Abushihab, İ. M. (2012). A semiotic-based approach as an effective tool for teaching verbal and non-verbal aspects of language. Journal of Language Teaching and Research, 3(6), 1150-1156.
Akinola, O. A. (2014). The use of non – verbal communication in the teaching of English language. Journal of Advances in Linguistics, 4(3), 428-433.
Altay, İ. F. (2005). Developing cultural awareness. Journal of Language and Linguistic Studies, 1(2), 170-182.
Behjat, F., Bayat, S. & Kargar, A. (2014). An investigation of students’ attitudes on teachers' non-verbal interaction in Iranian EFL classrooms. International Journal of Language and Linguistics, 2(6-1), 13-18.
Bambaeeroo, F. & Shokrpour, N. (2017). The impact of the teachers’ non-verbal communication on success in teaching. Journal of Advances in Medical Education & Professionalism, 5(2):51-59.
Çimenli, B. (2015). On pronunciation teaching and semiotics. Procedia - Social and Behavioral Sciences, 199, 634 – 640.
DeVellis, R. F. (2003). Scale development: Theory and applications (2nd ed.) Thousand Oaks, California: Sage.
Erton, İ. (2006). Semiotic nature of language teaching methods in foreign language learning and teaching. Journal of Language and Linguistic Studies, 2(1), 73-86.
Fan, S. & Shi, Y. (2010). An analysis of non-verbal behavior in intercultural communication. The International Journal - Language Society and Culture, 31, 113-120.
Gregersen, T. S. (2007). Language learning beyond words: Incorporating body language into classroom activities. Reflections on English Language Teaching, 6(1), 51-64.
Hişmanoğlu, M. (2006). Semiotic elements and difficulties in teaching vocabulary items. International Journal of Applied Semiotics, 5(1-2), 121-136.
Hişmanoğlu, M. & Hişmanoğlu, S. (2008). The use of body language in foreign language learning and teaching. Journal of Social Sciences, 19, 165-178
Hong-li, P. (2011). Effects of non-verbal communication on college English classroom teaching. US-China Foreign Language, 9(8), 505-516.
Karim, A. H. & Sotoudehnama, E. (2017). A qualitative study on teacher’s nonverbal communication and Iranian EFL learners’ perception of language learning. Journal of Language Horizons, 1(1), 109-133.
Mohammadian, A. (2016). Nonverbal communication and its role in teaching a second language. International Journal of Humanities and Cultural Studies. 3(2), 1215-1226.
Najarzadegan, S. & Dabaghi, A. (2014). Effective nonverbal communications and English language classrooms. IJRELT, 2(2), 109-118.
Negi, J. S. (2009). The role of teachers’ non-verbal communication in ELT classroom. Journal of NELTA, 1 4 (1-2).
Özmen, K. S. (2011). Perception of non-verbal immediacy and effective teaching among student teachers: A study across cultural extremes. International Online Journal of Educational Sciences, 3(3), 865-881.
Roy, D. (2005). Semiotic schemas: A framework for grounding language in action and perception. Artificial Intelligence, 167,170–205
Surkamp, C. (2014). Non-verbal communication: Why we need it in foreign language teaching and how we can foster it with drama activities. Scenario, 2014 (2), 12-27.
Şenel, M. (2007). The semiotic approach and language teaching and learning. Journal of Language and Linguistic Studies, 3(1), 117-132.
Tai, Y. (2014). The application of body language in English teaching. Journal of Language Teaching and Research, 5(5), 1205-1209.
Thompson, J. M. (2014). Teachers’ perceptions of other teachers’ spontaneous hand gesturing in the EFL classroom. Novitas-ROYAL (Research on Youth and Language), 8(2), 119-135.
Ünal, D. Ç. & Altay, İ. F. (2013). The effect of teaching practicum on foreign language teacher candidates’ non-verbal communication use level. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 28(3), 417-429.
The evaluation of instructors’ views on the use of semiotics in English classrooms
Year 2018,
Volume: 14 Issue: 4, 63 - 73, 15.12.2018
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The evaluation of instructors’ views on the use of semiotics in English classrooms
Semiotics is the scientific field dealing with the meaning making process via signs and symbols. This study primarily aims at investigating the opinions and preferences of English instructors about the usage of semiotic elements such as mimics, gestures, body movements, posture, eye contact, and clothing in language teaching classrooms. Instructors’ awareness of the unspoken interaction in the class, to what extent they are using the semiotic elements in their teaching style, whether they find these elements useful or not are among the aims of this study. Further aims include determining whether or not language instructors need training about the effective use of non-verbal communication and which semiotic elements they may need special training in. In the data collection process, a questionnaire involving 20 items in a Likert scale format is completed by 40 English instructors, who are currently working in a university preparatory school. The results of the study reveal English instructors’ positive beliefs about the effective use of semiotic elements in their teaching and the powerful effect of successful non-verbal communication to boost student achievement and motivation. Additionally, having previous training on non-verbal communication use is found to be influential on instructors’ belief, which is interpreted as a need for training about the conscious use of semiotic elements in language teaching. Based on these findings, some pedagogical recommendations are proposed for further research.
Abushihab, İ. M. (2012). A semiotic-based approach as an effective tool for teaching verbal and non-verbal aspects of language. Journal of Language Teaching and Research, 3(6), 1150-1156.
Akinola, O. A. (2014). The use of non – verbal communication in the teaching of English language. Journal of Advances in Linguistics, 4(3), 428-433.
Altay, İ. F. (2005). Developing cultural awareness. Journal of Language and Linguistic Studies, 1(2), 170-182.
Behjat, F., Bayat, S. & Kargar, A. (2014). An investigation of students’ attitudes on teachers' non-verbal interaction in Iranian EFL classrooms. International Journal of Language and Linguistics, 2(6-1), 13-18.
Bambaeeroo, F. & Shokrpour, N. (2017). The impact of the teachers’ non-verbal communication on success in teaching. Journal of Advances in Medical Education & Professionalism, 5(2):51-59.
Çimenli, B. (2015). On pronunciation teaching and semiotics. Procedia - Social and Behavioral Sciences, 199, 634 – 640.
DeVellis, R. F. (2003). Scale development: Theory and applications (2nd ed.) Thousand Oaks, California: Sage.
Erton, İ. (2006). Semiotic nature of language teaching methods in foreign language learning and teaching. Journal of Language and Linguistic Studies, 2(1), 73-86.
Fan, S. & Shi, Y. (2010). An analysis of non-verbal behavior in intercultural communication. The International Journal - Language Society and Culture, 31, 113-120.
Gregersen, T. S. (2007). Language learning beyond words: Incorporating body language into classroom activities. Reflections on English Language Teaching, 6(1), 51-64.
Hişmanoğlu, M. (2006). Semiotic elements and difficulties in teaching vocabulary items. International Journal of Applied Semiotics, 5(1-2), 121-136.
Hişmanoğlu, M. & Hişmanoğlu, S. (2008). The use of body language in foreign language learning and teaching. Journal of Social Sciences, 19, 165-178
Hong-li, P. (2011). Effects of non-verbal communication on college English classroom teaching. US-China Foreign Language, 9(8), 505-516.
Karim, A. H. & Sotoudehnama, E. (2017). A qualitative study on teacher’s nonverbal communication and Iranian EFL learners’ perception of language learning. Journal of Language Horizons, 1(1), 109-133.
Mohammadian, A. (2016). Nonverbal communication and its role in teaching a second language. International Journal of Humanities and Cultural Studies. 3(2), 1215-1226.
Najarzadegan, S. & Dabaghi, A. (2014). Effective nonverbal communications and English language classrooms. IJRELT, 2(2), 109-118.
Negi, J. S. (2009). The role of teachers’ non-verbal communication in ELT classroom. Journal of NELTA, 1 4 (1-2).
Özmen, K. S. (2011). Perception of non-verbal immediacy and effective teaching among student teachers: A study across cultural extremes. International Online Journal of Educational Sciences, 3(3), 865-881.
Roy, D. (2005). Semiotic schemas: A framework for grounding language in action and perception. Artificial Intelligence, 167,170–205
Surkamp, C. (2014). Non-verbal communication: Why we need it in foreign language teaching and how we can foster it with drama activities. Scenario, 2014 (2), 12-27.
Şenel, M. (2007). The semiotic approach and language teaching and learning. Journal of Language and Linguistic Studies, 3(1), 117-132.
Tai, Y. (2014). The application of body language in English teaching. Journal of Language Teaching and Research, 5(5), 1205-1209.
Thompson, J. M. (2014). Teachers’ perceptions of other teachers’ spontaneous hand gesturing in the EFL classroom. Novitas-ROYAL (Research on Youth and Language), 8(2), 119-135.
Ünal, D. Ç. & Altay, İ. F. (2013). The effect of teaching practicum on foreign language teacher candidates’ non-verbal communication use level. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 28(3), 417-429.
Altay, İ. F., & Karaazmak, F. (2018). The evaluation of instructors’ views on the use of semiotics in English classrooms. Journal of Language and Linguistic Studies, 14(4), 63-73.
AMA
Altay İF, Karaazmak F. The evaluation of instructors’ views on the use of semiotics in English classrooms. Journal of Language and Linguistic Studies. December 2018;14(4):63-73.
Chicago
Altay, İsmail Fırat, and Fulda Karaazmak. “The Evaluation of instructors’ Views on the Use of Semiotics in English Classrooms”. Journal of Language and Linguistic Studies 14, no. 4 (December 2018): 63-73.
EndNote
Altay İF, Karaazmak F (December 1, 2018) The evaluation of instructors’ views on the use of semiotics in English classrooms. Journal of Language and Linguistic Studies 14 4 63–73.
IEEE
İ. F. Altay and F. Karaazmak, “The evaluation of instructors’ views on the use of semiotics in English classrooms”, Journal of Language and Linguistic Studies, vol. 14, no. 4, pp. 63–73, 2018.
ISNAD
Altay, İsmail Fırat - Karaazmak, Fulda. “The Evaluation of instructors’ Views on the Use of Semiotics in English Classrooms”. Journal of Language and Linguistic Studies 14/4 (December 2018), 63-73.
JAMA
Altay İF, Karaazmak F. The evaluation of instructors’ views on the use of semiotics in English classrooms. Journal of Language and Linguistic Studies. 2018;14:63–73.
MLA
Altay, İsmail Fırat and Fulda Karaazmak. “The Evaluation of instructors’ Views on the Use of Semiotics in English Classrooms”. Journal of Language and Linguistic Studies, vol. 14, no. 4, 2018, pp. 63-73.
Vancouver
Altay İF, Karaazmak F. The evaluation of instructors’ views on the use of semiotics in English classrooms. Journal of Language and Linguistic Studies. 2018;14(4):63-7.