英语本科毕业论文

PAGE13-IntroductionAseveryoneknows,theclassroomteachingisoneofthemostimportantwaysthatthestudentslearnEnglish.AsfarastheEnglishteachinginthemiddleschoolsisconcerned,teachershavetoarousethestudents’interestsothattheymaylearnbetter.Therearemanywaystoarousethestudents’interestandhelpthemtolearnbetter,bodylanguageusedinEnglishteachingisoneofthem.Bodylanguageisanimportantmediathroughwhichpeoplecommunicatewitheachother.Itreferstothepatternsoffacialexpressionsandgesturesthatpeopleusetoexpresstheirfeelingsincommunication.Thespecialistonbodylanguageresearch,Fen.Lafle.Angles,oncesaid:“Onceitwaslost,ababycouldn’thavegrownintoanormalperson”It’salsotruetothejuveniles.Inschooleducation,bodylanguageplaysapositiveroleincultivatingthestudents’characters.For,teachersareusuallyrespected,andfactually,whatorhowtheteacherssayanddowillbepossiblyimitatedbythestudents(sometimessubconsciously).Inaword,teachers’gracefulbodylanguagehelpstoimprovethestudents’artistic-appreciationandmoralcharacter.Ifthestudentsdevelopawonderfulbodylanguage,whichwillpossiblyleadsthemtoformanoptimisticandactivefeelings,theywillsurelyhaveamoresmoothinterpersonalrelation.Theaffectionofteachers’bodylanguageonthestudentsisreflectednotonlybyestablishingagoodexample,butalsoshorteningtheteacher-studentestrangementbywhichamoreharmoniousstudyingatmosphereiscreated.Asamatteroffact,teachers’friendlyappearancecangreatlyencouragethestudents’studyingenthusiasm.Furthermore,thecharacteristicsoftheoreticandabstractionofknowledgealsorequiresthevivid,dramaticandanaccessiblegesturestomakeitspecificandfigurative.Asaresult,thestudents’interestismotivatedandtheeffectofteachingisgreatlyimproved.Part=1\*ROMANIBodyLanguage1．TheDefinitionoftheBodyLanguageTheverybestinstrumentthereisforfindingoutwhatisgoingonwithapersonisherbody.Thestateofthebodywillbeareflectionofheroverallstate.Thatinformationisveryuseful,bothtothepersonherselfandtoaprocessfacilitator.Thebestthingisifthepersonherselfisintunewithherbodyandshefeelswhatisgoingonwithit.Butevenifshedoesn't,thefacilitatorwillbeabletopickupmuchinformation.Aperson'sexternalbodylanguagespeaksvolumes.Byobservingsomebody'sposture,eyemovements,breathingandskincolor,youcangaininformationaboutwhatsheisdoinginhermind.Youcangetthesameinformationbylisteningtothequalitiesofhertoneofvoice.Andthisiswithoutbeingpsychic,justbylookingandlistening.IfyouaddabitofESPtoit,itjustgetsmucheasier.Bodylanguageisabigsubjectandtomasterthereadingofittoperfectionrequiresagooddealoftrainingandexperience.Herewewilljustpresentsomeofthemostpracticalthingsyoucannotice.Intheabsenceofknowingwhatdifferentbodymovementsmean,youcansimplynoticewhenthereisachangeintheclient'sbody.Forexample,ifsheissittingperfectlystillandsuddenlystartstwitchingormovinghereyes-thatisachange.Orifshechangesherrateofbreathing-thatisachange.Let'ssayyouhaveaskedtheclienttoclosehereyesandmovebacktoapastincident.Atfirstsheisjustsittingstill,hereyesnotmoving.Butsuddenlyyoucanseehereyesmovingbehindhereyelidsandherheadisjerkingalittlebit,andmaybeherbreathinggetsfaster.Well,thatmostlikelymeansthatshefoundanincident.Interestingly,shemightnotherselfhavenoticedthat.Subconsciouslyshehastheincidentrightthere,butconsciouslyshemightnothaveacknowledgedit.So,ifshedoesn'tstartspeakingbyherselfyoucansay"What'sthat?",or"Whatdoyousee?"Ifwearedealingwithanincident,thebodywilloftenshowwhatisinit,orhowsherelatestoit.Ifhereyeballsaremoving,itmeansthatthereissomethingtolookat.Ifshesuddenlybreathespantingly,itmeanssomethingexcitingorstressfulisgoingon.Iftheclientisleaningforward,sheisprobablyintotheincident,involveddirectlyintheaction.Ifsheisleaningback,sheisprobablyseeingitfromadistance.Youcannotbesure,justfromaspecificbodymotion,whatisgoingon.Butitgivesyouaverygoodidea.Particularlywhenyounoticethechangesinresponsetoyourdirections.Ifyouask"Isthereanotherviewpointintheincident?"andshesuddenlyleansback,thatprobablymeansthatitisanexternalviewpoint,seeingthingsfromadistance.Thereareawholesetofsignalsthattellyouwhatkindofperceptionsthepersonisaccessing.Tomakethingssimple,wecandividebodyperceptionsintoVisual,Auditory,andKinesthetic.I.e.pictures,sounds,andfeelings.Thatisnotonlywhatthepersonmostlytakesininthepresent,itisalsomostlywhatshehasstoredinhermind.Mostofwhatyoufindinthemindismadeoutofsomesortofcombinationofpictures,sounds,andfeelings.Whenthepersonaccessesaniteminhermindherbodywilltendtoreflectwhatkindofinformationitis,ifitpredominantlyhaspictures,sounds,orfeelings.Feelinghasalowfrequency,itisslowanddeep.Auditoryhasahigherfrequency,itisfaster,moremobile.Visualishighfrequency,fastandchangeable.Thesequalitiesshowinvariouswaysinthebody.Apersonwillbreatheshallowlyandhighinthechestwhenaccessingvisualinformation.Shewillbreathedeeplyandslowlywhenaccessingkinestheticinformation.Andsomewhereinbetweenwhenaccessingauditoryinformation.Whenaccessingvisualinformation,thepersonwilltendtolookup,straightenupherbody,andmakegesturesintospace.Whenaccessingauditory,shewilltendtolooktotheside,maybeslantherheadandcrossherarms.Whenaccessingkinesthetic,shewilltendtolookdownandslumpover.Thepersonwillspeakfasterandmorehigh-pitchwhenaccessingvisualinformationthanwhenaccessingauditoryinformation.Whenaccessingkinestheticshewillspeakwithalower,slowertoneofvoice.Youcanbemoreorlessofaspecialistininterpretingallthesebodyreactions.Youdon'treallyneedtoknowthemallthatwelltodobasicprocessing.Aslongasyounoticethattherearechangesandreactions,andyounoticewhentheclientislookinghappyandcontent,andwhensheisn't,thenyoucandojustfineinyoursessions.Butifyouknowbodylanguagereallywellyoucandomagicwithit.Peoplewillswearthatyouarereadingtheirminds,whenreallyyouarejustlookingatthem.2.TheNecessityAndImportanceofUsingBodyLanguageinEnglishTeachingEnglishteachingisakeypartoftheschooleducation.WiththeEnglishteachingmethodsreform,moreandmoreEnglishteachersorganizetheteachingprocessinEnglishsothattheymayrealizetheCommunicatedEnglish.TheCommunicatedEnglishmeansthatteachersinseructthestudentsandexplainquestionsbasicallyinEnglish,andthestudentsarealsorequiredtouseEnglishinclass,Contemporarily,however,thestudentsinthemiddleschoolcan’tspeakverywell;neithercantheyunderstandwhytheyshouldusedifferenttonesindifferenttimeorsituation;theirvocabularyandexpressiveabilityarelimitedtoo(GuXueliang,1998:121).TheselimitationmadeitdifficulttorealizetheCommunicatedEnglishintheclasses.Accordingtothestudents’presentlevelandpracticalsituation,bodylanguageisrequired.Forexample,whenateacher，givesaninstruction:“Youtwo,pleasecometotheblackboard.”Thestudentscaneasilyunderstanditiftheteacherlooksat(orpointsto)sometwostudents.Then,theteacherpointstotheblackboard.Thestudentswillcarryouttheorderwithoutobstacleeveniftheydon’thearthekeywords“blackboard”clearly.Furthermore,teachersusuallyhavetoexplainsomelanguagepoints,andatthistime,theyhavetodifferentiatetheclassroomexpressionsandtheexamples.Takeitforexample,weoughttousetheform‘havedone’suchas‘Haveyoufinishedthatjobjet?’”,andreadsslowlywhengivingexamples,hecanalsogettheeffectbyrepeating,theexample‘Haveyoufinishedthatjobjet’;amorefrequentwayistousegesturestolayemphasisonthekeypointswhenhesaid“havedone”(emphasizingitinvoiceatthesametime),hereachesouthisindexfinger,pausesintheair,andthengivesouttheexample.Thisactionwillusuallygivethestudentsadeepimpression.Fromtheabovewecanlearn,theuseofbodylanguageinEnglishteachingisnecessaryandpractical.IntheEnglishteachinginmiddleschools,bodylanguageisfrequentlyusedtoimprovetheteachingeffectandthestudents’ability.Part=2\*ROMANIITheConcreteApplicationoftheBodyLanguageinListening,Speaking,ReadingAndWriting.TheGreekphilosopherEpictetuseverwittilysaid:“Naturehasgivenmanonetongueandtwoearsthathemayheartwiceasmuchashespeaks”(HeGuangkeng,1999:345).Fromthesayingwecanlearnhowimportantthelisteningisinourdailylife.TounderstandothersisabasicpurposeinEnglishteaching,andteachersoftentrainthestudents’listeningaccordingly.Inthisprocess,ifthebodylanguageisused,theeffectwillbebetter.Whenbeginninganewlesson,theteachernarratesthestoryoutlineinEnglish.Thebodylanguagemayhelp.Forexample,teachercanstretchhisarmsslowlywhenhesays“Sheisinaverybigroom”;hecanopenhiseyeswidelywithmouthopenedwhenhesays“Sheissobeautifulalady”.Asaresult,thestudentswillhavesuchanimpression:Sheisverybeautifulindeed;ateacherwhoimitatesthecryingorthemovementoftheanimalsunderthepremiseofteachingorderwillsurelyachieveabettereffect.2.UseofBodyLanguageinTeachingSpeakingThespokenlanguageisoneoftheimportantwaytocommunicate,soweshouldtrytodevelopthestudents’abilityofspeaking.Factuallytheyarehelpedtoreachtheaiminacertaindegreebytheirteacher’sbodylanguage.ThecontemporaryemphasisisgraduallylaidonspokenEnglishteaching.ThefirstlessonofeveryunitinSeniorEnglishbeginswithdialogue.TheteachingprogramsrequiretheteacherstoorganizetheclasstopracticeEnglishaccordingtothecharacteristicsofdialogue.Generallyspeaking,thebodylanguagecanarouseandsustainthestudents’interestoflearningandusingEnglish(HuChundiao,1990:56).IntheEnglishclass,theteachersshouldnotonlyusebodylanguagethemselves,butalsoaskthestudentstousethemaccordingtothedifferentsituation.Takeitforexample,thefirstlessoninUnitone,Bookoneisaboutthetimewhenthenewstudentsfirstmeet,andtheydon’tknoweachother.Soateachercanintroducehimselffirst,suchas:“Hello,everyone,nicetomeetyouhere.NewI’llintroducemyselftoyou.MynameisArthur.Ilikeplayingbasketball,for,‘readingmakesoneperfect’”.Duringtheintroduction,theteachershouldusethenewvocabulariesandsentencestructurestogether;withavividexpressionandmatinggesturesaspossiblyashecan.Hesmileswhenhesayshellotothebasketball,playingchessandturningpagestoexplainhishobby.Afterhisintroduction,theteachercancreateacircumstanceforthestudentstopractice:“MaryandJackarenewclassmates.Theyarewalkingtogetherinthestreet,andtheymeetoneofJack’soldfriends,Yangpei.ThenYangpeiandMaryareintroducedtoeachotherbyJack.”After,theapplicationofbodylanguageindifferentsituationswillresultinanattractingandsuccessfullesson.3.UseofBodyLanguageinTeachingReadingThepurposeofSeniorEnglishteachingistotrainthestudents’preliminaryabilityofusingspokenandwrittenEnglish.Intheseniorschool,welayemphasisonethereadingabilitythatservesthestudents’furtherstudy.Herewemainlymentionthehelpfulnessforreadingaloud.Readingaloudhelpsthestudentstogetacorrectpronunciation,andintonationandtodevelopthecombinationofvocabularies’pronunciation,spellingandmeaning.Furthermoreitalsohelpsthestudentstofindoutthearticle’sinternalfeelingsandappreciatethebeautyofthelanguage.Alinguisteversaid:“Apoemisnotapoemuntilitisread.”Readingaloudisbasicinthemiddleschool,andtheteachersshouldmakefulluseofbodylanguagetodevelopthestudents’abilityofreadingaloud.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,whichwillsurelyplayanactivepartinimprovingthestudents’readingability.4.Writingisoneofthefourbasicskillsoflearninglanguage,anditissoimportantaskillthatwecanevensaywithoutit,peoplecan’tcommunicatewithothers.NotonlyshouldthestudentsgetsomeEnglishknowledgeandvocabularies,butalsotheabilitytocommunicateinspokenandwrittenEnglishaswhatismentionedintheteachingprograms.Tosomeextent,writingismuchmoreimportantthanspeaking,foritcanspreadwithoutthelimitationofspaceandtime.SincethestudentslearnEnglishasamediaforcommunication,theyshouldhavetheabilityofwriting.Togetridofthestudents’feelingofbeingdullandtiring,anEnglishteacherhastouseeverypossiblemethod.Thisisthesametothewriting.Teachersusedifferentmethodinordertoimprovethestudents’abilityofwriting,amongwhich,theapplicationofbodylanguagecandeepentheobjectimpression,suchismagnificentindevelopingthestudents’writingability(LiuYongfaandLiuXuan’en,1997:109).ThelinguistFranklineversaid,“Tellme,I’llforget;teachme,I’llremember;involvemeandI’lllearn”(WuZongjie,1998:354).Ifweaskedthestudentstowriteanunfamiliarcomposition,theywouldprobablybeunabletoandfeeldiscouraged.However,thestudentscanwriteexcellentarticlesiftheyhavetheexperience.Inandoutofclass,weshouldaskthestudentstoparticipatesomeEnglish-relatedactivities,andthenaskthemtowriteitdown.Take“TheFirstSnowin