黃麗儀

　　本書針對不同場合所需要使用的辭彙，分章介紹，是一本專為在台灣工作、以英語為母語的外國人士所編寫的華語自學書。透過書中角色的設定，你可以自由帶入各種情境，學習更生活化、更實用的華語應用！此外，各單元中的補充生詞、語法及練習部分均針對TOCFL中級程度的考生而特別設計的。

　　This book is written for English native speakers who live and work in Taiwan and whose Chinese is at the intermediate level. It can help them to learn how to communicate effectively and appropriately with local people in the Chinese language environment. However, this book is also useful for anyone who is interested in learning real, effective everyday Chinese language in cultural context. Furthermore each unit of this book contains supplementary materials that include some of the intermediate level TOCFL vocabulary, grammar points and exercises, which will be very helpful for anyone who is going to take the Test of Chinese as a Foreign Language.

本書特色

　　中英語及拼音對照，正確學習不出錯
　　Billingual explanations, plus Hanyu pinyin

　　貼近生活的對話，在地華語一把罩
　　Effective daily conversation guides

　　語用情境引導學習，立即應用沒煩惱
　　Pragmatic communication skills

　　「文化」專區，快速融入台灣文化
　　Notes on Taiwanese culture

　　圖文並茂，輕鬆學習不枯燥
　　Colorful illustrations

主簡編介

黃麗儀

　　美國華盛頓大學語言學博士，曾任中原大學應用華語文學系系主任、中原大學應用華語文學系副教授、景文科技大學英語系副教授、政治大學英文系副教授、政治大學語言視聽教育中心主任、世界華語文教育學會語言中心主任。

　　學術專長包括：語言學、漢語語言學、句法學、對比語言學與語言教學、第二語言習得、華語文教學、英語文教學、翻譯。

介紹 Introductions
1-1 你看起來過得很好。
You look like you are doing well.
1-2 謝謝你們的安排。
Thank you for your arrangements.
1-3 烤魷魚是本店的招牌菜。
The roast squid is a specialty of this bar.

感謝 Thanks
2-1 我就恭敬不如從命了。
It’s better to accept than to insist on being polite.
2-2 真不知道該怎麼感謝你。
I really don’t know how to thank you.
2-3 我最近對做餅乾很感興趣。
Recently I’ve been very interested in making cookies.

問候 Greetings
3-1 不用這麼客氣。
No need to be so courteous.
3-2 好巧啊！
What a coincidence!
3-3 你出來散步啊？
Are you going for a walk?

請求 Requests
4-1 可以麻煩妳帶他四處看看嗎？
Can I trouble you to show him all around?
4-2 可以幫我跟他說一聲嗎？
Can you help me, by telling him?
4-3 我身體不太舒服，可不可以提早回去？
I’m not feeling very well. Can I go home early?

邀約 Invitations
5-1 妳今天晚上有空嗎？
Are you free tonight?
5-2 那麼還等什麼？
What are you waiting for?
5-3 你看怎麼樣？
What do you think?

拒絕 Refusals
6-1 不好意思，我在趕時間。
Sorry, I’m in a hurry.
6-2 真不好意思，我可能沒辦法幫你。
I’m sorry. Maybe I can’t help you.
6-3 我最近手頭有點緊，你可以借我一萬塊錢嗎？
Recently I’m tight for cash. Can you lend me NTD10,000?

抱怨 Complaining
7-1 這樣根本吃不飽。
This is absolutely not enough food.
7-2 我比你還要慘！
I am more miserable than you!
7-3 她老是這樣。
She’s always like that.

建議 Suggestions
8-1 妳可以給我一些建議嗎？
Could you give me some advice?
8-2 我覺得去墾丁不錯。
I think that going to Kenting isn’t bad.
8-3 我建議妳每天抽一點時間聽光碟。
I suggest that everyday you find a little time to listen to a CD.

誇張 Exaggerations
9-1 他一定是腳踏兩條船。
He surely has two lovers at the same time.
9-2 腳細得跟竹竿一樣。
Legs are as thin as bamboo poles.
9-3 太陽打西邊出來。
This has never happened before.

讚美 Praise
10-1 您女朋友真有眼光。
Your girlfriend really has good taste.
10-2 幸好有他幫忙，不然我可能就開天窗了。
Fortunately I had his help, otherwise I may have missed the deadline.
10-3 妳真有福氣。
You are really lucky.

威脅 Threats
11-1 我認輸了。
I admit defeat.
11-2 我們的商品一旦賣出，就不能退費。
Once our products are sold, they cannot be refunded.
11-3 你準備回家吃自己吧！
Prepare to go home and eat yourself!

斷言 Assertions
12-1 他每次都只是說說而已。
He’ s just talk.
12-2 這是當然的。
Of course it is!
12-3 他一定花了很多時間在準備這次的考試。
He must have spent a lot of time preparing for this test.

補充：面試 Interview
參考答案 Answers

主編序

　　第二語言教學與第一語言教學最大的不同之處就是二語習得者對一開始學習的語言是沒有任何基礎的。所以對教材的依賴程度是極高的。因此教材的好壞相對地在二語習得者目的語的學習成效方面就扮演了非常重要的角色。

　　多年來，許多華語教師在教學時，常常感嘆目前市面上的教材都無法讓人滿意，尤其是在不同的語用情境溝通方面，總得另外花時間編寫補充教材，以滿足教學上的需求。因此使人不得不思考好的華語教材須具備哪些條件。

　　本人認為好的語言教材應具備以下的條件：

　　1. 以學習者為中心：注重學習者的語言程度、認知能力、學習需求與興趣及語用溝通能力
　　2. 以教學語法為主軸：教材內容應循序漸進，並具系統性
　　3. 對比分析：分析目的語與學生母語、目的語文化與學生在地文化、跨文化思維與溝通方式等方面
　　4. 主動學習：培養學生主動觀察、思考、分析與內化能力
　　5. 在地性：培養學生在其本地華人社區和目的語國家生活層面的實際語言應用能力

　　因此本套華語教材編寫總指標，除了遵循以上的五項要件，並兼具美國ACTFL的5Cs標準，也就是涵蓋跨語言知識（comparison）、跨文化知識（culture）、在地化（community）、跨學科及實際應用溝通能力（connection and communication）。其目標為提升學生母語與目的語的語言系統的對比分析能力、跨文化溝通能力以及在不同語用情況下的表達能力，並希望能進一步協助學生成為成功的終身自我學習者！

Preface

　　When we learn our first language, we are constantly exposed to that language. If we try to learn a foreign language, the situation is very different. In the beginning, we know nothing about the target language. If we are trying to learn that language through books, it is important to get the best books we can.

　　For many years, the books or text books on teaching Chinese as a second language have failed to meet the needs of TCSL learners, especially with respect to the communication skills involved in different speech acts. Teachers using the books have to spend time and effort to prepare extra teaching materials, while the learners have to find other ways to learn the practical communication skills they had hoped to acquire in the classroom.

　　A good TCSL book should meet the following requirements:

　　1. Learner-oriented:
　　The primary concern should be the language proficiency levels, the cognitive abilities, the needs and interests, and the communicative abilities of the learners.

　　2. Pedagogical grammar:
　　Following the principles of pedagogical grammar, the materials in the book (the grammatical rules, the learning activities, etc.) should be introduced systematically, based on the “i+1＂ principle of gradually introducing new learning based on what has already been learned.

　　3. Contrastive analysis:
　　Linguistic forms and cultural facts should be compared to raise the awareness and interest of the learners.

　　4. Autonomous learning:
　　The goal of foreign language teaching should be to help the learners to become lifelong successful independent learners.

　　5. Localization:
　　The book as a whole should be related to various realistic situations in the target language environments, so that the learners can use what they have learned to function successfully in those environments.

　　This series of TCSL books follows the above guidelines, as well as the 5Cs Standards of ACTFL. The aim of this series is to enhance the abilities of TCSL learners with regard to the comparison of the linguistic systems between L1 and L2, cross-cultural communication skills, and the effective performance of different speech acts. The final goal of this TCSL series is to help each learner become a successful lifelong self-learner of Chinese.