A Study On Negative Silence Behaviors Of Students In The Class Of Teaching Chinese As A Second Language

In 1957,China and Sri Lanka establish diplomatic relations diplomatic relations.Since than,the two countries have established friendly and cooperative partnerships in several field,such as : politics,economy,culture and others.Chinese languege and chinese culture has become the link between the two countries.In recent years,the "One Belt,One Road" policy has enstrong the international exchange and dissemination of Chinese culture,which improving the international status of Chinese culture.The number of Sri Lankan students which want to study in China is increasing.College is the main position for Sri Lankan students to learn Chinese culture.In the field,teachers and students represent the different cultural.Also it can help the two-way communication of classroom information,role interaction and cultural synergy through teaching.Negative Silence in the classroom hinders the exchange of information between teachers and students,reducing the effectiveness of classroom interaction,and thus affects the teaching effect of teachers.The Chinese language teaching class in Sri Lanka is mainly based on Sri Lankan international students.Under the background of intercultural communication,Sri Lankan students must adapt to the Chinese teaching mode to overcome language barriers.Classroom silence has become the norm in the classroom of Chinese as a foreign language teaching.The author takes the Sri Lankan students in C University as the research object.Thesis use 3 kinds of method:the classroom observation method,the questionnaire survey method,and the interview quantitative quantitative research.By surveying the current situation of silent behavior in Sri Lankan students,try to find the reasons to break the nective silence atmosphere in classroom and give corresponding countermeasures.In order to fully understand the current situation of nective silence in the classroom of Sri Lankan students in C University,the author made a self-made "External Chinese Class Observation Record Form" with reference to the COLT scale.Based on it,i enters the selected five classes to observe the Sri Lankan students in the selected class.The observation period is 3 months for a total of 47 class hours.The current situation of observation mainly focuses on the general situation of passive silence behavior in students' classrooms,the behaviors of teachers who influence students' passive silence behavior and classroom environment factors.Observed the negative silence behavior of Sri Lankan students: The author recorded a total of 357 times of passive silences in the classroom.The average number of negative classroom silences per class was 7.5,accounting for 5.8%.Through the observation and comparison of different types of classes,the total number of negative silent behaviors in the grammar class is up to 102,accounting for 27.5%.The number of negative silent behaviors in the oral classroom was at least 37,accounting for 10.4%.The number and proportion of negative silent behaviors of the five types of students are arranged as follows: Speaking Course <Chinese Comprehensive Course < Listening Course < Writing Course < Grammar Class.Teacher behaviors that affect students' passive silence in the classroom: In the process of teacher-student interaction,teachers use the Chinese language classroom with more auxiliary language(English),the number of students' silent behaviors is significantly less than that of non-assisted language.In the process of teacher's questioning,teachers' choice of reference problems can effectively improve students' classroom opening in teacher questioning interaction and reduce the negative silent behavior of students in class.In the teacher's repetition of the question or the student's answer,the student can feel the respect and attention of the teacher,psychologically give the student a certain degree of encouragement,and reduce the passive silence behavior of the student.In the classroom environment,in the class observed,the students' negative silence behavior is not proportional to the class size.The class size of the class of 12 to 25 students is similar to that of the class size of the class with a class size greater than 25.The class size is less than 12 people,the student-student exchanges and interactions increase,and the students' classroom enthusiasm is higher.The negative silence of students in the classroom decreased.The internal layout of the C-Sri Lanka Chinese class classroom is no different from that of the ordinary classroom,which is not conducive to the study of Chinese culture by Sri Lankan students.In addition,students in the positive and harmonious,humorous classroom atmosphere,the number of negative silence behavior is significantly reduced.Secondly,based on the present situation of classroom observation,questionnaires and interviews,the reasons that affect the negative silence behavior of students in Sri Lankan Chinese classrooms include three aspects.Teaching fact includes teaching methods,questioning methods,topic selection,classroom communication language,teacher feedback methods,teaching style.Students aspects includes students learn motivation,personality,self-confidence and herd mentality.The classroom environment includes classroom layout and classroom atmosphere.Based on research,the negative strategy was proposed from three aspects.Teachers' teaching:the teachers should not only Optimize the traditional teaching methods but also use modern technology rationally to optimize teaching content.Besides,pay attention to teachers' questioning skills to give students positive and effective feedback.Student study:the teachers would consolidate students' basic knowledge of language,to help students find the correct learning method.giving them positive evaluation to encourage students to establish self-confidence and eliminate students' inferiority.In the classroom environment,creating a harmonious psychological environment for students by decorating physical environment with Chinese cultural characteristics.Enhance the motivation of students' participation in the classroom,stimulate their desire to express,eliminate classroom anxiety,and enable them to take the initiative to participate in classroom teaching and organization activities.