A Contrastive Study Of Textual Teaching In English And Chinese Intermediate Integrated Textbooks

As an important link among teachers,teaching methods and learners,the compilation of textbooks is one of the critical parts in teaching.There are three levels concerning textbooks in teaching Chinese as a foreign language: elementary,intermediate,and advanced,leading to the ultimate goal of cultivating students’ communicative ability.For the convenience of teaching,integrated textbooks are used most frequently.In intermediate level,the cultivation of text construction ability is usually one of the teaching goals,but it is still lack of systematic and specialized research in this field.The history of teaching English as a foreign language is longer than that of Chinese.Comparing the textbooks of the two languages and then learning strong points from English textbooks can well benefit the compilation of Chinese intermediate-level textbooks.Therefore,this paper selects two representative textbooks,the revised new edition of New Concept English(Volume III)and Boya Chinese(Volume I and II of intermediate level).From the perspective of textual teaching,this paper calculates some statistics on the distribution of cohesion and coherence mechanism from textbooks,and finally proposes some suggestions on textbook compilation and textual teaching after some analysis.This paper is divided into five parts.The first part is the introduction,which mainly introduces the reason of topic selection,research significance and innovative point,research methods and theoretical framework;Based on the key words of the topic,the second part does literature review from two aspects: one is on textual and discourse research,another is on textbooks of teaching Chinese as a foreign language and their textual teaching;The third part is a contrastive study of two intermediate integrated textbooks from macro and micro perspectives.The former includes their compiling concepts and how exercises are constructed,while the latter analyzes the similarities and differences between the texts of the two textbooks based on theories such as cohesion,register consistency,theme and thematic patterns and topic chain mechanism.The conclusion is given in the fourth part,putting forward suggestions on textbooks’ compiling and textual teaching as well as the process of designing textual teaching;The fifth part is a summary of the whole paper,and it also points out the shortcomings in this study and gives suggestions for further research.