学前英语教学中身势语的实证研究

下面是小编为大家整理的学前英语教学中身势语的实证研究，本文共10篇，欢迎大家借鉴与参考，希望对大家有所帮助。本文原稿由网友“一条不想说话的”提供。

篇1：学前英语教学中身势语的实证研究

学前英语教学中身势语的实证研究

在学前英语教学活动中,教师都有着特定的行为方式,即随着课堂情况而改变的说话方式和身势方式.教师通常会放慢语速,着重强调每个英文单词的`清晰度以确保每个学生能更好地进行理解.同理,他们也会使用很多不同的身势语.本文通过一个实验设计来评估身势语在学前英语教学中的作用,提出在培养学前英文教师过程中,身势语的运用也应该作为一种技能来培训.

作 者：李悦  作者单位：广东深圳大学师范学院 刊 名：中国校外教育（理论） 英文刊名：CHINA AFTER SCHOOL EDUCATION 年，卷(期)： “”(z1) 分类号：H3 关键词：学前英语教学   身势语   实证研究  

篇2：关于身势语在英语教学中的重要性

本科毕业论文（设计）目录Abstract in English………………………………………………..2Key words in English……………………………………………..2Abstract in Chinese………………………………………………..2Key words in Chinese……………………………………………..2I. Introduction………………………………………………..3 II. Body language in several fields……………………………41. Facial expression…………………………………..42. The second word-gestures in class……………….43. Eye contact…………………………………………44. Body distance………………………………………5 III. How to use body language……………………………………..5 Iv. Conclusion………………………………………………………7 1.Body language can attract students’ attention2.Body language can deepen students’ impression and imagination 3. Teach in English , corresponding bodyBibliography…………………………………………………………8 全文共8页 3052 字

The Importance of Body Language in English Teacher

Abstract: Body language is an important media through which people communicate

with each other. It refers to the patterns of facial expressions and gestures that

people use to express their feelings in communication. The specialist on body

language research, Fen. Lafle. Angles, once said: “Once it was lost, a baby could not have grown into a normal person”. It's also true to the juveniles. In school educati-on, body language plays a positive role in cultivating the students' characters. For teachers are usually respected, and factually, what or how the teachers say and do willbe possibly imitated by the students (sometimes subconsciously). In a word, teachers' graceful body language helps to improve the students' artisti-cappreciation and moral character. If the students develop a wonderful body language, which will possibly lead-s them to form an optimistic and active feelings, they will surely have a more smooth interpersonal relation.

Key words: body language, important, vivid, the result of teaching.

摘要: 如口语一样，身势语也是一种重要的交流方式和文化。芬安格斯 说“肢体语言一旦缺失，那样人就不会成为正常人。”在学校教育中，身势语对于学生促进学生的性格培养起积极作用。老师的身势语会对学生的性格形成有极大的影响。老师准确的身势会使学生形成积极向上乐观的性格。老师正确有益的身势语的影响不仅会表现在为学生树立良好的榜样，而且还会创造一个和谐美好的氛围。事实上，老师和蔼亲切的态度表情会极大的激发学生学习的热情。进一步说，那些枯燥乏味的理论知识需要生动鲜明和准确积极的身势语使得他们更具体形象。结果，学生的学习兴趣会被极大的激发和鼓舞，教学效果也会有显著得提高。

关键词： 身势语，重要的， 形象生动， 教学效果。

I. Introduction

As everyone knows, the classroom teaching is one of the most important ways

that the students learn English. As far as the English teaching in the middle

schools is concerned, teachers have to arouse the students' interest so that they

may learn better. There are many ways to arouse the students' interest and help

them to learn better, body language used in English teaching is one of them.

For a long time, people who are addicted to language study only emphasize spoken language and written language. while non spoken language(body language) is often ignored. A research programme makes it clear that: most messages in emotion and attitude is transported by non spoken language (body language).It’s clear that body language is playing a very important in English teaching and actual communication.

Body language can express people’s feelings by gesture,facial expression,eye contact, body action, decent look and so on. Not only can body language take place of spoken language, but also it can widen the range of communication, express or conceal feelings, enrich languages, make expressions more active and vivid, provide much information and deepen the content exc.

The function of body language can be seen in the following sides:

1. Teaching in class. It is valid for teachers and students exchange their feelings. At the same time, It’s good for students to remember and grasp what they have learned.

2. Feed back the message of teaching and study.

3. Control the behavior of class students.

The affection of teachers' body language on the students is reflected not only by

establishing a good example, but also shortening the teacher-student estrangement by which a more harmonious studying atmosphere is created. As a matter of fact, teacher-s' friendly appearance can greatly encourage the students' studying enthusiasm. Furthermore, the characteristics of theoretic and abstraction of knowledge also requires the

vivid, dramatic and an accessible gestures to make it specific and figurati-ve. As a

result, the students' interest is motivated and the effect of teaching is greatly improved

II. Body Language In Several Fields

Well, in which fields can we take advantage of body language to make great progress of English teaching? Now I will make introductions from several sides.

1. Facial expression

Facial expression is a kind of “world language” in human beings history. One’s happiness, worriness, thinking, sorrow, surprise and shock all can be reflected through facial expressions. If we teachers can make good use of facial expressions according to actual situations, it’s likely to improve the atmosphere of class effectively and increase the standard of teaching effects. Always keeping smiling can encourage and praise our students .However, Cut-and-dry facial expression will make students feel confused. Smiling is really very important in teaching. To many students, English study, which demands that teachers should encourage students to be active, confident, and affirmative is very difficult, dry and hard to learn. So smiling is the very way to improve the problem. It’s very important for our English teachers to bring smiles into class at times and carry them out completely.

2. The second language – gesture in class

Our teachers can send our thoughts and express our feelings correctly by using exact and adaptive gestures. What’s more, a teacher will strengthen the persuasion and affection. In a word, The changing of gesture is the quickest and most and the meanings of it are abundant. At the same time, it’s very important to use gesture compendiously, properly, naturally and diversiformly.

3. Eye contact

Eyes are the mirror of our hearts. Judging from the messages in eyes, we can achieve his confusion in mind, like and dislikes, agreement and disagreement of his attitude.

Eyes can speak, send information and effectively express the exquisite feelings. What’s more, teachers can see if our students listen to lessons carefully and the results of teaching in students’ eyes. Teachers can use eye contact to encourage students and control students’ behaviors in order to accomplish teaching aims.

4. Body distance

Body distance among people is also meaningful, which is a kind of silent language. If we teachers stand in different places in class, it will have different effects on students’ mind and bring in different domino affect .A research puts it: Keeping the distance of 2-3.5 metres with students, a teacher can control his students very well.

When students read after we teachers, we teachers who can get down to students and go up to students space will control his class, find and correct his students’ mistakes in pronunciation and intonation. and then, students will come to life and listen to teachers attentively. Many teachers have found it’s not so impactful to use multimedia to teach English because they often stand far away from their students.

In a word, we shouldn’t ignore the body language to teach English. Making full use of body language attentively, we can organize the class, build up the emotive communication between us and students, activate the mood of students’ to study, extrude the emphases of teaching and improve the result of teaching and so on. So we should use body language logically, measurably, exactly and attentively. It is bound to have a favorable effect on teaching to do this.

III. How To Use Body Language

When we know body language is very important, How can we use the body language? In my own opinion, I think a teacher can combine spoken English with body language together when the teacher teach English. Frankly speaking, teacher can use body language as possible as you can.

teachers can use their facial expression reasonably in class. smiling shows teacher’s friendly attitude to their students. How can teachers bring their smiling to the students .I suggest that a teacher should tell his students some humorous stories which he have read. What is more, a teacher can encourage his students to act out some funny, lovely and interesting short plays or to tell other some interesting tales and so on. Being a teacher, he should get into the habit of humorous and optimistic life view. “Education is very important. But it is not necessary for a teacher to always keep numb and dry.”

Sometimes, teachrs’ students behavior are not so good as you have expected in their class. they can keep still and stare at him or her, which shows their anger or attention to him or her. Then his students must realize what is his care. As a result, techer can go on with his lesson without stopping class for a long time. Sometimes, the students who are shy dare not answer your questions loudly. At that time, teacher can show your smiling to encourage them efficiently. In the end, he will finish his class smoothly.

In some class, a teacher can inspire his students to do some interesting tries. For example, when we study something about water, teacher can make his students do some tries like this: first, fill in a glass with some water. Second, cover the glass with a piece of thick paper, and put one of his hands on the piece of paper. Third, put the upside down. At last, move his hand away slowly. Now , the teacher can ask them some questions about water in time because all of them must pay all of their attention to the try. I believe at that time all students must be very interested in the try and they are very excited about it. They will try best to finish their task to answer the questions, listen to their teacher carefully and think about it attentively.

To make the class more effective , vivid and impressive, a teacher should do his best to make them interested in his class. What he have worn and his look will affect his teaching result. Adding some body action will make what he want to teach vivid. For example, when he teaches the word “hop”he can let one of his students do the action. I believe that they will remember the word very well. If the teacher want to tell the differences between some expressions such as “bring” and “take”, “empty” and “full”, “smile” “laugh” “laugh at” and so on, he can make his students do all these actions to express them clearly and impressively. From these actions, the teacher can enrich his class a lot. Especially in some primary schools, he can use body language a lot. For example, he can show “ one” to “ten” by gestures and teach some expressions such as “ come” “go” “sit down” “stand up” “cry” “sleep” “run” “drink” and so on by body language.

In some cases, a teacher’ students need him to inspire and encourage them constantly. When they finish their tasks, they are expecting to be judged. teacher can show his forgiveness to them when they have made some mistakes and put his thumb to express “good” “great” or “excellent” when they carry out the tasks correctly. As a result, the students will be greatly encouraged by you. They will try their best to study English well.

Being a teacher, he will love his students whom he is teaching. A pat on his or her head or a smile can show a teacher’s love and encouragement. After class, the teacher can also use body language to set an example to your students. “ Examples are better than any instructions,” many people said. When a teacher meet someone that he knows, he can use some gestures to say “hi” or “ hello” to them. That a teacher picks up a piece of waste paper and then put it into a dustbin will set a very good example to his students and contribute a great deal to help his students to get into a very good habit and form a attentive life view.

Amson said: “ A man’s eyes will express as much as his tongue. You will get everything from eyes from eyes. Being a teacher, he can often get a lot from his students’ eyes. If a student feels doubt about he has learnt, the teacher will know from his or her puzzled eyes. When a student does not look at the teacher but other places, the teacher will know that he or she does not listen to the teacher lesson carefully. Therefore, when a teacher gives his students a lesson, you should often look around the classroom to make sure that your students are listening to your class very carefully and make them know that the teacher is talking to them.

IV. Conclusion

Learning English needs practice. The 45 minutes in class is very precious andsh-

ould be cherished, during which the students should practice as much as possible. To

exert the limited time, teachers are required to adopt some effective methods. The use of body language can not only attract the students' attention, but also deepen their

impression and imagination. The use of body language is completely up to the standar-d ofaudio-visual teaching principle, so teachers should try to teach in English from

the beginning to the end,together with the correspondingbody language.In the end,the

students' ability of English will be certainly and greatly improved.

Bibliography

Gu Xueliang The Basic Technical Training in English Teaching, Hangzhou

University Press.

He Guangkeng() The Basis of English Teaching and Learning Methods, Ji Nan

University Press.

Hu Chundiao(1990) The English Teaching and Learning Methods, Higher Education,

Hua Wen Press, Shen Minxian(1999) The Use of the Body Language in Elementary

School, Shanghai Education Vol. 12,

Liu Yongfa, Liu Xuan'en() The Practical Body Language,

Wu Zongjie(1998 )Readings for Applied Linguistics and Language Teaching,Zhejiang Teachers' University,

题 目： 身势语在英语教学中的重要性

作 者： 杨雪琪

学 校： 巴彦淖尔市杭后奋斗中学

指导老师：武海燕

Writing the research paper

内蒙古师范大学外国语学院

级一班

杨雪琪

篇3：反思身势语在小学英语教学中的应用

英语教学中有效地利用身势语，使英语教学效果更好呢？在新课程改革中，小学英语提倡的是任务型教学法，更加强调教师的主导作用和学生的主体作用。如果把一堂课比作一场戏的话，作为教学的主导者的教师，便是这场戏的导演。在课堂上如能恰当地应用身势语，如面部表情、手势、目光接触、身体距离等会使课堂教学更丰富、深刻，达到“无声胜有声”的效果。我试从以下几个方面加以说明。

1、表情的运用

这里所说的表情，主要指面部表情。面部表情是人类社会的一种“世界语”，一个人的喜、忧、怒、悲、恐、惊全都可从面部表情上反映出来。著名作家罗曼·罗兰说：“面部表情是多少世纪培养成功的语言，是比嘴里讲的复杂千百倍的语言。”所以，教师在课堂上如能针对出现的不同情况，运用好面部表情语言，就可能有效地调节课堂气氛，提高教学效果。如：微笑是对学生的一种肯定和赞许。老师对待学生回答问题的对错，就可以充分运用身势语：学生答对了，老师极以微笑鼓励，使学生不感到灰心丧气，进而激励自己更加努力。相反，如果脸部表情僵硬，就会使学生感到困惑。微笑的运用确实重要。对大多数学生来讲，学习英语这一门外语是较困难、枯燥、难以理解的。这样，就需要教师在课堂上使学生产生乐观、自信、积极向上的心态，而微笑正好有此效果。一些教育家曾提出：“用爱的微笑去征服学生的心灵。”教师应把微笑带进课堂，使它最大限度地发挥作用，让学生感到学英语是一种乐趣而不是包袱。

2、课堂“第二语言”--手势的运用

在课堂教学中准确适度地运用手势，既可以传递思想，又可以表达感情，还可以增加有声语言的说服力和感染力。

课堂教学中，教师可在某一时刻下用手势语来表示教师所想要的学生参加活动的性质。如：在教英语句型时，指着自己的衣着或可能带有的教具，来教“This is a jacket/coat/map/bag/…….”或者在教“He is not ……”时就摇手，“He is tall.”就用手量高处或者“伸出5个She is five.”时，就手指。另外，简单的手势还可以表示如“Come here!”（前伸一只手，掌向里，向着自己招动），“It’s OK!”（向上起拇指或做OK手势）等。再如在教小学生“car”时做开车的动作，

篇4：试论语文教学中的身势语研究论文

试论语文教学中的身势语研究论文

【论文关键词】语文教学 身势语 言语交际能力 非言语交际能力

【论文摘要】语文教育的目的就是促进学生语言习得能力和培养学生的言语交际能力，在语文课堂教学中合理运用身势语有助于这一教学目标的实现以及学生非言语交际能力的提高。本文将研究在语文教学中如何巧妙地运用身势语。

一、必要性

当今时代是信息交流时代，如何恰当地进行信息表达和选择，对人生的各方面发展都起着重要作用。言语信息交流和非言语信息交流都以各自的优势在交际舞台上发挥自己的作用。索绪尔说：“语言是人类最重要的交际工具”这句话告诉了我们言语信息交流在交际过程中的位置。根据宾夕法尼亚大学教授伯德惠斯特尔统计，两个人在交谈时只有35%的信息是由语言传递的，其他65%的信息则由非语言交际方式传递的。从中不难看出身势语在信息交流的中的作用。语文教学属“科学世界”语文教育，是“学校语文”的教学现象，用“生活世界”语文教育的“习得”随意剪裁“科学世界”语文教育的“学得”。我想，身势语应该在语文课堂中得到淋漓尽致地发挥，以促进学生交际能力的提高。

二、可行性

纵观中国数千年语文教学史，以诵读经典为中心的古代语文教学模式，似乎不需要过多考虑身势语的存在，但先生摇头晃脑的范读，弟子头悬梁锥刺股的苦读就是自发的身势语的典型。以讲授范文和语文知识为中心的近代教学模式由于以教师主持的班级授课为基本方式渐渐重视身势语的作用。这对教师的言语交际能力和非言语交际能力提出了较高的要求。于是，对身势语的研究应运而生。1952年宾夕法尼亚大学教授伯德惠斯特尔创造了kinesics（身势语）这个词，对身势语陆续展开了系统的研究。1970年，朱利叶斯-法斯特发表了一部关于身体语言的著作以后，公众才意识到这种现象的存在。于是，语言课堂教学慢慢自觉重视身势语的作用，但这一时期的身势语仅仅是作为语文课堂范文讲解和分析的辅助工具而存在。直到以科学高效培养语文能力为直接教学目的、以言语技能训练为中心的现代语文教学模式出现，身势语才获得了自己合理的名分。它与言语交际相辅相成来完成教育教学目标，不仅是语文课堂的教学工具，更是语文课堂教学的直接目标。

三、概念、分类、特点

身势语又称体态语、形体语言，指人们利用姿态、动作（包括身体动作和面部表情）来传递信息的非言语行为。人们交际时的点头、招手、扬眉、耸肩等姿态动作构成身势语的单位。

很多身势语可能是人类所共有的、先天的，也是无意识或下意识的。如：人在最兴奋时，眼睛瞳仁会自动扩大，打招呼时眉毛会快速闪动，不满时会皱眉。有些身势语是后天习得的。由于人们生活于不同的语言文化背景下，形成了各民族独特的身势语。这些身势语大都需要模仿才能习得，具有极大的差异性。同是跷二郎腿，英、美男子的姿势却截然不同，中国人对此均认为极不礼貌。同一身势语在同一文化中的不同场合下，往往具有不同的社会功能。如：美国人擦鼻子时，可能表示不同意某人或拒绝某事，但也可能表示另外的含义。相同的身势语在不同的文化中常具有不同的含义，从而代表不同的交际功能。如：吐舌头，英美人往往表示蔑视对方，而汉族人表示惊讶，藏族人则表示对客人的尊敬。不同的身势语在不同的文化中可以表示相同或相似的意义，起到相似的社会交际效果。如：表示问候或欢迎时，美国人一般握握手，日本人则弯腰鞠躬，阿拉伯人、犹太人与南欧一些民族则相互抚摸或闻对方的气味。

四、身势语的选择

在语文课堂教学中，为了突出教材内容中的重点、难点，教师往往会用加重语气、放慢语速、反复强调等有声语言形式来增强对学生听觉系统的刺激，以期达到一定的教学目的。有经验的教师会运用身势语的模拟性和象征性来帮助学生理解难点、掌握重点，从而有效地提高课堂教学效果。为了让学生对语文教学的内容产生兴趣，从而更好地理解教学内容，全面完成教学任务，教师要善于选择和运用身势语这种特殊的语言。以科学高效培养语文能力为直接教学目的、以言语技能训练为中心的现代语文教学模式对身势语运用和培养是有所选择的――并非所有的身势语都可以挪进课堂，必须有所选择。首先，要恰当运用面部表情。在教学过程中，教师要善于察“颜”观“色”，一方面要注意学生的眼、眉、鼻、嘴的变化，另一方面也要注意自己的面部表情，使自己的`表情与教学的内容相吻合，以感染学生，增进学生对内容的理解。如：讲解《藤野先生》一文第一段“东京也无非是这样”这个关键句子时，就可以同时做以下动作：轻锁眉头，稍耸鼻子，缓缓摆动头部。这样，学生就能够较容易地理解作者在这里所要表达的感情，即对东京的失望；对东京“清国留学生”行为的轻蔑、愤怒。其次，要注意手势的运用。人的整个手势可分为上中下三个区，不同区域的手势可表达不同的含义。如：肩部以上为上部区，这个区的手势多表示理想、宏大、张扬的内容和情感；肩至腹部为中部区，这个区的手势可表示记叙事情和说明事理；腹部以下为下部区，这个区的手势多表示憎恶、鄙视的内容和情感。教学中应根据不同的内容分别对待。如：讲《最后一次讲演》时，对“正义是杀不完的，因为真理永远存在”和“我们不怕死，我们有牺牲精神！我们随时象李先生那样前脚跨出大门，后脚就不准备再跨进大门里”等句子，就可辅以上部区的手势，用以表达昂扬的英雄气概。再如：讲《核舟记》一文“舟首尾长约八分有奇，高可二黍许”这句时，就可以用中部区手势再现核舟小巧灵珑的形象。而且，听、说、读、写的言语技能训练对身势语的利用也有所选择。第三，要用眼睛接触。在各种身势语中，眼睛接触是最重要的――这样最能传递微妙的感情差别。虽然眼球本身表示不了什么，但是目光的长短、眼睑的开阖、眼睛附近面部表皮的变化，可以表达各种各样的意思。教师在语文课堂中要及时捕捉学生眼睛所传达的信息，同时要适当发挥眼睛在传情达意方面的魅力，以期达到良好的交际效果。

另外，听、说、读、写言语技能的单项目训练对身势语的要求各不相同。听说的训练对身势语要求较多，而读写的训练则相对要求较少。教师对身势语在课堂上的运用也要控制一定的度，因为教室不是舞台，师生不是演员，都应该有所为有所不为。

【参考文献】

1、杜诗春：《应用语言学》，湖南教育出版社

2、杜诗春：《认知和语言》，1993

3、阿伦-皮斯：《身体语言》

4、余应源：《“科学世界”语文教学科学化刍论》、《论我国语文教育的基本模式》

5、雷良启：《论语文教育乃是言语交往教育》

6、佘蜀强：《语文教师“身势语”的作用及运用》

7、邵军：《怎样运用身势语进行语文教学》

8、崔宏：《身势语在语文教学中的运用》

篇5：身势语之文化差异及交际功能研究

身势语之文化差异及交际功能研究

身势语是非言语符号中内容最丰富,作用最重要的一种.本文简要介绍了身势语的一般特点,并分别阐述了其中的.目光语、体距语、体触语及姿势所反映出的英汉文化差异,及身势语的社会交际功能.

作 者：吴耀武  作者单位：西安外国语大学,陕西,西安,710061 刊 名：榆林学院学报 英文刊名：JOURNAL OF YULIN COLLEGE 年，卷(期)： 18(5) 分类号：H136.4 关键词：身势语   文化差异   交际功能  

篇6：浅谈非语言交际中的身势语

浅谈非语言交际中的身势语

摘要

“身势语”同语言一样，都是文化的一部分。在不同文化中，身势语的意义并不完全相同。各民族有不同的非语言交际方式.例如：不同的民族在谈话时，对双方保持多大距离才合适有不同的看法；谈话双方身体接触的次数多少因文化不同而各异；在目光接触这一方面也有许多规定：看不看对方，什么时候看，看多久，什么人可以看，什么人不可以看；在某些场合下，在中国和讲英语的国家无论微笑还是大笑，通常表示友好﹑赞同﹑满意﹑高兴﹑愉快，但是在某些场合，中国人的笑会引起西方人的反感；打手势时动作稍有不同，就会与原来的意图有所区别，对某种手势理解错了，也会引起意外的反应等等。因此，要用外语进行有效的`交际，在说某种语言时就得了解说话人的手势，动作，举止等所表示的意思。而有些权威人士认为两者相互依存。在大多数情况下这是对的。在某些情况下，人体动作与所说的话不一致，口头说的与身势语表达的意思不一样。这时要借助其他信息或从整个情况中猜测说话人的意思，从某种意义上说，一切身势语都要放在一定的情景下去理解；忽视了整个情景就会发生误解。而通过中美身势语对比研究表明，两者有相似的地方，也有差异的地方，说明了解另一种语言中身势语的重要性。可见，真正掌握两种语言的人在? 挥昧硪恢钟镅运祷笆币惨?挥昧硪恢稚硎朴铩U庋?拍艽锏礁?玫慕患市Ч??/P>

关键词:非语言交际  身势语  不同文化  不同方式

Body Language on Nonverbal Communication

Abstract

“Body language”, like our verbal language, is also a part of our culture. But not all body

language means the same thing in different cultures. Different people have different ways

of making nonverbal communication. For example: different people have different ideas

about the proper distance between people conversing; the appropriateness of physical

contact varies with different cultures; one could draw up quite a list of “rules” about eye

contact: to look or not to look; when to look and how long to look; who and who not to

look at; smiles and laughte r usually convey friendliness, approval, satisfaction, pleasure, joy and merriment, and,

this is generally true in China as well as the English-speaking countries, however, there are situations when some Chinese will laugh that

will cause negative reactions by westerners; gestures can be particularly troublesome,

for a slight difference in making the gesture itself can mean something quite different

from that intended, and, a wrong interpretation of a gesture can arouse quite

unexpected reactions and so on. So in order to communicate effectively in a foreign

language, one should&nb sp;know also the gestures, body movements, mannerisms and etc. that accompany a

 

;particular language. Some authorities feel that the two are dependent on each other.

This is certainly true in most situations. But it is also true that in certain situations body

action contradicts what is being said, just as the spoken words may mean something

quite different from what body language communicates. When this occurs, one must try

to get further information, or guess the meaning from the context of the situation. In a

sense, all body language should be interpreted  ;within a given context; to ignore the

overall situation could be misleading. A comparative study of Chinese and American body

language shows a number of similarities and diversities of body language. It shows the

importance of knowing the specific gestures that go with a language. Observation shows

that a truly bilingual person switches his body language at the same time he switches

languages. This makes communication easier and better.

Key words:nonverbal communication   body language   different culture  different ways

Contents

1. Introduction…… 1

2. The necessity and importance of learning body language on nonverbal

communication…… 2

3. The concrete types and application of the body language…… 3

3.1 Types of body language…… 3

3.1.1 Distance between people conversing  …… 3

3.1.2 Physical contact…… 3

3.1.3 Eye contact…… 4

3.1.4 Smiles and laughter…… 6

3.1.5 Gestures …… 6

3.2 Application of the body language…… 6

3.2.1 Greetings …… 6

3.2.2 Signs of affection …… 8

3.2.3 Physical contact in life …… 8

3.3 A comparative study of Chinese and American body language…… 9

4. Conclusion …… 12

篇7：比较中西方身势语在沟通中的应用

比较中西方身势语在沟通中的应用

Ⅰ. Introduction

When people speak of the communicarion, first they will think of the language, which is the verbal behavior. The verbal behavior is a process relying on the language instrument, including text (written languages) and verbal (oral language ) to carry through communion delivering idea and transferring information. Language is an important tool of human communication, but it is not the only tool of communication. In fact, in addition to language, there is a more abundant content of the means of communication that is non-verbal. The non-verbal communication is the language of all the acts of communication, it is very frequent in the frequency of daily life. A smile, a look, and a gesture belong to be non-verbal bahavior (huang, :16). It is difficult to fancy and cannot be processed that the communication between the people just depend on words without any accompanying gestures or postures. That, at least, is not a sufficient communication. It is impossibility not to have the verbal behavior in human’s communication, but the non-verbal communication goes with the verbal communication. Both of them formed the complete process of communication and also have their own features and functions. Non-verbal communication can represent people’s psychological activities richly and accurately.

As the main component of non-verbal communication, bodt language has its own trait, effect, and function. It must comply with the “principles of cooperation” just as verbal communication (Yang, 1994: 16).

Ⅱ.The Definition and Importance of Body Language

2.1Definition of Body Language

Body language is not a language in the strict sense of the word “language”. “Body language” is expressing how one feels by one’s sitting, standing, moving, etc, rather by words (Oxford Advanced Learners English-Chinese Dictionary, ).

2.2The Importance of Body Language

An investigation into the functions of the factors of verbal and nonverbal communications shows: 35% information is transferred by language; the other 65% are by nonverbal patterns (Samovaretal, 1981). Other study indicates: only 7% emotions in people’s communication are passed by language. The other 93% are by nonverbal patterns. American scholars Deleig • Bronan (1991) pointed out that “Human’s communication consists of writing, oral and body three parts. Because of culture prejudices, a great majority of educated people often think that written language is most important; the oral language is the second. The body language is ranked last. However, whether from the continuously evolution of whole humanity or from a personal point of view, the study indicate that thee important position among the three are part opposition. This shows the necessity and importance of body language.

Human society’s long historical evolution confirmed that labor played a decisive role in the course of human’s evolution. At beginning, human ancestors rely on all sorts of gestures and postures for mutual coordination and communicate. So body language is actually the most primitive instrument of communication. The phonic language is gradually developed with the continuous deepening of communication. Human gradually learned verbal communication after a far-flung nonverbal communication. This shows that the non-verbal communication came into being earlier than verbal communication, it is the origin and base of verbal communication, body language is the earliest communication tool of human.

篇8：论身势语在跨文化交际中的运用

论身势语在跨文化交际中的运用

身势语是非语言交际的重要组成部分,在不同文化中,身势语的意义并不完全相同,各民族有不同的'非语言交际方式.本文简要介绍了身势语的概念和特点,并分别说明了其中的空间距离、目光注视、身体接触、姿态动作及面部表情的文化差异和社会交际功能.

作 者：汤金霞 谷峰 TANG Jin-xia GU Feng  作者单位：汤金霞,TANG Jin-xia(南京农业大学,江苏,南京,210095)

谷峰,GU Feng(湖学院,安徽,巢湖,238000)

刊 名：巢湖学院学报 英文刊名：JOURNAL OF CHAOHU COLLGEG 年，卷(期)： 10(1) 分类号：H314 关键词：身势语   非语言交际   文化差异   社会功能  

篇9：语篇回指实证研究中的数据库建设

语篇回指实证研究中的数据库建设

本文提出了语篇回指确认研究的一种实证研究方法,着重阐述了数据库建设的.目的和意义,介绍了数据库的内容和结构,以及如何自建计算机语料数据库,以便对提出的理论假设进行较为准确的、可复核的实证研究.

作 者：许余龙 XU Yu-long  作者单位：上海外国语大学,英语学院,上海,83 刊 名：外国语  PKU CSSCI英文刊名：JOURNAL OF FOREIGN LANGUAGES 年，卷(期)： “”(2) 分类号：H030 关键词：语篇回指   回指确认   数据库建设   假设验证   篇章分析  

篇10：二语习得中显性知识及隐性知识相互依存性之实证研究

二语习得中显性知识及隐性知识相互依存性之实证研究

Krashen(1982)认为课堂教学并不能促进二语习得水平的'进步,这种观点被称为无接口理论(non-interface hypothesis);而Bialystok认为课堂教学能促进二语习得进程,也就是有接口理论(interface hypothesis)(Bialystok 979,1981).那么中介语发展中显性知识和隐性知识之间的关系是否如“无接口理论”所倡导的,语法能力并不能被教授(be taught),无论操练多少次,显性知识也不能转换成头脑中潜在的隐性知识.

作 者：杨雨寒  作者单位：南通大学外国语学院 刊 名：职业时空（上半月版）  PKU英文刊名：CAREER HORIZON 年，卷(期)：2007 3(10) 分类号：G71 关键词： 

身势语之文化差异及交际功能研究

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