A Study On Effects Of Teachers’ Nonverbal Classroom Behaviors On The English Learning Motivation In One Junior High School

English Curriculum Standards for Compulsory Education(Curriculum Standards 2022)made a demand for the cultivation of students’ positive emotions and attitudes.Motivation is not only one of the most crucial factors that influence students’ emotions and attitudes,but also one of the main factors influencing the success of foreign language learning.Meanwhile,nonverbal behaviour is embedded throughout the teaching process.But few studies have addressed the effects on students’ motivation,especially on Junior High school students’ motivation to learn English.This study attempts to explore the following three research questions: 1.What are the types and frequency of English teachers’ classroom nonverbal behaviour in Junior High classes? 2.What are students’ preferences for teachers’ nonverbal behaviour? 3.What are the possible influences of teachers’ classroom nonverbal behaviors on students’ learning motivations?This study adopts the qualitative research method.The following conclusions are obtained from the analysis of classroom observation,questionnaire,and interview data: 1.From the expressive dimension,the most frequently used by junior high school English teachers in the classroom are emblems,affect display,distances,and instruments.2.The most preferred nonverbal behaviors by students are instruments,emblems,affect display,and illustrators.3.The main types of nonverbal behaviors that affect students’ motivation to learn English are affect display,emblems,instruments,and distances.Teachers’ nonverbal behaviors with the meaning of affirmation have a significant importance to students.Likewise,students’ dislike for nonverbal behaviors with negative meanings are also consistent,and they are not considered very important.The results of this study provide some suggestions for Junior High school English teachers:teachers should enhance their theoretical knowledge of classroom nonverbal behavior;teachers should observe students’ reaction to nonverbal behaviors and meet students’ needs;teachers should standardize and innovate personal NVB.