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

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

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 grammar syllabus 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.