Research On Oral Communication In Chinese Textbook Used By Korean Junior High School

The types of oral communication in Korean junior middle school Chinese textbook have a monologue, introduction, main discussion, performances and exchanges, such as five types. Overall, oral communication type varies, along with the change of grade presents different characteristics, but the proportion of the various types of distribution is not reasonable, the lack of change, communication is not outstanding, and lack of integration of a variety of types of oral communication training comprehensive oral communication activities.Korean oral communication in middle school Chinese textbook topics mainly include personal growth, school life, family life, natural environment, social life and cultural stories. These topics are close to student’s thought level, more accord with students’ psychological law of development. As the second language of Korean students, Chinese should highlight instrumental. But humanism of oral communication issue in textbooks is stronger, instrumental weaker. In addition, the topic of oral communication in Chinese textbooks focus on family life is not enough, also lack of national and ethnic culture, especially the Korean culture.Korean oral communication in middle school Chinese textbook contents focus on creation of communication situation, be able to use the case of closely related to student life, story, or in combination with the text content of oral communication situation, pay attention to the contact and the student actual, real life create vivid natural oral communication situation, lets the student in the concrete of oral communication activities in a communicative situation. But oral communication situation creation in the textbook is relatively closed, open is not strong.The clues of Korean nationality middle school Chinese textbook pay attention to the steps, preparation of oral communication content such as guidance, specific requirements, strong specific aim, content and more detailed, strong operability, and pay attention to guiding students with the help of audio and video data to improve the effect of expression, deficiency is the lack of guidance and demonstration of nonverbal communication skills. According to the Korean nationality in the junior middle school Chinese textbook writing characteristics of oral communication content, Chinese teachers in the Korean school should pay more attention to oral communication teaching in the process of teaching, and try to create hard close to life, close to the students’ actual communicative situation for students, and to let them conduct oral communication activities, at the same time, teachers should depend on the contents of the textbooks, to improve the occasion, the oral communication class epitaxial extension to the real life, and to provide students more oral communication opportunities as much as possible.