View Content #28984

By Cameron Teubner-Keller, CASLS Student Worker

This activity guides learners through identifying and analyzing non-verbal patterns in communication. Learners will also think about how they might use non-verbal patterns in their own lives. It was created for learners of all levels.

Learning outcomes:
Learners will be able to:

• Identify 3 examples of non-verbal patterns in an example video clip
• Describe the communicative function(s) of the identified non-verbal patterns
• Name 4-5 instances they use non-verbal patterns in their daily lives.

Mode(s): Interpersonal, Interpretive

Materials: Looking for Non-Verbal Patterns video, YouTube video: “Nonverbal Communication Clip Compilation”, Identify Non-Verbal Patterns handout

Procedure:

1. First, as a whole group, ask your learners to define what “non-verbal” means, either in words or with any examples they can think of. Learners might provide answers such as “facial expressions” or “hand gestures”. Compile their suggestions into a list for all to reference (on the board, in a shared digital document, etc.)
2. Next, play the Looking for Non-Verbal Patterns video. Ask learners to notice the examples of non-verbal communication given in the video (i.e. facial expressions, emojis).
3. Now ask your learners to think about the communicative function of the examples they noticed.  What can one communicate with facial expressions? What do different emojis mean to them? Give learners 2 minutes to think about it themselves. Learners can write down or draw their thoughts, if that is helpful to them.
4. Next, ask learners to get into pairs and share their thoughts from step 3. Give learners 5 minutes to discuss and then ask for volunteers to share.
5. Then give learners the Identify Non-Verbal Patterns handout.Go over instructions on the handout.  Tell learners that they will be watching a clip of a Youtube video where people use non-verbal communication patterns. Their goal for step 1 of the handout is to list any non-verbal patterns they see from Lucy, the woman in the clip. Now play the YouTube video: “Nonverbal Communication Clip Compilation” until 1:59.
6. Now play the clip again, but ask your learners to list any non-verbal patterns they see from the directors in the video (step 2 of the handout).
7. After playing the clips, group learners into groups of 3-4 and have them discuss the patterns they saw. Ask them to discuss the following questions: “What non-verbal patterns did you see from Lucy? From the director?” and “What was each person trying to communicate non-verbally?" The goal here is to not only get learners to identify non-verbal patterns, but to also be aware of the communicative function of these patterns. Have learners fill out the Function portion of the tables on the handout as they discuss.
8. As a whole group, ask groups to volunteer  examples of a non-verbal pattern that they identified and the communicative function behind it. Write these on the board or in the digital document so the whole group can see them, as not all groups will have the same analysis.
9. For each example and function, ask the whole group whether they agree if that was the intended function by the interlocutor. During this phase of the activity, you want to have learners critically thinking about what they observed. It’s important to note that not all learners will think the same or act the same, and that that is an important part of communication. You can replay portions of the video so all can review the specific pattern and function being discussed, if needed.
10. Lastly, have your learners think of ways in their own lives they might use or have used non-verbal patterns to communicate something. Mix up the small groups from before, and ask the new groups to come up with 4-5 examples of scenarios in which they might use non-verbal patterns. Ask your learners to fill out step 4 of the handout given to them earlier. If learners are having a hard time getting started, provide an example yourself such as: “My friend asks me to go to a party with him, but I’m not very thrilled to go. I might use a facial expression to express that I’m not very interested or that the idea doesn’t really spark joy. OR, I might use eye movement or hand gestures to signal that I’m not interested”.

Modifications (scaffolding): Novice learners may use their L1 to discuss the video, fill in the handout, and reflect on examples from their own lives, as this will allow them to more easily express their ideas. However, if you would like novice learners to do these things in the target language, provide visual examples of the non-verbal communication patterns, along with key words learners will need to discuss them, so learners can use them as reference. Intermediate and advanced learners will be able to do more of the discussion, writing and reflection in the target language.