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A Theoretical Study on the Configuration of Cultural Points in Chinese Textbooks for Teaching Chinese as a Second Foreign Language

  • The Journal of Study on Language and Culture of Korea and China
  • Abbr : JSLCKC
  • 2025, (78), pp.397~417
  • DOI : 10.16874/jslckc.2025..78.015
  • Publisher : Korean Society of Study on Chinese Languge and Culture
  • Research Area : Humanities > Chinese Language and Literature
  • Received : October 10, 2025
  • Accepted : November 20, 2025
  • Published : November 30, 2025

李祯恩(Lee, Jeung Eun) 1

1山东大学 文化传播学院 语言及应用语言学

Accredited

ABSTRACT

This study conceptualizes Chinese language education as an integrated system of language and culture, and theoretically explores the concept, classification, and principles of cultural elements in textbooks for teaching Chinese as a second foreign language. Unlike previous studies that mainly focused on linguistic techniques and skill acquisition, this research emphasizes the process of cultural meaning formation embedded within the structure of language education, thereby elucidating the pedagogical implications of language–culture integration. The findings reveal that the current presentation of cultural elements in Chinese textbooks remains fragmented and superficial despite some recent progress. The content is heavily biased toward material culture while neglecting institutional and conceptual aspects, and continues to focus predominantly on traditional themes with insufficient reflection of contemporary Chinese society. Moreover, the lack of critical cultural awareness, weak linkage between linguistic and cultural functions, and the absence of continuity between units make it difficult for learners to internalize culture systematically. The insufficient provision of teaching resources and multimodal materials further weakens experiential and immersive learning. To address these issues, the study argues that cultural elements should not be treated as supplementary or decorative components, but as the core axis of language meaning construction. A paradigm shift is required in which culture is fully embedded in the textual, discursive, and pedagogical structures of textbooks. Suggested improvements include: the internal integration of culture within texts and tasks; the incorporation of comparative and intercultural perspectives; a balanced representation of traditional and modern culture; learner-centered progressive design based on proficiency levels; multimodalization of materials; and the establishment of a systematic teacher-support mechanism. Ultimately, the configuration of cultural elements in textbooks is not a matter of content arrangement but a reflection of educational philosophy—answering the question of what kind of human being language education seeks to cultivate. Integrating language and culture fosters learners’ capacity for intercultural understanding, self-reflection, and global citizenship, thus expanding Chinese language education beyond skill training toward holistic and humanistic development.

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