A Comparative Study Of The Textbook Compilation In Teaching Chinese As A Second Language From The Perspective Of Cognitive Psychology

Cognitive psychology has a great influence on the research of language teaching and practice around the world since the middle of the twentieth century,and gives guidance to the textbooks for teaching and learning Chinese as a foreign language.As the link and carrier between teaching and learning,textbooks are one of the four components of teaching Chinese as a foreign language.This paper selects three representative textbooks:Hanyu Jiaocheng,New Practical Chinese Textbook and Developing Chinese.Qualitative and quantitative comparative analysis is conducted on these three sets of textbooks to explore how cognitive theory is applied to the compilation of textbooks.From the analysis results,it can be seen that how cognitive theory can be better applied to to the teaching material of each part.The first chapter introduces the cognitive theory of cognitive psychology and cognitive linguistics,such as cognitive structure theory,information processing theory and the theory of perceptual processing,etc.The second chapter focuses on the arrangement of Chinese characters in the textbooks,and makes a statistical comparison and analysis of the amount and practice design of Chinese characters in this three textbooks.It is hoped that the elementary comprehensive textbooks can take Chinese characters as an essential part of each unit to reflect the internal logic and knowledge of Chinese characters,and simultaneously combines the interesting characteristics into studying.The third chapter mainly investigates the lexical arrangement of teaching materials,under the premise of cognitive theory,it statistically analyzes the lexical amount,presentation mode and practice of textbooks.The fourth chapter mainly studies the design of grammar and based on the comparative analysis of the textbook's explanation methods,the decomposition and interpretation of grammar items,the paper holds that the sequence of learners' acquisition and the gradual arrangement should be taken into account,and pay attention to knowledge retrieval at the same time.The fifth chapter makes a comparative analysis from the perspective of topic and text,and holds that topic and text arrangement should attach importance to the selection and arrangement of context,so that learners can really form output in a certain natural situation and promote their language application and regeneration.In the final conclusion,the paper summarizes and makes suggestions on the arrangement of elementary comprehensive textbooks based on the cognitive theory and practice.