Courses:

When you click the Amazon logo to the left of any citation and purchase the book (or other media) from Amazon.com, MIT OpenCourseWare will receive up to 10% of this purchase and any other purchases you make during that visit. This will not increase the cost of your purchase. Links provided are to the US Amazon site, but you can also support OCW through Amazon sites in other regions. Learn more.

This subject follows Chinese 21F.103 (Chinese III), and is the last in the sequence of subjects that constitutes MIT's foundation in Modern Standard Chinese (Mandarin). The foundation sequence (Chinese I through IV) covers the core grammar of the language, develops a sensitivity to linguistically appropriate behavior, introduces extensive vocabulary and usage as a basis for conversational and reading development, and provides a step-by-step guide to the principles and practice of reading and writing Chinese characters. In Chinese IV, you will consolidate and expand conversational usage and grammatical and cultural knowledge encountered in prior courses in the sequence, while focusing on improving reading and listening abilities. For this last semester in the foundation sequence, you will be able to exalt in the progress you have made over the year and a half as you develop several topics for presentation before the class.

Chinese IV integrates Part 4 - the last part - of J. K. Wheatley's Learning Chinese: A Foundation Course in Mandarin (Units 11 and 12, plus a supplement on Chinese food) with material from Madeline Spring's Making Connections, designed to bolster listening ability, and Linda Hsia and Roger Yeu's, Strange Tales from a Chinese Studio, a collection of traditional stories edited for students of Chinese. Character reading will be primarily in the simplified set standard on the Mainland, but from time to time, you will also be asked to read in the traditional set, standard in Taiwan. As before, you can write either character set, as you choose, provided you do not mix sets in a single text. For composition in characters, we hope that, with some assistance, you will be able to use the standard Chinese word processing software now found on most computers. Jordan Gilliland's flashCube program, available for download on OpenCourseWare at the 21F.101/21F.151 site (see Study Materials), allows you to review vocabulary (in phrases) and characters (in compounds and phrases) from Chinese I, II and III material; some material from Chinese IV is also available on flashCube. See the flashCube manual (also available at the OCW link above) for details about flashCube functions.

Wheatley, Julian K. Learning Chinese: A Foundation Course in Mandarin (Part 4).

Spring, Madeline K. Making Connections: Enhance Your Listening Comprehension in Chinese. Simplified character ed. Boston, MA: Cheng and Tsui Company, 2002. ISBN: 0887273661. (Comes with two CDs. The simplified character version [the one with the turquoise cover] is recommended.)

Hsia, Linda, and Roger Yeu. Strange Stories from a Chinese Studio. New Haven, NJ: Yale University Press, Far Eastern Publications, 1977. ISBN: 0887101143. Expanded to include pinyin and simplified characters, 1982.

DeFrancis, John, ed. ABC Chinese-English Dictionary (regular or pocket edition). Honolulu, HI: University of Hawaii Press, 2003. ISBN: 082482766X.
This is the only Chinese-to-English dictionary ordered by alphabet without reference to the head character of a word. In effect, this allows you to look up a word on the basis of its pronunciation alone, with no knowledge of the characters that represent it. (Searching by character is also possible.)

Huan, Wang, ed. Cheng and Tsui Chinese-Pinyin-English Dictionary for Learners. Boston, MA: Cheng and Tsui Co., 1999. ISBN: 0887273165.
Organized by character (first character, if compound), with characters listed alphabetically according to pinyin pronunciation - the usual practice with modern dictionaries (other than the ABC Dictionary above). Within each entry, compounds are listed by pronunciation of second character. Entries include part-of-speech, example phrases or sentences (in characters followed by pinyin), and information on usage along with Chinese and English definitions. It uses the simplified set of characters in all entries and examples, with the traditional alternatives provided only for the main entry character. This dictionary was originally published by Beijing Language and Culture University Press in 1998 with the English title Chinese-English Dictionary, and then republished (with modification?) by Cheng and Tsui in 1999. The Chinese name of the Cheng and Tsui dictionary is Jiànqiáo Hàn-Yīng Shuāngjiě Cídiăn "Cambridge Chinese-English Dual-explanation Dictionary" (with Cambridge apparently there just for its commercial appeal).

新华字典 (Xīnhuá Zìdiăn "New China Dictionary"). 10th revised ed. Beijing, China: 商务印书店 (Shāngwù Yìnshūdiàn "Commercial Press"), 2004. ISBN: 7100039312.
This is a very handy Chinese-to-Chinese dictionary available in pocket format with plastic cover. If you see it, buy two - they're inexpensive. Its entry characters are large (but only the simplified set is used in this dictionary), pronunciation is indicated in pinyin and bopomofo; definitions are succinct. However, this is a character dictionary (zìdiăn) not a word dictionary (cídiăn), so compounds are not listed under character entries. Entries are ordered by pinyin, though lookup by radical is also possible. This dictionary is most useful for checking the pronunciation and form of individual characters, and checking for phonetic sets.

A list of daily assignments will be provided at intervals. There will be occasional short, unannounced quizzes on work due that day, and a number of announced tests that will be focused on sentence patterns or reading in characters (in the simplified set, mostly, but some traditional as well). There will also be three assigned presentations, in which groups of two will prepare oral reports, no longer than 5 minutes total, on topics related to class material (in Chinese IV or earlier). These will be neither memorized, nor read out, but will involve speaking from notes (not a full script) to a series of slides, typically, but not necessarily, using Microsoft® PowerPoint®. Presentations will be graded for accuracy of language - including pronunciation - clarity, and interest and creativity.

Grading is weighted as follows:

Class performance is evaluated on the basis of preparedness, homework, and participation. Other factors may come in to play in assigning a final grade, e.g.: improvement versus stagnation over the course of the semester, and progress relative to starting level. Quizzes or tests missed without written excuse cannot be made up. Attendance and promptness is assumed; more than 4 unexcused absences (a week's worth) lowers your grade one letter; persistent tardiness will also add up to absences.

• Don't miss any classes at all - unless you are really ill;
• Prepare ahead of each class (following the detailed schedule of assignments);
• Read the material, then produce it from cues until you can; visualize; review old material (with flashCube if possible) while you learn new;
• Keep a running list of questions and notes as you work through the material;
• Work with classmates; consult with teachers - earlier rather than later;
• Stay playful!

Read about the MISTI program. The MIT China Program (one of the MISTI programs) sponsors students working or teaching in China over the summer or a school year.

Below are three tables:

• the first details the chronological progression of the course;
• the second breaks down the components of the main text used, Learning Chinese (Part 4);
• and the third lists the sections of the Chinese menu.

Please refer to readings and study materials for the necessary texts and audio files, respectively.

Please refer to readings for the text.