FUNCTIONS OF NONVERBAL MESSAGES
by
Charles Lamson
There are six primary functions of nonverbal messages. These functions are complementing, contradicting, accenting, repeating, regulating and substituting. some of these functions occur jointly, with the verbal, or are used in place of verbal communication.
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Complementing. Complementing is the nonverbal function of adding to, clarifying, enriching, emphasizing, or supplementing the verbal messages. For example, when a manager says to an employee, "this is one of the best proposals I have read," the words alone will probably be well received by the employee. However, if the words are emphasized by a pleasant and warm voice, and accompanied with a pat on the back, then the message is even stronger.
Contradicting. Contradicting is the use of nonverbal messages, that are opposite of the verbal message. In other words, the nonverbal message disclaims, or does not support the verbal message. Consider, for example, employees who have been working together on a project for several months. The woman says, "You like my work, don't you?" Another coworker says, "Sure, sure, I like your work." Again, the words should be enough to convey the true meaning, but they often are not. The woman needs to listen and watch the nonverbal behaviors of her coworker. The woman needs to hear the unsure, perhaps even questioning, tone in the co-worker's voice, and observe that, while the co-worker is expressing acceptance of her work. the co-worker is still thinking the work could be improved. Whenever the verbal message is contradicted by the nonverbal message, most people tend to believe the nonverbal message.
Accenting. Nonverbal messages that highlight stress or enhance the verbal message serve the function of accenting. These messages can be vocalic behavior, touch, eye contact, body movement, posture, facial expression, and so on. For example, when an instructor says, "There will be five major points covered on the next exam," students tend to listen better. The word five is highlighted by the teacher by vocalic underlining. Usually, students will listen and retain more, when teachers use accenting as a means to keep attention.
Repeating. nonverbal messages that restate, reinforce, duplicate, or reiterate the verbal message, serve the function of repeating. Nonverbal messages performing this function can stand alone, and still represent a similar message, even if the verbal messages were not present. For example, a manager attempting to get loud employees to quiet down, might say, "Please be quiet," while putting a finger to her or his lips. An employee requesting help might say, "I need help with this project," while raising a hand for help, might communicate the`intended meaning, in absence of the verbal, but when both the verbal, and nonverbal, are present, the nonverbal gestures perform the repeating function.
Regulating. Verbal communication is controlled, monitored, coordinated, and managed, through the nonverbal function of regulating. Such regulation is accomplished primarily by nonverbal messages. These nonverbal messages can involve most any part of the body, and regulate or control the back and forth flow of dialogue. Some of these regulators are as follows; pointing, direct eye contact, raising or lowering the voice, looking away, leaning forward, leaning back, smiling silently, pausing, touching on hand, and so on.
Often, politicians know how to regulate the back and forth flow or interaction. A politician will pause, and look at a newsperson, when the politician wants the newsperson to speak. When a politician wants to "keep the floor," or continue talking, he or she will not look directly at the newsperson, or pause, but keep a continuous stream of speech, and use nonverbal behaviors, which do not allow the newsperson to interrupt.
Substituting. Substitution happens when the nonverbal message is delivered in place of a verbal message. Often, a person will replace a verbal message, with a nonverbal message, because the nonverbal will communicate as effectively, or better than, the verbal message. For example, in a crisis, giving another person a hug may be may be more reassuring than any words that could be used.
In conclusion, these nonverbal functions do not always occur independently. In fact, many of these nonverbal functions could occur simultaneously. It is possible to complement, repeat, and accent, virtually at the same time. Many times, nonverbal functions are necessary to do so, while some verbal messages may be able to stand alone, and stimulate, the desired meaning. The communication often is enhanced, by the interaction of verbal and nonverbal messages.
*SOURCE: ORGANIZATIONAL COMMUNICATION FOR SURVIVAL; MAKING WORK, WORK 3RD EDITION BY VIRGINIA P. RICHMOND, JAMES C. MCCROSKEY, LINDA L. MCCROSKEY; PGS. 35-37*
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