The Research Of The Example Sentence Design In Chinese Textbooks Under The Contextual Perspective

Context exists in all the language communication activities, which is very important in language teaching, teaching Chinese as a foreign language is no exception as well. The aim of teaching Chinese as a foreign language is not only to teach students to learn Chinese vocabulary, grammar, but also, is to teach students to speak Chinese properly and correctly in different environments, in order to improve the students’ communicative competence. Example sentence is the best combination of Chinese semantics and the use environment. It is the most direct way for students to learn Chinese grammar rules and pragmatics. A good example sentence is not only to show the semantics of the target language points, but also to clearly show the environment. Since the context in a example sentence is so important, example sentence in current textbooks has the context problems? If there are, what are the problems? How can we do to solve the problem? This is the main research content in this article.We made collections and investigations, analyzed examples in Chinese textbooks on the basis of predecessors’research. We put the missing context, invalid context and the contextual hidden as our main research contents. We chose the problem examples to design a questionnaire. Then we made questionnaire survey and interview survey for international students. By analyzing the results of the survey on students, we will put forward our own suggestions to how to write complete sentences context:firstly, in the light of the problem of lack of context, the example sentence should be given adequate context, and complete clear context can effectively help students better understand and master the language points of semantic and usages, and how to provide adequate context, we can do from the following two aspects:on one hand, we can provide sufficient context for example according to Chinese ontology research; On the other hand, if there is an indicative pronoun in the example sentences, there should be a context to explain its specific content, or sentences are too abrupt. Secondly, we should provide the typical representative context for target language points, and show students the grammar point of pragmatics and semantics to the greatest degree, so that they can form a deep impression. At the same time, it’s better to relate to the students’ daily life. Finally, we shouldn’t use the spoken words in the example sentence. If we use spoken words, we should try to complement the omit background information in written form, so as to make the implicit context be explicit. In short, language is used in context. Without the context, language has lost the meaning of the expression. The ultimate goal of teaching Chinese as a foreign language is to improve the ability of using Chinese language to communicate. Meanwhile, the main purpose of the foreign students’learning Chinese is also to learn how to use Chinese for communication. In fact, whether teaching Chinese or learning Chinese, textbook examples are all the important means to present the target language points’semantics and the environment. The example design affects every aspect of teaching Chinese as a foreign language. A good textbook example should not only be scientific, standard, and right to interpret the meaning of language points, but also should provide students with adequate and effective context, right to show the target language environment, so that students can learn to correctly express themselves in the appropriate environment.