教师非言语行为对大学英语课堂气氛的影响研究

发布时间：2018-09-12 07:05

【摘要】：非言语行为是指说话者借助于姿势、表情、眼神等非言语符号系统,来传递某种信息从而影响听者的一些手段。教师非言语行为是指教师在特定的教学环境中使用的非言语符号,直接影响课堂氛围。一些研究表明:英语课堂氛围的总效果=30%的言语行为+70%非言语行为。从这个公式可以看出,非言语行为的作用比言语行为的作用更大,运用得恰当,将有效改善课堂氛围,提高学生的学习成效。在经济全球化的背景下,社会对具备较高英语水平的专业技术人才的需求不断增加,大学英语课程在培养此类人才方面起着举足轻重的作用。然而由于受传统教学观念、应试压力和教育体制等方面的影响,很多大学英语教师和学生更注重课本上的知识,忽视了相互之间的交流,对教师的非言语行为对课堂气氛的营造并影响学生的学习成效没有足够的认识。因此有必要对大学英语教师的非言语行为及其对课堂气氛的影响进行研究。笔者通过问卷调查,对成都理工大学非英语专业四个班的209名学生以及他们的四位英语老师进行了调查研究。本研究涵括两个学生问卷和一个教师问卷。第一个学生问卷要求学生对当前大学英语教师使用的课堂非言语行为的情况做出评价。第二个学生问卷则是调查教师课堂非言语行为对大学英语课堂气氛的影响。教师问卷要求教师对自己在课堂上使用非言语行为的情况做出评价。本研究主要回答以下问题:第一,教师和学生是否意识到了教师的非言语行为的重要性;第二,教师的非言语行为是否会影响课堂气氛;如果答案是肯定的,在哪些方面有具体的影响?第三,教师非言语行为对课堂气氛的哪个维度影响最大?以及哪一类教师非言语行为对课堂气氛起着更为重要的作用?在收集了相关的实验调查数据之后,笔者通过统计学软件SPSS对统计数据进行了分析。研究结果表明:第一,教师和学生意识到了教师非言语行为的重要性。第二,大学英语教师课堂非言语行为对课堂气氛有积极的影响;教师的非言语行为从教师支持、学生参与,以及教师领导等方面影响课堂气氛。第三,教师的非言语行为对课堂气氛中教师支持尤为重要;同时教师的外在吸引力和授课艺术对课堂气氛的营造起着最为关键的作用。最后,根据研究得出的结论,本文作者在建立一个积极的课堂气氛方面提出了一些教学建议。教师应提高运用非言语行为的能力以便更有效地管理课堂,更好的去支持学生,并鼓励学生积极参与课堂活动,营造一个更为和谐的课堂氛围。
[Abstract]:Non-verbal behavior refers to some means by which the speaker conveys some information to the listener by means of the nonverbal symbol system such as posture, expression, eyes and so on. Teachers' nonverbal behavior refers to the nonverbal symbols used by teachers in a specific teaching environment, which directly affect the classroom atmosphere. Some studies have shown that the total effect of English classroom atmosphere is 30% of speech acts and 70% of nonverbal acts. It can be seen from this formula that the function of nonverbal acts is more important than that of speech acts, and that the proper application of nonverbal acts will effectively improve the classroom atmosphere and improve the students' learning effectiveness. Under the background of economic globalization, the demand for professional and technical talents with high English level is increasing, and college English courses play an important role in cultivating such talents. However, due to the influence of traditional teaching concepts, examination-oriented pressure and educational system, many college English teachers and students pay more attention to the knowledge in textbooks and neglect the communication between them. There is not enough understanding of the teacher's nonverbal behavior to create the classroom atmosphere and affect the students' learning effect. Therefore, it is necessary to study the nonverbal behavior of college English teachers and its influence on classroom atmosphere. The author investigated 209 students and their four English teachers in four classes of non-English majors in Chengdu University of Technology. This study includes two student questionnaires and one teacher questionnaire. The first questionnaire asked students to evaluate the current classroom non-verbal behaviors used by college English teachers. The second is to investigate the influence of teachers' nonverbal behavior on college English classroom atmosphere. Teachers are asked to evaluate their use of nonverbal behavior in class. This study mainly answers the following questions: first, whether teachers and students are aware of the importance of teachers' nonverbal behavior; secondly, whether teachers' nonverbal behavior will affect the classroom atmosphere; if the answer is yes, What are the specific aspects of the impact? Thirdly, which dimension of classroom atmosphere is most affected by teachers' nonverbal behavior? And what kind of teacher's nonverbal behavior plays a more important role in classroom atmosphere? After collecting the relevant experimental data, the author analyzed the statistical data by the statistical software SPSS. The results show that: first, teachers and students realize the importance of teachers'nonverbal behavior. Second, classroom nonverbal behavior of college English teachers has a positive effect on classroom atmosphere, and teachers' nonverbal behavior affects classroom atmosphere in terms of teachers' support, students' participation, and teachers' leadership. Thirdly, teachers' nonverbal behavior is very important for teachers' support in classroom atmosphere. Meanwhile, teachers' external attraction and teaching art play the most important role in creating classroom atmosphere. Finally, according to the conclusions of the study, the author puts forward some teaching suggestions on the establishment of a positive classroom atmosphere. Teachers should improve their ability to use nonverbal behaviors so as to manage the classroom more effectively, support students better, encourage students to participate actively in classroom activities, and create a more harmonious classroom atmosphere.
【学位授予单位】：成都理工大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H319

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