肢体语言.docx

肢体语言.docx

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肢体语言

西安培华学院

本科毕业论文

题目TheUseofBodyLanguageinEnglishTeachinginPrimarySchool

姓名鲁宁宁

专业英语

学号5B081517

指导老师梁蕊

Abstract

Bodylanguageisaspecificpostureofnon-verballanguage,usedtotransmitinformation,expressfeeling,andstateitsattitudeintheprocessofcommunication.Non-verballanguage,suchasposture,gesture,facialexpression,eye-contact,andspecialdistance,isusedbyteacherintheclasstoassistcommunicationbetweenteachersandstudents.Theoreticalapproachisusedinthispaper,thepurposeofthispaperistoanalyzetheimportanceofbodylanguageinEnglishteaching,toresearchtheapplicationandskillofteacher’sbodylanguageinEnglishteaching,andtodiscriminatethebodylanguageofprimaryschoolstudentsfromtheirphysicalandpsychologicalcharacteristics.Bodylanguagehasconcomitant,intuitive,andspecificsituationalcharacteristic,processingthefunctionofsubstitute,subsidiary,supervisionandfeedback.Theproper,reasonable,andnaturaluseofbodylanguageofteachercandrawstudents′attention;expendamountofinformationtransmitting;enhancethevividnessofcontentsofteaching,sothatstudentsareabletoseevividimage,andeasytounderstandandrememberwhattheteachertaught;adjustthelearningatmosphereofclassroom;andalsostimulatestudents′interestinwhattheylearn.Inaddition,teachershouldreadawholevarietyofbodylanguageandusethebodylanguageswiththeprincipleofmoderation,naturalness,coordinationandexplicitnesstogetagoodteachingeffect.Simultaneously,teachershouldavoidtheuseofnegativebodylanguage.

Keywords:

bodylanguage;Englishteaching

摘要

所谓体态语，是指在人际交往过程中，用来传递信息，表达情感，表明态度的非言语的特定身体态势。

在课堂中，教师借助手势，身势，面部表情，目光，以及身体移动等这些无声语言来辅助师生间的交流。

本文采用理论研究的方法，从小学生的生理，心理特征入手，分析体态语在英语教学中的重要性，并研究教师体态语在小学英语教学中的应用，应用技巧，以及如何辨别小学生的体态语言。

体态语具有伴随性，直观性，特定情境性的特点，具有代替功能，辅助功能，监督功能，以及反馈功能。

教师恰当，合理，自然地使用体态语能引起学生的注意；扩大信息发射量；可以增强所讲内容的形象性，使学生在增强言语信息的同时能看到生动的形象，便于理解和记忆；可以改变课堂学习气氛；还可以激发学生对所学内容的兴趣。

同时，教师应该避免消极体态语的使用，此外，教师还应该读懂课堂上学生的各种体态语，在遵循适量，自然，协调，明确的原则上，艺术地运用各种态势语，来取得很好的教学效果。

关键词：

体态语言；英语教学

Contents

AbstractI

摘要III

ContentsIV

Introduction1

1.Literaturereview...............................................................................................2

1.1Thehistoryofbodylanguage.......................................................................2

1.2Thedefinitionofbodylanguage..................................................................4

2.Studentscharacteristics4

2.1Themainphysicalandpsychologicalcharacteristicsofstudents4

2.2Therelationshipbetweenteachingoforganizationandstudents′attention5

3.Thefeaturesandfunctionsofbodylanguage6

3.1Thefeaturesofbodylanguage6

3.1.1Concomitantfeature6

3.1.2Intentionalfeature7

3.1.3Specificsituationalfeature8

3.2Thefunctionofthebodylanguage.8

3.2.1Substitutefunction8

3.2.2Subsidiaryfunction9

3.2.3Regulatoryfunction11

3.2.4Feedbackfunction12

4.ThefeasibilityofusebodylanguageinEnglishteaching13

4.1Characteristicsofstudents13

4.2ThenecessityofusingbodylanguageinEnglishteaching14

4.2.1Drawingstudents′attentionandimproveteachingefficiency14

4.2.2Stimulatingstudents′interestandenthusiasminEnglishlearning15

4.2.3Creatingarelaxedandharmoniouslearningatmosphere15

4.2.4Helpingstudentstoformanoptimisticandpositivecharacter16

4.3TherelationshipbetweenEnglishandbodylanguage16

4.3.1Teachingphonetics16

4.3.2Teachingvocabulary17

4.3.3Teachingsentence18

4.3.4Teachingdialogue18

4.4Teachingtechniquesofbodylanguageofteachers19

4.4.1Theartofusingfacialexpression19

4.4.2Theartofusinggesture20

4.4.3Theartofusingeyecontact21

4.4.4Theartofhandlingbodydistance22

4.4.5Theartusingposture22

4.5Teachersshouldavoidnegativebodylanguages23

4.6Theinteractionofteachersandstudents24

4.7Principlesandnoticeintheuseofbodylanguage25

Conclusion26

Bibliography....28

Acknowledgments29

Introduction

Inthepast,peoplethoughtthatthelanguageespeciallyorallanguagewasakeyinteachingexpression,actually,itisthemostimportanttoolbutnottheonlyoneinthoughtexpressingofteacher,sometimes,youcannotexpresswhatyoumeanbyorallanguageinsomespecialsituation,namely,peopleoftensaid:

"thesubtletyisbeyonddescriptionthoughitcanbesensed.″Apartfromthislanguage,bodylanguagesuchasfacialexpression,action,canalsobehelpfulincommunication.Asamatteroffact,theprocessofusingakindoflanguagetocommunicateisaprocessofdevelopingcoherentthought.FromthetraditionalmethodsoflearningEnglishwecanfindthatwealwaysacceptinformationthroughlogicthoughtofmothertongueandthentransformitintoEnglishthoughttostudyEnglish.Thisdisobeystheobjectivelawsoflanguageformation.Asaresult,manypeoplebecome"giants″inlanguagetestbut"dwarfs″inlanguageuse.Therefore,tousebodylanguageasmuchaspossibleintheEnglishlessonsasatrendofEnglishteachingtocreateafineenvironmentofEnglishlearningforstudents.

Nevertheless,itisthefirsttimeformostprimaryschoolstudentstostudyEnglish,sothestudentswillnotunderstandwhattheteachermeansandfeelvacuousevenfeartolearnEnglish.Inviewofthissituation,toutilizebodylanguageinclassplaysanimportantroleinEnglishteaching.OftheteacherspeakEnglishwithoutceaseintheclass.TheAmericanpsychologistAlbert·Mehrabiansetupaformula:

"ifapersonwantstoconveycompleteinformationtoothers,simpleverballanguageonlycovers7%,vocal38%,andtheothers55%oftheinformationneedstobeconveyedbynon-verballanguage（Li,1995:

275）.″Thedynamicimageofbodylanguagecreatesconstantsensuousnessandpassion.So,totheprimaryschoolstudents,bodylanguagecanmotivatetheirinterests,attracttheirattention,traintheirabilitiesofdirectthoughtandmakestudentsstudyEnglishquicklyandeasily.

Whatisthedefinitionofbodylanguage?

Bodylanguageisaprocessinwhichcommunicatorsusethenaturalfeatureoftheirbodiestodeliverinformationandexpressspecificmeaninginstinctivelytotheothercommunicator,thepresentationofwhichisfacialexpression-smiling,eye-contact,gesture,posture,andspatialdistance（Wang,2008:

252）.

1.Literaturereview

1.1Thehistoryofbodylanguage

Bodylanguagewasalwaysusedtocommunicatebyhumanbeingsbeforeemergingverballanguage,butitwasstillusedtocommunicatebymankindbymeansofbodylanguageafteremergingtheverballanguage.However,peopledonotalwayspaymoreattentiontobodylanguageandstudyit.JulisFast,Americanscholar,wastheauthorsof"BodyLanguage″publishedin1970,thefollowingmanyscholarswhobegintoawareofexistingandmeaningofbodylanguage.Although,wecommunicatebymeansofnon-verballanguageinourdailylife,themajorityknowlittleaboutthebasicrulesandfunctionsofituntiltoday.

Asweallknow,humanneedtocommunicationinourdailylife,soverballanguageisthefirstchoiceofhuman'scommunication.However,iftheycannotcommunicatewitheachothersuccessfullybecauseofthediversityofculture,itwillimpactgreatlyontheircommunication.Mostsignificantly,itisacommonphenomenoninreallifethatambiguouswordsarealwaysappearedinthecommunicationamongpeople,andalsosomepeoplearenotwillingtoexpresstheirintentionbylanguage,concerningthissituation,weareboundtoknowthesilentlanguage－bodylanguage.Asrue,bodylanguage,asexpressionandreflectionofone'sbehavior,candirectlyreflecttherealintentioninone'sinnerworld.Soyoucanexpressyourselfandalsocanseeclearlyotherpeople'sinnerworld.

Theinfluenceofbodylanguage,inthestudyofstudents′,isgreaterthanthatofregulareducation.Manystudiesshowitisnecessaryforteachertolearntheuseofbodylanguageinordertoimprovetheteachingquality."Asforteacher,bodylanguageisvital,andbodylanguageofteachermayinfluencetheattitudeofstudenttostudy.Studiesshow,ifateacherlearnedhowtoutilizeeffectivelycommunicationofbodylanguageinclass,therelationshipbetweenteachersandstudentswillbeimproveddramatically,inaddition,cognitiveabilityandlearningefficiencywillbeimproved"Coopersaid.Thecommunicationofbodylanguage,intheclass,includedboththebodylanguageofteachersandthebodylanguageofstudents,neitherisdispensable.

1.2Thedefinitionofbodylanguage

Bodylanguageisaprocessinwhichcommunicatorsusethenaturalfeatureoftheirbodiestodeliverinformationandexpressspecificmeaninginstinctivelytotheothercommunicator,thepresentationofwhichisfacialexpression-smiling,eye-contact,gesture,posture,andspatialdistance（Wang,2008:

252）.

2.Studentscharacteristics

2.1Themainphysicalandpsychologicalcharacteristicsofstudents

Studentshavefourprimarycharacteristicswhicharecuriosity,takingpartofactivity,showingoff,goodabilityofimitation,sotheireyesareeasilycaughtbynovelmatters,andthingsthattheyareinterestedin,thentheEnglishasastrangelanguagecanarousethecuriosityoftheirinterestinforeignlanguage,theyareeagertoattractothers′attention,valuepraisefromteacher,theyarenotafraidtomakemistakesandnotshywithanything,itiseasierforthemtoimitatetheintonationofEnglishthanforadultsbecauseoftheirundevelopedandflexibleorgans.Theyhavegoodmemoryandthinkingintermsofimagesorsymbols,butlackrationalthinkingandabilityofthinking;theylovetosing,toplay,tojoininactivity,yetarerest