FSI-Chinese-docbook/FSI-Chinese-Resources/FSI-Chinese-Resources.xml.bak

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    <info>
        <title>STANDARD CHINESE</title>
        <author>
            <orgname>Defense Language Institute</orgname>
        </author>
        <author>
            <orgname>Foreign Language Center</orgname>
        </author>
        <author>
            <orgname>Nonresident Training Division</orgname>
            <address>
                <city>Presidio of Monterey</city>
                <street>Street</street>
                <postcode>CA 939,14-500</postcode>
                <country>USA</country>
            </address>
        </author>
        <subtitle>A MODULAR APPROACH</subtitle>
        <date>AUGUST 1979</date>
    </info>
    <colophon>
        <title>Colophon</title>
        <para>This publication is to be used primarily in support of instructing military personnel
            as part of the Defense Language Program (resident and nonresident). Inquiries concerning
            the use of materials, including requests for copies, should be addressed to: </para>
        <important>
            <para>Defense Language Institute </para>
            <para>Foreign Language Center</para>
            <para>Nonresident Training Division </para>
            <para>Presidio of Monterey, CA 93944-5006 </para>
        </important>
        <para>Topics in the areas of politics, international relations, mores, etc, which may be
            considered as controversial from some points of view, are sometimes included in the
            language instruction for DL1FLC students since military personnel may find themselves in
            positions where a clear understanding of conversations or written materials of this
            nature will be essential to their mission. </para>
        <para>The presence of controversial statements-whether real or apparent-in DLIFLC materials
            should not be construed as representing the opinions of the writers, the DLIFLC or the
            Department of Defense. </para>
        <para>Actual brand names and businesses are sometimes cited in DLIFLC instructional
            materials to provide instruction in pronunciations and meanings. The selection of such
            proprietary terms and names is based solely on their value for instruction m the
            language. It does not constitute endorsement of any product or commercial enterprise,
            nor is it intended to invite a comparison with other brand names and businesses not
            mentioned. </para>
        <para>In DLIFLC publications, the words he, him, and/or his denote both masculine and
            feminine genders. </para>
        <para>This statement does not apply to translations of foreign language texts. </para>
        <para>The DLIFLC may not have full rights to the materials it produces. </para>
        <para>Purchase by the customer does net constitute authorization for reproduction, resale,
            or showing for profit. Generally, products distributed by the DLIFLC may be used in any
            not-for-profit setting without prior approval from the DUFLC</para>
        <para>SPONSORED BY AGENCIES OF THE UNITED STATES AND CANADIAN GOVERNMENTS</para>
    </colophon>
    <preface>
        <title>STANDARD CHINESE</title>
        <subtitle>A modular approach</subtitle>
        <para>Standard Chinese: A ModuIar Approach originated in an inter-agency conference held at
            the Foreign Service Institute in August 1973 to address the need generaI y felt In the
            U.S. Government language training community for Improving and updating Chinese materials
            to reflect current usage In <foreignphrase>Běijīng</foreignphrase> and in Taipei. </para>
        <para>The conference resolved to develop materials which were flexible enough in form and
            content to meet the requIrements of a wide range of government agencies and academIc
            institutions.</para>
        <para>A Project Board was established consisting of representatives of the Central
            Intelligence Agency Language Learning Center, the Defense Language Institute, the State
            Department's Foreign Service Institute, the Cryptologic School of the NationaI Security
            Agency, and the U.S. Office of Education, later joined by the Canadian Forces Foreign
            Language Schools. The representatives have incIuded Arthur T. McNeill, John Hopkins, and
            John Boag (CIA); Colonel John F. Elder lll, Joseph C. Hutchinson, Ivy Gibian, and Major
            Bernard Muller-Thym (D L I ); James R. Frith and John B. Ratliff lll (FSI ); Kazuo
            Shitama (NSA); Richard T. Thompson and Julia Petrov (OE); and Lieutenant Colonel George
            Kozorlz (CFFLS). </para>
        <para>Th© Project Board set up the Chinese Core Curriculum Project in 1974 in space provided
            at the Foreign Service Institute. Each of the six U.S. and Canadian government agencies
            provided funds and other assistance, </para>
        <para>Gerard P. Kok was appointed project coordinator and a planning council was formed
            consisting of Mr. Kok, Frances Li of the Defense Language Institute, Patricia 0'Connor
            of the University of Texas, Earl M, RIckerscn of the Language Learning Center, and James
            Wrenn of Brown University. In the fall of 1977, Lucille A. Barale was appointed deputy
            project coordinator. David W. Dellinger of the Language Learning Center and Charles R.
            Sheehan of the Foreign Service Institute also served on the planning council and
            contributed material to the project. The pIanning council drew up the original overall
            design for the materials and met regularly to review the development. </para>
        <para>Writers for the first half of the materials were John H. T. Harvey, Lucille A. Barale,
            and Roberta S. Barry, who worked in close cooperation wIth the planning council and with
            the Chinese staff of the Foreign Service Institute. Mr_ Harvey developed the
            instructional formats of the comprehension and production self-study materials, and also
            designed the communication—based classroom activities and wrote the teacher's guides.
            Lucille A. Barale and Roberta S. Barry wrote the tape scripts and the student text. By
            1978 Thomas E Madden and Susan C. Pola had joined the staff. Led by Ms. Barale, they
            have worked as a team to produce the materials subsequent to Module 6. </para>
        <para>All Chinese language material was prepared or seIectad by Chuan 0. Chao, Ying-chih
            Chen, Hsiao-jung Chi, Eva Diao, Jan Hu, Tsung-mi Li, and Yunhui C. Yang, assisted for
            part of the time by Chieh-fang Ou Lee, Ying-ming Chen, and Joseph Yu Hsu Wang. Anna
            Affholder Mei-II Chen, and Henry Khuo helped in the preparation of a preliminary corpus
            of dialogues, </para>
        <para>Administrative assistance was provided at varIous times by Vincent Basciano, Lisa A.
            Bowden, Jill W. Ellis, Donna Fong, Renee T. C. Liang, Thomas E, Madden, Susan C. Pola,
            and Kathleen Strype_</para>
        <para> The production of tape recordings was directed by Jose M, Ramirez of the Foreign
            Service Institution Recording Studio, The Chinese script was voiced by Ms. Chao, Ms.
            Chen, Mr. Chen, Ms, Diao, M. Hu, Mr. Khuo, Mr. Li, and Ms. Yang. 丁 he English script was
            read by Ms. Barale, Ms. Barry, Mr. Basciano, Ms. Ellis, Ms. Pola, and Ms. Strype.</para>
        <para>The graphics were produced by John McClelland of the Foreign Service Institute
            Audio-Visual staff, under the general supervision of Joseph A. Sadote, Chief of
            Audio-VisuaI. </para>
        <para>Standard Chinese ： A. Modular Approach was field-tested with the cooperation of Brown
            University, the Defense Language Institute, Foreign Language Center; the Foreign Service
            Institute, the Language Learning Canter; the United States Air Force Academy the
            University of Illinois and the UnIversity of Virginia.</para>
        <para>ColoneI Samuel L. Stapleton and CoIone Thomas G. Foster, Commandants of the Defense
            Language Institute, Foreign Language Center, authorized the DLIFLC support necessary for
            preparation of this edition of the course materials. This support Included coordination,
            graphic arts, editing, typing, proofreading, printing, and materials necessary to carry
            out these tasks.</para>
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    </preface>
    <part>
        <title>P&amp;R Pronunciation and Romanization</title>
        <preface>
            <title>Introduction</title>
            <para>Your chief concern as you start this course is learning to pronounce Chinese. The
                Orientation Module, which plunges you right Into trying to say things in Chinese,
                naturally involves a certain amount of pronunciation work. This resource module is
                designed to supplement that work with a brief, systematic introduction to the sound
                system of Standard Chinese, as well as to Its written representation in
                    <foreignphrase>Pīnyīn</foreignphrase> romanization.</para>
            <para>The essential part of this module consists of the Pronunciation and RomanIzation
                (P&amp;R) tapes and the accompanying dIsplays and exercises in the workbook section
                of this module. You should work through at least the fIrst four of these tapes, and
                preferably the first six, while you are studying the Orientation Module. </para>
            <para>FoIlowing the workbook section of this module, you will find a summary of
                pronunciation and romanization. You might want to gIance at this before starting the
                tapes, particularly to locate certain charts and lists which could be helpful for
                reference, But it would probably be better to put off studying the summary until
                after you have finished the tapes. The tapes are intended as an introduction, while
                the summary is not. For one thing, text discussions of the sounds of the language
                cannot equal the recorded presentations and your teacher's oral presentations. For
                another thing, the summary provides considerably more Information than you will need
                or want at first, </para>
            <para>Both the tapes and the summary contain discussions of the sounds of the language
                and their spellings. You may find that these discussions offer useful hints,
                allowing you to put your intellect to work on the problems of pronunciation and
                romanization. However, particularly in pronunciation, most of your learning must
                come from doing. It is Important to practIce, reading and writing the romanization,
                but it is vital to practice recognizing and producing the sounds of the language.
                Serious and sustained attempts to mimic, as faithfully as possible, either your
                Instructor or the speakers on the tapes will allow you to pick up unconsciously far
                more than you can attend to consciously. </para>
            <para>The most important thing for you to do is to abandon the phonetic "prejudices" you
                have built up as a speaker of English and surrender yourself to the sounds of
                Chinese. Being less set than adults in their ways, children are quicker to pick up a
                proper accent. Try to regress to the phonetic suggestibility of childhood, however
                hard it is to shed the safe and comfortable rigidity and certainty of adulthood. The
                most your intellect can supply is a certain amount of guidance and
                monitorIng.</para>
            <para>Be sure to repeat the words and sentences on the tapes In your full normal
                speaking voice, or even louder, as if you were speaking to someone at a reasonable
                distance. When you speak to yourself under your breath, you are considerably less
                precise in your pronunciation than when you speak aloud. This is all right in
                English, since you can already pronounce the language. But, In Chinese, you would
                not be practicing that skill which you are trying to develop, and you wouId find
                yourself at a loss when you tried to switch to full volume In class. </para>
            <para>One of the advantages an adult has over a child in learning a language is the
                ability to make use of a written representation of it. In this course you learn the
                    <foreignphrase>Pīnyīn</foreignphrase> system of romanizatIon at the same time
                that you are learning the sound system of Standard Chinese, (The non-aIphabetic
                system of written characters is taught as a separate component of the course,) You
                will find that <foreignphrase>Pīnyīn</foreignphrase> is not the simplest possible
                phonetic transcription. Some of the letters and combinations of letters chosen to
                represent the sounds of Chinese are not the most obvious ones. While consonant
                letters generally stand for fixed consonant sounds, voweI letters can stand for
                various voweI sounds, depending on what letters precede them and follow them. Some
                of the abbreviation rules are more trouble than they are worth at first. These
                drawbacks –-which are actually relatively minor compared with those of most spelling
                systems --- stem from the fact that <foreignphrase>Pīnyīn</foreignphrase> was
                designed for speakers of Chinese, not for speakers of English. The primary
                consideration in devising the system was the most efficient use of the letters of
                the Roman alphabet to represent sounds of Chinese. The drawbacks to learn
                    <foreignphrase>Pīnyīn</foreignphrase> are considerabIy outweighed by the
                advantage that <foreignphrase>Pīnyīn</foreignphrase> is widely taught and used as a
                supplementary script in the People's Republic of China. You are learning
                    <foreignphrase>Pīnyīn</foreignphrase> not merely as an aid during the first few
                weeks of the course, but also as one of the ways Chinese is actually written, and as
                what may well represent the wave of the future. </para>
            <para>NOTE: A number of surnames used in this module are rare. Some may even be
                unfamiliar to most Chinese, although all are authentic. These rare surnames are used
                to Illustrate various contrasts in sound and spelling.</para>
        </preface>
        <chapter>
            <title>Tape 1 Workbook (Tones)</title>
            <subtitle>Subtitle of Chapter</subtitle>
            <sect1>
                <title>Section1 Title</title>
                <subtitle>Subtitle of Section 1</subtitle>
                <para>Text</para>
            </sect1>
        </chapter>
        <chapter>
            <title>Tape 2 Workbook (Consonants and Vowels I)</title>
            <para/>
        </chapter>
        <chapter>
            <title>Tape 3 Workbook (Consonants and Vowels II)</title>
            <para/>
        </chapter>
        <chapter>
            <title>Tape 4 Workbook (Consonants and Vowels III)</title>
            <para/>
        </chapter>
        <chapter>
            <title>Tape 5 Workbook (Consonants and Vowels IV)</title>
            <para/>
        </chapter>
        <chapter>
            <title>Tape 6 Workbook (Tones in combination)</title>
            <para/>
        </chapter>
        <chapter>
            <title>Tone Card</title>
            <para/>
        </chapter>
        <chapter>
            <title>Summary</title>
            <para/>
            <section>
                <title>Tones</title>
                <para/>
            </section>
            <section>
                <title>Consonants and Vowels</title>
                <para/>
                <section>
                    <title>Finals</title>
                    <para/>
                </section>
                <section>
                    <title>Initials</title>
                    <para/>
                </section>
            </section>
        </chapter>
        <chapter>
            <title>Appendices</title>
            <para/>
            <section>
                <title>List of Initials</title>
                <para/>
            </section>
            <section>
                <title>List of Finals</title>
                <para/>
            </section>
        </chapter>
    </part>
    <part>
        <title>NUM Numbers</title>
        <subtitle>Subtitle of First Part</subtitle>
        <chapter>
            <title>Chapter Title</title>
            <subtitle>Subtitle of Chapter</subtitle>
            <sect1>
                <title>Section1 Title</title>
                <subtitle>Subtitle of Section 1</subtitle>
                <para>Text</para>
            </sect1>
        </chapter>
    </part>
    <part>
        <title>CE Classroom expressions</title>
        <subtitle>Subtitle of First Part</subtitle>
        <chapter>
            <title>Chapter Title</title>
            <subtitle>Subtitle of Chapter</subtitle>
            <sect1>
                <title>Section1 Title</title>
                <subtitle>Subtitle of Section 1</subtitle>
                <para>Text</para>
            </sect1>
        </chapter>
    </part>
    <part>
        <title>T&amp;D Time and Dates</title>
        <subtitle>Subtitle of First Part</subtitle>
        <chapter>
            <title>Chapter Title</title>
            <subtitle>Subtitle of Chapter</subtitle>
            <sect1>
                <title>Section1 Title</title>
                <subtitle>Subtitle of Section 1</subtitle>
                <para>Text</para>
            </sect1>
        </chapter>
    </part>
</book>