身势语在英语教学中的应用

1、河北广播电视大学开放教育本科英语专业（教育方向）毕业论文教学实践设计身势语在英语教学中的应用 姓名: 魏金双 学号: 0913001265909 学校: 蠡县电大 提交日期2011年10月13日Hebei Radio & TV UniversityPractical Project DesignEnglish Major (education oriented)The Application of Body Language in Junior Middle English Teaching Name: Wei Jinshuang Student No.: 0913001265909 Scho

2、ol: Li Xian Radio & TV UniversitySubmitted on October 13th 2011AcknowledgmentI really appreciate my tutor Liu Xingmin, whose help and patience made this project get off the ground and come to a close smoothly.I am also grateful to my colleagues Feng Wei, Song Weiran and Wang Dongmei for their time s

3、pent on brainstorming and panel discussions with me.No amount of thanks will be adequate for my students, without whose willing participation in the project implementation it would have remained on paper.Last but not least, thanks are given to my husband and my daughter, who have shared with me my w

4、orries, frustrations, and hopefully my ultimate happiness in eventually finishing this project. 摘 要随着英语教学和学习方法的不断改革，教师需要用英语组织教学以便创造良好的学习环境。身体语言的使用，不仅可以吸引学生的注意力，也加深他们的印象和想象。身体语言的使用是完全的视听教学原则的标准。由于学生的词汇量有限，教师需要借助身势语来简化教学语言。因此，在英语课堂上，从开始到结束，教师应尽量以英语授课，并且正确使用相应的肢体语言辅助教学，只有这样学生们的英语能力才会有更大提高。这篇文章简略地陈述了身势语

5、的一些定义、几个种类以及一些相关行为的特征；而且从眼神、面部表情、手势、身体姿势、触摸五个方面论述了身势语在教学中的具体运用，并使用具体实例说明教师应正确使用身势语。英语教学中正确使用肢体语言，可以给予学生足够的信息资料，并提高学生的学习兴趣和学习效果。除此之外，它还论述了身势语在英语教学中的重要性，具体阐述了身势语在提高学生英语听、说、读、写四方面的作用。并从三个方面来分析身势语的应用效果。身势语可以提高英语教学效果，身势语可以治宜学生的英语思维的障碍，身势语可以沟通教师和学生之间的感情。总之，一个优秀的英语教师应结合实施的英语课程计划与在英语教学中准确地使用肢体语言，教学中正确使用身势语，

6、才可以提高学生的学习兴趣和学习效果。关键词：身势语；英语教学；应用Abstract With the continual reform of English teaching and learning methods, teachers are required to organize the classes in English and create English-learning environments. Due to the limitation of students vocabulary, teachers have to simplify their teaching lang

7、uage with the help of body language. The use of body language can not only attract students attention, but also deepen their impression and imagination. The use of body language is completely up to the standard of audio-visual teaching principle. so teachers should try to teach in English from the b

8、eginning to the end, together with the corresponding body language. In the end, the students ability of English will be certainly and greatly improved .This paper explains the definition of body language, pointing out the various kinds and the frequency and characteristic of movements. It explores t

9、he concrete use of body language from five parts of eye contact, facial expression, gesture, posture and touch, illustrating how teachers should properly use body language by examples. Teaching English with the help of body language can make students pay enough attention to the given information and

10、 improve students interest and learning effect. It states the importance of body language in English teaching. It points that body languages helps to impove students listening，speaking，reading，writing .analyzing the effect application of body language from three aspects. Body language can raise Engl

11、ish teaching result, can expel students English thinking obstacle and can communicate the affection between teachers and students . In short, an excellent English teacher should use the body language accurately in English teaching and combine it with the verbal language to organize the English cours

12、e design. Teaching English with the help of body language can make students pay enough attention to the given information and improve students interest and learning effect. Key Words: Body language; English teaching; Application ContentsAcknowledgementsIAbstract in ChineseIIAbstract in EnglishIIICon

13、tentsIVChapter One Introduction1Chapter Two An Overview of Body Language32.1 The Definition of Body Language32.2 The Classification of Body Language32.2.1 According to Parts of Body32.2.2 According to Frequency and Characteristic of Movements4Chapter Three The Concrete Application of Body Language i

14、n Junior Middle English Teaching43.1 Eye Contact43.2 Facial Expression53.3 Gesture63.4 Posture73.5 Touch9Chapter Four The Function of Using Body Language in Junior Middle English Teaching114.1 The Importance of Body Language in Junior Middle English Teaching114.1.1 Body Language Helps to Improve Lis

15、tening114.1.2 Body Language Helps to Improve Students Peaking114.1.3 Body Language Helps to Improve Students Reading124.1.4 Body Language Helps to Improve Students Writing134.2 The Effect of Application of Body Language in Junior Middle English Teaching134.2.1 Raising English Teaching Result134.2.2

16、Expelling Students English Thinking Obstacle144.2.3 Communicating the Affection Between Teachers and Students15Chapter Five Conclusion16Bibliography17Chapter One IntroductionAs everyone knows, the classroom teaching is one of the most important ways that students learn English. As far as the English

17、 teaching is concerned, teachers have to arouse students interest so that they may learn better. There are many ways to arouse students interest and help them to learn better, body language used in English teaching is one of them.Body language is an important media through which people communicate w

18、ith each other. It refers to the patterns of facial expressions and gestures that people use to express their feelings in communication. Abereomile says: “We speak with our vocal organs, but we converse with our whole body” (Bi Jiwan, 1995:72). Everyday we perform a wide range of body language witho

19、ut even thinking about them, yet such signals convey very different messages about ourselves to others. English teaching is really a key part of the school education. In school education, body language plays a positive role in cultivating students characters. Body language is also an important media

20、 through which people communicate with each other. Briefly speaking, body language is expressing a certain meaning of a silent language by eye contact, facial expression, gesture, posture and touch. Albert Mehrabian (1972) found in his research that only about 7 percent of the emotion meaning of a m

21、essage is communicated through explicit verbal channels. About 38 percent is communicated by paralanguage, which is basically the use of the voice. About 55 percent comes through nonverbal ones, that is to say body language. Miller (1981: 4-6) suggests “only 7 percent of a message is sent through wo

22、rds with the remaining 93 percent sent through facial expressions (55 percent) and vocal (32 percent)”. Body language not only replenishes and deepens the verbal language, but also takes an essential effect on the verbal language. The behavioral scientists tell us that almost the whole body language

23、 can be used as the manners for human communication and be served for the teaching. The foreign language teachers should be able to perform and dance for joy, make a vivid gesture, movement and facial expressions as an actor, should not always be gentle and cultivated or just stand stiffly on the pl

24、atform. If the teacher can use the body language fittingly, accurately and proficiently to assist the teaching in the classroom, it can not only draw students attention, bring up their study interest, but also enable them the accurate understanding of language contents, deepen their impression. On t

25、he other hand, with the English teaching methods reform, more and more English teachers are organizing the teaching process in English. The Communicated English means that teachers instruct students and explain questions basically in English, and students are also required to use English in class. H

26、owever, some of students in the class cant speak very well; neither can they understand why they should use different tones in different time or situation; their vocabulary and expressive ability are limited too. These limitations made it difficult to realize the Communicated English in the classes.

27、 According to the students present level and practical situation, body language is required. For example, when a teacher gives an instruction “Put up your hands please”, the students can easily understand it if the teacher holds hand. This action will usually give students a deep impression. In scho

28、ol education, body language also plays a positive role in cultivating students characters. Because teachers are usually respected, what or how the teachers say and do will be possibly imitated by the students (sometimes subconsciously). In a word, teachers graceful body language helps to improve stu

29、dents artistic appreciation and moral character. If students develop a wonderful body language, which will possibly leads them to form an optimistic and active feeling; they will surely have a more smooth interpersonal relation.The affection of teachers body language on students is reflected not onl

30、y by establishing a good example, but also shortening the teacher-student estrangement by which a more harmonious studying atmosphere is created. As a matter of fact, teachers friendly appearance can greatly encourage students studying enthusiasm. Furthermore, the characteristics of theoretic and ab

31、straction of knowledge also requires the vivid, dramatic and accessible gestures to make it specific and figurative. As a result, the students interest is motivated and the effect of teaching is greatly improved. From the above we can learn the application of body language in English teaching is nec

32、essary and practical. It is frequently used to improve teaching effect and students English learning ability. Chapter Two An Overview of Body Language2.1 The Definition of Body LanguageWhat is body language? It should be spoken of the nonverbal social intercourse and the nonverbal behavior. In human

33、 social intercourse process, especially the oral communication, people have some body movements while talking, such as eye contact, facial expression, body posture, gesture, touch and so on. They are also delivering the information, making a set of system which is equal to the language signal one, t

34、he nonverbal social intercourse. People call the behavior for using the nonverbal method to communicate, nonverbal behavior. Body language is expressing how one feels by the way one sits, stands, moves, etc rather than by words (Oxford Advanced Learners English-Chinese Dictionary, 2001). Although we

35、 may not realize it, when we talk with others we make ourselves understood not just by words. Body language communicates more about you than any words you say. Without body language, the classroom would be static and colorless. Body language transfer ideas or thoughts by certain action, either inten

36、tionally or unintentionally. A nod means approval, while shaking the head indicates a negative reaction. Thumb and forefinger making a circle means “OK”; direct eye contact means “shows attentiveness and listening”; cup the ear means “I can not hear you”. Smile and laughter usually convey friendline

37、ss, approval, satisfaction, pleasure, joy and merriment. Using body language in a correct way will help communicate with people and make the conversation with others easy and comfortable. 2.2 The Classification of Body Language According to different principles, we can divide body language into diff

38、erent categories.2.2.1 According to Parts of Body According to parts of body, we can divide body language into hand language, facial language, head language, shoulder language and leg language. Hand language mainly points to movements that are done by hands. For example, salute, snap ones finger at

39、somebody in somebodys face, and thumb ones nose at somebody etc. Facial language is expressed by the movement or position of eyes, frowns, tips and tongues. Such as frown, pout, and tip somebody the wink etc. Head language mainly points to movements that are done by heads. For instance, nod atto, ha

40、ve a nodding acquaintance with and so on. Shoulder language mainly points to movements that are done by shoulders. Take it for example, shrug ones shoulders. And leg language points to movements that are done not only by legs and feet, but also includes movements that are done by the cooperation of

41、legs and the other parts of body or the whole body. For example, stamp ones foot, jump, kneel down and kick and so on.2.2.2 According to Frequency and Characteristic of Movements According to frequency and characteristic of movements, we can divide body language into simple body language, complex bo

42、dy language and compound body language.Simple body language points to action that is done by one movement, including the quite state that left after the action has been done. For example, nod ones head, snap the fingers. Complex body language points to action that is done by several movements accord

43、ing to time sequence. For instance, make the sign of the cross swagger. Compound body language points to action that is done by the same movement, but the frequency of it is usually uncertain. Such as shake hands and clap ones hands and so on. Chapter Three The Concrete Application of Body Language

44、in English TeachingEye contact, facial expression, gesture, posture and touch are five key attributes of body language. Body language will help determine whether teachers successfully gain and hold students interest. Teachers graceful body language helps to improve students artistic appreciation and

45、 moral character. So we should pay great attention to the body language research for its importance in foreign language teaching. 3.1 Eye ContactEye contact is the most important one of all. As the saying goes: “The eyes are the window of the soul.” We can know what he doubts, how he loves or hates,

46、 whether he approves or disapproves just from the students size, the luminosity, the visual angle, the gazing time, the changing frequency and so on. The high level of teaching is the exchange and the harmonization of the heart. People deeply believe that they can explore the heart world by the chan

47、ging eye contact, such as the size of the eyes, the moving angle of the eyeballs and the cooperation of the rounding eye muscle, which can express innumerable feeling and attitude change. As a result, the teacher should give free rein to the function of eye contact and use the sight perfectly. For e

48、xample, if students are still very exciting before class, the teacher can look around the whole class to attract their attention and also transfer the meaning that it is the class time. The foreign language educationists believe that teachers should look steadily at every student while having a clas

49、s because it means love and equality to make students realize teachers valuable attention, which can raise their dynamic role of study. Furthermore, teachers should try to establish eye contact with the entire students, but should not just with the front row or only one or two students, or just star

50、e at the student who is going to be asked, because it can not let all the students think about the question. Teachers should have a balanced eyesight looks to the back and front and from side to side around the whole class. When the teacher finds someone is absent-minded or does anything else, he ca

51、n still have his class. Simultaneously, he can also give the student kind eye contact to attract his attention. Even when someone is late for class, teachers can use the eye contact to hint that he can come into the classroom, in order to avoid dispersing other students attention. In a short, the lo

52、ving and kind eye contact often gets into students memory along with the teaching contents. So teachers good moral quality is deeply engraved on students mind by such eye contact.3.2 Facial ExpressionFace is the most noted part of our body. Facial expression is a look on a persons face, and facial c

53、ues are the first information that we give to or receive from others. People get information about the type of the person, personality traits from face. People also make predictions from the face about the person they meet. Usually a face gives away the first impression that decides the owners being

54、 liked or disliked. Think for a while of the strangers you meet, though how he is dressed is important, what determine your perception of him are his facial features and facial expressions. The face provides us with wealth of information and variety of facial expressions in everyday interactions is

55、limitless. A facial expression deserves special treatment in interpersonal communication, and moreover, it forms an indispensable part of psychological study. Without a careful observation of facial expressions of one patient, the doctor will miss an important clue that tells the patients condition.

56、 Therefore, teachers should aim at the different circumstance appeared in the English teaching classroom, being good at talking and performing with the face. Take it for example: there are two teachers who have the entirely different facial expressions when having their classes. For one teacher, his

57、 students always expect to have his lessons. When he has his class, he is unlike a teacher but resembles to be an experienced excellent actor. When speaking something interesting, his facial expression seems to be pleased; when speaking something sad, he will express the sadness facial expression; w

58、hen meeting some problem, he will frown; when it has been solved, he will be exuberant. In a word, students are deeply attracted by his vivid and perfect facial expression. On the contrary, another teacher always goes straight to the topic. No matter what kinds of contents she has, she just stands on the platform with a stern facial expression all the time, so her students are all absent-minded. From this teaching atmosphere, we can