From The Textbook Point Of View The Intermediate Stage Of Spoken Language, Integrated Curriculum-based Co-ordination

In the current TCSL for long-term learners, the curriculum setting mainly divides into two types, the language skill course and the cultural knowledge course. According to the language level and the teaching goal, the specific curriculum will differ. Effectiveness of curriculum setting can be evaluated by the relevance to the syllabus, the feasibility in classroom practice, etc. But the present research on curriculum setting seldom take the two course types' co-ordination into consideration. This article investigates co-ordination of the oral course and the comprehensive course in the middle level from the angle of textbook, and selects the middle-level textbooks of "Development Chinese" as the investigating object. This study mainly includes three parts of analysis, the vocabulary, language point and the topic. Through quantitative analysis of the textbooks' total number of words, new-word contribution rate, words' recurrence rate and the words' relevant degree of the two types of book, this article proposes the quantitative standard of the words' co-ordination. Through investigation into how many language points of the syllabus do the textbooks cover and the language point's co-ordination of the two types of textbook, this article puts forward some proposals to the coordination. Finally the textbooks' topics are investigated by way of questionnaire.