— Overview
This is a master’s study in Korean-language education on teaching body language to learners of Korean as a foreign language. Speech is only one part of a message, the account says. Behavior, facial expression, and even clothing also carry meaning. Nonverbal signs can work as cultural symbols, and they can sometimes deliver a stronger message than words. Edward Hall is cited for three categories of expression — gesture, facial expression, and silence — and two background categories, time and space.
Functions of nonverbal behavior are named as the account defines them: repetition, substitution, complement, control, contradiction, and emphasis. The wording for complementarity is cut in the text, and the rest of that definition is not filled in here. Gesture is distinguished from symbolic acts used in place of language. Tables are mentioned by title, among them a video of the program “Knee-Drop Master,” survey tables 5-1 to 5-5, culture goals in an International Standard Curriculum, and a lesson table titled “watching with the sound off.” Those tables are titles only.
No survey numbers and no lesson-plan details are invented. A bibliography is present; findings are not drawn from books that the text itself does not report.
— Contents and key concepts
More than words, in a Korean class
The study belongs to Korean-language education. Its concern is how to teach body language to people learning Korean as a foreign language. Speech is only one part of a message. Behavior, facial expression, and even clothing also convey meaning. Nonverbal signs can work as cultural symbols, the account says, and they can sometimes deliver a stronger message than words.
Edward Hall is cited for a simple map. Three categories of expression are gesture, facial expression, and silence. Two background categories are time and space. That map is left as the account cites it. No later official taxonomy is added.
Functions named, tables left unfilled
Functions of nonverbal behavior are named as the account defines them: repetition, substitution, complement, control, contradiction, and emphasis. Gesture is distinguished from symbolic acts used in place of language. The wording for complementarity is cut in the source text. The rest of that definition is not invented here.
Tables appear by title. Among them are a video of the program “Knee-Drop Master,” survey tables numbered 5-1 to 5-5, culture goals in an International Standard Curriculum, and a lesson table titled “watching with the sound off.” Those are titles only. No survey figures and no steps of a lesson plan are filled in. A bibliography may be mentioned lightly; findings are not drawn from books the text itself does not report.
Sources
- a master’s study in Korean-language education on teaching body language to learners of Korean as a foreign language, citing Edward Hall on gesture, facial expression, silence, time and space, and naming functions of nonverbal behavior, with survey and lesson tables left as titles only.
Last updated: 14 November 2026
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