| Elementary TCSL comprehensive course is the main course in elementary TCSL, and excellent elementary comprehensive textbooks usually reflect the advanced teaching theory at that time. Elementary TCSL textbooks are edited for elementary level students, thus they usually have more users and always reflect the characteristics and development of TCSL. So research on elementary TCSL textbooks is of great significance. Elementary level students have less freedom in using Chinese, so elementary level class-teaching greatly rely on textbooks. Texts are the main part of textbooks. They make certain language environment for the students, and thus make it more directly perceived for students to learn Chinese, especially for elementary level students. Usually, there are no ready-made materials for the texts of elementary comprehensive textbooks. Instead, editors should consider all kinds of elements and create materials by themselves. Thus, lots of experts and scholars consider texts as the most difficult part in compiling textbooks. Finally, what should be the guiding principle in texts compiling, how to arrange the texts and what content should be included in the texts have become hot topics in elementary TCSL comprehensive textbook compiling.Three representative TCSL textbooks are chosen in this thesis:"Elementary Chinese Readers","Practical Chinese Reader" and "Great Wall Chinese". Based on foreign language teaching methods and "International Curriculum for Chinese Language Education", the arrangement of the texts, topics and contents of the texts, the arrangement of sentence structures and difficulty level of the texts, cultural items, and interesting factors are chosen as four main angles in doing the research for this thesis. In the first part, the basic outline of texts, the categories of texts, communicating roles and setting background of texts, and how the texts are presented will be discussed. In the second part,"topic" will be defined, and then topics of three textbooks and detailed comparison of texts including same topics of three textbooks will be discussed. In the third part, arrangement of sentence structures and difficulty level of texts will be measured. In the forth part, how the cultural items are arranged in the three textbooks will be explored examples will be given to comment on the interesting factors of the three textbooks. Since the three textbooks are compiled in different decade and represent different teaching methods. We hope that we could find some clue in the development of TCSL teaching methods and make suggestions for today’s TCSL textbook compiling.Finally, conclusions are found in this thesis. There are similarities in the texts of three textbooks:dialogues makes the main part of texts, topics on daily life are widely used, scientific method has been used in text compiling, cultural elements and interesting factors has been concluded in texts. At the same time, there are differences:"Elementary Chinese Readers" has been regarded as representative and of the highest level in structure method compiling, which was popular in1970s. Substitution drills are arranged before texts and sentence structure are arranged according to certain difficulty level. Because of the limit in foreign exchange, there’re limit places for foreign students to go around, thus, communicative roles and background of texts are few, and interesting factors are created through stories."Practical Chinese Reader" has combined construction and functions in its compiling process, which was popular from1980s and regard the final purpose of’language lies in its communication function. Substitution drills are reserved in the textbook, while extended exercises are also included. There’re more communicative roles and background. Interesting factors are created through certain plots."Great Wall Chinese" represent a comprehensive compiling method. There’re only texts and vocabularies textbooks, while main structures are arranged according to difficulty level. Communicative roles and background of texts become more. Advanced technology make new appearance of textbooks become possible.According to the research, some suggestions are made for texts compiling of today’s TCSL textbooks. Firstly, topics on daily life are important; proportion of dialogues and narrations should be appropriate; communicative roles and background of texts should be arranged; scientific principle should be valued; cultural elements and intesting factors should be included in texts. Secondly, advantages and disadvantages of modern technology should be recognized in texts compiling. Finally, comprehensive and creative methods are advocated in today’s TCSL text compiling. |
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