The Comparison And Analysis On Crammer Items In Chinese As A Foreign Language Teaching Materials Of Mainland And Taiwan

This essay selected four mainland and Taiwan Chinese as a foreign language teaching materials,and investigated form two aspects on items selecting and ranking. The description andcomparative methods were adopted. On the basis of a comprehensive data collection,classification, filtering, and statistics. Then with the description and analysis of the survey resultscome to the corresponding conclusions.We use the Cognitive laws, the language and language acquisition laws as the principals forcomposing Foreign Language teaching materials, after investigating the standard of mainlandand Taiwan grammar outline, selecting the "Chinese Proficiency Standards and the Outline of theGrammar Grades" as a syntax project selection criteria. Reference to the "Outline" the syntaxitems are classified, there are Morpheme, Word, Phrase, Sentence Elements, Special Sentenceand the Question of Methods of the six best lift grammatical items selected from the18grammatical items studied. Investigating the difficulty degree of the above syntax items andteaching load, and found out the problems of the project. According to the comparison andanalysis of grammar items, summed up the scheduling strategy of the Chinese teaching materials,which embodied in two aspects: the amount control and difficult point arrangements. Finally,we discuss from the perspective of the sort of grammar teaching and the amount of control, andoffer advice in the order key grammar items and systematic grammar points appear in thetextbooks.According to the statistical discussion and analysis, our goals are: First, to understand the basicsyntax of the primary stage of TCFL project; Second, to identify the grammatical core of theinitial stage, to make clear of the basic Chinese grammar and improve the efficiency of Chineselanguage teaching, finally set up the most basic rules of Chinese grammar. Thirdly, to analyze thearrangement and organization of initial stage of grammatical items in four sets of teachingmaterials, and summarize the common features of the grammar items in the textbooks, in orderto provide a reference for the arrangement of the order on the items of basic Chinese languageteaching and teaching materials.We believe that the above analysis results can make clear the focus in the initial stage ofgrammar teaching, and enable the arrangements for grammar teaching sequence more reasonable,in order to improve the efficiency of Chinese language teaching and provide some references.