OntheuseofBodyLanguageinElementarySchoolEnglishTeaching【Abstract】BodyLanguageplaysavitalroleinEnglishteaching.especiallyinelementaryschools.Inclassroomteachingactivities,teachersmainlyuseorallanguageandwrittenlanguageasthemediatocommunicateandinteractwithteachersandstudentsanddisseminateknowledge.However,itisfarfromenoughtotransmitinformationonlybyoralandwrittenlanguage.Therefore,teachersshouldfullymobilizebodylanguageintheteachingprocesstomakeitaneffectivesupplementandassistancetooralandwrittenlanguage.Theproperuseofbodylanguagecanhelpteachersdoagoodjobinclassroomteachingmanagementandimprovethecharmofclassroomteaching.【Keywords】BodyLanguage,ElementarySchool,Countenance,Gestures,EyeContact,BodyDistance,AccuracyandFrequency.【IntroductionAsweallknow,BodyLanguageplaysavitalroleinEnglishteaching,especiallyinelementaryschools.Thispapermainlyconsistsoffiveparts:thedefinitionofBodyLanguage,thepatternsofbodylanguage,thefunctionsofBodyLanguageinElementarySchoolEnglishteaching,somepointswhenusingbodylanguageinElementarySchoolEnglishteachingandconclusion.一、DefinitionofBodyThedefinitionofBodyLanguageindictionaryisthat"Thegestures,postures,andfacialexpressionsbywhichapersonmanifestsvarious.physical,mental,oremotionalstatesandcommunicatesnonverbalwithothers."Fromthisdefinition,wecanseeBodyLanguageisdifferentfromOralEnglish.Itmeansmorethanjusthandorarmgestures;itreferstoanysmallmovementofanyofthebody.1997:102)Andinfact.BodyLanguageplaysavitalroleinelementaryschoolEnglishlearning.二、PatternsofBodyCountenance,Gestures,EyeContactandBodyDistancearethefourkeyattributesofBodyLanguage,whichplaysavitalroleinbothEnglishteachingandlearning.Thefollowingfourparagraphswillanalyzethesefourpartsonebyone.Ontheonehand,teachersshouldbepleasantinclass,sothatstudentsfeelamiableandrespectable.WeiWei,afamouswriter,oncesaidthatwhenheisinprimaryschool,aChineseteachertaughthiestudentsverykindly.Histeachingwasstrictandfulloffun.Inclass,thechildrenwereintoxicatedorfulloflaughter,whichmadeWeiWeiveryinterestedinChinese.Later,manystudentsinhisclasstooktheroadofliterature.Therefore,asteachers,weshouldnaturallyshowtheexpressionofacceptance,understandingandinclusivenessofstudents.Becauseemotionshavetheabilitytotransferandapply,goodemotionscanbetransformedintostudents'positivemotivation,makingthemfeelthatknowledgehasbecomepowerintheirhands,increasingpositivefeelings.Atthistime,studentsarefullofsenseofachievement,confidence,andpositive.ofthesociety,andtheywillabandonthemselves,benegativeandpessimistic,anddonotwanttomakeprogress.Ontheotherhand.Countenancecanreflectallthepleasure,anger,sorrowtotheircountenances.Therefore,teacheroughttopaygreatattentiontowhatthewholesemester.AgoodEnglishteachershouldhaveavariouskindofcountenances,whichshoulddependonwhatheteaches.Forexample,whenheteachessomethingsaditisnotgoodfortheteachertolaughallthetime.Inunit1Let’slearnofGrade5,Whenweteachtheword“strict”,weshouldnotword“kindourfacialnervesshouldberelaxed,keepingsmiling,andbeclosetotheGestureisakindofgesturelanguagethatconveysinformationthroughpeople'supperlimbs,especiallyhands.Gesturesaredividedintoindicativegestures,pictographicgestures,emotionalgesturesandsymbolicgestures.Oneisindicativegesture:indicativegesturehasthefunctionofindicatingspecificobjects,enablingstudentstoseerealthings,suchasindicatingobjectsanddirections;Forexample:InunitfourLet’slearnofGradethree.Withregardtothestudyofprepositionson,inandunder,wecandirectlyusedirectivegesturestohelpcompletetheteachingcontent.theotherispictographicgesture,whichisusedtoimitatethesize,shape,heightandlengthofobjects,givingstudentsasenseofimage.Forexample,inthelearningofolder“tallershorter“biggersmaller“thinnerandstronger”in Unit1ofVolume2,Grade6.Ourteacherscanusepictographicgesturetohelpchildrenunderstandthelearningcontent.Thethirdisemotionalgesture,whichisusedtoexpressemotionandmakeitvisualizedandconcrete.Thefourthissymbolicgesture,whichisabstractbutcanarousestudents'associationifusedproperly.Generallyspeaking,theupwardandinwardmovementsofthehandhavepositivemeanings,whichareusedtoexpressthehopeforfuturesuccess,whilethedownwardoroutwardmovementsofthehandexpressnegativemeaningsregardgesturallanguageas“thesecondlanguageoforalexpression."2007:53)Forexample,whenyouwanttosayyouwin,justmakeagesture"V'andotherswillunderstandimmediately.IntheelementaryschoolEnglishteaching,teachersoftenusegesturestosupplythespokenword.Forexample,Englishcancreateagoodcircumstanceoflearning,whichwillsurelyplayanactivepartinimprovingthestudents'studyability.Eyecanspeak."EyeContactisanimportantsourceofinformationininterpersonalcommunication.Intheprocessofinterpersonalcommunication,itisnecessarytomakeeyecontactwiththecommunicationobject.EyecontactindicatesattentiontotheotherTheinformationreceivershallpayattentiontoprovidingeffectivefeedbacktotheinformationsender.Keepingcertaineyecontactwiththeotherpersonisanimportantwayoffeedback,whichshowsyourattentiontotheotherEyecontactcanrealizeavarietyofemotionalApersonwithkeenobservationcanperceivechangesinhismood,emotionandattitudefromaperson'seyes.Eyecontactcanindicatethedistancebetweeneachother.Therefore,peoplecanunderstandeachothereasilythroughtheeyeAstheelementarystudentsareveryyoung,theyareeasilyaffectedbytheeyecontactswiththeirteacher.Forexample,ifthestudentisabsent-mindedintheclass,theteachermaygivehimakindlyeyecontactsothathecanfocusontheclass.Evenifforastudentwhoislateforclass,theteachergivesaneyecontacttohinthimthatyoushouldnotbelatethenexttime.ThenstudentwillacceptitofhisownfreeForexample,whenwecallanintrovertedstudenttoansweraquestioninclass,whenhisvoiceisverylowandheisnotveryboldtosay,wecangivethequestionwillbemoreconfidentandbrave,andhisvoicewillbelouder,andhewillraisehishandmoreandmoreinthefuture.BodyBodydistancereferstothephysicaldistancebetweenpeoplewhentheyaretalkingwitheachother.Thedistancebetweentwopartiesdependsontheinterpersonalrelationship.Thetwocloselyfriendsmaykeepashortdistanceandthe.strangersmaykeeplongwhiletheyaretalking.AccordingtoHall(1959),therearefourmajortypesofdistancesinsocialandbusinesscircumstances:intimate,personal,socialandpublic.2006;99)Thedistancebetweenteachersandstudentsispartofthemessageteachersgivetostudents.Whileteacherscannotbetooclosetotheirstudents,'itwouldalsobeimproperforthemtostandatagreatdistance.2004:73).Iftheteacherstandstooclosetothestudents,thestudentsmayfeelnervous.However,ifis100arrogant.Thus,itisnotgoodfortheteachertogetonwellwiththestudents.Generallyspeaking,distancefromfourtotenfeetisthemostappropriateforeffectiveteachingandleaning.(Gallahue,DavidL1993:127)Therefore,theteachershouldpayspecialattentiontothebodydistancebetweenthestudentswheneverintheclassornot.everyteacherwhotakesupajobisalsoanimportanteducationalcontenttoparticipateinthemanagementofstudents.Teachersandstudentsgotooclose,andzerodistancecontactwithstudentsisneveragoodthing,whichisnotconducivetoteaching.Thiskindofzerodistancecommunicationhaslosttheteacher'ssenseofmysteryinthestudents'hearts.Itisoftenaverysentenceoftheteacher,butitistakenasajokebythestudents.Especiallyacertaindistancefromtheirstudents.三、ThefunctionsofBodyLanguageinElementarySchoolEnglishteachingBodyLanguageisveryimportantinEnglishteachingandlearning.Justasthespecialistonbodylanguageresearch,Fen.Lafle Anglessaid,“Onceit[bodylanguage]waslost,ababycouldnothavegrownintoanormalperson,"InelementaryEnglishteaching,BodyLanguageplaysapositiveroleinEnglishlearning.Inthispaper,ImainlydividethefunctionsofBodyLanguageintothreetypes.Namely,stimulatethestudents'interestsinlearningEnglish,simplifytheknowledgeandpromotestudents'memory.ThefollowingparagraphswillintroducethemainthreekindfunctionsofBodyLanguageoneafterStimulatingthestudents'interestsinEnglishAsweallknow,thestudentsintheelementaryschoolsarealwaysveryyoung.Andtheyaremuchcuriousaboutnewthings.WhentheylearnEnglishatfirst,theymayhavemuchinterestinitbecauseEnglishisanewlanguageanditistotallydifferentfromtheirmothertongueChinese.However,iftheEnglishteacherjustteachesthemintheusual.boringandtheconstantway,thestudentswillgetboredwithEnglishsoon.SotheEnglishteachersshouldtrytoadoptvariouskindsofteachingmethods10attractthestudents'interestsinlearningEnglish.Amongallthemethods,BodyLanguageisanimportantone.TheapplicationofbodylanguageisagoodwayforelementaryschoolEnglishteachinganditcandirectlyinfluencetheteachingeffect.，1999:54)Forexample,whenteachersteachthewordsofbodyparts,theycanletthestudentstouchtheirownbodyparts.Studentswouldtakeanactivepartintheactivitiesintheclassandlearnbetter.Assistinginmaketeachingmorevivid.Forexample,Whenweteachtheword"run",wecanrunfirst.Whenweseetheimageoftheteacher,manystudentswillcryoutandrunexcitedly.Ifwewritetheworddirectly,wewillexplainthemeaningofthewordimmediately.Thestudentshavenovisualandactionimpression.Theyhavealreadythoughtaboutit.Atthattime,theyonlyknowthemeaningofthewordwecanreaditatthesametimeTheEnglishteachingmethodofcombiningimagepractice,soastoachievebetterteachingresults.SimplifyingtheWhenIwasastudent2ttheuniversity,myteachermajoringinEnglish--teachingtoldusthatthepurposeoflearningEnglishistocommunicatewithAsanEnglishteacher,weshouldpayspecialattentiontothepracticeofthestudents'abilitytocommunicatewith.others.However,thestudentsinelementaryschoolshaveaspecialproblemincommunicatingwithothersinEnglishfluentlybecausetheyaretooyounganddon'thaveenoughEnglishwordstodescribewhattheyiwantto.Forexample,whenteachersdescribenewwordsorphrasesinEnglish,itisdifficultforthestudentstounderstand.SotheteacherhastoadopttheBodyLanguagetohelpthestudentsunderstandthemsoon.Insomeextent,BodyLanguagecouldsimplythenewwordsandthestudentscanlearnGetAgoodteachershouldalsobegoodatcapturingfeedbackinformationaccordingtothestudents'bodylanguageinteaching,andadjusttheprogressofteachinginatimelymannerthroughanalysis,changetheteachingmethods,soastofocusthestudents'attentionandimprovetheteachingeffect.ThecurrentprimaryschoolEnglishclassroomrequiresthatstudentsusefullEnglishtoteachasmuchaspossible.Inthiscase,manystudentswithpoorEnglishproficiencymaynotunderstand.Atthistime,OurEnglishteacherscanhelpstudentsunderstandthelearningcontentwiththehelpofbodylanguage,whichcanachievetwicetheresultwithhalftheeffort.Forexample,whenwetaughttheword"hungry",wedirectlyusedlanguagetodescribethatIdidn'thavebreakfastinthemorning.NowIamveryhungry,andthechildrencan'tunderstandwhatitmeans.Ourteachercancoverhisstomachandmouthtomakeagruntingsound.Atthistime,thechildrenimmediatelyunderstandthemeaningofhunger.Thenwecanalsoaskstudentstomakehungrymovements,makehungrysounds,andsharethewordofhungerwitheachotheratthetable,sothatwecanseewhetherthestudentshavemasteredthewordandhowmanychildrenhavenot.Promotingstudents'Asthestudentsintheelementaryschoolsareveryyoung,theyhavethestrongabilitytoimitateothers.Theycanclearlyrememberthewordsandphrasesaccordingtotheteachers'movements.Forexample,whentheteachermakesanewgesture,thestudentswillbeinterestedandimitateit.Sotheywillimitateitandthenhewillrememberitquickly.Afteralongtime,hismemorywillbegreatlypromoted.Inthiscase,EnglishteachershouldspeciallyadoptBodyLanguageintheirEnglishteaching.Thus,thestudentswilllearnbetterandtheteacherbetter.四、SomepointswhenusingbodylanguageinElementarySchoolEnglishteachingteaching.However,theteachersshouldnotuseBodyLanguageathisownwillisitappropriate,accurate,appropriateorevenbeautifulandactive.UsingBodyLanguageunderappropriateUsingBodyLanguageunderappropriateoccasionsisverynecessary.AsanEnglishteacherintheelementaryschool,heisthemodelofallthestudents.Thestudentswillimitatewhathesaysandhowhebehaves.IftheteacherusesthewrongBodyLanguage,thestudentswill2ctashimandtheharmfuleffectscome.Ontheotherhand,iftheteacherusestheunsuitableBodyLanguageinclass,thestudentswillfeeldisappointedaboutthisteacher.Whatisworse,theymayevenhavenointerestsinEnglishanymore.TheexpressionofbodylanguagemustbeWhenweteachwords,weoftenuseriddlestointroducewords.Forexample,whenweteachthewordrabbit,wecanputtwoearsonourheadwithourhandsanddosomelovelyactions.Ifyouexaggeratetoomuchandmakeyourmovementsbigger,youwilllackauthenticity.Studentsmayguessanimalslikeelephants,whichwillnotachievetheteachingeffectwewant.AccuracyandInEnglishteaching,BodyLanguageisusedtohelpstudentsunderstandwhatuseshisBodyLanguageallthetimeandeverywhere.Ithinknobodycanstandthisteacherandlikethisteacher.Therefore,thestudentshavenointerestsinEnglishleaning.SotheEnglishteachershouldpayattentiontothefrequencyofBodylanguageusage.Moreover,EnglishteachersshouldtakenoteoftheaccuracyoftheBodyLanguagetheyusewhentheyhavelessons.IftheEnglishteachersusetheunsuitableorwrongBodyLanguage,thestudentswillbeeasilymisledbecausethechildren'sability10imitateisverystrong.Thus,theBodyLanguagewillhavenegativeeffects.Soteachersshoulduseaccurateandappropriatebodylanguagewhengivinglessons.Itisnotallowedtodeclarethearmyandseizethemaster,sothatthesecondarycontentattractstoomuchattentionofstudents.Bodylanguageshouldbecarriedoutaroundtheteachingtheme.Oncestudentsareattractedbysecondarycontent,itisnoteasyforteacherstoleadtother