Comparative Study On Texts In The Primary Integrated Textbooks Of China And South Korea

Chinese teaching materials published in Korea are increasing while Korean students’ study demands are improving.The comparative study on textbooks in China and Korea is getting deeper and deeper in recent years.This paper chooses Lower Elementary 2 and Master Chinese 2 as the objects of study,and carries out comparative analysis on literary forms,topics,character roles and difficulty of these two textbooks combining with compiling principles and ideas and goals of the textbooks.Also,it observes the situation of texts’ compiling,hoping to provide more thinking and recommendations to both China and Korean textbooks.There are six chapters in all.The first chapter expounds the reasons of choosing this subject,theoretical background,research object and method.The second chapter talks about texts’ genres.As for genres,colloquial style and narrative are used in Lower Elementary 2,but there is only colloquial style in Master Chinese 2.The third chapter discusses the compilation of topics.There are some similarities in both textbooks,that is to select some related to daily life for international students.On the other hand,they are different in topics’ arrangements.Lower Elementary 2 utilizes both combination type and screw type but Master Chinese 2 doesn’t,it distributes topics everywhere in the texts.The forth chapter discusses the arrangements of characters.Students are the main characters in both two textbooks.The number of characters in Lower Elementary 2 is larger than that in Master Chinese 2.However,the occupation in Master Chinese 2 is richer than that in Lower Elementary 2.On the whole,the design of characters in Lower Elementary 2 tend to overseas students’ campus life,but Master Chinese 2 is inclined to show the life outside campus.The fifth chapter analyses new words,average uncommon words and sentence length appear in two textbooks in order to observe their difficulties.Based upon the investigation,it can be found that new words’ arrangement in Lower Elementary 2 is more reasonable that that in Master Chinese 2.At the same time,due to the degree of difficulty coming from average uncommon words and sentence length,these two textbooks’ degrees of difficulty are controlled within primary scope.But specifically,the degrees in each textbook are not in a order from easy to difficult,step by step.The sixth chapter talks about some thoughts on texts genre,topics,characters and difficulty in terms of the analysis on the first four chapters.It is believed that the compiling of texts in integrated textbook for elementary Chinese students should follow the compiling principle of textbooks and the cognitive law of learners.Also,under the SLA law of teaching;try to diversify genre writing;arrange practical topics with adopting scientific and reasonable methods;set the roles that are closed to students’ lives.The compilers should control the difficulty to reduce learner’s barriers.