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- <?xml version="1.0" encoding="UTF-8"?>
- <?xml-model href="http://docbook.org/xml/5.1/rng/docbookxi.rng" schematypens="http://relaxng.org/ns/structure/1.0"?>
- <?xml-model href="http://docbook.org/xml/5.1/sch/docbook.sch" type="application/xml" schematypens="http://purl.oclc.org/dsdl/schematron"?>
- <book xmlns="http://docbook.org/ns/docbook" xmlns:xi="http://www.w3.org/2001/XInclude"
- xmlns:xlink="http://www.w3.org/1999/xlink" version="5.0" xml:lang="en">
- <info>
- <title>Standard Chinese</title>
- <subtitle>A modular Approach</subtitle>
- <author>
- <orgname>Sponsored by Agencies of the United States and Canadian governments</orgname>
- </author>
- </info>
- <preface>
- <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>
- <para>Defense Language Institute </para>
- <para>Foreign Language Center </para>
- <para>Nonresident Training Division </para>
- <para>Presidio of Monterey, CA 93944-5006</para>
- <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 DLIFLC 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. 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 in 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. 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. 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 DLIFLC. </para>
- <note>
- <para>This course was formatted by Eric Streit (eric@yojik.eu) using the docbook format
- from the pdf scanned documents found on:</para>
- <para>https://fsi-language.yojik.eu</para>
- <para>Ronald Grenier (Demi Puppet) is helping a lot with digitizing, proofreading!
- Thanks a lot.</para>
- <para> You can find the pdf, epub, odt versions on https://git.yojik.eu/ (whole book or
- separate lessons)</para>
- <para>The document will be edited with traditional characters, and converted to
- simplified later. The transformation from traditional to simplified is far more
- accurate than the other way I intended to do.</para>
- <para>The tones in the book sentences will match how the word would sound when spoken in
- a sentence, not how it sounds in the dictionary. </para>
- <para>I intend to do a French version later ….</para>
- </note>
- </preface>
- <preface>
- <title>Preface</title>
- <para>Standard Chinese: A Modular Approach originated in an inter-agency conference held at
- the Foreign Service Institute in August 1973 to address the need generally felt in the
- U.S. Government language training community for improving and updating Chinese
- materials, to reflect current usage in Beijing and 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 National Security
- Agency, and the U.S. Office of Education, later joined by the Canadian Forces Foreign
- Language School. The representatives have included Arthur T. McNeill, John Hopkins, and
- John Boag (CIA); Colonel John F. Elder III, Joseph C. Hutchinson, Ivy Gibian, and Major
- Bernard Muller-Thym (DLI); James R. Frith and John B. Ratliff III (FSI); Kazuo Shitama
- (NSA); Richard T. Thompson and Julia Petrov (OE); and Lieutenant Colonel George Kozoriz
- (CFFLS). </para>
- <para>The 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 O’Connor
- of the University of Texas, Earl M. Rickerson 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 planning council drew up the original overall
- design for the materials and met regularly to review their 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 communications 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 selected by Chuan 0. Chao, Ying-chi
- 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-li 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 Institute Recording Studio. The Chinese script was voiced by Ms. Chao, Ms. Chen,
- Mr. Chen, Ms. Diao, Ms. Hu, Mr. Khuo, Mr. Li, and Ms. Yang. The 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-Visual.</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 Center; the United States Air Force Academy; the
- University of Illinois; and the University of Virginia. </para>
- <para>Colonel Samuel L. Stapleton and Colonel 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>
- <para>
- <inlinemediaobject>
- <imageobject>
- <imagedata
- fileref="FSI-Chinese-MOD1-Textbook/Images/0021-FSI-StandardChinese-Module01ORN-StudentText-1.png"
- align="right"/>
- </imageobject>
- </inlinemediaobject></para>
- </preface>
- <preface>
- <title>Introduction</title>
- <section>
- <title>About the course</title>
- <para>This course is designed to give you a practical command of spoken Standard
- Chinese. You will learn both to understand and to speak it. Although Standard
- Chinese is one language, there are differences between the particular form it takes
- in Beijing and the form it takes in the rest of the country. There are also, of
- course, significant non-linguistic differences between regions of the country.
- Reflecting these regional differences, the settings for most conversations are
- Beijing and Taipei.</para>
- <para> This course represents a new approach to the teaching of foreign languages. In
- many ways it redefines the roles of teacher and student, of classwork and homework,
- and of text and tape. Here is what you should expect: </para>
- <itemizedlist>
- <listitem>
- <para>The focus is on communicating in Chinese in practical situations—the
- obvious ones you will encounter upon arriving in China. You will be
- communicating in Chinese most of the time you are in class. You will not
- always be talking about real situations, but you will almost always be
- purposefully exchanging information in Chinese.</para>
- </listitem>
- <listitem>
- <para>This focus on communicating means that the teacher is first of all your
- conversational partner. Anything that forces him<footnote>
- <para>As used in this course, the words “he,” “him,” and “Ms” are
- intended to include both masculine and feminine genders.
- (Translations of foreign language material not included.)</para>
- </footnote> back into the traditional roles of lecturer and drill-master
- limits your opportunity to interact with a speaker of the Chinese language
- and to experience the language in its full spontaneity, flexibility, and
- responsiveness.</para>
- </listitem>
- <listitem>
- <para>Using class time for communicating, you will complete other course
- activities out of class whenever possible. This is what the tapes are for.
- They introduce the new material of each unit and give you as much additional
- practice as possible without a conversational partner.</para>
- </listitem>
- <listitem>
- <para>The texts summarize and supplement the tapes, which take you through new
- material step by step and then give you intensive practice on what you have
- covered. In this course you will spend almost all your time listening to
- Chinese and saying things in Chinese, either with the tapes or in
- class.</para>
- </listitem>
- </itemizedlist>
- <para>
- <emphasis role="bold">How the Course Is Organized</emphasis>
- </para>
- <para>The subtitle of this course, “A Modular Approach,” refers to overall organization
- of the materials into MODULES which focus on particular situations or language
- topics and which allow a certain amount of choice as to what is taught and in what
- order. To highlight equally significant features of the course, the subtitle could
- just as well have been “A Situational Approach,” “A Taped-Input Approach,” or “A
- Communicative Approach.”</para>
- <para>Ten situational modules form the core of the course: <informaltable frame="none"
- rowsep="0" colsep="0">
- <tgroup cols="2">
- <colspec colname="c1" colnum="1"/>
- <colspec colname="c2" colnum="2"/>
- <tbody>
- <row>
- <entry>ORIENTATION (ORN)</entry>
- <entry>Talking about who you are and where you are from.</entry>
- </row>
- <row>
- <entry>BIOGRAPHIC INFORMATION (BIO)</entry>
- <entry>Talking about your background, family, studies, and
- occupation and about your visit to China. </entry>
- </row>
- <row>
- <entry>MONEY (MON)</entry>
- <entry>Making purchases and changing money.</entry>
- </row>
- <row>
- <entry>DIRECTIONS (DIR)</entry>
- <entry>Asking directions in a city or in a building.</entry>
- </row>
- <row>
- <entry>TRANSPORTATION (TRN)</entry>
- <entry>Taking buses, taxis, trains, and planes, including finding
- out schedule information, buying tickets, and making
- reservations.</entry>
- </row>
- <row>
- <entry>ARRANGING A MEETING (MTG)</entry>
- <entry>Arranging a business meeting or a social get-together,
- changing the time of an appointment, and declining an
- invitation.</entry>
- </row>
- <row>
- <entry>SOCIETY (SOC)</entry>
- <entry>Talking about families, relationships between people,
- cultural roles in traditional society, and cultural trends in
- modern society.</entry>
- </row>
- <row>
- <entry>TRAVELING IN CHINA (TRL)</entry>
- <entry>Making travel arrangements and visiting a kindergarten, the
- Great Wall, the Ming Tombs, a commune, and a factory.</entry>
- </row>
- <row>
- <entry>LIFE IH CHINA (LIC)</entry>
- <entry>Talking about daily life in <foreignphrase
- xml:lang="cmn-Latn-pinyin">Běijīng</foreignphrase> street
- committees, leisure activities, traffic and transportation,
- buying and rationing, housing. </entry>
- </row>
- <row>
- <entry>TALKING ABOUT THE NEWS (TAN)</entry>
- <entry>Talking about government and party policy changes described
- in newspapers the educational system agricultural policy,
- international policy, ideological policy, and policy in the
- arts.</entry>
- </row>
- </tbody>
- </tgroup>
- </informaltable></para>
- <para>Each core module consists of tapes, a student textbook, and a workbook.</para>
- <para> In addition to the ten CORE modules, there are also RESOURCE modules and OPTIONAL
- modules. Resource modules teach particular systems in the language, such as numbers
- and dates. As you proceed through a situational core module, you will occasionally
- take time out to study part of a resource module. (You will begin the first three of
- these while studying the Orientation Module.)<informaltable frame="none" rowsep="0"
- colsep="0">
- <tgroup cols="2" align="left">
- <colspec colname="c1" colnum="1" colwidth="1.0*"/>
- <colspec colname="c2" colnum="2" colwidth="1.0*"/>
- <tbody>
- <row>
- <entry>PRONUNCIATION AND ROMANIZATION (P&R)</entry>
- <entry>The sound system of Chinese and the Pinyin system of
- romanization.</entry>
- </row>
- <row>
- <entry>NUMBERS (NUM)</entry>
- <entry>Numbers up to five digits. </entry>
- </row>
- <row>
- <entry>CLASSROOM EXPRESSIONS (CE)</entry>
- <entry>Expressions basic to the classroom learning
- situation.</entry>
- </row>
- <row>
- <entry>TIME AND DATES (T&D)</entry>
- <entry>Dates, days of the week, clock time, parts of the
- day.</entry>
- </row>
- <row>
- <entry>GRAMMAR</entry>
- <entry>Aspect and verb types, word order, multisyllabic verbs and
- auxiliary verbs, complex sentences, adverbial expressions.
- </entry>
- </row>
- </tbody>
- </tgroup>
- </informaltable></para>
- <para>Each module consists of tapes and a student textbook.</para>
- <para>The eight optional modules focus on particular situations: </para>
- <para>
- <itemizedlist>
- <listitem>
- <para>RESTAURANT (RST)</para>
- </listitem>
- <listitem>
- <para>HOTEL (HTL)</para>
- </listitem>
- <listitem>
- <para>PERSONAL WELFARE (WLF)</para>
- </listitem>
- <listitem>
- <para> POST OFFICE AND TELEPHONE (PST/TEL)</para>
- </listitem>
- <listitem>
- <para>CAR (CAR)</para>
- </listitem>
- <listitem>
- <para>CUSTOMS SURROUNDING MARRIAGE, BIRTH, MD DEATH (MBD)</para>
- </listitem>
- <listitem>
- <para>NEW YEAR’S CELEBRATION (NYR)</para>
- </listitem>
- <listitem>
- <para>INSTITUTIONS AND ORGANIZATIONS (I&O) </para>
- </listitem>
- </itemizedlist>
- </para>
- <para>Each module consists of tapes and a student textbook. These optional modules may
- be used at any time after certain core modules, </para>
- <para>The diagram on <link linkend="Image-1">diagram</link> shows how the core modules,
- optional modules, and resource modules fit together in the course. Resource modules
- are shown where study should begin. Optional modules are shown where they may be
- introduced.</para>
- <mediaobject xml:id="Image-1">
- <imageobject>
- <imagedata fileref="FSI-Chinese-MOD1-Textbook/Images/diagram.png" width="14cm"/>
- </imageobject>
- </mediaobject>
- <para><emphasis role="bold">Inside a Core Module </emphasis></para>
- <para>Each core module has from four to eight units. A module also includes: </para>
- <itemizedlist>
- <listitem>
- <para><emphasis role="bold">Objectives</emphasis>: The module objectives are
- listed at the beginning of the text for each module. Read these before
- starting work on the first unit to fix in your mind what you are trying to
- accomplish and what you will have to do to pass the test at the end of the
- module.</para>
- </listitem>
- <listitem>
- <para><emphasis role="bold">Target Lists</emphasis>: These follow the objectives
- in the text. They summarize the language content of each unit in the form of
- typical questions and answers on the topic of that unit. Each sentence is
- given both in romanized Chinese and in English. Turn to the appropriate
- Target List before, during, or after your work on a unit, whenever you need
- 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</para>
- <mediaobject>
- <imageobject>
- <imagedata fileref="images/1008px-Sun-Moon-Lake_Taiwan_Wen-Wu-Temple-01.jpg"
- scalefit="1"/>
- </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
- <foreignphrase 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-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="OptionalModule-CAR/FSI-OptionalModule-CAR.xml"/>
- <xi:include href="OptionalModule-HTL/FSI-OptionalModule-HTL.xml"/>
- <xi:include href="OptionalModule-POT/FSI-OptionalModule-POT.xml"/>
- <xi:include href="OptionalModule-MBD/FSI-OptionalModule-MBD.xml"/>
- <xi:include href="OptionalModule-RST/FSI-OptionalModule-RST.xml"/>
- <xi:include href="OptionalModule-WLF/FSI-OptionalModule-WLF.xml"/>
- </book>
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