˙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 vocabulary 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 elementary 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 composed 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 the 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/learning 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 learning, “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: Intermediate Course” attempts to cultivate the following specific linguistic abilities of Chinese:
- To ask questions, to answer questions, to deal with simple social transactions, (forthe high potential learner) to narrate, to compare, and to describe.
- To process and to produce Chinese texts in paragraphs.
- 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.
- To develop and apply language learning strategies to gradually become independent Chinese learners to achieve the purpose of lifelong learning.
- 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）。
Six Features of the Textbooks
- This textbook series is based on results from action research done by experienced Mandarin Chinese instructors affiliated with U.S. universities and colleges.
- Eight thematic units run through two volumes of textbooks, covering personal, communitial, societal issues and learning tasks.
- The design of learning tasks and assessment activities aligns with ACTFL’s proficiency benchmarks, three modes of communication, and 5C principles.
- 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.
- 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.
- Learners will develop intermediate level oral proficiency, while establishing listening and reading strategies, and eventually become independent learners of Mandarin Chinese.