Coping Strategies Of Cultural Factors In Chinese Textbooks Published

At present,there has been a growing trend of learning Chinese as foreign language in the international society. As a chief means of teaching and learning Chinese as a foreign language, textbooks are drawing the attention of both teachers and researchers. Textbooks are not only language learning materials but also carry with them the mission of popularizing Chinese language and culture along with the development of China as a political and economical giant. Though more and more textbooks are published every year, there still are some problems facing textbook compilation. And among them, how to deal with the cultural elements in textbooks remains one of the most important issues. First, language and culture are inseparable, and the culture that a language carries is indispensible for the accurate use of this language, and cultural elements influences language understanding as well. More importantly, the learners have little Chinese cultural backgrounds, and their ways of thinking and learning are different from Chinese people’s. To achieve better teaching and learning effects we should deal with cultural elements from the learner’s perspective, taking full consideration of their needs and accepting ways as well as the impact of intercultural elements on their acceptance and understanding of Chinese culture. Based on recent research findings and a case study of the problems found in two textbooks for learning Chinese as a foreign language, this paper takes a learner‐centered perspective, arranges the general and intercultural principles which should be followed in the compilation of textbooks for learning Chinese as foreign language, and then proposes several strategies for dealing with cultural elements in compilation of textbooks for learning Chinese as foreign language.