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