农村小学英语教学方案英语专业.docx

农村小学英语教学方案英语专业.docx

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农村小学英语教学方案英语专业

TheApplicationofBodyLanguageinRuralPrimarySchoolEnglishTeaching

Contents

1.Introduction…1

2.RelevantTheoriesonBodyLanguage2

2.1Speechacttheoryinbodylanguage2

2.2Multipleintelligencestheoryinbodylanguage3

3.CurrentSituationofEnglishTeachinginRuralPrimarySchool4

4.Methodology6

4.1Researchquestions6

4.2Subjects6

4.3Instruments6

4.4Datacollection7

4.5Dataanalysis7

5.TheApplicationofBodyLanguageinRuralPrimarySchoolEnglishTeaching8

5.1Stirringstudents'interestwithfacialexpressionandposture8

5.2Expressingbetterwithgesture9

5.3Understandingstudentsbetterwithcooperativeeyecontactandbodytouch10

5.4Focusingstudents’attentionwithgestureandeyecontact11

5.5Transformingabstracttoconcretewithposturesandgestures12

6.Conclusion13

References14

Acknowledgments16

Appendix17

1.Introduction

Humancommunicationconsistsofverbalcommunicationandnonverbalcommunication.Manyinvestigationshaveshownthattheinformationpassedbyverbalcommunicationisonly35%andtherestpartofitisdeliveredthroughanon-verbalcommunication.AlsoLinguistDavidAbercrombiepointsoutthat“wespeakwithvocal,butwetalkedwiththeentirebody”（Zhan,2010）.Inaddition,TerenceHawkesalsopointedoutthat“Nooneisonlytalking.Anyspeechactsareincludedtheinformationtransferredthroughthegestures,posture,facialexpressions,eyes,bodycontactandothersuchlanguagestocomplete”.Fromthatwecanclearlyseethenon-verbalcommunicationplaysanimportantroleinhumancommunication,especiallyinEnglishteaching.

Bodylanguageisasignificantformofnon-verbalcommunicationandplaysanirreplaceablerolebynon-verbalpatternsinEnglishteaching.Itisaneffectiveteachingwaythatteachersusetheirbodymovementstoteachandexpressthemselvessuchasgestures,eyecontact,facialexpressionsandpostures.

However,whatisthedefinitionofbodylanguage?

Therearemanykindsofdefinitionsfromexperts.Somescholarsholdtheviewthatbodylanguageisalanguagewithoutwords,andothersgiveasimilarstatementthatbodylanguageindicatesallcommunicativesymbolsexceptoralspeech.Samover（1981）havemadesomeattemptsonmorespecificdefinitionaboutbodylanguagelikethis:

Bodylanguageisthesocially,biologically,psychologicallyorculturallyframedexchangeofvaluablemessageswhicharenotverballyspokenoutbutconveyedbythebody,gesture,symbolsorrelevantcontextandsurroundingenvironmentetc.

Generallyspeaking,bodylanguagereferstoanon-verbalpatternconveyinginformationthroughfacialexpressions,gestures,actions.Peoplecanusebodylanguagetohelpthemexpressmoreeasilyandunderstood.Sometimesitismorespecific,richerandmoremovingthanspokenlanguage.

Thepapergivesabriefintroductionaboutthebodylanguage,presentsacompleteEnglishclassandshowsthetheoriesofEnglishteaching.Themaincontentsofthepaperinclude:

thecurrentsituationofEnglishteachinginruralprimaryschool,methodology,theapplicationofbodylanguageinruralprimaryschoolEnglishteachingandtheconclusion.

2.RelevantTheoriesonBodyLanguage

Therearemanytheoriescloselyrelatedtobodylanguage.Inthisthesis,theauthortriestodiscusshowSpeechActTheoryandMultipleintelligencestheorycanbeappliedtotheinterpretationofbodylanguage.

2.1Speechacttheoryinbodylanguage

“Theproductionorissuanceofasentencetokenundercertainconditionsisaspeechactandspeechactsarethebasicorminimalunitsoflinguisticcommunication”（Searle,2001）.SpeechActTheoryisthefirstmajortheoryinthestudyoflanguageinuse,whichoriginatedwiththeOxfordphilosopherJohnLangshawAustin.HistheoryfindsgreatexpressioninHowtoDoThingswithWords,whichstatesthattosaysomethingistodosomething.Asweallknow,alllinguisticcommunicationinvolveslinguisticacts.Ofalltheissuesinthegeneraltheoryoflanguageusage,speechacttheoryhasprobablyarousedthewidestinterest（Levinson,2001）.InAustin’sopinion,therearethreesensesinwhichsayingsomethingmaybeunderstoodasdoingsomething:

（i）Locutionaryact:

“whenwespeakwemoveourvocalorgansandproduceanumberofsounds,organizedinacertainwayandwithacertainmeaning”（Hu&Jiang,2002）.Forexample,whensomebodysays“Itiscoldintheclassroom”,wecanaskaquestionlike“Whatdidhedo?

”Theanswercouldbethatheproducedasentence——“Itiscoldintheclassroom”.

（ii）Illocutionaryact:

“whenwespeak,wenotonlyproducesomeunitsoflanguagewithcertainmeanings,butalsomakeclearourpurposeinproducingthem,thewayweintendthemtobeunderstood,ortheyalsohavecertainforcesasAustinpreferstosay.‘Illocutionaryforce’maybesaidtobeequivalenttospeaker’smeaning,contextualmeaning,orextrameaning,andmaybetranslatedintoChineseas‘言外之意’”（Hu&Jiang,2002）.

（iii）Perlocutionaryact:

“itconcernswiththeconsequentialeffectsofalocutionuponthehearer.Bytellingsomebodysomethingthespeakermaychangetheopinionoftheheareronsomething,ormisleadhim,orsurprisehim,orinducehimtodosomething,etc.whetherornottheseeffectsareintendedbythespeaker,theycanberegardedaspartoftheactthatthespeakerhasperformed”（Hu&Jiang,2002）.Forexample,afterhearing“Itiscoldintheclassroom”,thelistenermaystanduptoclosethedoororwindow.

Thesethreeactsarereflectedinbodylanguage.First,locutionaryactinbodylanguagecanbeconsideredasthedisplaysofbodylanguagesigns,suchasfacialexpressions,postures,gestures,andsoon.Second,illocutionaryactisjustlikethemakingofarequest,offer,promise,etc.Byshowingthesebodylanguagesigns,speakerscanconveytheirintentionstogetherwithbodylanguagesigns,thatiswhatthespeakerswantsthehearertodo.Third,perlocutionaryactcanbeclaimedthatafterspeakersdosomebodylanguagesigns,thehearerwilldosomethingasaresult.Alltherethreeactsinbodylanguagecanbeexplainedinthisexample:

whenanteacherisgivingaclass,somestudentsarelisteningcarefully,somestudentswereabsent-minded,somewerejusttalkingwitheachother,andatthistime,theteacherstoptalking,standingwithhandsacross,andstaringstudents.Asaresult,thetalkingstudentswillstoptalking,andtheabsent-mindedstudentswillrealizetheyneedtolistentoteachercarefully.

2.2Multipleintelligencestheoryinbodylanguage

In1983,afamousAmericanpsychologistHowardGardnerputforwardthemultipleintelligencestheoryinhiswriting——TheStructureoftheIntelligent.Hethoughtthathumanbeingshadsevenintelligences:

linguisticintelligence,logical-mathematicalintelligence,visual-spatialintelligence,bodily-kinestheticintelligence,musicalintelligence,interpersonalintelligence,andintrapersonalintelligence.Healsopointedoutthattheseintelligencesareindependentandaccompanyhumanwhentheywereborn.Thereweresomedifferencesinintelligencesamongpeople.Everyonehadtheirownadvantageinsomeareasofintelligences,anddisadvantagesinothers.Ifpeopledidn’thelpeachother,whentheyneedtouseintelligencestosolveproblems,theymaysufferobviousfailure.

Examination-basededucationwouldleadtoaresultthatstudents’linguisticintelligenceandlogical-mathematicalintelligencecanbedevelopedwell,butotherintelligencesareignored,orevenharmed.Thus,itisimportantfortheteacherstosolvethisproblem.Itisprovedthattheapplicationofbodylanguageinclasscansolvethisproblemwell.

Forexample,moststudentsthinkthestudyofphoneticalphabetisboringanddull.Ifteacherscanteachstudentsphoneticalphabetcombinedwithsomegestures,students’attitudemaychangequickly.Yanaimei（2007）pointedthatwhenstudentslearnthepronunciationofdiphoneafterlearningthesinglephoneme,teacherscanusesomegestures,likeswingdownthelefthandmeansreadingtheleftphonemes,andswingdowntherighthandmeansreadingtherightphonemes.Thiskindofgestureswillbeimitatedbystudentsquickly,andwhentheyimitate,theylearnthepronunciationnaturally.Therefore,theimitationofdifferentmovementsinEnglishlearningcandevelopstudents’bodily-kinestheticintelligence.What’smore,whenastudentisaskedtoanswerquestions,andheorsheistoonervoustoanswer,ifatthistime,theteacherlooksathimorherwithasmilingface,thestudentwillfeelrelaxedandbeconfident.JustlikeYanaimei（2007）said“teachers’positiveattentioncanletstudentsfeelbeingcared,andinspiredandformthepsychologicalcharacteristicsofconfidenceandself-improvement.”Thus,somefacialexpressionandeyecontactcandevelopstudent’sintrapersonalintelligence.

3.CurrentSituationofEnglishTeachinginRuralPrimarySchool

Nowadays,Englishhasbecomeaninternationallanguage.Englishlearningisnotonlytherequirementtomeetwiththeinternationaldevelopment,butalsotheimportanttoolforuslearningEnglishbetter.Therefore,learningEnglishhasbeenoneofthemaincoursesinschools.InChina,nearlyeveryprimaryschoolhassetEnglishclassesforprimarypupils,especiallyinurbanprimaryschools.However,inruralschools,despitethefactthatruralprimaryschoolshavesetEnglishclassesforpupils,theEnglishteachersinruralprimaryschoolsarestilllackofteachingexperienceandmajorknowledge.

Inotherwords,inruralprimaryschools,Englishteachershavesomeproblems.First,thenumberofEnglishteachersinruralschoolsistoosmall,whichinfluencetheteachingquality.Zhangjingji