BodyLanguageinEnglishTeachingWord格式文档下载.docx

BodyLanguageinEnglishTeachingWord格式文档下载.docx

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speaking,readingandwritinglevel,andtheteachersandstudentscandevelopagoodrelationship.Inmodernteaching,teachersneedtobethestudents’friendsfirstly,andbodylanguagenarrowsthegapbetweenteachersandstudents.TheteachersshouldneverignoreitinEnglishteaching.Becausenotonlyitisagoodtooltocommunicatewithothersandexpressoneself,butitcanhelptheteachersachieveahigherteachinggoalandfurthermutualunderstandingbetweenteachersandstudents.Therefore,inEnglishclass,theteachersshouldpayenoughattentiontobodylanguageandproperlyuseit.

摘　要

肢体语言,在课堂上被广泛运用。

同时在英语教学中，它扮演着非常重要的角色，它可以增加语言信息输入的刺激强度，给学习者留下深刻的印象，是有声语言的重要补充。

一方面，它能完全激励学生学习兴趣,也是与人交流的工具，不需要用我们的发声器官，仅需要身体的参与。

在阐述一些细微的语言概念时，肢体语言能担当非常好的帮手，英语学习也不在枯燥乏味；

另一方面，教师能更好的了解学生，了解他们的思想、行为。

因此，教师应发展读取学生肢体语言的技巧。

不仅仅如此，肢体语言能帮助学生提高听、说、读、写的水平，帮助师生之间建立起良好的关系。

在现代教学中，教师首先得做学生的朋友，而肢体语言缩小了师生间的差距。

教师在教学中不要忽视肢体语言，它是与他人交流和表达自己的良好工具。

它能帮助教师达到一个更高的教学目标，能促进师生间的互相了解。

因此，在英语教学中，教师应重视肢体语言并合理地应用它。

KeyWords

Bodylanguage;

Englishteaching;

gesture;

teachingtactics

关键词

肢体语言；

英语教学；

手势；

教学手段

Introduction

Theteachersspreadknowledgemainlybyverbalcommunicationandnonverbalcommunication.Manyresearcheshavebeencarriedoutonverbalbehaviorsfrommacroscopictomicroscopic.Andtheseresearchesandachievementshavecarriedclassteachingtoanewstageandmadeteachingbemuchimproved.However,nonverbalcommunicationthatisanotherveryimportantwaytospreadinformationisoverlooked.

Nobodyknowswhennonverbalcommunicationasakindofteachingmethodbegantobeusedbyhuman.SomebodythinkancientGreekfromB.C.400to600hadinterestsinnonverbalcommunication（Malandro,1989）;

butothersholdtheviewthatthetimeisconvincingargumenttime,becausepeopleatthattimeusuallyusedgesturesandbodymovementinspeech;

thelastviewis1872whenDarwinexplainedrelationshipbetweenanimalmovementandhumanmovement,heshouldbethefatherofmodernnonverbalcommunication.Inmoderntimes,somescholarshavebeenstudyinghumannonverbalbehavior,specialbodylanguage.Theysetnonverbalcommunicationasanewbranch.

In1940,somescholars,suchasF.Boas,E.Sapir，W.LaBrre，D.EfronandsoonwereinAmerica,（Zhuang,2000）.Theydefinitelypointedouthumanbodymovementcodecanberevealed（Zhuang,2000）.Thentherewerefourstudyingbodylanguagepioneers:

R.Birdwhistell，E.Goffman，A.E.shelfenandA.Kendon（Zhuang,2000）.In1960s,studyingbodylanguagereachedaclimax（Zhuang,2000）.InAmerica,hundredsofresearchersstudiedthenewbranchoflearningnonverbalbehaviorfromformerdisciplines（Zhuang,2000）.

WhatkindofrelationshipexistsbetweenbodylanguageandEnglishteaching?

Middleschoolteachersfacetheadolescentstudentswhoareeasilyinfluencedbyothers.Thestudentsnotonlyabsorbthinking，knowledgethroughtheteachers’words,butgetkindsofinformationandpositiveornegativeinfluencefromtheteachers’bodylanguage.Theirbrighteyesarelikevideocameras,sotheteachers’figures，behaviorandexpressioncannotescapefromtheireyes.Theyalsoimitateandstudytheteachers’behavior.Thoughsometeachersdonothaveaclearideaabouttheinfluenceandtheyjustonlyuseverballanguagetoteachthestudents,actuallytheytransmitmuchinformationbytheirvariedbodylanguagetothestudents;

moreovertheyinfluencethestudents’intelligenceandinnerworld.（Zhuang,2000）

Sowecansaywithoutvaried,harmoniousbodylanguage,therearenovividandmovingeffects.Iftheteacherswithoutseveralofexpressiontransmitknowledgeinclass,atthismoment,theyjustaremegaphones.Theyarenotrespectable,interestingandhumorteachers（Li.2004）.

Withoutvariedandharmoniousbodylanguage,therearenointimateharmoniousrelationshipbetweentheteachersandthestudents.Anunderstandinglook,akindsmileetc.arebeyondthousandsofwords.Therebytheteacherscaneasilyinfluencethestudents.

Therefore,inEnglishclass,theteachersshouldpayenoughattentiontobodylanguageandproperlyuseit.Becausebodylanguageisatooltocommunicatewithothersandexpressoneself,therebytheteachersshouldneverignoreitinEnglishteaching.Intheprocessofteaching,bodylanguagecanhelptheteachersachieveahighergoal.Moreover,theteachersandthestudentshaveaclearlyunderstandingabouteachother.

Ⅰ.TheDefinitionofBodyLanguage

Bodylanguageisknownasnon-verbalbehaviorwhichtransmitsinformationthroughgestures,movementandfacialexpression.Peoplecommunicatewitheachotherbytheirbodylanguageinthewaysofnodding,waving,eyecontacting,shruggingandsoon.Accordingtothepsychologists’research,thesewayscanexpresssomethingthatverballanguagecannotdirectlyexpress.Bodylanguagecanbedividedintosightlanguage;

bodytoucheslanguage,posture,gesture,manner,facialexpression,andclotheslanguage（Bi.2001）.

Ⅱ.AdvantagesofBodyLanguageinEnglishTeaching

A.StirringStudents’Interest

Asanoldsayinggoes:

interestisthebestteacher.Theteachers’appliancedoesnotfocusonteachingitselfonly;

andthestudentscanabsorbbetteriftheystudyattheirownwill（Cooper.1988）.Itisgoingtobepainfulthattheyworkhardonacademiccoursejustbecausetheteachersexpectthemtodoso.Theteachershavetostimulatethestudents,andthewayteachersusetomotivatethemcanbeveryimportant.Iftheteachershavepassioninclass,theycanofferthestudentspositivestudyingattitude.

Ihadoneexperienceayearago,whenIwasgivingaclassforthenewrecruitedstudents,alittleboycaughtmyattention.IwasquitesurethathewassoshythathedidnotdaretoopenhismouthtosayanythingwhenIwasteachingthempronunciation.Frommyknowledgeaboutthiskindofintrovertedstudents,theycanbeeasilyhurtinside.Butiftheteacherschooseanappropriateway,theymayhelpthemdevelopabetterpersonality.Theyreadtheteachers’bodylanguagetoknowwhattheycangetinclass,whatisimportantorunimportant,andwhatiscommendedorwhatisdisallowed.Byreadingtheteachers’bodylanguage,thestudentscanknowreadtheteachers’mind.Inshortmomentanaudaciousideaoccurstome—Iwassurethatalotofsermonswerenotsuitabletohelpanintrovertedstudentgetridofhisweakness.Whynottosethiminanembarrassingsituation?

Maybeitwillwork.ThenIcametothatboyquietlyandshoutedtohimwithafingerpointingtohisnose:

”Areyouashygirl?

”Boysdonotwanttobecalledlikethat;

fortunatelyhegavemeanegativeanswerandlookedintomyeyeswithaweakvoice:

”No,I’mnot.”“Sorry,Icannothearyou,youdon’twantbeashygirl,thencanyouproveit?

Pleasebeloudandtellmethatagain!

”Ibeatmychestcontinuouslywithmyrighthandandraisedmylefthanderectingtheindexfingerintheair,askedtheboytorepeatthewords“I’mnotshy”loudly,foralittlemoment,silencefilledinasalltheairaroundwasfrozenintocoldice.HoweagerlyIwishedhecouldresponse,ifnot,Imustgetstuckinanembarrassingsituation.Surprisinglyheturnedouttobetotallyanotherone.Maybeitisbecausehewastooembarrassedthathedidnotwanthisbehaviortobetrayhisembarrassmentbefore,allthroughtheclasstime,heperformedveryactively.

B.ExpressingThemselvesBetter

EnglishisasortoflanguagewhichdepictsEnglishculture.Duetothis,itisdefinitelywrongforanEnglishteachertoarrangetheclassnormallyastheteachersofothersubjectsdo.AgoodEnglishteacherisnotjudgedbythenumberofgoodstudentsinhisclass,butaboutwhetherhecouldmakeitsurethatthestudentsunderstandthedeepmeaningwhenpeoplearetalkinginEnglish（Fries,1945）.Englishlearnershavetointernalizetheinformationthattheyhavegotfromtheirteachers.Becauseofthelackoflanguageatmosphere,Chinesestudentscannotspeaktheirmindfreely,letaloneunderstandthedeepmeaning.Ifwedonotusetheappropriatewords,maybewewillmakethestudentsbecomepuzzleorevergivethemworryinformation.Fortunatelybodylanguagehelpsalottosolvethisproblem.Sothestudentsdonothavetosayalotofwordsaroundoneidea.Withthehelpofbodylanguage,theycaneasilyunderstandwhentheytrytostartaconversationwithothers.

C.UnderstandingStudentsClearly

Whentheteachersaregivingclass,bodylanguageisnotonlytomotivatethestudents,butalsohelptounderstandthestudents’insideworld.Thisinformativeworkshoponbodylanguageprovideseveryteacherwithanin-depthknowledgeofmicro-movement.Ifthestudentsaresubmissive,anxious,dominant,bored,lyingortellingthetruth,thewaystudentsstand,move,andsitrevealandconveytheirthought.Becausethesemovementareproducedatasubconsciousorunconsciouslevel.Iftheteachersareunawareofthestude