A Comparative Study Of Grammar Writing In Chinese And Japanese Elementary Chinese Textbooks

Ellis proposes a contrast scale based on the theory of contrast analysis,which shows that learners from different backgrounds do not have the same level of difficulty when confronted with the same grammar point.As the first-hand material for learners to learn Chinese,it is necessary to develop different grammatical arrangements in textbooks based on learners’ differences to enhance the relevance and usefulness of the materials.Therefore,this paper selects the Chinese textbook for Japanese learners“Easy to Learn Chinese”and the Japanese textbook for Chinese learners“In the First Grade”,as the objects of this study.Based on the theory of contrasting levels,the grammar sections of the two textbooks are analysed and studied in a comparative manner from the perspective of localisation.The paper is divided into four parts.The first part introduces the origin of the study,the object of the study and the research method,and reviews the current status of research on the teaching of Chinese grammar in Japan,Chinese language teaching materials in Japan and the localisation of teaching materials in the academic community.It is found that the current research on the teaching of Chinese grammar in Japan lacks systematization and that there are few studies on grammar writing in Chinese textbooks for Japan.The second section provides an overall survey of the two sets of textbooks in terms of the number and level of grammar points and the selection of content.The third part compares the two sets of textbooks in terms of the ordering,division,interpretation and practice of grammar points,and analyses the characteristics of their grammatical arrangements.In the fourth part,the results of the analysis are used as a reference for the development of grammar in Chinese language textbooks for Japan.The fifth section concludes with a summary of the text and points out the shortcomings of the study.