Study On Arrangement And Writing Of The Phonetics Part In The Textbooks Of TCSL

Phonetics teaching is always faced with the challenge of speaking Mandarin with a foreign accent, because textbooks are the basis of teaching, in our opinion; we can search for solution in the arrangement and writing of phonetics in textbooks of TCSL. At present, Chinese phonetics’arrangement is showed mostly in textbooks of primary teaching, different textbooks, different thinking and way. This paper will mostly study three textbooks,《New Practical Chinese Book》,《301Sentences in Chinese Conversation》,《Chinese Intensive Book—Sentence Book1》Macroscopically speaking, the teaching’s target, contents, principals, methods, approaches should be showed in the preface of the textbook. So, the teacher and the student are clear to the books’intention. But most of the textbooks of TCSL do not do like this.Microscopically speaking, the textbook should arrange the phonetic knowledge well and scientifically.The three textbooks have something in common and something different. All the textbooks arrange the phonetic teaching in the first several lessons, which contains initials, finals, tone, light tone and so on. But there are no explanations about intonation, stress and something else of the rhythm knowledge of Chinese. Although there is some phonetics exercise, the target of doing exercise is not for training phonetics.Totally, in textbooks of TCSL, the different feature of arranging and writing basic knowledge is much more than that in common.About the phonetics’exercises, there are mostly in common. The exercise types can be classified three kinds:sound and tone discrimination, reading syllabus, reading sentences. Designing exercises should obey some rules, such as from easy to difficult.So, Chinese phonetics’ arrangement should be systematic and scientific according to the Chinese phonetic system, and highlighting the focal and difficult points.