The Research On The Relationship Between The Perception Of Teachers’ Nonverbal Communication And Classroom Participation In Intermediate Chinese Students

In the actual classroom teaching of Chinese as a foreign language,teachers’nonverbal communication is an important auxiliary means for them to optimize teaching,Is the bridge to help students deepen their understanding and awareness,Is a lubricant to build a good relationship between teachers and students,build vivid and harmonious classroom teaching environment.But the practical application value of recessive nonverbal behavior in classroom teaching Chinese as a foreign language is often overlooked,and very little work has been done in this field.Students’classroom participation is the interaction between students and teachers’ teaching,is an indispensable component of classroom teaching.Students’ classroom participation is not only an powerful indicators for teachers to get the feedback of students,it also deeply affect the quality and quantity of the classroom teaching atmosphere and the teaching effect.On the basis of predecessors’ research,this study according to the characteristics of the discipline of Chinese as a foreign language set up a four dimensions of three-dimensional framework including:body language,paralanguage,object language and environmental language,to investigate the perception of teachers’nonverbal communication in intermediate Chinese students.At the same time,Considering the situation of intermediate Chinese students’ classroom participation from "participation","cognitive participation" and "emotional”three aspects.Through the teaching experiment,questionnaire and interview three methods to investigate the correlation between the perception of teachers’ nonverbal communication and classroom participation in intermediate Chinese students.Through the contrastive analysis of the teaching experiment,the data of the questionnaire and six intermediate Chinese students’ interviews,we found that there are significant positive correlation between the perception of teachers’ nonverbal communication and classroom participation in intermediate Chinese students.Teachers’ paralanguage has the most direct impact on intermediate Chinese students’classroom participation,Followed by teacher’s body language and object language,but environmental language is not directly affect the classroom participation.The study also found that the intermediate Chinese student from different culture circle not exist differences in perceiving teachers’ nonverbal communication,but there are significant differences on their classroom participation.Women and export-oriented intermediate Chinese learners is more sensitive to teachers’ nonverbal communication and affected even more.But Intermediate Chinese students with different gender and personality has little difference in classroom participation.