A Research On The Selection And Arrangement Of Spoken Chinese Grammar In Textbooks

When foreign students' Chinese study has reached the intermediate or advanced level, they have already accumulated a relatively abundant knowledge about Chinese grammar, most of the grammars needed in Chinese communication and more than 3500 Chinese vocabularies as well. However, they may still encounter some obstacles in communication with Chinese people. In the aspect of language input, these obstacles are characterized by incompetence in adapting or comprehending the tones, stresses, pauses, colloquial expression etc. used in spoken Chinese. In the aspect of language output, many students show the lack of language style awareness by misusing synonyms of different styles or speaking inappropriately. All of the problems will affect the communication quality. Thus, in order to enhance students' ability in communicating accurately and appropriately, the teaching of spoken grammar needs to be strengthened in intermediate and advanced Chinese.The teaching of spoken grammar includes three aspects: teachers, students and textbooks. This thesis will combine the spoken grammar and textbooks to discuss the selection and arrangement of spoken grammar in intermediate and advanced Chinese textbooks. On the basis of previous research, through defining the spoken Chinese, analyzing the characteristics of spoken Chinese, the "Spoken Chinese Composition Table" is made. We will use this table as a reference to make a detailed statistic and analysis about the spoken grammar's selection and arrangement in intermediate and advanced Chinese textbooks. On the ground of statistic and analysis, combining related research achievements on teaching material theory, linguistic and cognitive science and so on, we will put forward some suggestions upon spoken grammar's selection and arrangement in textbooks, so as to better play the role of textbooks and help students to acquire the spoken grammar more effectively.