非語(yǔ)言交際在英語(yǔ)教學(xué)中的作用.doc

非語(yǔ)言交際在英語(yǔ)教學(xué)中的作用摘要非語(yǔ)言交際是跨文化交際不可缺少的組成部分。中西方校園非語(yǔ)言交際具有強(qiáng)烈的文化特性，在大學(xué)英語(yǔ)教學(xué)中，充分重視非語(yǔ)言交際可以在許多語(yǔ)言交際方面起到特殊的輔助教學(xué)效果。本文初步總結(jié)了中西方校園非語(yǔ)言交際及其若干文化差異，以使學(xué)習(xí)者避免非語(yǔ)言交際的文化沖突，順利地完成交際，對(duì)英語(yǔ)教學(xué)工作者有所幫助，以適應(yīng)當(dāng)前英語(yǔ)教育的需要。關(guān)鍵詞跨文化語(yǔ)言交際非語(yǔ)言交際中西方校園文化差異英語(yǔ)教學(xué)一、 引言 當(dāng)今，隨著科學(xué)技術(shù)的發(fā)展，跨文化交際日顯頻繁，然而各民族間的文化差異有許多是表現(xiàn)在非語(yǔ)言交際中的。但是在英語(yǔ)教學(xué)中非語(yǔ)言交際長(zhǎng)期處于被忽視的地位，在英語(yǔ)課堂，大部分教師只注重語(yǔ)言交際，忽略了非語(yǔ)言行為的信息傳遞，造成了課堂交際教學(xué)上的誤解與尷尬。其實(shí)，非語(yǔ)言交際也具有強(qiáng)烈的文化特性，應(yīng)當(dāng)成為英語(yǔ)教學(xué)的一個(gè)有機(jī)組成部分，舍此，英語(yǔ)教學(xué)就不是完全成功的教學(xué)。本文從跨文化交際的角度，簡(jiǎn)略地介紹了中西校園非語(yǔ)言交際及其文化差異，探討非語(yǔ)言交際在跨文化交際和英語(yǔ)教學(xué)中的作用，期望對(duì)英語(yǔ)教學(xué)屆師生有所幫助。二、非語(yǔ)言交際和語(yǔ)言交際的結(jié)合人類交際有兩種：語(yǔ)言的和非語(yǔ)言的。2.1 非語(yǔ)言交際的定義關(guān)于非語(yǔ)言交際，西方學(xué)者提出的定義很多。有的定義則比較具體，如“非語(yǔ)言交際是不用言詞表達(dá)的、為社會(huì)所共知的人的屬性或行動(dòng)，這些屬性和行動(dòng)由發(fā)出者有目的地發(fā)出或被看成是有目的地發(fā)出，由接受者有意識(shí)地接受，有可能進(jìn)行反饋”（Burgoon and Sine,1978,見(jiàn)Malandro，1989：7）。2.2 非語(yǔ)言交際的作用及其與語(yǔ)言交際的關(guān)系薩莫瓦肯定地說(shuō)：“絕大多數(shù)研究專家認(rèn)為，在面對(duì)面交際中，信息的社交內(nèi)容只有35%左右是語(yǔ)言行為，其它都是通過(guò)非語(yǔ)言行為傳遞的。”當(dāng)然，對(duì)非語(yǔ)言交際行為在交際中的作用及其與語(yǔ)言行為之間的關(guān)系應(yīng)該有一個(gè)全面、正確的認(rèn)識(shí)。一方面要看到，在交際中，脫離非語(yǔ)言配合的孤立的語(yǔ)言行為往往難以達(dá)到有效的交際目的；另一方面也要認(rèn)識(shí)到，一種非語(yǔ)言行為只有與語(yǔ)言行為或其它非語(yǔ)言行為配合，才能提供明確的信息。因此脫離語(yǔ)言行為或其它的非語(yǔ)言行為，孤立地理解或研究某一非語(yǔ)言行為的含義常常是難以湊效的。因此在英語(yǔ)教學(xué)中決不可忽視非語(yǔ)言交際行為，只有把語(yǔ)言交際和非語(yǔ)言交際結(jié)合起來(lái)才能達(dá)到較理想的教學(xué)效果。三、中西校園非語(yǔ)言交際及其文化差異校園非語(yǔ)言交際在中西方存在很大差異和文化沖突。本文從文化差異的角度討論兩個(gè)問(wèn)題：教師的儀態(tài)舉止和課堂上的非語(yǔ)言交際行為。 3.1教師的儀表儀表指人的外表，包括衣著和化妝、舉止和姿態(tài)等。 3.1.1衣著和化妝衣著和化妝要適合本人的身份、個(gè)人特點(diǎn)和所在場(chǎng)合，這是各種文化共有的特點(diǎn)。教師是教育青少年一代的人，在這方面要求更加嚴(yán)格。場(chǎng)合不同，每個(gè)人的衣著打扮也不同。教師在學(xué)校，特別是在課堂上要求更加嚴(yán)格。這也是各種文化所共有的。在西方，庫(kù)珀在教師的言語(yǔ)交際行為一書(shū)中講了一個(gè)很有說(shuō)服力的故事：美國(guó)一位中學(xué)八年級(jí)的學(xué)生說(shuō)：“我們班曾經(jīng)有一位女英語(yǔ)教師，她的儀表使我們完全無(wú)法學(xué)習(xí)下去。她長(zhǎng)相標(biāo)致、體態(tài)輕盈，還愛(ài)身著緊身衣裙。我們從學(xué)年一開(kāi)始就陶醉于她那迷人的外表而難以學(xué)習(xí)進(jìn)去。整整一年中，教室里總是亂糟糟的。我們班成了吵吵鬧鬧、紀(jì)律渙散的亂班，這位老師毫無(wú)辦法駕馭課堂?，F(xiàn)在回憶起來(lái)，我認(rèn)為這位教師的學(xué)識(shí)水平并不低，當(dāng)時(shí)我們對(duì)這一點(diǎn)是怎么看的現(xiàn)在是記不清了。然而，有一點(diǎn)我是忘記不了的，那就是，她的儀表舉止使我們?cè)趺匆矓[脫不了她的誘惑力?！保–ooper,1988:70）在我國(guó)，“教師是人類靈魂的工程師，承擔(dān)著教書(shū)育人、為人師表的職責(zé)。一位教師的音容笑貌、舉手投足、衣著發(fā)式無(wú)形中都可能成為學(xué)生學(xué)習(xí)的楷模。”（郝）對(duì)教師儀表的基本要求應(yīng)當(dāng)是具有職業(yè)美，即衣著、發(fā)式都要整潔和大方。整潔就是整齊和清潔。衣服要端正、妥帖、干凈、衣扣整齊，給人以清新、高雅之感。大方，就是在服飾、發(fā)式方面不要過(guò)分追求時(shí)尚華美。一般說(shuō)來(lái)，教師的服飾式樣宜莊重、自然、衣服色彩不宜太鮮艷、太刺眼，而應(yīng)以素雅、含蓄、文中帶花為好。因?yàn)椋粋€(gè)老師如果打扮得花枝招展、濃妝艷抹，就會(huì)分散學(xué)生的注意力，并有可能成為一部分學(xué)生議論的話題，影響教學(xué)的效果和教師自己的威信。中英教師之間在衣著問(wèn)題上有時(shí)也會(huì)出現(xiàn)文化誤解甚至文化錯(cuò)誤，有的人不了解文化差異，常常用自己的文化習(xí)俗去衡量別人的衣著打扮。例如，中國(guó)人在非正式場(chǎng)合單穿襯衣時(shí)，有時(shí)不將襯衣放入外褲內(nèi)，有時(shí)還會(huì)將襯衣長(zhǎng)袖卷起來(lái)。中國(guó)人對(duì)此視為正常，英語(yǔ)國(guó)家的人卻認(rèn)為不合要求。反之，英語(yǔ)國(guó)家女教師穿著拖鞋或木屐可以走進(jìn)課堂甚至正式交往場(chǎng)合，中國(guó)人卻認(rèn)為不雅；而中國(guó)人在家中穿著拖鞋非正式地接待客人在英語(yǔ)國(guó)家的人看來(lái)也是不禮貌的。這些都屬于文化誤解。 3.1.2舉止和姿態(tài)舉止和姿態(tài)也可以說(shuō)是風(fēng)度。教師應(yīng)該有一個(gè)好的風(fēng)度。風(fēng)度是指一個(gè)人的精神氣質(zhì)、舉止行為以及姿態(tài)等方面的外在表現(xiàn)。中國(guó)教師的舉止姿態(tài)總的要求是穩(wěn)重端莊和落落大方。在公共場(chǎng)合還應(yīng)十分注意自己的談吐和舉止，待人接物要嚴(yán)肅而溫和，舉止態(tài)度要謙虛而自信。英語(yǔ)國(guó)家對(duì)教師外表的要求也注重教師職業(yè)的穩(wěn)重文雅，但也重視外表對(duì)學(xué)生的吸引力。 3.2課堂上師生的非語(yǔ)言交際西方學(xué)者認(rèn)為，課堂上的非語(yǔ)言交際在學(xué)生的學(xué)習(xí)中的作用往往比正規(guī)教學(xué)本身的作用還大。許多研究表明，教師需要學(xué)會(huì)運(yùn)用非語(yǔ)言交際行為去提高課堂教學(xué)的質(zhì)量。庫(kù)珀說(shuō)“：非語(yǔ)言交際對(duì)教師至關(guān)重要。教師的非語(yǔ)言行為關(guān)系到學(xué)生對(duì)學(xué)校的態(tài)度。研究表明，教師如果學(xué)會(huì)了如何在課堂上更有效的運(yùn)用非語(yǔ)言交際，師生間的關(guān)系就會(huì)得到改善，而且學(xué)生的認(rèn)知能力和學(xué)習(xí)效率也會(huì)提高?！保–ooper,1988:57）課堂上的非語(yǔ)言交際包括教師環(huán)境與桌椅排列、教師的非語(yǔ)言交際行為和學(xué)生的非語(yǔ)言交際行為。3.2.1教師的環(huán)境與桌椅排列中英兩種文化的人都認(rèn)為，教師應(yīng)當(dāng)寬敞、明亮，桌椅要整齊舒適，溫度要適中。但是，從顏色看，中國(guó)學(xué)校與英語(yǔ)國(guó)家有所不用，部分年級(jí)高低和學(xué)生年齡大小，都以白墻為最好，認(rèn)為這樣可以增強(qiáng)教室的亮度。課堂座位的安排體現(xiàn)出師生之間的關(guān)系和地位的差異。高高的講臺(tái)顯示了教師的地位，當(dāng)然也有方便教學(xué)的因素。英語(yǔ)國(guó)家課堂桌椅排列的常見(jiàn)形式有三：傳統(tǒng)式、馬蹄式和模塊式。根據(jù)調(diào)查，上必修課時(shí)，學(xué)生喜歡傳統(tǒng)式排列方法，聽(tīng)選修課時(shí)則比較喜歡馬蹄式和模板式。傳統(tǒng)式有利于師生之間的交流，這是因?yàn)榻處熆梢钥刂普麄€(gè)課堂，學(xué)生之間不宜交談；馬蹄式有助于學(xué)生之間進(jìn)行交談；模板式有利于學(xué)生進(jìn)行討論。上述形式的選擇有助于多種因素教學(xué)內(nèi)容、教學(xué)方法、教師希望學(xué)生參與的程度等等。英語(yǔ)國(guó)家的師生感到中國(guó)學(xué)校課桌排列過(guò)于單調(diào)、死板。3.2.2教師的非語(yǔ)言交際行為與課堂教學(xué)課堂上的非語(yǔ)言交際在學(xué)生中作用在某種意義上說(shuō)，比正規(guī)教學(xué)本身的作用還大。教師的非語(yǔ)言交際行為可以分為兩類：調(diào)動(dòng)學(xué)生積極性的非語(yǔ)言行為和抑制學(xué)生積極性的非語(yǔ)言行為。西方許多研究表明，教師需要學(xué)會(huì)運(yùn)用非語(yǔ)言交際行為和手段去提高課堂交際的質(zhì)量。庫(kù)珀說(shuō)：“必須記住，每一信息都包含內(nèi)容和關(guān)系連個(gè)方面。姿勢(shì)、面部表情、體觸行為等等都會(huì)對(duì)學(xué)生產(chǎn)生影響。除此之外，傳遞交際關(guān)系的信息主要是通過(guò)非語(yǔ)言形式。所以，學(xué)生會(huì)通過(guò)對(duì)教師的非語(yǔ)言交際行為的分析去辯明教師對(duì)學(xué)生關(guān)系的看法。”（Cooper,1988:57）中國(guó)教師視課堂為嚴(yán)肅正規(guī)的學(xué)習(xí)場(chǎng)合，教師很注意自己的言談舉止，學(xué)生保持對(duì)教師的尊敬態(tài)度。英語(yǔ)國(guó)家的教師極為注重課堂氣氛的活躍，不大計(jì)較師生的言談舉止。教師可以坐在講臺(tái)上，可以來(lái)回走動(dòng)，也可以夸張式地作出各種表演。學(xué)生說(shuō)出一些不得體的話，但只要能起到活躍課堂氣氛的作用，教師也不去計(jì)較。例如，某英語(yǔ)國(guó)家的教師給一個(gè)中國(guó)學(xué)生班上課，該班氣氛比較沉悶，特別是有一名中國(guó)學(xué)生總不喜歡說(shuō)話，教師想盡辦法也無(wú)濟(jì)于事。一次上課，有中國(guó)一位校方負(fù)責(zé)人和該外教國(guó)內(nèi)來(lái)的一位教師聽(tīng)課。這位教師又想辦法啟發(fā)這位學(xué)生說(shuō)話。最后這位學(xué)生突然說(shuō)：“I hate you.”（我討厭你）,弄得全班哄堂大笑。聽(tīng)課的中國(guó)教師大吃一驚，課后馬上批評(píng)這位學(xué)生太不尊敬老師，并責(zé)令其向外國(guó)老師道歉。不料，兩位外國(guó)老師不同意。他們?yōu)檫@名學(xué)生終于說(shuō)了話并且活躍該班氣氛而感到非常高興。此例不一定有代表性，但可以說(shuō)明問(wèn)題：英語(yǔ)國(guó)家的人認(rèn)為中國(guó)教師在課堂上過(guò)于嚴(yán)肅，中國(guó)課堂不太活躍；中國(guó)教師卻感到英語(yǔ)國(guó)家的教師過(guò)于隨便，課堂紀(jì)律太散。中國(guó)學(xué)校要求老師上課不能遲到，必須提前幾分鐘進(jìn)入課堂；英語(yǔ)國(guó)家的教師沒(méi)有這一要求，上課遲到不屬反常。美國(guó)大學(xué)教師遲到1520分鐘都是合法的。中國(guó)教師部分年齡大小，在學(xué)生面前總要體現(xiàn)出教師的身份。因此，講課時(shí)總帶有諄諄教誨的口吻和關(guān)切關(guān)心的腔調(diào)。教師對(duì)學(xué)生表?yè)P(yáng)與批評(píng)、告誡和要求都是正常的。英語(yǔ)國(guó)家的學(xué)生對(duì)此不僅不習(xí)慣，還會(huì)產(chǎn)生反感，認(rèn)為自己被教師當(dāng)成了“不懂事的小孩子”，總要由教師像父母一樣告訴他們應(yīng)當(dāng)如何學(xué)習(xí)和生活，使他們的自尊受到了挫傷。中國(guó)的教師在課堂作業(yè)和考試時(shí)，習(xí)慣于在教室里走來(lái)走去，并不時(shí)停下來(lái)站在某名學(xué)生的旁邊看看他回答問(wèn)題的情況。對(duì)此，英語(yǔ)國(guó)家的學(xué)生感到十分反感，認(rèn)為老師不信任他們，一直對(duì)他們進(jìn)行監(jiān)督。庫(kù)伯說(shuō)：“身勢(shì)動(dòng)作行為可以反映出教師對(duì)學(xué)生的信任程度。例如，監(jiān)考時(shí)，你在教室里轉(zhuǎn)來(lái)轉(zhuǎn)去，到處看學(xué)生是怎么答題的，還是坐在一張桌子后面干自己的事，只是不時(shí)抬頭看一看？”（Cooper,1988:75） 3.2.3學(xué)生的非語(yǔ)言交際行為與課堂教學(xué)中英學(xué)校對(duì)學(xué)生的課堂紀(jì)律和禮貌都有要求，但二者之間存在差別。在英語(yǔ)國(guó)家，教師進(jìn)課堂時(shí)不要求學(xué)生起立向老師致意，只要求他們目視老師，表示已做好了上課的準(zhǔn)備。在中國(guó)，過(guò)去要求學(xué)生一律起立向老師致敬?，F(xiàn)在，這一禮節(jié)一般只在中小學(xué)繼續(xù)實(shí)行，在大學(xué)也以坐姿端正、目視老師、靜等上課為禮貌。在英語(yǔ)國(guó)家課堂上，學(xué)生坐姿比較隨便，大學(xué)生甚至還可以將雙腳放在前面的椅子上；在中國(guó)大學(xué)中這一姿勢(shì)卻是既不尊敬老師又無(wú)視課堂紀(jì)律的不良行為。在中國(guó)學(xué)校，學(xué)生如果上課遲到，傳統(tǒng)的要求是在門(mén)外喊“報(bào)告！”，經(jīng)教師允許后方可入內(nèi)。不過(guò)這一要求現(xiàn)在只適用于中小學(xué)生，大學(xué)生一般只是一聲不響地走進(jìn)教室，課后再向老師說(shuō)明理由。在英語(yǔ)國(guó)家學(xué)校遲到學(xué)生以靜靜地走進(jìn)教室為禮貌。如因急事不得不早退，中國(guó)大學(xué)生的要求是，課前先向老師請(qǐng)假，離開(kāi)課堂時(shí)可向老師示意后再靜靜地離開(kāi)。西方英語(yǔ)國(guó)家的學(xué)生沒(méi)有這樣的習(xí)慣。他們既不事先請(qǐng)假，退出課堂時(shí)也不向老師打招呼，事后也不向老師解釋。在這些國(guó)家還有這樣的規(guī)定，對(duì)于遲到的教師必須等候15-20分鐘以后方可離開(kāi)，有的學(xué)校還要求對(duì)地位高的教師等候更長(zhǎng)一些時(shí)間。課后提問(wèn)時(shí)，中國(guó)學(xué)生常常數(shù)人圍在教師身邊，英語(yǔ)國(guó)家的人認(rèn)為這是對(duì)先于自己提問(wèn)的人的干擾，因此是無(wú)禮的。他們的習(xí)慣是按順序排隊(duì)，一人提問(wèn)時(shí)其他人不得旁聽(tīng)。3.3 課外師生的非語(yǔ)言交際在英語(yǔ)國(guó)家，學(xué)生要進(jìn)教師的辦公室，習(xí)慣于先敲門(mén)，經(jīng)允許后方可進(jìn)入；如教師正在打電話或與人談話，則要在門(mén)外等候；如教師正在開(kāi)會(huì)則不進(jìn)入；教師在上述情況下也不會(huì)讓學(xué)生入內(nèi)。中國(guó)學(xué)校的要求與此相似。但是，在我國(guó)接收外國(guó)留學(xué)生的學(xué)校則經(jīng)常見(jiàn)到一種反?，F(xiàn)象：留學(xué)生到教師辦公室找老師時(shí)，往往不管老師是在與人談話還是正在開(kāi)會(huì)，都旁若無(wú)人地“長(zhǎng)驅(qū)直入”，給中國(guó)人以極不懂禮貌的感覺(jué)。這種“反常”現(xiàn)象的出現(xiàn)可能有以下三個(gè)原因：第一，中國(guó)大學(xué)生現(xiàn)在不少人比較隨便，給外國(guó)人以在中國(guó)可以不必講規(guī)矩的感覺(jué)；第二，中國(guó)教師將外國(guó)留學(xué)生不僅看成是學(xué)生，還是把他們視為客人。不論自己正在干什么或與誰(shuí)談話，只要留學(xué)生來(lái)，就立刻停下其他事情而轉(zhuǎn)向接待他們，給他們以不分時(shí)間和場(chǎng)合都可找老師的錯(cuò)覺(jué)；第三，英語(yǔ)國(guó)家的人習(xí)慣于某一時(shí)間只辦一件事，即霍爾所說(shuō)的屬于“時(shí)間單一性”的文化，他們認(rèn)為中國(guó)是“時(shí)間多樣性”的文化，任何時(shí)候都可找老師。英語(yǔ)國(guó)家的學(xué)生課后在校園或校外遇見(jiàn)老師時(shí)，往往昂首而過(guò)，不予理睬，中國(guó)教師對(duì)此抱怨頗多，認(rèn)為他們太不懂禮貌。因?yàn)樵诖朔N情況下，中國(guó)學(xué)生是一定要恭敬地向老師打招呼的。應(yīng)該說(shuō)，不懂禮貌的情況是存在的，其心理原因也值得調(diào)查研究。澳大利亞人一般認(rèn)為不主動(dòng)對(duì)人打招呼的人是不值得交往的；美國(guó)學(xué)生一般比較隨便；有的英國(guó)學(xué)生卻認(rèn)為：“沒(méi)有什么事，卻非要打招呼不可，豈不是神經(jīng)?。俊彼?，這當(dāng)中也確實(shí)存在文化差異問(wèn)題。中國(guó)文化還要求，學(xué)生與老師之間，應(yīng)由前者主動(dòng)打招呼，以示尊敬。英文化的人當(dāng)中也有人認(rèn)為，應(yīng)由老師采取主動(dòng)，反之倒易失禮，因?yàn)槔蠋熆赡芤贿呑呗芬贿呍谒伎紗?wèn)題，不愿他人打擾。在英語(yǔ)國(guó)家，不經(jīng)主動(dòng)邀請(qǐng)，學(xué)生是不能登門(mén)拜訪老師的，有事可在學(xué)校教師辦公室談。在中國(guó)，教師的住所，特別是校園內(nèi)的教師的住所向外國(guó)留學(xué)生開(kāi)放，而且只要登門(mén)拜訪，一定會(huì)受到主人熱情的接待。這是中國(guó)熱情好客的好風(fēng)俗，受到了來(lái)華外國(guó)留學(xué)生的熱烈歡迎。中國(guó)教師還有一種到宿舍探望學(xué)生的習(xí)慣，特別是在新生到校、老生離校和學(xué)生生病之時(shí)，老師出于關(guān)心，常常要去宿舍探望學(xué)生。在英語(yǔ)國(guó)家教師是不會(huì)去學(xué)生宿舍的，學(xué)生一般也不歡迎教師去。所以，中國(guó)教師的善意探望不受英語(yǔ)國(guó)家學(xué)生的歡迎。他們認(rèn)為這是對(duì)他們個(gè)人生活的干擾，有的學(xué)生還以為老師是借故檢查監(jiān)督他們學(xué)習(xí)。在英語(yǔ)國(guó)家，“女士?jī)?yōu)先”也適用于大學(xué)師生之間，除非某教師地位極高或年齡極大。英國(guó)某大學(xué)一位男教師帶領(lǐng)全班學(xué)生參觀一所中學(xué)時(shí)，座位不夠，男教師就和男學(xué)生站著，將椅子讓給女學(xué)生，女學(xué)生也不謙讓。在中國(guó)，一定是先讓老師坐下，女學(xué)生也可以站著。在師生集體合影時(shí)，中英差異也很明顯。對(duì)此，布羅斯納安有一個(gè)很有意思的對(duì)比：“英語(yǔ)國(guó)家的人除軍人以外，一般要遵循女士?jī)?yōu)先的規(guī)矩，讓女士坐前排，男子站在她們身后。如果還有官員的話，官員則站在兩頭，而且一般站在后排；中國(guó)人排列位置就像英語(yǔ)國(guó)家的軍人排列一樣，最重要的人物或當(dāng)權(quán)人士位于前排居中位置?！保ó吚^萬(wàn)譯：65）四、結(jié)語(yǔ)英語(yǔ)教學(xué)的目的是教會(huì)學(xué)生正確得體地運(yùn)用語(yǔ)言行為和非語(yǔ)言行為進(jìn)行跨文化交際。語(yǔ)言行為應(yīng)當(dāng)越正確越好；非語(yǔ)言交際行為卻只要求正確、得體地傳達(dá)和接收交際信息，從而避免文化誤解和沖突。要實(shí)現(xiàn)這一目標(biāo)，就需要英語(yǔ)教師認(rèn)識(shí)到培養(yǎng)學(xué)生非語(yǔ)言交際能力的重要性，并將非語(yǔ)言交際教學(xué)引入英語(yǔ)教學(xué)的課堂，全面培養(yǎng)學(xué)生的跨文化交際能力。作者希望該研究能為從事英語(yǔ)教學(xué)的工作者提供一些思路，使他們?cè)诮虒W(xué)實(shí)踐中更好地選擇方法和策略，以適應(yīng)當(dāng)前英語(yǔ)教學(xué)改革的需要。參考文獻(xiàn)1畢繼萬(wàn)譯.中國(guó)和英語(yǔ)國(guó)家非語(yǔ)言交際對(duì)比.北京語(yǔ)言學(xué)院出版社，1991年2畢繼萬(wàn).跨文化交際研究與第二語(yǔ)言教學(xué).載語(yǔ)言教學(xué)與研究，1998年第一期3畢繼萬(wàn).跨文化非語(yǔ)言交際研究及其與外語(yǔ)教學(xué)之間的關(guān)系.載漢語(yǔ)學(xué)習(xí)，1993年第三期4胡文仲主編.英美文化詞典.外語(yǔ)教學(xué)與研究出版社，1995年5熊文華等譯.傳神的舉動(dòng)：非語(yǔ)言交際.國(guó)際文化出版公司，1990年 Nonverbal communication in English TeachingAbstract nonverbal communication is part of the cross-cultural communication. In the western campus of nonverbal communication has strong cultural characteristics, in the university English teaching, pay full attention to nonverbal communication plays a supplementary teaching effect of special in many language communication. This paper summarizes the western campus of nonverbal communication and some cultural differences, to enable the learners to avoid the cultural conflict of nonverbal communication, successfully completed the communicative English teaching, to help, to meet the need of the current English education.keyword intercultural communication than the western campus culture differences in language communication and English TeachingOne, foreword Nowadays, with the development of science and technology, intercultural communication becomes more and more frequent, but the cultural differences between different ethnic groups are shown in nonverbal communication. But in English teaching, nonverbal communication in a neglected position long-term, in the English classroom, most teachers only pay attention to language communication, ignore the nonverbal behavior information transfer, caused the classroom communication misunderstandings and embarrassment. In fact, nonverbal communication also has cultural characteristics of strong, should become an organic part of English teaching, besides that, English teaching is not entirely successful teaching. In this paper, from the perspective of intercultural communication, briefly introduced the western campus of non-verbal communication and cultural differences, to explore the role of nonverbal communication in intercultural communication and English Teaching in English teaching, the teachers and students expected to help.Two, non - binding language communication and language communicative human interaction has two types: verbal and nonverbal. 2.1 the definition of nonverbal communication nonverbal communication, many western scholars definition. Some definition is more specific, such as the language communication is not verbal expression, as known as social man attributes or actions, these attributes and actions of the sender to send or is regarded as a purposeful, conscious acceptance by the recipient, likely to feedback (Burgoon and Sine, 1978, Malandro, 1989:7). 2.2 non - language communication role of Samovar and its relationship with language communication affirmative ground says: most of the experts believe that, in face-to-face communication, information social content is only around 35% of language behavior, the other is transmitted by nonverbal behavior. Of course, the relationship between the role of nonverbal behavior in communication and language behavior should have a comprehensive, correct understanding. On the one hand to see, in communication, from the non - language with isolated language behavior is often difficult to achieve the purpose of effectively communicating; on the other hand, we should also understand that, only with a nonverbal behavior and language behavior or other nonverbal behavior, in order to provide clear information. Therefore, from the language behavior or other nonverbal behavior, understood in isolation or in a non-verbal behavior of meaning is often difficult and ineffective. Therefore, in the teaching of English can never ignore nonverbal communicative behavior, only the verbal communication and nonverbal communication can be combined to achieve the ideal teaching effect. Three, Chinese and Western Campus of non-verbal communication and cultural differences Language communication in the West there is a big difference and cultural conflict campus non. This paper discusses two issues from the perspective of cultural differences: nonverbal communication teachers deportment manners and class. Instrument instrument 3.1 teachers means the persons appearance, including clothing and makeup, behavior and attitude. 3.1.1 dress and make up the teacher is the engineer of the human soul, to be a model for others, the responsibility of teaching and educating. The basic requirements for teachers instrument should have the occupation that beauty, clothing, hairstyles are clean and generous. Cooper tells a compelling story in speech act teachers book: a high school student in grade eight the United States said: there is a female teacher of English in our class once, her appearance so that we could not learn. She is pretty, graceful carriage, also love to wear tight dress. We started from the academic year is intoxicated with her charming appearance and difficult to learn. During the year, the classroom is a place. Our class into a noisy, discipline to a class, the teacher had no way to control the classroom. Now remember, I think the teachers knowledge level is not low, how could we see on this point is now cant remember. However, there is one thing I can not forget, that is, her appearance and behavior so that we could not resist her temptation. (Cooper, 1988:70) between Chinese and English teachers in the matter of clothes sometimes cultural misunderstanding, some people do not understand the cultural differences, often with their own culture and customs to judge others dressed. For example, Chinese informal single shirt, sometimes not the shirt into a coat, Chinese are regarded as normal, people from English-speaking countries is considered undesirable. On the contrary, the English national women teachers wear slippers or clogs can come into the classroom and even formal communication occasions, Chinese are considered indecent. These all belong to the cultural misunderstanding. 3.1.2 manner and attitude behavior and attitude can be said to be. Teachers should have a good manners. Grace is the outward manifestation of a persons temperament, behavior and attitude etc. Chinese teachers behavior attitude total request is dignified and be liberal and dignified. The public should also pay great attention to their own speech and manner, the way one gets along with people to be serious and mild, be humble and confident manner. English national requirements for teachers appearance but also pay attention to the teacher occupation is sedate and elegant, but also the importance of physical attractiveness to students.3.2 Nonverbal communication between teachers and students in class Cooper said: non-verbal communication is vital to teachers. If the teacher to learn how to use more effectively in the classroom nonverbal communication, will improve relations between teachers and students. And the students cognitive ability and learning efficiency will improve. (Cooper, 1988:57) of nonverbal communication nonverbal communicative classroom teachers nonverbal behavior and students. Nonverbal communication 3.2.1 teachers nonverbal behavior and classroom teaching, teachers can be divided into two categories: to mobilize the enthusiasm of the students of nonverbal behavior and suppress the students enthusiasm of nonverbal behaviors. Cooper said: posture, facial expressions, body contact behavior and so on will have an impact on students. Therefore, analysis of students through nonverbal communication for teachers to explain teachers opinions on the relationship between students. (Cooper, 1988:57) Chinese teachers as the classroom for formal learning situation, teachers pay much attention to their own speech and deportment, students maintain respect for teachers. English teacher very focused on the classroom atmosphere, teachers and students do not care about the speech and deportment. Teachers can sit on the podium, also can make all kinds of exaggerated style. The students to say something improper, but as long as they can to active classroom atmosphere, teachers also do not care about. For example, some English teachers to a Chinese student class, the class atmosphere is boring, especially a Chinese students dont like to talk, teachers try to also be of no avail. A class, a Chinese officials and the foreign teachers at home to a teacher. The teacher and try to inspire the students to speak. Finally, the students suddenly said: I hate you. (I hate you), get the class set the whole room roaring with laughter. The Chinese teachers be startled at once, after criticism of the students dont respect their teachers, and be ordered to apologize to the foreign teacher. And behold, two foreign teachers dont agree. They provide the students finally spoke and active the class atmosphere and feel very happy. This is not necessarily representative, but can describe the problem: English people think Chinese teachers in the classroom too seriously, not too active Chinese classroom; Chinese teachers feel English teacher too casually, discipline in the classroom is too loose. Chinese schools require the teacher cant be late, must be a few minutes before entering the classroom; English teachers do not have this requirement, late for class is not unusual. American University teacher late for 15 to 20 minutes is legitimate. Nonverbal behavior and classroom teaching 3.2.2 students in English schools for students to classroom discipline and politeness are required, but there are differences between the two: in the English-speaking world, teachers in the classroom does not require students to stand up to the teacher, the teacher only asked them visually, is said to have been ready for class. In China, the past students are to pay tribute to the teachers. Now, the etiquette in general only schools continue to implement, in the university to correct posture, visual, static, for politeness class teacher. In English class, the students sitting casually, students can even feet on the chair in front of you; in the Chinese University in this posture is neither respect teachers and ignore the bad behavior of classroom discipline. In Chinese schools, if the student is late for class, the traditional requirement is called report at the door! The teacher allowed, the rear can enter. But this requirement now only applies to high school students, college students generally just quietly walked into the classroom, the teacher after class to explain the reason. In the English national school students who are late to quietly into the classroom as polite. As a result of urgent need to leave early, Chine