体态语在英语教学中的应用毕业设计.docx

体态语在英语教学中的应用毕业设计.docx

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体态语在英语教学中的应用毕业设计

TheApplicationofBodyLanguageinJuniorEnglishClass

Abstract:

Withthecontinualreformoflanguageteachingandlearningmethods,teachersareingreatdemandtoorganizetheclassesinEnglishandcreateEnglish-learningcircumstances.However,withthelimitationofstudents’vocabulary,teachershavetosimplifytheirteachinglanguagewiththehelpoffacialexpressionsandbodymovements.Thepapersketchedthedefinition,thefeaturesandthefunctionsofbodylanguage.Andonthebasisofthat，referredtorelativematerialsandpractice,reportedthecurrentsituationoftheapplicationofbodylanguageinjuniorEnglishclass,statedthepositivefunctionsithasinjuniorEnglishclasses,discussedthespecificapplicationandpracticeinpracticalteaching.ItaimstoprovideaguidancetothejuniorEnglishclasswhichlacksaculturalbackgroundandalanguageenvironment.Itwillbenefittheteacherstostudyandpromotetheapplicationofthebodylanguage,thusdomuchtohelptheclass.Itshallhavesomeindicativemeaning.

Keywords:

bodylanguagejuniorEnglishclass

摘要：

随着英语教学方法的不断改革，客观上要求英语教师用英语组织课堂创造英语学习环境。

然而，由于初中生词汇的缺乏，教师就需要借助体态语来简化教学语言。

本文在简述体态语的概念、特征、作用等方面的基础上，通过查阅资料及实践，报告了体态语在中学课堂中的应用现状，阐述了体态语在英语课堂中的积极作用，探讨了其在实际教学中的具体运用和实践，并指出了其在具体运用中应注意的问题，旨在为缺少文化背景和语言环境的中学英语课堂提供改善方向，对教师加强学习和研究体态语并将其合理运用于课堂，提高课堂效率具有重大启示意义。

关键词：

体态语初中英语课堂

Chapter1Introduction

The2001NationalcurriculumfornineyearcompulsoryeducationmaintainsthatthemaintaskoftheEnglisheducationistostimulateandcultivatestudents’interestandtheirconfidenceinlearningthelanguage,helpthemdevelopgoodlearninghabitsandformeffectivelearningstrategies,facilitateautonomyandcooperativespiritinlearning,increasetheirawarenessoftheculturaldifferences.Andsowelayagoodbasisfortheirlifelonglearning.

Aseveryoneknows,oneofthemostimportantwaysthatthestudentslearnEnglishistheclassroomteaching.AsfarastheEnglishteachinginthemiddleschoolsisconcerned,teachershavetoattractandimprovethestudents’interestsothattheymaylearnbetter.Therearemanywaystoarousethestudents’interestandhelpthemtolearnbetter,bodylanguageusedinEnglishteachingisoneofthem.

However,thefactofthepresentEnglisheducationisthattheEnglishteacherspaymoreemphasisonspokenlanguageandwrittenlanguageintheirteachingandhavelittleornoconcernabouttheimportanceofthebodylanguage.AlargeamountofresearchesinAmericahaveprovedthattheinformationcarriedbybodylanguagesuchasintonationandfacialexpressionmayoverpass90%inexpressingemotionandattitude.Sowecanseethatbodylanguagehasadecisiveroleincommunication.

Chapter2TheIdentificationofBodyLanguage

2.1ThedefinitionofBodyLanguage

Atthementionofcommunication,wenaturallythinkofverballanguage,thewordsthatwespeakendlesslyandevenunconsciouslyeveryday.Butexcepttheverballanguage,thereliesabodylanguagethatmakesagreatcontributiontooureverydaycommunication.

Humancommunicationsareachievedbytheverbalandnonverballanguage.Bodylanguageisavisiblesemioticthatmayexpressandexchangeinformation.Ormoregenerally,whenpeoplecantransformsomeinformationtotheoutsideworldthroughcertainmovements,themovementshavethefunctionofverballanguage,andthuswecancallitbodylanguage.Thebodylanguageinthenonverbalcommunicationisanimportantmediumforpeopletocommunicateinthedailylifethatitassumesalmost90%ofcommunication.Itsendsmessagesandexpressesideasbytheapplicationofeyesight,facialexpression,gesture,postureandsoon.

Behavioristsprovedthatalltheactsandmoodscanbeeffectiveinhumancommunication,andcanserveforteaching.Bodylanguagehasthecharacteristicofvivid,visual,intuitional,well-understoodand,easytoimitateandutilize.So,ifweutilizeitfully,itwillhavemuchsignificanceinmiddleschoolEnglishteaching.

2.2TheFeaturesofBodyLanguage

Bodylanguagehasthesameessentialattributewithverballanguage,thatistheyarebothimportantmeansofcommunication.However,asapotentiallanguage,ithasitsownuniqueproperties.Thestudyofitsuniquenessisthebasisfortheproperapplication.

2.2.1Subsidiarity

Unlikeverballanguage,thebodylanguagehasadistinctivefeatureofcontingency,situationalityandintuitionism.Thatistosay,inlanguagecommunication,itdoesnotsubstituteverballanguagebutaccompanies.Itdeliversinformationtoaffectcounterpartdirectly.Anditcannotactitscommunicationrolewithoutacertainsituation.Andthebodyactsoftenmeansaseriesofactsincludingfacialexpression,gestureandposture,etc.Weoftendefinesb’swayofspeakingas“bebothexcellentinvoiceandaffection”（声情并茂）,whichisagoodexample.

2.2.2Multilayerandmulti-aspectcommunication

Thescientifictestsshowedthat80%ofaperson’smemorywasdeterminedbyhisvisualsense.Likeverballanguage,thebodylanguageisalsomultifarious：

Somearespecificwhilesomearegeneral；Somearemeantforcommunicationwhilesomeareforconveying；Someareprovidingemotionalinformationwhilesomearerevealingtheinnerworld.Forexample,weoftensay“divesb’sthoughtwhathesaysandtheexpressiononhisface”.

2.2.3Substitution

Insomeoccasions,peopleusebodylanguagetosubstitutebodylanguage,andthisisoftenacaseinclasses.Forexample,ifweexpectsomeonetosucceed,wecanmakeaVsign,becauseitmeansvictory.Whenweexpecttoturnupthevolume,wecanraiseourhand.Andturndownisalike.Inthesecases,theapplicationofbodylanguageismoreconvenientandefficient.

Chapter3TheFunctionofBodyLanguage

3.1Auxiliaryfunction

Asthelanguagehelpspeopletocommunicate,bodylanguageplaystheroleofdeliveringinformationandexchangingemotions.Itcanbecalledauxiliaryfunction.Bodylanguagecanbeandshouldbeappliedasparalanguagetoassistteaching.Forexample,whentheEnglishteachersreadthepassagesanddialoguesinEnglishwiththechangingintonationsandtonesastheyareneeded,therecitationiscadencedandrichinfeelings.Thiscannotonlyhelptointensifyreadingeffect,tomaketheboringreadingmovingandinteresting,butalsostrengtheninfectivitytopromotetheirdeeperunderstandingofthepassages.

Andastheclassgoeson,apraisefuleyecontactorexcitedtonecanstimulatethestudentstohavemoreenthusiasmforthefollowingstudy,whileadiscontentedeyecontactorlazinesstonemaydistressthemandbeafraidofthestudyandloseconfidenceinit.

3.2Inflectivefunction

Somekindsofbodylanguagegiveaplaytoinflectstudentsandhelpthemtohavebetterstatesduringtheclass.Forinstance,thestraightnessoftheteacher’sback,thestatewhenhewalksamongtheclass.Whentheteacheriswritingontheblackboard,hecaninevitablyleaveabacktothestudents.Andastraightbackgivesanimpressionofspiritednessandfullofenergy.Whenhewalksintheclass,hisconfidentwalkinvisiblyshowshisattitudetothestudents’performanceonthecontents.Andtheactsmayinflectthoselazystudentstostraighttheirbacksunconsciously.Theycanbeeasilyinfluencedbyothers,especiallyteachers.

3.3Vicariousfunction

Moreofteninclass,thebodylanguagecansubstitutetheverballanguagetosolvesomecommonandoccasionalproblems.Anditcansavetimeandkeepthefluencyoftheclasstoavoidtheinterruptionoftheclass.Theinterruptionmaystopthewholeclassfromthinkingandmakeitunnaturallytogoonwithit.

Whenastudentisabsentingfromhismind,theteachercanquietlywalktothestudenttogiveapatonhisshoulderorstandbesidehimforsecondstohelphimrealizehisbehaviorsinsteadofhanginguptheclasstoremindhim.Thisacthelpsto

avoidtheembarrassmenttothestudentbytheverbalcriticizeandsavetimeforthewholeclasswithoutdisturbingothersfordivertingtheirattentionfromthecontent.

3.4Increaseindividualglamour

Awell-behavedbodylanguagecanhelpateachertofosteragoodimageandincreasehisindividualglamouramongstudents.Therearealwayssomestudentswhocan’tbeattentiveintheclass.Andthedifferentactsoftheteachermayresultintotallydifferentactsofthestudents.Iftheteacherreferstoverballanguagetocriticizethem,thoughthewordsmaybehumorous,withthewholeclassconcentrateonhim,hefeelsembarrassed.Onthecontrary,iftheteacherreferstothebodylanguage.Hegivesaneyesightorstaresatthestudentwhileillustratingthematerial.Whenthestudentrealizesthattheteacherisstaringathim,hewouldknowthattheteacherhavenoticedhimandsoreturnbackhismindtotheclass.

Itisagoodwaytoavoidembarrassmentandwinthestudents’hearts.Eachstudentwantstobelovedandtohaveagoodimpressiononteachers.Sowhattheteacherneedstodoistowinmostofthestudents’admirationandappreciation.Exceptthebroadandprofoundknowledgethatcanwintheirhearts,theelegantmanners,mildsmiles,gentleattitudescanalsonarrowthedistancebetweentheteachersandthestudents.Manystudentsloveaspecificsubjectbecauseoftheadmirationfortheteacherwhoteachesthissubject.

Chapter4.TheApplicationofBodyLanguagein

JuniorEnglishClass

4.1TheNecessityofBodylanguageinTeaching

Englishteachingisanimportantpartoftheschooleducation.WiththereformofEnglishteachingmethods,moreandmoreEnglishteachersorganizetheteachingprocessinEnglishsothatthestudentsmayrealizetheCommunicatedEnglish.TheCommunicatedEnglishmeansthatteachersinstructthestudentsandex