Meaning-focused grammar instruction: examining British, Chinese, French and Italian textbooks for teaching Chinese as a foreign language
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| Autor: | |
|---|---|
| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2022 |
| Descripción: | The present study seeks to provide an analysis of how grammar instruction is presented in four selected Chinese as a foreign language textbooks published in four different countries. It explores how each textbook presents grammar, and to what extent grammar activities are presented, in a meaning-use focused and contextualized way. Two research questions guided the analysis: How is grammar presented regarding grammar description and target language samples? To what extent are grammar exercises contextualized and meaning-use focused? The results show that the role of grammar is still conspicuous, and textbooks tend to provide more activities that focus on meaning-form relationships than communicative tasks, still focusing more on accuracy than on interaction and meaning-use relationships. Activities promoting interaction, communicative tasks and meaning-use focused integrated in the analyzed textbooks are still rare. The paper also highlights the importance of cooperation among teachers, researchers and authors in producing teaching materials. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Inglés |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/50385 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/riea/article/view/50385 |
| Palabra clave: | chino como lengua extranjera enseñanza de chino enseñanza de la gramática material de enseñanza libro de texto de lengua extranjera chinese as a foreign language chinese teaching grammar instruction teaching material foreign language textbook |