论身势语在初中英语教学中的应用英语专业毕业论文.docx
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论身势语在初中英语教学中的应用英语专业毕业论文
ONAPPLICATIONOFBODYLANGUAGEINSECONDARYSCHOOLENGLISHTEACHING
论身势语在初中英语教学中的应用
Abstract
BodylanguageplaysquiteanessentialroleinsecondaryschoolEnglishteaching.Applyingbodylanguageproperlyandcorrectlyisbeneficialtohelpteachersobtainpositiveteachingeffectiveness,butatpresentmanyteachersarestillnotabletousebodylanguageappropriately.ThispaperpointsoutsomeproblemswhichexistintheprocessofapplyingbodylanguageinsecondaryschoolEnglishteachingandputsforwardthecorrespondingsolutionsandmainsuggestionsofusingbodylanguagethroughobservingtheapplicationofbodylanguagebyteachersandinterviewingstudentsafterclasses,anditaimsatemphasizinghowtoappropriatelyusebodylanguageinEnglishteaching.ItwillbehelpfulforteacherstoavoidblindlyapplyingbodylanguageinsecondaryschoolEnglishteaching.
Keywords:
bodylanguage;English;teacher;suggestion
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摘要
身势语在初中英语教学中扮演着十分重要的角色。
正确合理地运用身势语有利于帮助教师达到积极的教学效果。
但目前仍有很多教师不能恰当合理地运用身势语。
本文通过对教师课堂运用身势语的观察以及课后与学生们的访谈,指出了教师在初中英语教学过程中应用身势语的方面所存在的问题,给出了对应的解决对策并提出了使用建议,目的在于强调如何正确应用身势语。
这将有助于教师在初中英语教学中避免盲目地使用身势语。
关键词:
身势语;英语;教师;建议
Introduction
Inthe21stcentury,economicglobalizationhasagreatinfluenceonthewaysofpeople’slivingandsurviving,andthecompetitionofthecomprehensivenationalstrengthismoreandmorefierce,whilebehindthecompetition,itisthecompetitionofthequalityofeducation,thedevelopmentoftechnologyandeliteofgenius.However,foreignlanguageteachingmakesaspecialcontributiontoit,yetitstillneedspromotinganditsteachingmethodshavemanyproblems.SodoessecondaryschoolEnglishteaching.
Bodylanguage,akindofnonverbalcommunicationthatconveysemotionsandexchangesinformationthroughbodymovements,suchaseyecontacts,facialexpression,gesturesandpostureandsoon,isanindispensablewayinteachingEnglishefficiently.Appropriatelyapplyingbodylanguagecanimproveteachingqualityandefficiencyandmaketheclassfullofvividnessandinteresting.Therearemanyevidencescanprovebodylanguageisimportantnomatterinstudyorcommunication.AfamousanthropologistE·T·Hallpointedout:
“silentlanguageexpressesmoreinformationthanverballanguagebecauseitcontainsmuchinformation”(Hall,1959:
32).AndanAmericanscholarJuliusFastseemstosupportthisview,inthebookTheSilentLanguage,hestatesspeechissilverandsilenceisgolden(Fast,1970,citedinDeng,2009).Besides,ShenMinxian,thewriterofTheUseoftheBodyLanguageinElementarySchool,mentionstheartistryofbodylanguage,includingeyecontacts,facialexpressions,gestures,andposture.Healsoarguesthebodylanguagehasafunctionofattractingstudents’attentionandcomplementingspokenlanguageinclassteaching(citedinShen,1999:
126).Moreover,thebookACaurseinEnglishLanguageTeachingemphasizestheimportanceofusingbodylanguageforteacherstakingactivitiesintheclassroominordertocreateahappy,warmingandcomfortablelearningatmosphereforinteractingbetweenteachersandstudents(citedinWang,2006:
159).Nevertheless,someteacherscouldnotappropriatelyusebodylanguageintheirteachingclass.It’sworthfindingoutusingproblemsandcorrectingthemintimeinordertohelpteachersgainteachinggoalseasily.
ThisstudyfocusesonpointingoutproblemsofapplyingbodylanguageinsecondaryschoolEnglishteachingandputtingforwardthecorrespondingsolutionsthroughobservingtheprocessofteachers’teachingandinterviewingstudentssothathelpteachersavoidimproperlyusingbodylanguage.Thispaperdividedintothreeparts.Thefirstpartisthegeneralintroductionofbodylanguage,includingthedefinition,featuresandclassificationofbodylanguage;thesecondpartprovidestheapplicationofbodylanguageinsecondaryschoolEnglishteachingindetailswhichcontainsproblemsandsolutionsofapplyingbodylanguage;andthelastpartexploresmainsuggestionsofapplyingbodylanguageinsecondaryschoolEnglishteaching.
1Generalintroductionofbodylanguage
Bodylanguageisonekindofthenonverbalcommunicationwhichplaysanessentialroleinpeople’dailycommunicatinglifeanditisnecessarytointroducetopeopleinordertosmoothlycommunicatewithoutmisunderstanding.
1.1Thedefinitionofbodylanguage
Manydefinitionsofbodylanguagehavebeenformulatedbyvariousformsasthefollowingdemonstrated:
TheOxfordEnglishDictionary(revisedin2005)definitionis:
“Bodylanguage,noun,theconsciousandunconsciousmovementsandposturesbywhichattitudesandfeelingsarecommunicated.Forexample,hisintentwasclearlyexpressedinhisbodylanguage”(Jiang,etal.,citedin,Zhuang,2009).
OxfordAdvancedLearner’sEnglish-ChineseDictionary(thesixthedition)providesadifferentdefinition:
“bodylanguage,noun,andtheprocessofcommunicatingwhatyouarefeelingorthinkingbythewayyouplaceandmoveyourbodyratherthanbywords”(Lu,2004:
175).
Inconclusion,bodylanguageistheconsciousandunconscioustransmissionandinterpretationoffeelings,attitudesandmoodsthroughaseriesofphysicalmovementandsurroundingsandrelationshiptoothers.
1.2Featuresofbodylanguage
First,thesamebodylanguagewithdifferentmeanings.Forexample,“stampone’sfootinChinameansangry,regretorfrustrated,butinEnglishcountriesitmeansimpatient”(Deng&Liu,1989:
149).
Second,differentbodylanguageiswithsimilarconception.Therearetwodifferentbodylanguagestoexpress“Iamfull”.Chinesepeoplealwaystouchorpadtheirstomachgentlybutpeopleinwesterncountriesusuallyputahandintheirthroatwhichmeanstheyarefull.
Third,bodylanguageinonecultureiswithoutequivalent.Somebodylanguageonlyexistsinoneculture.Forexample,chewingone’sfingernailsemotionallyindicatesstress,worryanddoesnotknowwhattodo.
1.3Classificationsofbodylanguage
Intheinterculturalcommunication,themostcommonwaytoclassifythebodylanguageisbythemovementofhumanbody.Samovarusedtheterm“bodybehavior”,andclassifieditintoappearance,bodymovement,facialexpression,eyemanagement,touching,sub-language,olfacticbehavior,andsoon.“Brosnahanuses“gestures”torefertotouching,space,appearanceposture,bodybehavior,armmovement,legmovement,handmovement,headmovement,facialexpression,eyemanagement,noisyandsilentdecorations,theenvironment,andsoon”(Hu,1995,citedinWang,2011:
465).Fromallthesewaysofclassification,peoplecanknowbodylanguagemainlyincludesthemovementofeverypartofaman’sbody,notjustlimitstothebodymovement.Thispaperwillintroducetheeyelanguage,facialexpression,gestureandpostureindetails.
2TheapplicationofbodylanguageinsecondaryschoolEnglishteaching
Withthediversityofthemethodsofteaching,bodylanguagehasbeenusedinEnglishteaching,especiallyinprimaryschoolEnglishteachingandsecondaryschoolEnglishteaching.Therefore,theauthorwillgivesomeinformationaboutapplyingbodylanguageindetailswithsomeexamplesbyobservingotherteachersbodylanguageinEnglishteachingandinterviewingstudentsabouttheirviewsofusingbodylanguageinteachingclass.
2.1ThecurrentsituationofsecondaryschoolEnglishteaching
Tobeginwith,accordingtothequestionnaire,therearesomestatisticsaboutthesatisfactiontowardlearningfromstudents.Incities,72%pupilsfeelhappyorveryhappyaboutgoingtoschool,whilethereareonly27%secondaryschoolstudentswhoareinGradeThreethinkthatitishappytogotoschool;incountries,justonly32%studentsacknowledgethatitishappytogotoschool(Yin&Chen,2004:
36).Thecausesaremany-sided,butthemainfactorisofteachers’inhospitalityandviolenceandstrict,andsometeachershaveaterribleimpressiononstudents,whichmakesstudentsfeelthat“theheartsoftheirteachersarefullofice!
”
Atpresent,secondaryschoolEnglishteachingfacestwoimportantproblems:
thelevelofEnglishteachingislowbehindhandandthemethodsofEnglishteachingaresimpleandout,whichleadtocomingoutmanydeaf-Englishanddummy-Englishlearners,andevensomestudentsquittheirEnglishstudybecauseoflackingofbasicEnglishknowledgeandnointerestinlearningEnglish.ItcouldnotbedeniedthatsomeoldEnglishteacherstreatthemassuperiorteacherandtheythinktheirexperienceismoreauthoritativethanothers,sotheyjustteachinanusualwayonlyforseekinghighmarksinsteadofignoringthedemandoftheirstudents;andsometeachersjustonlyforfinishingtheirtasktoteach,theydon’tcareaboutwhattheirstudentsreallyneedandhavelearned.Onlyasmallpartofteacherscandowellinbothteachingknowledgeandarousingstudents’interest.Therefore,thepressingtaskistofindouttheseteachingproblemsindeals