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1、ContentsIntroduction11 The Connotation and Characteristics of “Gesture”1in English Teaching11.1 The Connotation of “Gesture” in Teaching11.2 The Characteristics of “Gesture” in English Teaching11.2.1 Affectivity21.2.2 Indication21.2.3 Iconicity21.2.4 Symbolism32 Gesture and middle school English Tea
2、ching32.1 The Relationship between“Gesture”and “middle school English Teaching.32.2 The Function of Gesture in middle school English Teaching42.2.1 Activating Classrooms Atmosphere 42.2.2 Developing Students Innovation42.2.3 Stimulating Students Imagination52.2.4 Cultivating Students Communication A
3、bility52.3 The Application of Gesture in middle school EnglishTeaching62.3.1 The Application of Gestures in Pronunciation Teaching62.3.2 The Application of Gestures in Word Teaching72.3.3 The Application of Gestures in Sentence Teaching73 Advantages of gesture in middle school English Teaching 3.1 3
4、.2 3.3 3.44 Points for Attention in the Use of “Gesture”84.1 Attention to the Authenticity of Gestures84.2 Attention to the Vividness of Gestures94.3 Attention to Moderateness of Gestures94.4 Not Neglecting the Involvement of Students9Conclusion10References11Abstract：English teaching is not only a p
5、rocess of transferring and exchanging message between teachers and students, but also a process of emotional exchanging between them. In the process of teacher-student interaction, middle school English teachers just using verbal language is not enough if we want to achieve high efficiency of teachi
6、ng. That is to say, we need to achieve the purpose of exchanging the ideas and conveying the information. This reflects the magical effect of gesture. The sign language, which is vivid and intuitive, is easy to have influence on students. Flexible using of gesture can not only help students understa
7、nd, improve the teaching efficiency, but also can be easy to arouse students interest in English learning and obtain a multiplier effect especially in the middle school English teaching. Therefore, the sign language is the essential participants in the middle school English teaching. Key Words: gest
8、ure; middle school English teaching; interest; figurativeness; intuition摘要：英语课堂教学的过程不仅是师生信息传递、交流的过程，同时也是师生情感的双向交流过程。在这一师生互动过程中，要取得高效率的教学，作为一名小学英语教师仅仅利用语言是不够的，必须还要借助于手势来达到交流思想和传达信息的目的，有时还会达到“无声胜有声”的效果，这就体现出了手势语的妙用了，在小学英语课堂教学中，由于小学生年龄特点等的影响，教师恰当地运用手势语，不仅帮助学生理解，提高教学效果，而且容易激发出他们的学习兴趣，获得事半功倍的效果,尤其在于中学英语教
9、学当中。所以，手势语是中学英语教学中不可或缺的参与者。关键词：手势; 中学英语教学; 兴趣; 想象; 形象性；直观性The Connotation and Characteristics of “Gesture” in English TeachingIntroductionIn the modern education theory, the basic guiding ideology, which advocated teaching-oriented, learning as the main body, is about teachers treat the classroom as
10、 the teaching position, while students treat it as the important learning place. Teaching effect of one class is influenced by many factors including teaching content, teaching methods, teaching level, students attitudes towards learning and their learning skills and so forth. Whether students are c
11、oncentrated on the class or not depends on the teaching effect. So, how to improve the teaching effect?The gesture, which is one of the body language, is a silent thing being used to express a variety of feelings. The gesture and its expression meanings are richly colorful. In middle school English
12、teaching, teachers can use the accurate, appropriate and coordinated gestures unconsciously. Teachers teaching English in this way can effectively help the organization of teaching, enhance teachers and students feelings, arouse students interest, highlight the teaching points and improve the teachi
13、ng effect. On account of the function of gesture, we can see that it is very indispensable for teachers to using the gesture in English teaching. 1 The Connotation and Characteristics of “Gesture” in English Teaching 1.1 The Connotation of “Gesture” in Teaching Gesture Teaching is a teaching that te
14、achers use a series of movements in the classroom to achieve the goals of expressing feelings, exchanging emotion and setting forth the viewpoint. 1 In the teaching, not only can it express feelings, but also can increase the conviction and attraction.1.2 The Characteristics of “Gesture” in English
15、Teaching In fact, gestures have different characteristics in different categories. For example, gestures can classified into four kinds, affective gesture, indicative gesture, iconic gesture and symbolic gesture, so it is clear to see that gestures characteristics can be classified into affectivity,
16、 indication, iconicity and symbolism in some cases.1.2.1 Affectivity Here, it is a gesture which is mainly used with strong emotion. Its expression is extremely rich and contagious. When you use this gesture in English teaching, it also involves strong emotion. For example, when teachers teach the s
17、entence I Love China, they can put the hands on the chest to express sincere feelings. By doing so, students can easily have a strong feeling about loving their country.1.2.2 IndicationIndicative gesture, which is used to indicate the specific person, thing or amount, can give the audience a kind of
18、 true feelings. It is characterized by simple movements and non-emotion. Indicative gesture can be divided into the real means and the virtual means parts. The object which the real means involve is the sight that is perceivable while virtual objects that are far away from the scene involving the pe
19、ople and things which is the audience can not directly see. If teachers teach students to use the sentence “ImTheyre” in real situation, we can say “Im a teacher and theyre lawyers.” to let students who are audience here know the truth.1.2.3 Iconicity Iconic gesture is a kind of gesture which mainly
20、 imitates the height, volume, movement of people or things. It can arouse peoples association and give a specific and clear impression. Speaking of mountains, make hands stretched upward while talking about the sea, make hand stretch outreach. As the above said, this kind of gesture can make the abs
21、tract things concrete. It is easy for students to understand. For example, when teaching the word “train”, teachers can draw a circle for the trains wheel by using hands in the front of the chest as the gesture of the word “train” until the students can speak out the Chinese meaning of the word. Stu
22、dents can remember the words easily if teacher apply the gestures to the English teaching. In this part, we can clearly see that the gesture in English teaching is possessed of iconicity. There is no doubt that it is easy for students to understand.1.2.4 SymbolismThe meaning of symbolic gesture is a
23、 little abstract. If teachers can use the gesture in English teaching accurately and appropriately, it can inspire the audiences thinking, and give the audience a clear and specific impression. For example, doing the action “thumbs up”, and then ask students to guess what the meaning is. In fact it
24、stands for taking somebody somewhere. Here, this can cause the audience think.2 Gesture and middle school English Teaching 2.1 The Relationship between “Gesture” and “middle school English Teaching”Middle school English teaching is a language subject with the purpose of arousing students interest, b
25、uilding students initially confidence, bringing up a certain sense of language and good pronunciation and intonation. In order to adapt to the new curriculum reform of middle school English, English teachers should have moral and mental quality as well as a proper cultural competence and the prerequ
26、isite skills that is related to middle school English education.As we all know, in the middle school English teaching, it also emphasizes the importance of gesture. That is to say, the gesture should be applied to the middle school English teaching. Firstly, applying gesture to the middle school Eng
27、lish teaching can give students a sense of beauty and arouse students interest in English learning. Secondly, it can also foster students habit of thinking, understanding and expressing directly in English. For example, in middle school English, the parts of “Lets play”, “Watch and listen”, “Look an
28、d act”, “Look and talk” should be taught by using the various gestures. 22.2 The Function of Gesture in middle school English Teaching 2.2.1 Activating Classrooms AtmosphereStrong interest in learning English is the premise of learning English and training the students to be interested in English le
29、arning is an essential prerequisite for teachers success in English teaching. 3 And students can be active in participation and thinking just in the pleasant classroom environment. Therefore, teaching contents should be carefully prepared and arouse the students interest in learning English by a ser
30、ies of gestures.For example, the unit “We love animal”, teachers can teach the animal words by the vivid gestures. Take the animal word “rabbit” as an example. The word can be learnt by a series of gesture, extending the hands of index finger and middle finger, closing the other three together and t
31、hen placing both hands on the head. The students will learn these words with interest.Take another case as an example. When we teach the text “Our Classroom”, for example, pointing to our own classroom when we say the sentence “It is our classroom”. And then we can knock the windows and the walls by
32、 hands when saying “The windows are big and the walls are white”. How to teach the sentence “There is a blackboard on the front wall”? Of course, that is combining our words and actions together. Or more precisely, that is moving forward and then pointing to the blackboard when saying the sentence.2
33、.2.2 Developing Students Innovation In the class, showing the process of gesture is a process of performing. The process, which is being acted very vividly and expressively, can make the students create the imagination. You can imagine that applying gesture to English teaching can stimulate students
34、 imaginative thought and train their ability of innovation. There is a game which is very popular in the primary English teaching. The game is about watching gestures and then guessing what the words are. Teachers will perform gestures according to the learned words and then letter students guess wh
35、at the words are. It can develop the students imaginative thought and foster the students ability of innovation though the interesting game.2.2.3 Stimulating Students imagination Showing the he process of gesture is a process of performing. In the process, students will be given some space for imagi
36、nation. In this space, it can fully stimulate the imagination of students. Teachers showing the process of gestures can also be said to be a process of innovation performance. When teaching the English words “monkey”, teachers can make students get the word across with the actions of “eyes rotation”
37、, “looking around”, “scratching with the right hand”. In this way, the vivid image of monkey is to strive in front of students. They can speak English with some interesting actions. When come to the consolidation exercise, teachers can make students listen and imitate the sounds of animals and then
38、guess the name of the animals.2.2.4 Cultivating Students Communication Ability When teachers apply appropriate gestures to class, there is no doubt that it can alleviate students psychological barriers, stimulate students desire to open their mouth to speak English. It can be seen that gestures, whi
39、ch is one of the visually vivid body language, can attract the students interest in learning English. Students in this atmosphere can make themselves involved in the activities actively. In short, the purpose of English teaching is to enable students to love and enjoy learning. In fact, making full
40、use of gestures in English teaching can not be ignored. Therefore, teachers should make accurate, appropriate and coordinated use of gesture which is one of the natural body language. Why should teachers make full use of gesture in English teaching? This is because applying gesture in English teachi
41、ng can help organize the teaching, enhance the feelings of teachers and students, and activate students emotional learning. 2.3 The Application of Gesture middle school English TeachingMiddle English Teaching is very dispensable and important for the training of students interest in English learning
42、 and the potential excavation of their English learning. The following are the application of gestures in the phonetic pronunciation teaching and in the English sentences.2.3.1 The Application of Gestures in Pronunciation TeachingThe exchange of information in the class depends on teachers and stude
43、nts verbal and nonverbal communication. Gesture, as a form of nonverbal language, always exists throughout the class activities.In the lower grades of middle school English teaching especially in the phonetic pronunciation teaching, gestures play an important role in improving the efficiency of clas
44、s. Or more precisely, applying gestures to middle school English teaching is much easier for students to understand the phonetic pronunciation intuitively and easily. Now, lets take the English phonetics i:, you can use the following gestures as the imitative actions of the phonetics i:. That is put
45、ting the palm of the right hand in the front of the chest, and then making the palm to the top of the head slightly. 4 Imitate the pronunciation when do the actions. All in all, applying gestures to the phonetic pronunciation can improve the students accuracy of pronunciation2.3.2 The Application of
46、 Gestures in Word TeachingAs we all know, gesture is visual, image, simple, easy to follow and easy to remember. For example, when teaching the words “long, short, big, small”, teachers can guide students to observe the changes by teachers gestures. That is as much as to say that make students under
47、stand the meaning of the words by comparing the antonym, long and short, big and small. At the mean time, in the process of seeing the gestures, students can also pay attention to the pronunciation. By doing so, not only can students train the listening, but also can do for the image memory. In such
48、 English teaching, it can mobilize the enthusiasm of students so that students can master the words. When teaching the word fly, the teacher learns the birds to fly in the classroom, and then to wave his arms, and say the word fly at the meanwhile. Students master the words unconsciously through observation and hearing about the meaning of the word.Look at the examples below also, it is about the diseases words.
