论非目的语环境下汉语教材的国别化建设

Abstract

The boom that Chinese teaching is experiencing all over the world needs to be supported by corresponding Chinese teaching materials. However, we find it quite common those within non-target language context are flawed. First, Most Chinese teaching materials are published for general purpose in Mainland China, which are only applicable to domestic Chinese teaching. However, when they are transferred to be applied in foreign countries, the language context for learners has changed along with the disappearance of previous applicable environment for teaching materials. ‘Time has changed’ as Chinese teaching materials become ‘endemic’. Second, due to insufficient basic and theoretical research as well as corresponding supportive syllabus, there are quite a few problems in aspects such as types, depth and series of Chinese teaching materials compiled by different countries. Nevertheless, distinctive Chinese teaching material can only be found in few countries including Singapore. This article discusses the theoretical basis, necessity and feasibility for nationalization of Chinese teaching materials under non-target language context from two perspectives—instrumental and social cultural. It points out that Chinese teaching under non-target language context is different from domestic Chinese teaching characterized by Chinese rich culture. It should be aligned with place, time and people, together with consideration of non-target cultural and living environment to nationalize Chinese teaching materials so as to enhance their pertinence and affinity. It is believed in this article that nationalized Chinese teaching materials can not be compiled without some early groundwork, for instance, to design a syllabus, to compare between language elements, to study international teaching for English and French and learn experiences from their success, and to collate relevant materials to cater for various learning objectives and interests. Inaddition, nationalized Chinese teaching materials should be focused on cultural integrity, practicability and enjoyment as well as their standardized and systematic features.