Comparative Research On Basic Level Chinese Language Teaching Materials From Japan And China

Through this research I explore the challenges faced by Japanese university students when learning Chinese language pronounciaton and bring about relevant solutions by analyzing China published basic level conversation Chinese language textbooks and ascertaining points of improvement for relevant Japan published Chinese language learning materials.This paper is an analysis of two Chinese language pronunciation textbooks:One Chinese and one Japanese,separated into five different topics.The first topic is a comparison of the compilation principle in the two textbooks being analyzed.The Japanese counterpart"Tanoshikudekiru We Can!Chinese" is aimed for basic level Japanese learners of Chinese with a total of 25 classes designed in accordance with the Japanese university undergraduate curriculum.Among its characteristics we find that at the end of each lesson,there is a Chinese culture and customs column containing specific grammar explanations.The Chinese textbook "A course of primary oral Chinese:Volumes 1,2" is aimed for foreign students,featuring characters of different nationalities.This textbook has two books,each book including 16 lessons."Tanoshikudekiru We Can!Chinese" especially embodies two principles:the characteristic principle,and the culture principle."A course of primary oral Chinese:Volumes 1,2" especially embodies the cognitive principle and the culture principle.The second point of analysis is the comparison of the textbooks’ vocabulary sections.Through investigation,I calculated the total number of new words in each textbook and the new words in each textbook’s lesson to then compare the averages of each result.Through this comparative analysis of the results,I was able discover that the distribution of the new vocabulary within the text will affect the students’ ability to memorize it and have complete comprehension of its usage.The third point of analysis is the comparison of the grammar contents.Through contrast,differences can be seen in the compilation of grammar between the two sets of textbooks.Firstly,the total amount of grammar and the average value is quite different.I think that there are two reasons for this:one is the Japanese university curriculum arrangement,another is the difference in between Japan and china in the necessary grammar contents for students to pass the basic stage of Chinese language learning.The second is the comparison of grammatical items.I think that the grammar items in "A course of primary oral Chinese" are better than "Tanoshikudekiru We Can!Chinese" because they are much more thorough.Thirdly,for the comparison of grammatical explanations,I compared the two sets of textbooks of one common grammar item,in this case the sentence pattern"是......的",by analyzing its grammatical explanations.The fourth point of the analysis is the comparison of the conversational texts.The analysis is divided into two parts,1,the topic of the text,2,the content of the text.First,on the text’s topics,I divided all the texts into three types of topics:topics of cultural content,topic of daily life contents,and other topics.I analyzed two texts from each textbook,which had the common topic of currency exchange,which falls on the second topic,daily life.The fifth point of analysis is the comparison of the practical elements within the two textbooks.The comparison is divided into three parts:1,Kinds of practical excercises and exercise ordering,2,comparison of exercise quantity,3,practice question content comparison.First of all,I compared the types of exercises and its order within the textbook,which allowed me to understand the learning goals of the two textbooks."We Can!Chinese" not only pays attention to the training of spoken language ability,but also pays attention to the training of listening ability."A course of primary oral Chinese" is focused on training oral Chinese ability,so the exercises focus on speaking.There is a large amount of exercises available.Secondly,from the results of the comparative analysis,the quantities of exercises of the two sets of textbooks are very different.Finally,on the content of the exercises,from all the topics which coincided in the two textbooks,I chose the following grammatical topic "是……的" to compare and analyze the content of the exercises.The sixth point of analysis is the comparison of cultural elements in the two textbooks.This section is divided into two parts,1,the comparison of cultural elements’ contents,2,Comparison of the allocation of cultural elements.Firstly,the cultural content of the element,through data obtained from research,I was able to compare the cultural elements’ content in the two textbooks.Because the textbooks are aimed at very different learners,the elements and their specific contents are not the same.Secondly,on the allocation of the cultural elements,I here proposed that their materials and cultural content allocation method is different,also brought forward the topic of the "taojia-huanjia" cultural element to compare the differences between them.In chapter 4 of this paper,Through investigation and interviews,I analized "tanoshindekuru We can Chinese" and in chapter 5,I proposed its deficiencies and possible solutions to these issues.