大学英语教学中的非语言交际研究

论文摘要

非语言交际指的是语言行为以外的所有交际行为。非语言交际在交际中占有举足轻重的地位,有时甚至左右交际的成功与失败。同时,教师的非语言行为在整个教学过程中也是非常重要的。教师的精神状态,幽默诙谐的语言,生动的表情,形象的手势,都有很大的感染力。它可以强化语言教学的效果,增进彼此的感情,创造和谐的关系,使学生在轻松愉快的状态下获取知识;它可以维持课堂秩序,加强教学效果。因此有必要对他们的非语言行为及其对外语教学的影响进行研究。基于前人的研究成果及本实验的目的,作者以山东科技大学的8名大学教师及150名理工科学生作为受试对象进行了一学期的实证研究。同时也对这些学生和20名大学英语教师进行了问卷调查,并对所有参加调查的教师和30名学生进行了访谈。作者采用定量与定性相结合的方法,并利用表格得到数据并对其进行了详细的分析。调查和访谈显示:大学英语教师及学生对教师的非语言行为有一定的认识,但并不全面;教师的信念与他们在课堂上的非语言行为存在着不一致的情况。课堂上积极的非语言行为远远多余消极的非语言行为;教师能够使用不同的非语言信号传授知识和管理课堂。但不足的非语言交流,滥用及具有消极意义的非语言行为会对课堂教学造成负面影响;同时研究也显示了通过教学及练习教师可以改进课堂非语言行为;而教师的非语言行为对课堂教学的各个方面,如师生关系,课堂气氛,学生课堂参与及学生的认知行为学习都会产生影响。作者在分析研究结果的基础上,对教师如何改进其课堂非语言行为以提高教学效果提出了一些尝试性建议。如:改变传统的教学观念;课堂上增加具有积极意义的非语言信号;课后学习相关理论及不断练习;注意学生及其他教师对自己课堂教学行为的反馈等。

论文目录

• Abstract
• 摘要
• Introduction
• 0.1 Research Background of the Study
• 0.2 Significance of the Study
• 0.3 Organization of the Thesis
• Chapter One Literature Review
• 1.1 The History of Nonverbal Communication Studies
• 1.2 Nonverbal Communication
• 1.2.1 Definition of Nonverbal Communication
• 1.2.2 The Importance of Nonverbal Communication
• 1.2.3 Functions of Nonverbal Communication
• 1.2.4 Characteristics of Nonverbal Communication
• 1.2.5 Classifications of Nonverbal Communication
• 1.3 Nonverbal Behaviors in College English Classroom
• 1.3.1 The Nature of Nonverbal Communication in Classroom Teaching
• 1.3.2 Nonverbal Behaviors Displayed by Teachers in Classroom
• Chapter Two Methodology
• 2.1 Research Questions
• 2.2 Subjects
• 2.3 Instruments
• 2.3.1 Classroom Observation
• 2.3.2 Questionnaires
• 2.3.3 Interview
• 2.4 Procedures
• 2.4.1 Classroom Observation
• 2.4.2 Questionnaires and Interviews
• 2.5 Data collection
• 2.6 Data Analysis
• Chapter Three Results and Discussion
• 3.1 Awareness of Teachers' Nonverbal Behaviors
• 3.1.1 Students' Awareness of Their Teachers' Nonverbal Behaviors
• 3.1.2 Teachers' Awareness of Their Own Nonverbal Behaviors
• 3.1.3 Functions of Nonverbal Communication in Classroom
• 3.2 Frequencies of Teacher Nonverbal Cues
• 3.2.1 Physical Appearance and Time Use
• 3.2.2 Teachers' Main Nonverbal Behaviors
• 3.2.3 Other Nonverbal Behaviors Displayed by Teachers in College English Classroom
• Chapter Four Findings and Implications
• 4.1 Major Findings
• 4.1.1 Poor Awareness of Teacher Nonverbal Behaviors
• 4.1.2 Inconsistency of Teachers' Believes and Their Behaviors
• 4.1.3 More Positive Nonverbal Behaviors than Negative ones
• 4.1.4 Existence of teachers' Misbehaviors
• 4.1.5 The Possibility of Nonverbal Behavior Modification in Class
• 4.1.6 Positive Correlation between Teachers' Nonverbal Behaviors and Teacher-student Relationship
• 4.1.7 Positive Correlation between Teachers' Nonverbal Behaviors and Classroom Atmosphere
• 4.1.8 Positive Correlation between Teachers' Nonverbal Behaviors and Students' Participation in Class
• 4.1.9 Positive Correlation between Teachers' Nonverbal Behaviors and Students' Cognitive Learning in Class
• 4.2 Implications
• 4.2.1 Change of the Traditional Concepts
• 4.2.2 Being Observant to the Nonverbal Behavior in Class
• 4.2.3 Nonverbal Skill Training after Class
• 4.2.4 Paying Attention to the Feedback
• Conclusion
• Bibliography
• Appendix I
• Appendix II
• Appendix III
• Acknowledgements
• 学位论文评阅及答辩情况表