论文总字数：39552字

摘 要

适当的非言语教学行为在英语课堂中的应用可以对课堂英语教学的有效性发挥巨大作用,与此同时，它也是考察教师职业技能的一项重要指标。基于先前众多的国内外对非语言行为的研究和非言语行为在我国初中的运用现状分析,本文通过问卷调查和课堂观察提出了当前初中英语教师运用非语言行为存在的问题以及非言语教学性在课堂教学中的运用策略，包括:认识非语言行为在课堂教学中的重要性;熟悉非语言行为的应用原则;以及与言语行为相结合。

关键词：非言语教学行为；运用策略；初中英语课堂

Contents

1. Introduction 1

1.1 Background of nonverbal behavior in junior middle school 1

1.2 Importance of the research on nonverbal behavior 1

2. Literature Review 1

2.1 The classification of non-verbal behavior 2

2.2 Utilization principles 3

2.3 Positive roles of non-verbal behavior in English teaching 5

3. Research Methodology 6

3.1 The aim of the research 6

3.2 The subjects of the research 7

3.3 The instruments of the research 7

3.4 Procedure of the research 8

4. Data Analysis and Discussion 9

4.1 Data analysis of junior school English teachers 9

4.2 Discussion of teacher questionnaire results 9

4.3 Data analysis of junior middle school students 10

4.4 Discussion of student questionnaire results 10

4.5 The application of nonverbal behavior in English teaching 10

5. Conclusion 12

5.1 Problems and limitations 12

5.2 Suggestions and implications 13

Works Cited 14

1. Introduction

This chapter performs an introductory part in this paper, which includes two aspects, namely the background of non-verbal behavior in junior middle school and the importance of the research on non-verbal behavior.

1.1 Background of nonverbal behavior in junior middle school

Universally acknowledged that the interaction between students and teachers are mainly conducted through two ways. One is verbal behavior, for example, Just as the name suggests, it is the way that conveys information and knowledge without articulating a word or letter by opening your mouth. It is the way that express emotion and impart knowledge by using body and facial expression. However, in the present educational situation, when teaching English, teachers are opted to interact with students and convey information particularly through verbal acts. Consequently, non-verbal acts, are often reduced to a secondary consideration. When a comparison is made between verbal and non-verbal behavior, it’s apparent that non-verbal behaviors are ignored rather than taken full advantage of.

1.2 Importance of the research on nonverbal behavior

Unquestionably, the application of verbal acts in English teaching can offer numerous advantages, such as fixing students’ attention and accelerating the acceptance of knowledge. So does non-verbal behaviors. However, the sad truth is that the majority of English teachers usually omit the application of non-verbal acts when teaching. If so, it won’t take any efforts to imagine the lackluster future of our nation’s education. To conclude, the importance of doing some research on non-verbal act can be summarized in two aspects. For one thing, only by doing research on non-verbal behaviors can we find problems in the process of utilizing non-verbal acts in classroom teaching. For another thing, it is not until we understand the non-verbal behaviors thoroughly can we arouse educators’ attention on it and get the utmost out of non-verbal behaviors in English teaching.

2. Literature Review

This part mainly introduces the previous studies on non-verbal acts from both home and abroad. As early as 1000 BC, people became interested in nonverbal behaviors. According to Ross, the information transmitted by verbal acts only account for 35 percent of the total communicative communities, and the rest is expressed by non-verbal acts(Ross 37).Thill and Bove presented that contrary to what most people think, the most conventional form of daily communication is non-verbal communication rather than verbal(Thillamp;Bove 103).All these show that non-verbal acts plays a special role in daily life, which cannot be underrated in English teaching.

2.1 The classification of non-verbal behavior

Based on previous studies, non-verbal behaviors are divided into the following four types, body language, adjoint language, body distance language and object language. On this basis, researchers and scholars exert their utmost efforts and make an unduplicated contribution.

2.1.1 Body language

According to Malandro, body language refers to the silent movement of various parts of the body, which is the information system of the body movement to express meaning(Malandro 63).Malandro’s definition provides an accurate understanding of body language. It is of great significance in the communication between teachers and students, especially in the process of expressing emotions. For the sake of effective classroom teaching management, teachers should not use nod and eye contact to replace natural language to express instructions, but also use special gestures to assist instruction when delivering courses so as to attract students’ attention and organize teaching perfectly.

2.1.2 Adjoint language

David Abercrombie, an illustrious phonetician, depicted adjoint language in his masterpiece that adjoint language refers to the non-verbal behavior of sound (Abercrombie 37).It mainly refers to all acoustic phenomena that are accompanied by the unfixed semantics of speech but can express feelings and ideas, including various sounds or sounds produced by the changes of sound quality, volume, sound speed, rhythm and other sound elements. In English teaching, teachers can adjust the volume and use different intonations to express anger, objection, and willingness. For example, teachers can use rise intonation to express enthusiasm and praise, fall intonation to express criticism and blame.

2.1.3 Body distance language

The definition of body distance language is provided by Quintilian, who was recognized as the creator of public speech and the originator of the first speech school. In his world-famous masterwork, Quintilian defined body distance language as the space and distance in communication to express emotions and information(Quintilian 103).In everyday life, people always find the different interpersonal distances between different groups according to their feelings for others, which is a potential indicator of the communicator’s emotional nature. In English teaching, teachers should deem the interpersonal distance control as a vital management means in order to achieve the purpose of organizing English teaching and classroom management by mastering the appropriate distance with students.

2.1.4 Object language

According to Aristotle, object language means that people use social and natural objects to convey information and express emotions in communication (Aristotle 29) .Object language in teaching mainly refers to the material objects, teaching aids, teachers’ blackboard design and many others that are used by teachers in classroom to achieve a certain teaching target. Material demonstration, slide show, animation and other means make teaching information more vivid, which is conductive to mobilizing students’ imagination ability and enhancing the directness of information transmission. In English teaching, teachers should view it as their duties to make advantages of the material objects to realize teaching objectives rather than rely on verbal acts only. Utilizing object language when teaching can not only make teachers better understand by students but can attract students attention and make the classroom atmosphere more active.

2.2 Utilization principles

Universally acknowledged that the appropriate application of non-verbal behavior can bring about great benefits. Therefore, in order to get full advantage of non-verbal acts it is crucial and necessary to familiarize ourselves with the utilization principles of non-verbal acts so that we can draw on advantages and avoid disadvantages when applying it. This part is primarily concerned with the utilization principles.

2.2.1 Respect principle

The concept of respect principle was first proposed by Darwin. According to Darwin, all things are created equal (Darwin 109) .This statute is suitable to the application of non-verbal behavior as well. In order to achieve agreeable teaching targets in junior middle school English class, teachers should follow the principle of respect (Aristotle 59).That is to say, when students are active to answer questions and willing to cooperate with teachers to accomplish teaching task, teachers should show recognition and appreciation in class, such as smiling, nodding and other facial movements, which can facilitate students to take a positive attitude towards learning. Even through sometimes, students don’t behave themselves well or students fail to give a correct answer, teachers should respect students and realize that students are developing who have great potential for development rather than criticize or humiliate students in public.

2.2.2 Moderation principle

It goes without saying that all things are limited by degree, and even the best things will be greatly reduced as long as they beyond the applicable scope of degree and the same truth is equally applicable in junior middle English teaching(Montessori 29).Teachers’ smile can give students confidence and encouragement, but if in the whole teaching process, no matter what the teaching content is, keeping smiling is no longer a sign of encouragement but shows doubts about a teachers’ classroom control ability. Therefore, teachers must pay heed to the appropriate use of non-verbal language acts in class and apply non-verbal acts in a moderate way. Otherwise, non-verbal language acts may play a negative role.

2.2.3 Coordination principle

David Abercrombie proposed that the non-verbal acts of teachers must be coordinated with the atmosphere of classroom teaching, the classroom teaching situation and the students’ specific situation(Abercrombie 79),which means in the current educational background, teachers should be good at handling the relationship between the commonness and individuality, coordinating and using different non-verbal acts properly in order to achieve the perfect teaching effect. For example, the teaching content is a tragedy, but the teacher uses a happy tone to describe and explain, will certainly makes students find it difficult to accept. In classroom teaching, teachers should be adept at capturing and distinguishing different information from students’ subtle movements and expressions and then adjusting and applying appropriate non-verbal teaching acts timely.

2.3 Positive roles of non-verbal behavior in English teaching

Non-verbal behavior plays a significant role in junior middle English teaching. The application of non-verbal behavior in English teaching can enhance the vividness of teaching content, which is vital for students to understand and memorize the information that teachers conveyed. This chapter will enumerate the positive roles of non-verbal acts in English teaching and illustrate it with a case in point.

2.3.1 Enhance the emotional communication between teachers and students

Efron, a famous educator, states in his masterpiece that teachers’ postures, gestures, expressions and so on all affect the emotional interaction between students and teachers(Efron 37).In other words, teachers’ positive non-verbal acts will make students produce a kind of relaxed, bright and natural emotion. For example, a trusted look from teachers and an appreciative smile can give students great spiritual strength. What’s more, eye contact can also help teachers to understand students’ responses for the teaching content, which can help teachers to adjust their ways of expressing themselves. The above statements all explain the proper use of non-verbal behavior can affect the state of mind and the attitudes of students and teachers.

2.3.2 Stimulate students’ interest in learning

From Kretschmor’s point of view, “in English teaching, teachers can make students feel the sense of achievement in learning by performing non-verbal acts” (Kretschmor 67).For example, when students answer questions correctly, teachers can give a thumbs-up to indicate approval. The vivid language images, friendly and gentle movements of teachers will have a great affinity and charisma, which can harmonize the relationship between students and teachers and stimulate their interest in learning.

2.3.3 Enhance the degree of information acceptance

The current educational background means that classroom teaching requires specific teaching tasks to be completed within a limited time. Therefore, teachers must use verbal language acts and non-verbal language acts in a scientific and reasonable way, which is the basic guarantee to improve classroom teaching effect. Ruesch and Kees stated that students’ sensorium can be stimulated directly and fruitful teaching effect can be achieved as much as possible if teachers pay attention to non-verbal behavior (Rueschamp;Kees 83).What’s more, teaching practice has testified that in order to expand students’ acceptance of useful information sent by teachers, it is necessary to increase students’ senses of learning by applying non-verbal behaviors when teaching.

3. Research Methodology

This part begins with the introduction of the aim of the research，which introduces the problems and limitations in the process of teachers’ application of non-verbal acts in classroom teaching and explain the purpose of the research is solve problems and break limitations. Next, the paper goes on to introduce the subjects and instrument of the research. Last but not least, it reveals the procedure of the research.

3.1 The aim of the research

The aim of the research is to understand the present situation of English teachers’ application of non-verbal behaviors in classroom teaching and find problems and limitations in the teachers’ non-verbal acts. What’s more, on the basis of the problem, put forward pedagogical implications on the application of non-verbal acts in teaching. Through classroom observation and questionnaire survey, the author found few problems in teachers’ utilization of non-verbal acts when teaching. First of all, in the school that the author surveyed, few fresh English teachers are unaware of non-verbal acts whose teaching rely on verbal indoctrination. Secondly, through classroom observation, the author found that in a class where the teacher imparting knowledge accompanied by non-verbal acts, such as smile, nod, and eye contact, the classroom atmosphere is good and the relationship between students and teachers is harmonious. Nevertheless, in a classroom that lacks the application of teachers’ non-verbal behavior, students’ attention tends to be dispersed. Finally, based on the data collected through questionnaire survey and classroom observation, the author found some teachers know something about non-verbal acts and apply it in teaching, but teachers don’t utilize it in an appropriate way, for example, teachers’ non-verbal acts are not conform to the teaching content and teaching situation.

3.2 The subjects of the research

This research selects five teachers at random and their students in Zhongwu middle school grade one as the subjects of the research. The teaching style of each teacher is diverse, which means that different teachers experience their teaching career differently and they hold various educational concepts. What’ more, the selected 5 English teachers have different teaching ages. For example, between the 5 teachers, some are senior teachers who have received numerous vocational training while few fresh teachers lack teaching experience. Since students in grade two and grade three have high consciousness, which means that they tend to pay attention to teachers’ non-verbal acts in classroom, the research selects 200 students in grade one as the direct subjects. These students selected are little passive in learning , unwilling to interact with their teachers and have trouble fixing their attention on teachers.

3.3 The instruments of the research

On the basis of targeting the research subjects, this study intends to carry out a questionnaire survey and classroom observation on junior middle school English teachers and their students. The goal of this research is to reveal the current application of nonverbal behaviors of English teachers in junior middle schools and offer some pedagogical implications.

3.3.1 Classroom observation

The research is carried out through two ways. One is namely called classroom observation which is carried out through non-participant classroom observation. Through classroom observation, the author observes teachers’ application of non-verbal acts in class and records students’ reaction. From the perspective of the subjects who have been observed, classroom observation is objective because it select all the members of the class as subject rather than other specific objects, thus the data researchers collected are direct without modifying.

3.3.2 Questionnaire

On the basis of literature review, in order to understand the current nonverbal behaviors of junior middle school English teachers and get the connotation and function of the application and influence of non-verbal behaviors in classroom teaching, a questionnaire survey was conducted among students and teachers in grade one. The questionnaire survey is conducted in two sides. One for junior middle school students and the other for junior middle school teachers. Questionnaires were distributed to 200 students and 5 English teachers in the first grade of Zhongwu middle school. The questionnaire comprised 9 choice questions,3 essay questions and a blank space for suggesting valuable comments on the application of non-verbal behavior .For the sake of protecting both teachers’ and students’ privacy, the questionnaire survey is conducted anonymously. The questionnaires are distributed to students at the end of the class, and students are allowed 5 minutes to complete the questionnaires. When the time is up, the questionnaires are withdrawn by the monitor. When it comes to the teachers’ questionnaires, in order to ensure objectivity and impartiality of the research, the questionnaires are delivered to teachers one by one. Each teacher is required to finish the questionnaire in a limited time and give their advice for the better utilization of non-verbal acts in teaching.

3.4 Procedure of the research

For the sake of ensuring the objectivity and validity of the result, the research is carried out without informing students that the author will do a questionnaire survey and classroom observation in advance. The research is composed of 3 activities. The first is named classroom observation with no inference, which means at the beginning the author observes and records both students and teachers classroom performance quietly. The second part of is called teachers’ questionnaire survey. Five questionnaires are distributed to five teachers in order to examine teachers’ understanding and utilization of non-verbal acts. The last is students’ questionnaire survey.200 questionnaires are handed out to students and students are given 5 minutes to complete the questionnaire anonymously. Finally, the author will collating the research data and put forward research feedback.

4. Data Analysis and Discussion

This chapter performs a analysis and discussion function based on what have found by doing questionnaires and classroom observation. The data will be analyzed from both students’ and teachers’ perspectives. On the basis of the data analysis, this chapter discusses the current situation of the utilization of non-verbal acts and puts forward some suggestions to apply non-verbal acts to teaching.

4.1 Data analysis of junior school English teachers

To thoroughly understand the current application of classroom non-verbal behaviors, this study mainly focuses on teachers" understanding of the connotation and function of non-verbal behaviors, the application and actual influence of non-verbal behaviors and the development of non-verbal behaviors. The corresponding teacher questionnaires were developed. Five English teachers in Zhongwu middle school grade one were selected as the subjects of the survey, and the corresponding teacher survey questionnaires were issued. According to the teacher questionnaire, when it comes to what is nonverbal behavior in class, only 20% of teachers are very familiar with it.60% of the teachers have some understanding of nonverbal behaviors, but cannot give an accurate definition, and 20% of the teachers have no understanding of nonverbal behaviors.

剩余内容已隐藏，请支付后下载全文，论文总字数：39552字