Chinese Idioms in Chinese as a Foreign Language Textbooks : A Review of Development, Issues, and Future Directions 对外汉语教材成语研究：脉络、问题与发展路径

Abstract

This paper adopts a narrative review approach and examines studies on Chinese idioms in Chinese as a Foreign Language textbooks indexed in CNKI from 1955 to 2025. It reviews existing research from four aspects: idiom selection and grading in textbooks, the pedagogical treatment of idioms in textbooks, textbook compilation research, and idiom assessment and testing systems. The review shows that existing studies have mainly focused on such issues as the inclusion of idioms beyond learners’ proficiency levels, uneven distribution of high-frequency idioms, insufficient recycling of idioms, and weak alignment between textbooks and proficiency standards. In terms of pedagogical research, character-based instruction, cross-linguistic comparison, and cultural explanation have provided useful references for idiom teaching. However, current research still has three major limitations: first, the connection among textbook research, acquisition research, and classroom practice remains insufficient; second, there is a lack of integrated analysis of factors such as semantic transparency, cultural load, and morphemic productivity; third, a stable feedback mechanism between idiom assessment and textbook compilation has not yet been established. Future research may further develop multi-source corpora, refine idiom grading criteria, optimize idiom recycling mechanisms in textbooks, and promote the development of country-specific, subject-specific, and digital teaching resources, so as to improve the scientific basis and pedagogical adaptability of idiom textbook compilation.