论身势语在初中英语教学中的应用英语专业毕业论文(编辑修改稿)

论身势语在初中英语教学中的应用英语专业毕业论文(编辑修改稿)内容摘要：

g in logic, which is the fundamental characteristic of secondary school students39。 mental development. However, the abstract thinking in logic is closely linked to perceptual experience (Zhu Zhixian, 2020: 323). Teachers can demonstrate objects or conceptions through body language in order to make it clear in an audiovisual context. For example, the vocabulary words exciting and angry are emotional words which can be distinguished by students39。 direct sense for facial expressions presented by their English teachers. The second aspect is secondary school students’ attitudes toward English learning. English is difficult for students to learn well, which needs persistence and a strong mind. However, students are often unmotivated because they are forced to read texts and new words again and again in class and do a lot of homework after class. So students are often reluctant to do what their teachers request and feel a sense of overall boredom with the class. To create a stressfree learning atmosphere, teachers should get rid of the old pattern: they present what they prepared for the class on blackboard, have all the students take notes and hope to ram the knowledge into the student39。 s mind. Under such circumstances, students cannot be expected to study well and they should not be blamed. It is not because they lack learning abilities and skills, but rather because the pressure resulting from the teacher39。 s methods of teaching. Therefore, teachers may introduce more body language in teaching process to create an enjoyable learning atmosphere. 12 The necessity There are two factors leading to the necessity of applying body language in secondary school English teaching. One is the relationship between body language and the English subject, and the other is the relationship between body language and English teaching objectives in secondary school. The first factor is the relationship between body language and English subject. Quality–oriented education especially emphasizes each student39。 s emotion, inspires his or her interest in English, and assists him or her to develop selfconfidence in English study and respects studentindividuality. Body language can be used appropriately and successfully in these aspects. For example, in the process of answering one question, the teacher39。 s kind eyesight will encourage pupils to think it over seriously and give an answer calmly. The second factor is the relationship between body language and English teaching objectives. Applying body language is essential to achieve English teaching objectives. Education administration draws up the following objectives: ―learning participation, cooperation and consultation。 establishing curiosity in English。 enjoying listening to English。 being able to play a simple role。 paring the difference among different countries and regions。 knowing some customs and understanding the culture of foreign countries‖ (Wang, 2020: 121). Most of those depend on body language which can stimulate students’ interest and keep them clearminded in English study. Besides, applying body language can lead students to do some activities to practice their oral English. What39。 s more, students can discover the diversity of applying body 13 language through crosscultural customs. Decent application of teachers’ body language in secondary school English teaching According to the author’s researches, teachers’ body language in class mainly contains eye language, facial expressions, gestures and postures. The important thing is that different body language should be used under different leaning situations, especially should be according to secondary school students’ individual characteristics. Eye language As they say, the eyes are the window of the soul, so people can read one’s mind through his or her eyes. Eye language can express plicated emotions and it is a n important way to judge the intimacy of municators. So what kind of eyesight the teacher shows then what the indicated meanings will be conveyed to students. Look around. It has a conventional effect on students. When the class’s bell rings, the teacher stands on the platform and looks around with smile, which means ―everybody, the class will begin and pay attention to it.‖ It is simple but effective rather than shout to students ―be quiet, quickly, please‖! And it is necessary for teacher to look around to students while having classes because it shows the love, equality and fare to students and let every student feel their importance from teacher, then they will develop interest in learning English. Look attentively. It refers to the eye gazing at students for a long time and it is divided into serious looking and necessary looking (Harrison, 1974: 232). Teachers 14 usually use serious looking eye gaze to stop students from cheating because this eye language gives students some fear and warnings which indicate that ―do not do it, or you will be strictly punished‖. According to psychologists’ theories, when students are cheating or attempt to cheat, they are in stress and nervousness and scare, so this eye looking has deterrent force to students. Besides, when teachers ask students to answer questions, they can adopt intimate looking for it can give students some sweet feelings and encourage students to answer questions bravely. If students’ answers are not correct, this eye language can also encourage students to think over again and then give their final answers. Facial expressions The face has been called an ―an of emotion‖ because people constantly read facial expressions to understand what others are feeling. The face provides vital clues to one own feelings and those of the people around. What’s more, social psychologist Paul Ekmen in his crosscultural studies points peopl。