A Study Of Teaching Culture Factors In The Middle Level Oral Chinese Teaching Books

The culture factors in TCSL refers to the culture integrated in language. Culture factors are very important for students' language understanding and speech communication. We have clarified the qualitation,quantitation and positioning of culture factors, then established the position and form of culture factors in TCSL, but there is still no study about teaching culture factors in oral Chinese. Depending on original theory, this study aims at a deeper and more concrete discussion on the matter of teaching culture factors mentioned in oral Chinese teaching books, which is the first time in this area.The following study in this paper are based on four typical middle-level oral Chinese teaching books. Through the statistical classification of all culture factors in the books combining with original theories about the classification of culture factors, then we decided ten categories of culture factors in oral Chinese book, based on which we continued the following study.Method of qualitation and quantitation are mainly used in this study with induction, deduction observation in teaching and interview as the main method for qualification, and questionnaire as the main method for quantitation. Moreover, method specially designed for teaching research is also used in the study, which mainly refers to the analysis and evaluation of classroom teaching record.Firstly, through reading and sorting original literature and the survey of the students' interests, difficulties, and effective learning activities, we found that combining these principles in oral culture factors teaching, which are principles of communication as the purpose of culture teaching, interests, connecting classroom teaching with society learning and structure-function-culture conjunct, better result will be received in language teaching.Secondly, we found that students took various ways to know about Chinese culture through questionnaire, based on which we proposed concrete teaching strategies for different students and different culture factors. Then, we concretely analyzed the applying of contrast strategy in oral culture factors teaching .At last, through comparing with the principle of connecting classroom teaching with society learning, founding that the students did not effectively make utilize the out-classroom environment of target language, we proposed two new strategies aiming at effectively learning out classroom.Lastly, we tried to combine culture factors teaching with task-based oral Chinese teaching mode and put it into action. Along with detail analysis of the typical fragment in teaching record, we found that combining culture factors teaching with task-based oral Chinese teaching mode was helpful for students to learn both culture and language once we pay more attention to task implement, which can be a guideline for future culture teaching in TCSL.Above all, this is a concrete study about teaching culture factors in the teaching books. In the aspect of teaching principle, we associated original theory with students' demands, proposed the basic principle for teaching culture factors in oral Chinese teaching books after concrete analysis and deep study. In the aspect of strategies, we proposed new strategies based on concrete analysis of original theories. Then, we further discussed the teaching of culture factors combing with the analysis and evaluation of corresponding classroom teaching record. This study is significant to culture factors teaching both in theory and in practice.