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1、The Application of Body Language in Rural Primary School English Teaching农村小学英语教学中肢体语言的应用AbstractThis paper mainly focuses on the research of the application of body language in rural primary school English teaching with the methods of questionnaire and analytic method. It aims to find out the curre
2、nt situation of body language in English teaching in rural primary school, subsequently put forward some corresponding measures and strategies to improve the teachers competence of body language applying and gradually inspire students learning interest and efficiency. From the research results, we s
3、ee that all students like teachers having classes with body language, and the teachers also admitted that the application of body language in rural primary school English teaching is a more efficient way. Key words：body language; English teaching; rural primary school内容摘要本文使用了文献法，问卷调查法和分析法来研究农村小学英语教
4、学中肢体语言的应用问题，旨在发现肢体语言在农村小学英语教学中的应用现状，并提出相应的措施来进一步提高教师的肢体语言使用能力，进而激发学生学习兴趣，提高学习效率。经调查研究表明，所有的学生都喜欢老师讲课时带点肢体语言，而且老师也承认在农村小学英语教学时，应用肢体语言是一个更有效地方法。关键词：肢体语言；英语教学；农村小学Contents1. Introduction12. Relevant Theories on Body Language22.1 Speech act theory in body language22.2 Multiple intelligences theory in bo
5、dy language33. Current Situation of English Teaching in Rural Primary School44.Methodology64.1 Research questions64.2 Subjects64.3 Instruments64.4 Data collection74.5 Data analysis75. The Application of Body Language in Rural Primary School English Teaching85.1 Stirring students interest with facial
6、 expression and posture85.2 Expressing better with gesture95.3 Understanding students better with cooperative eye contact and body touch105.4 Focusing students attention with gesture and eye contact115.5 Transforming abstract to concrete with postures and gestures126. Conclusion13References14Acknowl
7、edgments16Appendix171. IntroductionHuman communication consists of verbal communication and nonverbal communication. Many investigations have shown that the information passed by verbal communication is only 35% and the rest part of it is delivered through a non-verbal communication. Also Linguist D
8、avid Abercrombie points out that “we speak with vocal, but we talked with the entire body” (Zhan, 2010). In addition, Terence Hawkes also pointed out that “No one is only talking. Any speech acts are included the information transferred through the gestures, posture, facial expressions, eyes, body c
9、ontact and other such languages to complete”. From that we can clearly see the non-verbal communication plays an important role in human communication, especially in English teaching.Body language is a significant form of non-verbal communication and plays an irreplaceable role by non-verbal pattern
10、s in English teaching. It is an effective teaching way that teachers use their body movements to teach and express themselves such as gestures, eye contact, facial expressions and postures.However, what is the definition of body language? There are many kinds of definitions from experts. Some schola
11、rs hold the view that body language is a language without words, and others give a similar statement that body language indicates all communicative symbols except oral speech. Samover (1981) have made some attempts on more specific definition about body language like this: Body language is the socia
12、lly, biologically, psychologically or culturally framed exchange of valuable messages which are not verbally spoken out but conveyed by the body, gesture, symbols or relevant context and surrounding environment etc.Generally speaking, body language refers to a non-verbal pattern conveying informatio
13、n through facial expressions, gestures, actions. People can use body language to help them express more easily and understood. Sometimes it is more specific, richer and more moving than spoken language.The paper gives a brief introduction about the body language, presents a complete English class an
14、d shows the theories of English teaching. The main contents of the paper include: the current situation of English teaching in rural primary school, methodology, the application of body language in rural primary school English teaching and the conclusion.2. Relevant Theories on Body LanguageThere ar
15、e many theories closely related to body language. In this thesis, the author tries to discuss how Speech Act Theory and Multiple intelligences theory can be applied to the interpretation of body language.2.1 Speech act theory in body language“The production or issuance of a sentence token under cert
16、ain conditions is a speech act and speech acts are the basic or minimal units of linguistic communication” (Searle, 2001). Speech Act Theory is the first major theory in the study of language in use, which originated with the Oxford philosopher John Langshaw Austin. His theory finds great expression
17、 in How to Do Things with Words, which states that to say something is to do something. As we all know, all linguistic communication involves linguistic acts. Of all the issues in the general theory of language usage, speech act theory has probably aroused the widest interest (Levinson, 2001). In Au
18、stins opinion, there are three senses in which saying something may be understood as doing something:(i) Locutionary act: “when we speak we move our vocal organs and produce a number of sounds, organized in a certain way and with a certain meaning” (Hu & Jiang, 2002). For example, when somebody says
19、 “It is cold in the classroom”, we can ask a question like “What did he do?” The answer could be that he produced a sentence“It is cold in the classroom”.(ii) Illocutionary act: “when we speak, we not only produce some units of language with certain meanings, but also make clear our purpose in produ
20、cing them, the way we intend them to be understood, or they also have certain forces as Austin prefers to say. Illocutionary force may be said to be equivalent to speakers meaning, contextual meaning, or extra meaning, and maybe translated into Chinese as 言外之意 ” (Hu & Jiang, 2002). (iii) Perlocution
21、ary act: “it concerns with the consequential effects of a locution upon the hearer. By telling somebody something the speaker may change the opinion of the hearer on something, or mislead him, or surprise him, or induce him to do something, etc. whether or not these effects are intended by the speak
22、er, they can be regarded as part of the act that the speaker has performed” (Hu & Jiang, 2002). For example, after hearing “It is cold in the classroom”, the listener may stand up to close the door or window. These three acts are reflected in body language. First, locutionary act in body language ca
23、n be considered as the displays of body language signs, such as facial expressions, postures, gestures, and so on. Second, illocutionary act is just like the making of a request, offer, promise, etc. By showing these body language signs, speakers can convey their intentions together with body langua
24、ge signs, that is what the speakers wants the hearer to do. Third, perlocutionary act can be claimed that after speakers do some body language signs, the hearer will do something as a result. All there three acts in body language can be explained in this example: when an teacher is giving a class, s
25、ome students are listening carefully, some students were absent-minded, some were just talking with each other, and at this time, the teacher stop talking, standing with hands across, and staring students. As a result, the talking students will stop talking, and the absent-minded students will reali
26、ze they need to listen to teacher carefully.2.2 Multiple intelligences theory in body languageIn 1983, a famous American psychologist Howard Gardner put forward the multiple intelligences theory in his writingThe Structure of the Intelligent. He thought that human beings had seven intelligences: lin
27、guistic intelligence, logical-mathematical intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, and intrapersonal intelligence. He also pointed out that these intelligences are independent and accompany human when they were bor
28、n. There were some differences in intelligences among people. Everyone had their own advantage in some areas of intelligences, and disadvantages in others. If people didnt help each other, when they need to use intelligences to solve problems, they may suffer obvious failure. Examination-based educa
29、tion would lead to a result that students linguistic intelligence and logical-mathematical intelligence can be developed well, but other intelligences are ignored, or even harmed. Thus, it is important for the teachers to solve this problem. It is proved that the application of body language in clas
30、s can solve this problem well. For example, most students think the study of phonetic alphabet is boring and dull. If teachers can teach students phonetic alphabet combined with some gestures, students attitude may change quickly. Yan aimei (2007) pointed that when students learn the pronunciation o
31、f diphone after learning the single phoneme, teachers can use some gestures, like swing down the left hand means reading the left phonemes, and swing down the right hand means reading the right phonemes. This kind of gestures will be imitated by students quickly, and when they imitate, they learn th
32、e pronunciation naturally. Therefore, the imitation of different movements in English learning can develop students bodily-kinesthetic intelligence. Whats more, when a student is asked to answer questions, and he or she is too nervous to answer, if at this time, the teacher looks at him or her with
33、a smiling face, the student will feel relaxed and be confident. Just like Yan aimei (2007) said “teachers positive attention can let students feel being cared, and inspired and form the psychological characteristics of confidence and self-improvement.” Thus, some facial expression and eye contact ca
34、n develop students intrapersonal intelligence. 3. Current Situation of English Teaching in Rural Primary SchoolNowadays, English has become an international language. English learning is not only the requirement to meet with the international development, but also the important tool for us learning
35、English better. Therefore, learning English has been one of the main courses in schools. In China, nearly every primary school has set English classes for primary pupils, especially in urban primary schools. However, in rural schools, despite the fact that rural primary schools have set English clas
36、ses for pupils, the English teachers in rural primary schools are still lack of teaching experience and major knowledge. In other words, in rural primary schools, English teachers have some problems. First, the number of English teachers in rural schools is too small, which influence the teaching qu
37、ality. Zhang jingjing and Shi danni (2008) have claimed that the low salary and treatment in rural primary schools result in that those young and English majored teachers are unwilling to teach in rural schools. Therefore, the English teaching quality of rural schools can be hardly improved. Second,
38、 todays teaching opinion in rural primary schools is too traditional, and the teaching method is too simplex. Yu Ruijun (2010) said “most English teachers in rural primary school are not majored in English, and they still adopt the original and traditional teaching methods and opinions when they hav
39、e classes. Whats more, in rural primary schools, there are few multi-media tools.” In this situation, pupils only remember words. Thus, the classes are very boring, and pupils lose interest in English gradually.Third, the teachers comprehensive ability and major knowledge are poor. Chen Jianxin (201
40、2) found that rural primary school English teachers cannot pronounce correctly, and they seldom use internet to help their teaching, which make them lack of the knowledge of cultural background and make their classes boring.Besides, the pupils in rural primary schools have problems as well. For exam
41、ple, the English foundation of rural primary pupils is commonly poorer than urban primary school, the English materials in rural primary school are not as many as the urban primary schools, and the interest of learning English is lower than the students of urban primary schools. Xie Hedan (2012) has
42、 said that most rural rich families sent their children to the town primary school or urban primary school, and the children left in rural primary school were almost from poor families.It is known to all that English learning is very popular among Chinese. But why only a few of people can learn and
43、speak English well? In my opinion, the main reason is the interest of learning English. Su Yanmei (2010) claimed that rural primary school still used traditional teaching mode, which made the classroom atmosphere boring, and couldnt arouse students interest in English learning. There is no doubt tha
44、t English teachers in urban primary schools now can use different methods to arouse pupils interest in English, such as the application of body language. Most of them have been trained how to use body language correctly. However, English teachers in rural primary schools have no such chances to lear
45、n how to use body language. Thus, they only can use the traditional and boring way to teach English. Just like Zhang Jingjing and Shi Danni (2008) said “rural English teachers teaching opinions and ways are too old, and their major knowledge is not so good that pupils are not interest in English.”Gr
46、adually, the more the teachers teach, the harder the students would feel and the worse the students would learn. Eventually the interest in learning will be buried. The learning motivation would be suffocated.4. MethodologyThis paper intends to explore the application of body language in rural prima
47、ry school English teaching by the method of questionnaire.4.1 Research questionsThe purpose of the questionnaire is to find out the current situation of the application of body language in rural primary school in English teaching and also some ways to improve it. The questionnaire is consisting of 1
48、5 questions, which fall into five categories: (1) eye contact; (2) posture; (3) facial expression; (4) gesture.Through the questionnaire, we can get to know the current situation of the application of body language in rural primary school in English teaching.4.2 SubjectsIn this study, the respondent
49、s are students in Heng Xi Primary School. It is a rural public school. In order to get reliable data, one hundred and twenty students in total were chosen from Class 1 to Class 6 in grade 3. Twenty students in average were chosen from each class, which can represent different levels of English. To some extent, the situation of this school can represent that of most primary schools in local area.