汉语国际教育教师课堂体态语探究

【作者】 王丽；

【导师】 董秀团；

【作者基本信息】 云南大学 ， 汉语国际教育， 2016， 硕士

【摘要】 汉语国际教育是一门专门针对母语为非汉语的语言学习者所进行的汉语教学,其目的是让学习者掌握汉语这门语言,并运用于交际。为了达到这一目的,需要教师和学生的共同配合,尤其是在课堂上,教师的教学方式、体态行为无时无刻不在传递着中国文化的信息,影响着学生的汉语学习和对中国文化的理解。我们知道,在交际的过程中,除了言语行为,最重要的便是非言语交际。体态语是一种特殊的语言现象,普遍存在于人们的交际中,它不仅可以辅助言语行为,使语言表达更加丰富,有时甚至可以代替言语行为,暂时起到交际工具的作用,这也就是我们常说的“无声胜有声”,体态语又被称为“身体语言”,是一种通过身体动作来表达情感、交流信息的沟通手段。体态语在交际中所起的作用也同样适用于汉语国际教育课堂教学,在课堂中,教师的体态语有时会给学生留下深刻的印象,而深刻的印象也是记忆的第一步,汉语国际教育教师适当正确的运用体态语进行课堂教学,有助于汉语国际教育教学的顺利开展。本文结合教学实践,运用经验总结法等研究方法,尝试从汉语国际教育教学的角度研究体态语,首先简要说明了体态语的概念、体态语的分类及其功能作用,接着分析了体态语与汉语国际教育教学的关系及其在汉语国际教育教学中运用的必要性,然后说明了汉语国际教育教学中体态语的运用原则,接着探讨了汉语国际教育教学中体态语的实际运用及体态语在运用过程中存在的问题,根据存在的问题提出运用课堂体态语时的有效策略,体态语在汉语国际教育教学中的作用不可小视,因此,作为一名汉语国际教育教师,应尽量规范、适度运用课堂体态语,以便更好的为教学服务。更多还原

【Abstract】 Teaching Chinese as a second language is a teaching for who isn’t born local and can’t speak Chinese, its purpose is to make learners master the Chinese language, and used in communication. In order to achieve this goal, teachers and students need mutual cooperation, especially in the classroom, teacher’s teaching methods, the physical behavior is transmitting the information of Chinese culture, and influences the students’Chinese learning and understanding of Chinese culture. As we know, in the process of communication, in addition to the speech act, one of the most important is non-verbal communication. Body language is a special language phenomenon, are widespread in the people’s communication, it is not only auxiliary speech act, make the language expression more rich, sometimes even can replace verbal behavior, temporarily have the effect of communication tools, this is we often said "silent sound", body language is also known as "body language", is a body movements to express the emotion information communication, the means of communication. The role of body language in communication applies to classroom teaching Chinese as a foreign language, in the classroom, the teacher’s body language sometimes give students leave deep impression, and deep impression is the first step in the memory, as a foreign language teacher properly the correct use of body language in classroom teaching, help the smooth progress in teaching Chinese as a foreign language.Combining with teaching practice, using research methods such as experience method, try to study body language from the perspective of teaching Chinese as a foreign language, this paper illustrates the classification of the concept of posture language, body language and its functions, and then analyzes the relationship between body language and teaching Chinese as a foreign language and the necessity of using in the teaching Chinese as a foreign language, and then illustrates the principle of the use of body language in teaching Chinese as a foreign language, and then probes into the teaching Chinese as a foreign language in the practical application of body language and non-verbal communication problems in the process of using, according to the problems existing in the use of body language classroom effective strategies. The role of body language in teaching Chinese as a foreign language is significant, therefore, as a Chinese as a foreign language teacher, should as far aspossible specification, appropriate use body language class, in order to better service for the teaching.更多还原