英語(yǔ)教育本科畢業(yè)論文身體語(yǔ)言在英語(yǔ)教學(xué)中的應(yīng)用

1、本科畢業(yè)設(shè)計(jì)（論文）本科畢業(yè)設(shè)計(jì)（論文） 題題目：目：the use of body language in english teaching 身體語(yǔ)言在英語(yǔ)教學(xué)中的應(yīng)用身體語(yǔ)言在英語(yǔ)教學(xué)中的應(yīng)用 學(xué)生姓名：學(xué)生姓名： 學(xué)號(hào)：學(xué)號(hào)： 系（部）：系（部）：外語(yǔ)系外語(yǔ)系 專業(yè)：專業(yè)：英語(yǔ)教育英語(yǔ)教育 入學(xué)時(shí)間：入學(xué)時(shí)間： 2007年年9月月 導(dǎo)師姓名：導(dǎo)師姓名： 職稱職稱/ /學(xué)位：學(xué)位： 講師講師 導(dǎo)師所在單位：導(dǎo)師所在單位： 畢業(yè)設(shè)計(jì)（論文）提交時(shí)間：二畢業(yè)設(shè)計(jì)（論文）提交時(shí)間：二一一一一年年五五 月月 the use of body language in english teaching

2、by wu qianbao a thesis presented to foreign language department of chizhou university in impartial fulfillment of the requirements for the degree of bachelor of arts may 2010 supervised by professor cai yuee 身體語(yǔ)言在英語(yǔ)教學(xué)中的應(yīng)用身體語(yǔ)言在英語(yǔ)教學(xué)中的應(yīng)用 摘摘 要要 語(yǔ)言是人類交際的重要手段。同語(yǔ)言一樣, 身勢(shì)語(yǔ)也是一種重要的交流方式。在英語(yǔ) 教學(xué)中, 隨著教學(xué)方法的不斷改革, 教師

3、應(yīng)在課堂上為學(xué)生創(chuàng)造英語(yǔ)學(xué)習(xí)的良好氛圍。然 而, 由于學(xué)生詞匯量有限, 教師必須通過(guò)面部表情及身體行為來(lái)簡(jiǎn)化自己的教學(xué)過(guò)程, 激 發(fā)學(xué)生熱情, 提高教學(xué)效果。 作為在非語(yǔ)言交流中扮演著極其重要的作用,在老師和學(xué)生的互動(dòng)中,身體語(yǔ)言可以完 善口頭信息和能有效的表達(dá)詞語(yǔ)的意思。身體語(yǔ)言有助于激發(fā)學(xué)生的學(xué)習(xí)興趣、提高教 學(xué)效果。在英語(yǔ)教學(xué)中，使用身體語(yǔ)言能夠提供英語(yǔ)學(xué)習(xí)的效率和優(yōu)化英語(yǔ)課堂活動(dòng)的 設(shè)計(jì)。教師應(yīng)充分利用肢體語(yǔ)言在課堂教學(xué),并在同時(shí)應(yīng)注意運(yùn)用身體語(yǔ)言的原則,以達(dá)到 最佳的教學(xué)效果。 因?yàn)楹芏嗟娜穗H溝通是非言語(yǔ)的交流，學(xué)習(xí)肢體語(yǔ)言是有效溝通中最重要的技能之 一。非言語(yǔ)交流的因素在理解對(duì)方的

4、感受上尤為重要。當(dāng)聽眾適當(dāng)反映了她對(duì)說(shuō)者身體 語(yǔ)言的理解時(shí),溝通可顯著改善。 本文著重討論身勢(shì)語(yǔ)在英語(yǔ)課堂教學(xué)中的具體應(yīng)用及重要性。 關(guān)鍵詞：身體語(yǔ)言；英語(yǔ)教學(xué)；具體應(yīng)用關(guān)鍵詞：身體語(yǔ)言；英語(yǔ)教學(xué)；具體應(yīng)用 the use of body language in english teaching abstract language is an important means in communication. likewise, body language is also an important communicate means. in english teaching, with the

5、 reform of language teaching and learning methods, teachers should create a better atmosphere in english class. however, with the limitation of students vocabulary, teachers have to simplify their teaching language with the help of facial expressions and body movements to arouse the students enthusi

6、asm. as nonverbal communication plays a significant role in the interaction between teachers and students, body language can complement verbal messages and can communicate as effectively as words. body language helps in motivating students interest and improving the effect of teaching. teaching engl

7、ish with the help of body language improve the efficiency of learning english and optimize the design of english classroom activities. teachers should make good use of body language in classroom teaching and at the same time great attention should be paid to the principles of using body language in

8、order to achieve the best teaching results. since so much of interpersonal communication is nonverbal, the study of body language is one of the most important skills of effective communication. the nonverbal elements of communication are especially important in understanding the other persons feelin

9、gs. when the listener appropriately reflects her understanding of the senders body language, communication can be improved significantly. this paper lays emphasis on discussing the concrete application and significance of body language in english teaching. keywords: body language；english teaching；co

10、ncrete application contents . introduction6 . general study of body language7 a. the definition of body language 7 b. the differences between verbal communication and non-verbal communication7 . the necessity and importance of using body language in english teaching8 a. the limitation of students vo

11、cabulary and expressive ability8 b. the less interest of students in english class9 c. the depressing atmosphere in english class9 . the concrete application of body language in different aspects9 a. the advantages of using body language in speaking9 b. the advantages of using body language in liste

12、ning10 c. the advantages of using body language in reading11 d. the advantages of using body language in writing12 . the use of body language in english teaching at different stages12 a. the use of body language in primary school12 b. the use of body language in middle school13 c. the use of body la

13、nguage in college13 . conclusion14 . bibliography 16 . acknowledgements17 . introduction for rapid changes in education reform, many teachers, students and parents are facing great challenges and stresses. many of us may agree its directions for changes and missions proposed, and support the alterna

14、tive ways of teaching, learning and examination. in daily life, we use both words and body language to express our thoughts and opinions and to communicate with other people. we can learn a lot about what a person is thinking by watching his or her body language. words are important, but the way a p

15、erson stands, folds his or her arms, or moves his or her hands can also give us information about his or her feelings. human body language, including gestures and facial expressions, is used to communicate in countless subtle and complex ways. in the communication between teachers and students, nonv

16、erbal communication is more important than verbal one. body language of both teachers and students plays its active role in teaching. teachers need to work hard to captivate and sustain the attention of students in order to engage students. students are often more attentive to what teachers do than

17、to what they say. body language plays a vital part in communication. for example, a nod universally signifies approval, while shaking the hand indicates negotiations. besides, when you watch a match, you may often see someone put up two fingers, which looks like a “v” sign. we all know that means vi

18、ctory. we have many body languages used in rubbing shoulders with each other. we shake our head to mean “no”, and nod our heads to mean” yes”. we can use a smile to apologize, to greet someone, to ask for some help and to express emotion. we can make a thumb - up gesture, means “great” or “good job”

19、, when our student s do something well. as everyone knows, the classroom teaching is one of the most important ways that the students learn english. as far as the english teaching in schools is concerned, teachers have to arouse the students interest so that they may learn better. there are many way

20、s to arouse the students interest and help them to learn better, body language used in english teaching is one of them. in school education, body language plays a positive role in cultivating the students characters. teachers are usually respected, and factually, what and how the teachers say and do

21、 will be possibly imitated by the students, sometimes subconsciously. in a word, teachers graceful body language helps to improve the students artistic - appreciation and moral character. if the students develop a wonderful body language, which will possibly lead them to form optimistic and active f

22、eelings; they will surely have a more smooth interpersonal relation. . general study of body language a. the definition of body language although we may not realize it when we talk with others, we make ourselves understood not only by words. we send messages to the people around us also by expressio

23、ns and body movements. we call it body language, which studies the meanings of the movement of all parts of body and it includes many nonverbal behaviors such as eye language, gestures, postures, facial expressions, touch and so on. a smile and handshake show welcome; waving ones hand is to say good

24、bye, nodding the head means agreement, while shaking it means disagreement. it is a part of non-verbal communication. b. the differences between verbal communication and non-verbal communication nonverbal communication was the only language used throughout most of humanitys existence. for many, many

25、 centuries there was absolutely no oral or written language. when language finally developed, people commonly allowed themselves to be distracted from body communication. some, however, continued to focus on nonverbal cues. an ancient chinese proverb warns, “watch out for the man whose stomach doesn

26、t move when he laughs.”1 nonverbal communication, conveying a great deal of information without even speaking, like verbal communication is also a part of culture and the carrier of a certain culture. it can convey just as much as written and verbal communication. body language is one kind of nonver

27、bal communication which can constitute 50% or more of what we are communicating. if you wish to communicate well, then it makes sense to understand how you can use your body to say what you mean.2 the function of nonverbal communication in the whole communication cant be overlooked. in the daily com

28、munication, we can see people cant communicate efficiently by verbal language alone. and nonverbal communication will express clear meanings in a certain context. so in communicative activities, nonverbal communication also plays a great role. of course, we should pay close attention to the function

29、s of nonverbal communication. in any case, when verbal communication conflicts with nonverbal communication, people are willing to accept the information nonverbal communication delivers. because nonverbal communication sounds more natural, more instinctive and it is hard to pretend. obviously, we s

30、hould make full use of nonverbal communication to achieve efficient communication. . the necessity and importance of using body language in english teaching a. the limitation of students vocabulary and expressive ability the english vocabulary is so abundant that students cannot remember all of them

31、. and students just can only grasp the words which are used frequently. according to the students present level and practical situation, body language is required. body language is one of rich expressive languages in the teaching language, especially in english teaching, using the suitable body lang

32、uage not only can avoid using chinese to explain english, but can promote the teachers and students to communicate, enhance the teaching efficiency. for example, when a teacher gives an instruction: “you two, please come to the blackboard.” the students can easily understand it if the teacher looks

33、at some two students. then, the teacher points to the blackboard. the students will carry out the order without obstacle even if they dont hear the key words “blackboard” clearly. furthermore, teachers usually have to explain some language points, and at this time, they have to differentiate the cla

34、ssroom expressions and the examples. take it for example, we ought to use the form have done such as have you finished that job? to make the students understand clearly, a teacher has lot s of ways. to do it by speed, he uses a common speed when reading “we ought to use the form have done” , and rea

35、ds slowly when giving examples ; he can also get the effect by repeating the example have you finished that job ; a more frequent way is to use gestures to lay emphasis on the key points when he said “have done” emphasizing it in voice at the same time, he reaches out his index finger , pauses in th

36、e air , and then gives out the example. this action will usually give the students a deep impression. from the above we can learn, the use of body language in english teaching is necessary. b. the less interest of students in english class for a non-native learner, english learning is very boring. a

37、s the proverb goes: interest is the first teacher.” no matter in any fields, a person to be successful, first of all, he must spend a lot of time and energy. second, he must have a choice of interest to do so. the strong study interest is the prime motive power of learning activity; it can stimulate

38、 and raise students study interest, therefore before each class, teachers should make good preparation so that expect the student can have the strong interest through a series of body language. for example, to teach “what are you doing?”, teachers can design the following body language to the text c

39、ontent: let the student make writing, or dancing together with you, students do the body language with teacher, listening and doing warm up in the activities to enter the study condition, then it stimulates students study interest greatly. in the classroom, the teachers behavior will influence stude

40、nts learning concentration. sometimes teachers in their teaching with the use of body language can stimulate students interest. c. the depressing atmosphere in english class english is a foreign language to students and it is difficult to study well so that students cannot hold the interest in it fo

41、r a long time. and when they cant understand what teachers teach, they will not to listen to the teachers. then the atmosphere in english class is depressing. meanwhile, if the sounds only stay in a horizontal line, students will soon lose interest. and the noise meter can also affect the students m

42、ood. teaching in order to focus the attention of every student, teachers eyes should glance around for the students. teachers body language attracts the attention of students, helps students understand knowledge, and improves their enthusiasm, so as to achieve the purpose of improving the teaching e

43、ffect. . the concrete application of body language in different aspects a. the advantages of using body language in speaking the spoken language is one of the important ways to communicate, so we should try to develop the students ability of speaking. factually they are helped to reach the aim in a

44、certain degree by their teachers body language. the contemporary emphasis is gradually laid on spoken english teaching. the first lesson of every unit in senior english begins with dialogue. the teaching programs require the teachers to organize the class to practice english according to the charact

45、eristics of dialogue. generally speaking, the body language can arouse and sustain the student s interest of learning and using english. in the english class, the teachers should not only use body languages themselves, but also ask the students to use them according to the different situation. take

46、it for example, the first lesson in unit one, book one is about the time when the new students first meet, and they dont know each other. so a teacher can introduce himself first, such as: “hello, everyone, nice to meet you here. now ill introduce myself to you. my name is tom. i like playing basket

47、ball for it makes me much stronger; i like playing chess for it makes me more clever; and i like reading books for reading makes one perfect”. during the introduction, the teacher should use the new vocabularies and sentence structures together with a vivid expression and mating gestures as possibly

48、 as he can. he smiles when he says hello to the class ; he shakes hands with some students saying “nice to meet you”; he writes name down on the blackboard ; he imitates the action of dribbling and shooting at the basketball , playing chess and turning pages to explain his hobby. after his introduct

49、ion, the teacher can create a circumstance for the student s to practice: “mary and jack are new classmates. they are walking together in the street, and they meet one of jacks old friends, yangpei. then yangpei and mary are introduced to each other by jack. ”after the students practice the dialogue

50、 is introduced naturally from it. usually, the application of body language in different situations will result in an attracting and successful lesson. b. the advantages of using body language in listening the greek philosopher epithet s ever wittily said: “nature has given man one tongue and two ea

51、rs that he may hear twice as much as he speaks.” from the saying we can learn how important the listening is in our daily life. to understand others is a basic purpose in english teaching, and teachers often train the students listening accordingly. in this process, if the body language is used, the

52、 effect will be better. when beginning a new lesson, the teacher narrates the story outline in english. the body language may help. for example, a teacher can stretch his arms slowly when he says, “she is in a very big room”; he can open his eyes widely with mouth opened when he says, “she is so bea

53、utiful a lady”. as a result, the students will have such an impression: she is very beautiful indeed; a teacher who imitates the crying or the movement of the animals under the premise of teaching order will surely achieve a better effect. press ones palms together and resting ones head on the back

54、of ones hand while closing the eyes as if sleeping means” im tired. ”. c. the advantages of using body language in reading the purpose of senior english teaching is to train the students preliminary ability of using spoken and written english. in the senior school, we lay emphasis on the reading abi

55、lity that serves the students further study. here we mainly mention the helpfulness for reading aloud. reading aloud helps the students to get a correct pronunciation and intonation and to develop the combination of vocabularies pronunciation, spelling and meaning. furthermore it also helps the stud

56、ents to find out the articles internal feelings and appreciate the beauty of the language. a linguist ever said: “a poem is not a poem until it is read.” reading aloud is basic in the middle school, and the teachers should make full use of body language to develop the students ability of reading alo

57、ud. hen reading the sentences, attention should be paid to where to speak softly, emphasize, and raise or lower our tone. to make it clear, we can imitate the strong or soft pats that are used in music teaching, which means to use the arcs to represent different tones. generally speaking, we use fal

58、ling tones in declarative and special interrogative sentence, first rising tones and then falling tones in the choosing interrogative sentence. the students in the middle school are not often accustomed to and always confuse them; however, with the help of body language, they can solve the problem m

59、uch more easily. for example, they use gestures. as they read the choosing interrogative sentence, they raise their hands in rising tones and lower in falling tones. after training for sometimes, as soon as they read the sentences, they will remind themselves of the gestures. as a result, there will

60、 be no problems in rightly reading the sentences at all. in a word, the vivid gesture together with the fluent english can create a good circumstance of learning, which will surely play an active part in improving the students reading ability. d. the advantages of using body language in writing writ