Role of Body Language in Teaching English as a Foreign Language

Abstract

This study aimed to investigate the role of Body Language in teaching and English as a foreign language. To achieve this purpose, the research has reviewed the theoretical frame work as well as the literature review. And in the light of this reviewing literature, five questions and five hypotheses have been formulated to answer and test the research problem. To conduct this stud, descriptive analytical method is adopted to analyze data. The sample of the study consisted of 60 teachers of English language at secondary schools selected from the population of 102 teachers in Al-fisher Locality at 37 schools presented both male and female teachers at male and female schools during the year (2015-2016).The data was collected through observation tool in the form ofa check list, notes-taking and video tapes at the same time in the classroom. Upon Analyzing data, statistical analysis has been selected to suit the data collected by using SPSS program. The expected frequencies are: always, often, sometimes, rarely, and never to measure the real effect of body language in the classrooms. The results of the study shown that the positive attitude towards body language used in the classroom was that majority of teachers prefer to use body language during teaching presented high scores of frequencies between (often and sometimes). On the other hand, the results indicate that there are only a minority of English language teachers do not prefer to use body language in the classroom and their frequencies lay between (rarely and never). Generally, the most effective and useful body language behaviors among all in the illustrative table (4.22) are: teachers use fingers, facial expressions, body movements, eye contact and teachers' postures in the classrooms. These body expressions are of necessary and important instruments to be used in teaching.