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Jun Wang

Zhejiang Normal University, China

 

Abstract

In the context of negative public perception of China in Japan, this study applies appraisal theory to analyze the topics in 50 intermediate Chinese textbooks, demonstrating a notable imbalance. Approximately 70% of the topics focus on daily life and cultural themes, while critical issues such as environmental protection, technological progress, and social change are underrepresented. The emotional tone is predominantly avoidant-neutral, focusing on basic linguistic skills, with little exploration of more complex or diverse topics. This design supports foundational language learning but does not fully meet intermediate learners' needs for cognitive engagement and practical language application. Additionally, the proportion of negative topics exceeds that of positive and positive-neutral ones, potentially influencing learners' cultural attitudes and motivation. Despite this, the study identifies three strategies used by Chinese textbook authors in Japan to counteract negative perceptions of China. First, they offer cross-cultural explanations to help learners understand Sino-Japanese differences. Second, they challenge media biases by encouraging direct engagement with China. Third, they highlight China’s technological advancements to reshape outdated stereotypes. These strategies aim to reduce misunderstandings of Chinese culture and enhance learners' cross-cultural awareness.

 

Keywords

Chinese as a foreign language(CFL), topic, cultural content, Chinese language textbooks, appraisal framework

 

日本中级中文教材内容分析

 

王俊

浙江师范大学，中国

 

摘要

在日本公众对中国的负面认知背景下，本研究运用评价理论分析了50本中级日本大学中文教材中的话题，发现其设计存在显著的不平衡性。约70%的话题集中在日常生活和文化主题上，而环境保护、科技进步和社会变迁等关键问题则较少涉及。教材话题的感情色彩以回避-中立为主，主要侧重于基础语言技能的传授，对更复杂或多样化话题的探讨较为匮乏。这种设计虽然满足了基础语言学习的需求，但未能充分满足中级学习者在认知参与和语言应用方面的深层次需求。此外，消极话题的比例超过了积极和积极-中立话题的总和，这可能会对学习者的文化态度和学习动机产生负面影响。尽管如此，研究发现日本中文教材编者采用了三种策略，以应对对中国的负面认知。首先，他们通过提供跨文化解释，帮助学习者理解中日文化差异。其次，他们通过鼓励学习者直接接触中国，挑战媒体偏见。最后，他们通过强调中国的科技进步，重塑过时的刻板印象。这些策略旨在减少对中国文化的误解，并提升学习者的跨文化意识。

 

关键词

中文作为一门外语，话题，文化内容，中文教材，评价框架