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1、 本科毕业论文 非语言交际在中学英语教学 中的有效应用学生姓名： 学生学号： 200320215147 院系： 外国语学院 年级专业： 2003级英语本科5班 指导教师： 二七年五月The Effective Use of Nonverbal Communication in Middle School English TeachingZhang DiUnder the Supervision ofChen ShunjiangSchool of Foreign Languages and CulturesPanzhihua UniversityMay 2007ContentsAbstract.
2、Key Words.摘要.关键词.Introduction.1I. The Problems of Teachers in Using Nonverbal Communication.3A. Teachers Unawareness of the Importance of Nonverbal Communication.3B. Lack of Nonverbal Communication Between Teachers and Students.4C. Teachers Lack of Ways of Using Nonverbal Communication.5II. The Main
3、 Nonverbal Communication in English Classroom Teaching.6A. Facial Expression.6B. Gesture.7C. Posture.8D. Eye Contact.9E. Nonverbal Sound.11III. Teachers Effective Use of Nonverbal Communication in English Teaching.12A. Awareness of the Importance of Nonverbal Communication.12B.Careful Observer of th
4、e Students Nonverbal Behaviors.12C.Nonverbal Flexible Communication.13D.Warm Atmosphere in Classroom.14Conclusion.15Acknowledgements.16Bibliography17AbstractFor a long time, people in daily life normally emphasize the verbal aspect of communication, overlooking the fact that a large amount of the in
5、formation in face-to-face communication conveyed by the people is nonverbal. Nonverbal communication is so basic that the teachers tend to take it for granted and always ignore it in the English classroom teaching. Moreover, according to scientific researches, the nonverbal cues are more appropriate
6、 to be used in the English classroom teaching in middle schools and they can enrich the teaching method, stimulate the students interest, and better the teaching effect. Thus, English teachers, as the disseminators of English knowledge, should be equipped with nonverbal communicative competence firs
7、t. The teacher should know the importance of nonverbal communication and utilize it in his/her classroom teaching so as to improve the effect of the lesson.The paper holds that the study of nonverbal language is beneficial not only to our linguistic theory but also to the classroom teaching and lear
8、ning. In the middle school English teaching, teachers are not aware of the importance of nonverbal communication and they lack the ways of using nonverbal communication. So the main nonverbal communication in English classroom teaching is being discussed, such as facial expression, gesture, posture,
9、 eye contact and nonverbal sound. Then it is discussed how to make full use of teachers role in nonverbal communication. The teacher should be a careful observer of the students nonverbal behaviors, use nonverbal communication flexibly, and create a warm atmosphere in classroom. Thus, we can have a
10、good effect in middle school English teaching.Key WordsMiddle school English teaching; nonverbal communication; effective 摘要长期以来人们在注重语言交际的研究，而无视了一个重要的事实：在面对面的交流中，大局部的信息是通过非语言来传递的，非语言交际的运用比言辞更为普遍。由于非语言交际的浅显，在英语教学中它总是被无视。然而非语言交际对教学有着强有力的影响。非语言交际的运用对教师从每个学生的各个方面获取和理解其传递的信息极具有价值。英语教师作为英语知识的传播者应首先具备非语言交际
11、能力。非语言交际适用于中学英语课堂教学，它丰富了教学手段，激发了学生的学习兴趣，从而改善了教学效果。非语言交际的研究不仅有利于语言理论的开展，而且还利于课堂教学质量的提高和文化意识的培养。而在日常中学英语教学中，很多教师没有意识到非语言交际的重要性，缺乏非语言交际的能力。所以本篇论文主要讨论在课堂教学中有哪些重要的非语言交际方式，以及教师如何有效的应用非语言交际来提高教学效果。关键词中学英语教学；非语言交际；有效应用Introduction Nonverbal communication, the nonlinguistic form of communicational activities
12、, plays a very important role in the communication process; it compensates, strengthens, substitutes and adjusts verbal communication. It is helpful to make the students understand their teachers easily. And it is well known that the classroom learning is one of the most important ways that the stud
13、ents learn English. In this way teachers are in great demand to organize the classes in English and create English-learning circumstances. However, with the limitation of students vocabulary, teachers have to simplify their teaching language with the help of nonverbal behavior. Teachers appearance a
14、nd artifacts affect, either positively or negatively, communication in the classroomIn fact, nonverbal communication between teachers and students is very important in foreign language teaching. Middle school English teaching should include nonverbal communication in addition to verbal communication
15、 because nonverbal cues can improve the effect of classroom instruction and further cultivate the students interest in English learning. Many researchers hold that the relationship between teachers and students can be improved if teachers make effective use of nonverbal communication. Besides, stude
16、nts cognitive ability and efficiency in learning will be improved. Therefore, teachers need to understand the use of nonverbal communication, such as gesture, posture, facial expression and tone of voice. Because nonverbal communication conveys many messages in the classroom, the nonverbal communica
17、tive competence becomes invaluable for teachers in getting the message across to class and understanding the messages, which are sending interest or confrontation. Foreign language teaching in the classroom, as a process of trans-language and trans-cultural exchange of ideas, should include nonverba
18、l communication in addition to verbal communication. English teacher, as the disseminator of English knowledge, should be equipped with nonverbal communicative competence.The increasing need for more efficient communication has helped forward the study of nonverbal communication. So this paper tries
19、 to discuss not only the problems of teachers in using nonverbal communication but also how to make full use of nonverbal communication in Chinese middle school English class.I. The Problems of Teachers in Using Nonverbal CommunicationFor a long time, English classroom teaching has focused largely o
20、n the verbal aspect of communication in spite of the knowledge that indicates that the nonverbal aspects of communication are more potent than verbal; that nonverbal behavior is largely out of awareness. Teachers like others have been taught in school that the written and spoken word is supreme and
21、the impact of nonverbal communication has been largely ignored. Because of the focus on verbal behavior, teachers are not normally aware of the nonverbal signals they give off. Thus, there are many problems in using nonverbal communication existing in English teaching.A. Teachers Unawareness of the
22、Importance of Nonverbal CommunicationIt is known that communication consists of two categories: verbal and nonverbal. Most middle school English teachers pay much attention to verbal communication and neglect the existence of nonverbal cues in classroom. They use traditional teaching method to finis
23、h their teaching task. They just keep talking in English class and neglect the nonverbal communication between them and their students. Classroom teaching, as an important social interaction, in essence, is an activity of transmitting messages through a double channel and a process of naturally infl
24、uencing and promoting between the teacher and students by means of information transmission. In other words, the teacher and students convey messages by both verbal and nonverbal cues. Western scholars believe that nonverbal communication in classroom plays a more important role in the study of stud
25、ents than that of regular teaching itself. However, most teachers give much more emphasis on verbal forms and they are usually unconscious of the existence of nonverbal forms in classroom interaction.In fact, nonverbal communication is very important in middle school English classroom teaching. Bird
26、whistell states that in a two-person conversation the verbal channel carries less than 35% of a messages social meaning and more than 65% of the meaning is communicated nonverbally.Therefore, middle school English teachers should be informed about the significance of nonverbal communication in middl
27、e school English teaching, just as they are informed about the significance of verbal communication. Only when English teachers are armed with knowledge of nonverbal communication can they become qualified teachers.B. Lack of Nonverbal Communication Between Teachers and StudentsIn the past, middle s
28、chool English teaching is always teacher-centered. The students just listen or take notes, that is to say they are passive learners. There is hardly any communication between teachers and students, let alone nonverbal communication. Some English teachers in China just stand in the front of the class
29、room. They do not move about in the front part of classroom or move around the classroom. Some students resent it if the distance between them and the teacher is too long, for distance is a sign of coldness. Most Chinese students expect that their teachers can move appropriately about in the front p
30、art of classrooms or to move around the classroom instead of just standing at the very front between the blackboard and the platform. This indicates the teachers who conduct their classes while standing or walking among their students are viewed more positively than those teachers who stand at the f
31、ront of the classrooms. They are seen as friendlier and are more effective than those who stand farther away from the students. Conversely, some teachers just stand behind the teachers desk throughout the process of class. Those teachers neglect the fact that “motionless teachers can bore students.
32、Those teachers placing too much emphasis on their powerful figure in classroom fail to realize that using more of nonverbal communication can create such a relaxed atmosphere that the students may feel more included and liked, and that students may focus more of their attention on the teacher, speak
33、 more, write more, and generally behave more in ways that the teacher approves. Lack of nonverbal communication between teachers and students, to a certain degree, results in the inefficiency in middle school English teaching.C. Teachers Lack of Ways of Using Nonverbal CommunicationBecause of the tr
34、aditional educational system in China, teachers and parents pay more attention to the marks students get in their exams. In English classroom teaching, teachers try their best to help their students get high marks, so teachers focus largely on vocabulary, grammar, and so on. They neglect the fact th
35、at the ultimate goal of English teaching and learning is to communicate with others. Thus, the teacher hardly knows what is nonverbal communication and do not know how to use it in classroom teaching. They only emphasizes on how to convey the knowledge and make the students get a high score.At the s
36、ame time, nonverbal cues are difficult to interpret and understand, especially in English classroom teaching. Firstly, nonverbal cues have multiple meanings, that is to say, a single behavior may have different meaning. Unlike words, most nonverbal cues lack acceptable dictionary definitions. Interp
37、retations are also unreliable because they depend so heavily on our perception. Secondly, nonverbal cues are interdependent. The meaning of one nonverbal cue often depends on the correct interpretation of several other, simultaneous cues. Thirdly, many nonverbal behaviors are subtle and difficult to
38、 observe. A student may overlook a cue; but another student may notice it immediately, and thus multiple interpretations may be drawn from the same situation. Thus, Chinese teachers do not know how to use nonverbal communication because they lack the ways of using nonverbal communication. If the tea
39、cher wants to transmit his/her meaning to his/her students correctly through nonverbal cues, he/she must be good at fostering the ways of using nonverbal communication. But owing to the traditional educational system in China and the difficult interpretation and understanding of nonverbal cues, Chin
40、ese teachers are not familiar with the using of nonverbal communication.II. The Main Nonverbal Communication in English Classroom TeachingEffective nonverbal communication is closely related to the successful teaching and most aspects of nonverbal communication are learned automatically and unconsci
41、ously as language is learned. To improve teachers and students awareness and skills of nonverbal communication, it is very necessary to make both teachers and students sensitive to nonverbal cues in classroom. For the sake of convenience, this part will cover the main nonverbal communication in midd
42、le school English teaching: facial expression, gesture, posture, eye contact, and nonverbal sound.A. Facial ExpressionThe face is the most expressive part of our body, and researchers say there are about 250,000 different expressions. Macro and micro facial expressions are strong messages and are us
43、ually connected to feelings, attitudes, and personal belief systems. Facial expression between teachers and students is one of the most important types of nonverbal signals in the classroom, and face cues are the first information that we give to or receive from others. Researches show that children
44、 judge whether the overall meaning of a nonverbal signal is friendly or negative primarily from the facial expressions and eye contact. In English classes, the lively facial expressions can promote a supportive and non-threatening classroom atmosphere, which aids students positive attitudes and corr
45、esponding achievement. When the teacher raises a question in English, an expectant expression he/she shows can encourage students to think carefully and answer actively. If the students answer is correct, especially when the question is a little more difficult, a pleasantly surprised look on the tea
46、chers face with nod can make the student wild with joy; if the students answer is wrong or not completely right, the teacher can use degree of lip-rounding to hint the student to find the right answer. Sometimes an unconscious frown can make a sensitive student correct his answer immediately. It is much better than just saying “no or “wrong by doing so. For it can protect the students proper pride. In addition, a teacher should often smile in class. A smiling teacher is thought to convey warmth and encourageme