Contents
Abstract.…I
Key Words….I
摘要….II
关键词… II
Introduction1
1.Self-presentation .3
1.1 Emblems.3
1.2 Illustrators.4
1.3 Affect Display.5
2. Identification of Rules and Expectations ….……5
2.1 Gesture…………………………………………………………………………6
2.1.1 Facial Expression…………………………………………………………6
2.1.2 Sign Language……………………………………………………………7
2.1.3 Eye Contact………………………………………………………………7
2.2 Paralanguage……………………………………………………………………8
2.2.1 Silence…………………………………………………………………….8
2.2.2 Nonverbal Sound…………………………………………………………9
2.3 Object Language………………………………………………………………9
2.3.1 Classroom Arrangement………………………………………………….9
2.3.2 Arrangement of Pupils…………………………………………………10
3. Feedback and Reinforcement.10
3.1 Feedback…………………………………………………………………….10
3.2 Reinforcement……………………………………………………………11
4. Liking and Affect .11
4.1 Teacher’s Liking and Affect…………………………………………………11
4.2 Pupil’s Liking and Affect………………………………………………….12
5. Regulation of Conversational Flow12
5.1 Guiding……………………………………………………………………….13
5.2 Controlling……………………………………………………………………13
6. Classroom Control…13
Conclusion15
Acknowledgements16
Bibliography…17
Abstract
English teaching serves the verbal communication. The instructional information and knowledge are not only conveyed by the verbal language, but also by the nonverbal language in the English teaching especially at primary school. However, most teachers, who think the words are the sole way to convey the message, only attach importance to the verbal communication and ignore the nonverbal communication. In primary English teaching, nonverbal communication, which is usually used to convey message with many ways by the English teachers, has a great influence on the English teaching. According to Cooper’s viewpoint, the writer discusses the techniques of the nonverbal communication in primary English teaching from six categories, which are effective in the process of primary English teaching. They are respectively self-presentation, identification of rules and expectations, feedback and reinforcement, liking and affection, regulation of conversational flow and classroom control. From the discussion of these six categories, we can see that it’s necessary and important to use the nonverbal communication in primary English teaching.
Key Words
nonverbal language；nonverbal communication；techniques
摘 要
英语教学是为言语交际服务的，然而在英语课堂中，教学信息和知识除了靠教师有声语言的传递外，还要通过非语言交际辅助完成。这一点在小学英语教学中表现得尤为突出。然而，许多老师往往只注重语言交际，以为词语是传递和领悟信息的唯一途径，忽略了非言语行为的信息传递。在小学英语课堂中的非言语表达形式是非常丰富的，而且运用频率也很高,直接影响着英语教的效果。因此，本文试从小学英语教学的角度，对非言语交际在小学英语教学中的运用技巧进行探讨。作者根据西方学者库珀的观点，就非语言交际在小学英语教学中的运用分为行为表现，规章制度的执行和要求、回应与强调、态度与感情、对学生对话的引导和控制、课堂控制六个方面。通过对这六方面的论述，可见非言语交际在小学英语教学中的运用是非常必要和重要的。
关键词
非言语语言; 非言语交际; 技巧
