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@@ -23,9 +23,9 @@
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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 statements —
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- whether real or apparent — in DLIFLC materials should not be construed as representing
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- the opinions of the writers, the DLIFLC, or the Department of Defense. </para>
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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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@@ -63,7 +63,7 @@
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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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+ 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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@@ -85,7 +85,7 @@
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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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+ 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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@@ -138,16 +138,16 @@
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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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+ <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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+ 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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+ <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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@@ -172,12 +172,12 @@
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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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+ <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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+ 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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@@ -227,7 +227,7 @@
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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">Bĕijīng</foreignphrase> street
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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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@@ -303,10 +303,10 @@
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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 (NYH)</para>
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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 (l&0) </para>
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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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@@ -357,7 +357,7 @@
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tapes: </para>
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<orderedlist>
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<listitem>
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- <para><emphasis role="bold">Comprehension Tape 1 (C-l)</emphasis>: This tape
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+ <para><emphasis role="bold">Comprehension Tape 1 (C-1)</emphasis>: This tape
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introduces all the new words and structures in the unit and lets you hear
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them in the context of short conversational exchanges. It then works them
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into other short conversations and longer passages for listening practice,
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@@ -365,29 +365,29 @@
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the tape is to understand all the Target List sentences for the unit.</para>
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</listitem>
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<listitem>
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- <para><emphasis role="bold">Production Tape 1 (P-l)</emphasis>: This tape gives
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+ <para><emphasis role="bold">Production Tape 1 (P-1)</emphasis>: This tape gives
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you practice in pronouncing the new words and in saying the sentences you
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- learned to understand on the C-l tape. Your goal when using the P-l tape is
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+ learned to understand on the C-1 tape. Your goal when using the P-1 tape is
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to be able to produce any of the Target List sentences in Chinese when given
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the English equivalent. </para>
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- <para>The C-l and P-l tapes, not accompanied by workbooks, are "portable," in
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+ <para>The C-1 and P-1 tapes, not accompanied by workbooks, are “portable,” in
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the sense that they do not tie you down to your desk. However, there are
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some written materials for each unit which you will need to work into your
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study routine. A text <emphasis role="italic">Reference List</emphasis> at
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- the beginning of each unit contains the sentences from the C-l and P-l
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+ the beginning of each unit contains the sentences from the C-1 and P-1
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tapes. It includes both the Chinese sentences and their English equivalents.
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The text <emphasis role="italic">Reference Notes</emphasis> restate and
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- expand the comments made on the C-l and P-l tapes concerning grammar,
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- vocabulary, pronunciation, and culture. After you have worked with the C-l
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- and P-l tapes, you go on to two class activities:</para>
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+ expand the comments made on the C-1 and P-1 tapes concerning grammar,
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+ vocabulary, pronunciation, and culture. After you have worked with the C-1
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+ and P-1 tapes, you go on to two class activities:</para>
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</listitem>
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<listitem>
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<para><emphasis role="bold">Target List Review</emphasis>: In this first class
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- activity of the unit, you find out how well you learned the C-l and P-l
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+ activity of the unit, you find out how well you learned the C-1 and P-1
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sentences. The teacher checks your understanding and production of the
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Target List sentences. He also presents any additional required vocabulary
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- items, found at the end of the Target List, which were not on the C-l and
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- P-l tapes.</para>
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+ items, found at the end of the Target List, which were not on the C-1 and
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+ P-1 tapes.</para>
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</listitem>
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<listitem>
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<para><emphasis role="bold">Structural Buildup</emphasis>: During this class
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@@ -455,7 +455,7 @@
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</thead>
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<tbody>
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<row>
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- <entry>C-l, P-l Tapes</entry>
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+ <entry>C-1, P-1 Tapes</entry>
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<entry>
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<para>Target List </para>
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<para>Reference List</para>
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@@ -469,7 +469,7 @@
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<entry>Structural Buildup</entry>
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</row>
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<row>
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- <entry>D-l Tapes</entry>
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+ <entry>D-1 Tapes</entry>
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<entry>Drills</entry>
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<entry>Drills </entry>
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</row>
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@@ -491,7 +491,7 @@
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</informaltable>
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<figure>
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- <title><foreignphrase xml:lang="cmn-Latn-pinyin">Wen wǔ</foreignphrase> Temple in
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+ <title><foreignphrase xml:lang="cmn-Latn-pinyin">Wén wǔ</foreignphrase> Temple in
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central Taiwan (courtesy of Thomas Madden)</title>
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<para>By Photo by CEphoto, Uwe Aranas or alternatively © CEphoto, Uwe Aranas, CC
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BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=51438668<inlinemediaobject>
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@@ -517,27 +517,27 @@
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<section>
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<title>Background Notes: About Chinese</title>
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<para><emphasis role="bold">The Chinese Languages</emphasis></para>
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- <para> We find it perfectly natural to talk about a language called "Chinese." We say,
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+ <para> We find it perfectly natural to talk about a language called “Chinese.” We say,
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for example, that the people of China speak different dialects of Chinese, and that
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Confucius wrote in an ancient form of Chinese. On the other hand, we would never
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think of saying that the people of Italy, France, Spain, and Portugal speak dialects
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of one language, and that Julius Caesar wrote in an ancient form of that language.
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But the facts are almost exactly parallel.</para>
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<para>Therefore, in terms of what we think of as a language when closer to home,
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- "Chinese" is not one language, but a family of languages. The language of Confucius
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+ “Chinese” is not one language, but a family of languages. The language of Confucius
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is partway up the trunk of the family tree. Like Latin, it lived on as a literary
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language long after its death as a spoken language in popular use. The seven modern
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- languages of China, traditionally known as the "dialects," are the branches of the
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+ languages of China, traditionally known as the “dialects,” are the branches of the
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tree. They share as strong a family resemblance as do Italian, French, Spanish, and
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Portuguese, and are about as different from one another. </para>
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<para>The predominant language of China is now known as <foreignphrase
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- xml:lang="cmn-Latn-pinyin">Pŭtōnghuà</foreignphrase>, or "Standard Chinese"
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- (literally "the common speech"). The more traditional term, still used in Taiwan, is
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- <foreignphrase xml:lang="cmn-Latn-pinyin">Guóyŭ</foreignphrase>, or "Mandarin"
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- (literally "the national language"). Standard Chinese is spoken natively by almost
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+ xml:lang="cmn-Latn-pinyin">Pǔtōnghuà</foreignphrase>, or “Standard Chinese”
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+ (literally “the common speech”). The more traditional term, still used in Taiwan, is
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+ <foreignphrase xml:lang="cmn-Latn-pinyin">Guóyǔ</foreignphrase>, or “Mandarin”
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+ (literally “the national language”). Standard Chinese is spoken natively by almost
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two-thirds of the population of China and throughout the greater part of the
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country. </para>
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- <para>The term "Standard Chinese" is often used more narrowly to refer to the true
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+ <para>The term “Standard Chinese” is often used more narrowly to refer to the true
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national language which is emerging. This language, which is already the language of
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all national broadcasting, is based primarily on the Peking dialect, but takes in
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elements from other dialects of Standard Chinese and even from other Chinese
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@@ -551,13 +551,13 @@
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<para>The remaining six Chinese languages, spoken by approximately a quarter of the
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population of China, are tightly grouped in the southeast, below the Yangtze River.
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The six are: the Wu group (<foreignphrase xml:lang="cmn-Latn-pinyin"
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- >Wú</foreignphrase>), which includes the "Shanghai dialect"; Hunanese
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- (<foreignphrase xml:lang="cmn-Latn-pinyin">Xiāng</foreignphrase>); the "Kiangsi
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- dialect" (<foreignphrase xml:lang="cmn-Latn-pinyin">Gàn</foreignphrase>); Cantonese
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+ >Wú</foreignphrase>), which includes the “Shanghai dialect”; Hunanese
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+ (<foreignphrase xml:lang="cmn-Latn-pinyin">Xiāng</foreignphrase>); the “Kiangsi
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+ dialect” (<foreignphrase xml:lang="cmn-Latn-pinyin">Gàn</foreignphrase>); Cantonese
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(<foreignphrase xml:lang="cmn-Latn-pinyin">Yuè</foreignphrase>), the language of
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- <foreignphrase xml:lang="cmn-Latn-pinyin">Guăngdōng</foreignphrase>, widely
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+ <foreignphrase xml:lang="cmn-Latn-pinyin">Guǎngdōng</foreignphrase>, widely
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spoken in Chinese communities in the United States; Fukienese (<foreignphrase
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- xml:lang="cmn-Latn-pinyin">Mĭn</foreignphrase>), a variant of which is spoken by
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+ xml:lang="cmn-Latn-pinyin">Mǐn</foreignphrase>), a variant of which is spoken by
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a majority on Taiwan and hence called Taiwanese; and Hakka (<foreignphrase
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xml:lang="cmn-Latn-pinyin">Kèjiā</foreignphrase>), spoken in a belt above the
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Cantonese area, as well as by a minority on Taiwan. Cantonese, Fukienese, and Hakka
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@@ -568,20 +568,20 @@
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<para><emphasis role="bold">Some Characteristics of Chinese</emphasis>
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</para>
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<para>To us, perhaps the roost striking feature of spoken Chinese is the use of
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- variation in tone ("tones" to distinguish the different meanings of syllables which
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+ variation in tone (“tones” to distinguish the different meanings of syllables which
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would otherwise sound alike. All languages, and Chinese is no exception, make use of
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sentence intonation to indicate how whole sentences are to be understood. In
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- English, for example, the rising pattern in "He’s gone?" tells us that the sentence
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+ English, for example, the rising pattern in “He’s gone?” tells us that the sentence
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is meant as a question. The Chinese tones, however, are quite a different matter.
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They belong to individual syllables, not to the sentence as a whole. An inherent
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part of each Standard Chinese syllable is one of four distinctive tones. The tone
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does just as much to distinguish the syllable as do the consonants and vowels. For
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- example, the only difference between the verb "to buy," <foreignphrase
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- xml:lang="cmn-Latn-pinyin">mǎi</foreignphrase> and the verb "to sell,"
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+ example, the only difference between the verb “to buy,” <foreignphrase
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+ xml:lang="cmn-Latn-pinyin">mǎi</foreignphrase> and the verb “to sell,”
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<foreignphrase xml:lang="cmn-Latn-pinyin">mài</foreignphrase>, is the Low tone
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(<foreignphrase xml:lang="cmn-Hani">ˇ̆</foreignphrase>) and the Falling tone
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(<foreignphrase xml:lang="cmn-Hani">`</foreignphrase>). And yet these words are
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- Just as distinguishable as our words "buy" and "guy," or "buy" and "boy." Apart from
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+ Just as distinguishable as our words “buy” and “guy,” or “buy” and “boy.” Apart from
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the tones, the sound system of Standard Chinese is no more different from English
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than French is. </para>
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<para>Word formation in Standard Chinese is relatively simple. For one thing, there are
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@@ -602,39 +602,39 @@
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<para>Most languages with which we are familiar are written with an alphabet. The
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letters may be different from ours, as in the Greek alphabet, but the principle is
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the same: one letter for each consonant or vowel sound, more or less. Chinese,
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- however, is written with "characters" which stand for whole syllables — in fact, for
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+ however, is written with “characters” which stand for whole syllables—in fact, for
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whole syllables with particular meanings. Although there are only about thirteen
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hundred phonetically distinct syllables in standard Chinese, there are several
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thousand Chinese characters in everyday use, essentially one for each
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single-syllable unit of meaning. This means that many words have the same
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pronunciation but are written with different characters, as <foreignphrase
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- xml:lang="cmn-Latn-pinyin">tiān</foreignphrase>, "sky," <foreignphrase
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+ xml:lang="cmn-Latn-pinyin">tiān</foreignphrase>, “sky,” <foreignphrase
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xml:lang="cmn-Hani">天</foreignphrase>, and <foreignphrase
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- xml:lang="cmn-Latn-pinyin">tiān</foreignphrase>, "to add," "to increase,"
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+ xml:lang="cmn-Latn-pinyin">tiān</foreignphrase>, “to add,” “to increase,”
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<foreignphrase xml:lang="cmn-Hani">添</foreignphrase>. Chinese characters are
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- often referred to as "ideographs" which suggests that they stand directly for ideas.
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+ often referred to as “ideographs” which suggests that they stand directly for ideas.
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But this is misleading. It is better to think of them as standing for the meaningful
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syllables of the spoken language. </para>
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<para>Minimal literacy in Chinese calls for knowing about a thousand characters. These
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thousand characters, in combination, give a reading vocabulary of several thousand
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words. Full literacy calls for knowing some three thousand characters. In order to
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reduce the amount of time needed to learn characters, there has been a vast
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- extension in the People's Republic of China (PRC) of the principle of character
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+ extension in the People’s Republic of China (PRC) of the principle of character
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simplification, which has reduced the average number of strokes per character by
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half. </para>
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<para>During the past century, various systems have been proposed for representing the
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sounds of Chinese with letters of the Roman alphabet. One of these romanizations,
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- <foreignphrase xml:lang="cmn-Latn-pinyin">Hànyŭ</foreignphrase>
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- <foreignphrase xml:lang="cmn-Latn-pinyin">Pīnyīn</foreignphrase> (literally "Chinese
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- Language Spelling," generally called "Pinyin" in English), has been adopted
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+ <foreignphrase xml:lang="cmn-Latn-pinyin">Hànyǔ</foreignphrase>
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+ <foreignphrase xml:lang="cmn-Latn-pinyin">Pīnyīn</foreignphrase> (literally “Chinese
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+ Language Spelling,” generally called “Pinyin” in English), has been adopted
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officially in the PRC, with the short-term goal of teaching all students the
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Standard Chinese pronunciation of characters. A long-range goal is the use of Pinyin
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for written communication throughout the country. This is not possible, of course,
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until speakers across the nation have uniform pronunciations of Standard Chinese.
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For the time being, characters, which represent meaning, not pronunciation, are
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still the most widely accepted way of communicating in writing. </para>
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- <para>Pinyin uses all of the letters in our alphabet except "<emphasis role="bold"
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- >v</emphasis>," and adds the letter "<emphasis role="bold">ü</emphasis>." The
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+ <para>Pinyin uses all of the letters in our alphabet except “<emphasis role="bold"
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+ >v</emphasis>,” and adds the letter “<emphasis role="bold">ü</emphasis>.” The
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spellings of some of the consonant sounds are rather arbitrary from our point of
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view, but for every consonant sound there is only one letter or one combination of
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letters, and vice versa. You will find that each vowel letter can stand for
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@@ -671,8 +671,8 @@
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the varying thickness of the stroke how the brush met the paper, how it swooped, and
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how it lifted; these effects are largely lost in characters written with a
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ball-point pen. </para>
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- <para>The sequence of strokes is of particular importance. Let's take the character for
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- "mouth," pronounced <foreignphrase xml:lang="cmn-Latn-pinyin">kǒu</foreignphrase>.
|
|
|
+ <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>
|
|
|
@@ -685,7 +685,7 @@
|
|
|
</imageobject>
|
|
|
</mediaobject>
|
|
|
</figure>
|
|
|
- <para>If the character is written rapidly, in "running-style writing," one stroke glides
|
|
|
+ <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>
|
|
|
@@ -700,16 +700,16 @@
|
|
|
<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
|
|
|
+ <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
|
|
|
+ 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>
|
|
|
+ 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>
|
|
|
@@ -720,24 +720,25 @@
|
|
|
</imageobject>
|
|
|
</mediaobject>
|
|
|
</figure>
|
|
|
- <para>This character means "ocean" and is pronounced <foreignphrase
|
|
|
+ <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">shuĭ</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 yang.
|
|
|
- This is the "phonetic." It has been borrowed only for its sound value,
|
|
|
+ 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.
|
|
|
+ “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 2l4. There are over a thousand phonetics.</para>
|
|
|
+ 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
|
|
|
@@ -760,104 +761,104 @@
|
|
|
<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
|
|
|
- Ch'ing-ling —- Mme Sun Yat-sen)</para>
|
|
|
- <para><foreignphrase xml:lang="cmn-Latn-pinyin">Sòng Mĕilíng</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">Zhŭ Dé </foreignphrase> (Chu De) :
|
|
|
+ <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
|
|
|
- Ch'ing—Mme Mao Tse-tung) </para>
|
|
|
+ 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">Sīmă Guāng</foreignphrase> (Ssu-ma
|
|
|
+ <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">Zhūgĕ Liàng</foreignphrase> (Chu-ke
|
|
|
+ <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">Sīmă Xiāngrú</foreignphrase> (Ssu-ma
|
|
|
+ <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
|
|
|
+ “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
|
|
|
+ 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"
|
|
|
+ <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">Mă Xiānsheng</foreignphrase>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Xiānsheng</foreignphrase>
|
|
|
</para>
|
|
|
- <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mă Mínglĭ Xiānsheng</foreignphrase>
|
|
|
+ <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">Mă Tàitai</foreignphrase>
|
|
|
+ <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">Mă Mínglĭ Tàitai</foreignphrase>
|
|
|
+ <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ Tàitai</foreignphrase>
|
|
|
</para>
|
|
|
- <para>The title "Miss" is <foreignphrase xml:lang="cmn-Latn-pinyin"
|
|
|
- >Xiăojiĕ</foreignphrase>. The Ma family's grown daughter, <foreignphrase
|
|
|
+ <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">Mă Xiăojiĕ</foreignphrase></para>
|
|
|
- <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mă Défēn Xiăojiĕ</foreignphrase>
|
|
|
+ <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">Băolán</foreignphrase> marries Mr. <foreignphrase
|
|
|
- xml:lang="cmn-Latn-pinyin">Ma Mínglĭ</foreignphrase>, she becomes Mrs,
|
|
|
- <foreignphrase xml:lang="cmn-Latn-pinyin">Mă Mínglĭ</foreignphrase>, but at the
|
|
|
+ <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
|
|
|
- Băolán</foreignphrase>, She does not become <foreignphrase
|
|
|
- xml:lang="cmn-Latn-pinyin">Mă Băolán</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">Mă Fāng
|
|
|
- Băolán</foreignphrase>. At work she is quite likely to continue as Miss
|
|
|
+ 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">Xiăojiĕ</foreignphrase> should not be
|
|
|
+ <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
|
|
|
+ <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">Xiăojiĕ</foreignphrase>.
|
|
|
- <foreignphrase xml:lang="cmn-Latn-pinyin">Mă Mínglĭ</foreignphrase> would
|
|
|
+ <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">Mă Tóngzhì</foreignphrase></para>
|
|
|
- <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mă Mínglĭ 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">Mă Mínglĭ</foreignphrase>' s wife 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 Băolán
|
|
|
+ <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">Mă Mínglĭ</foreignphrase>'s and
|
|
|
- <foreignphrase xml:lang="cmn-Latn-pinyin">Fāng Băolán</foreignphrase>'s grown
|
|
|
+ <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">Mă Tŏngzhì </foreignphrase></para>
|
|
|
- <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mă Dĕfēn Tóngzhì</foreignphrase>
|
|
|
+ <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>
|
|
|
@@ -867,20 +868,20 @@
|
|
|
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
|
|
|
+ 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">Dàiwĕi Āndésēn</foreignphrase>. </para>
|
|
|
+ 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"
|
|
|
+ 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
|
|
|
+ surname, means “king,” so “Daniel King” might be rendered <foreignphrase
|
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xml:lang="cmn-Latn-pinyin">Wáng Dànián</foreignphrase>. </para>
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<para>Students in this course will be given both the official PRC phonetic equivalents
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of their names and Chinese-style names.<emphasis/></para>
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Ronald Grenier