论身势语在初中英语教学中的应用英语专业毕业论文.docx

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