Yi-Ling Lillian Tinnefeld-Yeh (Saarbrücken, Germany)
Abstract
(English)
Focusing on the A1
band of the Common European Framework of Reference for Language
Learning (CEFR), the present study explores
the introduction and presentation of new words as well as Chinese
characters in three Chinese language learning
textbooks published in China, the UK, and Germany
respectively. Three categories are selected for analysis and
comparison on the assumption that the strengths of one
textbook can be taken as a point of reference to complement the
drawbacks of another: (1) the distribution and presentation of
vocabulary, (2) the naturalness of language,
exemplified by modal particles and
formulaic language, as well as (3) the presentation of Chinese
characters. Pedagogical implications arising from the findings
of the study are suggested in the hope that the textbooks can be
improved by taking a leaf from each other.
Key words:
Chinese language learning textbooks, vocabulary comparison, Chinese
characters
Abstract
(Deutsch)
Ziel des
vorliegenden Beitrags ist eine Untersuchung der Einführung
und Behandlung neuen Wortschatzes und der jeweils korrespondierenden
Schriftzeichen in drei Lehrwerken des Chinesischen, die in drei
verschiedenen Ländern entstanden sind - in China, Großbritannien
und Deutschland. Dabei erfolgt eine Konzentration auf die Stufe A1
des Gemeinsamen europäischen Referenzrahmens für Sprachen (GeR).
Unter der Prämisse, dass die Stärken des einen Lehrwerkes als
Bezugsrahmen für die Kompensation entsprechender Schwächen der
anderen Lehrwerke dienen mögen, werden für den Vergleich und die
Analyse drei zentrale Kategorien zugrunde gelegt: (1) die
Wortschatzdistribution und -darstellung, (2) die hier anhand von
Modalpartikeln und formelhafter Sprache exemplifizierte Natürlichkeit
der Sprache, und (3) die Behandlung der chinesischen Schriftzeichen.
In der Hoffnung auf die Wirkung der in dem Beitrag intendierten
gegenseitigen Vorbildfunktion der Lehrwerke werden schließlich
einige sich aus der Untersuchung ergebende pädagogische
Implikationen präsentiert.
Stichwörter:
Chinesisch-Lehrwerke, Wortschatzvergleich, chinesische Schriftzeichen
1 Introduction
With
the growing economic ties between Germany and China, the recent years
have seen an ever increasing number of Germans seeking to learn more
about China and the Chinese language. Against this background, a
bi-national project called "the Chinese-German Language
Year 2013 / 2014” came into being in 2012 so as to further
intensify cultural exchanges between the two countries.
Prospective
learners of Chinese may wonder how difficult it is to learn the
Chinese language. The US Foreign Service Institute (FSI), the Federal
Government's primary training institution for officers and support
personnel of the US foreign affairs community, provides a clue for
orientation. According to the FSI, native speakers of English
learning Chinese require far more instructional contact hours (2200)
than when learning other languages such as German (750) and hence
Chinese is categorised as one of the difficult languages (FSI 1973).
The major linguistic difficulties that learners of Chinese usually
encounter are the tonal pronunciation system and the Chinese writing system, i.e. the characters (Kupfer
2003, BBC 2006, Mitrovic 2006, Guder 2009). Another difficulty lies
in the Chinese vocabulary that imposes a considerable hindrance to
the learning speed. Due to the lack of shared cognates with Chinese,
speakers of European languages have difficulty making associations
with the target language.
In
this sense, the significance of vocabulary in the process of language
learning should not be underestimated. Wilkins
asserts that “while without grammar very little can be conveyed,
without vocabulary nothing can be
conveyed”
(Wilkins 1972: 111).
Several studies (Pikulski & Templeton 2004, Sénéchal, Ouellette
& Rodney 2006, Wagner, Muse & Tannenbaum 2007, Chang 2007,
Stæhr 2008, 2009, Webb 2009) also lend support to Wilkins’s
statement, confirming that lexical knowledge has a significant,
interwoven relationship with all the four language skills. In the
context of Chinese as a foreign language (CFL) in which the classroom
is the primary source of input, textbooks - apart from the input
provided by the teacher - play an indispensable role in learners’
vocabulary acquisition. Such being the case, the way in which
vocabulary and characters are presented in Chinese language
textbooks, particularly in the textbooks published in different
countries, is an interesting issue to be further explored. And this
is the very issue that the present paper
will focus upon.
Confucius
(551 BC - 479 BC), generally acknowledged as the greatest educator
and scholar in Chinese history, said, “when I walk along with two
others, they can serve me as my teachers. I will select their good
qualities and follow them, their bad qualities and avoid them.”
(translated by James Legge 1893: 202). Following this motto, the
present study aims to present special strengths of each of the
selected textbooks. The objective of this approach is for the
respective publishing houses to take a leaf out of each other’s
book so as to enhance all three textbooks.
2 Selected Textbooks and HSK Vocabulary List
Three
CFL textbooks, all targeted at adult learners and / or university
students and following a four-skills integrated communicative
approach, have been selected for the present study:
- New Practical Chinese Reader (Textbook 1, English version)
- Discover China (Student’s Book One)
- Liao Liao
2.1
Selected Textbooks
2.1.1
New Practical Chinese Reader
As
the successor of the time-tested Practical Chinese Reader
published in the early 1980s, the
New Practical Chinese Reader (hereafter referred to as
NPCR) was published by Beijing Language and Culture University
Press in China in 2004. In 2010, the second edition was released. As
a textbook series of six volumes, NPCR is designed for
beginning to intermediate level university students and adult native
English learners as well as learners with English as medium of
instruction. Though designed for English speakers, NPCR is
available in several different language editions and is said to be
one of the most acclaimed CFL textbooks. According to the Beijing
Language and Culture Press1,
a total of nearly 2000 universities across the world are currently
using NPCR.
2.1.2
Discover China
Discover
China is a collaborative
work by a consortium of Chinese language
experts and teachers
from China and the UK. It was co-published in 2010 by Macmillan
Science and Education and
one of China's
biggest educational publishers,
Foreign Language Teaching
and Research Press,
affiliated with Beijing Foreign Studies University. Consisting of
four levels, this textbook series is designed for beginning to
intermediate level university students and adult learners in
English-speaking countries. It
was awarded
‘Best
Export Title’
by the General
Administration for Press and Publication
of China in 2012.
2.1.3
Liao Liao
Published
by one of the leading German publishing houses (Hueber) in 2009,
Liao Liao is one of the few Chinese textbooks written by a German
native for German adult CFL learners. It is also one of the very few
textbooks in the present CFL market which follows the guidelines of
the CEFR. Consisting of 15 lessons in one volume, Liao Liao
clearly targets at learners in the German language zone who wish to
reach the CEFR A1 and A2 levels. In 2010, Liao Liao was
awarded the Friedhelm-Denninghaus Prize of the German Association
of Teachers of Chinese Language (Friedhelm-Denninghaus-Preis des
Fachverbandes Chinesisch e.V.) (Hueber 2010) for encouraging
learner autonomy by employing an inductive and communicative
approach.
The
aspects mentioned above show that the three textbooks are the most
representative ones presently employed for teaching Chinese as a
foreign language, which justifies their choice as data for this
study. Given the fact that all learners of any foreign language have
to pass the beginning level and that the majority of European
learners of Chinese are at the beginner’s level, the study will
focus on the A1 band of the CEFR.
Since
no CEFR levels are indicated in the NPCR and Discover China
course series, the first volume out of six of NPCR and the
first level out of four of Discover China will be taken as the
relevant study object at the A1 level. Despite the fact that Liao
Liao, as a one-shot book, clearly indicates its target as A1 and
A2 CEFR levels, no salient borderline is set between the lessons at
the two different levels. Hence, the whole book will be taken as the
study object.
2.2
HSK Vocabulary List
In this context, it is of importance
to take HSK into account. The
abbreviation HSK
stands for Hanyun Shuiping
Kaoshi, also known as
Chinese Proficiency Test.
It is the only official
standardised test in
China to
evaluate the Chinese competence of non-native speakers.
Responding to the levels of the
CEFR, a new version of the
HSK test was launched after a reformation of the test structure and
the proficiency scale system in 2009.
The
new HSK was launched with the release of a new graded vocabulary list
of 5,000 words distributed into six levels. Table 1 below shows a
direct comparison between the new HSK and the CEFR, with the number
of words for each level indicated.
CEFR
|
New
HSK
(written
test)
|
Vocabulary
|
New
HSK
(oral
test)
|
Vocabulary
|
C2
|
HSK
Level 6
|
Over
5000
|
advanced
|
ca.
3000
|
C1
|
HSK
Level 5
|
2500
|
||
B2
|
HSK
Level 4
|
1200
|
intermediate
|
ca.
900
|
B1
|
HSK
Level 3
|
600
|
||
A2
|
HSK
Level 2
|
300
|
beginner
|
ca.
200
|
A1
|
HSK
Level 1
|
150
|
Table
1: Comparison between the New HSK and the CEFR
In
2012, a slightly updated version of the vocabulary list was released.
Be it the old word list or the new one, the official HSK vocabulary
list serves as a convenient source of reference for many CFL
learners, teachers, researchers and textbook writers. For the purpose
of the present investigation, the 2012 version2
of the vocabulary list for A1 level learners will be taken as a
reference.
3 Analysis and Evaluation
3.1
Categories of Analysis
To
have quantitative and qualitative evaluation, the following
categories have been framed for the investigation of vocabulary in
the three textbooks. These categories are:
- the distribution and presentation of vocabulary,
- the naturalness of language,
- the presentation of Chinese characters.
3.2
Evaluation
3.2.1
Distribution and Presentation of Vocabulary
The
following section concerns the analysis and evaluation of
the distribution and presentation of vocabulary. It is further
divided into two subparts: the distribution of lexical items and the
presentation of lexical items in single learning units.
3.2.1.1 Distribution of Lexical
Items
In
terms of vocabulary instruction, one frequently discussed issue
concerns the question of how new words can be presented more
efficiently. Among different approaches, one that is often employed
is to present relevant words in semantic sets or clusters. Although
some researchers question the effect of semantic clustering, arguing
that this approach impedes rather than fosters vocabulary acquisition
(Nation 2000, Erten & Tekin 2008), others suggest that it
contributes to the facilitation of vocabulary learning as a
supportive technique, assisting learners to expand the network of
their mental lexicon (Ellis 1995, Ame 2002, Xu & Li 2011).
With
this idea of semantic clustering in mind, the three textbooks will be
examined with regards to the distribution of lexical items. In the
given context, expressions of poli-teness will serve as the
object of analysis as they represent an important set of information
relevant for the A1 level, especially in an Asian context. From the
present standpoint, these expressions of politeness comprise the
communicative devices greeting, thanking, and
apologising. As a reference, the relevant lexical items
included in the HSK 2012 vocabulary list for A1 level learners are
used. (See Table 2)
Table
2: Expressions of politeness in the target textbooks
Given
the positive effect of presenting words in semantically related sets,
words such as xièxie (‘Thank you’) and búkèqi
(‘You are welcome’) or alternatively bú(yòng)xiè
(‘Don’t mention it’), duìbuqǐ (‘Sorry’) and
méiguānxi (‘It doesn’t matter’) should logically be
introduced to learners together as sets so as to respond to their
intuitive needs of communication. As can be seen from Table 2, NPCR
echoes this expectation by grouping the two sets of basic greetings,
and presenting them in the same lessons, respectively. Discover
China, however, presents the set of xièxie and búkèqi
in different units. As regards the set of duìbuqǐ and
méiguānxi, though introducing duìbuqǐ right in Unit
1, Discover China does not include méiguānxi as an
item in the vocabulary list of Book 1, hence failing to take
learners’ communicative needs into account. Liao Liao,
though presenting duìbuqǐ and méiguānxi together in
Lesson 11, does not respond to the expectation of the togetherness of
xièxie and búkèqi as a duo. While xièxie
makes its appearance right in Lesson 1, búkèqi is only
introduced 9 lessons later in Lesson 10.
Based
on these results, it is plausible to conclude that NPCR, with
its approach of presenting words and expressions such as basic
expressions of politeness in semantically related sets, can act as a
model for the other two textbooks.
3.2.1.2 Presentation of Lexical
Items in Single Learning Units
To
see how lexical items are presented throughout a teaching unit, the
techniques and / or tasks centering on vocabulary in the three
textbooks will be examined in the framework of the conventional
teaching sequence of pre-, during- and post-phases.
Table 3 below provides an overall picture of how vocabulary is dealt
with in these textbooks.
As
can be seen from Table 3, Discover China takes the treatment
of vocabulary as a central, fundamental issue throughout a given
teaching unit, presenting vocabulary and designing relevant learning
activities respectively in the pre-, during- and post- phases so as
to consolidate the learning process. An extra vocabulary learning
activity that provides topic-related supplementary words is added at
the end of each unit for the expansion of the vocabulary bank. As
regards NPCR, though it gives prominence to target lexical
items by presenting them in vocabulary lists directly following the
dialogue texts, no activity is designed to elaborate and consolidate
the learning. Concerning Liao Liao, the treatment of
vocabulary hardly receives any attention. Neither a word list nor any
relevant learning task is to be found in the learning units.
The
two different views on vocabulary acquisition that Discover China
and Liao Liao are oriented to, namely “intentional
learning” on one hand and “incidental learning” on the other,
merit further discussion. In his article, addressing the issue on
intentional and incidental second-language vocabulary learning,
Hulstijn stresses that “in L2 pedagogy it is important to design
tasks which focus learners' attention on vocabulary learning”
(Hulstijn 2001: 369). From the pedagogical point of view, he
concludes that “incidental and intentional vocabulary learning
should be treated as complementary activities which deserve
both to be practised” (Hulstijn 2001: 369).
Taking this pedagogical point of view
as a reference for the evaluation of the vocabu-lary presentation in
the three textbooks, Liao Liao, which adapts an incidental,
implicit approach, would be strongly recommended to pay more
attention to a vocabulary-highlighted layout by means of a new word
list or marginal glosses and come up with word training activities.
The same would apply to NPCR, which needs to go beyond the
mere presentation of word lists. In addition to these
recommendations, specific tasks drawing learners’ attention to
vocabulary need to be provided. Taking all the points mentioned above
into consideration, it could be reasonable to state that Discover
China, which goes in for both incidental and intentional
vocabulary learning approaches, can serve as a point of reference for
NPCR and Liao Liao.
Vocabulary
List
in
each lesson/unit
|
NPCR
|
Discover
China
|
Liao
Liao
|
pre-phase
|
-
|
New
words are integrated in the “Vocabulary and Listening”
activity.
|
-
|
during-phase
|
Two
new word lists are presented following two dialogue texts
respectively with words from the previous lessons marked in a
different color.
From
Lesson 7 on, a list of topic-related supplementary words is added
for flexible learning.
|
Two
new word lists are presented: one
for the conversation text; the other for the “Reading and
Writing” activity.
|
No
word list. Some selected words are presented sporadically as
single items next to texts.
|
post-phase
|
-
|
New
and previously learnt words are reviewed in a
“Review and Practice” activity |
-
|
extra
activity
|
-
|
More
topic-related words are introduced in the “Vocabulary Extension”
activity.
|
-
|
-
|
A
comprehensive “Vocabulary List” lists all the words, target
words and non-target words being presented in different colors.
|
-
|
Table 3: Presentation of
lexical items in the sequence of pre-, during- and post- teaching
phases in single learning
units in the three textbooks
3.2.2
Naturalness of Language
Since
most textbook dialogues are concocted for the purpose of language
learning, it is worth exploring whether or not the language presented
in the dialogues captures the essence of naturally-occurring
discourses. In this study, the naturalness of language in the three
textbooks will be exemplified by modal particles and formulaic
language.
3.2.2.1 Modal Particles
One
of the phenomena that permit a reliable evaluation of the naturalness
of language is the presentation of the so-called Chinese modal
particles.
Lee-Wong,
after summarizing different Chinese terms such as ‘helping words’,
‘mood words’ and ‘sentence-final particles’ used by different
researchers to describe modal particles, points out that
these particles
are essentially discourse-dependent: they often do not have a
definite denotative or referential meaning, but they are mainly used,
among other things, to convey speakers’ attitude, feeling, stance,
and/or disposition in a discourse context (Lee-Wong 1998: 2).
The
uniqueness of Chinese modal particles is perhaps best captured by
Östman (1981: 84), who stresses that Chinese is based on a
differentiated pitch variation system which requires an extensive use
of particles so as to express information which, in languages like
English, is rendered by intonation.
According
to the statistical analysis by Zhou et al. (2010), whose study is
based on the 27 million-word corpus of one of the most widely
circulated Chinese newspapers, People’s Daily, two of the
most frequently used modal particles are A啊
and BA吧.
Hence A啊
and BA吧
are taken as indicators
here to investigate the naturalness of dialogues presented in the
three textbooks.
In
Table 4 and Table 5 below, the common functions of A啊
and BA吧
illustrated with example
sentences6
are indicated.
Although
NPCR integrates both modal particles, A啊
appears five times, featuring
the functions of enthusiasm and doubtful questioning of this modal
particle. Concerning BA吧,
it nearly escapes notice with only two occurrences throughout the 14
lessons. In Discover China, BA吧,
however, receives comparably more attention with eight occurrences
throughout 12 units. Discover China not only treats BA吧
as a vocabulary item, but also
dedicates a grammar activity to it with an inductive learning
exercise in Unit 10 (Discover China 2009: 121). In comparison
with its treatment of BA吧,
Discover China, nevertheless, does not integrate A啊
in any of its dialogues or
texts. No trace of A啊is
to be found in Discover China at all.
A啊
and BA吧
are presented with a more
salient picture in Liao Liao.
Throughout the dialogues presented in Liao
Liao, both Chinese modal particles are found with a
comparatively high frequency - 10 occurrences of A啊
and 25 occurrences of BA吧,
which consequently enhances the naturalness and spontaneity of its
scripted dialogues. It is also worth noting that all of the four
functions of A啊
are exemplified in Liao
Liao. The same is the case with BA吧
in Liao Liao. In Lesson
6, where a dialogue features the topic of price negotiation, three of
the four common functions of BA吧
are included, giving a vivid
and authentic picture of the use of BA吧
in a daily life context for
making suggestions, requests, consents, and questions for
confirmation.
A啊
|
|
|
|
Function
|
|
(i)
|
Expressing
enthusiasm
|
|
(ii)
|
Expressing
obviousness or impatience
|
|
(iii)
|
Used
at the end of an order, warning, etc.
|
|
(iv)
|
Expressing
doubtful questioning
|
Table
4: Common functions of A啊
BA吧
|
|
|
|
Function
|
|
(i)
|
Indicating
a suggestion, a request or a mild command
|
|
(ii)
|
Indicating
consent or approval
|
|
(iii)
|
Forming
a leading question which asks for confirmation of a
supposition |
|
(iv)
|
Indicating
some doubt in the
speaker’s mind |
Table
5: Common functions of BA吧
Table
6 below shows the occurrences and example sentences of A啊
and BA吧
in the three textbooks. The
individual functions of A啊
and BA吧
are indicated at the end of
each example sentence (see the numbers of the respective functions in
Table 5).
|
NPCR
(14
lessons)
|
Discover
China
(12
units)
|
Liao
Liao
(15
lessons)
|
A啊
occurrences
|
5
|
0
|
10
|
A啊
examples
|
(L9,
p.113) (i)
Hànyǔ
a !
(L11,
p.150)
(i)
(L13,
p.188)
(iv)
|
-
|
(L9,
p.76) (i)
(L10,
p.92) (ii)
(L11,
p.100) (i)
(L14,
p.125)
(iii)
|
BA吧
occurrences
|
2
|
8
|
25
|
BA吧
example
|
(L12,
p.169)
(ii)
(L12,
p.170)
(i) |
zhōngxīn
mǎi ba ! (U10,
p.117) (i)
|
……
|
Table
6: Occurrences and example sentences of A啊and
BA吧in
the target textbooks
Based
on these results, it may be concluded that with the special
consideration Liao Liao gives
to the use of Chinese modal particles, it steps up a notch above the
other two textbooks in terms of the naturalness of spoken language
input which it provides for learners. In this respect, Liao
Liao shows great potential to serve as a model for NPCR
and Discover China.
3.2.2.2 Formulaic Language
There
is no denying that formulaic language - i.e. sequences and
expressions such as speech formula, fixed expressions, idioms and
proverbs - plays an important role in successful communication (Dunn
2006, Ohlrogge 2009, Schmale 2012). Van
Lancker-Sidtis & Rallon (2004: 219) state that “overall, all
studies reviewed indicate that formulaic expressions constitute a
significant proportion of discourse”. For
language learners, formulaic expressions or phrases do not only serve
as scaffolding for the development of their language fluency and
accuracy, they also function as a cultural keyhole through which
learners can peek at the target culture. Due to the importance of
such expressions and phrases for authenticity in language use, the
presentation of formulaic language in the three textbooks will be
examined.
Table
7 below illustrates formulaic language introduced in the three
textbooks. Five subcategories - colloquial expressions, fixed
expressions, set phrases, four-character idioms (chéngyǔ),
and proverbs have been chosen to present an overall picture of the
data collected and to compare the data in detail.
A
glance at the table reveals that NPCR does not cover set
phrases, four-character idioms and proverbs. In Discover China,
set phrases and proverbs are not included. Liao Liao, on the
contrary, presents formulaic expressions across all the categories
indicated. It is easy to see, then, that Liao Liao’s strong
point lies in the treatment of formulaic language. This is true both
quantitatively and qualitatively. For those language instructors who
take formulaic language to be an important issue in learning Chinese,
this textbook will be their first choice7.
NPCR, even though it cannot reach Liao Liao’s
standard, still represents an acceptable treatment of formulaic
language. Discover China, on the contrary, does not give as
much attention to it as the other two textbooks, thus presenting
itself as a textbook which attaches importance to other domains of
language learning. In this sense, Liao Liao sets an example
for NPCR and Discover China in terms of the language
authenticity that it provides for learners.
3.2.3
Presentation of Chinese Characters
The
Chinese written script employs single individual distinctive symbols,
or rather char-acters. As Chinese characters Hànzì (or
“morphemes” from the perspective of logographic writing systems)
originated from drawings of objects and a symbolic depiction of
things, they are pictographic and ideographic and, thus, highly
imaginable (Lu et al. 2010, Chuang & Ku 2011). Take the character
人rén
(person, people) (Chen 2013), for example:
Formulaic
Language
|
|
||
|
NPCR
|
Discover
China
|
|
Colloquial
expressions |
|
|
|
Fixed
expressions |
|
|
|
Set phrases |
-
|
-
|
|
Four-character
idioms
(chéngyǔ)
|
-
|
|
|
Proverbs |
-
|
-
|
Table
7: Formulaic language in the target textbooks
Many
of the pictographic characters have become radicals or fundamental
components of contemporary characters8.
A crucial issue concerning the teaching of Chinese characters is,
therefore, how to help learners develop associations between
orthographic forms and semantic meanings by constructing mental
images to relate the characters with their meanings (Tomizawa et al.
2013) and to “activate a word-to-image referential connection”
(Kuo & Hopper 2004: 32).
This
issue being raised, the three textbooks will be further analysed
pertaining to how information about Chinese characters is presented
and how the Chinese characters are taught. The following overview
illustrates the features of each textbook in terms of the
presentation and introduction of Chinese characters:
NPCR
- Under the title Chinese characters, the information presented in each lesson falls into three sub-categories: 1. Key information, 2. Learn and write basic
- Chinese characters, 3. Learn and write the Chinese characters appearing in the texts.
- Key information, apportioned into each lesson, covers the following topics: basic strokes of Chinese characters, rules of stroke order, combined character strokes, the combination of strokes, Chinese character components, the structure of Chinese characters, consulting a Chinese dictionary, using radicals, consulting a Chinese dictionary arranged by pinyin alphabetical order.
- Picture illustrations of some selected characters are given in each lesson to show the association between the respective target characters and their meanings.
- A character index in alphabetical order is included in the appendices.
Discover
China
- In the “Getting Started” unit (2010: 12-13), brief information about radicals and character writing, including the basic strokes and the rules of stroke order is given.
- Under the title "Character Writing", each unit (12 units in total) features two common radicals in characters from the context of the unit, totalling 24 radicals in Book 1. The "Character Writing" part is composed of three activities, following the introduction of the two target radicals: 1. Look at the characters and identify the radicals, 2. Match the words with the meanings, 3. Trace the characters in the boxes.
- Apart from the introduction of 24 common radicals, extra etymological infor-mation about Chinese characters is presented under the title “Enjoy Chinese” as a learning activity in three review units. Review 1 (2010: 60) features the character 老lǎo (‘old’) and words associated to it. Review 3 (2010: 148) features the character 学 xué (‘to learn’) and some associated words such as 学生 xuésheng (‘student’) and 大学 dàxué (‘university’). Review 2 (2010: 104) provides a task requiring learners to match modern characters with their ancient pictographic images.
Liao
Liao
- Throughout the whole book, only one part in Lesson 1 (2009: 11-12) is dedi-cated to the instruction of Chinese characters. Under the title “汉字 Hànzì-Schritfzeichen” in Lesson 1, information about 10 different types of Chinese strokes is introduced, followed by a task that requires students to count the number of strokes as well as to recognise the stroke types.
- Brief information about the Chinese radicals is provided (2009: 11) with two rad-icals as examples - 女nǚ (‘woman’) and 子 zǐ (‘child’, ‘son’), which are also independent pictographic characters. The evolution of the two characters from the ancient to the contemporary forms is illustrated.
- An exhaustive list of 214 Chinese radicals with example characters is presented in the appendices.
As can be noted from the description
above, all three textbooks give due attention to Chinese radicals. As
far as the approach for the instruction of Chinese characters is
concerned, NPCR attaches great value to a systematic and
holistic presentation of information. Nevertheless, the information
it presents goes one way without interactive learning activities or
tasks designed around it to involve, activate and motivate learners.
As
regards Discover China, the information it provides is not as
comprehensive as that given in NPCR, but a close look at these
selected pieces of information reveals that they are brief and
concise and directly followed by learning tasks with examples, which
arguably is time-efficient and can be pedagogically effective. By
starting with the introduction of common radicals and the task of
matching radicals with their ancient pictographic images, Discover
China paves the way for learners’ awareness of radicals,
helping them to develop a sense of Chinese characters. Concerning
Liao Liao, apart from the exhaustive radical index in the
appendices, only part of Lesson 1 offers information about Chinese
characters, with some learning activities designed to give ex-amples.
No other learning activities are provided in the whole book, as is
the case with NPCR. Pedagogically speaking, introducing common
radicals through activities such as identifying the radicals of
characters can be taken as a functional approach to raise learners’
interest and their awareness of the structural forms of Chinese
characters, particularly at the beginners’ level when learners
still have presumed difficulties with the Chinese written script and
when their preference for the development of speaking and listening
skills holds priority over that of reading and writing skills.
Taking
all this into account, in the sense that Chinese character learning
can be and should be an exploratory and inspiring linguistic and
cultural experience, the way in which Discover China presents
Chinese characters as well as its design
of integrated learning activities are to be recommended as a
reference for the other two textbooks.
4 Discussions and Limitations of the Study
4.1
Findings and Pedagogical Implications
Three
pedagogical implications, intentionally formulated in a catchy and
retainable way here, can be drawn from the findings of the present
study.
4.1.1
Make it Bitable and Accessible
Concerning
the distribution of new lexicon introduced in each learning unit, the
present study has examined the three textbooks in their treatment of
semantic clusters, using words for basic expressions of politeness
included in the A1 vocabulary list of the official HSK (Chinese
Proficiency Test) for reference. In this domain, NPCR can
serve as a model.
A pedagogic implication concerning
semantic mapping is the implementation of this concept in the
presentation of words in the form of a word list or a vocabulary
index. In addition to an overall word list which presents words by
their sequence of appearance in the texts, as is the case with NPCR
and Discover China, and a vocabulary index that shows words in
alphabetical order, as is the case with all the three textbooks, it
is suggested that an overall vocabulary index be provided, with
lexical items grouped by semantic field and / or categorised by theme
and / or by part of speech so as to reinforce and enhance learners’
vocabulary retention.
Concerning
the presentation of lexical items in single learning units, Discover
China stands out from the other textbooks in that it distributes
new words tactically into pre- and during-activities
and consolidates them in the post-activity. Supplementary
topic-related words are introduced in the vocabulary extension
activities for flexible learning. Apart from that, two new word lists
are provided, accompanying a dialogue text and a reading text,
respectively. All the words are presented again in an overall
vocabulary list at the end of each learning unit, with target words
and non-target words set out in different colors for easy reference
and for learners to visualize the number of words that they have
learned. From a psychological and a pedagogical perspective, it is
important that textbook writers take into account the learners’
potential mental burden that arises from their confrontation with
long lists of new words to be learnt by heart by
dosing the new words into small, “bitable” portions and by
designing reinforcement activities or tasks for learners to review
and practice them. As an alternative to confronting learners with
lists of new words, those words that are easy to comprehend can be
presented in the form of a marginal glossary.
4.1.2
Go ‘Modal and Natural’
Since
modal particles often appear in daily use to make language more vivid
and to express intense feelings or attitudes, the occurrence of
Chinese modal particles can be taken as a salient feature of natural
conversation. The present study examined the presentation and
occurrence of modal particles in three Chinese language learning
textbooks and found that Liao Liao presents the best picture
of modal particles in terms of quality and quantity. As mentioned
above, the author of Liao Liao is a German na-tive, while the
authors of the other two textbooks are Chinese natives, although
Discover China was composed in joint cooperation of CFL and
EFL experts. In this study, it is most stimulating to find that the
naturalness of language seems to be given considerably more attention
by German textbook writers. A possible reason for this phenomenon
might be the fact that the linguistic feature of modal particles is
also to be found in German. For the authors and publishing houses in
China that aim to expand their market into the German language
communities, this aspect certainly represents an issue that merits
more consideration and further exploration.
As
for the integration and presentation of formulaic language, the
present study has found that Liao Liao stands out from the
other two textbooks, qualitatively and quantitatively speaking. In
Liao Liao, peculiar Chinese formulaic language, such as
commonly used four-character idioms and proverbs, are introduced,
which is not the case with NPCR and not so much the case with
Discover China.
4.1.3
Befriend Radicals
A
crucial pedagogical issue concerning the teaching of Chinese
characters is how to encourage and motivate learners, particularly
beginners, to embark on the journey of linguistic “character
building”. A good starting point certainly is to raise learners’
aware-ness of the radicals since most of them are rather
imageable and thus
imaginable. Another argument for the practice of radical
awareness is that it facilitates learners’ recognition of
characters, which partially paves the way for the training of Chinese
typ-ing right at the beginning level since learners merely need to
select the right characters instead of handwriting
them.
Among
the three textbooks, NPCR and Liao Liao represent two
opposite trends: NPCR goes for an extensive introduction to
the system of Chinese characters while Liao Liao places little
emphasis on it. It may be argued that the development of oral and
listening competence in CFL settings should take priority over that
of reading and writing competence and, hence, class time spent on
character instruction should be reduced to a minimum. An eclectic
approach may, therefore, be a welcome idea, as is found with Discover
China.
Three
more aspects concerning this issue also need to be addressed.
Firstly, radicals frequently combined with other components to form
characters should be introduced first. Apart from that, the example
characters illustrating these common radicals should be selected from
frequently used words. Words listed in the HSK vocabulary lists
across different levels serve as a good source of reference in this
case, for they enjoy a high frequency of use. In addition, modern
multimedia resources as online complementary support for textbooks
should, if possible, be offered to encourage learning to go beyond
the classroom setting. Publishing houses can provide interactive
Internet software or mobile applications featuring vocabulary
flashcards or animations for the writing of characters for learners
to have easier access to practising vocabulary and character writing.
4.2
Limitations of the Study
It
should be pointed out that two factors may affect the generalisation
of the results of this study. To begin with, the study was confined
to using the beginning level volumes of the NPCR and the
Discover China series while Liao Liao is a one-shot
book for A1 to A2 level learners. A further study will thus be needed
to examine the three textbooks at A1 and A2 levels, including the
presumed A2 level volumes of NPCR and Discover China.
Furthermore,
the three textbooks are designed for two target groups with different
lan-guage backgrounds. NPCR and Discover China target
learners with English as their mother tongue or medium of
instruction, whereas Liao Liao is for learners with German as
their mother tongue or language of instruction. As such, target
learners’ general learning styles and preferences, their learning
experiences with other European languages as well as their potential
attitudes towards Chinese words might have been decisive factors that
led to the different approaches for treating vocabulary in the three
textbooks. An additional study, using the three textbooks as study
objects so as to explore to what extent learners’ mother tongues
and their prior learning experiences of other languages influence
teachers’ and students’ choices of textbooks would be an
inspiring and worthwhile enterprise.
5 Conclusion
The
present study has analysed the ways of vocabulary presentation and
instruction in three textbooks and confirmed the suggestion that the
forte of one textbook can serve as a model for the others. NPCR’s
forte is the distribution of lexical items by cluster formation.
Discover China is best at presenting lexical items in single
learning units and treating Chinese characters, while Liao Liao
is the best choice to familiarise students with the naturalness of
the Chinese language. If the respective strength of each textbook
were exploited by the other textbooks, i.e. a leaf being taken out of
each other’s book, the outcome would lead to the best possible
learning effect for students, with their language knowledge, language
skills as well as their language attitude being enhanced.
All
in all, it can be stated that it is possible to learn Chinese
efficiently with all the three textbooks. They all serve the purpose
they aim at: to promote the Chinese language and to facilitate the
learning of students desiring to learn this beautiful language which
is also considered “top language worldwide for business other than
English" (Lauerman 2011).
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____________
Instead of zàijiàn (‘goodbye’), Discover China
introduces yīhuìr jiàn
(‘see you later’) in Unit 4 “Chinese to Go” box (p.
50) and bújiàn-búsàn (‘Let’s not leave
without seeing each other.’ ‘Be sure to wait.’ ‘Be there or
be square.’), yīyán-wéidìng (‘That’s
settled’) in Unit 6 “Chinese to Go” box (p. 84).
Apart from zàijiàn (‘goodbye’), Liao Liao also
introduces bújiàn-búsàn (‘Be there or be
square.’) in Lesson 6.
Apart from duìbuqǐ (‘I am sorry’),
Discover China also introduces bùhǎoyìsi
(‘sorry’, ‘excuse me’) in Unit 9, NPCR
introduces it in Lesson14 while Liao Liao does so in
Lesson 7.
Cf. Pleco for Android (Chinese
English Dictionary) under the entries of ‘A啊’
and ‘BA吧’;
free download at http://www.pleco.com/android.html;
02.12.2013.
Nevertheless, it is arguable whether proverbs like Shuō (dào)
Cáocāo, Cáocāo jiù dào. (‘Speak of the devil and
he will appear’) (in L5) should be introduced to learners
at such an early stage for beginners, not to mention the unique
Chinese four-character idioms which denote profound cultural and
historical information and allusions. Although some four-character
idioms like mǎmǎhūhū
(‘so-so’) (in L1) and bújiàn-búsàn (‘Be
there or be square’) (in L7) are often used by
Chinese natives in the daily life context of natural dialogues,
other four-character idioms like láokǔ-gōnggāo
(‘to have worked hard and performed a valuable service’) (in
L6) tend to be used as formal, written language.
To take a simple case, the character明míng
(‘bright’) is composed of the
pictographic char-acter日
rì
(‘sun’,
‘day’) and the pictographic character 月
yuè
(‘month’, ‘moon’).