论文总字数：31585字

摘 要

本文以教育心理学和加德纳多元智能理论为基础，集中探讨体态语言在初中英语口语教学中的应用。随着全球化的发展，英语在各行各业显得十分重要，因为英语是一种交流工具，但学生却不能用英语进行交流，为了解决这一现状，体态语言在口语教学中的应用显得尤为重要。体态语是人与人交流的一种重要方式，它通过面部表情、眼神、身体接触、手势以及姿势来表达情感。体态语不仅能代替口头语言的功能，还能让语言更加鲜明生动，扩大交流范围，提供更多信息以及促进学生右脑的发展。因此，教师如果需要提高课堂教学和学生的学习能力，体态语在口语教学中的应用有着重要意义。

关键词：体态语；初中；现存问题；口语教学

Contents

1.Introduction 1

2.Literature Review 1

2.1 The definition of body language 2

2.2 The category of body language 2

3.The Current Situation of Spoken English Teaching in Junior School 3

3.1The characteristics of students in junior school 4

3.2 Problems of speaking in junior school English teaching 5

3.2.1Out-of-date hardware and software 5

3.2.2Rigid teaching methods 6

3.2.3Unreasonable course design 6

3.2.4Dull second classroom 7

4.The Application of Body Language in Spoken English Teaching 7

4.1Eye contact in spoken English teaching 8

4.2Facial expression in spoken English teaching 9

4.3Gesture in spoken English teaching 10

4.4Posture in spoken English teaching 11

5.Conclusion 11

Works Cited 13

1. Introduction

Nowadays, IT has become a leading force for economic and social progress; particularly, the rapid growth and wide use of the internet and e-commerce have made us into information age. It is extremely important to learn the technology and gorgeous culture from other developed countries in order to develop our own national economy and culture.(Zuo 207) Belief in the utility of English is shared by a great many of people. It is necessary to heighten the ability of speaking English. However, the present situation of English teaching cannot keep pace with the requirement of the new era, which results in students’ incompetence of oral English. English study are composed of 4 steps: listening and reading are input portion while speaking and writing are output portion. (Qing 578)In the past traditional teaching approaches and exam-oriented education, English teaching emphasizes on grammar and the structures of sentences but neglects the development of language skills. Speaking demonstrates how we think. Verbal language and non-verbal language make up the mankind interaction. Body language is the most useful in non-verbal communication. According to the American psychologist--Albert Metowbian, the total impact of message is equal to 7%verbal 38%vocal 55% facial expressions and behaviors. That means over 90% information is expressed by nonverbal communication. We can express our emotions and feelings more efficiently through facial expressions, eye contact, physical contact, gestures and posture. It can not just replace verbal language but also make words more graphic and clear, extend the scope of communication, provide a lot of information and contribute to the development of the right side of students’ brains. Therefore, the proper application of body language in spoken English teaching can activate class atmosphere, achieve good teaching effects and improve the communicative ability for students in junior school. It is also beneficial for intercultural communication in the future.

2. Literature Review

It is generally admitted that Darwin is “Father of Modern Non-verbal Communication”. The publication of “The Expression of the Emotions in Man and Animals” in 1872 drew biologists’ attention to non-verbal communication. In the 1950s, the study of body language made the breakthrough: “Introduction to Kinesics” by Birdwhistell in 1952 and “Silent language” by Hall in 1959 were famous for the foundation of body language. In the 1960s, scholars concentrated on the function of teachers’ body language. W.Rivers expounded the importance of cultural development in teachers, which highly attracted attention to body language in English teaching.

At home, the scholars of education failed to recognize the function of body language in teaching. After then, they gradually recognized its importance and commenced to study it based on the introductions of foreign works. In the 90s, scholars like Li Miru and Li Zhencun have specialized in body language and published their own books.

2.1 The definition of body language

What is body language? Broadly speaking, it is presumed that body language is in relation to facial expressions and body movements for carrying communicative information.(Li 278) According to Collins Dictionary, we know that body language is the way that you show your feelings or thoughts to others by means of the position or movements of your body, rather than with words.

Birdwhistell invented “kinesics”, offering the first opportunity for the systematic study of body movements on the book “Introduction to Kinesics”. He regarded “kinesics” as “the continuous muscular shifts”, which are characteristics of living physiological systems. It makes great difference to the further research of nonverbal communication.

There are many different terms referring to the same thing, but it is easy to grasp the main characteristics of it. We can understand like this:1)Body language is aimed at expressing own views and feelings;2)It is non-verbal and non-vocal;3)People take advantage of their body, like facial expression, gestures, postures, eye contact, posture and so on to show their thoughts;4)It requires the sender and the receiver involved.

2.2 The category of body language

When it comes to body language, we all believe that it is concerned with body. The principal part of nonverbal communication studies the meaning conveyed through movements of any part of the body. Basic posture, gesture, basic manners and movements of the body are regarded as the contents of body language by Bi Jiwan and Hu Zhongwen.

As has been said, we can conclude that the body language consists of facial expression, eye contact, gesture, posture, and distance. 1)Facial expressions refers to changes of the muscles of the whole face to display a person’s feelings and emotions. Countenance is inner world’s outside exhibition. We can get information about one’s age, race, status and feelings through facial appearance. When people want to ensure whether one lies or not, they tend to stare at his countenance. 2)It is said that eyes are the windows of the mind.(Chengamp;Lin 129) Eye contact means giving or receiving messages through eyes. Blinks, eye movements, pupil dilation belong to eye contact. In the west, people are inclined to stare at each other’s eyes when they talk because it shows sincerity and focus.3) As the Oxford Dictionary defined, a gesture is a movement that you make with your hands, your head or your face to show a particular meaning. Body language is centered on gesture. To those who lost ability to speak or hear, they use sign language to communicate.4) Posture conveys information by people’s action and behaviors. Good postures can leave a deep impression on others. Posture also indicates emotional states, reflects status relationship and expresses emotion.5) Distance between people includes abundant information. For instance, when we like a person, we are inclined to grasp his/her hand; while we dislike a person, we would keep distance from him/her. Distance reflects the degree of our affection to a person, and it is an important part in intercultural communication.

3. The Current Situation of Spoken English Teaching in Junior School

Even though students in junior school have learnt English for 4 years, it is still difficult for them to finish simple dialogues. When students are in Primary school, great attention isn’t paid to oral English. In many areas, students are inclined to learn English from 9 years old while students in the city begin to learn English at a young age. The teachers concentrate on the teaching of books to bridge the gap. It is essential to figure out the problems first so that we are capable to change the situation.

3.1 The characteristics of students in junior school

Students in junior school show distinctive physiological and psychological characteristics. Attention can be divided into involuntary attention, voluntary attention and post voluntary attention. Different from primary school students, students in junior school has enhanced the stability of their attention. The dominance of attention transits from involuntary attention to voluntary attention. However, to the teachers, post voluntary attention is the most important and it makes a difference to students’ study. The factors that affect attention gradually go from the exterior to the interior, which mainly transits from external stimulus to internal interest. The junior school students have their own opinions about things and are inclined to concentrate more on what they are interested in. What’s more, they give some insights into what attracts them. The attention span is long as well.

In the middle school stage students develop themselves physically and mentally. In this period, students are not mature. The thinking activity is concrete and abstract, therefore, teaching is supposed to be based on the specific experience of students and develop students’ thinking ability to a higher level. Many a time, the memorization of students is aimless so they have a better memory of interesting, novel and direct materials. The memorization is still centered on role learning such as reciting the new vocabulary by reading. What’s worse, the mode of teaching causes the mechanical brain. When it comes to the learning of English, most people tend to think about repeating. They can’t grasp the key because the learning of English also requires participation!(Cao 40) Thus, body language in English teaching is vital.

People have various feelings. Students in junior school focus on their study so their feelings are with regard to the school lives and learning activities. Success or failure in study, the status of the class, and the relationships with peers all influence the emotion of the students. Furthermore, the emotional state is more active. The interests in subjects have begun to diverge and they have an appetite for knowledge.

3.2 Problems of speaking in junior school English teaching

3.2.1 Out-of-date hardware and software

Since English is a language, it is necessary to be equipped with some hardware facilities such as multi-channel TV, multimedia, and language lab. Even in the urban, few schools have language lab, letting alone rural schools. Though many schools have multimedia, they use it mainly for teaching Reading part of the books. Students are not able to train their oral English in a rather modern room, which is specially used for speaking. Many schools also ignore the regular check of these equipments, which leads to the waste of time in class. However, correct application of body language can replace multimedia, making the class more attractive and prompting initiative of students.

With the opening of second birth policy, the number of a class is up to 50 or 60, which increases the difficulty in speaking teaching. Without body language, students tend to behave like robots and always repeat same things. They are incapable of talking freely without the attendance of teachers, which wastes time in class. Body language is aimed to enable students to be the master of the class. For example, students get accustomed to answering questions and fail to talk with their classmates. If students apply gestures in their talks, then key points will be obvious and easy to understand. It reduces time to explain it again in Chinese or spend time transferring English into Chinese. With the help of body language, students can practice oral English with their desk mates or group members. Thus, more students are able to have more opportunity to speak in class but it won’t take as much time as in traditional class.

The physical layout of classrooms also has an effect on the teaching. Foreign schools pay much attention to it. Our students face the blackboard, which means facing the teacher behind the platform. This design hints every hour and moment that teaching is still centered on the teachers, students are supposed to keep the teachers at a distance and be solemn and avoid moving or speaking. Moreover, with the increase of students, the layout of desks and chairs is fixed so it restricts the oral teaching and activities in class. With the carryout of activities, students’ body language can weaken the dominance of teachers, make students confident and dominant in class.

3.2.2 Rigid teaching methods

Drilling sentence patterns and rigid imitation are the main approaches to speaking teaching in junior school. Students should be capable of saying the names of daily necessities and part of language in daily life. For example, they are able to greet by “Good morning”, “How are you?” and “Hello”. However, the use of “What’s your name?” “How old are you?” and “Good morning, teacher.” lacks a specific context. The mode of English teaching is examination-oriented. The imbalance of skills is the obstacle to students’ oral English. Years after years, students refuse to speak and to show off their pronunciation. Therefore, the phenomenon that people that learn English more than 10years cannot speak and communicate in English is quite common. Isn’t that strange?

Then let’s talk about our teachers. Suchomlinsky proposed that students come to school not only for gaining the knowledge but also for the sake of becoming smarter. It is inadequate for students to merely gain the knowledge, because most English teachers tend to teach this subject in Chinese, not in English. It is understandable. They avoid asking questions and giving orders in English because students fail to understand them. Only when teachers have demonstration classes, they rehearse ahead of time and give orders in English. This trend causes the lack of immersion in a foreign language, which is harmful to oral English. Even though student-centered teaching is encouraged, the students get used to teacher-centered teaching. What’s worse, in order to keep pace with teaching task, the teachers prefer to use the tradition way of teaching: laying emphasis on sentences and phrases. The application of body language is useful in explaining new words so that students can understand teachers’ orders easily. Being a teacher, we should spare no effort to create an English environment for our students.

3.2.3 Unreasonable course design

When in junior school education, the arrangement of English course is in the morning and in the afternoon, so that the students’ studying effect is hard to be guaranteed. Additionally, as for the design of curriculum, it always lays stress on students’ input, namely, reading part, but neglects the listening and speaking skills of the students, which brings about a severe absence of communicative competence. I would take the English books of Yilin version as an example. Every unit has 6 parts: welcome to the unit, reading, grammar, integrated skills, study skills and task, but the real practices of speaking are just two: the conversation in the “welcome to the unit” and speak-up in “integrated skills”. It demonstrates that the great flaw in teaching material. Body language deserves wider attention due to the cultivation of communicative ability in class. Teachers will have the capability to decrease the phenomenon that students waste time because of misunderstanding and extend the scope of speaking part if students acquire body language.

3.2.4 Dull second classroom

The vice premier, Li Qinglan has criticized that the English teaching is time-consuming but poorly-efficient. Due to the limitation of class time, the second classroom come to our minds. According to many theses, reports and experiences, the function of the second classroom is to improve students’ communicative capability. The oratorical contests, debates, English songs competition, English corner, English broadcast and many other different forms are all included in the second classroom. There are diverse activities about the second classroom but it has a fatal defect. Most of the students take part in the activities as the audience but not as the participants. In addition, many activities are held once a year or at most once a week. In many schools, such kinds of activities are never held. When it comes to the English Corner, few teachers attend it and give guidance. Thus, “free talk” is meaningless and many students find that there is no theme or same topic and have nothing to talk. Ultimately, their interests in learning English is sharply cut down. However, the movements of their body demonstrate their confidence and make their words more convincing. The activities transfer from two dimension to three dimension. Once students know how to utilize body language in class, they can make the English Corner not dull any more.

4. The Application of Body Language in Spoken English Teaching

Students in junior school cannot pronounce correctly and their vocabulary is limited, therefore, it is difficult to communicate completely in target language. The beginners of oral English are able to master the pronunciation and meaning with the direct demonstration of body language. What’s more, teachers don’t have to translate or explain it. Students considers that listening to the teacher is more effective than listening to the tape. That is because the combination of verbal language and non-verbal language works better than verbal language. It can also explain why TV is better than radios. The application of body language also reflects the innovative teaching approach: Total Physical Response, which is pioneered in teaching. Thus, teachers need to apply body language in class.

4.1 Eye contact in spoken English teaching

In 1983, the famous psychologist of Harvard University, Howard Gardner, put forward multiple intelligences theory. In his opinion, there are seven types of intelligences of humans: Linguistic Intelligence, Logical-Mathematical Intelligence, Visual-Spatial Intelligence, Bodily-Kinesthetic Intelligence, Musical Intelligence, Interpersonal Intelligence and Intrapersonal Intelligence. Influenced by innate and environmental factors, the intelligences combine so that everyone has their own advantage. The main way of evaluation system is exam, leading to the development of linguistic intelligence and logical-mathematical intelligence. However, the other intelligences are neglected. In Gardner’s view, the principal purpose of education is not to impart knowledge but to promote the coordinated development of different intelligences. The application of body language can help handle it. In spoken English teaching, the application of eye contact in class is conducive to the improvement of interpersonal intelligence and intrapersonal intelligence.

It is deemed that eyes reveals human emotions and thinking. In the west, people are inclined to stare at each other’s eyes when they talk because it shows sincerity and focus. In different situations, the function of eye contact varies so the eye contact of the teachers can directly influence the attitude, feelings and inspirations of the students. The positive eye contact enables the students to be confident and encouraged. There are two kinds of teachers’ eye contact: look-around and stare. Look-around is more regular. For example, when the ring bells and the teacher stands in the front of the classroom, it is time to inform the students that class begins. At this time, it is more effective for the teacher to look around the classroom than merely yell “Be quiet!” During the discussion among students, the teacher will know how much they are interested in the topic and whether the students finish discussing. When the students have trouble, it is easier to notice that. Meanwhile, look-around can also warn those who are absent-minded in class. It ensures disciplines in class and the preoccupation of students.

Stare includes solemn and close stare. It is common that the rest students tend to be absent-minded when one student does a presentation. If the teacher interrupts, it will have a negative influence on the speaking student and those who are absorbed. The solemn stare can make the distracted student realize his/her problem and then concentrate on the class again. The close stare at the beginning of the class indicates a good lesson and gives the students confidence. When the student stammers or flushed, the close stare can help mitigate the nervousness. A close stare works better than “Good!”, “Calm down”, “Wonderful!” and so on. Eye contact is useful in changing rigid teaching method.

4.2 Facial expression in spoken English teaching

It is not eligible to lay stress on grammar in spoken English teaching. Otherwise, students will be afraid of speaking. The final aim of spoken English teaching is to cultivate students’ speaking and listening ability. It is evitable to use our mother tongue in order to achieve the aim. It is also advisable to use immersion programme to acquire target language. Limited vocabulary is the primary reason that the students are perplexed by what others talk. To some extent, facial expressions can explain the new words. When your partner and you do a dialogue, he says “My bike broke down on the way. It is miserable.” “Miserable” is a new word but without the facial expression, students would be entangled with it and miss other contents. When he frowns and the lips curl down, you will know that this thing is unpleasant. Therefore, the meaning of “miserable” is obvious: very unhappy. The facial expression also activates the dialogue, making it lively and funny to speak English. Smile is the frequently used facial expression in class. Smile is conducive to creating a pleasant atmosphere and awakening students’ interest. It is widely considered that teachers should be solemn in class, which is wrong. When something interesting happens in class, the teacher’s smile will make students know that the teacher is tolerant. Furthermore, presentation, role-play and interaction between the teacher and the students are common, so the nodding and smile play a vital role in encouraging students and making them confident. More importantly, teachers’ abundant facial expressions can arouse students’ curiosity and set a good example for them. It matters in intercultural communication too. As we know, people in English speaking countries have abundant facial expressions so that facial expressions in spoken English teaching contributes to their future communication. Thus, the application of facial expressions is good for extraordinary progress of interpersonal intelligence and intrapersonal intelligence.

4.3 Gesture in spoken English teaching

Goodwin, child development specialist of the University of California, considered that gesture enhances the brain function. In their study, it is found that the 11-month-old baby who learnt gesture did better in language than the peers. This kind of advantage lasts until 8 years old. The characteristics of spoken English teaching decides teachers’ preparing lessons because body language of the teachers has a great effect on students’. They prepare not only English but also body language. Finally, the application of body language helps students learn about the manners of English communication and reduces cultural misunderstandings. In spoken English teaching, when the topic is gratitude, the teacher can organize students to do a role-play: giving presents. The teacher first sets an example with one student, and at this time, the crossed hands put on the breasts when saying “Thank you!” It sincerely shows the gratitude and the liking of the present. The gesture has symbolic significance. When it comes to the size of a huge building, students are probably confused about “huge”. However, if you spread your arms and draw a circle, they will understand its meaning at once. It is appropriate to talk about number, people and things. Gesture plays a great role in activating atmosphere in different activities and contributes to pleasant study. The number of the students is up to 60, then drama and role-play activities stand out because it is beneficial for saving time and giving everyone a chance. A successful application of gesture in class is like a baton in the concert.

4.4 Posture in spoken English teaching

It seemed to Bruner that there are three ways of characterization of knowledge and experience, namely enactive, image and symbolic representation. Students in junior school are in the stage of symbolic representation. It is time to improve their abstract thinking and apply posture in English teaching. To some degree, posture is useful in reflecting one’s mental state and culture. It is common that people observe the posture to judge one’s mental state and culture before talking. For example, when we see a man stands straight like a pine, we will conclude that he is a soldier. From teachers’ part, they are supposed to be careful with their stance and gait. If a teacher leans on the wall, we will be impressed that he/she has no interest in teaching. Therefore, the teachers should make their backs straight, which shows the confidence to the students and activate the teaching atmosphere. It is inevitable for teachers to walk around. However, gait is ignored by most teachers. When the teacher walks fast, students tend to feel nervous; when the teacher walks too slowly, students tend to think it dull. Teachers are bound to adjust their own stance and gait in accord with different situations and set good examples.

5. Conclusion

As a teacher, we should study psychology well to master the students’ psychological motivations, which is often revealed through body language. In class, students are not passive receivers. Instead, teachers get feedbacks from their body language to check how much students understand. Correct understanding of students’ reaction can help adapt teaching approaches in time. For instance, when the teacher answers a certain question, the expression of each student is confused. That means that your teaching design, teaching thought and speed are not suitable. If the students listen with pleasure, your teaching is good. In order to raise students’ oral English level, the teachers should make the most of the second classroom: organizing different activities to get students trained.

Body language can make the spoken English teaching effective, active and interesting. It is useful in appealing to students, promoting the interaction between the students and teachers, and enhancing teaching quality. However, body language cannot cure all. She also has disadvantages. Bad body language and incorrect application of body language will lead to poor teaching results. If the teacher repeatedly and disorderly use body language in the teaching process, it will give the students a sense of bewilderment. The uncertainty of gesture and the impermanence of the gesture tend to break the class disciplines. Moreover, the teachers are supposed to understand students’ body language because it is good for interactive teaching. Besides, some bad body language like frown, blowing nose, pinching beard, and playing buckle cannot appear in class. In the process of applying body language, we need control the frequency, measure and choose some of the most favorable one to impart. Body language in teaching has its own strengths and weaknesses so that teachers are bound to apply it in a rational manner.

Works Cited

[Benzer Ahmet. “Teachers’ Opinions about the Use of Body Language”. Education(2012)]

[Cao Youyi. “The Role of Speaking in English Learning”. Journal of Northern Sichuan Education College (2001):40-41]

[Huang Qi. “The Application of Body Language in English Teaching”. Reform and Open(2010):158-159]

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