Chinese Spoken Language Social Intercourse Knowledge Development Dimension

Oral communication is a kind of activity, focusing on activities, knowledge seems lessimportant. But the language is the native language learning, language and two language oralcommunication should be differentiated. Students infiltration in the native environment, dailytimes in oral communication. Chinese oral communication as a part of the school curriculum,should focus on training students in oral communication ability to acquisition. Theappropriate capacity need appropriate knowledge to achieve. Chinese spoken communicationneed to develop higher daily oral communication ability of knowledge.Development of Chinese oral communication knowledge is actually a theory can rely on."Communication" is a branch of Applied Linguistics, devoted to the study of how speechcommunication." Verbal communication" research has made many achievements, the resultsof these studies can be applied to Chinese oral communication. In this paper, in order toestablish Chinese spoken language social intercourse knowledge framework as the goal, onthe basis of " communication theory", explore language knowledge development dimension.The thesis consists of four chapters, each chapter as follows.The first chapter analyzes the lack of knowledge of Chinese oral communication teaching.In a large number of teaching and research in the comparative analysis,Find Chinese spoken communication teaching knowledge mainly has the following problems:knowledge, knowledge and knowledge of dislocation from is not clear. Aiming at theseproblems, be badly in need of developing a professional counterparts, and the clarity oflanguage knowledge.The second chapter discusses" speech communication studies" is spoken Chineseintellectual development theory based on." Speech communication studies" knowledge isdivided into" speech subject"," language environment"," speech act" and" speech purpose"."Speech act" knowledge in language learning other plates (such as reading and writing) canbe obtained, and to the other section of the study, this thesis ignore this knowledgedevelopment. The words " intention" can return to the" speaker". According to the" verbal communication science" and the language characteristics, this paper focuses on analysis of the" speech subject" and" language environment " intellectual development.The third chapter analysis from" speech subject" angle should be developed whichknowledge. Any spoken language communication can do without the participation of subject,while metacognitive knowledge is often spoken communication smoothly the importantfactors. To focus on the development of metacognitive knowledge. Metacognitive knowledgemainly includes the student to own condition of metacognitive knowledge, communicationobject to metacognitive knowledge, of spoken language communication task andcommunicative role metacognitive knowledge.The fourth chapter analysis from" language environment" the point of view of thedevelopment of what knowledge. The language environment and context, oral communicationis for the existence of objective basis, and the language environment is also very important.From the perspective of language environment, language knowledge development are:communicative scene language environment knowledge and communication of culturelanguage environment knowledge. The former constitutes the oral communication transientsituational factors, while the latter is oral communication for the existence of culturalbackground.