Non-verbal Behaviors for Activating Students in English Class to Learn Better (2).doc

Non-verbal Behaviors for Activating Students 加to Learn Betterin English Class to Learn BetterAbstract该用英文模式的标点。下同:nonverbal communication has received more and more attention and has aroused great interest. This paper mainly attempts to explore the use of nonverbal behavior与标题一致，用复数 and its指代要与前文一致 significance and teaching effects in school多余了，删 English classroom teaching. First, a brief introduction to the classification of nonverbal behavior. Secondly, the non-verbal behavior of teachers in English classroom is discussed and discussed.摘要只有几十字，在摘要中一般不出现这么详细的陈述。删将这个介词引导的部分与前文连成一句 Body language, gestures, eyes, expressions, looks, costumes, and different understanding and use of time and space.Key Words： 删nonverbal behavior;Teaching English ;删 teaching effect关键词还要补充一个I. IntroductionIntroduction涉及到A、B、C这三部分的内容，但并不需要分块写得这么详细，因为文章的重心在二三部分。因此，不用单独列三个小标题，只需把三部分的内容都陈述清楚，而且要精简笔墨，两三百字即可。Nonverbal 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. II.The necessity of non-language in English classroom teachingNonverbal behaviors include physical behavior, gesture behavior, gaze behavior, silent language behavior, sound, intonation, volume, painting, images, and physical signs. These non-verbal acts can be used to exchange information, convey ideas, express feelings, show attitudes, and so on. Interpersonal communication can be carried out through speech acts and non-verbal behaviors. Using verbal communication is common sense in people's lives.A.body language文章的大、小标题下面都应该有一小段文章的过度，然后才写正文。不能直接在大标题下直接列个小标题，那看起来就像个大纲，不自然。下同Nonverbal actions refer to expressions and actions that convey communicative information. The following is mainly discussed from the aspects of eye contact, sign language and facial expression.a. 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 languageIn the classroom teaching, the classroom should be spacious and bright, the tables and chairs should be neat and comfortable, and these have reached a consensus. There are three types of tables and chairs in the classroom: traditional, U-shaped and modular. Courses based on teacher input, such as intensive reading, grammar, etc., use traditional seating arrangement methods to help teachers control the entire classroom, avoiding students' mutual interference, and teachers can get feedback from students in an unobstructed view. U-type or modular-type seating arrangement is used to facilitate the exchange of information between teachers, students and students in the course of speaking, listening, and listening to students' comprehensive language-based courses. enthusiasm. In the English classroom teaching, the “dynamic environment” of teachers will directly affect students. The teacher walked down from the podium to the middle of the student. The narrowing of the distance between the students and the direct influence of the students is psychologically close to the students. Therefore, teachers can get close to the teacher-student relationship and strengthen the emotional exchange between teachers and students in the classroom.a. 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 duration cannot be long. For example, when students are found to be in a mess or disorder. In addition, "waiting time" can also be understood as silence. Because during the waiting period, the teacher does not speak, but will be supplemented with a smile, nodding, gazing, leaning forward, etc., to encourage and guide the students.d. object languageThe object language here mainly refers to the influence of the teacher's appearance and costumes on the students. There is no doubt that every student will like a beautiful, tall, well-dressed, well-dressed teacher. Of course, these external beauty is not important. What a teacher can really win is his inner beauty, such as rich knowledge, unique insight, love, patience and so on. Through the detailed discussion and explanation of the non-verbal behaviors often used by teachers in the classroom, it is concluded that the teachers in the classroom use non-verbal behaviors in a timely and appropriate manner, to a large extent, the students' learning attitude, interest in learning, enthusiasm, etc. There will be positive, positive impacts and effects. Therefore, it is strongly advocated that teachers actively use non-verbal means to assist speech teaching in college English classrooms, thus improving teaching effectiveness, improving teaching quality, and promoting the further development of "quality education" in China.III.The meaning and teaching practice of non-verbal language combined with verbal languageThe teacher's non-verbal behavior is related to the relationship between teachers and students, and also determines the attitude of students to learning, so it will ultimately affect the teaching effect. English as a second language (ESL) teaching purpose, not only to teach students language knowledge, but also to focus on developing their language communication skills and cultural communication skills. In view of the essence of ESL teachingcultivating students' pragmatic and communicative skills, Hurley (1992) has proposed how to enhance students' non-verbal communication skills in classroom teaching. Therefore, English teachers must not only have strong communicative competence, but also have a solid non-verbal communi