The Application of Body Language in Middle English Classroom Teaching英語專業(yè)畢業(yè)論文1

1、編號(hào) 2012屆畢業(yè)論文題 目theapplication of body languagein middle english classroom teaching學(xué)生姓名學(xué) 號(hào)系 部外語系專 業(yè)商務(wù)英語班 級(jí)商務(wù)英語【二】指導(dǎo)教師 二零一二年四月acknowledgementsfirstly, my special and heartfelt gratitude goes to my respectable supervisor*without his encouragement and guidance, the completion of the present thesis would

2、 be impossible.secondly, my sincere gratitude goes to all my teachers in the *university, whose lectures has broadened my knowledge and are very helpful for my research.finally, i would like to express my thanks to my classmates for their consistent assistance with my thesis. meanwhile, i would like

3、 to express my thanks to my family for their continuous encouragement, wholehearted support and endless loveabstractwith the continual reform of language teaching and learningmethods, teachers of in middle school are in great demand to organize the classes in english learning circumstances. however,

4、 withthe limitation of studentsvocabulary, teachers have to simplify their teaching language with the help of facial expressions and body movements. english teaching is a kind of art.using somebody language appropriately can arouse the studentsinterest and improve their learning quality.the article

5、presents that using body language is an essential teaching method by explaining the application of body language in middle english classroom teaching.key words: body language; middle english classroom teaching; application; methodcontents1 introduction12 definition of body language22.1 repeating22.2

6、 contradicting22.3 substituting32.4 an insight into body language43 facial expressions and their application in middle english classroom teaching63.1 application of eye contact in middle english classroom teaching93.2 touching and its application in middle english classroom teaching93.3.1 function o

7、f touching9conclusion151. introduction when we think of language, we tend to consider it in terms of the words we say or write. to look at language in the way, however, is to ignore the importance of the role that is played by body language. abereomile says: we speak with our vocal organs ,but we co

8、nverse with our whole body. in other words, consciously or unconsciously,we express ourselves or show our attitudes towards the person with body language,we observe others facial expression、eye contact、gesture and so on to make judgements about their personalities and mental states. classroom teachi

9、ng, as an important social interaction, in essence, is an activity of transmitting message through a double channel and a process of naturally influencing and promoting between the teacher and students by means of information transmission. in other words, the teacher and students by means of both th

10、e words they said or writes and body language. the type of most body language we used in classroom are considered in terms of facial expression、eye contact、gesture and so on . western scholars believe that body language in classroom plays a more important role in the study than that of a regular tea

11、ching itself. most researches state that it is necessary for teachers to learn to use body language to enhance the quality of classroom teaching. like the words of coorper: body language is quite important for teachers. researchers have shown that the relationship between teachers and students can b

12、e improved if teachers learn how to use body language in classroom teaching. the linguists stevick and bavnell(alasteir pennycook) stated that effective body language can be a great asset to teachers in managing classroom interaction through lessening the inhibitions which often plague students and

13、reducing teachers talking time. new teaching textbook brings new teaching idea for the teachers of middle school, also brings challenges. under the guidance of the new curriculum concept, the teaching way of middle school teachers is changing. teachers are in a great demand to create an interesting

14、english-learning circumstance, which aims to teach the english better to students. especially in the middle english classroom, teaching used by body language is a great choice. using lively, infectious body language will have a interesting, practical, effective class. whats more, we can say that the

15、 force of power, control, influence, motivation, self-esteem, and interpersonal understanding are all related to the interplay of body language exchange in the classroom.2. definition of body language what is body language? it should be the nonverbal social intercourse and the nonverbal behavior. in

16、 human social intercourse process, especially in the oral communication, people make some body movement while talking, such as body posture, countenance, gesture and so on. they are also delivering the information by making a set of system, which is equal to the language signal and using the nonverb

17、al method to communicate with others. body language is expressing how one feels by the way one sits, stands, moves,etc rather than by words body language is a medium through which people express their feelings by facial expression, eyes contact, gesture,body action,decent look, body distance, silent

18、 action, drawing, objects showing and so on. it can widen the range of communication, show or conceal feelings and enrich languages to make them more vivid and active. at the same time, it can provide more information and deepen the content.2.1 function of body languagealthough it is obvious that bo

19、dy language is a beneficial tool, which helps teachers in middle english teaching, the most important thing is how to function body language well while combining verbal language in class. as long as teachers apply it efficiently, they can probably achieve the teaching aim as expected. it is widely h

20、eld that body language serves six primary universal functions: repeating, contradicting, substituting, complementing, regulating and accenting.2.2repeatingteachers often use body language to repeat a point they are trying to make. if you want to stress two points about what you are talking, for inst

21、ance, vocabularies or grammar, you will use two fingers at the same time.2.2.2 contradictingin the classroom, teachers can use body language opposite from the literal meaning conveyed by verbal messages. when you explain a word like snake to your student, keeping your eyes widening, slack-jawed and

22、surprised-looking, however, you may say: i am not frightened. then, the students will finally get a deep impression for the word.2.2.3 substitutingteachers can use body language to supplant verbal messages. in english class, the teacher often meets students who do not want to speak. for example, whe

23、n the teacher wants to teach grammar about present perfect tense, which is difficult to understand. there will be some students who are not confident and they dare not to speak out the answer you asked. at this time, the teacher can come to the students and use warm-hearted expression to take the pl

24、ace of the some words with courage. there will be a better effectiveness in the class.2.2.4 complementingteachers can use body language to add more information to verbal messages. as a english teacher firstly, you may feel nervous. your students may have a same feelings and never forget this point.

25、there is no doubt that they need to introduce themselves in english , the teacher should use vivid expressions and gestures as many as possible when greeting students. the teacher should smile while saying nice to meet you. and shake their hands, in this way, which totally express your friendliness

26、to their students. bit by bit, the students lost the sense of fear at the beginning. the body language can combine the hearts of students and teachers, so students feel the teacher is gentle and easy-going.2.2.5 regulatingteachers often regulate and manage communication or action by using some form

27、of body language. face some students having a quite wrong answer, you can nod your hand with a appropriate expression in agreement to indicate to the participants that you agree and they should continue talking. in class teaching, teachers should regulate successively the size and the speeds of the

28、voices. pay attention to the use of eyes and gestures when using body language. body language is the best choice if the voice loses its appeal to the students. if students are paid tribute erected thumb, gently pat the shoulders of the students maybe ten times worth than saying you are so great.2.2.

29、6 accentingteachers can use body language to accent part of the spoken message. the linguist franklin once said:tell me, i will forget; teach me , i will remember; involve me and i will learn. in order to teach english better, teachers need to accent something more important what they said. you can

30、accent the important message through the changing sound, some performance and so on. the student will have more deeper impression to this information. nevertheless, these functions of body language are not isolated from one another, and many of the teaching action can serve two or more functionssome

31、times simultaneously.2.3 an insight into body languagebody language is the non-verbal behavior related to movement, either of any part of the body, or the body as a whole. in short all communicative body movements are generally classified as body language. body language communication is probably one

32、 of the most talked about, and most obvious nonverbal communication form.studies have revealed some fascinating facts about our use of body language communication. for example, the majority of our communication is expressed through body language. albert mehrabain, a communication professor, discover

33、ed that only about 7 percent of the emotional meaning of a message is communicated through explicit verbal channels. about 38 percent is communicated by paralanguage, which is basically the use of the voice. about 55 percent comes through nonverbal, which includes such things as gesture, posture,fac

34、ial expression,etc.2.3.1 classification of body languagein language history, each linguist always have their unique classification of body language. genelle morain (chen yongpei) divided body language into movements, gesture, posture, facial expression, touch, gaze and distancing.yang ping identifie

35、d body language as the principal part of nonverbal communication, which studies the meaning conveyed through movements of any parts of the body.bi jiwan developed the contents of body language into basic posture,gesture, basic manners and movements of any part of the body.based on the above classifi

36、cation of body language and the intention of applying body language to middle english classroom teaching, we can divides into four categories: facial expression, eye contact, gesture, touching. 2.3.2 implication of body languagewith the opening policy to the outside world, english study has become m

37、ore and more common today. to some extent, english is most everywhere. there is no doubt that english is already a necessary part of students learning. classroom teaching is one of the most important ways by which the students learn english. as far as the english teaching in the middle schools is co

38、ncerned, teachers have to arouse the students interest so that they may learn english better. there are many ways to arouse the students interest and help them to learn english better, body language used in english teaching is one of them.however, for a long time, middle english classroom teaching h

39、as focused largely on the skills of listening, speaking, reading, and writing and so on in spite of so many research that indicates that body language of communication are more potent than that. that is,teachers like others teach in middle school that the written and spoken word is supreme and the i

40、mpact of body language has been largely ignored. in many developed city, multimedia teaching has already been put into use the middle english classroom teaching, students learn english with vivid dynamic picture. on the contrary, the teacher still using old-fashioned way like using a chalk, a book t

41、o teaching in some area. however, as long as teachers can make full use of their own body language into their abundant emotion, love students love,enjoy students enjoy,even a chalk or a book can also build a harmonious and active classroom atmosphere and stimulate students curiosity. therefor, using

42、 body language in the middle english classroom teaching is practical, which is to improve teaching efficiency and improve students ability. as we all know, body language plays an important role in our communication everyday, so does it in middle english teaching. body language can lead to the level

43、of effectiveness of teaching directly. teachers smile, nod and pat on students shoulders can indicate praise, while frown, head-shaking and confusing look can mean no, and students body language can convey their affection to the teacher and their attitudes toward the courses that they learn and towa

44、rd schools rules.in order to arrive at a better understanding of body language applied in classroom, we will look into some of the factors and functions of body language in middle english classroom teaching. as a result, in the following chapter we will look into some of the more significant message

45、s of body language from the four areas in greater detail. body language in middle english classroom occurs with facial expressions, eye contact, gesture, touching.3.1 facial expressions and their application in middle english classroom teachinga facial expression results from one or more motions or

46、positions of the muscles of the face. they are closely associated with our emotions. all humans are capable of faking a happy or a sad face, a smile or a frown. we can not determine how long to keep it or how quickly to let it goes.3.1.1 function of facial expressionsthe human face is the most compl

47、ex and versatile of all species. for humans, the face is a rich and versatile instrument serving many different functions. it serves as a window to display ones own motivational state. this makes ones behavior more predictable and understandable to others and improves communication. a quick facial d

48、isplay can reveal the speakers attitude about the information being conveyed. face is the most noted part of the our body. facial expression is a look on a persons face and facial cues are the first information that we give to or receive from others. people also make predictions from the face about

49、the person they meet.the most important function of facial expression is to express emotions and feeling. a teacher also is a human being. they feel bad sometimes. so, the teacher need to mask their emotion such as anger,fear, disgust or sadness. they should try to stay calm and succeeds in controll

50、ing their face under any situation in class. give your students a smile friendly, they will feel your kindness.facial expressions provide clues ones personal trait. as a teacher, we should never forget that most students have the ability to infer ones character from ones habitual facial expressions.

51、 so, less indifferent, more warmth; less melancholy, more sunshine. facial expressions demonstrate approval or disapproval and register understanding. and moreover, in the middle school, girls always reveal their emotions more often than boys. sometimes, some male students smile only when happy or a

52、mused and some female students even smile when there are negative message.3.1.2 application of facial expressions in middle english classroom teaching nowadays, all people and thus certainly teachers and students use facial expressions to form impressions of another. facial expression between teache

53、rs and students is one of the most important types of nonverbal signals in the classroom and facial cues are the first information that we give to or receive from others. however, chinese middle english teacher are accustomed to controlling their emotions or even hiding their true feelings and emoti

54、ons. moreover, in chinese traditions, the teachers dominated by confucianism, are required to be serious before students. otherwise, they feel their image of authority will be damaged. however, the american teachers frequent eyebrow rising, head wagging and face making seem to be natural and popular

55、 to the students. in american culture, people are good at showing their feelings and emotions. teachers regard the classroom as a stage and they themselves act like actors to create relaxing atmosphere for good learning and teaching.a teachers facial expressions stand for the attitude to his student

56、s. a cold hard stare has long been in the repertoire of teachers weapons. similarly, a smile can be useful tool in reinforcing desired student behaviors. nearly every student likes teachers with smile on their faces instead of those who wear frowns, scowls and grimaces. a smiling teacher is thought

57、to convey warmth and encouragement to his students.smith thinks that such a teacher promotes a supportive and nonthreatening classroom atmosphere, which aids students positive attitudes and corresponding achievement. that is, if a teacher smiles frequently, he will be perceived as more likable, frie

58、ndly, warm, and approachable. on the contrary, frowning with a teacher can cause the students confusion. whats more, a teacher can also use students facial expressions as valuable sources of feedback. when, for example, delivering a lecture, a teacher should use students expressions to determine whether or not to slow down, speed up, or in some other way modify his presentation.conclusionnowadays, traditional and rigid teaching way of middle englis