Chinese for Cabin Crews is the textbook adopted by Chinese teachers/trainers/tutors for non-native Chinese language learners (including but not limited to undergraduate airline-major students, airline trainees, ground staffs and cabin crews/flight attendants), preparing to communicate with Chinese-speaking passengers. The purpose of this textbook is to expose Chinese as foreign/second language learners who work in the airport and in the cabin to the types of Chinese vocabularies, conversations and tasks that they encounter in their workplace.
This textbook is based on Dr. Hugo Yu-Hsiu Lee’s lesson handouts developed from his and the oldest undergraduate Chinese-language program for the leading Airline Business Department of Thailand (International Air Travel Associations Authorized Training Center) at Suan Sunandha Rajabhat University (Bangkok). The program in consideration is increasingly recognized as second-to-none for the total number (200+) of alumni who have made successful careers in major airline companies in the ASEAN region and the gulf states (including but not limited to Thai Airways, Thai Smile, AirAsia, Nok Air, Thai Lion Air, Bangkok Airways, Viet Jet, China Airlines, EVA Air and Emirates, UAE).
具體描述
《寰宇漫遊者：從巴厘島到冰島的文化交匯點》 內容簡介 《寰宇漫遊者：從巴厘島到冰島的文化交匯點》並非一部語言學習指南，而是一部深度挖掘全球不同文化景觀、風土人情與人類生存哲學的旅行隨筆與跨文化觀察報告。本書以一位資深文化地理學傢的視角，帶領讀者進行一場橫跨五大洲的“在場式”探索，聚焦於那些看似迥異卻又在深層結構上存在微妙關聯的人類社群。 第一部分：赤道之下的低語——東南亞與南美洲的生命力 本部分將讀者帶入熱帶與亞熱帶的狂野腹地。首先聚焦於印度尼西亞的巴厘島，探討其“韆神之島”的宗教哲學如何滲透到日常生活的每一個角落——從稻田的灌溉係統（Subak）所體現的社區共治智慧，到復雜精密的祭祀儀式如何構建起社會秩序的穩定基石。我們不談如何學習巴厘島語，而是深入解析其藝術錶達中的“動態平衡”概念，以及這種平衡感在麵對快速現代化衝擊時的韌性與掙紮。 隨後，旅程轉嚮南美洲的安第斯山脈。重點考察秘魯和玻利維亞的高原文化遺産。書中將詳盡描述印加文明的遺産如何在當代土著社區中得以延續，特彆是關於“Pachamama”（大地之母）的宇宙觀，以及這種基於自然循環的信仰體係如何塑造瞭他們的時間觀念和人與環境的關係。在這裏，我們將對比印加人的石頭建築技藝與他們的社會互助傳統（Ayni），分析其對現代“可持續發展”概念的啓示意義。 第二部分：歐亞大陸的文明迴響——從拜占庭的榮光到西伯利亞的堅韌 本章跨越瞭曆史的厚重積澱。我們將從土耳其的伊斯坦布爾齣發，追溯昔日拜占庭帝國的輝煌與衰落。重點在於解析一座城市如何承載多重宗教和帝國記憶（基督教、伊斯蘭教、古羅馬的遺跡），以及這種多重身份的並置如何影響現代土耳其的文化認同構建。書中對聖索菲亞大教堂的描述，並非側重於其建築材料，而是探討其空間象徵意義的流變。 視綫轉嚮東方，深入探討俄羅斯西伯利亞地區的少數民族文化。本書將特彆關注貝加爾湖周邊的布裏亞特文化。我們關注的不是俄語的使用情況，而是薩滿教儀式與遊牧生活方式的結閤。探討在極端寒冷環境下，遊牧民族如何發展齣獨特的時間、空間感知係統，以及他們的口頭史詩傳統如何成為維護群體凝聚力的無形紐帶。 第三部分：北境的孤寂與創造——北歐的極簡主義與傳統 本書的焦點隨後轉嚮歐洲北部，特彆是挪威和冰島。在探討北歐社會時，我們避免討論其福利體係的細節，而是深入研究“Fjord”（峽灣）地貌如何塑造瞭北歐人的性格底色——那種與自然環境抗爭後形成的內斂、務實與強烈的社區依賴感。 對冰島的描述，著重於其獨特的民間傳說（如對“隱形人”的尊重）與現代科技文明（如地熱能源開發）之間的奇特共存狀態。我們將分析冰島語作為一種高度保守的語言，如何在極小的社群中保持其純粹性，以及這種語言的穩定如何反過來鞏固瞭民族身份的獨特疆域。探討的重點是，在高度現代化的社會中，如何通過文化象徵（如維京曆史的挪用與重塑）來尋找精神錨點。 第四部分：島嶼的沉思——太平洋的生態智慧與邊界 最後，旅程抵達太平洋的島嶼群落，以斐濟和夏威夷作為代錶。本書將探討島嶼文化所麵臨的共同挑戰：海洋的升溫與島嶼生存空間的物理性消減。我們關注的不是外語的交流方式，而是當地社區如何通過傳統的航海知識和海洋資源管理哲學（如斐濟的“Tabu”製度）來應對全球氣候變化帶來的生存危機。 在夏威夷部分，我們將分析“Aloha Spirit”在當代旅遊經濟衝擊下的演變，探討其從一種生活哲學如何被符號化，以及當地人如何努力重新奪迴其文化敘事的自主權。 結語：人類經驗的共享光譜 《寰宇漫遊者》的最終目的，是通過對比和映照這些截然不同的地理與文化樣本，揭示人類在麵對生存、信仰、社群構建和自然環境時的普適性睏境與創造力。它是一本關於“如何成為人”的跨文化地圖，強調理解每一個獨特群體的內部邏輯，而非簡單地進行外部比較或翻譯。本書旨在激發讀者對世界多樣性的深度敬畏，認識到每一種生活方式都是對人類潛能的獨特詮釋。全書語言風格力求嚴謹而富有畫麵感，充滿對現場體驗的細膩捕捉與深刻反思。
著者信息
作者簡介
李育修（Dr. Hugo Yu-Hsiu Lee）
Dr. Hugo Yu-Hsiu Lee (PhD, Language Education, Indiana University-Bloomington, USA) is an award-winning researcher and full-time faculty at National Institute of Development Administration (Thailand). He is the United Nations Consultant (United Nations Learning Team Member) of the United Nations Headquarters, Asia region (United Nations, Economic and Social Commission for Asia and the Pacific, Bangkok).
美國印第安那大學語教博士，曾獲美國印大哈世迪傑齣研究員獎得主，以及美國印大史特蘭紀念學者榮譽獎。現任泰國國傢發展院（泰國的社科院）全職副教授，以及聯閤國亞洲總部的聯閤國官員中文班顧問／導師。
曾金金（Chin-Chin Tseng）
Chin-Chin Tseng is a professor of the Department of Chinese as a Second Language at National Taiwan Normal University. She received her Ph.D in Linguistics at University of Hawaii. She is a linguist, phonetician and teacher educator. Her training is in phonetics, interlanguage and L2 Chinese language teaching and learning.
Principal Investigator of An Analysis of Accuracy and Fluency of Modular Speaking Training in Chinese for Cabin Crews sponsored by Research Cooperation for “Strengthening cooperation with ASEAN and South Asian countries in the exchange of academic fields, education and humanities.”
服務單位：國立颱灣師範大學‧華語文教學係暨研究所
學歷：美國夏威夷大學語言學博士
計畫主持人：「強化與東協及南亞國傢閤作交流學術型領域聯盟（教育及人文領域）」
計畫名稱：空服華語的準確度與流利度訓練模組分析
李育修（Dr. Hugo Yu-Hsiu Lee）
Dr. Hugo Yu-Hsiu Lee (PhD, Language Education, Indiana University-Bloomington, USA) is an award-winning researcher and full-time faculty at National Institute of Development Administration (Thailand). He is the United Nations Consultant (United Nations Learning Team Member) of the United Nations Headquarters, Asia region (United Nations, Economic and Social Commission for Asia and the Pacific, Bangkok).
美國印第安那大學語教博士，曾獲美國印大哈世迪傑齣研究員獎得主，以及美國印大史特蘭紀念學者榮譽獎。現任泰國國傢發展院（泰國的社科院）全職副教授，以及聯閤國亞洲總部的聯閤國官員中文班顧問／導師。
曾金金（Chin-Chin Tseng）
Chin-Chin Tseng is a professor of the Department of Chinese as a Second Language at National Taiwan Normal University. She received her Ph.D in Linguistics at University of Hawaii. She is a linguist, phonetician and teacher educator. Her training is in phonetics, interlanguage and L2 Chinese language teaching and learning.
Principal Investigator of An Analysis of Accuracy and Fluency of Modular Speaking Training in Chinese for Cabin Crews sponsored by Research Cooperation for “Strengthening cooperation with ASEAN and South Asian countries in the exchange of academic fields, education and humanities.”
服務單位：國立颱灣師範大學‧華語文教學係暨研究所
學歷：美國夏威夷大學語言學博士
計畫主持人：「強化與東協及南亞國傢閤作交流學術型領域聯盟（教育及人文領域）」
計畫名稱：空服華語的準確度與流利度訓練模組分析
圖書目錄
Foreword by Ammarawadee Sornsuphap I
Foreword by Phattharaphon Silarak III
Preface by Hugo Yu-Hsiu Lee V
Preface by Chin-Chin Tseng XIII
To the Teacher & the Student XV
Guide to use this Textbook XIX
Unit I
Before Boarding:
Ground Service
Lesson 1 Ground Service 3
Lesson 2 Check-In Service 13
Lesson 3 Airport Facilities 31
Lesson 4 Flight Status 39
Lesson 5 Boarding Service 49
Unit II
After Boarding:
On-board Service
Lesson 6 Safety Instruction to Passengers 59
Lesson 7 Serving Drinks to Passengers 67
Lesson 8 Serving Meals to Passengers 75
Lesson 9 Entertainment Media and Facilities 83
Lesson 10 Inflight Shopping & Landing Service 89
Unit III
After Landing:
Ground Service
Lesson 11 Ground Service After Landing 103
Appendices Word & Phrase Bank: Small Flashcards 111
Index 128
Foreword by Phattharaphon Silarak III
Preface by Hugo Yu-Hsiu Lee V
Preface by Chin-Chin Tseng XIII
To the Teacher & the Student XV
Guide to use this Textbook XIX
Unit I
Before Boarding:
Ground Service
Lesson 1 Ground Service 3
Lesson 2 Check-In Service 13
Lesson 3 Airport Facilities 31
Lesson 4 Flight Status 39
Lesson 5 Boarding Service 49
Unit II
After Boarding:
On-board Service
Lesson 6 Safety Instruction to Passengers 59
Lesson 7 Serving Drinks to Passengers 67
Lesson 8 Serving Meals to Passengers 75
Lesson 9 Entertainment Media and Facilities 83
Lesson 10 Inflight Shopping & Landing Service 89
Unit III
After Landing:
Ground Service
Lesson 11 Ground Service After Landing 103
Appendices Word & Phrase Bank: Small Flashcards 111
Index 128
圖書試讀
序
Issues in general purpose language textbooks that give rise to this textbook
Critics contend that there is empirical evidence that language for general purpose (LGP) instruction is unlikely to meet the needs of today’s foreign or second language learners who have a set of specialized and immediate target language needs for professional communication (Andriani, 2014; Trace, Hudson, & Brown, 2015). I argue in this textbook’s forward that over the past ten years or so teaching and learning Chinese as a foreign or a second language (which refers to the branch of foreign or second language education in which teaching methods are traditionally derived from the general purpose of Chinese language teaching and learning) has been criticized on a number of grounds: general purpose Chinese language teaching has lost touch with learners focusing on the needs of communicative Chinese language ability in a particular subject area or in a professional workplace (own fieldwork, 2009-2018), for instance, Chinese for real-estate agents, Chinese for ground attendants and Chinese for cabin crews. I should also note that the teaching of general knowledge of the Chinese language fail to meet the needs of those learning the Chinese language for occupational purposes (own fieldwork, 2009-2018). Language for specific purposes (henceforth LSP), thus, has emerged from the varying needs and goals of foreign or second language learners (Trace, Hudson, & Brown, 2015).
The problems encountered in LSP are multiple, all of which stem from the question of how the in-class language learning tasks can be transferred to real-world workplace communication. First, the problem one encounters when designing a LSP course is that common communication skills necessary across all industries and professions to meet the needs of all foreign or second language learners may not exist. This results in that foreign or second language teachers conduct needs analysis of respective students and classes, and design tailor made LSP courses, facilitating students to speak and converse efficiently and practically in the in-class language-use tasks as “prescribed by their field of study or work situation” (Bojović, 2006). This gives rise to task-based language teaching (henceforth TBLT).
Second, a related problem is the degree to which foreign or second language teachers are capable of acquiring discipline-specific and extra-linguistic knowledge to teach the respective LGP and TBLT courses, in addition to the linguistic knowledge with respect to the target language.
Although LGP and TBLT may have a great deal in common with foreign or second language courses for general purposes (both are essential to take into account, for instance, linguistic development, teaching methodology, classroom management, assessment and evaluation for their students), the former faces more challenges as they need to understand the requirements of professional communication in a specific field rather than the teaching activity itself (Bojović, 2006). Despite the development of LSP and TBLT courses since the 1980s, the curriculum drafting, lesson planning, teaching material development, course design and implementation of language learning tasks that offer learners with real-world opportunities to practice language tasks needed for professional communication and industry-oriented talks remain a challenge for LSP and TBLT teachers (Calvert & Sheen, 2015).
Third, in the contemporary applied linguistics literature and classroom teaching, LSP and TBLT courses are most often associated with English for Specific Purposes (henceforth ESP) instruction (Anthony, 1998; Ahmed, 2014; Trace, Hudson, & Brown, 2015). ESP has grown into a movement (e.g., UK, Japan and elsewhere) since the inception of the early 1960’s (Anthony, 1998). Although Chinese is gaining prominence in foreign or second language teaching and learning, there is scarcity of textbook for Chinese LSP and TBLT courses.
The purpose of the textbook
The aim of this textbook is to propose some ways of curriculum drafting, lesson planning, teaching material development, course design and implementation of language learning tasks (focusing on task selection and sequencing) for a LSP and TBLT course, known as Airline Chinese / Chinese for Cabin Crews (or Chinese for the Cabin Crew).
Background and context for the textbook
China has poised itself to become the world’s largest market for both tourist travel and business travel. According to the CIW Team’s post in the China Internet Watch, it has been three consecutive years (2012-2015) for China to supply “the largest outbound tourism market in the world” and the estimated growth of the number of Chinese outbound tourists is increasing (2013: 98 million vs. 2014: 109 million). It is also of importance to note by The Economist (The dragon takes flight, 2016) that since the first quarter of 2016 China has overtaken the US to become the world’s largest market for business travel. As reported by Global Business Travel Association (GBTA) (as cited in the dragon takes flight, 2016), it is estimated that Chinese business travelers spent ＄291.2 billion in 2015 contrasted with ＄290.2 billion by American counterparts from the US. In response to China’s fast growth of outbound tourists and business air travelers, the air travel industry, particularly the airline companies, has recruited Chinese-speaking ground / flight attendants to provide services on-the-ground (airport’s service desk) and on-board (cabin) for the rising number of Chinese air travelers. In fact the airline industry in the Southeast Asia expects the number of Chinese-speaking flight attendants to increase over the next decades, as many airline companies (Bangkok-based and Manilabased airlines) highlighted Chinese speaking flight attendant candidates wanted in their recruitment advertisements.
Literature that inform the design of the textbook
The design of the Airline Chinese / Chinese for Cabin Crews textbook is informed and framed by LSP, TBLT and ESP, due largely to that, as stated earlier, general purpose language course fails to meet the needs of foreign or second language learners for fieldspecific communication. In recent years, there has been a growing prominence and considerable interest of LSP and TBLT courses by foreign or second language teachers, educators and researchers (Benson, 2015; Calvert & Sheen, 2015). Some common courses of LSP and TBLT concentrating on the specifics (of terms, vocabularies, phrases and conversations) of certain industries and professions may include Academic English Writing for EFL/ESL or International Students (British Council, 1978), Business English, Business Chinese (offered, for example, at the Assumption University), English for Airtraffic Controllers, English for Technical Writing for Civil Engineers (offered, for instance, at the Asian Institute of Technology), English for Medical Purpose (An example cited by Andriani, 2014), English for Occupational Purpose (An example cited by Andriani, 2014) and Spanish for Tourism. There are some “key distinguishing characteristics” between LSP courses and general foreign or second language courses (Bojović, 2006).Take the ESP for example, Carver (1983) listed three main characters shared across ESP courses (as cited Bojović, 2006): 1) authentic materials, 2) purpose-related orientation, and 3) selfdirection. The design of this textbook is thus informed by above-mentioned literature.
References
1. Ahmed, M. K. (2014). Issues in ESP (English for specific purposes). ‘ELT Voices – India’International Journal for Teachers of English, Vol. 4 (No. 1). Retrieved from http://eltvoices.in/category/volume-4/volume-4-issue-1/
2. Andriani, G. (2014). Problems in teaching English for specific purposes in higher education. Nobel Journal of Literature, Language, and Language Teaching, Vol. 5 (No. 1), pp. 30-40.
3. Anthony, L. (1998). Defining English for specific purposes and the role of the ESP practitioner. Center for Language Research 1997 Annual Review, pp. 115-120.
4. Benson, S. D. (2016). Task-based language teaching: An empirical study of task transfer. Language Teaching Research, Vol. 20 (No. 3), pp. 341–365.
5. Bojovic, M. (2006). Teaching foreign language for specific purposes: Teacher development. 31st Annual ATEE Conference, At Portoroz, Slovenia.
6. Calvert, M., & Sheen, Y. (2015). Task-based language learning and teaching: An action research study. Language Teaching Research, Vol. 19 (No. 2), pp. 226–244.
7. Carver, D. (1983). Some propositions about ESP. The ESP Journal, Vol. 2, pp. 131-137.
8. CIW Team (n.d.). China, the largest outbound tourism market in 3 consecutive years. China
9. Internet Watch. Retrieved from www.chinainternetwatch.com/13152/thelargestoutbound-tourism-market-3-consecutive-years/
10. The dragon takes flight (2016, May). The Economist, Retrieved from www.economist.com/blogs/gulliver/2016/05/dragon-takes-flight
11. Trace, J., Hudson, T., & Brown, J. D. (2015). An overview of language for specific purposes. In J. Trace, T. Hudson, & J. D. Brown, Developing Courses in Languages for Specific Purposes (pp. 1–23) Honolulu: University of Hawai‘i.
本書第一作者Hugo Yu-Hsiu Lee（李育修）
序
此次很榮幸與李育修老師閤作齣版空服漢語教材，李老師是第一綫訓練空服人員漢語的教師；在課堂教學中，除瞭教授空服漢語的語詞和常用句型，更需著重空服人員的聲、韻、調準確度訓練。但是在訓練漢語為二語的空服人員時，除瞭掌握語詞的發音與聲調以外，進入語流的口語錶達正確度與流利度是非常關鍵的訓練。由於本人長期在漢語文教學進行有關聲學語音分析之研究，將結閤綫上正音的技術，讓漢語為二語的空服人員能夠利用綫上即時反饋學習平颱，進行自我檢測，並自主性地改正發音及調整音高、音長與音強的控製。藉由此次齣版的空服漢語教材，對漢語為二語的航空係學生以及預備進入航空業和在職的空服人員，進行空服漢語正確度與流利度的訓練。
首批適用對象，設定為泰語母語者的準空服人員，結閤李老師實體空服漢語教學，指導學生學習空服漢語教材的內容，我的部分則是精進空服人員漢語發音與口語錶達。自我檢測係統從發音（包括：聲母、韻母）、音高（包括：字調、語調、句調及輕重音）、音長（包括：音節組成及語句切分、輕重音、停頓）及音強（包括：輕重音），評估空服人員漢語口語錶達的正確度與流利度。
此外，為協助空服人員培養良好的漢語發音習慣，有效改善口語錶達，未來若有機會，將以空服漢語教材，製作搭配綫上口說訓練課程，提供空服人員自主練習、自我改善的訓練機製。
Issues in general purpose language textbooks that give rise to this textbook
Critics contend that there is empirical evidence that language for general purpose (LGP) instruction is unlikely to meet the needs of today’s foreign or second language learners who have a set of specialized and immediate target language needs for professional communication (Andriani, 2014; Trace, Hudson, & Brown, 2015). I argue in this textbook’s forward that over the past ten years or so teaching and learning Chinese as a foreign or a second language (which refers to the branch of foreign or second language education in which teaching methods are traditionally derived from the general purpose of Chinese language teaching and learning) has been criticized on a number of grounds: general purpose Chinese language teaching has lost touch with learners focusing on the needs of communicative Chinese language ability in a particular subject area or in a professional workplace (own fieldwork, 2009-2018), for instance, Chinese for real-estate agents, Chinese for ground attendants and Chinese for cabin crews. I should also note that the teaching of general knowledge of the Chinese language fail to meet the needs of those learning the Chinese language for occupational purposes (own fieldwork, 2009-2018). Language for specific purposes (henceforth LSP), thus, has emerged from the varying needs and goals of foreign or second language learners (Trace, Hudson, & Brown, 2015).
The problems encountered in LSP are multiple, all of which stem from the question of how the in-class language learning tasks can be transferred to real-world workplace communication. First, the problem one encounters when designing a LSP course is that common communication skills necessary across all industries and professions to meet the needs of all foreign or second language learners may not exist. This results in that foreign or second language teachers conduct needs analysis of respective students and classes, and design tailor made LSP courses, facilitating students to speak and converse efficiently and practically in the in-class language-use tasks as “prescribed by their field of study or work situation” (Bojović, 2006). This gives rise to task-based language teaching (henceforth TBLT).
Second, a related problem is the degree to which foreign or second language teachers are capable of acquiring discipline-specific and extra-linguistic knowledge to teach the respective LGP and TBLT courses, in addition to the linguistic knowledge with respect to the target language.
Although LGP and TBLT may have a great deal in common with foreign or second language courses for general purposes (both are essential to take into account, for instance, linguistic development, teaching methodology, classroom management, assessment and evaluation for their students), the former faces more challenges as they need to understand the requirements of professional communication in a specific field rather than the teaching activity itself (Bojović, 2006). Despite the development of LSP and TBLT courses since the 1980s, the curriculum drafting, lesson planning, teaching material development, course design and implementation of language learning tasks that offer learners with real-world opportunities to practice language tasks needed for professional communication and industry-oriented talks remain a challenge for LSP and TBLT teachers (Calvert & Sheen, 2015).
Third, in the contemporary applied linguistics literature and classroom teaching, LSP and TBLT courses are most often associated with English for Specific Purposes (henceforth ESP) instruction (Anthony, 1998; Ahmed, 2014; Trace, Hudson, & Brown, 2015). ESP has grown into a movement (e.g., UK, Japan and elsewhere) since the inception of the early 1960’s (Anthony, 1998). Although Chinese is gaining prominence in foreign or second language teaching and learning, there is scarcity of textbook for Chinese LSP and TBLT courses.
The purpose of the textbook
The aim of this textbook is to propose some ways of curriculum drafting, lesson planning, teaching material development, course design and implementation of language learning tasks (focusing on task selection and sequencing) for a LSP and TBLT course, known as Airline Chinese / Chinese for Cabin Crews (or Chinese for the Cabin Crew).
Background and context for the textbook
China has poised itself to become the world’s largest market for both tourist travel and business travel. According to the CIW Team’s post in the China Internet Watch, it has been three consecutive years (2012-2015) for China to supply “the largest outbound tourism market in the world” and the estimated growth of the number of Chinese outbound tourists is increasing (2013: 98 million vs. 2014: 109 million). It is also of importance to note by The Economist (The dragon takes flight, 2016) that since the first quarter of 2016 China has overtaken the US to become the world’s largest market for business travel. As reported by Global Business Travel Association (GBTA) (as cited in the dragon takes flight, 2016), it is estimated that Chinese business travelers spent ＄291.2 billion in 2015 contrasted with ＄290.2 billion by American counterparts from the US. In response to China’s fast growth of outbound tourists and business air travelers, the air travel industry, particularly the airline companies, has recruited Chinese-speaking ground / flight attendants to provide services on-the-ground (airport’s service desk) and on-board (cabin) for the rising number of Chinese air travelers. In fact the airline industry in the Southeast Asia expects the number of Chinese-speaking flight attendants to increase over the next decades, as many airline companies (Bangkok-based and Manilabased airlines) highlighted Chinese speaking flight attendant candidates wanted in their recruitment advertisements.
Literature that inform the design of the textbook
The design of the Airline Chinese / Chinese for Cabin Crews textbook is informed and framed by LSP, TBLT and ESP, due largely to that, as stated earlier, general purpose language course fails to meet the needs of foreign or second language learners for fieldspecific communication. In recent years, there has been a growing prominence and considerable interest of LSP and TBLT courses by foreign or second language teachers, educators and researchers (Benson, 2015; Calvert & Sheen, 2015). Some common courses of LSP and TBLT concentrating on the specifics (of terms, vocabularies, phrases and conversations) of certain industries and professions may include Academic English Writing for EFL/ESL or International Students (British Council, 1978), Business English, Business Chinese (offered, for example, at the Assumption University), English for Airtraffic Controllers, English for Technical Writing for Civil Engineers (offered, for instance, at the Asian Institute of Technology), English for Medical Purpose (An example cited by Andriani, 2014), English for Occupational Purpose (An example cited by Andriani, 2014) and Spanish for Tourism. There are some “key distinguishing characteristics” between LSP courses and general foreign or second language courses (Bojović, 2006).Take the ESP for example, Carver (1983) listed three main characters shared across ESP courses (as cited Bojović, 2006): 1) authentic materials, 2) purpose-related orientation, and 3) selfdirection. The design of this textbook is thus informed by above-mentioned literature.
References
1. Ahmed, M. K. (2014). Issues in ESP (English for specific purposes). ‘ELT Voices – India’International Journal for Teachers of English, Vol. 4 (No. 1). Retrieved from http://eltvoices.in/category/volume-4/volume-4-issue-1/
2. Andriani, G. (2014). Problems in teaching English for specific purposes in higher education. Nobel Journal of Literature, Language, and Language Teaching, Vol. 5 (No. 1), pp. 30-40.
3. Anthony, L. (1998). Defining English for specific purposes and the role of the ESP practitioner. Center for Language Research 1997 Annual Review, pp. 115-120.
4. Benson, S. D. (2016). Task-based language teaching: An empirical study of task transfer. Language Teaching Research, Vol. 20 (No. 3), pp. 341–365.
5. Bojovic, M. (2006). Teaching foreign language for specific purposes: Teacher development. 31st Annual ATEE Conference, At Portoroz, Slovenia.
6. Calvert, M., & Sheen, Y. (2015). Task-based language learning and teaching: An action research study. Language Teaching Research, Vol. 19 (No. 2), pp. 226–244.
7. Carver, D. (1983). Some propositions about ESP. The ESP Journal, Vol. 2, pp. 131-137.
8. CIW Team (n.d.). China, the largest outbound tourism market in 3 consecutive years. China
9. Internet Watch. Retrieved from www.chinainternetwatch.com/13152/thelargestoutbound-tourism-market-3-consecutive-years/
10. The dragon takes flight (2016, May). The Economist, Retrieved from www.economist.com/blogs/gulliver/2016/05/dragon-takes-flight
11. Trace, J., Hudson, T., & Brown, J. D. (2015). An overview of language for specific purposes. In J. Trace, T. Hudson, & J. D. Brown, Developing Courses in Languages for Specific Purposes (pp. 1–23) Honolulu: University of Hawai‘i.
本書第一作者Hugo Yu-Hsiu Lee（李育修）
序
此次很榮幸與李育修老師閤作齣版空服漢語教材，李老師是第一綫訓練空服人員漢語的教師；在課堂教學中，除瞭教授空服漢語的語詞和常用句型，更需著重空服人員的聲、韻、調準確度訓練。但是在訓練漢語為二語的空服人員時，除瞭掌握語詞的發音與聲調以外，進入語流的口語錶達正確度與流利度是非常關鍵的訓練。由於本人長期在漢語文教學進行有關聲學語音分析之研究，將結閤綫上正音的技術，讓漢語為二語的空服人員能夠利用綫上即時反饋學習平颱，進行自我檢測，並自主性地改正發音及調整音高、音長與音強的控製。藉由此次齣版的空服漢語教材，對漢語為二語的航空係學生以及預備進入航空業和在職的空服人員，進行空服漢語正確度與流利度的訓練。
首批適用對象，設定為泰語母語者的準空服人員，結閤李老師實體空服漢語教學，指導學生學習空服漢語教材的內容，我的部分則是精進空服人員漢語發音與口語錶達。自我檢測係統從發音（包括：聲母、韻母）、音高（包括：字調、語調、句調及輕重音）、音長（包括：音節組成及語句切分、輕重音、停頓）及音強（包括：輕重音），評估空服人員漢語口語錶達的正確度與流利度。
此外，為協助空服人員培養良好的漢語發音習慣，有效改善口語錶達，未來若有機會，將以空服漢語教材，製作搭配綫上口說訓練課程，提供空服人員自主練習、自我改善的訓練機製。
本書第二作者Chin-Chin Tseng（曾金金）
國立颱灣師範大學華語文教學係暨研究所
職稱：教授
Chin-Chin Tseng
National Taiwan Normal University
Professor, Dept. of Chinese as a Second Language
國立颱灣師範大學華語文教學係暨研究所
職稱：教授
Chin-Chin Tseng
National Taiwan Normal University
Professor, Dept. of Chinese as a Second Language
用戶評價
评分
這本教材的排版簡直是一場視覺盛宴，每個單元的設計都充滿瞭巧思。我特彆喜歡它那種現代感十足的布局，大量的留白讓眼睛得到瞭很好的休息，閱讀起來絲毫沒有壓迫感。色彩的運用也恰到好處，既能起到區分功能區域的作用，又不會過於花哨分散注意力。比如，重點詞匯和例句的字體粗細、顔色對比都做得非常到位，讓人一眼就能捕捉到學習的重點。更值得稱贊的是，作者似乎非常理解學習者的需求，很多時候，一個復雜的語法點會配上一個精緻的小插圖或者流程圖來輔助解釋，這種直觀的錶達方式比冗長的文字說明有效得多。我感覺自己不是在啃一本枯燥的教科書，而是在翻閱一本設計精美的雜誌，學習的動力自然而然就提高瞭。清晰的章節劃分和詳盡的目錄結構也為我復習和查找資料提供瞭極大的便利，每次需要迴顧某個特定主題時，都能迅速定位，效率倍增。這種對細節的極緻追求，真的體現瞭齣版方對讀者的尊重。
评分我之前嘗試過好幾本漢語學習資料，但很多都過於側重書麵語或陳舊的錶達方式，導緻學齣來的中文聽起來像“古董”。然而，這套教材的語言材料明顯是與時俱進的。它大膽地融入瞭當代中國社會中年輕人和職場人士常用的錶達習慣、流行詞匯，甚至是網絡用語的“文明版”，這極大地增強瞭學習的實用性和趣味性。例如，它會講解一些非常地道的俗語或者錶示贊嘆的口頭禪，這些內容在一般的入門教材中是很難找到的。通過學習這些鮮活的語言，我感覺自己和當代中國文化的距離拉近瞭許多，不再是那個隻會背誦課本對白的書呆子。這種緊跟時代脈搏的編輯策略，對於希望深度融入當地文化環境的學習者來說，簡直是雪中送炭。我迫不及待地想把學到的新詞匯運用到和母語者交流中去，看看他們會有什麼樣的反應。
评分作為一名希望提升口語流利度的學習者，我發現這本書的聽力材料質量非常高，簡直可以稱得上是“原汁原味”。錄音的發音清晰、語速適中，兼顧瞭標準度和真實性，聽起來一點都不像那種機器人式的、過於僵硬的錄音。我尤其欣賞它在對話設計上的用心，這些場景都非常貼近日常生活，像是機場問詢、餐廳點餐、與朋友閑聊等，學完後立刻就能在實際情境中應用。而且，它不隻是提供對話文本，還很細緻地標注瞭語氣的變化和停頓的位置，這對於理解口語交流中的潛颱詞至關重要。我嘗試跟著錄音進行模仿練習，感覺自己的語調和節奏都有瞭明顯的改善。很多教材的聽力部分往往是“聽過去就算瞭”，但這本則鼓勵你反復精聽，並且通過配套的練習來檢驗你是否真正理解瞭語音細節，這種互動性很強，讓人願意投入更多精力去鑽研。
评分學習的配套資源是檢驗一本教材是否全麵的重要指標。令人驚喜的是，這套教材的輔助材料設計得極其豐富且易於獲取。無論是配套的練習冊，還是在綫的互動資源，都體現瞭極高的可用性。練習冊的題型多樣化，從基礎的填空、配對，到需要創造性思維的短文寫作和情景對話構建，覆蓋麵非常廣，確保瞭知識點的全麵鞏固。更重要的是，這些練習的難度設計非常閤理，循序漸進地挑戰學習者，讓人在不斷完成小目標的過程中積纍成就感。而且，我注意到它似乎提供瞭一個在綫平颱或者二維碼鏈接，裏麵可能包含有詞匯卡片或者階段性的小測驗，這種綫上綫下的結閤，極大地增強瞭學習的靈活性。這套材料的完整度，讓我覺得它完全有潛力成為我未來很長一段時間內最主要的學習夥伴。
评分這本書在語法解析方麵展現齣瞭超越一般工具書的深度和條理性。很多復雜的漢語結構，比如量詞的搭配、介詞的微妙區彆，或者那些讓人頭疼的“把”字句和“被”字句的用法，作者都能用一種邏輯嚴密但又不失通俗易懂的方式進行拆解。它不是簡單地羅列規則，而是深入挖掘瞭這些結構背後的思維邏輯，這纔是真正理解一門語言的關鍵。我特彆喜歡它在對比相似語法點時所采用的“辨析錶格”，將A和B放在一起，從使用頻率、語境限製、情感色彩等多個維度進行橫嚮比較，清晰明瞭，讓人不再混淆。這種層層遞進、由淺入深的講解過程，讓我對漢語的內在規律有瞭更深刻的認識，不再是死記硬背，而是真的開始“用腦子”去構造句子，學習麯綫因此變得平滑許多。
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