FSI-Chinese-MOD4.xml.bak 9.6 KB

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  6. <info>
  7. <title>Standard Chinese</title>
  8. <subtitle>Module 4</subtitle>
  9. <author>
  10. <orgname>Sponsored by Agencies of the United States and Canadian governments</orgname>
  11. </author>
  12. </info>
  13. <preface>
  14. <title>Colophon</title>
  15. <para>This publication is to be used primarily in support of instructing military personnel
  16. as part of the Defense Language Program (resident and nonresident). Inquiries concerning
  17. the use of materials, including requests for copies, should be addressed to:</para>
  18. <para>Defense Language Institute </para>
  19. <para>Foreign Language Center </para>
  20. <para>Nonresident Training Division </para>
  21. <para>Presidio of Monterey, CA 93944-5006</para>
  22. <para> Topics in the areas of politics, international relations, mores, etc., which may be
  23. considered as controversial from some points of view, are sometimes included in the
  24. language instruction for DLIFLC students since military personnel may find themselves in
  25. positions where a clear understanding of conversations or written materials of this
  26. nature will be essential to their mission. The presence of controversial
  27. statements—whether real or apparent—in DLIFLC materials should not be construed as
  28. representing the opinions of the writers, the DLIFLC, or the Department of Defense. </para>
  29. <para>Actual brand names and businesses are sometimes cited in DLIFLC instructional
  30. materials to provide instruction in pronunciations and meanings. The selection of such
  31. proprietary terms and names is based solely on their value for instruction in the
  32. language. It does not constitute endorsement of any product or commercial enterprise,
  33. nor is it intended to invite a comparison with other brand names and businesses not
  34. mentioned. </para>
  35. <para>In DLIFLC publications, the words he, him, and/or his denote both masculine and
  36. feminine genders. This statement does not apply to translations of foreign language
  37. texts. </para>
  38. <para>The DLIFLC may not have full rights to the materials it produces. Purchase by the
  39. customer does net constitute authorization for reproduction, resale, or showing for
  40. profit. Generally, products distributed by the DLIFLC may be used in any not-for-profit
  41. setting without prior approval from the DLIFLC. </para>
  42. <note>
  43. <para>This course was formatted by Eric Streit (eric@yojik.eu) using the docbook format
  44. from the pdf scanned documents found on:</para>
  45. <para>https://fsi-language.yojik.eu</para>
  46. <para>Ronald Grenier (Demi Puppet) is helping a lot with digitizing, proofreading!
  47. Thanks a lot.</para>
  48. <para> You can find the pdf, epub, odt versions on https://git.yojik.eu/ (whole book or
  49. separate lessons)</para>
  50. <para>The document will be edited with traditional characters, and converted to
  51. simplified later. The transformation from traditional to simplified is far more
  52. accurate than the other way I intended to do.</para>
  53. <para>The tones in the book sentences will match how the word would sound when spoken in
  54. a sentence, not how it sounds in the dictionary. </para>
  55. <para>I intend to do a French version later ….</para>
  56. </note>
  57. </preface>
  58. <preface>
  59. <title>Preface</title>
  60. <para>Standard Chinese: A Modular Approach originated in an inter-agency conference held at
  61. the Foreign Service Institute in August 1973 to address the need generally felt in the
  62. U.S. Government language training community for improving and updating Chinese
  63. materials, to reflect current usage in Beijing and Taipei.</para>
  64. <para> The conference resolved to develop materials which were flexible enough in form and
  65. content to meet the requirements of a wide range of government agencies and academic
  66. institutions. </para>
  67. <para>A Project Board was established consisting of representatives of the Central
  68. Intelligence Agency Language Learning Center, the Defense Language Institute, the State
  69. Department’s Foreign Service Institute, the Cryptologic School of the National Security
  70. Agency, and the U.S. Office of Education, later joined by the Canadian Forces Foreign
  71. Language School. The representatives have included Arthur T. McNeill, John Hopkins, and
  72. John Boag (CIA); Colonel John F. Elder III, Joseph C. Hutchinson, Ivy Gibian, and Major
  73. Bernard Muller-Thym (DLI); James R. Frith and John B. Ratliff III (FSI); Kazuo Shitama
  74. (NSA); Richard T. Thompson and Julia Petrov (OE); and Lieutenant Colonel George Kozoriz
  75. (CFFLS). </para>
  76. <para>The Project Board set up the Chinese Core Curriculum Project in 1974 in space provided
  77. at the Foreign Service Institute. Each of the six U.S. and Canadian government agencies
  78. provided funds and other assistance. </para>
  79. <para>Gerard P. Kok was appointed project coordinator, and a planning council was formed
  80. consisting of Mr. Kok, Frances Li of the Defense Language Institute, Patricia O’Connor
  81. of the University of Texas, Earl M. Rickerson of the Language Learning Center, and James
  82. Wrenn of Brown University. In the fall of 1977, Lucille A. Barale was appointed deputy
  83. project coordinator. David W. Dellinger of the Language Learning Center and Charles R.
  84. Sheehan of the Foreign Service Institute also served on the planning council and
  85. contributed material to the project. The planning council drew up the original overall
  86. design for the materials and met regularly to review their development. </para>
  87. <para>Writers for the first half of the materials were John H. T. Harvey, Lucille A. Barale,
  88. and Roberta S. Barry, who worked in close cooperation with the planning council and with
  89. the Chinese staff of the Foreign Service Institute. Mr. Harvey developed the
  90. instructional formats of the comprehension and production self-study materials, and also
  91. designed the communications classroom activities and wrote the teacher’s guides. Lucille
  92. A. Barale and Roberta S. Barry wrote the tape scripts and the student text. By 1978
  93. Thomas E. Madden and Susan C. Pola had joined the staff. Led by Ms. Barale, they have
  94. worked as a team to produce the materials subsequent to Module 6.</para>
  95. <para>All Chinese language material was prepared or selected by Chuan 0. Chao, Ying-chi
  96. Chen, Hsiao-Jung Chi, Eva Diao, Jan Hu, Tsung-mi Li, and Yunhui C. Yang, assisted for
  97. part of the time by Chieh-fang Ou Lee, Ying-ming Chen, and Joseph Yu Hsu Wang. Anna
  98. Affholder, Mei-li Chen, and Henry Khuo helped in the preparation of a preliminary corpus
  99. of dialogues.</para>
  100. <para> Administrative assistance was provided at various times by Vincent Basciano, Lisa A.
  101. Bowden, Jill W. Ellis, Donna Fong, Renee T. C. Liang, Thomas E. Madden, Susan C. Pola,
  102. and Kathleen Strype. </para>
  103. <para>The production of tape recordings was directed by Jose M. Ramirez of the Foreign
  104. Service Institute Recording Studio. The Chinese script was voiced by Ms. Chao, Ms. Chen,
  105. Mr. Chen, Ms. Diao, Ms. Hu, Mr. Khuo, Mr. Li, and Ms. Yang. The English script was read
  106. by Ms. Barale, Ms. Barry, Mr. Basciano, Ms. Ellis, Ms. Pola, and Ms. Strype. </para>
  107. <para>The graphics were produced by John McClelland of the Foreign Service Institute
  108. Audio-Visual staff, under the general supervision of Joseph A. Sadote, Chief of
  109. Audio-Visual.</para>
  110. <para> Standard Chinese: A Modular Approach was field-tested with the cooperation of Brown
  111. University; the Defense Language Institute, Foreign Language Center; the Foreign Service
  112. Institute; the Language Learning Center; the United States Air Force Academy; the
  113. University of Illinois; and the University of Virginia. </para>
  114. <para>Colonel Samuel L. Stapleton and Colonel Thomas G. Foster, Commandants of the Defense
  115. Language Institute, Foreign Language Center, authorized the DLIFLC support necessary for
  116. preparation of this edition of the course materials. This support included coordination,
  117. graphic arts, editing, typing, proofreading, printing, and materials necessary to carry
  118. out these tasks.</para>
  119. <para>
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  127. </preface>
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  129. </book>