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1、 本科畢業(yè)論文（設(shè)計(jì)）本科畢業(yè)論文（設(shè)計(jì)）題題 目：目： 論小學(xué)英語教學(xué)中論小學(xué)英語教學(xué)中 體態(tài)語的應(yīng)用體態(tài)語的應(yīng)用專專 業(yè)：業(yè)： 英英 語語 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 201

2、2AcknowledgmentsFirstly, 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

3、 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 tea

4、ching. Body language can promote mutual understanding between teachers and students, arouse students 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 expou

5、nded, 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

6、as a teaching tactic.Key words: body language; English teaching; elementary school 摘摘 要要體態(tài)語在小學(xué)英語教學(xué)中扮演著舉足輕重的角色。體態(tài)語能夠促進(jìn)教師和學(xué)生的相互交流、激發(fā)學(xué)生學(xué)習(xí)興趣、豐富教學(xué)內(nèi)容、使教學(xué)方法多樣化、令課堂充滿生趣。本文在闡釋它的可行性和必要性的同時(shí)，重點(diǎn)強(qiáng)調(diào)了如何正確運(yùn)用體態(tài)語，包括目光接觸、面部表情、手勢(shì)語、和體態(tài)姿勢(shì)。因此，在小學(xué)英語教學(xué)中，教師應(yīng)把體態(tài)語作為一種有效的教學(xué)手段，重視并且合理恰當(dāng)?shù)倪\(yùn)用。關(guān)關(guān) 鍵鍵 詞詞:體態(tài)語；英語教學(xué)；小學(xué) IntroductionAs far a

7、s the English teaching in elementary school is concerned, teachers have to face the issue of how to arouse students 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 e

8、xpressions, 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 langua

9、ge 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, an

10、d 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 Qiangs Elementary School English Teaching Methodology emphasizes the practical aspects of tea

11、ching 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 art

12、icle, 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 definiti

13、ons 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

14、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.

15、 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 Porters definition is such case: Body language is the specially, biologicall

16、y, 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). Halls definition is that: Body Language is a category of non-ver

17、bal 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,

18、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 an

19、d 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 commun

20、icates 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 ex

21、pressions, 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 ap

22、plying 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 oth

23、er 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 k

24、inds 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, te

25、achers 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 clo

26、sely 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 di

27、rect 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 cla

28、ss. 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 st

29、udents take notes and hope to ram the knowledge into the students 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 teachers applicatio

30、n 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

31、 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 students emotion, inspires his or her interest in English, assists him or he

32、r 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 teachers kind eyesight will encourage pupils to think it over seriously and give an answer c

33、almly. 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 i

34、n 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 pupils interest and keep them

35、clear-minded in study. Besides, applying body language can lead pupils to do some activities. Whats 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 t

36、ake 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

37、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 la

38、nguage. 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 wi

39、ll not be good for the students. On the contrary, it will divert the students 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

40、 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

41、 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

42、 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 diff

43、erent 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 on

44、es 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 countrys cultural connotations and explain the different cultural connotations to students with th

45、e 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 interpreti

46、ng their material. Nevertheless, beauty always attracts and ugliness always repels. Thus, teachers shouldnt 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

47、 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 teachers body l

48、anguage in elementary school English teaching In class, the teachers body language chiefly includes eyesight, facial expressions, gestures and posture. In different class situations, different body languages are used. According to the pupils lively characters, teachers can apply gestures, expression

49、s, etc. as much as necessary. For instance, asking students to read once, teachers can first point at their own mouth and then stretch out one finger. In this way, pupils can understand the meaning of Read once more easliy. In addition, teachers avoid speaking Chinese in order to strengthen pupils p

50、erceptual knowledge of two words and pave the way for future study. 2.3.1 Teachers eyesight The teachers eyesight has a straightforward influence on pupils attitude, emotion and inspiration. Positive eyesight reflects concern and encouragement from teachers and it ensures the formation of confidence

51、 in students. On the contrary, negative eyesight hurts pupils self-esteem. In short, loving and kind eyesight often get into the students memory along with the teaching content. So, the teachers good moral quality can be deeply engraved in the students mind by such eyesight. To give an example of wh

52、at eyesight means, teachers speaking, teachers eyesight consists of looking around and looking attentively. 2.3.1.1 Looking around Looking around has a conventional effect on students. While the class bell is ringing, the teacher can stand on the platform and look around the classroom, suggesting to

53、 the pupils that the class will begin and its time to be quiet. This method is more effective than teachers shouting, Quiet, please! not to mention easier on the teachers voice. In the process of instructing, occasionally looking around tells the pupils to listen conscientiously, because the teacher

54、 is observing their individual performance in the class. Thats why the foreign language educationists believe that a teacher should look steadily at every student while having a class. It means love and equality and it can make the students realize their teachers valuable concern, which can raise th

55、e students dynamic role of study. Furthermore, teachers should try to establish eye contact with the entire class, not just with the front row or only one or two students. Teachers also should not only stare at the student who is going to be asked a question, because it prohibits letting all the stu

56、dents think about the question. The teacher should present balanced eyesight and look to the back, front, from side to side around the whole class.2.3.1.2 Looking attentively Looking attentively refers to the eyes gazing at students for a quite long time. It is divided into serious looking, intimate

57、 looking and necessary looking. (Harrison, 1974: 232). During examinations, teachers usually adopt serious looking eye gaze to prevent students from trying to cheat. Intimate looking tends to be used in normal classroom situations. The moment the teachers stand on the platform displaying sweet eyesi

58、ght, pupils will feel as comfortable and at ease. This informal and relaxing introduction indicates the beginning of a joyful class. If some pupils feel nervous, this form of eyesight along side a smile will aid in getting rid of their worries. Pupils obtaining the teachers gentle gaze and thumbs-up

59、 while attempting to answer a puzzling question can be a superior method to increase confidence than vocally praising the students with Good! or Wonderful! So, in class teachers should speak by watching the eyes of students and let the eyes help interpret language, organize the teaching, transfer th

60、e information and express the feeling.2.3.2 Teachers facial expressions Our faces play a key role in expressing our thoughts, especially our emotions and attitudes. According to several cross-cultural studies made by social psychologist Paul Ekmen, peoples countenances display their emotional expres

61、sions clearly. Therefore, teachers should aim at understanding the different circumstances that appear in the English teaching classroom, and be able to talk and perform using their faces. Take for example; during his research Ekmen met two teachers who displayed entirely different countenance when

62、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. When speaking about something interesting, his expression seems to be pleased; when addresing something sad, he will display a sadness expression; when meeting s

63、ome 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 teacher always goes straight to the topic. No matter what the content of her lesson is, she just stan

64、ds 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 plastered on the face, but rather a pleasant, appropriately emotional expression. Teachers expression sho

65、uld 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 help communicate the emotional tone of their thoughts.Teachers should take the advantage of facial

66、expressions to display the teaching content vividly and clearly. The facial expressions the teachers pursue must be cordial and sincere, letting students feel warm and relax as to allow them to absorb knowledge 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 re