The Comparative Analysis Of The Chinese-South Korea Elementary Chinese Learning Textbook Between Duo Le Yuan Chinese Master And Conversational Chinese 301

The paper takes examples of the South Korea-Chinese elementary Chinese learning textbook-Duo Le Yuan Chinese Master and Conversational Chinese 301, then the paper do a series of comparative researches on the style, overall design, pronunciation, Chinese characters, vocabulary, grammar, texts, exercises of these two textbooks, it also analyzes the advantages and shortcomings respectively, which expects to provide the high quality elementary textbooks for the South Koreans who learn the Chinese.The paper is consisted of five chapters excluded the Introduction and Epilogue.In the first chapter, the paper analyzes the editing style and overall design of the two textbooks and draw the features of them:Duo Le Yuan Chinese Master focuses on the training on the ability of listening and oral practice, which has advanced practicability, the setting of cultural column is special, the design of layout is also reasonable and scientific; meanwhile, the arrangement of grammar in Conversational Chinese 301 is more systemically, the topic presses close to the real life and the pronunciation teaching run through the whole book.The second chapter does the comparative analysis of the pronunciation, Chinese characters and vocabulary. In aspect of pronunciation, the two textbooks both focus on the principle of the combination of concentration and dispersion’. The textbook Duo Le Yuan Chinese Master is more targeted, the question type is more abundant and diverse. Neither of the textbooks focus on the teaching of Chinese characters, Duo Le Yuan Chinese Master only refers to the characters practice in the exercise book. What is more, the part of vocabulary meticulously investigates the emerging manner of the vocabulary, quantity, level, distribution of lexical category and so on.In the third chapter, the paper analyze the features of grammar arrangement of the two textbooks in terms of the quantity, editing and the explanation of the grammar project. Through the quantity of grammar projects of Duo Le Yuan Chinese Master is pretty few, the level of difficulty is also low, the pattern of combination of graphs and words is highly recommended. From the overall view, the systematicness of grammar is not as good as Conversational Chinese 301.The forth chapter discusses in terms of the textbook contents, topic setting and cultural connotation. Both of them has strong practicability in texts contents, but still need improvements in the terms of delights. The topic setting should be based on the practical needs of the learners, meanwhile should pay attention on the variety of backgrounds, transfers and the penetration of cultural connotation.In the chapter five, through the contrast of the quantity of exercise topics, the question typle, the practice of pronunciation and contents of practicing, it can concludes the features of the exercising settings:the topics in Duo Le Yuan Chinese Master are pretty dispersed, it has more comprehensive training, which appear in the pattern of graphs and words.The epoch character and targeted are stronger; the topics of Conversational Chinese 301 is more concentrated, the proportion of comprehensive practice and communicative practice is close, periodical practice focuses on more on the review of the knowledge and improvement, more systematical and scientifically, but the pure character topics seems like a bit monotonous, the features of nationality is neither obvious.The textbooks of Duo Le Yuan Chinese Master and Conversational Chinese 301 meet the demand of editing for nationalized elementary Chinese textbooks. Nevertheless, we still need to improve the quality of textbooks in terms of the targets and delights for the overall design, pronunciation, characters, vocabulary, grammar, texts, exercises and so on.