态势语在英语课堂中对学生情绪调节作用.docx
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态势语在英语课堂中对学生情绪调节作用.docx
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态势语在英语课堂中对学生情绪调节作用
Contents
1.BodyLanguage
2.1Introduction
2.2CharacteristicsofBodyLanguage
2.3FunctionsofBodyLanguage
2.Emotion
2.1WhatisEmotion?
2.2EmotionandStudentsCognitiveAbility
2.3PositiveEmotionandNegativeEmotion
3.RelationshipBetweenTeachersBehaviorandStudentsEmotion
3.1RelationshipBetweenTeacherBehaviorandStudentPositiveEmotion
3.2RelationshipBetweenTeacherBehaviorandStudentNegative
Emotion
4.ApplicationofBodyLanguageinAdjustingStudentsEmotion
4.1ApplicationofBodyLanguageinEnglishTeaching
4.2ApplicationofBodyLanguageinClassroomOrganization
5.TheprinciplesofApplyingtheBodyLanguageinControllingstudents’Emotion
5.1NaturalPrinciple
5.2ModeratePrinciple
5.3ClearPrinciple
6.Conclusion
1.BodyLanguage
1.1Introduction
Asatypicalformofnon-verbalcommunication----bodylanguage,itismorewidelyusedandtrustedinhumancommunicationofakindoflanguageform.Ithasbeendefinedbymanyscientistsandscholarssinceitwassetasanindependentbranch.Humansendandinterpretsuchsignalsalmostentirelysubconsciously.AccordingtotheAmericananthropologistRayBirdwhistell,bodylanguageincludesvisuallanguage,gesturelanguage,faciallanguageandposturelanguageandsoon.ScholarChenWangdaostatedthatbodylanguageisakindofcommunicationbyapplyingthebodylanguagemovementslikegestures,physicaldistanceanddressingasitsrawmaterialstoreadothers’emotionandtransferinformation.YanAimeisaidthatbodylanguageisaformofmentalandphysicalabilityofhumannon-verbalcommunication,whichconsistsofposture,gestures,facialexpressions,eyemovementsandphysicaldistance.Inmyopinion,thesefivecomponentsarethemostwidelyusedindailylifeandworthstudying.
Thestudyonbodylanguagedidnotstartuntilthe19thcenturywhentheBritishnaturalistDarwinpublishedhisbook----TheExpressionoftheEmotionsinManandAnimals,whichpavedthewayforthestudyofbodylanguage.ThepublicationofIntroductiontoKinesicsbyAmericanscholarBirdwhistellmadeitanindependentbranchoflearning.Sincethen,manyforeignscholarsmadebreakthroughinthisfield.
Butthestudyoftheteacher’sbodylanguageintheclasscameintobeinginthe1950sundertheinfluenceofBirdwhistell’sresearch.Inthe1960s,scholarsdidaseriesofresearchaboutthestateandthefunctionofbodylanguageinteaching.ThelinguistW.Riversexplainedtheimportanceoftheforeignlanguageteachers’culturalqualification,whichincludestheteachers’knowledgeaboutthegestures,postures,facialexpressionsandotherbodylanguageofthetargetlanguage.Withthedevelopmentoftechnology,theresearchinthisfieldwasthrivedthe1970sand1980s,notonlythetheorywasdeepened,butalsosomeempiricalstudiesweredone,suchasKeith’sstudythatincludestheteachers’bodylanguageintothestudyoftheteachers’behavior.
Whileinchina,theimportanceofthebodylanguageinteachingwasrealizedsince1980s.Alotofforeignfindingwasintroducedin.Meanwhile,scholarsspecializedtheresearchonthebasisofforeignresearch.In1993,scholarsZhuangJingyingandLiZhengcunmadethoroughandsystematicalstudyonteachers’bodylanguageandpublishedTheartofteachers’bodylanguage.Afterthat,manyeducatorsandteacherswhoworkonteachingdolotsofrelevantresearchaboutthebodylanguageandtheteaching;LuoQiumingemphasizedthenecessityofusingproperbodylanguagetoimprovetheteachingeffect.
2.2Characteristicsofbodylanguage
Asoneofthemainmeansofcommunication,bodylanguagehasitsownuniquecharacteristics.
1.Authenticity
Thecivilizationofhumanbeingshasgonethroughthousandsofyears,asthesocietyisbecomingmoreandmorecomplex.Languageisthemirrorofthesociety.Alongwiththefightforintereststhroughtheriverofhistory,theverballanguagestillremainsmostoftheauthenticity.Inmostcases,peoplereflecttheirinnerfeelingsorintentionsthroughtheirbodylanguageunconsciously.Thatistosay,non-verbalcommunicationisamoreeffectiveandreliablewaycomparedwiththeverbalcommunicationasitconveysmoreadditionalandrealinformation.Unintentionalhumanmovementssuchasmakinganeyerub,achinrest,aliptouch,anoseitch,aheadscratch,anearscratch,crossingarms,andafingerlockhavebeenfoundconveyingsomeusefulinformationinspecificcontext.Forexample,amotherasksherchild,‘Haveyoutakenyourmeal?
’Thechildanswersverbally‘Yes’butshakeshisheadandgivesamessageof‘No’.Themothertakesthenon-verbalmessageofthechildandignorestheverbalmessage.
2.Intuitive
AccordingtoWhite’stheoryofFirstImpressions----Peoplearemorelikelytobelievethatthefirstthingstheylearnarethetruth,soistheAmericanpsychologistAlbertMehrabian’sfinding----the7%-38%-55%rule.Thecommunicationbetweentwopeopleisachievedthroughwords,toneandbodylanguage.Nearly55%ofinformationincommunicationisconveyedbybodylanguage,whichmakessurethatmostinformationisobservedbyoureyes.Thebodylanguagecanonlybereadwhentheconversationistakenfacetoface.Therefore,ourvisualorgansgetthefirsthandinformationwhichenablesthemindtoformamorevividpictureandgetmoreimpressivememory.
3.Divergent
Therearethousandsofnationalitiesandlanguagesintheworld,whichresultsinthedivergenceofthebodylanguage.Thesamebodylanguagemayconveythecompletelyoppositemeaningindifferentculture.Forinstance,thumbupmeansexcellentinChina,butinmostcommonwealthcountrieslikeEnglandandAustralia,itisusedtoaskfortakingarideandthethumbshowsthedirection.IfwetraveltoTunisia,itbecomesathreatmeans“I’mgoingtokillyou”.
2.3Thefunctionsofbodylanguage
Manyscholarsdefinedthefunctionsofbodylanguagefromdifferentaspects.TheAmericanscholarM.Argleputforwardthreecategoriesoffunctions:
dealingwiththedirectsocialsituations;assistingtheverbalcommunication;substitutingtheverbalinteraction.InChina,manyscholarssuggestthatfunctionssuchasimplication,regulation,repeat,direction,assistanceandreflection.
1.Substitution
Thepurposeofapplyingthebodylanguageistoassisttheverballanguageincommunication,sotosomeextent,itplaysthesameroleasverballanguageandcancausethesimilareffectastheverballanguagedoes.Forexample,whensomeoneasksyouifhecansitbesideyouandyoupermititbynoddingyourhead.Inthisprocess,thebodylanguageactsasverballanguageandmakesthesameeffect.
2.Assistance
Inmanysituations,bodylanguagehelpstomodifytheeffectandmakeupthedeficiencyofverballanguage.Becauseofthelackofvocabulary,primaryschoolstudentsoftenhavedifficultyinunderstandingwhattheteacherissayingintheclass,thus,teachercanadoptthebodylanguagetoexplainthemeaningandshowtheintentionwhichfitthestudents’cognitivelevel.Forinstance,teachercanmakeasmilingfacetoshowtheemotionofhappinessandteachtheword“happy”.Inthisway,studentscangraspthemeaningdirectlyandhaveadeeperimpressionoftheknowledge.
3.Reflection
Peopleusethebodylanguageasoneofthemainmeanstoexpresstheirintentionsandemotions.Itcannotonlyshowthespeaker’sintention,butalsogiveussomehintsaboutthelistener’sthoughts.Asthespeaker,heisabletocatchtheinformationreleasedbythebodylanguageofthelistenerwhichservesasareflection.Takethestudents’bodylanguageasanexample,whentheyareinterestedintheteachingcontentorwhattheteacheristalkingabout,theywillleantheirbodyforwardandnodorsmile.Therefore,theinformationreleasedbythestudent’sbodylanguageisofgreatimportanceforteacherstogettheteachingreflection.
2.Emotion
2.1WhatisEmotion?
Attheendof19thcentury,WilliamJamesbroughttheresearchofemotionintothetempleofscience.Duringthefollowingcentury,therehasbeengreatdevelopmentinemotionalpsychology.Lookbacktotheresearchfindings,itcanbefoundthatallscholarstendedtodefineemotioninawaythatemphasizesthoseaspectsofemotionthatinterestthem.Forexample,Wukmirdefendedthatemotionistheresultoftheorganisminagivensituationorinfrontofanyperceivedstimulus.WhileLeeperconsideremotionasakindofincentiveandconsciouspositivepowerwhichcanorganize,maintainandinstructactions.
Emotioncanbedividedintotwocategories:
positiveemotionandpositiveemotion.Positiveemotionisahappysubjectiveexperiencerelatedtothesatisfactionofacertainneed,whichcanimproveonesinitiativeandcompetence.Positiveemotionsexpressanattemptoranintentiontoinclude.Emotionssuchasinterest,enthusiasm,curiosity,attention,prideetc.arepositiveemotions.Suchemotionassadness,fear,shame,resentment,anger,hostilityetcarenegativeemotions.
2.1TheRelationshipbetweenEmotionandStudentsCognitiveAbility
Theemploymentofpsychologyintosecondlanguageacquisitionbeganat1960s.Influencedbyhumanpsychology.Manyscholarsproposedtheprinciplethatlanguageteachingshouldbestudent-centered.Inrecentyears,aseducatorsfurtherunderstandingofemotionalpsychology,theproblemofemotionineducationgainsincreasingattention.Researchersinsecondlanguageacquisitionfieldalsorushintotheemotionalarea.
In2012,LuJaimeandhiscollegeconductedalarge-scaleinvestigation,exploringthecurrentsituationofunderstandingandusingtheaffectivefactorsinsecondaryschoolteaching.TheresultrevealedsuchphenomenainChinathatthedevelo
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- 关 键 词:
- 态势 英语课堂 学生 情绪 调节作用