Chinese grammar made easyxt71' i51ifif1; ,~,;.ft~ 150 11'J
Chinese Grammar Made Easy A Practical and Effective Guide for Teachers
){t71' ~51-ffl--ffl- 1; ,*,.ft~ 150 111j
Jianhua Bai Kenyon College
Chinese School, Middlebury College
Copyright © 2009 by Yale University.
All rights reserved.
This book may not be reproduced, in whole or in part, including illustrations, in any form
(beyond that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and
except by reviewers for the public press), without written permission from the publishers.
Publisher: Mary Jane Peluso
Project Editor: Timothy Shea
Production Editor: Ann-Marie Imbomoni
Production Controller: Karen Stickler
ISBN: 978-0-300-12279-4
Library of Congress Control Number: 2007942529
A catalogue record for this book is available from the British Library.
The paper in this book meets the guidelines for permanence and durability of the
Committee on Production Guidelines for Book Longevity of the Council on Library
Resources.
10 9 8 7 6 5 4 3 2 1
Contents ~~AJJ!J. IX
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IX
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Acknowledgements
With the publication of this book my co-authors and I want to thank many people who
have supported and encouraged us during the past few years when we worked on the
project. We would like to thank the following colleagues for reading the manuscript and
offering their valuable comments and suggestions: Juyu Sung and her students of Chung
Yuan Christian University, Jian Guan ofNan Kai University, Ling Ding, Xue Li, and Li
Xu of Beijing Normal University, and Amy Shen of the Chinese School of Middlebury
College. Our thanks also go to Kun Feng, Fang Liu, Mengfei Qi, and Pengyu Zhao for
their typing, formatting, and other editorial assistance. We would also like to thank
Xiaoxia Hu, Jing Wang, Wu Lan, and many other teachers of the Chinese School of
Middlebury College for their contribution at the early stage of this project. Our special
thanks go to the reviewers of our book: Comelius Kubler of Williams College, Carolyn
Lee of Duke University, Shou-Hsin Teng of National Taiwan Normal University and
Scott McGinnis of the Defense Language Institute for their encouragement and insightful
comments. Last, but not least, we express our sincere gratitude to Mary Jane Peluso, Brie
Kluytenaar, Elise Panza and Ann-Marie Imbomoni ofYale University Press for their
valuable comments, strong support, and constant encouragement and professional
guidance.
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XIII
Introduction
Recent developments in the pedagogical grammar of Chinese as a foreign language (CFL)
have played an important role in facilitating the teaching and learning of CFL grammar.
Pedagogical grammar is based on the findings of theoretical grammar. It not only deals
with the formal analysis of the structural properties but also describes the functional and
pragmatic aspects of language use. Furthermore, it considers leamer-related factors. Yet,
in order to provide the optimal learning conditions for students to develop grammatical
awareness, teachers of Chinese must move their research agenda forward from
pedagogical grammar to grammar pedagogy, that is, consider the pedagogical issues
more systematically. This book addresses the following curricular and pedagogical
questions: what are the best techniques to present grammar patterns clearly and
effectively to learners at different stages of their learning process? What techniques
should be employed to help learners practice grammar and word usage so that they can be
effectively learned? How can teachers scaffold to engage learners to apply grammar rules
meaningfully in communicative contexts? When and where should these grammar items
be introduced and spiraled in a course of study? In the past four years we have led a team
of teacher-researchers at the Chinese School of Middlebury College working on the
above issues in a process-oriented action-research project, a systematic process of inquiry
that helps CFL teachers understand more about the teaching and learning of Chinese
grammar in a communicative context. This book came out of the three-year research
project. According to the feedback that we have received, we are confident that this book
is very useful for teachers of Chinese as a foreign language. It is a research-based and
user-friendly reference book. It also helps teachers reflect on the effectiveness of their
XIV
teaching of grammar and make informed instructional decisions guided by sound
pedagogical principles.
There are a number of exceptional characteristics of this book. For instance, the grammar
items (i.:g.-EL~) in this book were selected carefully. We use the term "grammar item"
loosely to refer to a grammatical pattern or a word usage. We identified 150 items from 1)
our many years ofCFL teaching experience, 2) an analysis of the most commonly used
CFL textbooks, and 3) recent studies on pedagogical grammar and curricular design such
as the «X1jr~J.i.:g.q&~fJJ&;!Uf)-~i.:g.~zt*:~IXJ)) . The items we identified are the most
fundamental and most frequently used grammar items that students need to learn in order
to communicate successfully and effectively.
Another unique characteristic of the book is its principle of 'ffiiJt~f-*. Instead of
explaining the many meanings of a particular grammar item, we focus on one or two of
the most important meanings of an item (~*5<.Jm) and give various learning activities
for the students to practice it in a number of ways and learn it effectively. We believe that
effective instruction should involve a lot of practice of the language: we learn a foreign
language by doing it! Research has shown that repeated practice not only leads to
quantitative change but also results in qualitative change, that is, students develop both
fluency and mastery of language rules.
Another guiding principle of this book is that, instead of focusing too much on the formal
aspects of grammar, we scaffold for students to learn the semantic, functional, and
xv
pragmatic aspects of the grammar items. At every stage of instruction, from input
enhancement to output practice, we make sure that our students learn the grammar in
meaningful and communicative contexts. Recent research has shown that effective
processing instruction during the initial stage of instruction helps not only understanding
of the grammar but also long-term memory of the grammar patterns. Instead of the
conventional way of introducing grammar points through bilingual explanation, we have
followed the principle of professing instruction, that is, we help students understand the
items by engaging them in interactive and meaningful dialogues. We have designed our
instruction in such a way that the learners' primary attention is on communication while
they practice using the new i.g."§-lJ. We strongly believe that we need to help our students
develop their grammatical awareness by engaging them in interactive and communicative
tasks.
The attention paid to instructional sequencing is another distinguishing feature of this
book. Research findings from cognitive psychology have informed us that learners go
from controlled to automatic processing. Learners' processing capacity at the initial stage
of acquiring any new grammatical pattern or word usage is limited. Through practice,
students' sub-skills of the language become automatic and their teachers can engage them
in more holistic tasks that lead to higher level oflanguage proficiency. Our grammar
pedagogy is based on our belief that learning should be EE ;I~A:i'*, from more controlled,
contextualized rapid-fire practice to more open-ended task-based communicative learning
activities.
XVI
For each grammatical item (i.g.~-A), we have designed effective instructional techniques
that teachers can use to facilitate the students' understanding of the item and to help
students develop the ability to use the grammar item correctly and appropriately. We
divide each item into two main sections. The first section (~yfjl~g[9;n) explains the
grammar item and the second section (i*~~11:) describes the instructional procedures
for teaching and learning.
In the first section we present the explanation of the i.g. R,8 in clear, concise, and user­
friendly terms. We consider not only the structural properties of the grammar point but
also its semantic, functional, and pragmatic properties. The explanation is based both on
prior research findings of pedagogical grammar and on our own recent analysis of the
items as well. The information presented in this section is for teachers' reference, to help
them achieve a better understanding of the item in question. Teachers should not simply
present the explanation to the students word by word. Instead the teacher should follow
the procedures of the i*~md1::f£ff section.
The i*~md1:Ulff section provides step-by-step instructions to help teachers help
students learn to use the grammar item meaningfully and communicatively. The
introduction of the grammar item is always done meaningfully and interactively. The
purpose of the introduction ( .£ifA.) phase is to help students understand the structural as
well as the semantic and pragmatic meanings in a holistic communicative context. For
each item we give an example to illustrate how the introduction and explanation of the
item can be done meaningfully and interactively (~U*1iHjt, JilfrlJJ.1I¥J't.~wl±l/pJID.).
XVll
Teachers should feel free to use the illustrative example to create their own instructional
tasks and learning activities that best fit their own students. When we developed the ~A
procedures, the students in our mind were mostly the undergraduate and graduate
students in the Middlebury Chinese School total immersion context. Users of this book
should make necessary adjustments in accordance with their own context. For instance, if
your students are younger or in a different learning context, you may need to adjust the
procedure and the content of the questions to fit your own students' learning styles and
characteristics.
We strongly believe that it takes repeated and effective practice for our students to learn
grammar well. In order to reinforce the students' understanding and control of a grammar
item, we have designed subsequent learning activities, ranging from controlled fast-paced
practice to more open-ended task-based and communicative learning activities. Learners'
needs and interests were considered carefully when we designed the content, the teaching
techniques, and the learning activities. For each i.g B,~ we developed practice activities
for students of different proficiency levels, ranging from first-year to third- or fourth-year
Chinese in a university program. Teachers need to decide which partes) of the practice
activities are most appropriate for their own students. For instance, if the students are at
the intermediate level, questions regarding daily routine or current events may be
appropriate, but advanced questions that deal with abstract thinking or specialized topics,
such as a discussion about economic issues and their impact on environmental protection,
may be too difficult for the students at this proficiency level.
XVlll
This book contains proven teaching techniques that we have found useful and effective
for the teaching and learning of grammar in a meaningful and communicative context.
We hope it will be a useful resource for other teachers and lead to further exploration of
innovative and effective methods of grammar pedagogy, an important task in teaching
Chinese as a foreign language.
XIX
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