FSI-Chinese-MOD6.xml.bak 9.6 KB

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  6. <info>
  7. <title>Standard Chinese</title>
  8. <subtitle>Module 6</subtitle>
  9. <author>
  10. <orgname>Sponsored by Agencies of the United States and Canadian governments</orgname>
  11. </author>
  12. </info>
  13. <preface>
  14. <title>Preface</title>
  15. <para>Standard Chinese: A Modular Approach originated in an inter-agency conference held at
  16. the Foreign Service Institute in August 1973 to address the need generally felt in the
  17. U.S. Government language training community for improving and updating Chinese
  18. materials, to reflect current usage in Beijing and Taipei.</para>
  19. <para> The conference resolved to develop materials which were flexible enough in form and
  20. content to meet the requirements of a wide range of government agencies and academic
  21. institutions. </para>
  22. <para>A Project Board was established consisting of representatives of the Central
  23. Intelligence Agency Language Learning Center, the Defense Language Institute, the State
  24. Department’s Foreign Service Institute, the Cryptologic School of the National Security
  25. Agency, and the U.S. Office of Education, later joined by the Canadian Forces Foreign
  26. Language School. The representatives have included Arthur T. McNeill, John Hopkins, and
  27. John Boag (CIA); Colonel John F. Elder III, Joseph C. Hutchinson, Ivy Gibian, and Major
  28. Bernard Muller-Thym (DLI); James R. Frith and John B. Ratliff III (FSI); Kazuo Shitama
  29. (NSA); Richard T. Thompson and Julia Petrov (OE); and Lieutenant Colonel George Kozoriz
  30. (CFFLS). </para>
  31. <para>The Project Board set up the Chinese Core Curriculum Project in 1974 in space provided
  32. at the Foreign Service Institute. Each of the six U.S. and Canadian government agencies
  33. provided funds and other assistance. </para>
  34. <para>Gerard P. Kok was appointed project coordinator, and a planning council was formed
  35. consisting of Mr. Kok, Frances Li of the Defense Language Institute, Patricia O’Connor
  36. of the University of Texas, Earl M. Rickerson of the Language Learning Center, and James
  37. Wrenn of Brown University. In the fall of 1977, Lucille A. Barale was appointed deputy
  38. project coordinator. David W. Dellinger of the Language Learning Center and Charles R.
  39. Sheehan of the Foreign Service Institute also served on the planning council and
  40. contributed material to the project. The planning council drew up the original overall
  41. design for the materials and met regularly to review their development. </para>
  42. <para>Writers for the first half of the materials were John H. T. Harvey, Lucille A. Barale,
  43. and Roberta S. Barry, who worked in close cooperation with the planning council and with
  44. the Chinese staff of the Foreign Service Institute. Mr. Harvey developed the
  45. instructional formats of the comprehension and production self-study materials, and also
  46. designed the communications classroom activities and wrote the teacher’s guides. Lucille
  47. A. Barale and Roberta S. Barry wrote the tape scripts and the student text. By 1978
  48. Thomas E. Madden and Susan C. Pola had joined the staff. Led by Ms. Barale, they have
  49. worked as a team to produce the materials subsequent to Module 6.</para>
  50. <para>All Chinese language material was prepared or selected by Chuan 0. Chao, Ying-chi
  51. Chen, Hsiao-Jung Chi, Eva Diao, Jan Hu, Tsung-mi Li, and Yunhui C. Yang, assisted for
  52. part of the time by Chieh-fang Ou Lee, Ying-ming Chen, and Joseph Yu Hsu Wang. Anna
  53. Affholder, Mei-li Chen, and Henry Khuo helped in the preparation of a preliminary corpus
  54. of dialogues.</para>
  55. <para> Administrative assistance was provided at various times by Vincent Basciano, Lisa A.
  56. Bowden, Jill W. Ellis, Donna Fong, Renee T. C. Liang, Thomas E. Madden, Susan C. Pola,
  57. and Kathleen Strype. </para>
  58. <para>The production of tape recordings was directed by Jose M. Ramirez of the Foreign
  59. Service Institute Recording Studio. The Chinese script was voiced by Ms. Chao, Ms. Chen,
  60. Mr. Chen, Ms. Diao, Ms. Hu, Mr. Khuo, Mr. Li, and Ms. Yang. The English script was read
  61. by Ms. Barale, Ms. Barry, Mr. Basciano, Ms. Ellis, Ms. Pola, and Ms. Strype. </para>
  62. <para>The graphics were produced by John McClelland of the Foreign Service Institute
  63. Audio-Visual staff, under the general supervision of Joseph A. Sadote, Chief of
  64. Audio-Visual.</para>
  65. <para> Standard Chinese: A Modular Approach was field-tested with the cooperation of Brown
  66. University; the Defense Language Institute, Foreign Language Center; the Foreign Service
  67. Institute; the Language Learning Center; the United States Air Force Academy; the
  68. University of Illinois; and the University of Virginia. </para>
  69. <para>Colonel Samuel L. Stapleton and Colonel Thomas G. Foster, Commandants of the Defense
  70. Language Institute, Foreign Language Center, authorized the DLIFLC support necessary for
  71. preparation of this edition of the course materials. This support included coordination,
  72. graphic arts, editing, typing, proofreading, printing, and materials necessary to carry
  73. out these tasks.</para>
  74. <para>
  75. <inlinemediaobject>
  76. <imageobject>
  77. <imagedata
  78. fileref="FSI-Chinese-MOD1-Textbook/Images/0021-FSI-StandardChinese-Module01ORN-StudentText-1.png"
  79. align="right"/>
  80. </imageobject>
  81. </inlinemediaobject></para>
  82. </preface>
  83. <preface>
  84. <title>Colophon</title>
  85. <para>This publication is to be used primarily in support of instructing military personnel
  86. as part of the Defense Language Program (resident and nonresident). Inquiries concerning
  87. the use of materials, including requests for copies, should be addressed to:</para>
  88. <para>Defense Language Institute </para>
  89. <para>Foreign Language Center </para>
  90. <para>Nonresident Training Division </para>
  91. <para>Presidio of Monterey, CA 93944-5006</para>
  92. <para> Topics in the areas of politics, international relations, mores, etc., which may be
  93. considered as controversial from some points of view, are sometimes included in the
  94. language instruction for DLIFLC students since military personnel may find themselves in
  95. positions where a clear understanding of conversations or written materials of this
  96. nature will be essential to their mission. The presence of controversial
  97. statements—whether real or apparent—in DLIFLC materials should not be construed as
  98. representing the opinions of the writers, the DLIFLC, or the Department of Defense. </para>
  99. <para>Actual brand names and businesses are sometimes cited in DLIFLC instructional
  100. materials to provide instruction in pronunciations and meanings. The selection of such
  101. proprietary terms and names is based solely on their value for instruction in the
  102. language. It does not constitute endorsement of any product or commercial enterprise,
  103. nor is it intended to invite a comparison with other brand names and businesses not
  104. mentioned. </para>
  105. <para>In DLIFLC publications, the words he, him, and/or his denote both masculine and
  106. feminine genders. This statement does not apply to translations of foreign language
  107. texts. </para>
  108. <para>The DLIFLC may not have full rights to the materials it produces. Purchase by the
  109. customer does net constitute authorization for reproduction, resale, or showing for
  110. profit. Generally, products distributed by the DLIFLC may be used in any not-for-profit
  111. setting without prior approval from the DLIFLC. </para>
  112. <note>
  113. <para>This course was formatted by Eric Streit (eric@yojik.eu) using the docbook format
  114. from the pdf scanned documents found on:</para>
  115. <para>https://fsi-language.yojik.eu</para>
  116. <para>Ronald Grenier (Demi Puppet) is helping a lot with digitizing, proofreading!
  117. Thanks a lot.</para>
  118. <para> You can find the pdf, epub, odt versions on https://git.yojik.eu/ (whole book or
  119. separate lessons)</para>
  120. <para>The document will be edited with traditional characters, and converted to
  121. simplified later. The transformation from traditional to simplified is far more
  122. accurate than the other way I intended to do.</para>
  123. <para>The tones in the book sentences will match how the word would sound when spoken in
  124. a sentence, not how it sounds in the dictionary. </para>
  125. <para>I intend to do a French version later ….</para>
  126. </note>
  127. </preface>
  128. <xi:include href="FSI-Chinese-MOD6-Textbook.xml"/>
  129. </book>