The Development of Foreign Language Textbooks and the Challenges from Artificial Intelligence

Discussed the development of foreign language textbooks and the challenges they face. Since the rise of communicative approach in the 1970s, foreign language teaching has begun to focus on cultivating students' communication skills, and international Chinese textbooks have also undergone corresponding improvements, such as adding situational conversations, cultural knowledge sections and interactive activities, as well as providing video and audio materials. However, these textbooks are still limited by traditional perspectives and have not fully integrated into the target language behavioral culture, which is not conducive to cultivating cross-cultural communication skills and self-directed learning abilities. The annotations in textbooks often rely on direct translation, neglecting the emotional effects of expression in the target language culture. In addition, the audio materials in textbooks are limited to recording the text, which is not conducive to students' imitation and the development of listening skills. In the era of digitization, the cross language understanding and translation capabilities of AI language models give people the illusion that they no longer need to learn a foreign language, weakening the motivation to learn a foreign language. AI learning platforms may replace human teachers in teaching language structures, but they lack the empathy skills required for cross-cultural communication. Therefore, the sustainability of foreign language teaching relies on the complementary advantages of human teachers and AI, as well as innovation in curriculum material design to more effectively integrate target language behavioral culture and support self-directed learning. The curriculum framework and learning material development concept of the physical performance culture teaching method are forward-looking in this context and have important reference value for foreign language teaching innovation.

2. Curriculum Framework and "Learning Materials" for Physical Performance Culture

The cultural teaching method of physical performance is based on the needs of cross-cultural communication, integrates interdisciplinary achievements, and proposes that "learning a foreign language means learning to do things in the target language". This teaching method focuses on cultivating cross-cultural communication skills, viewing culture as a dynamic knowledge system and emphasizing the organic integrity of communicative behavior. Students need to practice communicative behavior in specific contexts to acquire the cultural meaning of language. As an auxiliary medium for communicative behavior, the meaning of language and writing depends on the communicative context. Under the cultural framework of physical performance, "physical performance" is an experiential learning that emphasizes improving learning efficiency through practical testing and feedback. Physical performance activities are the fundamental unit of behavioral culture, including both verbal and nonverbal behaviors. The learning materials mainly consist of audio and video materials, providing pronunciation and performance demonstrations, supplemented by textual materials as guidance manuals, optimizing learners' experiential learning.

Research and development concept of "learning materials" in the culture of sports performance: conversation driven

The core concept of the research and development of sports performance cultural materials is "remembering the future" and "applying what we have learned", emphasizing that students may encounter communication situations in the future through course exercises, with the goal of continuous conversation. Professor Wu Weike proposed that learning culture requires engaging in conversations with members of the target culture to promote sustained dialogue through enjoyable experiences. The design concept is "conversation driven", aimed at helping students maintain continuous conversation in specific fields. Conversation is defined as interaction in specific contexts, characterized by openness, creativity, and can be brief or in-depth. Cross cultural conversation is a 'third space' that negotiates meaning and intention, and constructs the personality image of second language learners. Novices learn the attitudes, rules, and language usage patterns expected by the community through conversations with experts. Conversation is the fundamental activity for accumulating behavioral cultural memory. Oral or written communication in specific social contexts provides concrete experiences and timely feedback, generating vivid memories. From a cognitive perspective, conversation is a process of constructing memories, consolidating and updating them. Media studies have shown that memories shared during conversations are effective resources for building interpersonal relationships. After acquiring the ability to converse with the target language audience, foreign language learners can more effectively construct interpersonal relationships within the target language culture, and develop lifelong learning resources and motivation. As a cross-cultural communication teaching objective, conversation is specific and open, with each conversation activity having a specific time, location, audience, and role. The way and duration of conversation vary from person to person, and conversations in the same scenario can be long or short, complex or simple. This openness helps students experience a sense of achievement in participating in target language conversations. The familiarity of learners with the situation and topic can serve as a basis for arranging the teaching process. The course starts with talking about familiar topics in familiar situations and gradually transitions to more abstract situations or topics. As the main mode of teaching and testing, conversation helps to leverage the complementary advantages of AI and human teachers, and improve the efficiency of developing cross-cultural communication skills. Conversation driven learning materials enhance users' awareness of embodied culture and shift the focus of foreign language teaching towards cross-cultural communication that cannot be replaced by AI.

4 Principles and Examples of Dialogue Driven Learning Material Design

The core of the research and development of sports performance cultural materials lies in designing materials and activities that can promote learners to engage in continuous conversations in specific fields. This process first requires identifying the areas and scenarios where learners need to engage in continuous conversation, and then selecting appropriate materials and activities to enhance learners' conversational abilities in practical situations. The design of the learning process follows the rules of empirical learning, activating students' specific experiences through scene pictures, descriptions, or warm-up thinking questions. Then, through annotations and exercises of language and cultural points, students are guided to reflect and observe, forming hypotheses about the meaning of communicative behavior in the target language culture, and stimulating the motivation to test in practice.

5 Conclusion

Emphasis was placed on the transformation of foreign language curriculum objectives within the framework of performance culture, shifting from teaching language skills to cultivating cross-cultural communication skills. The design of learning materials should go beyond traditional vocabulary and grammar teaching, focusing on students' conversational performance in specific contexts. The complexity of conversational art requires higher standards in foreign language teaching and material design, while utilizing the complementary advantages of human teachers and AI platforms. The design of conversation driven learning materials emphasizes listening and speaking skills, behavioral culture, and learning strategies, and enhances cross-cultural awareness and cultural knowledge construction through performance activities. The application of educational technology and intelligent assessment tools has improved learning efficiency. Although there is room for improvement, the design of learning materials needs to keep up with the times and adapt to the rapidly developing reality in China. The development of sports performance culture and learning materials has enormous research and development potential under the development of educational technology and artificial intelligence.