Analysis of the Appropriateness of Grammar Items in Chinese Textbooks Based on Chinese Proficiency Grading Standards for International Chinese Language Education

This study analyzes the grammar items in two representative Chinese language textbooks, Textbook A (『漢語敎程』) and Textbook B (『중국어 마스터』), against the Chinese Textbooks Based on Chinese Proficiency Grading Standards for International Chinese Language Education, (『國際中文教育中文水平等級標準』, hereafter 『Grading Criteria』). The research specifically examines the conformity of grammar categories, coverage across levels, and arrangement of grammar items in the textbooks. The findings reveal several key aspects. Firstly, both textbooks include significantly fewer grammar items than the 572 required by 『Grading Criteria』. Secondly, both textbooks exhibit restricted coverage in grammar categories, notably omitting ‘morpheme’ and ‘discourse’ categories found in 『Grading Criteria』and offering only fragmented classifications for 'phrase' and 'sentence components'. Thirdly, while both textbooks show high consistency with 『Grading Criteria』 in the elementary stage, this alignment weakens considerably in higher levels. Fourthly, issues were found in grammar item arrangement; for instance, Textbook A concentrates complex structures like ‘把(bǎ) sentences’ and ‘comparison sentences’ in specific lessons, potentially increasing learning burden. Textbook B showed insufficient scope and types for key structures such as '把 (bǎ) sentences' and 'passive sentences'. Therefore, future domestic textbook development should strive for a balance between securing consistency with 『Grading Criteria』 and adopting a learner-centered approach aligned with educational realities. This includes systematically reorganizing grammar items according to each level's standards, and carefully evaluating the educational validity and usage frequency of items not included in the standard before adoption.