Research On The Effect Of Primary School Students In Thailand To Receive Chinese Teacher’s Body Language Symbols

This study is the initial stage of Thailand primary school language teachers of Chinese as a foreign language teaching in the classroom to the reception problem. The author mainly through the questionnaire survey, classroom observation, combined with the analysis of demonstration lesson video Hanban and brief research for the method of implementation of the follow-up interviews etc.. This paper is divided into four parts:The first part is the introduction, briefly introduced the origin of the topic, research purpose and significance, research methods and related research review. The origin of the topic is the practice in Thailand. Research methods used in this paper are literature research, field research method and questionnaire survey method. Two aspects of the perspective of review on the research is body language ontology research and teachers’ body language research.The second part is the overview of teaching Chinese as a second language teachers’body language,which discussed the definition, classification characteristics, combining with Hanban demonstration lesson video. Based on the research of predecessors, the author thinks that body language is in the process of communication, the facial expressions, gestures, movements of the head, body, body distance, body contact and clothing and other components of the non language symbol system. It has the attitude and emotional communication, language communication and language instead of basic function.Basis on this, teaching Chinese as a second language teachers’ body language in foreign language teachers in classroom environment is an non language symbol system, which included teacher’s facial expressions, gestures, movements of the head, movements of the body, body distance, body contact and clothing. Based on the channel model of the classification theory of Burroughs and Scheryl and Taylor’s classification method, students in the stimulated organ and information receiving method for classification standard, the body language is divided into two categories, visual channels body language and tactile channels body language. Among them, visual channels body language include the facial expressions, gestures, movements of the head, movements of the body, body distance and clothing, tactile channels body language thainly refers to body contact. In the process of teaching Chinese as a foreign language teacher body language classification, we combined with the Hanban demonstration lesson video for example analysis. Teachers’ body language as a system of symbols in the spread of education, has the following three functions:communicate attitude and emotion, assiste in language communication and replace language. In order to make the analysis found and illustrated, this part mainly expounds the theory, and in the theoretical analysis combined with practical analysis of Hanban teachers.The third part is the design and analysis of body language reception questionnaire. With the data collection and analysis,we draw some relevant conclusions. According to the results of the survey, we puts forward suggestions for teachers:cultivate and strengthen the consciousness of using body language, to regulate the use of body language, timely evaluation and feedback,pay attention to the cross cultural context.The first three suggestions is a dynamic and developing process.This process is completed in the trans cultural context, therefore, also need to pay attention to the cross cultural context. In this part, to ensure the integrity and authenticity of the survey, the author combined with the actual situation of the students and the school when conducted a survey and analysis the result.The fifth part is the conclusion, a brief summary of the conclusion of the paper.Most of the students think the teachers smile can create a relaxed classroom environment. The teacher’s expression will affect the mood of the students mood.Look at the teacher’s mouth helps students to learn pinyin.The teacher’s eyes have a strong function of control class,and more than 70% of the students think that the occurrence of eye contact with teachers will let tnem be more carefully in class.The vast majority of the subjects think teacher’s gestures can help them learn pinyin, and have influence on the understanding of the content of class. When teachers make a keep quiet instructions, they are more accepting of the direct use of language, rather than sign.Most of the students will pay attention to the teacher’s standing and walking in class, and students can understand why teachers keep silence in class.When teachers in teaching students, sitting and back to teaching, students easily distracted.Six percent of the students said, the distance of teacher and students does not affect their performance in the classroom.The vast majority of respondents said, teacher’s hair and accessories rarely cause their attention.Half of the students have a high degree of attention to cheongsam.The students like the teacher wearing cheongsam,and the teacher wear cheongsam makes them more like listen to the class.Nearly 70 percent of students can not accept teacher’s body contact in classroom, such as pat on their shoulders.