ON THE NECESSITY OF DEVELOPING THE INTERCULTURAL NON-VERBAL COMMUNICATIVE COMPETENCE OF TCSL TEACHERS

In the process of cross-cultural communication, more and more attention is paid to nonverbal communication. In face-to-face communication, only 35% of the social content of information is verbal behavior, while the rest is conveyed through non-verbal behavior. The meaning of the same non-verbal behavior in different cultures may be different. This situation virtually increases the frequency of misunderstanding and conflict in cross-cultural communication. In the process of cross-cultural communication, the understanding and grasp of nonverbal communication behavior is the key to determine whether the communicative effect is ideal or not. At the same time, non-verbal communication is rooted in the deep soil of culture, which may cause misunderstanding and contradiction. Sometimes a small action may make the communication fail. The accumulation of negative emotions leads to greater psychological and behavioral problems.

In order to relieve the pressure of overseas students and reduce the negative impact of cultural conflicts, it is necessary for TCSL teachers to develop cross-cultural non-verbal communication skills in the cross-cultural context. Teachers with cross-cultural non-verbal communication skills build a silent bridge, so that foreign students can gradually adapt to Chinese culture without strong anxiety, and minimize the impact of cultural shock on him.

In order to improve the management ability of pressure from different cultures, overcome culture shock and promote the growth of individuals in new environments, four principles should be followed, namely emotional regulation, openness, flexibility and critical thinking. In order to cultivate the intercultural non-verbal communication ability, TCSL teachers should also start with the following four principles. According to the principle of emotion regulation, TCSL teachers should be cordial, enthusiastic and energetic. When facing students, TCFL teachers should always use appropriate non-verbal behaviors to express appreciation and encouragement, infect students with emotions. According to the principle of openness, TCSL teachers should treat non-verbal behaviors in other cultures peacefully. According to the principle of flexibility, TCSL teachers should avoid the tendency of stereotyping. It also requires TCSL teachers to pay attention to each student and master their personality characteristics. According to the principle of critical thinking, TCSL teachers should also understand the non-verbal behaviors of Chinese culture.

Keywords: cross-cultural non-verbal communication, Chinese as a Foreign Language teacher