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★★★★★★????? ?? ★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★??? CEFR ? A1-C1 ??? ACTFL ? Novice-Superior ★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★?????IntroductionThis six-volume series is a comprehensive learning material that focuses on spoken language in the first three volumes and written language in the latter three volumes. Volume One aims to strengthen daily conversation and applications; Volume Two contains short essays as supplementary readings; Volume Three introduces beginning-level written language and discourse? in addition to extended dialogues. Volume Four uses discourse to solidify the learner?s written language and ability in reading authentic materials; Volumes Five and Six are arranged in topics such as society? technology? economics? politics? culture? and environment to help the learner expand their language utilisations in different domains. Each volume includes a textbook? a student workbook? and a teacher?s manual. In addition? Volume One and Two include a practice book for characters. Level of StudentsA Course in Contemporary Chinese ★★★★★★?? is suitable for learners of Chinese in Taiwan? as well as for high school or college level Chinese language courses overseas. Volumes One to Six cover levels A1 to C1 in the CEFR? or Novice to Superior levels in ACTFL GuidelinesOverviewThe series adopts communicative language teaching and task-based learning to boost the learner?s Chinese ability. Each lesson has learning objectives and self-evaluation to give the learner a clear record of tasks completed. Lessons are authentic daily situations to help the learner learn in natural contexts. Lexical items and syntactic structures are presented and explained in functional? not structural? perspectives. Syntactic? i.e. grammatical? explanation includes functions? structures? pragmatics? and drills to guide the learner to proper usage. Classroom activities have specific learning objectives? activities? or tasks to help fortify learning while having fun. The ?Bits of Chinese Culture? section of the lesson has authentic photographs to give the learner a deeper look at local Taiwanese culture. Online access provides supplementary materials for teachers & students.★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★? 1956 ★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★?? 1967 ★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★????6 ★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★??? 18 ★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★???Claudia Ross★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★????? ???2015 ? 6 ?ForewordThe Mandarin Training Center (MTC) at National Taiwan Normal University (NTNU) was established in 1956? and is the oldest? most comprehensive? and most pedagogically effective educational institute of its kind in Taiwan. Every year over 3?000 international students are trained at MTC? and to the present day over 50?000 students representing more than 120 countries have walked through its doors? solidifying international renown. MTC started producing teaching material in 1967? and has since completed over 50 textbooks? making it a frontrunner in the field of teaching Chinese as a second language. As the core books have been in circulation for 15 years already? many students and teachers agree that updates are in order? and that new materials should be made to meet the modern demand. Changes in the social landscape? improved teaching methods? and innovations in educational media are what prompted the production of MTC?s six-volume series? A Course in Contemporary Chinese. The project responds to Chinese teaching needs both at home and abroad? and bolsters Taiwan?s brand of teaching material for Chinese as a second language. With the goal of integrating theory and practice? and carrying forward the spirit of teaching Chinese as a second language? MTC petitioned one of the field?s most esteemed professors? Shou-Hsin Teng? to serve as chief editor. A Course in Contemporary Chinese has been compiled and edited under his leadership? together with the help of 18 seasoned Chinese teachers and the following four executive editors: Associate Research Fellow Liping Chang? Tai-chi Chang? and Ru-pei Cai and Wen-wen Chang of the MTC teaching material development division. MTC is presenting this brand new core material after half a century?s worth of educational experience? and we have taken extra care to ensure it is of uncompromised quality. We were delighted to have American professors Claudia Ross? Jianhua Bai ? and Yea-fen Chen act as consultants? Professor Teh-Ming Yeh from Taiwan? Professor Tao-chung Yao from the U. S.? and Professor Xun Liu from China on the review committee? and professors Ying Cherry Li and Yung-O Biq of NTNU?s English department help with the respective translation of vocabulary and grammar points. The material was first trialed at MTC and other language centers around Taiwan for a year. The current version underwent numerous drafts? and materialized under the careful guidance of the consultants? a sedulous reading from the review committee? and feedback from teachers and students. As for the editorial process? we owe the greatest thanks to the indefatigable editorial team? the professors and their invaluable input? and the teachers and students who were willing to trial the book. An additional and special thanks is due to Linking Publishing Company? who put forth utmost effort and professionalism in publishing this set of teaching material? allowing us to deliver a publication of superior quality. It is our hope that A Course in Contemporary Chinese is not merely a practical set of teaching materials for students? but also enriching for teachers and the entire teaching experience. We welcome comments from instructors who have put the books into practice so that we can continue improving the material. Only then can we keep furthering our contribution to the field of teaching Chinese as a second language? both in Taiwan and abroad. Hao Jan ChenDirector of the Mandarin Training Center National Taiwan Normal UniversityJune? 2015????From the Editor's DeskFinally? after more than two years? volume one of our six-volume project is seeing the light of day. The language used in A Course in Contemporary Chinese is up to date? and though there persists a deep ?generation gap? between it and my own brand of Chinese? this is as it should be. In addition to myself? our project team has consisted of 18 veteran MTC teachers and the entire staff of the MTC Section of Instructional Materials? plus the MTC Deputy Director. The field of L2 Chinese in Taiwan seems to have adopted the world-famous 'one child policy'. The complete set of currently used textbooks was born a generation ago? and until now has been without predecessor. We are happy to fill this vacancy? and with the title ?number two?? yet we also aspire to have it be number two in name alone. After a generation? we present a slightly disciplined contemporary language as observed in Taiwan? we employ Hanyu Pinyin without having to justify it cautiously and timidly? we are proud to present a brand-new system of Chinese parts of speech that will hopefully eliminate many instances of error? we have devised two kinds of exercises in our series? one basically structural and the other entirely task-based? each serving its own intended function? and finally we have included in each lesson a special aspect of Chinese culture. Moreover? all this is done in full color? the first time ever in the field of L2 Chinese in Taiwan. The settings for our current series is in Taipei? Taiwan? with events taking place near the National Taiwan Normal University. The six volumes progress from basic colloquial to semi-formal and finally to authentic conversations or narratives. The glossary in vocabulary and grammar is in basically semi-literal English? not free translation? as we wish to guide the readers/learners along the Chinese 'ways of thinking'? but rest assured that no pidgin English has been used. I am a functional? not structural? linguist? and users of our new textbooks will find our approaches and explanations more down to earth. Both teachers and learners will find that the content resonates with their own experiences and feelings. Rote learning plays but a tiny part of our learning experiences. In a functional frame? the role of the speaker is often seen as prominent. This is natural? as numerous adverbs in Chinese? as they are traditionally referred to? do not in fact modify verb phrases at all. They relate to the speaker. We? the field of Chinese as a second language? know a lot about how to teach? especially when it comes to Chinese characters. Most L2 Chinese teachers world-wide are ethnically Chinese? and teach characters just as they were taught in childhood. Truth is? we know next to nothing how adult students/learners actually learn characters? and other elements of the Chinese language. While we have nothing new in this series of textbooks that contributes to the teaching of Chinese characters? I tried to tightly integrate teaching and learning through our presentation of vocabulary items and grammatical structures. Underneath such methodologies is my personal conviction? and at times both instructors' and learners' patience is requested. I welcome communication with all users of our new textbooks? whether instructors or students/learners. Shou-hsin Teng