A Comparative Study Of Chinese Textbooks Specific To German Native Speakers

With the increasingly growth of the number of international Chinese learners and the rapid development of the subject "Teaching Chinese as a foreign language", new Chinese Textbooks are mushrooming in recent decades. Targeted teaching materials are also one important component of the newly published books, for example age-specific textbooks, language targeted teaching materials etc. Based on the economic strength and the quality education system of Germany, Chinese learning has been flourishing in this country. So it is with the newly published Chinese textbooks specific for German learners, which are composed of two major types, the German edition of those in China published multilingual Chinese learning books and the local Chinese teaching materials in Germany. There is no doubt that a variety of differences exist between these two, such as arrangement of language features, way of explanations of the grammar etc. In this thesis two textbooks, Chinesisch-sprechen, lesen, schreiben and Wir lernen Chinesisch have been chosen as representative textbook of each kind, thus having been comprehensively analyzed and further on compared. Through analysis and comparison both of the two textbooks has showed some rational, special arrangements or features, which are worth learning and being considered during the drafting of new German-learner-oriented Chinese teaching books, as well as some confusing and aimless parts, which should be totally avoided. In the end, it has been cleared that the group served by these two books, i.e. German teenagers, has much more special features than just a simple combination of German native speakers and Chinese learners. Knowing of their other features, such as their study habits, hobby, popular classroom activities, acquainted method of foreign language studying etc. are also quite essential for the drafting of good targeted teaching materials.