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身势语在英语教学中的应用语言的学习是一个非常枯燥的过程。
在英语课堂上,使学生长久保持良好的学习状态,是一件比较困难的事情。
因此,教师应该在日常教学中,利用一些非语言形式来使自己的教学充满活力,比如身势语就是一个很好的教学辅助手段。
但是教师如何恰到好处地把身势语运用到教学中去,是值得探讨和研究的。
一、身势语的定义及其在英语教学中的作用人际间交流的工具和符号可以概括的分为两类:言语交流和非言语交流。
言语交流指的是利用有声的自然的语言进行交流。
而非言语交流是指运用言语(说和写的方式)以外的其它渠道传递信息的交流方式。
身势语属于非言语交流的范畴。
它是用表情、手势和体态动作来交流思想感情的语言的辅助工具,是一种无声的伴随语言。
在英语教学中,身势语作为一种教学辅助手段,既能传递教师的信息和情绪,使学生获得形象的感受,发展思维,使他们产生联想;还能活跃课堂气氛,提高学生对英语的学习兴趣和课堂教学质量。
在教学过程中,教师要保证高效率地完成教学任务,其中学生在课堂上的注意力是否集中就对教学效果起到至关重要的决定作用。
这就使得身势语在英语教学中的作用尤为重要。
因为语言的学习本身就是一个枯燥的过程,如果在英语课堂上,不将语言做任何修饰,学生学起来就会感到比较枯燥,这样必然会使他们失去学习的兴趣,分散注意力。
所以在英语教学管理中,教师可用点头、手势等代替自然语言来表示对学生的指示。
也可在讲授课程的同时借助特殊的手势辅助说明,从而起到吸引学生注意力、组织教学的作用。
另一方面,学生对语言的模仿能力异常突出,因此在课堂上,教师尽量都用英语来进行教学,目的是为了给学生进行语言的模仿创造良好的语言氛围。
但是由于学生接触英语的时间比较短,词汇量比较狭窄,所以当教师用一连串的英语来解释一个单词或词组的时候,学生可能会听不懂。
那么这样就要求教师使用一些身势语,来补充和强化口语信息,增强学生有用信息的接受能力以及他们信息接受系统的摄取功能,从而有效地提高课堂教学的效率。
运用身势语提高中学英语课堂教学效率摘要：教师的身势语在课堂教学中对学生的注意力影响是一种隐性力量，恰当运用身势语对提高课堂效率能起到重要的作用。
关键词：身势语？？英语教学提高效率【中图分类号】 421 【文献标识码】a 【文章编号】身势语（非语言交际，也称非话语交际或表情交际）。
非语言交际是不用言词表达，为社会所共知的人的属性或行动。
非语言交际包括有：1、体态语：包括基本姿态，基本节动作，人体各部分的动作提供的交际信息。
2、副语言：包括沉默，话语转接各种非语义声音。
3、客体语：包括皮肤的修饰，身体的气味的掩饰，衣着和化妆，个人用品交际作用，客观环境事物所提供的交际信息。
4、环境语，包括空间信息，时间信息，建筑设计与室内装修，声音，灯光，颜色，标记等。
简单地说，身势语是传递信息的表情和动作，用以同外界交际感情的全身或部分身体的反射性或非反射性的动作。
课堂教学是一种艺术，老师们对语言艺术研究颇多，笔者认为教师的身势语也值得探究，因为身势语在课堂教学中对学生注意力的影响是一种隐性力量，对提高课堂效率起着重要作用。
（一）课堂身势语是教学方法的重要组成部分课堂身势语是指教师在课堂教学中，表达意图，交流感情，阐述观点，示范操作时所呈现的动作。
它包括教师的表情，姿势和形体动作等。
课堂上，教师需要一方面在讲课，更重要的一方面还要与学生交流感情，沟通思想，对学生进行情控。
教师在课堂上除运用有声语言外，适当的表情动作往往能提高学生的注意力，使他们容易跟上教师的讲课思路。
在课堂上，身势语和有声语言相互配合，能使讲课的内容形象化，具体化，凝聚学生的注意力，强化学生的记忆和理解能力，提高上课的效率，同时身势语不仅给学生传递信息，而且能单独表现有声语言所难以表达的更丰富，更复杂，更微妙的内涵。
例如：初中新目标英语八年级上unit 2 ，教师在教earache， headache， stomachache， toothache等单词，可演示生动皱眉具体的痛苦情状和捂住相应的耳朵，头部，胃部，牙齿部位，更加精彩和易于理解其词义。
小议身势语在英语教学中的作用自改革开放以来，中国已同世界联系的越来越紧密，随之而来的中学英语教学也从以往的语法解析转移到听说等实际技能上来，这就对中学的英语教师提出了一个新的要求，即如何能在学生缺乏身临其境的英语环境中提高他们的英语听说能力。
本文认为真实英语情景的缺乏通过身势语来加以弥补，也就是说，身势语在教学中对再现英语情景，引导学生听说，增强学生的理解力均具有重要的作用。
人与人之间的沟通是借助于一套有意义的符号实现的，这套符号通常分成两大类，一类是语言，另一类是非语言。
非语言也叫身势语，它包括手势、姿态、面部表情、嗓子的音质、交谈者之间的距离、谈话者选择衣着打扮、说话人判断接话的时机等。
一句话，凡是姿势、动作等表现出来的任何一种有意义的符号都叫身势语。
所谓教学中的身势语就是教师在课堂教学中用自己的体态、面部表情、手势等来引导、加强、辅助语言表达的那些行为。
其实母语交流离不开身势语，但由于我们已经对其习以为常而到了未加留意觉察的地步，但英语的教学则不同，学生们面对一种陌生的语言而不知所措时，身势语的作用就会明显的体现出来。
大体上，身势语在英语教学中的作用大致有以下几个方面：一、身势语能增强学生学习英语的注意力英语是一种拼音文字，中国学生对此非常陌生。
因此如何能在课堂上集中学生的注意力是学生进入英语学习的基本前提。
教育心理学的研究表明认知对象从背景中突显出来可以引起认知者的注意。
而格式塔心理学的基本原理进一步指出，变化的、运动的事物具有从单调乏味的背景中突显出来的属性，也就是说，突出效应是在相对的移动或丰富的变化中产生的，根据这一原理，教师在课堂教学中可以利用身势语来使教师所要强调的东西从背景中突显出来。
如在教学sorry，i don’t know，和i’ve no idea，等表示不知道或者无可奈何的语句时，教师可以利用辅助语言使这些语句发生不同的变化，从而引起学生的注意。
这种加入身势语比不加身势语的教学显然能更加集中学生注意力。
浅谈英语课堂中身势语的运用在课堂中，恰当的运用身势语可提高英语课堂教学的信息容量和准确性，增强师生间的感情交流，使学生在英语课堂教学中注意力更集中，更能持久。
会使课堂教学更丰富、深刻，达到“无声胜有声”的效果。
作为一名英语教师，要掌握和运用的身势语很多。
一、课堂教学中身势语的具体应用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。
如：微笑是对学生的一种肯定和赞许。
微笑，一个多么美好的字眼，它体现着人们的友善和真诚。
给同学们一个微笑，要比轻则冷眼，重则怒气冲天的效果好得多。
我们也是从学生走来的，深深体会到老师在学生心目中的地位。
老师的举手投足，面部表情，都会对学生的学习情绪产生影响。
老师的微笑能打动学生的心弦，激起他们高昂的学习情绪，并给他们留下美好的记忆。
上课时，教师可先微笑问候：how are you？ nice to meet you！ let’s be friends， ok？等。
通过微笑问候，教师放下了高高在上的架子，成为与学生进行平等情感交流的朋友，从中体会到老师微笑时的温暖，使学生产生愉快、舒畅的心理，愿意接近老师，热切与之交流。
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。
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.手势语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。
在身势语中，手势语使用得最频繁，这也许是因为人们在日常活动中善于用手势辅助语言交流而养成的习惯。
手势语有助于教师表情达意，可以使教学语言显得活泼、生动、形象，增强感染力。
由于手势语具有具体、鲜明、形象、动作幅度较大的特点，所以在辅助表情达意、增强吸引力、使学生得到美的享受等方面具有特殊的功能。
中学英语教学中身势语的应用摘要：身势语，在课堂上被广泛运用。
在英语教学中，身势语可以增加语言信息输入的刺激强度，给学习者留下深刻的印象，能帮助学生提高听、说的水平，是有声语言的重要补充，扮演着非常重要的角色。
本文主要探讨了身势语在英语教学中的优点，旨在帮助教师达到更高的教学目标，提高教学效率。
关键词：身势语；英语教学；技巧；教学手段语言是人类生存、交际必不可少的工具之一。
有声语言是进行交际活动的重要工具。
而身势语却是无声语言，是交际行为中的非言语成分，它在我们的日常生活中起着有声语言所不可替代的重要作用。
在初中英语课堂教学中，教师能恰当地应用身势语，能提高学生注意力，活跃课堂气氛，而且还可以激发学生学习英语的热情，提高教学效果。
下面就身势语在初中英语教学中的运用及其重要性做一些探讨。
一、课堂身势语是教学方法的重要组成部分课堂教学是学生学习英语的重要方法之一。
课堂上英语学习兴趣的提高，可以使学生的英语学得更好，这就要求教师要不断地变化自己的非语言教学行为，即运用身势语。
如教师的情感、手势、态度、讲课的姿势、声音等，力争给学生创造出生动活泼，轻松愉快的课堂气氛，使学生变被动学习为主动学习，充分发挥学习的积极性。
1.表情的运用艺术这里所说的表情，主要指面部表情。
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，提高教学效率。
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。
2.手势的运用艺术手势，是指一个人表示意思时用手做的姿势。
在课堂教学中，以手势帮助表达是教师在课堂上必不可少的讲解手段。
例如在教学音标时，可以将某个特定的音标配以特定的手势来教学，那么以后只要出现这个音标时，直接用手势表示出来，学生一看就明白，而且因为形象直观，他们也会记得牢，容易理解。
ON APPLICATION OF BODY LANGUAGE I N SECONDARY SCHOOLENGLISH TEACHING论身势语在初中英语教学中的应用AbstractBody language plays quite an essential role in secondary school English teaching. Applying body language properly and correctly is beneficial to help teachers obtain positive teaching effectiveness, but at present many teachers are still not able to use body language appropriately. This paper points out some problems which exist in the process of applying body language in secondary school English teaching and puts forward the corresponding solutions and main suggestions of using body language through observing the application of body language by teachers and interviewing students after classes, and it aims at emphasizing how to appropriately use body language in English teaching. It will be helpful for teachers to avoid blindly applying body language in secondary school English teaching.Key words: body language; English; teacher; suggestion毕业设计（论文）原创性声明和使用授权说明原创性声明本人重承诺：所呈交的毕业设计（论文），是我个人在指导教师的指导下进行的研究工作及取得的成果。
尽我所知，除文中特别加以标注和致的地方外，不包含其他人或组织已经发表或公布过的研究成果，也不包含我为获得及其它教育机构的学位或学历而使用过的材料。
对本研究提供过帮助和做出过贡献的个人或集体，均已在文中作了明确的说明并表示了意。
作者签名：日期：指导教师签名：日期：使用授权说明本人完全了解大学关于收集、保存、使用毕业设计（论文）的规定，即：按照学校要求提交毕业设计（论文）的印刷本和电子版本；学校有权保存毕业设计（论文）的印刷本和电子版，并提供目录检索与阅览服务；学校可以采用影印、缩印、数字化或其它复制手段保存论文；在不以赢利为目的前提下，学校可以公布论文的部分或全部容。
作者签名：日期：学位论文原创性声明本人重声明：所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。
除了文中特别加以标注引用的容外，本论文不包含任何其他个人或集体已经发表或撰写的成果作品。
对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。
本人完全意识到本声明的法律后果由本人承担。
作者签名：日期：年月日学位论文使用授权书本学位论文作者完全了解学校有关保留、使用学位论文的规定，同意学校保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。
本人授权大学可以将本学位论文的全部或部分容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。
涉密论文按学校规定处理。
作者签名：日期：年月日导师签名：日期：年月日摘要身势语在初中英语教学中扮演着十分重要的角色。
正确合理地运用身势语有利于帮助教师达到积极的教学效果。
但目前仍有很多教师不能恰当合理地运用身势语。
本文通过对教师课堂运用身势语的观察以及课后与学生们的访谈，指出了教师在初中英语教学过程中应用身势语的方面所存在的问题，给出了对应的解决对策并提出了使用建议，目的在于强调如何正确应用身势语。
这将有助于教师在初中英语教学中避免盲目地使用身势语。
关键词：身势语；英语；教师；建议IntroductionIn the 21st century, economic globalization has a great influence on the ways of people’s living and surviving, and the competition of the comprehensive national strength is more and more fierce, while behind the competition, it is the competition of the quality of education, the development of technology and elite of genius. However, foreign language teaching makes a special contribution to it, yet it still needs promoting and its teaching methods have many problems. So does secondary school English teaching.Body language, a kind of nonverbal communication that conveys emotions and exchanges information through body movements, such as eye contacts,facial expression, gestures and posture and so on, is an indispensable way in teaching English efficiently. Appropriately applying body language can improve teaching quality and efficiency and make the class full of vividness and interesting. There are many evidences can prove body language is important no matter in study or communication.A famous anthropologist E·T·Hall pointed out: “silent language expresses more information than verbal language because it contains much information” (Hall, 1959:32). And an American scholar Julius Fast seems to support this view, in the book The Silent Language, he states speech is silver and silence is golden (Fast, 1970, cited in Deng, 2009). Besides, Shen Minxian, the writer of The Use of the Body Language in ElementarySchool,mentions the artistry of body language, including eye contacts, facial expressions, gestures, and posture. He also argues the body language has a function of attracting students’ attention and complementing spoken language in class teaching (cited in Shen, 1999: 126). Moreover, the book A Caurse in English Language Teaching emphasizes the importance of using body language for teachers taking activities in the classroom in order to create a happy, warming and comfortable learning atmosphere for interacting between teachers and students (cited in Wang, 2006: 159). Nevertheless, some teachers could not appropriately use body language in their teaching class. It’s worth finding out using problems and correcting them in time in order to help teachers gain teaching goals easily.This study focuses on pointing out problems of applying body language in secondary school English teaching and putting forward the corresponding solutions through observing the process of teachers’teaching and interviewing students so that help teachers avoid improperly using body language. This paper divided into three parts. The first part is the general introduction of body language, including the definition, features and classification of body language; the second part provides the application of body language in secondary school English teaching in details which contains problems and solutions of applying body language; and the last part explores main suggestions of applying body language insecondary school English teaching.1 General introduction of body languageBody language is one kind of the nonverbal communication which plays an essential role in people’daily communicating life and it is necessary to introduce to people in order to smoothly communicate without misunderstanding.1.1 The definition of body languageMany definitions of body language have been formulated by various forms as the following demonstrated:The Oxford English Dictionary (revised in 2005) definition is: “Body language, noun, the conscious and unconscious movements and postures by which attitudes and feelings are communicated. For example, his intent was clearly expressed in his body language” (Jiang, et al., cited in, Zhuang, 2009).Oxford Advanced Learner’s English-Chinese Dictionary (the sixth edition) provides a different definition: “body language, noun, and the process of communicating what you are feeling or thinking by the way youplace and move your body rather than by words” (Lu, 2004:175).In conclusion, body language is the conscious and unconscious transmission and interpretation of feelings, attitudes and moods througha series of physical movement and surroundings and relationship to others.1.2 Features of body languageFirst, the same body language with different meanings. For example, “stamp one’s foot in China means angry, regret or frustrated, but in English countries it means impatient” (Deng & Liu, 1989: 149).Second, different body language is with similar conception. There are two different body languages to express “I am full”. Chinese people always touch or pad their stomach gently but people in western countries usually put a hand in their throat which means they are full.Third, body language in one culture is without equivalent. Some body language only exists in one culture. For example, chewing one’s fingernails emotionally indicates stress, worry and does not know what to do.1.3 Classifications of body languageIn the intercultural communication, the most common way to classify the body language is by the movement of human body. Samovar used the term “body behavior”, and classified it into appearance, body movement, facial expression, eye management, touching, sub-language, olfactic behavior, and so on. “Brosnahan use s “gestures” to refer to touching,space, appearance posture, body behavior, arm movement, leg movement, hand movement, head movement, facial expression, eye management, noisy and silent decorations, the environment, and so on” (Hu, 1995, cited in Wang, 2011: 465). From all these ways of classification, people can know body language mainly includes th e movement of every part of a man’s body, not just limits to the body movement. This paper will introduce the eye language, facial expression, gesture and posture in details.2 The application of body language in secondary school English teachingWith the diversity of the methods of teaching, body language has been used in English teaching, especially in primary school English teaching and secondary school English teaching. Therefore, the author will give some information about applying body language in details with some examples by observing other teachers body language in English teaching and interviewing students about their views of using body language in teaching class.2.1 The current situation of secondary school English teachingTo begin with, according to the questionnaire, there are some statistics about the satisfaction toward learning from students. In cities, 72% pupils feel happy or very happy about going to school, while there are only 27% secondary school students who are in Grade Three think that it is happy to go to school; in countries, just only 32% students acknowledge that it is happy to go to school (Yin & Chen, 2004: 36). Thecauses are many-sided, but the main factor is of teachers’inhospitality and violence and strict, and some teachers have a terrible impression on students, which makes students feel that “the hearts of their teachers are full of ice!”At present, secondary school English teaching faces two important problems: the level of English teaching is low behindhand and the methods of English teaching are simple and out, which lead to coming out many deaf-English and dummy-English learners, and even some students quit their English study because of lacking of basic English knowledge and no interest in learning English. It could not be denied that some old English teachers treat them as superior teacher and they think their experience is more authoritative than others, so they just teach in an usual way only for seeking high marks instead of ignoring the demand of their students; and some teachers just only for finishing their task to teach, they don’t care about what their students really need and have learned. Only a small part of teachers can do well in both teaching knowledge and arousing students’ interest. Therefore, the pressing task is to find out these teaching problems in deals and give some corresponding solutions to solve them. Just as the saying goes, there are not bad students but poor teachers in the world.2.2 The accessibility and necessity of applying body language in secondary school English teachingBody language is as a fresh way to enrich the methods of teaching in secondary school English teaching because there is some accessibility and necessity of applying body language in secondary school English teaching.2.2.1 The accessibilityThe accessibility of applying body language can be analyzed in two aspects. One is from the perspective of secondary school students’characteristics. The other is from the respect of students’ attitudes toward English learning.The first aspect is secondary school students’ characteristics. Secondary school teachers face juvenile students who are easily influenced by others. Due to their characteristics, they not only absorb understanding and knowledge through teachers' words, but also get information and affect from teachers' body language.On one hand, secondary school students’attention is unstable. Only when the matter is vivid and particular will pupils pay much attention to it. Conversely, they often act absent-mindedly. By using intriguing body language, teachers could provoke secondary students' interest and make students stay on the ball. On the other hand, the concrete thinking in imagery increasingly changes into the abstract thinking in logic, which is the fundamental characteristic of secondary school students' mental development. However, the abstract thinking in logic is closely linkedto perceptual experience (Zhu Zhixian, 2003: 323). Teachers can demonstrate objects or conceptions through body language in order to make it clear in an audio-visual context. For example, the vocabulary words "exciting" and "angry" are emotional words which can be distinguished by students' direct sense for facial expressions presented by their English teachers.The second aspect is secondary school students’ attitudes toward English learning. English is difficult for students to learn well, which needs persistence and a strong mind. However, students are often unmotivated because they are forced to read texts and new words again and again in class and do a lot of homework after class. So students are often reluctant to do what their teachers request and feel a sense of overall boredom with the class.To create a stress-free learning atmosphere, teachers should get rid of the old pattern: they present what they prepared for the class on blackboard, have all the students take notes and hope to ram the knowledge into the student's mind. Under such circumstances, students cannot be expected to study well and they should not be blamed. It is not because they lack learning abilities and skills, but rather because the pressure resulting from the teacher's methods of teaching. Therefore, teachers may introduce more body language in teaching process to create an enjoyable learning atmosphere.2.2.2 The necessityThere are two factors leading to the necessity of applying body language in secondary school English teaching. One is the relationship between body language and the English subject, and the other is the relationship between body language and English teaching objectives in secondary school.The first factor is the relationship between body language and English subject. Quality–oriented education especially emphasizes each student's emotion, inspires his or her interest in English, and assists him or her to develop self-confidence in Englishstudy and respects student-individuality. Body language can be used appropriately and successfully in these aspects. For example, in the process of answering one question, the teacher's kind eyesight will encourage pupils to think it over seriously and give an answer calmly. The second factor is the relationship between body language and English teaching objectives. Applying body language is essential to achieve English teaching objectives. Education administration draws up the following objectives: “learning participation, cooperation and consultation; establishing curiosity in English; enjoying listening to English; being able to play a simple role; comparing the difference among different countries and regions; knowing some customs and understanding the culture of foreign countries”(Wang, 2006: 121). Most of those dependon body language which can stimulate students’ interest and keep them clear-minded in English study. Besides, applying body language can lead students to do some activities to practice their oral English. What's more, students can discover the diversity of applying body language through cross-cultural customs.2.3 Decent application of teachers’ body language in secondary school English teachingAccording to the author’s researches, teachers’ body language in class mainly contains eye language, facial expressions, gestures and postures. The important thing is that different body language should be used under different leaning situations, especially should be according to secondary school students’ individual characteristics.2.3.1 Eye languageAs they say, the eyes are the window of the soul, so people can read one’s mind through his or her eyes. Eye language can express complicated emotions and it is an important way to judge the intimacy of communicators. So what kind of eyesight the teacher shows then what the indicated meanings will be conveyed to students.Look around. It has a conventional effect on students. When the class’s bell rings, the teacher stan ds on the platform and looks around with smile, which means “everybody, the class will begin and pay attention to it.” It is simple but effective rather than shout to students“b e quiet, quickly, please”! And it is necessary for teacher to look around to students while having classes because it shows the love, equality and fare to students and let every student feel their importance from teacher, then they will develop interest in learning English.Look attentively. It refers to the eye gazing at students for a long time and it is divided into serious looking and necessary looking (Harrison, 1974: 232). Teachers usually use serious looking eye gaze to stop students from cheating because this eye language gives students some fear and warnings which indicate that “do not do it, or you will be strictly punished”. According to psychologists’ theories, when students are cheating or attempt to cheat, they are in stress and nervousness and scare, so this eye looking has deterrent force to students. Besides, when teachers ask students to answer questions, they can adopt intimate looking for it can give students some sweet feelings and encourage students to answer questions bravely. If students’answers are not correct, this eye language can also encourage students to think over again and then give their final answers.2.3.2 Facial expressionsThe face has been called an “organ of emotion” because people constantly read facial expressions to understand what others are feeling. The face provides vital clues to one own feelings and those of the people around. What’s more, social psychologist Paul Ekmen in hiscross-cu ltural studies points people’s facial expressions display their emotions clearly. So teachers should be conscious when using facial expressions in teaching class.Using facial expression likes an actor. When read something sad in a passage, English teachers exaggeratedly display their feelings with the upset facial expression or sometimes with several sobs; when meet some exciting parts, teachers present their pleasing and enjoyable facial expressions, and then students do as their teachers did, which makes students feel they are all of the protagonists and they enjoy the relaxing learning atmosphere as they are learning knowledge. Moreover, these vivid learning pictures have a deep impression on students which helps them remember the knowledge firmly and efficiently.Keep a sincere smile showing friendly relationship to students when they are in a daze or confused learning situation. Adolescences’ minds are not completely developed, and they have no ability to solve difficult problems by themselves, so they need teachers’ help to deal with these problems. Smiling at students and offering help actively to them, teachers will be respected and popular because of their friendliness and it can also lessen a sense of distance between students and teachers.2.3.3 GesturesWithout gesture, the world would be static and colorful-less. The movements of arms, hands, eyes, and feet constitute another important wayin which people broadcast nonverbal, interpersonal data.In a very general sense, people all use gestures to reinforce an idea or to help describe something, which is also suit to English teachers in their English teaching. During the author’s teaching practice, she tries to interpret the meaning of the word “lift”, it can be easily explained by the gesture of putting up her hands to pick up the desk and then students understand it immediately. After the class, a student came over to her and asked what the meaning of the phrase “spiral stall-case” is, she explained it several times and wrote the definition on the blackboard: “it means a curve in space winding round a central line”, but the student still did not understand. At that moment, she used her hand displayed a screw-type gesture, and then the student realized it is a twist-and-crawled stair.It’s helpful for teachers to make gestures to transmit message and emphasize the power of persuasion and influence. When a teacher is going to begin his or her class but it is very noisy, the teacher can use one hand with the palm stretched or together and another hand’s forefinger put down on the stretched palm, which means “stop talking”“be quiet”and then students will stop what they have just done and come back to the class. No speaking, no shouting, just a small gesture makes everything done.2.3.4 PosturePosture is a matter of how people sit, walk, stand and move. People’s posture can speak volumes about his or her feelings, self-image and energy lever. And educationists believe that posture is a significant aspect of a person’s body language. According to the observation of Mr. Hu’s English teaching class, a teacher should have a proper, neat and composed posture to attract and stabilize the students’ attention. He says that trying to turn a forty-five angle, a professional teaching manner when writing on the blackboard because in this way students can hear them more clearly and even look at what they are writing and it is also convenient to take notes. Besides, it is good for teachers to observe whether students concentrate on the class or not. Teachers should try to be easily upright, naturally facing to students and leaning forward to listen to students when they have some learning problems or have another comprehension about the knowledge, so these proper postures can draw students’attention and develop a friendly relationship between teachers and students.Applying body language is a wonderful tool for secondary school English teaching and it can directly influence the effect of teaching (Shen, 1999: 54). It can enrich the way of teaching and stir the students’interest in learning English, simplify the knowledge and create English learning environment because students can enjoy their class time and learning knowledge at the same time, help students repeat and promote their memory effectively, lessen the teacher-student distance and buildup a friendly relationship bridge between teachers and students. According to the research, these results prove what did other researchers’theories are right, that it is the development of students’intelligence is affected by their moods in class learning (Zhu, 2003: 323).2.4 Improper application of teachers’body language in secondary school English teachingIt’s all known that every coin has two sides, so does body language. Through body language plays an essential role in secondary school English teaching, applying positive body language is beneficial for both teachers and students. Whereas, lots of body language is still abused or misused by some teachers, and the causes are various. The author will point out some applying problems according to her researches from different teachers’ English teaching classes.2.4.1 Problems and solutions of applying eye languageProblem1: stare at a student for a too long time. In China, people think that stare at a person straightly and keep a long time is impolite and rude. For a student, when he or she meets this eye language, he or she may distract his or her learning concentration and begin to wonder whether he or she has troubled his or her teacher or not, or he or she did something wrong, which makes him or her feel nervous and being afraid of the teacher. Actually, the teacher has no hostility, but students thinkit is terrible.Solution: the teacher can stare at a student for about at most threes seconds if he or she wants to indicate that student to stop talking or moving in the class, which can remain some respect for that naughty student and not get trouble of hate-ness for the teacher because adolescence’s self-esteem is rather strong, they would not like to loose face in front of others. In addition, the teacher can stare at that student for just one second and then has his or her eyes for every student by saying: “concentrate”or “quiet”, then every student listens to their teacher, it is called playing cat-and-mouse.Problem2: give malice eyesight to students which means looking down upon when they did bad in study, such as fail an examination or do something wrong. Everybody could make mistakes or failure, but they always hope others can forgive them and encourage them to do better next time rather than despise them and beat down their confidence. So do students. If teachers do that stupid thing, students may give up studying hard and teachers are not worth respecting because of their disgusting professional ethnics.Solution: when teachers meet this problem, they would better analyze the real reasons of causing it, and even though it is students’faults, teachers should never look down upon students, instead, teachers should show their kind and warm eyesight to students and encourage them to trytheir best to do it again instead of blaming or scolding, and teachers can put their hand on the students shoulder, patting them gently with encouraging words. If so, students not only realize their faults but make up their minds to do better with working hard.2.4.2 Problems and solutions of applying facial expressionsProblem1: “burry his or her nose into textbook” and read the contents of the textbook instead of looking at students. It is commonly regarded as inconsiderate and disrespectful to students and making students feel bored, leaning back in their seats and yawing at them shows lack of interest.Solution: looking at students and glancing naturally at textbook for a little while if it is necessary when a teacher is having class. These neat and natural behaviors are good for a teacher to remember what she or he will do next step and to attract students’ attention to listen carefully.Problem2: pulling a long face without expression. Maybe the teacher met some unhappy things before beginning his or her class, and he or she has no good self-control with himself or herself feelings. No matter what happened to teachers, students should not be treated like that.Solution: before teachers having class for students, they’d better come back to a enthusiastic and energetic statement as quickly as they can, and teaching lessons with smile, which is helpful for them to adjustthem to getting rid of terrible feelings and to create a comfortable and enjoyable learning atmosphere.2.4.3 Problems and solutions of applying gesturesNegative gestures have bad influence on students’ learning, but many teachers have no consciousness about them. Now there are some examples as following stated.Problem1: lease endlessly knocking at the desk with anger. In general, some teachers do this action because students do not obey the class discipline and make noises so that the teacher wants to stop them and get back their leader positions. Actually, it works at an opposite side—no respect but hate-ness and a symbol of violent teaching.Solution: teachers should remember that secondary school students are in a period of teenage rebellion and their senses of self-respect are very strong and they want to be treated as man and they also have impulse at everything. So never do some violent actions in order to avoid violent conflicts in teaching class. Therefore, teachers can use humorous and slight ironic tone to make a joke to attract students to come back to class learning. It is simple but useful.Problem2: pace back and forth in front of the class all the time. Exaggerated body movement can cause harm, too, just as the saying goes “going to far is as bad as not going far enough”. This body movement can be so distracting to the students that it loses track of what theteacher is saying. And people have such a feeling, that is, in a class or a speech; they become more interested in the speaker’s motion than they do in the speaker’s message when they see the speaker pace back and forth in front of them. At last they just remember the movement of the speaker but get nothing about the information.Solution: “if a body movement distracts from the idea, it is damaging.”(James, W. & Michael, S. cited in Yao, et al. 2003). So teachers can do this action with about ten minutes intervals once when they find some students are sleepy or there are something need students to pay attention to, and it can remind students keeping concentration on the class and taking notes when necessary.2.4.4 Problems and solutions of applying postureProblem1: some teachers prefer turning their backs toward students when having a class, which is too impolite and improper, and it can be easily misunderstood by students for they think these teachers are so callous and unfriendly that they could not get along well with them. Maybe teachers do this action just habitually not by chance, while students do not think so.Solution: teachers should think about what kind of proper posture they use in the teaching class before them having their classes and examine their behaviors after the class whether they are helpful to make teaching activities smooth. Changing standing posture styles is necessary for。
