Analysis of Tourism Copywriting for Chinese International Teachers from a Multimodal Perspective

Abstract

International Chinese language volunteers often need to introduce Chinese tourism culture when teaching abroad. Due to the inability of learners to personally experience China in foreign environments, it can have a significant impact on teaching effectiveness. The multimodal form of combining images and text can more intuitively help overseas Chinese language learners understand and understand China, enrich their Chinese language learning after class, and satisfy their curiosity and longing for China. This article uses Halliday’s multimodal theory to organize and analyze 43 tourism texts edited by international Chinese language volunteers in teaching from four aspects: cultural level, contextual level, meaning level, and formal level. It also summarizes the precautions that Chinese language international teachers should pay attention to when writing tourism texts.