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+<?xml version="1.0" encoding="UTF-8"?>
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+<?xml-model href="http://docbook.org/xml/5.1/rng/docbookxi.rng" schematypens="http://relaxng.org/ns/structure/1.0"?>
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+<?xml-model href="http://docbook.org/xml/5.1/sch/docbook.sch" type="application/xml" schematypens="http://purl.oclc.org/dsdl/schematron"?>
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+<book xmlns="http://docbook.org/ns/docbook" xmlns:xi="http://www.w3.org/2001/XInclude"
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+ xmlns:xlink="http://www.w3.org/1999/xlink" version="5.0" xml:lang="en">
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+ <info>
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+ <title>Standard Chinese</title>
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+ <subtitle>A modular Approach</subtitle>
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+ <author>
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+ <orgname>Sponsored by Agencies of the United States and Canadian governments</orgname>
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+ </author>
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+ </info>
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+ <preface>
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+ <title>Colophon</title>
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+ <para>This publication is to be used primarily in support of instructing military personnel
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+ as part of the Defense Language Program (resident and nonresident). Inquiries concerning
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+ the use of materials, including requests for copies, should be addressed to:</para>
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+ <para>Defense Language Institute </para>
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+ <para>Foreign Language Center </para>
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+ <para>Nonresident Training Division </para>
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+ <para>Presidio of Monterey, CA 93944-5006</para>
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+ <para> Topics in the areas of politics, international relations, mores, etc., which may be
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+ considered as controversial from some points of view, are sometimes included in the
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+ language instruction for DLIFLC students since military personnel may find themselves in
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+ positions where a clear understanding of conversations or written materials of this
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+ nature will be essential to their mission. The presence of controversial
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+ statements—whether real or apparent—in DLIFLC materials should not be construed as
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+ representing the opinions of the writers, the DLIFLC, or the Department of Defense. </para>
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+ <para>Actual brand names and businesses are sometimes cited in DLIFLC instructional
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+ materials to provide instruction in pronunciations and meanings. The selection of such
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+ proprietary terms and names is based solely on their value for instruction in the
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+ language. It does not constitute endorsement of any product or commercial enterprise,
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+ nor is it intended to invite a comparison with other brand names and businesses not
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+ mentioned. </para>
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+ <para>In DLIFLC publications, the words he, him, and/or his denote both masculine and
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+ feminine genders. This statement does not apply to translations of foreign language
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+ texts. </para>
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+ <para>The DLIFLC may not have full rights to the materials it produces. Purchase by the
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+ customer does net constitute authorization for reproduction, resale, or showing for
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+ profit. Generally, products distributed by the DLIFLC may be used in any not-for-profit
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+ setting without prior approval from the DLIFLC. </para>
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+ <note>
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+ <para>This course was formatted by Eric Streit (eric@yojik.eu) using the docbook format
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+ from the pdf scanned documents found on:</para>
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+
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+ <para>https://fsi-language.yojik.eu</para>
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+
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+ <para> You can find the pdf, epub, odt versions on https://git.yojik.eu/ (whole book or
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+ separate lessons)</para>
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+
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+ <para>Version: 16 of August 2020</para>
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+ </note>
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+
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+ </preface>
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+ <preface>
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+ <title>Preface</title>
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+ <para>Standard Chinese: A Modular Approach originated in an inter-agency conference held at
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+ the Foreign Service Institute in August 1973 to address the need generally felt in the
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+ U.S. Government language training community for improving and updating Chinese
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+ materials, to reflect current usage in Beijing and Taipei.</para>
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+ <para> The conference resolved to develop materials which were flexible enough in form and
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+ content to meet the requirements of a wide range of government agencies and academic
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+ institutions. </para>
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+ <para>A Project Board was established consisting of representatives of the Central
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+ Intelligence Agency Language Learning Center, the Defense Language Institute, the State
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+ Department’s Foreign Service Institute, the Cryptologic School of the National Security
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+ Agency, and the U.S. Office of Education, later joined by the Canadian Forces Foreign
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+ Language School. The representatives have included Arthur T. McNeill, John Hopkins, and
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+ John Boag (CIA); Colonel John F. Elder III, Joseph C. Hutchinson, Ivy Gibian, and Major
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+ Bernard Muller-Thym (DLI); James R. Frith and John B. Ratliff III (FSI); Kazuo Shitama
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+ (NSA); Richard T. Thompson and Julia Petrov (OE); and Lieutenant Colonel George Kozoriz
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+ (CFFLS). </para>
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+ <para>The Project Board set up the Chinese Core Curriculum Project in 1974 in space provided
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+ at the Foreign Service Institute. Each of the six U.S. and Canadian government agencies
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+ provided funds and other assistance. </para>
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+ <para>Gerard P. Kok was appointed project coordinator, and a planning council was formed
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+ consisting of Mr. Kok, Frances Li of the Defense Language Institute, Patricia O’Connor
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+ of the University of Texas, Earl M. Rickerson of the Language Learning Center, and James
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+ Wrenn of Brown University. In the fall of 1977, Lucille A. Barale was appointed deputy
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+ project coordinator. David W. Dellinger of the Language Learning Center and Charles R.
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+ Sheehan of the Foreign Service Institute also served on the planning council and
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+ contributed material to the project. The planning council drew up the original overall
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+ design for the materials and met regularly to review their development. </para>
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+ <para>Writers for the first half of the materials were John H. T. Harvey, Lucille A. Barale,
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+ and Roberta S. Barry, who worked in close cooperation with the planning council and with
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+ the Chinese staff of the Foreign Service Institute. Mr. Harvey developed the
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+ instructional formats of the comprehension and production self-study materials, and also
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+ designed the communications classroom activities and wrote the teacher’s guides. Lucille
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+ A. Barale and Roberta S. Barry wrote the tape scripts and the student text. By 1978
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+ Thomas E. Madden and Susan C. Pola had joined the staff. Led by Ms. Barale, they have
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+ worked as a team to produce the materials subsequent to Module 6.</para>
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+ <para>All Chinese language material was prepared or selected by Chuan 0. Chao, Ying-chi
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+ Chen, Hsiao-Jung Chi, Eva Diao, Jan Hu, Tsung-mi Li, and Yunhui C. Yang, assisted for
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+ part of the time by Chieh-fang Ou Lee, Ying-ming Chen, and Joseph Yu Hsu Wang. Anna
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+ Affholder, Mei-li Chen, and Henry Khuo helped in the preparation of a preliminary corpus
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+ of dialogues.</para>
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+ <para> Administrative assistance was provided at various times by Vincent Basciano, Lisa A.
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+ Bowden, Jill W. Ellis, Donna Fong, Renee T. C. Liang, Thomas E. Madden, Susan C. Pola,
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+ and Kathleen Strype. </para>
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+ <para>The production of tape recordings was directed by Jose M. Ramirez of the Foreign
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+ Service Institute Recording Studio. The Chinese script was voiced by Ms. Chao, Ms. Chen,
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+ Mr. Chen, Ms. Diao, Ms. Hu, Mr. Khuo, Mr. Li, and Ms. Yang. The English script was read
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+ by Ms. Barale, Ms. Barry, Mr. Basciano, Ms. Ellis, Ms. Pola, and Ms. Strype. </para>
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+ <para>The graphics were produced by John McClelland of the Foreign Service Institute
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+ Audio-Visual staff, under the general supervision of Joseph A. Sadote, Chief of
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+ Audio-Visual.</para>
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+ <para> Standard Chinese: A Modular Approach was field-tested with the cooperation of Brown
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+ University; the Defense Language Institute, Foreign Language Center; the Foreign Service
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+ Institute; the Language Learning Center; the United States Air Force Academy; the
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+ University of Illinois; and the University of Virginia. </para>
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+ <para>Colonel Samuel L. Stapleton and Colonel Thomas G. Foster, Commandants of the Defense
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+ Language Institute, Foreign Language Center, authorized the DLIFLC support necessary for
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+ preparation of this edition of the course materials. This support included coordination,
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+ graphic arts, editing, typing, proofreading, printing, and materials necessary to carry
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+ out these tasks.</para>
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+ <para>
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+ <inlinemediaobject>
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+ <imageobject>
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+ <imagedata
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+ fileref="FSI-Chinese-MOD1-Textbook/Images/0021-FSI-StandardChinese-Module01ORN-StudentText-1.png"
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+ align="right"/>
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+ </imageobject>
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+ </inlinemediaobject></para>
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+ </preface>
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+ <preface>
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+ <title>Introduction</title>
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+ <section>
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+ <title>About the course</title>
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+ <para>This course is designed to give you a practical command of spoken Standard
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+ Chinese. You will learn both to understand and to speak it. Although Standard
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+ Chinese is one language, there are differences between the particular form it takes
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+ in Beijing and the form it takes in the rest of the country. There are also, of
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+ course, significant non-linguistic differences between regions of the country.
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+ Reflecting these regional differences, the settings for most conversations are
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+ Beijing and Taipei.</para>
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+ <para> This course represents a new approach to the teaching of foreign languages. In
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+ many ways it redefines the roles of teacher and student, of classwork and homework,
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+ and of text and tape. Here is what you should expect: </para>
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+ <itemizedlist>
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+ <listitem>
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+ <para>The focus is on communicating in Chinese in practical situations—the
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+ obvious ones you will encounter upon arriving in China. You will be
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+ communicating in Chinese most of the time you are in class. You will not
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+ always be talking about real situations, but you will almost always be
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+ purposefully exchanging information in Chinese.</para>
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+ </listitem>
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+ <listitem>
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+ <para>This focus on communicating means that the teacher is first of all your
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+ conversational partner. Anything that forces him<footnote>
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+ <para>As used in this course, the words “he,” “him,” and “Ms” are
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+ intended to include both masculine and feminine genders.
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+ (Translations of foreign language material not included.)</para>
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+ </footnote> back into the traditional roles of lecturer and drill-master
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+ limits your opportunity to interact with a speaker of the Chinese language
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+ and to experience the language in its full spontaneity, flexibility, and
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+ responsiveness.</para>
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+ </listitem>
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+ <listitem>
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+ <para>Using class time for communicating, you will complete other course
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+ activities out of class whenever possible. This is what the tapes are for.
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+ They introduce the new material of each unit and give you as much additional
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+ practice as possible without a conversational partner.</para>
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+ </listitem>
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+ <listitem>
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+ <para>The texts summarize and supplement the tapes, which take you through new
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+ material step by step and then give you intensive practice on what you have
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+ covered. In this course you will spend almost all your time listening to
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+ Chinese and saying things in Chinese, either with the tapes or in
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+ class.</para>
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+ </listitem>
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+ </itemizedlist>
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+ <para>
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+ <emphasis role="bold">How the Course Is Organized</emphasis>
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+ </para>
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+ <para>The subtitle of this course, “A Modular Approach,” refers to overall organization
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+ of the materials into MODULES which focus on particular situations or language
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+ topics and which allow a certain amount of choice as to what is taught and in what
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+ order. To highlight equally significant features of the course, the subtitle could
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+ just as well have been “A Situational Approach,” “A Taped-Input Approach,” or “A
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+ Communicative Approach.”</para>
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+ <para>Ten situational modules form the core of the course: <informaltable frame="none"
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+ rowsep="0" colsep="0">
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+ <tgroup cols="2">
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+ <colspec colname="c1" colnum="1"/>
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+ <colspec colname="c2" colnum="2"/>
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+ <tbody>
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+ <row>
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+ <entry>ORIENTATION (ORN)</entry>
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+ <entry>Talking about who you are and where you are from.</entry>
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+ </row>
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+ <row>
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+ <entry>BIOGRAPHIC INFORMATION (BIO)</entry>
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+ <entry>Talking about your background, family, studies, and
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+ occupation and about your visit to China. </entry>
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+ </row>
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+ <row>
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+ <entry>MONEY (MON)</entry>
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+ <entry>Making purchases and changing money.</entry>
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+ </row>
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+ <row>
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+ <entry>DIRECTIONS (DIR)</entry>
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+ <entry>Asking directions in a city or in a building.</entry>
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+ </row>
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+ <row>
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+ <entry>TRANSPORTATION (TRN)</entry>
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+ <entry>Taking buses, taxis, trains, and planes, including finding
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+ out schedule information, buying tickets, and making
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+ reservations.</entry>
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+ </row>
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+ <row>
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+ <entry>ARRANGING A MEETING (MTG)</entry>
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+ <entry>Arranging a business meeting or a social get-together,
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+ changing the time of an appointment, and declining an
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+ invitation.</entry>
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+ </row>
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+ <row>
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+ <entry>SOCIETY (SOC)</entry>
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+ <entry>Talking about families, relationships between people,
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+ cultural roles in traditional society, and cultural trends in
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+ modern society.</entry>
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+ </row>
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+ <row>
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+ <entry>TRAVELING IN CHINA (TRL)</entry>
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+ <entry>Making travel arrangements and visiting a kindergarten, the
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+ Great Wall, the Ming Tombs, a commune, and a factory.</entry>
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+ </row>
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+ <row>
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+ <entry>LIFE IH CHINA (LIC)</entry>
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+ <entry>Talking about daily life in <foreignphrase
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+ xml:lang="cmn-Latn-pinyin">Běijīng</foreignphrase> street
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+ committees, leisure activities, traffic and transportation,
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+ buying and rationing, housing. </entry>
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+ </row>
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+ <row>
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+ <entry>TALKING ABOUT THE NEWS (TAN)</entry>
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+ <entry>Talking about government and party policy changes described
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+ in newspapers the educational system agricultural policy,
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+ international policy, ideological policy, and policy in the
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+ arts.</entry>
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+ </row>
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+ </tbody>
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+ </tgroup>
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+ </informaltable></para>
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+ <para>Each core module consists of tapes, a student textbook, and a workbook.</para>
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+ <para> In addition to the ten CORE modules, there are also RESOURCE modules and OPTIONAL
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+ modules. Resource modules teach particular systems in the language, such as numbers
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+ and dates. As you proceed through a situational core module, you will occasionally
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+ take time out to study part of a resource module. (You will begin the first three of
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+ these while studying the Orientation Module.)<informaltable frame="none" rowsep="0"
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+ colsep="0">
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+ <tgroup cols="2" align="left">
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+ <colspec colname="c1" colnum="1" colwidth="1.0*"/>
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+ <colspec colname="c2" colnum="2" colwidth="1.0*"/>
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+ <tbody>
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+ <row>
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+ <entry>PRONUNCIATION AND ROMANIZATION (P&R)</entry>
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+ <entry>The sound system of Chinese and the Pinyin system of
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+ romanization.</entry>
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+ </row>
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+ <row>
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+ <entry>NUMBERS (NUM)</entry>
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+ <entry>Numbers up to five digits. </entry>
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+ </row>
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+ <row>
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+ <entry>CLASSROOM EXPRESSIONS (CE)</entry>
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+ <entry>Expressions basic to the classroom learning
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+ situation.</entry>
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+ </row>
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+ <row>
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+ <entry>TIME AND DATES (T&D)</entry>
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+ <entry>Dates, days of the week, clock time, parts of the
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+ day.</entry>
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+ </row>
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+ <row>
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+ <entry>GRAMMAR</entry>
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+ <entry>Aspect and verb types, word order, multisyllabic verbs and
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+ auxiliary verbs, complex sentences, adverbial expressions.
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+ </entry>
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+ </row>
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+ </tbody>
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+ </tgroup>
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+ </informaltable></para>
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+ <para>Each module consists of tapes and a student textbook.</para>
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+ <para>The eight optional modules focus on particular situations: </para>
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+ <para>
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+ <itemizedlist>
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+ <listitem>
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+ <para>RESTAURANT (RST)</para>
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+ </listitem>
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+ <listitem>
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+ <para>HOTEL (HTL)</para>
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+ </listitem>
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+ <listitem>
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+ <para>PERSONAL WELFARE (WLF)</para>
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+ </listitem>
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+ <listitem>
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+ <para> POST OFFICE AND TELEPHONE (PST/TEL)</para>
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+ </listitem>
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+ <listitem>
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+ <para>CAR (CAR)</para>
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+ </listitem>
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+ <listitem>
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+ <para>CUSTOMS SURROUNDING MARRIAGE, BIRTH, MD DEATH (MBD)</para>
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+ </listitem>
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+ <listitem>
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+ <para>NEW YEAR’S CELEBRATION (NYR)</para>
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+ </listitem>
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+ <listitem>
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+ <para>INSTITUTIONS AND ORGANIZATIONS (I&O) </para>
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+ </listitem>
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+ </itemizedlist>
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+ </para>
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+ <para>Each module consists of tapes and a student textbook. These optional modules may
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+ be used at any time after certain core modules, </para>
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+ <para>The diagram on page <xref linkend="Image-1"/> shows how the core modules, optional
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+ modules, and resource modules fit together in the course. Resource modules are shown
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+ where study should begin. Optional modules are shown where they may be
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+ introduced.</para>
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+ <mediaobject>
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+ <imageobject>
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+ <imagedata fileref="FSI-Chinese-MOD1-Textbook/Images/diagram.png"
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+ xml:id="Image-1" width="14cm"/>
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+ </imageobject>
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+ </mediaobject>
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+ <para><emphasis role="bold">Inside a Core Module </emphasis></para>
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+ <para>Each core module has from four to eight units. A module also includes: </para>
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+ <itemizedlist>
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+ <listitem>
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+ <para><emphasis role="bold">Objectives</emphasis>: The module objectives are
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+ listed at the beginning of the text for each module. Read these before
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+ starting work on the first unit to fix in your mind what you are trying to
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+ accomplish and what you will have to do to pass the test at the end of the
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+ module.</para>
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+ </listitem>
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+ <listitem>
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+ <para><emphasis role="bold">Target Lists</emphasis>: These follow the objectives
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+ in the text. They summarize the language content of each unit in the form of
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+ typical questions and answers on the topic of that unit. Each sentence is
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+ given both in romanized Chinese and in English. Turn to the appropriate
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+ Target List before, during, or after your work on a unit, whenever you need
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|
+ to pull together what is in the unit.</para>
|
|
|
+ </listitem>
|
|
|
+ <listitem>
|
|
|
+ <para><emphasis role="bold">Review Tapes</emphasis> (R-l): The Target List
|
|
|
+ sentences are given on these tapes. Except in the short Orientation Module,
|
|
|
+ there are two R-l tapes for each module.</para>
|
|
|
+ </listitem>
|
|
|
+ <listitem>
|
|
|
+ <para><emphasis role="bold">Criterion Test</emphasis>: After studying each
|
|
|
+ module, you will take a Criterion Test to find out which module objectives
|
|
|
+ you have met and which you need to work on before beginning to study another
|
|
|
+ module.</para>
|
|
|
+ </listitem>
|
|
|
+ </itemizedlist>
|
|
|
+ <para><emphasis role="bold">Inside a Unit </emphasis></para>
|
|
|
+ <para>Here is what you will be doing in each unit. First, you will work through two
|
|
|
+ tapes: </para>
|
|
|
+ <orderedlist>
|
|
|
+ <listitem>
|
|
|
+ <para><emphasis role="bold">Comprehension Tape 1 (C-1)</emphasis>: This tape
|
|
|
+ introduces all the new words and structures in the unit and lets you hear
|
|
|
+ them in the context of short conversational exchanges. It then works them
|
|
|
+ into other short conversations and longer passages for listening practice,
|
|
|
+ and finally reviews them in the Target List sentences. Your goal when using
|
|
|
+ the tape is to understand all the Target List sentences for the unit.</para>
|
|
|
+ </listitem>
|
|
|
+ <listitem>
|
|
|
+ <para><emphasis role="bold">Production Tape 1 (P-1)</emphasis>: This tape gives
|
|
|
+ you practice in pronouncing the new words and in saying the sentences you
|
|
|
+ learned to understand on the C-1 tape. Your goal when using the P-1 tape is
|
|
|
+ to be able to produce any of the Target List sentences in Chinese when given
|
|
|
+ the English equivalent. </para>
|
|
|
+ <para>The C-1 and P-1 tapes, not accompanied by workbooks, are “portable,” in
|
|
|
+ the sense that they do not tie you down to your desk. However, there are
|
|
|
+ some written materials for each unit which you will need to work into your
|
|
|
+ study routine. A text <emphasis role="italic">Reference List</emphasis> at
|
|
|
+ the beginning of each unit contains the sentences from the C-1 and P-1
|
|
|
+ tapes. It includes both the Chinese sentences and their English equivalents.
|
|
|
+ The text <emphasis role="italic">Reference Notes</emphasis> restate and
|
|
|
+ expand the comments made on the C-1 and P-1 tapes concerning grammar,
|
|
|
+ vocabulary, pronunciation, and culture. After you have worked with the C-1
|
|
|
+ and P-1 tapes, you go on to two class activities:</para>
|
|
|
+ </listitem>
|
|
|
+ <listitem>
|
|
|
+ <para><emphasis role="bold">Target List Review</emphasis>: In this first class
|
|
|
+ activity of the unit, you find out how well you learned the C-1 and P-1
|
|
|
+ sentences. The teacher checks your understanding and production of the
|
|
|
+ Target List sentences. He also presents any additional required vocabulary
|
|
|
+ items, found at the end of the Target List, which were not on the C-1 and
|
|
|
+ P-1 tapes.</para>
|
|
|
+ </listitem>
|
|
|
+ <listitem>
|
|
|
+ <para><emphasis role="bold">Structural Buildup</emphasis>: During this class
|
|
|
+ activity, you work on your understanding and control of the new structures
|
|
|
+ in the unit. You respond to questions from your teacher about situations
|
|
|
+ illustrated on a chalkboard or explained in other ways.</para>
|
|
|
+ <para>After these activities, your teacher may want you to spend some time
|
|
|
+ working on the drills for the unit.</para>
|
|
|
+ </listitem>
|
|
|
+ <listitem>
|
|
|
+ <para><emphasis role="bold">Drill Tape</emphasis>: This tape takes you through
|
|
|
+ various types of drills based on the Target List sentences and on the
|
|
|
+ additional required vocabulary.</para>
|
|
|
+ </listitem>
|
|
|
+ <listitem>
|
|
|
+ <para><emphasis role="bold">Drills</emphasis>: The teacher may have you go over
|
|
|
+ some or all of the drills in class, either to prepare for work with the
|
|
|
+ tape, to review the tape, or to replace it. </para>
|
|
|
+ <para>Next, you use two more tapes. These tapes will give you as much additional
|
|
|
+ practice as possible outside of class.</para>
|
|
|
+ </listitem>
|
|
|
+ <listitem>
|
|
|
+ <para><emphasis role="bold">Comprehension Tape 2 (C-2)</emphasis>: This tape
|
|
|
+ provides advanced listening practice with exercises containing long, varied
|
|
|
+ passages which fully exploit the possibilities of the material covered. In
|
|
|
+ the C-2 Workbook you answer questions about the passages.</para>
|
|
|
+ </listitem>
|
|
|
+ <listitem>
|
|
|
+ <para><emphasis role="bold">Production Tape 2 (P-2)</emphasis>: This tape
|
|
|
+ resembles the Structural Buildup in that you practice using the new
|
|
|
+ structures of the unit in various situations. The P-2 Workbook provides
|
|
|
+ instructions and displays of information for each exercise.</para>
|
|
|
+ <para>Following work on these two tapes, you take part in two class
|
|
|
+ activities:</para>
|
|
|
+ </listitem>
|
|
|
+ <listitem>
|
|
|
+ <para><emphasis role="bold">Exercise Review</emphasis>: The teacher reviews the
|
|
|
+ exercises of the C-2 tape by reading or playing passages from the tape and
|
|
|
+ questioning you on them. He reviews the exercises of the P-2 tape by
|
|
|
+ questioning you on information displays in the P-2 Workbook.</para>
|
|
|
+ </listitem>
|
|
|
+ <listitem>
|
|
|
+ <para><emphasis role="bold">Communication Activities</emphasis>: Here you use
|
|
|
+ what you have learned in the unit for the purposeful exchange of
|
|
|
+ information. Both fictitious situations (in Communication Games) and
|
|
|
+ real-world situations involving you and your classmates (in "interviews")
|
|
|
+ are used.</para>
|
|
|
+ </listitem>
|
|
|
+ </orderedlist>
|
|
|
+ <para><emphasis role="bold">Materials and Activities for a Unit</emphasis></para>
|
|
|
+ <informaltable frame="all" rowsep="0" colsep="0">
|
|
|
+ <tgroup cols="3">
|
|
|
+ <colspec colname="c1" colnum="1" colwidth="1.0*"/>
|
|
|
+ <colspec colname="c2" colnum="2" colwidth="1.0*"/>
|
|
|
+ <colspec colname="c3" colnum="3" colwidth="1.0*"/>
|
|
|
+ <thead>
|
|
|
+ <row>
|
|
|
+ <entry align="center">TAPED
|
|
|
+ MATERIALS<?dbhtml bgcolor="#b3d9ff" ?><?dbfo bgcolor="#b3d9ff"?></entry>
|
|
|
+ <entry align="center">WRITTEN
|
|
|
+ MATERIALS<?dbhtml bgcolor="#b3d9ff" ?><?dbfo bgcolor="#b3d9ff" ?></entry>
|
|
|
+ <entry align="center">CLASS
|
|
|
+ ACTIVITIES<?dbhtml bgcolor="#b3d9ff" ?><?dbfo bgcolor="#b3d9ff" ?></entry>
|
|
|
+ </row>
|
|
|
+ </thead>
|
|
|
+ <tbody>
|
|
|
+ <row>
|
|
|
+ <entry>C-1, P-1 Tapes</entry>
|
|
|
+ <entry>
|
|
|
+ <para>Target List </para>
|
|
|
+ <para>Reference List</para>
|
|
|
+ <para>Reference Notes</para>
|
|
|
+ </entry>
|
|
|
+ <entry>Target List Review</entry>
|
|
|
+ </row>
|
|
|
+ <row>
|
|
|
+ <entry align="center">——————-</entry>
|
|
|
+ <entry align="center">——————-</entry>
|
|
|
+ <entry>Structural Buildup</entry>
|
|
|
+ </row>
|
|
|
+ <row>
|
|
|
+ <entry>D-1 Tapes</entry>
|
|
|
+ <entry>Drills</entry>
|
|
|
+ <entry>Drills </entry>
|
|
|
+ </row>
|
|
|
+ <row>
|
|
|
+ <entry>C-2, P-2 Tapes</entry>
|
|
|
+ <entry>
|
|
|
+ <para>Reference Notes</para>
|
|
|
+ <para>C-2, P-2 Workbooks</para>
|
|
|
+ </entry>
|
|
|
+ <entry>Exercise Review</entry>
|
|
|
+ </row>
|
|
|
+ <row>
|
|
|
+ <entry align="center">——————-</entry>
|
|
|
+ <entry align="center">——————-</entry>
|
|
|
+ <entry>Communication Activities</entry>
|
|
|
+ </row>
|
|
|
+ </tbody>
|
|
|
+ </tgroup>
|
|
|
+ </informaltable>
|
|
|
+
|
|
|
+ <figure>
|
|
|
+ <title><foreignphrase xml:lang="cmn-Latn-pinyin">Wén wǔ</foreignphrase> Temple in
|
|
|
+ central Taiwan (courtesy of Thomas Madden)</title>
|
|
|
+ <para>By Photo by CEphoto, Uwe Aranas or alternatively © CEphoto, Uwe Aranas, CC
|
|
|
+ BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=51438668<inlinemediaobject>
|
|
|
+ <imageobject>
|
|
|
+ <imagedata
|
|
|
+ fileref="../../../../T%C3%A9l%C3%A9chargements/1008px-Sun-Moon-Lake_Taiwan_Wen-Wu-Temple-01.jpg"
|
|
|
+ />
|
|
|
+ </imageobject>
|
|
|
+ </inlinemediaobject></para>
|
|
|
+
|
|
|
+
|
|
|
+ <mediaobject>
|
|
|
+ <imageobject>
|
|
|
+ <imagedata
|
|
|
+ fileref="FSI-Chinese-MOD1-Textbook/Images/0021-FSI-StandardChinese-Module01ORN-StudentText-3.png"
|
|
|
+ align="center"/>
|
|
|
+ </imageobject>
|
|
|
+ </mediaobject>
|
|
|
+ </figure>
|
|
|
+ <para> </para>
|
|
|
+ </section>
|
|
|
+ <?custom-pagebreak?>
|
|
|
+ <section>
|
|
|
+ <title>Background Notes: About Chinese</title>
|
|
|
+ <para><emphasis role="bold">The Chinese Languages</emphasis></para>
|
|
|
+ <para> We find it perfectly natural to talk about a language called “Chinese.” We say,
|
|
|
+ for example, that the people of China speak different dialects of Chinese, and that
|
|
|
+ Confucius wrote in an ancient form of Chinese. On the other hand, we would never
|
|
|
+ think of saying that the people of Italy, France, Spain, and Portugal speak dialects
|
|
|
+ of one language, and that Julius Caesar wrote in an ancient form of that language.
|
|
|
+ But the facts are almost exactly parallel.</para>
|
|
|
+ <para>Therefore, in terms of what we think of as a language when closer to home,
|
|
|
+ “Chinese” is not one language, but a family of languages. The language of Confucius
|
|
|
+ is partway up the trunk of the family tree. Like Latin, it lived on as a literary
|
|
|
+ language long after its death as a spoken language in popular use. The seven modern
|
|
|
+ languages of China, traditionally known as the “dialects,” are the branches of the
|
|
|
+ tree. They share as strong a family resemblance as do Italian, French, Spanish, and
|
|
|
+ Portuguese, and are about as different from one another. </para>
|
|
|
+ <para>The predominant language of China is now known as <foreignphrase
|
|
|
+ xml:lang="cmn-Latn-pinyin">Pǔtōnghuà</foreignphrase>, or “Standard Chinese”
|
|
|
+ (literally “the common speech”). The more traditional term, still used in Taiwan, is
|
|
|
+ <foreignphrase xml:lang="cmn-Latn-pinyin">Guóyǔ</foreignphrase>, or “Mandarin”
|
|
|
+ (literally “the national language”). Standard Chinese is spoken natively by almost
|
|
|
+ two-thirds of the population of China and throughout the greater part of the
|
|
|
+ country. </para>
|
|
|
+ <para>The term “Standard Chinese” is often used more narrowly to refer to the true
|
|
|
+ national language which is emerging. This language, which is already the language of
|
|
|
+ all national broadcasting, is based primarily on the Peking dialect, but takes in
|
|
|
+ elements from other dialects of Standard Chinese and even from other Chinese
|
|
|
+ languages. Like many national languages, it is more widely understood than spoken,
|
|
|
+ and is often spoken with some concessions to local speech, particularly in
|
|
|
+ pronunciation. </para>
|
|
|
+ <para>The Chinese languages and their dialects differ far more in pronunciation than in
|
|
|
+ grammar and vocabulary. What distinguishes Standard Chinese most from the other
|
|
|
+ Chinese languages, for example, is that it has the fewest tones and the fewest final
|
|
|
+ consonants. </para>
|
|
|
+ <para>The remaining six Chinese languages, spoken by approximately a quarter of the
|
|
|
+ population of China, are tightly grouped in the southeast, below the Yangtze River.
|
|
|
+ The six are: the Wu group (<foreignphrase xml:lang="cmn-Latn-pinyin"
|
|
|
+ >Wú</foreignphrase>), which includes the “Shanghai dialect”; Hunanese
|
|
|
+ (<foreignphrase xml:lang="cmn-Latn-pinyin">Xiāng</foreignphrase>); the “Kiangsi
|
|
|
+ dialect” (<foreignphrase xml:lang="cmn-Latn-pinyin">Gàn</foreignphrase>); Cantonese
|
|
|
+ (<foreignphrase xml:lang="cmn-Latn-pinyin">Yuè</foreignphrase>), the language of
|
|
|
+ <foreignphrase xml:lang="cmn-Latn-pinyin">Guǎngdōng</foreignphrase>, widely
|
|
|
+ spoken in Chinese communities in the United States; Fukienese (<foreignphrase
|
|
|
+ xml:lang="cmn-Latn-pinyin">Mǐn</foreignphrase>), a variant of which is spoken by
|
|
|
+ a majority on Taiwan and hence called Taiwanese; and Hakka (<foreignphrase
|
|
|
+ xml:lang="cmn-Latn-pinyin">Kèjiā</foreignphrase>), spoken in a belt above the
|
|
|
+ Cantonese area, as well as by a minority on Taiwan. Cantonese, Fukienese, and Hakka
|
|
|
+ are also widely spoken throughout Southeast Asia. </para>
|
|
|
+ <para>There are minority ethnic groups in China who speak non-Chinese languages. Some of
|
|
|
+ these, such as Tibetan, are distantly related to the Chinese languages. Others, such
|
|
|
+ as Mongolian, are entirely unrelated. </para>
|
|
|
+ <para><emphasis role="bold">Some Characteristics of Chinese</emphasis>
|
|
|
+ </para>
|
|
|
+ <para>To us, perhaps the roost striking feature of spoken Chinese is the use of
|
|
|
+ variation in tone (“tones” to distinguish the different meanings of syllables which
|
|
|
+ would otherwise sound alike. All languages, and Chinese is no exception, make use of
|
|
|
+ sentence intonation to indicate how whole sentences are to be understood. In
|
|
|
+ English, for example, the rising pattern in “He’s gone?” tells us that the sentence
|
|
|
+ is meant as a question. The Chinese tones, however, are quite a different matter.
|
|
|
+ They belong to individual syllables, not to the sentence as a whole. An inherent
|
|
|
+ part of each Standard Chinese syllable is one of four distinctive tones. The tone
|
|
|
+ does just as much to distinguish the syllable as do the consonants and vowels. For
|
|
|
+ example, the only difference between the verb “to buy,” <foreignphrase
|
|
|
+ xml:lang="cmn-Latn-pinyin">mǎi</foreignphrase> and the verb “to sell,”
|
|
|
+ <foreignphrase xml:lang="cmn-Latn-pinyin">mài</foreignphrase>, is the Low tone
|
|
|
+ (<foreignphrase xml:lang="cmn-Hani">ˇ̆</foreignphrase>) and the Falling tone
|
|
|
+ (<foreignphrase xml:lang="cmn-Hani">`</foreignphrase>). And yet these words are
|
|
|
+ Just as distinguishable as our words “buy” and “guy,” or “buy” and “boy.” Apart from
|
|
|
+ the tones, the sound system of Standard Chinese is no more different from English
|
|
|
+ than French is. </para>
|
|
|
+ <para>Word formation in Standard Chinese is relatively simple. For one thing, there are
|
|
|
+ no conjugations such as are found in many European languages. Chinese verbs have
|
|
|
+ fewer forms than English verbs, and nowhere near as many irregularities. Chinese
|
|
|
+ grammar relies heavily on word order, and often the word order is the same as in
|
|
|
+ English. For these reasons Chinese is not as difficult for Americans to learn to
|
|
|
+ speak as one might think. </para>
|
|
|
+ <para>It is often said that Chinese is a monosyllabic language. This notion contains a
|
|
|
+ good deal of truth. It has been found that, on the average, every other word in
|
|
|
+ ordinary conversation is a single-syllable word. Moreover, although most words in
|
|
|
+ the dictionary have two syllables, and some have more, these words can almost always
|
|
|
+ be broken down into single-syllable units of meaning, many of which can stand alone
|
|
|
+ as words. </para>
|
|
|
+
|
|
|
+ <para><emphasis role="bold">Written Chinese</emphasis>
|
|
|
+ </para>
|
|
|
+ <para>Most languages with which we are familiar are written with an alphabet. The
|
|
|
+ letters may be different from ours, as in the Greek alphabet, but the principle is
|
|
|
+ the same: one letter for each consonant or vowel sound, more or less. Chinese,
|
|
|
+ however, is written with “characters” which stand for whole syllables—in fact, for
|
|
|
+ whole syllables with particular meanings. Although there are only about thirteen
|
|
|
+ hundred phonetically distinct syllables in standard Chinese, there are several
|
|
|
+ thousand Chinese characters in everyday use, essentially one for each
|
|
|
+ single-syllable unit of meaning. This means that many words have the same
|
|
|
+ pronunciation but are written with different characters, as <foreignphrase
|
|
|
+ xml:lang="cmn-Latn-pinyin">tiān</foreignphrase>, “sky,” <foreignphrase
|
|
|
+ xml:lang="cmn-Hani">天</foreignphrase>, and <foreignphrase
|
|
|
+ xml:lang="cmn-Latn-pinyin">tiān</foreignphrase>, “to add,” “to increase,”
|
|
|
+ <foreignphrase xml:lang="cmn-Hani">添</foreignphrase>. Chinese characters are
|
|
|
+ often referred to as “ideographs” which suggests that they stand directly for ideas.
|
|
|
+ But this is misleading. It is better to think of them as standing for the meaningful
|
|
|
+ syllables of the spoken language. </para>
|
|
|
+ <para>Minimal literacy in Chinese calls for knowing about a thousand characters. These
|
|
|
+ thousand characters, in combination, give a reading vocabulary of several thousand
|
|
|
+ words. Full literacy calls for knowing some three thousand characters. In order to
|
|
|
+ reduce the amount of time needed to learn characters, there has been a vast
|
|
|
+ extension in the People’s Republic of China (PRC) of the principle of character
|
|
|
+ simplification, which has reduced the average number of strokes per character by
|
|
|
+ half. </para>
|
|
|
+ <para>During the past century, various systems have been proposed for representing the
|
|
|
+ sounds of Chinese with letters of the Roman alphabet. One of these romanizations,
|
|
|
+ <foreignphrase xml:lang="cmn-Latn-pinyin">Hànyǔ</foreignphrase>
|
|
|
+ <foreignphrase xml:lang="cmn-Latn-pinyin">Pīnyīn</foreignphrase> (literally “Chinese
|
|
|
+ Language Spelling,” generally called “Pinyin” in English), has been adopted
|
|
|
+ officially in the PRC, with the short-term goal of teaching all students the
|
|
|
+ Standard Chinese pronunciation of characters. A long-range goal is the use of Pinyin
|
|
|
+ for written communication throughout the country. This is not possible, of course,
|
|
|
+ until speakers across the nation have uniform pronunciations of Standard Chinese.
|
|
|
+ For the time being, characters, which represent meaning, not pronunciation, are
|
|
|
+ still the most widely accepted way of communicating in writing. </para>
|
|
|
+ <para>Pinyin uses all of the letters in our alphabet except “<emphasis role="bold"
|
|
|
+ >v</emphasis>,” and adds the letter “<emphasis role="bold">ü</emphasis>.” The
|
|
|
+ spellings of some of the consonant sounds are rather arbitrary from our point of
|
|
|
+ view, but for every consonant sound there is only one letter or one combination of
|
|
|
+ letters, and vice versa. You will find that each vowel letter can stand for
|
|
|
+ different vowel sounds, depending on what letters precede or follow it in the
|
|
|
+ syllable. The four tones are indicated by accent marks over the vowels, and the
|
|
|
+ Neutral tone by the absence of an accent mark: </para>
|
|
|
+ <para>High: <foreignphrase xml:lang="cmn-Latn-pinyin">mā</foreignphrase>
|
|
|
+ </para>
|
|
|
+ <para>Falling: <foreignphrase xml:lang="cmn-Latn-pinyin">mà</foreignphrase>
|
|
|
+ </para>
|
|
|
+ <para>Rising: <foreignphrase xml:lang="cmn-Latn-pinyin">má</foreignphrase>
|
|
|
+ </para>
|
|
|
+ <para>Neutral: <foreignphrase xml:lang="cmn-Latn-pinyin">ma</foreignphrase>
|
|
|
+ </para>
|
|
|
+ <para>Low: <foreignphrase xml:lang="cmn-Latn-pinyin">mǎ</foreignphrase>
|
|
|
+ </para>
|
|
|
+ <para>One reason often given for the retention of characters is that they can be read,
|
|
|
+ with the local pronunciation, by speakers of all the Chinese languages. Probably a
|
|
|
+ stronger reason for retaining them is that the characters help keep alive
|
|
|
+ distinctions of meaning between words, and connections of meaning between words,
|
|
|
+ which are fading in the spoken language. On the other hand, a Cantonese could learn
|
|
|
+ to speak Standard Chinese, and read it alphabetically, at least as easily as he can
|
|
|
+ learn several thousand characters. </para>
|
|
|
+ <para>Pinyin is used throughout this course to provide a simple written representation
|
|
|
+ of pronunciation. The characters, which are chiefly responsible for the reputation
|
|
|
+ of Chinese as a difficult language, are taught separately. </para>
|
|
|
+
|
|
|
+ <para><emphasis role="bold">BACKGROUND NOTES: ABOUT CHINESE CHARACTERS</emphasis>
|
|
|
+ </para>
|
|
|
+ <para>Each Chinese character is written as a fixed sequence of strokes. There are very
|
|
|
+ few basic types of strokes, each with its own prescribed direction, length, and
|
|
|
+ contour. The dynamics of these strokes as written with a brush, the classical
|
|
|
+ writing instrument, show up clearly even in printed characters. You can tell from
|
|
|
+ the varying thickness of the stroke how the brush met the paper, how it swooped, and
|
|
|
+ how it lifted; these effects are largely lost in characters written with a
|
|
|
+ ball-point pen. </para>
|
|
|
+ <para>The sequence of strokes is of particular importance. Let’s take the character for
|
|
|
+ “mouth,” pronounced <foreignphrase xml:lang="cmn-Latn-pinyin">kǒu</foreignphrase>.
|
|
|
+ Here it is as normally written, with the order and directions of the strokes
|
|
|
+ indicated.</para>
|
|
|
+ <figure>
|
|
|
+ <title>Strokes order</title>
|
|
|
+ <mediaobject>
|
|
|
+ <imageobject>
|
|
|
+ <imagedata
|
|
|
+ fileref="FSI-Chinese-MOD1-Textbook/Images/0021-FSI-StandardChinese-Module01ORN-StudentText-4.png"
|
|
|
+ align="center"/>
|
|
|
+ </imageobject>
|
|
|
+ </mediaobject>
|
|
|
+ </figure>
|
|
|
+ <para>If the character is written rapidly, in “running-style writing,” one stroke glides
|
|
|
+ into the next, like this. </para>
|
|
|
+ <figure>
|
|
|
+ <title>Running style writing </title>
|
|
|
+ <mediaobject>
|
|
|
+ <imageobject>
|
|
|
+ <imagedata
|
|
|
+ fileref="FSI-Chinese-MOD1-Textbook/Images/0021-FSI-StandardChinese-Module01ORN-StudentText-11.png"
|
|
|
+ align="center"/>
|
|
|
+ </imageobject>
|
|
|
+ </mediaobject>
|
|
|
+ </figure>
|
|
|
+ <para>If the strokes were written in any but the proper order, quite different
|
|
|
+ distortions would take place as each stroke reflected the last and anticipated the
|
|
|
+ next, and the character would be illegible.</para>
|
|
|
+ <para>The earliest surviving Chinese characters, inscribed on the Shang Dynasty “oracle
|
|
|
+ bones” of about 1500 B.C. , already included characters that vent beyond simple
|
|
|
+ pictorial representation. There are some characters in use today which are
|
|
|
+ pictorial, like the character for “mouth.” There are also some which are directly
|
|
|
+ symbolic, like our Roman numerals I, II, and III. (The characters for these
|
|
|
+ numbers—the first numbers you learn in this course—are like the Roman numerals turned on
|
|
|
+ their sides.) There are some which are indirectly symbolic, like our Arabic numerals
|
|
|
+ 1, 2, and 3. But the most common type of character is complex, consisting of two
|
|
|
+ parts: a “phonetic,” which suggests the pronunciation, and a “radical,” which
|
|
|
+ broadly characterizes the meaning. Let’s take the following character as an example. </para>
|
|
|
+ <figure>
|
|
|
+ <title>Running style writing </title>
|
|
|
+ <mediaobject>
|
|
|
+ <imageobject>
|
|
|
+ <imagedata
|
|
|
+ fileref="FSI-Chinese-MOD1-Textbook/Images/0021-FSI-StandardChinese-Module01ORN-StudentText-5.png"
|
|
|
+ align="center"/>
|
|
|
+ </imageobject>
|
|
|
+ </mediaobject>
|
|
|
+ </figure>
|
|
|
+ <para>This character means “ocean” and is pronounced <foreignphrase
|
|
|
+ xml:lang="cmn-Latn-pinyin">yáng</foreignphrase>. The left side of the character,
|
|
|
+ the three short strokes, is an abbreviation of a character which means “water” and
|
|
|
+ is pronounced <foreignphrase xml:lang="cmn-Latn-pinyin">shuǐ</foreignphrase>. This
|
|
|
+ is the “radical.” It has been borrowed only for its meaning, "water.” The right side
|
|
|
+ of the character above is a character which means "sheep” and is pronounced
|
|
|
+ xml:lang="cmn-Latn-pinyin">yáng</foreignphrase>.
|
|
|
+ This is the “phonetic.” It has been borrowed only for its sound value,
|
|
|
+ <foreignphrase xml:lang="cmn-Latn-pinyin">yáng</foreignphrase>. A speaker of
|
|
|
+ Chinese encountering the above character for the first time could probably figure
|
|
|
+ out that the only Chinese word that sounds like <foreignphrase
|
|
|
+ xml:lang="cmn-Latn-pinyin">yáng</foreignphrase> and means something like
|
|
|
+ “water,” is the word <foreignphrase xml:lang="cmn-Latn-pinyin">yáng</foreignphrase>
|
|
|
+ meaning “ocean,” We, as speakers of English, might not be able to figure it out.
|
|
|
+ Moreover, phonetics and radicals seldom work as neatly as in this example. But we
|
|
|
+ can still learn to make good use of these hints at sound and sense. </para>
|
|
|
+ <para>Many dictionaries classify characters in terms of the radicals. According to one
|
|
|
+ of the two dictionary systems used, there are 176 radicals; in the other system,
|
|
|
+ there are 214. There are over a thousand phonetics.</para>
|
|
|
+ <para>Chinese has traditionally been written vertically, from top to bottom of the page,
|
|
|
+ starting on the right-hand side, with the pages bound so that the first page is
|
|
|
+ where we would expect the last page to be. Nowadays, however, many Chinese
|
|
|
+ publications paginate like Western publications, and the characters are written
|
|
|
+ horizontally, from left to right.</para>
|
|
|
+ <para><emphasis role="bold">BACKGROUND NOTES: ABOUT CHINESE PERSONAL NAMES AND TITLES
|
|
|
+ </emphasis></para>
|
|
|
+ <para>A Chinese personal name consists of two parts: a surname and a given name. There
|
|
|
+ is no middle name. The order is the reverse of ours: surname first, given name last. </para>
|
|
|
+ <para>The most common pattern for Chinese names is a single-syllable surname followed by
|
|
|
+ a two-syllable given name:<footnote>
|
|
|
+ <para>The first version of each example is in the Pinyin system of romanization.
|
|
|
+ The second parenthesized version is the conventional, or anglicized,
|
|
|
+ spelling.</para>
|
|
|
+ </footnote></para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Máo Zédōng</foreignphrase> (Mao
|
|
|
+ Tse-tung)</para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Zhōu Ēnlái</foreignphrase> (Chou
|
|
|
+ En-lai)</para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Jiǎng Jièshí</foreignphrase> (Chiang
|
|
|
+ Kai-shek)</para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Sòng Qìnglíng</foreignphrase> (Soong
|
|
|
+ Chʽing-ling—Mme Sun Yat-sen)</para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Sòng Měilíng</foreignphrase> (Soong
|
|
|
+ Mei-ling—Mme Chiang Kai-shek)</para>
|
|
|
+ <para>It is not uncommon, however, for the given name to consist of a single
|
|
|
+ syllable:</para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Zhū Dé </foreignphrase> (Chu De) :
|
|
|
+ Marshal Zhu De, the communist general <foreignphrase xml:lang="cmn-Hani"
|
|
|
+ >朱德</foreignphrase></para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Lín Biāo</foreignphrase> (Lin Piao) </para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Hú Shì</foreignphrase> (Hu Shih) </para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Jiāng Qīng</foreignphrase> (Chiang
|
|
|
+ Chʽing—Mme Mao Tse-tung) </para>
|
|
|
+ <para>There are a few two-syllable surnames. </para>
|
|
|
+ <para>These are usually followed by single-syllable given names: </para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Sīmǎ Guāng</foreignphrase> (Ssu-ma
|
|
|
+ Kuang) </para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Ōuyáng Xiū</foreignphrase> (Ou-yang
|
|
|
+ Hsiu) </para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Zhūgě Liàng</foreignphrase> (Chu-ke
|
|
|
+ Liang) </para>
|
|
|
+ <para>But two-syllable surnames may also be followed by two-syllable given names:</para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Sīmǎ Xiāngrú</foreignphrase> (Ssu-ma
|
|
|
+ Hsiang-ju) </para>
|
|
|
+ <para>An exhaustive list of Chinese surnames includes several hundred written with a
|
|
|
+ single character and several dozen written with two characters. Some single-syllable
|
|
|
+ surnames sound exactly alike although written with different characters, and to
|
|
|
+ distinguish them, the Chinese nay occasionally have to describe the character or
|
|
|
+ “write” it with a finger on the palm of a hand. But the surnames that you are likely
|
|
|
+ to encounter are fever than a hundred, and a handful of these are so common that
|
|
|
+ they account for a good majority of China’s population. </para>
|
|
|
+ <para>Given names, as opposed to surnames, are not restricted to a limited list of
|
|
|
+ characters, Men’s names are often but not always distinguishable from women’s; the
|
|
|
+ difference, however, usually lies in the meaning of the characters and so is not
|
|
|
+ readily apparent to the beginning student with a limited knowledge of
|
|
|
+ characters.</para>
|
|
|
+ <para>Outside the People’s Republic the traditional system of titles is still in use.
|
|
|
+ These titles closely parallel our own “Mr.,” “Mrs.,” and “Miss.” Notice, however,
|
|
|
+ that all Chinese titles follow the name—either the full name or the surname
|
|
|
+ alone—rather than preceding it.</para>
|
|
|
+ <para>The title “Mr.” is <foreignphrase xml:lang="cmn-Latn-pinyin"
|
|
|
+ >Xiānsheng</foreignphrase>. </para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Xiānsheng</foreignphrase>
|
|
|
+ </para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ Xiānsheng</foreignphrase>
|
|
|
+ </para>
|
|
|
+ <para>The title “Mrs.” is <foreignphrase xml:lang="cmn-Latn-pinyin"
|
|
|
+ >Tàitai</foreignphrase>. It follows the husband’s full name or surname alone. </para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Tàitai</foreignphrase>
|
|
|
+ </para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ Tàitai</foreignphrase>
|
|
|
+ </para>
|
|
|
+ <para>The title “Miss” is <foreignphrase xml:lang="cmn-Latn-pinyin"
|
|
|
+ >Xiǎojiě</foreignphrase>. The Ma family’s grown daughter, <foreignphrase
|
|
|
+ xml:lang="cmn-Latn-pinyin">Défēn</foreignphrase>, would be</para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Xiǎojiě</foreignphrase></para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Défēn Xiǎojiě</foreignphrase>
|
|
|
+ </para>
|
|
|
+ <para>Even traditionally, outside the People’s Republic, a married woman does not take
|
|
|
+ her husband’s name in the same sense as in our culture. If Miss Fang <foreignphrase
|
|
|
+ xml:lang="cmn-Latn-pinyin">Bǎolán</foreignphrase> marries Mr. <foreignphrase
|
|
|
+ xml:lang="cmn-Latn-pinyin">Ma Mínglǐ</foreignphrase>, she becomes Mrs,
|
|
|
+ <foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ</foreignphrase>, but at the
|
|
|
+ same time she remains <foreignphrase xml:lang="cmn-Latn-pinyin">Fāng
|
|
|
+ Bǎolán</foreignphrase>, She does not become <foreignphrase
|
|
|
+ xml:lang="cmn-Latn-pinyin">Mǎ Bǎolán</foreignphrase>; there is no equivalent of
|
|
|
+ “Mrs. Mary Smith.” She may, however, add her husband’s surname to her own full name
|
|
|
+ and refer to herself as <foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Fāng
|
|
|
+ Bǎolán</foreignphrase>. At work she is quite likely to continue as Miss
|
|
|
+ <foreignphrase xml:lang="cmn-Latn-pinyin">Fāng</foreignphrase>. </para>
|
|
|
+ <para>These customs regarding names are still observed by many Chinese today in various
|
|
|
+ parts of the world. The titles carry certain connotations, however, when used in the
|
|
|
+ PRC today: <foreignphrase xml:lang="cmn-Latn-pinyin">Tàitai</foreignphrase> should
|
|
|
+ not be used because it designates that woman as a member of the leisure class.
|
|
|
+ <foreignphrase xml:lang="cmn-Latn-pinyin">Xiǎojiě</foreignphrase> should not be
|
|
|
+ used because it carries the connotation of being from a rich family. </para>
|
|
|
+ <para>In the People’s Republic, the title “Comrade,” <foreignphrase
|
|
|
+ xml:lang="cmn-Latn-pinyin">Tóngzhì</foreignphrase> is used in place of the
|
|
|
+ titles <foreignphrase xml:lang="cmn-Latn-pinyin">Xiānsheng</foreignphrase>,
|
|
|
+ <foreignphrase xml:lang="cmn-Latn-pinyin">Tàitai</foreignphrase>, and
|
|
|
+ <foreignphrase xml:lang="cmn-Latn-pinyin">Xiǎojiě</foreignphrase>.
|
|
|
+ <foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ</foreignphrase> would
|
|
|
+ be:</para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Tóngzhì</foreignphrase></para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ Tóngzhì</foreignphrase></para>
|
|
|
+ <para>The title “Comrade” is applied to all, regardless of sex or marital status. A
|
|
|
+ married woman does not take her husband’s name in any sense. <foreignphrase
|
|
|
+ xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ</foreignphrase>’s wife would be: </para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Fāng Tóngzhì</foreignphrase>
|
|
|
+ </para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Fāng Bǎolán
|
|
|
+ Tóngzhì</foreignphrase></para>
|
|
|
+ <para>Children may be given either the mother’s or the father’s surname at birth. In
|
|
|
+ some families one child has the father’s surname, and another child has the mother’s
|
|
|
+ surname. <foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ</foreignphrase>’s and
|
|
|
+ <foreignphrase xml:lang="cmn-Latn-pinyin">Fāng Bǎolán</foreignphrase>’s grown
|
|
|
+ daughter could be </para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Tŏngzhì </foreignphrase></para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Děfēn Tóngzhì</foreignphrase>
|
|
|
+ </para>
|
|
|
+ <para>Their grown son could be </para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Fāng Tóngzhì</foreignphrase></para>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Fāng Zìqiáng
|
|
|
+ Tóngzhì</foreignphrase></para>
|
|
|
+ <para>Both in the PRC and elsewhere, of course, there are official titles and titles of
|
|
|
+ respect in addition to the common titles we have discussed here. Several of these
|
|
|
+ will be introduced later in the course. </para>
|
|
|
+ <para>The question of adapting foreign names to Chinese calls for special consideration.
|
|
|
+ In the People’s Republic the policy is to assign Chinese phonetic equivalents to
|
|
|
+ foreign names. These approximations are often not as close phonetically as they
|
|
|
+ might be, since the choice of appropriate written characters may bring in
|
|
|
+ non-phonetic considerations. (An attempt is usually made when transliterating to use
|
|
|
+ characters with attractive meanings.) For the most part, the resulting names do not
|
|
|
+ at all resemble Chinese names. For example, the official version of “David Anderson”
|
|
|
+ is <foreignphrase xml:lang="cmn-Latn-pinyin">Dàiwěi Āndésēn</foreignphrase>. </para>
|
|
|
+ <para>An older approach, still in use outside the PRC, is to construct a valid Chinese
|
|
|
+ name that suggests the foreign name phonetically. For example, “David Anderson”
|
|
|
+ might be <foreignphrase xml:lang="cmn-Latn-pinyin">An Dàwèi</foreignphrase>. </para>
|
|
|
+ <para>Sometimes, when a foreign surname has the same meaning as a Chinese surname,
|
|
|
+ semantic suggestiveness is chosen over phonetic suggestiveness. For example,
|
|
|
+ <foreignphrase xml:lang="cmn-Latn-pinyin">Wáng</foreignphrase>, a common Chinese
|
|
|
+ surname, means “king,” so “Daniel King” might be rendered <foreignphrase
|
|
|
+ xml:lang="cmn-Latn-pinyin">Wáng Dànián</foreignphrase>. </para>
|
|
|
+ <para>Students in this course will be given both the official PRC phonetic equivalents
|
|
|
+ of their names and Chinese-style names.<emphasis/></para>
|
|
|
+ </section>
|
|
|
+ </preface>
|
|
|
+
|
|
|
+ <xi:include href="FSI-Chinese-MOD1-Textbook/FSI-Chinese-MOD1-Textbook.xml"/>
|
|
|
+
|
|
|
+ <!-- <xi:include href="FSI-Chinese-MOD1-Workbook/FSI-Chinese-MOD1-Workbook.xml"/>-->
|
|
|
+
|
|
|
+ <xi:include href="FSI-Chinese-MOD2-Textbook/FSI-Chinese-MOD2-Textbook.xml"/>
|
|
|
+ <xi:include href="FSI-Chinese-MOD3-Textbook/FSI-Chinese-MOD3-Textbook.xml"/>
|
|
|
+ <xi:include href="FSI-Chinese-MOD4-Textbook/FSI-Chinese-MOD4-Textbook.xml"/>
|
|
|
+ <xi:include href="FSI-Chinese-MOD5-Textbook/FSI-Chinese-MOD5-Textbook.xml"/>
|
|
|
+ <xi:include href="FSI-Chinese-MOD6-Textbook/FSI-Chinese-MOD6-Textbook.xml"/>
|
|
|
+ <xi:include href="FSI-Chinese-MOD7-Textbook/FSI-Chinese-MOD7-Textbook.xml"/>
|
|
|
+ <xi:include href="FSI-Chinese-MOD8-Textbook/FSI-Chinese-MOD8-Textbook.xml"/>
|
|
|
+
|
|
|
+
|
|
|
+ <!--
|
|
|
+
|
|
|
+ <xi:include href="FSI-Chinese-MOD9-Textbook/FSI-Chinese-MOD9-Textbook.xml"/>
|
|
|
+
|
|
|
+ <xi:include href=""/>
|
|
|
+ <xi:include href=""/>
|
|
|
+ <xi:include href=""/>
|
|
|
+ <xi:include href=""/>
|
|
|
+ <xi:include href=""/>
|
|
|
+ <xi:include href=""/>
|
|
|
+ <xi:include href=""/>
|
|
|
+ <xi:include href=""/>
|
|
|
+ <xi:include href=""/>
|
|
|
+ <xi:include href=""/>
|
|
|
+ -->
|
|
|
+</book>
|
