“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 is sentence-centred,
expression-orientated and practical, presenting the grammatical forms, semantic
features and pragmatic conditions of intermediate grammar for teaching Chinese
as a foreign language in the form of terms with explanations from three
perspectives of form, meaning and usage. It is a deeper extension of the
primary syllabus, which deepens the semantic and pragmatic features of some
primary grammatical items, adds new grammatical items and grammatical units,
and realizes the extension from static language structures to dynamic discourse
markers. The syllabus is a reference book for teaching Chinese as a foreign
language, helping users to solve problems while teaching.
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.
Duan Mo, the author, is a PhD in Linguistics and
Applied Linguistics from Shanghai Normal University and a faculty member of the
School of Humanities at Shanghai Jiao Tong University. Her research mainly
focuses on modern Chinese grammar and second language acquisition. Professor
Duan has published several papers in Research on Chinese as a Second
Language, Journal of International Chinese Teaching, etc., and has
edited and co-edited a number of textbooks and graded readings on Chinese as a
Foreign Language.
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.