FSI-Chinese.xml.bak 64 KB

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  1. <?xml version="1.0" encoding="UTF-8"?>
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  3. <?xml-model href="http://docbook.org/xml/5.1/sch/docbook.sch" type="application/xml" schematypens="http://purl.oclc.org/dsdl/schematron"?>
  4. <book xmlns="http://docbook.org/ns/docbook" xmlns:xi="http://www.w3.org/2001/XInclude"
  5. xmlns:xlink="http://www.w3.org/1999/xlink" version="5.0" xml:lang="en">
  6. <info>
  7. <title>Standard Chinese</title>
  8. <subtitle>A modular Approach</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>
  120. <inlinemediaobject>
  121. <imageobject>
  122. <imagedata
  123. fileref="FSI-Chinese-MOD1-Textbook/Images/0021-FSI-StandardChinese-Module01ORN-StudentText-1.png"
  124. align="right"/>
  125. </imageobject>
  126. </inlinemediaobject></para>
  127. </preface>
  128. <preface>
  129. <title>Introduction</title>
  130. <section>
  131. <title>About the course</title>
  132. <para>This course is designed to give you a practical command of spoken Standard
  133. Chinese. You will learn both to understand and to speak it. Although Standard
  134. Chinese is one language, there are differences between the particular form it takes
  135. in Beijing and the form it takes in the rest of the country. There are also, of
  136. course, significant non-linguistic differences between regions of the country.
  137. Reflecting these regional differences, the settings for most conversations are
  138. Beijing and Taipei.</para>
  139. <para> This course represents a new approach to the teaching of foreign languages. In
  140. many ways it redefines the roles of teacher and student, of classwork and homework,
  141. and of text and tape. Here is what you should expect: </para>
  142. <itemizedlist>
  143. <listitem>
  144. <para>The focus is on communicating in Chinese in practical situations—the
  145. obvious ones you will encounter upon arriving in China. You will be
  146. communicating in Chinese most of the time you are in class. You will not
  147. always be talking about real situations, but you will almost always be
  148. purposefully exchanging information in Chinese.</para>
  149. </listitem>
  150. <listitem>
  151. <para>This focus on communicating means that the teacher is first of all your
  152. conversational partner. Anything that forces him<footnote>
  153. <para>As used in this course, the words “he,” “him,” and “Ms” are
  154. intended to include both masculine and feminine genders.
  155. (Translations of foreign language material not included.)</para>
  156. </footnote> back into the traditional roles of lecturer and drill-master
  157. limits your opportunity to interact with a speaker of the Chinese language
  158. and to experience the language in its full spontaneity, flexibility, and
  159. responsiveness.</para>
  160. </listitem>
  161. <listitem>
  162. <para>Using class time for communicating, you will complete other course
  163. activities out of class whenever possible. This is what the tapes are for.
  164. They introduce the new material of each unit and give you as much additional
  165. practice as possible without a conversational partner.</para>
  166. </listitem>
  167. <listitem>
  168. <para>The texts summarize and supplement the tapes, which take you through new
  169. material step by step and then give you intensive practice on what you have
  170. covered. In this course you will spend almost all your time listening to
  171. Chinese and saying things in Chinese, either with the tapes or in
  172. class.</para>
  173. </listitem>
  174. </itemizedlist>
  175. <para>
  176. <emphasis role="bold">How the Course Is Organized</emphasis>
  177. </para>
  178. <para>The subtitle of this course, “A Modular Approach,” refers to overall organization
  179. of the materials into MODULES which focus on particular situations or language
  180. topics and which allow a certain amount of choice as to what is taught and in what
  181. order. To highlight equally significant features of the course, the subtitle could
  182. just as well have been “A Situational Approach,” “A Taped-Input Approach,” or “A
  183. Communicative Approach.”</para>
  184. <para>Ten situational modules form the core of the course: <informaltable frame="none"
  185. rowsep="0" colsep="0">
  186. <tgroup cols="2">
  187. <colspec colname="c1" colnum="1"/>
  188. <colspec colname="c2" colnum="2"/>
  189. <tbody>
  190. <row>
  191. <entry>ORIENTATION (ORN)</entry>
  192. <entry>Talking about who you are and where you are from.</entry>
  193. </row>
  194. <row>
  195. <entry>BIOGRAPHIC INFORMATION (BIO)</entry>
  196. <entry>Talking about your background, family, studies, and
  197. occupation and about your visit to China. </entry>
  198. </row>
  199. <row>
  200. <entry>MONEY (MON)</entry>
  201. <entry>Making purchases and changing money.</entry>
  202. </row>
  203. <row>
  204. <entry>DIRECTIONS (DIR)</entry>
  205. <entry>Asking directions in a city or in a building.</entry>
  206. </row>
  207. <row>
  208. <entry>TRANSPORTATION (TRN)</entry>
  209. <entry>Taking buses, taxis, trains, and planes, including finding
  210. out schedule information, buying tickets, and making
  211. reservations.</entry>
  212. </row>
  213. <row>
  214. <entry>ARRANGING A MEETING (MTG)</entry>
  215. <entry>Arranging a business meeting or a social get-together,
  216. changing the time of an appointment, and declining an
  217. invitation.</entry>
  218. </row>
  219. <row>
  220. <entry>SOCIETY (SOC)</entry>
  221. <entry>Talking about families, relationships between people,
  222. cultural roles in traditional society, and cultural trends in
  223. modern society.</entry>
  224. </row>
  225. <row>
  226. <entry>TRAVELING IN CHINA (TRL)</entry>
  227. <entry>Making travel arrangements and visiting a kindergarten, the
  228. Great Wall, the Ming Tombs, a commune, and a factory.</entry>
  229. </row>
  230. <row>
  231. <entry>LIFE IH CHINA (LIC)</entry>
  232. <entry>Talking about daily life in <foreignphrase
  233. xml:lang="cmn-Latn-pinyin">Běijīng</foreignphrase> street
  234. committees, leisure activities, traffic and transportation,
  235. buying and rationing, housing. </entry>
  236. </row>
  237. <row>
  238. <entry>TALKING ABOUT THE NEWS (TAN)</entry>
  239. <entry>Talking about government and party policy changes described
  240. in newspapers the educational system agricultural policy,
  241. international policy, ideological policy, and policy in the
  242. arts.</entry>
  243. </row>
  244. </tbody>
  245. </tgroup>
  246. </informaltable></para>
  247. <para>Each core module consists of tapes, a student textbook, and a workbook.</para>
  248. <para> In addition to the ten CORE modules, there are also RESOURCE modules and OPTIONAL
  249. modules. Resource modules teach particular systems in the language, such as numbers
  250. and dates. As you proceed through a situational core module, you will occasionally
  251. take time out to study part of a resource module. (You will begin the first three of
  252. these while studying the Orientation Module.)<informaltable frame="none" rowsep="0"
  253. colsep="0">
  254. <tgroup cols="2" align="left">
  255. <colspec colname="c1" colnum="1" colwidth="1.0*"/>
  256. <colspec colname="c2" colnum="2" colwidth="1.0*"/>
  257. <tbody>
  258. <row>
  259. <entry>PRONUNCIATION AND ROMANIZATION (P&amp;R)</entry>
  260. <entry>The sound system of Chinese and the Pinyin system of
  261. romanization.</entry>
  262. </row>
  263. <row>
  264. <entry>NUMBERS (NUM)</entry>
  265. <entry>Numbers up to five digits. </entry>
  266. </row>
  267. <row>
  268. <entry>CLASSROOM EXPRESSIONS (CE)</entry>
  269. <entry>Expressions basic to the classroom learning
  270. situation.</entry>
  271. </row>
  272. <row>
  273. <entry>TIME AND DATES (T&amp;D)</entry>
  274. <entry>Dates, days of the week, clock time, parts of the
  275. day.</entry>
  276. </row>
  277. <row>
  278. <entry>GRAMMAR</entry>
  279. <entry>Aspect and verb types, word order, multisyllabic verbs and
  280. auxiliary verbs, complex sentences, adverbial expressions.
  281. </entry>
  282. </row>
  283. </tbody>
  284. </tgroup>
  285. </informaltable></para>
  286. <para>Each module consists of tapes and a student textbook.</para>
  287. <para>The eight optional modules focus on particular situations: </para>
  288. <para>
  289. <itemizedlist>
  290. <listitem>
  291. <para>RESTAURANT (RST)</para>
  292. </listitem>
  293. <listitem>
  294. <para>HOTEL (HTL)</para>
  295. </listitem>
  296. <listitem>
  297. <para>PERSONAL WELFARE (WLF)</para>
  298. </listitem>
  299. <listitem>
  300. <para> POST OFFICE AND TELEPHONE (PST/TEL)</para>
  301. </listitem>
  302. <listitem>
  303. <para>CAR (CAR)</para>
  304. </listitem>
  305. <listitem>
  306. <para>CUSTOMS SURROUNDING MARRIAGE, BIRTH, MD DEATH (MBD)</para>
  307. </listitem>
  308. <listitem>
  309. <para>NEW YEAR’S CELEBRATION (NYR)</para>
  310. </listitem>
  311. <listitem>
  312. <para>INSTITUTIONS AND ORGANIZATIONS (I&amp;O) </para>
  313. </listitem>
  314. </itemizedlist>
  315. </para>
  316. <para>Each module consists of tapes and a student textbook. These optional modules may
  317. be used at any time after certain core modules, </para>
  318. <para>The diagram on <link linkend="Image-1">diagram</link> shows how the core modules,
  319. optional modules, and resource modules fit together in the course. Resource modules
  320. are shown where study should begin. Optional modules are shown where they may be
  321. introduced.</para>
  322. <mediaobject xml:id="Image-1">
  323. <imageobject>
  324. <imagedata fileref="FSI-Chinese-MOD1-Textbook/Images/diagram.png" width="14cm"/>
  325. </imageobject>
  326. </mediaobject>
  327. <para><emphasis role="bold">Inside a Core Module </emphasis></para>
  328. <para>Each core module has from four to eight units. A module also includes: </para>
  329. <itemizedlist>
  330. <listitem>
  331. <para><emphasis role="bold">Objectives</emphasis>: The module objectives are
  332. listed at the beginning of the text for each module. Read these before
  333. starting work on the first unit to fix in your mind what you are trying to
  334. accomplish and what you will have to do to pass the test at the end of the
  335. module.</para>
  336. </listitem>
  337. <listitem>
  338. <para><emphasis role="bold">Target Lists</emphasis>: These follow the objectives
  339. in the text. They summarize the language content of each unit in the form of
  340. typical questions and answers on the topic of that unit. Each sentence is
  341. given both in romanized Chinese and in English. Turn to the appropriate
  342. Target List before, during, or after your work on a unit, whenever you need
  343. to pull together what is in the unit.</para>
  344. </listitem>
  345. <listitem>
  346. <para><emphasis role="bold">Review Tapes</emphasis> (R-l): The Target List
  347. sentences are given on these tapes. Except in the short Orientation Module,
  348. there are two R-l tapes for each module.</para>
  349. </listitem>
  350. <listitem>
  351. <para><emphasis role="bold">Criterion Test</emphasis>: After studying each
  352. module, you will take a Criterion Test to find out which module objectives
  353. you have met and which you need to work on before beginning to study another
  354. module.</para>
  355. </listitem>
  356. </itemizedlist>
  357. <para><emphasis role="bold">Inside a Unit </emphasis></para>
  358. <para>Here is what you will be doing in each unit. First, you will work through two
  359. tapes: </para>
  360. <orderedlist>
  361. <listitem>
  362. <para><emphasis role="bold">Comprehension Tape 1 (C-1)</emphasis>: This tape
  363. introduces all the new words and structures in the unit and lets you hear
  364. them in the context of short conversational exchanges. It then works them
  365. into other short conversations and longer passages for listening practice,
  366. and finally reviews them in the Target List sentences. Your goal when using
  367. the tape is to understand all the Target List sentences for the unit.</para>
  368. </listitem>
  369. <listitem>
  370. <para><emphasis role="bold">Production Tape 1 (P-1)</emphasis>: This tape gives
  371. you practice in pronouncing the new words and in saying the sentences you
  372. learned to understand on the C-1 tape. Your goal when using the P-1 tape is
  373. to be able to produce any of the Target List sentences in Chinese when given
  374. the English equivalent. </para>
  375. <para>The C-1 and P-1 tapes, not accompanied by workbooks, are “portable,” in
  376. the sense that they do not tie you down to your desk. However, there are
  377. some written materials for each unit which you will need to work into your
  378. study routine. A text <emphasis role="italic">Reference List</emphasis> at
  379. the beginning of each unit contains the sentences from the C-1 and P-1
  380. tapes. It includes both the Chinese sentences and their English equivalents.
  381. The text <emphasis role="italic">Reference Notes</emphasis> restate and
  382. expand the comments made on the C-1 and P-1 tapes concerning grammar,
  383. vocabulary, pronunciation, and culture. After you have worked with the C-1
  384. and P-1 tapes, you go on to two class activities:</para>
  385. </listitem>
  386. <listitem>
  387. <para><emphasis role="bold">Target List Review</emphasis>: In this first class
  388. activity of the unit, you find out how well you learned the C-1 and P-1
  389. sentences. The teacher checks your understanding and production of the
  390. Target List sentences. He also presents any additional required vocabulary
  391. items, found at the end of the Target List, which were not on the C-1 and
  392. P-1 tapes.</para>
  393. </listitem>
  394. <listitem>
  395. <para><emphasis role="bold">Structural Buildup</emphasis>: During this class
  396. activity, you work on your understanding and control of the new structures
  397. in the unit. You respond to questions from your teacher about situations
  398. illustrated on a chalkboard or explained in other ways.</para>
  399. <para>After these activities, your teacher may want you to spend some time
  400. working on the drills for the unit.</para>
  401. </listitem>
  402. <listitem>
  403. <para><emphasis role="bold">Drill Tape</emphasis>: This tape takes you through
  404. various types of drills based on the Target List sentences and on the
  405. additional required vocabulary.</para>
  406. </listitem>
  407. <listitem>
  408. <para><emphasis role="bold">Drills</emphasis>: The teacher may have you go over
  409. some or all of the drills in class, either to prepare for work with the
  410. tape, to review the tape, or to replace it. </para>
  411. <para>Next, you use two more tapes. These tapes will give you as much additional
  412. practice as possible outside of class.</para>
  413. </listitem>
  414. <listitem>
  415. <para><emphasis role="bold">Comprehension Tape 2 (C-2)</emphasis>: This tape
  416. provides advanced listening practice with exercises containing long, varied
  417. passages which fully exploit the possibilities of the material covered. In
  418. the C-2 Workbook you answer questions about the passages.</para>
  419. </listitem>
  420. <listitem>
  421. <para><emphasis role="bold">Production Tape 2 (P-2)</emphasis>: This tape
  422. resembles the Structural Buildup in that you practice using the new
  423. structures of the unit in various situations. The P-2 Workbook provides
  424. instructions and displays of information for each exercise.</para>
  425. <para>Following work on these two tapes, you take part in two class
  426. activities:</para>
  427. </listitem>
  428. <listitem>
  429. <para><emphasis role="bold">Exercise Review</emphasis>: The teacher reviews the
  430. exercises of the C-2 tape by reading or playing passages from the tape and
  431. questioning you on them. He reviews the exercises of the P-2 tape by
  432. questioning you on information displays in the P-2 Workbook.</para>
  433. </listitem>
  434. <listitem>
  435. <para><emphasis role="bold">Communication Activities</emphasis>: Here you use
  436. what you have learned in the unit for the purposeful exchange of
  437. information. Both fictitious situations (in Communication Games) and
  438. real-world situations involving you and your classmates (in "interviews")
  439. are used.</para>
  440. </listitem>
  441. </orderedlist>
  442. <para><emphasis role="bold">Materials and Activities for a Unit</emphasis></para>
  443. <informaltable frame="all" rowsep="0" colsep="0">
  444. <tgroup cols="3">
  445. <colspec colname="c1" colnum="1" colwidth="1.0*"/>
  446. <colspec colname="c2" colnum="2" colwidth="1.0*"/>
  447. <colspec colname="c3" colnum="3" colwidth="1.0*"/>
  448. <thead>
  449. <row>
  450. <entry align="center">TAPED
  451. MATERIALS<?dbhtml bgcolor="#b3d9ff" ?><?dbfo bgcolor="#b3d9ff"?></entry>
  452. <entry align="center">WRITTEN
  453. MATERIALS<?dbhtml bgcolor="#b3d9ff" ?><?dbfo bgcolor="#b3d9ff" ?></entry>
  454. <entry align="center">CLASS
  455. ACTIVITIES<?dbhtml bgcolor="#b3d9ff" ?><?dbfo bgcolor="#b3d9ff" ?></entry>
  456. </row>
  457. </thead>
  458. <tbody>
  459. <row>
  460. <entry>C-1, P-1 Tapes</entry>
  461. <entry>
  462. <para>Target List </para>
  463. <para>Reference List</para>
  464. <para>Reference Notes</para>
  465. </entry>
  466. <entry>Target List Review</entry>
  467. </row>
  468. <row>
  469. <entry align="center">——————-</entry>
  470. <entry align="center">——————-</entry>
  471. <entry>Structural Buildup</entry>
  472. </row>
  473. <row>
  474. <entry>D-1 Tapes</entry>
  475. <entry>Drills</entry>
  476. <entry>Drills </entry>
  477. </row>
  478. <row>
  479. <entry>C-2, P-2 Tapes</entry>
  480. <entry>
  481. <para>Reference Notes</para>
  482. <para>C-2, P-2 Workbooks</para>
  483. </entry>
  484. <entry>Exercise Review</entry>
  485. </row>
  486. <row>
  487. <entry align="center">——————-</entry>
  488. <entry align="center">——————-</entry>
  489. <entry>Communication Activities</entry>
  490. </row>
  491. </tbody>
  492. </tgroup>
  493. </informaltable>
  494. <figure>
  495. <title><foreignphrase xml:lang="cmn-Latn-pinyin">Wén wǔ</foreignphrase> Temple in
  496. central Taiwan (courtesy of Thomas Madden)</title>
  497. <para>By Photo by CEphoto, Uwe Aranas or alternatively © CEphoto, Uwe Aranas, CC
  498. BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=51438668</para>
  499. <mediaobject>
  500. <imageobject>
  501. <imagedata fileref="images/1008px-Sun-Moon-Lake_Taiwan_Wen-Wu-Temple-01.jpg"
  502. scalefit="1"/>
  503. </imageobject>
  504. </mediaobject>
  505. </figure>
  506. <para> </para>
  507. </section>
  508. <?custom-pagebreak?>
  509. <section>
  510. <title>Background Notes: About Chinese</title>
  511. <para><emphasis role="bold">The Chinese Languages</emphasis></para>
  512. <para> We find it perfectly natural to talk about a language called “Chinese.” We say,
  513. for example, that the people of China speak different dialects of Chinese, and that
  514. Confucius wrote in an ancient form of Chinese. On the other hand, we would never
  515. think of saying that the people of Italy, France, Spain, and Portugal speak dialects
  516. of one language, and that Julius Caesar wrote in an ancient form of that language.
  517. But the facts are almost exactly parallel.</para>
  518. <para>Therefore, in terms of what we think of as a language when closer to home,
  519. “Chinese” is not one language, but a family of languages. The language of Confucius
  520. is partway up the trunk of the family tree. Like Latin, it lived on as a literary
  521. language long after its death as a spoken language in popular use. The seven modern
  522. languages of China, traditionally known as the “dialects,” are the branches of the
  523. tree. They share as strong a family resemblance as do Italian, French, Spanish, and
  524. Portuguese, and are about as different from one another. </para>
  525. <para>The predominant language of China is now known as <foreignphrase
  526. xml:lang="cmn-Latn-pinyin">Pǔtōnghuà</foreignphrase>, or “Standard Chinese”
  527. (literally “the common speech”). The more traditional term, still used in Taiwan, is
  528. <foreignphrase xml:lang="cmn-Latn-pinyin">Guóyǔ</foreignphrase>, or “Mandarin”
  529. (literally “the national language”). Standard Chinese is spoken natively by almost
  530. two-thirds of the population of China and throughout the greater part of the
  531. country. </para>
  532. <para>The term “Standard Chinese” is often used more narrowly to refer to the true
  533. national language which is emerging. This language, which is already the language of
  534. all national broadcasting, is based primarily on the Peking dialect, but takes in
  535. elements from other dialects of Standard Chinese and even from other Chinese
  536. languages. Like many national languages, it is more widely understood than spoken,
  537. and is often spoken with some concessions to local speech, particularly in
  538. pronunciation. </para>
  539. <para>The Chinese languages and their dialects differ far more in pronunciation than in
  540. grammar and vocabulary. What distinguishes Standard Chinese most from the other
  541. Chinese languages, for example, is that it has the fewest tones and the fewest final
  542. consonants. </para>
  543. <para>The remaining six Chinese languages, spoken by approximately a quarter of the
  544. population of China, are tightly grouped in the southeast, below the Yangtze River.
  545. The six are: the Wu group (<foreignphrase xml:lang="cmn-Latn-pinyin"
  546. >Wú</foreignphrase>), which includes the “Shanghai dialect”; Hunanese
  547. (<foreignphrase xml:lang="cmn-Latn-pinyin">Xiāng</foreignphrase>); the “Kiangsi
  548. dialect” (<foreignphrase xml:lang="cmn-Latn-pinyin">Gàn</foreignphrase>); Cantonese
  549. (<foreignphrase xml:lang="cmn-Latn-pinyin">Yuè</foreignphrase>), the language of
  550. <foreignphrase xml:lang="cmn-Latn-pinyin">Guǎngdōng</foreignphrase>, widely
  551. spoken in Chinese communities in the United States; Fukienese (<foreignphrase
  552. xml:lang="cmn-Latn-pinyin">Mǐn</foreignphrase>), a variant of which is spoken by
  553. a majority on Taiwan and hence called Taiwanese; and Hakka (<foreignphrase
  554. xml:lang="cmn-Latn-pinyin">Kèjiā</foreignphrase>), spoken in a belt above the
  555. Cantonese area, as well as by a minority on Taiwan. Cantonese, Fukienese, and Hakka
  556. are also widely spoken throughout Southeast Asia. </para>
  557. <para>There are minority ethnic groups in China who speak non-Chinese languages. Some of
  558. these, such as Tibetan, are distantly related to the Chinese languages. Others, such
  559. as Mongolian, are entirely unrelated. </para>
  560. <para><emphasis role="bold">Some Characteristics of Chinese</emphasis>
  561. </para>
  562. <para>To us, perhaps the roost striking feature of spoken Chinese is the use of
  563. variation in tone (“tones” to distinguish the different meanings of syllables which
  564. would otherwise sound alike. All languages, and Chinese is no exception, make use of
  565. sentence intonation to indicate how whole sentences are to be understood. In
  566. English, for example, the rising pattern in “He’s gone?” tells us that the sentence
  567. is meant as a question. The Chinese tones, however, are quite a different matter.
  568. They belong to individual syllables, not to the sentence as a whole. An inherent
  569. part of each Standard Chinese syllable is one of four distinctive tones. The tone
  570. does just as much to distinguish the syllable as do the consonants and vowels. For
  571. example, the only difference between the verb “to buy,” <foreignphrase
  572. xml:lang="cmn-Latn-pinyin">mǎi</foreignphrase> and the verb “to sell,”
  573. <foreignphrase xml:lang="cmn-Latn-pinyin">mài</foreignphrase>, is the Low tone
  574. (<foreignphrase xml:lang="cmn-Hani">ˇ̆</foreignphrase>) and the Falling tone
  575. (<foreignphrase xml:lang="cmn-Hani">`</foreignphrase>). And yet these words are
  576. Just as distinguishable as our words “buy” and “guy,” or “buy” and “boy.” Apart from
  577. the tones, the sound system of Standard Chinese is no more different from English
  578. than French is. </para>
  579. <para>Word formation in Standard Chinese is relatively simple. For one thing, there are
  580. no conjugations such as are found in many European languages. Chinese verbs have
  581. fewer forms than English verbs, and nowhere near as many irregularities. Chinese
  582. grammar relies heavily on word order, and often the word order is the same as in
  583. English. For these reasons Chinese is not as difficult for Americans to learn to
  584. speak as one might think. </para>
  585. <para>It is often said that Chinese is a monosyllabic language. This notion contains a
  586. good deal of truth. It has been found that, on the average, every other word in
  587. ordinary conversation is a single-syllable word. Moreover, although most words in
  588. the dictionary have two syllables, and some have more, these words can almost always
  589. be broken down into single-syllable units of meaning, many of which can stand alone
  590. as words. </para>
  591. <para><emphasis role="bold">Written Chinese</emphasis>
  592. </para>
  593. <para>Most languages with which we are familiar are written with an alphabet. The
  594. letters may be different from ours, as in the Greek alphabet, but the principle is
  595. the same: one letter for each consonant or vowel sound, more or less. Chinese,
  596. however, is written with “characters” which stand for whole syllables—in fact, for
  597. whole syllables with particular meanings. Although there are only about thirteen
  598. hundred phonetically distinct syllables in standard Chinese, there are several
  599. thousand Chinese characters in everyday use, essentially one for each
  600. single-syllable unit of meaning. This means that many words have the same
  601. pronunciation but are written with different characters, as <foreignphrase
  602. xml:lang="cmn-Latn-pinyin">tiān</foreignphrase>, “sky,” <foreignphrase
  603. xml:lang="cmn-Hani">天</foreignphrase>, and <foreignphrase
  604. xml:lang="cmn-Latn-pinyin">tiān</foreignphrase>, “to add,” “to increase,”
  605. <foreignphrase xml:lang="cmn-Hani">添</foreignphrase>. Chinese characters are
  606. often referred to as “ideographs” which suggests that they stand directly for ideas.
  607. But this is misleading. It is better to think of them as standing for the meaningful
  608. syllables of the spoken language. </para>
  609. <para>Minimal literacy in Chinese calls for knowing about a thousand characters. These
  610. thousand characters, in combination, give a reading vocabulary of several thousand
  611. words. Full literacy calls for knowing some three thousand characters. In order to
  612. reduce the amount of time needed to learn characters, there has been a vast
  613. extension in the People’s Republic of China (PRC) of the principle of character
  614. simplification, which has reduced the average number of strokes per character by
  615. half. </para>
  616. <para>During the past century, various systems have been proposed for representing the
  617. sounds of Chinese with letters of the Roman alphabet. One of these romanizations,
  618. <foreignphrase xml:lang="cmn-Latn-pinyin">Hànyǔ</foreignphrase>
  619. <foreignphrase xml:lang="cmn-Latn-pinyin">Pīnyīn</foreignphrase> (literally “Chinese
  620. Language Spelling,” generally called “Pinyin” in English), has been adopted
  621. officially in the PRC, with the short-term goal of teaching all students the
  622. Standard Chinese pronunciation of characters. A long-range goal is the use of Pinyin
  623. for written communication throughout the country. This is not possible, of course,
  624. until speakers across the nation have uniform pronunciations of Standard Chinese.
  625. For the time being, characters, which represent meaning, not pronunciation, are
  626. still the most widely accepted way of communicating in writing. </para>
  627. <para>Pinyin uses all of the letters in our alphabet except “<emphasis role="bold"
  628. >v</emphasis>,” and adds the letter “<emphasis role="bold">ü</emphasis>.” The
  629. spellings of some of the consonant sounds are rather arbitrary from our point of
  630. view, but for every consonant sound there is only one letter or one combination of
  631. letters, and vice versa. You will find that each vowel letter can stand for
  632. different vowel sounds, depending on what letters precede or follow it in the
  633. syllable. The four tones are indicated by accent marks over the vowels, and the
  634. Neutral tone by the absence of an accent mark: </para>
  635. <para>High: <foreignphrase xml:lang="cmn-Latn-pinyin">mā</foreignphrase>
  636. </para>
  637. <para>Falling: <foreignphrase xml:lang="cmn-Latn-pinyin">mà</foreignphrase>
  638. </para>
  639. <para>Rising: <foreignphrase xml:lang="cmn-Latn-pinyin">má</foreignphrase>
  640. </para>
  641. <para>Neutral: <foreignphrase xml:lang="cmn-Latn-pinyin">ma</foreignphrase>
  642. </para>
  643. <para>Low: <foreignphrase xml:lang="cmn-Latn-pinyin">mǎ</foreignphrase>
  644. </para>
  645. <para>One reason often given for the retention of characters is that they can be read,
  646. with the local pronunciation, by speakers of all the Chinese languages. Probably a
  647. stronger reason for retaining them is that the characters help keep alive
  648. distinctions of meaning between words, and connections of meaning between words,
  649. which are fading in the spoken language. On the other hand, a Cantonese could learn
  650. to speak Standard Chinese, and read it alphabetically, at least as easily as he can
  651. learn several thousand characters. </para>
  652. <para>Pinyin is used throughout this course to provide a simple written representation
  653. of pronunciation. The characters, which are chiefly responsible for the reputation
  654. of Chinese as a difficult language, are taught separately. </para>
  655. <para><emphasis role="bold">BACKGROUND NOTES: ABOUT CHINESE CHARACTERS</emphasis>
  656. </para>
  657. <para>Each Chinese character is written as a fixed sequence of strokes. There are very
  658. few basic types of strokes, each with its own prescribed direction, length, and
  659. contour. The dynamics of these strokes as written with a brush, the classical
  660. writing instrument, show up clearly even in printed characters. You can tell from
  661. the varying thickness of the stroke how the brush met the paper, how it swooped, and
  662. how it lifted; these effects are largely lost in characters written with a
  663. ball-point pen. </para>
  664. <para>The sequence of strokes is of particular importance. Let’s take the character for
  665. “mouth,” pronounced <foreignphrase xml:lang="cmn-Latn-pinyin">kǒu</foreignphrase>.
  666. Here it is as normally written, with the order and directions of the strokes
  667. indicated.</para>
  668. <figure>
  669. <title>Strokes order</title>
  670. <mediaobject>
  671. <imageobject>
  672. <imagedata
  673. fileref="FSI-Chinese-MOD1-Textbook/Images/0021-FSI-StandardChinese-Module01ORN-StudentText-4.png"
  674. align="center"/>
  675. </imageobject>
  676. </mediaobject>
  677. </figure>
  678. <para>If the character is written rapidly, in “running-style writing,” one stroke glides
  679. into the next, like this. </para>
  680. <figure>
  681. <title>Running style writing </title>
  682. <mediaobject>
  683. <imageobject>
  684. <imagedata
  685. fileref="FSI-Chinese-MOD1-Textbook/Images/0021-FSI-StandardChinese-Module01ORN-StudentText-11.png"
  686. align="center"/>
  687. </imageobject>
  688. </mediaobject>
  689. </figure>
  690. <para>If the strokes were written in any but the proper order, quite different
  691. distortions would take place as each stroke reflected the last and anticipated the
  692. next, and the character would be illegible.</para>
  693. <para>The earliest surviving Chinese characters, inscribed on the Shang Dynasty “oracle
  694. bones” of about 1500 B.C. , already included characters that vent beyond simple
  695. pictorial representation. There are some characters in use today which are
  696. pictorial, like the character for “mouth.” There are also some which are directly
  697. symbolic, like our Roman numerals I, II, and III. (The characters for these
  698. numbers—the first numbers you learn in this course—are like the Roman numerals
  699. turned on their sides.) There are some which are indirectly symbolic, like our
  700. Arabic numerals 1, 2, and 3. But the most common type of character is complex,
  701. consisting of two parts: a “phonetic,” which suggests the pronunciation, and a
  702. “radical,” which broadly characterizes the meaning. Let’s take the following
  703. character as an example. </para>
  704. <figure>
  705. <title>Running style writing </title>
  706. <mediaobject>
  707. <imageobject>
  708. <imagedata
  709. fileref="FSI-Chinese-MOD1-Textbook/Images/0021-FSI-StandardChinese-Module01ORN-StudentText-5.png"
  710. align="center"/>
  711. </imageobject>
  712. </mediaobject>
  713. </figure>
  714. <para>This character means “ocean” and is pronounced <foreignphrase
  715. xml:lang="cmn-Latn-pinyin">yáng</foreignphrase>. The left side of the character,
  716. the three short strokes, is an abbreviation of a character which means “water” and
  717. is pronounced <foreignphrase xml:lang="cmn-Latn-pinyin">shuǐ</foreignphrase>. This
  718. is the “radical.” It has been borrowed only for its meaning, "water.” The right side
  719. of the character above is a character which means "sheep” and is pronounced
  720. <foreignphrase xml:lang="cmn-Latn-pinyin">yáng</foreignphrase>. This is the
  721. “phonetic.” It has been borrowed only for its sound value, <foreignphrase
  722. xml:lang="cmn-Latn-pinyin">yáng</foreignphrase>. A speaker of Chinese
  723. encountering the above character for the first time could probably figure out that
  724. the only Chinese word that sounds like <foreignphrase xml:lang="cmn-Latn-pinyin"
  725. >yáng</foreignphrase> and means something like “water,” is the word
  726. <foreignphrase xml:lang="cmn-Latn-pinyin">yáng</foreignphrase> meaning “ocean,”
  727. We, as speakers of English, might not be able to figure it out. Moreover, phonetics
  728. and radicals seldom work as neatly as in this example. But we can still learn to
  729. make good use of these hints at sound and sense. </para>
  730. <para>Many dictionaries classify characters in terms of the radicals. According to one
  731. of the two dictionary systems used, there are 176 radicals; in the other system,
  732. there are 214. There are over a thousand phonetics.</para>
  733. <para>Chinese has traditionally been written vertically, from top to bottom of the page,
  734. starting on the right-hand side, with the pages bound so that the first page is
  735. where we would expect the last page to be. Nowadays, however, many Chinese
  736. publications paginate like Western publications, and the characters are written
  737. horizontally, from left to right.</para>
  738. <para><emphasis role="bold">BACKGROUND NOTES: ABOUT CHINESE PERSONAL NAMES AND TITLES
  739. </emphasis></para>
  740. <para>A Chinese personal name consists of two parts: a surname and a given name. There
  741. is no middle name. The order is the reverse of ours: surname first, given name last. </para>
  742. <para>The most common pattern for Chinese names is a single-syllable surname followed by
  743. a two-syllable given name:<footnote>
  744. <para>The first version of each example is in the Pinyin system of romanization.
  745. The second parenthesized version is the conventional, or anglicized,
  746. spelling.</para>
  747. </footnote></para>
  748. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Máo Zédōng</foreignphrase> (Mao
  749. Tse-tung)</para>
  750. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Zhōu Ēnlái</foreignphrase> (Chou
  751. En-lai)</para>
  752. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Jiǎng Jièshí</foreignphrase> (Chiang
  753. Kai-shek)</para>
  754. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Sòng Qìnglíng</foreignphrase> (Soong
  755. Chʽing-ling—Mme Sun Yat-sen)</para>
  756. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Sòng Měilíng</foreignphrase> (Soong
  757. Mei-ling—Mme Chiang Kai-shek)</para>
  758. <para>It is not uncommon, however, for the given name to consist of a single
  759. syllable:</para>
  760. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Zhū Dé </foreignphrase> (Chu De) :
  761. Marshal Zhu De, the communist general <foreignphrase xml:lang="cmn-Hani"
  762. >朱德</foreignphrase></para>
  763. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Lín Biāo</foreignphrase> (Lin Piao) </para>
  764. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Hú Shì</foreignphrase> (Hu Shih) </para>
  765. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Jiāng Qīng</foreignphrase> (Chiang
  766. Chʽing—Mme Mao Tse-tung) </para>
  767. <para>There are a few two-syllable surnames. </para>
  768. <para>These are usually followed by single-syllable given names: </para>
  769. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Sīmǎ Guāng</foreignphrase> (Ssu-ma
  770. Kuang) </para>
  771. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Ōuyáng Xiū</foreignphrase> (Ou-yang
  772. Hsiu) </para>
  773. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Zhūgě Liàng</foreignphrase> (Chu-ke
  774. Liang) </para>
  775. <para>But two-syllable surnames may also be followed by two-syllable given names:</para>
  776. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Sīmǎ Xiāngrú</foreignphrase> (Ssu-ma
  777. Hsiang-ju) </para>
  778. <para>An exhaustive list of Chinese surnames includes several hundred written with a
  779. single character and several dozen written with two characters. Some single-syllable
  780. surnames sound exactly alike although written with different characters, and to
  781. distinguish them, the Chinese nay occasionally have to describe the character or
  782. “write” it with a finger on the palm of a hand. But the surnames that you are likely
  783. to encounter are fever than a hundred, and a handful of these are so common that
  784. they account for a good majority of China’s population. </para>
  785. <para>Given names, as opposed to surnames, are not restricted to a limited list of
  786. characters, Men’s names are often but not always distinguishable from women’s; the
  787. difference, however, usually lies in the meaning of the characters and so is not
  788. readily apparent to the beginning student with a limited knowledge of
  789. characters.</para>
  790. <para>Outside the People’s Republic the traditional system of titles is still in use.
  791. These titles closely parallel our own “Mr.,” “Mrs.,” and “Miss.” Notice, however,
  792. that all Chinese titles follow the name—either the full name or the surname
  793. alone—rather than preceding it.</para>
  794. <para>The title “Mr.” is <foreignphrase xml:lang="cmn-Latn-pinyin"
  795. >Xiānsheng</foreignphrase>. </para>
  796. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Xiānsheng</foreignphrase>
  797. </para>
  798. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ Xiānsheng</foreignphrase>
  799. </para>
  800. <para>The title “Mrs.” is <foreignphrase xml:lang="cmn-Latn-pinyin"
  801. >Tàitai</foreignphrase>. It follows the husband’s full name or surname alone. </para>
  802. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Tàitai</foreignphrase>
  803. </para>
  804. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ Tàitai</foreignphrase>
  805. </para>
  806. <para>The title “Miss” is <foreignphrase xml:lang="cmn-Latn-pinyin"
  807. >Xiǎojiě</foreignphrase>. The Ma family’s grown daughter, <foreignphrase
  808. xml:lang="cmn-Latn-pinyin">Défēn</foreignphrase>, would be</para>
  809. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Xiǎojiě</foreignphrase></para>
  810. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Défēn Xiǎojiě</foreignphrase>
  811. </para>
  812. <para>Even traditionally, outside the People’s Republic, a married woman does not take
  813. her husband’s name in the same sense as in our culture. If Miss Fang <foreignphrase
  814. xml:lang="cmn-Latn-pinyin">Bǎolán</foreignphrase> marries Mr. <foreignphrase
  815. xml:lang="cmn-Latn-pinyin">Ma Mínglǐ</foreignphrase>, she becomes Mrs,
  816. <foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ</foreignphrase>, but at the
  817. same time she remains <foreignphrase xml:lang="cmn-Latn-pinyin">Fāng
  818. Bǎolán</foreignphrase>, She does not become <foreignphrase
  819. xml:lang="cmn-Latn-pinyin">Mǎ Bǎolán</foreignphrase>; there is no equivalent of
  820. “Mrs. Mary Smith.” She may, however, add her husband’s surname to her own full name
  821. and refer to herself as <foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Fāng
  822. Bǎolán</foreignphrase>. At work she is quite likely to continue as Miss
  823. <foreignphrase xml:lang="cmn-Latn-pinyin">Fāng</foreignphrase>. </para>
  824. <para>These customs regarding names are still observed by many Chinese today in various
  825. parts of the world. The titles carry certain connotations, however, when used in the
  826. PRC today: <foreignphrase xml:lang="cmn-Latn-pinyin">Tàitai</foreignphrase> should
  827. not be used because it designates that woman as a member of the leisure class.
  828. <foreignphrase xml:lang="cmn-Latn-pinyin">Xiǎojiě</foreignphrase> should not be
  829. used because it carries the connotation of being from a rich family. </para>
  830. <para>In the People’s Republic, the title “Comrade,” <foreignphrase
  831. xml:lang="cmn-Latn-pinyin">Tóngzhì</foreignphrase> is used in place of the
  832. titles <foreignphrase xml:lang="cmn-Latn-pinyin">Xiānsheng</foreignphrase>,
  833. <foreignphrase xml:lang="cmn-Latn-pinyin">Tàitai</foreignphrase>, and
  834. <foreignphrase xml:lang="cmn-Latn-pinyin">Xiǎojiě</foreignphrase>.
  835. <foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ</foreignphrase> would
  836. be:</para>
  837. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Tóngzhì</foreignphrase></para>
  838. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ Tóngzhì</foreignphrase></para>
  839. <para>The title “Comrade” is applied to all, regardless of sex or marital status. A
  840. married woman does not take her husband’s name in any sense. <foreignphrase
  841. xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ</foreignphrase>’s wife would be: </para>
  842. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Fāng Tóngzhì</foreignphrase>
  843. </para>
  844. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Fāng Bǎolán
  845. Tóngzhì</foreignphrase></para>
  846. <para>Children may be given either the mother’s or the father’s surname at birth. In
  847. some families one child has the father’s surname, and another child has the mother’s
  848. surname. <foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ</foreignphrase>’s and
  849. <foreignphrase xml:lang="cmn-Latn-pinyin">Fāng Bǎolán</foreignphrase>’s grown
  850. daughter could be </para>
  851. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Tŏngzhì </foreignphrase></para>
  852. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Děfēn Tóngzhì</foreignphrase>
  853. </para>
  854. <para>Their grown son could be </para>
  855. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Fāng Tóngzhì</foreignphrase></para>
  856. <para><foreignphrase xml:lang="cmn-Latn-pinyin">Fāng Zìqiáng
  857. Tóngzhì</foreignphrase></para>
  858. <para>Both in the PRC and elsewhere, of course, there are official titles and titles of
  859. respect in addition to the common titles we have discussed here. Several of these
  860. will be introduced later in the course. </para>
  861. <para>The question of adapting foreign names to Chinese calls for special consideration.
  862. In the People’s Republic the policy is to assign Chinese phonetic equivalents to
  863. foreign names. These approximations are often not as close phonetically as they
  864. might be, since the choice of appropriate written characters may bring in
  865. non-phonetic considerations. (An attempt is usually made when transliterating to use
  866. characters with attractive meanings.) For the most part, the resulting names do not
  867. at all resemble Chinese names. For example, the official version of “David Anderson”
  868. is <foreignphrase xml:lang="cmn-Latn-pinyin">Dàiwěi Āndésēn</foreignphrase>. </para>
  869. <para>An older approach, still in use outside the PRC, is to construct a valid Chinese
  870. name that suggests the foreign name phonetically. For example, “David Anderson”
  871. might be <foreignphrase xml:lang="cmn-Latn-pinyin">An Dàwèi</foreignphrase>. </para>
  872. <para>Sometimes, when a foreign surname has the same meaning as a Chinese surname,
  873. semantic suggestiveness is chosen over phonetic suggestiveness. For example,
  874. <foreignphrase xml:lang="cmn-Latn-pinyin">Wáng</foreignphrase>, a common Chinese
  875. surname, means “king,” so “Daniel King” might be rendered <foreignphrase
  876. xml:lang="cmn-Latn-pinyin">Wáng Dànián</foreignphrase>. </para>
  877. <para>Students in this course will be given both the official PRC phonetic equivalents
  878. of their names and Chinese-style names.<emphasis/></para>
  879. </section>
  880. </preface>
  881. <xi:include href="FSI-Chinese-MOD1-Textbook/FSI-Chinese-MOD1-Textbook.xml"/>
  882. <xi:include href="FSI-Chinese-MOD2-Textbook/FSI-Chinese-MOD2-Textbook.xml"/>
  883. <xi:include href="FSI-Chinese-MOD3-Textbook/FSI-Chinese-MOD3-Textbook.xml"/>
  884. <xi:include href="FSI-Chinese-MOD4-Textbook/FSI-Chinese-MOD4-Textbook.xml"/>
  885. <xi:include href="FSI-Chinese-MOD5-Textbook/FSI-Chinese-MOD5-Textbook.xml"/>
  886. <xi:include href="FSI-Chinese-MOD6-Textbook/FSI-Chinese-MOD6-Textbook.xml"/>
  887. <xi:include href="FSI-Chinese-MOD7-Textbook/FSI-Chinese-MOD7-Textbook.xml"/>
  888. <xi:include href="FSI-Chinese-MOD8-Textbook/FSI-Chinese-MOD8-Textbook.xml"/>
  889. <xi:include href="FSI-Chinese-MOD9-Textbook/FSI-Chinese-MOD9-Textbook.xml"/>
  890. <xi:include href="OptionalModule-CAR/FSI-OptionalModule-CAR.xml"/>
  891. <xi:include href="OptionalModule-HTL/FSI-OptionalModule-HTL.xml"/>
  892. <xi:include href="OptionalModule-POT/FSI-OptionalModule-POT.xml"/>
  893. <xi:include href="OptionalModule-POT/FSI-OptionalModule-POT.xml"/>
  894. <xi:include href="OptionalModule-POT/FSI-OptionalModule-POT.xml"/>
  895. </book>