《英语本科毕业论文浅析非言语交际在小学英语教学中的运用.doc》由会员分享，可在线阅读，更多相关《英语本科毕业论文浅析非言语交际在小学英语教学中的运用.doc（25页珍藏版）》请在三一办公上搜索。
1、本科毕业论文 浅析非言语交际 在小学英语教学中的运用学生姓名： 学生学号： 院（系）： 外国语学院 年级专业： 2003级英语本科4班 指导教师： 二七年五月On Nonverbal Communicationin Primary English TeachingHuang XiyanUnder the Supervision ofHe XuedeSchool of Foreign Languages and CulturesPanzhihua UniversityMay 2007 ContentsAbstract.IKey Words.I摘要.II关键词. IIIntroduction.11
2、.Self-presentation .3 1.1 Emblems.3 1.2 Illustrators.4 1.3 Affect Display.52. Identification of Rules and Expectations .5 2.1 Gesture.6 2.1.1 Facial Expression6 2.1.2 Sign Language.7 2.1.3 Eye Contact.7 2.2 Paralanguage8 2.2.1 Silence.8 2.2.2 Nonverbal Sound.9 2.3 Object Language9 2.3.1 Classroom Ar
3、rangement.9 2.3.2 Arrangement of Pupils103. Feedback and Reinforcement.10 3.1 Feedback.10 3.2 Reinforcement.114. Liking and Affect .11 4.1 Teachers Liking and Affect11 4.2 Pupils Liking and Affect.125. Regulation of Conversational Flow.12 5.1 Guiding.13 5.2 Controlling.136. Classroom Control.13Concl
4、usion.15Acknowledgements.16Bibliography.17AbstractEnglish teaching serves the verbal communication. The instructional information and knowledge are not only conveyed by the verbal language, but also by the nonverbal language in the English teaching especially at primary school. However, most teacher
5、s, who think the words are the sole way to convey the message, only attach importance to the verbal communication and ignore the nonverbal communication. In primary English teaching, nonverbal communication, which is usually used to convey message with many ways by the English teachers, has a great
6、influence on the English teaching. According to Coopers viewpoint, the writer discusses the techniques of the nonverbal communication in primary English teaching from six categories, which are effective in the process of primary English teaching. They are respectively self-presentation, identificati
7、on of rules and expectations, feedback and reinforcement, liking and affection, regulation of conversational flow and classroom control. From the discussion of these six categories, we can see that its necessary and important to use the nonverbal communication in primary English teaching. Key Wordsn
8、onverbal language；nonverbal communication；techniques摘要英语教学是为言语交际服务的，然而在英语课堂中，教学信息和知识除了靠教师有声语言的传递外，还要通过非语言交际辅助完成。这一点在小学英语教学中表现得尤为突出。然而，许多老师往往只注重语言交际，以为词语是传递和领悟信息的唯一途径，忽略了非言语行为的信息传递。在小学英语课堂中的非言语表达形式是非常丰富的，而且运用频率也很高,直接影响着英语教的效果。因此，本文试从小学英语教学的角度，对非言语交际在小学英语教学中的运用技巧进行探讨。作者根据西方学者库珀的观点，就非语言交际在小学英语教学中的运用分为行
9、为表现，规章制度的执行和要求、回应与强调、态度与感情、对学生对话的引导和控制、课堂控制六个方面。通过对这六方面的论述，可见非言语交际在小学英语教学中的运用是非常必要和重要的。关键词非言语语言; 非言语交际; 技巧IntroductionEnglish as an international language becomes popular all over the world. In fact, it has been estimated that although there are four hundred and fifty million of the worlds six billi
10、on seven hundred million population who speak English natively, and it is the most extensive second language all over the world (2007). China as the largest country regards the English as second language. In recent years, English as foreign language to teach also has popularized at primary school in
11、 China. Educational Department of China issued that English course should be offered at primary school. However, the method of teaching English at primary school is a controversial issue. The writer holds that nonverbal communication is one of the best ways in primary English teaching.Brooks said th
12、at communication is usually divided into two primary categories: verbal and nonverbal (Bi, 1998) in terms of its elements. Verbal communication means communication with language, in the form of either spoken or written words. In contrast, nonverbal language is used to mean communication with signs o
13、r symbols rather than words, most probably unconsciously to convey meanings or feelings that cannot or would not be expressed in words (Song, 2002). The twentieth century has been a slowly emerging holistic approach to language study (Diane, 2000). Sebeok said that “the growth of semiotics, with its
14、 focus on patterned communication in all modes and drew attention to the role of nonverbal communication and thus helped to clarify exactly what was involved in the specifically linguistic dimension of communication.” (Mark & Janie, 2001). Leaning back in ones important part of any communication int
15、erchange, whereas as Professor Albert Mehrabian says, words convey only seven percent of a persons message, intonation and voice quality communicate thirty-eight percent, and nonverbal cues transmit a whopping fifty-five percent. And a socio-psychologist also holds that there are thirty-five percent
16、 information speeded by words, and other sixty-five percent by nonverbal language. In addition, a person said, the eighty-two percent of the effect of instruction depend on teachers expressions, behaviors, and lights and other nonverbal communication ways, only eighteen percent depend on words. Thos
17、e mean people pick up more from nonverbal communication than from the words. Though we remain largely unaware of it, every conversation we have is an extremely complex experience involving multiple channels of expression, as well as, postures, gestures and others. It exerts an important influence on
18、 English teaching at primary school.Bi Jiwan (1998) said that nonverbal language is an indispensable part of all communication means. It is acquired from daily life, thus it should become an organic part of English teaching. And the English teaching isnt a complete and successful teaching without it
19、. According to Coopers viewpoint, the writer discusses the techniques of the nonverbal communication in primary English teaching from six categories, which are effective in the process of primary English teaching. They are respectively self-presentation, identification of rules and expectations, fee
20、dback and reinforcement, liking and affect, regulation of conversational flow and classroom control (Cooper, 1988).In writers opinion its necessary and important to use the nonverbal communication in the process of English teaching at primary school. The nonverbal communication plays the role of a l
21、inkage between teachers and pupils.1. Self-presentationIn most universal significance, exactly, in most universal significance from the existence and life of the human beings, performance is one of the ways of humans life and existence; it is person as existent life who takes responsibility to the c
22、ertain roles (Li, 2005). So, self-presentation as a nonverbal language is indispensable in English teaching at primary school. It refers to the teachers actions and the students reactions consciously or unconsciously between teachers and pupils in the class. For example, a teacher stands straightly
23、in front of the pupils and speaks with command language and the pupils nod their heads, take notes and listen to the teacher with all their mental faculties on the stretch.We are constantly communicating in one way or another even if we say nothing at all. Whereas language seems to be the obvious fo
24、rm of communication, much more information is communicated beyond the pure words that are exchanged during a conversation. Body language is the quiet, secret and most powerful language of all. And our bodies send out messages constantly and we usually dont recognize that were communicating a lot mor
25、e than we have realized. Ekman and Friesen, whose classification methods of body language have a great influence on the field of nonverbal communication, divide the body language into five parts: emblems, illustrators, affect display, regulators and adaptors (Knapp, 1978:13-18). The author discusses
26、 the first three one by one.1.1 Emblems In the Merriam-Webster Dictionary (2004), emblems are the symbolic gestures used as a heraldic device. But in this paper, it refers to the teachers actions which having specific meanings. These gestures have clear and definite meaning and they can take the pla
27、ce of the verbal language to communicate with others. For example, someone waves the hand to say hello.Brown (2001) said, “The difference between children and adults lies primarily in the contrast between the childs spontaneous, peripheral attention to language meanings and the adults overt, focal a
28、wareness and attention to those forms.” Its difficult for pupils to understand verbal instructions when they first learn the language. Teachers need to make the learning experience very enjoyable and pleasant. Thus, when the English teacher teaches the pupils, he or she should pay more time on expla
29、ining the meanings by an easy way rather than explaining the form. For instance, a teacher teaches the new phrase “wash face”, she will put her hands on the face. In this way, the pupils know what it means and when it is used. If the teacher tells the pupils wash means make somebody or something cle
30、an in water or some other liquid, its a verb and face is the front part of the head from the forehead to the chin, its a noun. “Wash face” means make ones face clean with water; its a verb-object phrase. The pupils may not understand the phrase and not keep it firmly in mind. From the example, we se
31、e that the emblems instead of the complex explaining are good and easy ways to convey the message.1.2 Illustrators Illustrators refer to the actions that explain or make something clearly in this paper. These actions are directly in coordination with the verbal language to explain the meaning of the
32、 conversation. And it can be used to emphasize a sentence, indicate something, describe the space and a gesture, and explain a word, etc (Bi, 1998). The teacher should convey the message by the aid of illustrators in the English class at primary school. In order to let the expression specifically an
33、d accurately, the teacher often uses the body language to illustrate. Some one said, the using of the illustrators not only avoids misunderstanding but also verifies the verbal language to enhance credibility.The teacher asks questions and she or he needs someone to answer it. At this time she or he
34、 could put up right hand or the left hand vertically. Thus the pupils know that the teacher wants them to answer the questions. They positively put up their hands quickly. Illustrators can also make the abstract generalized and sometimes it explains more clearer and director than verbal language (Ma
35、i, 2006). As explaining the distinction between go to sleep and be asleep, the teacher goes straight ahead then bends forward the body and holds head with both arms. At the same time, the teacher should say: “I go to sleep.” At last closes your eyes with snoring and then says: “I am asleep.” So, the
36、 pupils will understand the first phrase emphasizes action, and the last one emphasizes state. As the same, the teacher could know the pupils by the illustrators which the pupils behaving. When the teacher teaches the new knowledge, if the pupils comprehend it clearly, they will nod their head. If t
37、hey agree with the teacher, they may nod or smile. On the contrary, the pupils shake their heads or knit their eyebrows in a frown, which means they cant understand the new knowledge. The teacher controls the class flexibly according to the pupils illustrators.1.3 Affect display Teaching beginners i
38、s considered by many to be the most challenging level of language instruction. Since students at this level have little or no prior knowledge of English on which to build, the teacher becomes a central determiner in whether or not students accomplish their goals (Brown, 2001). Besides, the English t
39、eacher should pay attention to the pupils attitude towards learning English from their behaviors. Some pupils show positive attitude towards learning English, however, some show passive attitude even detestation. The pupils attitude is almost observed through their affect. People with psychological
40、disorders may display variations in their affect. Facial expressions are the key demonstration of peoples affect. The absence of any exhibition of emotions is described as flat affect; in this case the students voice is monotone, face is expressionless, and body is immobile (Ablon, 1993). The pupils
41、 attitude toward English learning is between positive and passive. The teacher should stimulate their enthusiasm to studying. A constricted affect refers to mild restriction in the range or intensity of display of feelings, as the display of emotion becomes more severely limited, the term blunted affect may be applied (Ablon, 1993). The pupils attitude towards English is passive that they have no interest in it and feel dull. Another is activ
