毕业论文英语教学中的非言语交际Word文件下载.docx
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毕业论文英语教学中的非言语交际Word文件下载.docx
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姓名
班级
指导教师
专业英语
院系名称外国语学院
授位时间
NonverbalCommunicationinEnglishTeaching
Undergraduate:
Supervisor:
Abstract:
Humancommunicationisperformedbothverballyandnonverbally.Manyresearchesindicatethatnonverbalcommunicationplaysanimportantroleinhumancommunication.ClassroomEnglishteaching,asaprocessofaface-to-facecommunication,isalsothesame.Nonverbalskillsareinvaluableforteachersingettingthemessagesacrossandunderstandingthemessagesofinterestsormessagesofconfrontations,whicharesendingthroughpostures,gestures,eyecontactandsoon.Thispapergivesabriefintroductionofthedefinition,typesandfunctionsofnonverbalcommunication,someexamplestoshowthatteachers’propernonverbalbehaviorshavepositiveimpactonclassroomEnglishteaching,anditalsogivesadetailedaccountoftheuseofnonverbalcommunicationinclassroomEnglishteaching.Besides,itputsforwardsomesuggestionsforimprovingnonverbalcommunicationskillsandabilityforbothteachersandstudentstoachievebetterteachingandlearning.
KeyWords:
nonverbalcommunication;
Englishteaching;
teachingresults
英语教学中的非言语交际
学生姓名:
指导老师:
摘要:
人类交际通常是由两个渠道而实现的:
语言渠道和非言语渠道。
研究证明,非言语交际在人类交际中起着重要作用。
课堂教学活动中师生间面对面的交际过程也是如此,教师通过手势、姿势、表情等非言语手段有效地传递知识,并以此帮助他们观察学生在课堂上的学习态度及遇到的挫折困难,从而达到教学目的。
本文简单介绍了非言语交际的定义、分类以及功能,举例证明了教师的非言语行为对英语课堂教学具有明显的影响,对非言语交际在英语课堂教学中的运用进行较详细的阐述,同时提出一些如何提高非言语交际技巧及能力的有效方法,旨在引起广大师生对非言语交际的更加重视以提高课堂教学质量。
关键词:
非言语交际;
英语教学;
教学效果
Contents
1.Introduction.............................................................................................................1
2.Definitionofnonverbalcommunication....................................................................1
3.Functionsofnonverbalcommunication...................................................................2
3.1Repeat.........................................................................................................2
3.2Complementing………………………………………………………………...2
3.3Contradicting…………………………………………………………………...2
3.4Substituting……………………………………………………………………..3
3.5Regulating………………………………………………………………………3
4.NonverbalcommunicationinclassroomEnglishteaching………………..............3
4.1Bodylanguage………………………………………………………………….3
4.2Paralanguage……………………………………………………………………4
4.3Facialexpressions………………………………………………………………5
4.4Eyecontact……………………………………………………………………...5
4.5Spaces…………………………………………………………………………...6
5.PrinciplesofusingnonverbalcommunicationinclassroomEnglishteaching…7
5.1Consistency……………………………………………………………………..7
5.2Appropriateness………………………………………………………………...7
5.3Self-control……………………………………………………………………..7
6.Conclusion………………………………………………………………………...7
Bibliography…………………………………………………………………………9
Acknowledgment…………………………………………………………………...10
1.Introduction
Humancommunicationisadynamic,systemicprocessinwhichmeaningsarecreatedandreflectedinhumaninteractionwithsymbols.Itisperformedbothverballyandnonverbally.OnestudydoneintheUnitedStatesshowedthatinthecommunicationofattitudes,93percentofthemessagewastransmittedbythetoneofthevoiceandbyfacialexpressions,whereasonly7percentofthespeaker’sattitudewastransmittedbywords.(LevineD.R.,AdelmenM.B.,1982)Apparentlyweexpressouremotionsandattitudesmorenonverballythanverbally.ClassroomEnglishteaching,asaprocessofaface-to-facecommunication,isalsothesame.Nonverbalskillsareinvaluableforteachersingettingthemessagesacrossandunderstandingthemessagesofinterestsormessagesofconfrontations,whicharesendingthroughpostures,gestures,eyecontactandsoon.Inclassroom,teachersandstudents,bothconsciouslyandunconsciously,sendandreceivethenonverbalcuesseveraltimesaday,butunfortunately,toooftenteacherspaymuchattentiontoverbalcommunication,ignoringthefactthatthemajorityoftheinformationinface-to-facecommunicationisconveyedthroughnonverbalmeans.Theyhavelaidmuchemphasisonthestudents’abilityofverbalcommunication,bothinoralandwrittenform,whileneglectingthatofnonverbalcommunication,anindispensablepartofcommunication.
Ouraimtoteachalanguage,especiallyaforeignlanguage,istoteachthestudentshowtousethelanguagetocommunicatemoreeffectivelywithotherpeople,butforthelimitationsofthewordsandthecultureofotherlanguages,thestudentscannotunderstandwellinclasswhileteachersuseforeignlanguagetoorganizetheteachingprocess,soasEnglishteachers,weshouldtryourbesttohelpthestudentstolearnbetter.Nonverbalcues,whichtransmittwo-thirdsmessagesofourcommunication,canhelpus.WecanimproveourteachingandachievebetterresultsifwecanappropriatelyusenonverbalcommunicationinclassroomEnglishteaching.
2.Definitionofnonverbalcommunication
Manyscholarshavegiventhedefinitionofnonverbalcommunication.AccordingtoMalandro,BarkerL.L.andBarkerD.A.(1989),“Nonverbalcommunicationistheprocessbywhichnonverbalbehaviorsareused,eithersinglyorincombinationwithverbalbehaviors,intheexchangeandinterpretationofmessageswithinagivensituationorcontext.”Inotherwords,nonverbalcommunicationistheactofgivingorexchanginginformationwithoutusinganyspokenwords.
Researchindicatesthatmany,andsometimesmostofthecriticalmeaningsgeneratedinhumanencountersareelicitedbytouch,glance,vocalnuance,gesturesorfacialexpressionswithorwithouttheaidofwords.Fromthemomentofrecognitionuntilthemomentofseparation,peopleobserveeachotherwithalltheirsenses,hearingpauseandintonation,attendingtodressandcarriage,observingglanceandfacialtension,aswellasnotingwordchoiceandsyntax.Thatistosaywesendandreceivenonverbalmessagesallthetimewhenwedoourcommunication.Inaddition,whenwemakeimportantjudgmentsanddecisionsconcerningtheexperiencesofothers,wealwaysbelievenonverbalmessagesoverourverbalmessageswhenthetwocontradicteachother.
3.Functionsofnonverbalcommunication
Nonverbalcommunicationencompassesmorethanoneactivity,anditisnotlimitedtoonesetofmessages.Thismultidimensionalaspectofournonverbalbehavioralsocarriesovertomanyusesandfunctionsofthiscommunication.Herewejustexaminefiveofthoseuses.
3.1Repeating
Weoftenusenonverbalmessagestorepeatwhatwehavesaidverbally.Thisenablesustoclarifyandemphasizethepointwearetryingtomake.Forexample,wemightholdupourhandinthegesturethatsignifiesthepeopletostopatthesametimeweactuallyusethewordstop.Youdirectapassingmotoristbypointingatthenextstreetcornerandexplainingwheresheshouldturn.Boththegesturesandourwordshaveasimilarmeaningandreinforceoneanother.
3.2Complementing
Complementationisdifferentfromrepetitioninthatitgoesbeyondduplicationofthemessageintwochannels.Itisalsonotasubstitutionofonechannelforanother.Theverbalandnonverbalcodesaddmeaningtoeachotherandexpandoneithermessagealone.Yourtoneofvoice,yourgestures,andyourbodilymovementcanallindicateyourfeeling,whichgoesbeyondyourverbalmessage.Forexample,youcantellsomeonethatyouarepleasedwithhisorherperformancebutthissamemessagetakesonextrameaningifyoupatthepersonontheshoulderatthesametimeyouareofferingtheverbalcompliment.Also,youcanseehowanapologybecomesmoreforcefulifyourface,aswellasyourwords,issaying,“Iamsorry”.
3.3Contradicting
Contradictionoccurswhenourverbalandnonverbalmessagesconflict.Oftenthisoccursaccidentally.Ifyouhaveeverbeenangrywithateacherorparent,youmayhavestatedverballythatyouwerefine,butyourbodilymovements,facialexpressions,anduseofspacemayhave“leaked”youractualfeelings.Contradictionoccursintentionallyonhumorandsarcasm.Yourwordsprovideonemessage,butyournonverbaldeliveryanothermessage.Therecipientofthedualmessagesmustdecidewhichmessagetobelieve,inmostsituationsitisyournonverbalactionsthatpeopleacceptasmanifestingyourtrueintentions.
3.4Substituting
Weusesubstitutionwhenweemploysomeactioninplaceofaverbalmessage.Yourollyoureyes,youstickoutyourtongue,yougesturethumbsdown,oryoushrug.Inmostcases,yourintendedmessageisfairlyclear.Therefereealwaysputtheindexfingerunderhisrighthandinsteadofsayinganywords,theplayersclearlyknowthatthereisapause.
3.5Regulating
Weoftenregulateandmanagethecommunicationeventbyutilizingsomeformsofnonverbalbehavior.Wenodourheadinagreementasawayof“telling”ourpartner,thatweagreeandheorsheshouldcontinuetalking,orweremainsilentforamomentandletthesilencesendamessagethatwearenowreadytobeginourspeech.Inbothoftheexamplesournonverbalbehaviorhelpscontrolthesituation.
4.NonverbalcommunicationinclassroomEnglishteaching
Astheofficiallanguage,Englishplaysanimportantroleinourlife.EnglishteachingisakeypartoftheschooleducationinChina.WiththedeepeningofEnglishteachingmethodsreform,moreandmoreEnglishteachersorganizetheteachingprocessinEnglish,butforthestudents,tocommunicateinaforeignlanguageisnoteasybecauseofthelimitationofthewordsandunderstandingsoftheforeigncountries.Mosttimestheyreceivethemessagebytheteacher’sbodymovementorfacialexpressionsandsoon,sononverbalmessagesareanessentialcomponentofcommunicationintheteaching
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