“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, 8 summary series, 26 book series, and 1 collection of essays.

This book is a fascicle of the fifth series of the book series.

Based on the relevant theories of cognitive linguistics, second language acquisition and teaching, this book analyses in depth the definition and classification of Chinese existential sentences, the difference between approximate constructions, the reasons for the formation of errors, the methods of identifying and correcting errors, the introduction of teaching, the selection of teaching examples, and the design of teaching and learning, which provides objective and reasonable explanations for some of the problems that exist in the research on the ontology and acquisition of the existential sentences and provides effective references for the teaching and learning of Chinese as a foreign language.

Tang Yili, the editor-in-chief, is a PhD in Linguistics and Applied Linguistics from Shanghai Normal University, and an Associate Professor at the School of Chinese Studies and Exchange, Shanghai International Studies University. Her research mainly focuses on modern Chinese grammar and international Chinese language education. Professor Tang has published more than thirty papers in core journals such as Chinese Teaching in the World, and has co-published one textbook and two monographs.

Fei Huibin, the author, is a Ph.D. in Linguistics and Applied Linguistics from Shanghai Normal University, and an associate professor and master supervisor at the School of International Chinese Studies,Yunnan Normal University. Her research mainly focuses on modern Chinese grammar, cognitive linguistics, and second language acquisition. Professor Fei has published many papers and two academic monographs.

Designed for front-line teachers of Chinese as a second language and researchers who study existing sentences, this book explores in depth the theoretical knowledge of existing sentences, the difference between approximate constructions, the reasons for the formation of errors, and the design of teaching and learning. Meanwhile, the book adopts a question-and-answer format, introducing theoretical knowledge in depth, breaking down “difficult problems” from multiple perspectives, and analyzing problems with real examples. Most of the questions are put forward with the practical needs of teaching, and are based on the real errors and common problems of international students. In the end, theory and practice are combined in teaching to comprehensively discuss the teaching problems of existing sentences, which helps teachers to open up their minds and make more rich and effective teaching design.

This book is recommended to international Chinese language teachers and undergraduate and graduate students of international Chinese language education.