A Study On Teaching Materials Of Writing Chinese As A Foreign Language

With the learning of Chinese becoming more and more popular, and with the requirements and goals of foreign language teaching getting higher and higher, we have gradually realized that it is necessary to cultivate talents with comprehensive abilities of Chinese. But at present, as part of the teaching of Chinese as a foreign language, cultivation and development of the writing skill obviously lags behind that of the listening, speaking, and reading skills. Compared to research on the other three skills, research on teaching writing to non-native speakers of Chinese started late and falls far behind as well. According to the principles of curriculum design, international Chinese teaching syllabus and textbook evaluation theory, and basing on the comparative analysis of two sets of intermediate Chinese writing textbooks, this thesis analyzes the current situation of the teaching of writing in Chinese and the compiling of writing teaching materials and points out the weaknesses of existing research on the teaching materials of writing. Specifically, this thesis analyzes the layout and arrangements of stylistic knowledge in the two sets of writing textbooks with regard to their variety, content, and proportion, summarizes the problems that exist in the arrangement of different styles, and points out the inadequacy of stylistic instruction directed by different kinds of teaching philosophy. Since the majority of writing textbooks include two kinds of exercises, i.e. training of comprehensive writing and practice of linguistic knowledge, this thesis pays special attention to the reasonableness of the design of comprehensive writing tasks and the practice of linguistic knowledge at the discourse level in the writing textbooks and concludes that the dissatisfactory situation of students’ writing ability is due to the absence of certain writing tasks. Instead of focusing only on the vocabulary, grammar, and length of the sample articles provided in the two sets of textbooks, this thesis analyzes the samples thoroughly, attaching great importance to the matching of the sample articles with the content of the unit and the writing tasks. Through analysis of the two sets of textbooks, this thesis summarizes the problems that exist in the compiling of the textbooks, points out the weaknesses of the two kinds of compiling principles, and puts forward suggestions for the compiling and selection of textbooks of teaching writing to non-native speakers of Chinese.