论文总字数：38775字

摘 要

关键词：非语言交际;高中英语课堂教学;教师

Contents

目录

1. Introduction 1

2.Literature Review.........................................................................................2

2.1 The concept of nonverbal communication concept 2

2.2 The classification of nonverbal behavior 2

2.3 Theoretical Bases 3

3. The Practical Use of Nonverbal Behavior in English Class 5

3.1 Physical behavior 5

3.2 Eye behavior 6

3.3 Silent behavior 6

3.4 Gesture behavior 7

3.5 Tone behavior 7

4. The reasons of applying nonverbal behaviors 8

5.The Functions of Nonverbal Behavior in English Teaching..........................................................................................................8

5.1 Coordination of teacher-student relationship 9

5.2 Promotion of active classroom atmosphere 9

5.3 Reduction of students’ fatigue and improvement of their learning efficiency 10

5.4 The encouragement of students’ participation in class 10

6.The application of nonverbal behaviors in reading teaching.........................................................................................................10

6.1Meticulously design and introduce, introduce textual context, stimulate reading interest............................................................................................10

6.2Deep processing of the text in the form of "reading" and teacher guidance

.......................................................................................................................11

6.3Learn to master different interrogative sentences and their problem response skills...............................................................................................11

7. Conclusion 12

Works Cited 13

1. Introduction

Language is the main carrier for conveying knowledge and message, and it is an important tool for people to exchange ideas and feelings. In the second language acquisition, the teaching of English knowledge and the fosterage of English ability mainly come out true by the tool of English language. In the education world, teachers use English words to facilitate classes and give lectures; students actively speak in English, answer questions, and the harmony and harmony of these language communication between teachers and students is one of the important criteria for measuring the

effectiveness of classroom teaching.However,other than language communication, teachers and students in the classroom, along with nonverbal communication between them, are also significant and obbligato. It is an important ministrant instrument for people"s daily conversation. In the language communication activities, with the changes of expressions, body posture and other actions, it can supplement the language deficiency

and strengthen the expression.

In the classroom teaching, the non-verbal behavior and non-verbal communication of teachers and students are diverse: the teacher"s first shot, wearing a look, the excitement of excitement, the lowness of sorrow; the student"s correct or cursory posture, sometimes The expression of nervousness and sometimes relaxation; the smile, nod, silence, gaze, etc. between teachers and students will continue throughout the classroom. English teaching classroom is a extraordinary and significant place to teach English and communicate. Other forms of behavior and communication counts much in the English lessons. Then how to implement non-verbal communication in second language acquisition and how to teach non-verbal communication? This paper sets about some rough exposition on the above issues.

1. Interpersonal activities cannot be put into effect without language, but it is in the wake of nonverbal communication in language communication. Nonverbal communication is a set of symbolic systems that are parallel to the spoken language and written text. Nonverbal communication primarily produces visual, sensory, and tactile effects. Non-verbal communication has a wide range of coverage.and there are many classification methods.

In a great deal of communication circumstances, nonverbal communication is more active than verbal communication. In English classes, nonverbal communication is very important to the teacher, and the nonverbal behavior of the teacher is related to the student"s learning attitude. Many researches have shown that if teachers learn how to take advantages of non-verbal communication more effectively when teaching, the distance between teachers and students will be shortened. Not only that, but students" cognitive ability and learning efficiency will also improve. The communication between teachers and students makes a difference to students" learning, teacher-student relationship, students" sense of accomplishment and students" psychological health. If teachers can get to know the advantages of nonverbal communication, they can apply these advantages to regulate with language communication and become better classroom organizers.

1. Literature Review

This chapter is a brief introduction to non-verbal, introducing the concepts of nonverbal communication, the characteristics and functions of nonverbal communication, and the current status of non-English majors.

2.1 The concept of nonverbal communication concept

Nonverbal communication behavior touches upon behaviors outside the scope of language. The non-verbal behaviors used in English classroom teaching mainly include physical behavior, gaze behavior, gesture behavior, silent language behavior, tone behavior, physical objects and media presentations. Higher English educators use these practices to teach English, they can not only implement the information transmission function of these behaviors, but also use them to stimulate students" emotions, stimulate students" learning enthusiasm, strengthen teachers" classroom language, and optimize English classroom teaching effects. Thereby improving the overall quality of teaching.

2.2 The classification of nonverbal behavior

There are basically four categories:

2.3 Theoretical Bases

Nonverbal behavior is a comprehensive portion in daily communication.Nonverbal behaviors have been learned and understood since people are born.In class,nonverbal behaviors can be used to promote teaching effect.

2.3.1 Physical bases

If the human brain is simply from a chemical point of view, about 80% of it is water, others are biochemical structures, but a person"s brain consumes about 25% of oxygen and sugar in body fluids.It is known to us that our brain is bifurcated-the left and right brains.This two hemispheres have their own specific functions.Left half of the brain controls specific behaviors such as speech, writing, language, and arithmetic.Right half of the brain controls people how to imagine, think spatially, and think independently.The two hemispheres show distinct functions with respect to higher cognitive functions. The left brain is responsible for abstract thinking(the bulk of the language, i.e. verbal language)and the right brain is responsible for imaginal or visual thinking(spatial comprehension, i.e. nonverbal language)(Gleitman,1992).The left hemisphere seems to do a better job in analytical tasks because it distinguishes well the parts that are included in the whole.The right hemisphere focuses on intergrating these relevant parts together to form a whole. When it disposes spatial and visual tasks, it is easy to work with and efficient because of its image production capabilities. Although the two hemispheres show such a huge difference, they are still working together. Brain science proves that we should not treat problems in isolation, that verbal language (mainly responsible for the left hemisphere) and images (mainly responsible for the right hemisphere) far more than alone. “If you only listen by listening. Then, after three hours, the 60% is remained; after 3 days. 15% is remained; If a person only communicates through visible signals, then 70% of the information will still be remained after 3 hours. 40% after 3 days; but if a person communicates by listening and visible signal, then all the remaining information will be greatly increased to 90%. Three hours; still up to 75% after three days.

Finally, previous surveys have shown that people, especially students, have some mysterious ability to interpret the implicit meaning conveyed by nonverbal behavior. Even from their subtle non-verbal behavior, they can find important social information about their teachers.

2.3.2 Psychological Bases

When talking about the teaching,we must consider a thing:Who is the learner?Who we are teaching is child , adult or between the two.And different age groups have different personality characteristics,which urges us to have some understanding of senior middle school students’ characteristics. The main goal of this period was to find out who they are and what they are - the so-called "identity crisis" (Gleitman, 1992).The “terrible young man” of this age is in an era of transition, chaos, self-awareness, growth and change of body and mind. Some students prefer to annoy teachers and are not willing to alienate their peers. For example, they prefer to confront teachers in social situations so as not to lose face in front of classmates (Louisell amp; Descamps, 1992).Brown (2001) pointed out that the formation of such self and self-image in the second language class inevitably hindered his language development. Apart from this language as such, the emotional field also covers many factors: extroversion, empathy, inhibition, anxiety and attitude, some of which may initially seem irrelevant to knowledge accumulation, but if we consider their original quality, any emotional factors will have a strong impact on the second language, student learning (Brown 2001)In class,pure oral teaching cannot be applied to manage and accomplish a complete class.Teachers ought to have a communication with students,get to know their thoughts through eye contact,and make some gestures to make verbal communication more clear.

2.3.3 The Basis of Non-verbal Behavior Classroom Application

Language is the main form of human communication, but it is not the only form. Human beings always have communication in daily life. The use of language facilitates communication, but even if language is not used, human communication will not be seriously affected. Many body movements such as shaking hands, or sensory actions such as smiling, can achieve the purpose of communication, and even silence is a form of communication. The various communication methods mentioned above can be called “non-verbal behaviors”, and non-verbal behaviors refer to the way of using words to count on communication. According to one scholar, according to the results of relevant experiments, the proportion of speech in human actual communication is only 35 percent, and the proportion of nonverbal behavior is as high as 65 percent. According to the above data, it can be concluded that although language behavior is the main form of teaching knowledge in classroom teaching, the auxiliary role of non-verbal behavior in the classroom can not be ignored. For English classroom teaching, this is the case.

3. The Practical Use of Nonverbal Behavior in English Class

This chapter covers how nonverbal behaviors are used in practical English teaching, including body behavior, gaze behavior, silent language behavior, gesture behavior, tone behavior, physical and media presentations.

3.1 Physical behavior

Body behavior refers to the behavior of expressing emotions and transmitting information through postures and movements of the body. In the English teaching classroom, the teacher should not sit on the chair or kneel on the podium. The teacher"s posture should be natural. The most important posture is standing. The teacher stands erect behind the platform and stands to help the teacher"s expression. Play, for students, there are also unspoken instructions and invisible prestige. Teachers in different positions in the classroom, different from the distance of the students, will give students different external and internal feelings, resulting in different teaching effects. Therefore, teachers should move more appropriately in the classroom. When necessary, students should be surrounded by semi-circles. Teachers should make a move from the podium to the student circle to go in for the discussion of the students. This is rather than merely standing still or sitting behind the platform. Can catch students" eye and irritate their enthusiasm for learning. Teachers can also express their thoughts and emotions with some symbolic postures. Specifically, they use the short-term movements of the whole body to express their likes and dislikes, and let the students read out the requirements, love, care, trust and evaluation through the teacher"s actions. . The teacher"s body and posture will make a big difference to learners, so the teacher ought to be solemn, bountiful and vigorous.

3.2 Eye behavior

The relationship between the person and the person in the relationship between the two is maintained. "Eyes are the most serviceable way to disclose people"s inner world. Changes in people"s emotions and attitudes can all be observed from the eye. Thus, the eye can communicate information and enhance the appeal of language expression.Teachers in the English class When you teach, you can"t take your eyelids and can"t lift your spirits, so that students will be listless and sleepy after the whole class. They can"t fix their eyes on a student for a long time, so as not to make the person being watched flustered. I don’t know what to do; I can’t do anything, look around, and make students think that you are uneasy and distracting students’ attention. Teachers should reflect the psychological activities of all students in the classroom and the emotions of each student during the course. The change is “excellent in the eyes”, and it is well-known. The eyes can also express affirmation, negation, affirmation in expectation, encouragement in negation, seriousness in kindness, warning in tolerance, and countless changes in mood and attitude. When students answer questions, The teacher listened carefully, smiled, and showed enthusiasm in his eyes; the students answered wrong, and the teacher should supplement With the expression of concern and encouragement, the students will feel the warmth and strength. For the students, a trusting eye of the teacher and an appreciative smile will make them psychologically create a relaxed, natural and clear emotion. The role can not be underestimated. All this shows that a harmonized teacher-student relationship and a good learning environment contribute to the success of classroom lessons.

3.3 Silent behavior

The magical use of silence has positive meaning and strong artistic expression in the English classroom. Teachers should make good use of the silent teaching art to raise the efficiency of classroom lessons.The great poet Ji Buling once said: "Your silence, speak out Your voice." Teachers use silence in English classes.So it is conceivable that this sudden silence can make everyone keep their eyes open, be alert, and notice what the next sentence will say. In an English class, when the teacher will tell a point; when the student"s attention is not concentrated; when the classroom is in a mess, the teacher can remain silent to attract the attention of the student. "Think it is a superb form of summoning beyond the power of language." A silent teacher often gives students a sense of majesty, which is inscrutable and knowledgeable, so such teachers are often more respected than those who talk about it.

3.4 Gesture behavior

In the English teaching, the positive action of the hand movement is very obvious. For those students whose hearing is weaker, if the teacher does not have any gestures to help, they will form an obstacle to the understanding of the students. Gesture behavior can completely overcome the obstacles between the two languages. Gesture behavior not only enables students to understand specific things, but also promotes communication between teachers and students.Gestures are silent languages. When asking a student, using gestures can give hints, reminders, or clicks to the student"s answers, which is especially effective for inspiring students to answer questions that they seem to understand. Teachers use gestures to give students a secret point, so that students can feel uncomfortable and sweep their face, which can make students feel less depressed and improve their enthusiasm for learning. However, it is important to note that when teachers use sign language, they must be clear-cut and overcome randomness. The application of gestures should be concise, generous, generous, and gentle, simple, and artificial.

3.5 Tone behavior

The key words of English education are sound quality, sound quality, volume and speed. It consists of a linguistic expression, but it is often used to represent a language because it does not refer to the language itself. The speaker"s feelings and attitudes can be judged by the temperament of the speaker"s tone, the tone of the tone, and the strength and weakness. The tones commonly used in English have risen and lowered. The volume of the volume reflects the primary and secondary content of the teacher"s teaching content, and the volume should be determined by the size of the classroom. If the student can"t hear or hear it, it"s hard to get the ideal teaching effect. Teachers should take advantage of different speeds of speech for different occasions, different teaching objects, and different teaching content. Therefore, excellent English teachers should combine superb language skills with perfect tone ability, not only to maintain proper volume, moderate speed, but also to attract students" attention with timely lifting and gradual tone. Guide students to think and understand the problem.

4. The reasons of applying nonverbal behaviors

In his book Body Language, Allenpies said: "Body language is more trustworthy in language, because it is the first reaction of human physiology." These include sign language and action language. Speech act. This is the theoretical embodiment of the professional development of teachers since the new curriculum reform, and it is also an innovative attempt to teach methods in English.English teachers in different regions have something the matter in the use of nonverbal behavior when teaching

4.1 Lack of nonverbal behavioral literacy

From the observation results, most teachers use a little more non-verbal behavior in the classroom, more is the use of sign language, resulting in less active classroom atmosphere.Because the expression of non-verbal behaviors of teachers in the classroom is very varied, especially in slightly stereotyped mathematics classrooms, it is more important to attract students" attention and master the feedback of classroom feedback. Try to use more non-verbal language. Behavior to organize classroom teaching. However, if the teacher smiles a little bit from the beginning to the end, it is obviously a feeling of excessive performance.

4.2 Insufficient understanding of the importance of nonverbal behavior

Some teachers believe that nonverbal behavior is not intentional and does not have a subjective effect on students.Therefore, it is natural to think that it has no speech act and its requirements are gradually reduced. They do not think more from the perspective of students.Teachers’ eyes, gestures, facial expressions and even costumes can have a huge impact on students.For example,teacher can use gestures or facial expressions to point out students’ tiny mistakes instead of oral expressions,which can keep the dignity of students.This kind of timely behavior is also lacking in teachers, and it is necessary to maintain a high degree of consciousness when using nonverbal behavior.

5. The Functions of Nonverbal Behavior in English Teaching

5.1 Coordination of teacher-student relationship

In the current senior middle school English teaching activities, in addition to English courses in English majors, the remaining non-English majors have very few English courses. Most of the time, teachers and students have less cognition and don"t know enough about each other. Teachers can"t apply their non-verbal behaviors to teaching activities. With the help of eyes, eyes and even expressions, the transfer of teaching knowledge, natural posture and appropriate Gestures can promote English teachers" classroom teaching, teachers" sound quality, volume and even their pitch. Even the rhythm of the lecturer"s lecture and the speed of the speech can give the students some excitement.Complete classroom communication properly. Although the class time is not long, it is possible to strengthen emotional communication through non-verbal behaviors within this time period, and increase the relationship that must be understood, which will help the harmonious teacher-student relationship. The relationship between teachers and students is very good and students prefer English classes.In this way, teachers can be more capable of passing on classroom knowledge.

5.2 Promotion of active classroom atmosphere

In the current senior middle school English teaching, English classroom teaching is often hidebound, the communication between teachers and students is close to zero, and there is very little interaction. The relationship between senior middle school English teachers and students sometimes has arguments.It is impossible to establish a good teacher-student relationship. The classroom atmosphere is not suitable for students" learning, and it is extremely unfavorable for teachers to carry out quality teaching.

As for senior middle school English teaching teachers, in the process of senior middle school English classroom teaching, the communication between teachers and students is not only the communication of information knowledge, but also the emotional exchange between them. Teachers want to change the situation that the original classroom atmosphere is extremely unfavorable, and optimize the teaching effect. Teachers must completely change the atmosphere of classroom teaching, and use non-language language such as adjusting their facial expressions, adjusting the tone of lectures, and changing their body posture to infect students. Let students feel the teacher"s devotion for English teaching, and then change the students" feelings for teachers. On the other hand, students are infected by these non-verbal behaviors delivered by teachers, giving positive and positive responses to the teaching activities carried out by teachers, and at the same time strengthening the love of the classroom, so that they have an eager desire for English knowledge. Through this approach, students will get rid of the state of negative learning and face senior middle school English teaching with a positive attitude. The effectiveness of senior middle school English education is increasing accordingly.

5.3 Reduction of students’ fatigue and improvement of their learning efficiency

In the current teaching situation, English classroom teaching is often stubborn, there is no communication between teachers and students, and there is little interaction.It is impossible to establish a good teacher-student relationship. The classroom atmosphere is not suitable for students" learning, and it is extremely unfavorable for teachers to carry out quality teaching. As for English teaching teachers, in the process of English classroom teaching, the communication between teachers and students is not merely the exchange of knowledge, but also the emotional exchange between them. Teachers want to change the situation that the original classroom atmosphere is extremely unfavorable, and optimize the teaching effect. Teachers must completely change the atmosphere of classroom teaching, and use non-language language such as adjusting their facial expressions, adjusting the tone of lectures, and changing their body posture to infect students. Let students get the feeling of the teacher"s devotion to English teaching, and then change the students" attitudes to teachers. On the other hand, students are infected by these non-verbal behaviors delivered by teachers, giving positive and positive responses to the teaching activities carried out by teachers, and at the same time strengthening the love of the classroom, so that they have an eager desire for English knowledge. Through this approach, students will get rid of the state of negative learning and face senior middle school English teaching with a positive attitude.The potency of senior middle school English teaching turns out to be correspondingly improved.

5.4 The encouragement of students’ participation in class

In order to improve students participation in class,we should make them interested in the class content.There are two ways all we can do ,one is to enrich teaching content,while another is to take some supplementary means to enhance class effect.Teacher can improve class participation by nonverbal behaviors.For example, when a student asked by a teacher does not know how to answer this question, the teacher"s friendly smile and touching his shoulder indicate that it doesn"t matter. It turns out that students may be greatly inspired to thirst for knowledge and think positively about the course. All in all, effective teachers make more laughter, use more jokes, etc. This is a sign of student participation.

6.The application of nonverbal behaviors in reading teaching

6.1 Meticulously design and introduce, introduce textual context, stimulate reading interest

The introduction of well-designed new lessons is a prerequisite for good reading. When designing the import activity, the teacher should start from the content of the reading materials, and use the introduction skills such as songs, games, graphics, doubts, multimedia, slides, etc. to introduce the teaching in a targeted and creative way. The introduction should follow the principles of interest stimulation, thinking enlightenment, emotional resonance, intuitive image, aesthetic cultivation, novel change, etc. The appropriate introduction can activate the students" old knowledge, induce students" interest in new knowledge, and regulate the classroom teaching atmosphere. Strong class cohesion in time.

6.2 Deep processing of the text in the form of "reading" and teacher guidance

The first step: "first reading." Before the students begin their reading, teachers can use multimedia or slides to present students with some deep-level understanding problems. Teachers should pay attention to the following points when guiding students to understand the text: teachers should carefully analyze the knowledge structure and student cognition of reading materials. The difference in structure, to understand the basic knowledge and background knowledge necessary for students to accept new knowledge, the incomplete knowledge structure of students" minds, teachers should supplement, may interfere with new knowledge, teachers should guide students to grasp the difference between the essential differences Enhance legibility and prevent negative migration. In response to the students" difficulties - content-based views that are ambiguous, organize student discussions, encourage students to think independently, guide students to integrate old and new knowledge, and fully understand the difficulties of the class. Master the timing of dealing with new words, some new words are suitable for students to guess the meaning of words in reading. How to deal with the key sentence patterns in the text? Teachers can use inductive methods to allow students to summarize grammatical rules on the basis of observing a large number of linguistic phenomena, and then use the summarized grammatical rules to guide language practice. The second step: reading aloud. After the students understand the text, let the students read the tape while listening to the rhythm, voice and intonation. This is conducive to familiarizing and understanding the content of the text, but also to help students develop a sense of language, and to help students understand the meaning of words and sentences in the text, and at the same time, train students to read paragraphs and chapters.

6.3 Learn to master different interrogative sentences and their problem response skills

First, the teacher should teach the students to grasp the eight "w" in the English special question, namely: who, who, whose, when, where, what, which, why and an "h": how, howmany, how much, how Long,how far,how often,how old, etc. Secondly, in the teaching, we should make a detailed study on the problem of general interrogative sentences, and sum up the three initial questions of the general interrogative sentences. The first type begins with the auxiliary verbs do, does, did, have, has, will, would, etc.; the second is based on the modal verbs can, may, must, need, could, might, shall, should, etc.; The three start with the be verbs am, is, are, was, were, etc. In reading, if you look for a specific time, place, name, place name, event, number, etc. in the article with a question, then the reading information will continue to come to our attention. Therefore, students should first read the questions, understand the main idea, and do what they know. Then, based on the existing clues, they can quickly judge where to find the relevant content and correctly estimate the source of the answer. Scan the full text, capture relevant information, and once you find the clues, you can quickly answer the questions.

7. Conclusion

In summary, in the process of senior middle school English teaching, the use of homologous non-verbal behaviors by teachers can improve the atmosphere of the classroom to a certain extent, improve the teaching effect of English teachers, maintain a good teacher-student relationship between teachers and students, and enable students to think creatively. Expansion, the imagination is meetly improved, the memory is reinforced, and the overall strength is comparatively improved. This means that in the process of English teaching, teachers adopt non-verbal behaviors, which can improve the teaching effect of English classroom teaching to a certain extent, and play its guiding role in senior middle school English classrooms, which can resolve the current university to a certain extent. Many problems bump into by students in the process of English teaching can achieve relatively ideal teaching effects, permitting students to change their previous passive status, gradually realize active learning, get rid of the barriers of exam-oriented learning, and realize interest learning. Only by doing this can we fulfill and successfully accomplish senior middle school English teaching. In the English class teaching, the influence of the teacher"s non-verbal behavior on the students, the optimization of the teaching effect, and the improvement of the teaching quality cannot be underestimated. Timely and appropriate non-verbal behavior is an important supplement and reinforcement of language behavior, which is conducive to the enhancement of teaching visual effects, the improvement of teaching effects and the full play of educational functions.

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王立红，大学英语教学中的非语言交际研究[D]，山东大学，2008

附录：

Unit 4 Do it yourself 教学设计

一、教学内容分析

二、课堂教学过程