毕业设计（论文）-小学教育中教师肢体语言的研究

PAGEPAGEiv1题目（中文）:小学教育中教师肢体语言的研究姓名:专业:英语学院:成教学院学号:指导教师:职称：副教授AStudyofTeacher'sBodyLanguageinPrimaryEducationAdissertationsubmittedinpartialfulfillmentoftherequirementsforthedegreeofBachelorofArtsinSchoolofForeignLanguages,AdultShenzhenDecember2010Contents Acknowledgements ⅲAbstractandKeyword ⅳ1Introduction 11.1Background 11.2ResearchPurpose 32Literaturereview 42.1RelativeOpinion 42.2DifferentTypesofBodyLanguage 52.2.1EyeLanguage 52.2.2BodyLanguage 62.2.3FacialLanguage 62.2.4SignLanguage 72.2.5DressLanguage 83Methodology 103.1Setting 103.2Participants 103.1DataCollection 104Results 134.1ComparisonofAttentionSpan 144.2ComparisonofEnglishClassFondnessDegree 144.3ComparisonofClassroomActivityParticipation 154.4ComparisonofClassroomSpeechEnthusiasmonComparison 154.5ComparisonofLearningEffect 155Conclusion 17Bibliography 18AcknowledgementsMydeepestgratitudegoesfirstandforemosttomysupervisor,LuLi,forherinstructiveadviceandusefulsuggestionsonmythesis.Withoutherconsistentandilluminatinginstruction,thisthesiscouldnothavereacheditspresentform.Iamdeeplygratefulofherhelpinthecompletionofthisthesis.Mysincerethanksgotoouruniversity,whichprovidesmewiththeopportunityof3-yearhighinstituteeducation,mygratitudealsogoestomyfriends,whohavehelpedmetocollectmaterialsandencouragedmeduringthewritingprocess.Inaddition,Iwouldliketothankallthewriterswhoseworksarereferredinthisthesis.Allmistakesandshortagesinthispaper,ofcourse,aresolelymyresponsibility.Abstract:Thispaperdiscussestheimportanceandtheapplicationofbodylanguageinprimaryeducation.Severalaspects,theseaspectsinclude：eyelanguage,bodylanguage,faciallanguage,signlanguageanddresslanguage,canhelpstudentsunderstandwordsmeaningclearlyandinspiretheirinterestsinlearning.Throughthedatacollection,thestudysummarizes:1)Moststudentsthinkteachers’encouragementisveryimportanttothem.2)TheylikestudyEnglishbyactanddisliketeacherkeepthesamepositioninwholeclass.3)Moststudentscanremembernewwordsmeaninginclassbyteachers’bodylanguage.4)Smileandexpressinone’seyesandgesturelanguagewiththumbarethemostpopularbodylanguage.5)Mostteachersindicatetheygetmorefeedbackofteachingthroughobservestudents’bodylanguageinclass.摘要：本篇论文主要讨论的是肢体语言在小学教育中的重要性及其有效运用。肢体语言主要包含几个方面：眼神语言，体态语言，面部语言，手势语言和服饰语言，从这几方面可以帮助学生们更清晰地理解词语的意思，同时激发他们的学习兴趣。通过数据的收集整理，现将研究摘要概括如下：1）大部分的学生都认为课堂上老师的鼓励对他们的意义重大。2）他们更愿意用表演的方式来学习英语，同时不太喜欢整堂课上教师始终站在一个地方。3）在课堂上大部分的学生可以在教师肢体语言的帮助下快速地记忆单词。4）微笑，眼神，大拇指手势语是最受欢迎的肢体语言。5）教师们可以通过在课堂上观察学生们的肢体语言来了解更多教学效果。Keywords:bodylanguage,teacher’srole,primaryeducation，teaching关键词：肢体语言，教师角色，初等教育,教学Chapter1IntroductionThissectionwillintroducethehistoryanddefinitionforbodylanguage,therelationshipbetweenbodylanguageandtheeducation,andthenecessityofresearchingbodylanguageinEnglishclassinprimaryschool.1.1backgroudLanguageismostimportantcommunicationtoolforhuman(Lie1958:396),isthemediatoconveyourideastootherpeople(Chen1980:1).Accordinglytothis,anditdidbethemostimportantcommunicationtoolforhuman.Bodylanguageisakindoflanguages;itisthesymbolofnon-physicalparts.Asearlyas60yearsinthetwentyithadactuallystarted,itcomesintobeingearlierthanlanguageandwords.Howprevalentisnon-verbalcommunicationinhumans?Someresearchersputthelevelofnonverbalcommunicationashighas80percentofallcommunicationwhenitcouldbeataround50-65percent.Differentstudieshavefounddifferingamounts,withsomestudiesshowingthatfacialcommunicationisbelieved4.3timesmoreoftenthanverbalmeaning,andanotherfindingthatverbalcommunicationinaflattoneis4timesmorelikelytobeunderstoodthanapurefacialexpression.AlbertMehrabianisnotedforfindinga7%-38%-55%rule,supposedlydenotinghowmuchcommunicationwasconferredbywords,tone,andbodylanguage.Howeverhewasonlyreferringtocasesofexpressingfeelingsorattitudes,suchaswhenapersonsays"Idonothaveaproblemwithyou!"whenpeoplecommonlyfocusonthetoneofvoice,andbodylanguageoftheperson,ratherthantheactualwordssaid.Itisacommonmisconceptionthatthesepercentagesapplytoallcommunication.Interpersonalspacereferstothepsychological"bubble"thatwecanimagineexistswhensomeoneisstandingwaytooclosetous.ResearchhasrevealedthatinNorthAmericatherearefourdifferentzonesofinterpersonalspace.Thefirstzoneiscalledintimatedistanceandrangesfromtouchingtoabouteighteeninchesapart.Intimatedistanceisthespacearoundusthatwereserveforlovers,children,aswellasclosefamilymembersandfriends.Thesecondzoneiscalledpersonaldistanceandbeginsaboutanarm'slengthaway;startingaroundeighteeninchesfromourpersonandendingaboutfourfeetaway.Weusepersonaldistanceinconversationswithfriends,tochatwithassociates,andingroupdiscussions.Thethirdzoneofinterpersonalspaceiscalledsocialdistanceandistheareathatrangesfromfourtoeightfeetawayfromyou.Socialdistanceisreservedforstrangers,newlyformedgroups,andnewacquaintances.Thefourthidentifiedzoneofspaceispublicdistanceandincludesanythingmorethaneightfeetawayfromyou.Thiszoneisusedforspeeches,lectures,andtheater;essentially,publicdistanceisthatrangereservedforlargeraudiences.Bodylanguageisaformofnon-verbalcommunication,consistingofbodypose,gestures,andeyemovements.Wemeanthebodylanguageasthewaysofcommunicationthroughoureyes,facialexpressions,gestures,bodyactionandsoon.(Liu1995:2)Humanssendandinterpretsuchsignalsunconsciously.Itisoftensaidthathumancommunicationconsistsof93%bodylanguageandparalinguisticcues,whileonly7%ofcommunicationconsistsofwordsthemselves-however,AlbertMehrabian,theresearcherwhose1960sworkisthesourceofthesestatistics,hasstatedthatthisisamisunderstandingofthefindings.Othersassertthat"Researchhassuggestedthatbetween60and70percentofallmeaningisderivedfromnonverbalbehavior."Bodylanguagemayprovidecuesastotheattitudeorstateofmindofaperson.Forexample,itmayindicateaggression,attentiveness,boredom,relaxedstate,pleasure,amusement,besidesmanyothercues.Bodylanguageisalanguagewhichtoexpresshuman’smindbyactionandexpression.(GuangmingDaily1987),thebodylanguageappliedtoeducationisreferredtoas"non-verbalteaching,""non-wordeducation".Therearelotsofmethodsforateachersteachingtheirstudents,themostbasicisactionofteaching.Teachers’actionandexpressionwillaffecttheirstudents,whicharewhyitisimportanttoknowwellbodylanguageforateacher.Teachingisascience,itisalsoart.Bodylanguageisanimportantpartofteaching,Learningbodylanguageisaspecialrequirement,itcanbemoreintuitivelytoexpressourmind,easiertoattracttheattentionofstudents,morehelpfultoenhancestudent’simpressionofknowledge.AmericandoctorRobertBrucepointoutthat”bodylanguageishelpfulforstudentskeeplong-playingattentionandthenfinishthetask”.Certainly,bodylanguageisanintuitionistwindowforunderstandteachers,wecanseeitclearlyintheEnglishteaching.1.2researchpurposeIfoundsomequestionsforthestudentsduringmyEnglishteachingintheclassroominJiangmenprimaryschool,thequestionsasbelow:1.Childrencannotconcentrateonwhatteacherteaching2.Childrenlookconfused3.Wecannotfindhappyfromthestudents’expression4.Mostoftheteachersisrichinlanguageteaching,buttheyarepoorforbodylanguage,5.Noexpressionhardly6.Teachinghasalwaysbeenstandingontheplatformoraroundit.7.Teachersusespokenlanguagetoexplainthemeaningofthewordmostofthetime.8.Childrenarenotenthusiasticaboutansweringquestions9.Classtimeisnotenough10.Thelastquestionisclassroomteachingperformancefeedbacksarefarawaythanourexpected.ThepurposeofteachingEnglishfromprimaryschool,themostimportantisforharboringchildren’sinterestingoflearningEnglishandmaintaintheirpositiveattitudetowardslearningEnglish.Thiscanhelpthemhaveself-confidencetolearningwellEnglishinfuture.Asweknow,Interestandself-confidenceandbasicarethreeimportantfactorstolearnwellEnglish.SpeakingofaprimaryschoolEnglishteaching,teacherswillimmediatelythinkoftwoteachingmethods:situationalapproachandsystemicreaction.Marxalsosaid,tolearnaforeignlanguage,firstofalltoforgettheirmothertongue.ThatmeansbodylanguageisespeciallyimportantinEnglishteachinginprimaryschool,anditisnecessarytoresearchbodylanguageteachinginprimaryschools.Chapter2LiteraturereviewThissectionmainlyelaboratestheimportantofbodylanguageonEnglishteachinginprimaryschoolsandtheclassificationofbodylanguage.2.1RelativeopinionAccordingtoTheVisualPsychology’sresearch,peoplelearnfromtheoutsideworld,morethan90%throughthevisualchannel(Liu1995:162).Differentagestagesoflearners'havedifferentlearningmodealways,childrenoftenhavebettereffectofstudyonhands-onmodeandvisualmodestudyincommonly（JoyM.Reid2002:F27）.Teacherswillbeabletospeakveryimpressiveintheclassroomiftheyproperuseofbodylanguageteachingandwilleffectivelyinfectedstudents,inspirethemtolearnwell,togetbetterteachingresults.Intheotherhand,itwillimproveteachingmanagementintheclassroomifwecangivefullplaytotheroleofbodylanguage.(Yuan2010)AsthelanguageteachingmethodsandEnglishteachingwasreformandinnovationinprimaryschool,Englishteachingrequirements,andstrivetocreatealearningenvironmentforstudents.However,thevocabularyislimitedforstudents;allthefactsrequireteacherstousetheirfacialexpressionsandbodylanguagetomakeourlanguagesimply.(Hong2010)Teachingmethodsshouldbedesignedforlearning,bodylanguageteachingcanbeactiveclassroomatmosphere.Itcanenthusiasmstudent’sinterestinginlearningEnglishandimproveteachingefficiencyifweallowthestudentstoimitateourbodylanguage,(Sun2010)Bodylanguagetocreateaharmoniousclassroomclimate,encouragetheenthusiasmofthestudentstostopbadbehavior.Teacher’saction,speechoftonevoice,expressionetc.,willdirectlyaffecttheclassroomatmosphere.Theatmosphereoftheclassroomisanimportantfactortoimproveeffectivenessofclassroom.Tocreateaharmoniousclassroomclimateninetypercentrelyonbodylanguage.(Yang2008)2.2DifferentTypesofBodyLanguageAteacher’sactionlookslook,behaviorcandirectlyaffecttheclassroomatmosphere;thefollowingfivemainfactorswillaffecttheclassroomatmosphere.2.2.1EyelanguageFirstisEyelanguage.Inhumanhistory,theeyehasbeenagreatinfluenceonhumanbehavior.Theeyesarethewindowsofhismind.Goodatusingeyeslanguageinordertograsptheatmosphereoftheclassroom.Wealsocanuseeyecontacttocontrolthecommunication.Teachersuseeyecontactintheclassroomcanhelpdistractedandbadbehaviorstudentsbacktotheattention,butalsoenablestudentstofeelakindofbeingtakenseriously,toexpressapprovaloroppositiononstudent’sbehavior,andencouragestudents’passionforlearningFromaperson'seyes,wecanseethathisinnerworldwhetherlikesornotandapproveoftheattitudeornot.Therefore,theeyelanguageisthemostexpressiveaposturelanguage.AsanEnglishteacher,weshouldtoknowtheeyescannotonlyexpresstherelevantemotionofteachingcontent,Butalsohavingemotionexchangewithstudentswithdiversificationofeyelanguage,thelanguageintheeyesoftheeffectonthestudents,enhanceteachingappeal.Theteachergooduseitintheclassroom,behelpfulforteachingandimprovetheteachingeffect.First,teachersshouldtoknowtheirownteachingeffectfromstudent'sexpressionsandchange,differentiatethestudentwhodoesnotattendtotheclassformthewholeclass,andthenmakeproperadjustment.Inclass,studentslookingtowardtoacorneroftheroomoccasionallyaimlessly,thatshowsthattheychangetheirmindstootherplace.Glanceallround,whisperwithclassmates,andindicatesthattheydiscoversthemistakeofwhattheteachersaid.Eyesflashmeaningunderstoodwhattheteachersaidinstantly.Inadditiontheeyescontactbetweenteachersandstudents,studentshaveasenseofsecuritythroughtheteacher’skindeyes,expectation,eliminateasenseoffear,Theemotionaldistantbetweenstudentsandteacherswillreducing.2.2.2BodylanguageSecondisbodylanguage.Thestudents’whoseactionoutofcontrol,mostarethegrouparelocatedfarfromteacher.Teachercanchangethedistancebetweenthestudentsconsciouslyorunconsciouslytocommunicatewithstudents.Thisalsocanchangethesituationofstudent’sparticipation;studentparticipationwillchangethesituation.Manyteachersandstudentsduetophysicaldistance,toestablishcloserelationshipswithstudentswouldbemoredifficult,therewilltobeadrag.Therefore,teachersshouldjoinofstudentsintheteachingactivities;studentswillgetmorewarmandfriendlyfeeling.Closertothestudent'steachers,studentsconsideredtobelikethem,understandingofgoodteachers.Betweenteachersandstudentsaregoodatclosetothebodytorevealtheaffinityandsincereheart,willcertainlyenhancetheproductionofteachingAstudyshowedthatwhentheteacherstandsin2-3.5metreawayfromstudentsofplace,canproduceakindofcontroleffect,ifastudentdoesnotpayattentiontoclass,Aslongastendtowardstothisstudentwhentreatthisbehavior,itwillchangethisbehaviorrapidly.Teacherscancontroltheclassroomanddiscoverandcorrectthemistakewhichstudents'pronunciation,intonation,maketheatmosphereofclassbecomeactivitybyleavetheplatformandtendtowardsstudent'sspacewhenreading.Ifanystudentabsent-minded,whentheteacherwalkeduptohim,hewillconsciouslytocatchupwithhim.Dodictationexercise,Teachersshouldproperlyaroundtheclasswhilereadingthatcanattractstudent'sattentionandarousetheirpositiveemotions.Ifthedistantbetweenteachersandstudentsismorethan4meters,evenfurther,itwillbedifficulttoproducethiseffect.Itvisible,payattentiontothedistanceinclassroomcangetgoodteachingeffect.Theteachercanalsousethemeaningofbodydistanceteachingcorrespondingwordssuchas:farandnear,etc.2.2.3FaciallanguageThirdisfaciallanguage:Faciallanguageisthemostdirectlybodylanguagesthatstudentsreceivefromteachers,aslongasexpressionsofteachersarenotgood,studentsknowtheyarenoticed.Intheclassroom,teachershadbettertohaveasmile,focusontheteaching,andtalkwiththestudentsfriendlyallthetime.Thenstudentsfeelaffinityratherthanpressure,facialexpressionstoconveythepassionandenjoythetime.TheclassroomeffectisobviousifStudentslearninginapleasant,harmoniousandhappyatmosphere.Teachersshouldavoidfrowning,withastraightfaceintheclassroom,alsopleasedonotoftenfeeldiscouragedordisappointedwiththestudents,itwillgreatlyreducethelearningdesireofstudentsthenleadingthemtoloseconfidenceandgiveupthehope.Expressionisamagic,teacher'sexpressionsinthestudentmindwillproducegreatforce.Expressionlanguageistoconveyteacher’sthoughtsandfeelingsthatcanexertpsychologicalimpactonstudents.Expressionmainlyreferstothefacialexpression.Facialexpressionsisakindof“worldlanguage”inhumansociety,Aperson'slaughter,anger,sorrow,fear,surpriseallavailablereflectedinfacialexpressions.FamouswriterRomanRolandsaid:"thefacialexpressionissuccessfullanguageinpastcentury,isthemuchcomplexthanspokenlanguage."Therefore,theteacherintheclassroomasaccordingtothedifferentsituations,takegooduseoffacialexpressionlanguage,wemayadjustclassroomatmosphereeffectively,improvingtheteachingeffect.Someeducatorshaveproposedthat"Teachersshouldconquerstudentswithlovesmile.SoastothestudentsfeellearningEnglishisfunratherthanburden.Forexamplewhenthebellrang,theteachercameintotheclassroomwithsmilingcordiallywith"Howareyou?Nicetomeetyou"tostudents,theyalsohaveasmileforencouragewheneverstudentsanswercorrectly,andsaid:"Good!!""Youareright."withthumbs-up.Thesmileforunderstandandexpectationalsopresenceevenifstudentsmadeamistake,alsoappliestostudentsunderstandandlookingforwardto.Anyhow,teachershouldtakeabigsmileineachclassandmakeitsmaximumeffect.2.2.4SignlanguageThefourthoneissignlanguage:avarietyofgesturesisimportantmagicweaponforexperiencedteachers.Teachersdogestures,notonlyemphasizedtherolemodel,butalsomorecleartoexpressourencouragementorstopthebehaviorofstudentsthanwords.Generallyspeaking,handgesturesshouldbenatural,generous,notexaggerated,notartificial.Gesturesshouldbediversified,butnottoofrequent,orstudentsdazzledandcannotachievethedesiredeffectaswewanted.Second,thetheoryofknowledgeneedsbodylanguagewhichmoreeasytounderstandandlivelytomakeitspecificandclearly,itcanenhancethestudents’understandingandimproveclassroomresults.Gesturesmeanshandsposturereferstoapeopleexpressmeaning.Usegesturesintheteachingclassroomreasonablyandaccuratelynotonlycanpassthoughtsbutalsoexpressthefeelingsandcanincreasethepersuasionofsoundlanguage.Thelectureis"secondlanguage"also;duetothefunctionofgesturesisimage,instructionsandotherfunctions.SomeexcellentEnglishteachersarepayingmoreattentiontomasterandapplythesignlanguage.Ithelpstocommunicationofteacher'steachinglanguageandmakestheteachinglanguageimage,livelyandvivid.Forexample:teachingNumbersfrom1to10,canputoutourhandtoteaching,soitiseasyforstudentsoninstantimitationandrememberpronunciationwithmemory.Teacherscanpracticeinvariousformsaftertheygotit.Thestudentswillstretchouttheirhandswhileteachersaythenumber.Iftheteachersaidanumberthenstudentsrepeatthenumberorstandinginsequenceandplaythetraingameetc.StudentswillinterestinthestudyofEnglishnumberifthatandtheteachingeffectwillimprovealso.Gesturesismostwidelyusedandbemostchangefulinallofthebodylanguage.Therefore,theteachershouldbeProficientatgestures.2.2.5DresslanguageThelastoneisDressreferstotheclassroomteachingofclotheswearwhenteachers.Neatandeasy,dignifieddresswellcanincreasetheaffinityofteachers.Teacherscanarisewhendressforteachingfeatures.Forexample:theteachingshirt,coat,loosefittingblouse,suchasshirt-wordsandcolor,appropriatedress,canachieveunderstandableeffect,maketheclasslivelyandvividrise.Ifateachernormallyteachesincasualclothes,heshouldturnuponedaywearingasuit.Eachtimeteachersbreaktheirownrules,inotherwords,theysendaripplethroughtheclass.Thatrippleisamixtureofsurpriseandcuriosityanditisaperfectstartingpointforstudentinvolvement.(JeremyHarmer2000:5)Chapter3MethodologyThethirdchapterviatothedatecollectionintheprivateschool,talktochildrentogetwhattheyneedandwhatisthemostpopularbodylanguageoftheEnglishteacheramongthem.3.1SettingTheprivateschoolIchosenistheXinlianprivateschoolthatIwasworked.Mostofmychildrenarecomeformcountryandtown,atthesametimetheyliveinpoorornotveryrichfamily.SoastotheyhavenotenoughchancetogetmoreEnglishexceptinschool.3.2ParticipantsThestudentsthatIchoosefromgradefourinprivateschool,theyarefrom2classes.Thenumberofthetwoclassesis42and48.IchosenAmyAppleandTigerRiseandCindyKitty.Theyarefrom2classesandwhattheysaidcanincludingthethinkingofmostoftheprivateschoolstudents.AmyandApplearedonewellinEnglishstudy.TigerandRisecankeeptheirmiddlepositionintheirclass.ButCindyandKittyseemsdon’tknowhowtostudyEnglish,theyarepoorinEnglish.TheobjectIchosenisrepresentativestudents.Theyrepresentthestudents'ideasthatareinthreedifferentlevelsofEnglishscoresintwodifferentgrades.Theyareaverageageis10yearsold,twoboysfourgirls,familystatusnotsuperiornorpoverty,familyatmosphereisgood,havegoodhealthy,havecheerfulandoptimisticpersonality,havegoodrelationshipwithclassmates.Theyareallpolitestudents.3.3DatacollectionIntheresearch,theauthoraskedthemsomequestionsfacetofaceinprivateandonebyone.1.“DoyoulikehaveEnglishclassed?Why?”2.“DoyoulikeEnglishteacher?Why?”3.“DoyouthinkyouareapositivePersoninClasswhenanswersomequestions”4.“IfyourEnglishteachermakefulluseoftheirbodylanguage,thatismakefulluseoftheiractiontoexpressthemeaningofawordorasentence,doyoupaymoreattentionontheclass?5“DoyoulikeanEnglishteacherhaveabigsmileonheorshefacealways?”6.“Ifteacherhavesmileseyewhileheorshegiveyouaquestion,thendoyouthinkthatmeansyougainthecouragetoanswerthequestion?7.“DoyouthinkteacheriswalkingbackandforthamongthestudentswhenhaveEnglishclassesisagoodteachingway?8.“Doyouthinkkeeppayattentionisveryeasything?Why?9.“DoyoulikeviaacttostudyEnglishinclass?10“Canyouremembertheword’smeaningintheclassinstantly?”“Y”meansyes，“N”meansno,“M”meansmiddle.Table1Gettoknowwhatthestudents’areneededandwhataretheythinking.QuestionAmyAppleTigerRiseCindyKitty1YMYMNN2YYYYMM3YYYMNN4YYYYYY5YYYYYY6YYYYYY7YYYYYN8NYNNNN9YYYYYY10NYNNNNWecangetsomeinformationaftertheresearch,mostofthestudentslikethekindlyteacher,teacher’sencourageisveryimportanttothem.TheyalllikestudyEnglishbyactanddisliketeacherkeepthesamepositioninwholeclass.Thesamewithwethought,theyhavenottheabilitytoremembersomenewwordsinclass.ThereasonsthattheylikeEnglishclassandEnglishteacheristheystudyEnglishwhentheyoungtime,sotheyhaveagoodbasic.Thereasonsthattheydislikeisthattheyhardlydidn’tknowtheEnglishbeforetheygotoschool,ortheylosetheconfidencealreadyandbeafraidofteacher’scriticism.IaskedsomechildrenwhatisthemostpopularbodylanguageoftheEnglishteacherintheirmindindifferentgrades.Smileandexpressioninone’seyesandgesturelanguagewiththumbarethetopthree.Theeyesarebrightandjustlikestarswhilewehaveasmile.Teacherwillinfectthewholeclasswiththeirbeautifulsmileeventhoughitisatinyexpression.Oureyesareveryimportantapparatusinourbody,weknowthewholeworldandobservethewholewordbythem.Andtheyaretheonlysurfacepathtoourbrain.Sowecansayeyesarewindowofourmind.（Liu2008:41）,Nownodoubtexpressioninone’seyescanbepopularamongtheclass.Theadvantageofgesturelanguagewiththumbisanobviousadvantage.Itcanmakefulluseoftheclasstime,besidethis,theywillasproudasapeacockwhilegettheadmirationwithgesturefromtheirteacher.Ifthegesturemixeswithexpressioninone’seyes,theeffectwilldouble.Chapter4ResultsThecontentofthischapterisbytheknowledgeasaboveturnintopractice,thenexplaintheimportanceofbodylanguagetoshowthegreatinfluenceonprimaryschoolstudentsandpracticewaysontheEnglishclasses.Theauthorwillpresenttheresultforthebodylanguage.Theperiodofthetestisfrom13thOctto13thNov.Teachersmakingfulluseofthebodylanguageonthefiveaspectsasbelow.1)Organizetheteachingbybodylanguage.Forexample,ifastudenttalkingwithanotherorcantpayattentionontheclass,thenteacherwillengagehisorherattentionbytheexpressioninone’seyesorwalkingbesidethestudent.Thebodylanguagemeans:“Pleasepaymoreattentionontheclass,Inotedwhatyoudo.”Thewaycansavethetimeandwillnotinfluenceotherstudents.2)Teachingbybodylanguage.Usecircumstancesteachingmethod.Forexample,wecanusethiswaytoteachthisword“shopping”.Teachercouldusebodylanguagetoexpresswhatthiswordmean.Atthesametime,usingtheplasticbagandsupermarket,thenstudentscanremembertheword’smeaningdeeply,eventhoughforgetithardly.3)Stimulatestudents'interestinlearningbybodylanguage.AnexcellentEnglishteachershouldhavehighquantityandapleasurecharacter.（Laietal2002：8）.Theteachershouldhaveanaturallyfaceandgoodnature,haveabigsmileonyoursmile.Notonlyourchildrenliketalkingwithyouandareclosetoyoubutalsoforthecommunicationwithfeeling.Teachershouldtakewiththekindlysmileandkindlyeyeswhenthestudentsanswerthequestioninclass.Iftheansweriscorrectthengesturelanguagewiththumb,ifwrongthenshakeyourheadwithasmile.Itismuchbetterthansay:“youarenotcorrect,pleasethinkitover.”Weshouldpaymoreattentiononeachactionandeachbodylanguagetosetuptheconfidenceforstudents.AsanEnglishteacher,thechiefthingisthatweshouldknowthepowerfulforceofapositivesuggestionwithheart.Thentheywilltobethestudentwhowehopetobeintheend.（Zhao2009：206）4)Highlightthekeystonewithbodylanguage.Toneincreasedandintheclassroompacingbackandforthwithaproperbodylanguage.Theresultthatisstudentwillrememberthekeystoneinstantly.5)Getmorefeedbackofteachingthroughobservestudents’bodylanguageinclass.Teachingisamutualactivitybetweenteachersandstudents.Soweneedthefeedbackonstudent’ssidealso.Howwecangettheinformation?Toobservetheirbodylanguageisaoneofthebestways,thencanknowwhattheythinkatthatmo