KB102113

The Context of situation in a dialogue from “A Course
in Contemporary Chinese” Volume 1 to Volume 4
Abstract
This study aimed to research the context of situation from“ A
Course in Contemporary Chinese” printed in 2015. With language
communication theory as the foundation, the Common European
Framework of Reference (CEFR) as the standard validation, we
are commencing a close study of the compositions of the context,
through the method of contextual analysis. They are of two
make-ups: setting, theme. In this study we find that the social
settings are mostly in public fields, almost place of restaurant and
public. People major are students. The first and second volumes
are mainly talking about oral training. The contents of the
textbooks are mainly narratives of Taiwanese culture. The Third
and Fourth volumes enter the written language training and took
the social events in Taiwan as their main themes. The themes of
communication are the highest proportion of daily life, and the
majority of topics are diet and shopping in daily life. The articles
mainly describe Taiwan’s consumption habits and attitude to life.
IV
In addition, the modules of classroom activities and cultural
attractions can be combined with each other, to design a clear
context, to match the textbook, so as to make each unit more
coherent, and to allow learners to integrate into the language and
to learn the text more quickly. Teachers can use actual or virtual
scene to design scenarios of context in the classroom teaching and
to make the content more detailed and complete.
Keywords: A Course in Contemporary Chinese, language
communication theory, the context of situation
V
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3-3-1 ......................... 52
3-3-2 ..................... 55
3-4-2 A1A2B1 ................. 62
3-4-3 B2C1C2 .................. 64
3-4-4 CEFR .................................. 69
4-1-1 ............... 82
4-1-2 ............... 85
4-1-3 ............... 89
4-1-4 ............... 93
4-2-1 ............... 97
4-2-2 ............... 98
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I). In: Ogden C K, Richards I A. The meaning of meaning. New York & London:
Harcourt Brace Jovanovich P264.


Halliday 8
7 Firth J R. (1950). Personality and language in society. In:Firth J R, ed. Papers in
linguistics 1934-1951. London: Oxford University Press. P37-52. 8 M A K Halliday, A. McIntosh and P.D. Strevens (1964). The Linguistic Sciences
and Language Teaching. London: Longmans P90-92.
18

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Saeed 1997LSemantics

9 Lyons, J. (1977). Semantics.(Vols.102). CamgridgeCamgridge University Press.
P574.
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-114-
Council of Europe.2001. Common European Framework of Reference for
Languages: Learning, Teaching, Assessment. New YorkCambridge University. .
Firth, J. R. (1950). Personality and language in society. In J. R. Firth (ed.), Papers in
linguistics (pp.1934-1951). London : Oxford University.
Halliday, M. A. K., Mclntosh Angus and Strevens Peter (1964). The Linguistic
Sciences and Language Teaching. London: Longmans.
J.A. van EK & J.L.M. Trim.1998 .Threshold Level 1990. New YorkCambridge
University.
Malinowski, B. (1923). The problem of meaning in primitive languages. In C. K.
Ogden, I. A. Richards (eds.), Papers in The meaning of meaning (pp.296).
-115-
Saeed, John I (1997). Semantics. London: Oxford University.






2007
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