江西师范大学成人高等教育学历教育学生毕业论文.doc

江西师范大学成人高等教育学历教育学生毕业论文

题目：浅析课堂教学中教师非语言交际行为的运用
Teacher's Nonverbal Behavior in the Classroom and Its Role in Developing Teacher- Student Relationship

姓名： 卢 耀 阳
班级：
学号：
专业： 英 语 教 育
教学单位： 江西师大外国语学院
指导老师： 陈 忠 荣

Abstract: Teaching is a process of knowledge transfer, information exchange and communication. Language is the most frequently used and the most important way to transfer knowledge and give influence. A successful teacher should use precise, visual and vivid words, should be enthusiastic, logical with coherence and integrity. At the same time, the successful teaching process is not only carried on by verbal behavior but also by non - verbal behavior. An experienced teacher often communicates through non-verbal.

Key word: Non-verbal communication; Class teaching of normal schools; Active non-verbal communication; Static non-verbal communication;

CONTENTS
INTRODUCTION……………………………………………..1

I. THE NATURE OF COMMUNICATION…………………….2

a) Communication Is a Transactional Process………………2

b) The Relationship between Verbal and Nonverbal Communication…………………………………………….3

II. THEORETICAL BACKGROUND……………….…………..4

a) Functions of Nonverbal Communication in the Classroom…………………………………………………..4

b) The Possibility of Nonverbal Behavior Modification………………………………………………..9

c) A Review of Classroom Research……………………11

III. AN EMPIRICAL RESEARCH ON SYSTEMATIC MODIFICATION OF TEACHER'S NONVERBAL BEHAVIOR…………………………………………………….15

IV. CONCLUSION………………………………………………...16

V. References ……………………………………18

Teacher's Nonverbal Behavior in the Classroom and Its Role in Developing Teacher- Student Relationship

INTRODUCTION
This essay focuses upon the teachers’ nonverbal behavior in the classroom. It provides some details about nonverbal behavior: its role, the relationship with communication, function of nonverbal communication in classroom, and it also provide some common nonverbal behaviors in our daily teaching, such as gestures, facial expression ,eye contact etc. At the end of the essay, some effective nonverbal behaviors were talked; our teacher can follow them or make some changes depend on themselves.
A review of the past educational research concerning the teaching-:learning process indicates that (1) much attention has been directed at "methodological advances" rather than at what is actually going on within the classroom; (2) teacher's nonverbal behavior has been largely ignored as subordinate to verbal communication; (3) it is hard to change a teacher's nonverbal behavior even if he feels a need to change; (4) nearly all of the nonverbal research has been done in the West by Western researchers, which makes it imperative that an investigation he done in China nonverbal behavior change ; and (5) tough teacher-student relationship has been proved to be the crucial factor in the teaching-learning process, no direct link has been found between teachers' nonverbal behavior and teacher-student relationship.
In the light of the current nonverbal research findings and methods, the present writer conducted an empirical investigation in a medium-sized middle school, the purpose of which is to provide systematic, experimental evidence indicating that improvement of teacher nonverbal behavior will subsequently affect teacher-student relationships. Specifically, a videotape intervention plan was utilized to modify teacher nonverbal behavior throughout six weeks, that is, subject teachers were videotaped within the classrooms while instructing lessons, and later those videotapes were shown to them to let them see how well they had been actually doing in class. As individual teachers modified their behavior, student evaluations of teacher-student relationship and the appropriateness of teacher nonverbal behavior in the form of questionnaires were documented and fed back to the subject teachers.
Basing upon the results of this investigation and other related research findings, the present writer concludes that (1) teacher's nonverbal behavior is as fundamental to classroom learning as is verbal communication; (2) teacher's nonverbal behavior is subject to systematic modification; (3) videotaping has been proven to be an effective way to modify teacher nonverbal behavior; and (4) teacher nonverbal behavior, student attitude toward teacher, and teacher-student relationship interact each other.
It is to be hoped that this essay can help teachers acquire a correct understanding of the role that teacher's nonverbal behavior plays in the development of teacher-student relationship and the teaching-learning process, and usher Chinese teachers as well as researchers into a relatively uncultivated land out of which much can be shown and harvested.

I.THE NATURE OF COMMUNICATION
Communication between teacher and students can vary from extremely effective to extremely ineffective. Each teacher-student encounter could have been worse and each could have been better. Though much research suggests that the quality of classroom communication can be improved if teachers sees a well-developed repertoire of communication skills', communication does not, as a matter of fact, necessarily become effective simply by improving the so-called "communication skills," because it is far too complex a process for such rules to exist.
a）Communication Is a Transactional Process
Communication scholars have long pondered the question, what is communication? The term communication is abstract, and like many other words, have several meanings. Following are some of the definitions provided by current communication theorists:
Communication "involves an intentional, transactional, symbolic process."
Communication "includes all methods of conveying any kind of thought or feeling- between persons.
Though on the surface their definitions differ to a considerable degree, there is one point that underlies all of them--interpersonal communication is transactional.' When we say that interpersonal communication is transactional, we mean that communication is a process, symbolic, inevitable, and has both a content and a relational component."
The communication process is best described as a circular and continuous one. When we consider communication as the transmitting of messages from speaker to listener, we imply that the process begins with the speaker and ends with the listener. This is a linear view. In reality, communication is a circular process with each person serving both functions-each is simultaneously a listener, an actor and a reactor.
Therefore, in a classroom setting, not only does the teacher's behavior affect the student's behavior, but the student behavior also affects the teacher behavior. An infamous example of- this is the story of the class who gave positive feedback (either verbal or nonverbal) to their instructor when he stood in one area of the room to lecture and withdrew that reinforcement whenever he moved to another area of the room. Soon the professor was lecturing from the area of the room from which he received positive reinforcement!
The importance of relationship message for teachers is evident. The relationships we create with our students affect us, our students, and the educational outcomes of our instruction. Research suggests that when a teacher's communication response to his students is one of "I accept you," the relationship is positive and learning is enhanced."
b）The Relationship between Verbal and Nonverbal Communication

To date, here has been much discussion on the relationship between verbal and nonverbal communication. However, researchers have not yet arrived at a consensual conclusion. The focus of the debate is on the status of nonverbal communication. Although most of the experts on communication have recognized the important role that nonverbal communication plays in human interaction, a considerable number of them still see the verbal as the primary means of communicating. Nonverbal communication, to them, is supplementary to the verbal and thus can be done without.
The subordinate status of nonverbal communication vis- 6 -vis verbal communication is called into question by Kendon. He argues that nonverbal communication is as fundamentals the verbal communication as an instrument for the representation of meaning. That is, the employment of the nonverbal language is not dependent upon the employment of verbal language. Nonverbal language is separate, in principle equal, joined with speech only because it is used simultaneously for the same overall purposes. "In other words, verbal and nonverbal communication are separate representation systems that are produced together because they are functionally united by the same overall aim. The relationship between them is, therefore, complementary.
In sum, verbal and nonverbal communication are tightly interwoven and complementary to each other. They function differently in different aspects of communication, with verbal communication as the main code of communicating cognitive information, and nonverbal communication as the primary channel of dealing with the process of human relationships and conveying feelings and emotions. The ignorance of either will undoubtedly result in failure or ineffectiveness in communication. In other words, we cannot fully understand the nature of communication unless we take into consideration both verbal and nonverbal language.

Ⅱ. THEORETICAL BACKGROUND
This part covers three topics. The first concerns the functions that nonverbal communication performs in the classroom; the possibility of nonverbal behavior modification is the second topic; the third provides a review of current views on classroom teaching-learning process. The main aim of this part is to provide the theoretical background upon which our investigation rests.
a） Functions of Nonverbal Communication in the Classroom.
General functions that nonverbal communication performs have been discussed in Part One. However, in the classroom context, nonverbal communication plays a significant role in several areas. We will explore the very special functions that teachers' nonverbal communication performs communication influences by identifying how each of the categories of non-verbal the teaching-learning process.
Classification of nonverbal communication system has been diverse, and various terms have been used. For simplicity, we omit coverage of some of the nonverbal phenomena, and employ those common terms.' Of all the nonverbal systems, the body is surely the most important. '- With the body, we communicate a wide variety of messages through gestures, facial expressions, eye contact, and special changes.' Paralanguage is also treated as a separate category in this section. Though it may be defined as the vocal dimension of speech, it is still regarded as nonverbal. We will examine these five categories one by one.
Gestures
In dealing with nonverbal body gestures, a classification offered by Ekman and Friesen seems the most useful.` They distinguish five classes of nonverbal body gestures based on the origins, functions, and so on.
1. Emblems are don't know, may be eyebrows coding of the behavior. Nonverbal behaviors have direct verbal translations. For example, "I communicated emblematically by a shrug of the shoulders and raised
2. Illustrations are nonverbal behaviors that accompany and literally illustrate the verbal messages. Maintain Illustrators make our communications more vivid and more forceful, and help to the attention of the listener. They also help to clarify and make more intense our verbal messages. During a lesson, for example, a teacher might explain to the class who Charles Chaplin is verbally, and imitate the typical way he used to walk at the same time.
3. Affect displays are facial expressions that communicate emotional states. They can be either intentional or unintentional. And they are more independent of verbal messages than illustrators and less under conscious control than emblems or illustrators. A teacher's frown, whether intended or not, may communicate displeasure with a student's answer.
4. Regulators are nonverbal behaviors used to control and maintain verbal interactions. While listening to a student who is answering a question, the teacher may nod rapidly, which conveys the message of "Yes, I understand. Carry on."
5. Adaptors are nonverbal behaviors designed to satisfy emotional or psychological need. They usually go unnoticed. Teachers, when they feel anxious or bored, may tap their pens on the desk, bite their lips, or scratch their heads. All of those are ways to adapt to their boredom or anxiety
Facial Expressions
Birdwhistell states that the human face, which is the major body area that communicates our emotions, is capable of making 250, 000 different expressions." Facial messages may communicate at least the following ten emotions: happiness; surprise, fear, anger, sadness, disgust, contempt, interest, bewilderment, and determination.' According to Herbert Petri, most people can correctly identify various emotional states, even when given only brief exposure (1/ 13 24 second) to the nonverbal cues, particularly the face." Thus, teachers should pay close attention to their faces, which are the major channel through which their expressions are felt by the students.
Robert Feldmany argues that facial expressions are involved in determining the experience of emotions and in labeling them. According to this notion (also known as "facial-feedback hypothesis，facial expressions not only reflect emotional experience, they also help determine how people experience and label emotions. The basic idea of "wearing" an emotional expression provides muscular feedback to the brain which helps produce an emotion congruent with the expression. Put is simply, if a teacher walks into a classroom with a happy face (though he or she may not be necessarily happy at the heart), he or she will experience happiness and become really happy.
Eye Contact
Although eyes are obviously a part of facial expressions, eye contact is important enough， to discuss separately. Consider, for example, the inferences the student may make一about the teacher who does not look the student in the eye "enough" while talking or listening to the student. What counts as "enough" varies, of course, from situation to situation, but our inferences remain fairly constant. There aren't many other possibilities. And all those possible inferences are negative. Generally, "there are no positive messages conveyed by too little eye contact." Normally, we use eye behavior to accomplish three general go