论体态语在中学英语教学中的应用英语本科毕业设计.doc

本科生毕业论文（设计）册

学院 XXX学院
专业 英语教育
班级 XXXX级英语教育X班
学生 XX
指导教师 XXX

XXXX大学本科毕业论文（设计）任务书
编 号：
论文（设计）题目： 论体态语在中学英语教学中的应用
学院： XXX学院 专业： 英语教育 班级： XXXX英语教育X班
学生姓名：XX 学号： XXXXXX 指导教师： XXX 职称：教授

1、 论文（设计）研究目标及主要任务
本论文的研究目标是探讨体态语的重要作用及其在中学英语教学中的应用。其主要任务是通过分析体态语的作用指导中学英语教学。

2、论文（设计）的主要内容
本论文分为七章，第一章介绍体态语的作用及地位，第二章介绍对体态语的历史研究成果，第三章介绍在中学英语课堂上所应用的体态语类型，第四章介绍体态语在英语教学中的地位，第五章介绍体态语在中学英语课堂上的应用，第六章列举提高体态语运用效果的建议，最后一章为本论文的总结。

3、论文（设计）的基础条件及研究路线
本论文的基础条件是不同的语言学家及心理学家对体态语的研究结果。
研究路线是对体态语的作用从不同的因素角度进行详细的阐述，并将其应用在中学英语课堂教学实践中。

4、主要参考文献
Bi, Jiwan. 1995. Nonverbal Communication. Beijing: Language Instruction and Research Press.
Bruner, J. S. 1999. The Process of Education. USA: Harvard University Press.
Cooper, P.J. 1988. Speech Communication for the Classroom Teacher. Gorsuch Scarisbrick, Publishers.
Fast, J. 1988. Body Language. New York: Pocket Books.
毕继万. 2001. 《跨文化非语言交际》 北京：外语教学与研究出版社.
庄锦英, 李振村. 1993. 《教师体态语言艺术》济南：山东教育出版社.

5、计划进度

阶段
起止日期
1
确定初步论文题目
3月16日前
2
与导师见面，确定大致范围，填开题报告和任务书，导师签字
3月16日-3月23日
3
提交论文提纲
3月23日-3月30日
4
交初稿和文献综述
3月30日-4月20日
5
交终稿和评议书
5月8日前
指 导 教师： 年 月 日
教研室主任： 年 月 日
注：一式三份，学院（系）、指导教师、学生各一份

XXXX大学本科生毕业论文（设计）开题报告书
XXX 学院 英语教育 专业 XXXX 届
学生
姓名
XX
论文（设计）题目
论体态语在中学英语教学中的应用
指导
教师
XXX
专业
职称
教授
所属教研室
英语高级教研室
研究方向
教学法与语言学

课题论证：从体态语的特点以及应用体态语的必要性等方面论证体态语的作用及其在中学英语英语教学中的应用。

方案设计：第一章介绍体态语的作用及地位，
第二章介绍对体态语的历史研究成果，
第三章介绍在中学英语课堂上所应用的体态语类型，
第四章介绍体态语在英语教学中的地位，
第五章介绍体态语在中学英语课堂上的实际应用，
第六章列举提高体态语运用效果的建议，
最后一章为本论文的总结。

进度计划：3月16日前确定初步论文题目
3月23日前写开题报告、任务书
3月30日前提交论文提纲
4月20日前提交初稿和文献综述
5月8日前交终稿和评议书
指导教师意见：

指导教师签名： 年 月 日
教研室意见：

教研室主任签名： 年 月 日

XXXX大学本科生毕业论文（设计）评议书
姓 名
XX
学院
外国语学院
专业
英语教育
年级（班）
XXXX级英语教育X班
论 文 题 目
论体态语在中学英语教学中的应用
完成时间
2013/5/8
论

文

内

容

摘

要

人类的交际行为可分为言语交际和非言语交际。体态语属于非言语交际范畴，长期以来，言语交际的研究一直倍受人们的青睐，而非言语交际却没有引起人们的重视。中国传统的外语教学往往只注重言语本身，强调语音，语法，词汇，句型的练习和掌握；对于学生交际能力的培养也主要集中在言语交际能力的培养上，忽略了对非言语交际能力的提高。如果英语教师能够根据教学内容和学生的实际情况，适当地运用体态语教学，定会促进英语教学达到较好效果。
本文通过对体态语的介绍，以及对它在中学英语教学的重要地位的阐述，唤起教师（特别是英语教师）对体态语的关注，并提供了一些如何在英语课堂上有效运用体态语的建议，从而使课堂教学效果得到有效的提高。

指
导
教
师
评
语

年 月 日
指 导 教 师

职称

初评成绩

答辩小组
姓名
职称
教研室
组长

成员

答辩记录：

记录人签字： 年 月 日
答辩小组意见：

组长签字： 年 月 日
学院意见：

评定成绩： 签章

年 月 日

XXX大学本科生毕业论文（设计）文献综述
Literature Review
Nonverbal communication is a necessary way in which people achieve communication. Body language，as an important form of nonverbal communication, has a great influence on human communication.
For a long time, some scholars have begun to study nonverbal communication. There had been such works as Darwin’s The Expression of the Emotion in Man and Animals, Kretscher’s Physique and Character and The Variation of Human Physique, Efron’s Gesture and Environment.
Body language is also called kinesics. In 1950s, the publication of Birdwhistell’s Introduction to Kinesis in 1952 and E.T. Hall’s The Silent Language in 1959 marked the birth of nonverbal communication as a discipline. The first book named after nonverbal communication is Ruesch and Kees’s Nonverbal communication: Notes and Visual Perception of Human Relations.
In 1960s, the study of nonverbal communication developed into a new stage that the states and behaviors (postures) of every part of human body are examined. The representatives lies in Ekamn and Friesen’s works on the cause, use, and encoding of nonverbal communication.
The term “body language” is first proposed by Fast in his work Body Language in 1970s. And at the same time, E.T. Hall’s The Silent Language and Beyond Culture made deep exploration of nonverbal communication.
Since 1980s, China has joined the academic team on nonverbal communication, so Chinese scholars began to focus their attention on nonverbal communication from the late 1980s. The first book published by Beijing Language Institute Press in 1988 is Geng Er’ling’s An Introduction to Body Language. Then Hu Wenzhong edited fours books on intercultural communication: Intercultural Communication—What It Means to Chinese Learners of English(1988), Selected Reading in Intercultural Communication(1990), Culture and Communication(1994), and A Dictionary of British and American Culture(1995), all of which include some articles on nonverbal communication.
Nonverbal communication, as an essential part of human communication, has been accepted by human beings for a long time. About the definition of nonverbal communication, different scholars have different views. According to Knapp(1997:5) the term nonverbal communication refers to communication effect by means other than words (believing words are the verbal factor). Some linguists (Malandro,et al) also state that nonverbal communication is a kind of communication which is achieved without the use of words (Bi,1995:223). There a similar statement proposed by Ruesch and Kees who stating that nonverbal communication includes all communicative factors expect oral speech(Bi,1995:223). Burgoon and Saine state that nonverbal communication is the qualities or behaviors known to all in a community without the use of words, and that such qualities or behaviors are intentionally or thought to be intentionally given by the speaker and consciously received and responded to by the listener(Bi,1995:223). This definition emphasizes the role of shared social conventions in nonverbal communication. But Samovar and Porter have some other attempts to prove that there are other factors in conveying nonverbal information. They claim that “nonverbal communication involves all those nonverbal stimuli in a communication setting that are generated by both the source and his or her use of the environment and that have potential message value for the source or receiver”(1995:183). In this definition, the potential message value, the communication setting and the use of environment are also involved into nonverbal communication. It defines nonverbal communication as well as proposes the process nonverbal communication actually works.
All in all, verbal and nonverbal communication all play very important role on human communication. Sometimes they are supplementary to each other. Verbal communication express information with words while nonverbal communication through other forms without words. The nonverbal form often complements, accents, substitutes, repeats or even contradicts the verbal messages.
Generally speaking, nonverbal communication is a process in which communicators express messages to others with the natural features of their bodies. On the classifications of nonverbal communication, some theorists and linguists have different discoveries.
In 1956, Ruesch and Kees stated that there are three types of nonverbal forms based on the basic components of nonverbal communication: sign language, action language, and object language. Obviously this classification is too narrow, because it ignores some other things such as environmental factors, personal distance and some cultural concepts.
In 1997, Knapp claimed that nonverbal communication should be classified into three areas: first, the communication environment (physical and spatial) second, body movement and position (gestures, postures, facial expressions, vocal behavior, touching, and eye contact), and third, the communicator’s physical characteristics.
Samovar and Porter think that nonverbal messages are communicated by means of: behavior, pace and distance, time and silence.
Valdes states that nonverbal communication includes three aspects: body language which contains movement, gestures, posture, facial expression, distance, gaze, and touch; environmental language comprising the aspects of lighting, space, color, direction and some natural surroundings; object language including the use of designs, clothing, signs, and personal artifacts. Based on these three categories of nonverbal communication, a famous scholar who proposes that nonverbal communication also has another type: paralanguage which includes silence, turn-taking and any nonverbal sounds. And he states that body language and paralanguage can be called “Nonverbal Behavior” and the object and environmental language are “nonverbal Means”
From all above, there are different ways of classifying nonverbal communication, but it is commonly accepted that body language is an important component of nonverbal communication.
Miller suggests that “only 7% of a message is sent through words with the remaining 93% sent through body language (55%) and verbal intonation (32%)”. So it is very clear that body language as an essential part of nonverbal communication, plays the most important role on communication.
Classroom teaching is a process of information transmitting between teachers and students through two channels: verbal and nonverbal communication. Body language is the most common and important form the teachers use in classroom. Western scholars think that body language in classroom has more important effect on the teaching than that of a regular teaching. And there are many researches point out that teachers should know how to use body language to improve the quality of classroom teaching.
It has been discovered (Wolfgang, 1979) that the teacher’s facial expression (through the use of smiles) is more effective than speech in drawing students’ attention and response. The linguists Stevick and Bavnell (Alasteir Pennycook, 1985) stated that body language can be a great asset to teachers in managing classroom interaction. Furthermore, Cooper P.J. (1988) remarked that body language is quite important for teachers and students can be improved if teachers use body language in English classroom teaching. The Art of Teachers’ Body Language edited by ZhuangJinying classifies the functions of teachers’ body language used in English classroom teaching, providing the classification of body language and their functions in details. The Intercultural Nonverbal Communication by BiJiwan, a scholar of intercultural language illuminated that the functions of nonverbal aspect of intercultural communication and the functions of body language in English teaching.
All in all, body language, as an important nonverbal communication, plays a very important role in our English classroom teaching. Even though it has been accepted by people, our English teachers also should use body language properly in teaching according to the content of courses and the characters of students. Only in this way can the English teaching have a great achievement. So the using of body language in teaching of language at Middle Schools still calls for our due attention.

本科生毕业论文设计

题目： 论体态语在中学英语教学中的应用

作者姓名： XXX
指导教师： XXX
所在学院： XXX学院
专业（系）： 英语教育
班级（届）： XXXX届

完成日期 2013 年 5 月 8 日

On Body Language In Teaching of English at Middle Schools

BY
XX
XXX, Tutor

A Thesis Submitted to Department of English
Language and Literature in Partial
Fulfillment of the
Requirements for the Degree of B.A. in English
At XXX University

May 8th, 2013

Abstracts

Human communication falls into two types: verbal communication and nonverbal communication. Body language belongs to nonverbal communication. For a long time, people pay more attention to the study of verbal communication while ignore nonverbal communication. The traditional English Teaching in China emphasizes teaching language itself, such as pronunciation vocabulary, grammar and the use of sentence. Body language plays a very important role in our English classroom teaching, it can help to improve students’ communicative competence. It also can help to improve the efficiency of the classroom by emphasizing or repeating the information, replenishing or adding the information, substituting, showing emotions or attitudes.
In a word, it is necessary to use body language appropriately to assist the teaching. The physical and psychological characters of middle school students and the relationship between verbal and nonverbal language call for the help of body language in teaching of language at Middle Schools. Furthermore, body language is visual and vivid. It can arouse and cultivate the students’ motivation and interest in studying. Body language has organizing, demonstrating and suggesting functions. Using body language makes the communication between teachers and students become easy and effective. While, it is not so easy to use body language in classroom teaching, teachers should use it properly, timely and accurately; avoid negative and meaningless body language. What’s more, we should heighten the awareness of intercultural differences between body language to foster the students’ ability of intercultural communication. So the purpose of this study is to make the teachers to pay attention to body language and use it effectively in teaching.

Key words body language, communicative competence, English teaching

中文摘要

人类的交际行为可分为言语交际和非言语交际。体态语属于非言语交际范畴，长期以来，言语交际的研究一直倍受人们的青睐，而非言语交际却没有引起人们的重视。中国传统的外语教学往往只注重言语本身，强调语音，语法，词汇，句型的练习和掌握；对于学生交际能力的培养也主要集中在言语交际能力的培养上，忽略了对非言语交际能力的提高。如果英语教师能够根据教学内容和学生的实际情况，适当地运用体态语教学，定会促进英语教学达到较好效果。
本文通过对体态语的介绍，以及对它在中学英语教学的重要地位的阐述，唤起教师（特别是英语教师）对体态语的关注，并提供了一些如何在英语课堂上有效运用体态语的建议，从而使课堂教学效果得到有效的提高。

关键词 体态语, 交际能力, 英语教学

Table of Contents

Abstract……………………………………………………………………………...iii
Abstract in Chinese…………………………………………………………….……iv
1. Introduction ………………………………………………………………………1
2. An overview of the development of body language……………………………..5
2.1 An overview of nonverbal communication in history…………………………. 5
2.1.1 Definition of nonverbal communication……………………………….…5
2.1.2 Researches of nonverbal communication in history………………………5
2.2 Application of body language in English classroom teaching………………….7
3. Types of body language used in English class……………………………………9
3.1 Appearance………………………………………………...................................9
3.2 Gestures……………………………………………………................................9
3.3 Facial