A Comparative Study Between Develop Chinese And Feng Guang Chinese (Intermediate Spoken Chinese/I)

As an important content of Chinese teaching, the study and development of Chinesetextbooks have always been focused by experts and scholars. With the rapid development ofChinese teaching and the gradual perfection of subject theory, the development of Chinesetextbooks has received substantial achievement. Not only for the increasing quantity and theplentiful type of Chinese textbooks, but also for the in-depth study of compiling textbooks’theory.Nowadays, Chinese textbooks are developing on the right track. However, there are stillmany problems regarding the oral Chinese textbooks. For example, unclear textbooks types;poor interesting of topic textbooks and language; selection of difficult vocabulary orgrammar and poor practicality; inconsistency with everyday language; limited questions ofafter-class exercises; inability to meet the actual needs of Chinese learners. These problemscannot satisfy the practical needs of Chinese learners and should be resolved as soon aspossible. The author selected the most widely used textbook Develop Chinese and the newlypublished textbook Feng Guang Chinese to make the comparison in terms of text theme,vocabulary, grammar, and after-class exercises by ways of examples, charts and case studies.Having carefully studied the concepts in the books, the author started with thecomparison of the two textbooks regarding their respective goals, principles, characteristics,and objects of study. The author then discovered what they have in common—they share thegoal of improving communication ability of Chinese learners; Secondly, compare the typesof literature, subject matter, structural style and language of the two textbooks and considertheir practical use from the perspective of interesting; Thirdly, the author will compare thevocabulary in both books in terms of arrangement, grade, and size in order to find outwhether the content are consistent with the requirement of the standard; Fourthly, there is thecomparative analysis of the after-class exercises in the two textbooks to help Chineselearners master the knowledge quickly and effectively so as to identify the right questiontypes that may transform those learners’ knowledge into real-life language skills. Fifthly, apractical analysis will be made to every part of the two textbooks.At the end of the thesis, the author points out the common problems existing in nowadays oral Chinese textbooks and makes some suggestions based on personal teachingexperience and second language learning experience: the content of the textbook should bebased on learners’ interests; the choice of vocabulary should pay attention to practical use;exercises should attach more importance to communication on the purpose of improving theoral communication abilities of Chinese learners.