英语论文定稿The Application of Body Language in Elementary School.docx

英语论文定稿The Application of Body Language in Elementary School.docx

《英语论文定稿The Application of Body Language in Elementary School.docx》由会员分享，可在线阅读，更多相关《英语论文定稿The Application of Body Language in Elementary School.docx（11页珍藏版）》请在冰豆网上搜索。

英语论文定稿TheApplicationofBodyLanguageinElementarySchool

TheApplicationofBodyLanguageinElementarySchoolEnglishTeaching

FengQing

Class8,Grade2010,SchoolofForeignLanguageandLiterature,ChongqingNormalUniversity

Abstract:

BodylanguageusesasatoolinEnglishcommunication,itcomesoutbeforespokenlanguage.BodylanguageplaysaveryimportantroleinelementaryschoolEnglishteaching.TraditionalEnglishteachingalwaysfocusesonlanguageitself,mostly,studentsarerequiredtorememberwordsandlearngrammar.PeopleknowthatthemostimportantthinginstudyingEnglishislanguageenvironment.EnglishclassroomisthebestplacetostudyEnglishaccordingtotheteachingsituationofChina.Therefore,bodylanguagemeanspeopleusedifferentkindsofacts,mannersandexpressionstoreplacespokenlanguage.Bodylanguagecanpromotemutualunderstandingbetweenteachersandstudents,arousestudent'sinterest,enrichthecontentofEnglishteaching,diversifyteachingmethodsandaddvividnesstotheclassroomatmosphere,especiallyinelementaryEnglishteaching.Inthisarticle,theaccessibilityandnecessityofbodylanguageareexpounded,emphasizingtheproperuseofbodylanguageinelementaryEnglisheducation,includingeyecontact,facialexpressions,gestures,andposture.ThispaperarguesthatinelementaryschoolEnglishclass,forawiderangeofreasons,teachersshouldpayenoughattentiontobodylanguageandproperlyuseitasateachingtactic.

KeyWords:

bodylanguage;elementaryschool;Englishteaching;application

1Introduction

Itisanexcellenttimeofstudyinglanguageinprimaryperiod,alsoitisoneofthebesttimeofstudyingEnglish.However,thestudentsaretooyoungtocontrolthemselveswhichcausemanyproblemsinEnglishclassroomteaching.AsfarastheEnglishteachinginelementaryschoolisconcerned,teachershavetofacetheissueofhowtoarousestudent'sinterestandincreaseteachingefficiency.Bodylanguage,akindofnon-verbalbehaviorthatcanexchangeideas,expressemotionsandtransmitinformationthrougheyecontact,facialexpressions,posturesandgesturesandsoon.Bodylanguageplaysasignificantroleinhelpingstudentslearnefficiently.Thisisreflectedinseveralaspects,includingenhancingteachingatmosphereandhelpingwellorganizeclassroomorderandpromotingmutualcommunication.Teachers’gentlebodylanguagewillhaveagreatinfluenceonstudents,teachersinhighspiritinclassroomwillarousestudents’interests,onthecontrary,aseriouslookwillupsetstudents.What’smore,asteachersareusuallyrespected,whatorhowtheteacherssayanddowillbepossiblyimitatedbythestudents.Teachers'gracefulbodylanguagehelpstoimprovethestudents'abilityofcognizanceandmoralcharacter.Inthiscase,theteacherjustlikealifeguide.Soproperapplicationofbodylanguagecanimproveteachingqualityandteachingefficiencyandmaketheclassvividandmeaningful.

Bodylanguageisalsoatooltohelpexplaindifficultknowledgetostudents.Theimportanceofbodylanguageisconsideredtohelpstudents’understandingandcreateahappy,softandmorecomfortableclassroomenvironment.Sometimes,theoryknowledgeisahardparttoteachtostudents,butbodylanguagecanchangethetheoreticandabstractknowledgeintothesimple,andaccessiblegestures,whichismorespecificandfigurativeandmucheasierforstudentstounderstandandrealize.Tobeconcluded,thestudents'interestismotivatedandtheeffectofteachingisimproved.Alotofpracticeshaveprovedthatthesuccessfulclassroomteachingbasedonnotonlytheteachersgracefullanguageexpressionbutalsothenaturalanddecentbodylanguage,theyareindispensableparttooneanother.

Thispapercanbemainlydividedintothreeparts.Thefirstpartprovidessomedefinitionsofbodylanguagegivenbysomefamousexperts.Inthesecondpart,ittendtoshowtheconcreteapplicationofbodylanguagethrougheyesight,facialexpressions,gestures,andpostureinelementaryschoolEnglishteaching,combinedwiththeanalysisoftheaccessibilityandnecessity.ThelastpartshowsthesignificanceofapplyingbodylanguageinelementaryschoolEnglishteaching.

2Thedefinitionofbodylanguage

Manydefinitionsofbodylanguagehavebeenbuiltbyexperts.Somedefinitionsaregeneral.Forexample,bodylanguageisdefinedasalanguagewithoutwords;orbodylanguageindicatesallcommunicativesymbolsexceptoralspeech.（Harrison,R,1974:

133）.Itbelongstonon-verballanguage.Somedefinitionsarespecific.Forexample,SamovarandPorterholdsuchidea:

"Bodylanguageisthespecially,biologically,psychologicallyorculturallyframedexchangeofvaluablemessageswhicharenotverballyspokenoutbutconveyedbythebody,gesture,symbolorrelevantcontextandsurroundingenvironmentetc."（Samovar,L.&Porter,R,1995:

14）.

AccordingtoBirdwhistell,thestudyofnonverbalcommunicationcoversthreemajors:

Proxemics,Paralanguage,andKinesicsorBodyLanguage.（Birdwhistell,R,1952:

56）.Proxemicsmeansthatpeoplekeepacertainspaceordistancewitheachotherwhentheycommunicateandthatthedistancecanrepresentdifferentsignificance.Paralanguageinvolvesthelinguisticelementsofspeech--howsomethingissaidandnottheactualmeaningofthespokenwords.Itistotransforminformationbysound,suchas"Ouch".Besidesthis,thepitchoftoneandvolumeofspeakingalsobelongstoParalanguage.KinesicsisalsocalledBodyLanguage,whichstudiesthemeaningofallpartsofbodyandhowbodymovementcommunicatesmeaning.（Birdwhistell,R,1952:

154）.

3TheapplicationofbodylanguageinelementaryEnglishteaching

Inthepaper,itdefinesbodylanguageasaseriesofphysicalmovementsthatcansendinformationeffectivelywhencombinedwithverballanguage.ConsideringthespecialtyofEnglishteachingactivities,weclassifyitintoeyecontact,facialexpressions,gestures,andposture.

Inclass,theteacher'sbodylanguagechieflyincludeseyecontact,facialexpressions,gesturesandposture.Differentclasssituationshavedifferentbodylanguages.Accordingtothepupil'slivelycharacters,teacherscanapplygestures,expressions,etc.asmuchasnecessary.Forinstance,whenteachingthemeaningofword‘jump’,teacherscanfirstwritethewordontheblackboard,thenjumponceandaskstudentstoguesswhat’sthemeaningofit.inthisway,pupilscanlearnthismoreeasily.Inaddition,teachersavoidspeakingChineseinordertostrengthenpupil'sperceptualknowledgeoftwolanguagesandpavethewayforfuturestudy.

3.1Teachers’eyecontact

Pupilsattitude,emotion,andinspirationareinfluenceddirectlybyteacher’seyesight.Positiveeyesightreflectsconcernandencouragementfromteachersanditensurestheformationofconfidenceinstudents.Onthecontrary,negativeeyesighthurtspupils'confidence.Inshort,lovingandkindeyesightoftengetintothestudent'smemoryalongwiththeteachingcontent.Sucheyesightandteacher'sgoodmoralqualitycandeeplyinvolveinthestudent'smind.Inaddition,teachers'eyesightconsistsoflookingaroundandlookingattentively.

3.1.1Lookingaround

Lookingaroundhasaconventionaleffectonstudents.Whiletheclassbellisringing,theteachercanstandontheplatformandlookaroundtheclassroom,suggestingtothepupilsthattheclasswillbeginandit'stimetobequiet.Thismethodismoreeffectivethanteachers'shouting,"Quiet,please!

"Intheprocessofinstructing,occasionallylookingaroundtellsthepupilstolistenconscientiously,becausetheteacherisobservingtheirindividualperformanceintheclass.That'swhytheforeignlanguageeducationistsbelievethatateachershouldlooksteadilyateverystudentwhilehavingaclass.Itmeansloveandequalityanditcanmakethestudentsrealizetheirteacher'svaluableconcern,whichcanraisethestudents'dynamicroleofstudy.Furthermore,teachersshouldtrytoestablisheyecontactwiththeentireclass,notjustwiththefrontroworonlyoneortwostudents.Teachersalsoshouldnotonlystareatthestudentwhoisgoingtobeaskedaquestion,becauseitprohibitslettingallthestudentsthinkaboutthequestion.Theteachershouldpresentbalancedeyesightandlooktotheback,front,fromsidetosidearoundthewholeclass.

3.1.2Lookingattentively

Lookingattentivelyreferstotheeyesgazingatstudentsforaquitelongtime.Itisdividedintoseriouslooking,intimatelookingandnecessarylooking.（Harrison,1974:

232）.Duringexaminations,teachersusuallyadoptseriouslookingeyegazetopreventstudentsfromtryingtocheat.Intimatelookingtendstobeusedinnormalclassroomsituations.Themomenttheteachersstandontheplatformdisplaying"sweet"eyesight,pupilswillfeelascomfortableandatease.Thisinformalandrelaxing"introduction"indicatesthebeginningofajoyfulclass.Ifsomepupilsfeelnervous,thisformofeyesightalongsideasmilewillaidingettingridoftheirworries.Andalsobywatchingtheeyesofstudentsandlettheeyeshelpinterpretlanguage,organizetheteaching,transfertheinformationandexpressthefeeling.

3.2Teacher’sfacialexpressions

Ourfacesplayakeyroleinexpressingourthoughts,especiallyouremotionsandattitudes.Accordingtoseveralcross-culturalstudiesmadebysocialpsychologistPaulEkmen,people'scountenancesshowtheiremotionalexpressionsclearly.Therefore,teachersshouldaimatunderstandingthedifferentsituationsthatappearintheEnglishteachingclassroom,andbeabletotalkandperformusingtheirfaces.Usingtwoteachersasexample,twoteacherswhodisplayedentirelydifferentperformanceduringthei