The Investigation On Paralanguage Of The Primary Stage Of Teaching Chinese As A Foreign Language In The Class

As a special language phenomenon, paralanguage means all non-verbalcommunication methods other than sound language, which plays an important rolein the exchange. The paralanguage should be applied accurately and appropriatelyin the Chinese as a foreign language to supply and extend the language teaching,and this way can effectively improve teaching efficiency and achieve multipliereffectiveness. The article puts the paralanguage application situation of Chinese asa foreign language as the main research object, and then elaborates its importance,practicability and application principle in the primary teaching stage.The article is divided into four parts. The first part mainly summarizes thebasis of selected topic，academia trends;expounds the methods and significance ofthe research. The paralanguage irreplaceability in the common life and teachingdependence of Chinese as a foreign language that makes application researchurgently needed in the classroom. However, the present researches are mainlyfocused on the language levels, and ignored its application values to teachingChinese as a foreign language. Therefore, based on the author’s own practice andanalysis, the article is cutting in the view of paralanguage,and hope to be helpfulto the language teaching.In the next part, reflect the class teaching based on the perspective of theclass of Chinese as a foreign language in university’s cen ter，and put forward thatparalanguage has practical significance to Chinese classroom teaching，considering of the communication function of paralanguages，which Chinese alsohave rich connotation of．Introduces and analyzes the concept, classification andcharacteristics of teachers’ paralanguage.The third part, the case analysis is the main content. The article separatelyselected 《Hello》,《Human》and《Grammar Teaching of the "ba”sentence》as teaching cases in the primary stage of Chinese as a foreign language. Describethe using situation and effect of teachers’ paralanguage in these cases. Theanalysis shows that the teachers use paralanguage appropriately to performanceteaching contents and foil classroom atmosphere accurately, but some specificapplications still have deficiencies to get a greater improving space. Overall, theappropriate paralanguage will helpful to emphasize, complement and optimize teaching contents, and also to decrease students’ pressure and adjust classroomatmosphere, and finally to replace language, imply verbal messages and make afeedback on teaching effect.Finally, according to the cases and the author’s practice and observation, thearticle makes a conclusion on the applications principles in teaching Chinese as aforeign language. In the teaching process, the teachers should fully grasp thedifferences, feasibility, appropriateness and comprehensiveness to improve theirown sensitivity and play the positive role in classroom.In the classroom of Chinese as a foreign language, the teachers ought to fullyuse the advantage of Chinese paralanguage and build the classroom atmosphere ofrelated teaching content. The paralanguage should be used as auxiliary language tooptimize teaching contents and stimulate students’ learning initiative to improveclassroom efficiency.