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Article published In:
Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 57:3 (2022) ► pp.211–237

The construction of Chinese pedagogical grammar system

ORCID logo | University of Hawaiʻi at Mānoa
This paper explores two sets of criteria used to construct pedagogical grammar systems both in English and Chinese. Larsen-Freeman (2001, 2014) built a three-dimensional grammar framework to guide English teachers in constructing an approach to teaching grammar. The three dimensions are grammatical structures (morphosyntactic form), meaning (semantics; it can be lexical or grammatical) and appropriate use in context (pragmatics). Feng and Shi (2011, 2015) proposed a new model of teaching and learning Chinese called Trinitarian Grammar, consisting of three parts: the structure of sentences, the function of the structure and the contexts of the structure and the function used in Mandarin Chinese. This paper, however, suggests a four-dimensional framework for Chinese pedagogical grammar: grammatical structure, meaning (including lexical and grammatical meaning), pragmatic function and a sequence of typical contexts starting with an “optimal understanding model (OUM)”.
Keywords: grammatical structure, meaning, pragmatic function, a sequence of typical contexts, optimal understanding model (OUM)
Article outline
  • 1.Introduction
  • 2.Grammatical structure
  • 3.Meaning (including lexical and grammatical meaning)
  • 4.Pragmatic function
  • 5.A sequence of typical contexts starting with “optimal understanding model”
    • 5.1Optimal understanding model
    • 5.2The sequence of the output practice
    • 5.3The design of the whole output practice must be based on an in-depth analysis of the first three dimensions
  • 6.Conclusion
  • Notes
  • References
Published online: 30 March 2023
DOI logo
https://doi.org/10.1075/csl.22006.li
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