摘要
基于问卷调查与采访，本文将对非语言交际进行系统的研究，尤其是非语言交际在外语教学中的运用及其文化差异，并提出了一些充分、有效利用非语言交际的方法。在外语教学中，部分教师只注重语言交际而忽略了非语言交际信息传递。既注意语言又不忽视非语言的外语教学，才是完整的、成功的教学。本文旨在引起外语教师对非语言交际的更大的重视以提高教学质量。
不同的理论家对非语言交际有着不同的界定，对它的范畴也有不同的划分，对它的特征也作了不同的归纳，但他们大多数认为非语言交际至少具有重复功能，否定功能，替代功能，补充功能，强调功能和调节功能。
Grant&Hennings(1971)认为，课堂教学效果的82％通过教师的表情，举止等非语言手段实现，而只有18％的信息通过语言行为达到。非语言交际对英语课堂教学有重要的影响。Cooper(1988)认为，教师如果学会了如何在课堂上更有效地运用非语言交际，师生间的关系就会得到改善，学生的认知能力和学习效率也会提高。因此，本文详述了非语言交际在时间、空间，身体行为，声音行为及环境因素四方面在外语教学中的具体运用。
不同的文化具有不同的时间观。但教师都要求学生上课要准时，而学生们也认为教师上课迟到或拖堂也是令人讨厌的行为。不同的课程要求不同的时间，而教师花在每位学生身上的时间也不同。在课堂教学中，能够适当在教室中走动的教师往往能比只站在讲台与黑板之间的教师产生更积极的教学效果。课桌椅的排列方式及学生座位的前后也会对课堂的交际行为产生影响。
教师的仪表及打扮积极或消极地影响课堂教学。面带笑容的教师往往能营造轻松，活跃的课堂气氛。教师通常利用他们的目光与眼神传递信息，他们也经常通过观察学生来判断学生是否专心听课，或是否听懂，来决定是否继续讲解。目光通常还反映师生关系。自然的身势及恰当的手势能够促进有效的教学。
教师的抚摸行为在一定清况下能给学生以安慰和鼓励。
教师的音质，音量，声音高度，节奏及语音语调都对课堂教学带来不可忽
视的影响。教师通常也刮用沉默或停顿进行课堂交流。
教室的布置，色彩，灯光，音乐背景与噪音都是影响课堂教学的重要因素。
然而，由于中美不同的文化有着不同的价值取向，非语言交际在课堂教学
运用中也存在着差异。因此，本文还看重讨论了目光，面部表情，手势，身体
姿势，触摸，空间和沉默在课堂运用中的中美文化差异：中国学生一般不喜欢
教师的目光直视。在中国文化中，直视对方往往被认为冒犯、挑衅与不自信。
而美国文化要求在交际过程中直视对方的眼睛以示诚实：中国教师往往控制自
己情绪的外露，控制自己的面部表情，以师长自居的教师们往往一脸严肃，而
美国教师则认为教室是个舞台，表情丰富可以营造轻松的学习气氛。中国学生
不大接受“打檄子”的教学方法，认为那是不三不四的行为，而这种方法在美
国能普遍受到学生的欢迎。中国学生一般不喜欢教师半边身子坐在讲台上上
课，而美籍教师的这种姿势并不少见。中国教师常触摸年纪较小的学生的头或
拍学生的肩膀以示鼓励与爱护，而这种现象在美国文化中比较少见。中国教师
常常到学生宿舍看望以表示关心，而美籍教师一般不去。中国文化对个人领地
要求一般不高，但美国文化要求一般较高。中国学生时常对教师的提问保持沉
默，上课时经常只顾作笔记而一言不发，而美籍教师一般对此表示难以接受。
最后，本文还提供了一些提高师生非语言交际意识与技巧的方法以促进外
语教学质量的提高：在中学教材教法课程中介绍利用非语言因素的教学方法；
阅读介绍有效利用非语言因素的书籍；介绍提高学生非语言交际意识的游戏；
介绍提高非语言交际的技巧，如利用录音机纠正发音，调整语调、声音高度与
速度；观看研究非语言交际的录像及介绍有关非语言交际的具体建议。
This paper aims to present a systematic study of nonverbal communication. In particular, it gives a detailed account of the use of nonverbal communication in English classroom teaching and its cultural differences between Chinese culture and American one, and at the same time, it gives a brief introduction of the ways to make a full use of nonverbal communication in English classroom teaching, based on the investigation, observation and interview, mainly by the inductive approach.
Nonverbal communication, with a variety of definitions, has developed into a new discipline. Nonverbal communication covers a wide range of scope that is classified in different ways by different theorists. This paper prefers such a kind of classification as the use of time and space, bodily behavior, sound behavior and environment factors. Nonverbal communication characterizes a lot and functions great. Nonverbal communication has its own types and functions in classroom teaching.
Verbal communication normally is emphasized by people in our daily life, but nonverbal communication can not be ignored in English classroom teaching. Nonverbal communication has a powerful influence on English classroom teaching in the aspects of use of time and space, bodily behavior, sound behavior and environment factors.
Different cultures have different attitudes toward time. But it is common that both teachers and students are required to be punctual to the class. Those students who are punctual to the class can impress teachers positively, while those teachers who are on time for class are expected by students. Different courses require different length of time and so do different students.
The spatial distance between teachers and students is a "critical factor in the
communication process" of teaching and learning (Miller, 1981). The teachers who conduct their classes while standing or walking among their students are viewed more positively than those teachers who stand at the front of the classroom. They are seen as friendlier and are more effective than those who stand farther away from the students. The closer the teacher is to the student (up to 4 feet), the better the student responds both in attitude and in academic performance. To achieve a successful communication between teachers and students requires teachers' awareness of a proper spatial distance. Such patterns of seating as the traditional arrangement, the horseshoe arrangement and the modular arrangement have their own advantages. The pattern of the traditional arrangement is preferred by students when they have required courses. This pattern gives the birth to showing teachers' status and dominance. The second pattern is not only helpful for communication between teachers and students but also for communication among students themselves. However, the third pattern is most beneficial for the communication among students. The seat in the front, middle or back of the classroom has great influence on students' psychology.
Teachers' appearance and artifacts affect, either positively or negatively, communication in the classroom. A smiling teacher is thought to convey warmth and promote a supportive and non-threatening classroom atmosphere. Eye contact can seek feedback between teachers and students, keep channels of communication closed or open and can infer the relationship between teachers and students. Relaxed posture and lively gestures can arouse students' positive attitude. Touch is a powerful communicator for establishing a link to students or conveying emotions. Such vocal elements as intonation, tone, pitch, rhythm, timbre, volume and inflection, pace, etc. form a powerful, subtle and vital part of communication between teachers and students. Silence or pause becomes the medium for conveying messages in classroom teaching.
The environmental factors in the classroom, such as appearance of the
classroom, noise, color, lighting condition, music and objects used in the class for teaching purposes have shown great influence on classroom teaching.
However, nonve
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