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1、英语本科论文专业：09英语教育班级：2班姓名：学号：0905028080 iii声 明本人郑重声明：所呈交的学位论文，是本人在指导教师指导下，独立进行研究工作所取得的成果。除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品或成果。对本文的研究做出重要贡献的个人和集体，均已在文中以明确的方式标明。本声明的法律结果由本人承担。本毕业设计（论文）成果是本人在江西师范大学科学技术学院读书期间在指导教师指导下取得的，成果归江西师范大学科学技术学院所有。特此声明。声明人（毕业设计（论文）作者）学号：0905028080声明人（毕业设计（论文）作者）签名： 年 月 日 The A
2、pplication of Body Language in English Teaching in Middle SchoolThe Application of Body Language in English Teaching in Middle schoolAbstract: Nowadays, body language plays a very important role in middle school English teaching. Also, it has been widely used in communication out of class. It can be
3、 vocal languages vital complement by intensifying the language information retention and leaving the students deeper impression. On one hand, it can completely stir the students. Moreover, it can enrich the content of English teaching, diversify teaching methods and add vividness to the classroom at
4、mosphere. This thesis mainly discuss about the proper use of body language in English education, which includes Eye contact, facial expression and gesture. It argues that in middle school English class, for a range of reasons, teachers should pay enough attention to body language and properly use it
5、 as a teaching tactic. In a word, body language often speaks louder than words. So teachers should try to teach in English together with body language correspondingly thus, the students English ability will be certainly and greatly improved.Key words: body language; English teaching; middle school i
6、i肢体语言在中学英语教学中的运用提要：肢体语言在中学英语教学中扮演着一个重要的角色，并且在课堂上被广泛的运用。它可以增加语言信息输入的信息强度，给学者留下深刻的印象，是有声语言的重要补充，一方面，它能够激发学生的兴趣，另一方面，它能够丰富教学的内容，使教学多样化，令课堂充满生趣。在这篇文章中，我们主要是阐述在中学英语教学中，教师应当把肢体语言作为一种有效的手段，重视并且合理的运用。总之，肢体语言比普通语言更具有说服力，老师应该尽力把英语和对应的肢体语言相结合。因此,学生的英语能力肯定会有很大的提高。关键词：肢体语言；英语教学；中学3ContentsThe Application of Body
7、 Language to Middle School English Teachingiv肢体语言在中学英语教学中的运用iiIntroduction11 The features of Body Language21.1 Eye contact21.2 Facial Expression31.3 Gestures42 The advantages of application of body language in middle school English teaching42.1 Stirring students interests52.2 Better expression52.3 B
8、etter understanding63 The application of body language in different courses in middle school English teaching73.1 The application of body language in Listening course73.2 The application of body language in speaking course73.3 The application of body language in writing course83.4 The application of
9、 body language in Reading course9Conclusion9Bibliography10iii1Introduction1As far as the English teaching in middle school is concerned, teachers have to face the issue of how to arouse students interest and increase teaching efficiency. Body Language as a kind non-verbal behavior that can express e
10、motions, exchange ideas and transmit information through eye contact, facial expression, gestures and so on, plays an important role in helping students learn effectively.It is recorded that scholars research on body language dates back to Greece period, in which the philosopher Aristotle analyzed h
11、ow people express their thoughts and wishes by action. But the most famous professor that makes a systematic study is Professor Birdwhistell, from Pennsylvania University, who published the book Introduction to Kinesics in 1952 and proposed the theory of kinesics formally. Then more and more researc
12、hes on body language are made not only by writers and socialists but also by businessmen and educators. In the past years, many books have studied the importance of body language in education field. For instance, Rivers , an American linguist who writers The Psychologist and the Foreign Language Tea
13、cher, explores the importance of foreign language teachers quality including a teacher should understand peoples behavior, gesture , and facial expression and points out that a teacher should properly uses the body language. In order to improve the teaching quality and create a happy classroom atmos
14、phere, many scholars and writers make several researches on it, analyses the development and effect of body language in communication and the application of physiological basis of teaching. Through analyzing the paper presents a study on the chief types of body language and points out the importance
15、 and functions of the application of body language to English teaching. Teachers in the classroom teaching can pass the necessary body language to communicate with students, such as commonly used facial expressions, eye contact, nodding, gestures and so on. Because of these non-verbal behavior can b
16、e used in conjunction with words ,can also be used alone, so it is more appropriate in the classroom teaching .Such as the use of the eyes can not only communicate with students ,but also can control class auxiliary words. With eyes looking around students enhances the students to the teacher trust,
17、 making it realize that teachers are pay attention to him, listening attentively. Still it can make teachers get feedback information in time, test the teaching effect and correspond measures. And as teachers in teaching activities, they can use nod, gestures, and other body language instead of natu
18、ral language to express instructions to students, Body language can also be used in the lecture at the same time with the help of a special gesture of auxiliary instructions.1 The features of Body LanguageBody language is known as non-verbal behavior which transmits information through gestures, mov
19、ement and facial expression. People communicate with each other by body language in the ways of nodding, waving, eye, shrugging and so on. According to the psychologists research, these ways can express something that verbal language cant directly express. To sum up, body language is one of nonverba
20、l means of communication through which people communicate with each other in social intercourse. It contains gestures, eye contact, and facial expression and so on.1.1 Eye contact As a proverb goes, the eyes are the window of the mind. Through eye contact people are able to each other integrated and
21、 full-scale information. In daily life, there is much eye communicate that takes place such as gaze. Cloze, watch and so on. First, when the teachers are having class, teachers could get to know what the students doubt, how they love or hate whether they approve or disapprove from the students sight
22、. For example, if a student straight into a place, or show nonchalance of expression, which expresses he didnt understand what the teacher said .So the teacher should help him to solve the problems. Second, teachers could know whether the students fully focus on the lesson through their eyes ,if a s
23、tudent who listens to the teacher carefully ,he should follow the teacher with the eyesight .If there is a student looking around the classroom that express he didnt listen the teacher carefully. Thirdly, a teacher should always use a kind of eyesight to his students .For example, if the students ar
24、e still exciting before class, the teacher can look around the whole class to express the meaning that it is the class time.And when you start the class , you find someone is late for class .You had better use your eyesight to allow him or her to come into the classroom , in order to avoid disruptin
25、g the other students attention In class, the teacher always finds some students are absent minded or does anything else. At this time, the teacher can also give the students kindly eyesight to attract their attention.1.2 Facial ExpressionOur face plays a key role in expressing our thoughts, especial
26、ly our emotions and attitudes. According to several cross-cultural studies by social psychologist Paul Ekmen, peoples countenances reveal their emotional expressions clearly. Therefore, teachers should aim at understanding the different circumstances that appear in the English teaching classroom, an
27、d be able to talk and perform using their faces. Take for examples; during his research Ekmen met two teachers who displayed entirely different countenance when during their classes. For one teacher, when he has his class he is less like a teacher but much more reminiscent of an experienced actor. W
28、hen speaking about something interesting sad, he will display a sadness expression; when meeting some problems, he will frown; when the problems have been solved, he will show exuberance. In a word, the students are deeply attracted by his vivid and dramatic countenance .On the contrary, another tea
29、cher always goes straight to the topic .No matter what the content of her lesson is ,she just stands on the platform with a stern expression all the time ,leading the students to become absent-minded. Of course, we are not advocating that teachers adopt a phony smile that looks insincere and plaster
30、ed on the face, but rather a pleasant, appropriately emotional expression. Teachers expression should appear naturally consistent with their messages. To active interest in their listeners, during the lesson planning stage teachers should note when and where they should employ facial expression to h
31、elp communication the emotional tone of their thoughts.Teachers should take the advantage of facial expression to display the teaching content vividly and clearly. The facial expression the teachers pursue must be cordial and sincere, letting students feel warm and relax as to allow them to absorb k
32、nowledge unconsciously. Only in this way can teachers and students cope with each other more effectively and better enhance the atmosphere of the classroom. If teachers are always dumb as a wooden chicken or as cold as ice, that will make students feel nervous and frightened and it will greatly redu
33、ce the effectiveness of teaching. Because of these reasons, its necessary to express a nice facial expression in the teaching process.1.3 Gestures In middle school teaching, teachers should take advantage of gestures to explain what they intend to teach. For example, when a teacher put her hands dow
34、n gently, the students know that it means “ stop here”. A simple gesture can express what the teacher wants to say .For instance, the teacher says,“ I have three major points to talk about today” while holding up three fingers or the teacher wants to describe an object that is twelve inches long , w
35、hile holding his or her hands about a foot part .To sum up, accurate and lively gestures can not only transmit the thought but also achieve the desired effect.However, any matter has two sides, and the case is also true of teachers gesture. As a result, teachers need to consciously abandon negative
36、gestures. For example, avoid pointing at somebody with forefinger because in many countries it gives pupils an impolite notion; cease endlessly knocking at the desk, for this diverts pupils attention and distract them; resist putting hands in pants pockets, as this gives pupils a lazy and arrogant i
37、mpression; abandon clenching fist to voice indignation, for that leads to pupils fearing the teacher and only widening the gap between teachers and students.Gestures are the most commonly used action in the classroom teaching. Vivid gestures alongside fluent English can create a good ambiance for le
38、arning, which will surely play an active part in improve the students study ability. Of course, improper gestures will also give the feeling of redundancy to the point that it leads to the bad classroom atmosphere and has a bad impact on teaching effectiveness.2 The advantages of application of body
39、 language in middle school English teachingEnglish teaching is a key part of the school education. Generally speaking, teachers acted as the center in tradition English .Teachers can only get the information from the goals. With the English teaching methods reform, teachers are in great demand to or
40、ganize the class in English and create English learning circumstances. So body language is applied to English teaching rapidly .It not only can arise the students interests, express the students better, but also the teachers can understand the students better.2.1 Stirring students interestsClassroom
41、 teaching is the major method for students to obtain knowledge. The application of body language is a good way for elementary school English teaching and it can directly influence the teaching effect. At the beginning of learning English, pupils are keen on the language since it is new and totally d
42、ifferent from Chinese; they are happy to take part in English learning activities .But as time goes on, they lose their interest, especially for the usual, unchanging teaching and learning methods. Within these limitations, when teachers give lessons with the help of body language, they can arouse s
43、tudents participation, filling the classroom with newness despite the old methods being used. For example, when teachers teach the words of body parts, they can let the students touch their own body parts. Teachers and students swing their arms, move their mouths, and flutter their eyes and so on .S
44、tudents would feel immense pleasure in such a class.The students interest in learning English gains through cheerful teaching. Such teaching also enhances the students confidence, stimulating the class atmosphere. Teachers add to this cheerfulness by expressing their meaning incisively and vividly t
45、hrough rich and varied expressions and gestures. The classroom would feel just like a stage during a performance .Because of the lively classroom, the students enthusiasm for learning is mobilized .Besides, when students meet a new word they dont know, they can guess its meaning from the teachers ge
46、stures or expressions. This kind of teaching allows teachers to draw the students attention firmly, and let the students be filled with expectation for English learning.2.2 Better expression English is a sort of language which depicts English culture. Due to this, it is definitely wrong for an Engli
47、sh teacher of other subjects does. A good English teacher is not judged by the number of good students in his class, but about whether he could make it sure that the students understand the deep meaning when people are talking in English. English learners have to internalize the information that has
48、 got from their teachers. Because of the lack of language atmosphere, Chinese students can not speak their minds freely, let alone understand the deep meaning. If we do not use the appropriate words, maybe we will make the students become puzzle or ever give them wrong Information. Fortunately body language helps a lot to solve this problem. So he students do not have to say a lot of words around one idea. With the help of body language, they can easily understand when they try to start a conversation with others. 2.3 Better understandingWhen the teach