A Study Of Emotional Strategies In Teaching Chinese As A Foreign Language

In this paper, Emotional strategy in the teaching Chinese as a foreign language is a part of learning strategies, compared with the cognitive strategies, affective strategies also plays an important role for language learning. The student and teacher is very important, they have the feelings of individuals, will have all sorts of feelings, in the teaching activities as a carrier of Chinese learning materials is a language activity also contains people’s emotions. Students will feel interested in the process of learning Chinese, stress, anxiety, anger, fear, low self-esteem, positive or negative emotions, such as happy. Teachers’ and students’ emotional state and mood swings will affect teaching, to influence the teaching effect and learning effect. If teachers and students can proper use emotional strategies to adjust their own emotional state and mood, can achieve a good teachers’ expectations and requirements. Students will also be able to get a good learning and learning efficiency. At present, the research on emotional strategy is not very rich, in the teaching Chinese as a foreign language study also is less about emotional strategy.This paper uses questionnaire, class observation and individual interviews with the combination of research methods, to examine the emotional factors in teaching Chinese as a foreign language as well as the influence on teaching Chinese as a foreign language, through the comparison to find out its characteristics. Through the positive and negative emotional factors influence on teaching Chinese as a foreign language study corresponding regulating emotions emotional strategy, to improve the teaching quality, optimize the teaching effect of purpose. In this paper, the teaching strategy is designed on the basis of teaching practice and teaching observation form of summarizing, also contributing to the research of affective strategies in teaching Chinese as a foreign language.