Keywords
enseñanza de chino
enseñanza de la gramática
material de enseñanza
libro de texto de lengua extranjera
chinese as a foreign language
chinese teaching
grammar instruction
teaching material
foreign language textbook
How to Cite
Abstract
The present study seeks to provide an analysis of how grammar instruction is presented in four selected Chinese as a foreign language textbooks published in four different countries. It explores how each textbook presents grammar, and to what extent grammar activities are presented, in a meaning-use focused and contextualized way. Two research questions guided the analysis: How is grammar presented regarding grammar description and target language samples? To what extent are grammar exercises contextualized and meaning-use focused? The results show that the role of grammar is still conspicuous, and textbooks tend to provide more activities that focus on meaning-form relationships than communicative tasks, still focusing more on accuracy than on interaction and meaning-use relationships. Activities promoting interaction, communicative tasks and meaning-use focused integrated in the analyzed textbooks are still rare. The paper also highlights the importance of cooperation among teachers, researchers and authors in producing teaching materials.
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Analized textbooks
Liu, Xun. New Practical Chinese Reader. English version. Beijing: Beijing Language Culture University Press, 2011.
Arslangul Arnaud, Jin Yezhi, Lamouroux Claude, and Pillet Isabelle. Ni shuo ya ! A1/A2. Paris: Editions Didier, 2016.
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Ding, Anqi, Chen, Xin, Jin, Lili. Discover China, Vol. 1, Publisher: Macmillan Education / FLTRP, 2019.