The Comparative Study of Grammar Points between “International Curriculum for Chinese Language Education (Revised Edition)” and “Winning in China” Textbook การศึกษาเปรียบเทียบประเด็นไวยากรณ์ในหนังสือหลักสูตรการสอนภาษาจีนสากล (ฉบับปรับปรุง)

Abstract

This paper compares the grammar points between “Winning in China” Textbook (only grammar points at “Notes” part in each unit) and “International Curriculum for Chinese Language Education (Revised Edition)”, then analyzes the results. By doing this, the instructors will understand teaching strategies for grammar points and will enhance the content to suit learners at different levels. The results mainly fall into two categories: the grammar points that appear in this textbook series and the grammar points that are not found in the 'Note' section of this textbook series. For the grammar points that appear in this textbook series, the results shows that 1) There are 58.18% of grammar points that appear in textbooks (count as non-repetitive) , most of them are the grammar points at level 2 ,level 3 and level 1 respectively. 2) Most of grammar points appear in Winning in China Basic 1 and Winning in China Basic 2. 3) The grammar points that appear more than one time in the textbook are only 18.75%. 4) There are some of grammar points which its order and content does not correspond to those in “International Curriculum for Chinese Language Education (Revised Edition)”. About the grammar points that are not found in the 'Note' part of this textbook series, the results shows that most of them are at level 6 , moreover, these grammar points can be divided into 3 categories------those which appear in vocabulary part ; those which are related to the grammar points appearing in textbooks in some aspect and those which are not found in any other part of the textbook. With the above results, the paper presents opinions and provides suggestions as follows: 1) Learners will know the grammar points at level 1 to level 3 very well, and also roughly understand the grammar points at level 4. 2) Lecturers should integrate grammar points into teaching proportionally to the level of the textbooks. 3) Lecturers should add the important and difficult grammar points for learners appropriately. 4) Lecturers can add grammar points which are not in this textbook series into teaching as appropriate by considering levels of the learners, the difficulty of the grammar points,   the number of grammar points that are in each unit etc.