Research On The Nonverbal Behaviors Of International Chinese Language Teachers In Moldova

The behaviour of teachers in the classroom includes not only verbal behaviour but also nonverbal behaviour.Nonverbal behaviour is also an important part of classroom teaching that cannot be ignored.Teachers’ nonverbal behaviours,whether intentional or unintentional,have an invisible impact on the effectiveness of teaching and learning.However,a number of international Chinese language teachers,including the author,are not aware of nonverbal behaviour and use it inappropriately in their overseas teaching practice.Research on international Chinese language teachers’ nonverbal behaviour needs to be further expanded and improved.This paper focuses on the nonverbal behaviour of Moldovan international Chinese language teachers in the classroom,analyses these teachers’ perceptions and concerns about nonverbal behaviour,through classroom observation,studies the current situation of these international Chinese language teachers’ use of nonverbal behaviour in real international Chinese classrooms,and conducts a qualitative and quantitative analysis of their nonverbal behaviour in the classroom to identify the shortcomings in international Chinese language teachers’ nonverbal behaviour and make suggestions for its optimisation.The aim is to improve the effectiveness of Chinese classroom teaching,promote the development of international Chinese language teachers’ teaching ability,and provide reference for the training of international Chinese language teachers.This paper consists of five parts.The first part is an introduction,which clarifies the research background and significance of the study,summarises and organises the current status of research on international Chinese language teachers’ nonverbal behaviour at home and abroad.The second part introduces the basic concepts of the study and explains classroom nonverbal behaviour and its manifestations.The third part designs a questionnaire on the use of nonverbal behaviour among international Chinese language teachers in Moldova to understand the current status of teachers’ perceptions and use of nonverbal behaviour.In the fourth part,classroom recordings of Moldovan international Chinese language teachers’ classes are recorded and analysed using classroom observation methods and quantitative tools of teachers’ nonverbal behaviour.In the fifth part,the problems of nonverbal behaviour of Moldovan international Chinese language teachers are addressed,and suggestions for optimising nonverbal behaviour are put forward,with a view to providing reference for the improvement of international Chinese language teachers’ nonverbal behaviour teaching skills.Through the analysis of questionnaires and classroom recordings,the conclusions of this study are as follows: firstly,teachers’ knowledge of nonverbal behaviour is insufficient and they lack a comprehensive understanding of it;secondly,teachers lack discipline and are casual in their use of nonverbal behaviour;thirdly,teachers’ adaptive and regulatory actions in the classroom are excessive.Combining the problems in the nonverbal behaviour of international Chinese language teachers in Moldova,the study proposes three suggestions for optimisation: firstly,self-improvement and countermeasures for teachers,secondly,training and assessment for international Chinese teachers,and finally,specific suggestions for the optimisation of nonverbal behaviour.