A Case Study Of Teachers’ Nonverbal Behavior In Primary School English Classroom Teaching

Teachers’ non-verbal behavior is a kind of non-verbal behavior that is unique to teachers in classroom teaching situations,appears to students,is closely related to teacher’s speech,and aims at communication.The effective use of teachers’ non-verbal behaviors helps to shorten the emotional distance with students and optimize classroom effects.In recent years,the research object involved in the non-verbal behavior of teachers in subject teaching is relatively single.This research starts from expert teachers and novice teachers ’classroom non-verbal behavior,and further explores the optimization of the application strategy of non-verbal behavior in primary school English classrooms.English teachers provide valuable references for improving effective classroom teaching.The study first adopted the observation method.The author selected an expert teacher and a novice teacher in the fourth grade of Primary School P of the internship school as the research objects.,Expressive movements,instrumental movements,adaptive movements,regulatory movements and distance movements,and their expressions used to assist in modifying verbal behavior functions,replacing verbal behavior functions,expressing emotional or attitude functions that are difficult to express.The functions of adapting to physiological and psychological needs and regulating the five functions of the organization ’s language teaching.Observe and record the classroom at the same time.Observe and record the two teachers and one section of unit1 and unit6,and two sections of unit2 to unit5,totaling 20 lessons in elementary English classroom of non-verbal behaviors of teachers,so as to collect data on the use of non-verbal behaviors of the two teachers;in order to understand the teachers ’understanding and real thoughts of non-verbal behaviors of teachers more specifically,this research Interviews on three aspects of the effects and methods of understanding.The research results show that:(1)Expert teachers and novice teachers have the same non-verbal behaviors,but the difference is still significant.In terms of expression,expert teachers use symbolic actions,explanatory actions,explicit actions,and adaptive actions more than novice teachers;in terms of function types,expert teachers perform more in auxiliary modification than novice teachers Speech acts,replacing speech acts and regulating and organizing speech teaching;while in the function of adapting to physiological and psychological needs,novice teachers are significantly more than expert teachers.(2)The use of expert teachers’ non-verbal behaviors is large and appropriate,which can better assist classroom teaching to achieve three-dimensional goals and effectively manage classroom behaviors.The results of the study provide a new attempt to study the non-verbal behavior of teachers in English classrooms,which can better promote the reform of primary school English teaching and the professional development of teachers.