英語(yǔ)本科畢業(yè)論文非語(yǔ)言交際在中學(xué)英語(yǔ)教學(xué)中的有效應(yīng)用

1、 本科畢業(yè)論文 非語(yǔ)言交際在中學(xué)英語(yǔ)教學(xué) 中的有效應(yīng)用學(xué)生姓名： 學(xué)生學(xué)號(hào)： 200320105147 院（系）： 外國(guó)語(yǔ)學(xué)院 年級(jí)專(zhuān)業(yè)： 2003級(jí)英語(yǔ)本科5班 指導(dǎo)教師： 二七年五月the effective use of nonverbal communication in middle school english teachingzhang diunder the supervision ofchen shunjiangschool of foreign languages and culturespanzhihua universitymay 2007contentsabstrac

2、t.key words.摘要.關(guān)鍵詞.introduction.1i. the problems of teachers in using nonverbal communication.3a. teachers unawareness of the importance of nonverbal communication.3b. lack of nonverbal communication between teachers and students.4c. teachers lack of ways of using nonverbal communication.5ii. the ma

3、in nonverbal communication in english classroom teaching.6a. facial expression.6b. gesture.7c. posture.8d. eye contact.9e. nonverbal sound.11iii. teachers effective use of nonverbal communication in english teaching.12a. awareness of the importance of nonverbal communication.12b.careful observer of

4、the students nonverbal behaviors.12c.nonverbal flexible communication.13d.warm atmosphere in classroom.14conclusion.15acknowledgements.16bibliography17abstractfor a long time, people in daily life normally emphasize the verbal aspect of communication, overlooking the fact that a large amount of the

5、information in face-to-face communication conveyed by the people is nonverbal. nonverbal communication is so basic that the teachers tend to take it for granted and always ignore it in the english classroom teaching. moreover, according to scientific researches, the nonverbal cues are more appropria

6、te to be used in the english classroom teaching in middle schools and they can enrich the teaching method, stimulate the students interest, and better the teaching effect. thus, english teachers, as the disseminators of english knowledge, should be equipped with nonverbal communicative competence fi

7、rst. the teacher should know the importance of nonverbal communication and utilize it in his/her classroom teaching so as to improve the effect of the lesson.the paper holds that the study of nonverbal language is beneficial not only to our linguistic theory but also to the classroom teaching and le

8、arning. in the middle school english teaching, teachers are not aware of the importance of nonverbal communication and they lack the ways of using nonverbal communication. so the main nonverbal communication in english classroom teaching is being discussed, such as facial expression, gesture, postur

9、e, eye contact and nonverbal sound. then it is discussed how to make full use of teachers role in nonverbal communication. the teacher should be a careful observer of the students nonverbal behaviors, use nonverbal communication flexibly, and create a warm atmosphere in classroom. thus, we can have

10、a good effect in middle school english teaching.key wordsmiddle school english teaching; nonverbal communication; effective 摘要長(zhǎng)期以來(lái)人們?cè)谧⒅卣Z(yǔ)言交際的研究，而忽視了一個(gè)重要的事實(shí)：在面對(duì)面的交流中，大部分的信息是通過(guò)非語(yǔ)言來(lái)傳遞的，非語(yǔ)言交際的運(yùn)用比言辭更為普遍。由于非語(yǔ)言交際的淺顯，在英語(yǔ)教學(xué)中它總是被忽視。然而非語(yǔ)言交際對(duì)教學(xué)有著強(qiáng)有力的影響。非語(yǔ)言交際的運(yùn)用對(duì)教師從每個(gè)學(xué)生的各個(gè)方面獲取和理解其傳遞的信息極具有價(jià)值。英語(yǔ)教師作為英語(yǔ)知識(shí)的傳播者應(yīng)首先具備非語(yǔ)言

11、交際能力。非語(yǔ)言交際適用于中學(xué)英語(yǔ)課堂教學(xué)，它豐富了教學(xué)手段，激發(fā)了學(xué)生的學(xué)習(xí)興趣，從而改善了教學(xué)效果。非語(yǔ)言交際的研究不僅有利于語(yǔ)言理論的發(fā)展，而且還利于課堂教學(xué)質(zhì)量的提高和文化意識(shí)的培養(yǎng)。而在日常中學(xué)英語(yǔ)教學(xué)中，很多教師沒(méi)有意識(shí)到非語(yǔ)言交際的重要性，缺乏非語(yǔ)言交際的能力。所以本篇論文主要討論在課堂教學(xué)中有哪些重要的非語(yǔ)言交際方式，以及教師如何有效的應(yīng)用非語(yǔ)言交際來(lái)提高教學(xué)效果。關(guān)鍵詞中學(xué)英語(yǔ)教學(xué)；非語(yǔ)言交際；有效應(yīng)用introduction nonverbal communication, the nonlinguistic form of communicational activiti

12、es, plays a very important role in the communication process; it compensates, strengthens, substitutes and adjusts verbal communication. it is helpful to make the students understand their teachers easily. and it is well known that the classroom learning is one of the most important ways that the st

13、udents learn english. in this way teachers are in great demand to organize the classes in english and create english-learning circumstances. however, with the limitation of students vocabulary, teachers have to simplify their teaching language with the help of nonverbal behavior. teachers appearance

14、 and artifacts affect, either positively or negatively, communication in the classroomin fact, nonverbal communication between teachers and students is very important in foreign language teaching. middle school english teaching should include nonverbal communication in addition to verbal communicati

15、on because nonverbal cues can improve the effect of classroom instruction and further cultivate the students interest in english learning. many researchers hold that the relationship between teachers and students can be improved if teachers make effective use of nonverbal communication. besides, stu

16、dents cognitive ability and efficiency in learning will be improved. therefore, teachers need to understand the use of nonverbal communication, such as gesture, posture, facial expression and tone of voice. because nonverbal communication conveys many messages in the classroom, the nonverbal communi

17、cative competence becomes invaluable for teachers in getting the message across to class and understanding the messages, which are sending interest or confrontation. foreign language teaching in the classroom, as a process of trans-language and trans-cultural exchange of ideas, should include nonver

18、bal communication in addition to verbal communication. english teacher, as the disseminator of english knowledge, should be equipped with nonverbal communicative competence.the increasing need for more efficient communication has helped forward the study of nonverbal communication. so this paper tri

19、es to discuss not only the problems of teachers in using nonverbal communication but also how to make full use of nonverbal communication in chinese middle school english class.i. the problems of teachers in using nonverbal communicationfor a long time, english classroom teaching has focused largely

20、 on the verbal aspect of communication in spite of the knowledge that indicates that the nonverbal aspects of communication are more potent than verbal; that nonverbal behavior is largely out of awareness. teachers like others have been taught in school that the written and spoken word is supreme an

21、d the impact of nonverbal communication has been largely ignored. because of the focus on verbal behavior, teachers are not normally aware of the nonverbal signals they give off. thus, there are many problems in using nonverbal communication existing in english teaching.a. teachers unawareness of th

22、e importance of nonverbal communicationit is known that communication consists of two categories: verbal and nonverbal. most middle school english teachers pay much attention to verbal communication and neglect the existence of nonverbal cues in classroom. they use traditional teaching method to fin

23、ish their teaching task. they just keep talking in english class and neglect the nonverbal communication between them and their students. classroom teaching, as an important social interaction, in essence, is an activity of transmitting messages through a double channel and a process of naturally in

24、fluencing and promoting between the teacher and students by means of information transmission. in other words, the teacher and students convey messages by both verbal and nonverbal cues. western scholars believe that nonverbal communication in classroom plays a more important role in the study of st

25、udents than that of regular teaching itself. however, most teachers give much more emphasis on verbal forms and they are usually unconscious of the existence of nonverbal forms in classroom interaction.in fact, nonverbal communication is very important in middle school english classroom teaching. bi

26、rdwhistell states that in a two-person conversation the verbal channel carries less than 35% of a messages social meaning and more than 65% of the meaning is communicated nonverbally.therefore, middle school english teachers should be informed about the significance of nonverbal communication in mid

27、dle school english teaching, just as they are informed about the significance of verbal communication. only when english teachers are armed with knowledge of nonverbal communication can they become qualified teachers.b. lack of nonverbal communication between teachers and studentsin the past, middle

28、 school english teaching is always teacher-centered. the students just listen or take notes, that is to say they are passive learners. there is hardly any communication between teachers and students, let alone nonverbal communication. some english teachers in china just stand in the front of the cla

29、ssroom. they do not move about in the front part of classroom or move around the classroom. some students resent it if the distance between them and the teacher is too long, for distance is a sign of coldness. most chinese students expect that their teachers can move appropriately about in the front

30、 part of classrooms or to move around the classroom instead of just standing at the very front between the blackboard and the platform. this indicates the teachers who conduct their classes while standing or walking among their students are viewed more positively than those teachers who stand at the

31、 front of the classrooms. they are seen as friendlier and are more effective than those who stand farther away from the students. conversely, some teachers just stand behind the teachers desk throughout the process of class. those teachers neglect the fact that “motionless teachers can bore students

32、”. those teachers placing too much emphasis on their powerful figure in classroom fail to realize that using more of nonverbal communication can create such a relaxed atmosphere that the students may feel more included and liked, and that students may focus more of their attention on the teacher, sp

33、eak more, write more, and generally behave more in ways that the teacher approves. lack of nonverbal communication between teachers and students, to a certain degree, results in the inefficiency in middle school english teaching.c. teachers lack of ways of using nonverbal communicationbecause of the

34、 traditional educational system in china, teachers and parents pay more attention to the marks students get in their exams. in english classroom teaching, teachers try their best to help their students get high marks, so teachers focus largely on vocabulary, grammar, and so on. they neglect the fact

35、 that the ultimate goal of english teaching and learning is to communicate with others. thus, the teacher hardly knows what is nonverbal communication and do not know how to use it in classroom teaching. they only emphasizes on how to convey the knowledge and make the students get a high score.at th

36、e same time, nonverbal cues are difficult to interpret and understand, especially in english classroom teaching. firstly, nonverbal cues have multiple meanings, that is to say, a single behavior may have different meaning. unlike words, most nonverbal cues lack acceptable dictionary definitions. int

37、erpretations are also unreliable because they depend so heavily on our perception. secondly, nonverbal cues are interdependent. the meaning of one nonverbal cue often depends on the correct interpretation of several other, simultaneous cues. thirdly, many nonverbal behaviors are subtle and difficult

38、 to observe. a student may overlook a cue; but another student may notice it immediately, and thus multiple interpretations may be drawn from the same situation. thus, chinese teachers do not know how to use nonverbal communication because they lack the ways of using nonverbal communication. if the

39、teacher wants to transmit his/her meaning to his/her students correctly through nonverbal cues, he/she must be good at fostering the ways of using nonverbal communication. but owing to the traditional educational system in china and the difficult interpretation and understanding of nonverbal cues, c

40、hinese teachers are not familiar with the using of nonverbal communication.ii. the main nonverbal communication in english classroom teachingeffective nonverbal communication is closely related to the successful teaching and most aspects of nonverbal communication are learned automatically and uncon

41、sciously as language is learned. to improve teachers and students awareness and skills of nonverbal communication, it is very necessary to make both teachers and students sensitive to nonverbal cues in classroom. for the sake of convenience, this part will cover the main nonverbal communication in m

42、iddle school english teaching: facial expression, gesture, posture, eye contact, and nonverbal sound.a. facial expressionthe face is the most expressive part of our body, and researchers say there are about 250,000 different expressions. macro and micro facial expressions are strong messages and are

43、 usually connected to feelings, attitudes, and personal belief systems. facial expression between teachers and students is one of the most important types of nonverbal signals in the classroom, and face cues are the first information that we give to or receive from others. researches show that child

44、ren judge whether the overall meaning of a nonverbal signal is friendly or negative primarily from the facial expressions and eye contact. in english classes, the lively facial expressions can promote a supportive and non-threatening classroom atmosphere, which aids students positive attitudes and c

45、orresponding achievement. when the teacher raises a question in english, an expectant expression he/she shows can encourage students to think carefully and answer actively. if the students answer is correct, especially when the question is a little more difficult, a pleasantly surprised look on the

46、teachers face with nod can make the student wild with joy; if the students answer is wrong or not completely right, the teacher can use degree of lip-rounding to hint the student to find the right answer. sometimes an unconscious frown can make a sensitive student correct his answer immediately. it

47、is much better than just saying “no” or “wrong” by doing so. for it can protect the students proper pride. in addition, a teacher should often smile in class. a smiling teacher is thought to convey warmth and encouragement in all cultures. in other words, if a teacher smiles frequently, she will be

48、perceived as more likable, friendly, warm and approachable. conversely, frowning can cause confusion because it can imply concentration as well as threat or anger. students may use the frown when listening intently in class with puzzled or surprised expression and the teacher may use it to stress wh

49、at he is talking about. chinese teachers are accustomed to controlling their emotions or even hiding their true feelings and emotions. moreover, in chinese tradition, the teachers dominated by confucianism, are required to be serious before students, otherwise, they feel their image of authority wil

50、l be damaged. in fact, the serious facial expressions of teachers will not produce positive effect for classroom teaching.a teacher can also use students facial expressions as valuable sources of feedback. when, for example, delivering a lecture a teacher should use students expression to determine

51、whether or not to slow down, speed up, or in some other way modify his presentation. an effective middle school english teacher usually uses facial expressions to signal to his students how they should react to the material the teacher is discussing: when it is interesting the teacher raises his bro

52、ws, when it is difficult he looks puzzled to signal that he has just asked a difficult question which the students need to think about.b. gesturethe body speaks through gestures. in a broad sense, gestures refer to specific body movements that carry meaning. in a narrow sense, gestures are hand move

53、ments that are closely related to speech, illustrating or supplementing it. gestures are the most obvious and most influential to students. if a teacher fails to gesture while speaking, he or she may be perceived as boring, stiff and inanimate. a lively and animated teaching style captures students

54、attention, and makes the material more interesting, facilitates learning and provides a bit of entertainment. most commonly, teachers use gestures as descriptors. they employ their hand and arm movements to physically depict conceptual, intellectual, abstract, or narrative elements of the presentati

55、on. using gestures in english classroom teaching can make some complex grammar points easier to understand. this can easily be demonstrated with hand movements and gestures etc. one technique is that a teacher makes his/her two hands into loose fists and shows that one represents it and the represen

56、ts is. she can then bring them together to give a clear visual demonstration of its. another similar technique, which has been very popular, is to use fingers. the teacher points to each of her fingers in turn, giving each finger a word. then she lets students see her bring two fingers together to show the contraction. gestures can also help organize classroom teaching. for example, chain work is an often-used activity in english classroom, but it is troublesome for the teacher to explain it clearly in english even in chinese. here the teacher can use a lively gesture two hands leap