Research On The Arrangement Of The Adverb "Dou" In The Comprehensive Textbook Of Chinese As A Foreign Language

"Dou" is one of the most commonly used multiple adverbs in Chinese,and international students are prone to bias when using "dou".As an important tool for students to learn and teachers to teach,teaching materials affect the teaching effect of "dou".Therefore,it is necessary to further investigate and study the arrangement and setting of "dou" in Chinese teaching materials.This paper uses qualitative and quantitative analysis and comparative analysis methods to investigate the three comprehensive teaching materials of "The Road to Success","HSK Standard Course" and "Boya Chinese" from three aspects of "dou",language point presentation,practice design and repetition of the text.Through the comparative analysis of the arrangement of the three textbooks,the following problems can be summarized:First,in terms of the meaning setting and language point presentation of "dou",the three textbooks provide concise and clear explanations of "dou" and its language points,with corresponding example sentences to explain them,which is conducive to helping students quickly understand the meaning and usage of "dou".However,the meaning and number of language points in the three textbooks do not meet the requirements of the syllabus,and there are significant differences in the definition of language points for "dou".Secondly,in terms of the arrangement order of language points,the language point settings and arrangement order of the three textbooks are different,but there are language points that are ahead or behind the arrangement.Thirdly,compared to the practice design of "dou",the exercises of "dou" in the three textbooks mainly focus on conversational and sentence pattern exercises,focusing on the preparation and repetition of language points,which is conducive to students’ understanding and application of knowledge points.However,in the arrangement of exercises,there are phenomena such as unbalanced distribution of practice times for the language points of "dou",single exercise questions,and insufficient attention paid to some language points stipulated in the outline.Fourthly,regarding the repetition of the text of "dou",all three textbooks pay more attention to the repetition of "dou",and the utilization rate of "dou" in the text is relatively high.However,at the same time,there is a phenomenon in the three textbooks that they do not pay enough attention to the language points in the class,and there are more repetition of language points that are not arranged in the textbooks.In addition,there are situations where language points are reproduced in advance in "The Road to Success" and "HSK Standard Course".Finally,through the three comprehensive class Chinese teaching materials about "dou" layout design of investigation and analysis,this paper puts forward to increase the "dou" part of speech classification and language point setting,according to the outline adjust the order of "dou",rich strengthening "dou" topic and practice setting,and coordinate specification "dou" the text repeat at four points.We hope to provide some reference for the arrangement of "dou",so as to reduce the use bias of international students.