A Survey On The Nonverbal Behavior Of High School English Teacher

Teaching is a kind of interaction between teachers and students.Teachers not only use verbal behavior to get students knowledgeable,but also use non-verbal behavior to convey teaching information to students,Such non-verbal behaviors as postures,eye contacts,gestures,nods,frowns have surprising functions of conveying feelings and implications,increasing or decreasing the effects in the process of teaching.Therefore,discussing non-verbal behavior in the classroom can not only improve the effectiveness of education and teaching,but also promote the healthy growth of students.Based on the Paralinguistics and Kinesicsn,the author,in this study,reads a large number of domestic and foreign literature,determines the relevant concepts of teachers’ non-verbal behavior,locates the classification,and determines the basic research ideas and methods.First,six high school English Classroom teachings are used as classroom observation objects for the recording of the frequency of different non-verbal behaviors.Second,326 students from the teachers mentioned above are investigated by questionnaire for the impact of teachers’ non-verbal behavior on students’ participation in classroom activity.SPSS 23.0 was used to analyze the questionnaire data,finding out which types of non-verbal behaviors of teachers had an impact on students’ classroom participation.Finally,six teachers and the author interviews 6 teachers and 6 students to supplement classroom observations and questionnaires for more comprehensive information.It is concluded that:(1)from the perspective of different manifestation types of teachers’ non-verbal behaviors,teachers used symbolic actions,paralanguage,expressive actions and distance actions with the highest frequency,and the lowest frequency of adaptive and explanatory actions in high school English classrooms.(2)from the perspective of different functions of teachers’ non-verbal behaviors,the teachers’ non-verbal behaviors that have a greater impact on students’ classroom participation are mainly auxiliary speech function,information transmission function and emotional interaction function,and the behavior of controlling management function is more affected by students’ personality,and the behavior of role model education function has less influence on students ’ classroom participation;(3)the positive impact on students’ classroom participation is usually the teacher’s carefully designed actions,while the negative or meaningless are the teacher’s random actions.The same behavior may have more than one function.Therefore,in order to give full play to the role of teachers’ non-verbal behavior and make English classrooms more vivid and efficient,teachers need to update traditional concepts,acquire theoretical knowledge,pay attention to cross-cultural communication,actively collect,and focus on emotional management,reflect it on,improve the application of the teachers’ non-verbal behaviors in the class.Schools and normal colleges should pay attention to strengthening the pre-service and post-service training for senior high school English teachers to improve teachers literacy.