非言語交際在英語教學(xué)中的應(yīng)用

摘要 闡述非言語交際的內(nèi)涵及其重要性 探討非言語交際在英語教學(xué)中的應(yīng)用 以期提 高教學(xué)效果和學(xué)生的實(shí)際交際能力 關(guān)鍵詞 非言語交際 英語教學(xué) 交際能力 眾所周知 人類的交際行為可分為言語交際和非言語交際 長期以來 言語交際的研 究一直倍受人們的青睞 而非言語交際的研究卻沒有引起人們的重視 國內(nèi)傳統(tǒng)的外語教 學(xué)往往只注重言語本身 強(qiáng)調(diào)語音 語法 詞匯 句型的練習(xí)和掌握 對于學(xué)生交際能力的 培養(yǎng) 也主要集中在言語交際能力的培養(yǎng)上 忽略了對非語言交際能力的提高 作為言語交 際的重要補(bǔ)充形式 非言語交際在人際交往過程中起著極為重要的作用 它能傳遞言語交際 難以表達(dá)的事物 意念和情感 起到支持 修飾或否定言語行為的作用 Samovar et al 2000 Birdwhistell 1970 通過對同一文化的人在對話中的言語行為和非言語行為比較 發(fā)現(xiàn) 言語交際最多只占整個(gè)交際行為的 30 左右 70 為非言語交際 同時(shí) 絕大多數(shù)研 究專家認(rèn)為 在面對面的交際中 信息的社交內(nèi)容只有 35 左右是言語行為 其他是通過非語 言行為傳遞的 心理學(xué)家 Mehrabian 1971 認(rèn)為人們在表達(dá)情感和態(tài)度時(shí) 言語只占交際行為 的 7 而聲調(diào)和面部表情等非言語行為所傳遞的信息多達(dá) 93 可見非言語交際在人際交 往中起著極其重要的作用 如果英語教師能根據(jù)教學(xué)內(nèi)容和學(xué)生的實(shí)際情況 把非語言交 際有效地運(yùn)用到英語課堂教學(xué)中 定會(huì)促進(jìn)英語教學(xué)活動(dòng)達(dá)到更佳效果 一 非言語交際的概述 1 非語言交際的定義 關(guān)于非言語交際的定義頗多 楊全良 1990 認(rèn)為 所謂非言語交際 就是通過使用 不屬于言語范疇的方法來傳遞信息的過程 非言語交際的形式很多 不像言語交際那樣只 有口語和書面語之分 它包括除使用語言和文字以外的一切傳遞信息的方式 如身體動(dòng)作 面部表情 空間利用 觸摸行為 聲音暗示 穿著打扮和其它裝飾等 甚至沒有表情的表 情 沒有動(dòng)作的動(dòng)作 都是非語言交際的有效途徑 Samovar 2000 等人將非言語交際 定義為 在交際的環(huán)境中人為的和環(huán)境產(chǎn)生的對于傳播者或受傳者含有潛在信息的所有的刺 激 因此它包括了言語行為之外的一切由人為的或由環(huán)境所產(chǎn)生的刺激 如 表情 手勢 身勢 觸摸 界域 服飾 副語言 時(shí)間 場景等 同時(shí) 李杰群 2002 也認(rèn)為 非語言 交際手段包括表情 動(dòng)作 語調(diào) 氣溫 顏色 氣味 器物 服飾 時(shí)間 空間等多種手 段 其中與人體有關(guān)的表情 動(dòng)作等又稱為人體語言或體態(tài)語 由此可見 非言語交際是 一項(xiàng)涵蓋范圍極廣 內(nèi)容頗豐的跨學(xué)科學(xué)術(shù)研究 除言語交際之外有助于交流的任何利用 行為舉止 表情 外部環(huán)境的交際我們都可稱為非言語交際 2 類型 非言語交際的涵蓋范圍很廣 紛繁的分類方法隨之產(chǎn)生 畢繼萬 1999 將非言語交際 分為四大類型 1 體態(tài)語 包括基本姿態(tài) 姿勢和身勢 基本禮節(jié)動(dòng)作 如握手 微笑 體觸 女士優(yōu)先的禮節(jié)動(dòng)作 以及人體各部分動(dòng)作 如頭部 面部動(dòng)作 目光交流 臂部 手部 腿部動(dòng)作等等 2 副語言 又稱類語言或伴隨語言 主要包括沉默 話輪轉(zhuǎn)接和 非語義聲音 發(fā)音器官非語言聲音 非發(fā)音器官非語言聲音 3 客體語 包括化妝品 修飾物 服裝 衣飾 家具及其他耐用和非耐用物品 4 環(huán)境語 研究的是人們?yōu)樽约?所創(chuàng)造的環(huán)境對交際的影響 而不是自然環(huán)境的作用 環(huán)境語包括時(shí)間 空間信息 如擁 擠 近體距離 領(lǐng)地觀念 空間取向 座位安排等 顏色 聲音 燈光 標(biāo)識(shí) 建筑設(shè)計(jì) 與室內(nèi)裝修等 3 作用 非言語交際通常與言語交際結(jié)合進(jìn)行 大體上起到重復(fù) 補(bǔ)充 替代 調(diào)節(jié) 否定的作 用 Samovar 2000 作為言語范疇外的一切表現(xiàn)形式 非言語交際不僅能產(chǎn)生聽覺方面的 效果 更能產(chǎn)生視覺 感覺 觸覺等效果 同時(shí) 作為言語交際的重要補(bǔ)充形式 非言語 交際能夠傳達(dá)出言語交際不能表達(dá)出的情感 人與人之間的態(tài)度等重要信息 能增強(qiáng)語言 交際的效果 在有些時(shí)候 非言語交際較之言語交際更能表達(dá)人的潛在意識(shí)和真實(shí)情感 二 非言語交際在英語教學(xué)中的應(yīng)用 1 非語言交際在英語教學(xué)中應(yīng)用的必要性 Patrick 1988 指出教師授課時(shí)的信息 88 由非言語渠道傳遞 只有 12 是由言語交際 傳遞的 而英語課堂又是一個(gè)傳授知識(shí)和技能的信息交流場所 教師會(huì)運(yùn)用大量的非言語 交際手段以保證學(xué)生對英語言語知識(shí)的切實(shí)掌握 所以 作為一名外語傳授者 英語教師 不僅要有較強(qiáng)的言語交際能力 更應(yīng)該有扎實(shí)的非言語交際功底 因?yàn)楹侠碚_地將非言 語行為運(yùn)用到英語課堂教學(xué)中 不僅可以吸引學(xué)生的注意力 激發(fā)學(xué)生學(xué)英語的興趣 同 時(shí) 英語教師也能通過師生互動(dòng)性極強(qiáng)的英語課堂切實(shí)提高教學(xué)效率 不僅使學(xué)生獲得豐 富的英語語言知識(shí) 而且能切實(shí)提高學(xué)生用英語交際的能力 2 非言語交際在英語教學(xué)中的具體應(yīng)用 1 體態(tài)語 體態(tài)語 又稱手勢語 身勢語 身體語言 行為語言等 它是指人用人體某一部分的形態(tài) 變化來表達(dá)情感的一種輔助性言語表達(dá)方式 是一種沒有聲音伴隨的語言 且豐富多彩 千 變?nèi)f化 對言語行為起著支持 修飾 否定甚至直接替代言語行為的重要作用 因此 在 具有豐富體態(tài)語展示的英語課堂上中 如果能恰如其分地將其運(yùn)用到英語教學(xué)中 勢必會(huì) 起到事半功倍的效果 具體表現(xiàn)在以下幾方面 a 面部表情 英語教師在課堂教學(xué)中應(yīng)該具有適時(shí)的面部表情 如經(jīng)常以微笑面對學(xué)生會(huì)給學(xué)生親 切感 可以縮短師生之間的距離 學(xué)生也會(huì)對教師的教學(xué)進(jìn)行默契的配合 從而形成融洽 的課堂氣氛 反之 如果教師一味刻意地保持嚴(yán)肅之態(tài) 學(xué)生勢必會(huì)感到壓抑 課堂氣氛 也就會(huì)死氣沉沉 而這對于語言的教學(xué)是極其不利的 因?yàn)檎Z言本身就是用來交流的 師 生之間如果沒有融洽的教學(xué)氣氛 整個(gè)課堂也就是機(jī)械的教與學(xué) 學(xué)習(xí)語言的真正目的就 沒法實(shí)現(xiàn) 如有的學(xué)生性格內(nèi)項(xiàng) 往往迫于羞怯而不敢回答老師的問題 即使遇到會(huì)的問 題也常常保持沉默 這時(shí) 教師如能微笑并點(diǎn)頭示意定能增加此類學(xué)生的自信 不僅能很 好地回答老師的問題 同時(shí)也促進(jìn)了教學(xué)活動(dòng)的順利進(jìn)行 b 眼神 在課堂教學(xué)中 教師要善于運(yùn)用自然 得體的眼神交際手段 因?yàn)檠凵竦谋砹x功能極 為豐富細(xì)膩 將其與具體的英語教學(xué)實(shí)踐密切結(jié)合 可充分發(fā)揮其傳情達(dá)意的功能 所以 師生之間應(yīng)適時(shí)保持恰當(dāng)?shù)难凵窠涣?教學(xué)過程中 教師不能只盯著天花板或死盯教案照 本宣科 而應(yīng)有意識(shí)地用眼神關(guān)注到每一個(gè)學(xué)生 這樣才能有助于教師獲得及時(shí)全面的課 堂教學(xué)信息反饋 有助于教師對整個(gè)課堂教學(xué)的掌控 同時(shí)能提高學(xué)生的注意力 從而提 高教學(xué)效果 c 手勢 手勢在體態(tài)語中占有重要的比例 手勢的恰當(dāng)運(yùn)用有助于解讀對方的心理 在教學(xué)過 程中 教師運(yùn)用手勢有助于吸引學(xué)生的注意力 并有助于描述和強(qiáng)調(diào)教學(xué)活動(dòng) 使言語表 達(dá)更有力 更形象 更生動(dòng) 如在教學(xué)生認(rèn)識(shí) he 和 she 這兩個(gè)雖然拼寫簡單但廣大中國學(xué) 生卻經(jīng)常出現(xiàn)口誤和筆誤的單詞時(shí) 就可以邊教學(xué)生發(fā) hi 時(shí) 同時(shí)用手指著班里的男 生 同樣發(fā)音 i 時(shí) 用手勢指向班里的女生 這樣比起單純的記憶 hi 他 i 她 形象好記多了 2 副語言 副語言指的是言語的非詞語方面 即聲音的音質(zhì) 音量 音調(diào) 語速 語調(diào)以及會(huì)話 中發(fā)出的一些非語言的聲音等 雖然它屬于言語表達(dá)的一部分 但并非指言語本身 因而 常被用來輔助語言的表達(dá) 通過說話人語調(diào)的抑揚(yáng)頓挫 語氣的輕重緩急 高低強(qiáng)弱就可 以判斷說話人的感情和態(tài)度 所以優(yōu)秀的英語教師應(yīng)該將高超的語言能力與完美的副語言 能力相結(jié)合 不僅要保持適當(dāng)?shù)囊袅?適中的語速 恰當(dāng)?shù)某聊驮捳Z停頓 而且要運(yùn)用 適時(shí)的升降調(diào) 抑揚(yáng)頓挫的語調(diào)等吸引學(xué)生的注意力 并引導(dǎo)學(xué)生對問題的思考和領(lǐng)會(huì) 3 客體語 客體語 又稱物體語 是非語言交際的另一種形式 主要指著裝 修飾物等各種不同教學(xué) 手段所體現(xiàn)或傳遞的信息 在課堂教學(xué)中 教師應(yīng)注意自己的服飾與儀表 并且要很好地利 用諸如板書 圖表等客觀教學(xué)手段以促進(jìn)教學(xué)順利的進(jìn)行 a 服飾與儀表 教師的服飾與儀表 作為教學(xué)藝術(shù)的一部分 能直接反映教師的精神面貌 對教師的 課堂教學(xué)能否收到良好的效果起著十分重要的作用 整潔適體的服飾能增強(qiáng)教師對學(xué)生的 感染力 從而收到良好的教學(xué)效果 反之 如果教師的服飾儀表不得體 則會(huì)失去學(xué)生的 尊重 教學(xué)效果自然不會(huì)令人滿意 所以 作為一名教師 應(yīng)隨時(shí)注意自己的服飾與儀表 給學(xué)生以為人師表的形象 b 客觀教學(xué)手段 客觀教學(xué)手段作為外語課堂教學(xué)中非言語交際的重要手段是不容忽視的 善于利用板 書 圖表 直觀教具等客觀教學(xué)手段能有效增進(jìn)教學(xué)效果 適當(dāng)?shù)陌鍟?圖表等可以增強(qiáng) 教學(xué)的直觀性和系統(tǒng)性 可以使學(xué)生對重點(diǎn)難點(diǎn)問題一目了然 可以減輕學(xué)生的語言障礙 從而有助于學(xué)生對另一種語言的掌握 比如在學(xué)英語單詞 dinosaur 恐龍 時(shí) 可根據(jù)其 音標(biāo) dain s 將其分解為如下圖示 dai die 死 n no 不 s saw 看見 意即這個(gè)動(dòng)物 已經(jīng)滅絕了 現(xiàn)在看不見了 將其聯(lián)想為 恐龍 這樣就可以將 恐龍 這個(gè)比較難記的單詞讓學(xué)生輕松掌握了 除此之外 教師還可利用實(shí)物 圖片 幻 燈片 多媒體等直觀教具來傳遞言語知識(shí) 這樣通過多種多樣的教學(xué)手段使課本內(nèi)容形象 化 不僅能夠激發(fā)學(xué)生學(xué)英語的興趣 同時(shí)也能提高教學(xué)效果 4 環(huán)境語 從非言語交際角度講 環(huán)境指的是文化本身所造成的生理和心理環(huán)境 而不是自然環(huán) 境 根據(jù)英語教學(xué)的特點(diǎn) 本文著重對空間信息的概念進(jìn)行闡述 空間信息是指交際者用 空間距離傳遞信息 即人們在言語交際中處理相互之間空間距離的方式 合理利用空間語 可以加強(qiáng)交際的效果 有時(shí)還會(huì)超過言語的作用 因此 教師在教室的空間位置也會(huì)直接 影響師生之間的關(guān)系 所以 教師不應(yīng)總是站在講臺(tái)后面而是應(yīng)該適時(shí)走到學(xué)生中間 拉 近與學(xué)生的距離 增強(qiáng)與學(xué)生的交流 同時(shí) 在信息交流極其頻繁的英語課堂上 教師也 應(yīng)采取新穎的空間形式代替教師處于主導(dǎo)地位 而學(xué)生處于被動(dòng)地位的傳統(tǒng)空間模式 比如 傳統(tǒng)式的座位安排是將桌椅一排排整齊地排列在教室里面 這樣便于教師對整個(gè)課堂的掌 控 而這樣卻經(jīng)常導(dǎo)致死氣沉沉的課堂氣氛 所以為了活躍課堂氣氛 教師可根據(jù)所教內(nèi) 容將傳統(tǒng)式的桌椅排列改變成有利于教學(xué)的排列模式 比如在討論某一話題時(shí) 可將座位 按半圓形 方塊形 或讓學(xué)生自由結(jié)組進(jìn)行討論學(xué)習(xí) 這樣有利于學(xué)生平等地參與課堂學(xué) 習(xí) 從而增強(qiáng)學(xué)生進(jìn)行語言交流的主動(dòng)性和積極性 四 結(jié)束語 綜上所述 作為言語交際的重要補(bǔ)充形式 非言語交際是一個(gè)內(nèi)容十分豐富 表現(xiàn)形 式繁多的重要交際手段 在英語教學(xué)中起著不可忽視的作用 將非言語交際與言語交際結(jié) 合必定能提高英語教學(xué)的效率 作為一名優(yōu)秀的英語教師 不僅要精通言語表達(dá)的交際方 式 有扎實(shí)的英語專業(yè)知識(shí) 而且要有真正的非言語交際能力 值得一提的是 非言語行為 具有社會(huì)性 關(guān)世杰 1995 而社會(huì)性是指有一些非言語行為是人們后天學(xué)得的 是由某一社 會(huì)群體的成員所共同享有的 因此 它已成為該群體文化的一部分 不同文化背景下的非言語 行為也就帶有了各自的文化特征 所以教師在課堂上的非言語交際行為要遵循英語文化背 景 并且通過多種途徑對學(xué)生輸入英語文化背景下的非言語交際信息 引導(dǎo)學(xué)生體會(huì)學(xué)習(xí) 異域文化的真正樂趣 使其既具備運(yùn)用英語的言語交際能力 又具備非言語交際能力 從 而實(shí)現(xiàn)學(xué)習(xí)英語的真正目的 參考文獻(xiàn) 1 Birdwhistell R S Kinesics and Context M Philadelphia University of Pennsylvania Press 1970 2 Mehrabian A Silent Messages M Belmont California Wadsworth Publishing Company 1971 3 Patrick W M Nonverbal Communication 3rd Edition M USA Natl Education Assen 1988 4 Samovar A L E R Porter and A L Stefani Communication between Cultures M Beijing Foreign Language Teaching and Research Press 2000 5 畢繼萬 跨文化非語言交際 M 北京 外語教學(xué)與研究出版社 1999 6 關(guān)世杰 跨文化交流學(xué) M 北京 北京大學(xué)出版社 1995 7 李杰群 非言語交際概論 M 北京 北京大學(xué)出版社 2002 8 楊全良 非言語交際簡述 M 外語研究 1990 2 Abstract This paper introduces the connotation and the importance of nonverbal communication application of nonverbal communication in English teaching in order to improve the teaching effect and the students communicative competence Keywords nonverbal communication English teaching communicative competence As everyone knows the communication of human behavior can be divided into verbal communication and non verbal communication Long term since the research on verbal communication has been favored by people rather than the study of verbal communication but did not cause the attention of people the traditional foreign language teaching tend to focus only on the language itself it is the voice grammar vocabulary practice and master to cultivate students communicative competence also focused on the cultivation of speech communication competence ignores the nonverbal communicative competence As an important supplement to the form of verbal communication nonverbal communication plays a very important role in the process of interpersonal communication it can transmit speech communication is difficult to express things ideas and feelings to support modification or negative speech behavior Samovar et al 2000 Birdwhistell 1970 by the same culture people of speech act in the dialogue and nonverbal behavior is found verbal communication only accounted for the entire communication behavior of around 30 70 for the nonverbal communication At the same time most of the experts believe that in face to face communication information social content is only around 35 of speech act the other is transmitted by nonverbal behavior psychologist Mehrabian 1971 think that people in the expression of emotion and attitude speech only communication behavior of the 7 and the tone and facial expressions and other non speech act information up to 93 Visible nonverbal communication plays a very important role in interpersonal communication If the English teachers can according to the actual situation of teaching content and students the nonverbal communication effectively applied to classroom teaching in English will promote English teaching activities to achieve better results An overview of nonverbal communication 1 the definition of non verbal communication A definition of non verbal communication Yang Quanliang 1990 think the so called non verbal communication process is to transmit information through the method of using words do not belong to the category of nonverbal communication a lot of the form not only verbal communication that spoken language and written language it includes in addition to the use of language and text by all means of delivering information abroad such as body movements facial expressions space utilization touch sound cues dress and other decoration or even no expression of the face no movement are all effective ways of nonverbal communication Samovar 2000 and others will be nonverbal communication is defined as the human and environment in the communication environment for communication or by the transmission of information with potential for all stimulus it includes everything except verbal behaviors of man made or produced by environmental stimulation such as expression gestures body touch boundaries clothing paralanguage time scene at the same time Li Jiequn 2002 also think non verbal communication includes facial expressions movements intonation temperature color odor utensils clothing time space and other means and related to the human expression which action is also known as body language or body language Thus nonverbal communication is an interdisciplinary academic research covers a wide range content rich besides verbal communication of any use behavior expression external communication to exchange we are referred to as the nonverbal communication 2 types of nonverbal communication is also very wide and the resulting classification method Bi Jiwan 1999 put non verbal communication is divided into four types 1 the body language including basic attitude posture and body basic etiquette action such as shaking hands smiling touching ladies first courtesy action and all parts of body movement such as head face eye contact arm movements department hand leg movement and so on 2 auxiliary language also known as the class of languages or with language including the silence turn taking and non semantic voice vocal organ nonverbal sounds non speech organs nonverbal sound 3 object language including cosmetics modifiers clothing clothing furniture and other durable and non durable goods 4 environmental language is the study of people to influence her creation environment of communication rather than the natural environment effect Environmental language including time and space information such as congestion near distance territorial spatial orientation seating arrangements color sound lights signs architectural design and interior decoration 3 Effect of nonverbal communication is usually combined with verbal communication generally to repeat complement substitute regulation negative effect Samovar 2000 As all forms of speech category non verbal communication can not only produce the auditory aspect effect can produce more visual tactile feel etc At the same time as an important supplement to the form of verbal communication nonverbal communication to convey the verbal communication cannot express the emotion between the person and person s attitude and other important information can enhance the communicative effect In some cases nonverbal communication than verbal communication can express people s subconscious and true feelings Two application of non verbal communication in English Teaching 1 of nonverbal communication in English teaching the necessity of the application of Patrick 1988 pointed out that the teacher information transmitted by nonverbal channel 88 only 12 are transmitted by nonverbal communication English classroom is a teaching knowledge and skill to exchange information teachers will use a lot of non verbal communication to ensure that students of English language knowledge to master Therefore as a foreign language teaching English teachers should not only have strong language communication ability should have a solid non verbal communication skills Because of reasonable correctly will nonverbal behavior is applied to the English classroom teaching not only can attract the attention of students stimulate students interest in learning English and at the same time English teachers can also through the teacher student interaction is very strong in English class to improve the teaching efficiency not only enable students access to a wealth of English language knowledge ability and can effectively improve the students in English communication 2 non specific application of verbal communication in English Teaching 1 also called body language body language gestures body language body language language behavior etc It refers to a kind of auxiliary words expression with morphological changes of a part of the human body to express emotion is not a sound with language and rich and colorful the myriads of changes in speech acts plays a support role modification negative or even replace verbal behavior Therefore in the rich body language shows the English class if to a proper extent to apply it to English teaching which will play a multiplier effect specifically manifested in the following aspects a facial expressions English teachers should have appropriate facial expressions in the classroom teaching such as often with a smile the face of students will give the students a cordial feeling can shorten the distance between teachers and students students will also cooperate tacit understanding of teachers teaching so as to form a harmonious classroom atmosphere Conversely if the teacher constantly deliberately maintained serious state the students will feel depressed the classroom atmosphere will lose one s vitality which is detrimental to the language because language itself is used for communication between teachers and students if not the harmonious teaching atmosphere the whole class is also the mechanical teaching and learning the real purpose of learning a language can t realize If the students character of the often due to shyness and dare not answer the teacher s question even if the problems are often encountered in silence then if teachers can smile and nod can increase the confidence of the students not only to answer the teacher s question very well but also to promote the teaching activities smoothly b eyes in the classroom teaching teachers should be good at using natural appropriate eye contact means because the eyes of the semantic function is very rich and delicate combined closely with the concrete teaching practice can give full play to its function of expressing feelings So between the teachers and students should maintain an appropriate eye contact the teaching process the teacher should not only stare at the ceiling or stare templates echo what the books say and should use eye attention to every student like this can be helpful to obtain timely and comprehensive teaching information feedback to teachers help teachers to control the class teaching at the same time can improve the students attention so as to improve the teaching effect c hand gesture occupies an important proportion in body language appropriate use of gestures is helpful to read each other s mind In the process of teaching teachers use gestures to help attract students attention and help to describe and emphasizes the teaching activities which makes the expressions more powerful more vivid more vivid Such as understanding in teaching he and she this two although the spelling simple but the majority of Chinese students often slips of the tongue and a word they can teach students hi at the same time pointing to the boys in the class the same pronunciation f i using hand gestures to the class of female students so rather than simply memory hi he i she image of good 2 the vice language refers to the non words namely the sound quality volume pitch tempo tone and in conversation with some nonverbal sounds although it belongs to the verbal part but not the language itself which are often used to express the auxiliary language by speaking people speak in measured tones the tone order of priority level of strength can judge the speaker s emotion and attitude So good English teachers should combine the excellent language ability and perfect pair of language ability not only to maintain proper volume moderate speed the right of silence and utterance pause and to use the falling tone the tone and speak in measured tones to attract the attention of students and guide to thinking about the problems of students and understanding 3 object language object language also called object language is another form of nonverbal communication mainly reflected or transmitted dress modification and other various means of teaching information In the classroom teaching teachers should pay attention to dress and appearance of their own and to make good use of such writing on the blackboard charts and other objective teaching methods in order to promote the teaching smoothly a dress and appearance and instrumentation of the teacher as a part of the art of teaching can directly reflect the spirit of teachers plays a very important role to receive the good effect of teachers classroom teaching ability Neat aptamer clothing can enhance the teacher to the student appeal to receive good teaching effect Conversely if the dress and appearance of teachers is not appropriate will lose the respect of the students the teaching effect will naturally not satisfied So as a teacher should always pay attention to dress and appearance of their own to give students thought that the teacher image b the objective teaching objective means of teaching as a foreign language teaching in the classroom is not an important means of communication can not be ignored Make good use of the writing on the blackboard charts visual aids such as the objective teaching method can effectively improve teaching effect The writing on the blackboard charts can enhance the visibility and the system of teaching so that students can stick out a mile on the key and difficult problem can reduce students language barrier which helps students to master another language Such as in the English word dinosaur dinosaur according to the phonetic alphabet s Dain it could be divided into the following presentation DAI die die n no no s saw see which means the animal already extinct and now can t see the association Dinosaur so that could be dinosaur this difficult words let students master the In addition the teacher also can use objects pictures slides multimedia an