语用文化是语言在实际应用中应该遵守的语用规则和文化规约。对外汉语教学的最终目的是培养学习者的跨文化交际能力，口语课作为旨在将学习者所学知识转化为交际能力的技能训练课程，理应重视语用文化的教学。新冠疫情为对外汉语教学与学习带来了严峻的考验，在此背景之下，教材在口语教学的各个环节中都发挥着比以往更为重要的作用。本文以初级阶段使用较为广泛的三部口语教材《汉语口语速成（入门篇）》、《发展汉语初级口语》、《博雅初级汉语口语》为研究对象，对其中的语用文化因素进行统计与分析，以在中国学习生活过、与汉语母语者进行过实际交际的汉语学习者为对象，考察其语用文化的认知与使用情况，并对汉语教师开展访谈，根据教材研究、调查与访谈的结果探讨初级口语教材编写的优势和不足，总结出了初级口语教材编写的一些启发。希望本文能够抛砖引玉，为教材的编写、研发和改善提供一些有益的建议。

本文共分为五章。第一章为绪论，阐释了选题缘起、研究意义，介绍了研究对象和研究方法，并对研究现状进行了梳理；第二章参考前人的研究成果将本文研究的语用文化分为称呼称谓、招呼问候、道谢道歉、告别送别、礼貌谦敬五类，并以此为依据对所选教材进行分类统计，通过对比来考察这些语用文化因素在呈现板块、复现与分布上的规律；第三章根据教材研究的结果分别以学习者和教师为对象设计了调查问卷和访谈提纲，一方面考察教材中的语用文化因素在实际应用中的情况，另一方面考察教师在教学过程中可能遇到的问题，对问卷调查的结果进行补充和拓展；第四章根据教材的统计与分析、问卷调查以及访谈的结果对教材中现有的语用文化编写情况进行整体评价，认为三部教材所选择的语用文化符合不同教材的特点，能够适应不同课程的需要，基本能够满足学习者在交际中的需要，并且在内容的选择和呈现板块上存在共性，体现了各类语用文化在交际中的使用频率和难易程度，复现与分布科学规律，基本上遵循了急学先用、循序渐进的原则，同时也存在编写模式与综合教材雷同、课文语料的真实性和时效性有所欠缺、缺乏交际性练习等特点，进而在初级口语教材编写方面得出了一些启示；最后，在结语部分对本文的研究结果进行总结，说明基本结论和不足之处。

"Pragmatic culture" is the abbreviation of "pragmatic cultural factors", which refers to the pragmatic rules and cultural conventions that language should abide by in practical application. To cultivate students’ cross cultural communication ability is the ultimate goal of Chinese teaching. As a skill training course aimed at transforming learners' knowledge into communicative competence, oral language courses should give due attention to pragmatic culture. The new crown epidemic has brought a severe test to the teaching and learning of Chinese as a foreign language. Against this background, textbooks would be more important than ever in all aspects of oral language teaching. This article takes three sets of oral language textbooks widely used in the primary stage, "Introduction to Oral Chinese (Introduction)", "Development of Elementary Oral Chinese" and "Elementary Chinese Spoken" as the research objects, and makes statistics on the existing pragmatic and cultural factors. and analysis, and take Chinese learners who have studied and lived in China and have had actual communication experience with native Chinese speakers as the object to investigate and research their cognition and use of pragmatic culture, and discuss the results of the two The advantages and disadvantages of the existing pragmatic and cultural factors in the primary oral English textbooks hope to provide some suggestions and references for the compilation and improvement of the primary oral English textbooks.

This article is divided into five parts. The first chapter introduced the origin, significance, research status, objects and methods of this article. The second chapter summarizes the pragmatics of this study according to the previous research results Cultural items, including name, greetings, thanks and apology, farewell, courtesy and respect. Then we categorized the pragmatic culture in the textbooks we chose, analysis the patterns of the way they present, recurrent and distribute through comparation.; the third chapter designs a questionnaire for learners and an outline for interview teachers, so as to know better the situation of the practical application of pragmatic culture and potential issue during teaching. According to the statistics and analysis of the textbook, the results of the questionnaire survey and the interview, the fourth chapter makes an overall evaluation of the existing pragmatic and cultural writing in the textbook. It is believed that the pragmatic culture selected by the three textbooks conforms to the characteristics of different textbooks, can meet the needs of different courses, and can basically meet the needs of learners in communication. The frequency and difficulty of using pragmatic culture in communication, as well as the scientific laws of recurrence and distribution, basically follow the principle of urgency to learn first and use it step by step. The lack of timeliness, lack of communicative practice and other characteristics, and then draw some inspiration in the compilation of primary oral English textbooks; finally, the conclusion of this paper and the insufficiency of the research are explained in the conclusion part.