Attitude Analysis Of Chinese Culture Teaching Materials For Foreigners From The Perspective Of Attitudinal System

With the increasing importance of Chinese language teaching materials,teaching materials research has gradually taken off and become one of the current research highlights.At present,theoretical research and practical research are the two major research directions of cultural teaching materials.Among these studies,the transmission of cultural knowledge and the training of language skills are a hot direction in the current research on Chinese language teaching materials,but the discourse representation of the teaching materials themselves and the research in this area,which focuses on learners’ emotional attitudes and learning awareness,have not yet received much attention.Using the evaluation theory attitude system as a research tool,the paper uses discourse analysis to analyze the attitude resources of Chinese Culture,a textbook for Chinese as a foreign language,with the aim of exploring the distribution of attitude resources,the discourse characteristics they present and their influence on cultural transmission.First,by coding and organizing the distribution of attitude resources in the textbook Chinese Culture,it is found that the textbook Chinese Culture is rich in the use of attitude resources,but the three types of attitude resources are unevenly distributed.In general,while the textbook uses affective and judgmental resources to try to elicit cultural empathy and moral guidance with learners,it focuses more on presenting real and objective Chinese culture through relatively objective appreciation resources,thus avoiding that the textbook loses its persuasive power and sense of cultural commonality due to too strong subjective attitudes.In addition,each subsystem of the attitude system has positive and negative meanings.However,the extreme imbalance in the proportion of positive and negative meaning resources indicates that the textbook aims to highlight the development and construction of positive and positive attitudes toward culture in the process of reading with the use of positive resources,and to reduce the cases in which learners are influenced by negative and negative attitudes.Further,the subsystems of attitude resources in the textbook all have a distribution of subsystem resources to express feelings about different things or events.Secondly,the discourse analysis of the teaching materials reveals that the teaching materials mainly construct their basic discourse features in terms of enhancing cultural empathy,enhancing aesthetic experience,highlighting cultural values and focusing on moral guidance.According to statistics,the distribution of each topic in the textbook of the attitude system,"appreciation resources" almost occupies the main position,so the emphasis on aesthetic experience and highlighting cultural value are the main features of the textbook discourse.Finally,Chinese Culture textbooks use a lot of language resources with attitudinal meaning to express Chinese culture.A reasonable use of this resource can make learners clearly feel the connotation and charm of Chinese culture,but an excessive use of this resource can show the color of one-way cultural indoctrination and give learners the impression of cultural show-off,thus leading to the obstruction of cultural transmission.Therefore,the discursive features of cultural teaching materials should avoid using too many language resources with obvious emotional overtones,and instead make more use of language resources that implicitly and indirectly imply attitudinal stances or use more objective expressions in order to achieve the desired cultural communication effect.