nonverbal communication in english teaching英語教學(xué)中的非言語交際

1、<p>　　Nonverbal Communication in English Teaching</p><p>　　英語教學(xué)中的非言語交際</p><p>　　Abstract: Human communication is performed both verbally and nonverbally. Many researches indicate that nonve

2、rbal communication plays an important role in human communication. Classroom English teaching, as a process of a face-to-face communication, is also the same. Nonverbal skills are invaluable for teachers in getting the m

3、essages across and understanding the messages of interests or messages of confrontations, which are sending through postures, gestures, eye contact and so on. This paper g</p><p>　　Key Words: nonverbal commu

4、nication; English teaching; teaching results</p><p>　　摘要：人類交際通常是由兩個渠道而實現(xiàn)的：語言渠道和非言語渠道。研究證明，非言語交際在人類交際中起著重要作用。課堂教學(xué)活動中師生間面對面的交際過程也是如此, 教師通過手勢、姿勢、表情等非言語手段有效地傳遞知識，并以此幫助他們觀察學(xué)生在課堂上的學(xué)習(xí)態(tài)度及遇到的挫折困難，從而達到教學(xué)目的。本文簡單介紹了非言語交

5、際的定義、分類以及功能, 舉例證明了教師的非言語行為對英語課堂教學(xué)具有明顯的影響，對非言語交際在英語課堂教學(xué)中的運用進行較詳細的闡述，同時提出一些如何提高非言語交際技巧及能力的有效方法，旨在引起廣大師生對非言語交際的更加重視以提高課堂教學(xué)質(zhì)量。</p><p>　　關(guān)鍵詞：非言語交際; 英語教學(xué); 教學(xué)效果</p><p><b>　　Contents</b><

6、/p><p>　　1. Introduction.............................................................................................................1</p><p>　　2. Definition of nonverbal communication.............

7、.......................................................1</p><p>　　3. Functions of nonverbal communication...................................................................2</p><p>　　3.1 Repeat.

8、........................................................................................................2</p><p>　　3.2 Complementing………………………………………………………………...2</p><p>　　3.3 Contradicting…………………

9、………………………………………………...2</p><p>　　3.4 Substituting……………………………………………………………………..3</p><p>　　3.5 Regulating………………………………………………………………………3</p><p>　　4. Nonverbal communication in classroom En

10、glish teaching………………..............3</p><p>　　4.1 Body language………………………………………………………………….3</p><p>　　4.2 Paralanguage……………………………………………………………………4</p><p>　　4.3 Facial expressions…………………

11、……………………………………………5</p><p>　　4.4 Eye contact……………………………………………………………………...5</p><p>　　4.5 Spaces…………………………………………………………………………...6</p><p>　　5. Principles of using nonverbal communication

12、 in classroom English teaching…7</p><p>　　5.1 Consistency……………………………………………………………………..7</p><p>　　5.2 Appropriateness………………………………………………………………...7</p><p>　　5.3 Self-control………………………………

13、……………………………………..7</p><p>　　6. Conclusion………………………………………………………………………...7</p><p>　　Bibliography…………………………………………………………………………9</p><p>　　Acknowledgment…………………………………………………………………...10</

14、p><p>　　Introduction</p><p>　　Human communication is a dynamic, systemic process in which meanings are created and reflected in human interaction with symbols. It is performed both verbally and non

15、verbally. One study done in the United States showed that in the communication of attitudes, 93 percent of the message was transmitted by the tone of the voice and by facial expressions, whereas only 7 percent of the spe

16、aker’s attitude was transmitted by words. (Levine D.R., Adelmen M. B., 1982) Apparently we express our emotions a</p><p>　　Our aim to teach a language, especially a foreign language, is to teach the students

17、 how to use the language to communicate more effectively with other people, but for the limitations of the words and the culture of other languages, the students cannot understand well in class while teachers use foreign

18、 language to organize the teaching process, so as English teachers, we should try our best to help the students to learn better. Nonverbal cues, which transmit two-thirds messages of our communica</p><p>　　D

19、efinition of nonverbal communication </p><p>　　Many scholars have given the definition of nonverbal communication. According to Malandro, Barker L. L. and Barker D. A. (1989), “Nonverbal communication is the

20、 process by which nonverbal behaviors are used, either singly or in combination with verbal behaviors, in the exchange and interpretation of messages within a given situation or context.” In other words, nonverbal commun

21、ication is the act of giving or exchanging information without using any spoken words.</p><p>　　Research indicates that many, and sometimes most of the critical meanings generated in human encounters are eli

22、cited by touch, glance, vocal nuance, gestures or facial expressions with or without the aid of words. From the moment of recognition until the moment of separation, people observe each other with all their senses, heari

23、ng pause and intonation, attending to dress and carriage, observing glance and facial tension, as well as noting word choice and syntax. That is to say we send and recei</p><p>　　Functions of nonverbal commu

24、nication</p><p>　　Nonverbal communication encompasses more than one activity, and it is not limited to one set of messages. This multidimensional aspect of our nonverbal behavior also carries over to many us

25、es and functions of this communication. Here we just examine five of those uses.</p><p>　　3.1 Repeating</p><p>　　We often use nonverbal messages to repeat what we have said verbally. This enable

26、s us to clarify and emphasize the point we are trying to make. For example, we might hold up our hand in the gesture that signifies the people to stop at the same time we actually use the word stop. You direct a passing

27、motorist by pointing at the next street corner and explaining where she should turn. Both the gestures and our words have a similar meaning and reinforce one another. </p><p>　　3.2 Complementing</p>&

28、lt;p>　　Complementation is different from repetition in that it goes beyond duplication of the message in two channels. It is also not a substitution of one channel for another. The verbal and nonverbal codes add meani

29、ng to each other and expand on either message alone. Your tone of voice, your gestures, and your bodily movement can all indicate your feeling, which goes beyond your verbal message. For example, you can tell someone tha

30、t you are pleased with his or her performance but this same message ta</p><p>　　3.3 Contradicting</p><p>　　Contradiction occurs when our verbal and nonverbal messages conflict. Often this occurs

31、 accidentally. If you have ever been angry with a teacher or parent, you may have stated verbally that you were fine, but your bodily movements, facial expressions, and use of space may have “l(fā)eaked” your actual feelings

32、. Contradiction occurs intentionally on humor and sarcasm. Your words provide one message, but your nonverbal delivery another message. The recipient of the dual messages must decide which mess</p><p>　　3.4

33、Substituting</p><p>　　We use substitution when we employ some action in place of a verbal message. You roll your eyes, you stick out your tongue, you gesture thumbs down, or you shrug. In most cases, your in

34、tended message is fairly clear. The referee always put the index finger under his right hand instead of saying any words, the players clearly know that there is a pause. </p><p>　　3.5 Regulating </p>

35、<p>　　We often regulate and manage the communication event by utilizing some forms of nonverbal behavior. We nod our head in agreement as a way of “telling” our partner, that we agree and he or she should continue t

36、alking, or we remain silent for a moment and let the silence send a message that we are now ready to begin our speech. In both of the examples our nonverbal behavior helps control the situation.</p><p>　　4.

37、Nonverbal communication in classroom English teaching</p><p>　　As the official language, English plays an important role in our life. English teaching is a key part of the school education in China. With the

38、 deepening of English teaching methods reform, more and more English teachers organize the teaching process in English, but for the students, to communicate in a foreign language is not easy because of the limitation of

39、the words and understandings of the foreign countries. Most times they receive the message by the teacher’s body movement or facial expr</p><p>　　Nonverbal communication, with a variety of definitions, has d

40、ifferent classifications. Generally speaking, it might be convenient to classify the term as 1) body language 2) paralanguage 3) eye contact 4) facial expressions 5) space and distance </p><p>　　4.1 Body lan

41、guage</p><p>　　Body language, Birdwhistell proposed the words first in 1952. It can be divided into two parts--gestures and posture. Research shows that people can make more than 5000,000 different body sign

42、als. A good communicator is inclined to use more gestures. With the addition of gestures, people can describe the things better. In classroom teaching, if a teacher never gestures while speaking, he may be regarded as bo

43、ring, dull and unanimated, and students may not like his course. On the contrary, a love</p><p>　　Gestures are used in a variety of situations and are often comprehended more quickly than speech. Hand gestur

44、es are the most obvious gestures in the world. Shaking hands is a common gesture that is accepted by both of the English culture and Chinese culture. Some scientists survey that handshaking is handed down by the people l

45、iving in Stone Age. Nowadays handshaking has been a courtesy to express enthusiasm and friendliness. In classroom English teaching, teachers can use them to covey informat</p><p>　　Students receive nonverbal

46、 messages of enthusiasm or boredom communicated through a teacher’s body postures and movements. An observant teacher can also tell when students understand the material or if they are having trouble grasping major conce

47、pts. For example, slumping in a chair often indicates fatigue, boredom or discouragement, while attentive students will sit up straight and lean slightly toward the teacher. Another example, a student who disagrees might

48、 turn sideways in his seat as the </p><p>　　4.2 Paralanguage</p><p>　　Paralanguage, sometimes called vocalic, is the study of the speaker’s voice including the tone, speed, pitch, volume, length

49、 of pauses and influences. Those factors make up a speaker’s unique personal vocal style, and can actually create meanings by reinforcing or contradicting the message the speaker’s words convey. It is reported that stude

50、nts show great interest in learning and learn more when listening to teachers who know how to modulate their voices. If the teacher’s delivery were so dull,</p><p>　　4.3 Facial expressions</p><p&g

51、t;　　The face is usually the first place that listeners look to discover overall meaning of message (Zeuschner, 1977:89). Human beings’ emotion and desire, which can covey from the change of behavior, and change made by f

52、acial expressions are innumerable. A speaker often tells others how he feels through his facial expressions. The most typical kinds of facial expressions are surprise, fear, anger, disgust, happiness, and sadness. There

53、is a formula to show the relative weight that how important the </p><p>　　Momentary expressions that signal emotions include muscle movements such as raising the eyebrows, wrinkling the brow, rolling the eye

54、s or curling the lip. A teacher’s face should convey a variety of expressions when speaking to students. Smile is just a powerful cue that transmits happiness, warmth and liking. Teachers may keep the joy of teaching and

55、 learning with smiles. Smiling is always contagious and students will react positively and be eager to learn more. Sometimes teachers use facial ex</p><p>　　4.4 Eye contact </p><p>　　As “the mir

56、rors of the soul”, the eye can send several messages. Eye contact is important because insufficient or excessive eye contact may create communication barriers. It is important in relationships because it serves to show i

57、ntimacy, attention, and influence. It is necessary for teachers to make frequent eye contact with all the students in order to better communicate with them. Teachers who make eye contact open the flow of communication an

58、d convey interest, concern, warmth and credibilit</p><p>　　Experienced teachers will often look at their students’ eyes to gain their attention, judge their level of interest and to see how well they underst

59、and the material being taught. Eye contact is such a powerful tool that teachers can make an individual connection with every student through its use.</p><p>　　4.5 Spaces </p><p>　　Like other ty

60、pes of nonverbal communication, space is also very important in communication. Choosing the proper distance can have a powerful effect on how we regard others, and how we respond to them. Personal space between a teacher

61、 and a student is a critical factor in the communication process, and teachers can share feelings of acceptance or rejection simply by the distance they maintain. For example, some teachers like to teach standing in fron

62、t of the blackboard or sit on the chair all the</p><p>　　In addition, classroom environment is also an important factor in teaching. Studies have shown that factors as a nice color, good lighting and cleanli

63、ness inspire feelings of comfort, pleasure and enjoyment for completing tasks, while “ugly” rooms create reactions such as monotony, fatigue and irritability. Furniture arrangement also plays a role in students’ attitude

64、s. The typical straight-row seating found in most classrooms evolves to make optimum use of natural lighting from windows, but it </p><p>　　Principles of using nonverbal communication in classroom Engli

65、sh teaching</p><p>　　5.1 Consistency </p><p>　　What we mean by consistency here is that teachers and students should have the same interpretation towards the same nonverbal message. As we know,

66、not all body movement means the same thing in different cultures. Different peoples have different ways of making nonverbal communication. Even in a same country, not all the nonverbal communication is the same because o

67、f different profession, different age and different civilization level. One of the elements of communication is the systematic symbol</p><p>　　5.2 Appropriateness</p><p>　　Teachers should choose

68、 different types of nonverbal communication and use them appropriately in different situations. On the contrary, if teachers use nonverbal behaviors too excessively, there will be some negative effects. For example, a te

69、acher should nod head slowly to encourage students to speak in class. If the teacher nods head rapidly, the student may think the teacher is impatient and the teacher wants him to hurry up and finish speaking. Therefore

70、it is necessary for teachers to give t</p><p>　　5.3 Self-control</p><p>　　Teachers should be able to control their feelings. Whereas we usually think about what we want to say before speaking or

71、 writing, most nonverbal messages are not deliberate. Since teachers have to communicate with others, like colleagues or family members in daily life, they will be certainly affected by their relationships with these peo

72、ple, and will unconsciously express their feelings and emotional state, both positive and negative, through their nonverbal behaviors. However, when facing stud</p><p>　　6. Conclusion </p><p>　　

73、Nonverbal communication plays an important role in classroom English teaching. For a long time, people pay much attention to verbal communication, ignoring the fact that the majority of the information is conveyed throug

74、h nonverbal communication. The impact of nonverbal communication is at least as significant as verbal communication. Besides verbal communication, nonverbal communication, by which teachers can impart knowledge to studen

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