肢體語言在教學(xué)中的應(yīng)用

PAGEPAGE13河南財經(jīng)政法大學(xué)成功學(xué)院本科生畢業(yè)論文TheApplicationofBodyLanguagetoEnglishTeachinginInfantSchool肢體語言在幼兒英語教學(xué)中的應(yīng)用院系名稱外國語言文學(xué)系姓名段亞紅學(xué)號2008241321專業(yè)英語指導(dǎo)教師王晶講師2012年5月15日TheApplicationofBodyLanguagetoEnglishTeachinginInfantSchoolAThesisSubmittedtoForeignLanguagesDepartmentofChenggongHenanUniversityofEconomicsandLawDegreeofBachelorofArtsBy:DuanYahongSupervisor:

WangJingMay

15,

2012AbstractWiththecontinualreformoflanguageteachingandlearningmethods,teachersarerequiredtoorganizetheclassesinEnglishandcreateEnglish-learningcircumstances.However,withthelimitationofstudents’vocabulary,teachershavetosimplifytheirteachinglanguagewiththehelpofBodyLanguage.Bodylanguagehasbeenwidelyusedincommunicationoutofclass.Atthesametime,itplaysaveryimportantroleinEnglishteaching.Inthisarticle，theauthorwilldiscussthenecessityandimportanceofusingbodylanguageinEnglishteaching.Itcanstrengthentheteacher’scharm;stirthestudents’interest;maketeachingbecomeSimple;understandstudentsclearly;andhelptoimprovethefourbasicskillsoflearninglanguage:listening,speaking,reading,andwriting.TheauthoralsodiscussestheusingofthreemajorkindsofbodylanguageinEnglishteachingandtheprinciplesofusingthebodylanguageteaching.Atthesametime,theauthoralsodiscussestheapplicationofbodylanguageinEnglishteaching.Theforty-fiveminutesinclassisverypreciousifateacherwantstogetmoreeffectivehemustusethebodylanguageproperlyandcorrectly.KeyWords:BodyLanguage;EnglishTeaching;FacialExpressions;Postures摘要隨著英語教學(xué)法的不斷深入發(fā)展,人們要求英語教師在課堂上使用英語組織教學(xué),并為學(xué)生學(xué)習(xí)英語創(chuàng)設(shè)學(xué)習(xí)環(huán)境。然而，由于學(xué)生詞匯量的限制，教師在課堂上要簡化自己的語言，這就需要肢體語言的協(xié)助。肢體語言在課堂上得到了廣泛的應(yīng)用。同時，在英語教學(xué)中它也扮演了非常重要的角色。在這篇文章中，筆者主要論述了肢體語言在教學(xué)中的重要性：能引起學(xué)生興趣，能促進(jìn)和諧的師生關(guān)系，能幫助教師簡化教學(xué)，以及如何恰當(dāng)?shù)氖褂媚抗庹Z、手勢語、面部語言等肢體語言。同時也指出了使用肢體語言需要注意的幾點事項和肢體語言在英語教學(xué)中的應(yīng)用。四十五分鐘的授課時間是極為短暫的，要向短短的四十五分鐘要效益，就要求教師盡可能的合理使用肢體語言，大大加強(qiáng)自己的教學(xué)效果。關(guān)鍵詞：肢體語言；目光語；手勢語；面部表情；儀態(tài)語

AcknowledgementsThisthesisistheproductoftheauthorandthesupervisor'sthreemonthsofefforts.IthasbeenrepeatedlyrevisedundertheguidanceofmysupervisorWangJingwhooffersmeacademicandconstructiveadviceoncomposingthispaper.Herencouragementandhelpareworthyofhighacknowledgement.Shepointedoutsomemistakesinmypaper.ThenIcorrectedthemandmadeitbecomebetterthanbefore.Moreover,IwouldsincerelythankmyfriendQinShuaiwhohelpedmetocollectreferencematerialsformeandamiddleschoolEnglishteacherwhogavememanyvaluablesuggestions.Ithankthemverymuchhere,especiallyformysupervisorWangJing.ContentsIntroduction 11TheNecessityandImportanceofUsingBodyLanguageinEnglishTeaching 11.1TheDefinitionofBodyLanguage 21.2FunctionsofUsingBodyLanguage 21.2.1StirringtheStudents’interests 21.2.2HelpingtoImprovetheFourBasicSkillsofLearningLanguage:Listening,Speaking,Reading,andWriting 32.TheUsingofThreeMajorKindsofBodyLanguagesinEnglishClassroomTeaching 52.1TheUsingofEyesightinEnglishTeaching 52.2TheUsingofFacialExpressionsinEnglishTeaching 52.3TheUsingofPosturesintheEnglishTeaching 63ThePrinciplesofUsingtheBodyLanguageTeaching 73.1UsingBodyLanguageinEnglishClassesMustAccordwiththePhysicalFeaturesofMiddleSchoolStudentsandtheTeachingContents 83.2DoingtheSamefortheWholeStudents;Respect,Believe,andLovetheStudents 84TheApplicationofBodyLanguageinEnglishTeaching 94.1Students’AttitudetowardsEnglish 94.2TeachingofTexts 9Conclusion 10Bibliography: 12IntroductionAsweknow，theclassroomteachingisoneofmostimportantwaysthatthestudentslearnEnglish.Traditionaleducationpaystoomuchattentiontoinstillingtheknowledgeintothestudents.SuchcrammingmethodofteachingbringsupthestudentswhohavegoodmarksbutlowabilityIfteacherswanttoarousethestudents′interestssothattheycanlearnbetterencouragethemandenhancetheefficiencyofclassroomteachingtheyhavetouseallkindsofways.UsingbodylanguageintheEnglishteachingisoneofthem.Bodylanguagestudiesarenowinacademiaabrand–newtheory.Sobodylanguageapplicationinclassroomteachingexplorationstillareshort.AmericanpsychologistJamesAsherJPRteachingisthebodylanguageintheteachingexperiment.CombinedwithmyselfinEnglishteachinghowtousebodylanguageItriedtodiscusstheapplicationofbodylanguageinEnglishteaching.Thisthesisaimstoresearchthenecessityandimportanceofbodylanguageandtherearefourmajorkindsofbodylanguageinthisthesisandwewilldiscusshowtouseofthemproperlyandcorrectlyandwewilldiscusssomeprincipleswhenweusethebodylanguage.1TheNecessityandImportanceofUsingBodyLanguageinEnglishTeachingBodylanguageisanimportantmediathroughwhichpeoplecommunicatewitheachother.Itreferstotheprocessofcommunicatingwhatyouarefeelingorthinkingbythewayyouplaceandmoveyourbodyratherthanbywords.AfamousanthropologistE.T.Hallpointed“silentlanguagesexpressmoreinformationthanverballanguage.”Becausebodylanguageisusedmoretimesthanverballanguage.TheUnitedStatespsychologistAlbertMelabin,1968,madeanexperimenttoprovethatthetotalresultoftheIinformation7writing38tone55countenanceandmovement.AndthespecialistonbodylanguageresearchFenLafelAnglesoncesaid“Oncebodylanguagewaslostabodycouldn’thavegrownintoanormalperson.”Sobodylanguageplaysanessentialroleinhumancommunication.EveryoneknowswiththecontinualreformandopeningofChinaEnglishisbecomingmoreimportantinmanyfieldsforexampleineconomysportandscience.ThedevelopmentofsocietyisingreatneedofalargenumberofpeoplewithrichEnglishknowledge.ThewildestuseofEnglishistocommunicate.AndwiththecontinualreformoflanguageteachingandlearningmethodsteachersareingreatdemandtoorganizetheclassesinEnglishandcreateEnglish–learningcircumstances.SocommunicatedEnglishisveryimportant.CommunicatedEnglishmeansthatteachersteachEnglishinEnglishandthestudentsarealsorequiredtouseEnglishinclass.Howeverwiththelimitationofstudentsvocabularyteachershavetoorganizetheir6teachingwiththebodylanguage.FromtheabovewecanseethatbodylanguageisimportantandnecessaryfortheEnglishteaching.Itnotonlycanstrengthenteacher’scharmarousethestudentsinterestestablishmoresmoothinterpersonalrelationbetweentheteachersandstudentsbutalsocanmaketheteachingbecomesimplerandithelpstoimprovethefourbasicskillsoflearninglanguagelisteningspeakingreadingandwriting.1.1TheDefinitionofBodyLanguageBodylanguageisknownasnon-verbalbehaviorwhichtransmitsinformationthroughgestures,movementandfacialexpression.Peoplecommunicatewitheachotherbytheirbodylanguageinthewaysofnodding,eyecontacting,shruggingandsoon.Accordingtothepsychologists’research,thesewayscanexpresssomethingthatverballanguagecannotdirectlyexpress.Bodylanguagecanbedividedintosightlanguage;bodytoucheslanguage,posture,gesture,manner,facialexpression,andclotheslanguage.1.2FunctionsofUsingBodyLanguage1.2.1StirringtheStudents’interestsAfamouspersoneversaid,“Interestisthebestteacher.”Soattractingandimprovingthestudents’interestisaveryimportantpartofEnglishteaching.Therearemanywaystoarousethestudents’interest.BodylanguageusedinEnglishteachingisoneofthem.ThelinguistMrLueversaid:“Theforeignlanguageteachershouldbeabletoperformanddanceforjoymadeavividgesturemovementandcountenanceasanactorshouldnotalwaysbegentleandcultivatedorjuststandstifflyontheplatform.”Buthowdoweattractthestudents’interestsbyusingbodylanguageBelowIwillexampletoillustratethisproblem.Forexample:Whenteachersteachthewordsofthebodypartssuchas:“head”“nose”“face”“hand”……theycanletthestudentstouchtheirbodyownbodyparts.Byusingbodylanguagethestudentsmustbefullofpleasureinthisclass.SobodylanguageplaysanimportantroleinStirringthestudentsinterest.1.2.2HelpingtoImprovetheFourBasicSkillsofLearningLanguage:Listening,Speaking,Reading,andWritingUsingbodylanguagecanhelptoimprovethefourbasicskillsoflearninglanguage:listeningspeakingreadingandwriting.A:Bodylanguagehelpstoimprovelistening.TheGreekphilosopherEpictetuseverwittilysaid:“Naturehasgivemanonetongueandtwoearsthathemayheartwiceasmuchashespeaks.”Fromthesayingwecanlearnhowimportantthelisteningisinourdailylife.TounderstandothersisabasicpurposeinEnglishteachingandteachersoftentrainthestudentslisteningaccordingly.Inthisprocessifthebodylanguageisusedtheeffectwillbebetter.B:Bodylanguagehelpstoimprovespeaking.Thespokenlanguageisoneoftheimportantwaystocommunicate.Soweshouldtrytodevelopthestudents’abilityofspeaking.Factuallytheyarehelpedtoreachtheaiminacertaindegreebytheirteacher’sbodylanguage.ThecontemporaryemphasisgraduallylaidonspokenEnglishteaching.ThefirstlessonofeveryunitinSeniorEnglishbeginswithdialogue.TheteachingprogramsrequiretheteacherstoorganizetheclasstopracticeEnglishaccordingtothecharacteristicsofdialogue.Generallyspeakingthebodylanguagecanarouseandsustainthestudents’interestofleaningandusingEnglish.IntheEnglishclasstheteachersshouldnotonlyusebodylanguagesthemselvesbutalsoaskthestudentstousethemaccordingtothedifferentsituation.C:Bodylanguagehelpstoimprovereading.Readingaloudhelpsthestudentstogetacorrectpronunciationandintonationandtodevelopthecombinationofvocabulariespronunciationspellingandmeaning.Furthermoreitalsohelpsthestudentstofindoutthearticle’sinternalfeelingsandappreciatethebeautyofthelanguage.Alinguisteversaid:“Apoemisnotapoemuntilitisread.”Readingaloudisbasicforthemiddleschoolstudents.Andtheteachersshouldmakefulluseofbodylanguagetodevelopthestudents`abilityofreadingaloud.InawordthevividgesturetogetherwiththefluentEnglishcancreateagoodcircumstanceoflearning,whichwillsurelyplayanactivepartinimprovethestudents`readingability.D:Bodylanguagehelpstoimprovewriting.Writingisoneofthefourbasicskillsoflearninglanguage,anditissoimportantaskillthatwecanevensaywithoutit,peoplecannotcommunicatewithothers.NotonlyshouldthestudentsgetsomeEnglishknowledgeandvocabularies,butalsotheabilitytocommunicateinspokenandwrittenEnglishaswhatismentionedintheteachingprograms.Tosomeextent,writingismuchmoreimportantthanspeaking,foritcanspreadwithoutthelimitationofapaceandtime.SincethestudentslearnEnglishasamediaforcommunication,theyshouldhavetheabilityofwriting.ThelinguistFranklineversaid:“Tellme,Iwillforget;teachme,Iwillremember;involvemeandIwilllearn.”Ifweaskedthestudentstowriteanunfamiliarcomposition,theywouldprobablybeunabletoandfeeldiscouraged.Howeverthestudentscanwriteexcellentarticlesiftheyhavetheexperience.2.TheUsingofThreeMajorKindsofBodyLanguagesinEnglishClassroomTeaching2.1TheUsingofEyesightinEnglishTeachingAssayinggoes:“Theeyesarethewindowofthesoul.”Thatistosay,wecanreadone’smindthroughhiseyes.Eyelanguagecanexpresscomplicatedfeelingsanditisanimportantwaytojudgetherelationshipofcommunicators.PeoplefromEnglishspeakingcountrieshavemoreeyecontactwhentheyareinconversation.Astheresult,theteachershouldusetheeyesighteffetelyintheEnglishclass.First,teacherscouldgettoknowwhatthestudentsdoubt,howtheyloveorhatewhethertheyapproveordisprovefromthestudents’sight.Second,teacherscouldknowwhetherthestudentsfullyfocusonthelessonthroughtheireyes.Ifastudentwholistenstotheteachercarefully,heshouldfollowtheteacherwiththeeyesight.Ifthereisastudentlookingaroundtheclassroom,thatexpresseshedidn’tlistentotheteachercarefully.Third,ateachershouldalwaysuseakindofeyesighttohisstudents.Forexample,ifthestudentsarestillexcitingbeforeclass,theteachercanlookaroundthewholeclasstoexpressthemeaningthatitistheclasstime.Andwhenyoustarttheclass,youfindsomeoneislateforclass,youhadbetteruseyoureyesighttoallowhim/hertocomeintotheclassroom,inordertoavoiddisruptingtheotherstudents`attention.Inshort,thelovingandkindeyesightoftenmakethestudentsfollowtheteachingcontents.ItisusefulforEnglishteaching.2.2TheUsingofFacialExpressionsinEnglishTeaching“Thefacehasbeencalledan‘organofemotion’.”Becauseweconstantlyreadfacialexpressionstounderstandwhatothersarefeeling.Thefaceprovidesvitalcluestoourownfeelingsandthoseofthepeoplearoundus.OfallthenonverbalChannels,thefaceisthemostimportantbroadcasterofemotions.”Becausethefacecanclearlyconveyseveralspecificemotions，suchas:happiness,surprisefearanger,sadnessandsoon.soiftheteachercanusethefacialexpressionsinourteachingproperly,whichwillgetthesamesuccessasthedumbshow.First,theteachershouldlearntoadjustownfacialexpressions.Justimaginethefollowingtwodifferentsituations.Oneteacherenterstheclassroomwithasmile;anotherteacherwalksintotheclassroomveryseriously;obviously,thesetwodifferentteacherswillmakethestudentsactdifferently.Thefirstteachercanbringanactiveatmosphere.Butthesecondteacherwillbringthestudentssilencebecauseofhisdullfacialexpression.Second,theteachershouldpaymuchattentiontothestudents’facialexpressiontogettheinformation.Onthebasisofthis,theteachercanadjusttheirteachertobebetter.Intheclass,ifastudentisalwaysfilledsmiling,itexpresseshecangraspeasilywhattheteachersaid;ifastudentfaceisfullofbewilderment,whichexpresshecan’tunderstandwhattheteachersaid.So,ifateacherisgoodatobservingthestudents’facialexpression,hemustmakeagreatsuccessinteaching.2.3TheUsingofPosturesintheEnglishTeaching“Posturesareamatterofhowpeoplesit,walk,stand,andmove.”Itisbodylanguagemostexplicitrepresentation.Frondoncesaid“Noonecanreallykeepsecret.Ifhedoesnottalkandkeepsilent,hewilltalkwithhisfingers.Inawhole,partofhisbodywillsellhimout.”Infact,thisstatementrefersthatpeople’sbodylanguages,especiallyposturescandelivermorehiddeninformation.Inclassroomteaching,thestudents’bodypostures.Anelegantgestureteachercanprovidestudentswithagoodvisualexperience,andcanmakethestudentshaveapleasantmood.AndItcanhelpthestudentstocultivatetheirEnglishcourseofinterest.Conversely,ifateacherhassomesmallbadhabits,suchashandsrub,nosepick,legstrebl…thesecandispersethestudents’attention,andthesecanmakethembefedupwiththeteacher,sothattheylosetheirinterestsforEnglish.First,theteachersshouldhaveelegantpostureofsittingandstandingwhenateachersits,heshouldsitstraight;andwhenhestands,heshouldhighuphishead.Second,ateacherhadbetternotweartheshoeswithhighheels,becausewhenateacherwalks,highheelscanpossiblydisturbthestudents`attention.Third,theteachershouldlearntowalkintothestudents`hearts.Forexample,whenthestudentsdiscussthequestions,youcanwalkinthemiddleofthemtohelpthemsolvethequestions;andwhenyouhaveclasses,ifsomeonemakemistakes,youcanwalkcloselythestudentstowarmhimhemustn’tdothat.Inaword,asateacher,youshouldwalkintothestudents’heartsreally.ItwillbeusefulfortheEnglishteaching.Atlast,thetoneandspeedwhenyouspeakarethewaysofpostures.Fromtheabove,wealreadyhaveknowntoneisveryimportanttotransfertheinformation.IntheEnglishclassroomteaching,toneisalsoplayanimportantrole.Whenateacherteachessomelanguagepoints,hecanemphasizetheimportantpartsbyraisingthetoneandslowingthespeed.Fromtheabove,wecanseetheposturesplayimportantroleintheEnglishteaching.3ThePrinciplesofUsingtheBodyLanguageTeachingIfateacherwantstousethebodylanguageinhisteachingclass,hemustpayattentiontothefollowingnotes:A:UsingbodylanguageinEnglishclassesmustaccordwiththephysicalfeaturesofmiddleschoolstudentsandtheteachingcontents.B:Preparingearnestlythestudents,designingbodylanguageproblemsforthemC:Doingthesameforthewholestudents;respect,believe,lovethestudents!D:Usingbodylanguagemustcooperatetotheverballanguage.E:Makingnoteofthedifferencesofbodylanguageindifferentculture.3.1UsingBodyLanguageinEnglishClassesMustAccordwiththePhysicalFeaturesofMiddleSchoolStudentsandtheTeachingContentsJuniormiddlestudentsareactive.Theyhaveactivethinking.Thevivid,funnyandcreativebodylanguagecanarousethestudents’interest.Buttheseniormiddleschoolstudentshaveabstractthinking.Theycansolvetheproblemsontheirownbydevotingtheirattentiononthingswhichtheyareinterested.ForJuniorAsajuniormiddleschoolteacher,Ithink,Ishouldbestrictinmybodylanguageusedintheclass.WhenIusethemintheclass,Ishouldensurethebodylanguagesareneithertoofalse,nornoappealing.Ofcourse,thebodylanguagewhichbeusedintheclassmustaccordwiththeteachingcontents.AsateacherofEnglish,youmustfamiliarizethetextbookswhichbetaughtbyyourself;deeplyunderstandtextbooks,moreunderstandeachlanguagepoint:whatneedtoknowandwhatneedtounderstand.Onlyinthisway,wecancooperatewithourexplanationneed,usemoreappreciatebodylanguage.Andthatcanhelpthestudentsdeepenandunderstandbettertheteachingcontents.3.2DoingtheSamefortheWholeStudents;Respect,Believe,andLovetheStudentsIftheteachertreatsthestudentswithcoloredglassesandregarddifferentlyasthestudentsandbadstudents,theeducationmustfail.Thefoundationofeducationis“l(fā)ove”.Treatingthestudentsshouldbethesame.Sousingthebodylanguageisonaccountofthe“l(fā)ove”forallthestudents.Inourclassroomteaching,educationshouldfacetoallthestudents,butnotforthegoodstudents.Weonlytreatthesameforallthestudents,wecanarousethebadstudents’interests.Thus,thereisaplacefortheteacherinthebadstudents’hearts,andtheycanlistentotheclassfromtheteacher.Sothefirststeplfusingbodylanguageistotreatallthestudentsequally.Ifateacherdoesasthese,Ithinktheeffectofusingbodylanguageisefficient.4TheApplicationofBodyLanguageinEnglishTeaching4.1Students’Attitude stowardsEnglishForonething,letusinvestigateanddrawapictureofthestudents’behavior.WhentheyhaveEnglishclass,classroomsaredividedintomanycheckerscarefully,andalargenumberofthestudentscrowdintotheclassroom.Allthestudentsaredressedthesameclothes,andtheyarefacedtoremembermanynewwords,texts,todomuchhomeworkeveryday.Theyareboringwithsermonoftheirteachers.Therefore,inthisconditiontheylosttheinterestofstudying.Learningasecondlanguageneedspersistentpassion.However,inthiscondition,thestudentshavenotenoughpassiontobemotivated.Theyarelongingforfreedomtostudyinafreshway.SoIsurelybelievethatthisisagoodexplanationwhysomestudentsabsentinEnglishclasssometimesandadolescentsseemtobemorerebelliousthanothers.IftheylosttheirpassiononEnglish,theydonotlikehavingEnglishclassanymore.Inclass,theteachersaskthestudentstoreadtextsorwordsagainandagain.Andafterclass,theyleavemuchhomeworktothestudentstodo,andtheydonotconsideraboutthestudents’thought,sothestudentsappeartobereluctanttodowhattheirteachersrequest.4.2TeachingofTextsBodylanguagecanimprovebilateralexchangeofemotionbetweentheteachersandthestudentsinordertomakeknowledgeareeasilyabortedbythestudents.Aneducationalpsychologyindicatesthattodevelopthestudents’intelligenceisaffectedbytheirmoodinclass.Thechangeoftheteachers’behaviorandexpressioncontrolthechangeofthestudents’mood.Theteachers’expression,eyesightandgestureaffectthestudents’mentalstateandstudyingattitude.Theteachers’positivebodylanguagebenefitsthestudents’intelligenceandcreatesarelaxing,naturalandhappystudyingatmosphere.Meanwhile,positivemoodandhappymentalstatebenefittoteachandstimulatethestudents’studyinginterest.Aconfidentiallook,aappreciativesmilefromtheteachersgivegreatstudyingpowertothestudents.Theteachers’humorgesturesgivethestudents’confidenceandrespectandmaintainthestudents’studyinginterest.Thereforetocreateanactiveclassatmosphereisvitalforteaching.Forexample,whenanEnglishteacherteachesACityIsDying,bodylanguagecanplaysanimportantroleinit.Atbeginning,heorsheopenshisorhereyeswidelyshowingapuzzledexpressionandraisesaquestionthatonlylifeareapttodie,butwhyacitycandie.Atthismoment,thestudentsaredeeplyattractedbytheteacher’sbehaviorandbefullofinterestandcuriositytostudy.Agoodbeginningmeansahalfof