Research On Communicative Culture Factors In INTEGRATED CHINESE·LEVEL1

The use of language is closely related to the daily communication of human beings,so to speak,communication is an important purpose of language learning.Therefore,the cultivation of Chinese learners’ comprehensive ability to use the language cannot simply require students to master the language knowledge.The teaching of communicative cultural factors is an indispensable link in teaching Chinese as a foreign language,and the subtle input of communicative cultural factors should be paid attention to in the initial stage.Teaching materials,as an important carrier of teachers’ teaching and the main basis for students’ learning,should undoubtedly incorporate communicative culture factors so that students can properly understand Chinese communicative culture in the process of language learning.As we all know,INTEGRATED CHINESE,as a well-known Teaching material for Chinese as a foreign language in the United States,has a wide influence.Most Chinese learners in the United States are using it as an introductory material,and its content has distinct localization characteristics and certain representativeness.Taking this textbook as the research object,it is of great significance to study the selection and presentation of its communicative cultural content for exploring the rationality of the setting of communicative cultural content in the textbook.Specifically,the first chapter is the introduction,which introduces the background,significance and research methods of the topic,and summarizes the cultural factors of communication and the theoretical research results of INTEGRATED CHINESE.Chapter two firstly determines the classification standard of communicative cultural factors in INTEGRATED CHINESE·levell according to previous studies on communicative cultural factors classification.This study uses the communicative cultural factors classification of Meng Zimin’s group.At the same time,this paper comprehensively collects and collates the communicative cultural factors contained in INTEGRATED CHINESE·level1,and summarizes the characteristics of the selected communicative cultural factors in this textbook by referring to American foreign language learning standards.The third chapter is mainly about the questionnaire survey and interview conducted in this study.The questionnaire survey is mainly aimed at the students in the university of Hawaii who use INTEGRATED CHINESE·level1 to learn Chinese,and their learning situation and learning needs about communicative cultural factors are investigated.The interviews are mainly aimed at front-line teachers of the University of Hawaii,hoping to get their attention to communication culture and suggestions on textbook compilation from the perspective of teachers.In the fourth chapter,the author based on the Chinese listening,speaking,reading and writing,level1,communication and cultural factors of statistical situation,student’s learning effect,learning needs and teachers’ opinions and views,for future communication and cultural factors in the primary Chinese textbooks writing puts forward some Suggestions for improvement,in order to communication and cultural factors to write work provide useful help and reference.