Quick Chinese Beginner Course: Comprehensive Textbook (1)

Author: Guo Zhiliang, Editor-in-Chief
Publisher:
Publish Date: 2003-09-01
Features: The textbook is arranged as follows: A total of 80 lessons, with pronunciation teaching integrated throughout. Lessons 1-10 focus on pronunciation (initials, finals, tones), without grammar or functions; Lessons 11-80 emphasize grammar and functions while also covering pronunciation (difficult sounds, difficult tones, word stress, sentence stress, intonation, etc.). When compiling the texts, we carefully selected and arranged topics. Content related to daily life, study, and communication was prioritized, while cultural content introducing China's social context, customs, and values was included later. Among the content on China's social context, the focus is on positive aspects, but some lessons reflect negative aspects to avoid detachment from reality and prevent misleading effects. The selection of text content is constrained by certain grammatical points, but not overly rigid, with emphasis on fluency and interest. The length gradually increases, but the longest lesson does not exceed 500 words. There are over 3,400 new words in total (excluding proper nouns). The phonetic annotations are mainly based on the Modern Chinese Dictionary compiled by the Dictionary Editing Office of the Institute of Linguistics, Chinese Academy of Social Sciences, with occasional reference to the Lexical Leveling Outline compiled by the Research Group on Chinese Proficiency Leveling Standards. The part-of-speech annotations primarily draw from The New Modern Chinese Multifunctional Dictionary edited by Feng Zhizhun and others. There are about 43 new words per lesson, with students only required to master the key vocabulary of each lesson. The selection of grammatical points is mainly based on the Grammar Leveling Outline compiled by the Research Group on Chinese Proficiency Leveling Standards. For the grammatical points covered in the textbook, all but a few at the A level are included, most at the B level, and some at the C level. We have adjusted a few grammatical points, expanding the scope of directional complements, resultative complements, and subject-predicate predicate sentences, while adding state complements and quantity complements. Difficult grammatical points are distributed throughout. For grammatical points that appear in the texts, we adopt a differentiated approach: key points have more annotations, secondary points have fewer, and non-key points are not annotated (e.g., serial sentences, coordinate sentences). Grammatical points are not annotated one by one; instead, we generally use an inductive method and specify usage conditions.