The Importance Of Body Language In Primary English Teaching---开题报告

Literature Review.

Domestic and foreign research dynamic: There are many literatures about using body language in primary English teaching and many papers, but most of the research and education law ANGLE, from the onset I have found that most of the papers only study the importance of body language and its application points. In recent years, many language teaching staff at home and abroad are devoted to the research work of “The importance of Culture Introduction in Foreign Language Teaching”. Firstly, they have their own views on definition of “relationship between language and culture”, “connotation of culture”, etc. e.g. American linguist Spair pointed out in his writing ---the Language that exists in an environment, can neither exist without culture, nor isolate from the tradition and faith inherited in the society; the anthropologist Thaler from England defined the culture as summation of material wealth and mental wealth created during the practice of human history. Chinese linguist Zhang Zhanyi divided the cultural background knowledge in language teaching into two groups, i.e. knowledge culture and interaction of culture according to its functions

Body language which is created by non linguistic symbols, not only means more hand or arm movements, but refers to any part of our body movements. (Gu Riguo, 1997:102) 2.1 gestures; gestures have a wide range of applications; which are very convenient to use.  In addition, they are the most changeable and can be most freely use in the classroom environment to great effect. They can not only help the verbal language but can also be used independently.  Because of this reason, some people think that gestural language is more important. (Liu Wei, 2007:53) "the second language verbal communication." For example, when you want to describe the size of a fish to your students, you can use your hand to show how large or small the fish actually is.  With this aspect in mind, gestural communication or verbal communication, which form would be more beneficial in the classroom environment?  Hands in all body language, it is best to use the most intuitive and also the most important. (Mei Zhaojin 2.2, 2010: 400).  Eye contact as a proverb says; eyes are the windows of the soul.   Normally the distance our eyes are from the body of another person is 2.3 centimeter, according to E.T.Hall(1959).  There are four main types of distance in the social and business environments: intimate, personal, social and public. (Rudolf Haider Man, 2004:73).  Generally speaking, the best distance to maintain between a teacher and students and also the most effective, is 4 to 10 steps. Gallahue, David (L, 2004). 2.4 facial expressions; facial expression are conveyed through changes in facial movements we use in ways of communicating information and feelings.   These expressions can also transfer the feelings of others and the teacher can be aware of any problems that may arise from a student. As in Troilo J and Cressida Shakespeare said: "in her eyes, her face, her lips, is a kind of language." Therefore, teachers need to use this and be aware and control when they are free to express their thoughts and feelings.  We must always be aware as teachers that our students may have some negative impacts from our body language, but these kinds of thoughts and emotions, could also be a great asset in helping students to learn.

 Both from a professional view point to what I have ascertained are the most interesting and key points uncovered during my research on this interesting topic.

Body language and posture, since research has become more significant since the 1970s, when popular media focused on the over-interpretation of defensive posture, arm-crossing, and leg-crossing, especially after the publication of Julius Fast’s book body language (1988).  Gestures; How our deliberate movements and signals are an important way to communicate meaning without words.  Facial expressions; How they are responsible for a huge proportion of nonverbal communication.  We have to consider how much information can be conveyed with a single smile or frown.    

The next main point will be ‘Classroom behaviour’, the teachers and the need to look at the way we project our body language is important. ‘understanding classroom behaviour – discipline is becoming a major problem for teachers’, Maurice Balson (1997).  During this topic I will discuss, positive classroom behaviour’, Frank Merret and Kevin Whelddall ((1990), positive teaching gave me great insight into how to manage troublesome behaviour from students. Teachers spend too much time complaining about lessons being disrupted by unacceptable behaviour, and yet the important skills of effective classroom management are seldom mentioned in their initial training.  ‘Body language and classroom management’ and how it can have a huge effect on the success or failure of a teacher.  

Look at background ‘words have limitations’, Patrick W. Millers and his book on ‘body language’ covering an interesting aspect on communication.  This book gave me an interest aspect that I feel needs to be covered in more detail.  Nonverbal communication is a very valued subject and the realization that most of our body language is unconscious and approximately 55% of the messages we convey are through our body language. Basically, verbal messages deal with the outside world; therefore, the information must first be considered and its implications explored.  Repetition, contradiction, substitution, complementing and accenting are topic covered in this paper by Jeanne Segal, Ph.D, (nonverbal communication 2015).

Outline

Ⅰ.Introduction

Ⅱ. 

1. Introduction the types of Body language.

1.1. Body language and posture.

1.1.2. Gestures

1.1.3. Facial expressions.

2. The problem of English teaching

2.1. Game problem 

2.1.1. Multimedia problem

2.1.2. Evaluation problem

.

3. The advantages of applying body language in teaching

3.1.1.Positive classroom behaviour.

3.1.2.Body language do and don’t.

3.1.3.Body language and classroom management.

4.The application of body language in teaching .

4.1.1.The principles of body language teaching.

4.1.2.Using body language in a correct way.

4.1.3.Using body language should pay attention to cultural differences.

Ⅲ、Conclusion

IV、  References

[1]Body language in the classroom by Robert Fulgham

 [2]Understanding classroom behaviour by Maurice Balson.

 [3]Nonverbal communication by Susan M. Heathfield.

 [4]Clark, C. (1990). “The Teacher and The Taught: Moral Transactions in the Classroom 

 [5]Body language by Julius Fast

[6]Positive teaching by Frank Merret and Kevin Wheldall. 

 [7]Nonverbal communication by Jeanne Segal.

 [8]Educational Leadership, Mary M. Williams (1993)

[9]Glasser, W. (1990). The Quality School: Managing Students Without Coercion. New York: Harper & Row.

 [10]Body language in the classroom by Patrick W. Miller.(2001)

[11]《教学与管理：理论版》 2007.27期：93-94

[12]《考试周刊》2010.13期：123-124

[13] :// .helpguide.org/articles/relationships/nonverbal-communication.htm

[14]刘志翔，谈正确运用体态语言优化英语教学【J】辽宁商务职业学院学报。2002（4）：45-4

 [15]孙丽娟，肢体语言-提高英语教学效果的重要途径之一【J】2010 第14期P1

[16]身势语及其在英语教学总的运用， 戴爱芳 《英语新世纪>2012年底02期

 [17]潘永粱 ：多维度的身势语研究 【J】 1999.（4）：25.

 [18]杨飞鸽， 2003. 注重体态语教学艺术提高英语课堂效率 【J】基础教育外语教学研究（12）：37-39 

[19]HeGuangKeng ,The Basis of English Teaching and Learning Methods,Jinan university press,1922

[20]Liu Yongfa ,Liu Xuan’en ,The practical Body language ,Hua press,1997

[21]Liu Yongfa ,Liu Xuan’en ,The practical Body language ,Hua press,1997

[22]Gardner .H. Multiple.  Intelligences:The theory in practice【M】New York ,Basic Books,1993

[23]Barbara Pease/Allan pease , The  Definitine  Book of Body language.

[24]Richards J.C. Platt.J.&Platt, H . 2000 Longman Dictionary of Language Teaching &Applies Linguistics[M]. Beijing :Foreign Language Teaching and Research Press.