Abstract:
Semiotics is the scientific field dealing with the meaning making process via signs and symbols. This study
primarily aims at investigating the opinions and preferences of English instructors about the usage of semiotic
elements such as mimics, gestures, body movements, posture, eye contact, and clothing in language teaching
classrooms. Instructors’ awareness of the unspoken interaction in the class, to what extent they are using the
semiotic elements in their teaching style, whether they find these elements useful or not are among the aims of this
study. Further aims include determining whether or not language instructors need training about the effective use
of non-verbal communication and which semiotic elements they may need special training in. In the data collection
process, a questionnaire involving 20 items in a Likert scale format is completed by 40 English instructors, who
are currently working in a university preparatory school. The results of the study reveal English instructors’
positive beliefs about the effective use of semiotic elements in their teaching and the powerful effect of successful
non-verbal communication to boost student achievement and motivation. Additionally, having previous training
on non-verbal communication use is found to be influential on instructors’ belief, which is interpreted as a need
for training about the conscious use of semiotic elements in language teaching. Based on these findings, some
pedagogical recommendations are proposed for further research.
