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Regulative Effect of English Teacher’s Classroom Non-verbal Behaviors on Student’s Emotion

Author: LiLingLing
Tutor: WuJing
School: Nanchang University of Aeronautics and
Course: Foreign Linguistics and Applied Linguistics
Keywords: classroom nonverbal behavior positive emotion negative emotion teaching efficiency
CLC: H319
Type: Master's thesis
Year: 2010
Downloads: 599
Quote: 3
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Abstract


Nonverbal communication (NVC), along with verbal communication, constitutesthe whole human communication. We can even say that from the aspect of conveyingmessages, NVC plays a more important role than verbal communication. This is alsotrue for language classroom teaching. 82% of teachers’classroom behaviors arenonverbal, with only 18% verbal(Hennings,1971). Hence, we can see that teachers’nonverbal communication plays a significant role in language teaching.In the field of SLA, researches on classroom nonverbal communication andemotion both have no short history. However, there are only a few empirical studieson nonverbal communication, and researches on emotions are focusing on negativeemotions (mostly on anxiety). Few studies are conducted on the relationship betweenthe two. Therefore, this study tries to explore the following questions by empiricalapproach: 1. What is the overall situation of English teachers’employment ofnonverbal behaviors in class? 2. Whether English teachers’classroom nonverbalbehaviors can influence students’emotion or not? 3. If so, what kinds of nonverbalbehaviors mainly affect students’emotions? Is the influence positive or negative?With“Questionnaire on the Situation of Teachers’Employment of NonverbalBehaviors”(verified according to Wu Xin’s questionnaire in“A Study on the Effectsof Teachers’Classroom Nonverbal Behaviors on the Foreign Language Anxiety ofNon-English Major College Students”) and the Chinese version of the PANAS scale(Positive Affect and Negative Affect Scale) as the instruments for the quantitativestudy, this study surveyed one hundred junior students chosen randomly from non-English majors in Nanchang Hangkong University. Descriptive analysis andcorrelation analysis of the collected data were conducted by SPSS 13.0 (StatisticalPackage for the Social Science), and thefollowing results were got:1. The present situation of English teachers’employing nonverbal behaviors inclass is not bad, but there is still much room for improvement;2. There is no significant correlation between English teachers’classroomnonverbal behaviors and students’overall emotion. However, English teachers’classroom nonverbal behaviors are positively correlated to students’positive emotions significantly and negatively correlatedto students’negative emotions significantly;3. Of the four types of nonverbal behaviors, English teachers’object language andbody language in class have the most significant positive correlation with students’positive emotions, then paralanguage, and then environmental language; theirparalanguage has the most significant negative correlation with students’negativeemotions, then body language, and then object language; environmental language inclass has no significant correlation with students’negative emotions.Based on experimental findings of this study, it is suggested that English teachersshould change their stereotype and pay more attention to classroom nonverbalcommunication and they be aware of the relationship between their nonverbalbehaviors and students’emotion in class, and learn how to regulate students’emotionsin class by their nonverbal behaviors so as to improve teaching efficiency. In addition,four principles of employing nonverbal behaviors in class are put forward for Englishteachers: aesthetic, moderation, coordination and combination.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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