英語專業(yè)畢業(yè)設(shè)計

1、On the use of Body Language in English Teaching1IntroductionA survey made by Albert Mehrabian, a well-known American psychologist, had revealed a formula: total impact of a message =7 percent verbal + 38 percent vocal + 55 percent facial. Its Obvious that body language plays an important role in dai

2、ly communication. Whats more, body language is also one of the most effective means in English teaching. Teachers can attract students attentions and convey the information throughout the process of language teaching by changes of postures, facial expressionWe often talk of TPR (total physical respo

3、nse) in English teaching. These teaching methods largely depend on the appropriate use of body language. A well-known American educators, Dewey also advocated a teaching modelearning by doing. The linguist Franklin once said, Tell me, I will forget; teach me, I will remember; involve me and I will l

4、earn. Therefore, the body language plays a very important role in the teaching process. It is efficient for teachers and students to exchange their feelings. At the same time, its good for students to remember and master what they have learned. 2 Background and Current Situation of the Body Language

5、 in English Teaching 2.1 Background of the Body Language in English Teaching Body language has been applied in education field with a long history, but it was applied in education formally more than 400 years ago. Its investigated that De Pere priest, the first great French deaf and dumb educator, i

6、nvented sign language to meet the needs of expression. His sign language was the most basic body language. In 1960, his asylum was rebuilt to a school, and he was appointed as the first president. Since then, he was dedicated to the study of body language in teaching. Foreign language learning plays

7、 an important role in pushing body language adopted in teaching. In 1887 an American missionary, Mrs. Annette Thompson Mills, founded a school in Shandong province. She applied body language in teaching and published a set of books by use of conus spurius proteus. The use of body language in this sp

8、ecial education caught the eyes of the educational field. Many educators thought that provided body language is used in foreign language teaching, it must exert a secondary effect. They also believed that largely use of body language can largely increase students interest in learning a foreign langu

9、age and improve their communication ability.2.2 Current Situation of the Body Language Use in English TeachingAs everyone knows, the classroom teaching is one of the most important ways that the students learn English. In English classroom teaching, teachers have to arouse the students interest to m

10、ake them learn better. There are many ways to arouse students interest; body language is one of the most effective ways. Primary English New Standard advocates using as much English as possible in English class for primary students. This theory states that English teachers need to speak English thro

11、ughout all the class time in order to create a good atmosphere t for students. For primary students who first contact English, they will feel fresh and unfamiliar. Because their vocabulary is extremely limited, it is hard for them to completely use English to communicate in the teaching process. Whe

12、n teachers speak a bunch of words that they can not understand, they will gradually feel boring and lose interest and confidence in learning English, even losing the curiosity. They may feel discouraged and suffer a sense of failure when they use their limited English to convey their intention. If t

13、eachers use body language as an aid in class, students will take interest in the intention of teachers through simply analysis teachers gestures and demeanor. Modern English teaching emphasize great importance on the visual teaching, so advanced teaching techniques are commonly used now, however, mo

14、st of them have their defectives, such as large cost, time and space limit and trouble of implement. In contrast, since body language doesnt have any restrictions, you can use it anytime and anywhere. Not only can teachers change their own expressions, body, clothing, etc. to arouse the students att

15、ention, but also can use body language throughout the entire activities.3. The application of TPR in English Class3.1 The Introduction of TPR The application of TPR in English language learning has more developable space than other disciplines. TPR（ Total Physical Response） is a language learning me

16、thod based on the coordination of speech and action. This learning method was developed by James Asher, a professor of psychology at San Jose State University, California. TPR (Total Physical Response) is linked to the trace of theory of memory, which holds that the more often or intensively a memor

17、y connection is traced, the stronger the memory will be.According to Asher, the language learning theories are similar to those of other behavioral psychologies. The principals that help elaborate his idea are:l Second language learning is parallel to first language learning and supposed to reflect

18、the same naturalistic processes. l Listening should develop before speaking.l Once listening comprehension has been improved, speech improves naturally and effortlessly out of it.l Adults should use right-brain motor activities, while the left hemisphere watches and learns.The method relies on the a

19、ssumption that when learning a second or additional language, language is internalized through a process of code breaking similar to first language development and that the process allows for a long period of listening and developing comprehension prior to production. Students respond to commands th

20、at require physical movement. It stresses the need to link language learning into behavioral moves, give full play to the main role of students, let the study full of fun, and reduce anxiety, thereby gain a good learning result. In the initial stages of taking the lead in learning English, TRP activ

21、ities can be seen everywhere in the game, including requiring students to follow the songs or poems to do the movements while listening to instructions. TPR is primarily used by ESL/EAL teachers, although the method is used in teaching other languages as well. The method became popular in the 1970s

22、and attracted the attention or allegiance of some teachers, but it has not received generalized support from mainstream educators. TPR has been practiced and tried in hundreds of languages around the world and through trial and error it has been noted that more understanding and knowledge of this le

23、arning method falls second in assisting second language learners comprehension skills3.2 The Application of TPR in English Class 3.2.1The Use of Body Language in the Organization of Classroom TeachingIn English teaching process, there is such a phenomenon that although with the same teaching materia

24、ls, knowledge, experience, teaching results are completely different. Some teachers classes are very interesting and the classroom atmosphere is so brisk that everyone is active to answer teachers questions and listens to the teacher carefully; while some teachers classes are so boring that most of

25、the students are absent-minded. Why there is such a phenomenon? It largely depends on whether the teacher can have his lesson lively and attractive; whether the teacher can stir up the students desire for knowledge. The educationist of former Soviet Union Sue once said ， If the teacher does not try

26、to surge up the students motion, the knowledge is easy to cause an apathetic attitude, and a motionless affection can only cause the fatigue.” Therefore, if a teacher decides to have the lessons keeping vivid, he must refuse the model of simply speaking inflexibly on the platform, he should make use

27、 of the body language properly, correctly and proficiently.A teacher should involve teaching with entertainment. If he grasps a good teaching skill, he can promote the quality of class teaching and try to optimize it. Teachers equipped with psychological knowledge often pay attention to every studen

28、t and stimulate their enthusiasm by kind of strong and efficient organizing. Students in mood of euphoria are more willing to devote themselves to learning.To a large extent, TPR relies on the rational use of body language. Through body language, teachers can attract students attention and increase

29、their enthusiasm. In class, teachers can cause and control students attention through changes of intonation, the volume, the rhythm and the speed. For instance, when a teacher answers a question, he may increase in volume of speech appropriately. This way can help students understand the important i

30、ssues. The expression of a teacher shows his hints, warnings and tips as well as encouragement, inquiring, doubts and other emotions. Teachers facial expressions, head movements, gestures and body movements can convey rich information to help them communicate with students better and control student

31、s attention. In many cases, body language exerts effect on teaching effect. For instance, teachers gaze cause psychological effects among students: expressing different emotion such as closed, indifference, respect, encouragement, etc by body language, In English class, facing up with the situation

32、that some students with poor self-control ability speak in whispers., teachers can use both hands to make them a pause action or index finger holding down the lips to indicate be quiet. For example, if the students are still very exciting before class, the teacher can look around the whole class to

33、attract their attention and also transfer the meaning that it is the class time. In the classroom organization, body language can not only let students return thoughts to learning, but also build a happy and lively study atmosphere. It will help determine whether the teachers successfully gain and h

34、old the students interest. Body language is used appropriately according to students psychological characteristics such as, curious, active and inquisitive. Learners in the analysis of the situation through observation understanding the content and consider problem from a different perspective. In c

35、lass, students sometimes dont care what teachers say, but focus on how teachers say, and show whether they take interest according to the expressing way of teachers. So good body language use will make students feel the class attractive. Since teachers are usually respected, what or how the teachers

36、 say in class and daily life will be likely to be imitated by the students. In a word, teachers graceful body language helps to improve students artistic-appreciation and moral quality. If students develop a wonderful body language, which will possibly leads them to form an optimistic and positive f

37、eel. They will surely have a more smooth interpersonal relation.3.2.2The Use of Body Language to Improve Students Listening, Speaking, Reading and Writing Ability In English learning, listening, speaking, reading and writing are the four basic trainings. Understanding is a basic purpose in English t

38、eaching, and teachers often train students on listening accordingly. In this process, if body language is in use, the effect must be better. At the beginning of a new lesson, the teacher usually narrates the story outline in English. The body language may help. For example, a teacher can stretch his

39、 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 beautiful a lady”. As a result, 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

40、 premise of teaching order will surely achieve a better effect.Spoken language is one of the important ways to communicate, so teachers should try to develop students ability of speaking. Actually, they are assisted to reach the target to certain degree by their teachers body language. The contempor

41、ary emphasis is gradually laid on spoken English teaching. The first lesson of every module in Senior English begins with a dialogue. The teaching programs require the teachers to organize the class to practice English conversation according to the style of dialogue. Generally speaking, body languag

42、e can arouse and sustain students interest in learning and using English. In the English teaching, teachers should not only use body languages themselves, but also ask students to use them according to the different situation.When reading the sentences, attention should be paid where tone gets gentl

43、e, emphasis, raise and fall. Generally speaking, use falling tones in declarative and special interrogative sentence-first rising tones and then falling tones in the chosen interrogative sentence. Students in middle school are often not accustomed to these changes, and they often confuse them. Howev

44、er, with the help of body language, they can solve the problem much more easily. In a word, the lively gesture together with the fluent English speaking can create a good circumstance of learning, which will surely play an active part in improving the students reading ability.Writing is one way of p

45、roviding variety in classroom procedures. It provides a student with physical evidence of his achievements and becomes a course whereby he can measure his improvement. It helps to consolidate the students grasp of vocabulary and structure, and complements the other language skills writing is one of

46、the four basic skills of learning language, and it is so important a skill that we can even say without it, 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 ment

47、ioned in the teaching programs. To some extent, writing is much more important than speaking, for it can spread without the limitation of space and time. Since the students learn English as a media for communication, they should have the ability of writing. If teachers ask students to write an unfam

48、iliar composition, they would probably be unable to and feel discouraged. However, students can write excellent articles if they have the experience. In and out of class, teachers should ask students to participate in some English-related activities, and then ask them to write it down. Take The Firs

49、t Snow in winter for example, having enjoyed themselves in the beautiful snowing and been given some hints, the students can write much better a composition. For contrast to their complete imagination, students are deeply impressed by the body movement of the teachers and themselves, which surely le

50、ads to a better article.3.2.2The Use of Body Language to Teach Letters, Words, Sentences and TextsLetter learning is the first step in English teaching, a critical step. The teacher should attract students attention in the letter teaching and raise students interest. If the teachers only pay attenti

51、on to the collar reading and repetition, students will inevitably lead to discontent. Therefore, teachers should use body language to teach letters. Teachers can make use of the different parts of the body to represent the letters so that it can improve the learning atmosphere in order to help stude

52、nts remember new words faster. At the same time, teachers also can teach students try to imagine how to use body language to display the letters. In this way, teachers can cultivate and improve students ability of self- learning. For example, when the teacher teaches capital letter A, he or she can

53、guide students to separate the legs and put up hands; when he or she teaches capital letters B, he can turn his back to the students, lay the right hand on his hips, bend right leg to move closer to left foot . These methods can add imagination and amusements in teaching activities and thereby stren

54、gthen the memory.Vocabulary locates a very important position in English teaching. If students simply learn vocabulary from cards and read after teacher, they cannot produce good learning psychology. Even if the students do this, they possibly even dont know how to spell the word; they are just sitt

55、ing there and making up the number. Students curiosity is very strong. Body language can help students be active to remember words faster and better. More important thing is to improve their interest of English learning. The method is also equally applicable in teaching. Meanwhile, teacher teaches v

56、ocabulary along with some action to let students guess the meaning of the word, which is a good way to help students to master the word faster. For example, when teacher teaches the word Pot, he or she can ask the students keep a hand straight, the other hand up bent to grab their ears, the body kep

57、t tilted upright to make pouring action. After the demonstration, most of the students will be able to guess the meaning of the word. This teaching model, intuitive and vivid, will be able to arouse the students enthusiasm for learning quickly. The same way goes for the animal word. First, teachers

58、enlighten students to discover this kind of animals characteristic. Then, teachers ask students to perform, or imitate this kind of animals sound. For example, when teachers teach the word rabbit, students will be asked to put both hands holding into the figure v, on the top of the head, and then ju

59、mp up and down. This way can enable students to develop a habit of careful observation, make students love life much more so that they can integrate life and learning together. In learning, as well as reviewing new words, teachers can work with students to play puzzles. Firstly, they list many new words to let all the students perform together, and correct every wrong word. Then all the students are divided in