A Comparative Analysis of Business Chinese Textbooks in Thailand
Keywords:
comparative analysis, textbooks, business ChineseAbstract
This research aims to analyze and compare 5 Business Chinese textbooks: Business Chinese 1, Business Chinese (for Thai learners), Business Chinese Conversation 1, Business Chinese Conversation 2, and Business Chinese Conversation 3. A comparative study based on standard benchmark the《商务汉语考试大纲》curriculum. Business Chinese language proficiency test to analyze and compare, divided into 2 main parts. Part 1 is a comparative analysis of the content of business activities, divided into 2 sub-parts 1.) Analyze for dividing the level of knowledge and ability in Chinese Business (商务汉语考试等级标准)found that textbooks Business Chinese Conversation 1, Business Chinese Conversation 2, and Business Chinese Conversation 3 have content levels Classification Standards Level 1 and Level 2. Business Chinese Conversation 1 and Business Chinese (for Thai learners) are at level 3 and level 4. 2.) Analyze the scope of content related to the criteria for measuring and evaluating the ability to communicate in business(商务交际能力项目). 2.1) Business communication in life (生活类) found that Business communication in life vocabulary appears in many textbooks: Business Chinese Conversation 1, Business Chinese Conversation 2, and Business Chinese Conversation 3. 2.2) Business Communication (业务类)found that Business Communication vocabulary appears in the textbook Business Chinese 1 and Business Chinese (for Thai students) the most. Part 2 is a comparative analysis of textbooks into 3 aspects: 1) Structure found that all 5 Business Chinese textbooks emphasize conversation as the main lesson. 2) Vocabulary in this study based on vocabulary standards “BCT Business Chinese Test (A)” and “BCT Business Chinese Test (B)” found that all 5 Business Chinese textbooks contained vocabulary that are not in the syllabus than those in the syllabus. 3) Exercise has appropriate exercises except Business Chinese Conversation 1, Business Chinese Conversation 2, and Business Chinese Conversation 3 which have only one exercise format and are not appropriate for reviewing students' knowledge. From this research, Guidelines for writing business Chinese textbooks at the higher education level can be summarized as follows: 1. There should be a comprehensive and systematic arrangement of textbook writing sequences. 2. The number of vocabularies should be at an average level that is equal to the curriculum criteria Business Chinese Test. 3. There is comprehensive business communication content according to criteria for measuring and evaluating business communication abilities according to the standard knowledge level of the students and the content is up-to-date and accurate. 4. The number of questions and the format of the exercises should be appropriate.
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