Keywords Body Language English Teaching Function Teaching Methods
China Library ClassificationNo.: G633.4 Document ID: A DocumentNo.:1002-7661(2012)17-0034-02.
Body language, also known as body language, body language and body language, is a non-verbal means of information. Body language precedes language and is the original form of human communication. American psychologist Birdwight (1970) first created this concept. He pointed out that the movements and organs of motor muscles in all parts of the human body can express and exchange information, feelings and attitudes, and these mechanisms often play a role that language cannot play. The fields involved include visual language, gesture language, facial language and body language.
First, the classification of body language.
According to the tasks and functions of English teaching, the body language commonly used by teachers in teaching can be divided into the following five categories:
1. Eye body language
The eyes are the windows to the soul. The high realm of teaching is spiritual communication and harmony. Teachers' eyes should make students feel that there is seriousness in kindness, expectation in affirmation, encouragement in negation and warning in tolerance.
2. Gesture body language
Using gestures to help talk is an indispensable means for teachers to explain in class. The gesture body language commonly used by teachers can be roughly divided into indicative body language and indicative body language.
3. Expression body language
Expression is the barrier of the soul. It reflects the complicated inner activities of both teachers and students like a mirror.
4. Posture and body language
The teacher's posture and posture will leave a deep impression on students, and a good impression will produce a magnet-like attraction. Therefore, teachers should stand dignified, generous, steady, upright and full of vitality.
Second, the function of body language
1. Demonstrate the function. In English class, teachers' pronunciation and intonation will have a profound impact on students in the teaching process. Similarly, the teacher's demonstration action will inevitably become an example for students to imitate. Therefore, teachers should strive to create a good image of teachers in classroom teaching and set an example for students.
2. Communicative function. Besides vocal language, body language also plays an important role in the exchange of thoughts and feelings between teachers and students. English classroom teaching pays attention to communicative activities. Vivid, vivid and even exaggerated expressions and gestures can make teachers purposefully enliven the classroom atmosphere according to the actual situation of classroom teaching, thus promoting communicative activities.
3. Auxiliary functions. In class, students mainly obtain information and learn knowledge through auditory organs and visual organs. Teachers' English vocabulary and oral expression ability will limit their ability to explain language knowledge in English. By using body language, teachers can make up for the shortcomings, and then enhance the expression effect of audio language.
4. Information feedback function. In English teaching, the most convenient and effective way for teachers to obtain teaching feedback information is to observe students' facial expressions, gestures and other body language movements. Body language is the main expression of students' inner state and intention. Teachers should always pay attention to "listening" to students' body language in teaching, and adjust the teaching content, method and speed according to the feedback information of students' body language in class.
Third, the role of body language in English classroom teaching
1. is helpful for teachers to organize classroom teaching more effectively. In English classroom teaching, teachers will use different spoken languages to organize classroom teaching according to the teaching content, teaching steps and students' learning emotions. Teachers use a variety of body language with oral language, which can not only ensure that teachers fully express their intentions, but also enable students to fully understand their intentions, thus promoting the smooth progress of teaching.
2. It is conducive to enhancing the emotional communication between teachers and students. In English classroom teaching, the communication between teachers and students is carried out in many ways. As the communicative function of English language has been strengthened, people pay more and more attention to body language and become one of the indispensable intuitive means to create English teaching situations. Positive body language can inadvertently shorten the psychological distance between teachers and students, make students feel friendly, understanding, positive and respectful from teachers, and make the relationship between teachers and students more harmonious. So as to promote students' positive learning motivation, stimulate students' strong interest in learning and exercise students' firm learning will.
3. It helps to stimulate students' enthusiasm for learning English. In a happy and lively classroom, emotion has the power and catalytic effect, which makes people's psychological activities more agile and effective. Interest is the best teacher. When students are interested in learning and excited and expecting the learning content, they will form an inherent need and strong motivation to master knowledge. For example, when teaching the word monkey, if the teacher imitates the monkey's naughty actions of raising eyes and blinking eyes, it will not only make the teaching content concise and easy to understand, but also arouse students' interest and stimulate their awareness of imitation and participation. Students' emotional factors, especially motivation, attitude and personality, have a special influence on the effectiveness of learning.
4. It is beneficial to cultivate students' creative thinking. Body language seems speechless on the surface, but when it is linked with English words, phrases, sentences and texts, it will have a positive effect of blending scenes and sounds. And the more students practice and understand, the more vivid the performance will be. With the deepening of understanding and skillful performance, students gradually form their own unique body language on different topics, which is a kind of creative thinking in itself.
5. This is helpful for teachers to improve the quality of English classroom teaching. As an auxiliary teaching method in English teaching, body language is vivid, which can enliven the classroom atmosphere and improve students' interest in learning English and the quality of classroom teaching. Albert, an American psychologist, pointed out according to experiments that 55% of the information people get comes from expressions. Body language plays an important role in improving the quality of English classroom teaching.
(1) Enhance the vividness, accuracy and effectiveness of audio language. In English class, students mainly receive teaching information through auditory organs and visual organs. Only when these two channels are unimpeded can teachers achieve good teaching results. The use of body language can enhance the vividness, accuracy and effectiveness of audio language, optimize classroom teaching and improve teaching effect. For example, when teaching the difference between listening and listening, you can shake hands and put them in your ear and say: I listen. Then he frowned and shook his head and said, but I didn't hear anything This not only avoids boring explanations to make students feel bored, but also saves time and is easy to understand.
(2) Highlight the key points of knowledge and deepen the learning impression. Any practical activity can only be improved by people's concentrated attention, especially for students' learning. Using body language to create a warm classroom atmosphere will keep students excited and make them concentrate for a long time. When teaching "laugh, cry, be happy, be anxious" or "fall asleep", teachers use body language to show expressions or actions such as "laugh", "cry loudly", "clap your hands happily" or "pretend to fall asleep", which vividly highlights the meaning expressed by vocabulary and deepens students' sensory impression of what they have learned.
References:
[1] Shen. Nonverbal behavior in class [J]. Foreign primary and secondary education, 1984, (4).
[2] Ma Changlong. Body language and English classroom teaching [J]. English teaching and research in primary and secondary schools, 1999, (2).
[3] Zheng Xiaoshun. Teachers' practical language art [M]. Beijing: China Press, 2000.
(Editor Liu Hong)