Individuals diagnosed with Autism Spectrum Disorder (ASD) have difficulties in forming functional communication. The purpose of this study was to replicate Ishizuka and Yamamoto (2016) to determine which intervention, contingent vocal imitation or contingent vocal responses, produced the highest level of vocalizations of young children diagnosed with ASD in a play-based setting. For the contingent vocal response treatment phase, the experimenter vocally responded to each child vocalization with a response that was topographically different than the child's response. For the contingent vocal imitation treatment phase, the experimenter vocally imitated the child's vocalization with a topographically identical response. Two children diagnosed with ASD, ages 41 and 57 months, participated in this study. An alternating treatment design was used to compare the effects of each treatment on increasing child vocalizations. . Results indicated that contingent vocal imitation resulted in a higher number of child vocal imitations for both children. Results also indicated that contingent vocal responses and contingent vocal imitation produced comparable levels of overall vocalizations, which replicated the findings of Ishizuka and Yamamoto (2016). / Applied Behavioral Analysis

Individualized teaching in schools with children with learning disabilities is a prerequisite, in order to be able to convey knowledge and teaching in an educational and developing way. The purpose of this study is to explore how musical communication can be used in school's with children with learning disabilities in different ways and how teachers can create an individualized teaching through this, during the music lessons. The study's result describes the interviews that have been conducted that have occurred in varied locations around Sweden with teachers in the subject area music in learning disabilities. The result presents how teachers use musical communication in their teaching and in what way the teaching is tailored to the needs of the students to become developing. The discussion that is linked to the subject of the study focuses on individual adaptation and alternative ways in which the teacher can make use of it in order to obtain an educational teaching, in which the students are given the opportunity for an in-depth understanding and a developed knowledge.

The aim of this study, which is part of a research project called LÄRK at the University of Kristianstad, is to further examine how a group of pre-service teachers reason about relational competence, as well as examining their opinions regarding the importance of relational competence in the teaching profession. Furthermore, the study aims to investigate whether the project has had some kind of long term impact on the students’ ideas with regards to their way of reasoning about their pedagogical practice in stimulated recall interviews and how their understanding of their own relational competence may have been influenced by the process. The results show that the students have the conviction that relational competence is of great importance to the teaching profession and that good relationships based on trust and confidence are fundamental to learning. The results that have emerged also indicate that the students developed increased knowledge of relational competence and what distinguishes a teacher with relational competence. It is suggested that the students find it easier to apply a more general theoretical understanding of relational competence rather than engaging in a self-reflective analysis of their behavior in the recorded film sequences from VFU. It is likely that the project’s three educational sessions did not generate sufficient progression for students to develop a glimpse of the competencies that underlie the definition of relational competence. Although such an assumption supports the idea that relational competence should be initiated in an early stage in teacher education, the result indicates that more research is needed on the competence and how it should be implemented in teacher education.

Syftet med denna studie är att undersöka rekryterares upplevelser av att genomföra anställningsintervjuer via videointervju jämfört med fysiska intervjuer. Den tidigare forskningen visar att rekryterare föredrar fysiska intervjuer då de upplever att de får en tydligare helhetsbild av kandidaterna. Forskningen visar också att rekryterare upplever att det är lättare att förmedla den icke-verbal kommunikationen samt känslor vid fysiska intervjuer. För att besvara studiens syfte har en kvalitativ metod i form av nio semistrukturerade intervjuer genomförts, med rekryterare samt konsultchefer inom bemanningsbranschen. I denna studie har vi inkluderat respondenter som både har erfarenhet av att genomföra anställningsintervjuer via videointervju samt fysiska intervjuer. Resultatet visar att majoriteten av respondenterna föredrar att genomföra fysiska intervjuer. Detta eftersom de upplever det lättare att kommunicera med kandidaterna samt uppfatta känslor, gester och ansiktsuttryck. Vidare framgår det att majoritet av respondenterna upplever videointervjuerna mer flexibla och tidseffektiva, eftersom både kandidaten samt respondenten själv inte är beroende av en fysisk plats. Det empiriska resultatet från intervjuerna jämförs med det teoretiska ramverket i analysen, därefter presenteras en avslutande diskussion samt slutsats. Sammantaget bidrar studien till en ökad förståelse för rekryterares upplevelser av att genomföra anställningsintervjuer fysiskt jämfört med digital videointervju. Studien identifierar även fördelar samt nackdelar som respondenterna upplever i de olika formaten av anställningsintervjuer. Detta anser vi bidrar till en ökad förståelse gällande val av intervjuformat för den specifika anställningsintervjun, utifrån rekryterarens perspektiv. / The purpose of this study is to examine recruiters' experiences of conducting job interviews via video interviews compared to physical interviews. Previous research shows that recruiters prefer the physical interviews as they feel that they get a clearer overall picture of the candidate. Research also shows that recruiters find it easier to convey non-verbal communication as well as emotions during physical interviews. To answer the purpose, a qualitative method in the form of nine semi-structured interviews was conducted with recruiters and consulting managers in the staffing industry. In this study, we have included respondents who have both experience of conducting job interviews via video interviews and physical interviews. The results show that the majority of respondents prefer to conduct physical interviews. As they find it easier to communicate with the candidates and perceive emotions, gestures and facial expressions. Furthermore, it appears that the majority of the respondents experience the video interviews more flexible and time-efficient, since both the candidate and the respondent himself are not dependent on a physical location. The empirical result from the interviews is then compared with the theoretical framework in the analysis, after which a concluding discussion and conclusion are presented. Overall, the study contributes to an increased understanding of recruiters' experiences of conducting job interviews physically compared to digital video interviews. The study also identifies advantages and disadvantages that respondents experience in the different formats of job interviews. We believe this contributes to an increased understanding regarding the choice of interview format for the specific job interview from the recruiter's perspective.

This study is a qualitative and descriptive investigation of teacher gestures in EFL education. The specific aim is to describe the types, roles, and functions of gestures that are produced by native English speaking teachers in English as foreign language (EFL) classrooms in Japan by examining naturally occurring interactions. In addition to teacher gesture, I included some nonverbal behaviors such as suprasegmental features, nodding, and gaze direction so as to understand classroom interaction and communication in EFL classrooms. In order to accomplish these aims I employed a qualitative case study approach in five EFL classrooms at a university in an urban area in Japan. The primary data come from classroom interactions of a native English speaking teacher and his 26 students of one classroom over one semester that were analyzed through a microanalysis of videotapes of the naturalistic classroom interactions. In addition to videotapes, to better understand the interactions that occurred in the classroom, I gathered and analyzed observation notes from my perspective as a peripheral observer. I also collected retrospective stimulated video recall interview data from the teacher and some volunteer students for further analysis. Furthermore, in order to have wider understanding of multimodal foreign language (FL) classroom interactions, I observed four more EFL classes that were taught by two other native English speaking teachers at a university that was situated in a municipal capital in Japan as additional observations and a post-lesson survey with the teachers and students for additional analyses. My aim is not to seek causal explanation but to present plausible descriptions and interpretations of naturally occurring interactions in EFL classrooms. Analysis revealed that various types of teacher gesture were used by the teachers from five EFL classrooms. They were categorized into representational, referential, emphatic gestures, and emblems. The findings were further analyzed for the following functions: In EFL instruction, the teacher’s speech and gestures influence the transmission of knowledge and information as comprehension aids, classroom management, and students' affective states. All three teachers heavily relied on multimodal behaviors, primarily gestures. However, they not only used gestures, but also various nonverbal behaviors. The teachers selected a mode or a combination of modes according to their instructional purposes and personal styles such as giving knowledge and information, and giving directions. It was confirmed that the teachers presented visual input even when learners were not looking at them. The teachers' awareness of their gesture use differed individually. Whereas teacher 1 was not aware of his gesture production, Teacher 2 and Teacher 3 were conscious about their gesture uses and intentionally used certain types of gestures for pedagogy. Student interviews and survey suggested that the students perceived teachers’ gestures positively. Close analysis of the transcribed data suggests that multi-modes of communication including gesture serve to potentially enhance meaning-making in classroom interaction and communication. I assume that integration of these gestural functions of teacher gesture scaffold learning to some extent although the degree of its influence cannot be determined from this study. The teachers’ gestural and speech instruction might contribute to learning, in particular to multimodal semiotic meaning construction for the case of teacher gestures that function as comprehension aids, and that this kind of instruction definitely contributes to classroom management and atmosphere. Students reacted nonverbally to the teachers’ rich input in speech and gestural explanations, and followed the teachers’ speech and gestural directions. In addition, the classroom cohesion was promoted through the use of humor presented by bodily motions such as mimes and the use of students. This finding was confirmed by interview and survey results. This study contributes to the research on gesture in second and foreign language (L2 / FL) education, to the pedagogy of language education and subject matter education in the first language, and possibly to the larger body of research on gesture. / Language Arts

Denna licentiatuppsats har studerat kommunikationsmönster och beslutsfattande i relation till lärarens undervisningsmetoder med ambitionen om att undervisa från ett mer frågebaserat och elevcentreratperspektiv. Studien är genomförd enligt principerna för en självstudie. Resultatet av kommunikationen i min undervisning bestäms av vem som ska fatta de olika besluten. Om jag äger alla beslut kommer det också att leda till att jag äger nästan all kommunikation med och feedback till mina elever. Det leder också till mer lärarcentrerade undervisningsmetoder. Resultatet av möjligheterna att förändra en praktik är att det inte finns något motstånd bland eleverna att undervisa på ett mer elevcentrerat och frågebaserat sätt. Normer är föränderliga och genom att undervisa på ett mer varieratsätt finns även möjligheter att fortsätta ett yrkesspråk inom idrott. / Knowledge is expressed in different forms – such as facts, understanding, skills, and familiarity – which require and interact with each other. Therefore, teachers cannot unilaterally emphasize one or the other form of knowledge, which means that teachers are challenged to master a variety of possible ways of teaching. The dominant language in physical education teaching comes from sports, and there is no language that puts into words the goals that teaching in school should have. Research in Sweden also emphasizes that when the institutions of school and sport meet, it is sport that sets the agenda. This means that physical education teaching has a way of being organized that is similar to club sport activities and its content with different sports. Today's curriculum is too multidimensional to use only one teaching method (Ferry & Olofsson, 2009; Schenker, 2011; Hedberg, 2014; Nyberg & Larsson, 2014, 2016; SueSee & Barker, 2019). The aim of the study is to use self-study as a method and student-centered and question-based teaching strategies in combination with the teacher-centered and instruction-based teaching methods that dominate today. Which communication patterns and which decision-making can be discerned in relation to the chosen teaching methods?How do the students describe the experience from the course with a focus on the teacher’s communication and the design of the teaching?The study took place in a course in physical education and health specialization in ice hockey in Sweden during eight months. The students in the study were all boys between 16 and 19 years old and were interviewed before and after the observed teaching. During the course, the teacher’s communication during the lessons was recorded with a microphone. All teaching in the study has been categorized according to Kirk’s (1996) five teaching methods in order to distinguish who makes decisions, how the teaching is organized and what kind of communication and feedback that dominates. The empirical material has been analyzed using the theory of practice architecture. This theory is about understanding the practice and its changes, and what enables or hinders the development of the practice (Kemmis et al., 2014). The outcome of the communication in my teaching is determined by who makes the different decisions. If I as a teacher own all decisions, it will also lead to me owning almost all communication with and feedback to my students. It also leads to more teacher-centered teaching methods. When I plan the teaching based on the fact that the students should also decide, I also invite them to communicate more. This communication can be between me and the students or between the students. The study indicated that there was no resistance among students to a more student-centered and inquiry-based teaching. Norms are changeable, and by teaching in a more varied way there are also opportunities to develop a professional language in physical education.

Bakgrund: Röntgensjuksköterskor, liksom andra hälso-och sjukvårdsyrken, möter dagligen skiftande patientgrupper med diverse bakgrund och förutsättningar. Specifikt för professionen är det korta mötet i en högteknologisk miljö där omvårdnad kombineras med bästa diagnostiska bildkvalite med minsta möjliga stråldos. Detta förutsätter en god och ömsesidig kommunikation som sker i gemenskap och går åt båda riktningar. Röntgensjuksköterskor bör därför vara skickliga i sitt sätt att kommunicera för att kunna ge adekvat information inför, under och efter en röntgenundersökning. Syfte: Syftet med studien var att belysa röntgensjuksköterskors kommunikationsstrategier i mötet med vuxna patienter. Metod: Litteraturstudie baserat på nio studier av kvalitativ metod. Artikelsökningen gjordes i PubMed, CINAHL och Scopus. En kvalitetsbedömning av artiklarna utfördes med hjälp av Olsson och Sörensens bedömningsmall för kvalitativa studier. Analysen genomfördes med hjälp av Fribergs femstegsmodell för analys av kvalitativ forskning. Resultat: Resultatet visade att röntgensjuksköterskor huvudsakligen använde sig av tre huvudstrategier i kommunikation med patienter. Huvudkategorier består av verbala kommunikationsstrategier, icke-verbala kommunikationsstrategier samt individualiserade kommunikationsstrategier. Konklusion: Röntgensjuksköterskor använder olika kommunikationsstrategier i möten med patienter genom att reflektera över språk som används, anpassa information, observera kroppsspråk samt tar sig tid för patienter. Resultatet visar att det krävs vidare forskning inom området, för att belysa betydelsen av effektiva strategier som främjar god kommunikation, likaså för att uppmärksamma röntgensjuksköterskors kunskaper om befintliga kommunikationsstrategier. / Background: Radiographers, like other health care professions, meet a variety of patient groups with different backgrounds and conditions daily. Specific to the profession is the short meeting in a high-tech environment where nursing is combined with obtaining the best diagnostic image quality with the lowest possible radiation dose. This requires good and mutual communication that goes in both directions. Radiographers should therefore have good communication skills in order to provide adequate information before, during and after an examination. Aim: The aim of this study was to illuminate radiographers' communication strategies in meetings with adult patients. Methods: This literature study is based on nine qualitative articles. The literature search was performed in three databases: PubMed, CINAHL and Scopus. A quality assessment of the articles was carried out using Olsson and Sörensen’s assessment template for qualitative studies. The analysis was carried out using Friberg’s five-step model for the analysis of qualitative research. Results: The results showed that radiographers used three main strategies in communication with patients. The main categories consisted of verbal communication strategies, non-verbal communication strategies and individualized communication strategies. Conclusion: Radiographers used different communication strategies in meetings with patients, including reflecting on the language used, adapting information, observing body language, and taking time for patients. The results show that further research is required to highlight the importance of effective strategies that promote good communication, as well as to draw attention to radiographers' knowledge of existing communication strategies.

Bakgrund: Icke –verbal kommunikation är en gemensam benämning för ordlöst informationsutbyte mellan två eller flera personer. I stället för att samtala med ord användskroppsspråk i form av gester, ansiktsuttryck, ögonkontakt, beröring, tonfall och att i tystnad lyssna. Forskningsresultat finns som visar, att icke –verbal kommunikation är bästa möjligheten att nå kommunikativt resultat medpatienter som av skilda skäl inte till fullo kan uttrycka sig verbalt, t.ex. vid afasi som komplikation till stroke och vid demenssjukdom. En annan grupp där icke –verbal kommunikation har stor användbarhet är till patienter från andra kulturer, då ingetgemensamt språkfinns. Icke –verbal kommunikation fordrar empati, ömsesidigt förtroende mellan sjuksköterska och patient och tid för att fungera optimalt, sjuksköterskan måste vara uppmärksam, delta aktivt och med intresse. Sjuksköterskor uttrycker, att icke –verbal kommunikation ärett problem och att de behöver mer erfarenhet av att använda icke –verbal kommunikation. Syfte: Syftet med studien var att beskriva sjuksköterskans erfarenhet av icke – verbal kommunikation. Metod: Uppsatsen baseras på litteraturstudie omfattande tio vetenskapliga artiklar varifrån två huvudkategorier och fyra subkategorier kunde identifieras vara särskilt viktiga för studiens syfte. Resultat:Två huvudkategorier och fyra subkategorier identifierades. Den första huvudkategorin visar vad som underlättar sjuksköterskors icke – verbala kommunikation och har subkategorin; Sjuksköterskors positiva känslor påverkar den icke – verbala kommunikationen. Den andra huvudkategorin visar vad som försvårar sjuksköterskors icke – verbala kommunikation och har subkategorierna; Sjuksköterskors negativa känslor påverkar den icke – verbala kommunikationen, tidsbrist ett hinder för sjuksköterskors icke – verbala kommunikation och sjuksköterskors erfarenhet av icke – verbal kommunikation vid tekniskt avancerad vård. Resultatet av studien visar att icke – verbal kommunikation upplevs som en resurs, även i så svåra och medicintekniskt komplicerade vårdsituationer som respiratorvård. Diskussion: Relationen mellan sjuksköterska och patient, en människa till människa relation, är på många sätt komplicerad enligt omvårdnadsforskaren Joyce Travelbee. Att lära känna och förstå varandras identiteter, nå ett tillstånd med konsensus, är en process som tar tid. I varierande omfattning saknar sjuksköterskor förmåga och erfarenhet av att kommunicera icke – verbalt. Fungerande icke – verbal kommunikation ger sjuksköterskorna känslor av både tillfredsställelse och lycka i arbetet. / Background: Non -verbal communication is a common term for wordless exchange between two or more people. Instead of gathering with the words you use body language in the form of gestures, facial expressions, eye contact, touch, tone and in silence listen. Research shows that non – verbal communication is the best opportunity to achieve communicative performance with patients who for various reasons cannot fully express themselves verbally, for example by aphasia as a complication of stroke and in dementia. Another group where non – verbal communication are useful is to patient from other cultures, then you do not have a common language. Non – verbal communication requires empathy, mutual trust between the nurse and patient as well as time to function optimally. Nurses expresses that nonverbal communication is a problem and that they need more experience in using non - verbal communication. Aim: Aim of the study was to describe the nurses experience of non – verbal communication. Method: The essay based on literature study involving then scientific articles from which the two main categories and three subcategories were identified to be particularly important for the aim of the study to describe the nurses experience of non – verbal communication. Results: Two main categories and four subcategories were identified. The first main categorie shows what facilitates nurses non – verbal communication and has the subcategory; Nurses positive emotions affect the non – verbal communication. The other main category shows what hinders nurses non – verbal communication and have subcategories; Nurses negative emotions affect the non – verbal communication, lack of time a barrier to nurses non – verbal communication and nurses experience of non – verbal communication in technologically advanced care. The results of the study show that non – verbal communication is perceived as a resource even in such difficult and technically complex medical care situations as respiratory care. Discussion: The relationship between nurse and patient is in many ways complicated and over time it undergoes several stages of development according to the nursing researcher Joyce Travelbee. Therefore, it may take time to get to know the patient and understand each other. In varying degrees lacks nurses both ability and experience to communicate non – verbally. Effective non – verbal communication allows nurses feelings of both satisfaction and happiness at work.

Bakgrund: Icke-verbal kommunikation är ett samlingsnamn för all information där man inte använder ord, till exempel ansiktsuttryck, gester, kroppsspråk, empati, ögonkontakt, beröring, aktivt lyssnande och tonfall. Forskning visar att den icke-verbala kommunikationen är svag i allvarliga vårdsituationer samt att patienten kan behöva mer icke-verbal kommunikation från sjuksköterskan. Det är nödvändigt för sjuksköterskan att kunna se olika patienter som unika individer och förstå att varje människa har sina egna omvårdnadsbehov. Syfte: Syftet med studien är att beskriva sjuksköterskans upplevelse av icke-verbal kommunikation med patienter. Metod: Nuvarande examensarbete är grundat på litteraturstudier med åtta artiklar. Resultaten är uppställda i fem kategorier. Resultat: Resultatet beskrivs i fem kategorier: Sjuksköterskans personlighetsfaktorer, bristfälligt förhållningssätt hos sjuksköterskan, extra svåra kommunikationssituationer, icke-verbala uttryck hos patienten samt icke-verbala sociala aktiviteter. Studien visar att kommunikation med patienter ses som god omvårdnadspraxis och som en viktig del av vården. För att kunna bygga en god vårdrelation bör vårdpersonalen se patienten som en individ och ha kunskap om icke-verbal kommunikation. Sjuksköterskans personlighet och förståelse har stor betydelse när den icke-verbala kommunikationen används i vården. Diskussion: De flesta sjuksköterskorna i studien saknar förmåga att uppfånga ickeverbala kommunikationstecken hos patienterna. Detta är något som behöver tränas mer och värdesättas bättre. / Background: Non-verbal communication is a collection name for all the information through wordless cues, such as facial expressions, gestures, body language, empathy, eye contact, touch, active listening and intonation. Research shows a weakness in non-verbal communication in serious health situations, and that the patient may need more nonverbal communication from the nurse. It is necessary for the nurse to be able to see the patient as a unique individual and understand that each person has their own care needs. Aim: The purpose of the study is to describe nurses’ experiences of non-verbal communication with patients. Method: This thesis is based on literature studies with eight articles. The results are tabulated in five categories. Results: The result is presented in five categories: the nurse's personality factors, inadequate attitude of the nurse, extra difficult communication situations, non-verbal expression of the patient as well as non-verbal social activities. The study shows that communication with patients is seen as good nursing practice and as an important part of the care. In order to build a good care relationship, the staff should see the patient as an individual and have knowledge of non-verbal communication. The nurse's personality and understanding are of great importance when non-verbal communication is used in health care. Discussion: Most nurses lack the ability to capture the non-verbal communication signs of the patient. This needs to be trained, put more value on and appreciated.

En France, de nombreux chercheurs s’intéressent à la question de l’expression du corps dans le processus d’apprentissage. En classe, le corps de l’enseignant comme celui de l’élève, est en mouvement continuel, ce qui peut entraîner des ruptures dans la communication maître-élève lors de l’apprentissage. Ces mêmes discontinuités peuvent également être des atouts pour renforcer la communication dans un apprentissage.Dans le cadre de l’école primaire contemporaine chinoise, la recherche que nous avons entreprise, s’efforce de comprendre le type de relations que le sujet apprenant établit avec son environnement à l’école, qu’il soit en situation de réussite ou en situation de difficulté. C’est un domaine assez nouveau en Chine où la recherche sur l’expression du corps dans l’enseignement a commencé seulement au début du XXIème siècle. En nous appuyant sur les théories occidentales sur la communication non verbale, nous avons entrepris en Chine une étude de terrain. Cette étude prend en compte des dimensions multiples empruntant à divers domaines tels que la psychologie, la philosophie, la sociologie, l’anthropologie, et ceux centrés sur la communication non-verbale.La recherche part de ces trois questions. Qu’apporte l’expression du corps dans les interactions en faveur de l’existence d’un lien entre langage corporel et relation pédagogique ? À partir du point de vue de Janine Lafon (1991) exposé dans Vers une gestion de la séduction dans la relation pédagogique, quelle est la place du corps dans les relations pédagogiques ? Dans quelle mesure et comment l’expression du corps dans l’interaction entre l’enseignant et les élèves conditionne-t-elle l’existence d’un lien entre langage corporel et relation pédagogique ?Les questions sont abordées à partir de l’organisation de l’enseignement dans l’école primaire de Chao Yang, section de la ville de Pékin en Chine. La recherche étudie le corps dans la classe, du point de vue de l’enseignant et du point de vue de l’élève : identifier, expliciter la place du corps et des gestes dans des situations d’enseignement en Chine. Pour mener à bien cette recherche dans cette école primaire de Pékin, nous avons construit deux questionnaires soumis à un échantillon de 204 élèves et 16 enseignantes et réalisé deux vidéos de quarante-cinq minutes chacune. Nous avons filmé un cours de mathématiques et un cours de langue chinoise. Dans la mesure où, dans le contexte de la culture chinoise, il n’est pas habituel de montrer ses émotions par des expressions gestuelles, nous avons mis en évidence que les gestes de l’enseignant 1 - jouent un rôle pour favoriser les interactions entre lui et les élèves (relation pédagogique),2 - incitent les élèves à suivre les cours avec plus d’attention,3 - sont indispensables pour accompagner l’expression verbale orale du maître dans sa pratique pédagogique. Autrement dit, les élèves chinois seraient influencés par la voix de la maitresse pendant les cours en classe, par les gestes et la posture physique de l’enseignant. Les élèves chinois seraient plus attentifs pendant le cours quand l'enseignant utilise les gestes non-verbales dans l'enseignement. Nous avons identifié une tendance à la cohérence entre les avis des élèves et ceux des enseignants vis-à-vis de l'influence de la voix de l'enseignant sur l'élève, de même qu’entre les avis des élèves et ceux des enseignants entre la communication non verbale et l’efficacité pédagogique. / Expression of the body language in learning processes in class between pupils and teachers in primary school in ChinaIn France, many researchers are interested in the issue of body expression in learning process. In class, teacher's body student’s body is in a continual motion, which may cause breaks in teacher-student communication in learning. These discontinuities can also be assets for strengthening communication in learning.In the context of contemporary Chinese primary school, the research we have undertaken efforts to understand the type of relationship that the learner subject establishes with its environment at school, when it is an experiencing success or a difficult situat²ion. This is a fairly new area in China where research on the expression of the body in the teacher started only at the beginning of the XXIst century. Building on the Western theories of nonverbal communication, we undertook experimental studies in China. This study takes into account the multiple dimensions borrowing from various fields such as psychology, philosophy, sociology, anthropology, and those focused on non-verbal communication.Research starts from these three questions. What does the expression of the body in the interactions in favor of the existence of a link between body language and pedagogical relationship? From the point of view of Janine Lafon (Vers une gestion de la séduction dans la relation pédagogique, 1991), what is the place of the body in the pedagogical relationship? To what extent and how does the expression of the body in the interaction between teacher and students determine that there is a link between body language and pedagogical relationship?The issues are addressed from the organization of teaching in the primary school Chao Yang section of the city of Beijing. The research examines the body in the classroom, the teacher's point of view and from the perspective of the student: identify, explain the place of the body and gestures in teaching situations in China.To carry out this research, tin the same primary schools in Beijing, we built two questionnaires to a sample of 204 students and 16 teachers and produced two videos forty-five minutes each, a mathematics course for one, a Chinese language course to the other.To the extent that in the context of Chinese culture it is not usual to show emotions with gestural expressions, we believe that the teacher's gestures:1 - Play a role in furthering the interaction between him and the students (pedagogical relationship),2 - Encourage students to take courses with more attention,3 - Are essential to accompany the oral verbal expression of the master in his teaching practice.In other words,Chinese students would be influenced by the voice of the mistress during class lessons.Chinese students would be influenced by the actions and the physical posture of the teacher.Chinese students are more attentive during class when the teacher uses nonverbal gestures in teaching.There would be a consistency between the opinions of students and those of teachers facing the influence of teacher’s voice on the student.There would be a consistency between the opinions of students and teachers between those nonverbal communication and teaching effectiveness.