A Study On The Current Situation Of Englishteachers' Classroom Nonverbal Behaviorin Junior High School

Teaching is a kind of interaction in a special environment.In teaching communication,teachers use speech acts to impart knowledge,and also use nonverbal behavior to convey teaching information to students.Classroom nonverbal behavior can not only help teachers achieve better teaching results,but also help students develop nonverbal communication skills.Based on the characteristics of junior high school students' physical and mental development and cognitive development,teachers can use classroom nonverbal behavior to help students understand knowledge better.In the English classroom teaching,the teacher's classroom nonverbal behavior plays a very important role.So what is the current status of classroom nonverbal behavior used by junior middle school English teachers? This paper explores the following three areas by exploring the use of classroom nonverbal behaviors by junior high school English teachers in a middle school in Chongqing:1.What is the cognitive status of junior high school English teachers on classroom nonverbal behavior?2.What is the current situation of English teachers' classroom nonverbal behavior in junior high school?3.How do students respond to teachers' classroom nonverbal behavior?In order to answer the above questions,this study uses questionnaires,interviews,classroom observations and video recording methods to collect relevant data.Through analyzing and discussing the data,the study mainly has the following findings:1.Junior high school English teachers are not aware of the concept,expression and function of classroom nonverbal behavior deeply and comprehensively,The awareness of using classroom nonverbal behavior in classroom teaching is not strong.2.The nonverbal behavior used by junior high school English teachers in classroom teaching are as follows: symbolic movements,explicit movements,para-language,and distance movements.The main purposes of teachers using thesenonverbal behaviors are as follows: support for modifying speech acts,regulating organizational speech teaching,and replacing speech acts.Generally speaking,the application status of non-verbal behaviors in junior middle school English teachers is not very bad,but there are also some shortcomings: First,the lack of introduction and demonstration of English national gestures.Second,in the use of sub-language,the knowledge of intonation is not well grasped.Third,in the use of illustrative actions,there is a lack of flexibility.Finally,there are some negative and meaningless nonverbal behaviors.3.In the junior middle school English classroom teaching,the students pay high attention to the non-verbal behavior of the teacher's classroom,and recognize its auxiliary role in English learning,classroom atmosphere and learning attention.In view of the above research findings,the author puts forward relevant teaching suggestions for junior high school English teachers,hoping to provide some reference in the use of classroom nonverbal behavior in classroom teaching,in order to achieve better teaching results.