A Study On The Speech Act Of "Suggestions" In Intermediate Oral Teaching Materials Of Developing Chinese

The core task of language teaching is to improve learners ’ verbal communicative ability,and the improvement of verbal communicative competence of Chinese learners is often accompanied by the enhancement of pragmatic competence.It can be seen that language teaching and pragmatic teaching are inseparable from each other,and the appropriate introduction of different levels of pragmatic teaching content at different stages of learning is conducive to the smooth conduct of language teaching.Therefore,from the perspective of pragmatics,this paper takes the theory of Speech Act,the theory of textbook writing,the politeness strategy and the typical Chinese "suggestions" corpus as the research basis from the selection of the middle oral series in the teaching materials of Developing Chinese in domestic colleges and universities in China.On the basis of the study of Speech act,through the topic distribution of "suggestions" speech act in teaching materials,the participants of communicative activities,the beneficiaries and other contextual factors,as well as the two kinds of sentence structure,such as imperative sentence,interrogative sentence,statement sentence,exclamation four sentence,and simple suggestion sentence,complex suggestion sentence,and so on,compared with the typical "suggestions" based on the quantitative and qualitative analysis.The results show that the "suggestions" corpus in the text has some problems,such as the unclear communication background,the "equal status of the two sides of communication",the proportion of questions and the small proportion of simple suggestion sentences,and the arrangement order of complex suggestion sentences has yet to be refined.According to the analysis results,this paper focuses on the principles of "scientific,interesting and expansive" in the preparation of teaching materials,and puts forward that the topic background should be diversified,typical and unique,the model of knowledge structure should be spiraling up,the cultural factors should be integrated into the text corpus and other teaching materials to prepare suggestions,and teachers should strengthen the "suggestions" Vocabulary and sentence teaching in speech act,and organizing related fun activities.