国际中文教师线上教学情感劳动特征研究

A Study of the Characteristics of CSL Teachers’Emotional Labor during Online Teaching

新冠疫情导致国内留学生中文教学方式发生巨大变革,线上教学过程中师生互动与情感交流受到一定限制,使国际中文教师承受了较大的情感劳动负担。通过采用质性研究方法,从对象、情境、策略和结果4个方面探讨国内高校国际中文教师线上教学情感劳动特征,发现:教学对象的虚拟化和差异化加重了教师的情感劳动任务;教学条件受限及学生参与度降低给教师增加了额外的情感劳动;为创设良好线上语言交际环境,教师会使用表层扮演、深层扮演和真实表达3种情感劳动策略;教师会通过师生共情、教学成就感或外部环境支持对情感劳动造成的情感耗损进行补偿。最后从提高教师前情调节能力、情感劳动策略使用能力、获取正向情感资源能力3个方面提出了相应建议。

The COVID-19 has led great changes to the Chinese-language teaching of international students in China.The online interaction and emotional communications between CSL teachers and students are limited,which causes CSL teachers to suffer from great emotional labor.This study uses qualitative research methods to explore the characteristics of CSL teachers’emotional labor during online teaching in the universities of China from four aspects:objects,situations,strategies and results.It has found that the virtualization and differentiation of online students will increase the emotional labor burden of CSL teachers.The restriction of online teaching conditions and the reduction of students’participation have added extra-emotional labor to CSL teachers.CSL teachers use the strategies of surface acting,deep acting and genuine emotion to create a properonlineenvironment for language communication.CSL teachers will recoup the loss of emotional resources caused by emotional labor through the empathy between teachers and students,the sense of teaching achievements or the external supports.Finally,this study puts forward corresponding suggestions from three aspects:improving the competence of usingantecedent-focused regulation strategies,implementing better emotional labor strategies,and obtaining positive emotional resources.