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and voice quality communicate thirty-eight percent, and nonverbal cues transmit a whopping fifty-five percent. And a socio-psychologist also holds that there are thirty-five percent information speeded by words, and other sixty-five percent by nonverbal language. In addition, a person said, the eighty-two percent of the effect of instruction depend on teachers’ expressions, behaviors, and lights and other nonverbal communication ways, only eighteen percent depend on words. Those mean people pick up more from nonverbal communication than from the words. Though we remain largely unaware of it, every conversation we have is an extremely complex experience involving multiple channels of expression, as well as, postures, gestures and others. It exerts an important influence on English teaching at primary school.
Bi Jiwan (1998) said that nonverbal language is an indispensable part of all communication means. It is acquired from daily life, thus it should become an organic part of English teaching. And the English teaching isn’t a complete and successful teaching without it. According to Cooper’s viewpoint, the writer discusses the techniques of the nonverbal communication in primary English teaching from six categories, which are effective in the process of primary English teaching. They are respectively self-presentation, identification of rules and expectations, feedback and reinforcement, liking and affect, regulation of conversational flow and classroom control (Cooper, 1988).In writer’s opinion it’s necessary and important to use the nonverbal communication in the process of English teaching at primary school. The nonverbal communication plays the role of a linkage between teachers and pupils
1. Self-presentation
In most universal significance, exactly, in most universal significance from the existence and life of the human beings, performance is one of the ways of human’s life and existence; it is person as existent life who takes responsibility to the certain roles (Li, 2005). So, self-presentation as a nonverbal language is indispensable in English teaching at primary school. It refers to the teachers’ actions and the students’ reactions consciously or unconsciously between teachers and pupils in the class. For example, a teacher stands straightly in front of the pupils and speaks with command language and the pupils nod their heads, take notes and listen to the teacher with all their mental faculties on the stretch.
We are constantly communicating in one way or another even if we say nothing at all. Whereas language seems to be the obvious form of communication, much more information is communicated beyond the pure words that are exchanged during a conversation. Body language is the quiet, secret and most powerful language of all. And our bodies send out messages constantly and we usually don’t recognize that we’re communicating a lot more than we have realized. Ekman and Friesen, whose classification methods of body language have a great influence on the field of nonverbal communication, divide the body language into five parts: emblems, illustrators, affect display, regulators and adaptors (Knapp, 1978:13-18). The author discusses the first three one by one.
1.1 Emblems
In the Merriam-Webster Dictionary (2004), emblems are the symbolic gestures used as a heraldic device. But in this paper, it refers to the teacher’s actions which having specific meanings. These gestures have clear and definite meaning and