Body-Language-in-English-Teaching论文--定稿.doc

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1、徐州师范大学外国语学院学期论文 Body Language in English TeachingIntroduction As far as the characteristic of pupils and the teaching aims are concerned, teachers have to try to stir up the pupils interests in any methods so that they may learn better. Among these methods, body language may be more effective and pr

2、actical one.Body language has played a very positive role in cultivating pupils characters. According to the characteristic of pupils, that is, they are imitative and imaginative. What the teachers do and how the teachers do will be possibly imitated subconsciously. Sometimes, teachers body language

3、 gives pupils some imagination or suggestion, and is help to train the pupils thinking, inference and logic. Furthermore, teachers graceful body language also helps to improve the present teaching methods, bettering the quality of teaching which can improve multiple comprehensions, enlighten their t

4、hinking, and increase the enthusiasm on the part of the pupils. 1. The necessity and importance of body language in English teachingAmerican psychologists concluded that: result of message = 70% of words + 38% of tones +55%of facial expressions and movements. So we can say that body language makes a

5、n excellent complement to the verbal communication.The purpose of primary school English teaching is to develop and improve pupils four skills of listening, speaking, reading, and writing. But first listening and speaking, then reading and writing according to the principle of teaching. With the Eng

6、lish teaching methods reformed, more and more English are required to organize the teaching process in English, because the realized the final purpose is to let students be able to use the language. However, in the contemporary situation, pupils can hardly express themselves with their own words, be

7、cause of the limitation of their vocabulary and knowledge about the second language. Body language, as one of the means of teaching, is helpful for pupils to comprehend, and break down the traditional dull teaching procedures, and improve the teaching effect and develop the pupils practical ability.

8、 1.1 Interpenetrate into the second languageAs everyone knows, pupils are active, and they are good at imitating. That requires teachers to organize class in English as much as possible. However, pupils are beginning learner, in addition to the shortage of the very language learning and communicativ

9、e environment, if the teacher interpret one word or phrase in lots of English, the pupils may be confused quickly, and that will make pupils lose their study interest very soon. So the teacher should paraphrase the important points with vivid ways instead of translating them into Chinese. For exampl

10、e, when a teacher gives an instruction “Please work in pairs.” The pupils can easily understand and act out the order if the teacher points to some two pupils, and gives them the gesture of working in pairs. They will carry out the order without obstacle, even if they dont know these words in the se

11、ntence. Another example, when teaching “May I come in?” teacher comes to the door and knocks at the door, and then he says: “May I come in?” when he looks at the pupils with the rising tone and successive movements. Ninety percent of pupils will guess out the meaning of the sentence. At the same tim

12、e, body language helps teachers to avoid using native language to explain, improving the pupils listening.1.2 Develop the pupils thinking and imaginationIn primary school, as for the pupils, teachers are actors on the stage, what matter the teachers act is related to the outcome of the teaching (Mao

13、 Yiming, 2006). Nevertheless, the teachers body language is artistry. If the teacher can act vividly and impressively, they create for pupils a possible space for imagination and thinking. Graceful body language will arouse the pupils desecration and sustain it.German educationist Morse Dough ever s

14、aid: “The art of teaching is not to cram students with pure knowledge, but to arouse, stimulate and encourage them with all possible ways. Some studies show that, if students are in a positive emotion, they can do overwhelmingly, and communicate with partners on their own initiative. The careful des

15、igned body language will enhance pupils high enthusiasm to thinking. Take it for example; I design a game about body language, called “look and guess”. The words may be none nor verb. Teacher acts on the stage, and then pupils guess freely. Because pupils are nature explore, active learners who brin

16、g a great deal to the study process and at the same time, drawn from their environment as they develop new understandings. So the answer may be various. But the teacher answers them: “Really?” or “maybe.” In this way, it not only helps pupils to memorize bound of vocabulary, but also to enrich their

17、 imaginative mind. As teachers, we should not negate any outcome of imagination. 1.3 Stimulate the classroom atmosphere and make the language visualizedTeachers body language once is criticized by Robert Broth like this: As far as the teaching procedures are concerned. Body language is the most effe

18、ctive and useful method to help teacher to attract the childrens attention for a long time. Why is the body language so functional? Because body language varies continuously, which will arouse pupils visible response and aspiration. That caters for pupils character that is longing for changes for ev

19、er. All of these are served for pupils.Without any modification, all kinds of language will be monotonous and dull (Wang Lu, 2005). If pupils look, listen and speak as much as possible, they subconsciously have the impulsion to imitate. The more they join in, the more they learn from the class, and

20、more they can improve their ability of expression. For example, when teaching animal names, teacher can ask some pupils to imitate the actions of animals or tones together, that helps pupils to memorize and deepen their impressions. Just shaking their hands, kicking their legs, bending their waist a

21、nd so on, all of the actions will make pupils happy, relaxed. If they can do this successfully, they will have more confidence in learning without question. And the atmosphere of the classroom is active. The more important is that the abstract language becomes visible and lively with the great help

22、of plentiful facial expressions, gestures and body movements. 2. The concrete application of body language in teaching process2.1 The use of body language in organizing teaching processA qualified teacher should follow the principle of English teaching, master very knowledge of pedagogy and psycholo

23、gical, as well as care for every students. Furthermore, teachers should apply some artistic means to attract the pupils attention, to stimulate the pupils interests so that they can study with all their hearts.Body language has been given more certain advantages in English over other subjects. There

24、, it gains more space for developing. As we known, the most popular methodology of teaching English is TPR, which is Total Physical Response. As a matter of fact, this methodology, to largest extend, depends on the proper use of body language. Sometimes, non-verbal communication is more than any wor

25、ds could do.2.1.1 The use of facial expressionsTeachers meaningful facial expressions can control the pupils attention effectively. Facial expression is a spread medium of international communication. All emotions of people, such as joy, love, hate, fear and jealousy, can be read through facial expr

26、essions. The looks of teachers can express their indication, warning or suggestion, as well as expectation, encouragement, doubt and inquire to pupils. It can perfectly convey the strong feelings from teachers to pupils. For instance, a pupil tries to answer the teachers question, no matter the answ

27、er is right or wrong, teacher should be all smiles at the right answer, which shows complimentary that the pupils answer is confirmed; and then just smile at the wrong one, which shows teachers encouragement to him and makes pupils be not disappointed about their failures and brave to do better next

28、 time. Conversely, the pale face will make pupils puzzled. Some educationists advocate that conquering the students hearts with smiles. The facts speak for themselves.2.1.2 The use of gesturesAs one of body language, gesture varies most quickly, enormously and numerously. In English teaching, teache

29、rs should use the gestures in simple, proper and harmony way. Pupils are disabling to control themselves for long time. At this moment, teachers make a gesture means “stop!”, or put index finger aside their lips, that means “please keep silence.” Another example, when teaching the sentence “Whats th

30、e time?” and “Its ” Teacher can stretch out his fingers to indicate the time. So pupils can easily understand these visible gestures, which are suitable for pupils who like to try everything with their own hands. 2.1.3 The use of eye contact“Eye is the window of the soul.” Emerson once said: “Ones e

31、yes speak as much as ones tongue, from eyes; we can get all about someone.” So it is vital to use eye contact in English teaching. Teachers eye contact can stimulate the pupils psychological response. At the beginning of the class, teachers can cast eyes on pupils that will make them quiet down and

32、get ready for class. Beside of this, teachers should pay much attention to pupils eye contact, too. In class, some pupils stare at the ceiling or the wall emotionlessly, that means that they are absent. That is a great help for teachers to achieve their educational objective.In addition to these men

33、tioned above, tones, body distance also belongs to body language. They can also make great help for teachers to organize the teaching process. They will be connected with other methods to make classroom full of interesting, happiness, and freedom and efficacious. 2.2 The application of body language

34、 in listening, speaking, reading, writingThe purpose of primary school English teaching is to stimulate pupils study interests, improve their four skills of listening, speaking, reading and writing, although they have known little about phonetics, vocabulary and grammar. But this is not the final pr

35、inciple; it is to let pupils be able to use the language with their limited knowledge of the second language. To help them to express with their own words, teacher can use body language to improve teaching methods.2.2.1 Help to improve listeningThe teachers often speak of the four skills - listening

36、, speaking, reading and writing. That means each of them is important. Listening, one of the means of language communication is used most widely in peoples daily lives. About 45% of an adults time concerns listening to other people, listening to other people, listening to the radio, listening to the

37、 music. In linguistic, giving the students lot of listening activities is a good way of enlarging their vocabulary. In this process, if the body language is used, the effect will be better. When beginning a class, I often tell a story, the body language may help. For example, when saying: “She is sl

38、eeping.” I close my hands and put them aside head. Now the pupils will have such an impression: the girl is sleeping. When I open my eyes and mouth when I say: “She is a very beautiful girl!”, Pupils will include that the girl is pretty that makes me so surprised. A teacher who imitates the crying o

39、r the movements of the animals under the premise of teaching order will surely achieve a better performance. 2.2.2 Help to improve speakingWe know the largest difference between mother language learning and foreign language learning is the environment. The pupils have already been good listeners and

40、 speakers before going to school. But for a foreign language, we can meet it only in formal places and classes. So teachers should try their best to let the pupils be in a language environment. Factually, the body language can help to reach the height of educational aims in a certain degree.Now, the

41、 emphasis is mainly laid on the spoken English teaching that is the twoway communication. The most of lessons in primary school are dialogues. They focus on the practice of oral English drills. He smile when he says hello to the class and shakes his hands with some pupils; he write down his name on

42、the blackboard; he imitates the action of playing football and reading a storybook. After this introduction, the teacher can create a circumstance for pupils to practice. Then, the pupils introduction is practiced from it. Usually, the application of body language in different places will help to ac

43、hieve a successful lesson. 2.2.3 Help to improve reading Reading is an important way of gaining information in foreign language learning. It is a basic skill for a foreign language learner. In the primary school, we lay emphasis on the reading habit and arouse the reading interests. One way to overc

44、ome this problem is to use body language, which can help pupils to guess the meaning. Teachers can ask pupils to read aloud. From appreciate beauty standpoint to see, it also helps pupils to appreciate the beauty of the language.Teachers can change tones when give reading class to pupils, which will

45、 heighten pupils enthusiasm. When reading the sentences, attention should be paid to where to speak softly, emphasis and raise or lower the tone. In grammar, falling tones used in declarative and special interrogative sentences, first rising tones and the falling tones in the choosing interrogative

46、sentences. As a result, problems existed in reading will be solved rightly. For teachers should notice a balance a balance to be struck between real English on the one hand and the pupils capabilities and interests. 2.2.4 Help to improve writingWriting is one way of providing variety in classroom pr

47、ocedures. It provides a student with physical evidence of his achievement and becomes a course whereby he can measure his improvement. It is also one of the four basic skills of learning language. Sometimes, it is more important than the other three skills, for it can spread without the limitation o

48、f space and time. So the pupils should have the basic ability of writing. Gestures may be in great help.Pupils are interested in acting. When teaching pupils how to write the 26 letters, to get rid of the pupils feelings of being dull and tiring, teacher asks pupils to write in space with their fingers. This method can be used by pupils in and out of class, and it can deepen the object impression, such is magnificent in developing the pupils writing habits and ability. ConclusionSome methods are useful to some people, sometimes, in some places; no methods suitable for all (Wang Zuoliang, 19