Emotion Recognition of Foreign Language Teachers in College English Classroom Teaching

In order to improve students’ learning effect, more and more universities favor foreign language teachers who are native speakers of English. Based on the analysis and summary of the research status of emotion recognition, this paper proposes that, in college English classroom teaching, foreign lang...

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Autor principal:	Lei Li
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	emotion recognition college English foreign language teachers analytic hierarchy process factors Psychology BF1-990
Acceso en línea:	https://doaj.org/article/f5330f3e87b8445cb5c7a85ab0366742
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spelling	oai:doaj.org-article:f5330f3e87b8445cb5c7a85ab03667422021-11-11T07:01:25ZEmotion Recognition of Foreign Language Teachers in College English Classroom Teaching1664-107810.3389/fpsyg.2021.788552https://doaj.org/article/f5330f3e87b8445cb5c7a85ab03667422021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.788552/fullhttps://doaj.org/toc/1664-1078In order to improve students’ learning effect, more and more universities favor foreign language teachers who are native speakers of English. Based on the analysis and summary of the research status of emotion recognition, this paper proposes that, in college English classroom teaching, foreign language teachers can reduce the communication barriers with Chinese students through emotion recognition. Based on literature review and actual situation investigation, this study identified four influencing factors on emotion recognition of foreign language teachers, namely, interactive action, facial expression, vocal emotion, and body posture. In our opinion, in the teaching process, teachers can adjust the four factors of emotion recognition to achieve better teaching effect. Further, improve students’ learning efficiency. Analytic Hierarchy Process (AHP) is chosen as the research method in this study. After building the analysis model, we collected the questionnaire using the Questionnaire Star, and finally got 12 valid data. After determining the importance of different factors by pairwise comparison, we draw the following conclusions: the influence degree of emotion recognition factors of foreign language teachers is in descending order, interactive action (43%), facial expression (28%), vocal emotion (21%), and body posture (9%). Our research adds to the body of knowledge on emotion recognition among college English teachers. Furthermore, this research assists students in improving their grasp of course content based on the emotions of foreign English lecturers. Based on the findings, we recommend that foreign language teachers in college English classrooms alter their interactive behaviors, facial expressions, and vocal emotions in response to various instructional materials and emphases.Lei LiFrontiers Media S.A.articleemotion recognitioncollege Englishforeign language teachersanalytic hierarchy processfactorsPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	emotion recognition college English foreign language teachers analytic hierarchy process factors Psychology BF1-990
spellingShingle	emotion recognition college English foreign language teachers analytic hierarchy process factors Psychology BF1-990 Lei Li Emotion Recognition of Foreign Language Teachers in College English Classroom Teaching
description	In order to improve students’ learning effect, more and more universities favor foreign language teachers who are native speakers of English. Based on the analysis and summary of the research status of emotion recognition, this paper proposes that, in college English classroom teaching, foreign language teachers can reduce the communication barriers with Chinese students through emotion recognition. Based on literature review and actual situation investigation, this study identified four influencing factors on emotion recognition of foreign language teachers, namely, interactive action, facial expression, vocal emotion, and body posture. In our opinion, in the teaching process, teachers can adjust the four factors of emotion recognition to achieve better teaching effect. Further, improve students’ learning efficiency. Analytic Hierarchy Process (AHP) is chosen as the research method in this study. After building the analysis model, we collected the questionnaire using the Questionnaire Star, and finally got 12 valid data. After determining the importance of different factors by pairwise comparison, we draw the following conclusions: the influence degree of emotion recognition factors of foreign language teachers is in descending order, interactive action (43%), facial expression (28%), vocal emotion (21%), and body posture (9%). Our research adds to the body of knowledge on emotion recognition among college English teachers. Furthermore, this research assists students in improving their grasp of course content based on the emotions of foreign English lecturers. Based on the findings, we recommend that foreign language teachers in college English classrooms alter their interactive behaviors, facial expressions, and vocal emotions in response to various instructional materials and emphases.
format	article
author	Lei Li
author_facet	Lei Li
author_sort	Lei Li
title	Emotion Recognition of Foreign Language Teachers in College English Classroom Teaching
title_short	Emotion Recognition of Foreign Language Teachers in College English Classroom Teaching
title_full	Emotion Recognition of Foreign Language Teachers in College English Classroom Teaching
title_fullStr	Emotion Recognition of Foreign Language Teachers in College English Classroom Teaching
title_full_unstemmed	Emotion Recognition of Foreign Language Teachers in College English Classroom Teaching
title_sort	emotion recognition of foreign language teachers in college english classroom teaching
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/f5330f3e87b8445cb5c7a85ab0366742
work_keys_str_mv	AT leili emotionrecognitionofforeignlanguageteachersincollegeenglishclassroomteaching
_version_	1718439457746583552

Emotion Recognition of Foreign Language Teachers in College English Classroom Teaching

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