A Comparative Study On Novice And Expert TCSL Teachers’ Teaching Behaviors

With the continuous development of Chinese international education, and the fast increase in numbers of TCSL (Teaching Chinese as a Second Language) teachers, the issues of teachers’ professional development and training have gained more and more attention from scholars. In the opening ceremony of the11th International Chinese Teaching Seminars, Xu Lin, director of the NOCFL (China National Office for Teaching Chinese as a Foreign Language) stated that, the factor of TCSL teachers is the key point that affects and restricts the development of Confucius Institute and of the Chinese international education, and it is also the core problem that NOCFL is to address with great effort. Among the expanding team of TSCL teachers, novice teacher is a special group. They are the advanced learners of theories of teaching Chinese as a foreign language, and are, at the same time, new blood in teaching practice. As novice teachers have just started their teaching practice, they face a lot of problems. Compared to expert teachers, novice teachers have some problems in teaching behavior. There exist differences between novice teachers and expert teachers. Based on the previous studies on comparing teaching behaviors of novice teachers and expert teachers, this paper uses the methods of classroom record, interviews, questionnaires, analyzes and studies1,000minutes’ classroom records of two novice teachers and two expert teachers; it also compares the differences between novice teachers and expert teachers from the perspectives of questioning and correcting. Besides, this research interviews the four participated teachers to understand their knowledge of teaching behavior. And at last, this study reflects foreign students’ view on teachers’ correcting, which is regarded as an assessment of effective teaching.This research follows the research pattern of "taking classroom records, taking transcript of the records, analyzing the records, studying the records from each proposed research perspectives, comparing the teaching behaviors of novice teachers and expert teachers, and drawing conclusions". This research draws a conclusion that the novice teachers have some disadvantages in questioning and correcting. Therefore, they should learn from expert teachers, and develop their expertise.