A Practical Study Of Class-teaching Context In Teaching Spoken Chinese As A Foreign Language

In the process of teaching Chinese,it has caused many difficulties for both sides of teaching because Chinese has linguistic features of stressing parataxis,belittling forms and more ellipsis.That we introduce context theory and make it guide the teaching activities of teaching Chinese as a foreign language can not only help learners overcome the difficulties like " difficulty in learning Chinese ",but also effectively help teachers improve teaching efficiency.However,there are still some shortcomings in the study of context theory in the field of teaching Chinese as a foreign language,which lacks practical research results about the understanding and mining of context theory.Therefore,the author go down to the real classroom of teaching Chinese as a foreign language deeply with taking context theory as a guide,develop classroom observation,collect relevant corpus,and study the real situation of the class-teaching context in teaching spoken Chinese as a foreign language.Through the study of three different levels of oral classes at Yunnan Minzu University,the following three viewpoints are formed:In terms of types: the class-teaching context in teaching spoken Chinese as a foreign language is divided into four types: textual context,immediate context,experiential context and cultural context.These four class-teaching contexts have characteristics of “combined contexts”,“hierarchy” and “combination of dynamic and static contexts”.In terms of functions: These four class-teaching contexts play four functions,namely,generation,interpretation,acquisition,and coordination functions.The cross-infiltration between these four functions plays a synergistic role,with obvious dynamic characteristics and bias.In terms of construction methods: the class-teaching context is constructed mainly through three different types of methods: “line drawing method”,“sensory method” and “experience method”.Based on the real class-teaching corpus,this paper makes a practical study of the class-teaching context in teaching spoken Chinese as a foreign language and draws the above conclusions which has some scientific and operability.The author hopes to provide a practical reference for the study on context theory of teaching Chinese as a foreign language,and bring some new inspiration and understanding to better guide the teaching activities of teaching Chinese as a foreign language with context theory through this research.