The research of nonverbal communication has attracted a lot of scholars both at home and abroad for a long time。 Scientific researches on nonverbal communication and behavior started in 1872 with the publication of Charles Darwin’s book The Expression of the Emotions in Man and Animals (401)。 British linguist R。I。 Fieith regarded language as interaction and interpersonal language, namely, the process of language communication is a process of information communication, and the communication happens in the interpersonal interaction。 Samovar gave us a brief definition of nonverbal communication : “nonverbal communication involves those nonverbal stimuli in a communication setting that are generated by both the source (speaker) and his or her use of the environment and that have a potential message value for the source or receiver (listener)(5)。” There are a lot of classifications of nonverbal communication。 In this paper, the author adopts Malandro Bakeret’s classification, which classifies nonverbal communication into four parts: body language, paralanguage, object language and environmental language (112)。

  Recently, a large number of Chinese scholars and teachers in have been analyzing and discussing and doing researches about nonverbal communication and the application of nonverbal communication in middle school English teaching。 Some people discuss the cultural features of nonverbal communication and the influence on middle school English teaching from the perspective of cross-cultural。 Others compare the difference of the nonverbal communication teaching between America and China from the perspective of background conditions, curriculum provision, teaching content and the method of evaluation, etc。 来;自]优Y尔E论L文W网www.youerw.com +QQ752018766-

II。 Importance of Nonverbal Communication

Teaching is a kind of communication which needs teachers and students to interact with each other。 During this interaction, as everyone knows, verbal communication in class is very frequent and teachers employ it all the time, but verbal communication alone is not enough; nonverbal communication also plays a very important role that is even more important。 Some scholars state that 82% of the teaching effects are achieved through teachers’ behaviors and expressions, but only 18% are conveyed through verbal communication(Peter 29)。