Malaysian Students’Attitudes Towards The Effective Teaching Behaviors In Chinese Learning Class

With the improvement of China s comprehensive national strength,the number of Chinese learners is increasing.Although Chinese teachers are ready for Chinese knowledge,they lack corresponding attention in teaching behaviors,especially in nationalized teaching behaviors.Malaysian students have their own characteristics in the process of learning Chinese because of their special national character.Their evaluation of teachers effective teaching behavior will affect the actual teaching efficiency of teachers.Therefore,it is necessary to attach importance to the study of teaching Chinese as a foreign language in Malaysia in the field of teaching Chinese as a foreign language.In order to fully understand the characteristics of Malaysian students,we investigated Malaysian students’ attitudes towards the effective teaching behaviors by means of questionnaire and interview.Our purpose is to understand Malaysian students’ views and opinions on the teaching behaviors of Chinese teachers and learn more about their understanding of the effectiveness of teachers’ teaching behaviors.We hope to put forward relevant suggestions,providing some reference for the teaching of Chinese as a foreign language and future improving the efficiency and quality of Chinese teaching.We mainly discussed three questions:[1)What do Malaysian students think of teachers’ effective teaching behaviors?(2)Does gender,grade or foreign language learning experience have an impact on their evaluation?(3)What can we do to improve the effective of teaching behaviors according to the research?We found that Malaysian students’ attitude towards teachers’ teaching behaviors is positive on most issues.Compared with students in Europe,America,Thailand and Korea,Malaysian students generally have higher evaluation.Malaysian students have their own characteristics in attitudes towards specific teaching behaviors.In language teaching,they attach great importance to the study of idioms and daily expressions,as well as the use of grammatical deduction.In assessment of learning,they approve of the assessment of oral assignments based on group cooperation and grammatical accuracy,and hope teachers simplify the way of Chinese output when using target language.In addition,we also found that students’ genders,foreign language learning experience and grades affect their evaluation results.Firstly,girls pay more attention to the accuracy of grammar and hope that teachers can use authentic teaching materials in class.Secondly,the more foreign language learning experience students have,the higher their evaluation of cultural teaching behavior is.Finally,students in higher grades have lower evaluation of teachers’corrective behaviors than those in lower grades.Based on the results of the analysis and the feedback of students,we put forward two suggestions:differentiated teaching and moderate teaching.In differentiated teaching,we need to deeply understand studentsi Chinese proficiency and personality characteristics.Language content,evaluation of learning,using of target language and error-correcting methods should be paid more attention.We can adjust these behaviors according to students’ specific situation.In moderate teaching,we need to emphasize the details of teaching behaviors,such as controlling the time span of culture teaching,the frequency of language comparisons and the use of computer aids,etc.