Investigation And Analysis Of Stylistic Consciousness Of Lexical And Grammaticalitems In Chinese Intensive Reading Textbooks

The ultimate goal of teaching Chinese as the second language is to train learners to communicate correctly,appropriately and reasonably.We have been exposed to a large number of Chinese learners’ inadequate language expression in teaching practice.The main reason is the lack of Chinese stylistic knowledge.The lack of learner’s stylistic knowledge has a certain relationship with the compilation of teaching materials,teachers’ teaching,negative intra-or inter-lingual transfer,and so on.This article attempts to examine in detail the situation of annotation and existing problems in the vocabulary and grammar items of eight sets of intensive Chinese textbooks(including comprehensive textbooks)that are widely used at home and abroad,including "Advanced Course in Modern Chinese"(Editor Ma Shude)and "Chinese Course"(Editor Yang Jizhou).And then to analysis the stylistic consciousness of the intensive reading textbooks,and then to provide some constructive suggestions for the preparation of Chinese second language textbooks and teaching practice.The thesis first quotes several scholars such as Wang Dechun and Li Xizong’s definitions of "style" and different criteria for their classification,summarizes the differences between written and spoken styles in terms of words,sentences,rhetoric,etc.,and combines the styles in Chinese vocabulary.The situation in grammar research illustrates the importance of deepening stylistic knowledge into vocabulary and grammar teaching.After that,this paper conducts a carpet-style search of texts,vocabularies,grammatical examples,language points,and practice questions in Chinese intensive reading textbooks(including comprehensive textbooks),and examines the stylistic annotations(including explanations and explanations)in them.Set of language project data marked with stylistic features in each volume of textbooks and related data in after-school exercises.The investigation found that all eight sets of textbooks have different levels of stylistic consciousness.At the same time,by investigating and analyzing the number of vocabulary and grammar items with stylistic annotations in each set of textbooks and the differences in the number of different stages,it was found that the layout of each set of textbooks basically conforms to " In the primary stage,oral English is the main form,and in the middle and advanced stage,the proportion of written language content is gradually increased".According to statistics,the number of vocabulary and grammar items with stylistic annotations in two or more of the eight intensive reading textbooks is 75.At the same time,based on the comparative analysis of related data of the word grammar items in each set of textbooks,to analyze the differences in the way of marking and refinement of different textbook style items,we found that some textbooks has confusion in the interpretation of the same vocabulary items and other Contradictions.On the basis of investigation,statistics,and analysis,we propose to prepare a syllabus of vocabulary and grammar by sub-genre,improve stylistic consciousness in the preparation of intensive reading textbook vocabulary and grammar items,and strengthen stylistic consciousness of language processing in classroom teaching.