Abstract
Chinese textbooks are often the first media to systematically present Chinese culture to students of Chinese as a foreign language. This chapter aims to evaluate the cultural content of a very popular textbook, namely New Practical Chinese Reader I (NPCR-I) (beginner level), and in doing so identify its shortcomings and provide recommendations for improvement. It adapts Hatoss’s (2004) model of culture evaluation of language textbooks as the main method of evaluation, progressing through each lesson of NPCR-I. This analysis is supplemented with the author’s classroom observations, teaching diary and student feedback. Based on these findings, this chapter argues that NPCR-I has many weaknesses in terms of logical arrangement of cultural content, authenticity of expression, and appropriate cultural reflection. Therefore, it should be modified extensively to meet learners’ requirements and facilitate the acquisition of authentic Chinese language and culture. It suggests that this can be done through introducing conversations with a more logical order for beginners; presenting a realistic image of contemporary Chinese culture and linking content to current language usage trends and habits in China. Such changes will enhance student understanding of Chinese culture at the beginner level.
Original language | English |
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Title of host publication | Current Issues in Reading, Writing and Visual Literacy |
Subtitle of host publication | Research and Practice |
Editors | Christina Gitsaki, Melanie Taylor Gobert, Helene Christina Demirci |
Publisher | Cambridge Scholars Publishing |
Chapter | 8 |
Pages | 117-133 |
Number of pages | 17 |
ISBN (Electronic) | 9781443885591 |
ISBN (Print) | 9781443880305 |
Publication status | Published - 2015 |
Keywords
- Chinese as a second language
- Chinese language
- Textbooks