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本文是一篇英语论文范文，本文通过对初中英语教师的访谈发现，他们对课堂非言语行为的认知不够、对自身的非言语行为关注较少并且运用非言语行为的意识也不强。

Chapter 1 Introduction

1.1 Research Background

Classroom teaching is often regarded as“the teacher imparts and the studentslisten”.With the deepening of education reform,people have new expectations andrequirements for the quality of teachers.The verbal behavior of teachers in theclassroom is crucial for effective teaching.However,teachers’nonverbal behaviors,such as gestures,eyes,facial expressions,walking,etc.,which are the“silentlanguage”,are also very important,but are often ignored in current teaching.

In fact,the importance of nonverbal behaviour can be found in our dailycommunication.For nonverbal communication,Chinese scholar Bi Jiwan mentionedthat“nonverbal behaviour is an indispensable part of the whole communication,andthe important role played by nonverbal communication even exceeds verbalcommunication”(2012:49-50).In daily communication,no matter what kind ofrelationship the two people are in,they will reveal various actions,such as gesturesand body postures,etc.,in their conversations.They will change these actions,gestures and body postures at a fast or slow speed according to the content they wantto communicate.

1.2 Research Purposes

This study is based on practical English classroom teaching,symbolic interactiontheory and paralinguistics theory to explore the influence of junior high schoolEnglish teachers’nonverbal behaviors on students.The following questions are investigated by classroom observation,a questionnaire survey,and an interview:

(1)Survey the present condition of nonverbal behavior exhibited by teachers inthe classroom;(2)Analyze the typical functions served by teachers’nonverbal behavior;(3)Explore the impacts of teachers’nonverbal behaviors on students.

Through the analysis of these data,this study aims to give practicalrecommendations for junior high school English teachers to effectively utilizenonverbal behaviors in the classroom and enhance the overall quality of teaching.Inconclusion,the purpose of this study is to capture the attention of junior high schoolEnglish teachers towards nonverbal actions,improve their awareness of the use ofnonverbal behaviors,and enable teachers to better use nonverbal behaviors forteaching so as to improve teaching efficiency.

Chapter 2 Literature Review

2.1 Teacher’s Nonverbal Behaviors

2.1.1 Definitions of Nonverbal Behaviors

According to the literature collected at present,people have different appellationsand definitions of nonverbal behavior.According to scholar Zhou Pengsheng’s(2006)research statistics,the term“nonverbal behavior”has been adopted by mostscholars.Regarding the concept of“nonverbal behavior”,there is no consensus due tothe different perspectives of researchers.When reviewing the concept of nonverbalbehaviors both domestically and internationally,researchers primarily characterizethem from the following perspectives:

At first,considering verbal behavior,American linguists Ruesch and Kees(1956)claimed that“nonverbal behavior encompasses all communicative behaviors exceptverbal behaviors.”Chinese scholar Zhu Zuoren called it“communication withoutspeaking”(1993:110-111).Hu Wenzhong stated that“any kind of communicationtha本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。