A CORPUS-BASED STUDY OF INSTRUCTIONAL LANGUAGE PRACTICE IN AMERICAN ELEMENTARY CHINESE TEXTBOOKS

Instructional language in textbooks is an integral part of the exercises and serves as the foundation for teachers and students in completing learning tasks. As such, research on instructional language is an important aspect of textbook exercise studies. This paper examines the instructional language used in the exercises of the American elementary Chinese textbook Encounters: Chinese Language and Culture. Using corpus research methods, the paper analyses the instructional language in terms of its linguistic features and directive functions. The aim is to identify the characteristics and limitations of the instructional language in "Encounters - Chinese Language and Culture" and to provide insights that may inform the design and improvements of instructional language in Chinese textbook exercises.