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1、The Use of Body Language in Middle School English TeachingAbstract: Verbal language and nonverbal language are two important languages of communication. When it comes to communication, most people consider verbal communication as the most effective method to express feelings and transfer information
2、. However, nonverbal language also plays a considerable role in our daily life. Body language is a kind of nonverbal language. According to Collins Cobuild Advanced Learners English Dictionary5th Edition, body language is the way you show your feelings or thoughts by means of positions or movements
3、rather than words.Body language is one kind of nonverbal communication. Unlike many English-speaking countries, language learning mainly happens in class in China. In English teaching process, for the exchange of information, delivery of attention, body language is widely used in class. However, man
4、y teachers and students know little or even neglect the use of body language. It cannot be denied that body language is the richest, most powerful language and will never be replaced by spoken language. In English teaching, body language plays a significant role and will decide whether the teacher c
5、an create a good English teaching and learning atmosphere. Body language is a potential power in English teaching if body language can be effectively carried on. So a qualified teacher should learn to apply body language properly and effectively in class. Besides, students should master some knowled
6、ge about body language in order to understand teachers teaching work when body language is used in class. Thus, it can improve teachers teaching work and learners English. Also, teaching quality will be improved. We must make full use of body language in English teaching.Key words: body language；use
7、；classroom teaching浅析体态语在中学英语教学中的运用 提要：有声语言和无声语言是人类交流的两种重要语言。当提到人类交流，大部分人认为有声语言是人类表达感情，传递信息最有效的方式。然而，无声语言在我们的日常生活中也扮演着重要的角色。体态语是无声语言的一种。根据柯林斯高级英语学习字典第五版释义，体态语是一种通过肢体的位置改变来表达感情和想法的语言，而不是通过言语来表达。不像许多以英语为母语的国家，在中国，语言的习得通常是通过课堂。在英语教学过程中，体态语在课堂上广泛的被运用，它可以交换信息，转移注意力。但是，许多老师和学生对体态语了解甚少，甚至无视它。不可否认，体态语是一种最丰富
8、，最有力的语言，而且永远都不会被有声语言替代。在英语教学中，体态语扮演着重要的角色并且决定着老师在课堂上能否创造好的学习氛围。在英语教学中，体态语的有效运用具有潜在力量。因此，一位合格的教师应学会在课堂上适当并且有效地运用体态语。此外，为了配合教师的教学工作，学生也应该掌握一些体态语的知识。如此一来，教师的教学工作和学生的英语学习将会得到提高，教学质量也将随之提高。在英语教学中，我们必须充分地运用体态语。关键词: 体态语；运用；英语课堂教学ContentsAbstracti提要iiIntroduction11 The Definition of Body language12 Classifi
9、cation of Body Language22.1 Facial Expressions22.1.1 Functions of Facial Expressions32.1.2 The Use of Facial Expressions in English Classroom Teaching32.2 Eye Contact42.2.1 Functions of Eye Contact42.2.2 The Use of Eye Contact in English Classroom Teaching52.3 Touching52.3.1 Functions of Touching52.
10、3.2 The Use of Touching in English Classroom Teaching62.4 Posture62.4.1 Functions of Posture62.4.2 The Use of Posture in English Classroom Teaching.72.5 Gesture72.5.1 Functions of Gesture72.5.2 The Use of Gesture in English Classroom Teaching8Conclusion8Bibliography10Introduction Many people believe
11、 that verbal expression is the only way to convey and comprehend message. They dont know nonverbal language also can express information and the significance of body language in English classroom teaching. In my study, I will introduce several forms of body language which can arouse students English
12、 learning interest and improve teaching and learning quality.1 Definition of body language Albert Mehrabin, a psychologist proposed a formula, the total impact of message = 7%verbal +38%vocal +55% facial expressions and behavior. So sometimes even if we cannot understand each other in spoken languag
13、e, we can understand each other through body language. Body language is an important part of nonverbal communication. People can communicate with each other through not only verbal language but also nonverbal language. It can help us understand better on condition that it is used properly. However,
14、if body language is not used properly, there may be some misunderstandings in communication. Although a few people have newly known the concept of body language, we can get the conception of body language from many studies which explain what body language is. In the past, many scholars inclined to u
15、se the terms “nonverbal communication”, “nonverbal behavior” or “kinesics” instead of “body language”. In the early researches, Fast(1970) pointed out that nonverbal communication is a way of communication that refers to the actions or behaviors, reflective or non-reflective, from part of the body o
16、r the whole body to communicate feelings with others. Birdwhistell(1952) invented the term “kinesics” and provided the first chance to the systematic study of body movements on his book Introduction to Kinesics. He regarded “kinesics” as “the continuous muscular shifts”, which are characteristics of
17、 living physiological systems. He suggested that those groups of movements are vital significant to the communicational process and thus to the interactional systems of a particular social groups. It shows a huge advance towards the further research of nonverbal communication. We can understand easi
18、ly why there are so many different terms referring to the same conception. But it is not difficult to get the main characteristics of body language as the follows:(1)It is a mean of communicating ideas and feelings.(2)It is nonverbal and employs no words, but includes the manners of how words are sa
19、id.(3)It reaches its communicative purpose not only through the bodily function itself such as facial expressions, gestures, postures, but including the objects and settings around, signs, time message and so on.(4)It employs not only ears but mainly eyes and other senses as well.(5)It involves both
20、 the sender and the receiver consciously or unconsciously. In my thesis, I employ body language to refer to the conception above.2 Classification of Body Language Body Language is used frequently in English classroom teaching. A smile, nod or pats on the students shoulders from teacher stand for pra
21、ise. While, it means “no” when one frowns, shakes head and has a confusing look. Students affection to teachers and their attitudes toward the courses can be conveyed by their body language. Genelle Morain(1986) believes that movement, gesture, posture, facial expression, touch, gaze and distancing
22、make up body language. The principal part of nonverbal communication, which studies the meaning conveyed through movements of any part of the body, is identified by Yang Ping(1994). Basic posture, gesture, basic manners and movements of any part of the body are regarded as the contents of body langu
23、age by Bi Jiwan and Hu Zhongwen(1999). It is complex to clarify body language and it varies from different perspectives. But we can know main aspects of body language according to how body language is used to enhance students positive attitudes, interest and motivation in English classroom teaching.
24、 Five aspects which are closely related to teaching and have great impacts on teachers and students interaction are focused on. They are facial expressions, eye contact, touching, posture, gesture.2.1 Facial Expressions Whats facial expression? A facial expression is a look on a persons face. It ref
25、ers to one or more motions or positions of the muscles of the face. The meaning of facial expression is well described by a saying, “A picture is worth a thousand words”. Sometimes, we can get information about ones race, age, ethnic origin and status through facial appearance. The facial expression
26、 gives away the information about the type of the person and personality traits. It is predictable from the face one is being liked or disliked. In a socialized society, it is easy for us to communicate with others if we give a good first impression on others. Knowing of facial expressions is critic
27、al for us to build relationships with others.2.1.1 Functions of Facial Expressions The face is the most complicate of five aspects of body language. It has a lot of different functions. Body language can show ones motivational state. It can be predictable and understandable to ones behavior. Thus, i
28、t can not only improve communication but also be good for interpersonal relationship. In our communication, facial expressions can be a supplement to verbal communication. We can recognize speakers attitudes about the information being conveyed from quick facial displaying. For example, a facial shr
29、ug to express “I dont know” to others query also can communicate information. Its the most important function of facial expression to express emotions and feelings. But sometimes, it is difficult to read. Some people tend to hide their emotions and feelings when they are angry, fearful, disgust or s
30、ad. However, no matter how hard one tries to hide his or her emotions and feelings, he or she leaks messages about his or her mental states. Otherwise, we can guess ones personal trait from ones facial expressions. For example, a man always with sincere smile is kind, friendly. If one has straight f
31、ace, he or she may be a serious person. It is said that people with big eyes is happy, positive and generous. 2.1.2 The Use of Facial Expressions in English Classroom Teaching Sometimes we use facial expressions to form impressions to others. Facial expressions play an extremely important role in En
32、glish classroom teaching for both teachers and students. When a teacher stares at a student who breaks the class rules, he or she should concentrate on study. When a teacher smiles, students receive warmth and encouragement. Smile can be useful to promote a positive and harmonious classroom teaching
33、 atmosphere. It is likely that students receive knowledge more quickly and actively in a positive and warm atmosphere. Thus it can also help students learn English easily and actively. A serious look may imply stress or have something to say. But it makes students disgust or unwilling to have class
34、when a teacher with serious or sad look at times. So we must treat it seriously and use facial expressions properly. We all know that teaching and learning are inseparable in English teaching. They are helpful for each other. Teachers can also receive students learning effect from their facial expre
35、ssions. It can be valuable sources of feedback. For instance, teachers decide whether to slow down, speed up, or modify according to students facial expressions when teachers are having classes or delivering a lecture. Facial expressions contribute a lot to English classroom teaching. It influences
36、both students and teachers more than we can see. It is necessary to make full use of it.2.2 Eye Contact Eye contact refers to give or receive messages through eyes. Blinks, eye movements, pupil dilation belong to eye contact. Eyes are used more often when we communicate than any other part of the bo
37、dy. There is an old saying, “Eyes are the soul of a person”. Its believed that eyes are the windows of soul. Usually, we can learn ones personality through looking a persons eyes into the heart. Its known to us that there is none more excellent than the pupil of the eye. The pupils are simple, innoc
38、ent and too young to hide their motions and feelings. It is indicated that the time of eye contact is 30%-60% in communication. Eye communications bring us many important signals and messages.2.2.1 Functions of Eye Contact As everyone knows, making eye contact shows interest and confidence when talk
39、ing to someone. But dont go overboard and gaze without breaking eye contact because it can make people feel uncomfortable in communication. These should be remembered in communication. Making eye contact can deliver message and establish relationship. There are four main functions of making eye cont
40、act. They are establishing and defining relationships, controlling channels of communication, displaying emotion, reduce distractions. For instance, we can signal the nature of a relationship through eye movements. When we want speak to the others, we will probably look at the person and search for
41、the eye contact with that person. Once succeeding, the relationship is established and conversations start. It is regular in conversation to make eye contact with one when it turns to him or her to response or speak. In this situation, making eye contact properly also can display emotion and reduce
42、distractions. But facial expressions and situational cues should be taken into account to get accurate information. 2.2.2 The Use of Eye Contact in English Classroom Teaching Eye contact is used particularly in English classroom teaching. Before teachers begin their class, it is common for us to see
43、 that teachers stand uprightly and look steadily at the whole class. Until everyone is quiet, teachers begin their class. Next, teachers always look at students eyes as they are having class. Teachers can see if students are concentrating on the class in their eye interactions. Besides, every time t
44、eachers ask questions, they will make eye contact with students to get information if they can answer the question. And teachers can know students attitudes toward the class. In addition, it can give them concern, confidence and encouragement to make eye contact with students. Moreover, a hard cold
45、stare also makes students reduce distraction or make them calm and concentrate on study. Its up to teachers use of eye contact. In any case, proper use of eye contact can be good for effective teaching and students study.2.3 Touching Touching and being touched is common in our life. When we talk to
46、our good friends or relatives, sometimes we will touch them unaware. Human touch is essential in our communication. Touch is needed for humans. Touching can express interpersonal attitudes and affection as well. An individual who receives body contact may feel strong feeling of intimacy and being lo
47、ved. Proper skin touch can maintain a marriage. Human contact is essential to life. 2.3.1 Functions of Touching Touching is powerful for communication. It can express sympathy, understanding and affection. For example, a slight pat on the shoulder or a back embrace means understanding or consolation
48、. Its much more valuable and useful than any words. Touching can break down communication barriers efficiently. For instance, when two strangers meet at first time, they may shake hands to familiar with each other. Touching varies from different people, occasion, and location. For example, hand-shaking between students and teachers means respect and appreciation. But its different between two old friends. It means missing and wish between friends who have not seen for a long time.2.3.2 The Use of Touching in English Classroom Teaching Touching is a powerful communication in cla
