Research Of Teachers’ Nonverbal Behavior In CSL Class

This paper mainly explores teachers’ nonverbal behavior related conditions in the class which Chinese taught as a second language. We mainly cover3problems as follows:Firstly, how about the awareness of teachers and students on teachers’ nonverbal behavior, and are there exist significant differences between these two groups; Secondly, the current situation about how teachers using nonverbal behavior during class, and explore what are the features and problems of teachers’ nonverbal behavior in the class which Chinese taught as a second language; Thirdly, exploring the students’ feedback from the aspects of teaching programs and functions of teachers’ nonverbal behaviors, in order to clear the inclination of student.In view of these3problems, this paper collecting35Chinese teachers’ classroom videos and combining with the relevant research both from domestic and foreign. After analysis the videos and the questionnaire survey, supplemented by interview, we have drown the following conclusions:Firstly, overall, both the teachers and students has a higher attention on teachers’ nonverbal behavior. Teachers share a consistent view of different kind of teachers’ nonverbal behavior forms, while students’ views are more dispersed. There exist significant differences at the awareness of teachers’ physical appearance, gesture, head movement, facial expressions, posture and noise separate between teachers and students, while there are no significant differences at the awareness of eye movement, position and movement, time, using voice inflection and volume between teachers and students.Secondly, according to class observation and analysis of videos, from two aspects(forms and functions) of teachers’ nonverbal behavior, report presents teachers’ usage of nonverbal behavior in CSL classroom comprehensively, and reveals it has the features of pertinence, oneness, orientation, performing, at the same time there are some problems, such as lacking of normalization, immobilization of thinking, internal differentiation and so on.Thirdly, the final result shows that there are significant differences among students’ attitude about the19kinds of nonverbal behaviors not only in the five teaching programs but also in different functions of teachers’ nonverbal behavior. There also exists some special trends and inclinations.Finally, on the basis of the research and analysis, this paper puts forward some teaching suggestions. At the same time also hope that the choices of students can inspire teachers’ future training.