论身势语在初中英语教学中的应用英语专业毕业论文

毕业论文声明本人郑重声明：1．此毕业论文是本人在指导教师指导下独立进行研究取得的成果。

除了特别加以标注地方外，本文不包含他人或其它机构已经发表或撰写过的研究成果。

对本文研究做出重要贡献的个人与集体均已在文中作了明确标明。

本人完全意识到本声明的法律结果由本人承担。

2．本人完全了解学校、学院有关保留、使用学位论文的规定，同意学校与学院保留并向国家有关部门或机构送交此论文的复印件和电子版，允许此文被查阅和借阅。

本人授权大学学院可以将此文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本文。

3．若在大学学院毕业论文审查小组复审中，发现本文有抄袭，一切后果均由本人承担，与毕业论文指导老师无关。

4.本人所呈交的毕业论文，是在指导老师的指导下独立进行研究所取得的成果。

论文中凡引用他人已经发布或未发表的成果、数据、观点等，均已明确注明出处。

论文中已经注明引用的内容外，不包含任何其他个人或集体已经发表或撰写过的研究成果。

对本文的研究成果做出重要贡献的个人和集体，均已在论文中已明确的方式标明。

学位论文作者（签名）：年月关于毕业论文使用授权的声明本人在指导老师的指导下所完成的论文及相关的资料（包括图纸、实验记录、原始数据、实物照片、图片、录音带、设计手稿等），知识产权归属华北电力大学。

本人完全了解大学有关保存，使用毕业论文的规定。

同意学校保存或向国家有关部门或机构送交论文的纸质版或电子版，允许论文被查阅或借阅。

本人授权大学可以将本毕业论文的全部或部分内容编入有关数据库进行检索，可以采用任何复制手段保存或编汇本毕业论文。

如果发表相关成果，一定征得指导教师同意，且第一署名单位为大学。

本人毕业后使用毕业论文或与该论文直接相关的学术论文或成果时，第一署名单位仍然为大学。

本人完全了解大学关于收集、保存、使用学位论文的规定，同意如下各项内容：按照学校要求提交学位论文的印刷本和电子版本；学校有权保存学位论文的印刷本和电子版，并采用影印、缩印、扫描、数字化或其它手段保存或汇编本学位论文；学校有权提供目录检索以及提供本学位论文全文或者部分的阅览服务；学校有权按有关规定向国家有关部门或者机构送交论文的复印件和电子版，允许论文被查阅和借阅。

本人授权大学可以将本学位论文的全部或部分内容编入学校有关数据库和收录到《中国学位论文全文数据库》进行信息服务。

在不以赢利为目的的前提下，学校可以适当复制论文的部分或全部内容用于学术活动。

论文作者签名：日期：指导教师签名：日期：ON APPLICATION OF BODY LANGUAGE I N SECONDARY SCHOOL ENGLISH TEACHING论身势语在初中英语教学中的应用AbstractBody language plays quite an essential role in secondary school English teaching. Applying body language properly and correctly is beneficial to help teachers obtain positive teaching effectiveness, but at present many teachers are still not able to use body language appropriately. This paper points out some problems which exist in the process of applying body language in secondary school English teaching and puts forward the corresponding solutions and main suggestions of using body language through observing the application of body language by teachers and interviewing students after classes, and it aims at emphasizing how to appropriately use body language in English teaching. It will be helpful for teachers to avoid blindly applying body language in secondary school English teaching.Key words: body language; English; teacher; suggestion毕业设计（论文）原创性声明和使用授权说明原创性声明本人郑重承诺：所呈交的毕业设计（论文），是我个人在指导教师的指导下进行的研究工作及取得的成果。

尽我所知，除文中特别加以标注和致谢的地方外，不包含其他人或组织已经发表或公布过的研究成果，也不包含我为获得及其它教育机构的学位或学历而使用过的材料。

对本研究提供过帮助和做出过贡献的个人或集体，均已在文中作了明确的说明并表示了谢意。

作者签名：日期：指导教师签名：日期：使用授权说明本人完全了解大学关于收集、保存、使用毕业设计（论文）的规定，即：按照学校要求提交毕业设计（论文）的印刷本和电子版本；学校有权保存毕业设计（论文）的印刷本和电子版，并提供目录检索与阅览服务；学校可以采用影印、缩印、数字化或其它复制手段保存论文；在不以赢利为目的前提下，学校可以公布论文的部分或全部内容。

作者签名：日期：学位论文原创性声明本人郑重声明：所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。

除了文中特别加以标注引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写的成果作品。

对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。

本人完全意识到本声明的法律后果由本人承担。

作者签名：日期：年月日学位论文版权使用授权书本学位论文作者完全了解学校有关保留、使用学位论文的规定，同意学校保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。

本人授权大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。

涉密论文按学校规定处理。

作者签名：日期：年月日导师签名：日期：年月日摘要身势语在初中英语教学中扮演着十分重要的角色。

正确合理地运用身势语有利于帮助教师达到积极的教学效果。

但目前仍有很多教师不能恰当合理地运用身势语。

本文通过对教师课堂运用身势语的观察以及课后与学生们的访谈，指出了教师在初中英语教学过程中应用身势语的方面所存在的问题，给出了对应的解决对策并提出了使用建议，目的在于强调如何正确应用身势语。

这将有助于教师在初中英语教学中避免盲目地使用身势语。

关键词：身势语；英语；教师；建议IntroductionIn the 21st century, economic globalization has a great influence on the ways of people’s living and surviving, and the competition of the comprehensive national strength is more and more fierce, while behind the competition, it is the competition of the quality of education, the development of technology and elite of genius. However, foreign language teaching makes a special contribution to it, yet it still needs promoting and its teaching methods have many problems. So does secondary school English teaching.Body language, a kind of nonverbal communication that conveys emotions and exchanges information through body movements, such as eye contacts,facial expression, gestures and posture and so on, is an indispensable way in teaching English efficiently. Appropriately applying body language can improve teaching quality and efficiency and make the class full of vividness and interesting. There are many evidences can prove body language is important no matter in study or communication. A famous anthropologist E·T·Hall pointed out: “silent language expresses more information than verbal language because it contains much information” (H all, 1959: 32). And an American scholar Julius Fast seems to support this view, in the book The Silent Language, he states speech is silver and silence is golden (Fast, 1970, cited in Deng, 2009). Besides, Shen Minxian, the writer of The Use of the Body Language in Elementary School,mentions the artistry of body language, including eye contacts, facial expressions, gestures, and posture. He also argues the body language has a function of attracting students’ attention andcomplementing spoken language in class teaching (cited in Shen, 1999: 126). Moreover, the book A Caurse in English Language Teaching emphasizes the importance of using body language for teachers taking activities in the classroom in order to create a happy, warming and comfortable learning atmosphere for interacting between teachers and students (cited in Wang, 2006: 159). Nevertheless, some teachers could not appropriately use body language in their teaching class. It’s worth finding out using problems and correcting them in time in order to help teachers gain teaching goals easily.This study focuses on pointing out problems of applying body language in secondary school English teaching and putting forward the corresponding solutions through observing the process of teachers’ teaching and interviewing students so that help teachers avoid improperly using body language. This paper divided into three parts. The first part is the general introduction of body language, including the definition, features and classification of body language; the second part provides the application of body language in secondary school English teaching in details which contains problems and solutions of applying body language; and the last part explores main suggestions of applying body language in secondary school English teaching.1 General introduction of body languageBody language is one kind of the nonverbal communication which plays an essential role in people’ daily communicating life and it is necessary to introduce to people in order to smoothly communicate without misunderstanding.1.1 The definition of body languageMany definitions of body language have been formulated by various forms as the following demonstrated:The Oxford English Dictionary (revised in 2005) definition is: “Body language, noun, the conscious and unconscious movements and postures by which attitudes and feelings are communicated. For example, his intent was clearly expressed in his body language” (Jiang, et al., cited in, Zhuang, 2009).Oxford Advanced Learner’s En glish-Chinese Dictionary (the sixth edition) provides a different definition: “body language, noun, and the process of communicating what you are feeling or thinking by the way you place and move your body rather than by words” (Lu, 2004:175).In conclusion, body language is the conscious and unconscious transmission and interpretation of feelings, attitudes and moods through a series of physical movement and surroundings and relationship to others.1.2 Features of body languageFirst, the same body language with different meanings. For example, “stamp one’s foot in China means angry, regret or frustrated, but in English countries it means impatient” (Deng & Liu, 1989: 149).Second, different body language is with similar conception. There are two different body languages to express “I am full”. Chinese people always touch or pad their stomach gently but people in western countries usually put a hand in their throat which means they are full.Third, body language in one culture is without equivalent. Some body language only exists in one culture. For example, chewing one’s fingernails emotionally indicates stress, worry and does not know what to do.1.3 Classifications of body languageIn the intercultural communication, the most common way to classify the body language is by the movement of human body. Samovar used the term “body behavior”, and classified it into appearance, body movement, facial expression, eye management, touching, sub-language, olfactic behavior, and so on. “Brosnahan use s “gestures” to refer to touching, space, appearance posture, body behavior, arm movement, leg movement, hand movement, head movement, facial expression, eye management, noisy and silent decorations, the environment, and so on” (Hu, 1995, cited in Wang, 2011: 465). From all these ways of classification, people can know body language mainly includes the movement of every part of a man’s body, not just limits to the body movement. This paper will introduce the eye language, facial expression, gesture and posture in details.2 The application of body language in secondary school English teachingWith the diversity of the methods of teaching, body language has been used in English teaching, especially in primary school English teaching and secondary schoolEnglish teaching. Therefore, the author will give some information about applying body language in details with some examples by observing other teachers body language in English teaching and interviewing students about their views of using body language in teaching class.2.1 The current situation of secondary school English teachingTo begin with, according to the questionnaire, there are some statistics about the satisfaction toward learning from students. In cities, 72% pupils feel happy or very happy about going to school, while there are only 27% secondary school students who are in Grade Three think that it is happy to go to school; in countries, just only 32% students acknowledge that it is happy to go to school (Yin & Chen, 2004: 36). The causes are many-sided, but the main factor is of teachers’ inhospitality and violence and strict, and some teachers have a terrible impression on students, which makes students feel that “the hearts of their teachers are full of ice!”At present, secondary school English teaching faces two important problems: the level of English teaching is low behindhand and the methods of English teaching are simple and out, which lead to coming out many deaf-English and dummy-English learners, and even some students quit their English study because of lacking of basic English knowledge and no interest in learning English. It could not be denied that some old English teachers treat them as superior teacher and they think their experience is more authoritative than others, so they just teach in an usual way only for seeking high marks instead of ignoring the demand of their students; and some teachers just only for finishing their task to teach, they don’t care about what theirstudents really need and have learned. Only a small part of teachers can do well in both teaching knowledge and arousing students’ interest. Therefore, the pressing task is to find out these teaching problems in deals and give some corresponding solutions to solve them. Just as the saying goes, there are not bad students but poor teachers in the world.2.2 The accessibility and necessity of applying body language in secondary school English teachingBody language is as a fresh way to enrich the methods of teaching in secondary school English teaching because there is some accessibility and necessity of applying body language in secondary school English teaching.2.2.1 The accessibilityThe accessibility of applying body language can be analyzed in two aspects. One is from the perspective of secondary school students’ characteristics. The other is from the respect of students’ attitudes toward English learning.The first aspect is secondary school students’ characteristics. Secondary school teachers face juvenile students who are easily influenced by others. Due to their characteristics, they not only absorb understanding and knowledge through teachers' words, but also get information and affect from teachers' body language.On one hand, secondary school students’ attention is unstable. Only when the matter is vivid and particular will pupils pay much attention to it. Conversely, they often act absent-mindedly. By using intriguing body language, teachers could provoke secondary students' interest and make students stay on the ball. On the other hand, theconcrete thinking in imagery increasingly changes into the abstract thinking in logic, which is the fundamental characteristic of secondary school students' 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 students' direct sense for facial expressions presented by their English teachers.The second aspect is secondary school students’attitudes toward English learning. English is difficult for students to learn well, which needs persistence and a strong mind. 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. So 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 methods of teaching. Therefore, teachers may introduce more body language in teaching process to create an enjoyable learning atmosphere.2.2.2 The necessityThere are two factors leading to the necessity of applying body language in secondary school English teaching. One is the relationship between body language and the English subject, and the other is the relationship between body language and English teaching objectives in secondary school.The first factor is the relationship between body language and English subject. Quality–oriented education especially emphasizes each student's emotion, inspires his or her interest in English, and assists him or her to develop self-confidence in English 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.The second factor is 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”(Wang, 2006: 121). Most of those depend on body language which can stimulate students’ interest and keep them clear-minded in English study. Besides, applying body language can lead students to do some activities to practice their oral English. What's more, students can discover the diversity of applying bodylanguage through cross-cultural customs.2.3 Decent application of teachers’body language in secondary school English teachingAccording to the author’s researches, teachers’ body language in class mainly contains eye language, facial expressions, gestures and postures. The important thing is that different body language should be used under different leaning situations, especially should be according to secondary school students’individual characteristics.2.3.1 Eye languageAs they say, the eyes are the window of the soul, so people can read one’s mind through his or her eyes. Eye language can express complicated emotions and it is an important way to judge the intimacy of communicators. So what kind of eyesight the teacher shows then what the indicated meanings will be conveyed to students.Look around. I t has a conventional effect on students. When the class’s bell rings, the teacher stands on the platform and looks around with smile, which means “everybody, the class will begin and pay attention to it.” It is simple but effective rather than shout to students “b e quiet, quickly, please”! And it is necessary for teacher to look around to students while having classes because it shows the love, equality and fare to students and let every student feel their importance from teacher, then they will develop interest in learning English.Look attentively. It refers to the eye gazing at students for a long time and it is divided into serious looking and necessary looking (Harrison, 1974: 232). Teachersusually use serious looking eye gaze to stop students from cheating because this eye language gives students some fear and warnings which indicate that “do not do it, or you will be strictly punished”. According to psychologists’ theories, when students are cheating or attempt to cheat, they are in stress and nervousness and scare, so this eye looking has deterrent force to students. Besides, when teachers ask students to answer questions, they can adopt intimate looking for it can give students some sweet feelings and encourage students to answer questions bravely. If students’answers are not correct, this eye language can also encourage students to think over again and then give their final answers.2.3.2 Facial expressionsThe face has been called an “organ of emotion” because people constantly read facial expressions to understand what others are feeling. The face provides vital clues to one own feelings and those of the people around. What’s more, social psychologist Paul Ekmen in his cross-cultural studies points people’s facial expressions display their emotions clearly. So teachers should be conscious when using facial expressions in teaching class.Using facial expression likes an actor. When read something sad in a passage, English teachers exaggeratedly display their feelings with the upset facial expression or sometimes with several sobs; when meet some exciting parts, teachers present their pleasing and enjoyable facial expressions, and then students do as their teachers did, which makes students feel they are all of the protagonists and they enjoy the relaxing learning atmosphere as they are learning knowledge. Moreover, these vivid learningpictures have a deep impression on students which helps them remember the knowledge firmly and efficiently.Keep a sincere smile showing friendly relationship to students when they are in a daze or confused learning situation. Adolescences’minds are not completely developed, and they have no ability to solve difficult problems by themselves, so they need teachers’ help to deal with these problems. Smiling at students and offering help actively to them, teachers will be respected and popular because of their friendliness and it can also lessen a sense of distance between students and teachers.2.3.3 GesturesWithout gesture, the world would be static and colorful-less. The movements of arms, hands, eyes, and feet constitute another important way in which people broadcast nonverbal, interpersonal data.In a very general sense, people all use gestures to reinforce an idea or to help describe something, which is also suit to English teachers in their English teaching. During the author’s teaching practice, she tries to interpret the meaning of the word “lift”, it can be easily explained by the gesture of putting up her hands to pick up the desk and then students understand it immediately. After the class, a student came over to her and asked what the meaning of the phrase “spiral stall-case” is, she explained it several times and wrote the definition on the blackboard: “it means a curve in space winding round a central line”, but the student still did not understand. At that moment, she used her hand displayed a screw-type gesture, and then the student realized it is a twist-and-crawled stair.It’s helpful for teachers to make gestures to transmit message and emphasize the power of persuasion and influence. When a teacher is going to begin his or her class but it is very noisy, the teacher can use one hand with the palm stretched or together and another hand’s forefinger put down on the stretched palm, which means “stop talking”“be quiet”and then students will stop what they have just done and come back to the class. No speaking, no shouting, just a small gesture makes everything done.2.3.4 PosturePosture is a matter of how people sit, walk, stand and move. People’s posture can speak volumes about his or her feelings, self-image and energy lever. And educationists believe that posture is a significant aspect of a person’s body language. According to the observation of Mr. Hu’s English teaching class, a teacher should have a proper, neat and composed posture to attract and stabilize the students’attention. He says that trying to turn a forty-five angle, a professional teaching manner when writing on the blackboard because in this way students can hear them more clearly and even look at what they are writing and it is also convenient to take notes. Besides, it is good for teachers to observe whether students concentrate on the class or not. Teachers should try to be easily upright, naturally facing to students and leaning forward to listen to students when they have some learning problems or have another comprehension about the knowledge, so these proper postures can draw students’attention and develop a friendly relationship between teachers and students.Applying body language is a wonderful tool for secondary school Englishteaching and it can directly influence the effect of teaching (Shen, 1999: 54). It can enrich the way of teaching and stir the students’ interest in learning English, simplify the knowledge and create English learning environment because students can enjoy their class time and learning knowledge at the same time, help students repeat and promote their memory effectively, lessen the teacher-student distance and build up a friendly relationship bridge between teachers and students. According to the research, these results prove what did other researchers’theories are right, that it is the development of students’ intelligence is affected by their moods in class learning (Zhu, 2003: 323).2.4 Improper application of teachers’ body language in secondary school English teachingIt’s all known that every coin has two sides, so does body language. Through body language plays an essential role in secondary school English teaching, applying positive body language is beneficial for both teachers and students. Whereas, lots of body language is still abused or misused by some teachers, and the causes are various. The author will point out some applying problems according to her researches from different teachers’ English teaching classes.2.4.1 Problems and solutions of applying eye languageProblem1: stare at a student for a too long time. In China, people think that stare at a person straightly and keep a long time is impolite and rude. For a student, when he or she meets this eye language, he or she may distract his or her learning concentration and begin to wonder whether he or she has troubled his or her teacher ornot, or he or she did something wrong, which makes him or her feel nervous and being afraid of the teacher. Actually, the teacher has no hostility, but students think it is terrible.Solution: the teacher can stare at a student for about at most threes seconds if he or she wants to indicate that student to stop talking or moving in the class, which can remain some respect for that naughty student and not get trouble of hate-ness for the teacher because adolescence’s self-esteem is rather strong, they would not like to loose face in front of others. In addition, the teacher can stare at that student for just one second and then has his or her eyes for every student by saying: “concentrate” or “quiet”, then every student listens to their teacher, it is called playing cat-and-mouse.Problem2: give malice eyesight to students which means looking down upon when they did bad in study, such as fail an examination or do something wrong. Everybody could make mistakes or failure, but they always hope others can forgive them and encourage them to do better next time rather than despise them and beat down their confidence. So do students. If teachers do that stupid thing, students may give up studying hard and teachers are not worth respecting because of their disgusting professional ethnics.Solution: when teachers meet this problem, they would better analyze the real reasons of causing it, and even though it is students’ faults, teachers should never look down upon students, instead, teachers should show their kind and warm eyesight to students and encourage them to try their best to do it again instead of blaming or scolding, and teachers can put their hand on the students shoulder, patting them gentlywith encouraging words. If so, students not only realize their faults but make up their minds to do better with working hard.2.4.2 Problems and solutions of applying facial expressionsProblem1: “burry his or her nose into textbook”and read the contents of the textbook instead of looking at students. It is commonly regarded as inconsiderate and disrespectful to students and making students feel bored, leaning back in their seats and yawing at them shows lack of interest.Solution: looking at students and glancing naturally at textbook for a little while if it is necessary when a teacher is having class. These neat and natural behaviors are good for a teacher to remember what she or he will do next step and to attract students’ attention to listen carefully.Problem2: pulling a long face without expression. Maybe the teacher met some unhappy things before beginning his or her class, and he or she has no good self-control with himself or herself feelings. No matter what happened to teachers, students should not be treated like that.Solution: before teachers having class for students, they’d better come back to a enthusiastic and energetic statement as quickly as they can, and teaching lessons with smile, which is helpful for them to adjust them to getting rid of terrible feelings and to create a comfortable and enjoyable learning atmosphere.2.4.3 Problems and solutions of applying gesturesNegative gestures have bad influence on students’ learning, but many teachers have no consciousness about them. Now there are some examples as following stated.Problem1: lease endlessly knocking at the desk with anger. In general, some teachers do this action because students do not obey the class discipline and make noises so that the teacher wants to stop them and get back their leader positions. Actually, it works at an opposite side—no respect but hate-ness and a symbol of violent teaching.Solution: teachers should remember that secondary school students are in a period of teenage rebellion and their senses of self-respect are very strong and they want to be treated as man and they also have impulse at everything. So never do some violent actions in order to avoid violent conflicts in teaching class. Therefore, teachers can use humorous and slight ironic tone to make a joke to attract students to come back to class learning. It is simple but useful.Problem2: pace back and forth in front of the class all the time. Exaggerated body movement can cause harm, too, just as the saying goes “going to far is as bad as not going far enough”. This body movement can be so distracting to the students that it loses track of what the teacher is saying. And people have such a feeling, that is, in a class or a speech; they become more interested in the speaker’s motion than they do in the speaker’s message when they see the speaker pace back and forth in front of them. At last they just remember the movement of the speaker but get nothing about the information.Solution: “if a body movement distracts from the idea, it is damaging.”(James, W. & Michael, S. cited in Yao, et al. 2003). So teachers can do this action with about ten minutes intervals once when they find some students are sleepy or there are。