Research on the Evaluation of Country-Specific Teaching Materials for “Chinese+ Hospitality and Tourism”

Abstract

This study employs Litz’s textbook evaluation framework to systematically assess six representative localized “Chinese + Hospitality & Tourism” textbooks from Korea, Thailand, and the United Kingdom. Multi-dimensional analysis of questionnaire data from 31 international Chinese teachers reveals significant divergence in evaluation perceptions: teachers with compilation experience prioritize communicative authenticity, meaningfulness, and language internalization. Persistent common deficiencies include insufficient communicative value in exercise design, weak skills training, inadequate linguistic authenticity, inappropriate vocabulary selection, and limited topical timeliness. Accordingly, this study recommends enhanced field research and pilot implementation in country-specific textbook compilation, closer attention to evaluator expertise in review processes, and the incorporation of listening-speaking priorities, localized parameters, and dynamic assessment tools in future development of the “Evaluation Scale for Chinese for Specific Purposes Textbooks.”