Preface to the series
introduction
Translator's Note

CHAPTER 4 Sentence Components

I.
Subject and predicate
1.
Subject and Predicate: What is the subject in “了, ”?
2.
The semantic relationship between the subject and the predicate: In “把刀我切肉”, is ‘把刀’ the subject?
3.
What words can be the subject and predicate?
4.
Subject definiteness: Why is “一人走了” an incorrect sentence?
5.
What are some common errors when learning subjects and predicates?

II.
Predicate and object
1.
What is a predicate? What is an object? What is the semantic relationship between predicates and objects?
2.
Which words can be predicates and objects?
3.
Actor-Object Sentences and Their Characteristics: Why is “前了那??” an incorrect sentence?
4.
Indefiniteness of the object: What is the difference between “客人了” and “客人了”?
5.
Object position: Are both '看了一天' and '等了一天他' correct expressions?
6.
What are some common errors when learning predicates and objects?
7.
What should we keep in mind when teaching predicates and objects?

III.
complement
1.
Bore Overview
2.
Result complement and result complement education
3.
Directional Bore and Directional Bore Training
4.
Possible complements and possible complement education
5.
Degree Bore and Degree Bore Education
6.
Status Complement and Status Complement Education
7.
Quantity complement and quantity complement education
8.
Prepositional phrase complement and prepositional phrase complement education

IV.
adjective
1.
Relationship between adjectives and central nouns
2.
Position of adjectives
3.
The use of adjectives and '的'
4.
Order of multiple adjectives
5.
What are some common mistakes when learning adjectives?
6.
Adjective education

V.
adverb
1.
Adverbs and Types
2.
Adverbs and the use of '地'
3.
Position of adverbs and order of multiple adverbs
4.
What are some common mistakes when learning adverbs?
5.
Distinction between adverbs and complements
6.
Adverbial training

VI.
Inserted word
1.
What is a parenthesis? What is its function?
2.
What types of commercial insertions are there?

CHAPTER 5 Sentence Structure Types and Function Types

I.
Overview of sentence structural and functional types
1.
What are the structural types of sentences? How many types are there in structural types?
2.
What are the functional types of a sentence? How many types are functional types divided into?

II.
Short text
1.
Basic concepts
2.
Noun-predicate sentences
3.
Verb-predicate sentences
4.
Adjective-predicate sentences
5.
Predicate sentence structure

III.
Functional types of sentences
1.
Overview of sentence functional types
2.
question
3.
Command statement
4.
exclamation

CHAPTER 6 Chinese Common Phrases

I.
comparative phrases
1.
Overview of comparative phrases
2.
'比' structure
3.
Teaching the '比' sentence
4.
Other comparative phrases

II.
'把' structure
1.
'把' phrase and grammar meaning
2.
Structural features of the '把' structure
3.
What are the most common errors when learning the '把' structure?
4.
'把' sentence training

III.
Passive phrase
1.
Characteristics and types of passive sentences
2.
Passive sentence training

IV.
'是… …的' construction
1.
What is the '是… …的' construction?
2.
Structural features of the '是… … 的' construction: Why is “他是昨天?的”=“他是昨天?的”≠“他是昨天”?
3.
What can the phrase '是… …的' emphasize?
4.
Pragmatic conditions of the '是… …的' construction: Why is “他是明天去上海的” an incorrect sentence?
5.
What is the difference between “他是去年退休的” and “他去年退休了”?
6.
Are “他是昨天的” and “他是的” the same?
7.
What are the most common errors when learning the '是… …的' structure?
8.
What should we pay attention to when teaching the '是… …的' structure?

V.
'連' structure
1.
What is the '連' construction?
2.
Structural features of the '連' structure: Why is “他一封也信” an incorrect sentence?
3.
What does the '連' structure emphasize?
4.
What are some common mistakes when learning '連' sentences?
5.
What should we keep in mind when teaching '連' sentences?

VI.
'是' construction
1.
What is the '是' construction? How many types of '是' constructions are there?
2.
What are some common mistakes when learning the '是' structure?

VII.
'有' construction
1.
What is a '有' sentence? How many types of '有' sentences are there?
2.
What are the most common errors when learning the '有' structure?
3.
What is the difference between “Is this a family act in front of me?” and “Is there a family act in front of me?”

VIII.
'在' construction
1.
What is the 'in' construction?
2.
What are some common mistakes when learning the '在' structure?
3.
'在' and '有' sentences: What is the difference between “衣服在床” and “衣服在床上有衣服”?
4.
'是' existential construction and '在' construction: What is the difference between “前?是?行” and “行在前”?

IX.
John Hyun-gu sentence
1.
Overview of the John Hyun phrase
2.
Types of honorific sentences

X.
Linked syntax
1.
What are conjunctions? How many types are there?
2.
What are some common errors when learning conjunction syntax?

XI.
Humorous phrase
1.
What are honorific phrases? How many types are honorific phrases?
2.
Difference between the humble and double-object phrases: Are “他叫我明天??” and “他告我明天” the same?
3.
Difference between the objects of a verb phrase and a predicate phrase: What is the difference between “I? He does?” and “I know the way he does.”
4.
The difference between '使' and '叫': Why is the sentence “老使我文” incorrect?
5.
What are some common mistakes when learning the grammatical structure?
6.
What should we keep in mind when teaching the humble phrase?

XII.
double-object phrase
1.
What is a double-object phrase?
2.
How many types of double-object phrases are there?
3.
What are some common mistakes when learning double-object phrases?

CHAPTER 7 The Compound

1.
Compound sentences and types
2.
Parallel complex sentences
3.
Sequential complex sentences
4.
Commentary
5.
Stepped composite door
6.
Multiple choice question
7.
Causality
8.
Conversion complex
9.
Conditional complex sentence
10.
Family service
11.
concessionary sentence
12.
Purpose complex sentence
13.
Comprehensive education

CHAPTER 8 ANALYZING GRAMMAR ERRORS

1.
What significance does error analysis have in Chinese language education?
2.
Principles of Error Analysis: What's the Difference Between an "Error" and a "Mistake"?
3.
What causes learners to make mistakes?
4.
What are the characteristics of learner errors?
5.
How can error types be classified?

The importance of grammar in foreign language education cannot be overemphasized.
If words are likened to a person's flesh and blood, then grammar is the skeleton.
If the skeleton is not strong, no matter how healthy the blood and flesh are, a person cannot move freely.
Therefore, foreign language teachers place great importance on grammar education, and regardless of school of thought, they teach grammar either explicitly or implicitly.
However, grammar is complex and abstract, so many foreign language teachers find teaching grammar burdensome.
I wrote 『?代???法答?』 to reduce unnecessary errors made by Chinese learners by explaining grammar in a non-complicated and abstract way.

This book mainly reflects the following principles:

First, the principle of practicality.

This is evident in two aspects: the selection and focus of the content, and the editing style. This book does not cover all aspects of modern Chinese grammar, but rather addresses the more difficult topics in Chinese language education.
In other words, we focused on grammatical phenomena that learners often make mistakes in or avoid using because they find them difficult to understand.
For example, we have explained in detail from a practical perspective why learners often make erroneous statements such as “I need to make friends”, “I have finished my work”, “I know the matter”, “I am a beautiful princess”, “I am sick, I am happy”, “I am 40 years old”, “I am the best”.
I have not briefly explained or mentioned any grammatical phenomena that foreign language learners do not make mistakes.

Next, we provide specific explanations of the selected grammatical phenomena, and suggest solutions to problems that often arise in Chinese language education. This is one of the differences from general grammar textbooks.
By specifically explaining grammatical phenomena and rules within the framework of a grammatical system, we aim to assist in teaching and learning Chinese.

Second, the principle of systematicity.

This book first briefly explains specific grammatical items, and then designs several questions to cover the related grammatical phenomena in detail.
For example, in the case of verbs, after explaining the grammatical functions and classification of verbs, we addressed the problems that frequently arise in Chinese language education in the subclassification of verb types.
This approach helps readers understand the modern Chinese grammar system and, furthermore, become familiar with specific grammatical phenomena, which can be effectively applied in Chinese language education.
If the grammar system is a silver thread, then the problems that arise in Chinese language education are each pearl, so the two are organically connected to form a complete whole.
Without the silver thread, countless grammar problems would be like scattered pearls, unable to be made into a beautiful necklace.

Third, the principle of segmentation.

This book explains grammar in great detail so that even beginners can understand it.
For example, other grammar books do not explain in detail the difference between '能' and '?'.
As another example, it mentions adjective doubling and verb doubling, but does not explain which adjectives or verbs can be doubling and which cannot.
But this book goes into detail about these.
Grammar rules are explained in detail, and attention is paid to explaining meaning and usage in addition to grammatical form, taking into account all three aspects of 'grammar, meaning, and usage'.
The explanations are so detailed that they might seem like a dictionary, but we have taken the trouble to explain all the difficult points or key contents in Chinese language education in detail to increase practicality.

Of course, humans have limited memory, so if there are too many and too complex rules, it can be difficult to remember.
So when explaining grammar rules, I tried to find the right balance between brevity and complexity.
I'll leave it up to the readers to decide whether the balance is appropriate.

This part is also what differentiates this book from other grammar books.

Fourth, the principle of contrast and the principle of error analysis.

This book mainly proceeds with three types of contrasts.
The first is interlingual contrast, and the second is intralingual contrast, that is, comparing similar or easily confused grammatical phenomena within Chinese.
And the third is a comparison of the learner's error sentences and the appropriate sentences (correct sentences).
Through this, we aimed to prevent as much as possible errors due to negative transfer from the mother tongue and errors due to overgeneralization in Chinese language education.

On the occasion of the publication of this book, I would like to express my deepest gratitude to my advisor, Professor ??Ming, Mr. Shen Pu-na of Peking University Press, and the editor, Mr. Li Ling.
This book was created thanks to the unique insight of Professor and Professor Shim.
? The professor emphasized the importance of basic research in Chinese language education and encouraged me, so I was able to do my best despite my "insignificant" talents.
Moreover, thanks to the professor's dedication to nurturing his students, we were able to gain this valuable opportunity, and thanks to the professor's "private review," we were able to further enhance the quality of this book.
I would like to take this opportunity to express my sincere gratitude to the professor.
If the unique vision of Professor and Mr. Shen made the creation of this book possible, it was Mr. Li Ling's responsible attitude and outstanding Chinese language skills that made this book so fruitful.
And, I would like to give special thanks to the teachers who have helped me on numerous occasions.
Their valuable opinions and suggestions have made this book even more enlightening.
I would like to take this opportunity to express my gratitude to everyone.

I hope this book will help those interested in learning Chinese to experience and enjoy the joy of grammar education.

This book was originally written for educational purposes, and we aim to continuously reflect insights from the educational field.
I believe there may be some shortcomings due to limitations in my experience and my lack of in-depth knowledge of some grammatical phenomena and prior research.
To improve the book, I ask for your criticism and opinions.