淺析肢體語言在小學(xué)教育的應(yīng)用

1、畢業(yè)論文Body language in the Primary English Teaching淺析肢體語言在小學(xué)教育的應(yīng)用 學(xué)院 專業(yè) 1 級 班學(xué)生姓名 學(xué) 號 指導(dǎo)教師 職 稱 完成日期 AbstractTargets of primary English curriculum reform proposed: Promoting active participation of students, willingness of exploration, hands on, working strong interest in learning. Since primary school

2、 pupils have just been exposed to English, with small vocabulary and the lack of a certain language environment, teachers can use body language to support English language teaching. Body language is carried out through the movement of the various parts of the body. Using the body language can greatl

3、y enhance the effectiveness of classroom teaching, help inspire students to participate in learning, help students to learn independently, and achieve the collaborative learning.Key Words: Body language; Primary English Teaching【摘要】小學(xué)英語課程改革的具體目標(biāo)中提出：要提倡學(xué)生主動參與，樂于探究，勤于動手，培養(yǎng)學(xué)生濃厚的學(xué)習(xí)興趣。由于小學(xué)生剛剛接觸英語，詞匯量不夠大，

4、并且缺少一定的語言環(huán)境，這時教師可以運用肢體語言來輔助英語教學(xué)。肢體語言是指通過身體各部分能為人所見的活動來進(jìn)行表達(dá)和交流。它包括手勢、眼神、動作及姿態(tài)。運用肢體語言教學(xué)能大大提高課堂教學(xué)的效果，有利于激發(fā)學(xué)生參與學(xué)習(xí)的興趣，幫助學(xué)生獨立學(xué)習(xí)，實現(xiàn)協(xié)作學(xué)習(xí)。【關(guān)鍵詞】肢體語言, 小學(xué)英語教學(xué)ContentsIntroduction.11. Introduce body language.11.1 Knowledge of body language.11.2 The types of body language used in English teaching.11.2.1 The appli

5、cation of facial expression.21.2.2 The application of eye contact.21.2.3 The application of gesture.31.2.4 The application of manner.31.3 Cases of body language.41.4 Features of body language.52. The Body Language in the Primary English Teaching.52.1 Body language in the need for primary English edu

6、cation.62.2 The advantage of using body language in English teaching.72.2.1 From Teachers aspect.72.2.2 From Students aspect.72.3 Realized the enjoyment and practicality of classroom teaching through body language.82.3.1 The specific application in listening, speaking and writing.82.3.1.1 Body langu

7、age in the use of listening.82.3.1.2 Body language in the use of speaking.82.3.1.3 Body language in the use of writing.92.3.2 Use body language to improve the interest of classroom teaching.92.3.2.1 Perform interesting teaching of sound mark.92.3.2.2 Perform interesting teaching of vocabulary.93. Th

8、e principles and problems of using body language.103.1 Teaching the principles of body language.103.1.1 The principle of intuitiveness.103.1.2 The principle of inspiration.113.1.3 The principle of consolidation.113.1.4 The principle of acceptability.113.1.5 The principles of individualization.113.2

9、The problems of using body language.123.2.1 Moderation.123.2.2 Nature.123.2.3 Coordination.123.2.4 Frequency.13Conclusion.13IntroductionClassroom teaching is one of the most important ways to students who learn English. On English language teaching in primary schools, the teachers need to mobilize t

10、he students interest in learning so that they learn better. There are many ways to stimulate students interest in learning, helping them to learn English better. Using body language is one of them, as English teaching in elementary school place important point on communication activities. Dull and d

11、ry communication will make students feel unpleasant and boring. They do not like the usual, unchanging teaching and learning methods. Body language is an essential medium for people to communicate with each other. It refers to the patterns of facial expressions and gestures that people use to expres

12、s their feelings in communication. In school education, body language plays a positive role in cultivating the students characters. For, teachers are usually respected, and factually, what or how the teachers say or do will be possibly imitated by the students (sometimes subconsciously).all in all,

13、teachers graceful body language helps to improve the students classroom study and to consolidate their knowledge. Body language from teachers to students not only reflects the impact of setting a good example, but also shortens the gap between teachers and students to create a more harmonious learni

14、ng atmosphere. In addition, knowledge of theory and abstraction also need simple and vivid body postures, to make way for more specific performance, image. Thus, students interest will be mobilized and teaching effectiveness will be greatly enhanced.1. Introduce body language 1.1 knowledge of body l

15、anguageBody language, also known as gesture language, is a kind of communication to express emotion, through the head, eyes, neck, hand, elbow, arm, body, hips, feet and other body parts of the coordination of moves to convey the characters thoughts. In the primary English teaching, as a kind of too

16、l to commit information, body language was found and applied earlier than verbal language. The body language is regarded as the complement to enhance expressive effects after the emergence of the verbal language. Sometimes non-language information will be of more display and appeal. According to a s

17、tudy by the United States, there are more than 90% of the level of information is through tone and facial expression during the exchange of emotion and information. Whereas, 70%80% of knowledge received from the outside world are through vision. It is thus clear that body language occupies an import

18、ant position in English teaching.1.2 The types of body language used in English teaching.Body language falls into various categories. Facial expression, eye contact, gesture, and manner are four of them which are often employed in English teaching.1.2.1 The application of facial expressionFacial exp

19、ression is the whole showing screen of peoples mind, thought and nerve. A peoples countenance can reflect his or her pleasure, anger, anxiety, thought, sorrow and fear. Therefore, being good at talking and performing with the face, teachers should aim at the different circumstances appeared in the E

20、nglish teaching classroom. Smile is the most typical facial expression. The students of primary school always like to approach teachers with smile on their face. A warm, kind smile is often encourage and non-threatening, and then harmonious atmosphere is created. Just as the communicative approach o

21、f language teaching claims that people learn best when they feel secured. So it is certain that students in such a harmonious class will be activated and interested in learning. It has been found that the smile expressed by teachers can unburden students spiritually. English may be a bit dull and di

22、fficult for us Chinese learners, so it is important to help students to build up their confidence in learning. It is said that teachers smile is a great encouragement for students to gain confidence in English learning. For instance, when a student is late for class or makes a stupid mistake in work

23、. Instead of blaming him, the teacher can smile affably to him, pointing out his mistake, which will lead to better result.1.2.2 The application of eye contactAs a proverb goes “the eyes are the window of the soul”. Of all the ways we communicate with people, eye contact is the most powerful one. Ac

24、cording to a research, the eye contact between teachers and students should take up 60%-70% total time in class to arouse students interest (Guxueliang, 1998). Practically, the longer the eye contact lasts the more possibly the teacher will be considered trustful.It is said that looking at people an

25、d meeting their eyes are the first step towards building up friendships and making positive impression. It is known to all that the activity of English teaching is the process of knowledge transmission as well as interpersonal communication, thus a friendly relationship between teachers and students

26、 is necessary for teaching activities to be carried out smoothly. What is more, the attitude of intimacy, concern or indifference can be inferred by the way a teacher looks at or avoids looking at a student. Researches show that speakers who look at audience are often perceived as much more favorabl

27、e, confident, credible, and qualified than those who avoid eye contact (Lihaitao, 2004). It is also true in the classroom where students always feel more willingly to pay attention to the lessons delivered by teachers who continuously keep eye contact with them. A study conducted by Breed, Christian

28、sen and Larson indicates that students who are looked at almost continuously by teachers receive higher scores in exam.It is often said that the eyes of human beings can speak. Thus, teachers can understand better what students are thinking through the various movements of the eyes. Firstly, teacher

29、s could get to know the effect of their lesson and this would help them analyze the situation of the students. Secondly, teachers could know whether the students fully focus on the lesson through their eyes.From the above analysis, we can easily learn that he functions of eye contact in English teac

30、hing are significant. So an excellent teacher should have a pair of eyes which can speak.1.2.3 The application of gestureGesture means we communicate and express by the movement and manners of our hands and fingers. It also raises an essential function in English teaching. Gestures have an extensive

31、 sphere of application, and it is very convenient to apply them. Also they could be used freely and they have a lot of variety. Most importantly, the use of gesture can assist vocal language. Because of this, some people regard gesture language as “the second language of oral expression” (Liuyongfa&

32、liuxuanen, 1997). For example, when you want to describe the size of a big fish to your students, you could move your hands apart to show how long the fish is. This gesture communicates better than our vocal language.When teachers teach students words, they can put questions to the students with the

33、 help of body language. For example, when a teacher gives an instruction: you two, please come to the blackboard, the students can easily understand it if the teacher points to some two students. Then, the teacher points to the blackboard. The students will carry out the order without obstacle even

34、if they dont hear the key words blackboard. Whats more, gestures can help us reinforce the verbal message. For example, the teacher says, “I have three major points to talk about today,” while holding up three fingers. In this way, students can remember the key points better. In short, an accurate a

35、nd moderate gesture can not only transmit the thought but also deepen students impression of the knowledge. In a word, the vivid gesture together with the fluent English can create a good circumstance of learning, which will surely play an active part in improving the students study ability.1.2.4The

36、 application of mannerThe educationists believe that Manner is a moving action of a persons body and is also a kind of information system of expressing body language, The England philosopher Bacon believes that beauty of looks is higher than the color and luster one, yet the graceful and elegant bea

37、uty of action is higher than the beauty of looks (Liuyongfa&Liuxuanen, 1997). In English teaching classroom, teachers should have the proper, elegant and composed manner to attract students attention, which will rise a function of “Silent is superior to Sound”. When a teacher has a class, he should

38、not always stand on the platform, but should take a proper stroll around the students. When the students do their practice, the teacher can also take a stroll at the students, close teachers stand to students affects what the latter hear, attend and retain. Generally speaking, distance from four to

39、tee feet is the most appropriate for effective teaching and learning, (Lihaitao, 2004) But there are variations to this, for instance, when teachers lead reading they can walk down to the platform and go into the students space, so that they can control the class, finding and correcting the students

40、 pronunciation, intonation and so on. At the same time, it will also give the students a model function, such as the teachers statements and actions, the attitude of treating the persons and dealing with things, which will affect the students unconsciously. It is also a kind of imperceptible influen

41、ce, so as a teacher you should try your best to make use of this kind of influence in the positive aspects.1.3 Cases of body language Case one, the primary school pupils, especially one or two grade pupils are like to move, imitate and make noisy. Once I talk some simple and intuitive words of the a

42、nimals. I am just thinking how to help students to learn happily and to remember the words deeply? Using the body language! When we say a sentence, the words just convey seven percent of the content, the voice accounted for thirty three percent of it, and the rest fifty-five percent is showed by spe

43、akers gesture, facial expressions and movement. It is thus clear that the body language plays an important role in English teaching of primary schools. The children of lower grade often understand and learn English by means of listening, imitating and real touch. English language taught in primary s

44、chools is provided with the characters of intuition, easy to comprehend and accept. If the teachers teaching English with the body language, they will have a multiplier effect. Give an example that I stretch out my hands to do the gestures like swimming, breaststroke, butterfly, freestyle, backstrok

45、e, etc. in the classroom. The children are happy to follow the action and read out loud words with me. They laugh and are happy to learn English. With the movement of shaking feet, stretching hands and opening their mouths, they can learn the word fish quite well.Case two: the teacher in guiding stu

46、dents to understand “stare” and “watch”, let the students read the sentences contain these words carefully over and over again：“He often stared at the flying pigeons, or watches the fish swimming underwater. Then ask a student to come to the front and stand on the chair, teachers raised his micropho

47、ne to demonstrate pigeons flying in the sky and the eyes of the student follow it. The teacher says this is called “stare”; then, the teacher lowers the microphone and show fish swimming in the water. The student notice and shadow the fishes every move. The teacher says this is called “watch”.Case a

48、nalysis: in the example above, we can learn that the teachers guide and question is very useful for students learning which help students to exert imagination and express their feelings. When the teachers want to guide the students imagination, they should concern about the childrens experience. In

49、this event, teachers seize the familiar things in students life to carry out activities, it is a combination of reality and imagine. It fully reflects the students autonomy and initiative, and reflects the teachers guidance role in the teaching. The teachers should give appropriate care tips and gui

50、dance as students are ignorant.Many teachers are accustomed to enable students to look up the dictionary and commit the handy meaning to memory instead of the process of understanding. Nevertheless, for students, the words without affective senses can not be properly use or successfully accumulate,

51、especially those more abstract terms. If the students study by rote, they will meet with little success.The teacher guide students through the demonstration of the body movement and direct observation, the static and boring terms turn out to be flexible and vivid one. It can be said that such a teac

52、hing method is effective and vigorous.Case Reflect: I deeply feel the importance of body language in English teaching from these cases. The primary pupils have the characteristic of vulnerable to infect and imitate. The students would prefer to express their feelings through body language. Let us un

53、derstand, respect and explore students unique spirit and find effective ways of cultivating students. A thousand miles begins with one steps, primary English teaching is the enlightening education. And teachers use body language in the enlightening education can encourage and inspire students to mak

54、e progress in studying.1.4 Features of body languageFor students, their thinking is based on the gradual transition from specific image thinking as the main form at the beginning to abstract logical thinking as the main form lastly, making students to a large extent learn things depending on the perception, but still link directly with the perceptual experience, which makes things visualized.The main features of body language are extensiveness, intuition and correlation. It has the assistant function to the written language, oral language, the language of the auxiliary momentum. First,