Similarities and differences of tourism teaching materials at home and abroad

What are the similarities and differences between domestic and foreign tourism textbooks? Comparative Study on Teaching Materials of Tourism Chinese and Tourism English Author: Qin Tingting Source: Speed Reading Early, No.02, 2020 Abstract: With the increasing number of outbound tourists in China, in order to let China tourists enjoy better service quality, popular countries are looking for talents who are proficient in Chinese to serve China tourists, but in sharp contrast, foreign talents who can speak Chinese are very scarce. The increasing demand for such talents shows that China should not only attach importance to teaching Chinese as a foreign language and teaching materials. This paper attempts to provide some reference for the construction of tourism Chinese teaching materials by comparing the two teaching materials of tourism Chinese and tourism English. ◆ Keywords: tourism Chinese teaching materials; Tourism English teaching materials; A comparative study of the latest data released by China International Travel Service 20 16 shows that in the first three quarters of 20 16, the number of domestic tourists in China was 3.36 billion, the total number of inbound and outbound tourists was1940,000, and the tourism revenue was 2.9 trillion yuan, up by 1 1% and/respectively. China has been the world's largest consumer of outbound tourism for four consecutive years, and its average contribution to global tourism revenue has exceeded 13%. With the increase of tourists from China, the tourism departments of Britain, the United States, Australia, Thailand, Japan, the Philippines and other countries have frequently introduced new policies to attract more tourists from China by means of visa exemption in China, simplifying visa procedures and improving visa services. At the same time, the demand for learning tourism Chinese at home and abroad is also increasing, which is in contradiction with the lack of Chinese textbooks for tourism-related majors. The author hopes to provide some reference for the construction of tourism Chinese teaching materials by comparing the two teaching materials of tourism Chinese and tourism English. I. Selection of Teaching Materials of Tourism Chinese and Tourism English The author chooses the teaching materials of Tourism Chinese and Longman Tourism English for comparative analysis. These two sets of textbooks have certain authority and influence in their respective fields. Tourist Chinese (Elementary) is funded by Hanban Project and compiled by Confucius Institute in Phuket, Prince Songkhla University, Thailand. Selected by Confucius Institute as 20 15 excellent local textbook in Thailand. This book is mainly aimed at Thai tourism professionals and provides them with professional and practical Chinese teaching materials. Textbooks are compiled by Chinese personnel, while proofreading, typesetting and translation are completed by Thai professionals. Longman Tourism English (a book for junior students) is a textbook recommended by the London Chamber of Commerce and the Tourism English Examination Committee. In addition to the primary level, there are two levels: intermediate and advanced. It has been 13 years since it was first published in 2003, with a total print run of over 654.38+million copies. By comparing the compilation of these two textbooks, we can find the shortcomings in the compilation of Chinese textbooks for tourism in China at present.

Secondly, the comparative analysis of the text forms of the two sets of textbooks: Tourism Chinese and Tourism English are special-purpose second language textbooks. Our teaching goal is to train students to use specialized tourism Chinese or tourism English to serve tourists, so they all have their own characteristics in text format arrangement. (1) The texts of the two sets of textbooks are summarized as follows: Tourist Chinese (Part I) can be divided into three parts: The first part is the introduction stage of Pinyin, learning basic Chinese knowledge such as Pinyin and Chinese characters; The second part is the basic stage, taking the common problems of tourist destinations as clues to learn related words; The third part is the advanced stage, in which important scenic spots are selected as tourist routes to truly reproduce the tourist scenes, so that learners can quickly master the required corpus. Starting from Unit 3, the textbook has designed a topic for each unit. All the words are written in the form of situational dialogue, and the writing context of the topic is arranged in order according to the tourism behavior that happened during the trip. The content of the text strictly follows the arrangement idea from easy to difficult and step by step, which meets the learning requirements. Longman Tourism English (Book for Primary School Students) 15 Unit. 15 unit, each unit has a theme closely related to tourism activities, and the arrangement of the theme is very different from that of tourism Chinese. Longman tourism English essays account for the highest proportion, reaching 70.59%, and the written form of real materials accounts for 29. (2) Comparative analysis of the textbook "Tourism Chinese", arranging topics in the order of tourism behavior in the form of situational dialogue. The text is arranged in a simple dialogue to train learners' language knowledge, and the content is from easy to difficult, step by step, which effectively helps learners acquire communicative competence, but the text form is slightly single. Longman Tourism English has two or three oral parts in each unit, and some oral exercises will provide material for the dialogue in pairs. Although the materials provided need students to add words to expand, we think it has some functions of dialogue text. Secondly, the shorthand form and text form of real materials account for a large proportion and appear alternately in the unit. This kind of text form can increase the content of classroom teaching, make the teaching atmosphere vivid but not boring, and satisfy students' different learning styles. The short form helps to train students' paragraph expression and reading ability, and at the same time, the short form can also provide students with more information about the tourism industry. What's more worth mentioning is that authentic literature provides students with real work AIDS and materials, so that students can gain work experience only in the workplace in the classroom, thus improving their adaptability and ability to deal with work problems. This text form is student-centered, meets the learning needs of students and is worth learning from. Therefore, in the form of text, we should design a variety of text forms according to students' learning needs, and the proportion should not be too different.

(3) Conclusion The text form of "Tourism Chinese" is a bit monotonous, and the whole textbook only has dialogue form, while the text form of "Longman Tourism English" is rich, but one disadvantage is that it does not provide complete dialogue. Generally speaking, Longman tourism Chinese is superior to tourism Chinese in text form arrangement. Third, the comparative analysis of the types of exercises in the two sets of textbooks is one of the most important components of second language textbooks, and a good textbook cannot be separated from excellent exercise design. Certain exercises can help students to integrate new language knowledge points into the existing language knowledge structure. Therefore, when we make a comparative study of these two textbooks, it will inevitably involve the practice arrangements of these two textbooks. (1) As can be seen from the table 1, the arrangement of exercise types in the two textbooks is quite different. The exercises in English textbooks for tourism all involve the above four types of exercises, while those in Chinese textbooks for tourism only involve two types: comprehension and mechanics. Tourism English textbook exercises mainly involve two types: understanding and communication, among which understanding exercises account for the highest proportion, reaching 57.25%; Mechanical exercises account for the smallest proportion, accounting for only 4.71%of the whole book exercises; Task-based exercises take the second place, accounting for 9.06% of the exercises in the book. The exercises in tourist Chinese textbooks are only distributed in comprehension exercises and mechanical exercises, among which mechanical exercises account for the largest proportion, reaching 67.44%. (2) From the types of exercises, Tourism Chinese (Chapter 1) should design more communicative and task-based exercises to help practitioners communicate with guests better. Communicative and task-based exercises can not only enrich students' learning activities in and after class, but also increase students' opportunities for opening and practice, which not only enriches teaching activities, but also improves students' interest in learning. Reference [1] Liu Xun. Introduction to Teaching Chinese as a Foreign Language [M]. Beijing: Beijing Language and Culture University Press, 2000. Ye Feisheng, linguistics outline, Xu Tongqiang [M]. Beijing: Peking University Publishing House, 1997. [3] The Duke of Snowy Night. On the teaching of Chinese for specific purposes [J].

Qin Tingting (1990—), female, Zhuang nationality, Nanning, Guangxi, position: counselor of Xiangsihu College of Guangxi University for Nationalities; Title: teaching assistant; Education: Master's degree; Research direction: Chinese international education.

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A Comparative Study of Tourism Chinese Textbooks and Tourism English Textbooks

Long Yuan periodical network

A Comparative Study of Tourism Chinese Textbooks and Tourism English Textbooks

Author: Qin Tingting

Source: Early Speed Reading, No.02, 2020

Abstract: With the soaring number of outbound tourists in China, in order to let China tourists enjoy better service quality, popular countries are looking for talents who are proficient in Chinese to serve China tourists, but in sharp contrast, talents who can speak Chinese abroad are very scarce. The growing demand for such talents shows that China should not only pay attention to the teaching of Chinese as a foreign language and the research of teaching materials, but also pay attention to the research of teaching Chinese for specific purposes. This paper attempts to provide some reference for the construction of tourism Chinese teaching materials by comparing the two teaching materials of tourism Chinese and tourism English.