A Comparative Study Of Non-verbal Behaviors In Novice Teachers And Expert Teachers Of Chinese International Education

In recent years,with the rapid expansion of the Chinese international education business,the teaching staff has become increasingly enriched,and the academic community's exploration of Chinese international education has been continuously expanded and deepened.Unfortunately,although non-verbal behavior is the main communication method other than human language behavior,it is not only widely used in daily life,but also plays a pivotal role in the Chinese international education classroom,but it has not received enough attention from the academic circles.Related research is relatively weak,and there is a lack of in-depth attention to the comparative study of nonverbal behaviors between novice teachers and expert teachers.In view of this,this paper absorbs the comparative research results of novice teachers and expert teachers in English education disciplines.Three Chinese international education novice teachers and three expert teachers are selected as examples,and reading literature,classroom observation,in-depth interviews,and questionnaire surveys are adopted.The method of recording the oral,listening and comprehensive courses,and then collecting the data through the analysis of the classroom video,giving a comparative analysis of the use of classroom non-verbal behaviors by novice teachers and expert teachers.In addition,a questionnaire survey was conducted on international students and data was collected using SPSSAU.The research shows that there is an obvious gap between novice teachers and expert teachers in the use awareness of nonverbal behaviors.Novice teachers know little about classroom nonverbal behaviors,while expert teachers can flexibly use a variety of nonverbal behaviors to assist language teaching.Both novice teachers and expert teachers mainly use instructional,interpretive and emotional disclosure actions as auxiliary teaching methods.The difference between novice teachers and expert teachers in the use of non-verbal behaviors mainly lies in their accuracy and effectiveness.Compared with novice teachers,expert teachers' non-verbal teaching behaviors are more effective.Finally,based on the results of classroom observations and the results of the questionnaires surveyed by foreign students,the author puts forward relevant suggestions on the use of non-verbal behaviors in Chinese teachers: in the use of body language,attention should be paid to its normativeness,suitability and politeness,avoid using too much physical,tonal and accompanying movements in the classroom,and use the touch-sensitive movements carefully to master more skills related to instrumental movements;In terms of the use of paralanguage,attention should be paid to the use of vocalization,the use of concise and powerful classroom language,as far as possible to reduce the buffer words in the classroom language,in addition,Chinese teachers should also pay attention to personal image and establish a strong sense of time.It is expected that this research will attract the attention of the Chinese international education community to the study of non-verbal behavior in Chinese teachers,so that it can be better applied in practical teaching.