浅析非言语交际在小学英语教学中的运用
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资料包括： 论文(24页6402字)
说明：
摘 要：英语教学是为言语交际服务的，然而在英语课堂中，教学信息和知识除了靠教师有声语言的传递外，还要通过非语言交际辅助完成。这一点在小学英语教学中表现得尤为突出。然而，许多老师往往只注重语言交际，以为词语是传递和领悟信息的唯一途径，忽略了非言语行为的信息传递。在小学英语课堂中的非言语表达形式是非常丰富的，而且运用频率也很高,直接影响着英语教的效果。因此，本文试从小学英语教学的角度，对非言语交际在小学英语教学中的运用技巧进行探讨。作者根据西方学者库珀的观点，就非语言交际在小学英语教学中的运用分为行为表现，规章制度的执行和要求、回应与强调、态度与感情、对学生对话的引导和控制、课堂控制六个方面。通过对这六方面的论述，可见非言语交际在小学英语教学中的运用是非常必要和重要的。
关键词：非言语语言; 非言语交际; 技巧
Abstract
English teaching serves the verbal communication. The instructional information and knowledge are not only conveyed by the verbal language, but also by the nonverbal language in the English teaching especially at primary school. However, most teachers, who think the words are the sole way to convey the message, only attach importance to the verbal communication and ignore the nonverbal communication. In primary English teaching, nonverbal communication, which is usually used to convey message with many ways by the English teachers, has a great influence on the English teaching. According to Cooper’s viewpoint, the writer discusses the techniques of the nonverbal communication in primary English teaching from six categories, which are effective in the process of primary English teaching. They are respectively self-presentation, identification of rules and expectations, feedback and reinforcement, liking and affection, regulation of conversational flow and classroom control. From the discussion of these six categories, we can see that it’s necessary and important to use the nonverbal communication in primary English teaching.
Key Words
nonverbal language；nonverbal communication；techniques
Introduction
English as an international language becomes popular all over the world. In fact, it has been estimated that although there are four hundred and fifty million of the world’s six billion seven hundred million population who speak English natively, and it is the most extensive second language all over the world (2007). China as the largest country regards the English as second language. In recent years, English as foreign language to teach also has popularized at primary school in China. Educational Department of China issued that English course should be offered at primary school. However, the method of teaching English at primary school is a controversial issue. The writer holds that nonverbal communication is one of the best ways in primary English teaching.
Brooks said that communication is usually divided into two primary categories: verbal and nonverbal (Bi, 1998) in terms of its elements. Verbal communication means communication with language, in the form of either spoken or written words. In contrast, nonverbal language is used to mean communication with signs or symbols rather than words, most probably unconsciously to convey meanings or feelings that cannot or would not be expressed in words (Song, 2002).
The twentieth century has been a slowly emerging holistic approach to language study (Diane, 2000). Sebeok said that “the growth of semiotics, with its focus on patterned communication in all modes and drew attention to the role of nonverbal communication and thus helped to clarify exactly what was involved in the specifically linguistic dimension of communication.” (Mark & Janie, 2001).
Leaning back in one’s important part of any communication interchange, whereas as Professor Albert Mehrabian says, words convey only seven percent of a person’s message, intonation and voice quality communicate thirty-eight percent, and nonverbal cues transmit a whopping fifty-five percent. And a socio-psychologist also holds that there are thirty-five percent information speeded by words, and other sixty-five percent by nonverbal language. In addition, a person said, the eighty-two percent of the effect of instruction depend on teachers’ expressions, behaviors, and lights and other nonverbal communication ways, only eighteen percent depend on words. Those mean people pick up more from nonverbal communication than from the words. Though we remain largely unaware of it, every conversation we have is an extremely complex experience involving multiple channels of expression, as well as, postures, gestures and others. It exerts an important influence on English teaching at primary school.
Bi Jiwan (1998) said that nonverbal language is an indispensable part of all communication means. It is acquired from daily life, thus it should become an organic part of English teaching. And the English teaching isn’t a complete and successful teaching without it. According to Cooper’s viewpoint, the writer discusses the techniques of the nonverbal communication in primary English teaching from six categories, which are effective in the process of primary English teaching. They are respectively self-presentation, identification of rules and expectations, feedback and reinforcement, liking and affect, regulation of conversational flow and classroom control (Cooper, 1988).In writer’s opinion it’s necessary and important to use the nonverbal communication in the process of English teaching at primary school. The nonverbal communication plays the role of a linkage between teachers and pupils
.
目录：
Abstract..…I
Key Words….I
摘要…..II
关键词… II
Introduction..1
1.Self-presentation .3
1.1 Emblems3
1.2 Illustrators.4
1.3 Affect Display.5
2. Identification of Rules and Expectations …….…5
2.1 Gesture…………………………………………………………………………..6
2.1.1 Facial Expression…………………………………………………………6
2.1.2 Sign Language……………………………………………………………..7
2.1.3 Eye Contact………………………………………………………………..7
2.2 Paralanguage……………………………………………………………………8
2.2.1 Silence…………………………………………………………………….8
2.2.2 Nonverbal Sound…………………………………………………………..9
2.3 Object Language………………………………………………………………9
2.3.1 Classroom Arrangement…………………………………………………9
2.3.2 Arrangement of Pupils…………………………………………………10
3. Feedback and Reinforcement..10
3.1 Feedback……………………………………………………………………..10
3.2 Reinforcement……………………………………………………………..11
4. Liking and Affect ..11
4.1 Teacher’s Liking and Affect…………………………………………………11
4.2 Pupil’s Liking and Affect………………………………………………….12
5. Regulation of Conversational Flow..12
5.1 Guiding………………………………………………………………………13
5.2 Controlling……………………………………………………………………..13
6. Classroom Control.…..13
Conclusion15
Acknowledgements16
Bibliography.…17
参考文献：
Ablon. Steven. Human Feelings: Explorations in Affect Development and Meaning. NJ: Analytic press.1993.
Adler N.J. International dimensions of organizational behavior. OH: Shout-Western College press. 1997.
Brown. H. Douglas. Teaching by Principles: Interactive Approach to Language Pedagogy. Beijing: Foreign Language Teaching and Research press. 2001.11.
Cooper. Pamela J. Speech Communication for the Classroom Teacher. Corsuch Scarisbrick press.1988.
Diane Larsen-Freeman Michael H. Long. An Introduction to Second Language Acquisition Research. Beijing: foreign Language Teaching and Research press. 2000.8.
Frank T. H. Yuan. Sino-American Cultural Differences in Nonverbal Language .US-China Foreign Language press.2000.
Harmer J. The practice of English Language Teaching. London: Longman press.1983.
Knapp M. Nonverbal communication in Human Interaction. Holt.Rinehurt & Winston press.1978.
Mark Aronoff, Janie Rees-Miller.The Handbook of Linguistics. Beijing: Foreign Language Teaching and Reseach press.2001.
Merram-Webster. Merram-Webster Dictionary. Merriam Webster, U.S.2004.8.
Richards C. Jack , Rodgers S. Theodore. Approaches and Methods in Language Teaching. Beijing: Language Teaching and Research press. 2000.8.
Robbins S, Langton N. Organizational Behavior: Concepts, Controversies, Applications. NJ: Prentice-Hall press.2001.
Samovar,L.et al. Understanding Intercultural Communication. Wadsworth press.1981.
Smith. Don. The decline of Individualism in Mass Society. London: Sage Pablications.1996.
[15]毕继万.跨文化非语言交际[M].北京：外语教学与研究出版社.1998.
[16]耿二岭.体态语概说[M].北京：北京语言学院出版社.1998.8.
[17]扈中平，李方，张俊洪.现代教育学[M].北京：高等教育出版社.2005.6.
[18]牛津高阶英汉双解词典[D].第四版增补本.牛津大学出版社.2002.
[19]梅德明.大中小英语教学现状调查[A].上海：上海外语教育出版社.2004.
[20]屈小武，郑静静.“基于学生经验的小学英语课堂教学”的研究报告中[A].中小学英语教学与研究[J].上海:中小学英语教学与研究杂志出版社.2006.7 总195期.
[21]王振亚.以跨文化交往为目的的外语教学[M].北京：北京语言大学出版社.2005.6.
[22]沃罗宁.巴甫洛夫传[M].北京:海燕出版社.2001.
[23]郑伊朗，谢利民.英语成绩不良学生学习效能感及其培养[A].中小学英语教学与研究[J].上海:中小学英语教学与研究杂志出版社.2006.7总第194期.
[24]周靖.语言交际的艺术[M].北京：华文出版社.1995.7.
[25]李政涛.教育生活中的表演—人类行为表演性的教育学考察.http//www.cdgdc.edu.cn/yxbslw/pxjg/2005/abstract/lizhengtao.htm.2005.
[26]麦苗.非语言的现代沟通.http//www.mfmaimiao.com/viewdiary,14246176.html.2006.
[27]Meatball WiKi. Paralanguage.http://www.use.modcod.com/cgi-bin/mb.pl? Paralanguage 2001.
[28]Song Xining. Nonverbal Communication and Foreign Language Teaching.http://www.cqvip.com. 2002.
[29]Yuxiang Li. Nonverbal language in Chinese and English. http://www.cqvip.com 2001.
作者点评：
浅析非言语交际在小学英语教学中的运用
Primary school education can be considered as a kind of communication between teachers and pupils. The classroom teaching is one of the most important ways that the pupils learn English. So, teachers are required to adopt some effective methods to tally with pupils’ characteristics. Nonverbal communication, as an important method of communication, is an appropriate way to use in primary English teaching.
Teachers arouse the students’ interest with nonverbal language so that they may learn better. And the teacher ought to control the class orders by nonverbal communicating with students. The characteristics of theoretic and abstraction of knowledge also requires the vivid, dramatic and an accessible gestures to make it specific and figurative. As a result, the pupils’ interest is motivated and the effect of teaching is greatly improved. In a word, teachers’ graceful nonverbal language helps to improve the qualities of teaching in class.
From the above discussion of the six aspects of nonverbal communication in primary English teaching, the writer hopes the techniques of nonverbal communication can help the English teachers improve their teaching. And the pupils learn English better by the nonverbal communication.
Certainly, this paper discusses the nonverbal communication in primary English teaching is incomplete, which only analyses the techniques of nonverbal communication. There are a series of problems which are needing to solve, such as the influence to pupils’ psychology, the influence to the pupils’ further English learning, the practicability of nonverbal communication in primary English teaching, and others.
资料包括： 论文(24页6402字)
说明：
摘 要：英语教学是为言语交际服务的，然而在英语课堂中，教学信息和知识除了靠教师有声语言的传递外，还要通过非语言交际辅助完成。这一点在小学英语教学中表现得尤为突出。然而，许多老师往往只注重语言交际，以为词语是传递和领悟信息的唯一途径，忽略了非言语行为的信息传递。在小学英语课堂中的非言语表达形式是非常丰富的，而且运用频率也很高,直接影响着英语教的效果。因此，本文试从小学英语教学的角度，对非言语交际在小学英语教学中的运用技巧进行探讨。作者根据西方学者库珀的观点，就非语言交际在小学英语教学中的运用分为行为表现，规章制度的执行和要求、回应与强调、态度与感情、对学生对话的引导和控制、课堂控制六个方面。通过对这六方面的论述，可见非言语交际在小学英语教学中的运用是非常必要和重要的。
关键词：非言语语言; 非言语交际; 技巧
Abstract
English teaching serves the verbal communication. The instructional information and knowledge are not only conveyed by the verbal language, but also by the nonverbal language in the English teaching especially at primary school. However, most teachers, who think the words are the sole way to convey the message, only attach importance to the verbal communication and ignore the nonverbal communication. In primary English teaching, nonverbal communication, which is usually used to convey message with many ways by the English teachers, has a great influence on the English teaching. According to Cooper’s viewpoint, the writer discusses the techniques of the nonverbal communication in primary English teaching from six categories, which are effective in the process of primary English teaching. They are respectively self-presentation, identification of rules and expectations, feedback and reinforcement, liking and affection, regulation of conversational flow and classroom control. From the discussion of these six categories, we can see that it’s necessary and important to use the nonverbal communication in primary English teaching.
Key Words
nonverbal language；nonverbal communication；techniques
Introduction
English as an international language becomes popular all over the world. In fact, it has been estimated that although there are four hundred and fifty million of the world’s six billion seven hundred million population who speak English natively, and it is the most extensive second language all over the world (2007). China as the largest country regards the English as second language. In recent years, English as foreign language to teach also has popularized at primary school in China. Educational Department of China issued that English course should be offered at primary school. However, the method of teaching English at primary school is a controversial issue. The writer holds that nonverbal communication is one of the best ways in primary English teaching.
Brooks said that communication is usually divided into two primary categories: verbal and nonverbal (Bi, 1998) in terms of its elements. Verbal communication means communication with language, in the form of either spoken or written words. In contrast, nonverbal language is used to mean communication with signs or symbols rather than words, most probably unconsciously to convey meanings or feelings that cannot or would not be expressed in words (Song, 2002).
The twentieth century has been a slowly emerging holistic approach to language study (Diane, 2000). Sebeok said that “the growth of semiotics, with its focus on patterned communication in all modes and drew attention to the role of nonverbal communication and thus helped to clarify exactly what was involved in the specifically linguistic dimension of communication.” (Mark & Janie, 2001).
Leaning back in one’s important part of any communication interchange, whereas as Professor Albert Mehrabian says, words convey only seven percent of a person’s message, intonation and voice quality communicate thirty-eight percent, and nonverbal cues transmit a whopping fifty-five percent. And a socio-psychologist also holds that there are thirty-five percent information speeded by words, and other sixty-five percent by nonverbal language. In addition, a person said, the eighty-two percent of the effect of instruction depend on teachers’ expressions, behaviors, and lights and other nonverbal communication ways, only eighteen percent depend on words. Those mean people pick up more from nonverbal communication than from the words. Though we remain largely unaware of it, every conversation we have is an extremely complex experience involving multiple channels of expression, as well as, postures, gestures and others. It exerts an important influence on English teaching at primary school.
Bi Jiwan (1998) said that nonverbal language is an indispensable part of all communication means. It is acquired from daily life, thus it should become an organic part of English teaching. And the English teaching isn’t a complete and successful teaching without it. According to Cooper’s viewpoint, the writer discusses the techniques of the nonverbal communication in primary English teaching from six categories, which are effective in the process of primary English teaching. They are respectively self-presentation, identification of rules and expectations, feedback and reinforcement, liking and affect, regulation of conversational flow and classroom control (Cooper, 1988).In writer’s opinion it’s necessary and important to use the nonverbal communication in the process of English teaching at primary school. The nonverbal communication plays the role of a linkage between teachers and pupils
.
目录：
Abstract..…I
Key Words….I
摘要…..II
关键词… II
Introduction..1
1.Self-presentation .3
1.1 Emblems3
1.2 Illustrators.4
1.3 Affect Display.5
2. Identification of Rules and Expectations …….…5
2.1 Gesture…………………………………………………………………………..6
2.1.1 Facial Expression…………………………………………………………6
2.1.2 Sign Language……………………………………………………………..7
2.1.3 Eye Contact………………………………………………………………..7
2.2 Paralanguage……………………………………………………………………8
2.2.1 Silence…………………………………………………………………….8
2.2.2 Nonverbal Sound…………………………………………………………..9
2.3 Object Language………………………………………………………………9
2.3.1 Classroom Arrangement…………………………………………………9
2.3.2 Arrangement of Pupils…………………………………………………10
3. Feedback and Reinforcement..10
3.1 Feedback……………………………………………………………………..10
3.2 Reinforcement……………………………………………………………..11
4. Liking and Affect ..11
4.1 Teacher’s Liking and Affect…………………………………………………11
4.2 Pupil’s Liking and Affect………………………………………………….12
5. Regulation of Conversational Flow..12
5.1 Guiding………………………………………………………………………13
5.2 Controlling……………………………………………………………………..13
6. Classroom Control.…..13
Conclusion15
Acknowledgements16
Bibliography.…17
参考文献：
Ablon. Steven. Human Feelings: Explorations in Affect Development and Meaning. NJ: Analytic press.1993.
Adler N.J. International dimensions of organizational behavior. OH: Shout-Western College press. 1997.
Brown. H. Douglas. Teaching by Principles: Interactive Approach to Language Pedagogy. Beijing: Foreign Language Teaching and Research press. 2001.11.
Cooper. Pamela J. Speech Communication for the Classroom Teacher. Corsuch Scarisbrick press.1988.
Diane Larsen-Freeman Michael H. Long. An Introduction to Second Language Acquisition Research. Beijing: foreign Language Teaching and Research press. 2000.8.
Frank T. H. Yuan. Sino-American Cultural Differences in Nonverbal Language .US-China Foreign Language press.2000.
Harmer J. The practice of English Language Teaching. London: Longman press.1983.
Knapp M. Nonverbal communication in Human Interaction. Holt.Rinehurt & Winston press.1978.
Mark Aronoff, Janie Rees-Miller.The Handbook of Linguistics. Beijing: Foreign Language Teaching and Reseach press.2001.
Merram-Webster. Merram-Webster Dictionary. Merriam Webster, U.S.2004.8.
Richards C. Jack , Rodgers S. Theodore. Approaches and Methods in Language Teaching. Beijing: Language Teaching and Research press. 2000.8.
Robbins S, Langton N. Organizational Behavior: Concepts, Controversies, Applications. NJ: Prentice-Hall press.2001.
Samovar,L.et al. Understanding Intercultural Communication. Wadsworth press.1981.
Smith. Don. The decline of Individualism in Mass Society. London: Sage Pablications.1996.
[15]毕继万.跨文化非语言交际[M].北京：外语教学与研究出版社.1998.
[16]耿二岭.体态语概说[M].北京：北京语言学院出版社.1998.8.
[17]扈中平，李方，张俊洪.现代教育学[M].北京：高等教育出版社.2005.6.
[18]牛津高阶英汉双解词典[D].第四版增补本.牛津大学出版社.2002.
[19]梅德明.大中小英语教学现状调查[A].上海：上海外语教育出版社.2004.
[20]屈小武，郑静静.“基于学生经验的小学英语课堂教学”的研究报告中[A].中小学英语教学与研究[J].上海:中小学英语教学与研究杂志出版社.2006.7 总195期.
[21]王振亚.以跨文化交往为目的的外语教学[M].北京：北京语言大学出版社.2005.6.
[22]沃罗宁.巴甫洛夫传[M].北京:海燕出版社.2001.
[23]郑伊朗，谢利民.英语成绩不良学生学习效能感及其培养[A].中小学英语教学与研究[J].上海:中小学英语教学与研究杂志出版社.2006.7总第194期.
[24]周靖.语言交际的艺术[M].北京：华文出版社.1995.7.
[25]李政涛.教育生活中的表演—人类行为表演性的教育学考察.http//www.cdgdc.edu.cn/yxbslw/pxjg/2005/abstract/lizhengtao.htm.2005.
[26]麦苗.非语言的现代沟通.http//www.mfmaimiao.com/viewdiary,14246176.html.2006.
[27]Meatball WiKi. Paralanguage.http://www.use.modcod.com/cgi-bin/mb.pl? Paralanguage 2001.
[28]Song Xining. Nonverbal Communication and Foreign Language Teaching.http://www.cqvip.com. 2002.
[29]Yuxiang Li. Nonverbal language in Chinese and English. http://www.cqvip.com 2001.
作者点评：
浅析非言语交际在小学英语教学中的运用
Primary school education can be considered as a kind of communication between teachers and pupils. The classroom teaching is one of the most important ways that the pupils learn English. So, teachers are required to adopt some effective methods to tally with pupils’ characteristics. Nonverbal communication, as an important method of communication, is an appropriate way to use in primary English teaching.
Teachers arouse the students’ interest with nonverbal language so that they may learn better. And the teacher ought to control the class orders by nonverbal communicating with students. The characteristics of theoretic and abstraction of knowledge also requires the vivid, dramatic and an accessible gestures to make it specific and figurative. As a result, the pupils’ interest is motivated and the effect of teaching is greatly improved. In a word, teachers’ graceful nonverbal language helps to improve the qualities of teaching in class.
From the above discussion of the six aspects of nonverbal communication in primary English teaching, the writer hopes the techniques of nonverbal communication can help the English teachers improve their teaching. And the pupils learn English better by the nonverbal communication.
Certainly, this paper discusses the nonverbal communication in primary English teaching is incomplete, which only analyses the techniques of nonverbal communication. There are a series of problems which are needing to solve, such as the influence to pupils’ psychology, the influence to the pupils’ further English learning, the practicability of nonverbal communication in primary English teaching, and others.