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语言文化论文-The Use of Body Language in Middle Schools .doc

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语言文化论文-The Use of Body Language in Middle Schools .doc

语言文化论文TheUseofBodyLanguageinMiddleSchoolsAuthorZhnagLeiSupervisorDongChunzhiForeignLanguageDepartmentHankouBranchofHuazhongUniversityofScienceandTechnology【Thesis】Withthecontinualreformoflanguageteachingandlearningmethods,teachersareingreatdemandtoorganizetheclassesinEnglishandcreateEnglishlearningcircumstances.However,withthelimitationofstudentsvocabulary,teachershavetosimplifytheirteachinglanguagewiththehelpoffacialexpressionsandbodymovements.Inthisarticle,thepossibilityandtheeffectofusingbodylanguageinlistening,speaking,readingandwritingwillbefurtherdiscussed.【Keywords】Englishteachinginmiddleschools,bodylanguageI.IntroductionAseveryoneknows,theclassroomteachingisoneofthemostimportantwaysthatthestudentslearnEnglish.AsfarastheEnglishteachinginthemiddleschoolsisconcerned,teachershavetoarousethestudentsinterestsothattheymaylearnbetter.Therearemanywaystoarousethestudentsinterestandhelpthemtolearnbetter,bodylanguageusedinEnglishteachingisoneofthem.Bodylanguageisanimportantmediathroughwhichpeoplecommunicatewitheachother.Itreferstothepatternsoffacialexpressionsandgesturesthatpeopleusetoexpresstheirfeelingsincommunication.Thespecialistonbodylanguageresearch,Fen.Lafle.Angles,oncesaidOnceitwaslost,ababycouldnthavegrownintoanormalperson.Itsalsotruetothejuveniles.Inschooleducation,bodylanguageplaysapositiveroleincultivatingthestudentscharacters.For,teachersareusuallyrespected,andfactually,whatorhowtheteacherssayanddowillbepossiblyimitatedbythestudentssometimessubconsciously.Inaword,teachersgracefulbodylanguagehelpstoimprovethestudentsartisticappreciationandmoralcharacter.Ifthestudentsdevelopawonderfulbodylanguage,whichwillpossiblyleadsthemtoformanoptimisticandactivefeelings,theywillsurelyhaveamoresmoothinterpersonalrelation.Theaffectionofteachersbodylanguageonthestudentsisreflectednotonlybyestablishingagoodexample,butalsoshorteningtheteacherstudentestrangementbywhichamoreharmoniousstudyingatmosphereiscreated.Asamatteroffact,teachersfriendlyappearancecangreatlyencouragethestudentsstudyingenthusiasm.Furthermore,thecharacteristicsoftheoreticandabstractionofknowledgealsorequiresthevivid,dramaticandanaccessiblegesturestomakeitspecificandfigurative.Asaresult,thestudentsinterestismotivatedandtheeffectofteachingisgreatlyimproved.II.ThenecessityandimportanceofusingbodylanguageinEnglishteachingEnglishteachingisakeypartoftheschooleducation.WiththeEnglishteachingmethodsreform,moreandmoreEnglishteachersorganizetheteachingprocessinEnglishsothattheymayrealizetheCommunicatedEnglish.TheCommunicatedEnglishmeansthatteachersinstructthestudentsandexplainquestionsbasicallyinEnglish,andthestudentsarealsorequiredtouseEnglishinclass.Contemporarily,however,thestudentsinthemiddleschoolcantspeakverywellneithercantheyunderstandwhytheyshouldusedifferenttonesindifferenttimeorsituationtheirvocabularyandexpressiveabilityarelimitedtoo.TheselimitationsmadeitdifficulttorealizetheCommunicatedEnglishintheclasses.Accordingtothestudentspresentlevelandpracticalsituation,bodylanguageisrequired.Forexample,whenateachergivesaninstructionYoutwo,pleasecometotheblackboard.Thestudentscaneasilyunderstanditiftheteacherlooksatorpointstosometwostudents.Then,theteacherpointstotheblackboard.Thestudentswillcarryouttheorderwithoutobstacleeveniftheydonthearthekeywordsblackboardclearly.Furthermore,teachersusuallyhavetoexplainsomelanguagepoints,andatthistime,theyhavetodifferentiatetheclassroomexpressionsandtheexamples.Takeitforexample,weoughttousetheformhavedonesuchasHaveyoufinishedthatjobjetTomakethestudentsunderstandclearly,ateacherhaslotsofways.Todoitbyspeed,heusesacommonspeedwhenreadingweoughttousetheformhavedone,andreadsslowlywhengivingexampleshecanalsogettheeffectbyrepeatingtheexampleHaveyoufinishedthatjobjetamorefrequentwayistousegesturestolayemphasisonthekeypointswhenhesaidhavedoneemphasizingitinvoiceatthesametime,hereachesouthisindexfinger,pausesintheair,andthengivesouttheexample.Thisactionwillusuallygivethestudentsadeepimpression.Fromtheabovewecanlearn,theuseofbodylanguageinEnglishteachingisnecessaryandpractical.IntheEnglishteachinginmiddleschools,bodylanguageisfrequentlyusedtoimprovetheteachingeffectandthestudentsability.III.Theconcreteapplicationofthebodylanguageinlistening,speaking,readingandwriting1.BodylanguagehelpstoimprovelisteningTheGreekphilosopherEpictetuseverwittilysaidNaturehasgivenmanonetongueandtwoearsthathemayheartwiceasmuchashespeaks.Fromthesayingwecanlearnhowimportantthelisteningisinourdailylife.TounderstandothersisabasicpurposeinEnglishteaching,andteachersoftentrainthestudentslisteningaccordingly.Inthisprocess,ifthebodylanguageisused,theeffectwillbebetter.Whenbeginninganewlesson,theteachernarratesthestoryoutlineinEnglish.Thebodylanguagemayhelp.Forexample,ateachercanstretchhisarmsslowlywhenhesaysSheisinaverybigroomhecanopenhiseyeswidelywithmouthopenedwhenhesaysSheissobeautifulalady.Asaresult,thestudentswillhavesuchanimpressionSheisverybeautifulindeedateacherwhoimitatesthecryingorthemovementoftheanimalsunderthepremiseofteachingorderwillsurelyachieveabettereffect.2.BodylanguagehelpstoimprovespeakingThespokenlanguageisoneoftheimportantwaystocommunicate,soweshouldtrytodevelopthestudentsabilityofspeaking.Factuallytheyarehelpedtoreachtheaiminacertaindegreebytheirteachersbodylanguage.ThecontemporaryemphasisisgraduallylaidonspokenEnglishteaching.ThefirstlessonofeveryunitinSeniorEnglishbeginswithdialogue.TheteachingprogramsrequiretheteacherstoorganizetheclasstopracticeEnglishaccordingtothecharacteristicsofdialogue.Generallyspeaking,thebodylanguagecanarouseandsustainthestudentsinterestoflearningandusingEnglish.IntheEnglishclass,theteachersshouldnotonlyusebodylanguagesthemselves,butalsoaskthestudentstousethemaccordingtothedifferentsituation.Takeitforexample,thefirstlessoninUnitone,Bookoneisaboutthetimewhenthenewstudentsfirstmeet,andtheydontknoweachother.Soateachercanintroducehimselffirst,suchasHello,everyone,nicetomeetyouhere.NowIllintroducemyselftoyou.MynameisArthur.Ilikeplayingbasketball,for,itmakesmemuchstrongerIlikeplayingchess,for,itmakesmemorecleverandIlikereadingbooks,for,readingmakesoneperfect.Duringtheintroduction,theteachershouldusethenewvocabulariesandsentencestructurestogetherwithavividexpressionandmatinggesturesaspossiblyashecan.HesmileswhenhesayshellototheclassheshakeshandswithsomestudentssayingNicetomeetyouhewritesnamedownontheblackboardheimitatestheactionofdribblingandshootingatthebasketball,playingchessandturningpagestoexplainhishobby.Afterhisintroduction,theteachercancreateacircumstanceforthestudentstopracticeMaryandJackarenewclassmates.Theyarewalkingtogetherinthestreet,andtheymeetoneofJacksoldfriends,Yangpei.ThenYangpeiandMaryareintroducedtoeachotherbyJack.Afterthestudentspracticethedialogueisintroducednaturallyfromit.Usually,theapplicationofbodylanguageindifferentsituationswillresultinanattractingandsuccessfullesson.3.BodylanguagehelpstoimprovereadingThepurposeofSeniorEnglishteachingistotrainthestudentspreliminaryabilityofusingspokenandwrittenEnglish.Intheseniorschool,welayemphasisonethereadingabilitythatservesthestudentsfurtherstudy.Herewemainlymentionthehelpfulnessforreadingaloud朗读.Readingaloudhelpsthestudentstogetacorrectpronunciationandintonationandtodevelopthecombinationofvocabulariespronunciation,spellingandmeaning.Furthermoreitalsohelpsthestudentstofindoutthearticlesinternalfeelingsandappreciatethebeautyofthelanguage.AlinguisteversaidApoemisnotapoemuntilitisread.Readingaloudisbasicinthemiddleschool,andtheteachersshouldmakefulluseofbodylanguagetodevelopthestudentsabilityofreadingaloud.Whenreadingthesentences,attentionshouldbepaidtowheretospeaksoftly,emphasize,andraiseorlowerourtone.Tomakeitclear,wecanimitatethestrongorsoftpatsthatareusedinmusicteaching,whichmeanstousethearcstorepresentdifferenttones.Generallyspeaking,weusefallingtonesindeclarativeandspecialinterrogativesentence,firstrisingtonesandthenfallingtonesinthechoosinginterrogativesentence.Thestudentsinthemiddleschoolarenotoftenaccustomedtoandalwaysconfusethem,however,withthehelpofbodylanguage,theycansolvetheproblemmuchmoreeasily.Forexample,theyusegestures.Astheyreadthechoosinginterrogativesentence,theyraisetheirhandsinrisingtonesandlowerinfallingtones.Aftertrainingforsometimes,assoonastheyreadthesentences,theywillremindthemselvesofthegestures.Asaresult,therewillbenoproblemsinrightlyreadingthesentencesatall.Inaword,thevividgesturetogetherwiththefluentEnglishcancreateagoodcircumstanceoflearning,whichwillsurelyplayanactivepartinimprovingthestudentsreadingability.4.Bodylanguagehelpstoimprovewriting.Writingisoneofthefourbasicskillsoflearninglanguage,anditissoimportantaskillthatwecanevensaywithoutit,peoplecantcommunicatewithothers.NotonlyshouldthestudentsgetsomeEnglishknowledgeandvocabularies,butalsotheabilitytocommunicateinspokenandwrittenEnglishaswhatismentionedintheteachingprograms.Tosomeextent,writingismuchmoreimportantthanspeaking,foritcanspreadwithoutthelimitationofspaceandtime.SincethestudentslearnEnglishasamediaforcommunication,theyshouldhavetheabilityofwriting.Togetridofthestudentsfeelingsofbeingdullandtiring,anEnglishteacherhastouseeverypossiblemethod.Thisisthesametothewriting.Teachersusedifferentmethodinordertoimprovethestudentsabilityofwriting,amongwhich,theapplicationofbodylanguagecandeepentheobjectimpression,suchismagnificentindevelopingthestudentswritingability.ThelinguistFranklineversaid,Tellme,Illforgetteachme,IllrememberinvolvemeandIlllearn.Ifweaskedthestudentstowriteanunfamiliarcomposition,theywouldprobablybeunabletoandfeeldiscouraged.However,thestudentscanwriteexcellentarticlesiftheyhavetheexperience.Inandoutofclass,weshouldaskthestudentstoparticipatesomeEnglishrelatedactivities,andthenaskthemtowriteitdown.TakeTheFirstSnowinWinterforexample,havingenjoyedthemselvesinthebeautifulsnowingandbeengivensomehints,thestudentscanwritemuchbetteracomposition.Forcontrasttotheircompleteimagination,thestudentsaredeeplyimpressedbythebodymovementoftheteachersandthemselves,whichsurelyleadstoabetterarticle.IV.ConclusionLearningEnglishneedspractice.The45minutesinclassisverypreciousandshouldbecherished,duringwhichthestudentsshouldpracticeasmuchaspossible.Toexertthelimitedtime,teachersarerequiredtoadoptsomeeffectivemethods.Theuseofbodylanguagecannotonlyattractthestudentsattention,butalsodeepentheirimpressionandimagination.Theuseofbodylanguageiscompletelyuptothestandardofaudiovisualteachingprinciple,soteachersshouldtrytoteachinEnglishfromthebeginningtotheend,togetherwiththecorrespondingbodylanguage.Intheend,thestudentsabilityofEnglishwillbecertainlyandgreatlyimproved.Bibliography

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