Research Of Teachers’nonverbal Behavior In Elementary Chinese Class

This study explores the nonverbal behavior of teachers in Hungarian elementary Chinese class.The main contents are as follows:Firstly,the qualitative research on teachers’ nonverbal behavior theory was conducted,combined and summarized the previous research results,and on this basis to establish this study’s theoretical basis;Secondly,did the survey of Hungarian teachers and students’ use and concern awareness of nonverbal behavior,examined whether there are significant differences between teachers and students;Thirdly,the classroom observation of Hungarian elementary Chinese teaching was carried out,to explore the actual use of teachers’ nonverbal behavior in Hungarian elementary Chinese class,find the problems and put forward relevant recommendations.Through the research,we got the following conclusions:Firstly,both teachers and students recognize the helping role of teachers’ nonverbal behavior in Hungarian Chinese classroom teaching,teachers and students’ verbal communication and students’ learning enthusiasm and interest.And teachers’ nonverbal behavior using ratio and students’ attention are both high.Secondly,there are significant differences between teachers and students’ awareness in terms of eyes,facial expressions,body gestures,body distance and body touch,teachers’speech speed,intonation,time management,and object language.Which proves that teachers ’ concern awareness mainly focuses on their eyes,facial expressions,body posture and appearance image,while students pay more attention to teachers’ paralanguage.Thirdly,there are significant differences between teachers and students in the evaluation and opinion of teachers’ nonverbal behavior,which indicates that teachers are more willing to recognize the help of nonverbal behavior in class and the necessity of teachers’ nonverbal behavior training.At the same time,teachers’ evaluation to themselves’nonverbal behavior is not high,but they said that through learning and training,nonverbal behavior can be improved.However,through further investigation of the nonverbal behavior of teachers.it is found that both the teaching and training consciousness of nonverbal behavior of teachers in school and institution,and the learning consciousness of nonverbal communication culture of the teachers themselves,generally showed a lower trend.Fourthly,through the observation and study of Hungarian elementary Chinese class teaching,it is found that teachers’ use of body language is better than that of paralanguage.In the form of the teacher’s nonverbal behavior,the indicative action,explicative action,accompanied action are generally more,and the gesture is the most prominent.Emotional expression of action,adjusted and adaptive action,distance action are mostly influenced by personal factors,and there are differences between teachers.While body touch action,teachers are more excluded.Teachers’ nonverbal behaviors mainly help to modify speech acts,replace speech acts,express emotions or attitudes directly,adapt to physiological and psychological needs,regulate the organization of speech teaching and so on,and speech modification is the most significant.At the end of the article,the author puts forward some suggestions on how to use the nonverbal behavior of Chinese teachers in Hungarian Chinese elementary class,which are based on the findings of this paper.At the same time,the ending expresses the author’s expectation from four aspects,which are attaching importance to nonverbal behavior of teachers,regulating the nonverbal behavior of teachers,learning the nonverbal behavior of teachers and reflecting the nonverbal behavior of teachers.Through this article,the author wants to bring some inspiration to Hungarian Chinese teachers,and also can cause more attention on teaching and researching of teachers’ nonverbal behavior in the field of teaching Chinese as a foreign language.