body language in english teaching论文 定稿.doc

Body Language in English Teaching Introduction As far as the characteristic of pupils and the teaching aims are concerned, teachers have to try to stir up the pupils’ interests in any methods so that they may learn better. Among these methods, body language may be more effective and practical one. Body language has played a very positive role in cultivating pupils’ characters. According to the characteristic of pupils, that is, they are imitative and imaginative. What the teachers do and how the teachers do will be possibly imitated subconsciously. Sometimes, teachers’ body language gives pupils some imagination or suggestion, and is help to train the pupils’ thinking, inference and logic. Furthermore, teachers’ graceful body language also helps to improve the present teaching methods, bettering the quality of teaching which can improve multiple comprehensions, enlighten their thinking, and increase the enthusiasm on the part of the pupils. The necessity and importance of body language in English teaching American psychologists concluded that: result of message = 70% of words + 38% of tones +55%of facial expressions and movements. So we can say that body language makes an excellent complement to the verbal communication. The purpose of primary school English teaching is to develop and improve pupils’ four skills of listening, speaking, reading, and writing. But first listening and speaking, then reading and writing according to the principle of teaching. With the English teaching methods reformed, more and more English are required to organize the teaching process in English, because the realized the final purpose is to let students be able to use the language. However, in the contemporary situation, pupils can hardly express themselves with their own words, because of the limitation of their vocabulary and knowledge about the seco