A Comparative Empirical Study Of Chinese-Korean Bilingual Textbooks ——Developing Chinese And Yonsei Korean As Examples

Teaching materials are an important vehicle for international Chinese language teaching,the main basis for teaching,and also occupy an important position in teaching activities.A comparative analysis of representative second language textbooks in Korea and China is conducted to summarize the advantages in the development of Korean second language textbooks,which can be useful for the improvement of the quality of second language textbook development in China.This paper selects the comprehensive textbooks Developing Chinese--Elementary Comprehensive I and II and Yonsei Korean 1 and 2,which were published at a similar time and are intended for second language learners at elementary level.Based on the comparative analysis of four aspects: writing style,text,phonetics and vocabulary,and the previous studies,this paper proposes corresponding suggestions for the development of the elementary comprehensive textbooks in China.The first chapter compares the two textbooks in general in terms of the writing style,which is divided into the overall writing style and the single lesson writing style.The development guidelines in Developing Chinese are detailed in the preface,which highlights the systematic concept of achieving the goals of the textbook.In Yonsei Korean,the preface does not contain a statement of writing guidelines.Both textbooks have reasonable content and clear structure in the internal organization of individual lessons,but there are also differences in the selection of text topics,length,and quantity of texts.The overall number of texts in Developing Chinese is greater than that in Yonsei Korean,and the length of the later texts is on the longer side,putting higher demands on teaching priorities,difficulties,and teaching methods.In terms of cultural teaching,the biggest difference is the presence or absence of a separate cultural column.Yonsei Korean has a separate cultural column at the end of each lesson,introducing the cultural background connotation corresponding to the text.In the case of Developing Chinese,there is no separate cultural column,and the cultural factors are embedded in the text and depend mainly on the teacher’s supplementation in class,which makes the teaching of culture more difficult.In the summary section,it is suggested that the editors add corresponding exercises to test the learning outcomes after each unit summary and add relevant cultural knowledge at the end of each lesson to introduce the cultural connotations of the text.Chapter 2 compares and analyzes the text parts of the two textbooks in terms of the correspondence between text topics and grammar points,text genres and topics,and text characters.The text topics of Developing Chinese matched better with grammar points,and each mini-text did not have a separate text topic.In Yonsei Korean,the topics match grammatical points slightly less,and each text has a topic chosen from the original text;Developing Chinese has more genres and topics than Yonsei Korean,while Yonsei Korean has only a dialogue genre in both books,which limits the diversity of topics;Developmental Chinese Book 1 and Yonsei Korean both have fixed characters,while the characters in Developing Chinese have a single identity and less diverse relationships than Yonsei Korean.Both Developing Chinese and Yonsei Korean have fixed characters,but the characters in Developing Chinese have a single identity and less variety of relationships than in Yonsei Korean.In the summary section,it is recommended that the title of the text be in the form of a large title suggesting the theme of the unit,a small title suggesting the content of the text and grammar points;the language of the text should be colloquial,standardized and diversified;the topics of the text should be practical,broad and coherent;the characters in the text should be diverse,positive and close to life.Chapter 3 compares and analyzes the phonological writing of the two textbooks in terms of the introduction of phonological knowledge,the organization of phonological knowledge,and the comprehensiveness of phonological knowledge.The phonological knowledge of Developing Chinese is concentrated in the first nine lessons,which include the explanation of vowels,rhymes,tones,spelling rules and phonetic changes.The phonological knowledge of Yonsei Korean is concentrated in the first nine lessons,which contain the knowledge of vowels,rhymes,tones,spelling rules and phonological changes,but only a simple list of vowels and rhymes,and no explanation of pronunciation methods and parts of speech.In the summary section,it is suggested that the textbook should be comprehensive in terms of phonological knowledge and the exercises can be set up for speech flow.Chapter 4 compares and analyzes the two textbooks in terms of vocabulary arrangement,vocabulary volume,and vocabulary interpretation patterns.The vocabulary list in Developing Chinese is placed in front of the text,and the vocabulary volume is lower than the total vocabulary volume of the primary level required by the syllabus,and the mode of interpretation is mainly based on the use of English as the medium.In the summary section,the following suggestions are made: first,the placement of vocabulary can be handled flexibly;second,the arrangement of vocabulary is as consistent as possible with the syllabus,balancing the vocabulary of the two volumes at the same stage;further,the paraphrasing patterns of vocabulary need to be diversified;finally,different ways of handling core and non-core vocabulary are proposed.Based on the comparative analysis in the first four chapters,Chapter 5 combines related studies to make suggestions for China’s second language teaching materials in terms of more consistent teaching content arrangement in a schematic style,text,phonetic and vocabulary writing patterns,and textbook content quality improvement.