Research On Teachers’ Nonverbal Behavior In Elementary Spoken Chinese Class Of TCFL

This article takes non-verbal behavior of TCFL teachers in elementary spoken Chinese class as research object. Its research purpose is to explore application situation of TCFL teachers in elementary spoken class and to promote their application capability.Research methods of this paper combine qualitative analysis and quantitative analysis. Qualitative analysis includes literature study method and classroom observation method, quantitative analysis refers to data statistics method. This article mainly use qualitative analysis to study the theory summary of the non-verbal behavior of TCFL teachers in elementary Chinese class, and mainly use quantitative analysis to study the current situation of application of the non-verbal behavior of TCFL teachers in elementary spoken Chinese class.The series of research shows that TCFL teachers are on various level of exerting non-verbal behaviors in elementary spoken class. There are still some inappropriate non-verbal behaviors like non-verbal behaviors without intended design, without regularity, without meaning and avoiding intercultural non-verbal behaviors on purpose. From the above,we suggest improving application level of TCFL teachers by the following 3 ways. Firstly, teaching design of non-verbal behaviors could be designed. Secondly, criterion of non-verbal behaviors could beestablished. And finally it should be courage that teachers ought to introduce non-verbal behaviors to students intentionally.