Foreign Language Teachers’ Emotion Recognition in College Oral English Classroom Teaching

Abstract

One of the significant courses in Chinese universities is English. This course is usually taught by a foreign language instructor. There will, however, necessarily be some communication hurdles between “foreign language teachers” and “native students.” This research presents an emotion recognition method for foreign language teachers in order to eliminate communication barriers between teachers and students and improve student learning efficiency. We discovered four factors of emotion recognition through literature analysis: smile, eye contact, gesture, and tone. We believe that differences in foreign language teachers’ performance in these four areas will have an impact on students’ emotion recognition and, as a result, on their learning efficiency. The influence of the foreign language teacher’s eye contact and gestures is larger (the weight of a single variable accounted for 30% or more) in the decision whether can improve the students’ classroom learning efficiency, according to 43 of the questionnaire data analysis. The second is the tone and smile (the weight of a single variable accounted for between 10 and 20%). Our research contributes to the body of knowledge on emotion recognition in university foreign language teachers by presenting a practical method for recognizing emotion in foreign language teachers. We recommend that college foreign language teachers pay attention to eye and gesture communication with students in English classrooms based on the findings. By enriching the style of emotional expression in class, college language teachers, particularly foreign language teachers, can improve communication, and connection with students.

COVID-19 online teaching intervention and learning performance of college foreign language students

“…Learning support is an important factor in improving LPCFL ( Dai, 2021 ; Li et al, 2021 ) and generally includes two levels. Firstly, it can be provided externally, such as through college organizations and concern from teachers.…”

Exploring the Emotional Regulation during Foreign Language Learning in a Computer-Supported Collaborative Learning Environment

“…Many scholars have studied the correlation between emotions and language learning (Garrett & Young, 2009;Dai, 2021). Garrett and Young (2009) find that the learner attaches great value to the emotion during the process of language acquisition.…”

“…Garrett and Young (2009) find that the learner attaches great value to the emotion during the process of language acquisition. Dai (2021) focuses on the emotion recognition between native English-speaking teachers and EFL (English as a Foreign Language) learners, which influences learners' comprehension.…”

Development of Scoring Standard of English Oral Test in Respects of Research and Practice

“…In recent years, many large-scale foreign language tests in China have gradually incorporated English oral tests, such as college entrance examinations in some provinces and cities, CET-4 and CET-6, TEM-4 and TEM-8 and so on (Lv, Song, Wang, Liu, & Li, 2008). Many researchers have actively and effectively explored English oral tests and their research focuses on the design principles and propositions of oral test (Xue, 2009), the use of scoring methods or criteria (Jin, Wang, Song, & Guo, 2008), and the analysis of scoring reliability or rater deviation (Dai, 2010). However, the specific research and development of the scoring standard for oral test is rarely involved.…”