Analysis And Teaching Strategies Of Communicative Custom In Teaching Chinese As A Foreign Language

In the last ten years of teaching of Chinese as a foreign language, researchers andprofessors have increased the attention and enthusiasm of teaching "the culture of Han nation",no matter on aspects of the curriculum, the compilation of teaching materials, teaching staff orteaching process, corresponding change and development has occurred. The content of culturalfacts on existing textbooks of Teaching Chinese as a Foreign Language(TCFL) is relativelywell-written: on one hand, culture courses are set up intentionally to introduce the knowledge ofChinese history, geography, ethnicity, etc.; on the other hand, many methods can be carried outin teaching cultural facts. For instance, content that is of easy understanding can be taught byteachers to students in the target language, while complicated points can be learnt by watchingvideo; in compilation of teaching materials, content of the Han culture that increases the interestof learning Chinese can be a starting point taught in English or their mother language.However, it is a bit more complicated in the area of communicative customs. First of all,the classification of communicative customs has not been concluded, for it is not as distinct aspronunciation and vocabulary, yet it can not be merely defined abstractly. In addition, unlike theteaching of cultural facts, special courses in communicative customs have not been set up.However, for foreign students, learning and mastering of communicative customs seems to bemore important and urgent than that of cultural facts. Certainly, lacking cultural facts is notproper, but the lack of communicative customs is more likely to result in frustration of ones'communication, decline of learning enthusiasm, prejudice on Chinese people and so on, whichwe do not wish to see.Therefore, after referring to articles on communicative customs, the author analyzed thedoubts of "communicative customs", and declared one's own opinion. Summarizing the classification of "communicative customs" by scholars in the past as a reference, the articledefined the scope of "communicative customs" and its classification demonstrated in this thesis.Then several examples of Pragmatic Failure are illustrated in social communication made byforeign students explaining the cause, and problems of teaching materials are exposed: on basisof a set of spoken materials, points of cultural facts involved in communicative customs areanalyzed and summarized in the textbooks. Through this analysis, the starting point of culturalcontent teaching are given, the solution of the teaching problem is found, by whichcommunicative customs can be taught systematically. The disadvantages of the targetedtextbook and corresponding revised suggestion are given in the meanwhile. At last, the teachingprinciples of "communicative customs" are concluded while strategies in practical teachingprocess are displayed. All of these construct the objective of this dissertation.