英语论文定稿The Application of Body Language in Elementary School.docx

1、英语论文定稿The Application of Body Language in Elementary SchoolThe Application of Body Language in Elementary School English Teaching Feng Qing Class 8, Grade 2010, School of Foreign Language and Literature, Chongqing Normal University Abstract: Body language uses as a tool in English communication, it

2、comes out before spoken language. Body language plays a very important role in elementary school English teaching. Traditional English teaching always focuses on language itself, mostly, students are required to remember words and learn grammar. People know that the most important thing in studying

3、English is language environment. English classroom is the best place to study English according to the teaching situation of China. Therefore, body language means people use different kinds of acts, manners and expressions to replace spoken language. Body language can promote mutual understanding be

4、tween teachers and students, arouse students interest, enrich the content of English teaching, diversify teaching methods and add vividness to the classroom atmosphere, especially in elementary English teaching. In this article, the accessibility and necessity of body language are expounded, emphasi

5、zing the proper use of body language in elementary English education, including eye contact, facial expressions, gestures, and posture. This paper argues that in elementary school English class, for a wide range of reasons, teachers should pay enough attention to body language and properly use it as

6、 a teaching tactic.Key Words: body language; elementary school; English teaching; application 1 Introduction It is an excellent time of studying language in primary period, also it is one of the best time of studying English. However, the students are too young to control themselves which cause many

7、 problems in English classroom teaching. As far as the English teaching in elementary school is concerned, teachers have to face the issue of how to arouse students interest and increase teaching efficiency. Body language, a kind of non-verbal behavior that can exchange ideas, express emotions and t

8、ransmit information through eye contact, facial expressions, postures and gestures and so on. Body language plays a significant role in helping students learn efficiently. This is reflected in several aspects, including enhancing teaching atmosphere and helping well organize classroom order and prom

9、oting mutual communication. Teachers gentle body language will have a great influence on students, teachers in high spirit in classroom will arouse students interests, on the contrary, a serious look will upset students. Whats more, as teachers are usually respected, what or how the teachers say and

10、 do will be possibly imitated by the students. Teachers graceful body language helps to improve the students ability of cognizance and moral character. In this case, the teacher just like a life guide. So proper application of body language can improve teaching quality and teaching efficiency and ma

11、ke the class vivid and meaningful.Body language is also a tool to help explain difficult knowledge to students. The importance of body language is considered to help students understanding and create a happy, soft and more comfortable classroom environment. Sometimes, theory knowledge is a hard part

12、 to teach to students, but body language can change the theoretic and abstract knowledge into the simple, and accessible gestures, which is more specific and figurative and much easier for students to understand and realize. To be concluded, the students interest is motivated and the effect of teach

13、ing is improved. A lot of practices have proved that the successful classroom teaching based on not only the teachers graceful language expression but also the natural and decent body language, they are indispensable part to one another.This paper can be mainly divided into three parts. The first pa

14、rt provides some definitions of body language given by some famous experts. In the second part, it tend to show the concrete application of body language through eyesight, facial expressions, gestures, and posture in elementary school English teaching, combined with the analysis of the accessibility

15、 and necessity. The last part shows the significance of applying body language in elementary school English teaching.2 The definition of body language Many definitions of body language have been built by experts. Some definitions are general. For example, body language is defined as a language witho

16、ut words; or body language indicates all communicative symbols except oral speech. (Harrison, R, 1974: 133). It belongs to non-verbal language. Some definitions are specific. For example, Samovar and Porter hold such idea: Body language is the specially, biologically, psychologically or culturally f

17、ramed exchange of valuable messages which are not verbally spoken out but conveyed by the body, gesture, symbol or relevant context and surrounding environment etc. (Samovar, L. & Porter, R, 1995: 14). According to Birdwhistell, the study of nonverbal communication covers three majors: Proxemics, Pa

18、ralanguage, and Kinesics or Body Language. (Birdwhistell, R, 1952: 56). Proxemics means that people keep a certain space or distance with each other when they communicate and that the distance can represent different significance. Paralanguage involves the linguistic elements of speech-how something

19、 is said and not the actual meaning of the spoken words. It is to transform information by sound, such as Ouch. Besides this, the pitch of tone and volume of speaking also belongs to Paralanguage. Kinesics is also called Body Language, which studies the meaning of all parts of body and how body move

20、ment communicates meaning. (Birdwhistell, R, 1952: 154). 3 The application of body language in elementary English teaching In the paper, it defines body language as a series of physical movements that can send information effectively when combined with verbal language. Considering the specialty of E

21、nglish teaching activities, we classify it into eye contact, facial expressions, gestures, and posture.In class, the teachers body language chiefly includes eye contact, facial expressions, gestures and posture. Different class situations have different body languages. According to the pupils lively

22、 characters, teachers can apply gestures, expressions, etc. as much as necessary. For instance, when teaching the meaning of word jump,teachers can first write the word on the blackboard,then jump once and ask students to guess whats the meaning of it. in this way, pupils can learn this more easily.

23、 In addition, teachers avoid speaking Chinese in order to strengthen pupils perceptual knowledge of two languages and pave the way for future study. 3.1 Teachers eye contact Pupils attitude,emotion,and inspiration are influenced directly by teachers eyesight . Positive eyesight reflects concern and

24、encouragement from teachers and it ensures the formation of confidence in students. On the contrary, negative eyesight hurts pupils confidence. In short, loving and kind eyesight often get into the students memory along with the teaching content. Such eyesight and teachers good moral quality can dee

25、ply involve in the students mind. In addition, teachers eyesight consists of looking around and looking attentively. 3.1.1 Looking around Looking around has a conventional effect on students. While the class bell is ringing, the teacher can stand on the platform and look around the classroom, sugges

26、ting to the pupils that the class will begin and its time to be quiet. This method is more effective than teachers shouting, Quiet, please! In the process of instructing, occasionally looking around tells the pupils to listen conscientiously, because the teacher is observing their individual perform

27、ance in the class. Thats why the foreign language educationists believe that a teacher should look steadily at every student while having a class. It means love and equality and it can make the students realize their teachers valuable concern, which can raise the students dynamic role of study. Furt

28、hermore, teachers should try to establish eye contact with the entire class, not just with the front row or only one or two students. Teachers also should not only stare at the student who is going to be asked a question, because it prohibits letting all the students think about the question. The te

29、acher should present balanced eyesight and look to the back, front, from side to side around the whole class.3.1.2 Looking attentively Looking attentively refers to the eyes gazing at students for a quite long time. It is divided into serious looking, intimate looking and necessary looking. (Harriso

30、n, 1974: 232). During examinations, teachers usually adopt serious looking eye gaze to prevent students from trying to cheat. Intimate looking tends to be used in normal classroom situations. The moment the teachers stand on the platform displaying sweet eyesight, pupils will feel as comfortable and

31、 at ease. This informal and relaxing introduction indicates the beginning of a joyful class. If some pupils feel nervous, this form of eyesight along side a smile will aid in getting rid of their worries. And also by watching the eyes of students and let the eyes help interpret language, organize th

32、e teaching, transfer the information and express the feeling.3.2 Teachers facial expressionsOur faces play a key role in expressing our thoughts, especially our emotions and attitudes. According to several cross-cultural studies made by social psychologist Paul Ekmen, peoples countenances show their

33、 emotional expressions clearly. Therefore, teachers should aim at understanding the different situations that appear in the English teaching classroom, and be able to talk and perform using their faces. Using two teachers as example, two teachers who displayed entirely different performance during the