Explanations of Difficult Points in Learning Chinese Language as a Foreign Language is a reference book for foreigners learning Chinese with beginner-level or intermediate-level Chinese proficiency; it is also suitable for international Chinese language teachers and other native Chinese to help foreigners study Chinese.

The book collects more than 200 issues frequently encountered in Chinese teaching practice, which are of great interest to students. These issues are arranged in the order of vocabulary, grammar, phonetics and characters, focusing on distinguishing right from wrong, and distinguishing the similarities and differences. The language is easy to understand, aiming to let users not only know what it is, but also why it is.

To facilitate students to express, understand, and memorize, some entries use diagrams, tables, and formulas, etc. Most parts of the book are accompanied by exercises and provide answers for easy checking.

   Dr. Wu Zhongwei, Vice President and Professor of International Cultural Exchange School, Fudan University, is interested in modern Chinese grammar, TCFL and the compilation of textbooks. His works include more than 40 papers on Chinese grammar, teaching, research and textbook compilation of Chinese as a foreign language in Language Teaching and Linguistic Studies, Teaching Chinese in the World, Chinese Language Learning, and monographs, such as A Thematic Study of Modern Chinese Sentences, Approaches in Teaching Grammar—The Theory and Practice of Grammar Teaching. He is now a member of the International Society for Chinese Language Teaching and a consultant of Chinese textbooks compilation committee for secondary schools (2011 edition), Ministry of Education, Singapore.

1.   Practicality

This book includes more than 200 issues frequently encountered in Chinese teaching practice, which are of great interest to students. The language is easy to understand, and diagrams, tables, and formulas are used for understanding, which help solve problems in teachers’ teaching and students’ learning process.

2.   Scientificity

The entries in this book are arranged in the order of vocabulary, grammar, phonetics and characters, and the grammar part is arranged in the order of morphology, syntax, and discourse expression, with comprehensive content and reasonable arrangement. At the same time, each entry first gives the “key points prompt”, a rhetorical question, or a wrong sentence, to make users think and verify, thus improving their self-learning abilities.

3.   Operability

Most entries are followed by exercises to help users consolidate what they learned, thus having much maneuverability.

For international Chinese language teachers, undergraduates and graduates majoring in international Chinese language education, beginner-level/intermediate-level students of Chinese.