肢体语言在小学小学中的应用

学位论文英文论文题目：TheApplicationofBodyLanguagetoEnglishTeachinginPrimarySchool.中文论文题目：肢体语言在小学英语教学中的运用。姓名：尹倩学号：20230616422学习中心：辽宁葫芦岛奥鹏专业：英语（师范方向）指导教师：杨宏二〇一五年一月毕业论文承诺书提示：根据北京语言大学网络教育学院论文写作的规定，如发现论文有抄袭、网上下载、请人代写等情况，毕业论文一律不及格。同时取消学士学位申请资格。毕业论文不及格者，可申请重写一次，并按重修缴纳费用。本人承诺：本人已经了解北京语言大学的毕业论文写作的有关规定；本人的论文是在指导教师指导下独立完成的研究成果。整篇论文除了文中已注明出处或引用的内容外，绝没有侵犯他人知识产权。对本论文所涉及的研究工作做出贡献的个人和集体，均已在文中以明确方式注明。签名：__尹倩___________日期：__2023/2/5______________北京语言大学本科生毕业论文评阅书论文题目学生姓名学号所在院系专业国籍（留学生）指导教师指导教师意见评语：成绩：指导教师签字：日期：年月日评阅人意见评语：成绩：评阅人签字：日期：年月日教务处制北京语言大学本科生毕业论文指导记录表论文题目学生姓名国籍（留学生）所在院系专业入学时间指导教师姓名指导教师职称/学历指导时间指导地点第一次指导：指导方式：（请选择）面谈电子邮件指导教师签字：日期：年月日第二次指导：指导方式：（请选择）面谈电子邮件指导教师签字：日期：年月日第三次指导：指导方式：（请选择）面谈电子邮件指导教师签字：日期：年月日第四次指导：指导方式：（请选择）面谈电子邮件指导教师签字：日期：年月日第五次指导：指导方式：（请选择）面谈电子邮件指导教师签字：日期：年月日教务处制北京语言大学本科生毕业论文答辩记录表论文题目学生姓名学号所在院系专业国籍（留学生）答辩时间答辩地点指导教师答辩记录答辩小组成员成员姓名职称/学历专业研究领域所在单位签名答辩小组评议意见/成绩：组长签字：院（系）学位委员会审核意见：签字：日期：年月日教务处ContentsAbstractIntroduction.ThedefinitionofBodylanguage.Bodylanguageplaysanimportantroleinpeople’sdailylife.Bodylanguageisaproductofbothgeneticandenvironmentinfluences.Bodylanguageisabroadterm.Functionofbodylanguage.Thetypesofbodylanguage.Gestures.Postures.FacialExpressions.EyeContact.ThesignificanceofBodylanguage.4.1Thelimitationofstudents’vocabularyandExpressionAbility.4.2ThelessinterestofstudentsinEnglishclass.4.3ThedepressingatmosphereinEnglishclass.5.Thestudyofstudents’bodylanguage.5.1Thestudents’Gestures5.2Thestudents’Sights.Thestudents’sittingposture.6.Methodology6.1Researchquestions6.2Subject6.3Instruments6.4Datacollection7.BodylanguageisappliedtoPrimarySchoolEnglishTeaching.7.1Theuseofbodylanguageinlistening.7.2TheuseofbodylanguageinSpeaking.7.3TheuseofbodylanguageinReading.7.4TheuseofbodylanguageinWriting.7.5Theapplicationoffacialexpression.7.6TheapplicationofEyesight.7.7TheapplicationofGestures.7.8TipsforusingbodylanguageinEnglishteaching.ConclusionBibliographyAbstractTheessaystudiestheimportance,necessityandpurposeofbodylanguageinPrimarySchoolEnglishTeaching,andtriestofurtherexplorethemanifestationofBodylanguageinclassroomteachingwithspecificandvividexamples.ItinterpretsBodylanguagefrompracticalpointofviewandtriestoprobeintoBodylanguagefromotherperspectives.摘要这篇文章研究肢体语言在小学英语教学中的重要性和必要性，尝试进一步的探索生动形象的肢体语言在课堂教学中的表现。从实践角度解释肢体语言，试图探索肢体语言更广阔的前景。Keywords:Bodylanguage,EnglishTeaching,PrimarySchool.关键词：肢体语言，英语教学，小学。TheApplicationofBodylanguagetoEnglishTeachinginPrimarySchool.1.IntroductionNowadays,theworldisbecomingsmallerandsmaller,whichhasbecomeaglobalvillage.Thuspeoplehavemorechangetocontactwithpeoplewhoarefromdifferentcultureastothequickdevelopmentofnotonlyscience,technologybutalsoeconomycross-culturalcommunication,involvingcommunicationamongpeoplewhoarefromdifferentcounties,amongmanyothers,havebeenenjoyinginagreatpopularity.Bodylanguageisanimportantmediathroughwhichpeoplecommunicatewitheachother.Itreferstothepatternsoffacialexpressionsandgesturesthatpeopleusetoexpresstheirfeelingsandmeaningsincommunication.Thespecialistonbodylanguageresearch,FenLafelAndels,oncesaid,“Onceitwaslost,ababycouldn’thavegrownintoanormalperson”.It’salsotruetothejuveniles.Traditionaleducationpaystoomuchattentiontoinstillingtheknowledgeintothestudents.Suchcrammingmethodofteachingbringsupthestudentswhohavegoodwordsbuthowability.Today’sEnglisheducationrequiresstudentstocommunicateinEnglish.TeachersarealsorequirestoteachEnglishnearlywithoutChineseexplanationalltheclasstime.However,becauseofthelimitationofstudents’vocabulary,teachersshouldtakesomeothereffectivewaystosupportEnglishteaching.Bodylanguagescanhelptoexplainwhattheteachersmean.Teachersalsocandeepenstudents’understandingandmemorieswiththeaidofbodylanguage.Wecannotmakelightofthebodylanguage,especially,whenthecommunicationbetweenteachersandstudentsbecomesmoreandmoreimportantwiththedevelopmentofEnglisheducation.Theuseofbodylanguagecansupportteachingandhelpteachersgetbetterteachingeffects.OneofthemostimportantwaysforstudentslearningEnglishistheclassroomteaching.AsfarastheEnglishteachinginPrimarySchoolisconcerned,teachershavetoattractandimprovethestudents’interestsothattheymaylearnbetter.Therearemanywaystoarousethestudents’interestandhelpthemtolearnbetterandmoreefficiency,BodylanguageusedinEnglishteachingisoneofthem.Inschooleducation,Bodylanguageplaysanimportantroleincultivatingthestudents’characters.Teachersareusuallyrespected,andfactually,whatorhowtheteacherssayanddowillbepossiblyimitatedbythestudents.Inaworld,teachers’gracefulBodylanguagehelpstoimprovethestudents’artistic-appreciationandmoralcharacter.IfthestudentsdevelopawonderfulBodylanguage,whichwillpossiblyleadsthemtoformanoptimisticandactivefeelings.Theywillsurelybecomeeasygoing.Inshort,bodylanguageishelpfulforEnglishteaching.InthisarticlethetheoreticalstudyandapplicationofBodylanguagewillbediscussed.2.ThedefinitionofBodylanguage.Whatisbodylanguage?ItshouldbetheNonverbalsocialintercourseandtheNonverbalbehavior.Inhumansocialintercourseprocess,especiallyintheoralcommunication,peoplemakesomebodymovementwhiletalking,suchasbodyposture,countenance,gestureandsoon.Theyarealsodeliveringtheinformationbymakingasetofsystem,whichisequaltothelanguagesignalandusingthenonverbalmethodtocommunicatewithothers.Bodylanguageisexpressinghowonefeelsbythewayonesits,stands,moves,etcratherthanbywordsbodylanguageisamediumthroughwhichpeopleexpresstheirfeelingsbyfacialexpression,eyescontact,gesture,posture,bodyaction,decentlook,bodydistance,silentaction,drawing,objectsshowingandsoon.Itcanwidentherangeofcommunication,showorconcealfeelingsandenrichlanguagestomakethemmorevividandactive.Atthesametime,itcanprovidemoreinformationanddeepenthecontent.2.1Bodylanguageplaysanimportantroleinpeople’sdailylife.Assoonasweareincontactwithotherwearecommunicating.Forwecanmakeuseofspokenlanguage.Intheseways,wemakethecontentofamessagecleartoeachother.However,wecanalsocommunicatewithoutwords.Thiskindofcommunicationtellsussomethingabouttherelationshipbetweenpeople.Itismoreimportantthangettingthecontentofmessageacross.2.2Bodylanguageisinfluencedbygeneticandenvironment.Blindchildrenwillsmileeventhoughtheyhaveneverseenasmile.TheethnologistIrenausEibl-Eibesfelcltclaimedthatanumberofbasicelementofbodylanguagewereuniversalacrossculturesandmustthereforebefixedactionpatternsunderinstinctivecontrol.Someformsofhumanbodylanguageshowcontinuitieswithcommunicationgesturesofotherapes,thoughoftenwithchangesinmeaning.Morerefinedgesturewhichvarybetweenculture,mustbelearnedormodifiedthoughleaning,usuallybyunconsciousobservationoftheenvironment.2.3Bodylanguageisabroadterm.Itincludesourposture,actions,facialexpression,andgestures.BecauseBodylanguageisakindofnonverbalcommunication.Itformspartofcategoryofparalanguage,whichdescribesallformsofhumancommunicationthatarenotverballanguage.Therelationofbodylanguagetoanimalcommunicationhasoftenbeendiscussed.Humanparalanguagemayrepresentacontinuationofformsofcommunicationthatournon-linguisticancestorsalreadyused,orithasbeenchangedbyco-existingwithlanguagebothvoluntaryandinvoluntary：thisisthebasisofHanseffect(asourceofartifactincomparativepsychology).Hansisacleverhorse.Hecangetinformationfromhistrainer’sbodylanguage.Itwasalsothereasonfortryingtoteachchimpanzee.WashoeAmericanSignLanguage(acompletecomplexlanguagethatemployssignsmadewiththehandsandothermovement,includingfacialexpressionandposturesofthebody)ratherthanspeech.2.4Functionofbodylanguage.Althoughitisobviouslythatbodylanguageisabeneficialtool,whichhelpsteachersinprimaryschoolEnglishteaching,themostimportantthingishowtofunctionbodylanguagewellwhilecombiningverballanguageinclass.Aslongasteachersapplyitefficiently,theycanprobablyachievetheteachingaimasexpected.Itiswidelyheldthatbodylanguageservessixprimaryuniversalfunctions:repeatingcontradicting,substituting,complementing,regulatingandaccenting.Teachersoftenusebodylanguagetorepeatapointtheyaretryingtomake.Ifyouwanttostresstwopointsaboutwhatyouaretalking,forinstance,vocabulariesorgrammar,youwillusetwofingersatthesametime.Intheclassroom,teacherscanusebodylanguageoppositefromtheliteralmeaningconveyedbyverbalmessages.Whenyouexplainawordlikesnaketoyourstudent,keepingyoureyeswidening,slack-jawedandsurprised-looking,however,youmaysay“Icannotfrightened”.Then,thestudentswillfinallygetadeepimpressionfortheword.Teacherscanusebodylanguagetosupplantverbalmassages.InEnglishclass,theteacheroftenmeetsstudentswhodonotwanttospeak.Forexample,whentheteacherwantstoteachgrammaraboutpresentperfecttense,whichisunderstand.Therewillbesomestudentswhoarenotconfidentanddarenottospeakouttheansweryouasked.Atthistime,theteachercometothestudentsandusewarm-heartedexpressiontotaketheplaceofthesomewordswithcourage.Therewillbeabettereffectivenessintheclass.Teacherscanusebodylanguagetoaddmoreinformationtoverbalmassages.AsanEnglishteacherfirstly,youmayfeelnervous.Yourstudentsmayhaveasamefeelingandneverforgetthispoint.ThereisnodoubtthattheyneedtointroducethemselvesinEnglish,theteachershouldusevividexpressionsandgesturesasmanyaspossiblewhengreetingstudents,theteachershouldsmilewhilesaying“Nicetomeetyou”andshaketheirhands,inthisway,whichtotallyexpressyourfriendlinesstotheirstudents.Bitbybit,thestudentslostthesenseoffearatthebeginning.Thebodylanguagecancombinetheheartsofstudentsandteachers,sostudentsfeeltheteacherisgentleandeasy-going.Teacheroftenregulateandmanagecommunicationoractionbyusingsomeformofbodylanguage.Facesomestudentshavingaquitewronganswer,youcannodyourhandwithaappropriateexpressioninagreementtoindicatetotheparticipantsthatyouagreeandtheyshouldcontinuetalking.Inclassteaching,teachersshouldregulatesuccessivelythesizeandthespeedsofthevoices.Payattentiontotheuseofeyesandgestureswhenusingbodylanguage.Bodylanguageishebestchoiceifthevoicelosesitsappealtothestudents.Ifstudentsarepaidtributeerectedthumb,gentlypattheshouldersofthestudentsmaybetentimesworththansaying“youaresogreat.”Teacherscanusebodylanguagetoaccentpartofthespokenmessage.InordertoteachEnglishbetter,teachersneedtoaccentsomethingmoreimportantwhattheysaid.Youcanaccenttheimportantmassagethroughthechangingsound,someperformanceandsoon.Thestudentwillhavemoredeeperimpressiontothisinformation.Nevertheless,thesefunctionsofbodylanguagearenotisolatedfromoneanother,andmanyoftheteachingactioncanservetwoormorefunctions-sometimessimultaneously.3.Thetypesofbodylanguage.TherearemainlyfourcategoriesofbodylanguageinEnglishteaching.Gesture,Posture,FacialExpression,Eyecontact.BodylanguagewithparticularlyhelptheteachersinPrimarySchoolandholdthestudents’interestsuccessfully.Teachers’properandgracefulbodylanguagehelpsthestudentsunderstandeasilyinEnglishclasssoteachersshouldpaymoreattentiontothebodylanguageandmakeuseofitinforeignlanguageteaching.3.1GesturesGesturesareconnectedwithmovingofhandsorarmstostrengthenverbalinformation.LegerRosnahanexpressesthatgestureisactuallythecentralpartofBodylanguage.(BiJiwan,1991：115).Gesturecanimpactnumeroussignificantmeaning.Foronething,differentmeaningscanbeinterpretedbydifferentgestures.Peoplefromdifferentcountryhaveparticulargesturesandemotions.Gesturemeanswecommunicateandexpressourthoughtsbythemovementandmannersofhandsandfingers.ThegesturealsoplaysanessentialroleinEnglishteaching.PeoplewhohavebeenLiYangCrazyEnglishwillfindthathepaysgreatattentiontotheuseofgesture.WhentheprimaryschoolstudentsbegintolearnEnglish,theremustbesomedifficulties.Butusingaccurateandappropriategesture.EnglishteacherscanhelpstudentsmasterEnglisheasily.3.2PosturesPosturemeanstheusualmeanspeopleperformtheirbody.Posturescanbedividedintothreekinds:lying,standing,bent-kneepositions.Eachculturehasitsparticularpostures.Postureisamatterofhowpeoplesit,walk,standandmove.Theeducationistsbelievethatpostureisamovingactionofaperson’sbodyandisalsoakindofinformativesystemofexpressingbodylanguage.TheEnglandphilosopherBaconbelievesthatbeautyoflooksishigherthanthecolorandlusterone,yetthegracefulandelegantbeautyofactionishigherthanthebeautyoflooks(FraidDubinandEliteOlshtain,2002).InEnglishclass,theteachersshouldhavetheproper,elegantposturetoattracttheprimaryschoolstudents’attention.3.3FacialExpressionsThefacecanprovideasupplementforverbalcommunicationaswellascanserveasmanykindsoffunctionforhumanbeings.Thiscanmaketheirbehaviorknowtoothersandmaketheircommunicationeasily.“Thefacehasbeencalledanorganofemotionbecauseweconstantlyreadfacialexpressionstounderstandwhatothersarefeeling.Faceprovidesvitalcluestoourownfeelingsandthoseofthepeoplearoundus.Ofallthenonverbalchannels,thefaceisthemostimportantbroadcasterofemotions”（LiuYongfaandLiuXuan’en,1997）.Facialexpressionisverystraightforward,becausepeoplecanseewhetherone’shappyornotdirectlythroughhisface.Allthepleasure,anger,anxiety,thought,sorrowandfearofapersoncanbereflectedontheface.Ourfacesplayakeyroleinexpressingourthoughts,andespeciallyouremotionsandattitudes.Duringtheclass,theteacherscountenanceshouldberich,mind,kindandnatural.3.4EyeContactEyecontactarefullofexpressioninmanydifferentcultures.Eyecontactcanexpressalotofmeanings,whichareconnectedwithhighpositionorlowposition;attentionorloseofinteresting;andactiveorpositiveexpressions.Amongmanyothersgazeandglancecanbeusedintheeyecontactparticularly.Eyecontactisthemostimportantoneofallcategories.Asthesayinggoes;“Theeyesarethewindowsoftheseal”.Thatistosaywecanreadone’smindthoughhiseyes.Wecanknowwhathedoubts,howhelovesorhatesfromthepeople’eye.Peoplebelievethattheycanreadtheheartworldbytheireyes.Eyesightcanexpresscomplicatedfeelingandattitude.Therefore,theteachersshouldmakefulluseofeyesightofeffectively.Intheclasstheexpressofaneyecontactcouldmakestudentsfeeltheteacher’sconcernandencouragementandthenmakesstudentsmaydevotethemselvestothestudymoreseriously.4.ThesignificanceofBodylanguage.4.1Thelimitationofstudents’vocabularyandExpressionAbility.TheEnglishvocabularyissoabundantthatstudentscannotrememberallofthem.Andstudentsjustcanonlygraspthewordswhichareusedfrequently.Accordingtothestudents’presentlevelandpracticalsituation,bodylanguageisrequired.Bodylanguagesisoneofrichexpressivelanguagesintheteachinglanguage,especiallyinEnglishteaching,usingthesuitablebodylanguagenotonlycanavoidusingChinesetoexplainEnglish,butcanpromotetheteachersandstudentstocommunicate,enhancetheteachingefficiency.Forexample,whenateachergivesaninstruction“Youtwo,pleasecometotheblackboard”.Thestudentscaneasilyunderstanditiftheteacherlooksatsometwostudents.Then,theteacherpointstotheblackboard.Thestudentswillcarryouttheorderwithoutobstacleeveniftheydon’thearthekeywordsblackboardclearly.Furthermore,teachersusuallyhavetoexplainsomelanguagepointsandatthistime,theyhavetodifferentiatetheclassroomexpressionsandtheexamples.Takeitforexample,weoughttousetheform‘havedone’suchas‘Haveyoufinishedthatjob?’Tomakethestudentsunderstandclearly,ateacherhaslotsofways.Todoitbyspeed,heusesacommonspeedwhenreadingweoughttousetheformhavedone,andreadsslowlywhengivingexamples;hecanalsogettheeffectbyrepeatingtheexampleHaveyoufinishedthatjob,amorefrequentwayistousegesturestolayemphasisonthekeypointswhenhesaidhavedongemphasizingitinvoiceatthesametime,hereachesouthisindexfinger,pausesintheair,andthengivesouttheexample;Thisactionwillusuallygivethestudentsadeepimpression.Fromtheabovewecanlearn,theuseofbodylanguageinEnglishteachingisnecessary.4.2ThelessinterestofstudentsinEnglishclass.Foranon-nativelearner,Englishteachingisveryboring,Astheproverbgoes:“Interestisthefirstteacher”.Nomatterinanyfields,apersontobesuccessful,firstofall,hemustspendalotoftimeandenergy.Second,hemusthaveachoiceofinteresttodoso.Thestrongstudyinterestthereforebeforeeachclass,teachersshouldmakegoodpreparationsothatexpectthestudentcanhavethestronginterestthroughaseriesofbodylanguage.Forexample,toteacher“whatareyoudoing?”teacherscandesignthefollowingbodylanguagetothetextcontent:letthestudentmakewritingordancingtogetherwithyou,studentsdothebodylanguagewithteacher,listeninganddoingwarmupintheactivitiestosimulatesstudents’studyinterestgreatly.Intheclassroom,theteachers’behaviorwillinfluencestudents’learningconcentration.Sometimesteachersintheirteachingwithuseofbodylanguagecanstimulatestudents’interest.4.3ThedepressingatmosphereinEnglishclass.Englishisaforeignlanguagetostudentsanditisdifferentostudywellsothaystudentscannotholdtheinterestinitforalongtime.Andwhentheycan’tunderstandwhatteachersteach,theywillnottolistentotheteachers.ThentheatmosphereinEnglishclassisdepressing.Meanwhile,ifthesoundsonlystayinahorizontalline,studentswillsoonloseinterest.Andthenoisemetercanalsoaffectthestudents’mood.Teachinginordertofocustheattentionofeverystudent,teachers’eyesshouldglancearoundforthestudents.Teachers’bodylanguageattractstheattentionofstudents,helpsstudentsunderstandknowledge,andimprovethepurpose,soastoachievethepurposeofimprovingtheteachingeffect.5.Thestudyofstudents’bodylanguage.Theverbalcommunicationisatwowaypath,soisthenonverbalcommunication.Teacherscangrasptheinformationreleasedfromthestudentsasareflectionandtakecorrespondingactions.Thestudents’bodylanguageisthemirroroftheirinnerfeelingandtheteachingeffect.5.1Thestudents’gesturesConfinedwiththecharacteristicsoftheclass,especiallyinChina,studentsarenotabletoexpressthemselvesfreely.Soinordertohaveacomprehensiveunderstandingofstudents,teachercangetsomehintsfromstudents’bodylanguage,,fortheunconsciouslyreleasedinformationcantellmoretruththanverballanguage.Ifstudentsuseonehandtosupporttheirjawsandleantheirbodyforwardsimultaneously,itshowsthattheyarequietinterestedinyourteaching.Afterthequestionisraised,somestudentsmayclaphisforeheadwithonehandslightly,itshowsthattheyarethinkinghardandatthatmoment,teachersarenotsupposedtointerruptthem.Whenstudentsareseencaressingtheirfaceswithhands,itindicatesthattheyarehesitatingtomakedecision.Inthissituation,teachershoulddothemafavortoprovidethemwithsomesuggestions.5.2Thestudents’sights.Teachers’sightmayhaveimpactonthestudents’learningeffectiveandinterest;accordingly,teachercangetsomereflectionfromthestudents’sights.Studentsmayhalfopentheireyeswhentheyfallintodeepthought.Iftheteacherfindsthathebecomesthefocusoftheclass,thatistosay,allthestudentsputtheirsightontheteacher,itindicatesthattheyareinterestedinthecontentandarelisteningattentively,forpeopleusedtostareatonethingwhentheyareobservingartworksandthingstheyarestudying.Whenthestudentsnarrowtheireyes,itmeansthattheyhavedifficultyinunderstandingthecontent.Thenteachercancometorealizethatit’stimetoexplainandstoptheprocedureforawhile.5.3Thestudents’sittingposture.Mostoftimestudentssitquietlyonthechair,sothesittingposturealsoprovidessomeinformationabouttheirfeeling.TheresearchmadebyLiJiequnindicatesthatpeopleprefertositstablyandplacethemselvesfullyonthechairwhentheyareinhappyandrelaxingmood.Onthecontrary,whentheyillateasetheywillconstantlymovetheirhipsformheretothere.Ifstudentssitatthefrontedgeofachair,leantheirbodyforwardandstareattheteacherattentively,itshowsthattheyareinterestedinlearning.However,iftheysitdowdilyonthechairandconstantlyturnaroundmeansthattheyhavenointerestortheyaretooproudtolistentotheteacher,what’smore,theywillcrosstheirlegsandarmswhentheyfeelexhaustedandboring.Understandingtheabovesittingposturesisbeneficialforteachertoadjusttheteachingproceduretostirupstudents’learninginteresttoimprovethelearningefficiency.6.MethodologyThispaperintendstoexploreapplicationofbodylanguageinprimaryschoolEnglishteachingbythemethodofquestionnaire.6.1ResearchquestionsThepurposeofthequestionnaireistofindoutthecurrentsituationoftheapplicationofbodylanguageinprimaryschoolinEnglishteachingandalsosomewaystoimproveit.Thequestionnaireisconsistingof15questions,whichfallintofivecategories：（1）eyecontact;(2)posture;(3)facialexpression;(4)gesture.Throughthequestionnaire,wecangettoknowthecurrentsituationoftheapplicationofbodylanguageinprimaryschoolinEnglishteaching.6.2SubjectInthisstudy,therespondentsarestudentsinNanDaPrimarySchool.itisaruralpublicschool.Inordertogetreliabledata,onehundredandthirtystudentsintotalwerechosenfromClass1toClass6inGrade3.Twentystudentsinaveragewerechosenfromeachclass,whichcanrepresentdifferentlevelsofEnglish.Tosomeextent,thesituationofthisschoolcanrepresentthatofmostprimaryschoolinlocalarea.6.3InstrumentsInordertolearnaboutthecurrentsituationandsomeproblemsinprimaryschoolEnglishteaching,thequestionnairewasdesignedforstudents,whichwaswritteninChinesetoavoidanymisunderstandingbysubjects.Itiseasierandmoredirectforustoseetheexistingproblemsanditcanhelpuseffectivelyanalyzetheproblemsandconcludesomereasonablesolutions.6.4DatacollectionTherewereonehundredandthirtypiecesofquestionnaireintotal,whichweredistributedto20studentsrespectivelyin6classesingrade3.Thequestionnaireswereansweredduringtheirbreaktime,withouttheirEnglishteacherpresent.Thereforestudentscanbemorelikelytoofferthetrueinformation.Thesequestionsinmyquestionnairewereansweredin15minutes.Allthequestionnairessentouthadbeentakenbacktobeusedforthedataanalysis.6.5DataanalysisThereare92.7%ofthestudentswhothinkthatapplyingthebodylanguageintheclassisveryappropriateanduseful,only8.6%ofthemthinkitisnothingbutfine.Accordingtothequestionnaires,10.4%ofthestudentsthinkthattheirEnglishteacherswillusesomebodylanguagewhenhavingclasses.Atthesametime,almostallthestudentsholdtheopinionthattheapplicationofbodylanguageinEnglishclassescanmakeabigdifferenceintheirEnglishlearningandinterest.Andtheyallthinkbodylanguageplaysanimportantroleinacquiringknowledge.Inmanystudents’view,theyareinterestedteacherswhohaveaffluentbodylanguageintheEnglishclass.Asaresult,theirinterestinEnglishisimproved,fromthequestionnaire,only4.5%ofthestudentssaythatteachersoftenusingdifferentbodylanguageseldomcanhelpthemunderstandthosedifficultwordsorsentencestoaskquestions.thismeansthatmoststudentsliketeachersgivingclasswithbodylanguage.Comparedwiththetraditionalwayofteaching.82.3%ofthestudentsfeelthatthebodylanguageinEnglishclasscanhelpthemtolearnknowledgemoreconvenientlyandeasily,whichsuggeststhatappropriatebodylanguageisneededtobeincludedintheclassroomEnglishteaching.Fromthequestionnaire,only4.2%ofthestudentssaythattheirteachersemphasizetheimportanceofbodylanguageandtellthemwhatbodylanguageis.Franklinspeaking,itisextremelynecessarytostrengthenthispartasitwillhelpthestudentstolearnEnglishbetter.7.BodylanguageappliedinPrimarySchoolEnglishTeaching.HowdoesteacherusebodylanguagetohelpEnglishteaching?Wecanspecifyitinsomeaspects.7.1Theuseofbodylanguageinlistening.TheGreekphilosopherEpictetuseverwililysaid:“Naturehasgivenmanonetongueandtwoearsthathemayheartwiceasmuchashespeak’’.Fromthesayingwecanlearnhowimportantthelisteningisinourdailylife.TounderstandothersisabasicpurposeinEnglishteaching,andteachersoftentrainthestudents’listeningabilities.Inthisprocess,ifth