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前進中文：中級課程1(簡體版)(可下載雲端MP3) Progressive Chinese: Intermediate Course 1

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　　˙The learning goals that center on the thematic units are set in accordance with the language proficiency levels, established by the ACTFL 　　˙To Comply with the pedagogical principle of backward design to establish the teaching/learning goals for the intermediate learner of Chinese 　　˙

Integrates into its thematic contents the ACTFL-defined, three mores of language uses as well the 5C concepts 　　˙Assist the learner to achieve holistic progress and to cultivate specific linguistic abilities of Chinese 　　˙The selecting of keywords/phrases in thetextbooks is greatly in line with vo

cabulary levels defined by the HSK and by the TOCFL. The regional difference in language uses between the two sides of theTaiwan Strait are also meticulously annotated in the textbooks 　　In recent years, the background of learners has become diversified, and the number of self-study students of ele

mentary Chinese is also increasing. On the pedagogical front, however, learning materials, found to be biased towards school life and youth culture, fail to meet the needs and interests of adult learners. In response to the current dilemma, “Progressive Chinese: Intermediate Course” is thus designed

for people from all works of life. 　　“Progressive Chinese: Intermediate Course” is based on the results of action research done by experienced Chinese instructors affiliated in colleges and universities in the United States. This series of textbooks is a set of two volumes, and each volume is comp

osed of four thematic units. The learning goals that center on the thematic units are set in accordance with the language proficiency levels, established by the American Council on the Teaching of Foreign Languages (ACTFL). Specifically, “Progressive Chinese: Intermediate Course” attempts to help th

e Novice-High learner attain the proficiency level of Intermediate Mid (with the first volume), and then to the level of Intermediate High (with the second volume). 　　“Progressive Chinese: Intermediate Course” complies with the pedagogical principle of backward design to establish the teaching/lear

ning goals for the intermediate learner of Chinese. Through various forms of formative and summative assessment, every lesson and every thematic unit constantly provides the learner with chances to re-consolidate their developing Chinese proficiency. As standardized ways of ensuring successful learn

ing, “Progressive Chinese: Intermediate Course” integrates into its thematic contents the ACTFL-defined, three mores of language uses as well the 5C concepts of Communication, Culture, Connection, Comparison, and Community. 　　In addition to the overall progress in Chinese, “Progressive Chinese: Int

ermediate Course”  attempts to cultivate the following specific linguistic abilities of Chinese: 　　1. To ask questions, to answer questions, to deal with simple social transactions, (forthe high potential learner) to narrate, to compare, and to describe. 　　2. To process and to produce Chinese text

s in paragraphs. 　　3. To develop strategies to comprehend audio and textual input: to put up with unfamiliar language units, to skim through materials, to infer information from co-texts. 　　4. To develop and apply language learning strategies to gradually become independent Chinese learners to ach

ieve the purpose of lifelong learning. 　　˙參照ACTFL所定語言能力標準設定學習目標 　　˙依照反向設計的原則為中級學習者制定相應的教學目標 　　˙結合ACTFL的三種交際溝通模式及5C理念設計教材 　　˙幫助學習者獲得全面性的進步與具體的語言能力 　　˙選詞參照了漢語水準考試(HSK)、華語文能力測驗(TOCFL)，並兼顧兩岸差異 　　近年來華語學習者背景趨向多元，中文的自學者人數也日益增長。編者在教學中發現，偏向學校生活和青年文化的主題，常常無法滿足成年學習者的需求和興趣。因此傾力將《前進中文》編寫成一套能同時符合社會職場人士與大學生各自需求，

亦能符合其語言能力和認知程度的教材。 　　本教材由四位於美國教學中文的一線教師共同編著，為其教學後反思所做的行動研究成果，在出版前曾實際運用於教學中，藉此發現問題、獲得學生回饋，並進行調整，方完成最後編寫。本教材共兩冊，每冊四個單元，以主題進行規劃，並依照美國外語教學委員會(ACTFL)所制定的語言能力標準設定學習目標。第一冊目標由初級高提升至中級中；第二冊目標由中級中提升至中級高。 　　《前進中文》按照反向設計的原則，根據ACTFL的中級與高階語言能力目標，制定相應的教學目標，並在目標確定後通過形成性和總結性測試，在每節課與每個單元的學習過程中建立一個完整、有機的測評系統，説明學習者不斷

進步。在逐步提供中級學習者語言技巧發展所需語言任務的同時，《前進中文》課文內容設計也結合ACTFL的三種交際溝通模式，即理解詮釋、人際交流和表達演示，以及ACTFL的5C理念（即Communication溝通、Culture文化、Connection連接、Comparison對比、Community社區）。 　　《前進中文》除了可幫助中級中文學習者獲得全面性的進步之外，亦能培養學習者以下具體的語言能力： 　　1.    ACTFL Oral Proficiency Interview中級語言使用者所需要的問答能力，並可處理簡單的交際任務（對於優秀學習者，高階語言使用者所需要的簡單敘述、比較

、描述等能力亦能同時培養）。 　　2.    理解成段的中文篇章，因此能產出句段形式的中文。 　　3.    建立聽力、閱讀策略，培養對不熟悉語言成分的容忍度、泛聽/讀能力，以及猜測的能力。 　　4.    發展並運用語言學習策略，逐漸成為獨立的中文學習者，以達到終身學習的目的。 　　☉ Six Features of the Textbooks 　　1.    This textbook series is based on results from action research done by experienced Mandarin Chinese instructors af

filiated with U.S. universities and colleges. 　　2.    Eight thematic units run through two volumes of textbooks, covering personal, communitial, societal issues and learning tasks. 　　3.    The design of learning tasks and assessment activities aligns with ACTFL’s proficiency benchmarks, three mode

s of communication, and 5C principles. 　　4.    The selection of grammar and vocabulary aligns with the guidelines by HSK and Chinese Language Proficiency Test, with cross-strait differences clearly marked and listed.   　　5.    This textbook series is designed for people from all walks of life and

college students to meet the various needs and interests of adult learners. 　　6.    Learners will develop intermediate level oral proficiency, while establishing listening and reading strategies, and eventually become independent learners of Mandarin Chinese.   　　本教材六大特點 　　1.    本教材為北美一線中文教師行動研究成果。

　　2.    八大主題單元貫穿兩冊課文，由淺入深涵蓋中、高級話題與語用任務。 　　3.    學習活動目標、評量任務參照ACTFL的語言水準能力等級、三種溝通模式與5C理念。 　　4.    語言點與詞彙選擇參照漢語水準考試、華語文能力測驗的詞彙等級，且並陳兩岸差異。 　　5.    同時符合社會職場人士與大學生各自需求、語言能力和認知程度。 　　6.    發展中級口語能力，培養聽力、閱讀策略，逐步成為獨立的中文學習者。

實踐english進入發燒排行的影片

聯合報之紐時雙語周報中修辭辭格之翻譯分析

為了解決實踐english的問題，作者謝佳恩 這樣論述：

摘要本研究旨在探究修辭技巧在英中雙語新聞翻譯中如何呈現。本研究以2010年《聯合報》網路版147篇《紐約時報》(以下簡稱《紐時》)新聞雙語版（以下簡稱《紐時周報》）為樣本研究對象，主要基於兩個原因：第一：擁有160年悠久歷史的《紐時》除了以公信力和權威性長久以來執美國報界之牛耳之外，更是全球各大媒體關注的中心、也是提供全球媒體引用權威消息的平台。就新聞寫作技巧而言，研究者發現《紐時》記者往往在其文章中運用成熟、豐富的修辭技巧。新聞中的修辭技巧之所以值得探討，原因在於善用這些技巧讓文章生動、精彩、饒富讀趣，《紐時》因為善用修辭技巧，使抽象的概念明朗化、讓艱澀的語言簡單化，讓訊息更有趣、易懂。在

新聞寫作的原則下，修辭能幫助記者忠實傳達訊息，同時又能讓文章充滿「畫面」，拉近讀者、融入新聞事件主題，甚至影響讀者的觀感，提高閱讀興趣，進而達到有效地提升閱報率。第二：自2001年起，台灣吹起一股以英、美權威報紙作為英語學習資材的風潮，加上《聯合報》的強力宣傳，《紐時》—這個享譽全球的報紙，不但已成為台灣媒體經常引用的消息來源，同時也變成台灣廣大英語學習族群及菁英領導階層學習英語、擴展視野、洞察時事、掌握趨勢的重要資訊，因此，《紐時周報》的翻譯品質在英語學習者的眼中更形重要，因為除了權威、深入的訊息之外，文章中豐富的語料，如新聞用語、流行語、文化詞及修辭方式等，都是提升英語閱讀、寫作能力的工具

、深入瞭解美國文化、社會的寶庫。本研究除了介紹各修辭定義之外，研究者以兩大理論—德國語言學家漢斯‧維彌爾的〈目的論〉以及美國翻譯學家勞倫斯‧韋努利的〈歸化與異化論〉—來分析、比較原譯與改譯的品質。以〈目的論〉而言，本研究以三項標準檢視翻譯品質是否達到雙語新聞下列的功能與特色。第一，譯文是否忠實呈現原文的意思，以達新聞翻譯的基本原則。第二，譯文是否正確提供原文的意思，以利雙語學習的主要功能。第三，譯文是否等效呈現原文的修辭，以求修辭效果的完整發揮。根據以上三個方針，譯者才能達到讓目的語讀者「原汁原味」地吸收原文文章精髓的目的。在歸化（domestication）與異化（foreignizatio

n）的翻譯策略上，為了達到歸化的效果，本研究採用改寫法（adaptation），例如擴大解釋法（expansion）或以文化適性（cultural adequacy）翻譯法等，以呈現原文中的文化背景，幫助目的語讀者跨越文化障礙，並能在譯文中保留原文的原始意思及修辭上所含的文化意涵。此外，本研究以異化策略來討論原文中具有形式類型的修辭技巧，例如映襯、對偶、類疊等。研究者發現，採用改寫法（adaptation），能讓譯文保留原文的修辭形式，使譯文忠實呈現原文的修辭形式之美。

The Customary of the Shrine of St. Thomas Becket at Canterbury Cathedral: Latin Text and Translation

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The shrine of St Thomas Becket at Canterbury Cathedral was one of the most popular pilgrim destinations in medieval Europe, as well as the focal point for the liturgy of the cathedral’s monastic community. In 1428 the keepers of the shrine composed a customary detailing its day-to-day operation,

including the opening hours, decoration, maintenance, and staffing. This unique survival offers a rare glimpse into the realities of organizing a pilgrimage site in a major medieval church, and the Latin text with facing English translation is provided for the first time. A comprehensive introductio

n and extensive notes set the Customary within the context of the cathedral, its liturgy, and pilgrim practice more widely.