The Analysis Of The Nonverbal Communicative Behavior In International Chinese Classroom Teaching

Chinese teaching in the central Asia has developed rapidly in recent years, SinceAugust27,2008, national ethnic university Confucius institute was founded inTajikistan; Tajikistan’s Chinese teaching has achieved some significant results. InMarch2014, there are41teachers in the Confucius institute, included volunteerteachers and local staff. It has registered over3000students. In this article, Tajikistancollege students as the research object, mainly using the case method andinvestigation method, has launched a Chinese language classroom teaching casestudy of nonverbal communication behavior, and use the nonverbal communicationtheory to interpret the phenomenon of cross-cultural differences.The article consists of the Introduction, The relevant literature review,nonverbal investigation, non-verbal analysis and the conclusion of five parts.The introduction part includes: the research background, the purpose and thesignificance of research, put forward the research problems, research ideas and ways.Of the related theory introduction part, mainly on nonverbal communication study,nonverbal communicative behavior in Chinese classroom teaching related theoryresearch status is introduced.Nonverbal communication behavior mainly in the form of questionnaire andcase investigation, the case part is mainly about the author worked for one year at theConfucius institute in Tajikistan national university and Tajikistan national normaluniversity, through classroom observation and interview to collect case aboutclassroom nonverbal communicative behavior. Most of these cases chose by Chineseteachers which they known as a typical example.Nonverbal communication behavior analysis part is mainly about customs andtaboos Etiquette, moral religious, cognitive and psychological four dimensions as thetheoretical basis, cultural attribution of previous cases.The fourth Part, the author mainly from the perspective of cultural appreciation,through the interpretation transposition appreciates to get to know each other’scultural differences. The author also puts forward the nonverbal interview,Nonverbal scene perception, empathic strategies skits, wants Chinese teachers andTajikistan college students can take the initiative to percept, understand andappreciate in each other’s culture.The Conclusion part is to summary the whole article. In the Chinese classroomteaching, because of the culture in these two countries is different, so thephenomenon of the nonverbal communication behavior in class has come out. As the international Chinese teacher, as a cultural transmission line worker, we have anobligation and responsibility, to help foreign students to narrow the culturaldifferences, encouraging them to understand the environment and culture of thetarget language countries as soon as possible.