The Analysis On Modern Chinese Grammar Of Israel

Nationalized teaching, as a concept, is becoming increasingly influential, and nationalized textbooks as well, have been put on the agenda by many scholars and experts. Juxtaposed with general textbooks, nationalized textbooks is conceived to meet the diversity in teaching Chinese as a foreign language in different countries and regions. Nationalized textbooks, therefore, are Chinese textbooks designed to fit a certain kind of teaching in a certain country of region. With the fast development of Chinese teaching across the world, the academia has been paying an increasing attention to nationalized textbooks and has made significant achievements, including edition of good nationalized textbooks and studies their development.This paper studies on a specific nationalized textbooks,(Modern Chinese Grammar), published by the Department of East Asia, University of Hebrew in2004. This textbook has one volume,14units, and targets at sophomore and junior Chinese majored students of the East Asia Department, University of Hebrew. As the only nationalized Chinese textbook in Israel, the book was intended to improve students’ ability in communication as well as research on regional issues. The book is explicitly designed to be clear in structure, effective in function, and fits the learning convention of the local students.(Modern Chinese Grammar) is a comprehensive textbook that follows the line of grammar learning. All the important grammar points are covered in the14units of the book with necessary addition of communication practice and regional issue summaries.This Paper has six chapters. Chapter1introduces my research background and original contribution; Chapter2is a literature review of the researches done by other scholars that provides me enormous inspiration; Chapter3illustrates the background, authors, and objective readers of the Contemporary Chinese Grammar; Chapter4introduces the compiling principles and patterns; Chapter5analyzes the Structure-function characteristics of the book its orientation; the last chapter summarizes the contents of the book with reference of the International Chinese Teaching Courses Syllabus and offers my advice for revision. I also bring up my solutions to the problems in the development of Chinese teaching in Israel.