Book announced at https://linguistlist.org/issues/34.3248

AUTHOR: Yongping Zhu
AUTHOR: Chu-Ren Huang
TITLE: A Student Grammar of Chinese
PUBLISHER: Cambridge University Press
YEAR: 2023

REVIEWER: Ningxian Li

SUMMARY

A Student Grammar of Chinese, coauthored by Yongping Zhu and Chu-Ren Huang, serves as an introductory guide for beginners in Chinese language learning. The book is organized into five units. The initial unit provides an overview, followed by a second unit dedicated to the parts of speech. The third unit covers simple sentences, while the fourth explores unique sentence structures specific to Chinese. The concluding unit delves into complex sentences.

In the first unit, which covers Chapters 1 to 4, the book presents the foundational aspects of the Chinese language. This encompasses the phonetic system of Chinese, its lexicon and characters, and the primary elements and distinctive characteristics of Chinese syntax.

Chapters 5 to 16 form the second unit, introducing and explaining eleven different parts of speech in Chinese, such as nouns, verbs, prepositions, and particles. Specifically, Chapter 6 focuses on nouns, outlining their syntactic properties. Notably, it highlights that most nouns can be accompanied by numerals and measure words, yet adverbs do not modify them. Furthermore, this chapter discusses some unique traits of Chinese nouns, including the absence of a clear distinction between singular and plural forms, as well as the particular uses of prefixes like 老- ‘lǎo-’ and suffixes like -头 ‘-tóu’, which lose their original meanings as ‘old’ and ‘head’.

Chapter 7 delves into the numerals in Chinese, detailing the usage of decimals and fractions. The subsequent chapter, Chapter 8, focuses on measure words or classifiers, which are typically used in conjunction with numbers to quantify nouns.

Chapter 9 presents an in-depth look at three categories of pronouns in Chinese: personal, demonstrative, and interrogative pronouns. A notable aspect discussed is the unique function of interrogative pronouns in Chinese, where they can lose their traditional interrogative function. For example, 谁 ‘shuí’ (‘who’) can be used in a general sense, as in 谁都知道水的重要性 (‘Everyone knows the importance of water’), indicating a universal acknowledgment. Similarly, 什么 ‘shénme’ (‘what’) can convey a sense of uncertainty, exemplified by 我想吃点什么 (‘I want to eat something’).

Chapter 10 introduces verbs, offering information about the distinctions between transitive and intransitive verbs. Additionally, it introduces a unique feature of Chinese grammar: V-O compounds, also known as separable verbs, exemplified by 跳舞 ‘tiàowǔ’ (‘dance’), which literally translates to ‘jump-dance’. These verbs are deemed separable because they can be separated by aspect markers like 了 ‘le’ , as well as by expressions like number+measure words or temporal modifiers. This can be seen in examples like 跳了舞 (‘danced’). A subsection within this chapter focuses on Chinese aspect markers such as 了‘le’, 着‘zhe’, 过‘guò’, providing an in-depth examination of their proper usage contexts. This exploration helps elucidate the aspect system in Chinese, highlighting how these markers contribute to the overall meaning of sentences by indicating the completion, ongoing nature, or experiential aspects of actions.

Chapter 11 introduces modal verbs. The chapter can be divided into two parts. The first part is about common modal verbs in Chinese, including their meanings, their differences from each other and from ordinary verbs, as well as when to use them. The second part offers the grammatical features of Chinese modal verbs such as the requirement that they need to be followed by a verb or an adjective.

In Chapter 12, the focus shifts to Chinese adjectives, which can either modify a noun directly or act as the predicate in a sentence. This chapter also examines the phenomenon of adjective reduplication, a linguistic feature where adjectives are repeated to convey a special meaning or emphasis.

Chapter 13 shifts to Chinese adverbs, with a focus on distinguishing between adverbs with overlapping meanings. It particularly contrasts pairs like 又 ‘yòu’ and 在 ‘zài’, both of which can translate to ‘again’, and 不 ‘bù’ and 没 ‘méi’, each expressing negation, thereby shedding light on adverbial usage in Chinese and the specific contexts in which each adverb is appropriately applied.

The narrative progresses through Chapters 14 to 16, which are dedicated to function words in the Chinese language, encompassing prepositions, conjunctions, and particles, respectively. Chapter 14 highlights the comparison between Chinese and English prepositions, noting similarities in meanings but emphasizing a significant difference in their syntactic placement. Unlike in English, where prepositions typically follow the verb (post-verbal), Chinese prepositions usually precede the verb (pre-verbal). The chapter acknowledges exceptions to this rule, where prepositions might appear post-verbally depending on specific prepositions, verbs, or the formality of the context, particularly in written language. It concludes by addressing the evolution of most Chinese prepositions from verbs, offering insights into distinguishing between their uses as prepositions or as verbs.

Chapter 15 introduces and explains Chinese conjunctions, categorizing them based on their functional roles in sentences, such as establishing coordination, causality, and condition among clauses or phrases. In Chapter 16, the focus shifts to a unique feature of the Chinese language: particles, which are notably absent in English. The chapter categorizes particles into three types: structural, aspectual, and modal particles. Despite their lack of concrete lexical meaning, these particles are crucial for contributing a grammatical meaning. This chapter pays particular attention to the structural particle 的 ‘de’, underlining its necessity in the formation of Chinese relative clauses, illustrating a fundamental difference between Chinese and English relative clauses.

Unit three, spanning five chapters, offers a detailed examination of simple sentence structures and their functions within the Chinese language. Chapter 17 lays the foundational groundwork by offering a broad overview of various sentence types, which are elaborated in the rest of the chapters in this unit. Initially, it defines what constitutes a sentence and introduces six grammatical roles phrases can play, with the subject and predicate being primary. Additionally, the chapter explains the principal functions simple sentences may serve, including declarative, interrogative, and imperative forms. A distinctive feature of Chinese highlighted in this chapter is the acceptability of subjectless sentences, particularly in contexts like reporting natural phenomena—a construct less common in English. Furthermore, the chapter touches upon the concept of elliptical structures, where certain sentence components may be omitted, assuming the context provides sufficient clarity. This structural flexibility is also shared by English.

Chapter 18 explains subject and predicate phrases, fundamental components of Chinese sentences. It underlines the flexibility in what can constitute a subject: beyond nominal phrases, subjects in Chinese can also encompass clauses, verb phrases, or relative clauses, a pattern that is also reflected in English. When it comes to predicates, the chapter broadens the scope beyond mere verbs to include adjectives and nouns, illustrating the diversity in expressing predicates in Chinese. A notable structural element introduced in this chapter, which sets Chinese apart from English, is the serial verb phrase. An example provided is 看完了书去图书馆 (‘finish reading and then go to library’). This structure is characterized by a succession of two or more verb phrases that are linked without the use of pauses or conjunctions. These verb phrases adhere to a temporal sequence, arranging actions in the order they occur: the action taking place earlier precedes those happening later.

Chapter 19 explores the relationship between verbs and objects in Chinese, identifying various semantic relations that can exist between them. Importantly, the chapter introduces verbs capable of taking two objects, typically ditransitive verbs of transfer such as 给 ‘gěi’ (‘give’), 送 ‘sòng’ (‘give’), etc.

Chapter 20 is dedicated to the concept of complements in Chinese, defining them as elements (be they verbs, adjectives, or adverbs) that provide additional details about the manner, result, or state of the predicate or the object. The chapter delves into various types of complements—such as manner, result, potential, and directional complements—introducing their specific functions and how they interact with the marker 得 ‘de’.

Chapter 21 distinguishes between attributives and adverbials, both of which serve a modifying function within a sentence. Attributives are primarily used to modify nouns, while adverbials modify predicates, such as verbs or adjectives. A notable difference from English mentioned in this chapter is the placement of both attributives and adverbials; in Chinese, they invariably precede the elements they modify, reflecting a syntactic rule that contrasts with English sentence structure.

Unit 4 discusses specialized constructions in Chinese, with Chapter 22 focusing on the 把 ‘bǎ’ structure, a distinctive syntactic formation. This chapter elucidates both the syntactical requirements and semantic implications of the 把 construction, which is uniquely Chinese. From a syntactic perspective, the 把 construction is permissible solely with transitive verbs, following a specific pattern: subject + 把 + object + verb + additional elements. Semantically, the chapter outlines that the 把 construction needs a transitive verb that conveys a sense of disposability or effect on the object. The object involved must be definite, and the segment following the verb typically illustrates a change, result, or impact due to the verb’s action. Furthermore, the chapter specifies conditions under which the 把 construction is inapplicable, such as with verbs that do not suggest a change or effect, exemplified by 是 ‘shì’ (‘be’) or 有 ‘yǒu’ (‘have‘).

Chapter 23 explains passive constructions in Chinese, notably the 被 ‘bèi’ construction. It begins by comparing and contrasting the 把 and 被 constructions, highlighting their distinct uses and functions in sentence structure. Additionally, the chapter broadens the discussion to include alternative methods for expressing passive voice without resorting to the 被construction. It introduces other words and forms such as 给 ‘gěi’, 叫 ‘jiào’, 让 ‘ràng’ etc., each capable of conveying passivity in a sentence.

In Chapter 24, the focus shifts to the formation of questions in Chinese. It categorizes questions into four basic types: yes-no questions using interrogative particles, wh-questions, A-not-A questions, and A 还是 ‘háishì’ (‘or’) B questions. The chapter provides a thorough overview of the main features and syntactic behaviors associated with each type of question, offering readers a comprehensive understanding of how to formulate questions in Chinese. The chapter concludes with a section on rhetorical questions, explaining that rhetorical devices in Chinese can employ any of the four question forms.

Chapter 25 introduces comparative structures in Chinese, focusing on two primary types of comparisons: those indicating difference, utilizing 比 ‘bǐ’, and those indicating sameness, using 跟 ‘gēn’. This chapter elucidates the mechanisms and syntax behind forming comparative sentences, whether highlighting disparities or similarities between entities.

Chapter 26 elaborates the concept of Chinese existential sentences, outlining two primary structures to convey existence or location. The first structure follows the pattern of Place word + Verb + Noun, which is used to assert the presence of the noun at the specified place. The second structure reverses the order to Noun + zai + Place word, indicating the location of the noun. This chapter provides information about expressing spatial relationships and the existence of objects or persons within various contexts.

The concluding chapter of this unit is about emphatic constructions in Chinese, including two principal methods: the 连…都‘lián…dōu’ construction and the 是…的 ‘shì…de’ construction. This discussion includes an exploration of how emphasis is realized differently in Chinese compared to English.

Unit 5, although brief, is dedicated to the exploration of compound and complex sentences in Chinese. It contains two chapters that dissect the various categories of both sentence types, elaborating on the specific meanings and functions of each category. This unit provides a comprehensive overview of how compound and complex sentences can be utilized to convey more detailed and interconnected ideas.

EVALUATION

The book A Student Grammar of Chinese, by Yongping Zhu and Chu-Ren Huang, is a comprehensive introductory grammar and reference book. The book allows readers to understand the similarities and differences between Chinese and English in subfields like phonetics, morphology, and syntax. It also explains, in a very reader-friendly way, some special constructions in Chinese that are missing would-be English counterparts.

This book is structured so that every chapter begins with defined objectives for learning and concludes with a brief recapitulation of the key points covered. Following each chapter, readers are presented with an array of exercises, including sentence correction and dialogue completion, designed to facilitate review and application of the material. Additionally, answer keys are made available online, enabling readers to independently verify their responses.

This book stands out for its numerous strengths, but I'd like to focus on three particular aspects that truly set it apart. Firstly, an innovative feature of this book is the dual presentation of all Chinese sentences: they are provided in both simplified and traditional Chinese characters. This approach is a departure from what is typically seen in Chinese grammar books. By offering both writing styles, the book addresses the preferences and needs of a diverse readership. Some learners have a penchant for the elegance of traditional characters, while others find the streamlined simplicity of simplified characters more approachable.

Another commendable aspect of this book is its rich contextualization of sentences. Understanding that sentences gain their meanings through their discourse context, the book situates examples within a coherent narrative or discussion. An illustration of this is on page 320, where the usage of the 把 construction in Chinese is explored. By setting up a specific scenario and then presenting sentences with and without the 把 construction, the book demonstrates the crucial role that context plays in applying this grammatical structure. This methodological approach makes the concept more accessible and understandable to readers, highlighting the importance of discourse in mastering Chinese grammar.

The third major aspect to highlight is how the book brings the topic-comment structure into the consciousness of learners. Chinese has been argued to be a topic-prominent language (Li & Thompson, 1976), where topic and subject both are argued to be grammatical categories (Huang, Li, & Li, 2009). Through clear explanations and the strategic use of the English phrase ‘as for’ to draw parallels, the book effectively introduces learners to the concept of topics in Chinese. This approach not only aids in understanding a fundamental aspect of Chinese syntax but also enriches the reader's comprehension of how the language structures information.

In conclusion, this book is an excellent guide for anyone interested in learning about Chinese grammar. It is especially useful for teachers who are looking for a wide range of ideas to help their students and for students who are learning Chinese on their own. The book is packed with clear explanations, making it easy for readers to grasp even the trickier parts of Chinese grammar.

The book does an excellent job of breaking down complicated ideas into easy-to-understand pieces. Whether it is explaining the use of the 把 construction or the topic-comment structure, the book makes these concepts accessible to learners at all levels. This thoughtful way of presenting information means that no matter whatever a learner’s level is, this book has something to offer.

Overall, this book is not just a grammar guide; it is a tool that brings together clear explanations, practical exercises, and insights into the Chinese language. It's an essential resource for teachers and a helpful guide for students, making learning Chinese grammar less daunting and more enjoyable.

REFERENCES

Huang, C.-T. James, Li, Y.-h. Audrey & Li, Yafei. 2009 The Syntax of Chinese. Cambridge: Cambridge University Press.

Li, Charles & Thompson, Sandra. 1976. Subject and topic: A new typology of language. In C. N. Li (Ed.), Subject and topic, 457-489. New York: Academic Press.

ABOUT THE REVIEWER

Ningxian Li is a PhD candidate in Romance linguistics at the University of Georgia.