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253 viewsIntermediate Chinese: A Grammar and Workbook
Designed for students who have some knowledge in the language. 25 units each dealing with a particular grammatical point
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zsszdshkggCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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/ 205
INTERMEDIATE CHINESE:
A GRAMMAR AND WORKBOOK
‘No existing book of its kind can compete with this une.”
(r Qian Kan, Cambridge University)
farermediate Chinese is designed for students who have some knowledge of
the language, Each of the 25 units deals with a particular grammatical point
and provides associated exercises. Features include:
clear, accessible format
many useful language exarapies
jargon-free grammar explanations
ample dritls and exercises
+ full key to exercises
All Chinese entries are presented in both pinyin romanisation and Chinese
characters. They are accompanied, in most cases, by English translations to
facilitate self-tuition in both the spoken and written language. Intermediate
Chinese is also ideal for ctasstoom use.
Intermediate Chinese, together with ils sister volume, Basic Chinese, forms
4 compendiurn of the essentials of Chinese syntax. The two books form an
integrated set but both may be regarded as self-contained.
Yip Po-Ching is Lecturer in Chinese Studies at the University of Lecds and
Don Rimmington is Emeritus Professor of East Asian Studies and formes
head of the Bust Asian Studies Department at the University of Leeds.
They are the authors of Chinese: Au Essential Grammar (1996), and
Busic Chinese: A Gramniar and Workbook (1998), Titles of related interest published by Routledge:
Basic Chinese: A Grammar and Workbook
by Yip Po-Ching and Don Rimmington
Intermediate Chinese: A Grammar and Workbook
by Yip Po-Ching and Don Rimmington
Chinese: An Essential Grammar
by Yip Po-Ching and Don Rimmingten
Colloquia! Chinese: A Complete Language Course
by Kan Qian
Colioquia! Chinese CD-ROM.
by Kan Qian
Colloquiat Chinese (Reprint of the first edition}
by Ping-Cheng T’ung and David E, Pollard
The Chinese Lexicon
by Yip Po-Ching
Basic Canionese: A Grammar and Workbook
by Virginia Yip and Stephen Matthews
intermediate Cantonese: A Grammar and Workbook
by Virginia Yip and Stephen Matthews
Cantonese: A Comprehensive Grammar
by Stephen Matthews and Virginia Yip
Cotloquia! Cantenese: A Complete Language Course
by Keith S. T. Tong and Gregory James INTERMEDIATE CHINESE:
A GRAMMAR AND
WORKBOOK
Yip Po-Ching and Don Rimmington
with Zhang Xiaoming and Rachel Henson
Sabee,
a fos
Mn Peano of
London and New York First published 1998 by Routledge
#1 New Fetter Lane, London ECAP 4EE
Simultaneously published in the USA and Canada
by Routledge
29 West 35th Street, New York, NY 10001
Reprinted in 1999, 2000
Roniledge is an iaiprint of the Taylor d Francis Group
© 1998 Yip Po-Ching and Don Ri
‘ington
Typeset it: Times by Graphicrafi Limited, Hong Kong
Printed and bound in Great Britain by TJ International Ltd, Padstow, Cornwall
All rights reserved. No part of this book may be reprinted of reproduced of utilised in
any form or by any electronic, mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
British Library Catatoguing in Publication Dota
A calalogue record for this book is available from the British Library
Library of Congress Cataloguing in Publication Data
Yip, Po-Ching, 1935—
Intermadiate Chinese: a grammar and workbook / Yip Po-Ching und
Don Rimmington.
pcm, — (Routledge grammars)
Includes index.
ISBN 0~415-16038-3 (alk. paper). — ISBN Q-415~16039-1 «pbk.
alk. paper)
1. Chinese language—Grammar. 2. Chinese language—Syntax,
3. Chinese lunguage---Texsbooks for foreign speakers—English
1 Rimmingion, Don. I. Title. Hl. Series
PLILEL. ¥564" 1998
495.1'82421—de21 9749486
CIP
ISBN 0-415—16038—3 (hbk)
ISBN 0-415~16039-1 (pbk) CONTENTS
Introduction
1 The #t! ba structure
2. The i bai structure
3 Dative constructions with direct and indirect objects
4 Causative constructions
5. Serial constructions
6 Existence sentences
7 Subject-predicate and topic-comment sentences
8 Sentence particle 7 le
9. Abbreviated sentences
10 Rhetorical questions
11 Conjunctions and conjunctives linking clauses in compound
sentences (1)
12. Conjunetions and conjunctives linking clauses in compound
sentences (2}
13 Conjunetions linking words or phrases (summary)
14 Attributives (summary)
30
36
43
Si
58
65
73 vi Contents
15 Adverbials (summary) 96
16 ff de, fF de, #6 de (summary) 103
LT ‘Byery’, ‘each’ — 4 méi, & gé and indefinite pronouns ww
18 Comparisons with FL bi and 87 méiyou (summary) 18
19 Various uses of # you (summary) 127
20 Idiomatic uses of £2 shi (summary) 134
21 The aspect marker J le (summary) 144,
22 The aspect markets # zhe, (IL) % (2héng)zii and jt guo
(summary) 152
23 The idiomatic uses of ## lai zhe, Ml bei, # ma, 27 ba le,
4 me and 1 ba 160
24 The idiomatic uses of 5 ne 165
25 Onomatopocia and interjection 170
Key to exercises 176 INTRODUCTION
This book is a sequel to its companion volume Basic Chinese: A Grammar and
Workbook and is likewise designed to assist learners of Mandarin or Modern
Standard Chinese, which is the language spoken by close’ on 70 per cent of
the people in China. It presents the more complex features of Chinese syntax in
an easily accessible reference-and-practice format. We hope it will be of help
to students of the Chinese language at intermediate and advanced levels, and
we envisage that it will be suitable for classroom use and, in particular, for
independent study, as well as for reference purposes.
The book is divided into 25 units. Firstly it introduces a aumber of intricate
linguistic structures, which are characteristic elements in the Chinese language.
and then it goes on to provide in-depth reviews and analyses of basic grammatical
pattems in variant and more complex forms
Each unit deals with an individual language category or structure, and pro-
vides follow-up exercises for immediate reinforcement. A key to the excrcises is
given at the end of the book. Readers may wish to consult the units separately or
work progressively through the book, but we suggest that, when going through a
particular unit, they attempt all the exercises in it, before consulting the key.
Practical, functional vocabulary is used in the grammatical explanations and
exercises, and overall provides an extensive range of frequently occurring terms
and expressions. All illustrative examples throughout the book are given in
Chinese script and pinyin romanisation* with English translations.
Students looking for guidance on more elementary grammatical structures
should refer to Basic Chinese: A Grammar and Workbook.
The preparation of the book received financial assistance from the University
of Leeds Academic Development Fund. Two Research Assistants, Ms Zhang
Xiaoming and Ms Rachel Heason carried out much of the important work of
assembling the illustrative material. The project could also mot have been com-
pleted without the painstaking efforts of Ms Li Quzhen, who closely monitored
the vocabulary progression and proof-read the text. Any errors or omissions are,
of course, the fault of the authors.
* Nole: We have useil ‘a rather than ‘0°, which isthe standard form in pinyin zomanisation. UNIT ONE
The #2 ba structure
A. The if ba structure, which is unique to the Chinese language, has the effect
of shifting the object of the verb in the sentence to a pre-verbal position. It is
weed most often with action verbs. The sentence: HTH THIMEF > (4 d& pd
Je na/néi ge bélzi ‘He broke that cup.’, for cxample, may also be expressed as;
OEE MTITRET © ta ba mi/ndi ge belzd di pa le. There are nwo important
rules coneeming the use of (2 ba:
(1) The object must be of definite reference. In our example, the object JF
F na/nai ge béizi is of definite reference.
One cannot say:
UIE MEFITEET + ta ba yi ge btizi di pi le
because © #5 yi ge beizi is of indefinite reference
(2) The verb mnst incorporate a complement. in our example, the verb 71 da is
complemented by § pd, without which the sentence would sound incomplete.
‘One cannot say:
HEEB 147 > ta bd na/néi gé beizi di
B_ There are various kinds of complements. In the examples given below, the
complement in each case is shown in round brackets:
(1) Resnit complements. These are either adjectives or verbs, which indicate the
outcome of an action. & pd above is an example of a verbal result comple-
ment. (See also Basic Chinese, Unit 22.)
STWLMAUESAT «sii hA qiché xi hde le (77 bio)
The driver repaired his car. 2 Uniti
SEAIERISAUEGT > xuésheng ba heiban ch ganjing le (Fi ganjing)
‘The student cleaned the blackboard.
AHIR SET °
ta ba ni/ndi pian wenzhang xie win le (5 wan)
He has finished writing that essay.
HERI MBITIFT © t b’ chuanghu dou da kai le (# kai)
‘She opened all the windows
22NBAALALIETT © didi ba dianshiji ndng buai te CT huai)
‘My younger brother broke the tclevision set.
J) SHE MAFHET > xidio mao ba ditén ndng zang le (iT zang)
The kitten has made the carpet dirty.
Note: It can be seen from the above examples that the panicle ‘le, which usually signifies a
changed state, is naturally associated with these result complements. Ifthe verb used in the!
‘4 structure, apart from indicating an cetion, also postesses an inheyent notion of resull, ¥ Je
yy itself may be sufficient to function as the complement:
MHRA > ba chudnghu déu hai le
‘She opened all the windows.
(ROWE f+ tamen ba mén guam le
‘They closed the doct.
(2) Location complements using 4: 281 phrases. (See Basic Chinese, Unit 21.)
SUP aL HEH Ee
wa ha hur gua zi qiéng shang (4... |: zi... shang)
L hung the picture on the wall.
SRE TE LIE ETRE»
mama ba huar chi
‘Mother put the flowers in the vase.
PRR BRED PRRUEIL Fo
méimel bi yasuigiin fang zai zhéntow xia GE... F zi... xia)
(My) younger sister put her new-year lucky money under (her) pillow.
(3) Direction indicators as complements. (See Basic Chinese. Unit 21.)
YER AKER BET ©
wé ba yifu fang hui yigui li gi le (i)... hui... qi)
T pur the clothes back into the wardrobe. Uniti 3
BSCR GARITBAT «
baba ba qida can jin yimhang li qi le (i... 3 jim... qi)
Father put the money in the bank.
SHEAR LRT °
t& ba ché duan shing Idu lai le CE... ok shang... Idi)
She carried the tea upstairs.
(4) Daration and frequency complements. (See Basic Chinese, Unit 14.)
RAR T PA ©
WO ba kéwén faxi le Iking bidm (Hl ling bidn frequency complement)
Trevised the text twice.
BREST — sid «
chiishi ba jt ko le yi g® xtioshi (—4s.8i yT gb xitioshi duration
complement)
The cook roasted the chicken for an hour.
RIEKRET—TF
‘wo ba téufa shi le yixia (—F yixia brief duration complement)
I gave my hair a brush,
Note: Brief duration may also be expressed by repeating the verb
UMA HB ~ wa bd tOufa shui le sh
L gave my hair a brush.
(5) m@ chéng/## zud ‘treat . .. as’, ‘regard... as’ as complements.
FBS SARA BES ©
(4 ba xuésheng ding chéng ziji de hdizi (5% chéng....)
He treated his students as his own children,
TUTE ANSE TE “AR ET °
(amen ba zhé/zhei zhong ji ji
They eall this kind of liquor ‘Maotai’,
Ap RULE CLG REA »
zudjia ba ziji de zodpin fanyi chéng yingwén (18, cheng...)
‘The anthor translated his/her own works into English.
(6) 48 gti ‘give to’ as complement:
FOLATE 2K 28 HK
ayi ba na/néi ping xiangshui sing gei wo (44 géi... )
(My) aunt gave me that bottle of perfurne. 4 Unit
TAREE ESI >
aging ni b& zhdvzhti feng xin jido géi ni baba (4 geil...)
Ptease pass this letter (o your fathcr.
{7) The mannerfresultant state # de phrase/clause as a complement. (See also
Basic Chinese, Unit 22.)
(a) Phrase:
BEM AEM REAR To
lifashi b4 didi de t6nfa jin de (i dudn te (74 de...)
The barber cut (my) younger brother's hair too short.
AREA 1 TR A TB AES ©
ta ba thé/zhéi ge wenti jiéshi de qingqmgchdchu (#4 de... )
He explained this problem extremeiy clearly,
(b) Clause:
SULT EMO AA REBS «
ta bd h?/zhdi jidn shiging ban de dajia dou manyi (45 de...)
She dealt with the problem to the satisfaction of everybody
© In imperative sentences, 7 le and # zhe may sometimes be used as com-
plements for a 12 ba structure to indicate completion or continuation of the verb
in question:
HEE T © ging bd dangao chi le
Please finish the cake,
iain Adee + ging ba wo de dayt nd zhe
Please hold my coat.
D> When the negators # (4) méi(you} “did not’, ‘have not’ (used in statc-
ments) and 8{ bié or FH! ba yao ‘do not’ (used in imperatives) occur with
4€ ba, they are always placed hcforc ‘2 ba in the sentence:
foi GUTH b> ta méiydu ba mdozi Adi shang
He didn’t put his hat on.
BHMILN IE PHAELT - bid bd wo de dongxi géo ludn le
Don’t mess up my things.
The {™ bi structure nsually expresses an action which has already been realised,
and the negatar (as above) is likely to be. 8 (4) méi(ydu). However, % bis may
be used with i, where a condition is stated: Unit1 5
APR TRT i! A E BILE DLIL
migin dui héizi shud: ni bd ba jidké chuan shang, bié cha qi wanr
Mother said to her child: ‘ff you don’t put on your jacket, you musin’t
(dit, don’t) go out and play."
E Modal verbs always precede the fi ba structure:
PLACA WAS > ni bixa ba wizi shoushi ganjing
‘You must tidy up the coom.
JEON PIC ELRAIH MM « mamel bi kén bi winjd hudn gi jidjie
The younger sister was not willing to return the toy to the elder sister.
F Coverbal phrases and adverbials of manner generally precede {1 bi. They
may, however, follow the # ba phrase, where emphasis is on them.
ARAL RRA >
1a yong daozi b4 ningméng git chéng yi pian pian
She cut the lemon into slices with a knife.
less usual’
HET RD ATR °
ta ba ningméng yong daozi qié chéng yi tplin pian
She cut the temon into slices
Similarly:
{HSZERHLIE ADU © ta qingging de ba dongxi fang xia
He put the things down quietly.
less usual:
ADIERMRISAENIE F © ta ba dongxi qingging de fang xia
He put the things down quietly.
G Generally speaking, {2 b& constructions indicate ‘intentional manipulation’ as
most of the above examples show. Occasionally, however. a 4% BA construction
may also indicate ‘unintentional intervention’ or the result of it, For example:
seeE:2F FT + méimei bé qinzi nong zing le
My younger sister dirtied her skirt.
S658 (A) IE Maite © didi méi(yéu) ba diammio gio huai
‘My younger brother did not break the computer.
Note: 1 go and sf mong both meaning “handle” are often used in association wath complements
indicating undesirable results 6 Unitt
Exercise 1.1
Rewrite the following sentences using the 4é! ba structure:
1 NRULETRE (BOS > xidohdir dé pd te bolichudng
The child broke the window.
2 (MLR TP ARe xido hong sha le yixia toufa
Xiao Hong gave his hair a brush.
3 ianGik*EF + ging chi zhé/zhéi xié yao
Please take this medicine.
4 AST HH 7 EK + G4 céng yinbéng li qi chid le na/néi bi qidn lai
She took the money our of the bank.
5S AMARA WARE AME « zhe/zhéi ge wenti Moshi jiéshi de hén qingchu
The teacher explained the problem very clearly.
6 PRNFURIREKIDRT © ni de yifu wo fang zai yigui li le
I put your clothes in the wardrobe
Exercise 1.2
Make {# ba sentences using the words and phrases below and translate the
resulting sentences inte English
2 YX fldngy) Ray fa gel Lip Mosh! 4 xuésheng
2 RT wile HAM yal ffl ta
3. bitshi i825 di ghi HH yaopiin A bingrén
4 BERT He zai Jia Mi le 3 wd $58 yaoshi
5 hi xidotou SS jingché JA 7 zhua zhi Je
6 HEAT xiu hia Je BAL ijt HAE giché
Exercise 1.3
‘The following Chinese sentences all contain errors. Make the necessary correction
in each case;
1 (VBGOARFIT « xidohai ba béizi d&
The child broke the cup.
2 YG EEFL « Moshi bd shi zai zhuozi shang
The teacher put the books on the table.
3 RAD AT > wo bs xin bind xié wan
[must finish writing the letter. Unit1 7
4 MIBGSSHDRAAT © (4 bd shitou dao hai li qi réng ke
She threw the stone into the sea.
S miiiEsGeT > cheisht ba jt shui/shdu le
The cook roasted the chicken_
6 HRBHATS + qing bi nd hho budchepido
Please keep your train ticket safe. (Jit, Please hold on to your train ticket.)
7 SET CRT © xitlo I ba yi ge pinggud chi le
‘Xiao Li bas eaten an apple.
8 HAEAEITIET > th ba shenges fi le
She remembered all the new words.
9 FHEMAL © hishi bi mén méi guan shang
The nurse didn’t shut the door.
10 BRT YEH © qing bS zhi/zhdi jin shi bi yo ghasu ta
Please don't tell him about this.
Exercise 1.4
Complete the Chinese sentences below with the appropriate complement in
each case:
aed
tA ba qiché ting chat
She parked the car in the garage.
RRIOLIAT — ~ — 1. ___»
huajidng bi huar jina le __ ____ (frequency)
The gardener watered the flowers twice.
SAH fs Kiodayé ba cha dou hé
The old man drank all the tea.
MAF PARK
xidohudzi G péngyou bi cdi mai le (direction}
The young man came back with the food he had bought for his friend.
BRI UCAN RET ne
nénhair ba xido didi béi bai
‘The boy carried his fittle brother on his back.
SAMAR +
Wodaniéing ba xiio ganiang dang
‘The old woman treated the little girl as her own daughter.
fee
(location)
v
w
le (result)
=
wn
(location)
a
(result)
7 Soreeee 7 ___-
‘kuaiji b4 qian shi le —____/. (brief duration)
The cashier counted the money.
8 MTB T (
