1. 5. 2 Conventionality of non-verbal behavior
Non-verbal behavior is culture-oriented. It is based on different beliefs, religions, values and customs in different cultures. When, where, how and to whom are display our specific non-verbal behaviors are greatly affected by culture and context. Culture determines what is appropriate non-verbal behavior. For example, feelings of friendship exist every where but their expression varies. It may be appropriate in some countries for men to embrace each other and for women to hold hands; in other countries these displays of affectation may be shocking. Each culture has its specific interpretation on non-verbal behavior. What is acceptable in one culture may be completely unacceptable in another. One culture may determine that snapping fingers to call a waiter is acceptable; another may consider this gesture rude.
1. 5. 3 Vagueness of non-verbal behavior
Non-verbal actions, like verbal ones, may communicate more than one message at a time. For instance, the way you nonverbally make it clear to another person that you want to keep talking may simultaneously express your need for dominance over that person. A smile can be a part of an emotional expression, an attitudinal message, part of a self-presentation, or a listener’s response to manage the interaction. Like verbal behavior, nonverbal messages are ambiguous. Like words, nonverbal messages may not mean what we think they do. Concerned with the meaning of nonverbal behavior, one nonverbal behavior may have various meanings. It is simply impossible to develop a list of non-verbal behaviors and attach a single meaning to each. Thus, we would not be surprised if we find the real reason why a person glanced at a clock, left a meeting early, or arrived late to class is quite different from what we assumed. Great differences often exist in non-verbal behavior between the meaning we think we communicate and the meaning that is actually perceived.
1. 5. 4 Contextuality of non-verbal behavior
Context determines specific meaning of non-verbal behavior. For example, in China, hand shaking may express friendly greeting at the first meeting. It can also express “good-bye” between friends in farewell. Usually, the same nonverbal behavior performed in different context may receive different attributions of meaning. For instance, looking down at the floor may reflect sadness in one situation and submissiveness or lack of involvement in another. All nonverbal behavior must be evaluated or interpreted within the context in which it occurs. Unlike verbal behavior, non-verbal behavior is more bound by the social context and culture for meaning. That is, there is no reference book to look up the specific meaning of a particular gesture, emotional expression, or social distance. We can’t “read” a person “like a book”, nor can others always “read” us. Still, we should realize that those we interact with will attribute meaning to our behavior in a specific context and make important judgments and decisions.
2. Function of non-verbal behavior in oral English classes
In the course of oral English teaching, it is important for the teachers to apply non-verbal behavior, because it is related to the cultural difference between the West and the East, especially the national character. In oral English classes, it’s essential to create a language environment. Therefore, non-verbal behavior which fits the English custom is an example of English language, and can directly influence their ability to communicate in foreign language learning. Secondly, in the teaching of oral English, as a result of the difference between English and Chinese, there will be lots of information “only understood but can’t be spoken out”. From this point of view, non-verbal behavior can make the necessary complement for verbal behavior, and reflect teacher’s standard of teaching art. Another important point, it can organize teaching procedure and maintain class discipline, which is practiced by all the teachers in the world.
2. 1 Main features of oral English classes
As for oral English teaching, target language, that is, English is the tool for teaching in classes. So the English teacher’ s language is the crucial source of students’ English learning, the bridge for students to master oral English, the method to understand the target language. Besides, in oral English classes, teacher is not only the communicative partner of language, but also the organizer of class teaching, the advisor of students, and also the facilitator, a person who makes things easier to learn [8]. (Zeng Puchu, 1999). Whether the English teacher can effectively communicate with students about knowledge, skills and emotion , whether they can deal with teaching difficulties, in order to help students obtain the feeling of accomplishment, and urge them to go on learning English readily, the language that teacher uses in organizing teaching is the initial factor which should be considered. However, oral English teacher should realize that the fundamental feature of English teaching is practical and communicative [9]. Therefore, simplifying teaching language is the best way to develop students ’enthusiasm in study, because in this way, they can deal with their time freely and practice by themselves. And non-verbal behavior is the one of the most important means to simplify teaching language.
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