| In this research, the texts of the research objects, the Family Album USA and the Home with Kids, audio-visual-oral teaching materials for English and Chinese education respectively, are compared from the perspectives of topics, audio-visual records, illustrations, etc., and the advantages and shortcomings of both teaching materials are analyzed in order to provide some reference for future compilation of audio-visual-oral teaching materials for teaching Chinese as a foreign language.The research findings are as follows:Firstly, both teaching materials embodies the universality of the major topics, the quantities and quantitative distribution of sub-topics in each volume is relatively uniform, but the percentages of different major topics, universality of the sub-topics and order of the topics need to be optimized; Secondly, both teaching materials have guiding questions and character profiles with different advantages. The Family Album USA has episode plot previews while the Home with Kids has story background introduction. The time of each segmental video is within the continuous learning time referred to in psychology, but the total time of the videos of the Family Album USA after segmentation differs greatly from that of the Home with Kids. The Home with Kids indicates each time at which a piece of video is cut is indicated in the relevant texts. The speaking speeds of the video samples of both teaching materials are within the standard speaking speed ranges. The difference between speaking speeds and the first and second volumes of the Family Album USA is great, and the difficulty shows an increasing trend, while the speaking speed of the Home with Kids is more true and natural; Thirdly, the illustration sources, distributions and colors of the texts of both teaching materials are similar, and images of large and small sizes are distributed in specific places. However, as for the Family Album USA, more attention and efforts were given to images cited from outside the teaching material and illustrations selected besides the topics of different units, so the illustrations in it are more helpful for students to understand the texts, while the arrangements of the illustrations in the Home with Kids are in chaos.Here are several suggestions given based on the above research results for future compilation of audio-visual-oral materials for teaching Chinese as a foreign language: Firstly, more attention should be paid to the universality of sub-topics of the texts, and the sub-topics should be distributed evenly in different volumes in reasonable orders, and frequent repetitions of the topics should be avoided. In addition, considerations should be given to topics of the interest of the students and topics with positive influence. Some surveys may be made before compilation; Secondly, it is better to provide episode previews for the audio-visual records and scheduled questions of high quality and reasonable quantity (it is appropriate to set1-2questions). Whole story background introduction and character introduction may be added to the teaching material based on the demands. The time of each video segmented should be controlled in10minutes, and differences among times of videos of similar difficulty should not be too great. Times at which a piece of video is cut may be considered to be indicated in the text for the convenience of the students. Speaking speeds of the audio-visual records should be within standard speaking speed range, and attention should be paid to the gradual increase of the difficulty. Of course, the expressions of characters’emotions through speaking speed should not be neglected because of blind focus on speaking speed; Thirdly, more attention should be paid to the richness of the illustrations sources, the even distribution of the illustrations and the degree of the help provided by the illustrations for the students to understand the texts besides sizes, quality, colors, locations and quantity of the illustrations. |
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