论身势语在初中英语教学中的应用英语专业毕业论文

1、. . . . ON APPLICATION OF BODY LANGUAGE IN SECONDARY SCHOOL ENGLISH TEACHING论身势语在初中英语教学中的应用AbstractBody language plays quite an essential role in secondary school English teaching. Applying body language properly and correctly is beneficial to help teachers obtain positive teaching effectiveness, bu

2、t at present many teachers are still not able to use body language appropriately.This paper points out some problems which exist in the process of applying body language in secondary school English teaching and puts forward the corresponding solutions and main suggestions of using body language thro

3、ugh observing the application of body language by teachers and interviewing students after classes, and it aims at emphasizing how to appropriately use body language in English teaching.It will be helpful for teachers to avoid blindly applying body language in secondary school English teaching.Key w

4、ords: body language; English; teacher; suggestion毕业设计（论文）原创性声明和使用授权说明原创性声明本人重承诺：所呈交的毕业设计（论文），是我个人在指导教师的指导下进行的研究工作与取得的成果。尽我所知，除文中特别加以标注和致的地方外，不包含其他人或组织已经发表或公布过的研究成果，也不包含我为获得与其它教育机构的学位或学历而使用过的材料。对本研究提供过帮助和做出过贡献的个人或集体，均已在文中作了明确的说明并表示了意。作 者 签 名：日 期：指导教师签名： 日期：使用授权说明本人完全了解大学关于收集、保存、使用毕业设计（论文）的规定，即：按照学校要求

5、提交毕业设计（论文）的印刷本和电子版本；学校有权保存毕业设计（论文）的印刷本和电子版，并提供目录检索与阅览服务；学校可以采用影印、缩印、数字化或其它复制手段保存论文；在不以赢利为目的前提下，学校可以公布论文的部分或全部容。作者签名： 日 期：学位论文原创性声明本人重声明：所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。除了文中特别加以标注引用的容外，本论文不包含任何其他个人或集体已经发表或撰写的成果作品。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。本人完全意识到本声明的法律后果由本人承担。作者签名： 日期： 年 月 日学位论文使用授权书本学位论文作者完全了解学

6、校有关保留、使用学位论文的规定，同意学校保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权大学可以将本学位论文的全部或部分容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。涉密论文按学校规定处理。作者签名：日期： 年 月 日导师签名： 日期： 年 月 日摘要身势语在初中英语教学中扮演着十分重要的角色。正确合理地运用身势语有利于帮助教师达到积极的教学效果。但目前仍有很多教师不能恰当合理地运用身势语。本文通过对教师课堂运用身势语的观察以与课后与学生们的访谈，指出了教师在初中英语教学过程中应用身势语的方面所存在的问题，给出了对应的解决对

7、策并提出了使用建议，目的在于强调如何正确应用身势语。这将有助于教师在初中英语教学中避免盲目地使用身势语。关键词：身势语；英语；教师；建议IntroductionIn the 21st century, economic globalization has a great influence on the ways of peoples living and surviving, and the competition of the comprehensive national strength is more and more fierce, while behind the competit

8、ion, it is the competition of the quality of education, the development of technology and elite of genius. However, foreign language teaching makes a special contribution to it, yet it still needs promoting and its teaching methods have many problems. So does secondary school English teaching. Body

9、language, a kind of nonverbal communication that conveys emotions and exchanges information through body movements, such as eye contacts,facial expression, gestures and posture and so on, is an indispensable way in teaching English efficiently. Appropriately applying body language can improve teachi

10、ng quality and efficiency and make the class full of vividness and interesting. There are many evidences can prove body language is important no matter in study or communication. A famous anthropologist E·T·Hall pointed out: “silent language expresses more information than verbal language

11、because it contains much information” (Hall, 1959:32). And an American scholar Julius Fast seems to support this view, in the book The Silent Language, he states speech is silver and silence is golden (Fast, 1970, cited in Deng, 2009). Besides, Shen Minxian, the writer of The Use of the Body Languag

12、ein Elementary School,mentions the artistry of body language, including eye contacts, facial expressions, gestures, and posture. He also argues the body language has a function of attracting students attention and complementing spoken language in class teaching(cited in Shen, 1999:126). Moreover, th

13、e book A Caurse in English Language Teachingemphasizes the importance of using body language for teachers taking activities in the classroom in order to create a happy, warming and comfortable learning atmosphere for interacting between teachers and students (cited in Wang, 2006: 159). Nevertheless,

14、 some teachers could not appropriately use body language in their teaching class. Its worth finding out using problems and correcting them in time in order to help teachers gain teaching goals easily.This study focuses on pointing out problems of applying body language in secondary school English te

15、aching and putting forward the corresponding solutions through observing the process of teachers teaching and interviewing students so that help teachers avoid improperly using body language. This paper divided into three parts. The first part is the general introduction of body language, including

16、the definition, features and classification of body language; the second part provides the application of body language in secondary school English teaching in details which contains problems and solutions of applying body language; and the last part explores main suggestions of applying body langua

17、ge in secondary school English teaching.1 General introduction of body languageBody language is one kind of the nonverbal communication which plays an essential role in people daily communicating life and it is necessary to introduce to people in order to smoothly communicate without misunderstandin

18、g.1.1 The definition of body languageMany definitions of body language have been formulated by various forms as the following demonstrated:The Oxford English Dictionary (revised in 2005) definition is: “Body language, noun, the conscious and unconscious movements and postures by which attitudes and

19、feelings are communicated. For example, his intent was clearly expressed in his body language” (Jiang, et al., cited in, Zhuang, 2009).Oxford Advanced Learners English-Chinese Dictionary(the sixth edition) provides a different definition:“body language, noun, and the process of communicating what yo

20、u are feeling or thinking by the way you place and move your body rather than by words” (Lu, 2004:175).In conclusion, body language is the conscious and unconscious transmission and interpretation of feelings, attitudes and moods through a series of physical movement and surroundings and relationshi

21、p to others.1.2 Features of body languageFirst, the same body language with different meanings. Forexample, “stamp ones foot in China means angry, regret or frustrated, but in English countries it means impatient” (Deng & Liu,1989: 149).Second, different body language is with similar conception.

22、 There are two different body languages to express “I am full”. Chinese people always touch or pad their stomach gently but people in western countries usually put a hand in their throat which means they are full.Third,body language in one culture is without equivalent. Some body language only exist

23、s in one culture. For example, chewing ones fingernails emotionally indicates stress, worry and does not know what to do.1.3 Classifications of body languageIn the intercultural communication, the most common way to classify the body language is by the movement of human body. Samovar used the term “

24、body behavior”, and classified it into appearance, body movement, facial expression, eye management, touching, sub-language, olfactic behavior, and so on. “Brosnahan uses “gestures” to refer to touching, space, appearance posture, body behavior, arm movement, leg movement, hand movement, head moveme

25、nt, facial expression, eye management, noisy and silent decorations, the environment, and so on” (Hu, 1995, cited in Wang, 2011: 465). From all these ways of classification, people can know body language mainly includes the movement of every part of a mans body, not just limits to the body movement.

26、 This paper will introduce the eye language,facial expression, gesture and posture in details.2 The application of body language in secondary school English teachingWith the diversity of the methods of teaching, body language has been used in English teaching, especially in primary school English te

27、aching and secondary school English teaching. Therefore, the author will give some information about applying body language in details with some examples by observing other teachers body language in English teaching and interviewing students about their views of using body language in teaching class

28、.2.1 The current situation of secondary school English teachingTo begin with, according to the questionnaire, there are some statistics about the satisfaction toward learning from students. In cities, 72% pupils feel happy or very happy about going to school, while there are only 27% secondary schoo

29、l students who are in Grade Three think that it is happy to go to school; in countries, just only 32% students acknowledge that it is happy to go to school (Yin & Chen, 2004: 36). The causes are many-sided, but the main factor is of teachersinhospitality and violence and strict, and some teacher

30、s have aterrible impression on students, which makes students feel that “the hearts of their teachers are full of ice!”At present, secondary school English teaching faces two important problems: the level of English teaching is low behindhand and the methods of English teaching are simple and out, w

31、hich lead to coming out many deaf-English and dummy-English learners, and even some students quit their English study because of lacking of basic English knowledge and no interest in learning English. It could not be denied that some old English teachers treat them as superior teacher and they think

32、 their experience is more authoritative than others, so they just teach in an usual way only for seeking high marks instead of ignoring the demand of their students; and some teachers just only for finishing their task to teach, they dont care about what their students really need and have learned.

33、Only a small part of teachers can do well in both teaching knowledge and arousing students interest. Therefore, the pressing task is to find out these teaching problems in deals and give some corresponding solutions to solve them. Just as the saying goes, there are not badstudents but poor teachers

34、in the world.2.2 The accessibility and necessity of applying body language in secondary school English teachingBody language is as a fresh way to enrich the methods of teaching in secondary school English teaching because there is some accessibility and necessity of applying body language in seconda

35、ry school English teaching.2.2.1The accessibility The accessibility of applying body language can be analyzed in two aspects. One is from the perspective of secondary school students characteristics. The other is from the respect of students attitudes toward English learning. The first aspect is sec

36、ondary school studentscharacteristics. Secondary school teachers face juvenile students who are easily influenced by others. Due to their characteristics, they not only absorb understanding and knowledge through teachers' words, but also get information and affect from teachers' body languag

37、e. On one hand, secondary school studentsattention is unstable.Only when the matter is vivid and particularwill pupils pay much attention to it. Conversely, they often act absent-mindedly.By using intriguing body language, teachers could provoke secondary students' interest and make students sta

38、y on the ball. On the other hand, the concrete thinking in imagery increasingly changes into the abstract thinking in logic, which is the fundamental characteristic of secondary school students' mental development. However, the abstract thinking in logic is closely linked to perceptual experienc

39、e(Zhu Zhixian, 2003:323). Teachers can demonstrate objects or conceptions through body language in order to make it clear in an audio-visual context. For example, the vocabulary words"exciting" and "angry" are emotionalwords which can be distinguished by students' direct sens

40、e for facial expressions presented by their English teachers. The second aspect is secondary school students attitudes toward English learning. English is difficult for students to learn well,which needs persistence and a strong mind. However, students are oftenunmotivated because they are forced to

41、 read texts and new words again and again in class and do a lot of homework after class. So students are often reluctant to do what their teachers request and feel a sense of overall boredom with the class.To create a stress-free learning atmosphere, teachers should get rid of the old pattern: they

42、present what they prepared for the class on blackboard, have all the students take notes and hope to ram the knowledge into the student's mind. Under such circumstances, students cannot be expected to study well and they should not be blamed.It is not because they lack learning abilities and ski

43、lls, but rather because the pressure resulting fromthe teacher's methodsof teaching.Therefore, teachers mayintroduce more body language in teaching process to createan enjoyable learning atmosphere. 2.2.2 The necessityThere are two factors leading to the necessity of applying body language in se

44、condary school English teaching. One is the relationship between body language and the English subject, andthe other is the relationship between body language and English teaching objectives in secondary school. The first factor is the relationship between body language and English subject. Qualityo

45、riented education especially emphasizes each student's emotion, inspires his or her interest in English, and assists him or her to developself-confidence in English study and respects student-individuality. Body language can be used appropriately and successfully in these aspects. For example, i

46、n the process of answering one question, the teacher's kind eyesight will encourage pupils to think it over seriously and give an answer calmly. The second factor is the relationship between body language and English teaching objectives. Applying body language is essential to achieve English tea

47、chingobjectives.Education administration draws up the following objectives:“learning participation, cooperation and consultation; establishing curiosity in English; enjoying listening to English; being able to play a simple role; comparing the difference among different countries and regions; knowin

48、g some customs and understanding the culture of foreign countries” (Wang, 2006: 121). Mostof those depend on body language which can stimulate studentsinterest and keep them clear-minded in English study. Besides, applying body language can lead students to do some activities to practice their oral

49、English. What's more, students can discover the diversity of applying body language through cross-cultural customs.2.3 Decentapplication of teachers body language in secondary school English teachingAccording to the authors researches, teachers body language in class mainly contains eye language

50、, facial expressions, gestures and postures. The important thing is that different body language should be used under different leaning situations, especially should be according to secondary school students individual characteristics.2.3.1 Eye languageAs they say, the eyes are the window of the sou

51、l, sopeople can read ones mind through his or her eyes. Eye language can express complicated emotions and it is an important way to judge the intimacy of communicators. So what kind of eyesight the teacher shows then what the indicated meanings will be conveyed to students.Look around. It has a conv

52、entional effect on students. When the classs bell rings, the teacher stands on the platform and looks around with smile, which means “everybody, the class will begin and pay attention to it.” It is simple but effective rather than shout to students “be quiet, quickly, please”! And it is necessary fo

53、r teacher to look around to students while having classes because it shows the love, equality and fare to students and let every student feel their importance from teacher, then they will develop interest in learning English.Look attentively. It refers to the eye gazing at students for a long time a

54、nd it isdivided into serious looking and necessary looking(Harrison, 1974: 232). Teachers usually use serious looking eye gaze to stop students from cheating because this eye language gives students some fear and warnings which indicate that “do not do it, or you will be strictly punished”. Accordin

55、g to psychologists theories, when students are cheating or attempt to cheat, they are in stress and nervousness and scare, so this eye looking has deterrent force to students. Besides, when teachers ask students to answer questions, they can adopt intimate looking for it can give students some sweet

56、 feelings and encourage students to answer questions bravely. If students answers are not correct, this eye language can also encourage students to think over again and then give their final answers.2.3.2 Facial expressionsThe face has been called an “organ of emotion” because people constantly read

57、 facial expressions to understand what others are feeling. The face provides vital clues to one own feelings and those of the people around. Whats more, social psychologist Paul Ekmen in his cross-cultural studies points peoples facial expressions display their emotions clearly. So teachers should b

58、e conscious when using facial expressions in teaching class.Using facial expression likes an actor. When read something sad in a passage, English teachers exaggeratedly display their feelingswith the upset facial expression or sometimes with several sobs; when meet some exciting parts, teachers pres

59、ent their pleasing and enjoyable facial expressions, and then students do as their teachers did, which makes students feel they are all of the protagonists and they enjoy the relaxing learning atmosphere as they are learning knowledge. Moreover, these vivid learning pictures have a deep impression on students which helps them remember t