A BENEFICIAL EXPLORATION OF CONSTRUCTING A TEACHING GRAMMAR SYSTEM WITH CHINESE CHARACTERISTICS—— REVIEW OF "RESEARCH ON TEACHING GRAMMAR OF CHINESE AS A SECOND LANGUAGE: PATTERN + FRAGMENTATION"

Abstract

This article reviews Professor Liu Zhenping's Research on Teaching Grammar of Chinese as a Second Language: Pattern + Fragmentation, a significant achievement in the field of international Chinese education for constructing a teaching grammar system with Chinese characteristics. Regarding its background of compilation, the monograph responds to the orientation of "constructing disciplinary systems" and academic calls. It addresses dilemmas in traditional Chinese as a second language grammar teaching, such as reliance on Indo-European language frameworks and scattered grammatical points. Based on Zhao Jinming's "Pattern + Fragmentation" concept, it systematically meets teaching needs. In terms of its main content, the book aims to "address teaching dilemmas and construct a system with Chinese characteristics," forming a closed-loop structure of "problem tracing—grammatical pattern construction—construction of fragmented resource database—theoretical + empirical support." It clarifies pain points in the grammar system through historical tracing and practical analysis, constructs a core "grammatical pattern" framework for learners with English backgrounds, develops a dynamic "fragmented grammatical resource database," and enhances the scientific validity of its conclusions by integrating cognitive psychology, second language acquisition theory, and empirical research. In terms of innovations, the book theoretically deepens the connotation of "Pattern + Fragmentation," establishes the core position of grammatical patterns and clarifies their dynamic-static relationship with fragments in terms of viewpoints, and optimizes the selection of grammatical points and resource development through frequency statistics and information technology in terms of methods. In terms of value, it not only provides a new theoretical framework for the study of Chinese as a second language grammar but also offers practical pathways for textbook compilation and the innovation of teaching models. Meanwhile, it points out limitations such as insufficient attention to learners with non-English backgrounds and looks forward to future research directions.