小學(xué)英語教學(xué)論文

1、 本科畢業(yè)論文（設(shè)計(jì)）本科畢業(yè)論文（設(shè)計(jì)） 題題 目：目： 論小學(xué)英語教學(xué)中論小學(xué)英語教學(xué)中 體態(tài)語的應(yīng)用體態(tài)語的應(yīng)用 專專 業(yè)：業(yè)： 英英 語語 the application of body language in elementary school english teaching by xxx a thesis submitted in partial fulfillment of the requirements for the degree of bachelor of arts to the school of foreign languages xxx university m

2、ay 2012 acknowledgments firstly, i am extremely thankful to my supervisor, ma junxiao, for his insightful and invaluable advice, without which i could not have completed this thesis. my genuine gratitude is also extended to other professors in the school of foreign languages, who taught me in the pa

3、st three years. their lectures laid a solid foundation for my further study in english my heartfelt thanks also extend to my parents and my best friend who always back me up to go further my studies and to finish the thesis. abstract body language plays a very important role in elementary school eng

4、lish teaching. body language can promote mutual understanding between teachers and students, arouse students interest, enrich the content of english teaching, diversify teaching methods and add vividness to the classroom atmosphere. in this article, the accessibility and necessity of body language a

5、re expounded, emphasizing the proper use of body language in english education, including eye contact, facial expressions, gestures, and posture. this paper argues that in elementary school english class, for a wide range of reasons, teachers should pay enough attention to body language and properly

6、 use it as a teaching tactic. key words: body language; english teaching; elementary school 摘摘 要要 體態(tài)語在小學(xué)英語教學(xué)中扮演著舉足輕重的角色。體態(tài)語能夠促進(jìn)教師和 學(xué)生的相互交流、激發(fā)學(xué)生學(xué)習(xí)興趣、豐富教學(xué)內(nèi)容、使教學(xué)方法多樣化、令 課堂充滿生趣。本文在闡釋它的可行性和必要性的同時(shí)，重點(diǎn)強(qiáng)調(diào)了如何正確 運(yùn)用體態(tài)語，包括目光接觸、面部表情、手勢(shì)語、和體態(tài)姿勢(shì)。因此，在小學(xué) 英語教學(xué)中，教師應(yīng)把體態(tài)語作為一種有效的教學(xué)手段，重視并且合理恰當(dāng)?shù)?運(yùn)用。 關(guān)關(guān) 鍵鍵 詞詞:體態(tài)語；英語教學(xué)；小學(xué) intr

7、oduction as far as the english teaching in elementary school is concerned, teachers have to face the issue of how to arouse students interest and increase teaching efficiency. body language, a kind of non-verbal behavior that can express emotions, exchange ideas and transmit information through eye

8、contact, facial expressions, gestures and posture and so on, plays an indispensable role in helping students learn effectively. proper application of body language can improve teaching quality and efficiency and make the class vivid and colorful. there are some publications which propose the importa

9、nce of body language in the field of education. they mainly discuss body language from the angle of the teachers. for instance, shen minxian wrote the use of the body language in elementary school. in this book, the author mentions the artistry of body language, including eye contact, facial express

10、ions, gestures, and posture. shen argues the body language has the function of attracting students attention and complementing spoken language in classroom teaching. (shen minxian, 1999: 126). providing another example, wang qiangs elementary school english teaching methodology emphasizes the practi

11、cal aspects of teaching english, particularly practical activities and techniques for teachers to apply in the classroom. in this book, the importance of body language is considered to help childrens understanding and create a happy, light and more comfortable classroom atmosphere. (wang qiang, 2002

12、: 78). in this article, the author mainly argues that teaching english with the help of body language has a great effect to achieve teaching goals and teachers should pay adequate attention to proper application of body language. this paper can be mainly divided into three parts. the first part prov

13、ides some definitions of key body language given by some famous experts and the author herself. in the second part, the author attempts to explore the concrete application of body language through eyesight, facial expressions, gestures, and posture in elementary school english teaching, combined wit

14、h the analysis of the accessibility, necessity, and principles of using body language. the last part shows the significance of applying body language in elementary school english teaching. 1. the definition of body language many definitions of body language have been formulated by experts. some defi

15、nitions are general. for example, body language is defined as a language without words; or body language indicates all communicative symbols except oral speech. (harrison, r, 1974: 133). some definitions are specific. for instance, samovar and porters definition is such case: body language is the sp

16、ecially, biologically, psychologically or culturally framed exchange of valuable messages which are not verbally spoken out but conveyed by the body, gesture, symbol or relevant context and surrounding environment etc. (samovar, l. establishing curiosity in english; enjoying listening to english; be

17、ing able to play a simple role; comparing the difference among different countries and regions; knowing some customs and understanding the culture of foreign countries. all of those depend on body language which can stimulate pupils interest and keep them clear-minded in study. besides, applying bod

18、y language can lead pupils to do some activities. whats more, pupils can discover aspects of diversity in applying body language through cross-cultural customs. 2.2 some points when using body language in elementary school english teaching teachers should take note to some rules and principles when

19、they exploit body language because pupils may imitate their behavior subconsciously. there are some tips for teachers to employ body language in elementary school english teaching. 2.2.1 using body language under appropriate occasions the whole class for an english teacher should not be exclusively

20、devoted to speaking nor should it be a continuous acting session. it should be a blend of action and speaking together, which means combining body language and verbal language concurrently. so, in the class, teachers should know when and where to use body language. if they use unsuitable body langua

21、ge, they will leave a bad impression on the students and disappoint their students. 2.2.2 accuracy and frequency teachers body language is used as a form of assistance to allow students to understand what teachers say. if teachers overuse body language, it will not be good for the students. on the c

22、ontrary, it will divert the students attention, and all further body language will lose its function. if teachers act all the time in class they could dazzle students so that body language confuses them rather than helping in their understanding. so, teachers should pay close attention to the freque

23、ncy of using body language in class. moreover, teachers should take note of the accuracy of the body language they use when they give lessons. if teachers present an unsuitable or incorrect body language, students will be easily misled because of their strong imitative cpmpetence. thus, body languag

24、e will not give full play to its positive function and instead it will play a negative role. for example, when teachers are giving lessons, some teachers like to scratch their heads or twirl the chalk all the time. these actions do not only spoil the image of the teacher, but also draw away the atte

25、ntion of students from the lesson at hand. because of the above-mentioned reasons, teachers should use accurate and appropriate body language when giving lessons. 2.2.3 combining body language and culture because english stems from europe, it carries with different cultural traditions, history and c

26、ustoms. the same body language movement may have different meanings in different countries. so we should pay attention to the differences of culture background when using body language. for example, in most of nations worlwide, a nod stands for yes; shaking ones head denotes no; but in some cultures

27、 the understanding for the two actions is exactly opposite. therefore, when teachers use body language, they should first learn about, and then respect different countrys cultural connotations and explain the different cultural connotations to students with the help of body language. 2.2.4 sense of

28、art using the same content, different teachers can come up with different understandings due to many different factors. they could use different body language to express such various understandings. in this sense, teachers have an artistic freedom in interpreting their material. nevertheless, beauty

29、 always attracts and ugliness always repels. thus, teachers shouldnt use negative body language in class, because they will pay the price of distracting their students or even worse, offending them. hence, teachers should consciously refrain from using negative body language such as scratching the e

30、ars from time to time and abstain from even unconsciously diplaying insulting gestures. teachers should make sure that all of their body language movements are beautiful and smooth. (zhuang jinying during his research ekmen met two teachers who displayed entirely different countenance when during th

31、eir classes. for one teacher, when he has his class, he is less like a teacher but much more reminiscent of an experienced actor. when speaking about something interesting, his expression seems to be pleased; when addresing something sad, he will display a sadness expression; when meeting some probl

32、ems, he will frown; when the problems have been solved, he will show exuberance. in a word, the students are deeply attracted by his vivid and dramatic countenance. on the contrary, another teacher always goes straight to the topic. no matter what the content of her lesson is, she just stands on the

33、 platform with a stern expression all the time, leading the students to become absent-minded. of course, we are not advocating that teachers adopt a phony smile that looks insincere and plastered on the face, but rather a pleasant, appropriately emotional expression. teachers expression should appea

34、r naturally consistent with their messages. to active interest in their listeners, during the lesson planning stage teachers should note when and where they should employ facial expression to help communicate the emotional tone of their thoughts. teachers should take the advantage of facial expressi

35、ons to display the teaching content vividly and clearly. the facial expressions the teachers pursue must be cordial and sincere, letting students feel warm and relax as to allow them to absorb knowledge unconsciously. only in this way can teachers and students cope with each other more effectively a

36、nd better enhance the atmosphere of the classroom. if teachers are always dumb as a wooden chicken or as cold as ice, that will make students feel nervous and frightened and it will greatly reduce the effectiveness of teaching. because of these reasons, its necessary to express a nice facial express

37、ion in the teaching process. 2.3.3 teachers gestures using gestures does not only transmit messages and express emotion but also reinforce the power of persuasion and influence. in class, teachers should take advantage of gestures to explain what they intend to teach. for example, when a teacher tri

38、es to interpret a short phrase thumb a lift, the teacher explains that it means getting a free ride in a motor vehicle by signaling with ones thumb, which is an old custom for a person in the us to behave on the road. after the teacher has said a second time, the students still might not understand

39、what it meant yet. the teacher can now say look at my hand while stretching out his or her hand, thumb up and shake lightly while providing an english explanation at the same time. the students can then see the light, obtaining a vivid understanding and a deep memory for the short phrase. whats more

40、, gestures can help us reinforce the verbal message. for instance, the teacher says, i have three major points to talk about today. while holding up three fingers. or, the teacher describes an object that is twelve inches long while holding his or her hands about a foot apart. in short, an accurate

41、and moderate gesture can not only transmit the thought but also strengthen the persuasiveness and influence of teachers verbal language. however, any matter has two sides, and the case is also true of teachers gesture. as a result, teachers need to consciously abandon negative gestures. for example,

42、 avoid pointing at somebody with forefinger because in many countries it gives pupils an impolite notion; cease endlessly knocking at the desk, for this diverts pupils attention and distract them; resist putting hands in pants pockets, as this gives pupils a lazy and arrogant impression; abandon cle

43、nching fist to voice indignation, for that leads to pupils fearing the teacher and only widening the gap between teachers and students. gestures are the most commonly used action in the classroom teaching. vivid gestures along side fluent english can create a good ambiance for learning, which will s

44、urely play an active part in improving the students study ability. of course, improper gestures will also give the feeling of redundancy to the point that it leads to the bad classroom atmosphere and has a bad impact on teaching effectiveness. 2.3.4 teachers posture educationists believe that postur

45、e is a significant aspect of a persons body language. in an english teaching classroom, a teacher should have a proper, neat and composed posture to attract and stabilize the students attention. when teachers are trying to write something on the blackboard, they turn their whole body to the blackboa

46、rd, showing only their backs towards the students. this posture is really impolite. teachers should always attempt to turn a forty-five degree angle when writing on the blackboard. in this way, students can hear them more effectively and even look at what they are writing. teachers should try to be

47、comfortably upright, squarely facing the students and leaning forward to listen to students if they have questions or answers. they can also evenly distribute the weight to change students mood, draw students attention and reinforce some ideas. furthermore, the teachers behavior will also provide st

48、udents with a good model so that they may unconsciously learn the teachers proper actions and improve their social communication skills. it is a kind of imperceptible, yet very important influence. in brief, for a teacher, standing or sitting in a relaxing, professional manner is a positive posture,

49、 which can arouse students positive attitude and show them that their teacher is approachable, receptive and friendly. 3. the significance of applying body language in elementary school english teaching in elementary english teaching, body language can play a positive role in cultivating students ch

50、aracters. this is because body language can improve the bilateral exchange of emotion between teachers and students in order to make knowledge easily absorbed by the students. some researches on educational psychology indicate that the development of the students intelligence is affected by their mo

51、od in class. (zhu zhixian, 2003: 323). the variations of the teachers behavior and displayed expressions have a strong impact on the students mood. the teachers expressions, eyesight and gestures affect the students mental states and studying attitudes. besides, because the cognitive ability of the

52、pupils is limited, teachers need to use body language to help reinforce their teaching so that they can better arouse the students interest in learning english. the positive effects of the teachers body language on the students are achieved not only by providing a good example but also by shortening

53、 the teacher-student estrangement through the creation of a more harmonious atmosphere. with the rapid development of our integrating world, more and more english teachers are realizing the importance of real communication in english. that is why teachers are paying more attention to the problems of

54、 english language teaching. teachers often find that their pupils cannot properly speak english, nor can they understand when and why they should use different vocal tones in different scenarios or even utilize an adequate vocabulary. therefore, according to the pupils level and practical situations

55、, teachers find that body language is quintessential action in conveying the knowledge. the following are the main functions of body language in lementary school english teaching. 3.1 enlivening the classroom and stirring the students interest in learning english the application of body language is

56、a wonderful tool for elementary school english teaching and it can directly influence the effect of teaching. (shen minxian, 1999: 54). when beginning to learning english, pupils are keen on the language since it is fresh,novel and totally different from chinese; they are usually happy to take part

57、in english learning activities. as time goes on, they often lose their interest because of the habitual, unchanging teaching and learning methods they are exposed to. within the limitations of the standard education, if teachers give lessons with the help of body language, they can arouse students p

58、articipation and fill the classroom with inventiveness despite the old methods still being employed. for example, when teachers teach body parts vocabulary, they can let the students touch their own body parts whilst listening to and repeating the words. teachers and students swing their arms, move

59、their mouths and flutter their eyes and so on. students, especially young learners, feel immense pleasure in having such a class. teachers should add cheerfulness to the class by expressing their meanings incisively and vividly through rich and varied expressions and gestures. this helps students de

60、velop a stronger interest in learning english. such teaching also stimulates the classroom atmosphere and enhances students confidence, which mobilizes students incessant enthusiasm for english learning. 3.2 simplifying the knowledge and creating english environment the distinct aim of learning engl