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teachers and students can be improved if teachers make effective use of nonverbal communication. Besides, students’ cognitive ability and efficiency in learning will be improved. Therefore, teachers need to understand the use of nonverbal communication, such as gesture, posture, facial expression and tone of voice. Because nonverbal communication conveys many messages in the classroom, the nonverbal communicative competence becomes invaluable for teachers in getting the message across to class and understanding the messages, which are sending interest or confrontation. Foreign language teaching in the classroom, as a process of trans-language and trans-cultural exchange of ideas, should include nonverbal communication in addition to verbal communication. English teacher, as the disseminator of English knowledge, should be equipped with nonverbal communicative competence.
The increasing need for more efficient communication has helped forward the study of nonverbal communication. So this paper tries to discuss not only the problems of teachers in using nonverbal communication but also how to make full use of nonverbal communication in Chinese middle school English class.

I. The Problems of Teachers in Using Nonverbal Communication
For a long time, English classroom teaching has focused largely on the verbal aspect of communication in spite of the knowledge that indicates that the nonverbal aspects of communication are more potent than verbal; that nonverbal behavior is largely out of awareness. Teachers like others have been taught in school that the written and spoken word is supreme and the impact of nonverbal communication has been largely ignored. Because of the focus on verbal behavior, teachers are not normally aware of the nonverbal signals they give off. Thus, there are many problems in using nonverbal communication existing in English teaching.
A. Teachers’ Unawareness of the Importance of Nonverbal Communication
It is known that communication consists of two categories: verbal and nonverbal. Most middle school English teachers pay much attention to verbal communication and neglect the existence of nonverbal cues in classroom. They use traditional teaching method to finish their teaching task. They just keep talking in English class and neglect the nonverbal communication between them and their students. Classroom本论文由英语论文网 www.51lunwen.org整理提供 teaching, as an important social interaction, in essence, is an activity of transmitting messages through a double channel and a process of naturally influencing and promoting between the teacher and students by means of information transmission. In other words, the teacher and students convey messages by both verbal and nonverbal cues. Western scholars believe that nonverbal communication in classroom plays a more important role in the study of students than that of regular teaching itself. However, most teachers give much more emphasis on verbal forms and they are usually unconscious of the existence of nonverbal forms in classroom interaction.
In fact, nonverbal communication is very important in middle school English classroom teaching. Birdwhistell states that in a two-person conversation the verbal channel carries less than 35% of a message’s social meaning and more than 65% of the meaning is communicated nonverbally.
Therefore, middle school English teachers should be informed about the significance of nonverbal communication in middle school English teachi