肢体语言在中学英语教学中的应用doc.docx

肢体语言在中学英语教学中的应用doc.docx

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肢体语言在中学英语教学中的应用doc

Tableofcontents

1.Introduction.............................................................................................1

2.Thedefinitionofbodylanguage..............................................................3

3.TheclassificationandapplicationofbodylanguageinmiddleschoolEnglishteaching.........................................................................................4

3.1Facialexpression..............................................................................4

3.2Signallanguage................................................................................5

3.3Gesture..............................................................................................6

3.4manner.............................................................................................8

4.Thepositiveeffectsandadvantagesofbodylanguageinmiddleschool

Teaching...................................................................................................9

4.1Bodylanguagehelpstoimprovethemiddleschoolstudents’basic...9

4.1.1Bodylanguagehelpstoimprovelistening.....................................9

4.1.2Bodylanguagehelpstoimprovespeaking....................................9

4.1.3Bodylanguagehelpstoimprovereading....................................10

4.1.4Bodylanguagehelpstoimprovewriting.....................................11

4.2OtheradvantagesofbodylanguageinmiddleschoolEnglishteaching....................................................................................................12

4.2.1Stimulatingstudents’interest....................................................12

4.2.2Consolidatingtheknowledgehavinglearned............................13

4.2.3Assistinginsolvingtheteachingfocalanddifficultpoints.......13

5.Conclusion.............................................................................................16

Bibliography............................................................................................17

Acknowledgements..................................................................................18

2.ThenecessityandimportanceofusingbodylanguageinEnglish

teaching

Englishteachingisakeypartoftheschooleducation.Withthe

Englishteachingmethodsreform,moreandmoreEnglishteachers

organizetheteachingprocessinEnglishsothattheymayrealize

theCommunicatedEnglish.TheCommunicatedEnglishmeansthat

teachersinstructthestudentsandexplainquestionsbasicallyin

English,andthestudentsarealsorequiredtouseEnglishinclass.

Contemporarily,however,thestudentsinthemiddleschoolcan't

speakverywell;neithercantheyunderstandwhytheyshoulduse

differenttonesindifferenttimeorsituation;theirvocabularyand

expressiveabilityarelimitedtoo.Theselimitationsmadeit

difficulttorealizetheCommunicatedEnglishintheclasses.

Accordingtothestudents'presentlevelandpracticalsituation,

bodylanguageisrequired.Forexample,whenateachergivesan

instruction:

"Youtwo,pleasecometotheblackboard."Thestudents

caneasilyunderstanditiftheteacherlooksat（orpointsto）some

twostudents.Then,theteacherpointstotheblackboard.The

studentswillcarryouttheorderwithoutobstacleevenifthey

don'thearthekeywords"blackboard"clearly.Furthermore,teachers

usuallyhavetoexplainsomelanguagepoints,andatthistime,they

havetodifferentiatetheclassroomexpressionsandtheexamples.

Takeitforexample,weoughttousetheform'havedone'suchas

'Haveyoufinishedthatjobjet?

'"Tomakethestudentsunderstand

clearly,ateacherhaslotsofways.Todoitbyspeed,heusesa

commonspeedwhenreading"weoughttousetheform'havedone'",

andreadsslowlywhengivingexamples;hecanalsogettheeffectby

repeatingtheexample'Haveyoufinishedthatjobjet';amore

frequentwayistousegesturestolayemphasisonthekeypoints

whenhesaid"havedone"（emphasizingitinvoiceatthesametime）,

hereachesouthisindexfinger,pausesintheair,andthengives

outtheexample.Thisactionwillusuallygivethestudentsadeep

impression.Fromtheabovewecanlearn,theuseofbodylanguagein

Englishteachingisnecessaryandpractical.IntheEnglishteaching

inmiddleschools,bodylanguageisfrequentlyusedtoimprovethe

teachingeffectandthestudents'ability.

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.Iftheteachersareunawareofthestudents’meaningsthatareshownbyincongruousthroughthestudents’wordsorbehavior,theycannotcreateaninterestingstudyingatmosphere.Tobeabletoavoidthese,theteachersshouldhaveabetterunderstandingofhowtheythinkandfeel.Thiscomprehensiveworkshopwillgivethemagreatopportunitytodiscoverandunderstandthestudents’behavior.

Andalsosomestudentsmaybereticentinexpressingthemselvesinclass.Intheirmind,hastyassertionsorresponsesareseenasasignofcrudityofthought,asboastfulself-assertion,orasrude.Theymayappeartobeunresponsivetoaquestionposedbytheteacher.Infact,whentheyhaveananswertheyarewaitingforaoccasionthattheyconsidertobeanappropriatemomenttoanswer,sothattheymaybepoliteandappeartobethoughtful.Thentheteachersshouldpaymoreattentiontothesestudents.

Ifateachergoesoutforawhile,whenheorshereturn,thestudentsgiveheorshe“smilingface”andcontinuetowork.Butdotheykeepworkingafterhisorherbackisturned?

Howwouldtheteacherknow?

Ifthestudentsintendtocontinuetalking,theyarebetraysbytheirbodylanguage.Lookatthekneesandfeet,thestudentsfakewiththeupperbody（shoulders,eyes,hands）,notthelowerbody（knee,feet）.Thebodylanguageunderthedeskintendstoimpressthete