The Theoretical Research Of Turning-taking In Foreign Chinese Spoken Language Teaching Material

The number of learning Chinese increases year by year.Many foreigners haveenthusiasm to study Chinese, and there are many kinds of books that teachChinese.The dialog is the most important part.Foreigners learn Chinese in order tocommunicate. A conversation involves turning-taking. How to get round words, whenyou get it and how to stay, if you want to end it and how to give up.Turning-taking ishow to use in the spoken language teaching material, these are pressing researchproblems.Because the conversation in the teaching material is according to some writtenrules, it doesn’t only keep the real scene session characteristics, and at the same time itis not completely same with spoken Chinese reality. I will find out their gap throughresearch, and give some advices for foreign Chinese spoken language teachingmaterial.This paper uses the pragmatics theory of discourse analysis,the descriptionand explanation of the combined method, measurement analysis method, thediscourse analysis method,and select11article foreign Chinese spoken languageteaching material as the research object to research the turning-taking in foreignChinese spoken language teaching material.Put turning-take into three parts toresearch,that is turning-taking of getting,turning-taking of keeping and turning-takingof giving up,then sum the rules, compare it with foreign Chinese spoken languageteaching materials and give the advices of writing teaching materials. The selection ofteaching material is universities and foreign Chinese training school commonly usedmaterials at present. In this paper turning-taking of spoken Chinese realitycommunication is also studied, linguistic data is native Chinese daily recording.In addition to the introduction and conclusion, the paper is composed by thefollowing six parts:The first part--turning-taking of getting in foreign Chinese spoken languageteaching materials.This part includes that the first turning-taking of getting,keepingturning-taking of getting and robbing turning-taking of getting. After statistics, in thefirst turning-taking of getting,salutation is the most, accounts for42%;in keepingturning-taking of getting,answering is the most, accounts for62%.The second part--turning-taking of keeping in foreign Chinese spoken languageteaching material.This part includes that the first turning-taking of keeping,keeping turning-taking of keeping. After statistics, in the first turning-taking ofkeeping,salutation is the most,accounts for53%; in keeping turning-taking of keeping,answering questions and telling the reason is the most, accounts for46%to. And Ifind there is no robbing turning-taking, so it does not be discussed.The third part--turning-taking of giving up in foreign Chinese spoken languageteaching material.This part includes that the first turning-taking of giving up,keepingturning-taking of giving up. After statistics, in the first turning-taking of giving up,tothe question for giving up is the most, accounts for52%; in keeping turning-taking ofgiving up,answering is the most,accounts for64%. This part also doesn’t discussrobbing turning-taking of giving up.The fourth part--turning-taking in Chinese reality communication.After statistics,in turning-taking of getting,active getting is the most,accounts for68%; inturning-taking of keeping,tight sentences is the most, accounts for53%; inturning-taking of giving up, answering is the most, accounts for34%. This partresearches Chinese reality communication according to turning-taking ofgetting,turning-taking of keeping, turning-taking of giving up.The fifth part--the comparison between them. Compare the turning-taking inforeign Chinese spoken language teaching material with the turning-taking in spokenChinese reality communication,and find out similarities and differences.The sixth part--cause analysis and advices. Appear on the difference andsimilarity analysis the reasons, and in the light of the problems existing in theteaching materials are proposed.