A Study Of Henry Finn 's "Chinese Dialogue"

Henry Finn’s book "Chinese Dialogue" was published in1953, Yale University School of Far Eastern Languages. This book is suitable for intermediate level, vocabulary base is weak, about500to about1,000students in the United States. Mainly adult second language learners, teaching in the form of concentrated, strengthen, spoken language training for the characteristics of the teaching content all dialogue scenes, close to all aspects of daily life. Classroom organization should take the form of quick, short-term Chinese language classes. This Chinese textbooks written in the mid-20th century, during World War Ⅱ, then in Europe and particularly the United States, one kind between teachers and students is different from traditional cognitive School and school teaching experience, advocated student-centered, establish good relations with creative classroom content organization based on the needs and interests of learners and enhance teacher-student interaction in the classroom, creating a relaxed atmosphere for learning, ease student stress, thus maximizing learner initiative and creativity, so that students become masters of the classroom teaching people in this faction began to sprout and mature rapidly. This period is also the collision of old and new school of pedagogy and gradually blend in the special period."Chinese dialogue" choreography embodies the traditional knowledge and experience of school teaching school teaching characteristics of the scene, while also drawing on many aspects of the school teaching people the importance of students’psychological analysis and emphasizes creating near-real scenarios teaching and so on. In a certain extent, this Chinese textbooks written by Americans like the idea of certain organic blend of old and new pedagogy up. Also worth mentioning is that the new teaching of the Second Language Acquisition emphasis by the language structure and form of understanding and grasp the steering language content and vocabulary of memory and practice. In short, by focusing on grammar explanations culture shift attention to language learning skills and communicative competence. This teaching second language teaching from theory to practice a major step forward. Here I also tend to move from one school teaching is characterized by the start of the analysis of its guidance materials on this, due to the conditions at the time of academic research and second language teaching discipline theory development, second language acquisition theory systemic level influence the content of the book in the organization, language points to explain, after-school exercise and other aspects of the configuration has its own advantages, but there are some shortcomings. The author is also the traditional knowledge-experience in school and teaching people in this camp on the scene, speaking practice, vocabulary teaching theory in its own significance and limitations of the effects and problems of the book layout and use may produce brief analyzes, and put some of their own thinking.