A Study On The Influence Of Teachers’ Nonverbal Behaviors On Students’ Participation From The Perspective Of Interaction Theory

The educational concept of “ students are the main body ” is a significant theoretical basis for the current education reform.The level of participation of high school students is one of the important criteria for measuring the concept of “students are the main body”,and how to improve students’ participation in English classes has gradually become a problem for scholars to explore.Both nonverbal and verbal behaviors of teachers are important components of the implementation of instruction.There are a large number of documents that prove that the verbal behaviors of English teachers can promote students’ participation,but it is not known whether the non-verbal behaviors of teachers can affect students’ participation.Therefore,based on the theory of symbolic interaction and Krashen’s Input Hypothesis and Swain’s Output Hypothesis,this study randomly selected 36 English lessons in an elite high school in Heilongjiang Province,taking non-verbal behaviors of English teachers（symbolic movements,indicative movements,expressive movements,instrumental movements,adaptive movements,distance movements,and regulatory movements）as the research objects,and using learning motivation as the research media,and trying to explore the correlation between non-verbal behaviors of high school English teachers and students’ participation.The findings can provide recommendations for frontline English teachers to improve nonverbal behaviors.Through the research of English teachers and students in 36 classes of an elite high school in Heilongjiang Province,this thesis mainly solves the following three problems:（1）What is the frequency of the seven types of nonverbal behaviors of teachers in high school English classes?（2）In high school English classes,do the nonverbal behaviors of English teachers have an impact on student’s participation? If so,to what extent does it affect students’ participation?（3）Do differences in teacher gender and length of employment have an impact on teachers’ nonverbal behaviors? Do differences in student gender and grade levels have an impact on students’ participation?For the purposes of solving the above problems,this study collects relevant data,taking classroom observation and questionnaire as the main research methods,and uses SPSS to conduct analysis,and draws the following conclusions:（1）In high school English classes,teachers use non-verbal behaviors generally more frequently,with the highest item being expressive movements and the lowest being adaptive movements.（2）The nonverbal behaviors of English teachers significantly affects students’ participation（β=0.32,p<0.001）and learning motivation（β=0.48,p<0.001）（3）Teachers’ nonverbal behaviors can directly affect students’ participation,and can also indirectly affect students’ participation through learning motivation（indirect effect value 0.16,direct effect value 0.36）.（4）Differences in teacher gender and length of employment do not affect teachers’ non-verbal behaviors.Student gender does not affect students’ participation.Differences in grade levels have an impact on students’ participation.Finally,combined with the conclusions of this study,the author suggests strengthening the theoretical and practical training of nonverbal behaviors of normal school students and in-service teachers,and improving the ability of normal school students and in-service teachers to use nonverbal behavior.