论非洲汉语强化培训教材的编写与使用
摘要
汉语第二语言教材是汉语第二语言课堂教学得以开展的基本载体,是实现汉语第二语言教学目标的重要途径和关键媒介。汉语强化培训教材是汉语第二语言教材的一个类别。在国际(对外)汉语教学研究中,研究者通过编写和使用与学习者文化有关联的汉语教材,既可对第二语言教学的相关理论进行实践论证,又可对特殊环境中的教学现象及规律进行深入探究。
《学说汉语》系出于研究与教学的双重目的,而为厄立特里亚学习者编写的短期强化类、非学历教育教材。该教材在编写和制定教学目标时参照了《国际汉语教学通用课程大纲》的教学目标和《国际汉语能力标准》的相关要求,同时将厄立特里亚学习者的文化需求放在重要位置。《学说汉语》从编写到使用都为研究提供了源头活水,而研究反过来也为教学提供了方法与策略引导。教材从编写到应用都突出了第二语言教材理论与实践紧密结合的特征,教材以每课课文对话为主线,将语音、词汇、语篇、语法、汉字读写、汉文化等知识传授与能力培养关联起来,以强化手段为学习者在单位时间内提供尽可能多的学习项目和学习机会,从而,让学习者在有限时间的学习后,对目的语形成较全面的认知和较理想的使用能力。
本研究以自编教材及教材使用过程中学习者的表现(教学视频录像、照片、作业等)为语料,考察母语为提格雷尼亚语,第二语言为英语或其他语言的厄立特里亚学习者,在多元文化语境中,是如何获得目的语——汉语的基本知识和基本交际能力的。通过编写具有学习者文化特色的目的语教材,来探究学习者目的语语言综合能力的培养途径,对类似文化语境中的汉语教学具有借鉴价值；研究过程中所形成的观点和方法也具有借鉴和应用价值。
汉语第二语言教材有其独特的类别划分标准,也有其自己的教材属性和功能,《学说汉语》具备汉语第二语言教材的类别特征,也具有其相应的属性及功能。
论文在简略回顾我国汉语第二语言教材编写历史的基础上,概述了我国汉语第二语言教材编写的三个历史阶段。每一阶段的教材都体现出不同的教学理念,这些理念的差异反映了不同历史发展时期第二语言教学理论所形成的结论或达到的高度。这些差异在教材特征上的表现可概括为：“结构型”、“结构—功能型”和“结构—功能—文化型”。
为了突出研究的针对性,《学说汉语》在编写中着力突出“以学习者为中心”,突出“结构、功能、文化”三结合的框架特色。论文相关部分在对“结构、功能、文化”各自的含义进行重新诠释后,对三方面在教材中的内容及其设置做了细致描述和说明。
为研究和教学双重目的编写出的教材能否担当并发挥教材的功能和作用,关键要看它能否为相关理论提供合理验证和说明,能否经受住课堂教学的考验,能否被学习者所接受和认可。教材使用过程是实践和验证语言教学理论的过程,更是学习者目的语知识获得和技能得到培养的过程。语音知识和语音技能、词汇知识和词汇技能、语篇知识和语篇技能、语法知识和语法技能、汉字知识和汉字技能,都是借助于教材,在汉语课堂教学中一一传授和培养的。
厄立特里亚学习者语音学习的过程,也是其语音偏误不断得到修正,并逐渐走向准确的过程。在这一过程中,分析和探寻学习者语音偏误形成的原因至关重要,因为,只有找到了根源,才能有效解决问题。厄立特里亚学习者汉语韵母“e”的语音偏误来自于学习者母语相似音“(?)”的干扰和负迁移；学习者汉语韵母“u”音的偏误原因在于该音是一个全标记的、汉语和其它个别语言所特有的语音；学习者汉语声母“t”的语音偏误来自于学习者的母语、其熟悉的第二语言相似音的负迁移。“零韵带调法”是针对母语非汉语的学习者在发与韵母音位“i”相对应的其他两个音位的不同发音时一再出现的偏误而构想和设计的解决方法。教学实验证明,该方法对消除这一难题具有决定性作用。
汉语词汇是学习者构建自己汉语能力的关键,词汇教学是教材使用和课堂活动的基本形式之一。强化培训式汉语教学以基础关键词汇的教学为主要任务,这些词汇都是基本范畴词汇,是学习者扩展词汇量,丰富目的语知识的基础。因此,词汇教学效率高低的关键在于教师如何借鉴相关理论来利用教材开展词汇教学。
语篇表达能力不仅非常有助于口语能力的培养和提高,而且对学习者灵活掌握和运用目的语具有很好的推进和帮助作用。只有学习者具备了基本的目的语语篇表达能力,才能说其对目的语的学习收到了实效。语篇能力的培养应该从基础的教学做起,从最开始的词汇与对话学习抓起。衔接与连贯理论是语篇理论的关键内容,论文对《学说汉语》各课中的所有“语篇提示”做了“衔接”和“连贯”分析,从理论上说明并肯定了这些内容在教材中存在的合理性和必要性。
语法是语言的组合规则,它体现着语言使用者的思维特征。《学说汉语》在有限的空间里设置了由简到繁的语法学习内容,目的在于使学习者在掌握基础语言知识与技能的同时领会和理解汉语的基本语法,这有助于他们由外到内地感受目的语的独特魅力。汉语语法体现了较强的理据性,在汉语教学中,语法的理据性思路有助于引导学习者体会汉语语法的直观特征,从而能增强其学习汉语的信心。
汉字是音形义的结合体,是汉语言的结构基点,汉字体现着汉语社团的思维特征。汉字与拼音文字相比,的确存在记忆、书写难度,但汉语的独特与有趣之处在也正在于其字形结构和丰富的意蕴。激发学习者认读、书写、记忆汉字的兴趣,培养其使用汉字的能力,是国际(对外)汉语教学的基本任务之一,自然也是汉语强化培训课程的主要任务之一。
以研究带教学,以教学促研究,是值得倡导的汉语第二语言理论实践和创新之路。
The textbook for teaching Chinese as a second language often functions as the basic carrier for the implementation of the second language classroom teaching, and it is also the important and key media for the realization of the objects of the secnd language teaching of Chinese. The textbook for intensive Chinese language training is one type of the textbooks of teaching Chinese as a second language. In the research of teaching Chinese language to international students, by writing and using the textbook which has some relationship with the learners'own culture, the researcher can not only implement some practical demonstration and verification of the related theories for second language teaching, he can also undertake some profound investigations about the teaching phenomenons and principles of second language teaching of Chinese in some special cultural environment.
Learn to Speak Chinese came into being because of the double purposes of research and language teaching, it was intentionally written for the short-term, intensive Chinese language classes in Eritrea. The new textbook was composed in accordance with the standards of both the International Curriculum for Chinese Language Education, and Chinese Language Proficiency Scales for Speakers of Other Languages, and what is more important is that, it locates the learners on some very key positions. In fact, both the writing and using of this textbook provides rich and live resources for the research, and in return, the research has provided the practical teaching with reasonable directions of methods and strategies. Taking the dialogue of each lesson as the main line, Learn to Speak Chinese connects the knowledge learning of pronunciation, vocabulary, grammar, discourse, Chinese characters, and the Chinese culture, with the training of the learners'ability, it provides the learners with possibly sufficient learning programs and opportunities in certain teaching periods with intensified strategies, in this case, just after some limited learning period of time, the learners started to have some relatively complete comprehension and practical skills of their target language, Chinese.
By using the self-write textbook and other recordings of the learners'learning (the video of teaching and learning, the photos, and the homework assignments) as the researching materials, this research has carried out some investigation in the multi-cultural social context about the learning process of the ways of gaining basic Chinese language knowledge and basic communicative skills of the Eritrean learners, who have Tigrigna as their mother tongue, English and other Eritrean dialects as their second languages. The research about the writing and using of the Chinese language textbook which has some features of the learners'culture, can be used as reference for other Chinese teaching practice in the similar cultural context; and, the viewpoints and methods produced in the research will also have the values of reference for other research practice.
The textbook of Chinese as a second language has its own special standards of categorization; it also has its own properties and functions. Learn to Speak English possesses its categorical features as a second language textbook; it also possesses the related properties and functions.
By providing a simplified reflection of the history of the textbook writing of Chinese as a second language, this paper summarizes the three historical stages of such practice in China. The textbooks of each stage reflected their different teaching ideologies, the differences of which demonstrated the conclusions or the heights of their developments of the teaching theories of those different historical periods. All three differences of each stage threw their light on the textbooks, whose patterns can be classified as "the structural pattern","the structural-functional pattern", and "the structural-functional-cultural pattern".
It is on the base of profound understanding of the textbook users (the learners) that the writing of Learn to Speak Chinese started. The key points the writing of the textbook kept during the writing process were "putting the learners in the centre of teaching", and outstanding the structural characteristic of the combination of the three elements "the structure, the function, and the culture". In certain parts of this paper, the writer offers some detailed description and explanation of both the different contents and their arrangements in the textbook, after some re-explanations of the different meanings of "the structure, the function, and the culture".
Whether the textbook written by the research with the double purposes of research and teaching can perform its role and function well, it mainly depends on the conditions if it can stand the tests in the classroom, or if it can be accepted and acknowledged by the learners. Learn to Speak English has been popular in different classes, its popularity shows that, only the textbook which has been acknowledged by the learners can effectively improve the learners'knowledge learning of the target language, and also improve the cultivation of their skills in using it. It is widely agreed that, only by making good use of the textbook in the Chinese language teaching class, can the knowledge and skills of the target language be taught and practiced. These knowledge and skills include the knowledge and skill of pronunciation, the knowledge and skill of vocabulary, the knowledge and skill of discourse, the knowledge and skill of grammar, and the knowledge and skill of the Chinese characters.
For the Eritrean Chinese language learners, their way of practicing Chinese pronunciation is, in fact, a procession, during which their errors of pronunciation have been continuously corrected, and bit by bit, their pronunciations of Chinese characters and sentences have been getting more and more accurate. For the teacher, it has been extremely important to implement some analysis and investigation about the reasons of the learners'errors, because, only by finding out the final reasons, can the problems be possibly and effectively solved. For example, the solutions for the following pronouncing errors became possible just after some researching analysis and investigations have been done:1.The Eritrean learners frequently made wrong pronunciation about the Chinese final "e", because they have been negatively interfered by the pronunciation of their mother language Tigrinya's vowel sound "n", which is a kind of negative transfer.2.The reason for the learners'errors about the Chinese final "u" has been simple but hard, because it is a totally marked Chinese vowel sound that only very few other languages have, the learners cannot find any help to pronounce it in all the languages they are familiar.3.The reason why the Eritrean learners make mistakes when they pronounce the Chinese initial "t" is because they have been unconsciously influenced by their wrong sensations that this "t" has the nearly similar sounds as the certain ones in their mother language Tigrigna, Arabic, and even in English, which is certainly another example of negative transfer.4. The writer's innovative viewpoint of "Zero Final with Tone Method" came into being because the learners repeatedly made errors when they pronounced the two allophones of the final "i". The teaching experiments proved that the method can act positively effective in correcting the learners'errors.
The study of the Chinese vocabulary is the key step for the learners to build their Chinese language ability, and the vocabulary studying is one of the basic activities in Chinese language class. For the classes with the style of intensive training, the study and practice of the basic Chinese vocabulary has always been one of the key tasks, as the Chinese characters which need to be handled in such classes are all basic and fundamental elements of the teaching, the learners have to master all of them if they want to make their vocabulary expanded. Therefore, the proficiency of vocabulary teaching and learning depends heavily on the teachers'innovative ways of making better use of the textbook to teach the characters.
The learners'discourse competence, e.g. the ability to organize sentences into texts or passages can not only greatly help to cultivate and improve their oral ability, it can also reasonably prompt and strengthen their ability to master and use the target language freely and skillfully. Only when the learners are able to express themselves both in speaking and in writing in target language, can they be acknowledged that they have made practical progress in their learning of the target language. The cultivation of the discourse competence should be carried out from the very beginning, that is to say, it needs to start from the early learning of the vocabulary and dialogues. As the theory of cohesion and coherence has been considered as the core theory of discourse, the paper has made series of analysis with the theory of cohesion and coherence about the17different "discourse recommended" of the textbook Learn to Speak Chinese. Such analysis theatrically demonstrates the reasonability and necessity of including such contents in the book.
As the rules for the organization of language items, grammar represents the thinking characteristics of the language users. In the limited space of Learn to Speak Chinese, the basic rules of both Chinese language knowledge and skills were carefully arranged in the order of being from simple and easy ones to the hard ones, with the purposes of helping the learners to grasp the basic rules of the language knowledge and skills on one hand, on the other, to help them understand and experience the thinking features hidden in the Chinese language. This can surely help them to comprehend the particular enchantment of the language, Chinese. The Chinese language grammar has very strong motivation, which has the advantage of leading the learners to experience and comprehend the direct features of the language in classroom teaching, and this can absolutely improve their confidence in their learning of Chinese.
As having been considered as the fundamental point of the whole language structures, the Chinese characters represent the thinking characteristics of the whole community of all the language users, with their special forms of combinations of pronunciation, grapheme, and meaning. It is true that if we compare the Chinese language with the alphabetic languages, the Chinese characters do have somewhat difficulty in memorizing and in writing, but the Chinese language's charm and attraction also exist for these interesting graphemes and structures. Therefore, it is the glorious task of the cause of Teaching Chinese to International students, to encourage the learners'enthusiasm to read, to write, to memorize the Chinese characters, so to fully encourage the learners to develop their ability to use this language. And, this is also one of the main tasks of the intensive Chinese language training class.
If the research directs the way for the teaching, then, the teaching absolutely prompts the research forward. This is really a valuable and creative way for the development of the theory of second language teaching.
《学说汉语》系出于研究与教学的双重目的,而为厄立特里亚学习者编写的短期强化类、非学历教育教材。该教材在编写和制定教学目标时参照了《国际汉语教学通用课程大纲》的教学目标和《国际汉语能力标准》的相关要求,同时将厄立特里亚学习者的文化需求放在重要位置。《学说汉语》从编写到使用都为研究提供了源头活水,而研究反过来也为教学提供了方法与策略引导。教材从编写到应用都突出了第二语言教材理论与实践紧密结合的特征,教材以每课课文对话为主线,将语音、词汇、语篇、语法、汉字读写、汉文化等知识传授与能力培养关联起来,以强化手段为学习者在单位时间内提供尽可能多的学习项目和学习机会,从而,让学习者在有限时间的学习后,对目的语形成较全面的认知和较理想的使用能力。
本研究以自编教材及教材使用过程中学习者的表现(教学视频录像、照片、作业等)为语料,考察母语为提格雷尼亚语,第二语言为英语或其他语言的厄立特里亚学习者,在多元文化语境中,是如何获得目的语——汉语的基本知识和基本交际能力的。通过编写具有学习者文化特色的目的语教材,来探究学习者目的语语言综合能力的培养途径,对类似文化语境中的汉语教学具有借鉴价值；研究过程中所形成的观点和方法也具有借鉴和应用价值。
汉语第二语言教材有其独特的类别划分标准,也有其自己的教材属性和功能,《学说汉语》具备汉语第二语言教材的类别特征,也具有其相应的属性及功能。
论文在简略回顾我国汉语第二语言教材编写历史的基础上,概述了我国汉语第二语言教材编写的三个历史阶段。每一阶段的教材都体现出不同的教学理念,这些理念的差异反映了不同历史发展时期第二语言教学理论所形成的结论或达到的高度。这些差异在教材特征上的表现可概括为：“结构型”、“结构—功能型”和“结构—功能—文化型”。
为了突出研究的针对性,《学说汉语》在编写中着力突出“以学习者为中心”,突出“结构、功能、文化”三结合的框架特色。论文相关部分在对“结构、功能、文化”各自的含义进行重新诠释后,对三方面在教材中的内容及其设置做了细致描述和说明。
为研究和教学双重目的编写出的教材能否担当并发挥教材的功能和作用,关键要看它能否为相关理论提供合理验证和说明,能否经受住课堂教学的考验,能否被学习者所接受和认可。教材使用过程是实践和验证语言教学理论的过程,更是学习者目的语知识获得和技能得到培养的过程。语音知识和语音技能、词汇知识和词汇技能、语篇知识和语篇技能、语法知识和语法技能、汉字知识和汉字技能,都是借助于教材,在汉语课堂教学中一一传授和培养的。
厄立特里亚学习者语音学习的过程,也是其语音偏误不断得到修正,并逐渐走向准确的过程。在这一过程中,分析和探寻学习者语音偏误形成的原因至关重要,因为,只有找到了根源,才能有效解决问题。厄立特里亚学习者汉语韵母“e”的语音偏误来自于学习者母语相似音“(?)”的干扰和负迁移；学习者汉语韵母“u”音的偏误原因在于该音是一个全标记的、汉语和其它个别语言所特有的语音；学习者汉语声母“t”的语音偏误来自于学习者的母语、其熟悉的第二语言相似音的负迁移。“零韵带调法”是针对母语非汉语的学习者在发与韵母音位“i”相对应的其他两个音位的不同发音时一再出现的偏误而构想和设计的解决方法。教学实验证明,该方法对消除这一难题具有决定性作用。
汉语词汇是学习者构建自己汉语能力的关键,词汇教学是教材使用和课堂活动的基本形式之一。强化培训式汉语教学以基础关键词汇的教学为主要任务,这些词汇都是基本范畴词汇,是学习者扩展词汇量,丰富目的语知识的基础。因此,词汇教学效率高低的关键在于教师如何借鉴相关理论来利用教材开展词汇教学。
语篇表达能力不仅非常有助于口语能力的培养和提高,而且对学习者灵活掌握和运用目的语具有很好的推进和帮助作用。只有学习者具备了基本的目的语语篇表达能力,才能说其对目的语的学习收到了实效。语篇能力的培养应该从基础的教学做起,从最开始的词汇与对话学习抓起。衔接与连贯理论是语篇理论的关键内容,论文对《学说汉语》各课中的所有“语篇提示”做了“衔接”和“连贯”分析,从理论上说明并肯定了这些内容在教材中存在的合理性和必要性。
语法是语言的组合规则,它体现着语言使用者的思维特征。《学说汉语》在有限的空间里设置了由简到繁的语法学习内容,目的在于使学习者在掌握基础语言知识与技能的同时领会和理解汉语的基本语法,这有助于他们由外到内地感受目的语的独特魅力。汉语语法体现了较强的理据性,在汉语教学中,语法的理据性思路有助于引导学习者体会汉语语法的直观特征,从而能增强其学习汉语的信心。
汉字是音形义的结合体,是汉语言的结构基点,汉字体现着汉语社团的思维特征。汉字与拼音文字相比,的确存在记忆、书写难度,但汉语的独特与有趣之处在也正在于其字形结构和丰富的意蕴。激发学习者认读、书写、记忆汉字的兴趣,培养其使用汉字的能力,是国际(对外)汉语教学的基本任务之一,自然也是汉语强化培训课程的主要任务之一。
以研究带教学,以教学促研究,是值得倡导的汉语第二语言理论实践和创新之路。
The textbook for teaching Chinese as a second language often functions as the basic carrier for the implementation of the second language classroom teaching, and it is also the important and key media for the realization of the objects of the secnd language teaching of Chinese. The textbook for intensive Chinese language training is one type of the textbooks of teaching Chinese as a second language. In the research of teaching Chinese language to international students, by writing and using the textbook which has some relationship with the learners'own culture, the researcher can not only implement some practical demonstration and verification of the related theories for second language teaching, he can also undertake some profound investigations about the teaching phenomenons and principles of second language teaching of Chinese in some special cultural environment.
Learn to Speak Chinese came into being because of the double purposes of research and language teaching, it was intentionally written for the short-term, intensive Chinese language classes in Eritrea. The new textbook was composed in accordance with the standards of both the International Curriculum for Chinese Language Education, and Chinese Language Proficiency Scales for Speakers of Other Languages, and what is more important is that, it locates the learners on some very key positions. In fact, both the writing and using of this textbook provides rich and live resources for the research, and in return, the research has provided the practical teaching with reasonable directions of methods and strategies. Taking the dialogue of each lesson as the main line, Learn to Speak Chinese connects the knowledge learning of pronunciation, vocabulary, grammar, discourse, Chinese characters, and the Chinese culture, with the training of the learners'ability, it provides the learners with possibly sufficient learning programs and opportunities in certain teaching periods with intensified strategies, in this case, just after some limited learning period of time, the learners started to have some relatively complete comprehension and practical skills of their target language, Chinese.
By using the self-write textbook and other recordings of the learners'learning (the video of teaching and learning, the photos, and the homework assignments) as the researching materials, this research has carried out some investigation in the multi-cultural social context about the learning process of the ways of gaining basic Chinese language knowledge and basic communicative skills of the Eritrean learners, who have Tigrigna as their mother tongue, English and other Eritrean dialects as their second languages. The research about the writing and using of the Chinese language textbook which has some features of the learners'culture, can be used as reference for other Chinese teaching practice in the similar cultural context; and, the viewpoints and methods produced in the research will also have the values of reference for other research practice.
The textbook of Chinese as a second language has its own special standards of categorization; it also has its own properties and functions. Learn to Speak English possesses its categorical features as a second language textbook; it also possesses the related properties and functions.
By providing a simplified reflection of the history of the textbook writing of Chinese as a second language, this paper summarizes the three historical stages of such practice in China. The textbooks of each stage reflected their different teaching ideologies, the differences of which demonstrated the conclusions or the heights of their developments of the teaching theories of those different historical periods. All three differences of each stage threw their light on the textbooks, whose patterns can be classified as "the structural pattern","the structural-functional pattern", and "the structural-functional-cultural pattern".
It is on the base of profound understanding of the textbook users (the learners) that the writing of Learn to Speak Chinese started. The key points the writing of the textbook kept during the writing process were "putting the learners in the centre of teaching", and outstanding the structural characteristic of the combination of the three elements "the structure, the function, and the culture". In certain parts of this paper, the writer offers some detailed description and explanation of both the different contents and their arrangements in the textbook, after some re-explanations of the different meanings of "the structure, the function, and the culture".
Whether the textbook written by the research with the double purposes of research and teaching can perform its role and function well, it mainly depends on the conditions if it can stand the tests in the classroom, or if it can be accepted and acknowledged by the learners. Learn to Speak English has been popular in different classes, its popularity shows that, only the textbook which has been acknowledged by the learners can effectively improve the learners'knowledge learning of the target language, and also improve the cultivation of their skills in using it. It is widely agreed that, only by making good use of the textbook in the Chinese language teaching class, can the knowledge and skills of the target language be taught and practiced. These knowledge and skills include the knowledge and skill of pronunciation, the knowledge and skill of vocabulary, the knowledge and skill of discourse, the knowledge and skill of grammar, and the knowledge and skill of the Chinese characters.
For the Eritrean Chinese language learners, their way of practicing Chinese pronunciation is, in fact, a procession, during which their errors of pronunciation have been continuously corrected, and bit by bit, their pronunciations of Chinese characters and sentences have been getting more and more accurate. For the teacher, it has been extremely important to implement some analysis and investigation about the reasons of the learners'errors, because, only by finding out the final reasons, can the problems be possibly and effectively solved. For example, the solutions for the following pronouncing errors became possible just after some researching analysis and investigations have been done:1.The Eritrean learners frequently made wrong pronunciation about the Chinese final "e", because they have been negatively interfered by the pronunciation of their mother language Tigrinya's vowel sound "n", which is a kind of negative transfer.2.The reason for the learners'errors about the Chinese final "u" has been simple but hard, because it is a totally marked Chinese vowel sound that only very few other languages have, the learners cannot find any help to pronounce it in all the languages they are familiar.3.The reason why the Eritrean learners make mistakes when they pronounce the Chinese initial "t" is because they have been unconsciously influenced by their wrong sensations that this "t" has the nearly similar sounds as the certain ones in their mother language Tigrigna, Arabic, and even in English, which is certainly another example of negative transfer.4. The writer's innovative viewpoint of "Zero Final with Tone Method" came into being because the learners repeatedly made errors when they pronounced the two allophones of the final "i". The teaching experiments proved that the method can act positively effective in correcting the learners'errors.
The study of the Chinese vocabulary is the key step for the learners to build their Chinese language ability, and the vocabulary studying is one of the basic activities in Chinese language class. For the classes with the style of intensive training, the study and practice of the basic Chinese vocabulary has always been one of the key tasks, as the Chinese characters which need to be handled in such classes are all basic and fundamental elements of the teaching, the learners have to master all of them if they want to make their vocabulary expanded. Therefore, the proficiency of vocabulary teaching and learning depends heavily on the teachers'innovative ways of making better use of the textbook to teach the characters.
The learners'discourse competence, e.g. the ability to organize sentences into texts or passages can not only greatly help to cultivate and improve their oral ability, it can also reasonably prompt and strengthen their ability to master and use the target language freely and skillfully. Only when the learners are able to express themselves both in speaking and in writing in target language, can they be acknowledged that they have made practical progress in their learning of the target language. The cultivation of the discourse competence should be carried out from the very beginning, that is to say, it needs to start from the early learning of the vocabulary and dialogues. As the theory of cohesion and coherence has been considered as the core theory of discourse, the paper has made series of analysis with the theory of cohesion and coherence about the17different "discourse recommended" of the textbook Learn to Speak Chinese. Such analysis theatrically demonstrates the reasonability and necessity of including such contents in the book.
As the rules for the organization of language items, grammar represents the thinking characteristics of the language users. In the limited space of Learn to Speak Chinese, the basic rules of both Chinese language knowledge and skills were carefully arranged in the order of being from simple and easy ones to the hard ones, with the purposes of helping the learners to grasp the basic rules of the language knowledge and skills on one hand, on the other, to help them understand and experience the thinking features hidden in the Chinese language. This can surely help them to comprehend the particular enchantment of the language, Chinese. The Chinese language grammar has very strong motivation, which has the advantage of leading the learners to experience and comprehend the direct features of the language in classroom teaching, and this can absolutely improve their confidence in their learning of Chinese.
As having been considered as the fundamental point of the whole language structures, the Chinese characters represent the thinking characteristics of the whole community of all the language users, with their special forms of combinations of pronunciation, grapheme, and meaning. It is true that if we compare the Chinese language with the alphabetic languages, the Chinese characters do have somewhat difficulty in memorizing and in writing, but the Chinese language's charm and attraction also exist for these interesting graphemes and structures. Therefore, it is the glorious task of the cause of Teaching Chinese to International students, to encourage the learners'enthusiasm to read, to write, to memorize the Chinese characters, so to fully encourage the learners to develop their ability to use this language. And, this is also one of the main tasks of the intensive Chinese language training class.
If the research directs the way for the teaching, then, the teaching absolutely prompts the research forward. This is really a valuable and creative way for the development of the theory of second language teaching.
引文
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