Culture Studies On Two Elementary Teaching Chinese Materials Provided For Spanish-speakers

Culture teaching is an important part in teaching Chinese as a second language. The teaching principle "Structure- Function – Culture in One” has become a general consensus in this field. In the initial stage, culture teaching mainly exists in language comprehensive courses, so the design of culture content in the elementary comprehensive courses is not only the main factor which affects culture teaching, but also the key point whether the teaching Chinese material can be a success. Although the teaching Chinese as a second language flourishes in Spanish-speaking countries in recent years, the studies on Chinese materials in Spanish regions are very limited due to the language barriers.This article used the practical and operational "International Teaching Chinese Materials and Cultural Points Classification Framework" to undertake a quantitative study on two series of elementary teaching Chinese textbooks provided for Spanish-speakers. It mainly studies on the amount of culture points, distribution, presentation style and the contents of culture points to analyze the similarity and differences.The study found that authors from different cultural and educational backgrounds emphasized on different culture points. The amount of lessons in Chino de Hoy is larger than Chino para Hispanohablantes with a small amount of culture points in the textbook which mainly exists in the culture part. Chino para Hispanohablantes has fewer lessons with a large amount of culture points which exists in the text, exercise and class activities, etc. Chino de Hoy emphasizes on actual conditions and achievement culture in China, meanwhile, Chino para Hispanoblantes focuses on daily life and communicative culture.