论文.docx
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论文.docx
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论文
TheUseofBodyLanguageinMiddleSchools
Author:
ZhnagLeiSupervisor:
DongChunzhi
ForeignLanguageDepartment
HankouBranchofHuazhongUniversityofScienceandTechnology
【Thesis】:
Withthecontinualreformoflanguageteachingandlearningmethods,teachersareingreatdemandtoorganizetheclassesinEnglishandcreateEnglish-learningcircumstances.However,withthelimitationofstudents'vocabulary,teachershavetosimplifytheirteachinglanguagewiththehelpoffacialexpressionsandbodymovements.Inthisarticle,thepossibilityandtheeffectofusingbodylanguageinlistening,speaking,readingandwritingwillbefurtherdiscussed.
【Keywords】:
Englishteachinginmiddleschools,bodylanguage
I.Introduction
Aseveryoneknows,theclassroomteachingisoneofthemostimportantwaysthatthestudentslearnEnglish.AsfarastheEnglishteachinginthemiddleschoolsisconcerned,teachershavetoarousethestudents'interestsothattheymaylearnbetter.Therearemanywaystoarousethestudents'interestandhelpthemtolearnbetter,bodylanguageusedinEnglishteachingisoneofthem.
Bodylanguageisanimportantmediathroughwhichpeoplecommunicatewitheachother.Itreferstothepatternsoffacialexpressionsandgesturesthatpeopleusetoexpresstheirfeelingsincommunication.Thespecialistonbodylanguageresearch,Fen.Lafle.Angles,oncesaid:
"Onceitwaslost,ababycouldn'thavegrownintoanormalperson".It'salsotruetothejuveniles.Inschooleducation,bodylanguageplaysapositiveroleincultivatingthestudents'characters.For,teachersareusuallyrespected,andfactually,whatorhowtheteacherssayanddowillbepossiblyimitatedbythestudents(sometimessubconsciously).Inaword,teachers'gracefulbodylanguagehelpstoimprovethestudents'artistic-appreciationandmoralcharacter.Ifthestudentsdevelopawonderfulbodylanguage,whichwillpossiblyleadsthemtoformanoptimisticandactivefeelings,theywillsurelyhaveamoresmoothinterpersonalrelation.
Theaffectionofteachers'bodylanguageonthestudentsisreflectednotonlybyestablishingagoodexample,butalsoshorteningtheteacher-studentestrangementbywhichamoreharmoniousstudyingatmosphereiscreated.Asamatteroffact,teachers'friendlyappearancecangreatlyencouragethestudents'studyingenthusiasm.Furthermore,thecharacteristicsoftheoreticandabstractionofknowledgealsorequiresthevivid,dramaticandanaccessiblegesturestomakeitspecificandfigurative.Asaresult,thestudents'interestismotivatedandtheeffectofteachingisgreatlyimproved.
II.ThenecessityandimportanceofusingbodylanguageinEnglishteaching
Englishteachingisakeypartoftheschooleducation.WiththeEnglishteachingmethodsreform,moreandmoreEnglishteachersorganizetheteachingprocessinEnglishsothattheymayrealizetheCommunicatedEnglish.TheCommunicatedEnglishmeansthatteachersinstructthestudentsandexplainquestionsbasicallyinEnglish,andthestudentsarealsorequiredtouseEnglishinclass.Contemporarily,however,thestudentsinthemiddleschoolcan'tspeakverywell;neithercantheyunderstandwhytheyshouldusedifferenttonesindifferenttimeorsituation;theirvocabularyandexpressiveabilityarelimitedtoo.TheselimitationsmadeitdifficulttorealizetheCommunicatedEnglishintheclasses.Accordingtothestudents'presentlevelandpracticalsituation,bodylanguageisrequired.Forexample,whenateachergivesaninstruction:
"Youtwo,pleasecometotheblackboard."Thestudentscaneasilyunderstanditiftheteacherlooksat(orpointsto)sometwostudents.Then,theteacherpointstotheblackboard.Thestudentswillcarryouttheorderwithoutobstacleeveniftheydon'thearthekeywords"blackboard"clearly.Furthermore,teachersusuallyhavetoexplainsomelanguagepoints,andatthistime,theyhavetodifferentiatetheclassroomexpressionsandtheexamples.Takeitforexample,weoughttousetheform'havedone'suchas'Haveyoufinishedthatjobjet?
'"Tomakethestudentsunderstandclearly,ateacherhaslotsofways.Todoitbyspeed,heusesacommonspeedwhenreading"weoughttousetheform'havedone'",andreadsslowlywhengivingexamples;hecanalsogettheeffectbyrepeatingtheexample'Haveyoufinishedthatjobjet';amorefrequentwayistousegesturestolayemphasisonthekeypointswhenhesaid"havedone"(emphasizingitinvoiceatthesametime),hereachesouthisindexfinger,pausesintheair,andthengivesouttheexample.Thisactionwillusuallygivethestudentsadeepimpression.Fromtheabovewecanlearn,theuseofbodylanguageinEnglishteachingisnecessaryandpractical.IntheEnglishteachinginmiddleschools,bodylanguageisfrequentlyusedtoimprovetheteachingeffectandthestudents'ability.
III.Theconcreteapplicationofthebodylanguageinlistening,speaking,readingandwriting
1.Bodylanguagehelpstoimprovelistening
TheGreekphilosopherEpictetuseverwittilysaid:
"Naturehasgivenmanonetongueandtwoearsthathemayheartwiceasmuchashespeaks."Fromthesayingwecanlearnhowimportantthelisteningisinourdailylife.TounderstandothersisabasicpurposeinEnglishteaching,andteachersoftentrainthestudents'listeningaccordingly.Inthisprocess,ifthebodylanguageisused,theeffectwillbebetter.Whenbeginninganewlesson,theteachernarratesthestoryoutlineinEnglish.Thebodylanguagemayhelp.Forexample,ateachercanstretchhisarmsslowlywhenhesays"Sheisinaverybigroom";hecanopenhiseyeswidelywithmouthopenedwhenhesays"Sheissobeautifulalady".Asaresult,thestudentswillhavesuchanimpression:
Sheisverybeautifulindeed;ateacherwhoimitatesthecryingorthemovementoftheanimalsunderthepremiseofteachingorderwillsurelyachieveabettereffect.
2.Bodylanguagehelpstoimprovespeaking
Thespokenlanguageisoneoftheimportantwaystocommunicate,soweshouldtrytodevelopthestudents'abilityofspeaking.Factuallytheyarehelpedtoreachtheaiminacertaindegreebytheirteacher'sbodylanguage.
ThecontemporaryemphasisisgraduallylaidonspokenEnglishteaching.ThefirstlessonofeveryunitinSeniorEnglishbeginswithdialogue.TheteachingprogramsrequiretheteacherstoorganizetheclasstopracticeEnglishaccordingtothecharacteristicsofdialogue.Generallyspeaking,thebodylanguagecanarouseandsustainthestudents'interestoflearningandusingEnglish.IntheEnglishclass,theteachersshouldnotonlyusebodylanguagesthemselves,butalsoaskthestudentstousethemaccordingtothedifferentsituation.Takeitforexample,thefirstlessoninUnitone,Bookoneisaboutthetimewhenthenewstudentsfirstmeet,andtheydon'tknoweachother.Soateachercanintroducehimselffirst,suchas:
"Hello,everyone,nicetomeetyouhere.NowI'llintroducemyselftoyou.MynameisArthur.Ilikeplayingbasketball,for,itmakesmemuchstronger;Ilikeplayingchess,for,itmakesmemoreclever;andIlikereadingbooks,for,'readingmakesoneperfect'".Duringtheintroduction,theteachershouldusethenewvocabulariesandsentencestructurestogetherwithavividexpressionandmatinggesturesaspossiblyashecan.Hesmileswhenhesayshellototheclass;heshakeshandswithsomestudentssaying"Nicetomeetyou";hewritesnamedownontheblackboard;heimitatestheactionofdribblingandshootingatthebasketball,playingchessandturningpagestoexplainhishobby.Afterhisintroduction,theteachercancreateacircumstanceforthestudentstopractice:
"MaryandJackarenewclassmates.Theyarewalkingtogetherinthestreet,andtheymeetoneofJack'soldfriends,Yangpei.ThenYangpeiandMaryareintroducedtoeachotherbyJack."Afterthestudents'practicethedialogueisintroducednaturallyfromit.Usually,theapplicationofbodylanguageindifferentsituationswillresultinanattractingandsuccessfullesson.
3.Bodylanguagehelpstoimprovereading
ThepurposeofSeniorEnglishteachingistotrainthestudents'preliminaryabilityofusingspokenandwrittenEnglish.Intheseniorschool,welayemphasisonethereadingabilitythatservesthestudents'furtherstudy.Herewemainlymentionthehelpfulnessforreadingaloud(朗读).Readingaloudhelpsthestudentstogetacorrectpronunciationandintonationandtodevelopthecombinationofvocabularies'pronunciation,spellingandmeaning.Furthermoreitalsohelpsthestudentstofindoutthearticle'sinternalfeelingsandappreciatethebeautyofthelanguage.Alinguisteversaid:
"Apoemisnotapoemuntilitisread."Readingaloudisbasicinthemiddleschool,andtheteachersshouldmakefulluseofbodylanguagetodevelopthestudents'abilityofreadingaloud.
Whenreadingthesentences,attentionshouldbepaidtowheretospeaksoftly,emphasize,andraiseorlowerourtone.Tomakeitclear,wecanimitatethestrongorsoftpatsthatareusedinmusicteaching,whichmeanstousethearcstorepresentdifferenttones.Generallyspeaking,weusefallingtonesindeclarativeandspecialinterrogativesentence,firstrisingtonesandthenfallingtonesinthechoosinginterrogativesentence.Thestudentsinthemiddleschoolarenotoftenaccustomedtoandalwaysconfusethem,however,withthehelpofbodylanguage,theycansolvetheproblemmuchmoreeasily.Forexample,theyusegestures.Astheyreadthechoosinginterrogativesentence,theyraisetheirhandsinrisingtonesandlowerinfallingtones.Aftertrainingforsometimes,assoonastheyreadthesentences,theywillremindthemselvesofthegestures.Asaresult,therew
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