肢体语言在小学英语教学中的运用毕业论文_小学英语教育毕业论文
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【标题】肢体语言在小学英语教学中的运用 【作者】周 有 平
【关键词】肢体语言；英语教学；小学 【指导老师】王露 李芬芳 【专业】英语
【正文】
I.Introduction As everyone knows, the claroom teaching is one of the most important ways that the pupils learn English.Teachers usually have enough attention to their verbal language in teaching language, but in fact language is not just composed of verbal or vocal form.Students do not only get information from teachers’ sounds but also from the teachers’ signs, gestures, and any other means related to the situation, all of which are named body language by researchers.Body language is composed not only of signs, gestures, marks having understood meanings, but also of facial expreions, eye movements, voice inflections, postures, body positions and even clothing.In school education, body language plays a positive role in cultivating students’ characters.For, teachers are usually respected, and factually, what or how the teachers say and do will be poibly imitated by the students.In short, teachers’ graceful body language helps to improve students’ artistic-appreciation and moral characters.If students develop a wonderful body language, an optimistic and active feeling will be poibly formed.They will surely have a more smooth interpersonal relation.The affection of teachers’ body language on the students is reflected not only by creating a good example, but also shortening the teacher-student estrangement by which a more harmonious studying atmosphere.As a matter of fact, teachers’ friendly appearance can greatly encourage students’ studying enthusiasm.Furthermore, the characteristics of theoretic and abstraction of knowledge also require the vivid, dramatic and acceible gestures to make it specific and figurative.As a result, students’ interest is motivated and the effect of teaching is greatly improved.There are many useful and proper methods to achieve the goal and one of them is using body language.II.The Neceity and Importance of Using Body Language in English Teaching A.The Definition of Body Language What is Body Language? It is known as non-verbal behavior, which transmits information through body gestures, postures, actions and facial expreions.1 In human beings’ oral communication, people always have some body movements while talking, such as body postures, countenances, gestures and so on.They are also delivering the information, making a set of system which is equal to the language signal one, the nonverbal social intercourse.People regard the behavior for using the nonverbal method to communicate as nonverbal behaviors.Not only by words, body Language is also to show how one feels by the way of sitting, standing, walking, etc.According to the research of psychologists, these ways can expre what the verbal language cannot convey directly.Cambridge Learner’s Dictionary gives the definition of body language as “the way you move your body, which shows people what you are feeling”.2 Any kind of body movements or postures can be referred as body language which transmits meages to the observer.E.T.Hall names this kind of language as silent language, who argues that time talks, space talks, physical settings also talk, and one’s culture even the pitch of one’s voice, tempo and intonation can tell people something.3 Each part of the human body, either in motion or stillne, conveys a meaning which depends upon the physical, social, and cultural context of the action.The meage may be deliberately intended, expreed in some sort of accepted code.For example, when a person points, shakes a fist, or nods the head, or they may be involuntary gestures of response, means that he was angery or something others.The same conception can be defined in different ways according to people’s different perceptions.From the above, body language is referred to nonverbal language, silent language, sign language, and paralanguage, body talk, and kinesics and so on.Each of these definitions focuses on one or more aspects of it.The eential characteristics of this body language can be concluded as follows: Firstly, it’s a means of communicating ideas and feelings.Secondly, it’s nonverbal without any words, but includes the manners of how words are said.Thirdly, it reaches its communicative purpose not only through the body function itself such as facial expreions, gestures, postures, but also the objects and settings around.Fourthly, it employs not only ears but mainly eyes and other senses as well.Fifthly, it involves both the sender and the receiver consciously or unconsciously.4 This kind of non-speech act can be used with words or used alone.During the proce of exchanging and understanding between the teachers and the students, this has the special vital significance.So it’s neceary to use body language in teaching.In this thesis, the author employs body language to a systematic means of communicating ideas or feelings through eye contact, gestures, facial expreions, postures, body movements, voice inflections, meages via objects, time and so on.B.The Neceity of Using Body Language in English Teaching Body language in teaching is an effective way in terms of language teaching methods, this can be proved either in language teaching or language theory or in practice.So by enforcing the study of body language and making it scientific and systematic, the body language will play a more important role in real claroom teaching and in teaching method research.Now more and more young learners start to learn English.It is popular for them to learn English when they are still very young when they have little or no vocabulary.In this circumstance, body language will play an important and neceary part in teaching if the teacher wants to teach them well.Obviously, if the teacher can use body language well in teaching, it will be likely to lead the children to succeed in language learning and it will make the leons a pleasant experience for them.For instance, when we are teaching the children how to say hello when they meet their friends, we can teach them to say “Hello” directly.Meanwhile, with the words we may shake their hands with and smiles on our face.By observing these gestures, they will soon know how to greet when they meet their friends.When we teach “good morning and good evening” we can also make gestures, then the children will understand that what’s the meaning of “morning” and “evening”.Also they can practice these words with their clamates.Another example, we can make some gestures by using body movement to teach some actions to the children.We may sit down and stand up to explain “sit” and “stand”, and point out our fingers to explain “up” and “down”.So we can also use the gesture like a picture to show the action to the children.Because the children are very young, they all like playing games.If teachers make some activities for the children and use body language as much as poible, for sure, the children will get a deep impreion, and they can also remember what is taught to them very well.In order to evaluate the true role of English in the school system, it is important for the teachers who are not native speakers to evaluate their knowledge and ability to use English.English teaching is really a key part of the school education.In claes, body language plays a significant role in cultivating the students’ characters.Body language is also an important media through which people communicate with each other.Briefly speaking, Body Language is expreing a certain meaning of a kind of silent language by gesture, manner and countenance, which includes eyesight language, facial language, hand language, body movement and so on.According to experts, our non-verbal language communicates about fifty percent of what we really mean while words themselves contribute a mere seven percent.Our bodies send out meages constantly and often we don’t recognize that we’re communicating a lot more than we realize.The behavioral scientists tell us that almost the whole body language can be used as the manners for human communication and be served for the teaching.Once a psychologist made an experiment to prove that the total result of the information include seven percent of writing, thirty-eight percent of tone, fifty-five percent of countenance and movement.The linguist Mr.Child says: “the foreign language teacher should be able to perform and dance for joy, make a vivid gesture, movement and countenance as an actor, should not always be gentle and cultivated or just stand stiffly on the platform.”5 Body Language not only replenishes and deepens the verbal language, but also takes a great effect on the verbal language.If the teacher can use the Body Language fittingly, accurately and proficiently to aist the teaching in the claroom , it can not only draw on the student’s attention, bring up their study interest, but also enable them the accurate understanding of language contents, deepen their impreion.From the above we know that the use of body language in English teaching is neceary and practical.In the English teaching, body language is frequently used to improve the teaching effect and the students’ ability.They will help teachers expre their own ideas and thoughts accurately and lively.Ⅲ.The Function of Using Body Language in English Teaching In the communication, the body language is subjected to the culture and background, so we can get the information of a person, something about his age, sex, economics, district, social status, cultural accomplishment, social intercourse role and so on.Usually, the information provided by body language can give more information than words.Because it has some functions, such as explanation, hint, adjustment, emotion, substitution.Sometimes, one eyesight, one physical movement may contains some meaning out of words.So the body language will hint something.For instance, during the proce of cla, the pupil stares at the teacher carefully, it shows that the pupil is interested in the topic;and the pupil may nod, it will encourage the teacher continue his talking.If the pupil can’t understand and absent-minded, it shows that, the pupil doesn’t interest in the topic, and the teacher can change other topics or speak slowly to attract the pupil’s attention.In the teaching proce, it is agreed that body language usually has six functions, they are as follows: 6 A.Repeating In order to involve the students in claroom activities, teachers often are using Body language to repeat what they want to expre.In English cla, many words like: “Stand up!” “Sit down!” “Come here!” “Go back to your seat!” cannot be understood by the students immediately.But the students can understand through teachers’ hand signal, for example, “Stand up!” Both hands slightly rise upward;“Sit down!” Both hands slightly put down;“Come here!” The palm beckons the students to get near to the teacher;“Go back to your Seat!” The gesture and words have a similar meaning and reinforce one another.B.Complementing Though meages that repeat can represent alone, complementing generally adds more information to words.Such as, a teacher can tell someone that he is satisfied with the students’ performance, but this meage takes an extra meaning if he pat the student on the shoulder at the same time.Physical contact places another layer of meaning on what is being said.If we want to congratulate a student, we are apt to enlarge the size of our smile and throw open our arms to congratulate him or her, which make a complement to all the words it would take to convey the same feeling.Many researchers in this area refer to this as a type of accenting because it accents the idea that the teacher is trying to make.We can accent an important point by speaking in a voice that is much louder than the one that we use in communication.C.Substituting This is a fundamental function of using Body Language in teaching.And teachers use substitution in body language when they perform some action instead of speaking.Some researchers named this function emblem.When we require the students to listen to the tape, the finger can point at the ear;when needing students to practice drills in pairs, the teacher may stretch out two fingers to signal, and so on.D.Regulating Regulating a well-organized cla is an eential way to have claes by using some form of Body Language.We nod our head in agreement to imply to our students that we agree and that he or she should go on talking.However, if a group of students is making noise, teachers might place our index finger to our lips as an alternative to say “please be quiet!” On all accounts, our body language helps us to control the cla.E.Adapting As teachers, we use our bodies or an object in order to facilitate adjustment to the communication situation.In English claes, when teachers teach students to read aloud, they can go down the platform and enter the special domain of students.By this, they can control the claroom, find out students’ mistakes and correct their pronunciation and intonation.When doing some practice, teachers had better move up and down, which can arouse students’ attention and stimulate their enthusiasm.F.Contradicting On some occasions, our body language sends signals opposite from the literal meanings contained in our verbal meages.It is a contradictory meage when we say that we are glad to see the student, but at the same time break eye contact.When people receive conflicting data, they tend to rely mostly on nonverbal meages.When the teacher asks a question, if students answer questions wrongly, a smile can dispel their disappointed feelings and make them study more diligently without feeling disheartened.On the contrary, if the facial expreion is frigid, it will make students feel puzzled.All these functions can be called positive stimulation which is the serviceability and useful techniques for our teaching.IV.The Concrete Application of Body Language in English Teaching in Primary School Using various body languages in different types of English cla has great influence on the teaching, especially for those young learners.The teachers should have an actor’s performing skills to apply body language to cla.Performing vividly can help to establish the imaginary space for the students.Following are some concrete application of body language in English teaching in primary school: A.Using Body Language in 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 degree by their teacher’s body language.The contemporary emphasis is gradually laid on spoken English teaching.The first leon of every unit in junior English begins with dialogue.The teaching programs require the teachers to organize the cla to practice English according to the characteristics of dialogue.Generally speaking, the body language can arouse and sustain the students’ interest of learning and using English.In the English cla, 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 example, the first leon in Unit one, Book one is about the time when the new students first meet, and they don't know each other.So a teacher can introduce himself first, such as: “Hello, everyone, nice to meet you here.Now I’ll introduce myself to you.My name is Arthur.I like playing basketball, for, it makes me much stronger;I like playing che, 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 expreion and appropotiate gestures as poibly as he can.He smiles when he says hello to the cla;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 che and turning pages to explain his hobby.After his introduction, the teacher can create a circumstance for the students to practice: “Mary and Jack are new clamates.They are walking together in the street, and they meet one of Jack’s old friends, Yang Pei.Then they two are introduced to each other by Jack.” After the students’ practice, the dialogue is introduced naturally from it.Usually, the application of body language in different situations will result in an attracting and succeful leon.B.Using Body Language in Listening The Greek philosopher said: “Nature has given man one tongue and two ears that he may hear twice as much as he speaks.” 7 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 proce, if the body language is used, the effect will be better.When beginning a new leon, the teacher narrates the story outline in English.The body language may help to explain it.For example, a teacher can stretch out his arms slowly to reinforce his idea when he says “She is in a very big room”;she can open his eyes widely with mouth opened when he says “She is so beautiful a lady”.As a result, the students will have such an impreion: 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.C.Using Body Language in Reading The purpose of primary English teaching is to train the students’ preliminary ability of using spoken and written English.In the elementary school, we lay emphasis on the reading ability that serves the students’ further study.Here we mainly mention the benefits for reading aloud.Reading aloud helps the students to get a correct pronunciation and intonation and to develop the combination of vocabularies’ pronunciation, spelling and meaning.Furthermore it also helps the students to find out the article’s internal feelings and appreciate the beauty of the language.Reading aloud is basic in the primary 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 are used in music teaching, which means to use the arcs 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 elementary school are not 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 some times, as soon as they read the sentences, they will remind themselves of the gestures.As a result, there will be no problems understanding the sentences at all.To be brief, 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.D.Using Body Language in Writing Writing is one of the four basic skills of learning language, and it is so important a skill that we can even say without it, people can’t 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 teaching 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 students’ feelings of being dull and tiring, an English teacher has to use every poible 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 impreion, such is magnificent in developing the students’ writing ability.The linguist Franklin ever said, “Tell me, I’ll forget;teach me, I’ll remember;involve me and I’ll learn.” 8 If students are asked to write an unfamiliar composition, they would probably be unable to and feel discouraged.However, students can write excellent articles if they have the experience.In and out of cla, teachers should ask students to participant some English-related activities, and then ask them to write it down.Take “Snow” for example, having enjoyed themselves in the beautiful snowing and been given some hints, the students can write much better a composition.For contrast to their complete imagination, the students are deeply impreed by the body movement of the teachers and themselves, which leads to a better article.The most important standards of teacher are the clear and pertinent expreion.The random will bring the wrong impreion to the students, and affect the estimation of students to things.The other way around, it is propitious to the development of estimation.The nicety of body language has great influence on the teaching.According to the above description, the Body Language plays a key role in the teaching.In order to further explain the importance of body language, the author designed a model leon of vocabulary to display the detail of Body Language in English teaching.In the whole cla, the teacher was using the gesture, eye contact, posture and touching, at the same time, the students were mainly imitating, in this way, the students paid more attention to the points of knowledge.The author gives a model as following:
A Model Leon of Vocabulary The Instructional Design for English Words Teaching Background 1.This cla is selected from Primary English Students’ Book Five A, published by People’s Education Pre.9 The task of this cla is to study “Let’s learn” of unit 1, My New Teachers.2.There are fifty-six students during this fourty-five minute’s leon.In the elementary schools students start to learn English from the third grade to the sixth grade ranged from 9 to 12 in age.The children of this age are curious, friendly.They have good activities and like to imitate.They like the new things, and are curious about the foreign language which can arouse their interest;the children like to take the others’ opinions and accept the teacher’s praise.They do not fear making mistakes, even if they have the shy feeling.3.Because the elementary school students are active and competitive, they can accept the new things more easily, and we can make them learning English in games, along with some activities and vivid body languages.10 It is entertaining and instructional, in which we can design many relaxing games and competitions participated by students, such as “Matching English with Chinese”, “I Do, You Say”, “Silently and Aloud” or “Picking Words”.These designs are suitable to the students’ cognitive ability and the children of their age, thus help them to have the fundamental mastery of English words.In this cla, with the help of use Body Language will make a great achievement.Teaching Aims 1.Guide students to learn the correct spelling and writing of eight adjective words: old, short, thin, tall, strong, young, funny and kind.2.To train the ability of reading.Then understand the sentence and learn to use new words to substitute some of them.3.To arouse student’s interest, paion and cooperation.Teaching Aids Tape recorder;pictures;cards;computer;projector;blackboard;chalk.Teaching Procedures StepⅠ Warming-up A.Greet them as usual.(Shake hands with students and say hello to them.Ask about their last holiday, whether they have any new friends to lead them to this cla.)B.Review “I have a new friend.He’s thin and tall.”
(The teacher poses a giant to remind the students the word “strong”, stretches arms to imply “tall” and so on.Review the pronunciation of tall, thin, strong and short, which they have learnt last term.Prepare for the following study.)StepⅡ Lead-in Play the song in “Let’s start”.(Show the pictures of “Let’s start” to create a context, like, “T: Lily has many new teachers in her school.Do you have new teachers? Sh…” the teacher put her index finger on her lips to require them keep silence.)StepⅢ Presentation
A.Study of the word “young”.(Show the cards in “Let’s learn” to help them to understand this adjective.The teacher will put her left hand next to her face when speak out the word “young”.)1.Teacher’s demonstration.(It sounds like [j??], an adjective, a stage of human beings, animal or others.Then, teacher reads it aloud and poses the last posture to strength their imagination.)2.Students imitate the same body language and pronounce the word “young”.B.Study of the word “old”.(With a picture of an old man to ask students “Is he young?”)1.Teacher’s demonstration.(The phonetic symbol is [?uld], here [?u] is a vowel, read it completely then move on to the next phoneme.The teacher uses her hand to show the slow proce.)2.Play a game(paing [?u] from front rows to the back to check the pronunciation of it, and the teacher knocking a student’s desk means he∕ she to speak it out).3.Put [?u] in [?uld] and read it out.(Teacher gives a comment from this action and the method of pronunciation [?uld], and poses an old man while pronounce the word “old”.)
4.Students imitate the pronunciation of “old” and keep a deep impreion with the help of the teacher’s body position.C.Study of the word “funny”.1.Teacher’s demonstration.(The teacher plays like a monkey and read [′f?ni].Meanwhile, ask students to do some funny facial expreion.)2.Pupils read after the teacher together with some silent language.D.Study of the word “kind”.1.Teacher demonstrates the method of this pronounce and compare [?u] with [ai].(The teacher uses her hand to remind the students to read it completely.Teach them [kaind] with a big smile.)2.The whole claes read this word out and a smile on their face.StepⅣ Consolidation
A.Read the new word on the blackboard when the teacher point to it.B.Play a game “silently and aloud” to familiar with these new words.(The teacher rises up her hand means aloud.)C.Play a game “I do, you say”.(The teacher uses body language which has been used in this cla to activate the students to speak out these new words.)D.Read sentences.(Teacher will use body language to refresh their memory.)e.g.My new Chinese teacher is tall and strong.e.g.My new math teacher is funny and young.e.g.My new art teacher is very old and kind.StepⅤ Extending
(Ask students to make sentences cope with some gestures.)e.g.My new aunt is very beautiful and young.StepⅥ Summary
A.Speak out the new word according to the teacher’s body language.B.Read some sentences on their text book.Homework A.Practice those words after cla.B.Write those new words on their exercise book.Blackboard design Unit1 My new teachers Short, tall, thin, strong old [?uld]
young [j??]
funny [′f?ni]
kind [kaind]
e.g.My new Chinese teacher is tall and strong.e.g.My new math teacher is funny and young.e.g.My new art teacher is very old and kind.V.Conclusion English learning needs practice.The fourty-five minutes in cla is very precious and should be cherished, during which the students should practice as much as poible.To exert the limited time, teachers are required to adopt some effective methods.According to the psychological features of the primary school students, such as their lowly-developed abstract thought, their low ability of understanding, shortly-lasting intention to something deliberately, their high ability of imitation, strong curiosity, and strong desire to show themselves off, together with the purpose of the establishment of English course in elementary school and features of the English teaching material for the students.Teachers have varied and rich body language in cla, but their meanings depend on the specific situations.Many body languages carry the meaning as teachers expect, and the same body language can expre many different meanings in different concrete conditions.Students have a clear awarene of teachers’ body language in cla.They know exactly what the teacher feels about them.The use of body language can not only attract the students’ attention, but also deepen their impreion and imagination.The use of body language is completely up to the standard of audio-visual teaching principle, so teachers should try to teach English from the beginning to the end, with the corresponding body language.Finally, the efficiency of learning English will be improved.Notes 1 The American Heritage Dictionary of the English Dictionary,(New York,1982), 211.Cambridge Learner’s Dictionary,(Cambridge University Pre, 2001), 75.Hall, E.T.The Silent Language,(New York: Technology Pre and John Wiley&Sons Inc ,1981),108.Brown, H.D.Principles of Language Learning and Teaching,(Beijing: Foreign Language Teaching and Research Pre, 2001), 142-53.Child, Body Language and Teaching,(Wuhan University of Technology Pre,1979), 75-85.Anli Zhu, The Importance of Using Body Language in English Teaching,(Wuhan Automotive Polytechnic University, 2006), 92-103.7 Louisell, R.D, Descamps, “Methods for Elementary School Teachers,” Developing a Teaching Style,(Harper Collins Publishers, 25 March1992), 29-32.Fast, J.M.Body Language,(Beijing Foreign Language Teaching and Research Pre, 1966), 132-56.9Jack Booth, People’s Education Pre Primary English Students’ Book,(People’s Education Pre,2003), 2-4.Coger, L.I.Pelham, S.Kinesics Applied to Interpreters Theatre,(Speech Teacher Pre, 1975), 91-99.Bibliography
Booth Jack.People’s Education Pre Primary English Students’ Book.People’s Education Pre, 2003.Cambridge Learner’s Dictionary.Cambridge University Pre, 2001.Child.Body Language and Teaching.Wuhan University of Technology Pre,1979.E.T.Hall.The Silent Language.New York: Technology Pre and John Wiley Sons Inc, 1981.H.D.Brown.Principles of Language Learning and Teaching.Beijing: Foreign Language Teaching and Research Pre, 2001.J.M.Fast.Body Language.Beijing: Foreign Language Teaching and Research Pre, 1966.L.I.Pelham Coger.S.Kinesics Applied to Interpreters Theatre.Speech Teacher Pre, 1975.R.D.Descamps, Louisell, “Methods for Elementary School Teachers.” Developing a Teaching Style.Harper Collins Publishers,(25 March1992), 29-32.The American Heritage Dictionary of the English Dictionary.New York, 1982.Zhu Anli, The Importance of Using Body Language in English Teaching.Wuhan Automotive Polytechnic University, 2006.耿二岭.体态语概说.北京：北京语言学院出版社,1988年.霍尔.无声的语言.上海：世界图书出版,1959年.施良方、崔允廓.教学理论:课堂教学的原理,策略与研究.上海：华东师范大学出版社,1999年.杨芳.“论课堂教学中的体态语”.山东：山东教育科研.第 8期.第 48-49页.
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