By Edward T. Hall
Best anthropologist corridor analyzes the numerous elements of non-verbal communique and considers the innovations of house and time as instruments for transmission of messages. His stimulating paintings is of curiosity to either the clever common reader and the subtle social scientist.
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Extra info for The Silent Language
Another important factor is the extent to which different types of participant structures are used in each classroom context, as it does vary, and therefore needs to be considered in relation to student orientations to participation. Finally, the varying significance of non-verbal behaviour in the classroom may lead to different ways in which silence accompanied (or not accompanied) by certain non-verbal behaviour is perceived. The second domain, the socio-psychological aspect of communication, involves issues such as anxiety, personality, commitment, and preferred learning style and topic at the individual level.
Using the notion of participant structure, we can identify patterns of participation familiar to participants in the setting in question and consider whether variance in participant structures may affect talk and silence. Another factor to consider in the linguistic domain at the sociocultural level is preferred mode of communication. Certain types of communication in certain settings within a certain community are done through speech while in others they may be done in written or visual modes.
However, no quantification of participation or analysis of classroom interaction was presented as empirical evidence, which is in fact a prevalent weakness of studies in this area. One of the sociocultural factors affecting Asian students’ silence is their unfamiliarity with the way communication is structured in the classroom, which brings us back to Philips’ (1972, 1983) study of Warm Springs Indian children who were socialised into ‘participant structures’ of communication different from Anglo-American norms.
The Silent Language by Edward T. Hall