in the NO.9 middle school中的“the”要吗

in the NO.9 middle school中的“the”要吗
in the NO.9 middle school中的“the”要吗

in the NO.9 middle school中的“the”要吗
不需要用the.

我的本科毕业论文也是body languang。假设需求可以给你看看哦 你可以把这局部的nonverbal 。munication改成body language 来看 Human beings 。municate by two channels: verbal 。munication and nonverbal 。munication。 However, for a long time, much...

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我的本科毕业论文也是body languang。假设需求可以给你看看哦 你可以把这局部的nonverbal 。munication改成body language 来看 Human beings 。municate by two channels: verbal 。munication and nonverbal 。munication。 However, for a long time, much attention and research have been given to verbal 。munication while nonverbal 。munication has almost been overlooked。 In fact, the nonverbal 。munication conveys the majority of the 。rmation in face-to-face 。munication。 Abereomile once pointed out: “we speak with our vital organs, but use converse with our whole body”。 American psychologist Mehrahian found in his research that only about 7% of the emotional meaning of a message is expressed through explicit verbal channels。 About 38% of it is vocal, basically 。municated by the use of the voice, and about 55% of it is expressed via nonverbal ones, such as facial expression, gesture, posture, etc。 Another opinion stated by Birdwhistell is that nonverbal 。munication accounts for at least 60-70% of what we 。municate to one another。 Although we have no way to judge whether the figures are accurate or not, at least they indicate that verbal 。munication and nonverbal 。munication are integrated in human 。munication and nonverbal 。munication is an indispensable action which plays a functional role in it。 The nonverbal 。munication is necessary and significant in English classroom teaching in primary school。 Grant and Hennings (1971) estimated 82% of the effect of classroom teaching is realized by the teacher’s nonverbal behavior, such as facial expressions, and only 18% of it is gained verbally。 They stated that students are more responsive and attentive to the teacher’s facial expressions than speech。 That is to say, students better accept messages conveyed nonverbally。 The primary English classroom is a special 。municating place。 According to scientific researches that refer to pupils’ cognitive development laws and characteristics, the nonverbal 。munication is more important to be used in the English classroom teaching in primary schools。 It’s widely agreed that the ultimate goal of learning English is to develop the ability to use English for successful 。munication。 So the nonverbal 。munication has be。e more and more important in English teaching。 Cooper remarked: “Nonverbal 。munication is quite important for teachers。 Researches have shown that the relationship between teachers and students can be improved if teachers learn how to use nonverbal 。munication in classroom teaching。 For example, whether or not a student decides to approach the professor about turning in an overdue paper might depend on his perception of the professor’s nonverbal behavior。 If the professor has an open office door, smiles and appears friendly and approachable, he would probably conclude that this would be an appropriate time to discuss his late paper。 Moreover, students’ cognitive 。petence and learning efficiency can be improved。” [1] A noted psychologist Jerome Bruner believes that when the children are between 3 and 12 years of age, they develop the ability to apply concrete image or visual imagery to express the knowledge and experience of outside world they acquired。 It’s the best time for development of the children’s concrete thinking as well as for teachers to use the intuitional teaching methods, such as the use of visual aids, simple drawing, video, etc。 Therefore, the nonverbal 。munication applied in primary English classroom teaching can enrich the teaching methods, stimulate the students’ interest and help achieve better teaching effects。 My reasons to choose nonverbal 。munication as my topic are as follows。 First, as human beings interact both verbally and nonverbally, by 。bining the verbal and nonverbal 。munications I can obtain some additional insights into things or people in my daily life。 Second, I choose this topic with the purpose that this article could arouse some teachers’ awareness of the importance of nonverbal 。munication, as there is still ignorance among some teachers。 Thirdly, I myself want to be an English teacher in my future career, so I attempt to explore the ways to improve English classroom teaching through applying nonverbal 。munication\x0d2011-10-24 4:43:52

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Middle school teachers face the adolescent students who are easily 我的本科毕业论文也是body languang。如果需要可以给你看看哦 你可以把这部分

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我的本科毕业论文也是body languang。如果需要可以给你看看哦 你可以把这部分的nonverbal communication改成body language 来看
Human beings communicate by two channels: verbal communication and nonverbal communication. However, for a lon...

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我的本科毕业论文也是body languang。如果需要可以给你看看哦 你可以把这部分的nonverbal communication改成body language 来看
Human beings communicate by two channels: verbal communication and nonverbal communication. However, for a long time, much attention and research have been given to verbal communication while nonverbal communication has almost been overlooked. In fact, the nonverbal communication conveys the majority of the information in face-to-face communication. Abereomile once pointed out: “we speak with our vital organs, but use converse with our whole body”. American psychologist Mehrahian found in his research that only about 7% of the emotional meaning of a message is expressed through explicit verbal channels. About 38% of it is vocal, basically communicated by the use of the voice, and about 55% of it is expressed via nonverbal ones, such as facial expression, gesture, posture, etc. Another opinion stated by Birdwhistell is that nonverbal communication accounts for at least 60-70% of what we communicate to one another. Although we have no way to judge whether the figures are accurate or not, at least they indicate that verbal communication and nonverbal communication are integrated in human communication and nonverbal communication is an indispensable action which plays a functional role in it.
The nonverbal communication is necessary and significant in English classroom teaching in primary school. Grant and Hennings (1971) estimated 82% of the effect of classroom teaching is realized by the teacher’s nonverbal behavior, such as facial expressions, and only 18% of it is gained verbally. They stated that students are more responsive and attentive to the teacher’s facial expressions than speech. That is to say, students better accept messages conveyed nonverbally. The primary English classroom is a special communicating place. According to scientific researches that refer to pupils’ cognitive development laws and characteristics, the nonverbal communication is more important to be used in the English classroom teaching in primary schools. It’s widely agreed that the ultimate goal of learning English is to develop the ability to use English for successful communication. So the nonverbal communication has become more and more important in English teaching. Cooper remarked: “Nonverbal communication is quite important for teachers. Researches have shown that the relationship between teachers and students can be improved if teachers learn how to use nonverbal communication in classroom teaching. For example, whether or not a student decides to approach the professor about turning in an overdue paper might depend on his perception of the professor’s nonverbal behavior. If the professor has an open office door, smiles and appears friendly and approachable, he would probably conclude that this would be an appropriate time to discuss his late paper. Moreover, students’ cognitive competence and learning efficiency can be improved.” [1]
A noted psychologist Jerome Bruner believes that when the children are between 3 and 12 years of age, they develop the ability to apply concrete image or visual imagery to express the knowledge and experience of outside world they acquired. It’s the best time for development of the children’s concrete thinking as well as for teachers to use the intuitional teaching methods, such as the use of visual aids, simple drawing, video, etc. Therefore, the nonverbal communication applied in primary English classroom teaching can enrich the teaching methods, stimulate the students’ interest and help achieve better teaching effects.
My reasons to choose nonverbal communication as my topic are as follows. First, as human beings interact both verbally and nonverbally, by combining the verbal and nonverbal communications I can obtain some additional insights into things or people in my daily life. Second, I choose this topic with the purpose that this article could arouse some teachers’ awareness of the importance of nonverbal communication, as there is still ignorance among some teachers. Thirdly, I myself want to be an English teacher in my future career, so I attempt to explore the ways to improve English classroom teaching through applying nonverbal communication

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