TheUseofBodyLanguageinEnglishTeachingWord格式文档下载.docx

TheUseofBodyLanguageinEnglishTeachingWord格式文档下载.docx

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illustrateshowteachersshouldproperlyuseBodyLanguagebyexamplesandshowsvariouskindsofBodyLangugeusedinEnglishteaching.TeachingEnglishwiththehelpofBodyLangugecanimprovethestudents'

interestoflearningEnglishand

optimizetheEnglishcoursedesign.

Keywords:

BodyLanguage,Englishteaching.Eyesight,Countenance,Gesture,Manner

1.Introduction:

Accordingtothethoroughgoingpolicyofopeningtotheoutsideworldinourcountry,alsowiththenewsituationofjoininginWTQndhostingtheOlympicgames2008,Englishhasbecomeamorecommonfeatureintoday'

ssociety.TheschoolsatalllevelsalsoenhancetheEnglishteaching,eventheKindergarden.AlthoughtheforeignIanguageteachinginvoIvestheoutline,teachingmaterialsandteachingmethodsetc.,itcanbereflectedandachievedonlythroughtheprocessofrealandpracticalclassroom（AllwrightandBeiley,1991）.ForIanguage,itissoimportanttoimprovetheteachingquality,teachershadtopaymoreattentiontotheresearchofIanguageteaching.InEnglishteachingclassroom,teachersshouldnotonlyusetheorallanguageandwritten

languagetodelivertheinformation,butalsomakeuseofthesilentBodyLanguage.

2.DefinitionofBodyLanguage

whatisBodyLanguage?

ItshouldbespokenoftheNonverbalsocialintercourseandtheNonverbalbehavior.Inhumansocialintercourseprocess,speciallytheoralcommunication,peoplehavesomebodymovementwhiletalking,suchasbodyposture,countenance,gestureandsoon.Theyarealsodeliveringtheinformation,makingasetofsystemwhichisequaltothelanguagesignalone,theNonverbalsocialintercourse（YuAihong,2002）.Peoplecallthebehaviorforusingthenonverbalmethodtocommunicate,NonverbalBehavior.BodyLanguageisexpressinghowonefeelsbythewayonesits,stands,moves,etcratherthanbywords（OxfordAdvancedLearner'

sEnglish-ChineseDictionary,2001）.

3.Teachers'

somemistakesinEnglishteaching

Aseveryoneknows,theclassroomteachingisoneofthemostimportantwaysthatthestudentslearnEnglish.AsfarastheEnglishteachinginmanyschoolsisconcerned,teachershavetoarousethestudents'

interestsothattheymaylearnbetter.Therearemanywaystoarousethestudents'

interestandhelpthemtolearnbetter,andbodylanguageusedinEnglishteachingisoneofthem.However,Englishteachersseldomrealizethattheyshoulduseproperbodylanguageduringtheirteachingprocess.Theyjustconsiderthesituationallthestudentsareattendingtothelecturewhenateacherhashisclasstobeagoodone.Actually,thefactisnotsosimpleastheythink.

InEnglishteachingprocess,thereissuchaphenomenonyet:

Althoughwiththesameteachingmaterials,thestudents,theteachers'

knowledgeandexperience,theteachingeffectiscompletelydifferent.Someteachers'

classesareveryinteresting,theclassroomatmosphereisso

briskthateveryoneisactivetoanswerthequestionsandlistenstotheteachercarefully;

whilesometeachers'

classesaresoboringthat

almostallthestudentsare“Inoneplacephysically,butanotherplace

inmindandheart.”

Whythereissuchaphenomenon?

Themainreasoniswhethertheteachercouldhavehislessonvividandattractthestudents'

attention;

whethertheteachercanstirupthestudents'

thirstforknowledge.The

educationistofformerSovietUnionSue（Jinyule,2000）oncesaid:

"

Iftheteacherdoesnottrytosurgeupthestudents'

motion,thenthe

knowledgecanonlycauseakindofapatheticattitude,andamotionlessaffectioncanonlycausethefatigue."

Therefore,iftheteacherwantstohavethelessonslastingvivid,hecannotusethatkindofmodelforjustspeakinginflexiblelyontheplatform,butshouldmakeuseofthebodylanguagefittingly,accuratelyandproficiently.

4.ThenecessityandimportanceofusingbodylanguageinEnglishteaching

InordertoevaluatethetrueroleofEnglishintheschoolsystem,itisimportantfortheteacherswhoarenotnativespeakerstoevaluatetheirknowledgeofandabilitytouseEnglish（FraidDubinandEliteOlshtain,2002）.Englishteachingisreallyakeypartoftheschooleducation.Inschooleducation,bodylanguageplaysapositiveroleincultivatingthestudents'

characters.Bodylanguageisalsoanimportantmediathroughwhichpeoplecommunicatewitheachother.Brieflyspeaking,BodyLanguageisexpressingacertainmeaningofakindofsilentlanguagebygesture,mannerandcountenance,whichincludeseyesightlanguage,faciallanguage,handlanguage,bodylanguageandso

on.Accordingtoexperts,ournon-verballanguagecommunicatesabout50%ofwhatwereallymean（voicetonalitycontributes38%）whilewordsthemselvescontributeamere7%.Ourbodiessendoutmessagesconstantlyandoftenwedon'

trecognizethatwe'

recommunicatingalotmorethanwerealize（S.,Chen,D.,Watts,J.,1992）.Thebehavioralscientiststellusthatalmostthewholebodylanguagecanbeusedasthemannersforhumancommunicationandbeservedfortheteaching.TheUnitedStatespsychologistAlbertMelabin,（ZuangJinying,LiZhencun,1995）1968,madeanexperimenttoprovethatthetotalresultoftheinformation=7%writing+38%tone+55%countenanceandmovement.ThelinguistMrLusays:

Theforeignlanguageteachershouldbeabletoperformanddanceforjoy,makeavividgesture,movementandcountenanceasanactor,shouldnotalwaysbegentleandcultivatedorjuststandstifflyontheplatform."

（GuoXuehua,1999）.BodyLanguagenotonlyreplenishesanddeepenstheverballanguage,butalsotakesanunsubstitutiveeffectontheverballanguage.IftheteachercanusetheBodyLanguagefittingly,accuratelyandproficientlytoassisttheteachingintheclassroom,itcannotonlydrawonthestudent'

sattention,bringuptheirstudyinterest,butalsoenablethemtheaccurateunderstandingoflanguagecontents,deepentheirimpression.Fromtheabovewecanlearn,theuseofbodylanguageinEnglishteachingisnecessaryandpractical.IntheEnglishteaching,bodylanguageisfrequentlyusedtoimprovetheteachingeffectandthestudents'

ability.

5.TheconcreteapplicationofbodylanguagewithEyesight,Countenance,GestureandMannerinEnglishteaching

Eyesight,Countenance,GestureandMannerarethefourkeyattributesofphysicaldelivery,orBodyLanguge.BodyLanguagewillhelpdeterminewhethertheteacherssuccessfullygainandholdthestudents'

interest.Teachers'

gracefulbodylanguagehelpstoimprovethestudents'

artistic-appreciationandmoralcharacter.SoweshouldpaygreatattentiontotheBodyLanguageresearchforitsimportanceinforeignlanguageteaching.

i.Eyesight

Eyecontactisthemostimportantoneofall.Aseveryoneknows,eyeisthe"

window"

ofsomeone'

sheart.Wecanknowwhathedoubts,howhelovesorhates,whetherheapprovesordisapprovesjustfromthepupil'

ssize,theluminosity,thevisualangle,thegazingtime,thechangingfrequencyandsoon.Thehighlevelofteachingistheexchangeandtheharmonizationoftheheart.Peopledeeplybelievethattheycanexploretheheartworldbythechangingeyesight,suchasthesizeoftheeyes,themovingangleoftheeyeballsandthecooperationofthearoundingeyemuscle,whichcanexpressinnumerablefeelingandattitudechange.Asaresult,theteachershouldgivefreereintothefunctionofeyesightandusethesighteffectly.Forexample,ifthestudentsarestillveryexcitingbeforeclass,theteachercanlook

aroundthewholeclasstoattracttheirattentionandalsotransferthemeaningthatitistheclasstime.Theforeignlanguageeducationistsbelievethatteachershouldlooksteadilyateverystudentwhilehavingaclassbecauseitmeansloveandequalitytomakethestudentsrealizetheteacher'

svaluableattention,whichcanraisetheirdynamicroleofstudy.Furthermore,teachersshouldtrytoestablisheyecontactwiththeentirestudents,butshouldnotjustwiththefrontroworonlyoneortwostudents,orjuststareatthestudentwhoisgoingtobeasked,becauseitcannotletallthestudentsthinkaboutthequestion.Heshouldhaveabalancedeyesightlookstothebackandfrontandfromsidetosidearoundthewholeclass.Whentheteacherfindssomeoneis

absent-mindedordoesanythingelse,hecanstillhavehisclass,simultaneously,hecanalsogivethestudentakindlyeyesighttoattracthisattention.Evenwhensomeoneislateforclass,teacherscanusetheeyesighttohintthathecancomeintotheclassroom,inordertoavoiddispersingtheotherstudents'

attention.Inshort,theloving

andkindeyesightoftengetintothestudents'

memoryalongwiththe

teachingcontents.Sotheteacher'

sgoodmoralqualityisdeeply

engravedonthestudents'

mindbysucheyesight.

ii.Countenance

Countenanceisthewholeshowingscreenofpeople'

smind,thought

andnerve.Allthepleasure,anger,anxiety,think,sorrowandfearofapersoncanbereflectedoutfromthecountenance.Ourfacesplayakey

r