The Application of Body Language in English Teaching肢體語(yǔ)言在英語(yǔ)教學(xué)中的運(yùn)用

1、the application of body language in english teaching肢體語(yǔ)言在英語(yǔ)教學(xué)中的運(yùn)用contentsabstract.1key words. 1i. introduction . 2ii. the necessity and importance of using body language in english teaching .2iii. the concrete application of the body language in english teaching. 4 1. body language helps to improve

2、listening . 4 2. body language helps to improve speaking . 5 3. body language helps to improve reading. 6 4. body language helps to improve writing. 7iv. how to use body language. 8v. conclusion. 11references. 11the application of body language in english teachingthe application of body language in

3、english teachingabstract：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, teachers have to simplify their teaching langu

4、age with the help of facial expressions and body movements. in this article, the possibility and the effect of using body language in listening, speaking, reading and writing will be further discussed, and the application of body language in english teaching will be proposed.keywords:englishteaching

5、; importance of bodylanguage; application of body language摘 要: 隨著言教學(xué)和學(xué)習(xí)策略的不斷改革，需要教師用英語(yǔ)組織課堂并創(chuàng)造一個(gè)學(xué)習(xí)的環(huán)境。然而，由于學(xué)生們的詞匯量有限，這需要教師借助面部表情和肢體動(dòng)作簡(jiǎn)化英語(yǔ)教學(xué)。在這篇文章中，我們將深刻討論在英語(yǔ)聽(tīng)說(shuō)讀寫(xiě)的過(guò)程中肢體語(yǔ)言的可能性和影響，以及肢體語(yǔ)言英語(yǔ)教學(xué)中的運(yùn)用。關(guān)鍵詞: 英語(yǔ)教學(xué)；肢體語(yǔ)言的重要性；肢體語(yǔ)言的運(yùn)用i. introduction as everyone knows, the classroom teaching is one of the most import

6、ant ways for students to learn english. as far as the english teaching in school education is concerned, teachers have to arouse the students interest so that they may learn better. there are many ways to arouse the students interest and help them to learn better, body language used in english teach

7、ing is one of them. body language is an important media through which people communicate with each other. it refers to the patterns of facial expressions and gestures that people use to express their feelings in communication. the specialist who does body language research, fen lafle angles, once sa

8、id: once it was lost, a baby couldnt have grown into a normal person. its also true to the juveniles. in school education, body language plays a positive role in cultivating the students characters. for, teachers are usually respected, and factually, what or how the teachers say and do will be possi

9、bly 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 leads them to form an optimistic and active feeling, the

10、y will surely have a more smooth interpersonal relation.the affection of teachers body language on the students is reflected not only by establishing a good example, but also shortening the teacher-student estrangement by which a more harmonious studying atmosphere is created. as a matter of fact, t

11、eachers friendly appearance can greatly encourage the students studying enthusiasm. furthermore, the characteristics of theoretic and abstraction of knowledge also requires the vivid, dramatic and an accessible gestures to make it specific and figurative. as a result, the students interest is motiva

12、ted and the effect of teaching is greatly improved.ii. the necessity and importance of using body language body language is used by people for sending messages to one another. it is very useful because it can help you make yourself easily understood. when you are talking with others, you are not jus

13、t using words, but also using expressions and gestures. for example, waving ones hand is to say good-bye. a smile and handshake show welcome, and clapping hands means congratulations. nodding the head means agreement, but shaking the head means disagreement. the gestures are accepted both by chinese

14、 and foreigners as having the same meanings. different countries have different body language. for example, men in russia, france and arab countries kiss each other when they meet, but men in china or australia shake hands instead of kissing. people in puerto rio like touching each other, but people

15、 from english speaking countries do not touch each other. if you touch an english person, you should say sorry. people in arab countries like standing close to one another when they are talking, but english people must keep a distance away when they are talking. in some asian countries, you must not

16、 touch the head of another person. in arab countries, you eat using the fingers of your right land; the left hand is not used at all. in parts of asia you must not sit with your feet pointing at another person. when you use a foreign language, it is very important to know the meanings of gestures an

17、d movements in the foreign country. following the customs will help you communicate with people and make your stay there much more pleasant and comfortable. english teaching is a key part of the school education. with the reform of english teaching methods, more and more english teachers organize th

18、e teaching process in english so that they may realize the communicated english. the communicated english means that teachers instruct the students and explain questions basically in english, and the students are also required to use english in class. contemporarily, however, the students in the mid

19、dle school cant speak very well; neither can they understand why they should use different tones in different time or situation; their vocabulary and expressive ability are limited too. these limitations made it difficult to realize the communicated english in classes. according to the students pres

20、ent level and practical situation, body language is required. for example, a teacher often gives us such an instruction: you two, please come to the blackboard. the students can easily understand it if the teacher looks at (or points to) some two students. then, the teacher points to the blackboard.

21、 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 classroom expressions and the examples. take it for example, we ought

22、to use the form have done such as have you finished that job jet? to make the students understand clearly, a teacher has lots of ways. to do it by speed, he uses a common speed when reading we ought to use the form have done, and reads slowly when giving examples; he can also get the effect by repea

23、ting the example have you finished that job jet; 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 the air, and then gives out the example. this action will usually giv

24、e the students a deep impression. from the above we can learn, the use of body language in english teaching is necessary and practical. in the english teaching in middle schools, body language is frequently used to improve the teaching effect and the students ability.iii. the concrete application of

25、 the body language in listening, speaking, reading and writing 1. body language helps to improve listening the greek philosopher epictetus ever wittily said: nature has given man one tongue and two ears that he may hear twice as much as he speaks. from the saying we can learn how important the liste

26、ning is in our daily life. during the teaching career, when teacher giving lessons to the grade two students, she found that most of them have the difficulty in listening. when the teacher used english to ask them to do the games, they felt so confused, and did not how to do it. the purpose of learn

27、ing language is to communicate with others. if the students have great difficulty in listening, how can we achieve the teaching aims? in order to change this kind of situation, the teacher should change some traditional teaching methods. to understand others is a basic purpose in english teaching, a

28、nd teachers often train the students listening accordingly. in this process, if the body language is used, the 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

29、 says she is in a very big room; he can open his eyes widely with mouth opened when he says she is so beautiful 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

30、 order will surely achieve a better effect. if you dont understand something right away, dont give up. keep listening. the speaker might say something later that will help you understand the main idea. listen for key words. key words are stressed. they are louder, longer, and higher pitched than oth

31、er words. these are the words that the speaker thinks are most important in a sentence. for example, notice the stress and intonation in this dialogue: a: i went to the store. b: which store? in such a situation, think about the situation and ask yourself these questions: who is speaking? what is th

32、e relationship between the speakers? what are they talking about? where are they? how do they feel? pay attention to body language, gestures, and facial expressions. this may give the students a better idea about what teachers are saying. in the class teaching, teacher is the organizer and director.

33、 if the teacher wants the students to get into the habit of using english, he must use english to teach them. and the most of time that the students practise their listening is in class. so if the teachers use english with the help of body language to explain his or her ideas to the students, this c

34、an create a very good language environment for the students to practise their listening. and as time passes, the students will get used to this and understand the meaning so that it will helps them to improve their listening involuntarily.2. body language helps to improve speakingwith the developmen

35、t of society, language learner are not longer contented with the development of reading ability, but an urgent need to improve the linguistic comprehensive ability of listening, speaking, reading, and writing. because of the reform and opening up policy of china, the international contacts go on a d

36、eeper lever and all-around development. the social demand of students oral english ability is increasing. thus, it is an urgent and important task for foreign languages teaching workers to improve the students oral english ability. therefore, it is important and significant to inquire how to improve

37、 students spoken english ability in the classroom teaching. so according to this, teachers have to use body language during the teaching.the spoken language is one of the important ways to communicate, so we should try to develop students ability of speaking. factually they are helped to reach the a

38、im in a 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

39、 characteristics of dialogue. generally speaking, the body language can arouse and sustain the students 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

40、. take 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 arthur. i like playi

41、ng basketball, 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 gestur

42、es as possibly 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

43、introduction, the teacher can create a circumstance for the students 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 di

44、alogue is introduced naturally from it. usually, the application of body language in different situations will result in an attracting. in the end, the students will understand the meaning of body language and it will be a successful lesson.3. body language helps to improve readingreading is an impo

45、rtant way of gaining information in foreign language learning. it is a basic skill for a language learner. there is a lot of reading exercises in an examination today. but all these readings must be done in limited time. so students are asked to read them correctly and with a certain speed.the purpo

46、se of senior english teaching is to train the students preliminary ability using spoken and written english. in the senior school, we lay emphasis one the reading ability that serves the students further study. here we mainly mention the helpfulness for reading aloud. reading aloud helps the student

47、s to get a correct pronunciation and intonation and to develop the combination of vocabularies pronunciation, spelling and meaning. furthermore it also helps the students to find out the articles internal feelings and appreciate the beauty of the language. a linguist ever said: a poem is not a poem

48、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 aloud. when we read the sentences, attention should be paid to where to speak softly, where to emphasize, and where to raise or lower our t

49、one. 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 falling tones in declarative and special interrogative sentence, first rising tones and then falling tones in the choosi

50、ng interrogative sentence. the students in the middle school are not often accustomed to them and always confuse them, however, with the help of body language, they can solve the problem much more easily. for example, they use gestures. as they read the choosing interrogative sentence, they raise th

51、eir hands in rising tones and lower in falling tones. after training for some times, as soon as they read the sentences, they will remind themselves of the gestures. as a result, there will be no problems in rightly reading the sentences at all. in a word, the vivid gesture together with the fluent

52、english can create a good circumstance of learning, which will surely play an active part in improving the students reading ability. 4. body language helps to improve writing.writing is one of the four basic skills of learning language, and it is so important a skill that we can even say without it,

53、 people cant communicate with others. not only should the students get some english knowledge and vocabularies, but also the ability to communicate in spoken and written english as what is mentioned in the teaching programs. to some extent, writing is much more important than speaking, for it can sp

54、read without the limitation of space and time. since the students learn english as a media for communication, they should have the ability of writing.as one way of providing variety in classroom procedures. writing provides a student with physical evidence of his achievements and becomes a course wh

55、ereby he can measure his improvement. it helps to consulate the students grasp of vocabulary and structure, and complements the other language skills. but for most of chinese students, they have difficulty in their writing. they dont know how to express their mind in english when they are asked to w

56、rite something, they usually translate the chinese sentence in their mind to english word by word. as a result, the english they use is chinese-english. to get rid of the students feelings of being dull and tiring, english teacher has to use every possible method. this is the same to the writing. teachers use different me