Non-verbal Behaviors for Activating Students in English Class to Learn Better (3).doc

Non-verbal Behaviors for Activating Students in English ClassesAbstract:Nonverbal communication has received more and more attention and has aroused great interest. This paper mainly attempts to explore the use of nonverbal behavior and its significance and teaching effects in school English classroom teaching. First, a brief introduction to the classification of nonverbal behavior. Secondly, it discusses and discusses the non-verbal behavior of teachers' English in college English classroom. Including body language, gestures, eyes, expressions, looks, costumes, and different understanding and use of time and space. Finally, it is concluded that teachers should be strongly encouraged to use non-verbal behaviors and means in a timely and appropriate manner in the English classroom to assist speech teaching to improve teaching effectiveness and improve teaching quality.Key Words:English class; nonverbal behavior; role; teaching effectI. IntroductionA. The significance of the subject studyNonverbal behaviors include physical behavior, gaze behavior, voice, intonation, volume, painting, images, objects, etc. These nonverbal behaviors can exchange information, convey ideas, express feelings, and impart knowledge. It turns out that in people's daily communication, the message of speech transmission is only a part, and the transmission of nonverbal behavior is more colorful. Non-verbal behaviors used in teaching include: 1. Behavioral performance of teachers and students; 2. Implementation and requirements of rules and regulations; 3. Response and emphasis; 4. Attitudes and feelings; 5. Guidance and control of student dialogue ; 6, classroom control. These can not only help teachers to express their feelings, but also reduce the language of the classroom and simplify the explanation. A well-designed language environment makes the knowledge content of teaching more vivid, vivid and accurate. In a sense, the application of its flexible language reduces the difficulty of language, makes teaching more intuitive, enables students to be immersive, has a direct sense of participation, and the intuitive and performance of non-verbal behavior can also be activated. Students' enthusiasm for learning and active classroom teaching enable teachers and students to communicate with each other in the process of classroom communication, receiving information and communicating with each other. With affinity, it has brought the distance between teachers and students closer, promoted the development of students' personality, tapped the potential of students, and cultivated the innovative spirit of students.B. A review of domestic related research The literature on non-verbal behavior in China is numerous. For the writing of this article, the author has searched numerous documents.Li Jingguang(2013)According to the view of Chinese scholar Bi Jiwan, non-verbal communication factors can be divided into four categories: body language, sub-language, object language and environmental language. Non-verbal communication factors are an important aspect that affects college English classroom teaching. Non-verbal communication factors can not only close the distance between teachers and students, establish a good teacher-student relationship, and form a harmonious and orderly classroom teaching environment; it is also conducive to stimulating students' enthusiasm for learning, mobilizing their enthusiasm for participating in the classroom, and enhancing their learning of English. Confidence. Therefore, as a college English teacher, we must make full use of non-verbal communication factors, influence the infected students with a positive and optimistic attitude towards life, and care for the students with a loving heart; promote their passive learning to be proactive. Learning, improve the efficiency of English classroom teaching, and ultimately promote the improvement of English teaching throughout the university.Chen Xiqiu(2013)Judging from the implementation and application of non-verbal communication in junior high school English teachers in the classroom, there are still many problems, even seriously affecting the quality of teaching. Based on this, it is very necessary to apply the research on non-verbal communication in junior high school English.Zhang Haixin(2014)Non-verbal communication is the research object, and the cultural differences of non-verbal behavior are described. Combined with the reality, one of the non-verbal behaviors (such as the eyes) is used as an example to describe how teachers use non-verbal behaviors in the classroom.C. The content of the subject studyHuman language is an important means of transmitting information, expressing emotions, and learning and storing information. In English teaching, the dissemination of knowledge, the guidance of thinking, and the cultivation of abilities need to be implemented through the carrier of language. The language of English teachers is an important source of language for students, and it is a bridge for students to master language. The teacher's language ability and the correct use of language have always been the issues that the intellectuals in the education sector are trying to discuss. Can teachers effectively communicate with students about knowledge, skills and emotions, resolve teaching difficulties, and enable students to gain a sense of accomplishment in learning, and enable them to learn from it, to a certain extent, depending on the organization of the teacher's language and expression ability. For oversized classes and urgent class hours, students must be guaranteed the time of their practice; they must use a language that enables students' brain cells to be active and embody the teacher's functions, but not the teacher's language from planning activities. Arrange learning situations and even control the classroom behavior of students as a whole. How to do? The best way is to simplify the teacher's language of instruction. In the teaching occasions where simplified language can be used, such as: dialogue, introduction of texts, background introduction, summary of texts, reading, etc., through the means of synthesis, generalization, abstraction, etc., simplify the miscellaneous content into clear and understandable content, or try to use the common words and the language knowledge that the students already have, simplify the complicated sentence structure, or simply explain the teacher's classroom steps and activity intentions, and inspire the students' thinking. Non-verbal behavior is one of the important means to help simplify the language of English teachers, and plays a unique role in English classroom teaching.II.The necessity of non-language in English classroom teachingA.body languagea. posture behaviorThe main body of the teacher should be standing. A dignified, steady, straight, and full-spirited standing posture will leave a good impression on the students and enhance their enthusiasm for learning. On the contrary, standing without paying attention to the posture will make the students feel depressed and lack of energy; especially when shaking their heads, the artificial creation will cause students' dislike and affect the students' learning emotions. Therefore, the teacher's posture is closely related to the teaching effect. The natural soft, harmonious, generous, intimate and modest posture is the teaching mode that the teacher should have in the teaching process. Teachers can also express their thoughts and emotions in some symbolic manners, allowing students to read out the requirements, love, care, trust and evaluation through the teacher's actions. In the classroom teaching, it can be used to deal with some incidents, and it can receive the teaching effect of “no sound at this time” without affecting the students' learning. For example, a teacher can “walk” in the aisle while speaking, and students who have disciplinary behavior will converge when they go. In English teaching, the posture can also supplement and explain the language expression. The author once gave the students a distinction between real verbs and auxiliary verbs, modal verbs and verbs. Here are a few examples: jump, stand, sit Go. In view of their Chinese meaning, they do the actions of jumping, standing, sitting and walking respectively, and vividly explain what is a real verb (behavioral verb), and then explain the difference between the essence of the verb and other verbs. The above examples show that through physical behavior, students can get a clear impression that they can't get more than a lot of time to explain, concisely and performanceally.b. gesture behaviorIn the teaching number, the presentation layer relationship, and the accompanying teaching content, the students are trained to rhythmically practice, and the gestures are more time-saving and intuitive than the language. Whether it is swaying or moving, it can be achieved by a gesture. Gestures are silent languages. For example, close your left index finger to the left ear, then say "Listen to me carefully." in English to remind the students to pay attention to the lecture; put the left index finger on the top left of the head and say, "Are you Clear?" Ask the students if they understand; the left hand is facing up and stays in the air for a while, saying: "Stand up, please." Let the students stand up and so on. After several uses, even if the teacher does not use Chinese to explain the students, he can understand its Chinese meaning.c. eye behaviorHigh-level teaching is done through eye communication. Teachers who know how to use eye movements always use their own eyes to convey and capture information in the lectures. The teacher's eyes will give the students an excitement. If both eyes are dull, no matter how they ask or motivate, they will reduce their due effect. In the teaching, the teacher's eye contact with the students will make him feel that the teacher is communicating with him; The zealous eyes reveal the teacher's enthusiasm, approval, encouragement and love for the students; the strict and reproachful eyes mean to the students who make mistakes; in turn, the teachers should also capture their learning information from the students' eyes. Check your teaching effects and better master the teaching rhythm. For example, the students' eyes in the classroom focus on the teacher's face, which is a positive message. On the contrary, the students' eyes scatter, swaying, slouching or slouching on the table. This is a tired, negative attitude. This silent eye contact saves a lot of language troubles, and teachers and students are easy to understand.d. auxiliary language This is a nonverbal behavior belonging to the voice class, also known as "paralanguage." Among them, auxiliary speech refers to the non-verbal aspect of speech, that is, the sound quality, volume, tone, speed of speech, rhythm, etc., which is part of the speech expression, but not the speech word itself, so it is always used to assist the expression of words. In order to accurately express meaning and emotions. The same words in different tones, volumes and rhythms will mean different meanings and achieve different effects. Taking emphasis on key points and difficulties, most teachers are raising the volume, slowing the speech rate, and sometimes reminding students to pay attention with different postures and gestures. The vivid performance of teachers' non-verbal behavior will undoubtedly leave a deep impression on the students. Class language refers to voices without fixed semantics, such as laughter, sigh, spoken language, and various calls. Although these vocalizations have no fixed meaning, the importance of expressing thoughts, emotions or other information outside the words in a close-up situation is not negligible in teaching.B.Environmental languagea. classroom layout and teacher locationThe position of the students in the classroom directly affects the students' participation in the classroom and the enthusiasm for learning. As everyone knows, sitting behind the classroom, most of them are not loved to learn, naughty and backward. In order to include more students in the teacher's line of sight, some adjustments and changes need to be made to the placement of the tables and chairs and the position of the teacher. The arrangement of the front and rear tables and chairs can be changed to semi-circular, circular, or horseshoe-shaped, so that compared with the traditional mode, not only can the space distance between teachers and students be shortened, but also the psychological distance between teachers and students can be brought closer. Teachers should not always stand at the blackboard and talk at the table, but should go to the students to control the entire classroom more effectively.b. Time conceptClassroom teaching itself is a very time-sensitive process. To put it simply, it is time to go to and from class, according to the teaching plan, according to the teaching progress. For example, the phenomenon of "lost hall", the author thinks that it is related to the concept of time. Some teachers are used to this. Of course, there are reasons like this, and you have to do it. Strictly speaking, this should not be, and it is not desirable. Because after the bell rings, even a few minutes before the bell rings, the students have begun to prepare for the class, and there are already some commotion in the classroom. In fact, after listening to the class for nearly an hour or two, if at all, at this moment, the student's nerves have been relaxed, and the heart has already flew out of the classroom. Therefore, it is wise to go to class on time and try not to let go. In this way, students can also establish a punctual prestige and image of the students, thus affecting students' words and deeds. Another time-related is the “waiting time” proposed by Sean Neill and Christ Caswell（Smith.Howard A,1983）,the time period that teachers leave students with questions or ideas. During this time, teachers can use other non-verbal behavior tips to guide students. An experienced teacher will grasp and use this time very well, leaving students with sufficient time and not letting the students fall into helplessness, thus losing confidence and giving up the opportunity to try again.c. ParalanguageAs far as classroom teaching is concerned, this mainly refers to changes in the level, rise and fall, size, speed, and ups and downs of the teacher's voice. These changes make the teacher's language lively, full of fun, and more appealing and expressive. Teachers should try their best to be loud, moderate, and rash. Passionate words can resonate and stimulate students' emotions. On the other hand, if the tone of the tone is hard and cold, it will affect the students' emotions and attitudes and discourage their enthusiasm. However, in the classroom, sometimes, teacher silence is the best choice. Of course, the du