This section begins with a broad definition of what we mean when we say, ‘nonverbal communication.’ We provide explanations concerning how nonverbal behavior impacts communication, affect and cognition. Next, we address the complexities of training learners in capitalizing on their bodies and voices for increased TL competence – including the complications that socio-cultural elements engender. Finally, we end this section by providing several general guidelines for preparing learners for the activities that we present in Part 3.

Definitions

‘Nonverbal behavior is any of a wide variety of human behaviors that also have the potential for forming communicative messages. Such nonverbal behavior becomes communication if another person interprets it as a message and attributes meaning’ (Richmond et al., 2012: 6). It is possible that a specific action might be communicative in one context and not in another. If a language learner extends his arm above his head in a stretching motion to symbolize his willingness to volunteer, it would be considered nonverbal communication. If that same motion was performed to relieve himself of a muscle cramp, this behavior is not communicative because there is no meaning being communicated to another person.

Although many nonverbal experts limit their definitions to that which involves an exchange between people, we propose widening those parameters to include the intrapersonal function of nonverbal behavior. In this scenario, the nonverbal behavior accompanying an individual’s ‘private speech’ or ‘self-talk’ would be considered communication, albeit self-directed. For example, language learners might add a kinesics element, such as a gesture, to accompany hearing, seeing and writing a new vocabulary word to enhance their retention and later retrieval of the lexical item. Our comprehensive definition allows us to discuss the full array of communicative, affective and cognitive functions of nonlinguistic and paralinguistic codes, such as kinesics (including gesture, posture, facial expression and eye behavior), prosodic vocal features and space that language teachers and learners can capitalize on to increase communicative, affective and cognitive competence.