体态语在英语教学中的应用毕业论文(18页).doc

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1、-体态语在英语教学中的应用毕业论文-第 18 页 The Application of Body Language in Junior English ClassAbstract: With the continual reform of language teaching and learning methods, teachers are in great demand to organize the classes in English and create English-learning circumstances. However, with the limitation of s

2、tudents vocabulary, teachers have to simplify their teaching language with the help of facial expressions and body movements. The paper sketched the definition, the features and the functions of body language. And on the basis of that，referred to relative materials and practice, reported the current

3、 situation of the application of body language in junior English class, stated the positive functions it has in junior English classes, discussed the specific application and practice in practical teaching. It aims to provide a guidance to the junior English class which lacks a cultural background a

4、nd a language environment. It will benefit the teachers to study and promote the application of the body language, thus do much to help the class. It shall have some indicative meaning.Key words: body language junior English class 摘要：随着英语教学方法的不断改革，客观上要求英语教师用英语组织课堂创造英语学习环境。然而，由于初中生词汇的缺乏，教师就需要借助体态语来简化

5、教学语言。本文在简述体态语的概念、特征、作用等方面的基础上，通过查阅资料及实践，报告了体态语在中学课堂中的应用现状，阐述了体态语在英语课堂中的积极作用，探讨了其在实际教学中的具体运用和实践，并指出了其在具体运用中应注意的问题，旨在为缺少文化背景和语言环境的中学英语课堂提供改善方向，对教师加强学习和研究体态语并将其合理运用于课堂，提高课堂效率具有重大启示意义。关键词：体态语 初中英语课堂Chapter 1 Introduction The 2001 National curriculum for nine year compulsory education maintains that the

6、main task of the English education is to stimulate and cultivate students interest and their confidence in learning the language , help them develop good learning habits and form effective learning strategies , facilitate autonomy and cooperative spirit in learning, increase their awareness of the c

7、ultural differences. And so we lay a good basis for their lifelong learning. As everyone knows, one of the most important ways that the students learn English is the classroom teaching. As far as the English teaching in the middle schools is concerned, teachers have to attract and improve the studen

8、ts interest so that they may learn better. There are many ways to arouse the students interest and help them to learn better, body language used in English teaching is one of them. However, the fact of the present English education is that the English teachers pay more emphasis on spoken language an

9、d written language in their teaching and have little or no concern about the importance of the body language. A large amount of researches in America have proved that the information carried by body language such as intonation and facial expression may overpass 90% in expressing emotion and attitude

10、. So we can see that body language has a decisive role in communication. Chapter 2 The Identification of Body Language2. 1 The definition of Body Language At the mention of communication, we naturally think of verbal language, the words that we speak endlessly and even unconsciously everyday. But ex

11、cept the verbal language, there lies a body language that makes a great contribution to our everyday communication. Human communications are achieved by the verbal and nonverbal language. Body language is a visible semiotic that may express and exchange information. Or more generally, when people ca

12、n transform some information to the outside world through certain movements, the movements have the function of verbal language, and thus we can call it body language. The body language in the nonverbal communication is an important medium for people to communicate in the daily life that it assumes

13、almost 90% of communication. It sends messages and expresses ideas by the application of eyesight, facial expression, gesture, posture and so on. Behaviorists proved that all the acts and moods can be effective in human communication, and can serve for teaching. Body language has the characteristic

14、of vivid, visual, intuitional, well-understood and, easy to imitate and utilize. So, if we utilize it fully, it will have much significance in middle school English teaching.2.2 The Features of Body Language Body language has the same essential attribute with verbal language, that is they are both i

15、mportant means of communication. However, as a potential language, it has its own unique properties. The study of its uniqueness is the basis for the proper application.2.2.1 Subsidiarity Unlike verbal language, the body language has a distinctive feature of contingency, situationality and intuition

16、ism. That is to say, in language communication, it does not substitute verbal language but accompanies. It delivers information to affect counterpart directly. And it cannot act its communication role without a certain situation. And the body acts often means a series of acts including facial expres

17、sion, gesture and posture, etc. We often define sbs way of speaking as “ be both excellent in voice and affection”（声情并茂), which is a good example.2.2.2 Multilayer and multi-aspect communication The scientific tests showed that 80% of a persons memory was determined by his visual sense. Like verbal l

18、anguage, the body language is also multifarious：Some are specific while some are general；Some are meant for communication while some are for conveying；Some are providing emotional information while some are revealing the inner world. For example, we often say “dive sbs thought what he says and the e

19、xpression on his face”.2.2.3 Substitution In some occasions, people use body language to substitute body language, and this is often a case in classes. For example, if we expect someone to succeed, we can make a V sign, because it means victory. When we expect to turn up the volume, we can raise our

20、 hand. And turn down is alike. In these cases, the application of body language is more convenient and efficient.Chapter 3 The Function of Body Language3.1 Auxiliary function As the language helps people to communicate, body language plays the role of delivering information and exchanging emotions.

21、It can be called auxiliary function. Body language can be and should be applied as paralanguage to assist teaching. For example, when the English teachers read the passages and dialogues in English with the changing intonations and tones as they are needed, the recitation is cadenced and rich in fee

22、lings. This can not only help to intensify reading effect, to make the boring reading moving and interesting, but also strengthen infectivity to promote their deeper understanding of the passages. And as the class goes on, a praiseful eye contact or excited tone can stimulate the students to have mo

23、re enthusiasm for the following study, while a discontented eye contact or laziness tone may distress them and be afraid of the study and lose confidence in it. 3.2 Inflective functionSome kinds of body language give a play to inflect students and help them to have better states during the class. Fo

24、r instance, the straightness of the teachers back, the state when he walks among the class. When the teacher is writing on the blackboard, he can inevitably leave a back to the students. And a straight back gives an impression of spiritedness and full of energy. When he walks in the class, his confi

25、dent walk invisibly shows his attitude to the students performance on the contents. And the acts may inflect those lazy students to straight their backs unconsciously. They can be easily influenced by others, especially teachers.3.3 Vicarious function More often in class, the body language can subst

26、itute the verbal language to solve some common and occasional problems. And it can save time and keep the fluency of the class to avoid the interruption of the class. The interruption may stop the whole class from thinking and make it unnaturally to go on with it.When a student is absenting from his

27、 mind, the teacher can quietly walk to the student to give a pat on his shoulder or stand beside him for seconds to help him realize his behaviors instead of hanging up the class to remind him. This act helps to avoid the embarrassment to the student by the verbal criticize and save time for the who

28、le class without disturbing others for diverting their attention from the content.3.4 Increase individual glamour A well-behaved body language can help a teacher to foster a good image and increase his individual glamour among students. There are always some students who cant be attentive in the cla

29、ss. And the different acts of the teacher may result in totally different acts of the students. If the teacher refers to verbal language to criticize them, though the words may be humorous, with the whole class concentrate on him, he feels embarrassed. On the contrary, if the teacher refers to the b

30、ody language. He gives an eye sight or stares at the student while illustrating the material. When the student realizes that the teacher is staring at him, he would know that the teacher have noticed him and so return back his mind to the class. It is a good way to avoid embarrassment and win the st

31、udents hearts. Each student wants to be loved and to have a good impression on teachers. So what the teacher needs to do is to win most of the students admiration and appreciation. Except the broad and profound knowledge that can win their hearts, the elegant manners, mild smiles, gentle attitudes c

32、an also narrow the distance between the teachers and the students. Many students love a specific subject because of the admiration for the teacher who teaches this subject.Chapter 4. The Application of Body Language in Junior English Class4.1 The Necessity of Body language in Teaching English teachi

33、ng is an important part of the school education. With the reform of English teaching methods, more and more English teachers organize the teaching process in English so that the students may realize the Communicated English. The Communicated English means that teachers instruct the students and expl

34、ain questions basically in English, and the students are also required to use English in class. Contemporarily, however, the students in the middle school cant speak English very well, neither can they understand why they should use different tones in different time or situation; Their vocabulary an

35、d expressive ability are limited too. These limitations made it difficult for them to realize the Communicated English in class. According to the students present level and practical situation, body language is pretty necessary. For example, when a teacher gives an instruction, “You two, please stan

36、d up.” The students can easily understand it if the teacher looks at (or points to) some two students. Then, the teacher moves his hand up. The students will carry out the order without obstacle even if they dont hear the key words “stand up” clearly. Furthermore, teachers usually have to explain so

37、me language points, and at this time, they have to differentiate the classroom expressions and the examples. Take it for example, we should use the form have done, such as Have you finished that job yet?” To make the students understand clearly and easily, a teacher has lots of ways. One is to do it

38、 by speed, the teacher uses a common speed when he is reading “we should use the form have done in this sentence”, and reads slowly when giving examples; He can also get the effect by repeating the example Have you finished that job yet?; A more frequent way is to use gestures to lay emphasis on the

39、 key points when he said “have done” (emphasizing it in voice at the same time), he reaches out his index finger, pauses in the air, and then gives out the example. This action will usually give the students a deep impression. From the arrangement of the teaching materials and curriculum standard，it

40、 objectively advocates the teachers to apply the body language into class and advocate body language teaching. For example，“Go For It ”pressed by Peoples Education Press carries more dialogue acting and hands-on activities. The dialogue acting asks for the teacher to set a example for the performing

41、 in that students can make it better. The teaching materials also define the role of the teacher as a demonstrator. And this can not be done without body language.From the above we can learn that the use of body language in English teaching is necessary and practical. In the English teaching in midd

42、le schools, body language is frequently used to improve the teaching effect and the students ability. 4.2 The Application of Body Language in Junior English ClassBody language plays as a significant communicating channel between the teacher and the students that it assumes the proficient master and

43、application of each English teacher. It is a basic skill to well adapt to English teaching. The educationist Makarenko of the Soviet Union once pointed out “ Our teachers should concern about how to sit down，how to stand up，how to stand up from the chair near the desk，how to raise his pitch of voice

44、 and how to notice the minor details of the students. To be a good teacher，one has to know how to make full use of those nonverbal communication skills to help to better and enhance the class efficiency.” On the basis that have been demonstrated by the previous experts，the author thinks it can be un

45、folded from the following aspects.4.2.1 Eye contact “The eyes are the windows of the soul. ”. The expression and reception of a persons mental state are inseparable to his eyes. People can use eyes to exchange boundless information. Emerson once said “The words from the eyes are as many as from tong

46、ues. We can understand almost everything from eyes without a dictionary.” In the class, the teacher is an important factor that plays a part in the class. And the eye contact is the key point that shows the teachers inner thoughts. Experienced teachers always look into the eyes with students while h

47、aving classes. The teacher should concern about each student with an exquisite and friendly eyesight, keep eye contacts with them as many as possible. The teacher should, according to the necessity of the circumstances, combine the eyesight with the verbal language, to transform information and to e

48、xpress his own opinions. Besides noticing his own eyes, the teacher should also be adept in observing the eyes of the students so that he can get the feedback in time to check the teaching efficiency. For example, looking around enables each student to feel that he or she is concerned by the teacher

49、. Each student becomes an efficient communicator, so that they can concentrate to communicate with the teacher. The direct eye contact can be marvelous in class communication, it can set a fire on the student: On one hand，the teacher can make a judgment through the expression in his eyes. On the other hand，the student may g