英文摘要 |
Globalization has significantly affected the worldwide nations in the speed of wind since the end of last century. Not only on economics, but also it has great impact on cultural as well as language. With the needs of the globalization trend, second language teaching also demands new attempts. As the current state, the frequent transnational communication derives a lot of frictions. The factor of transnational communication obstacles is possibly due to cultural difference. How to eliminate problems caused by cross-cultural communication is a very important subject-matter in the process second language teaching. Not only it is an important task for Chinese language instructors, but also is the emphasis to carry out in the content of teaching materials. From 1950s-1970s, the stress of Chinese teaching materials was written based on language structure. In 1980s, it was based more of the combined language structure and its functions. Moreover, in 1990s, culture has been integrated, and gradually towards more practical goals. It is consensus in the field of Chinese teaching that language structure function and culture should be joined effectively. But, how ”culture” is combined into teaching, and how to present ”culture” in teaching materials, there are still rooms for discussions. Mostly, the subject of culture is introduced starting from the intermediate level of Taiwan's Chinese teaching textbooks. This is why I am writing to illustrate how to integrate ”culture” in the beginning level of Japanese-Chinese language as my research objects in observing the status of the complied cultural items and presenting the current integrated cultural teaching materials and specific practices.This research paper is based on literature analysis as citing the theory of intercultural communication, exploring cultural factors being applied to beginning level textbooks and its appropriateness, and the specific content of Chinese communication cultural items; furthermore, studying cultural items composed in Japan's beginning Chinese language textbooks published between 2009 to 2013 , comparing the categories of the cultural factors and finding the trend of Chinese cultural items being complied into Japan's Chinese language textbooks. The research shows the diverse of both language and non-language communicate culture items presented in Japan's Chinese language textbooks. This paper will introduce the categories and hopefully, the findings of this research will be applied into the primary Chinese language textbooks and reference outline of the cultural elements in the future. |