精农村小学英语教学方案英语专业Word格式.docx

精农村小学英语教学方案英语专业Word格式.docx

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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’maybesaidtobee