The Contrastive Analysis Of Cultural Factors In Elementary Spoken Chinese Textbooks Of "Developing Chinese" And "Mastering Chinese"

Teaching Chinese as a Foreign Language has experienced for 70 years with fruitful results.Under the new situation,a better way to integrate language with culture teaching for Teaching Chinese as a Foreign Language in domestic is worthy of attention.This paper selects the teaching of cultural factors in language teaching as the research direction and focuses on classical and emerging language elementary oral textbooks in domestic to compare and analyze the oral Chinese textbooks--"Developing Chinese" and "Mastering Chinese"(Volume 1 and Volume 2)as research objects.Through a comprehensive investigation and statistics of the cultural factors of these two textbooks,horizontally,this paper compares and analyzes the quantity,scope,content selection,presentation modes,and mentality of cultural factors of the two textbooks,and summarizes their advantages and disadvantages respectively.In addition,it also proposes suggestions for coordinating the overall pragmatic and semantic cultural factors of textbooks,the practicality,timeliness and scientificity of content selection,enriching presentation modes,and good application of the Internet.The author hopes to make a little contribution to the preparation work of the cultural factors of primary oral textbooks in China.The first part of this paper is introduction,which mainly introduces the reason for choosing the topic,the research significance,research methods and research objects.The second part is literature review.Through understanding previous studies,the author sorts out the research status of the concept,classification,and cultural outline of cultural factors and the current research status of cultural factors of elementary oral textbooks in China to further clarify the research of this paper.Chapters 3 and Chapter 4 are the main sections of this paper.The author determines the classification criteria for both main category and sub-category by referring to the classification methods of the pragmatic and semantic cultural factors proposed by Guanglei Chen and combining the viewpoints of Wei Lu and Xun Liu with the actual situation of the two textbooks.Then the cultural factors of these two textbooks are comprehensively recorded(see Appendix 1-4 for details).Firstly,the author analyzes the number and features of the scope of cultural factors of each textbook separately.Secondly,through a horizontal comparison,the author analyzes the characteristics and deficiencies of the two textbooks in terms of the number,scope,content selection,presentation modes,and mentality of cultural factors.Through statistics and comparison,it is found that the two sets of textbooks have common points in cultural factors:(1)a clear awareness of cultural factors is presented,and functional teaching and the cultivation of communicative competence are attached importance.(2)Quantitatively,there are significantly more semantic cultural factors than pragmatic cultural factors.(3)In terms of scope,neither address description nor historical knowledge is involved.(4)In terms of content,selfdepreciatory expression is lack of practicality.The differences are shown as follows:(1)In terms of quantity and scope,the total number of cultural factors in "Developing Chinese" is less than that in "Mastering Chinese",especially,the richness of semantic cultural factors in " Developing Chinese" is less than in " Mastering Chinese";(2)In content,the scientificity of "Developing Chinese" is superior to "Mastering Chinese",but its practicality,timeliness and interestingness of presentation methods are inferior to "Mastering Chinese".Finally,six suggestions are put forward: 1.Coordinate the cultural proportion of pragmatics and semantics.2.Focus on practicality in content selection and practice setting.3.Focus on timeliness in key areas.4.Focus on scientificity in content preparation.5.Focus on interestingness of presentation modes.6.Take advantage of Internet to build a self-renewal mechanism.