态势语在英语课堂中对学生情绪调节作用

1、-Contents 1. Body Language2.1 Introduction2.2 Characteristics of Body Language2.3 Functions of Body Language2Emotion 2.1 What is Emotion ? 2.2 Emotion and Students Cognitive Ability 2.3 Positive Emotion and Negative Emotion 3.Relationship Between Teachers Behavior and Students Emotion 3.1 Relationsh

2、ip Between Teacher Behavior and Student Positive Emotion 3.2Relationship Between Teacher Behavior and Student Negative Emotion 4.Application of Body Language in Adjusting Students Emotion 4.1Application of Body Language in English Teaching4.2Application of Body Language in Classroom Organization 5.T

3、he principles of Applying the Body Language in Controlling students Emotion5.1 Natural Principle 5.2 Moderate Principle5.3 Clear Principle 6.Conclusion 1. Body Language1.1 IntroductionAs a typical form of non-verbal munication-body language, it is more widely used and trusted in human munication of

4、a kind of language form. It has been defined by many scientists and scholars since it was set as an independent branch. Human send and interpret such signals almost entirely subconsciously. According to the American anthropologist Ray Birdwhistell, body language includes visual language, gesture lan

5、guage, facial language and posture language and so on. Scholar Chen Wangdao stated that body language is a kind of munication by applying the body language movements like gestures, physical distance and dressing as its raw materials to read others emotion and transfer information. Yan Aimei said tha

6、t body language is a form of mental and physical ability of human non-verbal munication, which consists of posture, gestures, facial e*pressions, eye movements and physical distance. In my opinion, these five ponents are the most widely used in daily life and worth studying.The study on body languag

7、e did not start until the 19th century when the British naturalist Darwin published his book-The E*pression of the Emotions in Man and Animals, which paved the way for the study of body language. The publication of Introduction to Kinesics by American scholar Birdwhistell made it an independent bran

8、ch of learning. Since then, many foreign scholars made breakthrough in this field.But the study of the teachers body language in the class came into being in the 1950s under the influence of Birdwhistells research. In the 1960s, scholars did a series of research about the state and the function of b

9、ody language in teaching. The linguist W.Rivers e*plained the importance of the foreign language teachers cultural qualification, which includes the teachers knowledge about the gestures, postures, facial e*pressions and other body language of the target language. With the development of technology,

10、 the research in this field was thrived the 1970s and 1980s, not only the theory was deepened, but also some empirical studies were done, such as Keiths study that includes the teachers body language into the study of the teachers behavior.While in china, the importance of the body language in teach

11、ing was realized since 1980s. A lot of foreign finding was introduced in. Meanwhile, scholars specialized the research on the basis of foreign research. In 1993，scholars Zhuang Jingying and Li Zhengcun made thorough and systematical study on teachers body language and published The art of teachers b

12、ody language. After that , many educators and teachers who work on teaching do lots of relevant research about the body language and the teaching; Luo Qiuming emphasized the necessity of using proper body language to improve the teaching effect. 2.2 Characteristics of body languageAs one of the main

13、 means of munication, body language has its own unique characteristics.1. Authenticity The civilization of human beings has gone through thousands of years, as the society is being more and more ple*. Language is the mirror of the society. Along with the fight for interests through the river of hist

14、ory, the verbal language still remains most of the authenticity. In most cases, people reflect their inner feelings or intentions through their body language unconsciously. That is to say, non-verbal munication is a more effective and reliable way pared with the verbal munication as it conveys more

15、additional and real information. Unintentional human movements such as making an eye rub, a chin rest, a lip touch, a nose itch, a head scratch, an ear scratch, crossing arms, and a finger lock have been found conveying some useful information in specific conte*t. For e*ample, a mother asks her chil

16、d, Have you taken your meal? The child answers verballyYesbut shakes his head and gives a message of No. The mother takes the non-verbal message of the child and ignores the verbal message.2. Intuitive According to Whites theory of First Impressions-People are more likely to believe that the first t

17、hings they learn are the truth, so is the American psychologist Albert Mehrabians finding-the 7%-38%-55% rule. The munication between two people is achieved through words, tone and body language. Nearly 55% of information in munication is conveyed by body language, which makes sure that most informa

18、tion is observed by our eyes. The body language can only be read when the conversation is taken face to face. Therefore, our visual organs get the first hand information which enables the mind to form a more vivid picture and get more impressive memory.3. Divergent There are thousands of nationaliti

19、es and languages in the world, which results in the divergence of the body language. The same body language may convey the pletely opposite meaning in different culture. For instance, thumb up means e*cellent in China, but in most monwealth countries like England and Australia, it is used to ask for

20、 taking a ride and the thumb shows the direction. If we travel to Tunisia, it bees a threat means “Im going to kill you.2.3 The functions of body languageMany scholars defined the functions of body language from different aspects. The American scholar M.Argle put forward three categories of function

21、s: dealing with the direct social situations; assisting the verbal munication; substituting the verbal interaction. In China, many scholars suggest that functions such as implication, regulation, repeat, direction, assistance and reflection.1. Substitution The purpose of applying the body language i

22、s to assist the verbal language in munication, so to some e*tent, it plays the same role as verbal language and can cause the similar effect as the verbal language does. For e*ample, when someone asks you if he can sit beside you and you permit it by nodding your head. In this process, the body lang

23、uage acts as verbal language and makes the same effect.2. Assistance In many situations, body language helps to modify the effect and make up the deficiency of verbal language. Because of the lack of vocabulary, primary school students often have difficulty in understanding what the teacher is sayin

24、g in the class, thus, teacher can adopt the body language to e*plain the meaning and show the intention which fit the students cognitive level. For instance, teacher can make a smiling face to show the emotion of happiness and teach the word“happy. In this way, students can grasp the meaning directl

25、y and have a deeper impression of the knowledge.3. Reflection People use the body language as one of the main means to e*press their intentions and emotions. It can not only show the speakers intention, but also give us some hints about the listeners thoughts. As the speaker, he is able to catch the

26、 information released by the body language of the listener which serves as a reflection. Take the students bodylanguage as an e*ample, when they are interested in the teaching content or what the teacher is talking about, they will lean their body forward and nod or smile. Therefore, the information

27、 released by the students body language is of great importance for teachers to get the teaching reflection.2. Emotion 2.1What is Emotion.At the end of 19th century, William James brought the research of emotion into the temple of science .During the following century ,there has been great developmen

28、t in emotional psychology .Look back to the research findings ,it can be found that all scholars tended to define emotion in a way that emphasizes those aspects of emotion that interest them .For e*ample, Wukmir defended that emotion is the result of the organism in a given situation or in front of

29、any perceived stimulus .While Leeper consider emotion as a kind of incentive and conscious positive power which can organize ,maintain and instruct actions.Emotion can be divided into two categories：positive emotion and positive emotion .Positive emotion is a happy subjective e*perience related to t

30、he satisfaction of a certain need ,which can improve ones initiative and petence .Positive emotions e*press an attempt or an intention to include .Emotions such as interest ,enthusiasm ,curiosity, attention, pride etc .are positive emotions .Such emotion as sadness ,fear ,shame, resentment ,anger ,h

31、ostility etc are negative emotions .2.1 The Relationship between Emotion and Students Cognitive Ability The employment of psychology into second language acquisition began at 1960s .Influenced by human psychology .Many scholars proposed the principle that language teaching should be student-centered

32、 .In recent years ,as educators further understanding of emotional psychology ,the problem of emotion in education gains increasing attention .Researchers in second language acquisition field also rush into the emotional area . In 2021 , Lu Jaime and his college conducted a large-scale investigation

33、 ,e*ploring the current situation of understanding and using the affective factors in secondary school teaching .The result revealed such phenomena in China that the development of emotion was forced to give way to that of knowledge and intelligence . And more attention was attached to the developme

34、nt of cognitive ability rather than emotional influence in language teaching and learning practice . The investigation also showed that in teaching practice many teachers lacked guidance and practical way on how to stimulate students potential and how to help students overe negative emotions in Engl

35、ish language learning . 2.3Positive Emotion and Negative Emotion 3. Relationship Between Teachers Behavior and Students EmotionAlthough the students are the major and the real master of the class, teacher still plays an important role in guiding and organizing. According to the scholar Chen Jinping,

36、 teachers body language has two effects: firstly, it is used in information e*changing to improve the munication between the teacher and students; secondly, it can attract the students attention which is beneficial in organizing the teaching process. In this sense teachers body language has an impac

37、t on the students and the teaching effect.3.1Relationship Between Teacher Behavior and Student Positive Emotion 3.2Relationship Between Teacher Behavior and Student Negative Emotion Although the body language has great advantages, teacher should avoid some negative body language carefully. Otherwise

38、, neither the teaching objectives can be achieved, nor will the students interest in English learning can be maintained. The Negative Gestures The negative gestures are not only harmful to the image of teachers, but also hurt the students feeling. If a teacher folds his arm across his chest, this ge

39、sture says that the teacher is very proud, inaccessible and not willing to interact with students that will tense their nerve will lead to their low spirit in the class. The Negative Sight The warm and friendly sight is advocated in teaching, but the cold and scorned sight should be avoided by teach

40、ers. Some teachers look absently in class which makes the students feel confused. And the scorned sight given by the teacher may hurt the students confidence and enthusiasm. Worse more, students may develop an attitude of hostility and noncooperation. Throughout the class, should keep eye contact wi

41、th the students so as to get reflection from the students and enhance the munication and relationship with students. The Negative Facial E*pressionsAs most of the students attention is focused on the teachers face, teacher should be e*tremely sensitive with the facial e*pression. Students make corre

42、sponding reactions according to the information read from the teachers face. Some teachers frown and pout when they get the wrong answer from students, which is harmful in building the students confidence. Yawn is another negative facial e*pression that is often made by teachers, though it is reason

43、able, as teacher will get tired. However, it should be avoided in class. Students may interpret it as the teachers laziness and look down upon the teacher. A teacher without being respected by the students is not able to influence students.All in all, only proper body language can play the role of a

44、ssisting the teaching. The negative body language damages the image of teacher, throws negative impact on the class atmosphere and hinders the normal relationship between the teacher and the students.4. .Application of Body Language in Adjusting Students Emotion 4.1 Application of Body Language in E

45、nglish Teaching1. The Application of Facial E*pressionIt is said that we human beings are able to make thousands of facial e*pressions and nearly 55% of information in munication is e*changed through facial e*pressions. It is childrens distinctive characteristics to stare at peoples face and pay mor

46、e attention to the teachers face in class. So if teacher can use proper and rich facial e*pression in teaching, students will saturate themselves in learning unconsciously.Among thousands of facial e*pressions, smile is the most widely used and efficient one. Teachers smile can warm up the teaching

47、and learning environment. Students can quickly cheer up and maintain the interest in learning if teacher gives them a smile when they give the wrong answer. If teacher respond to a correct answer with a smile, students can read the praise and encouragement in it which enables them to e*perience the

48、success that is advocated in the new curriculum standard. Whats more, a smile from the teacher relieves the students an*iety and stress in learning. 3.1.2The Application of SightsIts known to us that the eyes may be the window to the soul. The sight can indicate fine feelings of our inner world. Sig

49、hts will carry different meaning and play various functions in different situations. Students emotion changes under the influence of the teachers sight. So the sights can be applied to help to organize the class and adjust the change of the students emotion.There are two kinds of sights: looking aro

50、und and looking at. The first one usually as a warm or reminder. For e*ample, at the very beginning of the class, teacher can stand silently in front of the class and look around. At that time, students will e to realize when they meet the teachers eyes and bee quiet quickly. In this situation, the

51、sight is more powerful than crying. After raising a question, teacher can look around to inspire students to think of the answer and remind students who are absent-minded to collect their attention. The second one is used to give warn or encouragement. When students are too nerves to answer a questi

52、on, teacher can look at them to give encouragement or hints. When they are having an e*am, teacher can look at students who are looking at others strictly to warn them.3.1.3 The Application of GesturesGestures are widely used by people in munication. As the most important ponent of body language in

53、teaching, it is called the “the second language. An e*cellent orator must be handy at using gestures to improve his speech. We can get some hints about ones inner feeling by reading his gestures.Although we advocate using English only in class, because of limited knowledge of students restricts teac

54、hers e*pression, body language will be used to e*plain the meaning and transform the abstract image into vivid knowledge. For instance, in teaching personal pronoun, teacher can point at himself to teach“I, and point at a girl to teach “she. In this way, students can add much vividness to teaching.

55、The Application of Physical DistanceThe physical distance between two persons also releases information. There are four kinds of physical distance defined by American scholar: intimate space (15-46cm), personal space (46cm-1.2cm), social space (1.2cm-3.6cm) and public space (above3.6cm). When ones p

56、ersonal space is invaded, a sense of unsafe and angry will arouse. In fact, people frequently use the physical space as signals in munication to maintain healthy interpersonal relationship.As the old saying goes, absence makes the heart grow fonder. The space distance can also serve as a tool in tea

57、ching. In class, teacher can use the physical space to organize the class, for the change of it will lead to different results. For e*ample, while students are reading loudly, teacher can walk around to find out if there are any mistakes so that students can correct the mistakes immediately. In anot

58、her case, when the students are having an e*am, teacher can go closer to students who intend to cheat. If the distance between the teacher and students is far more than 4m, students will view the teacher as inaccessible which may be harmful in maintain a friendly relationship. 4.2Application of Body Language in Classroom Organization Teachers should not only know the