英语论文定稿The Application of Body Language in Elementary School文档格式.docx

英语论文定稿The Application of Body Language in Elementary School文档格式.docx

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BodylanguageusesasatoolinEnglishcommunication,itcomesoutbeforespokenlanguage.BodylanguageplaysaveryimportantroleinelementaryschoolEnglishteaching.TraditionalEnglishteachingalwaysfocusesonlanguageitself,mostly,studentsarerequiredtorememberwordsandlearngrammar.PeopleknowthatthemostimportantthinginstudyingEnglishislanguageenvironment.EnglishclassroomisthebestplacetostudyEnglishaccordingtotheteachingsituationofChina.Therefore,bodylanguagemeanspeopleusedifferentkindsofacts,mannersandexpressionstoreplacespokenlanguage.Bodylanguagecanpromotemutualunderstandingbetweenteachersandstudents,arousestudent'

sinterest,enrichthecontentofEnglishteaching,diversifyteachingmethodsandaddvividnesstotheclassroomatmosphere,especiallyinelementaryEnglishteaching.Inthisarticle,theaccessibilityandnecessityofbodylanguageareexpounded,emphasizingtheproperuseofbodylanguageinelementaryEnglisheducation,includingeyecontact,facialexpressions,gestures,andposture.ThispaperarguesthatinelementaryschoolEnglishclass,forawiderangeofreasons,teachersshouldpayenoughattentiontobodylanguageandproperlyuseitasateachingtactic.

KeyWords:

bodylanguage;

elementaryschool;

Englishteaching;

application

1Introduction

Itisanexcellenttimeofstudyinglanguageinprimaryperiod,alsoitisoneofthebesttimeofstudyingEnglish.However,thestudentsaretooyoungtocontrolthemselveswhichcausemanyproblemsinEnglishclassroomteaching.AsfarastheEnglishteachinginelementaryschoolisconcerned,teachershavetofacetheissueofhowtoarousestudent'

sinterestandincreaseteachingefficiency.Bodylanguage,akindofnon-verbalbehaviorthatcanexchangeideas,expressemotionsandtransmitinformationthrougheyecontact,facialexpressions,posturesandgesturesandsoon.Bodylanguageplaysasignificantroleinhelpingstudentslearnefficiently.Thisisreflectedinseveralaspects,includingenhancingteachingatmosphereandhelpingwellorganizeclassroomorderandpromotingmutualcommunication.Teachers’gentlebodylanguagewillhaveagreatinfluenceonstudents,teachersinhighspiritinclassroomwillarousestudents’interests,onthecontrary,aseriouslookwillupsetstudents.What’smore,asteachersareusuallyrespected,whatorhowtheteacherssayanddowillbepossiblyimitatedbythestudents.Teachers'

gracefulbodylanguagehelpstoimprovethestudents'

abilityofcognizanceandmoralcharacter.Inthiscase,theteacherjustlikealifeguide.Soproperapplicationofbodylanguagecanimproveteachingqualityandteachingefficiencyandmaketheclassvividandmeaningful.

Bodylanguageisalsoatooltohelpexplaindifficultknowledgetostudents.Theimportanceofbodylanguageisconsideredtohelpstudents’understandingandcreateahappy,softandmorecomfortableclassroomenvironment.Sometimes,theoryknowledgeisahardparttoteachtostudents,butbodylanguagecanchangethetheoreticandabstractknowledgeintothesimple,andaccessiblegestures,whichismorespecificandfigurativeandmucheasierforstudentstounderstandandrealize.Tobeconcluded,thestudents'

interestismotivatedandtheeffectofteachingisimproved.Alotofpracticeshaveprovedthatthesuccessfulclassroomteachingbasedonnotonlytheteachersgracefullanguageexpressionbutalsothenaturalanddecentbodylanguage,theyareindispensableparttooneanother.

Thispapercanbemainlydividedintothreeparts.Thefirstpartprovidessomedefinitionsofbodylanguagegivenbysomefamousexperts.Inthesecondpart,ittendtoshowtheconcreteapplicationofbodylanguagethrougheyesight,facialexpressions,gestures,andpostureinelementaryschoolEnglishteaching,combinedwiththeanalysisoftheaccessibilityandnecessity.ThelastpartshowsthesignificanceofapplyingbodylanguageinelementaryschoolEnglishteaching.

2Thedefinitionofbodylanguage

Manydefinitionsofbodylanguagehavebeenbuiltbyexperts.Somedefinitionsaregeneral.Forexample,bodylanguageisdefinedasalanguagewithoutwords;

orbodylanguageindicatesallcommunicativesymbolsexceptoralspeech.（Harrison,R,1974:

133）.Itbelongstonon-verballanguage.Somedefinitionsarespecific.Forexample,SamovarandPorterholdsuchidea:

"

Bodylanguageisthespecially,biologically,psychologicallyorculturallyframedexchangeofvaluablemessageswhicharenotverballyspokenoutbutconveyedbythebody,gesture,symbolorrelevantcontextandsurroundingenvironmentetc."

（Samovar,L.&

Porter,R,1995:

14）.

AccordingtoBirdwhistell,thestudyofnonverbalcommunicationcoversthreemajors:

Proxemics,Paralanguage,andKinesicsorBodyLanguage.（Birdwhistell,R,1952:

56）.Proxemicsmeansthatpeoplekeepacertainspaceordistancewitheachotherwhentheycommunicateandthatthedistancecanrepresentdifferentsignificance.Paralanguageinvolvesthelinguisticelementsofspeech--howsomethingissaidandnottheactualmeaningofthespokenwords.Itistotransforminformationbysound,suchas"

Ouch"

.Besidesthis,thepitchoftoneandvolumeofspeakingalsobelongstoParalanguage.KinesicsisalsocalledBodyLanguage,whichstudiesthemeaningofallpartsofbodyandhowbodymovementcommunicatesmeaning.（Birdwhistell,R,1952:

154）.

3TheapplicationofbodylanguageinelementaryEnglishteaching

Inthepaper,itdefinesbodylanguageasaseriesofphysicalmovementsthatcansendinformationeffectivelywhencombinedwithverballanguage.ConsideringthespecialtyofEnglishteachingactivities,weclassifyitintoeyecontact,facialexpressions,gestures,andposture.

Inclass,theteacher'

sbodylanguagechieflyincludeseyecontact,facialexpressions,gesturesandposture.Differentclasssituationshavedifferentbodylanguages.Accordingtothepupil'

slivelycharacters,teacherscanapplygestures,expressions,etc.asmuchasnecessary.Forinstance,whenteachingthemeaningofword‘jump’,teacherscanfirstwritethewordontheblackboard,thenjumponceandaskstudentstoguesswhat’sthemeaningofit.inthisway,pupilscanlearnthismoreeasily.Inaddition,teachersavoidspeakingChineseinordertostrengthenpupil'

sperceptualknowledgeoftwolanguagesandpavethewayforfuturestudy.

3.1Teachers’eyecontact

Pupilsattitude,emotion,andinspirationareinfluenceddirectlybyteacher’seyesight.Positiveeyesightreflectsconcernandencouragementfromteachersanditensurestheformationofconfidenceinstudents.Onthecontrary,negativeeyesighthurtspupils'

confidence.Inshort,lovingandkindeyesightoftengetintothestudent'

smemoryalongwiththeteachingcontent.Sucheyesightandteacher'

sgoodmoralqualitycandeeplyinvolveinthestudent'

smind.Inaddition,teachers'

eyesightconsistsoflookingaroundandlookingattentively.

3.1.1Lookingaround

Lookingaroundhasaconventionaleffectonstudents.Whiletheclassbellisringing,theteachercanstandontheplatformandlookaroundtheclassroom,suggestingtothepupilsthattheclasswillbeginandit'

stimetobequiet.Thismethodismoreeffectivethanteachers'

shouting,"

Quiet,please!

"

Intheprocessofinstructing,occasionallylookingaroundtellsthepupilstolistenconscientiously,becausetheteacherisobservingtheirindividualperformanceintheclass.That'

swhytheforeignlanguageeducationistsbelievethatateachershouldlooksteadilyateverystudentwhilehavingaclass.Itmeansloveandequalityanditcanmakethestudentsrealizetheirteacher'

svaluableconcern,whichcanraisethestudents'

dynamicroleofstudy.Furthermore,teachersshouldtrytoestablisheyecontactwiththeentireclass,notjustwiththefrontroworonlyoneortwostudents.Teachersalsoshouldnotonlystareatthestudentwhoisgoingtobeaskedaquestion,becauseitprohibitslettingallthestudentsthinkaboutthequestion.Theteachershouldpresentbalancedeyesightandlooktotheback,front,fromsidetosidearoundthewholeclass.

3.1.2Lookingattentively

Lookingattentivelyreferstotheeyesgazingatstudentsforaquitelongtime.Itisdividedintoseriouslooking,intimatelookingandnecessarylooking.（Harrison,1974:

232）.Duringexaminations,teachersusuallyadoptseriouslookingeyegazetopreventstudentsfromtryingtocheat.Intimatelookingtendstobeusedinnormalclassroomsituations.Themomenttheteachersstandontheplatformdisplaying"

sweet"

eyesight,pupilswillfeelascomfortableandatease.Thisinformalandrelaxing"

introduction"

indicatesthebeginningofajoyfulclass.Ifsomepupilsfeelnervous,thisformofeyesightalongsideasmilewillaidingettingridoftheirworries.Andalsobywatchingtheeyesofstudentsandlettheeyeshelpinterpretlanguage,organizetheteaching,transfertheinformationandexpressthefeeling.

3.2Teacher’sfacialexpressions

Ourfacesplayakeyroleinexpressingourthoughts,especiallyouremotionsandattitudes.Accordingtoseveralcross-culturalstudiesmadebysocialpsychologistPaulEkmen,people'

scountenancesshowtheiremotionalexpressionsclearly.Therefore,teachersshouldaimatunderstandingthedifferentsituationsthatappearintheEnglishteachingclassroom,andbeabletotalkandperformusingtheirfaces.Usingtwoteachersasexample,twoteacherswhodisplayedentirelydifferentperformanceduringthe