Conclusion

In this chapter，we have considered the compilation of classroom language that serves the needs of beginner learners and suggested different types of information be provided when presenting the classroom language to this group of learners.

From our discussion，we propose for future Chinese textbook development to include four types of information when presenting the classroom language:①the role of the learner and the corresponding communication mode;②classroom language user;③the function of the classroom language in different situations;④information presented in Hanyu Pinyin and English based on different language skills and communication modes.Table 5.6 summarises the points made and provides a framework for classroom language presentation.

Table 5.6　A framework for CL2 classroom language

①Textbook developers may list more functions of classroom language based on the needs of the learners.

Taking into account the needs and base language of the second language learner，the design and presentation of classroom language proposed，have not only considered the direction of conversion between English and Chinese in the process of the learner’s reception and production，but also integrated the use of classroom language into authentic contexts.With that，learners are better able to learn by using the target language，which in turn achieve effective communication between the teacher and learners，and enhance the quality of their classroom experience.