“Series of Teaching Foreigners Chinese Grammar” is the achievement of “Research and Development of Grammar Syllabus for Teaching Chinese as a Foreign Language and Teaching Reference Grammar Series (Multi-volume)”, a major project of National Social Science Fund of China sponsored by Professor Qi Huyang, which has been selected as the “2022 Founding Project of National Publication Foundation”. As an important reference book for international Chinese language education, it aims to build and improve the “Grammar System of Chinese Teaching” for foreign students to meet the development needs of the new era. It mainly serves the first-line Chinese teachers, researchers, graduate students and undergraduates majoring in Teaching Chinese to Speakers of Other Languages. This series consists of 39 volumes, including 4 outline series, 26 book series, 8 summary series, and 1 collection of essays.

The syllabus, sentence-centered, expression-oriented and practicality-pursued, is based on the concept of cultivating the communicative competence of learners of Chinese as a second language. It adopts a three-dimensional, lexical presentation of "form-meaning-usage" to illustrate the grammatical forms, semantic features, and pragmatic conditions of the elementary grammar items for teaching Chinese as a second language, and is accompanied by targeted example sentences. The syllabus adopts a three-dimensional "form-meaning-usage" approach to illustrate the grammatical forms, semantic features and conditions of grammar for teaching Chinese as a second language, and is accompanied by targeted example sentences. The syllabus can be perceived as a tool and reference book for teaching Chinese as a foreign language, which is not only conducive to users' grasp of the grammar system of teaching Chinese as a foreign language, but also able to meet the specific needs of users to find out doubts and solve problems in the process of teaching Chinese as a foreign language.

Zhang Wangxi, the editor-in-chief, has a PhD in Linguistics and Applied Linguistics from Shanghai Normal University, and is a professor and doctoral supervisor at Beijing Language and Culture University. His research mainly focuses on modern Chinese grammar and teaching Chinese as a foreign language. He has published nearly 60 papers and more than 30 monographs, edited books and textbooks.

Zhang Xiaofeng, the author, has a PhD in Chinese Language and Literature from Shanghai Normal University, and is an associate professor in the International College for Chinese Studies of Nanjing Normal University. His research mainly focuses on modern Chinese grammar and teaching Chinese as a foreign language. He has published more than 10 papers in journals such as Linguistic Sciences and E-education Research and has edited and co-edited several textbooks.

Based on the "sentence-centered" view of grammar teaching, this series of syllabus incorporates all grammar items into the framework of sentences, combines the preparation of syllabus items with that of study manuals, so as to realize that the syllabus is organized in a clear and concise manner, and tries to take into account the syntactic, semantic, and pragmatic planes in the preparation of the syllabus items.

Based on the big data analysis of existing textbooks and syllabus grammar items, the author has scientifically and reasonably solved the fundamental problem of segmentation and articulation in the selection of grammar items between the elementary and intermediate syllabuses. By limiting the items of the elementary syllabus to sentence units up to the level of complex sentences and expanding the items of the intermediate syllabus to sentence clusters larger than complex sentences, chapters, and even contents with discourse markers, a clearer distinction is made between the elementary syllabus and the intermediate syllabus in terms of the content framework.

The grammar syllabus is not limited to grammatical knowledge, but aims at the development of learners' linguistic competence. All grammatical items that can promote the learners' linguistic competence should be picked as items of the syllabus. Grammar items are organized according to grammatical form and using conditionals to describe their functions. The use of conditional tenses facilitates the transformation of grammatical knowledge into linguistic competence.

The levels of grammar items in the graded syllabus reflect the process of acquisition and are generally presented in a spiral form. With the goal of facilitating learners' generation of language competence, grammar items that support learners' generation of language competence should all be listed with items organized on the basis of grammatical structure and details depicted in a way that facilitates the generation of language competence.

This book is recommended for frontline Chinese language teachers, researchers, graduate and undergraduate students majoring in Teaching Chinese to Speakers of Other Language.