| Textbooks are the main carriers of Chinese vocabulary learning for foreign students in the primary stage,so the quality of textbooks will directly affect the learners learning effect.The HSK test is an important way to check the learning effect,and it is also an important basis for foreign students to obtain language proof.Therefore,studying the relationship between textbooks and HSK outlines,and examining the adhesion between textbooks and HSK,can improve the teaching efficiency and help students achieve better learning results.The dissertation takes "Developing Chinese: Elementary Comprehensive Ⅱ",which has a wide range of applications,as an analysis object,and analyzes the adhesion of syllabus for HSK from three aspects: the quantity of vocabulary,the degree of difficulty and the key words.The study found that this textbook has a high density of new words,which far exceeds the vocabulary requirements of the HSK primary stage.Compared with the basic goals of the HSK level three,a large number of grade four and five vocabulary levels have been selected.At the same time,high-frequency words in textbooks have low coverage of high-frequency words in Level four exams.However,the super vocabulary in the exam is covered by the textbook.From the comparison of data,we can see that as a Chinese textbook for "beginner stage" learners,"Developing Chinese:Elementary Comprehensive Ⅱ" shows an upward bonding trend for the HSK level four examination.The levels are higher than the requirements of the initial stage.The thesis aims at the vocabulary in "Developing Chinese: Elementary Comprehensive II",Combined with the investigation of actual teaching cases.A set of HSK elementary simulation questions are designed to examine the effect of such advanced and high-intensity vocabulary input on students’ Chinese acquisition.The results show that the students who achieved the "excellent" level in the test,accounted for about 70%.It can be seen that although "Developing Chinese: Elementary Comprehensive Ⅱ" is positioned at the elementary stage,both in terms of vocabulary quantity,difficulty level,key words,and students’ academic feedback,they are higher than the HSK secondary stage assessment requirements.The main reasons are as follows: first,the particularity and context of the corpus used in the textbooks have caused some difficult new words;second,overseas students are often prepared,and their actual Chinese level is higher than the level set by HSK;In addition,students have a strong motivation for learning,so the upward bonding of textbooks and HSK outlines has become an effective response to actual needs.Of course,from the study of the comparison between the textbook and the HSK vocabulary,we can also see some shortcomings in the vocabulary of "Developing Chinese: Elementary Comprehensive Ⅱ",including the low recurrence rate of new words and the excessive use of super-outline words problem,The final suggestion of the thesis: The textbook can add Chinese annotations when writing new words,use the target language to explain the target language,and construct the students’ Chinese vocabulary network.increase the number of word recurrences,and pay attention to the repetition intervals of the words,so that students can effectively remember,andteachers should refer to the high-frequency words of the examination for teaching.For frequently used words with insufficient recurrences,we must also consciously strengthen the number of occurrences in the classroom to make up for the lack of textbooks. |
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