In China, the attention of the nonverbal behavior is earlier, but there is no mature theoretical system。 Confucius, as China famous ideological and pioneer educator proposed a concept in two thousand years ago that people should weigh up a person’s words carefully and watch his expression closely in communication。 To a certain extent, it can be seen that he had pay attention to nonverbal behavior。 Xunzi has also proposed thoughts of ‘courtesy’, ‘resignation’。 Although these notions had not put forward the concrete concept of nonverbal behavior, they had created the beginning of our attention to nonverbal behavior。 As the nonverbal behavior has been well known, people have paid more and more attention to the nonverbal behavior in the whole process communication and scholars have made more and more research on it。 Meanwhile, the works of nonverbal behavior is also increasing。 Up to now, many experts and scholars have done some researchers on nonverbal behavior from different perspectives。 But the real woks on nonverbal communication in teaching should be represented by the art of Teachers’ Body Language, written by Zhuang Jinying and Li Zhencun, and The Harmony of Face-expression and gestures: A Fresh Principle for the Cooperative Conversation, written by Qian Guanlian。 Their researches show that nonverbal behavior can not only replace verbal communication but also expand the scope of information。 It also can enrich the language and make it more vivid and brief by conveying the speaker’s emotions。 These works give guidance to the teachers’ nonverbal behavior in China, but do not form scale and cause the absolute attention of the educational circles。 

2。2 The Present Situation of Nonverbal Communication in Middle School English Teaching 

In recent years, the study of nonverbal communication has been extended to all aspects of public life。 People come to attach great importance to the application of nonverbal behavior in middle school teaching, especially in middle school English teaching。 But the truth is there are some deficiencies existing when nonverbal teaching methods applied in English teaching。 Firstly, the penetration of the application of nonverbal behavior in English teaching is low。 Besides, some teachers can’t use nonverbal behavior accurately。 For example, some teachers use the nonverbal behavior at wrong time, or some teachers are too exaggerating during the process of applying the nonverbal behavior。 What’s more, in order to further know the views of some middle school English teachers on the application of nonverbal behavior in English teaching, the author interviewed some middle school English teachers face to face during my educational practice。 One of them said they never received any training in how to use nonverbal behavior correctly after they had stepped onto the educational post。 Some other teachers also said, they basically only trained how to express accurately and design teaching plans well during the teaching process, instead of receiving the skills of nonverbal behavior training。 And sometimes they used nonverbal behavior, for example, they used the gesture when they praised students。 They never thought seriously about how these gestures can affect students’ psychology or learning, just using nonverbal behavior freely。 But for students, as stepping in junior high school, they begin to pay more attention to expanding their knowledge and have more stable interests when they in primary school。 Their abstract thinking begins to dominate, but it still has to be supported by specific images。 

However, compared with the primary school classroom, junior high school classroom teaching form should be correspondingly changeable。 The atmosphere in junior high school classroom should be more active than that in primary school。 And some psychological researches show dynamic things are more attractive than static ones。 In addition to verbal communication, nonverbal communication is also important in the communication between teachers and students。 Therefore, teachers have used nonverbal behavior to make the classroom form more flexible to provide more image support to the junior high school students, so as to meet the needs of students to expand their knowledge, broaden their learning channels。 Moreover, if nonverbal behavior can be applied correctly, appropriately, naturally and harmoniously in classroom teaching, it can help teachers to organize the teaching effectively to attract the students’ attentions, enhance the feelings between teachers and students, activate students’ learning emotions, and highlight the teaching effects。  英语教学中的无声艺术非言语教学手段在中学英语教学中的运用(3):http://www.youerw.com/yingyu/lunwen_202413.html