A Research On Vocabulary Compiling Of Intermediate Business Chinese Textbook That Consists Of Skills

The previous vocabulary research of business Chinese textbook always focused on comprehensive textbooks, the lack of studies on vocabulary compiling between skill textbooks, so this paper chooses intermediate business Chinese textbook that consists of skills--- Chinese business hand listening. speaking, reading textbooks as study object, using a combination of qualitative and quantitative methods. The paper is respectively from glossary's layout style, word notes. quantization of business words, word practices exploring vocabulary compiling's similarities and differences between three skill textbooks. through the investigation and analysis. this paper draws the following conclusions:First, "listening" "speaking" "reading" all use the same glossary'layout style, the differences reflect in arrangement order between glossary and text, and if there exists column arrangement. In addition, there are some word note's (parts of speech tagging and word interpretation) problems in three textbooks.Second, quantity of business words and each lesson's word fluctuations in "reading" is well above "listening" and "speaking", its business characteristic is very obvious, meanwhile it is the most difficult, which is primarily vocational business words; "speaking" is a bit more difficult than "listening" in general, their quantity of business words and each lesson's word fluctuations come relatively close, both sides are primarily daily business words, but "speaking" daily business word is more prominent in the distribution of each lesson's business words.Third, the total proportion of nouns and verbs is about 70% in three textbooks, verb's proportion is prominent in the "listening", noun's proportion is prominent in the "speaking", the "reading" contains much more business phrases and idioms, "listening" "speaking" "reading" is mainly fourth division words, Second Division words and outsides words in terms of the business words" grade distribution, but overall, the proportion of words that are beyond syllabus accounts for more than half in three textbooks, especially for the highest proportion in "reading", "listening" comes next. In addition, three textbooks share a small amount of business words, there is short of central business words to support textbook's vocabulary system.Fourth, the amount of word practices is proportional to the difficulty of "listening" "speaking" "reading" themselves, on average, each word can be practiced in "listening" and "speaking".but "reading" cannot; the amount of word practices is the most stable in each lesson of "speaking"; the quantity of word practices is perfect in "listening"; the sort of word practices is the most abundant and diverse in "reading", "speaking" is the most monotonous, and common sorts of practices are more than their own unique sorts of practices:"listening" "reading" combine main practices and dispersed practices, but the utilization rate is pretty low; the main practice set does not meet the specific requirements of reading skills in "reading"; skill practices should overweigh knowledge practices in skill textbooks, skill practices account for the highest in "listening", "speaking" is in the middle, "reading" is inconformity, so the proportion of skill practices should be improved.