An Analysis Research On Annotation Of Elementary Teaching Textbooks For Teaching Chinese As A Foreign Language In Both Taiwan And Mainland

A consensus has been reached on the teaching principles and teaching material structure followed by Chinese teaching academics that the structure, function and culture should be combined together. Language is closely related to culture so that learning Chinese means learning philosophy contained in the Chinese culture. Especially, the import of communicative language culture is helpful to improve the appropriateness of verbal and nonverbal language behaviors and cut down the cross-cultural communication barriers. The task of teaching which is unable to be achieved in class, can be achieved through the introduction of cultural background so as to cultivate students’ ability of intercultural communication. For the primary stage of the learners, the cultural notes have made up the gap between students’ language ability and the communicative needs. This paper aims at discussing the high-usage cultural notes of primary Chinese teaching materials existed in the mainland and Taiwan. Moreover, this paper attempts to analyze the deficiencies and put forward the proposal, so as to provide some useful help for Chinese teaching.With the method of content analysis, this paper organizes the scholars’ discussion of the import of cultural factors, so as to probe into the content of teaching materials’ cultural notes; with the method of questionnaire to overseas students, analyses were made on the most classic and practical teaching material Practical Audio-visual Chinese, Chinese listening, speaking, reading and writing and the development of Chinese, new practical Chinese textbook, and the following suggestions are put forward:(1) the content of cultural annotation should give priority to verbal and nonverbal communicative culture and the cultural knowledge is complementary.(2) the cultural factors should include the interpretation of cultural connotation, so as to help students cultivate cross-cultural awareness;(3) comparing different cultures, enhangcing students’ acceptance of Chinese culture and promoting the students’ enthusiasm for learning Chinese;(4) reflecting the cultural factors, making the students to master the way of communication which can best meet the demand of era, and avoiding the mentality of “local culture center”;(5) the cultural annotation should adopt diverse approaches such as pictures or videos, so as to enhance the vitality and enjoyment of the teaching material.