A Comparative Study of Native and Non-native Body Language: The Case of Americans’ Kinesics vs. Persian English Speakers
By:
Sara Vali-Journal of Intercultural Communication
Rationale for the Study:
The rationale for this study was to elude the importance for foreign cultures to understand one another. In this case it would be the Persian EFL learners verses the native English speakers. We know that it is common sense for there to be barriers within understanding cultures. The sounds we make, the language itself, or our movements and gestures are all prime examples of understanding barriers between cultures. This study was an attempt to examine the effect of culture and gender on the nonverbal behavior of Persian EFL learners. There were three different hypothesis developed from this. First, there is not significant difference between the body language of Persian students and that of native speakers of English. Secondly, there is no significant difference between Persian male and female EFL learners in terms of their kinesics. Lastly, there is no significant difference in using facial expressions as opposed to gestures among Persian EFL learners.
Methods:
A sample of 80 students (40 male and 40 female) from the largest university in Iran, took part in this study. The subjects were at the same English level and studying out of the same textbooks. The subjects’ age ranged between 20-23 years old. The subjects were naturally selected from the oral reproduction classes held by the English translation department. They did this so, in plans of keeping the environment natural. Instruments used to collect data included: (1) performance observation sheets and (2) body language checklists. The performance observation sheets were used to evaluate the students during their presentation of two to three short stories for class. They had to use their own words and gestures as naturally as possible. The subjects of this study were not informed of the objectives of the study beforehand, and they thought that the raters were just two students like themselves. Therefore, their performance could not have been affected by the presence of the examiners.
The raters were two trained English teachers studying M.A. in Teaching English as a Foreign Language at the University in Iran. They were qualified enough to recognize the gestures and body language instances of the subjects in this study. They observed the subjects based of the their body language. Such observations included hand movements, gazing, frowning, head movements, gap filling, rocking, ect. They compared the body language in three different categories:
1) Persian EFL speakers vs. American native speakers (different cultures)
2) Persian male vs. Persian female EFL learners (different genders)
3) Persian EFL learners in terms of their use of facial expressions as opposed to gestures.
Results:
As for the first hypothesis, there was no significant difference between Persian EFL students and (American) English native speakers’ body language. The results indicated that from the 44-kinesics features present in the American body language, 36 instances are common to both Persian and American paralinguism. Therefore, roughly speaking, Persian students and native speakers of American English behave alike as far as body language is concerned.
For the second hypothesis, which was concerned with the differences between the body language of Persian male and female EFL learners, the results again indicated no significant relationship. Even though there were small differences in the use of body language between male and female subjects, these differences showed of no significant importance. Male subjects used (64.2%) facial expressions and (35.8%) gestures in their presentations, whereas female subjects used (63.1%) facial expressions and (36.9%) gestures in their performance.
For the third hypothesis concerning Persian EFL learners’ differences in facial expressions and gestures, the present study suggests that the Persian sample sued more facial expressions than gestures in their communication. When we are conversing with each other, using facial expressions may need less energy and effort than using gestures, Facial expressions may even occur subconsciously, whereas gestures occur consciously. These subconscious changes in our face may sometimes reveal our actual feelings and emotions towards other people and situations.
Discussion:
The results of our study indicate that Persian EFL learners use facial expressions more than the other aspects of body language such as gestures and postures. This means that we need to expand our learners’ exposure to other body language features in order to help them become more familiar with these aspects of nonverbal behavior. New research may also be carried out on other aspects of body language as the primary concern, such as posture or paralinguistic features such as intonation or pitch.
Reflection:
I think this was a great research study, not only because it is a cultural barrier within society, but because I appreciated the focus on the struggles and differences students face who are trying to learn more in hopes of being able to blend in that new culture. It reminds me of the two different trips I made to Ukraine and the first time I felt extremely out of my element. Then toward the last part of the trip I started to pick up on culture ques, gestures, and movements. I especially focused on posture for females in culture. I had made a few extremely close friends who helped me along the way. The next year when I went to Ukraine I took what I had learned from my previous trip and what I had researched and studied on my own time as a guide for me, and I already felt that I blended in with the culture better. This just shows the importance of understanding and respecting different cultures, and having that desire to want to learn more.
The rationale for this study was to elude the importance for foreign cultures to understand one another. In this case it would be the Persian EFL learners verses the native English speakers. We know that it is common sense for there to be barriers within understanding cultures. The sounds we make, the language itself, or our movements and gestures are all prime examples of understanding barriers between cultures. This study was an attempt to examine the effect of culture and gender on the nonverbal behavior of Persian EFL learners. There were three different hypothesis developed from this. First, there is not significant difference between the body language of Persian students and that of native speakers of English. Secondly, there is no significant difference between Persian male and female EFL learners in terms of their kinesics. Lastly, there is no significant difference in using facial expressions as opposed to gestures among Persian EFL learners.
Methods:
A sample of 80 students (40 male and 40 female) from the largest university in Iran, took part in this study. The subjects were at the same English level and studying out of the same textbooks. The subjects’ age ranged between 20-23 years old. The subjects were naturally selected from the oral reproduction classes held by the English translation department. They did this so, in plans of keeping the environment natural. Instruments used to collect data included: (1) performance observation sheets and (2) body language checklists. The performance observation sheets were used to evaluate the students during their presentation of two to three short stories for class. They had to use their own words and gestures as naturally as possible. The subjects of this study were not informed of the objectives of the study beforehand, and they thought that the raters were just two students like themselves. Therefore, their performance could not have been affected by the presence of the examiners.
The raters were two trained English teachers studying M.A. in Teaching English as a Foreign Language at the University in Iran. They were qualified enough to recognize the gestures and body language instances of the subjects in this study. They observed the subjects based of the their body language. Such observations included hand movements, gazing, frowning, head movements, gap filling, rocking, ect. They compared the body language in three different categories:
1) Persian EFL speakers vs. American native speakers (different cultures)
2) Persian male vs. Persian female EFL learners (different genders)
3) Persian EFL learners in terms of their use of facial expressions as opposed to gestures.
Results:
As for the first hypothesis, there was no significant difference between Persian EFL students and (American) English native speakers’ body language. The results indicated that from the 44-kinesics features present in the American body language, 36 instances are common to both Persian and American paralinguism. Therefore, roughly speaking, Persian students and native speakers of American English behave alike as far as body language is concerned.
For the second hypothesis, which was concerned with the differences between the body language of Persian male and female EFL learners, the results again indicated no significant relationship. Even though there were small differences in the use of body language between male and female subjects, these differences showed of no significant importance. Male subjects used (64.2%) facial expressions and (35.8%) gestures in their presentations, whereas female subjects used (63.1%) facial expressions and (36.9%) gestures in their performance.
For the third hypothesis concerning Persian EFL learners’ differences in facial expressions and gestures, the present study suggests that the Persian sample sued more facial expressions than gestures in their communication. When we are conversing with each other, using facial expressions may need less energy and effort than using gestures, Facial expressions may even occur subconsciously, whereas gestures occur consciously. These subconscious changes in our face may sometimes reveal our actual feelings and emotions towards other people and situations.
Discussion:
The results of our study indicate that Persian EFL learners use facial expressions more than the other aspects of body language such as gestures and postures. This means that we need to expand our learners’ exposure to other body language features in order to help them become more familiar with these aspects of nonverbal behavior. New research may also be carried out on other aspects of body language as the primary concern, such as posture or paralinguistic features such as intonation or pitch.
Reflection:
I think this was a great research study, not only because it is a cultural barrier within society, but because I appreciated the focus on the struggles and differences students face who are trying to learn more in hopes of being able to blend in that new culture. It reminds me of the two different trips I made to Ukraine and the first time I felt extremely out of my element. Then toward the last part of the trip I started to pick up on culture ques, gestures, and movements. I especially focused on posture for females in culture. I had made a few extremely close friends who helped me along the way. The next year when I went to Ukraine I took what I had learned from my previous trip and what I had researched and studied on my own time as a guide for me, and I already felt that I blended in with the culture better. This just shows the importance of understanding and respecting different cultures, and having that desire to want to learn more.