A Study On The Arrangement Of Language Learning Points In Country-specific Chinese Language Teaching Syllabus

Chinese language teaching standards and syllabus are important guidelines for Chinese language teaching worldwide.Specifically speaking,developed countries have a long history of formulating language standards and are leading in the research and development of Chinese language teaching syllabus.Most of the Chinese language teaching in these countries is guided by their own standards,therefore,the mismatch exists between the teaching materials developed by the Chinese staff,such as textbooks,and the local standards,causing problems and challenges for the teaching practice.Some emerging countries in Chinese teaching,such as United Arab Emirates,Saudi Arabia,South Africa,Tanzania,Zambia,Cambodia,etc.,have little experience in researching Chinese language standards and syllabus,and lack practical,applicable,and pertinent local teaching resources,where there is an urgent need for the application of Chinese standards.Starting from the analysis of language elements in each country’s syllabus,this paper aims to find the mainstream trend of language elements design in each country’s syllabus,analyze the similarity and differences between the language elements in each country’s syllabus and Chinese Proficiency Grading Standards for International Chinese Language Education,and looks for the possibility of docking,through labeling,statistics,content analysis and comparative analysis.Finally,concrete suggestions are provided for the language elements design of foreign Chinese language teaching syllabus and that of China.Based on multiple research methods,such as database,quantitative analysis and comparative analysis,the following conclusions are drawn.First,there is few Chinese language teaching syllabus containing language elements tables,whose trend of language elements design can be summarized in the following two aspects.（1）In terms of the number of language elements,grammar tables take the largest quantities,followed by Chinese character tables,and vocabulary tables take the smallest quantities.（2）In terms of the presentation characteristics of the various language elements,there are similarities and differences among countries’syllabuses.One prominent feature is the close connection between topics and language elements.According to the difficulty and applicability of teaching and learning,the number of Chinese characters,vocabulary and grammar points,the syllabus selects the most typical topics at each level.The difficulty of the language elements at each level spirals upward with the topic as its axis,directly linking the topic with the teaching contents at different levels.In terms of Chinese characters,most of the syllabuses contain less than 1,000 characters,which are arranged in the Pinyin alphabetical order.The reading and handwriting of Chinese characters is separated in most syllabuses.In terms of vocabulary,the number of words in the syllabus is generally between 500 and 1000.The vocabulary is arranged based on the theme.In terms of graded presentation,the syllabuses with graded and ungraded word lists take up half percentage respectively.In terms of grammar,the syllabus mostly contains three grammatical items:word class,type of sentences,phrases,and fixed format.A few syllabuses present grammar in a graded manner.Second,the representative syllabus is selected to dock with the Chinese Proficiency Grading Standards for International Chinese Language Education.It is found that the overlap rate of Chinese characters is the highest,the overlap rate of the vocabulary at each level is significantly lower than that of Chinese characters,and there are less variety of grammar items,which are mostly distributed in the primary level.Based on the above discussion,the author proposes two suggestions:first,foreign Chinese teaching syllabus promotes the integration of "functional-notional" and "form".Foreign Chinese teaching syllabus can learn from each other,pursuing a better way of presenting language elements.Moreover,the development of syllabary has been emphasized.Second,the development of the new generation of Chinese teaching syllabus in China can be based on the development,universal rules and characteristics of Chinese teaching syllabus in other countries,and seeks to link with foreign standards.