AI-Assisted Development of a Systemic Functional Linguistics-Based Framework for Analyzing Chinese as a Foreign Language (CFL) Textbooks--Taking HSK3 textbooks as an example

¹ Peking University Science Park, Peking University, Beijing, Beijing, 100080, China
² School of Culture and Health Communication, Tianjin University of Traditional Chinese Medicine, Tianjin, 301617, China
³ School of International Studies, Guangdong University of Education, Guangzhou, Guangdong, 510303, China

^* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

Using the theoretical framework of a language theory called SFL, this study looks at HSK Level 3 materials. The research explores how well these materials help students develop practical communication skills. The study starts with three main uses of language. The first is the “conceptual function”. The second is the “interpersonal function”. The third is the “textual function”. The analysis found that the current textbook is quite systematic. It covers vocabulary, grammar, and sentence patterns well. It includes the daily language needed for the HSK Level 3 exam. Especially for interpersonal skills, the textbook does a good job. It offers a wide variety of exercises. These include work on tones, polite phrases, and dialogue practice, which helps students learn basic social communication. However, a weakness was found. The design of the situations in the textbook is not strong. It limits students’ ability to use the language flexibly in real life. To solve these problems, the study suggests that textbook writing should move away from the old “structure–function” model. It should move toward a more practical “task?story” model. This study provides linguistic theory for teaching Chinese and suggests clear and practical ways to improve future textbooks.