大学英语课堂中教师非言语行为的研究英语语言文学专业论文.docx

i i Acknowledgements First and foremost, I would like to extend my heartfelt gratitude to my supervisor, a distinguished scholar and benign mentor, Rui Yanping, for without her constant and timely academic and spiritual support, this thesis would not have come to its fruition. I am deeply indebted to her for the instructions, enlightenments, insights and scholastic guidance that she has been supplying for me all through the three years since my entrance to North University of China. I am also greatly indebted to the teachers in my postgraduate studies. I owe a lot to my classmates who have helped me with the thesis. My classmates always provide useful suggestions for my thesis. Also, I would like to express my thanks to my best friends, Zhang Juan, Wang Ruhui and Xu Xuejing for their encouragement and generous assistance whenever I encountered difficulties in writing my thesis. I would like to acknowledge my appreciation to my family for their love, encouragement and understanding, especially for their invaluable patience, tolerance, and assistance when I am in trouble with my study and work all throughout these years. Last, but not least, I would like to express my gratitude for other teachers, classmates and librarians who have done me some favor in the completion of this thesis and other academic activities in North University of China. ii ii Abstract Humans communicate through a variety of channels. Language is by no means the only way we exchange information. In conversation, for example, we express our ideas and feelings not only with words but also through facial expressions, voice tones, and gestures. Like verbal communication, nonverbal communication is indispensable in human interaction process. Likewise, teachers’ nonverbal behaviors are also very important in the whole teaching process. By using a great number of facial expressions, eye contacts, gestures, distances or postures to communicate with students, teachers could arouse students’ interest and i