1 Introduction

Discussed the importance and development process of grammar teaching in teaching Chinese as a second language. From the 1950s to the late 1970s, grammar was regarded as the foundation of language teaching, with a focus on explaining language structures. In the late 1980s and early 1990s, the teaching community began to emphasize the combination of grammar, semantics, and pragmatics, emphasizing that grammar teaching should focus on meaning and usage conditions. Zhao Jinming proposed that Chinese grammar teaching should start from "learning" and serve language communication. Second language acquisition includes three stages: input, internalization absorption, and output. Language acquisition begins with language input, internalization absorption is the input that enters the process of student ability development, and language output is the process of students using language meaningfully in a context. This article will investigate learners' acceptance of grammar annotations in textbooks, analyze the problems existing in the input of elementary Chinese grammar, compare and analyze the design of the embodied cultural teaching method in grammar input, internalization absorption, and output, and provide new inspiration for Chinese grammar teaching.

2. Problems with grammar input in elementary Chinese textbooks

Explored the issue of grammar input in elementary Chinese textbooks, particularly the challenges faced by students learning Chinese in non Chinese language teaching environments overseas. Due to limited opportunities for students to learn Chinese outside of class, teachers need to adopt a flipped classroom model to extend their learning time outside of class, in order to engage in more language output exercises in the classroom. However, students' understanding and mastery of grammar annotations in pre class preparation are still not ideal, and they complain that grammar annotations are difficult to understand or do not know how to apply. In order to analyze this issue, the author conducted an action study in 2023, surveying four English speaking, non Chinese American university Chinese major students who had completed intermediate Chinese and reached intermediate to intermediate or higher levels. The study selected the widely used textbook "Chinese Listening, Speaking, Reading, and Writing" and analyzed whether its grammar annotations are helpful to learners in terms of form, meaning, and usage. By allowing students to independently read grammar annotations and fill out a survey questionnaire, it was found that students' attitudes towards grammar annotations tend to be neutral and negative, with most annotations being unclear or confusing, failing to provide sufficient information or insufficient explanations. For example, a grammar annotation about the sentence structure of "I treat you to a meal", although analyzing the structural characteristics, does not explain the usage and context of "please", causing confusion for students. The author points out that the grammar annotations in textbooks are still limited to structuralism and fail to integrate the three planes of grammar, semantics, and pragmatics, resulting in certain grammar difficulties in teaching. The research of Lu Jianji and Zhang Yongfang also points out that the grammar input in textbooks fails to consider students' cognition and understanding, as well as common errors, resulting in a disconnect between grammar learning and language communication. The author believes that grammar teaching should start with meaning and pragmatics, combined with grammar forms, in order to cultivate the language communication ability of second language students.

Grammar Teaching of the Three Style Performance Culture Teaching Method

The physical performance culture teaching method was founded by Professor Wu Weike and Professor Noda Shinrikyo, emphasizing the importance of achieving expected behaviors in the target culture, that is, the integration of knowledge and action. This teaching method believes that cultural context is crucial in language learning, and the purpose of learning a foreign language is to acquire the ability to establish intentions within that culture. The cultural teaching method of physical performance is based on grammar structure, context oriented, and emphasizes grammar accuracy and appropriateness of language use. This teaching method emphasizes learning in a cultural context, and grammar is no exception. All learning materials should be learner centered and written for learners, and should be "learning materials" rather than "textbooks".

4. The Inspiration of Performance Culture on Grammar Teaching

The embodied cultural teaching method emphasizes the importance of cultural context in grammar teaching, allowing students to experience language communication in cultural context and build memory by simulating real communicative contexts. The teaching process includes three stages: grammar input, internalization and absorption, and output, all of which are carried out in a specific cultural context. Grammar input serves language input, starting from language function and cultural context. When explaining grammar, students' existing knowledge is utilized to make interlingual comparisons and strengthen grammatical formal features. The practice of internalization and absorption stage starts from the real communicative context, allowing students to gradually internalize grammar rules by combining language accuracy, cultural context, and communicative intention in simulated exercises. The process of simulating cultural classroom output through physical performance involves students practicing and receiving feedback in a cultural context, verifying hypotheses, and continuously restructuring the interlanguage system. This method helps students acquire the language ability to quickly identify context and communicative intentions in real social communication, and to accurately and appropriately complete communication tasks.