Details
“Series of Teaching Foreigners Chinese Grammar” is theachievement of “Research and Development of Grammar Syllabus for TeachingChinese as a Foreign Language and Teaching Reference Grammar Series(Multi-volume)”, a major project of National Social Science Fund of Chinasponsored by Professor Qi Huyang, which has been selected as the “2022 FoundingProject of National Publication Foundation”. As an important reference book forinternational Chinese language education, it aims to build and improve the“Grammar System of Chinese Teaching” for foreign students to meet thedevelopment needs of the new era. It mainly serves the first-line Chineseteachers, researchers, graduate students and undergraduates majoring inTeaching Chinese to Speakers of Other Languages. This series consists of 39volumes, including 4 outline series, 26 book series, 8 summary series, and 1collection of essays.
The syllabus is sentence-centred,expression-orientated and practical, presenting the grammatical forms, semanticfeatures and pragmatic conditions of intermediate grammar for teaching Chineseas a foreign language in the form of terms with explanations from threeperspectives of form, meaning and usage. It is a deeper extension of theprimary syllabus, which deepens the semantic and pragmatic features of someprimary grammatical items, adds new grammatical items and grammatical units,and realizes the extension from static language structures to dynamic discoursemarkers. The syllabus is a reference book for teaching Chinese as a foreignlanguage, helping users to solve problems while teaching.
About the Author
Zhang Wangxi, the editor-in-chief, has aPhD in Linguistics and Applied Linguistics from Shanghai Normal University, andis a professor and doctoral supervisor at Beijing Language and CultureUniversity. His research mainly focuses on modern Chinese grammar and teachingChinese as a foreign language. He has published nearly 60 papers and more than30 monographs, edited books and textbooks.
Duan Mo, the author, is a PhD in Linguistics andApplied Linguistics from Shanghai Normal University and a faculty member of theSchool of Humanities at Shanghai Jiao Tong University. Her research mainlyfocuses on modern Chinese grammar and second language acquisition. ProfessorDuan has published several papers in
Research on Chinese as a SecondLanguage,
Journal of International Chinese Teaching, etc., and hasedited and co-edited a number of textbooks and graded readings on Chinese as aForeign Language.
Editorial Review Based on the""sentence-centered"" view of grammar teaching, this series of syllabusincorporates all grammar items into the framework of sentences, combines thepreparation of syllabus items with that of study manuals, so as to realize thatthe syllabus is organized in a clear and concise manner, and tries to take intoaccount the syntactic, semantic, and pragmatic planes in the preparation of thesyllabus items.
Based on thebig data analysis of existing textbooks and syllabus grammar items, the authorhas scientifically and reasonably solved the fundamental problem ofsegmentation and articulation in the selection of grammar items between the elementaryand intermediate syllabuses. By limiting the items of the elementary syllabusto sentence units up to the level of complex sentences and expanding the itemsof the intermediate syllabus to sentence clusters larger than complexsentences, chapters, and even contents with discourse markers, a clearerdistinction is made between the elementary syllabus and the intermediatesyllabus in terms of the content framework.
The grammarsyllabus is not limited to grammatical knowledge, but aims at the developmentof learners' linguistic competence. All grammatical items that can promote thelearners' linguistic competence should be picked as items of the syllabus.Grammar items are organized according to grammatical form and using conditionalsto describe their functions. The use of conditional tenses facilitates thetransformation of grammatical knowledge into linguistic competence.
The levels of grammaritems in the graded syllabus reflect the process of acquisition and aregenerally 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 onthe basis of grammatical structure and details depicted in a way thatfacilitates the generation of language competence.
Suggestion
This book is recommended for frontline Chinese language teachers, researchers, graduate and undergraduate students majoring in Teaching Chinese to Speakers of Other Language.
