非言语交际在泰国汉语教学中的运用探讨The application of non verbal communication in Chinese language teaching in Thailand 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 随同着全球经济商业和文明的赓续交换和融会，中交际流的渠道变得加倍丰硕，中国的改造开放水平也愈来愈深，经济成长飞速，中国综合国力和位置也获得赓续晋升，对世界的作用力也愈来愈年夜。这一切让愈来愈多的本国人开端对中国这个有着五千年残暴文明和悠长汗青的西方巨龙感兴致，开端进修汉语。他们热忱低落，很快在全球规模内掀起了一股“汉语热”。这股高潮让许多人加倍地懂得中国，懂得中国的文明，汗青，经济等；于此同时，跨文明外交中的误会和抵触也习以为常。这就使得我国的对外汉语教导事业在蓬勃成长的同时，也面对着新时期，新情形带来的伟大挑衅。对外汉语教授教养是一个具有光鲜外交特色的跨文明语境。跨文明外交有两种外交措施：一种是言语外交，经由过程说话行动来完成；另外一种长短言语外交，经由过程非说话行动来完成。话语是传递和融会信息的有用门路，我们弗成否定言语外交是人类最有用也是最主要的外交手腕和对象，可以很好的表达思惟情感，传递信息；但非说话外交也是一种很有用的沟通措施，人们可以借助非言语行动来供给足够的信息量，以弥补，反复或替换言语信息，施展非言语外交的帮助功效。乃至在特定情形中，非说话外交也能够用来取代言语外交，起到言语外交难以表达的感化，特别是在与分歧文明配景的人停止外交时，非说话外交更能彰显其奇特的魅力。而教室教授教养是一个绝对庞杂的静态化的体系行动，是教员的“教”和先生的“学”双边关系配合组成的具有特别表示行动的人类认知运动和外交运动。“言语”和“非言语”的表达贯串于教室教授教养的一直。是以，在对外汉语教授教养中，只要“言语”和“非言语”这两个方面同时停止，能力配合组成完全而有价值的外交进程。非言语作为一种教授教养手腕，在帮助对外汉语教员完成汉语教授教养方面具有弗成疏忽和异常主要的感化。但就今朝的现实情形来讲，非言语外交在对外汉语教授教养中并没有惹起年夜家足够的看重，从而招致了有关非说话外交（特别是有关对外汉语教授教养）的研究绝对滞后。是以，针对对外汉语教室教授教养中的非言语外交的研究很少，很少有专门的文章周全过细地剖析对外汉语教室教授教养中的有关非言语外交的各种成绩，这类景象与现现在对外汉语教授教养的蓬勃成长态势是极不相当的。本文恰是聚焦于这个成绩上，着眼于对外汉语教授教养，联合教导学，心思学，跨文明外交等学科，经由过程对泰国汉语教室教授教养的细心不雅察，实地练习记载，教授教养录相和访谈交换，泰语论文，问卷查询拜访等办法，重要对外汉语教室上非言语外交行动停止剖析，经由过程身形语、空间说话、副说话、装潢语等四个重要方面停止剖析，泰语论文，引领读者深入懂得非言语行动的有用运用对对外汉语教室教授教养所起的帮助、暗示、替换、反复、反应和模拟等感化。本文不只对对汉语教室后果和教员教授教养进度的进步也有很年夜的参考价值；并且对中汉文化的流传及增进教员教授教养程度、技能和教员反思也有主要的感化和及其深入的意义，也能为往后老手对外汉语教员的培训和老手教员能更早更快的进入教员脚色，更好的展开汉语教授教养供给必定的根据和参考。本文旨在引读者对非言语教授教养的存眷，也愿望读者对本文提出一些看法和建议。 Abstract: Along with the global economic commerce and civilization continuously exchange and fusion, communication flow channels become double rich, China's reform and opening up level is also getting more and more deep, economic growth rapidly, China's comprehensive national strength and position also get ceaseless promotion, influence on the world is getting more and more of the eve. All this makes more and more people start to have a long history of Chinese civilization and the long history of the west, beginning to learn chinese. They are so low that they soon set off a "Chinese fever" in the global scale ". This climax so that many people know more about China, China's civilization, history, economy and so on, at the same time, cross cultural diplomacy in the misunderstanding and conflict is also used to. This makes China's foreign language teaching career at the same time, but also in the face of the new era, the new situation brought about by the great challenge. Foreign language teaching is a cross-cultural context has distinct characteristics of diplomacy. There are two ways of Diplomacy: one is speech diplomacy, the other is speech act, and the other is a kind of long and short speech act. Discourse is a useful avenues for transfer and information fusion, we Eph into negative foreign language is mankind's most useful is the main diplomacy and objects, can be very good expression of thoughts and feelings, transmission of information, but diplomacy is a very useful communication method to speak, people can, by means of nonverbal behavior to supply enough amount of information, to make up for, repeated or replace verbal information, display nonverbal diplomatic help effect. Even in certain circumstances, non speech diplomacy can also be used to replace the language of diplomacy, speech diplomacy to play a role, especially in the people with different cultural backgrounds stop foreign diplomacy, non speech diplomacy more able to demonstrate its unique charm. The classroom teaching is an absolute complex and static system of action, is the teacher's "teaching" and "learning" of the "study" of bilateral relations with the composition of a special representation of the human cognitive movement and diplomatic movement. "Expression through words" and "non language" in the classroom teaching has been. It is in the teaching of Chinese as a foreign language, as long as the "speech" and "non verbal" these two aspects at the same time, the ability to cooperate to form a complete and valuable diplomatic process. Non speech as a kind of teaching means, to help foreign language teachers to complete the teaching of Chinese teaching has put into negligence and the main role of the abnormal. But in terms of the current situation, non verbal diplomacy in teaching Chinese as a foreign language and did not cause enough attention to the eve of the family, which led to the study of non talk diplomacy (especially related to foreign language teaching) research is lagging behind. Is to study in the foreign language classroom teaching nonverbal diplomatic, a few special article comprehensive and meticulous analysis of Chinese as a foreign language classroom teaching of the nonverbal diplomacy of the various grades, this kind of scene and now teaching Chinese as a foreign language at a rapid growth momentum is very considerable. This paper is focused on this issue, focusing on foreign language teaching, combined with education, psychology, cross-cultural diplomacy and other disciplines, through the process of Thailand Chinese classroom teaching the careful observation of field practice teaching record, interview record and exchange, questionnaires and other methods, important foreign language classroom non verbal diplomatic action analysis, through four aspects of body language, speak, speak, deputy space decoration language analysis, to lead the readers to understand useful nonverbal action on foreign language classroom teaching has the help, hint, substitution, repetition, reaction and simulation effect. This article not only of Chinese classroom consequences and teachers teaching schedule progress also has very big reference value; and on Chinese culture spread and improve the teacher teaching level, skill and teacher reflection also important role and its profound meaning, but also for back veteran Chinese as a foreign language teacher training and veteran teachers can earlier and faster access to the teacher role and better expand the supply of Chinese teaching must be the basis and the reference. This article aims to lead the readers to the non - language teaching concern, also wishes the reader to put forward some views and suggestions to this paper. 目录: |
