This study aims to compare and explore the application effectiveness and teaching adaptability of two sets of Chinese textbooks, a comparative study of 《Short-Term Spoken Chinese: Threshold (Volume1, 2)》 And 《Chinese For Communication (Volume 1, 2)》 textbooks among Thai learners. Through detailed analysis of the textbooks, this research examines the writing philosophy, content structure, language teaching methods, integration of cultural elements, and how they meet the teaching needs in a cross-cultural context. The research methods include literature review, textbook content analysis, questionnaire surveys, and in-depth interviews, aiming to comprehensively evaluate the teaching effectiveness and cultural teaching depth of the two textbooks. The results reveal that Short-term Spoken Chinese mainly focuses on quickly enhancing learners' daily communicative abilities, emphasizing the practicality and communicative function of the language, suitable for beginners or those needing to improve their Chinese speaking skills in a short period. However, this textbook shows less depth in cultural content and systemic language knowledge. In contrast, 《Chinese for Communication》 places more emphasis on cultural teaching and the cultivation of cross-cultural communication abilities, helping learners deeply understand the differences and connections between Chinese and Thai cultures through rich cultural background introductions and cross-cultural communication activities. This textbook is more suitable for those interested in Chinese culture or wishing to improve their Chinese abilities comprehensively. Based on the research findings, this article proposes a series of recommendations for Chinese textbook writing and teaching practice, including enhancing the depth of cultural content, improving the systematics of language teaching, designing more exercises and activities that meet the actual needs of learners, etc., aiming to provide references for current Chinese teaching practices, promote the optimization of textbooks, and improve the quality of teaching, especially in cross-cultural teaching environments.
本研究旨在探讨和比较《汉语口语速成入门篇（上、下）》与《交际汉语（上、下）》两套汉语教材在泰国学习者中的应用效果和教学适应性。通过对教材的详细分析，本研究着重考察了教材的编写理念、内容结构、语言教学方法和文化元素的融合情况，以及它们如何满足跨文化背景下的教学需求。研究方法包括文献综述、教材内容分析、问卷调查和深度访谈，旨在综合评估两套教材的教学有效性和文化教学深度。研究结果揭示，《汉语口语速成入门篇》主要侧重于快速提高学习者的日常交际能力，强调语言的实用性和交际功能，适合于初学者或需要短期提高汉语口语水平的学习者。然而，该教材在深入的文化内容和系统性语言知识方面表现较为欠缺。相比之下，《交际汉语》更加注重文化教学和跨文化能力的培养，通过丰富的文化背景介绍和跨文化交际活动，帮助学习者深入理解中泰文化的差异和联系。这一教材更适合于对中国文化有深入兴趣或希望全面提高汉语能力的学习者。基于研究结果，本文提出了一系列针对汉语教材编写和教学实践的建议，包括增强教材的文化深度、提高语言教学的系统性、设计更多符合学习者实际需要的练习题和活动等，以期为当前的汉语教学实践提供参考，促进教材的优化和教学质量的提升，特别是在跨文化教学环境中。
