Non-verbal Communication In Sociocultural Context In Teaching Turkish As A Foreign Language

Abstract

The most important element that provides personal and social communication is language. Although the verbal communication aspect of the language predominates, non-verbal language elements are also at the forefront of communication. In addition to some sounds that cannot be described as words, body language along with gestures and facial expressions, is also called “non-verbal communication”. According to research, “non-verbal communication” is more effective than other language elements in ensuring linguistic understanding. Learning a language as a mother tongue or a foreign language is basically similar but different from each other. The most obvious of these differences emerges when using language in the sociocultural field. Because an individual who communicates in his native language does not experience any hesitation in choosing internalized word meanings or in the use of non-verbal communication elements. So much so that native speakers perform non-verbal communication elements that show emotional states compatible with the meaning of the words used in verbal communication, almost involuntarily, that is, as a reflex. However, the same convenience is not available for those who learn the same language as a foreign language: Foreigners who learn the target language must first choose the word to be used in verbal communication, determine which meaning corresponds to the situation, and then try to add non-verbal communication elements compatible with the context to the word. Some of the non-verbal communication elements can sometimes have meaning on their own, without being added to words, that is, as voice or body language. Some non-verbal communication elements, which may be different from the culture of foreign students learning Turkish, are frequently used in Turkish society. In addition to body language, including gestures and facial expressions, there are also some sounds that contain meaning. Learning these sounds and body language, which are unique to Turks and cannot be described as words, by foreigners learning Turkish, is important in terms of adapting to the sociocultural structure of the society in which they learn the language, as well as knowing the meaning details of the target language. Because knowing some sounds or body language movements that have different meanings or no meaning in the student's own culture will eliminate possible misunderstandings or disagreements. As the foreign student's communication becomes easier, his positive thoughts about the target language increase, it will be easier for him to adapt to the new society he joins without experiencing culture shock. Considering the importance of the communicative approach in foreign language teaching, learning the non-verbal communication elements of the target language should be a priority for language learners.