The Analysis Of The "True Fake Communication" In The Elementary Spoken Chinese Textbooks And Some Relevant Teaching Suggestions

Spoken Chinese Teaching in Teaching Chinese as the Foreign Language (TCFL) is an essential course in the process of developing TCFL and oral teaching of TCFL. And its purpose is to enable students to practice their learnt knowledge in a relaxing atmosphere and the use it in their practical lives. How to teach Chinese as the foreign language better and more effectively has always been a very controversial topic. The ultimate goal of teaching is to develop language communication ability, but the status of TCFL and the research of using Spoken Chinese language teaching materials shows that a large proportion of students have a lot of views to the current Spoken Chinese teaching materials and there are many problems when the Chinese teachers deal with the oral Chinese teaching materials. Where is the problem on earth? How to rethink profoundly our teaching materials? How can we improve the "fake communication" in the teaching materials? How can we change "fake communication" to "true communication"? How can we adjust our teaching focused on the students as the basic starting point?The paper did the research of "untrue class" and the "untrue textbook" in the Speaking Class. Then pointed out the resource of the problems and listed some strategies to deal with them. In the analysis of spoken Chinese textbooks, the author chooses six sets of Spoken Chinese teaching materials that are widely used in various universities, enumerates 30 representative dialogues, focuses to analyze and research the "true communication" and "fake communication" and discusses the intercommunity between "true communication" and "fake communication" Among the views of Spoken Chinese teaching, according to the "flexible" feature of the Spoken Chinese, the author analyzes how to stimulate the emotion of the students' active participation in maximum, the practicality of the topics in the Spoken Chinese class, the individuation and timeliness of the content and the flexibility of the way of the language materials input. In allusion to two classes with similar level, the author adopts the traditional teaching approach and the "student-centered" pedagogy alternately and gets the final possible conclusion through interviews.This paper focuses on three aspects above, in order to do the teaching of Spoken Chinese of TCFL efficiently with the majority of TCFL workers and help learners to improve their communication abilities more effectively and more positively, which can lead to turn out more enthusiastic, more helpful and more practical teaching more meaningful scenes in Spoken Chinese teaching class.