论文总字数：29220字

摘 要

人类交际分为语言交际和非语言交际，非语言交际作为语言交际的辅助手段，在英语课堂教学中发挥着重要作用。教师的非言语行为具体表现为体态语、副语言、客体语言与环境语四种。本文通过对各种非语言行为的研究，探索其在英语课堂教学中如何发挥作用；以及英语教师在实际的教学中，如何运用非语言行为来提高教学质量。

关键词：非语言交际；英语课堂；作用

Contents

1. Introduction..........................................................................................3

2. Literature Review.................................................................................3

3. The Forms of Nonverbal Communication.........................................4

3.1Facial expressions..................................................................................4

3.2 Eyes......................................................................................................4

3.3 Gesture..................................................................................................5

3.4 Posture..................................................................................................5

3.5 Interpersonal space distance.................................................................6

3.6 Paralanguage.........................................................................................6

3.7 Object language....................................................................................7

3.8 Environmental factors..........................................................................7

4. The Role of Nonverbal Communication in The Classroom..............7

4.1 Effects of nonverbal communication on English classroom teaching..7

4.2 Impact of nonverbal communication on students’ learning outcome...8

5.The Skills of Teachers" Nonverbal Communication.........................13

5.1 The necessity of nonverbal communication in the classroom............13

5.2 The ways to improve nonverbal communication...............................14

5.2.1 Proper use of eye contact................................................................14

5.2.2 Proper use of facial expressions......................................................14

5.2.3 Proper use of gestures and other body languages............................15

5.2.4 Clever use of paralanguage to communicate with students, effectively transmit of information...........................................................15

5.2.5 Proper use of environmental language to build a good teaching.....16

5.2.6 Pay attention to the application of the object language and harmonize the relationship between teachers and students......................16

5.2.7 Pay attention to the nonverbal feedback of students.......................16

6. Conclusion...........................................................................................17

1. Introduction

Human communication is divided into language communication and non language communication, both of which are the process of transmitting and exchanging information. Before the emergence of language symbols, nonverbal symbols used to be the most important communication tools for human beings. In the process of communication, people sometimes convey complex information by using these two behaviors to express complex information, express rich and delicate emotions, and conduct extensive and extensive communication. As a process of intercultural communication, foreign language teaching can not be separated from nonverbal communication. Especially in foreign language classroom, As a language exercise place for Intercultural Communication, teachers should not only pay attention to language teaching, but also pay attention to the use of nonverbal communication which aid their teaching and training, so as to enrich the foreign language classroom teaching mode, improve the quality of foreign language teaching.

1. Literature Review

Human communication is divided into two kinds: language communication and nonverbal communication. Different western scholars have similar definitions about nonverbal communication. Bi Jiwan divides the nonverbal communication into four categories: body language, paralanguage, object language and environmental language. Fan Lidi points out that nonverbal communication has the five functions of supplementation, suggestion, substitution, negation and emphasis in communicative activities. In English classroom teaching, the communication between teachers and students is accomplished by the combination of language communication and nonverbal communication. Combining the five functions proposed by Fan Lidi and the four categories proposed by Bi Jiwan, we can see that four kinds of nonverbal communication play different roles in English classroom teaching. As a teaching aid, body language plays the functions of explanation, expression and meaning. Body language can increase the content of language information, enhance the vividness and accuracy of voice language, and transmit information more reliably and effectively, which can optimize classroom teaching. Among all of them, eye communication has a large proportion in nonverbal communication. On one hand, it can help teachers perceive students" psychological activities, so as to judge their acceptability. On the other hand, it can transmit the right information, enhance communication between teachers and students, and promote classroom interaction.

1. The Forms of Nonverbal Communication

3.1 Facial expressions

Facial expressions are the most contagious nonverbal symbols. People often get information about the person"s character on the face of a person. In the process of education, the students" eyes are generally concentrated on the teacher"s face, and the students will observe and analyze the teacher"s expression in a subconscious. The most important function of facial expression is to express feelings and feelings. Sometimes people hide their hearts, but their body will reveal the real feelings. We can also judge his character from a person"s facial expression, such as bright and quiet. Facial expressions can also express praise or disapproval. In classroom teaching, teachers should have some facial expressions, smiling to students frequently, which can shorten the distance between teachers and students, form a harmonious classroom atmosphere, and teaching activities will proceed smoothly.

3.2 Eyes

When people communicate with each other, they often have eye contact. The eyes are the windows of the mind, and a person"s emotional and psychological changes are reflected in their eyes. Kind eyes and scolding eyes will affirm or deny the students. People can establish a connection through eye contact. When one is willing to speak to another person, he will look for the eye contact of the person. Eye contact can adjust the conversation. People start the conversation by eye contact, determine the order of speech, and make opinions. Eye contact can also reduce the distraction of attention. When students are in a gap, teacher"s eyes reminding the students to focus their attention. Before class, the kind and gentle eyes of the teacher can close the distance with the students, and let the students learn in the joyful atmosphere. In the process of class, teachers should put their eyes on all the students. They also need to express different kinds of eyes according to teaching contents. They should also grasp the psychology of students through the eyes, find problems in time and make adjustments.

3.3 Gestures

Gestures are the communication information conveyed by the body"s upper limb. It consists of various movements of the fingers, palms, arms, and hands that carry communication information, directly affects students" visual organs, and usually conveys the real meaning to facial expressions and languages, and is related to specific teaching situations and teaching contents. Gesture language is divided into affective accompanying sign language, instruction sign gesture language, pictographic interpretation gesture language, instruction and gesture gesture language, symbolic performance class sign language. The direction, rhythm, speed and intensity of the teacher"s gestures are all consistent with the teaching content and harmonize with the expression of language symbols.

3.4 Posture

Posture refers to the way to dominate the body, especially in the back, shoulder, and head, and the posture of the body is divided into dynamic and static posture. The posture can express the emotion and reflect the social relationship. Touch is also a form of body state, which is the need of the human body and the spirit. By touching, you can comfort the loved one and yourself. Touching can effectively express attitude, care and understanding, and gently beat the shoulders, the back and the gentle hug often make it easier to people happy more than thousands of words. Touch can also break the communication barrier between people, which is particularly important for introverted students. Teachers" standing, moving and sitting should be temperate, elegant and reasonable.

3.5 Interpersonal space distance

Interpersonal distance refers to the use of space and distance when we communicate with others. The distance between human and territory is divided into intimate distance, personal distance, social distance and public distance. The distance between teachers and students when they interact with each other is an important sign of whether the relationship between teachers and students is close or not. Therefore, it is essential to choose the right distance when people are in contact. The position of the teacher and the distance from the students make the students have different psychological feelings. Close communication often plays the role of encouragement, comfort, or admiration.

3.6 Paralanguage

Paralanguage is also known as the auxiliary language, mainly refers to the tone, volume, timbre, pause and silence, the speaker use the rhythm and tone of voice and the order of priority of ups and downs, silence and pause to convey the speaker"s emotion and attitude, with it that comes with language. By paralanguage, people can judge the truth of the speaker"s tone, status, attitude and the content of the speaker. The different paralanguage of the teacher will be transmitted to the students with different potential information, and the students will respond in different paralanguage. At the same time, the effect of students" listening depends not only on the content of lectures, but also on the way of teaching. Effective teaching information transmission can make information display more clearly and vividly. Loud sounds, high tones and fast speed are more attractive than dull sounds, low tones, and slow speed. Short and long silence can play a role in contrasting or emphasizing the spoken language, and can also control the noise of the classroom. Students will remain silent when they do not understand what the teacher is saying, do not want to answer the question, disagree with the content of the teacher, or think about it.

3.7 Object language

Object language mainly refers to the transfer of dress, modifier, taste and handwriting information of different teaching methods. The dress and instrument of the teacher will give the students the most intuitive impression. The elegant and decent clothes will infect the students and enhance the effect of the teaching. Objective teaching means such as pictures, blackboards and other intuitive teaching aids, which can also help explain the teaching contents, make classroom teaching no longer boring, and facilitate students to understand the content of their learning.

3.8 Environmental factors

Environmental factors include the atmosphere of classroom communication and the internal and external environment of communication, such as school building design and classroom appearance. These environmental factors will directly or indirectly influence the behavior of accepting and behavior information, a good environment will make the speaker accurately convey information, such as warm and lively corridors and classrooms with warm light will create a relaxed, intimate communication environment.

1. The Role of Nonverbal Communication in The Classroom

4.1 Effects of nonverbal communication on English classroom teaching

It was concluded that if this skill is practiced by teachers, it will have a positive and profound effect on the students’ mood. Nonverbal communication is highly reliable in the communication process, so if the recipient of a message is between two contradictory verbal and nonverbal messages, logic dictates that we push him toward the nonverbal message and ask him to pay more attention to nonverbal than verbal messages because nonverbal cues frequently reveal the intention of the sender of the information and reflect his/her emotional reactions. Based on the obtained results of this study, it is recommended that attention to nonverbal communication skills can make a positive change in the future of a student’s life. It seems necessary for the teachers to practice and learn effective communication skills, especially for those who always interact with a large group of students. One of the factors contributing to the success or failure of students is the quality of the relationship and how the teacher builds this relationship with students. Especially, it is more effective for students who are more responsive to human relations and communication skills. Finally, it is recommended that the teachers should improve their communication skills to have better communication with their audience. The authorities are recommended to help improve the teachers’ level of communication skills through holding training courses.

4.2 Impact of nonverbal communication on students’ learning outcomes

By nonverbal communication, students usually can understand the meaning of English and enjoyed in studying when the teacher uses English. All the actions of teacher’s nonverbal communication were used to complete verbal massage in order to make students understand. It means that the teacher and the students in classroom interaction use verbal and nonverbal communication. They indicated that those of communications could help teachers and students to make good interaction in the class. Not only the phenomena of teacher talk in giving explanation, asking questions, giving feedback, correction and teacher’s nonverbal communication, but also the arguments about the effect the teacher’s instructional language and nonverbal communication from the students were also given for each phenomenon as the supporting data. The teacher’s instructional language had positive effects to the students, they influenced by the teacher talks. It can be seen when the teacher was explaining in English, she mixed and switched her language. The students had different responses about that. However, mostly the students were motivated in studying. Some of them said that they understand when the teacher was speaking using that language. Others said that it could increase their vocabulary mastery and know how to pronounce it.

Moreover, teacher’s nonverbal communication helps the students be more involved in process of learning. It can be seen when the student asked the teacher to repeat what she had explained. Mostly the students can understand what their teacher told because their teacher tried to make them understand and know the meaning by mixing and switching her Language. Some of them said that they could understand but not all, they did not know the meaning when the teacher was speaking using that Language. It was because they have a limited vocabulary. By mixing and switching her language, they will know the words and the meaning of the words. The teachers need to balance the use of language within each lesson and switch languages at certain key points, such as during important concepts, where the students are getting distracted, during visions or when students are praised and told off. The teacher in mixing the language in the classroom is to make the students more understandable. Data presentation from the interview reported that researcher found related to the teacher’s nonverbal communication. I also found the positive and negative effect from the interview the students stated that nonverbal communication that teacher used in the classroom made them more active to speak. They feel enthusiasm if the teacher was smiling, even when she teaches while walking around the class. The students are happy and be motivated to study. They can understand the words when the teacher spoke because she described it by using her body or her hands, even her facial expression. On the other hand, some of them feel nervous to speak when the teacher looked at them and even she stood beside them. By the explanations about, nonverbal communication that teacher applied in the classroom is a good strategy not only to make students more understand the lesson, but also it can make the students more active to speak, they feel enthusiasm, be happy and be motivated to study. The use of nonverbal communication in the classroom is to give feedback, to motivate learners, and have a good classroom management; these professional qualities can be fostered by the positive use on nonverbal communication(Elfatihi 41). A teacher uses representational nonverbal like gestures as classroom activities, and they are often perceived as enjoyable by students since these activities lead them to greater involvement in the activity and lower anxiety in the learning situation(Kusanagi 384) . By this statement, it can help the teachers in presenting more interactive and easy learning process. Referring to the effects of teacher talk and nonverbal communication; verbal communication is confined to the use of language and on the contrary, nonverbal delivers a message beyond the words(Negi 102). By this statement, I concludes that the teachers’ instructional as verbally cannot separated with nonverbal communication that used in the classroom. It means that the teacher and the students in classroom interaction used verbal and nonverbal communication. Those kinds of communication can help students to make good learning outcomes in the class.

1. The Skills of Teachers" Nonverbal Communication

5.1 The necessity of nonverbal communication in the classroom

The traditional foreign language teaching and research tend to focus only on the language itself. In particular, it emphasizes the practice and mastery of language, grammar and vocabulary, but neglects the knowledge of culture, especially the non language system in the culture. Many foreign researchers have investigated the role of language and non language factors in communication. The most conservative estimate is: "in a certain situation, thirty-five percent of the information is transmitted by language, the other sixty-five percent is transmitted by non language" and "only seven percent of emotional information" is considered. It is transmitted by language, and the rest ninety-three percent is transmitted by nonverbal means. These two sets of figures can confirm that more than half of the information is transmitted by nonverbal means. Therefore, nonverbal communication plays a very important role in communication. As far as English classroom teaching is concerned, its role can not be underestimated. Careful teachers can adjust their teaching in time. Since nonverbal communication plays an important role in foreign language teaching, what role does foreign language teacher play in this process? I think teachers should not only use nonverbal behavior to convey information, but also understand and interpret nonverbal information from students. In order to achieve this goal, teachers should apply a variety of ways to express nonverbal behavior in the course of teaching, and promote communication with students. In class, the nonverbal behavior is beneficial to the teaching. Sometimes stepping down from the platform to narrow the distance between teachers and students can increase intimacy. Maintaining good eye contact with students is an important aspect of nonverbal communication between teachers and students. Teachers should naturally look at students" eyes to show concern for students, but do not gaze. For the poor students, we should pass the eye contact, encouraging the nod and smiling faces to convey silent inspiration. Facing the students, watching them, giving them all the attention. Use the language of the body to convey information. If you use the index finger and middle finger to form the V font (victory). Full of passion and vitality can arouse students" sympathy, stimulate students" interest in learning and participate in classroom participation. Studies show that most students like smiling, postural teachers. Postures have three functions in Teaching: clarify or describe facts; emphasize facts; attract attention. Whether posture can play a role is whether we can use posture properly, timely and accurately.

5.2 The ways to improve nonverbal communication

Teachers can adapt to different teaching contents through different interpersonal space distance to achieve the corresponding teaching goals. Teachers standing on the stage, giving students a sacred halo and dignified image, so as to control the order of the whole classroom, but the classroom atmosphere may be relatively cold. In the process of teaching, teachers of students, and students closer distance, to attract the attention of students, especially when teaching grammar and words, close contact with students, will facilitate students to understand the grammar and correct students" pronunciation of words, and not scattered other students attention the case timely correct the desertion of students, to achieve a multiplier effect of classroom.

5.2.1 Proper use of eye contact

The eyes are the windows of the mind, and the importance of the eyes to the expression of a person"s feelings. Students who listen to and think positively with the approval of the gaze should use a warning to gaze at students who are absent or do small movements. At the same time, grasp the time of eye contact, and avoid a long time to stare at a student. Take care of all the students and try to have eye contact with each student.

5.2.2 Proper use of facial expressions

In the process of communicating with students, appreciative, approving, affirmative, optimistic and positive positive facial expressions can give students positive guidance and encourage and courage to students. On the contrary, negative facial expressions such as sad, disappointing, negative, disgust, disdain and other negative facial expressions can affect students" bad effects. In teaching, teachers should apply appropriate facial expressions according to different teaching contents and teaching objects, avoid using negative facial expressions, face the students with relaxed facial expression, and keep close distance between teachers and students. Moreover, to treat students equally, try to look at is not too good tainted glasses, poor academic performance of students, so the learning effect will be counterproductive.

5.2.3 Proper use of gestures and other body languages

Body language, such as gestures, can play a necessary and effective role in the adjustment of teaching. In order to treat a student who is absent or with minor movements, the teacher walks to him silently, and lightly pat his head or shoulders to correct students" wrong behavior. When students answer questions correctly or actively question their teaching, teachers praise students or thumbs up to encourage students. When the class is more noisy, the index finger is vertically crossed in the lip or in the left and right hands, indicating the students to be quiet. These silent body language can help the language information and make the classroom teaching more vivid and intuitive.

5.2.4 Clever use of paralanguage to communicate with students, effectively transmit of information

Before class, teachers’ cadence can make student have a relaxed state. In the process of teaching, the high tonal tone and the rhythmic explanation can improve the students" enthusiasm. After the students accustomed to the teacher"s voice, the needs of teachers according to teaching contents and key points to adjust the tone of voice, the sound pass the positive message and emotion to students, guide students actively, promote students" thinking and understanding of the teaching contents.

5.2.5 Proper use of environmental language to build a good teaching and learning environment

In a neat and elegant classroom environment, teachers" reactions are mostly comfortable to students. In a bad classroom environment, students usually react monotonously and wearily. The teacher can assign the appropriate light, clean, fresh air, comply with the rules and regulations of the classroom environment, holding blackboard activities, posting learning slogans to create a learning environment. The arrangement of seats is also an important part of classroom environment. It has a direct or indirect influence on students" academic performance, interpersonal interaction and listening lessons. Teachers can arrange seats flexibly according to the teaching content and teaching objectives.

5.2.6 Pay attention to the application of the object language and harmonize the relationship between teachers and students

Teachers" dress, temperament and temperament are the external charm of teachers. A teacher with temperament will be more attentive in lectures. The use of intuitive teaching aids and network multimedia can also enrich teaching contents, enhance the intuition of teaching, make boring teaching content lively and interesting, reduce the difficulty of learning, and facilitate students to grasp the content faster and more effective.

5.2.7 Pay attention to the nonverbal feedback of students

The nonverbal feedback of the students is more true and meticulous than the language feedback of the students. It is also a way for the students to attract the attention of the teachers. Teachers should be good at observing students" nonverbal feedback and adjusting their teaching at the right time. For example, students face doubts, probably they did not understand the content; the students eyes free, probably they were not listening in the state, ideas are deserted; students nodded, may be they were in the understanding about the content of teachers; students with hands up, means that they do not understand the questions..

1. Conclusion

Teachers" nonverbal communication, as a supplement and auxiliary language communication, plays an important role in the classroom teaching, we can establish a good teacher-student relationship, create a harmonious atmosphere in the classroom teaching, make teaching more effective, encourage students and arouse the students" interest, enhancing the effectiveness of teaching. At the same time, teachers should also master the skills of nonverbal communication, and make it serve the teaching. Teachers should maintain appropriate interpersonal distance, freely use eye contact, proper use of facial expressions, gestures and body languages, clever use of paralanguage to communicate with students. Pay attention to the use of object language, rational use of language environment, construction of good teaching and learning environment, students" nonverbal feedback, and improve their nonverbal ability. So teachers need to combine language communication with nonverbal communication to improve the effect of teaching.

Works cited

Elfatihi. The Role of Nonverbal Communication in Beginners’ EFL Classrooms. Sidi Mohamed Benabdellah University, 2016.

Kusanagi. Analysis of Research on Nonverbal Communication in Language Education. Language Learning life JALT2004. 2004. 384.

Negi, S. J. “The Role of Teachers’Nonverbal Communication in ELT Classroom. ”Journal of NELTA Vol. 1 4 No. 1-2. 2014. 101-110.

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