across cultures.

    • Illustrators: gestures that accompany speech to illustrate size, shape, or other features (e.g., showing the size of a watermelon with hand movements).

    • Posture and body orientation: standing or sitting posture communicates attitudes (e.g., upright and forward-leaning signals openness; back-turning signals disinterest).

    • Additional notes on nonverbal cues: eye contact and facial expressions remain central to conveying emotion and intent.

  • PARALANGUAGE, OCULESICS, HAPTICS, PROXEMICS, CHRONEMICS, OLFACTICS, CHROMATICS, GUSTORICS, PERSONAL APPEARANCE (summary)

    • Paralanguage (tone): emphasis, emotion, and meaning via voice characteristics; examples discussed earlier (Tone, Speed, Pitch, Volume).

    • Oculesics: eye contact as a gauge of sincerity.

    • Haptics: touch-based communication and cultural variability; categories include functional, friendly, love/intimate, sexual.

    • Proxemics: spatial signaling and its cultural variability; distance scales defined earlier.

    • Chronemics: timing as a signal.

    • Olfactics: scent as a communicative cue.

    • Chromatics: color meanings; culture matters.

    • Gustorics: taste as a communicative cue.

    • Personal Appearance: clothing, hairstyle, accessories, tattoos signaling identity and status.

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  • CONTINUED NONVERBAL SYMBOLS AND PARALANGUAGE

    • Reiteration of paralanguage elements and their effect on meaning: tone, speed, pitch, volume.

    • Eye contact (Oculesics) reinforces sincerity and engagement.

    • Haptics and proxemics details summarized; spatial configurations communicate closeness, status, and intent.

    • Proxemics distances with emphasis on cultural variation and specific distance ranges (as above).

Page 5

  • FUNCTIONS OF COMMUNICATION (Detailed)

    • Regulation/Control: issuing commands, making requests, guiding behavior, granting/denying permissions, etc. Includes subacts like suggesting, refusing with alternatives, persuading, etc.

    • Social Interaction: expressions of joy, concern, compliments, hospitality, planning meetings, etc. Helps build relationships and social cohesion.

    • Motivation: stimulating effort and performance; uses both verbal and nonverbal cues (e.g., encouragement phrases).

    • Information: ensuring others are informed for informed decision-making.

    • Emotional Expression: communicating feelings through words and gestures.

Page 6

  • MOTIVATION IN COMMUNICATION

    • Definition: encouraging or influencing others by highlighting strengths, offering praise, recognizing effort, and modeling positive behavior.

    • Benefits: improves individual and organizational performance, fosters friendly relations, and helps achieve goals.

    • Sample motivational phrases (used in appropriate verbal and nonverbal contexts):

    • “That’s a good effort.”

    • “Keep going.”

    • “You can do it!”

    • “You have my support.”

    • “(You’re) getting better.”

    • “Don’t give up!”

    • “Give it your best shot.”

    • “Keep up the good work.”

    • “Nice job! I’m impressed!”

    • Note: Just like regulation and social interaction, motivation uses context-appropriate expressions to motivate.

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  • SUMMARY OF FUNCTIONS AND MOTIVATION CONTINUED

    • Reaffirmation that, to realize regulation, social interaction, and motivation, there are conventional phrases or expressions suitable for motivating others.

    • Information and Emotional Expression continue to be key functions; emotional expression highlights how feelings are communicated (e.g., affection via verbal or nonverbal means).

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  • TYPES OF SPEECH CONTEXT

    • Oral communication spans across contexts, cultures, channels, and media; can involve two or more people, though one can also speak to oneself.

  • INTRAPERSONAL (self-communication)

    • Definition: communication with oneself, reflective thinking, and internal processing.

    • Examples of intrapersonal processes:

    • Internal monologue (e.g., appreciating food, mulling over a difficult test, calming before an interview, memory recall).

    • Writing (e.g., journal entries, grocery lists, calculations).

    • Speaking aloud to oneself.

    • Gestures while trying to remember something.

  • INTERPERSONAL (between two or more people)

    • Definition: from very personal to impersonal relationships.

    • Personal: close relationships (couples, family, close friends, colleagues, neighbors).

    • Impersonal: exchanges between people not closely related (waiter/customer, taxi driver/passenger, police officer/foreigner, bank teller/depositor).

    • Direct vs. Mediated: face-to-face vs. technology-assisted communication (telephone, mobile, online chat).

    • Process model reference: Shannon-Weaver model (sender → message → receiver → feedback); emphasizes that every aspect (content, delivery, and nonverbal cues) matters.

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  • PUBLIC SPEECH CONTEXT

    • Public communication (public speaking): speaker communicates to an audience with the aim to entertain, inform, or persuade; audience size can vary.

    • Focus: sender must consider audience, purpose, and occasion.

    • Types of Speech Styles (scale from most formal to most informal): Frozen, Formal, Consultative, Casual, Intimate.

    • FROZEN: language is fixed and timeless (e.g., Pledge of Allegiance, prayers, legal citations). One-way in nature; formal settings.

    • FORMAL: follows a commonly accepted format; impersonal and formal (sermons, rhetorical statements, courtroom pronouncements, announcements).

    • CONSULTATIVE: formal/professional discourse typical of interactions with hierarchy (superior-subordinate, doctor-patient, lawyer-client, teacher-student, counselor-client).

    • CASUAL: informal language used by peers; includes slang and colloquialism; group language requiring membership.

    • INTIMATE: private language for close relationships (spouses, romantic partners, family members).

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  • ADDITIONAL SPEECH STYLES CONTEXT

    • Public speaking requires attention to audience, occasion, and purpose; the stylistic choices range across a spectrum.

    • The page reiterates the five speech styles and provides examples of each in real-world contexts.

    • Note: In practice, speakers may shift style depending on audience and purpose, blending registers as appropriate.

Page 11

  • TYPES OF SPEECH ACTS

    • Speech Act Theory (SAT): language is used to perform actions; utterances are meaningful in context and depend on speaker intention and effect on the listener. Originates with J. L. Austin (How to Do Things with Words, 1962) and developed by J. R. Searle.

    • Three core levels/components:

    1. LOCUTIONARY ACT (Utterance): the act of saying something, i.e., the literal utterance and its conventional meaning.

    2. ILLOCUTIONARY ACT (Intention): the intended function or force of the utterance (ordering, informing, promising, warning, etc.).

    3. PERLOCUTIONARY ACT (Response): the actual effect on the listener (persuasion, convincing, surprising, etc.).

    • The locutionary act is the surface form; the illocutionary act expresses intent; the perlocutionary act describes the resulting effects on the listener.

    • Foundational idea: language does not have fixed, standalone meaning; meaning arises from the interaction of utterance, context, speaker, and listener.

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  • ILLocutionary and PERLOCutionary ACTS (examples)

    • LOCUTIONARY ACT examples (actual utterances):

    1. “Our class will end in five minutes.” (teacher’s actual utterance)

    2. “I am starving to death.” (speaker’s utterance)

    • Illocutionary ACT (intent behind utterance):

    • The act is the performance of an act in saying something; illocutionary force is the speaker’s intent (to order, ask, inform, advise, or warn).

    • Example: “I promise to talk to him right away” performs the illocutionary act of promising.

    • Other examples:

      1. “Our class will end in five minutes.” (the teacher intends for students to finish tasks before the bell)

      2. “I am starving to death.” (the speaker suggests that listeners should eat immediately)

      3. “Don’t open that box!”

      4. “May we use this computer?”

    • PERLOCUTIONARY ACT (listener response/impact):

    • The utterance is used to achieve a response or effect in the listener (persuading, convincing, surprising).

    • Examples:

      1. “Our class will end in five minutes.” → Listeners finish their task right away.

      2. “I am starving to death.” → Listeners agree that they should eat immediately.

  • Additional notes on Speech Act Theory

    • The theory emphasizes that utterances carry performative force; the meaning is not solely in the words but in how context and intent drive actions and responses.