【文章內(nèi)容簡介】 。他們的習慣是按順序排隊，一人提問時其他人不得旁聽。 課外師生的非語言交際在英語國家，學(xué)生要進教師的辦公室，習慣于先敲門，經(jīng)允許后方可進入；如教師正在打電話或與人談話，則要在門外等候；如教師正在開會則不進入；教師在上述情況下也不會讓學(xué)生入內(nèi)。中國學(xué)校的要求與此相似。但是，在我國接收外國留學(xué)生的學(xué)校則經(jīng)常見到一種反常現(xiàn)象：留學(xué)生到教師辦公室找老師時，往往不管老師是在與人談話還是正在開會，都旁若無人地“長驅(qū)直入”，給中國人以極不懂禮貌的感覺。這種“反?！爆F(xiàn)象的出現(xiàn)可能有以下三個原因：第一，中國大學(xué)生現(xiàn)在不少人比較隨便，給外國人以在中國可以不必講規(guī)矩的感覺；第二，中國教師將外國留學(xué)生不僅看成是學(xué)生，還是把他們視為客人。不論自己正在干什么或與誰談話，只要留學(xué)生來，就立刻停下其他事情而轉(zhuǎn)向接待他們，給他們以不分時間和場合都可找老師的錯覺；第三，英語國家的人習慣于某一時間只辦一件事，即霍爾所說的屬于“時間單一性”的文化，他們認為中國是“時間多樣性”的文化，任何時候都可找老師。英語國家的學(xué)生課后在校園或校外遇見老師時，往往昂首而過，不予理睬，中國教師對此抱怨頗多，認為他們太不懂禮貌。因為在此種情況下，中國學(xué)生是一定要恭敬地向老師打招呼的。應(yīng)該說，不懂禮貌的情況是存在的，其心理原因也值得調(diào)查研究。澳大利亞人一般認為不主動對人打招呼的人是不值得交往的；美國學(xué)生一般比較隨便；有的英國學(xué)生卻認為：“沒有什么事，卻非要打招呼不可，豈不是神經(jīng)?。俊彼?，這當中也確實存在文化差異問題。中國文化還要求，學(xué)生與老師之間，應(yīng)由前者主動打招呼，以示尊敬。英文化的人當中也有人認為，應(yīng)由老師采取主動，反之倒易失禮，因為老師可能一邊走路一邊在思考問題，不愿他人打擾。在英語國家，不經(jīng)主動邀請，學(xué)生是不能登門拜訪老師的，有事可在學(xué)校教師辦公室談。在中國，教師的住所，特別是校園內(nèi)的教師的住所向外國留學(xué)生開放，而且只要登門拜訪，一定會受到主人熱情的接待。這是中國熱情好客的好風俗，受到了來華外國留學(xué)生的熱烈歡迎。中國教師還有一種到宿舍探望學(xué)生的習慣，特別是在新生到校、老生離校和學(xué)生生病之時，老師出于關(guān)心，常常要去宿舍探望學(xué)生。在英語國家教師是不會去學(xué)生宿舍的，學(xué)生一般也不歡迎教師去。所以，中國教師的善意探望不受英語國家學(xué)生的歡迎。他們認為這是對他們個人生活的干擾，有的學(xué)生還以為老師是借故檢查監(jiān)督他們學(xué)習。在英語國家，“女士優(yōu)先”也適用于大學(xué)師生之間，除非某教師地位極高或年齡極大。英國某大學(xué)一位男教師帶領(lǐng)全班學(xué)生參觀一所中學(xué)時，座位不夠，男教師就和男學(xué)生站著，將椅子讓給女學(xué)生，女學(xué)生也不謙讓。在中國，一定是先讓老師坐下，女學(xué)生也可以站著。在師生集體合影時，中英差異也很明顯。對此，布羅斯納安有一個很有意思的對比：“英語國家的人除軍人以外，一般要遵循女士優(yōu)先的規(guī)矩，讓女士坐前排，男子站在她們身后。如果還有官員的話，官員則站在兩頭，而且一般站在后排；中國人排列位置就像英語國家的軍人排列一樣，最重要的人物或當權(quán)人士位于前排居中位置。”（畢繼萬譯：65）四、結(jié)語英語教學(xué)的目的是教會學(xué)生正確得體地運用語言行為和非語言行為進行跨文化交際。語言行為應(yīng)當越正確越好；非語言交際行為卻只要求正確、得體地傳達和接收交際信息，從而避免文化誤解和沖突。要實現(xiàn)這一目標，就需要英語教師認識到培養(yǎng)學(xué)生非語言交際能力的重要性，并將非語言交際教學(xué)引入英語教學(xué)的課堂，全面培養(yǎng)學(xué)生的跨文化交際能力。作者希望該研究能為從事英語教學(xué)的工作者提供一些思路，使他們在教學(xué)實踐中更好地選擇方法和策略，以適應(yīng)當前英語教學(xué)改革的需要。參考文獻［1］畢繼萬譯《.中國和英語國家非語言交際對比》.北京語 言學(xué)院出版社，1991年［2］畢繼萬《.跨文化交際研究與第二語言教學(xué)》.載《語言教 學(xué)與研究》，1998年第一期［3］畢繼萬《.跨文化非語言交際研究及其與外語教學(xué)之間的 關(guān)系》.載《漢語學(xué)習》，1993年第三期［4］胡文仲主編《.英美文化詞典》.外語教學(xué)與研究出版社，1995年［5］熊文華等譯《.傳神的舉動：非語言交際》.國際文化出版 公司，1990年Nonverbal munication in English Teaching [Abstract] nonverbal munication is part of the crosscultural the western campus of nonverbal munication has strong cultural characteristics, in the university English teaching, pay full attention to nonverbal munication plays a supplementary teaching effect of special in many language paper summarizes the western campus of nonverbal munication and some cultural differences, to enable the learners to avoid the cultural conflict of nonverbal munication, successfully pleted the municative English teaching, to help, to meet the need of the current English education.[keyword] intercultural munication than the western campus culture differences in language munication and English Teaching One, forewordNowadays, with the development of science and technology, intercultural munication bees more and more frequent, but the cultural differences between different ethnic groups are shown in nonverbal in English teaching, nonverbal munication in a neglected position longterm, in the English classroom, most teachers only pay attention to language munication, ignore the nonverbal behavior information transfer, caused the classroom munication misunderstandings and fact, nonverbal munication also has cultural characteristics of strong, should bee an organic part of English teaching, besides that, English teaching is not entirely successful this paper, from the perspective of intercultural munication, briefly introduced the western campus of nonverbal munication and cultural differences, to explore the role of nonverbal munication in intercultural munication and English Teaching in English teaching, the teachers and students expected to , nonlanguage munication role of Samovar and its relationship with languagemunication affirmative ground says: “most of the experts believe that, in facetoface munication, information social content is only around 35% of language behavior, the other is transmitted by nonverbal behavior.” Of course, the relationship between the role of nonverbal behavior in munication and language behavior should have a prehensive, correct the one hand to see, in munication, from the nonlanguage with isolated language behavior is often difficult to achieve the purpose of effectively municating。on the other hand, we should also understand that, only with a nonverbal behavior and language behavior or other nonverbal behavior, in order to provide clear , from the language behavior or other nonverbal behavior, understood in isolation or in a nonverbal behavior of meaning is often difficult and , in the teaching of English can never ignore nonverbal municative behavior, only the verbal munication and nonverbal munication can be bined to achieve the ideal teaching , Chinese and Western Campus of nonverbal munication and cultural differencesLanguage munication in the West there is a big difference and cultural conflict campus paper discusses two issues from the perspective of cultural differences: nonverbal munication teachers deportment manners and instrument teachers means the person39。s appearance, including clothing and makeup, behavior and dress and make upthe teacher is the engineer of the human soul, to be a model for others, the responsibility of teaching and basic requirements for teachers39。 instrument should have the occupation that beauty, clothing, hairstyles are clean and tells a pelling story in “speech act” teacher39。s book: a high school student in grade eight the United States said: “there is a female teacher of English in our class once, her appearance so that we could not is pretty, graceful carriage, also love to wear tight started from the academic year is intoxicated with her charming appearance and difficult to the year, the classroom is a class into a noisy, discipline to a class, the teacher had no way to control the remember, I think the teacher39。s knowledge level is not low, how could we see on this point is now can39。t , there is one thing I can not forget, that is, her appearance and behavior so that we could not resist her temptation.”(Cooper, 1988:70)between Chinese and English teachers in the matter of clothes sometimes cultural misunderstanding, some people do not understand the cultural differences, oft