非语言交际在中学英语教学中的有效应用
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资料包括： 论文(22页5679字)
说明：
摘 要：长期以来人们在注重语言交际的研究，而忽视了一个重要的事实：在面对面的交流中，大部分的信息是通过非语言来传递的，非语言交际的运用比言辞更为普遍。由于非语言交际的浅显，在英语教学中它总是被忽视。然而非语言交际对教学有着强有力的影响。非语言交际的运用对教师从每个学生的各个方面获取和理解其传递的信息极具有价值。英语教师作为英语知识的传播者应首先具备非语言交际能力。非语言交际适用于中学英语课堂教学，它丰富了教学手段，激发了学生的学习兴趣，从而改善了教学效果。
非语言交际的研究不仅有利于语言理论的发展，而且还利于课堂教学质量的提高和文化意识的培养。而在日常中学英语教学中，很多教师没有意识到非语言交际的重要性，缺乏非语言交际的能力。所以本篇论文主要讨论在课堂教学中有哪些重要的非语言交际方式，以及教师如何有效的应用非语言交际来提高教学效果。
关键词：中学英语教学；非语言交际；有效应用
Abstract
For a long time, people in daily life normally emphasize the verbal aspect of communication, overlooking the fact that a large amount of the information in face-to-face communication conveyed by the people is nonverbal. Nonverbal communication is so basic that the teachers tend to take it for granted and always ignore it in the English classroom teaching. Moreover, according to scientific researches, the nonverbal cues are more appropriate to be used in the English classroom teaching in middle schools and they can enrich the teaching method, stimulate the students’ interest, and better the teaching effect. Thus, English teachers, as the disseminators of English knowledge, should be equipped with nonverbal communicative competence first. The teacher should know the importance of nonverbal communication and utilize it in his/her classroom teaching so as to improve the effect of the lesson.
The paper holds that the study of nonverbal language is beneficial not only to our linguistic theory but also to the classroom teaching and learning. In the middle school English teaching, teachers are not aware of the importance of nonverbal communication and they lack the ways of using nonverbal communication. So the main nonverbal communication in English classroom teaching is being discussed, such as facial expression, gesture, posture, eye contact and nonverbal sound. Then it is discussed how to make full use of teacher’s role in nonverbal communication. The teacher should be a careful observer of the students’ nonverbal behaviors, use nonverbal communication flexibly, and create a warm atmosphere in classroom. Thus, we can have a good effect in middle school English teaching.
Key Words
Middle school English teaching; nonverbal communication; effective
Introduction
Nonverbal communication, the nonlinguistic form of communicational activities, plays a very important role in the communication process; it compensates, strengthens, substitutes and adjusts verbal communication. It is helpful to make the students understand their teachers easily. And it is well known that the classroom learning is one of the most important ways that the students learn English. In this way teachers are in great demand to organize the classes in English and create English-learning circumstances. However, with the limitation of students’ vocabulary, teachers have to simplify their teaching language with the help of nonverbal behavior. Teachers’ appearance and artifacts affect, either positively or negatively, communication in the classroom
In fact, nonverbal communication between teachers and students is very important in foreign language teaching. Middle school English teaching should include nonverbal communication in addition to verbal communication because nonverbal cues can improve the effect of classroom instruction and further cultivate the students’ interest in English learning. Many researchers hold that the relationship between teachers and students can be improved if teachers make effective use of nonverbal communication. Besides, students’ cognitive ability and efficiency in learning will be improved. Therefore, teachers need to understand the use of nonverbal communication, such as gesture, posture, facial expression and tone of voice. Because nonverbal communication conveys many messages in the classroom, the nonverbal communicative competence becomes invaluable for teachers in getting the message across to class and understanding the messages, which are sending interest or confrontation. Foreign language teaching in the classroom, as a process of trans-language and trans-cultural exchange of ideas, should include nonverbal communication in addition to verbal communication. English teacher, as the disseminator of English knowledge, should be equipped with nonverbal communicative competence.
The increasing need for more efficient communication has helped forward the study of nonverbal communication. So this paper tries to discuss not only the problems of teachers in using nonverbal communication but also how to make full use of nonverbal communication in Chinese middle school English class.
目录：
Abstract……..………………………………………………..………Ⅰ
Key Words………………………………………………………………..Ⅰ
摘要……………………………….………………………………………Ⅱ
关键词……………………………………..Ⅱ
Introduction……………………………………………………………1
I. The Problems of Teachers in Using Nonverbal Communication……..…3
A. Teachers’ Unawareness of the Importance of Nonverbal Communication…….3
B. Lack of Nonverbal Communication Between Teachers and Students………..4
C. Teachers’ Lack of Ways of Using Nonverbal Communication………….……….5
II. The Main Nonverbal Communication in English Classroom Teaching………….6
A. Facial Expression………………………………………………………………6
B. Gesture………………………………………………………………………….7
C. Posture………………………………………………………………………….8
D. Eye Contact………………………………………………………………….…9
E. Nonverbal Sound………………………………………………………………11
III. Teachers’ Effective Use of Nonverbal Communication in English Teaching….12
A. Awareness of the Importance of Nonverbal Communication……………..…..12
B.Careful Observer of the Students’ Nonverbal Behaviors…………………….12
C.Nonverbal Flexible Communication…………………………………………..13
D.Warm Atmosphere in Classroom………………….……….….…..…14
Conclusion……………………………………………………………….…….15
Acknowledgements…………………………………………………………………..16
Bibliography…………………………………………………………………………17
参考文献：
Alasterir, P. Effective classroom control. London: Hodder, 1985.
Birdwhistell, R. L. Kinesics and context. Philadelphia: University of Pennsylvania
Press, 1970.
Cooper, P. J. & Simonds, C. Communication for the classroom teacher. Allyn,
Bacon, 1999.
Fast, J. Body language. New York: M. Evans and Company, 1970.
Hall, E. T. The silent language. New York: Anchor Books, 1973.
Hall, E. T. Beyond culture. New York: Anchor Press/Doubleday, 1977.
Jeremy, H. How to teach English: Foreign language teaching and research. New
York: Teachers College Press, 2000.
Miller, P. W. Nonverbal communication. Washington, D. C: National Education
Association, 1981.
Sean, N.Classroom nonverbal communication. London: Routledge, 1991.
Wolfgang, A. Nonverbal behavior: Applications and cultural implications. New
York: Academic Press, 1979.
毕继万. 跨文化非语言交际[M]．北京： 外语教学与研究出版社，1999．
耿二岭. 体态语概说[M]． 北京： 北京语言学院出版社，1988．
胡文仲. 跨文化交际概论[M]．北京：外语教学与研究出版社，1999．
贾玉新. 跨文化交际学[M]．上海：上海外语教育出版社，1997．
[15] 杨平. 非语言交际评述[M]． 北京： 外语教学与研究出版社.，1994．
作者点评：
非语言交际在中学英语教学中的有效应用
Teachers, by virtue of the status they hold and the ways they use language, have the authority to retain the control over both the content and the structure of classroom communication. Thus, the patterns of classroom communication depend largely on the teacher’s way of using verbal and nonverbal language to control the classroom nonverbal messages. If teachers wish to promote communication in foreign language teaching, they should recognize the norms that govern the nonverbal communication, identify the knowledge and competencies that are necessary for students to participate in classroom events, and be cognizant of the social and contextual issues surrounding classroom.
In our middle school English teaching, teachers are not aware of the importance of nonverbal communication and they lack the ways of using nonverbal communication. So we should know the main nonverbal communication in English classroom teaching, such as facial expression, gesture, posture, eye contact and nonverbal sound. They should be aware of the importance of nonverbal communication and how to use them effectively, and become a careful observer of the students’ nonverbal behaviors, using nonverbal communication flexibly, creating a warm atmosphere in classroom.
Through the thesis, the teachers should pay more attention to the application of nonverbal communication in classroom teaching; using effective nonverbal communication in English Teaching and adjusting his/her lesson so as to make it more interesting and colorful. In the way, the classroom teaching can have a good effect
资料包括： 论文(22页5679字)
说明：
摘 要：长期以来人们在注重语言交际的研究，而忽视了一个重要的事实：在面对面的交流中，大部分的信息是通过非语言来传递的，非语言交际的运用比言辞更为普遍。由于非语言交际的浅显，在英语教学中它总是被忽视。然而非语言交际对教学有着强有力的影响。非语言交际的运用对教师从每个学生的各个方面获取和理解其传递的信息极具有价值。英语教师作为英语知识的传播者应首先具备非语言交际能力。非语言交际适用于中学英语课堂教学，它丰富了教学手段，激发了学生的学习兴趣，从而改善了教学效果。
非语言交际的研究不仅有利于语言理论的发展，而且还利于课堂教学质量的提高和文化意识的培养。而在日常中学英语教学中，很多教师没有意识到非语言交际的重要性，缺乏非语言交际的能力。所以本篇论文主要讨论在课堂教学中有哪些重要的非语言交际方式，以及教师如何有效的应用非语言交际来提高教学效果。
关键词：中学英语教学；非语言交际；有效应用
Abstract
For a long time, people in daily life normally emphasize the verbal aspect of communication, overlooking the fact that a large amount of the information in face-to-face communication conveyed by the people is nonverbal. Nonverbal communication is so basic that the teachers tend to take it for granted and always ignore it in the English classroom teaching. Moreover, according to scientific researches, the nonverbal cues are more appropriate to be used in the English classroom teaching in middle schools and they can enrich the teaching method, stimulate the students’ interest, and better the teaching effect. Thus, English teachers, as the disseminators of English knowledge, should be equipped with nonverbal communicative competence first. The teacher should know the importance of nonverbal communication and utilize it in his/her classroom teaching so as to improve the effect of the lesson.
The paper holds that the study of nonverbal language is beneficial not only to our linguistic theory but also to the classroom teaching and learning. In the middle school English teaching, teachers are not aware of the importance of nonverbal communication and they lack the ways of using nonverbal communication. So the main nonverbal communication in English classroom teaching is being discussed, such as facial expression, gesture, posture, eye contact and nonverbal sound. Then it is discussed how to make full use of teacher’s role in nonverbal communication. The teacher should be a careful observer of the students’ nonverbal behaviors, use nonverbal communication flexibly, and create a warm atmosphere in classroom. Thus, we can have a good effect in middle school English teaching.
Key Words
Middle school English teaching; nonverbal communication; effective
Introduction
Nonverbal communication, the nonlinguistic form of communicational activities, plays a very important role in the communication process; it compensates, strengthens, substitutes and adjusts verbal communication. It is helpful to make the students understand their teachers easily. And it is well known that the classroom learning is one of the most important ways that the students learn English. In this way teachers are in great demand to organize the classes in English and create English-learning circumstances. However, with the limitation of students’ vocabulary, teachers have to simplify their teaching language with the help of nonverbal behavior. Teachers’ appearance and artifacts affect, either positively or negatively, communication in the classroom
In fact, nonverbal communication between teachers and students is very important in foreign language teaching. Middle school English teaching should include nonverbal communication in addition to verbal communication because nonverbal cues can improve the effect of classroom instruction and further cultivate the students’ interest in English learning. Many researchers hold that the relationship between teachers and students can be improved if teachers make effective use of nonverbal communication. Besides, students’ cognitive ability and efficiency in learning will be improved. Therefore, teachers need to understand the use of nonverbal communication, such as gesture, posture, facial expression and tone of voice. Because nonverbal communication conveys many messages in the classroom, the nonverbal communicative competence becomes invaluable for teachers in getting the message across to class and understanding the messages, which are sending interest or confrontation. Foreign language teaching in the classroom, as a process of trans-language and trans-cultural exchange of ideas, should include nonverbal communication in addition to verbal communication. English teacher, as the disseminator of English knowledge, should be equipped with nonverbal communicative competence.
The increasing need for more efficient communication has helped forward the study of nonverbal communication. So this paper tries to discuss not only the problems of teachers in using nonverbal communication but also how to make full use of nonverbal communication in Chinese middle school English class.
目录：
Abstract……..………………………………………………..………Ⅰ
Key Words………………………………………………………………..Ⅰ
摘要……………………………….………………………………………Ⅱ
关键词……………………………………..Ⅱ
Introduction……………………………………………………………1
I. The Problems of Teachers in Using Nonverbal Communication……..…3
A. Teachers’ Unawareness of the Importance of Nonverbal Communication…….3
B. Lack of Nonverbal Communication Between Teachers and Students………..4
C. Teachers’ Lack of Ways of Using Nonverbal Communication………….……….5
II. The Main Nonverbal Communication in English Classroom Teaching………….6
A. Facial Expression………………………………………………………………6
B. Gesture………………………………………………………………………….7
C. Posture………………………………………………………………………….8
D. Eye Contact………………………………………………………………….…9
E. Nonverbal Sound………………………………………………………………11
III. Teachers’ Effective Use of Nonverbal Communication in English Teaching….12
A. Awareness of the Importance of Nonverbal Communication……………..…..12
B.Careful Observer of the Students’ Nonverbal Behaviors…………………….12
C.Nonverbal Flexible Communication…………………………………………..13
D.Warm Atmosphere in Classroom………………….……….….…..…14
Conclusion……………………………………………………………….…….15
Acknowledgements…………………………………………………………………..16
Bibliography…………………………………………………………………………17
参考文献：
Alasterir, P. Effective classroom control. London: Hodder, 1985.
Birdwhistell, R. L. Kinesics and context. Philadelphia: University of Pennsylvania
Press, 1970.
Cooper, P. J. & Simonds, C. Communication for the classroom teacher. Allyn,
Bacon, 1999.
Fast, J. Body language. New York: M. Evans and Company, 1970.
Hall, E. T. The silent language. New York: Anchor Books, 1973.
Hall, E. T. Beyond culture. New York: Anchor Press/Doubleday, 1977.
Jeremy, H. How to teach English: Foreign language teaching and research. New
York: Teachers College Press, 2000.
Miller, P. W. Nonverbal communication. Washington, D. C: National Education
Association, 1981.
Sean, N.Classroom nonverbal communication. London: Routledge, 1991.
Wolfgang, A. Nonverbal behavior: Applications and cultural implications. New
York: Academic Press, 1979.
毕继万. 跨文化非语言交际[M]．北京： 外语教学与研究出版社，1999．
耿二岭. 体态语概说[M]． 北京： 北京语言学院出版社，1988．
胡文仲. 跨文化交际概论[M]．北京：外语教学与研究出版社，1999．
贾玉新. 跨文化交际学[M]．上海：上海外语教育出版社，1997．
[15] 杨平. 非语言交际评述[M]． 北京： 外语教学与研究出版社.，1994．
作者点评：
非语言交际在中学英语教学中的有效应用
Teachers, by virtue of the status they hold and the ways they use language, have the authority to retain the control over both the content and the structure of classroom communication. Thus, the patterns of classroom communication depend largely on the teacher’s way of using verbal and nonverbal language to control the classroom nonverbal messages. If teachers wish to promote communication in foreign language teaching, they should recognize the norms that govern the nonverbal communication, identify the knowledge and competencies that are necessary for students to participate in classroom events, and be cognizant of the social and contextual issues surrounding classroom.
In our middle school English teaching, teachers are not aware of the importance of nonverbal communication and they lack the ways of using nonverbal communication. So we should know the main nonverbal communication in English classroom teaching, such as facial expression, gesture, posture, eye contact and nonverbal sound. They should be aware of the importance of nonverbal communication and how to use them effectively, and become a careful observer of the students’ nonverbal behaviors, using nonverbal communication flexibly, creating a warm atmosphere in classroom.
Through the thesis, the teachers should pay more attention to the application of nonverbal communication in classroom teaching; using effective nonverbal communication in English Teaching and adjusting his/her lesson so as to make it more interesting and colorful. In the way, the classroom teaching can have a good effect