#107, Research Paper: ‘Contribution of Non Verbal Language in Communication: A Study of Non-Verbal Communication’ by Dr. Neena Sharma

ELTWeekly Vol. 3 Issue#107 | December 11 | ISSN 0975-3036

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Dr. Neena Sharma works as Asst. Professor of English (AS & H) with Raj Kumar Goel Institute of Technology, Ghaziabad (UP), India.

Communication is a dynamic process with the interacting components of sending and receiving information. Ever since the dawn of time mankind has always been in engaged in various forms of communication. There are two different kinds of communication, verbal and non-verbal. In the era of caveman just using nonverbal communication could get you by, but in the complex society of today both are needed to fully understand one another. We are taught from a very young age to learn how to communicate, both nonverbally and verbally, Nonverbal cues may provide clarity or contradiction for a message being sent but non verbal communication is not as easy to understand.   Often it can become misinterpreted and the wrong message could be sent or understood. One of the best ways to tell how a person really feels is to watch their body language. Body language is characterized is several different ways, such ways are Haptic, Kinesic, Proxemic, and physical characteristics. This paper will focus mostly on how to read and understand non verbal communication and what we can learn from it.  (more…)

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#107, Book Review: ‘English through Folktales: A Self- Study Book’ by Anand Mahanand and Lalita Goswami – Reviewed by Mian Md. Naushaad Kabir

ELTWeekly Vol. 3 Issue#107 | December 11 | ISSN 0975-3036

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English through Folktales: A Self- Study Book. ByAnandMahanand andLalitaGoswami.

New Delhi: Viva Books. 2011. Pp. 97. Rs. 160. ISBN 978-81-309-1472-5.

Reviewed by

MianMd.NaushaadKabir, Doctoral Researcher, The English and ForeignLanguagesUniversity,Hyderabad

The recent literature in the field of materials development suggests the use of culture specific and locally available resources in teaching foreign or second language to the learners, young or adult. Such recommendations strongly pave the way for bringing in folk resources in the classroom as they are by their own nature unique representative of specific cultures, and highly familiar to the people adhering to those cultures. The thematic familiarity with the resources replete with various types of genres scaffolds learners’ learning of the ‘unknown’ through the ‘known’. Without much effort and with more ease, they can know about equivalent expressions in the target language, and word equivalents for culturally specific terms generally not seen in traditional materials. Learners can chant musical rhymes or funny doggerels, act out the characters through role plays and enhance their knowledge in other cultures retaining their own cultures, which are, otherwise, on the verge of extinction for the rapid globalization of popular western cultures. A cursory look at the book under review is most likely to lead any reader to think in similar fashion detailed so far. (more…)

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#107, Article: Rhythm, rhyme, repetition, reasoning and response in oral storytelling

ELTWeekly Vol. 3 Issue#107 | December 11 | ISSN 0975-3036 Subscribe to ELTWeekly (FREE) David Heathfield says, "Live storytelling is a spontaneous creative process which fires the imagination. The listener…

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