A Comparative Study On Chinese And Mongolian Body Language

Non-verbal communication plays a vital role in communicating with others.Indeed, several past studies have shown that non-verbal communication may indeedbe just as important as the actual content and quality of the verbal message itself.There are many differences on body language between China and Mongolia that mayoccur because of cultural differences. It is easy to cause misunderstanding if peopledon’t know the differences, and may indeed influence the quality of communication.When considering secondary language teaching, we need to consider not onlydifferences in language, but also differences in culture. Chinese teachers maysometimes cause unnecessary misunderstanding between the teacher and the studentby using body language and gestures in their daily life and teaching activities whichmay be seen as inappropriate from the view of the student due to these language andcultural differences.From the view of Chinese teachers in Mongolia, the present paper will comparethe differences of Chinese and Mongolian body language in order to identifynationalistic and cultural differences with Chinese teachers in order to assist Chineseteachers in Mongolian classrooms and daily lives by using body language in a morereasonable and appropriate manner. This is the specific focus of the current paper.The current thesis is divided into four sections in the following manner:Chapter1provides an introduction; it describes the reasoning, rationale andmotivation of the area of study and the source of data and information collated for thisreview.Chapter2provides a literature review of research into boy language, andspecifically, non-verbal body language applied in a teaching environment. I willintroduce the history and body of research on body language; non-verbalcommunication and the corresponding theoretical questions where presented.Furthermore, I will analyze the disadvantages of current knowledge in this area andsuggest, where possible, how these disadvantages can be remediated.Chapter3will provide the method and results of study, namely, the differences ofbody language between Chinese and Mongolians. I will analyze the differences of body language between these two, from three aspects: differences in culture thedifferent ways of showing emotions and differences in religious beliefs. In this chapter,you will hopefully be able to better understand Mongolian body language and folkloreand the differences between these and Chinese.Chapter4will be the section on the practical application of body language toMongolian Chinese teaching. It will emphasize the importance of using bodylanguage in Mongolian Chinese teaching classrooms, the unique aspects of bodylanguage in Mongolian Chinese teaching classrooms, and finally, it will emphasizethat problems which arise as a result of inappropriate body language can be preventedif consideration to body language is paid.