On Teachers' Nonverbal Behaviors In College English Classroom

Humans communicate through a variety of channels. Language is by no means the only way we exchange information. In conversation, for example, we express our ideas and feelings not only with words but also through facial expressions, voice tones, and gestures. Like verbal communication, nonverbal communication is indispensable in human interaction process. Likewise, teachers'nonverbal behaviors are also very important in the whole teaching process. By using a great number of facial expressions, eye contacts, gestures, distances or postures to communicate with students, teachers could arouse students'interest and improve their learning efficiency. Globalization of economy asks for professional staffs with high English level and college English plays a very important role in achieving the goal. However, because of the traditional teaching concept, pressure of the examination and educational system, many college English teachers pay more attention to the explanation of language points in textbooks, neglecting the communication with their students in class. At the same time, they are not aware of the functions of their nonverbal behaviors in teaching process. According to the literature review, the author finds out that western researches on nonverbal behaviors in classroom are sufficient, but Chinese scholars pay less attention to the study. Therefore, it is essential to conduct a research on college English teachers'nonverbal behaviors and their effects on foreign language teaching.Based on the previous research, the author sends the questionnaires to 80 teachers in North University of China and carries out the research by choosing three English teachers and three classes as subjects of the classroom observation which lasts for a whole semester. The author also interviews the three teachers and some students.The results show that college English teachers and students are aware of teachers'nonverbal behaviors to some extent, but not comprehensive; teachers'beliefs are not always consistent with their behaviors in classroom teaching; teachers can make use of nonverbal behaviors consciously or unconsciously in class in the delivery of knowledge and management of class, and there are far more positive nonverbal cues than negative ones; nonverbal behaviors could help teachers assist teaching, examine themselves and control classroom teaching. Based on the analysis of the research results, the author raises suggestions to improve teachers'nonverbal behaviors in classroom teaching.