Comparative Study On Spoken Chinese Textbooks In TCFL And Oral English Textbooks

The aim of teaching Chinese as foreign language is to cultivate and improve the students’ability to communicate orally in Chinese. The excellent spoken Chinese textbooks are very important to achieve the aim. In recent years, there are lots of research and comparative study about spoken Chinese textbooks in TCFL. However, the comparative study between spoken Chinese textbooks in TCFL and oral English textbooks is still empty. This paper tries to fill in the gaps.The paper takes two most popular and influential intermediate spoken Chinese textbooks and three oral English textbooks as examples to compare and analyze.The first part of this paper mainly introduces the significance of the selected topic and research status. In the second part, by comparing the development history of English and Chinese teaching materials, the paper found that they have similarities and differences in the stage of development and developing direction, and analyzes their reasons. Then this paper introduces five sets of English and Chinese spoken language teaching material, and expounds the reason of selection.The third, the fourth and the fifth part are the most important sections of this paper.The third part contrast Spoken Chinese textbooks and oral English textbooks from the aspect of compiling style. It is found that the compiling style of spoken Chinese textbooks is modeled. It is similar to intensive reading teaching mode, which is text words-comments-practice mode. The compiling style of oral English textbooks is more mature and diversified. Spoken Chinese textbooks should draw lessons from oral English textbooks, from the aspect of the position of the new words and comments, the learning goals and learning difficult point at the beginning of the text, the learning feedback part at the end of unit, the grammar knowledge listed at the end of the teaching material, the communicative activities. Part iv contrast and research the Spoken Chinese textbooks and oral English textbooks from the aspect of the form of the text and the relating subject of the text. Spoken Chinese textbooks need increase the number of the text of narrative form to balance the conversational and narrative text in proportion to the number. The topic of the text should be systemic, it should be repeated with spiral cycle, and increase the number of "about their motherland "topic.The fifth part analysis the exercises of textbooks. From the point of exercise number, the number of spoken Chinese exercise is more, which is increased the study burden of students and should be properly reduced. From the perspective of the practice content of spoken Chinese textbooks, every ability of practice has appeared, but their proportion has a problem. The number of Conversation skills exercise and the ability of expression by paragraph exercise need to account for more than half proportion. The number of voice exercise sentence exercise should be in control. Looked from the type of practice, in spoken Chinese textbooks, the scale of mechanical type exercise and the understand type exercise is too large and should be controlled. At the same time, spoken Chinese textbooks should increase the proportion of the communicative exercise, and put the task-based exercises in it.The last part summarizes the main conclusions in this paperHopefully, this paper can enrich the comparison study on the spoken textbooks in TCFL as well as the theory and of textbook compilation, and can promote the development of spoken Chinese textbooks in TCFL.