Research Of Teacher’s Recognition Behavior In The Classroom Of Teaching Chinese As A Second Language

Studies in Second Language Acquisition show that:in the primary stage of learning Chinese, acquirers will experience a lot of mental depression and emotional anxiety period. Because of they don’t have enough ability to use the target language, some students will keep silent for a long time because they are lack of confidence and afraid of make mistakes. Teacher’s praise can stimulate students’learning interest, help students set up self-confidence, improve their self-efficacy and form a good emotional experience in the process of learning. The researchers see the advantages of praise in teaching, so that they strongly advocate the appreciation education as well as inspiration education what makes these praise oriented teaching ideas into the classroom. However, the problems that abuse praise exists behind appreciation education. Some teachers praise just for praising, which makes praise lose its proper role. By consulting related data, the author find that the current research about praise in classroom more concentrated in domestic middle/primary school, but involved in teaching Chinese as a foreign language study is relatively insufficient.From the perspective of effective praise, the writer integrated use literature method, observation method, interview method, in combination with writer’s teaching experience in Thailand, the writer reclassified the praise on the basis of summarizing the predecessors. In addition, the writer also analyzed the characteristics of praise, the overview of the mandarin Chinese teacher praise, the problems existing in the process and the cause of problems, and puts forward strategies to resolve the problems.The purpose of the first part of this thesis is about the background and methods of this study and significance, definition of the relevant concepts. In addition, the writer summarized the research status at home and abroad related to this study.The first part of this article is mainly talking about the recognition behavior which present in management, psychology and education.In the second part of the article, the author makes a summary about the praise type after reviewing previous research on classification of praise. The author divided the praise into two categories: one is according to the content of praise, such as person praise, process praise, outcome praise; the other is according to the form of praise, such as speech recognition and non-verbal praise. In addition, non-verbal praise includes body language praise, written praise and gift praise. The writer analyzed the pros and cons of different praise and made a conclusion that process praise is better than others.The third part presents the situation of teacher’s recognition behavior from six aspects, there are the overall number of praise, the form of praise, the content of praise, the difference of praise between individual and group, the difference of praise in age and teacher preference. On the basis of the situation analysis, the author summarized the characteristics of teacher’s recognition behavior and found the forming cause of the characteristics through the interview with teachers. These characteristics mainly include more person praise than process praise, more speech recognition than non-verbal praise, the objects have differences and specific groups get more praise, and so on.In the forth part of this article, the author propose the characteristics of effective praise based on Brophy’s research and come up with the strategies of implementing effective praise in combination with the actual situation of teaching Chinese as a foreign language. These strategies have two kinds:first, the form of the praise should adapt to the Chinese level, second, the praise should be varied, sincere, fair, timely and effective.The last part summarizes the significance and contribution of this thesis.