小学英语教学论文 .doc

本科毕业论文（设计）题 目： 论小学英语教学中 体态语的应用专 业： 英 语 THE APPLICATION OF BODY LANGUAGE IN ELEMENTARY SCHOOL ENGLISH TEACHING BYXXXA THESISSUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF BACHELOR OF ARTS TO THE SCHOOL OF FOREIGN LANGUAGESXXX UNIVERSITY MAY 2012AcknowledgmentsFirstly, I am extremely thankful to my supervisor, Ma Junxiao, for his insightful and invaluable advice, without which I could not have completed this thesis. My genuine gratitude is also extended to other professors in the School of Foreign Languages, who taught me in the past three years. Their lectures laid a solid foundation for my further study in English My heartfelt thanks also extend to my parents and my best friend who always back me up to go further my studies and to finish the thesis. Abstract Body language plays a very important role in elementary school English teaching. Body language can promote mutual understanding between teachers and students, arouse student's interest, enrich the content of English teaching, diversify teaching methods and add vividness to the classroom atmosphere. In this article, the accessibility and necessity of Body language are expounded, emphasizing the proper use of body language in English education, including eye contact, facial expressions, gestures, and posture. This paper argues that in elementary school English class, for a wide range of reasons, teachers should pay enough attention to body language and properly use it as a teaching tactic.Key words: body language; English teaching; elementary school 摘 要体态语在小学英语教学中扮演着举足轻重的角色。体态语能够促进教师和学生的相互交流、激发学生学习兴趣、丰富教学内容、使教学方法多样化、令课堂充满生趣。本文在阐释它的可行性和必要性的同时，重点强调了如何正确运用体态语，包括目光接触、面部表情、手势语、和体态姿势。因此，在小学英语教学中，教师应把体态语作为一种有效的教学手段，重视并且合理恰当的运用。关 键 词:体态语；英语教学；小学 IntroductionAs far as the English teaching in elementary school is concerned, teachers have to face the issue of how to arouse student's interest and increase teaching efficiency. Body language, a kind of non-verbal behavior that can express emotions, exchange ideas and transmit information through eye contact, facial expressions, gestures and posture and so on, plays an indispensable role in helping students learn effectively. Proper application of body language can improve teaching quality and efficiency and make the class vivid and colorful.There are some publications which propose the importance of body language in the field of education. They mainly discuss body language from the angle of the teachers. For instance, Shen Minxian wrote The Use of the Body Language in Elementary School. In this book, the author mentions the artistry of body language, including eye contact, facial expressions, gestures, and posture. Shen argues the body language has the function of attracting students' attention and complementing spoken language in classroom teaching. (Shen Minxian, 1999: 126). Providing another example, Wang Qiang's Elementary School English Teaching Methodology emphasizes the practical aspects of teaching English, particularly practical activities and techniques for teachers to apply in the classroom. In this book, the importance of body language is considered to help childrens understanding and create a happy, light and more comfortable classroom atmosphere. (Wang Qiang, 2002: 78). In this article, the author mainly argues that teaching English with the help of body language has a great effect to achieve teaching goals and teachers should pay adequate attention to proper application of body language. This paper can be mainly divided into three parts. The first part provides some definitions of key body language given by some famous experts and the author herself. In the second part, the author attempts to explore the concrete application of body language through eyesight, facial expressions, gestures, and posture in elementary school English teaching, combined with the analysis of the accessibility, necessity, and principles of using body language. The last part shows the significance of applying body language in elementary school English teaching.1. The definition of Body LanguageMany definitions of body language have been formulated by experts. Some definitions are general. For example, body language is defined as a language without words; or body language indicates all communicative symbols except oral speech. (Harrison, R, 1974: 133). Some definitions are specific. For instance, Samovar and Porter's definition is such case: "Body language is the specially, biologically, psychologically or culturally framed exchange of valuable messages which are not verbally spoken out but conveyed by the body, gesture, symbol or relevant context and surrounding environment etc." (Samovar, L. & Porter, R, 1995: 14). Hall's definition is that: "Body Language is a category of non-verbal communication which communicators use the natural features of their bodies to deliver information and express specific meaning instinctively to other communicators." (Hall, E, 1977: 42). According to Birdwhistell, the study of nonverbal communication covers three majors: Proxemics, Paralanguage, and Kinesics or Body Language. (Birdwhistell, R, 1952: 56). Proxemics infers that people keep a certain space or distance with each other when they communicate and that the distance can represent different significance. Paralanguage involves the linguistic elements of speech-how something is said and not the actual meaning of the spoken words. It is to transform information by sound, such as "Ouch". Besides this, the pitch of tone and volume of speaking also belongs to Paralanguage. Kinesics is also called Body Language, which studies the meaning of all parts of body and how body movement communicates meaning. (Birdwhistell, R, 1952: 154).In the paper, the author defines body language as a series of physical movements that can send information effectively when combined with verbal language. Considering the specialty of English teaching activities, we classify it into eye contact, facial expressions, gestures, and posture. 2. The application of body language in elementary school English teaching Before discussing the application of eye contact or eyesight, facial expressions, gestures, posture in elementary school English teaching, the author analyses accessibility and necessity of applying body language in the first place.2.1 The accessibility and necessity of applying body language in elementary school English teaching2.1.1 The accessibility The accessibility of applying body language can be analysed in two aspects. One is from the perspective of pupil characteristics. The other is from the respect of students attitudes toward English.2.1.1.1 Pupil characteristics Elementary School teachers face juvenile students who are easily influenced by others. Due to their characteristics, pupils not only absorb understanding and knowledge through teachers' words, but also get all kinds of information and positive or negative influences from teachers' body language. On one hand, pupils' attention is unstable. Only when the matter is vivid, particular and novel, will pupils pay much attention to it. Conversely, they often act absent-mindedly. By using intriguing body language, teachers could provoke pupils' interests and make students stay on the ball. On the other hand, the concrete thinking in imagery increasingly changes into the abstract thinking in logic, which is the fundamental characteristic of pupils' mental development. However, the abstract thinking in logic is closely linked to perceptual experience. (Zhu Zhixian, 2003: 323). Teachers can demonstrate objects or conceptions through body language in order to make it clear in an audio-visual context. For example, the vocabulary words "exciting" and "angry" are emotional words which can be distinguished by pupils' direct sense for facial expressions presented by teachers.2.1.1.2 Students attitude toward EnglishLearning a second language needs persistent passion. However, students are often unmotivated because they are forced to read texts and new words again and again in class and do a lot of homework after class. Because of this students are often reluctant to do what their teachers request and feel a sense of overall boredom with the class. To create a stress-free learning atmosphere, teachers should get rid of the old pattern: they present what they prepared for the class on blackboard, have all the students take notes and hope to ram the knowledge into the student's mind. Under such circumstances, students cannot be expected to study well and they should not be blamed. It is not because they lack learning abilities and skills, but rather because the pressure resulting from the teacher's application of teaching. Therefore, teachers may introduce more body language in teaching process to create an enjoyable learning atmosphere. 2.1.2 The necessity There are two factors leading to the necessity of applying body language. One is the relationship between body language and the English subject. The other is the relationship between body language and English teaching objectives in elementary school. 2.1.2.1 The relationship between body language and English subjects Qualityoriented education especially emphasizes each student's emotion, inspires his or her interest in English, assists him or her to develop self-confidence in study and respects student-individuality. Body language can be used appropriately and successfully in these aspects. For example, in the process of answering one question, the teacher's kind eyesight will encourage pupils to think it over seriously and give an answer calmly. 2.1.2.2 The relationship between body language and English teaching objectives Applying body language is essential to achieve English teaching objectives. Education administration draws up the following objectives: learning participation, cooperation and consultation; establishing curiosity in English; enjoying listening to English; being able to play a simple role; comparing the difference among different countries and regions; knowing some customs and understanding the culture of foreign countries. All of those depend on body language which can stimulate pupil's interest and keep them clear-minded in study. Besides, applying body language can lead pupils to do some activities. What's more, pupils can discover aspects of diversity in applying body language through cross-cultural customs.2.2 Some points when using body language in elementary school English teaching Teachers should take note to some rules and principles when they exploit body language because pupils may imitate their behavior subconsciously. There are some tips for teachers to employ body language in elementary school English teaching.2.2.1 Using body language under appropriate occasions The whole class for an English teacher should not be exclusively devoted to speaking nor should it be a continuous acting session. It should be a blend of action and speaking together, which means combining body language and verbal language concurrently. So, in the class, teachers should know when and where to use body language. If they use unsuitable body language, they will leave a bad impression on the students and disappoint their students.2.2.2 Accuracy and frequency Teachers' body language is used as a form of assistance to allow students to understand what teachers say. If teachers overuse body language, it will not be good for the students. On the contrary, it will divert the student's attention, and all further body language will lose its function. If teachers act all the time in class they could dazzle students so that body language confuses them rather than helping in their understanding. So, teachers should pay close attention to the frequency of using body language in class. Moreover, teachers should take note of the accuracy of the body language they use when they give lessons. If teachers present an unsuitable or incorrect body language, students will be easily misled because of their strong imitative cpmpetence. Thus, body language will not give full play to its positive function and instead it will play a negative role. For example, when teachers are giving lessons, some teachers like to scratch their heads or twirl the chalk all the time. These actions do not only spoil the image of the teacher, but also draw away the attention of students from the lesson at hand. Because of the above-mentioned reasons, teachers should use accurate and appropriate body language when giving lessons.2.2.3 Combining body language and culture Because English stems from Europe, it carries with different cultural traditions, history and customs. The same body language movement may have different meanings in different countries. So we should pay attention to the differences of culture background when using body language. For example, in most of nations worlwide, a nod stands for "yes" shaking one's head denotes "no" but in some cultures the understanding for the two actions is exactly opposite. Therefore, when teachers use body language, they should first learn about, and then respect different country's cultural connotations and explain the different cultural connotations to students with the help of body language.2.2.4 Sense of "art" Using the same content, different teachers can come up with different understandings due to many different factors. They could use different body language to express such various understandings. In this sense, teachers have an "artistic" freedom in interpreting their material. Nevertheless, beauty always attracts and ugliness always repels. Thus, teachers shouldn't use negative body language in class, because they will pay the price of distracting their students or even worse, offending them. Hence, teachers should consciously refrain from using "negative" body language such as scratching the ears from time to time and abstain from even unconsciously diplaying insulting gestures. Teachers should make sure that all of their body language movements are beautiful and smooth. (Zhuang Jinying & Li Zhenshu, 1993: 138).2.3 The application of teacher's body language in elementary school English teaching In class, the teacher's body language chiefly includes eyesight, facial expressions, gestures and posture. In different class situations, different body languages are used. According to the pupil's lively characters, teachers can apply gestures, expressions, etc. as much as necessary. For instance, asking students to "re