英語(yǔ)畢業(yè)論文The-Use-of-Body-Language-in-English-Teaching

TheUseofBodylanguageinEnglishTeachingContentsAbstractⅠ摘要ⅡChapter1.IntroductionChapter2.ThenecessityandimportanceofusingbodylanguageinEnglishteachingChapter3.Theconcreteapplicationofthebodylanguageinlistening,speaking,readingandwriting3.1Bodylanguagehelpstoimprovelistening3.2Bodylanguagehelpstoimprovespeaking3.3Bodylanguagehelpstoimprovereading3.4BodylanguagehelpstoimprovewritingChapter4.TheuseofVariouskindsofBodyLanguageinEnglishteachingChapter5.ConclusionWorksCitedTheUseofBodylanguageinEnglishTeachingChapter1.IntroductionAseveryoneknows,theclassroomteachingisoneofthemostimportantwaysthatthestudentslearnEnglish.AsfarastheEnglishteachinginmiddleschoolisconcerned,teachershavetoarousethestudents′interestsothatthaymaylearnbetter.therearemanywaystoarousethestudents′interestandhelpthemtolearnbetter,bodylanguageusedinEnglishteachingisoneofthem.Bodylanguageisanimportantmediathroughwhichpeoplecommunicatewitheachother.Itreferstothepatternsoffacialexpressionsgesturesthatpeopleusetoexpresstheirfeelingsincommunication.Thespecialistonbodylanguageresearch,Fen.Lafle.Angles,oncesaid:〝Onceitwaslost,ababycouldn′thavegrownintoanormalperson〞.Itisalsoturetothejuveniles.Inschooleducation,bodylanguageplaysapositiveroleincultivatingthestudentscharacters.For,teachers′areusuallyrespected,andfactually,whatorhowtheteacherssayanddowillbepossiblyimitatedbythestudents(sometimessubconsciously).Inaword,teachers′gracefulbodylanguagehelpstoimprovethestudentsartistic-appreciationandmoralcharacter.Ifthestudentsdevelopawonderfulbodylanguage,whichwillpossiblyleadsthemtoformanoptimisticandactivefeelings,theywillsurelyhaveamoresmoothinterpersonalrelation.Theaffectionofteachers′bodylanguageonthestudentsisreflectednotonlybyestablishingagoodexample,butalsoshorteningtheteacher-studentestrangementbywhichamoreharmoniousstudyingatmosphereiscreated.Asamatteroffact,teachersfriendlyappearancecangreatlyencouragethestudentsstudyingenthusiasm.Furthermore,thecharacteristicsoftheoreticandabstractionofknowledgealsorequiresthevivid,dramaticandanaccessiblegesturestomakeitspecificandfigurrative.Asaresult,thestudentsinterestismotivatedandtheeffectofteachingisgreatlyimproved.Chapter2.ThenecessityandimportanceofusingbodylanguageinEnglishteachingEnglishteachingisakeypartoftheschooleducation.WiththeEnglishteachingmethodsreform,moreandmoreEnglishteachersorganizetheteachingprocessinEnglishsothattheymayrealizetheCommunicatedEnglish.ThecommunicatedEnglishmeansthatteachersinstructthestudentsandexplainquestionsbasicallyinEnglish,andthestudentsarealsorequiredtouseEnglishinclass.Contemporarily,however,thestudentsinyhemiddleschoolcan’tspeakverywell;neithercantheyunderstandwhytheyshouldusedifferenttonesindifferenttimesorsituations;theirvocabularyandexpressiveabilityarelimitedtoo.TheselimitationsmadeitdifficulttorealizetheCommunicatedEnglishintheclasses.Accordingtothestudents’presentlevelandpracticalsituation,bodylanguageisrequired.Forexample,whenateachergivesaninstruction:“Youtwo,pleasecometotheblackboard.”Thestudentscaneasilyundersdanditiftheteacherlooksat(orpointsto)sometwostudents.Then,theteacherpointstotheblackboard.Thestudentswillcarryouttheorderwithoutobstacleeveniftheydon’thearthekeywords“blackboard”clearly.Furthermore,teachersusuallyhavetoexplainsomelanguagepoimts,andatthistime,theyhavetodifferentiatetheclassroomexpressionsandtheexamples.Takeitforexample,weoughttousetheform‘havedone’suchas‘Haveyoufinishedthatjobyet?’Tomakethestudentsunderstandclearly,ateacherhasalotofways.Todoitbyspeed,heusesacommonspeedwhenreading“weoughttousetheform‘havedone’”,andreadsslowlywhengivingexamples;hecanalsogettheeffectbyrepeatingtheexample‘Haveyoufinishedthatjobyet’;aamorefrequentwayistousegesturestolayemphasisonthekeypointswhenhesaid“havedone”(emphasizingitinvoiceatthesametime),hereachesouthisindexfinger,pausesintheair,andthengivesouttheexamples.Thisactionwillusuallygivethestudentsadeepimpression.Fromtheabovewecanlearn,theuseofbodylanguageinEnglishteachingisnecessaryandpratical.IntheEnglishteachinginmiddleschools,bodylanguageisfrequentlyusedtoimprovetheteachingeffectandthestudents’ability.Chapter3.Theconcreteapplicationofthebodylanguageinlistening,speaking,readingandwriting3.1.BodylanguagehelpstoimprovelisteningTheGreekphilosopherEpictetuseverwittilysaid:“Naturehasgivenmanonetongueandtwoearsthathemayheartwiceasmuchhespeaks.”Fromthesayingwecanlearnhowimportantthelisteningisinourdailylife.TounderstandothersisabasicpurposeinEnglishteaching,andteachersoftentrainthestudents’listeningaccordingly.Inthisprocess,ifthebodylanguageisused,theeffectwillbebetter.Whenbeginninganewlesson,theteachernarratesthestoryoutlineinEnglish.Thebodylanguagemayhelp.Forexample,ateachercanstretchhisarmsslowlywhenhesays“Sheisinaverybigroom”;hecanopenhiseyeswidelywithmouthopenedwhenhesays“Sheissobeautifulalady”.Asaresult,thestudentswillhavesuchanimpression:Sheisverybeautifulindeed;ateacherwhoimitatesthecryingorthemovementoftheanimalsunderthepremiseofteachingorderwillsurelyachieveabettereffect.3.2.BodylanguagehelpstoimprovespeakingThespokenlanguageisoneoftheimportantwaystocommunicate,soweshouldtrytodevelopthestudents’abilityofspeaking.Factuallytheyarehelpedtoreachtheaiminacertaindegreebytheirteacher’sbodylanguage.ThecontemporaryemphasisisgraduallylaidonspeakenEnglishteaching.ThefirstlessonofeveryunitinSeniorEnglishbeginswithadialogue.TheteachingprogramesrequiretheteacherstoorganizetheclasstopractiseEnglishaccordingtothecharacteristicsofthedialogue.Generallyspeaking,thebodylanguagecanarouseandsustainthestudents’interestoflearningandusingEnglish.IntheEnglishclass,theteachersshouldnotonlyusebodylanguagesthemselves,butalsoaskthestudentstousethemaccordingtothedifferentsituations.Takeitforexample,thefirstlessoninUnitOne,BookOneisaboutthetimewhenthenewstudentsfirstmeet,andtheydon’tknoweachother.Soateachercanintroducehimselffirst,suchas:“Hello,everyone,nicetomeetyouhere.NowI’llintroducemyselftoyou.MynameisArthur.Ilikeplayingbasketball,for,itmakesmemuchstronger;Ilikeplayingchess,for,itmakesmemoreclever;andIlikereadingbooks,for,‘readingmakesoneperfect’”.Duringtheintroduction,theteachershouldusethenewvocabulariesandsentencestructurestogetherwithavividexpressionandmatinggesturesaspossiblyashecan.Hesmileswhenhesayshellototheclass;heshakeshandswithsomestudentssaying“Nicetomeetyou”;hewriteshisnamedownontheblackboard;heimitatestheactionofdribblingandshootingatthebasketball,playingchessandturningpagestoexplainhishobby.Afterhisintroduction,theteachercancreateacircumstanceforthestudentstopractice:“MaryandJackarenewclassmates.Theyarewalkingtogetherinthestreet,andtheymeetonepfJack’soldfriends,YangPei.ThenYangPeiandMaryareintroducedtoeachotherbyJack..”Afterthestudents’practice,thedialogueisintroducednaturallyfromit.Usually,theapplicationofbodylanguageindifferentsituationswillresultinanattractingandsuccessfullesson.3.3.BodylanguagehelpstoimprovereadingThepurposeofSeniorEnglishteachingistotrainthestudents’preliminaryabilityofusingspokenandwrittenEnglish.Intheseniorschool,welayemphasisonthereadingabilitythatservesthesdudents’furtherstudy.Herewemainlymentionthehelpfulnessforreadingaloud.Readingaloudhelpsthestudentstogetacorrectpronunciationandintonationandtodevelopthecombinationofvocabularies’pronunciation,spellingandmeaning.Furthermoreitalsohelpsthesdudentstofindoutthearticle’sinternalfeelingsandappreciatethebeautyofthelanguage.Alinguisteversaid:“Apersonisnotapoemuntilitisread.”Readingaloudisbasicinthemiddleschool,andtheteachersshouldmakefulluseofbodylanguagetodevelopthesdudents’abilityofreadingaloud.Whenreadingthesentences,attentionshouldbepaidtowheretospeaksoftly,emphasize,andraiseorlowerourtone.Tomakeitclear,wecanimitatethestrongorsoftpatsthatareusedinmusicteaching,whichmeanstousethearcstorepresentdifferenttones.Generallyspeaking,weusefallingtonesindeclarativeandspecialinterrogativesentences,firstrisingtonesandthenfallingtonesinthechoosinginterrogativesentence.Thestudentsinthemiddleschoolarenotoftenaccustomedtoandalwaysconfusethem;however,withthehelpofbodylanguage,theycansolvetheproblemmuchmoreeasily.Forexample,theyusegestures.Astheyreadthechoosinginterrogativesentence,theyraisetheirhandsinrisingtonesamdlowerinfallingtones.Aftertrainingforsometimes,assoonastheyreadthesentences,theywillremindthemselvesofthegestures.Asaresult,therewillbenoproblemsinrightlyreadingthesentencesatall.Inaword,thevividgesturestogetherwiththefluentEnglishcancreateagoodcircumstanceoflearning,whichwillsurelyplayamactivepartinimprovingthestudents’readingability.3.4.BodylanguagehelpstoimprovewritingWritingisoneofthebasicskillsoflearninglanguage,anditissoimportantaskillthatwecanevensaywithoutit,peoplecan’tcommunicatewithothers.NotonlyshouldthestudentsgetsomeEnglishknowledgeandvocabularies,butalsotheabilitytocommunicateinspokenandwrittenEnglishaswhatismentionedintheteachingprograms.Tosomeextent,writingismoreimportantthanspeaking,foritcanspreadwithoutthelimitationofspaceandtime.SincethestudentslearnEnglishasamediaforcommunication,theyshouldhavetheabilityofwriting.Togetridofthestudents’feelingsofbeingdullandtiring,anEnglishteacherhastouseeverypossiblemethod.Thisisthesametothewriting.Teachersusedifferentmethodsinordertoimprovethestudents’abilityofwriting.,amongwhich,theapplicationofbodylanguagecandeepentheobjectimpression,suchismagnificentindevelopingthestudents’writingability.ThelinguistFranklineversaid,“Tellme,I’llforget;teachme,I’llremember;involvemeandI’lllearn.”Ifweaskedthestudentstowriteanunfamiliarcomposition,theywouldprobablybeabletoandfeeldiscouraged.However,thestudentscanwriteexcellentarticlesiftheyhavetheexperience.Inandoutofclass,weshouldaskthestudentstoparticipatesomeEnglish-relatedactivities,andthenasktheytowriteitdown..Take“TheFirstSnowinWinter”forexample,havingenjoyedthemselvesinthebeautifulsnowingandbeengivensomehints,thestudentscanwritemuchbetteracomposition.Forcontrasttotheircompleteimagination,thestudentsaredeeplyimpressedbythebodymovementoftheteachersandthemselves,whichsurelyleadstoabetterarticle.Chapter4.TheuseofVariouskindsofBodyLanguageinEnglishteachingAtpresenttime,withtheEnglishteachingmethodsreform,moreandmoreEnglishteachersorganizetheteachingactivitiesinEnglishsothattheymayrealizetheCommunicativeEnglish.TheCommunicatedEnglishmeansthatteachersinstructthestudentsandexplainquestionsbasicallyinEnglish,andthestudentsarealsorequiredtouseEnglishinclass.Togetridofthestudents’feelingsofbeingdullandtiring,anEnglishteacherhastouseeverypossiblemethod.Forexample,whenateachersays“standup,please”hecansayasopenupthepalmlightly;whilespeaking“sitdown,please”,hecanusetheoppositeway,speakingoutthehandandpressingdownwardtoshowthemthecontrarymeaning.Thestudentswillcarryouttheorderwithoutobstacleeveniftheydonothearthekeywordsclearly.Ifthestudent’svoiceistoosmalltohearclearly,teachermaysay“speakitloudly,please”andholdhishandbehindtheearatthesametimeastolistentohim.Andiftheteacherwantstwostudentstomakeapracticetogether,hecanjustspreadouttwofingersandsay“inpairs”.Ofcourse,theteachershouldnodhisheadwhensaying“yes”andshakewhensaying“no”toletthestudentsfeelhisteacherjustliketheconductorofaphilharmonicandguidethemtostudybyusingbodylanguage.Timebytime,thestudents’interestinlearningEnglishhasbeenraisedalot.LearningEnglishbecomesanenjoymenttothem.Furthermore,teachersusuallyhavetoexplainsomelanguagepoints,andatthistime,theyhavetodifferentiatetheclassroomexpressionsandtheexamples.Takeitforexample,weoughttousetheform‘havedone’suchas‘Haveyoufinishedthatjobyet?’”Tomakethestudentsundersdandclearly,ateacherhaslotsofways.Amorefrequentwayistousegesturestolayemphasisonthekeypointswhenhesaid“havedone”,emphasizingitinvoiceatthesametime,hereachesouthisindexfinger,pausesintheair,andthengivesouttheexample.Thisactionwillusuallygivethestudentsadeepimpression.Bodylanguagecommunicatesmoreaboutyouthananywordsyousay.Withoutbodylanguage,theclassroomwouldbestaticandcolorless.Bodylanguagecommunicatesaseffectivelyaswords,maybeevenmoreeffectively(JohnWiley＆Sons,1991).Bodylanguagetransferideasorthoughtsbycertainaction,eitherintentionallyorunintentionally.Anodmeansapproval,whileshakingtheheadindicatesanegativereaction.ThumbandforefingermakingacirclemeansOK;directeyecontactmeans“showsattentivenessandlistening”;cuptheearmeans“Icannothearyou”.Inaword,bodylanguageisaneffectivewaytoleadtotheintentionalattention.Theaffectionofteachers’bodylanguageonthestudentsisreflectednotonlybyestablishingagoodexample,butalsoshorteningtheteacher-studentestangementbywhichamoreharmonioussdudyingatmosphereiscreated.Asamateroffact,teachers’friendlyappearancecangreatlyencouragethestudents’studyingenthusiasm.Furthermore,thecharacteristicsoftheoreticandabstractionofknowledgealsorequiresthevivid,dramaticandanaccessiblegesturestomakeitspecificandfigurative.Asaresult,thestudents’interestismotivatedandtheeffectofteachingisgreatlyimproved.Chapter5.ConclusionTosumup,goodbodylanguagecanreflecttheteachers’temperamentanddemeanortostrengthentheirpersonalglamour.Theuseofbodylanguagecannotonlyattractthestudents’attention,butalsodeepentheirimpressionandimagination.Theuseofbodylanguageiscompletelyuptothestandardofaudio-visualteachingprinciple,soteachersshouldtrytoteachinEnglishfromthebeginningtotheend,togetherwiththecorrespondingbodylanguage.Intheend,thestudents’abilityofEnglishwillbecertainlyandgreatlyimproved.Butweshouldpayattentiontoonepoint,theexpressionofteachers’bodylanguagemainlyappearswiththeorallanguage.InEnglishteaching,iftheexressioinisnotidentical,someinexplicablestrangeactionswillappear,evenmakethestudentsfeelfunny.Therefore,whenweusebodylanguage,wemustuseitaccuratelyandpaymoreattentiontotheproperandharmonizeofthebodylanguage.Oritwillmakeabadeffectontheteachingcourse.Inshort,anexcellentEnglishteachershouldusethebodylanguageaccuratelyinEnglishteachingandcombineitwiththeverballanguagetooptimizetheEnglishcoursedesign.WorksCited1HeGuangkeng,TheBasicofEnglishTeachingandLearningMethod,JiNanUniversityPress,19992.ShenMinxian,TheUseoftheBodylanguageinElementarySchool,ShanghaiEducationVol.12,19993.GuXueliang,TheBasicTechnicalTraininginEnglishTeaching,HangzhouUniversityPress,19984.HuChundiao,TheEnglishTeachingandLearningMthods,HigherEducationPress,19905.LiuYongfa,LiuXuan’en,ThePracticalBodyLnguage,HuaWenPress,19976.WuZongjie,ReadingforAppliedLinguisticsandLanguageTeaching,ZhejiangTeachers’University,19987.ShenMinxian,1999,TheUseoftheBodyLanguageinElementarySchool[M].ShanghaiEducationVol.8.LiuYongfa,LiuXuan’en,1997,ThePracticalBodyLanguage[M],HuaWenPress9.FraidDubinandEliteOlshtain,2002,CourseDesign[M].ShanghaiForeignLanguageEducationPress10.莊錦英、李振村教師體態(tài)語(yǔ)言藝術(shù)[M]山東：山東出版社，199511.左煥琪外語(yǔ)教育展望[M]武漢：華東師范大學(xué)出版社，2001 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