Contrastive Research About Textual Practice In Foreign Chinese Integral Textbook For Advanced Students

The rapid development of science and technology make interactions become more frequent between nations. As an important component of the world’s new economic entity, therefore, a "mandarin fever" raised globally. Under this background international Chinese education also entered a rapid development period.According to learners’ level, the international Chinese teaching can be divided into elementary, secondary and advanced three levels, the corresponding textbook used also has similar hierarchy. In the teaching, some teachers found that when senior learners have mastered certain basic Chinese, although with accumulated vocabulary and phrases, they can also speak grammatical sentences, while they still had problems in oral or writing expression. Such as some senior students can use basic simple and compound sentences to introduce themselves and express their simple point of view, but the topic can’t be sustained and went deeper, for their Chinese level can’t support the breadth and depth of expression. There are many causes for this phenomenon, such as vocabulary insufficient, inappropriate use of words and phrases, inaccurate use of grammar etc. but the most important factor is they don’t have good enough discourse competence, because learners’ discourse competence of the second language is hidden in the lines of the word, unlike vocabulary, grammar can be acquired by simple accumulation, but only can be grasped by consciously training and guidance.In "International curriculum for Chinese language education" from level 4 has a specific request for discourse competence. Level 4 is "can organize simple discourse" level 5 is "have competence to organize more complete discourse", when it comes to level 6 is "have competence to organize complete discourse". In different levels, have different request for discourse competence in understanding the difference and commonness between Chinese and mother tongue, grasping rhetoric methods, understanding emotional attitude and ability of grasping the trunk to understand sentence. Which can be referred that in senior level, cultivation of discourse competence has become a problem that Chinese learners need to pay special attention to.Therefore, this paper took the discourse training in "Chinese as a foreign language of senior comprehensive textbook" as basic research direction. In many textbooks of Chinese as a foreign language, chose those had been widely used:"Boya Chinese advanced I ", "modern Chinese advanced tutorial", "new practical Chinese reader textbook (5)", " developing Chinese advanced comprehensive course I", this four senior developing Chinese textbook as research subject, based on the theory of linguistics, comparatively analyzed and research the topic quantity, pattern and coverage of discourse content in this four books related to discourse training.The ultimate purpose of this research is to apply discourse theory, by comparative analysis find the writing advantages and disadvantages of existing senior textbooks, summarized the methods and guidance which might help to improve learners’discourse competence, also pointed out the missing details in writing textbooks, which might provide reasonable and effective advices for writing higher-intermediate level material.