3. 1. 3 Principle of coordination
In the process of teaching, a teacher should deal with the relation of primary aspect and secondary aspect when applying any teaching means or method, according to different students, places and textbooks. At the same time, teacher should be able to handle the relation of generality and particularity in accordance with the practical situation, and use different non-verbal behaviors harmoniously and properly. Some of non-verbal behaviors are in common use, while some are in particular use for the teachers in the process of teaching, which can apply in certain situations. A teacher needs to adopt or adjust correct non-verbal behaviors in order to keep harmonious with students according to the teaching contents, the atmosphere of class, the individual student's situation. For instance, when a teacher tells a sad story with happy tone and smile, students absolutely can't accept such performance. One more example, students are eager to meet teacher’s praise with enthusiasm and expectation, but the teacher answers with an angry gaze. Students' enthusiasm and initiative will be frustrated. Furthermore, the students’ self-esteem will be defeated. When using body language, a teacher should keep every part of body harmonious, otherwise it will not only make disturbance, but also seems rather silly. Obviously, non-verbal behavior must be applied properly and clearly and a teacher should have tactful eyesight and be good at capturing and discerning different information from students’ petty action and expression so that he/she is able to adjust and use non-verbal behavior properly. Otherwise, non-verbal behavior can’t convey meaning as a means of assisting verbal communication. Worse still, it will mislead students or even distort them.
3. 1. 4 Principle of mood control
Verbal behavior is not the only way for a teacher to employ in teaching. He/She applies nonverbal behavior in conveying meaning, which includes the teacher's attitude, expectation and evaluation toward students. The non-verbal language, along with personal feelings such as happiness, anger, sadness and joy, can't escape from affecting the students' mood. The students can't help agreeing or assimilating with these feelings, and then hold a positive or passive attitude toward the teacher, themselves and the teaching contents. The attitude results in whether the teaching atmosphere is vivid or boring, so it decides the teaching effect. In teaching process, teacher should have the right ability of controlling mood and being able to avoid showing some passive emotion on the face or in tone, which may result from personal unhappiness, or because the teacher is angry or unsatisfactory with the students.
3. 2 Strategies of applying non-verbal behavior in oral English classes
It is important to train students’ ability of applying non-verbal skills consciously in communication and teach the students to identify and interpret non-verbal behavior in cultural texts. And there are some strategies of applying the skills.
3. 2. 1 Cultivation of students’ non-verbal behavior in oral English classes
Although the application of non-verbal behavior is often on the subconscious level of the speaker, it is still possible for the teacher to adopt appropriate methods to train the students to use these non-verbal skills intentionally at the beginning in order to facilitate their communication. After certain amount of practice, the students will surely be able to apply these skills automatically so that better outcome of communication can be achieved.
There are at least two advantages for this kind of training. Firstly, it will reduce the students’ strain in speaking a foreign language which is often a big problem for some introverted students. And secondly, the application of non-verbal behavior in oral communication will make the process of communication more vivid and help the speaker to convey his meaning more effectively. The author has observed the method in the oral English class and the result was quite satisfactory.
When the author was viewing an oral English teacher teaching business English, she found it was very difficult for the students to open their mouths to speak because there were many new words and phrases about business English which were not familiar to them, such as “performa invoice”, “import commission house”, “trade discount”, “sales outlet”, etc. The teacher had to ask the students to recite the dialogue in the text first and then ask them to have a role-play of the dialogue in front of the class. And then, what the teacher found was that they could give the performance of the dialogue in class very frequently, but not naturally. The students had only learnt the dialogue by heart, but they could not express it naturally. The author observed that when the students were giving the performance in class, they just stood there straight and recited it in turn, without any facial expressions and gestures. The teacher realized that they had not formed the ability of giving the dialogue in a natural way but just standing there reciting what they had memorized by heart. Therefore, the teacher decided to train them to use non-verbal skills intentionally in their performance. Through doing so, the author believed that the students could feel they were really the roles they were playing in the dialogue and would be able to use what they had learned in the dialogue in an appropriate context in the futures. For instance, there was a dialogue in the textbook like this:
转贴于 酷文网-论文下载中心 http://www.coolwen.net
共11页: 上一页 [1] [2] [3] [4] [5] [6] [7] 8 [9] [10] [11] 下一页
网摘收藏:
当前位置:
载入中...
-> 在百度中搜索：
-> 在Google中搜索：