6.1: Principles of Nonverbal Communication

In 2015, the "Boston bomber", Dzhokhar Tsarnaev, was sentenced to death. He and his brother had placed bombs near the finish line of the Boston Marathon, resulting in multiple deaths and injuries. At the trial, his involvement in setting the bombs was not at issue; he admitted his guilt. The question was if he would be sentenced to life in prison or to death. That decision rested with the jury and their perception of Tsarnaev. Character witnesses, family members, and bombing survivors testified. The defense tried to make the case that he was acting under the controlling influence of his older brother. The prosecution portrayed him as a heartless terrorist. A key factor for the jury was to evaluate Tsarnaev's character. His body language during the trial was not helpful to the defense. He seemed uninvolved and bored. He showed no emotional reaction to the horrific scenes and stories from the bombing shown and narrated in court. He didn't look at the jury or make eye contact with those on the witness stand. In mainstream US culture, an averted gaze could be interpreted as an admission of guilt and shame, while the lack of emotional response points to an absence of remorse. The jury was also shown a picture from a surveillance camera in jail in which Tsarnaev held up his middle finger in a gesture of defiance and hostility. The jury also was given the text of tweets Tsarnaev had sent, as well as the anti-US manifesto he had written on the side of the boat where he was captured. The messages no doubt condemned him in the eyes of the jury, but certainly his bearing in court contributed to the jury's ultimate decision. Nonverbal signals rarely decide life or death, but they do play a central role in human communication. In this chapter, we will explore how the role of culture and nonverbal communication in the communication process.

Figure 6.1.1: Tsarnaev, from a jail surveillance camera

This chapter is organized into four parts. First, we overview the principles of nonverbal communication. Second, examine the different types of nonverbal communication. Third, we look at the role of time and space as forms of nonverbal communication. Last, we wrap up the chapter by looking at common nonverbal communication challenges as well as actionable steps for improvement.

Understanding nonverbal communication is essential for anyone who wants to connect more effectively with others. It plays a powerful role in how we interact and build relationships. Here's why:

• It shapes how we present ourselves. From posture to facial expressions to clothing, our nonverbal signals help others form impressions of who we are—even before we speak.
• It influences how we see others. We often make judgments based on someone’s body language, eye contact, or tone of voice, sometimes without even realizing it.
• It reflects our emotions. Whether we’re excited, nervous, frustrated, or joyful, our feelings often shine through in ways words can’t fully capture.
• It can strengthen—or weaken—our message. Nonverbal cues like gestures and vocal tone can reinforce what we’re saying, or they can send mixed signals that confuse the listener.
• It’s key to better relationships. Being aware of nonverbal communication helps us listen more deeply, respond more thoughtfully, and build trust with others.
• It’s shaped by culture. Different cultures have unique rules and expectations for nonverbal behavior—like how much eye contact is appropriate, what gestures mean, or how emotions are expressed. Understanding these differences helps us avoid misunderstandings and communicate more respectfully across cultures

Principles of Nonverbal Communication

According to Ting-Toomey and Chung (2012), nonverbal communication is the “message exchange process involving the use of nonlinguistic and paralinguistic cues that are expressed through multiple communication channels in a particular sociocultural setting” (p. 132). In other words, nonverbal communication is how we send and receive messages without using words. It includes things like facial expressions, body language, tone of voice, and even how close we stand to someone. These signals can mean different things depending on the culture or situation we’re in. Let’s break down the key terms from the definition above:

• Nonlinguistic cues may include nonverbal behaviors like eye contact, the expressions on your face, whether you use touch (like a handshake or pat on the back), the way you move your hands when you speak, and how you carry yourself or sit—all of which can send messages without saying a word.
• Paralinguistic cues may include the sounds and style that go along with what you're saying—like how loud or soft the volume of your voice is, how high or low it sounds, and the emotional tone behind your words (whether you're being serious, sarcastic, excited, etc.).
• Sociocultural setting highlights how the culture you're in, including its values, traditions, and social expectation, affects what people see as appropriate or inappropriate nonverbal behavior. In other words, the way you use gestures, eye contact, or personal space might be totally fine in one culture but considered rude or confusing in another.

To better understand how aspects of nonverbal communication may play out across cultures, check out Table 6.1.1 below for a side-by-side look at how expectations for nonlinguistic and paralinguistic cues can vary in the classroom for college students in the U.S. and China.

Table 6.1.1: Nonverbal Communication on Campus and It’s Cultural Differences

Nonverbal Communication on Campus and Cultural Differences

Aspect	American College Students	Chinese College Students
Nonverbal Behaviors	Eye contact, gestures, and facial expressions are used freely	More restrained; eye contact and gestures are modest
Paralanguage	A varied tone shows enthusiasm or emphasis	A softer, more neutral tone is often used to maintain harmony
Classroom Behavior	Casual posture, students may sit informally or speak freely	Formal posture, students sit upright and show respect
Instructor Interaction	Informal greetings	Expected to greet teachers respectfully on and off campus
Office Visits	Knock and wait for permission before entering	Foreign students may walk in casually; Chinese students follow formal etiquette
Late Arrival	Enter quietly without explanation	Traditionally, shout “report!” and wait for permission (now mostly in K–12)
Leaving Early	May leave without notifying the teacher	Expected to ask for permission and explain after class
Physical Contact	Avoids teacher touching; prefers personal space	Teachers may show care through touch (e.g., adjusting clothing)

Source: Adapted from Li, D., & Yang, M. (2020, July). Non-Verbal Communication on Campus and Its Cultural Differences. In 2020 International Conference on Language, Art and Cultural Exchange

Contributors and Attributions

Language and Culture in Context: A Primer on Intercultural Communication, by Robert Godwin-Jones. Provided by LibreTexts. License: CC-BY-NC

Intercultural Communication for the Community College, by Karen Krumrey-Fulks. Provided by LibreTexts. License: CC-BY-NC-SA

Communication in the Real World: An Introduction to Communication Studies, by No Attribution- Anonymous by request. Provided by LibreTexts. License: CC-BY-NC-SA

Exploring Intercultural Communication, by Tom Grothke. Provided by LibreTexts. License: CC-BY-NC-SA