《体态语在英语教学中的应用毕业论文.doc》由会员分享，可在线阅读，更多相关《体态语在英语教学中的应用毕业论文.doc（23页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、 The Application of Body Language in Junior English ClassAbstract:With the continual reform of language teaching and learning methods, teachers are in great demand to organize the classes in English and create English-learning circumstances. However, with the limitation of students vocabulary, teach
2、ers have to simplify their teaching language with the help of facial expressions and body movements. The paper sketched the definition, the features and the functions of body language. And on the basis of that，referred to relative materials and practice, reported the current situation of the applica
3、tion of body language in junior English class, stated the positive functions it has in junior English classes, discussed the specific application and practice in practical teaching. It aims to provide a guidance to the junior English class which lacks a cultural background and a language environment
4、. It will benefit the teachers to study and promote the application of the body language, thus do much to help the class. It shall have some indicative meaning.Key words:body language junior English class 摘要：随着英语教学方法的不断改革，客观上要求英语教师用英语组织课堂创造英语学习环境。然而，由于初中生词汇的缺乏，教师就需要借助体态语来简化教学语言。本文在简述体态语的概念、特征、作用等方面的
5、基础上，通过查阅资料与实践，报告了体态语在中学课堂中的应用现状，阐述了体态语在英语课堂中的积极作用，探讨了其在实际教学中的具体运用和实践，并指出了其在具体运用中应注意的问题，旨在为缺少文化背景和语言环境的中学英语课堂提供改善方向，对教师加强学习和研究体态语并将其合理运用于课堂，提高课堂效率具有重大启示意义。关键词：体态语 初中英语课堂Chapter 1 IntroductionThe 2001 National curriculum for nine year compulsory education maintains that the main task of the English ed
6、ucation is to stimulate and cultivate students interest and their confidence in learning the language , help them develop good learning habits and form effective learning strategies , facilitate autonomy and cooperative spirit in learning, increase their awareness of the cultural differences. And so
7、 we lay a good basis for their lifelong learning.As everyone knows, one of the most important ways that the students learn English is the classroom teaching. As far as the English teaching in the middle schools is concerned, teachers have to attractand improve the students interest so that they may
8、learn better. There are many ways to arouse the students interest and help them to learn better, body language used in English teaching is one of them. However, the fact of the present English education is that the English teachers pay more emphasis on spoken language and written language in their t
9、eaching and have little or no concern about the importance of the body language. A large amount of researches in America have proved that the information carried by body language such as intonation and facial expression may overpass 90% in expressing emotion and attitude. So we can see that body lan
10、guage has a decisive role in communication. Chapter 2The Identification of Body Language2. 1 The definition of Body LanguageAt the mention of communication, we naturally think of verbal language, the words that we speak endlessly and even unconsciously everyday. But except the verbal language, there
11、 lies a body language that makes a great contribution to our everyday communication. Human communications are achieved by the verbal and nonverbal language. Body language is a visible semiotic that may express and exchange information. Or more generally, when people can transform some information to
12、 the outside world through certain movements, the movements have the function of verbal language, and thus we can call it body language. The body language in the nonverbal communication is an important medium for people to communicate in the daily life that it assumes almost 90% of communication. It
13、 sends messages and expresses ideas by the application of eyesight, facial expression, gesture, posture and so on.Behaviorists proved that all the acts and moods can be effective in human communication, and can serve for teaching. Body language has the characteristic of vivid, visual, intuitional, w
14、ell-understood and, easy to imitate and utilize. So, if we utilize it fully, it will have much significance in middle school English teaching.2.2 The Features of Body Language Body language has the same essential attribute with verbal language, that is they are both important means of communication.
15、 However, as a potential language, it has its own unique properties. The study of its uniqueness is the basis for the proper application.2.2.1 Subsidiarity Unlike verbal language, the body language has a distinctive feature of contingency, situationality and intuitionism. That is to say, in language
16、 communication, it does not substitute verbal language but accompanies. It delivers information to affect counterpart directly. And it cannot act its communication role without a certain situation. And the body acts often means a series of acts including facial expression, gesture and posture, etc.
17、We often define sbs way of speaking as “ be both excellent in voice and affection”（声情并茂), which is a good example.2.2.2 Multilayer and multi-aspect communication The scientific tests showed that 80% of a persons memory was determined by his visual sense. Like verbal language, the body language is al
18、so multifarious：Some are specific while some are general；Some are meant for communication while some are for conveying；Some are providing emotional information while some are revealing the inner world. For example, we often say “dive sbs thought what he says and the expression on his face”.2.2.3 Sub
19、stitution In some occasions, people use body language to substitute body language, and this is often a case in classes. For example, if we expect someone to succeed, we can make a V sign, because it means victory. When we expect to turn up the volume, we can raise our hand. And turn down is alike. I
20、n these cases, the application of body language is more convenient and efficient.Chapter 3 The Function of Body Language3.1 Auxiliary function As the language helps people to communicate, body language plays the role of delivering information and exchanging emotions. It can be called auxiliary funct
21、ion. Body language can be and should be applied as paralanguage to assist teaching. For example, when the English teachers read the passages and dialogues in English with the changing intonations and tones as they are needed, the recitation is cadenced and rich in feelings. This can not only help to
22、 intensify reading effect, to make the boring reading moving and interesting, but also strengthen infectivity to promote their deeper understanding of the passages. And as the class goes on, a praiseful eye contact or excited tone can stimulate the students to have more enthusiasm for the following
23、study, while a discontented eye contact or laziness tone may distress them and be afraid of the study and lose confidence in it. 3.2 Inflective functionSome kinds of body language give a play to inflect students and help them to have better states during the class. For instance, the straightness of
24、the teachers back, the state when he walks among the class. When the teacher is writing on the blackboard, he can inevitably leave a back to the students. And a straight back gives an impression of spiritedness and full of energy. When he walks in the class, his confident walk invisibly shows his at
25、titude to the students performance on the contents. And the acts may inflect those lazy students to straight their backs unconsciously. They can be easily influenced by others, especially teachers.3.3 Vicarious function More often in class, the body language can substitute the verbal language to sol
26、ve some common and occasional problems. And it can save time and keep the fluency of the class to avoid the interruption of the class. The interruption may stop the whole class from thinking and make it unnaturally to go on with it.When a student is absenting from his mind, the teacher can quietly w
27、alk to the student to give a pat on his shoulder or stand beside him for seconds to help him realize his behaviors instead of hanging up the class to remind him. This act helps to avoid the embarrassment to the student by the verbal criticize and save time for the whole class without disturbing othe
28、rs for diverting their attention from the content.3.4 Increase individual glamour A well-behaved body language can help a teacher to foster a good image and increase his individual glamour among students. There are always some students who cant be attentive in the class. And the different acts of th
29、e teacher may result in totally different acts of the students. If the teacher refers to verbal language to criticize them, though the words may be humorous, with the whole class concentrate on him, he feels embarrassed. On the contrary, if the teacher refers to the body language. He gives an eye si
30、ght or stares at the student while illustrating the material. When the student realizes that the teacher is staring at him, he would know that the teacher have noticed him and so return back his mind to the class.It is a good way to avoid embarrassment and win the students hearts. Each student wants
31、 to be loved and to have a good impression on teachers. So what the teacher needs to do is to win most of the students admiration and appreciation. Except the broad and profound knowledge that can win their hearts, the elegant manners, mild smiles, gentle attitudes can also narrow the distance betwe
32、en the teachers and the students. Many students love a specific subject because of the admiration for the teacher who teaches this subject.Chapter 4. The Application of Body Language in Junior English Class4.1 The Necessity of Body language in TeachingEnglish teaching is an important part of the sch
33、ool education. With the reform of English teaching methods, more and more English teachers organize the teaching process in English so that the students may realize the Communicated English. The Communicated English means that teachers instruct the students and explain questions basically in English
34、, and the students are also required to use English in class. Contemporarily, however, the students in the middle school cant speak English very well, neither can they understand why they should use different tones in different time or situation; Their vocabulary and expressive ability are limited t
35、oo. These limitations made it difficult for them to realize the Communicated English in class. According to the students present level and practical situation, body language is pretty necessary. For example, when a teacher gives an instruction, “You two, please stand up.”The students can easily unde
36、rstand it if the teacher looks at (or points to) some two students. Then, the teacher moves his hand up. The students will carry out the order without obstacle even if they dont hear the key words “stand up” clearly. Furthermore, teachers usually have to explain some language points, and at this tim
37、e, they have to differentiate the classroom expressions and the examples. Take it for example, we should use the form have done, such as Have you finished that job yet?” To make the students understand clearly and easily, a teacher has lots of ways. One is to do it by speed, the teacher uses a commo
38、n speed when he is reading “we should use the form have done in this sentence”, and reads slowly when giving examples; He can also get the effect by repeating the example Have you finished that job yet?; A more frequent way is to use gestures to lay emphasis on the key points when he said “have done
39、”(emphasizing it in voice at the same time), he reaches out his index finger, pauses in the air, and then gives out the example. This action will usually give the students a deep impression. From the arrangement of the teaching materials and curriculum standard，it objectively advocates the teachers
40、to apply the body language into class and advocate body language teaching. For example，“Go For It ”pressed by Peoples Education Press carries more dialogue acting and hands-on activities. The dialogue acting asks for the teacher to set a example for the performing in that students can make it better
41、. The teaching materials also define the role of the teacher as a demonstrator. And this can not be done without body language.From the above we can learn that the use of body language in English teaching is necessary and practical. In the English teaching in middle schools, body language is frequen
42、tly used to improve the teaching effect and the students ability.4.2 The Application of Body Language in Junior English ClassBody language plays as a significant communicating channel between the teacher and the students that it assumes the proficient master and application of each English teacher.
43、It is a basic skill to well adapt to English teaching. The educationist Makarenko of the Soviet Union once pointed out “ Our teachers should concern about how to sit down，how to stand up，how to stand up from the chair near the desk，how to raise his pitch of voice and how to notice the minor details
44、of the students. To be a good teacher，one has to know how to make full use of those nonverbal communication skills to help to better and enhance the class efficiency.” On the basis that have been demonstrated by the previous experts，the author thinks it can be unfolded from the following aspects.4.2
45、.1 Eye contact “The eyes are the windows of the soul. ”. The expression and reception of a persons mental state are inseparable to his eyes. People can use eyes to exchange boundless information. Emerson once said“The words from the eyes are as many as from tongues. We can understand almost everythi
46、ng from eyes without a dictionary.” In the class, the teacher is an important factor that plays a part in the class. And the eye contact is the key point that shows the teachers inner thoughts. Experienced teachers always look into the eyes with students while having classes. The teacher should conc
47、ern about each student with an exquisite and friendly eyesight, keep eye contacts with them as many as possible. The teacher should, according to the necessity of the circumstances, combine the eyesight with the verbal language, to transform information and to express his own opinions. Besides notic
48、ing his own eyes, the teacher should also be adept in observing the eyes of the students so that he can get the feedback in time to check the teaching efficiency. For example, looking around enables each student to feel that he or she is concerned by the teacher. Each student becomes an efficient co
49、mmunicator, so that they can concentrate to communicate with the teacher. The direct eye contact can be marvelous in class communication, it can set a fire on the student: On one hand，the teacher can make a judgment through the expression in his eyes. On the other hand，the student may get hints and warnings from the teach