Yale Language Series – serie

In this parallel character version of Intermediate Chinese, dialogues, pronunciation drills, sentence-building exercises, substitution drills and memorization exercises correspond to the same lessons Intermediate Chinese offers in English and in pinyin romanization of Mandarin.Published for Seton Hall University

This text is the second in a series of three closely integrated volumes of spoken Chinese for use at the high-school and college levels.  Intermediate Chinese presents dialogues on everyday topics together with analysis of anticipated points of difficulty for the student and numerous sentences illustrating the usage of all new words and grammar.The book consists of four units, with six lessons each.  The first five lessons of each unit contain new material; the sixth reviews the preceding five.  The review lessons contain a variety of drills, with no two lessons having exactly the same types of exercises.  All the main lessons, however, contain the following divisions:-Dialogues (in Chinese)-Sentences for New Words and Grammar (in Chinese)-Review Sentences (in Chinese)-Monologue (in Chinese)-Questions (in Chinese)-Dialogue (English translation)-Sentences for New Words and Grammar (English translation)-Review Sentences (English translation)-Notes (in English) Like its predecessor, Beginning Chinese, this work is aimed at secondary school and college levels. In pinyin romanization, the dialogue-form lessons are supplemented by exercises, notes, and a combined glossary and index covering all the new tiems introduced in the dialogues. The first two lessons review all of Beginning Chinese, and every sixth lesson is a thorough review of the preceding five. A hundred illustrations compliment the text. Mr. DeFrancis, research professor of Chinese at Seton Hall University, compiled Intermediate Chinese under contract with the U.S. Office of Education. Yale Linguistic Series, 7. Previously announced.Published for Seton Hall University

The general approach in writing this text is the same as that in Beginning Chinese Reader.  It is discussed in some detail in the introduction to that work.  Salient features include:1) Selection of characters on the basis of frequency;2) Provision of a large number of compounds and a large amount of reading matter relative to the number of characters;3) Inclusion of dialogue material in order to provide students with audiolingual support of what they read;4) Close correlation with Beginning Chinese, Advanced Chinese, and the character versions of these two texts.The present volume contains 400 characters, some 2,500 compounds, and about 200,000 characters of running text.Published for Seton Hall University. With the assistance of Ten Chia-yee and Yung Chih-Sheng.

This is a thorough and expanded revision of Speak Chinese, by M. Gardner Tewksbury (1948), following two decades of classroom use.  The twenty-four lessons of the earlier text have been regrouped into twenty, with the original vocabulary of 750 items increased to 850.  Use of Speak Chinese disclosed a need for more exercises both for student use in preparing the lesson and for classroom use by the teacher; this revision therefore includes both a Student Workbook and a Teacher's Manual.The objective of the textbook is to present the basic structural patterns of colloquial Mandarin.  The vocabulary is used in a series of dialogues from everyday life.  No Chinese characters are used in this text; the Yale romanization is used throughout and the student's attention is concentrated on the new sounds, words, and patterns of the language.  The spoken language is written in polysyllabic "words," as they are normally spoken, and not as monosyllabic characters, which helps the student to acquire the rhythm of the phrase as well as the pronunciation of the syllable.

This is a thorough and expanded revision of Speak Chinese, by M. Gardner Tewksbury (1948), following two decades of classroom use.  The twenty-four lessons of the earlier text have been regrouped into twenty, with the original vocabulary of 750 items increased to 850.  Use of Speak Chinese disclosed a need for more exercises both for student use in preparing the lesson and for classroom use by the teacher; this revision therefore includes both a Student Workbook and a Teacher's Manual.The objective of the textbook is to present the basic structural patterns of colloquial Mandarin.  The vocabulary is used in a series of dialogues from everyday life.  No Chinese characters are used in this text; the Yale romanization is used throughout and the student's attention is concentrated on the new sounds, words, and patterns of the language.  The spoken language is written in polysyllabic "words," as they are normally spoken, and not as monosyllabic characters, which helps the student to acquire the rhythm of the phrase as well as the pronunciation of the syllable.

Written with the two-fold purpose of increasing proficiency in the language and affording an insight into Chinese civilization, this unusual book has lectures on such varied subjects as the people and culture of China, the geographical environment, the history, traditional and present government, the traditional agricultural economy, contemporary agriculture and industry, and Chinese literature, language, and philosophy. Each of the twenty lectures is divided into six parts: vocabulary, romanized version of the lecture, character version, phrases and sentences for translation from Chinese to English and from English to Chinese, and questions. The book introduces approximately 1,070 vocabulary items, all in the Yale romanization, each lecture averaging 55 new items carefully woven in with the old ones in the phrases and sentences for translation. There are two kinds of questions: those based on the text and those leading to a general discussion of Chinese culture.Prepared under contract with the U.S. Office of Education, the book has been treated in classrooms since 1963, Two volumes. Yale Linguistic Series.Mr. Huang is an instructor at the Institute of Far Eastern Languages, Yale University, and the collaborators were also at Yale during preparation of the book.

This continuation of the elementary course in Cebuano fills detail into the broad outline of the grammatical structure presented in Part 1, providing exercises and conversations which illustrate these details. Reading selections, in a variety of styles, are arranged in order of increasing difficulty, with commentary and exercises. Supported by a contract with the U. S. Office of Education. Yale Linguistic Series.Mr. Wolff is assistant professor of linguistics at Cornell University.

The reader contains 32 selections from some of the most important and best-known works of Cambodian literature in a variety of genres - historical prose, folktales, epic poetry, didactic verse, religious literature, the modern novel, poems and songs, and so forth. It concludes with a bibliography of some sixty items on Cambodian literature. The glossary combines the 4,000 or so items introduced in this reader with the more than 6,000 introduced in the previous two readers.

Mr. Schenker now supplements his Beginning Polish with a selection of fifteen unabridged, annotated short stories, each by a different author, to be used in beginning and intermediate college courses in Polish. All of the stories, which were written within the last twenty-five years, are set in contemporary Poland, and are by authors generally considered to be among the most significant and interesting in post-World War II Poland. Each selection is preceded by an English-language biography and literary appreciation of the author. Problems that might be encountered by the reader – whether of a linguistic or cultural nature – are explained in footnotes, and a glossary at the end of the book contains all of the words occurring in the stories. There is no other reader dealing exclusively with twentieth-century Polish prose.Mr. Schenker is chairman of the Department of Slavic Languages and Literature at Yale University.

This book is a sequel to the author’s Cambodian System of Writing and Beginning Reader, published by the Yale University Press in 1970.  It is intended to develop the student’s ability to the point of reading unedited Cambodian texts with the aid of a dictionary.  Part One consists of thirty-seven reading selections in Cambodian, graded in length and difficulty, from publications by Cambodia’s leading writers and scholars.  It includes articles on Cambodian history, culture, and geography; Cambodian folktales; newspaper articles and editorials; and modern Cambodian fiction.  Each selection is followed by a list of the vocabulary items not previously introduced, along with their definitions.  Part Two consists of a final alphabetical Cambodian-English glossary containing not only the 4000 vocabulary items introduced in this volume, but also the 2000 vocabulary items in the preceding Cambodian System of Writing and Beginning Reader.  This comprehensive glossary, besides rendering the book useful independently of the preceding volume, is particularly important in view of the present lack of a satisfactory Cambodian-English dictionary for students to use.

This text presents a thorough introduction to the modern written language of Japan. It introduces 425 kanji characters.

In this parallel character version of Beginning Chinese, dialogues, pronunciation drills, sentence-building exercises, substitution drills and memorization exercises correspond to the same lessons Beginning Chinese offers in English and in pinyin romanization of Mandarin.

This second edition, like the earlier first edition, introduces some of the main varieties of Chinese as found before and after the establishment of the People's Republic of China in 1949.  While continuing to stress the basic importance of the traditional usages, such as the regular characters to be found in all materials published before the adoption of the simplified forms in 1956 and still in use in some areas, the present revision goes further in contrasting variant usages and in providing additional material relevant to the PRC.  Closely related with the author's Beginning Chinese and its companion volume, Character Text for Beginning Chinese, this text is based on a new approach which not only takes into account the advantages of the oral-aural method but gets the student more quickly into material that he is likely to encounter in actual written Chinese.  Unique features are the emphasis on compounds and their extensive use in various types of exercises.  The 1,200 combinations are based on 400 characters; in all, the book contains 120,000 characters of running text. All compounds appear in illustrative sentences accompanied by English translations, in dialogues as a means of audio-lingual reinforcement, and in narrative or expository form.  Additional exercises include maps, booksellers' book lists, correspondence, poems, table of contents, and brief passages from the works of outstanding writers such as Sun Yatsen, Hu Shih, Mao Tse-tung, and Lu Hsun. Supplementary lessons present reading material using the simplified characters adopted in mainland China.  To suit the needs of the beginner, characters are introduced in large size, and tables indicate the sequence of strokes used in their formation.  In addition to a pinyin index, there are three summary charts in which the characters are arranged by lesson, by number of strokes, and by radical.  A fourth chart contrasts regular and simplified characters; a fifth chart presents variant forms of the same character. Because of the large characters and extensive material, the book is issued in two volumes, Part I and Part II. This work was supported by a contract with the United States Office of Education.

This second edition, like the earlier first edition, introduces some of the main varieties of Chinese as found before and after the establishment of the People's Republic of China in 1949. While continuing to stress the basic importance of the traditional usages, such as the regular characters to be found in all materials published before the adoption of the simplified forms in 1956 and still in use in some areas, the present revision goes further in contrasting variant usages and in providing additional material relevant to the PRC.Closely related with the author's Beginning Chinese and its companion volume, Character Text for Beginning Chinese, this text is based on a new approach which not only takes into account the advantages of the oral-aural method but gets the student more quickly into material that he is likely to encounter in actual written Chinese.  Unique features are the emphasis on compounds and their extensive use in various types of exercises.  The 1,200 combinations are based on 400 characters; in all, the book contains 120,000 characters of running text.  All compounds appear in illustrative sentences accompnied by English translations, in dialogues as a means of audio-lingual reinforcement, and in narrative or expository form.  Additional exercises include maps, booksellers' book lists, correspondence, poems, table of contents, and brief passages from the works of outstanding writers such as Sun Yatsen, Hu Shih, Mao Tse-tung, and Lu Hsun.  Supplementary lessons present reading material using the simiplified characters adopted in mainland China.To suit the needs of the beginner, characters are introduced in large size, and tables indicate the sequence of strokes used in their formation.  In addition to a pinyin index, there are three summary charts in which the characters are arranged by lesson, by number of strokes, and by radical.  A fourth chart contrasts regular and simplified characters; a fifth chart presents variant forms of the same chracter.  Because of the large characters and extensive material, the book is issued in two volumes, Part I and Part II. This work was supported by a contract with the United States Office of Education.This is the paper copy version of this text.

Designed to accompany the series of Cambodian readers prepared by Franklin E. Huffman and Im Proum, this work is now reissued as an aid not only to students of the Cambodian language but also to Cambodians residing in English-speaking countries.The largest such glossary compiled to date, it includes some 10,000 words, with definitions that are useful and complete at a general level, beyond the specific context of the published readings. Although less comprehensive than a dictionary, it fills an important purpose as an inexpensive aid for speakers of either language.

Developed by Anne Farmakides, associate professor of classics and director of the Modern Greek Studies program at McGill University, this series, which keeps in view the whole spectrum of the Greek language, uses a combined synchronic/diachronic approach leading to proficiency in spoken and literary demotic as well as simple purist Greek.

The leading American specialist in Khmer language studies, Franklin Huffman, in collaboration with Im Proum, has since 1970 produced a distinguished series of aids to the teaching of Khmer.  Now, beginning with the English-Khmer Dictionary in 1978, Huffman has turned his attention to the needs of Khmer refugees in America and Europe and in camps in Southeast Asia.  English for Speakers of Khmer will be to them an essential resource for acquiring competence in English.In his introduction, Huffman includes a section addressed to the English teacher, providing background on the Khmer and describing the aims of the book and the principles of contrastive analysis; a section in English and Khmer on the format of the book and how to use it; an explanation of the Khmer and romanized phonetic transcription systems developed by Huffman; and a section on English spelling for the student.  The fifteen lessons that follow are based on practical, everyday situations:  a typical lesson provides model sentences in dialog form, Khmer pronunciation for the teacher, pronunciation drills, grammar notes and drills, and model conversations in both English and Khmer.  An English-Khmer glossary, an index of pronunciation drills, and an index of grammar notes complete the book.Franklin E. Huffman is professor of linguistics and Asian studies at Cornell University.  Im Proum is currently doing research in Southeast Asia.

This text represents a second-year conversation course emphasizing modern usage of the language. It is structured in dialogue format, with accompanying explanatory notes for vocabulary and grammar. Pinyin and Yale romanization, and traditional and simplified characters, are used throughout.

"This useful and approachable book can...do much to help students at the intermediate level and beyond to identify many of the more troublesome points of idiomatic French usage.  It probably should be required reading in conversation and composition classes." - Jeffrey T. Chamberlain, French ReviewA uniquely helpful and entertaining book for anyone who knows beginner's French and would like to advance to a more confident and correct handling of the language.  Using many examples and giving his basic instructions and comments in English, Susskind provides clear and detailed explanations of perennial problems as well as advice about mastering them.

The Arab peoples of Africa and the Middle East speak to each other in a variety of local dialects, but the language that serves educated Arabs all over the world when they need to converse across national boundaries is Modern Standard Arabic.  Although it is otherwise chiefly a medium of written communication, it is also spoken on the radio and television, on lecture platforms, on the stage, at formal gatherings, and at business and diplomatic sessions.  Materials for the development of oral skills are therefore of prime importance in teaching it successfully.This highly useful and effective textbook by Belkacem Baccouche and Sanaa Azmi is directed at students who have acquired basic skills in Modern Standard Arabic and wish to expand their vocabulary and improve their speaking ability.  The book takes the student step by step through a series of specific social situations, teaching the proper expressions and responses to be used.  It also contains lively conversation and narrative passages, numerous drills and exercises, glossaries in Arabic-English and English-Arabic, and tables of grammatical rules.

Designed for introductory courses in Old English, Word-Hoard offers a vocabulary of some 2000 words drawn from the poems that beginning students normally read. Exploiting the natural curiosity we feel about our own language, Stephen Barney draws etymological connections, provides mnemonic aids, and introduces the student to cultural and literary concepts as well as words. This second edition of his valuable book has been completely reset in a format that improves its clarity and conciseness. Reviews of the earlier edition:“An excellent piece of work. . . . It makes learning the basic vocabulary of Old English, especially of the poetry, an adventure in ideas, adding in short compass the fascination of etymology and even semantics to the otherwise laborious and at first crude efforts to understand the texts.”—John C. Pope“It obviously reflects enthusiasm and a great deal of hard work, and it will serve very well the students for whom it is intended.”—Thomas D. Hill, Speculum“There is nothing quite like it in the literature. . . . Such a book would have been enthusiastically greeted years ago. It is doubly welcome today.”—ChoiceStephen A. Barney is professor of English at the University of California at Irvine.

"One of the most reliable classroom textbooks of Japanese for beginners."—Yoshiko Nakano, LanguageThis first book of Japanese: The Spoken Language initiates a course in modern spoken Japanese that teaches current usage through drills and functional exchanges. The series is entirely romanized. Accompanying audio and video materials are available

This dictionary was compiled with the intention of providing an up-to-date, easy to use, and inexpensive tool which would enable the student of the language to understand a modern Hebrew text.  Special attention was given to the language of the media; thus, political terms and names of institutions have been included in abundance.  The dictionary reflects the contemporary language of Israel which contains vocabulary from earlier periods, borrowings, colloquial expressions as well as recently coined words which have been accepted in common usage.  Vocabulary that is limited to the spoken language and words that are borderline cases have been marked as 'colloquial'.  Thousands of compounds, visually distinct as subentries, have also been included.

This intermediate-level textbook is designed to enable students to read and understand authentic texts in Swahili, the most widely spoken language in East and Central Africa.  The book is unique among available Swahili readers in its use of contemporary passages, in its inclusion of texts on a range of topics from cooking and courtship manuals to politics and poetry, in the comprehensiveness of its grammatical and cultural notes, and in its emphasis on the development of communicative skills. Each of the lessons begins with a reading, which is accompanied by glosses in Swahili that define the vocabulary of each passage.  The lessons include grammatical notes that discuss the more complex structures of Swahili, cultural notes that provide both background information on issues and references to other sources on the reading topic, graded questions to assess comprehension, and suggested class activities to facilitate conversational interaction and foster the development of pragmatic and cultural skills.  Each lesson is illustrated with an appropriate sketch or photograph.  An extensive glossary is provided at the end of the book.   The book provides a transition to unassisted reading of original Swahili texts such as newspapers, popular magazines, government documents, and technical materials.  It is also a helpful and enjoyable tool for classroom or independent use.

Eleanor Harz Jorden and Mari Noda, authors of the widely used language textbook Japanese: The Spoken Language, now offer the first volume of the much anticipated companion to it, Japanese: The Written Language. This new series is designed to enable the learner of Japanese to establish a solid foundation for communicating with the Japanese through the written language. It is arranged so that each lesson coordinates with the lesson in Japanese: The Spoken Language of the same number.This first volume, devoted exclusively to the katakana syllabary, which is used to represent loanwords in Japanese, provides the most comprehensive pedagogical treatment of the subject available today. Audio files and flash cards are available from the web, and a workbook is available for separate purchase.

This textbook is for beginning students of Arabic who are seeking to develop communicative oral skills in colloquial Levantine Arabic, the dialect used in Jerusalem and in contemporary Syria, Lebanon, Jordan, and Palestine/Israel. It is the first textbook for colloquial Arabic developed according to the principles of the proficiency movement in foreign language teaching, in which the emphasis is placed on the use of meaningful drills, activities that are appropriate to the context in which the language will be spoken, and a balance between linguistic accuracy and active use of the language.The first half of the teacher's manual is devoted to a series of "functions" that focus on specific spoken activities, such as greetings, identifying objects, or asking for information. Each function is accompanied by explication, classroom activities, and suggestions for other activities both in and out of the classroom. The second part provides a series of ten situations in which passages in the colloquial dialect, mostly in the form of narratives, are intended to take the students beyond the level of basic communication to a more descriptive and narrative mode. The text is accompanied by charts and glossaries. A set of audio tapes is keyed to the individual functions and situations. The second part of the teacher's manual is available as a separate book for student use.Levantine Arabic may be used as the primary text for a course designed exclusively to teach colloquial Arabic, or in conjunction with beginning and intermediate courses in Modern Standard Arabic.

Chinese characters are one of the most fascinating aspects of the language and occupy a prominent place in Chinese culture. Good handwriting is also very important in learning Chinese: the strokes that make up the characters must be written in a certain rigidly specified order, and they must also be written in a special way.This book is the only introductory manual for writing Chinese characters prepared specifically for an English-speaking audience. The author guides the reader through the fundamentals of writing and introduces the different types of script used in China today, their evolution, their place in Chinese tradition, and the relation among them. The book provides basic instruction in writing with a modern fountain pen rather than a brush. Only commonly used characters—both simplified and full forms—appear as examples and exercises. Also included is an explanation of how to look up characters in a Chinese dictionary.This attractive and charming book, full of anecdotes and calligraphic aphorisms, is both a useful classroom tool and an enjoyable reading experience for anyone with an interest in the language and culture of China.

This rich anthology of writings in French by twentieth-century women presents a dazzling array of literary treasures. The editors, all distinguished specialists in French studies, have expanded the boundaries of French literary terrain beyond France, Belgium, and Switzerland to North and sub-Saharan Africa, the Caribbean, and French Canada. These compelling poems, short stories, essays, memoirs, and novels (some complete and others excerpts), represent thirty-one contemporary authors, including Colette, Mariama Bâ, Maryse Condé, Joyce Mansour, Renée Vivien, Nathalie Sarraute, and Anne Hébert.Exploring issues and experiences of universal interest from women's perspectives, this collection focuses first on themes of relationships (both personal and political) and how violence breaks them apart, and second on the ways in which identity is influenced by race, language, nationality, and sexuality. The book, which is entirely in French, includes biographical sketches of each author as well as a critical introduction to each section that invites comparisons among the writers' diverse views on such themes as parenting, love, marriage, political and interpersonal power, existence, the process of becoming a writer, and the formation of an identity in a polyphonic and pluralistic world.

This handbook is devoted entirely to Russian motion verbs, a notoriously complex and difficult area of grammar for English-speaking students. William J. Mahota provides a thorough treatment of verb forms for students in the second and third years of Russian language study, integrating text and workbook exercises in each chapter of the book. By using up-to-date examples and colloquial language, Mahota's handbook aims to prepare the intermediate student to use comfortably the everyday Russian heard in conversation on the street and in the home. For the growing numbers of students traveling to Russia to live and study, facile use of motion verbs will contribute much to their communication skills.Designed to complement any standard intermediate-level textbook, this handbook focuses first on unprefixed verbs and then on prefixed verbs. Mahota sets up a variety of lesson techniques, such as completion exercises, translations, and pattern exercises designed for oral drill. For some assignments, the student is asked to focus on morphology, for others on lexical choices, and for still others on morphology and lexical choice at the same time. Three appendixes supply conjugations, additional motion verbs, and additional prefixes; a glossary contains English-Russian as well as Russian-English words.