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1、Body Language in Classroom Teaching and Its Cultural DifferencesAbstract: The teaching information by body language cannot be replaced by speech language and written language. Human can use nonverbal means such as expressions and posture to express feelings and ideas and finish interpersonal communi
2、cation besides using language to convey ideas and information .With the language teaching and learning methods, teachers are in great demand to organize the classes in English and create English-learning circumstancesachers .However, with the limitation of students vocabulary, teachers have to simpl
3、ify their teaching language with the help of facial expressions and body movements.“body language”like our verbal language ,is also a part of our culture.Butnot all body language means the same thing in different cultures.Different people have different ways of making nonverbal communication.This pa
4、per mainly discusses the meaning function nd culture of body language.Key words: body language, influence on class-teaching, culture 摘 要：身势语传达交际信息是有声语言和书面语言所不能替代的。人类除了能用语言交际，交流思想和传递信息外，还能用非语言性的手段。如表情，姿势也可以表达情感和思想，进行人际沟通.在语言学习方法中要求教师很好的组织班级英语和创造英语学习环境，然而，由于学生词汇量的局限性，教师可以借助于脸部表情和肢体运动来表达一些简单的教学语言。“身势语”
5、同语言一样，都是文化的一部分。在不同的文化中，身势语的意义并不完全相同。各民族有不同的非语言交际方式。本文论述了人体语言的 教学功能及其文化性。 关键词：身势语；教学影响；文化性ContentsAbstract. . .i摘要. . .iiContents. . .iiiIntroduction. . . .11.The influence of body language on classroom- teaching .22. The importance of body language in class teaching .4 2.1 Body language helps to imp
6、rove speaking. .4 2.2 Body language helps to improve listening. .5 2.3 Body language helps to improve writing. .6 2.4 Body language helps to improve reading . .73 Cultural differences of body language and the importance of it.8 3.1 Cultural difference of body language. .8 3.2 The importance to the c
7、ultural difference of body language.10Conclusion. . . .12Bibliography. . . .13Acknowledgement. . . .14Introduction Body language is one of the most important ways on the classroom- teaching how to arouse the students interest so that they may learn better. They are many ways to arouse the students i
8、nterest and help them to learn better. Body language used in English teaching is one of them 1.To communicate information by body language cannot be replaced by speech language and written language. It shares the feature of clearness, implication, generality, auxiliary and primeval2 Body language is
9、 an important media through which people communicate with each other. It refers to the patterns of facial expressions and gestures that people use to express their feelings in communication. The specialist on body language research, Fen. Ladle. Angles, once said: “Once it was lost, a baby couldnt ha
10、ve grown into a normal person”. Its also true to the juveniles. In school education, body language plays a positive role in cultivating the students characters. For, teachers are usually respected, and factually, what or how the teachers say and do will be possibly imitated by the students (sometime
11、s subconsciously). In a word, teachers graceful body language helps to improve the students artistic- appreciation and moral character.Teacher can use plentiful body language on the class-teaching. The affection of teachers body language on the students is reflected not only by establishing a good e
12、xample, but also shortening the teacher-student estrangement by which a more harmonious studying atmosphere is created. As a matter of fact, teachers friendly appearance can greatly encourage the students studying enthusiasm. Furthermore, the characteristics of theoretic and abstraction of knowledge
13、 also requires the vivid, dramatic and an accessible gestures to make it specific and figurative. As a result, the students interest is motivated and the effect of teaching is greatly improved. A good teacher not only can using language to convey ideas and information but also the importance to use
14、body language cannot be replaced. Body language is a very important non-vocal communicative approach to people of different nationalities, different cultures. 3This essay is going to discusses the function of body language in class- teaching and its cultural differences.1. The influence of body lang
15、uage on classroom-teaching On the classroom-teaching, the use of body language can not only attract the students attention, but also is good for organize and optimize teaching. So it is the necessary to use body language in English teaching. As we all know, with the English teaching methods reformat
16、ion, more and more English teachers organize the teaching process in English so that they may realize the Communicative English. The Communicative English means that teachers instruct the students and explain questions basically in English, and the students are also required to use English in class.
17、 Contemporarily, however, the students in the middle school cant speak English very well; neither can they understand why they should use different tones in different time or situation; their vocabulary and expressive ability are limited too. These limitations made it difficult to realize the Commun
18、icative English in the class. According to the students present level and practical situation, body language is required. For example, when a teacher gives an instruction: “You two, please come to the blackboard.” The students can easily understand it if the teacher looks at (or points to) the two s
19、tudents asked. Then, the teacher points to the blackboard. The students will carry out the order without obstacle even if they dont hear the key words “blackboard” clearly. Furthermore, teachers usually have to explain some language points, and at this time, they have to differentiate the classroom
20、expressions and the examples. Take it for example, we ought to use the form have done such as Have you finished that job jet? To make the students understand clearly, a teacher has lots of ways. To do it by speed, he uses a common speed when reading “we ought to use the form have done”, and reads sl
21、owly when giving examples; he can also get the effect by repeating the example Have you finished that job jet; a more frequent way is to use gestures to lay emphasis on the key points when he said “have done”(emphasizing it in voice at the same time), he reaches out his index finger, pauses in the a
22、ir, and then gives out the example. This action will usually give the students a deep impression. From the above we can learn, the use of body language in English teaching is necessary and practical. In the English teaching in middle schools, body language is frequently used to improve the teaching
23、effect and the students ability.4The body language can shortening the teacher- student gap, and can fluently pass on the teaching information. On the classroom- teaching, teachers can use body language to express feelings and ideas and finish interpersonal communication besides using to convey ideas
24、 and information.2. The importance of body language in class teaching 2.1 Body language helps to improve speaking The spoken language is one of the important ways to communicate, so we should try to develop the students ability of speaking. Factually they are helped to reach the aim in a certain deg
25、ree by their teachers body language.The contemporary emphasis is gradually laid on spoken English teaching. The first lesson of every unit in Senior English begins with dialogue. The teaching programs require the teachers to organize the class to practice English according to the characteristics of
26、dialogue. Generally speaking, the body language can arouse and sustain the students interest of learning and using English. In the English class, the teachers should not only use body languages themselves, but also ask the students to use them according to the different situation. Take it for exampl
27、e, the first lesson in Unit one, Book one is about the time when the new students first meet, and they dont know each other. So a teacher can introduce himself first, such as: “Hello, everyone, nice to meet you here. Now Ill introduce myself to you. My name is Arthur. I like playing basketball, for,
28、 it makes me much stronger; I like playing chess, for, it makes me more clever; and I like reading books, for, reading makes one perfect”. During the introduction, the teacher should use the new vocabularies and sentence structures together with a vivid expression and mating gestures as possibly as
29、he can. He smiles when he says hello to the class; he shakes hands with some students saying “Nice to meet you”; he writes name down on the blackboard; he imitates the action of dribbling and shooting at the basketball, playing chess and turning pages to explain his hobby. After his introduction, th
30、e teacher can create a circumstance for the students to practice: “Mary and Jask are new classmates. They are walking together in the street, and they meet one of Jasks old friends, Yangpei. Then Yangpei and Mary are introduced to each other by Jask.” After the students practice the dialogue is intr
31、oduced naturally from it. Usually, the application of body language in different situations will result in an attracting and successful lesson.52.2 Body language helps to improve listening The Greek philosopher Epithets ever wittily said: “Nature has given man one tongue and two ears that he may hea
32、r twice as much as he speaks.” From the saying we can learn how important the listening is in our daily life. To understand others is a basic purpose in English teaching, and teachers often train the students listening accordingly. In this process, if the body language is used, the effect will be be
33、tter. When beginning a new lesson, the teacher narrates the story outline in English. The body language may help. For example, a teacher can stretch his arms slowly when he says “She is in a very big room”; he can open his eyes widely with mouth opened when he says “She is so beautiful a lady”. As a
34、 result, the students will have such an impression: She is very beautiful indeed; a teacher who imitates the crying or the movement of the animals under the premise of teaching order will surely achieve a better effect.2.3 Body language helps to improve writing Writing is one of the four basic skill
35、s of learning language, and it is so important a skill that we can even say without it, people cant communicate with others. Not only should the students get some English knowledge and vocabularies, but also the ability to communicate in spoken and written English as what is mentioned in the teachin
36、g programs. To some extent, writing is much more important than speaking, for it can spread without the limitation of space and time. Since the students learn English as a media for communication, they should have the ability of writing. To get rid of the students feelings of being dull and tiring,
37、an English teacher has to use every possible method. This is the same to the writing. Teachers use different method in order to improve the students ability of writing, among which, the application of body language can deepen the object impression, such is magnificent in developing the students writ
38、ing ability. The linguist Franklin ever said, “Tell me, Ill forget; teach me, Ill remember; involve me and Ill learn.” If we asked the students to write an unfamiliar composition, they would probably be unable to and feel discouraged. However, the students can write excellent articles if they have t
39、he experience. In and out of class, we should ask the students to participate some English-related activities, and then ask them to write it down. Take “The First Snow in Winter” for example, having enjoyed themselves in the beautiful snowing and been given some hints, the students can write much be
40、tter a composition. For contrast to their complete imagination, the students are deeply impressed by the body movement of the teachers and themselves, which surely leads to a better article.2.4 Body language helps to improve reading The purpose of Senior English teaching is to train the students pre
41、liminary ability of using spoken and written English. In the senior school, we lay emphasis on the reading ability that serves the students further study. Here we mainly mention the helpfulness for reading aloud(朗读). Reading aloud helps the students to get a correct pronunciation and intonation and
42、to develop the combination of vocabularies pronunciation, spelling and meaning. Furthermore it also helps the students to find out the articles internal feelings and appreciate the beauty of the language. A linguist ever said: “A poem is not a poem until it is read.” Reading aloud is basic in the mi
43、ddle school, and the teachers should make full use of body language to develop the students ability of reading aloud. When reading the sentences, attention should be paid to where to speak softly, emphasize, and raise or lower our tone. To make it clear, we can imitate the strong or soft pats that a
44、re used in music teaching, which means to use the arts to represent different tones. Generally speaking, we use falling tones in declarative and special interrogative sentence, first rising tones and then falling tones in the choosing interrogative sentence. The students in the middle school are not
45、 often accustomed to and always confuse them, however, with the help of body language, they can solve the problem much more easily. For example, they use gestures. As they read the choosing interrogative sentence, they raise their hands in rising tones and lower in falling tones. After training for
46、some times, as soon as they read the sentences, they will remind themselves of the gestures. As a result, there will be no problems in rightly reading the sentences at all.In a word, the vivid gesture together with the fluent English can create a good circumstance of learning, which will surely play an active part in improving the students reading ability.63