Acumen:
International Journal of
Multidisciplinary Research
ISSN: 3060-4745
IF(Impact Factor)10.41 / 2024
Volume 2, Issue 5
240
Acumen: International Journal of Multidisciplinary Research
THE IMPORTANT ROLE OF PARALINGUISTIC, FOOTHOLD IN
TEACHING SPEAKING SKILL.
Teshaboyeva Nafisa Zubaydulla qizi
Jizzakh branch of the National University of Uzbekistan
named after Mirzo Ulugbek
The Faculty of Psychology, the department of Foreign languages
Philology and teaching languages
Student of group 103-23: Yusupova Zarina Anvar qizi
Absract:
When learning a new language, real communication goes far beyond just
knowing words and grammar rules. In teaching how to speak well,
paralinguistic
features
—like facial expressions, hand gestures, tone of voice, pitch changes, and even
posture—play a very big part, even if sometimes they don’t get the attention they deserve
in the classroom. These non-verbal signs help learners speak more clearly, show how they
feel, and support the meaning of what they’re saying. Also, they help speakers connect
better with others and sound more natural and fluent. Even though these tools are so
useful, many speaking lessons don’t really focus on them properly. This paper looks at
how paralinguistic elements work and gives some ideas for how teachers can include
them in speaking activities. Some methods include things like acting out scenes, using
videos to study div movements, and giving feedback not just on what students say but
how
they say it. Of course, there are some challenges too—like cultural differences or
student discomfort—but these can be managed with careful teaching. In short, speaking
without gestures and expression feels flat. So, teaching these non-verbal parts of speech
is not just a good extra—it’s actually key if we want learners to speak confidently and
naturally in different situations.
Introduction
Teaching speaking skills in a second language is a multifaceted process. While
vocabulary, grammar, and pronunciation are fundamental, paralinguistic features are
often overlooked. However, they form an essential aspect of natural communication.
Acumen:
International Journal of
Multidisciplinary Research
ISSN: 3060-4745
IF(Impact Factor)10.41 / 2024
Volume 2, Issue 5
241
Acumen: International Journal of Multidisciplinary Research
According to communication theorists, up to 70% of human communication is non-
verbal. This article examines the importance of paralinguistic cues and proposes methods
to incorporate them in teaching speaking effectively.
Paralinguistic Features Defined
Paralinguistics refers to the aspects of spoken communication that do not involve words.
These include:
•
Facial expressions – showing emotions and reactions.
•
Gestures – using hands and div to convey meaning.
•
Eye contact – maintaining connection with the listener.
•
Posture and movement – expressing confidence or uncertainty.
•
Tone and pitch – signaling mood or intention.
•
These cues help speakers express meaning more clearly and enable listeners to
interpret the message more effectively.
•
The Importance in Speaking Skills Development
In speaking instruction, especially for language learners, paralinguistic
features serve several functions:
•
Compensating for linguistic gaps: Learners can use gestures or intonation to
compensate for unknown vocabulary.
•
Enhancing message clarity: Non-verbal cues reinforce spoken content and make it
more understandable.
•
Building listener engagement: Eye contact and expressive delivery keep listeners
involved.
•
Cultural fluency: Understanding and using paralinguistics helps learners adapt to
sociocultural norms of communication.
Teaching Strategies To integrate paralinguistic elements into the classroom,
educators can:
Use video recordings to analyze div language.
Encourage role-playing with expressive gestures and voice modulation.
Provide feedback on posture, facial expressions, and tone.
Acumen:
International Journal of
Multidisciplinary Research
ISSN: 3060-4745
IF(Impact Factor)10.41 / 2024
Volume 2, Issue 5
242
Acumen: International Journal of Multidisciplinary Research
Include drama and storytelling activities.
Train students to identify and interpret non-verbal cues in dialogues.
Challenges and Considerations
Even though bringing paralinguistic features into speaking lessons has many
positives, it doesn’t come without a few complications. A major issue is the role of
culture
. What counts as a friendly gesture in one country might seem rude or
strange in another. For example, in the West, looking someone in the eyes is usually
seen as confident. But in some Asian cultures, the same eye contact might be
considered too direct or even aggressive. This means that teachers need to think
carefully and help students understand the background and meaning behind these
non-verbal actions depending on where they’re used.
Then there’s the matter of how
comfortable
students feel. Not every learner is okay
with acting out emotions or making big gestures during class. Some may feel shy,
especially in front of classmates, or simply not be used to showing so much
expression while speaking. They might also come from more reserved cultures. This
can make it hard for teachers to fully apply methods like drama or expressive role-
plays, no matter how effective these might be.
Also, some
teachers themselves
might not feel ready to teach this side of
communication. If instructors haven’t been trained to notice or explain gestures,
tone, or facial expressions, they might leave these out altogether. That’s a missed
opportunity. Paralinguistics is often seen as something “extra,” but without proper
guidance, students don’t always realize how important it really is.
Lastly, there’s the issue of
assessment
. It’s much easier to grade grammar and
vocabulary than it is to evaluate how well someone uses gestures or changes their
tone. Most language exams don’t even consider these parts of communication, so
both students and teachers may not give them much attention during preparation.
Conclusion
To sum it up, non-verbal communication—or what we call paralinguistics—is more than
just an add-on to spoken language. It’s a core part of how people really talk in everyday
life. We don’t only use words to say what we mean; we use our hands, our face, our voice,
Acumen:
International Journal of
Multidisciplinary Research
ISSN: 3060-4745
IF(Impact Factor)10.41 / 2024
Volume 2, Issue 5
243
Acumen: International Journal of Multidisciplinary Research
and even silence. These features help learners sound more natural, more confident, and
more connected to the people they’re speaking with.
If language teaching focuses only on grammar and vocabulary, students may end up
speaking correctly but sounding flat or awkward. But when we train learners to notice
and use things like gestures, facial expressions, or voice changes, they start to
communicate on a deeper, more emotional level. This kind of training doesn’t just help
them talk—it helps them connect.
Of course, teachers should be careful with cultural differences, and not force students into
expressions that feel uncomfortable or unnatural to them. The goal isn’t to copy a culture
perfectly but to build awareness and flexibility, so learners can choose how they want to
express themselves depending on the situation.
In the end, teaching paralinguistics isn’t just a “nice extra”—it’s something that gives
students a fuller set of tools to speak like real people in real life. If schools want to prepare
learners for actual conversations, then non-verbal communication deserves a proper place
in the speaking curriculum.
The list of used literature
1.
Mehrabian, A. (1972). Nonverbal Communication. Chicago: Aldine-Atherton.
2.
McNeill, D. (1992). Hand and Mind: What Gestures Reveal about Thought.
Chicago: University of Chicago Press.
3.
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching
Pronunciation: A Course Book and Reference Guide (2nd ed.). Cambridge:
Cambridge University Press.
4.
Hall, J. K., & Verplaetse, L. S. (2000). Second and Foreign Language Learning
through Classroom Interaction. Mahwah, NJ: Lawrence Erlbaum Associates.
5.
Ojha, D. D. R. (2023). Teshaboyeva Nafisa Zubaydulla qizi.
6.
Teshaboyeva Nafisa Zubaydullayevna “Teaching vocabulary in ELS
classroom”. Anne Anderson and Tony Lynch (1988). Listening. Oxford
University Press
7.
Тешабоева, Н. (2023). Teaching writing as a major part of productive skills in
mixed ability classes. Информатика и инженерные технологии, 1(2), 652-
656.
Acumen:
International Journal of
Multidisciplinary Research
ISSN: 3060-4745
IF(Impact Factor)10.41 / 2024
Volume 2, Issue 5
244
Acumen: International Journal of Multidisciplinary Research
8.
Teshaboyeva, N. Z., & Niyatova, M. N. (2021). General meanings of the
category of tenses. International Journal of Development and Public
Policy, 1(6), 70-72.
9.
Teshaboyeva, N. (2023). Compound sentences in the English language. Yangi
O'zbekiston taraqqiyotida tadqiqotlarni o'rni va rivojlanish omillari, 2(2), 68-70.
10.
Teshaboyeva, N. Z., & Niyatova, M. N. (2022). The significant role of literature
in teaching and learning process. International Journal of Development and
Public Policy, 1(6), 70-72.
11.
Zubaydulla, T. N. (2023). THE CLASSIFICATION OF SYNONYMS AND
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SPECIFIC
FEATURES.". XXI
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TEXNOLOGIYALAR, FAN VA TAʼLIM TARAQQIYOTIDAGI DOLZARB
MUAMMOLAR" nomli respublika ilmiy-amaliy konferensiyasi, 1(12), 126-
131.
12.
Teshaboyeva, N., & Davlatboyeva, O. (2024). MODERN TRENDS IN
TEACHING FOREIGN LANGUAGES. Молодые ученые, 2(35), 108-111.
13.
Teshaboyeva, N., & Erkaboyeva, S. (2024). TEACHING LISTENING WITH
TECHNOLOGY. Молодые ученые, 2(35), 46-49.
14.
Teshaboyeva, N., & Davlatboyeva, O. (2024). THE ROLE OF LISTENING
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Teshaboyeva, N., & Xatamova, M. (2024). ANALYZING LANGUAGE IN
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DISCOURSE ANALYSIS. Medicine, pedagogy and technology: theory and
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