A Study On The Reasons Of Corresponding Strategies And Measures On Negative Silence In Class Of Chinese As A Foreign Language

The negative silence during the process of the class will lead to problems like low teaching efficiency,less learning initiatives and the bad effect on teacher's teaching emotion and so on,which attracts the focus from many scholars. Teaching Chinese as a foreign language is a kind of education on the second language, but negative silence phenomenon is not conducive to class teaching activities. Therefore, to improve the classroom teaching efficiency and teaching quality, how to reduce the negative silence of Chinese learners is particularly important.The essay is written with the basis on the Chinese learners from Liaoning University,International Education Institute and Anshan Normal College through the ways of questionnaire and personal interview which point at the reasons of class silence.According to the data and its analysis reflected from questionnaire and the interview, the reasons of their silence in class will be explored, on the basis of which, the coping strategies and solving measures will be raised. The main contents of the essay are as follows:Chapter ? tells definitions and explanations of "silent period" and "silence in class".With the researching orientation of silent reasons, the questionnaires are sent out and the interviews are processed, then the reasons of negative silent situations in Chinese-teaching class will be investigated. At last, the data will be collected and described, and the analysis will be collected on the surface.Chapter ? demonstrates the analysis on the reasons of negative silent behaviors among Chinese learner in Chinese-teaching class in the aspects of culture, mentality,education and study and emotion.Chapter ? is mainly about raising the strategies and the measures to solve the silent situations among Chinese learners in the class of teaching Chinese as a foreign language on the basis of investigations and analysis mentioned above. The main coping strategies are inspiring the motivation of Chinese learner to learn Chinese, cultivating good habits of learning Chinese and properly taking good advantage of self-emotion factors of Chinese teachers. The main solving measures are diversifying the comprehensible input materials and encouraging the students to take an active part in class interactions.Conclusion is the summarization of the whole essay, demonstrating the limitation of this essay and the problems which require further discussions.