TheUseofBodyLanguageinEnglishTeaching肢体语言在英语教学中的运用.docx

TheUseofBodyLanguageinEnglishTeaching肢体语言在英语教学中的运用.docx

《TheUseofBodyLanguageinEnglishTeaching肢体语言在英语教学中的运用.docx》由会员分享，可在线阅读，更多相关《TheUseofBodyLanguageinEnglishTeaching肢体语言在英语教学中的运用.docx（6页珍藏版）》请在冰点文库上搜索。

TheUseofBodyLanguageinEnglishTeaching肢体语言在英语教学中的运用

TheUseofBodyLanguageinEnglishTeaching

Abstract:

Nowadays,Englishlearningismoreandmoreimportantineveryschool.WiththeEnglishteachingmethodsreform,moreandmoreEnglishteachersorganizetheteachingprocessinEnglishsothattheymayrealizetheCommunicatedEnglish.ButChinesestudentsinmiddleschoolcan’tspeakverywell.Withthelimitationoftheirvocabularyandexpressiveability,teachershavetosimplifytheirteachinglanguageandhelpthemtolearnbetter.BodylanguageusedinEnglishteachingishelpful.Teacherscanthroughfacialexpressions,signlanguageandgesturelanguagetoteach.Inthisthesis,thenecessityandimportantofusingbodylanguagewillbeexpounded,thepossibilityandtheeffectofusingbodylanguageinlistening,speaking,readingandwritingwillbefurtherdiscussed.

Keywords:

Bodylanguage,Englishteaching,listening,reading,speaking,writing.

Ⅰ.Introduction.

WiththereformandthecontinueddevelopmentofEnglishteaching,newchangeshavealreadytakenplaceinEnglishteaching.Theconductingoftheclassteachingdevelopsfromsingle-methodtomulti-methodwiththepurposeofstudents’autonomy-study.Toachievetheoptimumcombinationofteachingandlearning,thecreationoftheEnglishlearningsituationhasbecomeincreasinglyimportant.TeachinginEnglishbecomesthemainmethodofteaching.ButChinesestudentsaregoodatreadingandwriting,theabilityinlistening,speakingisnotstrong.Insuchcircumstances,wecanstrivetocreatealearningenvironmentinEnglishandinspirestudentstolearn,andhelpthemlearn.Therearemanywaystoarousethestudents’interestandhelpthemtolearnbetter,bodylanguageusedinEnglishteachingisthebestoneofthem.

Ⅱ.ThenecessityandimportantofusingbodylanguageinEnglishteaching.

Englishteachingisanimportantpartoftheschooleducation.Nowadays,thechildreninpreschoolhavelearnedsomesimpleEnglishwordsandsentences.Becausetheyareveryyoung,manyEnglishwordsmustthroughbodylanguagetoteachthem.Forexample,whenweteach“eachpartofthebody”,theuseofbodylanguagewillhelpthestudentsmasterwhattheyhavelearnbetter.Thatistosay,whenweteachtheword“nose”,wecantouchournosewithourhand;whenweteachthe“mouth”,wecantouchourmouthwithhand.Thestudentsinthemiddleschoolcan’tspeakverywell,neithercantheyunderstandwhytheyshouldusedifferenttonesindifferenttimeorsituation,theirvocabularyandexpressiveabilityarelimitedtoo.TheselimitationsmadeitdifficulttorealizetheCommunicatedEnglishintheclasses.Accordingtothestudents’presentlevelandpracticalsituation,bodylanguageisrequired.Forinstance,whenateachergivesaninstruction:

“Youtwo,pleasecometotheblackboard.”Thestudentscaneasilyunderstanditiftheteacherlooksat（orpointsto）sometwostudents.Then,theteacherpointstotheblackboard.Thestudentswillcarryouttheorderwithoutobstacleeveniftheydon’thearthekeywords“blackboard”clearly.

Fromtheabove,wecanlearnthattheuseofbodylanguageinEnglishteachingisnecessityandimportant.Theuseofbodylanguage,notonlyforstudentstoestablishagoodexample,butalsoshorteningthegapbetweenteachersandstudents.Alsocreatingaharmoniousatmosphereforlearning.Indeed,teacherscanuseittogreatlyencouragethestudents’studyingenthusiasm.Inaddition,sometheoreticalandabstractknowledgealsoneedavividandcleargesturetomakeitspecificandfigurative.

Ⅲ.Theapplyingofbodylanguageinlistening,speaking,readingandwriting.

Inthisthesis,thepossibilityandtheeffectofusingbodylanguageinlistening,speaking,readingandwritingwillbefurtherdiscussed.

1.Bodylanguagehelpstoimprovelistening.

Theteachersoftenspeakofthefourskills-----listening,speaking,readingandwriting.Thatmeanseachofthemisimportant.Youcan’tsaythatyouhavemasteredthelanguagewithoutanyoneofthem.Listening,oneofthemeansoflanguage.Communicationisusedmostwidelyinpeople’sdailylives.About45%ofanadult’stimeconcernslisteningtootherpeople,listeningtotheradio,listeningtothemusic.Inlinguistics,givingthestudentsalotoflisteningactivitiesisagoodwayofenlargingtheirvocabulary.TheGreekphilosopherEpicteuseversaid“Naturehasgivenmanonetongueandtwoearssothathemayheartwiceasmuchashespeaks”Fromthesaying,wecanlearnhowimportantthelisteningisinourdailylife.Toimprovetheabilityofthestudents’listeningisbasicpurposeofEnglishteaching.Inthisprocess,ifwecanusebodylanguage,theeffectwillbemuchbetter.Forexample,whenwehavethelisteningpartofthelessonof“Howdoyoumakeabananasmoothie”,theteacherscanactouttheprocessofmakingabananasmoothiewiththetape.Thatistosay,whenthetapespeak“peelthreebananas”,theteachersactoutpeelingthebananaandindexthreefingerstotellthestudentsthecorrectamountofthebananaisthree.Sothestudentscanunderstandbetterwiththehelpofteacher’sbodymovement,theeffectislisteningcanbegreatlyimproved.

2.Bodylanguagehelpstoimprovespeaking.

Tolearntheactualuseoflanguageisbasicpurposeoflearninglanguage.ThebasicpurposeoflearningEnglishistocommunicatewithothersinEnglish.Sotheteachershavetoimprovethestudents’abilityofspeakinginEnglishteaching.Theuseofbodylanguagecanhelprealizetheaim.Forexample,whenwehavethelesson“What’sthematter?

”theteacherswillaskthestudentstoactoutthedialogueinpairs.Duringthepractice,theuseofthefacialexpressionsandgesturescanhelpthestudentsactoutsuccessfully.StudentAaskstudentB“What’sthematter?

”thestudentshouldpresshisstomachwithsufferingfacialexpressionwhenheanswer“Ihaveastomachache”;whenstudentAadvisestudentB“Youshouldliedownandrest”,heshouldactoutsleepinggestureswithhishandsholdinguphisheadandhiseyesclosed.Withthehelpofbodylanguage,theclasswillbecomeinterestingandattracting,andthestudents’speakingabilityisalsoimproved.

Weshouldusebodylanguagetocreatefeelingandsceneryofactivities.Letstudentshappytolearnandlovetolearn.TolearnEnglishwell,itmusthavealanguageenvironment.ChinesestudentslearnEnglish,perhapsthemostlackingislanguageenvironments.Teachersintheteachingshouldcombinethecontent,createanEnglish-speakingenvironmentforthestudentsasmuchaspossible;createanatmosphereofEnglishculture.

3.Bodylanguagehelpstoimproverreading.

Readingisanimportantwayofgaininginformationinforeignlanguagelearning.Itisabasicskillforaforeignlanguagelearner.Thereisalotofreadingexercisesinanexaminationtoday.Butallthesereadingmustbedoneinlimitedtime.Sostudentsareaskedtoreadthemcorrectlyandwithacertainspeed.IntheMiddleSchools,theEnglishteacherslayemphasisonimprovingthereadingabilitythatservesthestudents’furtherstudy.Here,wemainlymentionthehelpfulnessofreadingaloud.Readingaloudhelpsthestudentstogetacorrectpronunciation,stressandintonation,spellingandmeaning.Furthermore,italsohelpsthestudentstofindoutthearticle’sinternalfeelingsandappreciatethebeautyofthelanguage.Alinguisteversaid“Apoemisnotapoemuntilitisread.”ReadingaloudisbasicintheMiddleschool,andtheteachersshouldmakefulluseofbodylanguagetodevelopthestudents’abilityofreadingaloud.

Whenreadingthesentences,attentionshouldbepaidtowheretospeaksoftly,emphasize,raiseorlowerourtone.Tomakeitclear,wecanimitatethestrongorsoftpatsthatareusedinmusicteaching.Generallyspeaking,weusefallingtonesindeclarativeandspecialinterrogativesentence,firstrisingtonesandthemfallingtonesintheinterrogativesentence.Butthestudentsinthemiddleschoolalwaysconfusethem.However,withthehelpofbodylanguage,theproblemwillbesolvedeasily.Forinstance,theteacherscanusegestures.Astheyreadthechoosingsentences,theyraisetheirhandsinrisingtonesandlowerinfallingtones.Quitesoon,thestudentscansuccessfullyimitateteachers’gesturesandthenusethencorrectly.Asaresult,therewillbenoprobleminrightlyreadaloudthesentencesatall.

Inaword,thevividgesturetogetherwiththefluentEnglishcancreateagoodcircumstanceoflearning,whichwillsurelyplayanactivepartinimprovingthestudents’readingability.

4．Bodylanguagehelpstoimprovewriting.

Writingisoneofthefourbasicskillsoflearninglanguage,anditissoimportantaskillthatwecanevensaywithoutit,peoplecan’tcommunicatewithothers.AsanEnglishteacher,heshouldnotonlyencouragehestudentstomastermorevocabularyandknowledge,butalsoshoulddeveloptheirwritingabilityinEnglishteaching.Butinstudents’opinion,writingisdullandtiring,theydon’tlikehavingwritinglesson.Howtoimprovetheeffectofwritingteaching?

Theapplicationofbodylanguagecanhelpsolvetheprobleminwritingteaching.

ThelinguistFranklineversaid,“Tellme,I’llforget;teachme,I’llremember;involvemeandI’lllearn.”Ifweaskedthestudentstowriteanunfamiliarcomposition,theywouldprobablybeunabletoandfeeldiscouraged.However,thestudentscanwriteexcellentarticlesiftheyhavetheexperience.Soinandoutofclass,weshouldaskstudentsparticipatesomeEnglish-relatedactivities,andthenaskthemtowriteitdown.Forexample,afterreadtheplay“Thenecklace”,wecanaskstudentsimaginehowMathilde’shusbandfeltandwhathewould