Contents

Abstract.......................................................................................................................…I
Key Words…...................................................................................................................I
摘要….............................................................................................................................II
關(guān)鍵詞….......................................................................................................................................... II
Introduction....................................................................................................................1
1.Self-presentation .......................................................................................................3
1.1 Emblems...............................................................................................................3
1.2 Illustrators.............................................................................................................4
1.3 Affect Display.......................................................................................................5
2. Identification of Rules and Expectations ….............................................…..........…5
2.1 Gesture…………………………………………………………………………..6
2.1.1 Facial Expression…………………………………………………………6
2.1.2 Sign Language……………………………………………………………..7
2.1.3 Eye Contact………………………………………………………………..7
2.2 Paralanguage……………………………………………………………………8
2.2.1 Silence…………………………………………………………………….8
2.2.2 Nonverbal Sound…………………………………………………………..9
2.3 Object Language………………………………………………………………9
2.3.1 Classroom Arrangement…………………………………………………...9
2.3.2 Arrangement of Pupils…………………………………………………10
3. Feedback and Reinforcement...................................................................................10
3.1 Feedback…………………………………………………………………….....10
3.2 Reinforcement……………………………………………………………........11
4. Liking and Affect ...............................................................................................11
4.1 Teacher’s Liking and Affect…………………………………………………11
4.2 Pupil’s Liking and Affect………………………………………………….12
5. Regulation of Conversational Flow..........................................................................12
5.1 Guiding………………………………………………………………………...13
5.2 Controlling……………………………………………………………………..13
6. Classroom Control..............................................................................................…..13

Conclusion..................................................................................................................15
Acknowledgements......................................................................................................16
Bibliography..........................................................................................................…17

Abstract
　　　　　　　　　　　　　　
　　　English teaching serves the verbal communication. The instructional information and knowledge are not only conveyed by the verbal language, but also by the nonverbal language in the English teaching especially at primary school. However, most teachers, who think the words are the sole way to convey the message, only attach importance to the verbal communication and ignore the nonverbal communication. In primary English teaching, nonverbal communication, which is usually used to convey message with many ways by the English teachers, has a great influence on the English teaching. According to Cooper’s viewpoint, the writer discusses the techniques of the nonverbal communication in primary English teaching from six categories, which are effective in the process of primary English teaching. They are respectively self-presentation, identification of rules and expectations, feedback and reinforcement, liking and affection, regulation of conversational flow and classroom control. From the discussion of these six categories, we can see that it’s necessary and important to use the nonverbal communication in primary English teaching.

Key Words

　　　nonverbal language；nonverbal communication；techniques


摘　要

　　英語(yǔ)教學(xué)是為言語(yǔ)交際服務(wù)的，然而在英語(yǔ)課堂中，教學(xué)信息和知識(shí)除了靠教師有聲語(yǔ)言的傳遞外，還要通過(guò)非語(yǔ)言交際輔助完成。這一點(diǎn)在小學(xué)英語(yǔ)教學(xué)中表現(xiàn)得尤為突出。然而，許多老師往往只注重語(yǔ)言交際，以為詞語(yǔ)是傳遞和領(lǐng)悟信息的唯一途徑，忽略了非言語(yǔ)行為的信息傳遞。在小學(xué)英語(yǔ)課堂中..