Oral Chinese Textbooks Context Set

TCSL is an information communication which takes the teacher as the communicator, the learner as the receiver and the materials as the main medium. The teacher transfers the information to the learner by teaching materials medium and encoding information. Learner's understanding and expressing are directly influenced by distinguishment and discrimination of context. The learning of oral Chinese is mostly through Speaking Class, so context design, especially in compiling textbook, is the determinant factor to develop learner's stylistic competence and oral communicative competence.The resent researches on context mostly focus on teaching class, and seldom discuss context from compiling textbook. There are many textbooks lacking of analysis about learners demands and neglecting the correspondence between language stylistics and context, with improper context design, which is far from learner's real language environment, or not well demonstrate the features of oral Chinese. And some textbooks design context only according to the concrete teaching content or language points, so that the contexts are unreal namely what the learners study can not be used in their real life or the improper stylistics are selected when they communicate with others.Context not only restricts the factors in compiling textbooks, but also help learner to understand oral knowledge, to practice effectively and master oral skills well. Designing the scientific and reasonable context in compiling Chinese spoken textbook can promote the speaking teaching communication greatly.This dissertation selects three intermediate spoken Chinese textbooks as the study object, namely Speaking Chinese About China,Intermediate Spoken Chinese and Fa Zhan Han Yu Zhong Ji Kou Yu,trying to find the problems about context design in the three spoken textbooks by the statistics and analysis of the context, and some referential suggestions will be proposed on the designing context in compiling teaching material.The analysis includes text-context, exercise-context and the connection of the two contexts. There are many factors involved in text-context, and this paper mainly compare and analyze the text-context from seven aspects, such as topic, creation form, situation, communicate roles and quantity, etc. Exercise-context and the connection of the two contexts are analyzed by sampling method, respectively selecting three passages from the three textbooks.From the comparison analysis of the statistics, some problems in the intermediate spoken Chinese textbook of context design were found, such as the topics are too concentrated, the text forms lack of diversity, the context of situations don't accord with learners'real life, the communicative roles'information are not specific, etc.Based on the four general principles of compiling teaching materials, (real, oriental, interesting, scientific); in this paper, there are six principles of context design on spoken teaching materials for oral Chinese proposed according to the features of oral Chinese class.In the last part of this dissertation, according to the problems we found and the principles of context design, referential proposals are given from the nine main aspects of context design (topic, form, situation, roles, stylistics, cultural factors, etc.) especially the significance of incorporating multimedia materials into compiling the spoken textbooks, hoping that context design in spoken textbooks will be better to service teaching and help Chinese learners acquiring oral communicative ability.