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The phenomenon of “synonymy of high and low” occurs when the Chinese noun zhekou ‘discount’ is combined with the antonymous adjectives gao/di ‘high/low’. This paper analyzes the formation mechanism of this phenomenon. The study reveals that zhekou has a dual reference in terms of numerical value, encompassing both “deduction value” and “charged value”. This duality leads to two types of semantic patterns when combined with gao/di: the “direct statement” and the “extraction” mode. In the former, there is a seesaw relationship between the subtypes, with the perspective determining the shift between gao and di; in the latter, the shift between gao and di is due to empathy with the buyer. The “synonymy of high and low” in this combination is superficial, with actual differences in semantics or pragmatics. The key to understanding lies in the perspective taken on the discount event. 

名詞“折扣”與反義形容詞對“高/ 低”組配時會出現“高低同義”現象，本文對其形成機制進行分析。研究表明，“折扣”在數值所指上具有兼指“扣除值”和“收取值”的二重性，由此在跟“高/ 低”組配時構成“直陳式”和“截取式”兩類語義模式。前者次類之間具有蹺蹺板關係，視點不同則“高/ 低”隨之變換；後者“高/ 低”變換則是出於對買家的移情。該組合“高低同義”是表象，在語義或語用上實存差異，識解關鍵是對折扣事件採取的觀察視角。

This article analyzes two foundational early textbooks in the history of Chinese language education in Sweden: Bernhard Karlgren’s Kinesisk Elementarbok (1948) and Göran Malmqvist’s Kinesiska är inte svårt (1974). Due to the medium of instruction being Swedish, these textbooks have received little scholarly attention. However, both textbooks exhibit some “localized” features, taking into consideration the specific needs of learners based on Swedish characteristics in learning Chinese. They open a “window” into Chinese culture, incorporating local cultural elements, and organize language elements with a core focus on Chinese–Swedish contrasts. The grammar explanations highlight sentence patterns, and vocabulary annotations prioritize morpheme-based translations, avoiding simple word-to-word equivalents. Chinese character instruction emphasizes character origin analysis and systematic learning. In addition, the textbooks reflect the editors’ deep love for Chinese culture. These “localized” ideas and practices have become a tradition, exerting a profound and continuing influence on Chinese language education in Sweden and even the Nordic region. They also provide insightful guidance for the development of new generations of Chinese textbooks.

本文分析瑞典中文教育史上兩部奠基性的早期教材，高本漢的Kinesisk Elementarbok（1948）和馬悅然的Kinesiska är inte svårt（1974）。由於媒介語是瑞典語，學界對其幾乎沒有關注。但這兩部教材都顯示出一些“當地化”特徵，即從瑞典人的漢語學習特點出發，在總體設計上充分考慮服務對象的特殊需求，內容上開啟中國“視窗”並融入當地文化因素，語言要素安排以漢瑞對比為核心，語法解釋突出句型模式，詞彙註釋以語素翻譯取代簡單的對應詞翻譯，漢字教學強調字源分析和系統性。此外，教材中飽含編者對漢語文化的摯愛之情。這些“當地化”的理念和做法已形成傳統，對瑞典乃至北歐漢語教育產生了深遠的影響，這種影響持續至今，並對新一代中文教材的開發具有啟示作用。

An overview of the development of Chinese textbooks written in Swedish

以面向瑞典学习者的《汉语语法》为例，本文对本土化汉语语法教材的编写原则和创新机制进行探索分析。该教材努力做到：充分考虑学习者母语背景，重视对比分析，突出差异点和习得难点。注重实用性，在表述语言上努力做到简明扼要，利用正迁移，减少负迁移，配备丰富多样的练习。该教材还注意吸收语法研究新成果或新结论，并且注重文化融合性，选择富有本土特色的词汇，让相对枯燥的语法知识变得易于接受。数据驱动是新一代语法教材的重要创新机制，包括大型平衡语料库，可比性语料库以及学习者中介语口语语料库的建设和利用，都将极大地促进本土化语法教材的质量提升。

This study presents the results of perception and production of L2 Mandarin tones in mono- and di-syllabic words by Swedish learners at the beginner level. Although studies of perception and production on Mandarin tones are many, those by speakers of lexical-pitch accent language such as Swedish are still very limited. The result reveals both discrepancy and agreement between perception and production. Swedish learners perform best in discriminating a level tone (T1) from contour tones (T2, T3, T4) both in perception and production. Discrepancy between perception and production was noted for T3. In perception, the identification of T3 was second best after the level tone (T1), but the production of T3 was found to be difficult.

“瑞典中小学汉语教学大纲”是瑞典本土自主开发的汉语教学大纲。该大纲以瑞典现代语言教学大纲为蓝本，并对《欧洲语言共同参考框架：学习、教学、评估》等纲领性文件进行兼容。该大纲同时还考虑到汉语的特殊性，即与瑞典语在语系上不具有亲缘关系、采用与拉丁字母差别悬殊的汉字书写系统等。文章对该大纲的开发背景、制定过程予以介绍，并从跟《国际汉语教学通用课程大纲》等大纲比较的角度出发，对其主要内容和本土特色进行分析，进而对瑞典汉语教学的未来发展问题进行了探讨。

Cｈｉｎｅｓｅ　Ｓｙｌｌａｂｕｓ　ｆｏｒ　Ｓｃｈｏｏｌｓ　ｉｎ　Ｓｗｅｄｅｎ ｉｓ　ａ　ｌｏｃａｌｉｚｅｄ　ｓｙｌｌａｂｕｓ　ｄｅｖｅｌｏｐｅｄ　ｉｎ　Ｓｗｅｄｅｎ．Ｔｈｉｓｓｙｌｌａｂｕｓ　ｉｓ　ｂａｓｅｄ　ｏｎ　ｔｈｅ　ｓｙｌｌａｂｕｓ　ｆｏｒ　ｍｏｄｅｒｎ　ｌａｎｇｕａｇｅｓ　ｉｎ　Ｓｗｅｄｉｓｈ　ｓｃｈｏｏｌｓ　ａｎｄ　ｃｏｍｐａｔｉｂｌｅ　ｗｉｔｈ　ｓｕｃｈｐｒｏｇｒａｍｍａｔｉｃ　ｄｏｃｕｍｅｎｔｓ　ａｓ　Ｃｏｍｍｏｎ　Ｅｕｒｏｐｅａｎ　Ｆｒａｍｅｗｏｒｋ　ｏｆ　Ｒｅｆｅｒｅｎｃｅ　ｆｏｒ　Ｌａｎｇｕａｇｅｓ：Ｌｅａｒｎｉｎｇ，Ｔｅａｃｈｉｎｇ，Ａｓｓｅｓｓｍｅｎｔ．Ｔｈｅ　ｓｙｌｌａｂｕｓ　ｔａｋｅｓ　ｉｎｔｏ　ａｃｃｏｕｎｔ　ｔｈｅ　ｐａｒｔｉｃｕｌａｒｉｔｉｅｓ　ｏｆ　Ｃｈｉｎｅｓｅ　ｓｕｃｈ　ａｓ　ｔｈｅ　ｌａｃｋ ｏｆ　ｋｉｎｓｈｉｐ　ｗｉｔｈ　ｔｈｅ　Ｓｗｅｄｉｓｈ　ｌａｎｇｕａｇｅ　ａｎｄ　ｔｈｅ　ｕｓｅ　ｏｆ　ｔｈｅ　Ｃｈｉｎｅｓｅ　ｗｒｉｔｉｎｇ　ｓｙｓｔｅｍ　ｗｈｉｃｈ　ｉｓ　ｃｏｍｐｌｅｔｅｌｙ ｄｉｆｆｅｒｅｎｔ　ｆｒｏｍ　ｔｈｅ　Ｌａｔｉｎ　ｓｙｓｔｅｍ．Ｔｈｅ　ｐａｐｅｒ　ｄｉｓｃｕｓｓｅｓ　ｔｈｅ　ｂａｃｋｇｒｏｕｎｄ，ｔｈｅ　ｅｎａｃｔｍｅｎｔ　ｐｒｏｃｅｓｓ，ｔｈｅ　ｍａｉｎ ｃｏｎｔｅｎｔｓ　ａｎｄ　ｌｏｃａｌｉｚｅｄ　ｃｈａｒａｃｔｅｒｉｓｔｉｃｓ　ｏｆ　ｔｈｅ　ｓｙｌｌａｂｕｓ　ｏｎ　ｔｈｅ　ｂａｓｉｓ　ｏｆ　ａ　ｃｏｍｐａｒｉｓｏｎ　ｗｉｔｈ　ＩｎｔｅｒｎａｔｉｏｎａｌＣｕｒｒｉｃｕｌｕｍ　ｆｏｒ　Ｃｈｉｎｅｓｅ　Ｌａｎｇｕａｇｅ　Ｅｄｕｃａｔｉｏｎａｓ　ｗｅｌｌ　ａｓ　ｔｈｅ　ｆｕｔｕｒｅ　ｃｈａｌｌｅｎｇｅｓ　ｔｏ　ｔｈｅ　ｔｅａｃｈｉｎｇ　ｏｆ　Ｃｈｉｎｅｓｅｉｎ　Ｓｗｅｄｅｎ．

作为汉语否定祈使句的一个小类，“（N）不V”祈使句具有特殊的“柔劝”功能。该功能具体表现在三个方面：对听话人的亲昵态度、对听话人自主能动性的调动、对听话人的弱性要求。“柔劝功能”的形成动因在于说话人在心理和情感上与听话人的主观融合。“（N）不V”祈使句是语言移情的产物。

As a subtype of Chinese imperative sentences, the “（N）bu V” imperative sentence has the particular function of “softly persuading,” which includes the intimate attitude towards the hearer, the arousing of the initiative of the hearer, and the weaker demanding to the hearer. The function comes from the mental and emotional merge the speaker tries to make with the hearer, thus the “（N）bu V” imperative sentence resulting from empathy.

“V就V在P”是常用口语格式，文章对其语义结构和语用功能进行深入探讨。以形式差异为依据将该格式划分为三个语义次类；并从概念域理论出发，认为它们分别对应于“行域”、“知域”和“言域”，而且处于不同的语法化等级。根据该格式所保留的话题特征，文章推论指出它源自汉语的拷贝式话题结构，进而分析其语义重点和语篇功能。

The paper discusses a frequently-used oral structure“V就V在”P by exploring its semantic characteristics and pragmatic functions. Based on the theory of conceptual domains, it attempts to categorize the structure into three types concerning formal differences. It suggests that these types are domains of acting, knowing, and uttering, which form grammatical hierarchies. It makes a deduction that the structure came from copying the topic structure by its remaining topic feature. And the semantic emphasis and pragmatic function of the structure are also investigated.