第一篇：肢體語(yǔ)言在小學(xué)英語(yǔ)教學(xué)中的運(yùn)用畢業(yè)論文

【標(biāo)題】肢體語(yǔ)言在小學(xué)英語(yǔ)教學(xué)中的運(yùn)用 【作者】周 有平

【關(guān)鍵詞】肢體語(yǔ)言；英語(yǔ)教學(xué)；小學(xué) 【指導(dǎo)老師】王露 李芬芳 【專業(yè)】英語(yǔ)

【正文】

I.Introduction As everyone knows, the classroom teaching is one of the most important ways that the pupils learn English.Teachers usually have enough attention to their verbal language in teaching language, but in fact language is not just composed of verbal or vocal form.Students do not only get information from teachers’ sounds but also from the teachers’ signs, gestures, and any other means related to the situation, all of which are named body language by researchers.Body language is composed not only of signs, gestures, marks having understood meanings, but also of facial expressions, eye movements, voice inflections, postures, body positions and even clothing.In school education, body language plays a positive role in cultivating students’ characters.For, teachers are usually respected, and factually, what or how the teachers say and do will be possibly imitated by the students.In short, teachers’ graceful body language helps to improve students’ artistic-appreciation and moral characters.If students develop a wonderful body language, an optimistic and active feeling will be possibly formed.They will surely have a more smooth interpersonal relation.The affection of teachers’ body language on the students is reflected not only by creating a good example, but also shortening the teacher-student estrangement by which a more harmonious studying atmosphere.As a matter of fact, teachers’ friendly appearance can greatly encourage students’ studying enthusiasm.Furthermore, the characteristics of theoretic and abstraction of knowledge also require the vivid, dramatic and accessible gestures to make it specific and figurative.As a result, students’ interest is motivated and the effect of teaching is greatly improved.There are many useful and proper methods to achieve the goal and one of them is using body language.II.The Necessity and Importance of Using Body Language in English Teaching A.The Definition of Body Language What is Body Language? It is known as non-verbal behavior, which transmits information through body gestures, postures, actions and facial expressions.1 In human beings’ oral communication, people always have some body movements while talking, such as body postures, countenances, gestures and so on.They are also delivering the information, making a set of system which is equal to the language signal one, the nonverbal social intercourse.People regard the behavior for using the nonverbal method to communicate as nonverbal behaviors.Not only by words, body Language is also to show how one feels by the way of sitting, standing, walking, etc.According to the research of psychologists, these ways can express what the verbal language cannot convey directly.Cambridge Learner’s Dictionary gives the definition of body language as “the way you move your body, which shows people what you are feeling”.2 Any kind of body movements or postures can be referred as body language which transmits messages to the observer.E.T.Hall names this kind of language as silent language, who argues that time talks, space talks, physical settings also talk, and one’s culture even the pitch of one’s voice, tempo and intonation can tell people something.3 Each part of the human body, either in motion or stillness, conveys a meaning which depends upon the physical, social, and cultural context of the action.The message may be deliberately intended, expressed in some sort of accepted code.For example, when a person points, shakes a fist, or nods the head, or they may be involuntary gestures of response, means that he was angery or something others.The same conception can be defined in different ways according to people’s different perceptions.From the above, body language is referred to nonverbal language, silent language, sign language, and paralanguage, body talk, and kinesics and so on.Each of these definitions focuses on one or more aspects of it.The essential characteristics of this body language can be concluded as follows: Firstly, it’s a means of communicating ideas and feelings.Secondly, it’s nonverbal without any words, but includes the manners of how words are said.Thirdly, it reaches its communicative purpose not only through the body function itself such as facial expressions, gestures, postures, but also the objects and settings around.Fourthly, it employs not only ears but mainly eyes and other senses as well.Fifthly, it involves both the sender and the receiver consciously or unconsciously.4 This kind of non-speech act can be used with words or used alone.During the process of exchanging and understanding between the teachers and the students, this has the special vital significance.So it’s necessary to use body language in teaching.In this thesis, the author employs body language to a systematic means of communicating ideas or feelings through eye contact, gestures, facial expressions, postures, body movements, voice inflections, messages via objects, time and so on.B.The Necessity of Using Body Language in English Teaching Body language in teaching is an effective way in terms of language teaching methods, this can be proved either in language teaching or language theory or in practice.So by enforcing the study of body language and making it scientific and systematic, the body language will play a more important role in real classroom teaching and in teaching method research.Now more and more young learners start to learn English.It is popular for them to learn English when they are still very young when they have little or no vocabulary.In this circumstance, body language will play an important and necessary part in teaching if the teacher wants to teach them well.Obviously, if the teacher can use body language well in teaching, it will be likely to lead the children to succeed in language learning and it will make the lessons a pleasant experience for them.For instance, when we are teaching the children how to say hello when they meet their friends, we can teach them to say “Hello” directly.Meanwhile, with the words we may shake their hands with and smiles on our face.By observing these gestures, they will soon know how to greet when they meet their friends.When we teach “good morning and good evening” we can also make gestures, then the children will understand that what’s the meaning of “morning” and “evening”.Also they can practice these words with their classmates.Another example, we can make some gestures by using body movement to teach some actions to the children.We may sit down and stand up to explain “sit” and “stand”, and point out our fingers to explain “up” and “down”.So we can also use the gesture like a picture to show the action to the children.Because the children are very young, they all like playing games.If teachers make some activities for the children and use body language as much as possible, for sure, the children will get a deep impression, and they can also remember what is taught to them very well.In order to evaluate the true role of English in the school system, it is important for the teachers who are not native speakers to evaluate their knowledge and ability to use English.English teaching is really a key part of the school education.In classes, body language plays a significant role in cultivating the students’ characters.Body language is also an important media through which people communicate with each other.Briefly speaking, Body Language is expressing a certain meaning of a kind of silent language by gesture, manner and countenance, which includes eyesight language, facial language, hand language, body movement and so on.According to experts, our non-verbal language communicates about fifty percent of what we really mean while words themselves contribute a mere seven percent.Our bodies send out messages constantly and often we don’t recognize that we’re communicating a lot more than we realize.The behavioral scientists tell us that almost the whole body language can be used as the manners for human communication and be served for the teaching.Once a psychologist made an experiment to prove that the total result of the information include seven percent of writing, thirty-eight percent of tone, fifty-five percent of countenance and movement.The linguist Mr.Child says: “the foreign language teacher should be able to perform and dance for joy, make a vivid gesture, movement and countenance as an actor, should not always be gentle and cultivated or just stand stiffly on the platform.”5 Body Language not only replenishes and deepens the verbal language, but also takes a great effect on the verbal language.If the teacher can use the Body Language fittingly, accurately and proficiently to assist the teaching in the classroom , it can not only draw on the student’s attention, bring up their study interest, but also enable them the accurate understanding of language contents, deepen their impression.From the above we know that the use of body language in English teaching is necessary and practical.In the English teaching, body language is frequently used to improve the teaching effect and the students’ ability.They will help teachers express their own ideas and thoughts accurately and lively.Ⅲ.The Function of Using Body Language in English Teaching In the communication, the body language is subjected to the culture and background, so we can get the information of a person, something about his age, sex, economics, district, social status, cultural accomplishment, social intercourse role and so on.Usually, the information provided by body language can give more information than words.Because it has some functions, such as explanation, hint, adjustment, emotion, substitution.Sometimes, one eyesight, one physical movement may contains some meaning out of words.So the body language will hint something.For instance, during the process of class, the pupil stares at the teacher carefully, it shows that the pupil is interested in the topic;and the pupil may nod, it will encourage the teacher continue his talking.If the pupil can’t understand and absent-minded, it shows that, the pupil doesn’t interest in the topic, and the teacher can change other topics or speak slowly to attract the pupil’s attention.In the teaching process, it is agreed that body language usually has six functions, they are as follows: 6 A.Repeating In order to involve the students in classroom activities, teachers often are using Body language to repeat what they want to express.In English class, many words like: “Stand up!” “Sit down!” “Come here!” “Go back to your seat!” cannot be understood by the students immediately.But the students can understand through teachers’ hand signal, for example, “Stand up!” Both hands slightly rise upward;“Sit down!” Both hands slightly put down;“Come here!” The palm beckons the students to get near to the teacher;“Go back to your Seat!” The gesture and words have a similar meaning and reinforce one another.B.Complementing Though messages that repeat can represent alone, complementing generally adds more information to words.Such as, a teacher can tell someone that he is satisfied with the students’ performance, but this message takes an extra meaning if he pat the student on the shoulder at the same time.Physical contact places another layer of meaning on what is being said.If we want to congratulate a student, we are apt to enlarge the size of our smile and throw open our arms to congratulate him or her, which make a complement to all the words it would take to convey the same feeling.Many researchers in this area refer to this as a type of accenting because it accents the idea that the teacher is trying to make.We can accent an important point by speaking in a voice that is much louder than the one that we use in communication.C.Substituting This is a fundamental function of using Body Language in teaching.And teachers use substitution in body language when they perform some action instead of speaking.Some researchers named this function emblem.When we require the students to listen to the tape, the finger can point at the ear;when needing students to practice drills in pairs, the teacher may stretch out two fingers to signal, and so on.D.Regulating Regulating a well-organized class is an essential way to have classes by using some form of Body Language.We nod our head in agreement to imply to our students that we agree and that he or she should go on talking.However, if a group of students is making noise, teachers might place our index finger to our lips as an alternative to say “please be quiet!” On all accounts, our body language helps us to control the class.E.Adapting As teachers, we use our bodies or an object in order to facilitate adjustment to the communication situation.In English classes, when teachers teach students to read aloud, they can go down the platform and enter the special domain of students.By this, they can control the classroom, find out students’ mistakes and correct their pronunciation and intonation.When doing some practice, teachers had better move up and down, which can arouse students’ attention and stimulate their enthusiasm.F.Contradicting On some occasions, our body language sends signals opposite from the literal meanings contained in our verbal messages.It is a contradictory message when we say that we are glad to see the student, but at the same time break eye contact.When people receive conflicting data, they tend to rely mostly on nonverbal messages.When the teacher asks a question, if students answer questions wrongly, a smile can dispel their disappointed feelings and make them study more diligently without feeling disheartened.On the contrary, if the facial expression is frigid, it will make students feel puzzled.All these functions can be called positive stimulation which is the serviceability and useful techniques for our teaching.IV.The Concrete Application of Body Language in English Teaching in Primary School Using various body languages in different types of English class has great influence on the teaching, especially for those young learners.The teachers should have an actor’s performing skills to apply body language to class.Performing vividly can help to establish the imaginary space for the students.Following are some concrete application of body language in English teaching in primary school: A.Using Body Language in Speaking The spoken language is one of the important ways to communicate, so we should try to develop the students’ ability of speaking.Factually they are helped to reach the aim in a certain degree by their teacher’s body language.The contemporary emphasis is gradually laid on spoken English teaching.The first lesson of every unit in junior English begins with dialogue.The teaching programs require the teachers to organize the class to practice English according to the characteristics of dialogue.Generally speaking, the body language can arouse and sustain the students’ interest of learning and using English.In the English class, the teachers should not only use body languages themselves, but also ask the students to use them according to the different situation.Take it for example, the first lesson in Unit one, Book one is about the time when the new students first meet, and they don't know each other.So a teacher can introduce himself first, such as: “Hello, everyone, nice to meet you here.Now I’ll introduce myself to you.My name is Arthur.I like playing basketball, for, it makes me much stronger;I like playing chess, for, it makes me more clever;and I like reading books, for, ‘reading makes one perfect’”.During the introduction, the teacher should use the new vocabularies and sentence structures together with a vivid expression and appropotiate gestures as possibly as he can.He smiles when he says hello to the class;he shakes hands with some students saying “Nice to meet you”;he writes name down on the blackboard;he imitates the action of dribbling and shooting at the basketball, playing chess and turning pages to explain his hobby.After his introduction, the teacher can create a circumstance for the students to practice: “Mary and Jack are new classmates.They are walking together in the street, and they meet one of Jack’s old friends, Yang Pei.Then they two are introduced to each other by Jack.” After the students’ practice, the dialogue is introduced naturally from it.Usually, the application of body language in different situations will result in an attracting and successful lesson.B.Using Body Language in Listening The Greek philosopher said: “Nature has given man one tongue and two ears that he may hear twice as much as he speaks.” 7 From the saying we can learn how important the listening is in our daily life.To understand others is a basic purpose in English teaching, and teachers often train the students’ listening accordingly.In this process, if the body language is used, the effect will be better.When beginning a new lesson, the teacher narrates the story outline in English.The body language may help to explain it.For example, a teacher can stretch out his arms slowly to reinforce his idea when he says “She is in a very big room”;she can open his eyes widely with mouth opened when he says “She is so beautiful a lady”.As a result, the students will have such an impression: She is very beautiful indeed;a teacher who imitates the crying or the movement of the animals under the premise of teaching order will surely achieve a better effect.C.Using Body Language in Reading The purpose of primary English teaching is to train the students’ preliminary ability of using spoken and written English.In the elementary school, we lay emphasis on the reading ability that serves the students’ further study.Here we mainly mention the benefits for reading aloud.Reading aloud helps the students to get a correct pronunciation and intonation and to develop the combination of vocabularies’ pronunciation, spelling and meaning.Furthermore it also helps the students to find out the article’s internal feelings and appreciate the beauty of the language.Reading aloud is basic in the primary school, and the teachers should make full use of body language to develop the students’ ability of reading aloud.When reading the sentences, attention should be paid to where to speak softly, emphasize, and raise or lower our tone.To make it clear, we can imitate the strong or soft pats that are used in music teaching, which means to use the arcs to represent different tones.Generally speaking, we use falling tones in declarative and special interrogative sentence, first rising tones and then falling tones in the choosing interrogative sentence.The students in the elementary school are not often accustomed to and always confuse them;however, with the help of body language, they can solve the problem much more easily.For example, they use gestures.As they read the choosing interrogative sentence, they raise their hands in rising tones and lower in falling tones.After training for some times, as soon as they read the sentences, they will remind themselves of the gestures.As a result, there will be no problems understanding the sentences at all.To be brief, the vivid gesture together with the fluent English can create a good circumstance of learning, which will surely play an active part in improving the students’ reading ability.D.Using Body Language in Writing Writing is one of the four basic skills of learning language, and it is so important a skill that we can even say without it, people can’t communicate with others.Not only should the students get some English knowledge and vocabularies, but also the ability to communicate in spoken and written English as what is mentioned in the teaching programs.To some extent, writing is much more important than speaking, for it can spread without the limitation of space and time.Since the students learn English as a media for communication, they should have the ability of writing.To get rid of students’ feelings of being dull and tiring, an English teacher has to use every possible method.This is the same to the writing.Teachers use different method in order to improve the students’ ability of writing, among which, the application of body language can deepen the object impression, such is magnificent in developing the students’ writing ability.The linguist Franklin ever said, “Tell me, I’ll forget;teach me, I’ll remember;involve me and I’ll learn.” 8 If students are asked to write an unfamiliar composition, they would probably be unable to and feel discouraged.However, students can write excellent articles if they have the experience.In and out of class, teachers should ask students to participant some English-related activities, and then ask them to write it down.Take “Snow” for example, having enjoyed themselves in the beautiful snowing and been given some hints, the students can write much better a composition.For contrast to their complete imagination, the students are deeply impressed by the body movement of the teachers and themselves, which leads to a better article.The most important standards of teacher are the clear and pertinent expression.The random will bring the wrong impression to the students, and affect the estimation of students to things.The other way around, it is propitious to the development of estimation.The nicety of body language has great influence on the teaching.According to the above description, the Body Language plays a key role in the teaching.In order to further explain the importance of body language, the author designed a model lesson of vocabulary to display the detail of Body Language in English teaching.In the whole class, the teacher was using the gesture, eye contact, posture and touching, at the same time, the students were mainly imitating, in this way, the students paid more attention to the points of knowledge.The author gives a model as following:

A Model Lesson of Vocabulary The Instructional Design for English Words Teaching Background 1.This class is selected from Primary English Students’ Book Five A, published by People’s Education Press.9 The task of this class is to study “Let’s learn” of unit 1, My New Teachers.2.There are fifty-six students during this fourty-five minute’s lesson.In the elementary schools students start to learn English from the third grade to the sixth grade ranged from 9 to 12 in age.The children of this age are curious, friendly.They have good activities and like to imitate.They like the new things, and are curious about the foreign language which can arouse their interest;the children like to take the others’ opinions and accept the teacher’s praise.They do not fear making mistakes, even if they have the shy feeling.3.Because the elementary school students are active and competitive, they can accept the new things more easily, and we can make them learning English in games, along with some activities and vivid body languages.10 It is entertaining and instructional, in which we can design many relaxing games and competitions participated by students, such as “Matching English with Chinese”, “I Do, You Say”, “Silently and Aloud” or “Picking Words”.These designs are suitable to the students’ cognitive ability and the children of their age, thus help them to have the fundamental mastery of English words.In this class, with the help of use Body Language will make a great achievement.Teaching Aims 1.Guide students to learn the correct spelling and writing of eight adjective words: old, short, thin, tall, strong, young, funny and kind.2.To train the ability of reading.Then understand the sentence and learn to use new words to substitute some of them.3.To arouse student’s interest, passion and cooperation.Teaching Aids Tape recorder;pictures;cards;computer;projector;blackboard;chalk.Teaching Procedures StepⅠ Warming-up A.Greet them as usual.(Shake hands with students and say hello to them.Ask about their last holiday, whether they have any new friends to lead them to this class.)B.Review “I have a new friend.He’s thin and tall.”

(The teacher poses a giant to remind the students the word “strong”, stretches arms to imply “tall” and so on.Review the pronunciation of tall, thin, strong and short, which they have learnt last term.Prepare for the following study.)StepⅡ Lead-in Play the song in “Let’s start”.(Show the pictures of “Let’s start” to create a context, like, “T: Lily has many new teachers in her school.Do you have new teachers? Sh…” the teacher put her index finger on her lips to require them keep silence.)StepⅢ Presentation

A.Study of the word “young”.(Show the cards in “Let’s learn” to help them to understand this adjective.The teacher will put her left hand next to her face when speak out the word “young”.)1.Teacher’s demonstration.(It sounds like [j??], an adjective, a stage of human beings, animal or others.Then, teacher reads it aloud and poses the last posture to strength their imagination.)2.Students imitate the same body language and pronounce the word “young”.B.Study of the word “old”.(With a picture of an old man to ask students “Is he young?”)1.Teacher’s demonstration.(The phonetic symbol is [?uld], here [?u] is a vowel, read it completely then move on to the next phoneme.The teacher uses her hand to show the slow process.)2.Play a game(passing [?u] from front rows to the back to check the pronunciation of it, and the teacher knocking a student’s desk means he∕ she to speak it out).3.Put [?u] in [?uld] and read it out.(Teacher gives a comment from this action and the method of pronunciation [?uld], and poses an old man while pronounce the word “old”.)

4.Students imitate the pronunciation of “old” and keep a deep impression with the help of the teacher’s body position.C.Study of the word “funny”.1.Teacher’s demonstration.(The teacher plays like a monkey and read [′f?ni].Meanwhile, ask students to do some funny facial expression.)2.Pupils read after the teacher together with some silent language.D.Study of the word “kind”.1.Teacher demonstrates the method of this pronounce and compare [?u] with [ai].(The teacher uses her hand to remind the students to read it completely.Teach them [kaind] with a big smile.)2.The whole classes read this word out and a smile on their face.StepⅣ Consolidation

A.Read the new word on the blackboard when the teacher point to it.B.Play a game “silently and aloud” to familiar with these new words.(The teacher rises up her hand means aloud.)C.Play a game “I do, you say”.(The teacher uses body language which has been used in this class to activate the students to speak out these new words.)D.Read sentences.(Teacher will use body language to refresh their memory.)e.g.My new Chinese teacher is tall and strong.e.g.My new math teacher is funny and young.e.g.My new art teacher is very old and kind.StepⅤ Extending

(Ask students to make sentences cope with some gestures.)e.g.My new aunt is very beautiful and young.StepⅥ Summary

A.Speak out the new word according to the teacher’s body language.B.Read some sentences on their text book.Homework A.Practice those words after class.B.Write those new words on their exercise book.Blackboard design Unit1 My new teachers Short, tall, thin, strong old [?uld]

young [j??]

funny [′f?ni]

kind [kaind]

e.g.My new Chinese teacher is tall and strong.e.g.My new math teacher is funny and young.e.g.My new art teacher is very old and kind.V.Conclusion English learning needs practice.The fourty-five minutes in class is very precious and should be cherished, during which the students should practice as much as possible.To exert the limited time, teachers are required to adopt some effective methods.According to the psychological features of the primary school students, such as their lowly-developed abstract thought, their low ability of understanding, shortly-lasting intention to something deliberately, their high ability of imitation, strong curiosity, and strong desire to show themselves off, together with the purpose of the establishment of English course in elementary school and features of the English teaching material for the students.Teachers have varied and rich body language in class, but their meanings depend on the specific situations.Many body languages carry the meaning as teachers expect, and the same body language can express many different meanings in different concrete conditions.Students have a clear awareness of teachers’ body language in class.They know exactly what the teacher feels about them.The use of body language can not only attract the students’ attention, but also deepen their impression and imagination.The use of body language is completely up to the standard of audio-visual teaching principle, so teachers should try to teach English from the beginning to the end, with the corresponding body language.Finally, the efficiency of learning English will be improved.Notes 1 The American Heritage Dictionary of the English Dictionary,(New York,1982), 211.Cambridge Learner’s Dictionary,(Cambridge University Press, 2001), 75.Hall, E.T.The Silent Language,(New York: Technology Press and John Wiley&Sons Inc ,1981),108.Brown, H.D.Principles of Language Learning and Teaching,(Beijing: Foreign Language Teaching and Research Press, 2001), 142-53.Child, Body Language and Teaching,(Wuhan University of Technology Press,1979), 75-85.Anli Zhu, The Importance of Using Body Language in English Teaching,(Wuhan Automotive Polytechnic University, 2006), 92-103.7 Louisell, R.D, Descamps, “Methods for Elementary School Teachers,” Developing a Teaching Style,(Harper Collins Publishers, 25 March1992), 29-32.Fast, J.M.Body Language,(Beijing Foreign Language Teaching and Research Press, 1966), 132-56.9Jack Booth, People’s Education Press Primary English Students’ Book,(People’s Education Press,2003), 2-4.Coger, L.I.Pelham, S.Kinesics Applied to Interpreters Theatre,(Speech Teacher Press, 1975), 91-99.Bibliography

Booth Jack.People’s Education Press Primary English Students’ Book.People’s Education Press, 2003.Cambridge Learner’s Dictionary.Cambridge University Press, 2001.Child.Body Language and Teaching.Wuhan University of Technology Press,1979.E.T.Hall.The Silent Language.New York: Technology Press and John Wiley Sons Inc, 1981.H.D.Brown.Principles of Language Learning and Teaching.Beijing: Foreign Language Teaching and Research Press, 2001.J.M.Fast.Body Language.Beijing: Foreign Language Teaching and Research Press, 1966.L.I.Pelham Coger.S.Kinesics Applied to Interpreters Theatre.Speech Teacher Press, 1975.R.D.Descamps, Louisell, “Methods for Elementary School Teachers.” Developing a Teaching Style.Harper Collins Publishers,(25 March1992), 29-32.The American Heritage Dictionary of the English Dictionary.New York, 1982.Zhu Anli, The Importance of Using Body Language in English Teaching.Wuhan Automotive Polytechnic University, 2006.耿二嶺.體態(tài)語(yǔ)概說(shuō).北京：北京語(yǔ)言學(xué)院出版社,1988年.霍爾.無(wú)聲的語(yǔ)言.上海：世界圖書(shū)出版,1959年.施良方、崔允廓.教學(xué)理論:課堂教學(xué)的原理,策略與研究.上海：華東師范大學(xué)出版社,1999年.楊芳.“論課堂教學(xué)中的體態(tài)語(yǔ)”.山東：山東教育科研.第 8期.第 48-49頁(yè).

第二篇：肢體語(yǔ)言在小學(xué)英語(yǔ)教學(xué)中的運(yùn)用

肢體語(yǔ)言在小學(xué)英語(yǔ)教學(xué)中的運(yùn)用

摘 要：肢體語(yǔ)言教學(xué)方法對(duì)于促進(jìn)小學(xué)生理解和掌握英語(yǔ)非常有益。教師在小學(xué)英語(yǔ)教學(xué)中，可以適當(dāng)運(yùn)用肢體行為、動(dòng)作、表情等無(wú)聲語(yǔ)言配合講解，豐富信息含量，使表達(dá)更清晰準(zhǔn)確。通過(guò)這樣的肢體表現(xiàn)，可以加快小學(xué)生學(xué)習(xí)英語(yǔ)的速度，提高其理解能力，使英語(yǔ)教學(xué)效果最佳化。將具體探討小學(xué)英語(yǔ)教學(xué)中肢體語(yǔ)言的合理運(yùn)用措施，期望對(duì)英語(yǔ)教學(xué)開(kāi)展有積極推動(dòng)作用。

關(guān)鍵詞：肢體語(yǔ)言；小學(xué)英語(yǔ)；運(yùn)用

英語(yǔ)現(xiàn)在已經(jīng)成為學(xué)生必須掌握的一門(mén)外語(yǔ)。而小學(xué)生初步學(xué)習(xí)英語(yǔ)且又缺乏語(yǔ)言環(huán)境，致使英語(yǔ)學(xué)習(xí)有一定的難度。因此，教師應(yīng)積極運(yùn)用一切有利方式促進(jìn)英語(yǔ)學(xué)習(xí)。在教小學(xué)英語(yǔ)時(shí)，考慮到小學(xué)生詞匯量有限，教師可以適時(shí)運(yùn)用肢體語(yǔ)言進(jìn)行輔助教學(xué)，傳達(dá)思想。肢體語(yǔ)言的配合使用，將使英語(yǔ)教學(xué)語(yǔ)言表達(dá)得更生動(dòng)，課堂學(xué)習(xí)環(huán)境輕松歡樂(lè)，教學(xué)效果事半功倍。

一、運(yùn)用肢體語(yǔ)言協(xié)調(diào)師生關(guān)系

在課堂上，教師的一舉一動(dòng)都會(huì)引起學(xué)生的注意。合理運(yùn)用肢體語(yǔ)言對(duì)于師生關(guān)系的調(diào)節(jié)、課堂氛圍的融洽有著極大的影響。教師可以通過(guò)表情、動(dòng)作與學(xué)生友好交流。眼神是無(wú)聲語(yǔ)言的最佳傳遞者。教師的鼓勵(lì)、肯定、贊揚(yáng)都可以通過(guò)一個(gè)眼神告知學(xué)生，會(huì)給學(xué)生帶去自信，產(chǎn)生對(duì)英語(yǔ)的無(wú)限熱愛(ài)，促進(jìn)師生之間的友好溝通。當(dāng)學(xué)生不敢用英語(yǔ)交流時(shí)，給予一個(gè)期待的眼神，告訴他“加油啊！你可以的，大聲說(shuō)出來(lái)”；當(dāng)學(xué)生說(shuō)得非常精彩時(shí)，給予一個(gè)贊揚(yáng)的眼神，告訴他“你的英語(yǔ)很流利，回答得很出彩，非常棒”；當(dāng)學(xué)生回答錯(cuò)誤結(jié)果時(shí)，給予一個(gè)鼓勵(lì)的眼神，告訴他“沒(méi)關(guān)系，你能回答已經(jīng)非常勇敢了，掌握這個(gè)知識(shí)下次一定會(huì)正確的”?？梢?jiàn)，恰當(dāng)?shù)难凵窠涣魇欠浅Ｖ匾?。教師?yīng)該靈活運(yùn)用眼神配合英語(yǔ)教學(xué)，促進(jìn)小學(xué)生積極學(xué)習(xí)英語(yǔ)。

此外，面部表情的運(yùn)用也很重要。小學(xué)英語(yǔ)教師應(yīng)對(duì)學(xué)生展現(xiàn)愛(ài)的微笑，讓他們感受到教師的和善、友好，從而建立融洽和諧的師生關(guān)系，促進(jìn)教學(xué)開(kāi)展。豐富的表情也可以展現(xiàn)教師內(nèi)心的想法，使學(xué)生感受到教師的親切自然。教師還可以與學(xué)生在一起進(jìn)行游戲玩樂(lè)，唱歌跳舞。對(duì)學(xué)生親和地摸摸頭，友好地拉拉手，肯定地點(diǎn)點(diǎn)頭，鼓掌表?yè)P(yáng)，豎起大拇指說(shuō)句“Very good！”，握緊拳頭說(shuō)句“Come on！”這些微小動(dòng)作都可以讓學(xué)生感受到鼓舞和關(guān)懷。

二、運(yùn)用肢體語(yǔ)言學(xué)習(xí)英語(yǔ)詞匯

英語(yǔ)中詞匯學(xué)習(xí)是最基本的任務(wù)，也是需要小學(xué)生大量記憶理解的。英語(yǔ)詞匯和漢字有極大區(qū)別。漢字有形聲字、形近字、象形字等不同的形式，而英語(yǔ)單詞由英語(yǔ)字母組合而成，單詞釋義多樣，小學(xué)生記憶起來(lái)比較困難。此時(shí)，教師就可以用手勢(shì)、動(dòng)作、表情等無(wú)聲語(yǔ)言來(lái)組織學(xué)生識(shí)記英語(yǔ)詞匯。例如：在學(xué)習(xí)“What does he do”這一節(jié)時(shí)，有許多的職業(yè)單詞需要學(xué)生認(rèn)識(shí)，“teacher，doctor，nurse，farmer，driver，businessman，singer”，這時(shí)教師可以和學(xué)生玩一個(gè)“扮演角色”的游戲。教師說(shuō)“Act like a teacher/farmer...”，然后學(xué)生依據(jù)指令進(jìn)行動(dòng)作表演。通過(guò)這種方式既令課堂氛圍非常融洽，又使學(xué)生很快掌握這些詞匯。

三、運(yùn)用肢體語(yǔ)言理解教師指令

小學(xué)生剛開(kāi)始學(xué)習(xí)英語(yǔ)，對(duì)英語(yǔ)還比較陌生?，F(xiàn)在課堂上教師基本運(yùn)用全英文進(jìn)行教學(xué)，然而學(xué)生由于詞匯量、認(rèn)知能力、語(yǔ)感以及環(huán)境等因素影響，對(duì)于教師的講解不一定能聽(tīng)明白。這也就造成聽(tīng)不懂指令，全英文教學(xué)受到限制。在這種情況下，教師可以合理運(yùn)用肢體語(yǔ)言，利用手勢(shì)、動(dòng)作等傳達(dá)語(yǔ)義，增進(jìn)學(xué)生的理解，使他們能及時(shí)領(lǐng)悟指令，促進(jìn)課堂教學(xué)開(kāi)展。如，在?M行The listening part時(shí)，教師可以將手放在耳朵做聽(tīng)狀，并告知學(xué)生“Listen carefully”；讓學(xué)生從熱烈討論狀態(tài)恢復(fù)安靜，可以將食指放在嘴邊說(shuō)“Keep quiet”。這樣進(jìn)行幾次學(xué)生將很快掌握這些指令，以后也就不需要再做動(dòng)作了。

四、運(yùn)用肢體語(yǔ)言解決教學(xué)重點(diǎn)

小學(xué)英語(yǔ)教材內(nèi)容豐富，詞匯量大，有許多英語(yǔ)句型、語(yǔ)句需要理解記憶，并且還有很多重難點(diǎn)知識(shí)要掌握。教師在對(duì)教材內(nèi)容深入分析后，根據(jù)重難點(diǎn)可以設(shè)計(jì)有效教學(xué)活動(dòng)，利用肢體語(yǔ)言配合，將語(yǔ)句含義形象表示出來(lái)，促進(jìn)語(yǔ)言表達(dá)。例如，在學(xué)習(xí)“What are you doing？”這一單元時(shí)，為了使學(xué)生熟練掌握重點(diǎn)句型“What are you doing？I am...”教師可以指導(dǎo)他們用肢體動(dòng)作做出課文中的這些詞匯“l(fā)istening to music，washing the clothes，cleaning the room”。學(xué)生可以邊讀邊做動(dòng)作邊記憶，然后再相互提問(wèn)句型，并配合動(dòng)作進(jìn)行回答。這樣將使課程更顯趣味性，學(xué)生對(duì)句型掌握得也能更熟練，輕松掌握重點(diǎn)知識(shí)。

總之，小學(xué)英語(yǔ)教師可以有效運(yùn)用肢體語(yǔ)言輔助英語(yǔ)教學(xué)，使課堂表現(xiàn)更加直觀生動(dòng)，促進(jìn)學(xué)生理解，實(shí)現(xiàn)英語(yǔ)教學(xué)的趣味性。然而，肢體語(yǔ)言教學(xué)雖然非常有效，但也需要教師有足夠的能力去展現(xiàn)出來(lái)。教師要運(yùn)用好眼神和表情，并將肢體動(dòng)作表現(xiàn)得恰到好處，使其表達(dá)得更加精準(zhǔn)、明確。不過(guò)肢體語(yǔ)言并不是萬(wàn)能的，教師也要適度且適時(shí)使用，要依據(jù)學(xué)習(xí)內(nèi)容及學(xué)生的發(fā)展能力巧妙運(yùn)用，避免過(guò)度使用致使反效果。

參考文獻(xiàn)：

[1]王海英.肢體語(yǔ)言在小學(xué)英語(yǔ)教學(xué)中的應(yīng)用[J].吉林教育，2015（9）：56.[2]方曉琴.肢體語(yǔ)言在小學(xué)英語(yǔ)教學(xué)中的輔助應(yīng)用探究[J].校園英語(yǔ)旬刊，2017（9）：143.編輯 郭小琴

第三篇：肢體語(yǔ)言在小學(xué)英語(yǔ)教學(xué)中的運(yùn)用

肢體語(yǔ)言在小學(xué)英語(yǔ)教學(xué)中的運(yùn)用

關(guān)建強(qiáng)

（甘肅省秦安縣中山學(xué)區(qū) 北莊小學(xué) 甘肅 天水 741614）

摘 要: 小學(xué)英語(yǔ)課程改革目標(biāo)中提出：要提倡學(xué)生主動(dòng)參與，樂(lè)于探究，勤于動(dòng)手，培養(yǎng)學(xué)生濃厚的學(xué)習(xí)興趣。由于小學(xué)生剛剛接觸英語(yǔ)，詞匯量不夠大，并且缺少一定的語(yǔ)言環(huán)境，給學(xué)生英語(yǔ)學(xué)習(xí)造成了一定的困難。在這種情況下，教師可以運(yùn)用肢體語(yǔ)言來(lái)輔助英語(yǔ)教學(xué)。肢體語(yǔ)言是指通過(guò)身體各部分能為人所見(jiàn)的活動(dòng)來(lái)進(jìn)行表達(dá)和交流，包括手勢(shì)、眼神、動(dòng)作及姿態(tài)。運(yùn)用肢體語(yǔ)言能大大提高課堂教學(xué)的效果，有利于激發(fā)學(xué)生參與學(xué)習(xí)的興趣，幫助學(xué)生獨(dú)立思考，實(shí)現(xiàn)合作學(xué)習(xí)。

關(guān)鍵詞: 肢體語(yǔ)言；小學(xué)英語(yǔ)教學(xué)；運(yùn)用

Application of Body Language in Primary School English Teaching

Guan Jianqiang(School of Foreign Languages, Tianshui Normal University, Tianshui, Gansu, 741000)

Abstract：Primary English curriculum reform proposes that English teaching should promote students’ active participation and willingness of exploration, arouse students’ interest in English learning.Since primary school pupils have just been exposed to English, with small vocabulary and the lack of a certain language environment, it is difficult for the pupils to learn English well.In this situation, teachers may use body language to support English teaching.Body language is carried out through the activities of the various parts of the body.It includes gestures, eye contact, action and attitude.Using the body language can greatly enhance the effectiveness of classroom teaching, help inspire students to participate in learning, help students to learn independently, and achieve the collaborative learning.Keywords:

body language, primary school English teaching, application 1.引言

在學(xué)習(xí)語(yǔ)言的過(guò)程中，我們總是強(qiáng)調(diào)擴(kuò)大詞匯量、掌握語(yǔ)法知識(shí)、練習(xí)掌握標(biāo)準(zhǔn)的語(yǔ)音，以便更好地傳達(dá)自己的思想。然而，美國(guó)心理學(xué)家Albert Mehrabian在實(shí)驗(yàn)中得出一個(gè)這樣的公式，即：信息傳達(dá)總量=7%的語(yǔ)言知識(shí)+38%的語(yǔ)言表達(dá)+55%的面部表情和動(dòng)作。由此可見(jiàn)，我們?cè)谂c他人進(jìn)行溝通時(shí)，語(yǔ)言知識(shí)只是起到7%的傳達(dá)作用，語(yǔ)言表達(dá)方式占38%，而常被我們忽略的肢體語(yǔ)言在溝通中卻占了55%比例。很顯然，肢體語(yǔ)言在交流中有著極其重要的功能和作用。現(xiàn)在小學(xué)英語(yǔ)教學(xué)中常用的TPR教學(xué)法，即全身反應(yīng)教學(xué)法，在很大程度上要依賴于肢體語(yǔ)言的合理運(yùn)用。美國(guó)著名教育學(xué)家杜威也提倡“l(fā)earning by doing”（在做中學(xué)）的教學(xué)模式。語(yǔ)言學(xué)家Franklin曾經(jīng)說(shuō)過(guò)“Tell me, I will forget;teach me, I will remember;involve me and I will learn”。由此可見(jiàn)，肢體語(yǔ)言在語(yǔ)言教學(xué)過(guò)程中有著非常重要的作用。

2.肢體語(yǔ)言在小學(xué)英語(yǔ)教學(xué)中的作用

教師不僅要懂得課堂教學(xué)規(guī)律，掌握一定的教育學(xué)、心理學(xué)知識(shí)，還必須關(guān)注每一位學(xué)生，運(yùn)用一定的教學(xué)組織藝術(shù)，努力調(diào)動(dòng)學(xué)生的有意注意，激發(fā)學(xué)生的情感，使學(xué)生在愉快、輕松的心境中全身心地投入到學(xué)習(xí)中去。肢體語(yǔ)言在小學(xué)英語(yǔ)課堂中的運(yùn)用比在其他學(xué)科中的運(yùn)用更具有發(fā)展空間。在課堂上，教師可以通過(guò)語(yǔ)調(diào)、音量、節(jié)奏和速度的變化，來(lái)引起和控制學(xué)生的注意。在題目講解中適當(dāng)加大說(shuō)話的音量，可以起到加強(qiáng)注意和突出重點(diǎn)的作用，能讓學(xué)生理解重點(diǎn)、難點(diǎn)以及明白哪些是必須注意的，同時(shí)也可以吸引學(xué)生注意力，讓開(kāi)小差的學(xué)生明白自己該注意聽(tīng)課了。教師的表情可以表達(dá)對(duì)學(xué)生的暗示、警告和提示，也可以表達(dá)期待、鼓勵(lì)、探詢、疑惑等情感。教師面部表情、頭部動(dòng)作、手勢(shì)及身體的移動(dòng)也傳遞著豐富的信息，有助于促進(jìn)師生間的交流，調(diào)控學(xué)生的注意力。教師的目光注視可以在學(xué)生中引起相關(guān)的心理效應(yīng)，產(chǎn)生或親近或疏遠(yuǎn)或尊重或反感的情緒，進(jìn)而影響教學(xué)效果。在英語(yǔ)課上，有的學(xué)生自控能力差，會(huì)交頭接耳。面對(duì)這種情況，教師可以用雙手向他們做出一個(gè)暫停的動(dòng)作或?qū)⑹持赴醋∽齑阶龀霭察o的表示，以示意這部分學(xué)生保持安靜或終止違紀(jì)行為。在課堂教學(xué)組織中，肢體語(yǔ)言既能讓學(xué)生把心思放回到學(xué)習(xí)活動(dòng)中來(lái)，又營(yíng)造了愉快而活潑的學(xué)習(xí)氛圍。在教學(xué)中運(yùn)用肢體語(yǔ)言是符合小學(xué)生的注意力不能持久的心理特點(diǎn)的。

3.肢體語(yǔ)言在小學(xué)英語(yǔ)課堂中的運(yùn)用

3.1肢體語(yǔ)言在課堂教學(xué)組織中的運(yùn)用

在課堂教學(xué)中，教師可用手勢(shì)來(lái)輔助語(yǔ)言表達(dá)，邊說(shuō)邊做，讓學(xué)生正確理解課堂指令的含義。如Sit down, please！教師伸手，手掌向下?lián)]動(dòng)；請(qǐng)學(xué)生回答問(wèn)題，教師舉手示范并說(shuō)：Have a try！學(xué)生便會(huì)模仿教師舉手并說(shuō)：Let me try.教師手掌向上并招動(dòng)，表達(dá)的意思是 You, please！Come here.教師前伸一只手，掌向里，并向著自己招動(dòng)，即表示讓學(xué)生過(guò)來(lái)；向?qū)W生一招手，然后用手指向講臺(tái)邊，表示Come to the front；想讓學(xué)生安靜時(shí)，就伸出食指放在嘴唇上；右手握拳向下有力一拉，意為Come on；把手放在嘴巴上做喇叭狀，意思是讓學(xué)生說(shuō)話能大聲點(diǎn)：louder，please！當(dāng)學(xué)生的回答非常精彩的時(shí)候，教師豎起大拇指，意為Great！教師把右手的食指和大拇指圍成一個(gè)圓圈，其它三個(gè)手指往上翹表示OK，這個(gè)手勢(shì)筆者在教學(xué)課堂上使用頻率最高，如學(xué)生做好課堂作業(yè)或?qū)懞寐?tīng)寫(xiě)的單詞時(shí)，用“OK”手勢(shì)告知教師任務(wù)已完成，可以進(jìn)行檢查或進(jìn)行下一環(huán)節(jié)。又如學(xué)習(xí)招呼用語(yǔ)：Hello, Hi, Good morning！教師均可用日常問(wèn)候的招手來(lái)增強(qiáng)語(yǔ)言學(xué)習(xí)的趣味性，提高學(xué)生的理解力。手勢(shì)在體態(tài)語(yǔ)中是動(dòng)作變化最快、最多，應(yīng)用最為廣泛的，它具有豐富的表達(dá)力。因此，在課堂教學(xué)中，教師應(yīng)把手勢(shì)語(yǔ)用得簡(jiǎn)練、適當(dāng)、自然，使學(xué)生能從自己的肢體動(dòng)作中明白其中的意思，達(dá)到心領(lǐng)神會(huì)的地步，從而既節(jié)省了時(shí)間，又提高了效率。

3.2肢體語(yǔ)言在知識(shí)教學(xué)中的運(yùn)用

3.2.1肢體語(yǔ)言在字母教學(xué)中的運(yùn)用

字母教學(xué)是英語(yǔ)教學(xué)中的第一步，也是至關(guān)重要的一步，教師應(yīng)該在字母教學(xué)中就吸引學(xué)生的注意力，提高學(xué)生的興趣。如果教師只是注重領(lǐng)讀，讓學(xué)生的跟讀，勢(shì)必會(huì)使學(xué)生產(chǎn)生厭煩情緒，所以教師應(yīng)該使字母教學(xué)活化，這就可以運(yùn)用上肢體語(yǔ)言。教師可以借助身體的各個(gè)部位來(lái)表示字母，這樣既能直觀教學(xué)也能提高學(xué)習(xí)氣氛、使學(xué)生更快記住新學(xué)知識(shí)。同時(shí)，教師可以讓學(xué)生自己想象怎樣用肢體語(yǔ)言表示字母，讓學(xué)生自己動(dòng)腦、自主學(xué)習(xí)，調(diào)動(dòng)學(xué)生的積極性。例如：教學(xué)大寫(xiě)字母A時(shí)，教師可帶領(lǐng)學(xué)生兩腿分開(kāi)、兩手上舉過(guò)頭拍掌；教學(xué)大寫(xiě)字母B時(shí)，背對(duì)學(xué)生、將右手叉腰、右腿彎曲與左腳靠攏等等。用這些方法可以增強(qiáng)教學(xué)的形象性和趣味性，有助于學(xué)習(xí)記憶。

3.2.2肢體語(yǔ)言在單詞教學(xué)中的運(yùn)用 詞匯的教學(xué)在英語(yǔ)學(xué)習(xí)中占有很重要的位置，一味的看卡片領(lǐng)讀、跟讀不能讓學(xué)生產(chǎn)生良好的學(xué)習(xí)心理，有些學(xué)生甚至不知道單詞怎么拼寫(xiě)，只是毫無(wú)意義地跟著大家一起濫竽充數(shù)。小學(xué)生的好奇心很強(qiáng)，而且也是非常好動(dòng)的，運(yùn)用肢體語(yǔ)言可以讓學(xué)生動(dòng)起來(lái)，從而提高學(xué)生的學(xué)習(xí)興趣，讓學(xué)生能更快更好的記單詞。教師可以運(yùn)用教授字母的方法，也可以配上一些動(dòng)作，讓學(xué)生去猜單詞的意思，使學(xué)生能更快的掌握單詞。例如：教授pot時(shí)，可以讓學(xué)生把一只手伸直，另一只手向上彎曲抓住自己的耳朵，身體不停的傾斜、直立做出倒水的動(dòng)作。這樣用肢體語(yǔ)言示范之后，大多數(shù)學(xué)生都能猜出單詞的意思。這種教學(xué)示范既直觀又生動(dòng)，很快就能調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，使學(xué)生能夠愛(ài)上英語(yǔ)。用同樣的方法，在教授動(dòng)物的單詞時(shí)，我會(huì)讓學(xué)生找出這種動(dòng)物的特點(diǎn)表演出來(lái)，或者模仿這種動(dòng)物的聲音。例如：教授rabbit時(shí)，學(xué)生會(huì)把兩只手都握成“V”字型放在頭頂，然后蹲著跳躍。這種方式能讓學(xué)生養(yǎng)成仔細(xì)觀察的習(xí)慣，讓學(xué)生更加熱愛(ài)生活，把生活和學(xué)習(xí)融合在一起。

3.2.3肢體語(yǔ)言在句子教學(xué)中的運(yùn)用

句子是一篇課文的重要組成部分，在英語(yǔ)教學(xué)中起著承上啟下的作用。一遍一遍的聽(tīng)、說(shuō)、讀、寫(xiě)固然能加深學(xué)生對(duì)句子的印象，卻不能讓學(xué)生理解怎樣才能更好地將其運(yùn)用到實(shí)際生活中。所以，在教授句子時(shí)，我們可以設(shè)計(jì)一些與日常生活相關(guān)的情景，運(yùn)用肢體語(yǔ)言，將句子設(shè)計(jì)在情境之中，既能讓學(xué)生領(lǐng)悟句子的含義，又能將其運(yùn)用到實(shí)際生活當(dāng)中，可謂一舉兩得。展示道具——包，用手指著這只包，對(duì)學(xué)生說(shuō)：Look at my new bag!并做出打開(kāi)狀，Open it and see.學(xué)生很快進(jìn)行了模仿。又如教授句型：Is this a …? 教師可在復(fù)習(xí)之前學(xué)習(xí)過(guò)的單詞后，用雙手張開(kāi)置于身體兩側(cè)并上下?lián)]動(dòng)雙臂表示在模仿bird飛翔，然后同時(shí)問(wèn)學(xué)生：Is this a bird ? 學(xué)生可以很快理解，并回答：Yes.然后教授回答這一句的正確答語(yǔ)，應(yīng)該在Yes的后面加上it is, 并演示完整答語(yǔ)。當(dāng)然句中斜體詞可以進(jìn)行替換，如把bird 替換成cat,再配以黑板上的句型，學(xué)生很快可以掌握這一句型并進(jìn)行操練。

3.2.4肢體語(yǔ)言在課文教學(xué)中的運(yùn)用 語(yǔ)言學(xué)習(xí)就是一個(gè)從難到易的學(xué)習(xí)過(guò)程，由字母到詞、句，最后學(xué)習(xí)課文。肢體語(yǔ)言用在學(xué)習(xí)課文的過(guò)程中也可以按照課文內(nèi)容創(chuàng)造情景，制造一個(gè)良好的學(xué)習(xí)環(huán)境，鍛煉學(xué)生的相互合作能力，也能讓學(xué)生在情景中更好的理解課文。學(xué)習(xí)課文時(shí)，教師可以讓學(xué)生很好的進(jìn)行表演，發(fā)揮學(xué)生好動(dòng)這一特點(diǎn)，并且能提高學(xué)生的想象力，依靠大腦中豐富的想象創(chuàng)造出不同的情景，讓學(xué)生覺(jué)得課堂更有新意。在新課程改革中，任務(wù)型教學(xué)逐漸了走進(jìn)我們的課堂，并且更加強(qiáng)調(diào)了教師的主導(dǎo)地位和學(xué)生的主體地位，作為教學(xué)主導(dǎo)者的教師便是學(xué)生學(xué)習(xí)中的導(dǎo)演。教師在課堂上如果能夠恰當(dāng)?shù)倪\(yùn)用肢體語(yǔ)言，就可以使課堂教學(xué)更為生動(dòng)活潑、印象深刻，達(dá)到增強(qiáng)記憶、提高效率的目的。

4.結(jié)語(yǔ)

實(shí)踐證明，肢體語(yǔ)言不僅僅是一種非語(yǔ)言行為，而且，它的應(yīng)用具有科學(xué)性和社會(huì)性，在英語(yǔ)課堂中的輔助應(yīng)用體現(xiàn)的更為明顯。小學(xué)英語(yǔ)內(nèi)容雖然簡(jiǎn)單，但學(xué)生大多都是初學(xué)者，因此教起來(lái)并不容易。肢體語(yǔ)言運(yùn)用得體，可以準(zhǔn)確而又清楚地表達(dá)意思，還能收到“此時(shí)無(wú)聲勝有聲”的效果。不僅能補(bǔ)充、闡釋有聲音語(yǔ)言，還能替代有聲語(yǔ)言，甚至超越有聲語(yǔ)言。它給英語(yǔ)課堂教學(xué)增加了形象性、生動(dòng)性和趣味性，激發(fā)了學(xué)生積極參與學(xué)習(xí)的興趣和動(dòng)機(jī)，進(jìn)而大大提高英語(yǔ)課堂教學(xué)效率。肢體語(yǔ)言傳達(dá)意義既快又清楚，其使用價(jià)值是任何語(yǔ)言教師所不能忽視的。

肢體語(yǔ)言在小學(xué)英語(yǔ)教學(xué)中作為一種輔助的教學(xué)手段，形象、生動(dòng)、具體地表現(xiàn)出教學(xué)內(nèi)容，容易幫助學(xué)生理解，是有聲語(yǔ)言的補(bǔ)充。但是，所有的事物都是有優(yōu)點(diǎn)也有缺點(diǎn)，所以，教師在運(yùn)用肢體語(yǔ)言時(shí)一定要把握好尺度，力求做到準(zhǔn)確、適當(dāng)，并且能針對(duì)小學(xué)生的年齡特征和心理特點(diǎn)，巧用肢體語(yǔ)言，讓學(xué)生多動(dòng)腦、多動(dòng)手。

參考文獻(xiàn)

[1] 喬·納瓦羅，馬文·卡爾林斯.肢體語(yǔ)言學(xué)[M].吉林:吉林文史出版社, 2009:1 [2] 皮連生.教育心理學(xué)[M].上海:上海教育出版社,2004:18.[3] 楊輝.身體語(yǔ)言和小學(xué)英語(yǔ)教學(xué)[J].教科園地,2005,(180).[4] 何瑩.快樂(lè)與教學(xué)同在[J].科技信息,2007,(36).[5] 朱麗.中小學(xué)外語(yǔ)教學(xué)[J].教研縱覽，2006,(01).[6] 余萍,劉紅鳳.試論英語(yǔ)情感教學(xué).[J].成都教育學(xué)院學(xué)報(bào),2004,(12).[7] 陳鴻琴.以情感教育促進(jìn)英語(yǔ)教學(xué)重慶交通學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版), [J].2004,(01).[8] 林曉.論英語(yǔ)教學(xué)和肢體語(yǔ)言[J].廣西師范學(xué)院學(xué)報(bào),2001.[9] 龔海平.小學(xué)生英語(yǔ)口語(yǔ)能力的培養(yǎng)策略江蘇省教育學(xué)會(huì)[A].2006,(2).[10] 劉新來(lái).英語(yǔ)雙重交互活動(dòng)教學(xué)法實(shí)驗(yàn)研究廣西師范大學(xué)[D].2001,(44).致

謝

值此論文完成之際，作者深深地感謝指導(dǎo)老師毛紅梅給予我的悉心指導(dǎo)、多方面的入微關(guān)懷和幫助。毛老師嚴(yán)謹(jǐn)?shù)闹螌W(xué)態(tài)度、扎實(shí)的理論功底、高深的學(xué)術(shù)造詣、和胸懷寬宏的高尚品質(zhì)，讓我受益匪淺，終身難忘。

感謝所有支持過(guò)我的人，你們的關(guān)心和鼓勵(lì)將使我在工作和學(xué)習(xí)中不斷進(jìn)取。

第四篇：肢體語(yǔ)言在小學(xué)英語(yǔ)教學(xué)中的運(yùn)用

肢體語(yǔ)言在小學(xué)英語(yǔ)教學(xué)中的運(yùn)用

說(shuō)起英語(yǔ)，人們就會(huì)聯(lián)想到復(fù)雜的單詞、枯燥的語(yǔ)法、冗長(zhǎng)的句型??的確，作為一門(mén)學(xué)科，相對(duì)于藝術(shù)類(lèi)的教學(xué)，英語(yǔ)教學(xué)是比較乏味的?！芭d趣是最好的老師”，讓孩子們從小喜歡英語(yǔ)，愛(ài)上英語(yǔ)，對(duì)他們今后的學(xué)習(xí)和工作都有著重要的作用。作為英語(yǔ)教師，我用過(guò)許多種教學(xué)方法，讓課堂變得活潑生動(dòng)，讓學(xué)習(xí)英語(yǔ)變得趣味橫生，讓孩子們認(rèn)為學(xué)習(xí)英語(yǔ)是一件很快樂(lè)的事情。下面談?wù)勎以诘投斡⒄Z(yǔ)教學(xué)中使用的肢體語(yǔ)言教學(xué)法。

肢體語(yǔ)言是用肢體表達(dá)人的內(nèi)心想法、反應(yīng)人的需求的一種手段，作為一般語(yǔ)言的輔助而附屬存在的。根據(jù)不同需要可以設(shè)計(jì)出不同的肢體語(yǔ)言，肢體語(yǔ)言不固定，不統(tǒng)一，可以根據(jù)不同人的喜好設(shè)定。

我在英語(yǔ)課堂中所使用的肢體語(yǔ)言主要有以下幾種：

（一）根據(jù)課堂情景適時(shí)表達(dá)情感的肢體語(yǔ)言。這類(lèi)的肢體語(yǔ)言主要用于調(diào)節(jié)課堂氣氛。如：吃驚、不服氣、興奮、安靜、生氣、哭笑不得、假笑等的肢體表達(dá)。

（二）表?yè)P(yáng)學(xué)生時(shí)所用的肢體語(yǔ)言。如hey!hey!we are great!（對(duì)著天花板大吼兩聲，然后兩只手露出大拇指從身前突然舉過(guò)頭頂。）

（三）課前熱身使用的肢體語(yǔ)言。

1、數(shù)數(shù)1到10

2、I say you do 老師說(shuō)出動(dòng)作類(lèi)的單詞和短語(yǔ)，小朋友能夠做出相應(yīng)的動(dòng)作。

3、老師說(shuō)出一些單詞或句子，請(qǐng)學(xué)生做出相應(yīng)的反應(yīng)動(dòng)作。如老師說(shuō)：Thank you 孩子們會(huì)說(shuō) you`re welcome。

4、教師做一些類(lèi)似啞劇表演的情景，請(qǐng)學(xué)生們猜單詞。

5、某一些固定模式的舉一反三。如：flap flap flap ,clap clap clap ,flap flap, clap clap.smile~！飛飛飛，拍手拍手拍手，飛飛，拍手拍手，微笑！

6、健身操或放些明快音樂(lè)請(qǐng)孩子們隨意創(chuàng)作創(chuàng)編動(dòng)作7、看手勢(shì)猜音標(biāo)或讀音標(biāo)做動(dòng)作。

（四）根據(jù)單詞或短語(yǔ)的詞義所表達(dá)的肢體語(yǔ)言。這類(lèi)肢體語(yǔ)言又要分為動(dòng)詞類(lèi)，形容詞副詞類(lèi)、名詞代詞類(lèi)三大類(lèi)。如 hop單腳跳 touch摸 quickly快地 mad瘋的 sandwich三明治等

（五）對(duì)固定句型設(shè)計(jì)固定模式的肢體語(yǔ)言。如：What’s your name?(伸出食指分別指向自己的太陽(yáng)穴，對(duì)面的人及快刷過(guò)自己的鼻子)

（六）根據(jù)單詞的節(jié)奏感設(shè)計(jì)肢體語(yǔ)言。如kidergarden(左右單手分別拍一下桌子，然后雙手擊掌兩下。拍桌子時(shí)聲音重，擊掌時(shí)聲音輕)

（七）游戲中的肢體語(yǔ)言。如：“paper,scissors,stone”剪刀石頭布的游戲

肢體語(yǔ)言在課堂中的作用非常顯著：

1、活躍課堂氣氛，調(diào)動(dòng)學(xué)生積極性。

2、將所學(xué)內(nèi)容簡(jiǎn)單化、固定化，有助于學(xué)生的理解和記憶。

3、頭腦與肢體并用緩解課堂壓力，調(diào)節(jié)學(xué)生學(xué)習(xí)狀態(tài)。

4、語(yǔ)言和動(dòng)作結(jié)合，使學(xué)生課后復(fù)習(xí)更事半功倍。

如何才能使用好肢體語(yǔ)言，調(diào)動(dòng)課堂氣氛，達(dá)到提高學(xué)生興趣的作用呢？

1、敢于做，喜歡做，勤于做；

2、思維開(kāi)闊，大膽設(shè)計(jì)；

3、做什么，像什么；

4、多學(xué)習(xí)，多模仿，多聯(lián)系；

5、有創(chuàng)意，要融入自己獨(dú)特的個(gè)性

6、固定的單詞和短語(yǔ)就一種固定的肢體語(yǔ)言，不要隨意更換。

在我的教學(xué)生涯中，用以肢體語(yǔ)言為主的興趣教學(xué)法讓我的課堂充滿了生機(jī)和活力。讓許許多多的孩子愛(ài)上了英語(yǔ)。讓我們一起走進(jìn)奇妙有趣的英語(yǔ)世界，感受肢體語(yǔ)言的魅力吧！

第五篇：淺談肢體語(yǔ)言在小學(xué)英語(yǔ)教學(xué)中的運(yùn)用及作用

淺談肢體語(yǔ)言在小學(xué)英語(yǔ)教學(xué)中的運(yùn)用及作用

摘要：在小學(xué)英語(yǔ)教學(xué)中，教師除了用語(yǔ)言來(lái)表述外，還可以通過(guò)肢體語(yǔ)言來(lái)對(duì)學(xué)生加以教學(xué)暗示，它有時(shí)甚至可以達(dá)到無(wú)聲勝有聲的效果。在教學(xué)課堂中，教師的肢體語(yǔ)言是吸引學(xué)生的一項(xiàng)利器。肢體語(yǔ)言能使學(xué)生在輕松的氣氛學(xué)到很多知識(shí)，它既能營(yíng)造課堂氣氛溝通師生感情，又能鼓勵(lì)學(xué)生激發(fā)學(xué)生的學(xué)習(xí)興趣，是構(gòu)筑良好的教學(xué)平臺(tái)。關(guān)鍵詞：肢體、語(yǔ)言、學(xué)生

隨著國(guó)際競(jìng)爭(zhēng)越來(lái)越激烈，科學(xué)技術(shù)不斷發(fā)展，英語(yǔ)已經(jīng)成為21世紀(jì)人才中不可或缺的交際工具，目前我國(guó)英語(yǔ)學(xué)習(xí)還處于初級(jí)階段。作為一名小學(xué)英語(yǔ)教師，我始終以培養(yǎng)學(xué)生學(xué)習(xí)興趣為主。讓學(xué)生愚樂(lè)于學(xué)，體會(huì)到學(xué)習(xí)英語(yǔ)帶來(lái)無(wú)限的知識(shí)與樂(lè)趣。而培養(yǎng)學(xué)生的學(xué)習(xí)興趣，則離不開(kāi)教師的肢體語(yǔ)言。教師的肢體語(yǔ)言是激發(fā)學(xué)生學(xué)習(xí)興趣的一種手段。恰當(dāng)?shù)倪\(yùn)用肢體語(yǔ)言，可以使我們教師的英語(yǔ)課堂更加充分的展現(xiàn)語(yǔ)言的內(nèi)涵，使學(xué)生更加深刻的感受語(yǔ)言的魅力，可以使一節(jié)優(yōu)秀的英語(yǔ)課錦上添花。

下面就肢體語(yǔ)言在小學(xué)英語(yǔ)課堂教學(xué)中運(yùn)用及其作用試圖進(jìn)行一些探討。就小學(xué)階段的英語(yǔ)教學(xué)來(lái)說(shuō)，教師要注意激發(fā)學(xué)生的學(xué)習(xí)興趣，俗話說(shuō)“興趣是最好的老師”。學(xué)生對(duì)英語(yǔ)學(xué)習(xí)有了濃厚的興趣，對(duì)他們以后的學(xué)習(xí)有著很大的幫助。由于環(huán)境原因，學(xué)生能接觸到英語(yǔ)的機(jī)會(huì)很少。這樣，學(xué)生能運(yùn)用到英語(yǔ)的機(jī)會(huì)大部分是在課堂上。因此，怎樣在有限的時(shí)間里培養(yǎng)學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的興趣這很重要。尤其是小學(xué)生天性活潑好動(dòng)，肢體語(yǔ)言在小學(xué)教育更是必不可少的。

一、Body language在小學(xué)英語(yǔ)教學(xué)中的運(yùn)用

1、Body language在vocabulary上的運(yùn)用

小學(xué)生模仿力強(qiáng)，好新奇，但是注意力持續(xù)時(shí)間短。針對(duì)這一特點(diǎn)，教師在教學(xué)時(shí)，可以運(yùn)用豐富的肢體語(yǔ)言去吸引他們的注意力。如在教低年級(jí)學(xué)生“eat, fly, sing”等單詞時(shí)，我會(huì)邊出示單詞卡邊做相應(yīng)的動(dòng)作，盡管有些動(dòng)作可能會(huì)夸張可笑，但所收到的效果是不可言喻的。教師在教學(xué)過(guò)程中適當(dāng)?shù)倪\(yùn)用肢體語(yǔ)言，可以使原本枯燥無(wú)味的單詞變得生動(dòng)起來(lái)，學(xué)生很快便能掌握，而且

印象深刻。如在教到“open”時(shí)，教師可以邊教單詞邊做開(kāi)門(mén)的樣子，學(xué)生邊做動(dòng)作邊念單詞，學(xué)生的口和身體一起動(dòng)起來(lái)，記憶更加深刻；再如，教monkey時(shí)可做猴子的動(dòng)作；教drink時(shí)，可做喝水的動(dòng)作；等等。在鞏固生詞教學(xué)時(shí)，利用肢體語(yǔ)言同樣可達(dá)到滿意的效果。如鞏固football, basketball, smile等單詞時(shí)，教師可做一個(gè)踢足球的動(dòng)作，讓學(xué)生來(lái)回答；或者請(qǐng)一個(gè)學(xué)生做出微笑的表情，其余學(xué)生答smile；等等。還可以反過(guò)來(lái)，以組為單位，請(qǐng)一個(gè)學(xué)生說(shuō)單詞，其余的學(xué)生做動(dòng)作；這些方法都能讓學(xué)生感受到英語(yǔ)帶來(lái)的極大興趣。

2、Body language在Let’s sing教學(xué)中的運(yùn)用

小學(xué)英語(yǔ)為了增加趣味性，每單元都會(huì)有Let’s sing部分。教師如果在課堂上適當(dāng)?shù)亟逃⒄Z(yǔ)歌曲，不僅可以使孩子從緊張的學(xué)習(xí)中得到放松，把孩子的注意力再次轉(zhuǎn)移到課堂上，還可以活躍課堂氣氛。如在教授“My new teacher”時(shí)，我會(huì)邊唱邊指著自己，同時(shí)在適當(dāng)加上其他動(dòng)作，這樣不僅可以幫助學(xué)生理解意思，而且也能引起學(xué)生的興趣。學(xué)生可邊唱邊跟著老師做動(dòng)作，這樣一首歌很快就能學(xué)會(huì)了，而且記憶時(shí)間長(zhǎng)。

3、Body language在Story time教學(xué)中的運(yùn)用

由于小學(xué)英語(yǔ)教材中的Story time部分有一定的難度，很多教師并不把它作為教學(xué)部分來(lái)講，只要求自學(xué)能力好的學(xué)生自己學(xué)。其實(shí)孩子們有很強(qiáng)的表演欲，他們常常扮演電視中的人物，模仿他們的神態(tài)、語(yǔ)言。而Story time是小學(xué)生擴(kuò)大知識(shí)量的一大資源，教師若能用上肢體語(yǔ)言教學(xué)這部分的內(nèi)容，學(xué)生就不會(huì)很難理解。如我在教“At a farm”的“story”部分時(shí)，我就利用兩個(gè)拇指來(lái)扮演Zip和Zoom，再配上我繪聲繪色的演繹，孩子們便很快的進(jìn)入了故事情節(jié)中?！皊tory”部分的內(nèi)容有趣生動(dòng)，若再加上教師豐富的肢體語(yǔ)言，學(xué)生的收獲是不可比擬的。

二、Body language在小學(xué)英語(yǔ)課堂中的作用

1、Body language能活躍課堂氣氛，拉近師生距離

對(duì)于孩子而言，活潑好動(dòng)是他們的天性。在小學(xué)英語(yǔ)教學(xué)中，教師適當(dāng)?shù)?/p>

用body language教學(xué)，引起學(xué)生的注意，激發(fā)他們的學(xué)習(xí)興趣和積極性，使課堂活躍起來(lái)。肢體語(yǔ)言的運(yùn)用使課堂營(yíng)造出和諧友好的教學(xué)氛圍，使學(xué)生很容易親近教師,不會(huì)對(duì)教師產(chǎn)生畏懼感，學(xué)生會(huì)樂(lè)意投入到課堂中來(lái)。同時(shí)，豐富的肢體語(yǔ)言可以在無(wú)形中拉近老師和學(xué)生之間的距離，增進(jìn)雙方之間的感情。教師作為學(xué)生求學(xué)路上的指明燈，一舉一動(dòng)都會(huì)引起學(xué)生的關(guān)注。教師惟有走近學(xué)生，才有利于師生情感的溝通，從而讓學(xué)生喜歡上你所教的科目。

2、Body language能調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣

俗話說(shuō)“興趣是最好的老師?！币坏W(xué)生對(duì)該科目產(chǎn)生了興趣，這便使他們很容易掌握所學(xué)的知識(shí)。柏拉圖說(shuō)過(guò)“初期的教育應(yīng)是一種娛樂(lè),這樣就更容易發(fā)現(xiàn)一個(gè)人的天生的愛(ài)好?！痹谛W(xué)英語(yǔ)初期階段，如何激發(fā)學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的興趣更為重要。要激發(fā)學(xué)生的學(xué)習(xí)興趣，可以采用“鼓勵(lì)”的方法。在課堂上，我經(jīng)常會(huì)鼓勵(lì)學(xué)生，當(dāng)他們答對(duì)時(shí)，我就會(huì)豎起大拇指對(duì)他們說(shuō)：“You’re great,you’re excellent, good job。”并和全班同學(xué)一起為他們鼓掌或獎(jiǎng)勵(lì)stick等。有了這樣的鼓勵(lì)后，學(xué)生學(xué)習(xí)英語(yǔ)的熱情會(huì)更加高漲，會(huì)更加積極參與到教學(xué)中來(lái)。

3、創(chuàng)設(shè)良好的教學(xué)環(huán)境，提高教學(xué)質(zhì)量

在傳統(tǒng)的課堂教學(xué)中，大多數(shù)注重語(yǔ)言板書(shū)的運(yùn)用，反而不太注重教學(xué)中的body language的運(yùn)用。其實(shí)，適當(dāng)?shù)厥褂胋ody language，比傳統(tǒng)的說(shuō)的效果更好。比如：在課堂上，學(xué)生交頭接耳時(shí)，教師可以用目光適當(dāng)?shù)膾咭曇幌滤疤嵝选彼⒁饴?tīng)課。這樣既不影響其他學(xué)生，又不打斷教師的講課思路。

三、結(jié)論

英語(yǔ)是一門(mén)語(yǔ)言，想要掌握它，就必須多操練。在課堂上，教師要以學(xué)生為主體，多鼓勵(lì)他們, 讓他們感到學(xué)習(xí)英語(yǔ)帶來(lái)的成就感與自豪感,使他們對(duì)英語(yǔ)的學(xué)習(xí)更加強(qiáng)烈, 增強(qiáng)他們學(xué)習(xí)的欲望。語(yǔ)言學(xué)家Franklin曾經(jīng)說(shuō)過(guò)“Tell me, I will forget;teach me, I will remember;involve me and I

will learn.”由此可以看出body language在教學(xué)中的重要性。教師body language的運(yùn)用，既能提高學(xué)生的學(xué)習(xí)興趣，還可以讓他們覺(jué)得學(xué)習(xí)英語(yǔ)不再是一件困難的事，同時(shí)激發(fā)他們的想象力和創(chuàng)造力。在小學(xué)英語(yǔ)課堂上，body language的適當(dāng)運(yùn)用，可以使我們的教學(xué)達(dá)到“事半功倍”的效果。