A Study Of International Chinese Teaching From The Perspective Of The Affective Filter Hypothesis ——Based On Cases Of Overseas Chinese Classroom Teaching

International Chinese classroom is a place for students to acquire knowledge.It requires both teachers and students to complete the teaching task and make efforts together.It is an activity that integrates teachers’ "teaching" and students’ "learning".However,the emotional state of both teachers and students will affect the effect of classroom teaching.By the Chinese international education professional degree graduate education steering committee composed by the secretariat of "overseas Chinese classroom teaching cases,based on krashen’s affective filter hypothesis,research from the motivation,anxiety,self-esteem,and teacher’s role four dimensions to explore the effect of emotional factors in language acquisition,intends to analyze the following questions:First,in addition to motivation,anxiety and self-confidence,what other factors affect the level of students’ emotional filter?Second,do teachers also have emotional filter? If so,how does it affect their teaching motivation,job satisfaction,teaching belief,teaching efficacy,job burnout,etc.?The research content is mainly divided into the following five aspects: first,the operation mechanism and connotation of affective filter in second language acquisition;Secondly,the factors influencing the level of the emotional filter of Chinese learners as a second language include motivation,anxiety,self-confidence and the role of teachers.Thirdly,the factors influencing the level of international Chinese teachers’ affective filter are environment,teaching efficacy and teachers’ expectation.Fourth,the effect of emotional filtering between teachers and students;Fifthly,strategies to reduce the emotional filter between teachers and students.After analysis,the following conclusions are drawn: 1.High learning motivation,low anxiety and strong self-confidence are helpful to learners,while the traditional role of teachers is no longer suitable for modern classroom,so teachers should update their teaching concepts and promote the transformation of teachers’ roles.This paper puts forward five roles of international Chinese teachers,which are the guide and promoter of learning,the researcher and designer of teaching,the organizer and implementer of teaching,the receptor and disseminator of culture,and the comprehender and caregiver of students.2.Teachers’ emotional factors may have a positive impact on students,such as stimulating students’ learning motivation,enhancing their learning autonomy and improving the teaching effect,but also have a negative impact,such as reducing students’ interest in learning and reducing their learning effect.3.The change of students’ emotional factors will have an impact on teachers,the positive impact is to stimulate teachers’ teaching motivation,improve teachers’ career satisfaction,promote teachers to reflect on teaching,etc.The negative effects can be divided into two aspects: the decrease of teachers’ teaching efficacy and job burnout.4.Research shows that teachers who can quickly adapt to foreign environment,have high teaching efficacy and appropriate expectations are more adaptable to work and achieve good teaching results.It is suggested that teachers should reflect on teaching in time,strengthen cooperation with school authorities,learners,colleagues and parents of students,and do a good job in preparing environment and students.