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Giản thể: 电子书《真实语料学中文》
刚刚过去的这个暑假，我和一百多位中文教师一起制作了一本名为《真实语料学中文》的电子书。现在已经放在了网上，供大家免费下载。
2013年去美国高中任教之前，我在北京师范大学参加培训，那是我第一次深入了解“真实语料”这个概念。真实语料，就是真实环境中的语言材料，最常见的比如菜单、路标、车票、招牌、广告等等。到了美国，在零基础班的第一次课上，吸取了在菲律宾教学时学生只想学拼音不想学汉字的教训，给学生看了一组自己在中国拍的真实语料，问大家：现实世界里的中文和我们课本上的中文有什么区别？大部分学生都给出了我想要的答案：真实的中文世界没有拼音，只有汉字。这些学生后来学汉字都特别认真。
有一次，在教“医院”这个话题的时候，讲到“动手术”，我很想给学生看一张关于手术室的照片。不是手术室里几个医生穿着白大褂围着手术台正在动手术的那种，而是手术室外面的照片：门上通常写着“手术正在进行中，请保持安静”。最后没找到。图片本身不是重点，图片上的语言才是。但是这样的“真实语料”很难在网上找到。
于是，这个暑假我决定自己动手做。我重新翻阅了之前用过的几本优秀的教材，选定了最常见的七个主题：时间与日期、人际交往、吃在中国、行在中国、消费、爱好和学校生活。一共收集了434张照片。其中大部分都是在国内的老师，以及老师们在国内的亲友为了这次活动亲自去拍的。我很感激这些老师愿意和我一起把这个想法变成现实。慢速中文的创始人昕煜是一位设计师，这次我请他为电子书设计了封面和封底。
欢迎大家把这本书推荐给自己身边在学中文的小伙伴。不少读者本身就是汉语老师，我希望这本书能对你们的教学有一些帮助。书做出来了，越多人用，价值才越大。
以下是免费下载链接，大家可以在网页上直接点击书名《真实语料学中文》，下载到电脑上：
Phồn thể: 電子書《真實語料學中文》
剛剛過去的這個暑假，我和一百多位中文教師一起製作了一本名為《真實語料學中文》的電子書。現在已經放在了網上，供大家免費下載。
2013年去美國高中任教之前，我在北京師範大學參加培訓，那是我第一次深入了解“真實語料”這個概念。真實語料，就是真實環境中的語言材料，最常見的比如菜單、路標、車票、招牌、廣告等等。到了美國，在零基礎班的第一次課上，吸取了在菲律賓教學時學生只想學拼音不想學漢字的教訓，給學生看了一組自己在中國拍的真實語料，問大家：現實世界裡的中文和我們課本上的中文有什麼區別？大部分學生都給出了我想要的答案：真實的中文世界沒有拼音，只有漢字。這些學生後來學漢字都特別認真。
有一次，在教“醫院”這個話題的時候，講到“動手術”，我很想給學生看一張關於手術室的照片。不是手術室裡幾個醫生穿著白大褂圍著手術台正在動手術的那種，而是手術室外面的照片：門上通常寫著“手術正在進行中，請保持安靜”。最後沒找到。圖片本身不是重點，圖片上的語言才是。但是這樣的“真實語料”很難在網上找到。
於是，這個暑假我決定自己動手做。我重新翻閱了之前用過的幾本優秀的教材，選定了最常見的七個主題：時間與日期、人際交往、吃在中國、行在中國、消費、愛好和學校生活。一共收集了434張照片。其中大部分都是在國內的老師，以及老師們在國內的親友為了這次活動親自去拍的。我很感激這些老師願意和我一起把這個想法變成現實。慢速中文的創始人昕煜是一位設計師，這次我請他為電子書設計了封面和封底。
歡迎大家把這本書推薦給自己身邊在學中文的小伙伴。不少讀者本身就是漢語老師，我希望這本書能對你們的教學有一些幫助。書做出來了，越多人用，價值才越大。
以下是免費下載鏈接，大家可以在網頁上直接點擊書名《真實語料學中文》，下載到電腦上：
Pinyin: Diànzǐ shū “zhēnshí yǔliào xué zhōngwén”
Gānggāng guòqù de zhège shǔjià, wǒ hé yībǎi duō wèi zhōngwén jiàoshī yīqǐ zhìzuòle yī běn míng wèi “zhēnshí yǔliào xué zhōngwén” de diànzǐ shū. Xiànzài yǐjīng fàng zàile wǎngshàng, gōng dàjiā miǎnfèi xiàzài.
2013 Nián qù měiguó gāozhōng rènjiào zhīqián, wǒ zài běijīng shīfàn dàxué cānjiā péixùn, nà shì wǒ dì yīcì shēnrù liǎojiě “zhēnshí yǔliào” zhège gàiniàn. Zhēnshí yǔliào, jiùshì zhēnshí huánjìng zhōng de yǔyán cáiliào, zuì chángjiàn de bǐrú càidān, lùbiāo, chēpiào, zhāopái, guǎnggào děng děng. Dàole měiguó, zài líng jīchǔ bān de dì yī cì kè shàng, xīqǔle zài fēilǜbīn jiàoxué shí xuéshēng zhǐ xiǎng xué pīnyīn bùxiǎng xué hànzì de jiàoxùn, gěi xuéshēng kànle yī zǔ zìjǐ zài zhōngguó pāi de zhēnshí yǔliào, wèn dàjiā: Xiànshí shìjiè lǐ de zhōngwén hé wǒmen kèběn shàng de zhōngwén yǒu shenme qūbié? Dà bùfèn xuéshēng dōu gěi chūle wǒ xiǎng yào de dá’àn: Zhēnshí de zhōngwén shìjiè méiyǒu pīnyīn, zhǐyǒu hànzì. Zhèxiē xuéshēng hòulái xué hànzì dōu tèbié rènzhēn.
Yǒu yī cì, zài jiào “yīyuàn” zhège huàtí de shíhòu, jiǎng dào “dòngshǒushù”, wǒ hěn xiǎng gěi xuéshēng kàn yī zhāng guānyú shǒushù shì de zhàopiàn. Bùshì shǒushù shì lǐ jǐ gè yīshēng chuānzhuó bái dàguà wéi zhuó shǒushù tái zhèngzài dòng shǒushù dì nà zhǒng, ér shì shǒushù shì wàimiàn de zhàopiàn: Mén shàng tōngcháng xiězhe “shǒushù zhèngzài jìnxíng zhōng, qǐng bǎochí ānjìng”. Zuìhòu méi zhǎodào. Túpiàn běnshēn bùshì zhòngdiǎn, túpiàn shàng de yǔyán cái shì. Dànshì zhèyàng de “zhēnshí yǔliào” hěn nán zài wǎngshàng zhǎodào.
Yúshì, zhège shǔjià wǒ juédìng zìjǐ dòng shǒu zuò. Wǒ chóngxīn fān yuè le zhīqián yòngguò de jǐ běn yōuxiù de jiàocái, xuǎn dìngle zuì chángjiàn de qī gè zhǔtí: Shíjiān yǔ rìqí, rénjì jiāowǎng, chī zài zhōngguó, xíng zài zhōngguó, xiāofèi, àihào hé xuéxiào shēnghuó. Yīgòng shōujíle 434 zhāng zhàopiàn. Qízhōng dà bùfèn dōu shì zài guónèi de lǎoshī, yǐjí lǎoshīmen zài guónèi de qīnyǒu wèile zhè cì huódòng qīnzì qù pāi de. Wǒ hěn gǎnjī zhèxiē lǎoshī yuànyì hé wǒ yīqǐ bǎ zhège xiǎngfǎ biàn chéng xiànshí. Màn sù zhōngwén de chuàngshǐ rén xīn yù shì yī wèi shèjì shī, zhè cì wǒ qǐng tā wèi diànzǐ shū shèjìle fēngmiàn hé fēngdǐ.
Huānyíng dàjiā bǎ zhè běn shū tuījiàn jǐ zìjǐ shēnbiān zàixué zhōngwén de xiǎo huǒbàn. Bù shǎo dúzhě běnshēn jiùshì hànyǔ lǎoshī, wǒ xīwàng zhè běn shū néng duì nǐmen de jiàoxué yǒu yīxiē bāngzhù. Shū zuò chūláile, yuè duō rén yòng, jiàzhí cái yuè dà.
Yǐxià shì miǎnfèi xiàzài liànjiē, dàjiā kěyǐ zài wǎngyè shàng zhíjiē diǎnjī shū míng “zhēnshí yǔliào xué zhōngwén”, xiàzài dào diànnǎo shàng:
Pinyin: The Ebook, ‘Authentic Materials for the Study of Chinese’
The summer holidays have just ended, and together with a group of around 100 Chinese-teachers I helped create an eBook titled ‘Authentic Materials for the Study of Chinese’. It is already up on the internet, and available for all to download free of charge.
Before I went to America to teach Chinese at a middle school in 2013, I participated in training at Beijing Normal University, and that was the first time I fully understood the concept of ‘Authentic Language Learning Materials’. Authentic Language Learning Materials are those which come from, and use language from real-life situations and circumstances. The most common examples are items like menus, street-signs, taxi-reciepts, shop-fronts and signage, advertisements etc. In America, during my first lesson with a group of students starting from scratch, I drew on my time teaching Chinese in the Phillipines. There, my students only wanted to learn pinyin, and did not want to have lessons on Chinese characters. I showed them authentic language-learning materials: a series of pictures I had taken myself in China. I then asked the class: “What differences can you see between your textbooks and the real Chinese world?” Most students gave me the response I was looking for: “In the Chinese world there isn’t any pinyin, only Chinese Characters.” After this realisation, the students all studied their characters in earnest.
Once when I was teaching the topic of hospitals, and arrived at ‘having an operation’. I really wanted to show the students a picture relating to the operating theatre. Not a picture of a bunch of doctors wearing white coats standing around the operating table, but one of outside the operating theatre: on the door is often written ‘Operation currently underway, please keep quiet.’ But in the end I couldnt find one. The picture itself wasn’t the focal point, it was the language in it. But this kind of authentic language learning materials is very difficult to find online.
So, this summer vacation I resolved to get to work and do it myself. I once again flipped through some outstanding teaching materials I have used before, and decided on the seven most common subjects: Time and date, relationships, eating in China, getting around in China, shopping, hobbies, and school-life. In total I collected 434 pictures. Among these, the majority were taken by teachers in China, as well as friends and family who for this project personally went out and took them. I am very grateful to these these people for being willing to help me turn this idea into a reality. Xinyu, the founder of Slow-Chinese, is a designer, and I asked him to design the front and back cover of the eBook.
I welcome everyone to recommend this eBook to their friends who are studying Chinese. Many readers of Slow-Chinese are themselves Mandarin teachers, and I hope that this book will be helpful for your lessons. The book has been issues, and the more people who use it, the more valuable it becomes.
Below is the download link. On the page, you can simply click on the book’s name (真实语料学中文) and download it to your computer.
Zak Gray (zak_lives@hotmail.com)
Phần dịch tiếng Việt có trong sách bản cứng: Trung Quốc 247: Mái nhà thân thuộc cả nhà nhé!
