Integrated Chinese, Level 2: Textbook (C&T Asian Languages Series.) (Paperback)
Author/Publisher: Daozhong Yao (Editor), Ted Yao (Editor)
Emphasis: Chinese Textbook
Note: Textbook by University of Southern California
List Price: $34.95
Integrated Chinese Level 2 is intermediate-level textbook for students who
have completed one year of study at the high school or college level, or for
anyone seeking to communicate effectively in Chinese wherever it is spoken.
This acclaimed, best-selling series is successful because it "integrates"
all four language skills--listening, speaking, reading, and writing.
Integrated Chinese helps you understand how the Chinese language works
grammatically, and how to use Chinese in real life—how to understand it on
the street, speak it on the telephone, read it in the newspaper, or write it
in a report. The materials within Integrated Chinese’s set of textbooks,
workbooks, character workbooks, and audio CDs are divided into sections of
listening, speaking, reading and writing. Two types of exercises are used:
traditional exercises (fill-in-the-blank, sentence completion, translation)
to help learners build a solid grammatical foundation, and
communication-oriented exercises (speaking drills, discussion topics, etc.)
to prepare them to function in a Chinese language environment. Frequently,
authentic materials written for native Chinese speakers and realia
(newspaper clippings, signs, tickets, etc.) are used. Notes on language use
and Chinese culture are found throughout the textbooks. In Level 2,
simplified and traditional characters are combined in one book.
- Publisher: Cheng & Tsui; 1st edition (January 1997)
- Language: English
- ISBN: 0887272754
- Product Dimensions: 1.0 x 8.5 x 10.5 inches
- Shipping Weight: 2.0 pounds.
- Average Customer Review:
based on 9 reviews.
|5 of 7 people found the following review
No!, February 25, 2004
I wrote a fairly good review of the first level of this book. But
this one is driving me crazy. It really seems like they rushed it to the
shelves. EVERY CHAPTER, usually multiple times, they use words which
they've simply never introduced. Good luck figuring out the meaning.
Because guess what? Sometimes they're not even introduced during the
whole course of the book! I'm doing the chapter 6 homework right now,
and every single sentence uses words I've never seen before. And no, I
didn't just learn them and forget them, I promise you they are nowhere
to be found. On some occasions they actually ARE in the book, only 10
The grammar explanations are practically nonexistent. As an example,
let me explain the grammar "...de hua" according to page 106 of this
"de hua is a particle. It is used in a hypothetical clause. It must
be followed by another clause"
Hah! Is this supposed to be a grammar explanation? Give me a break.
Here's another one, "sui zhe" from Chapter 15.
"sui zhe is used in the first clause to indicate a changed
circumstance. The second clause introduces a concomittant change."
Good luck figuring out what that means, because that's all the
explanation you get. Whatever a concomittant clause is, at least we know
the second clause introduces one, eh? (Okay, fine, maybe it means a
NONcomittant clause, but I don't even know what _that_ is).
So with that out of the way, let's talk about the structure. It's
awful. Here's what a chapter consists of:
1) A monstrous dialogue
2) A list of about 50-60 vocabulary words
3) 2-3 pages of grammar (non)explanations
4) 3-4 pages of drill patterns that simply says "here's a word. put it
in the blanks in the following sentence." Boy that sure requires some
5) The end
So, it's pretty obvious what this book focuses on. Our school goes
through one chapter a week, which is absolutely absurd in my opinion.
How is one expected to retain 50-60 new words a week. Even in a PHONETIC
language this is hard, but now we have to learn how to WRITE them too?
But it's not the school's fault. Because what else is there to do in a
chapter? A chapter consists of one dialog. I mean seriously, this is
|4 of 4 people found the following review
Good only if you use the online resources, November 6, 2003
If Integrated Chinese, Level 2 were for any other language, I would
say it was a lousy textbook. But, unfortunately, there don't seem to be
that many good Mandarin Chinese textbooks available for college use. I
may be wrong - I haven't seen all that many - but there must be some
reason Integrated Chinese is used at so many colleges, and that reason
is probably that not many other, better ones are available.
One problem is that the vocabulary translations are poor - it would
be better, when a word is a compound of two characters, to give a
separate meaning to each character - this makes it easier to memorize
Also, there is no English translation to the text, and it's not
always obvious what the sentences mean, even when you have translated
every individual word. (The examples in the grammar section are,
however, translated into English.)
And the other reviewer is right about the poorly explained grammar -
there is so much IC2 doesn't even begin to explain, and what it does
explains it does an incomplete job of, not answering the obvious
questions any student would have. To be fair, however, comparing Chinese
to English grammar is very difficult, and a thorough exploration of all
the differences in each short text or narrative would take a couple
dozen extra pages. (A good book for beginning grammar is "Chinese Made
Now, to the advantages of IC2: Everything in the textbook is given in
both traditional and simplified characters, except for the index at the
back of the book. (See caveat about workbook below.)
The workbook has a good amount of exercises and also an additional
text, a little story or anecdote (that you also have to look up the
vocabulary for, however). As another reviewer noted, though, the
workbook is mostly in traditional characters: only the additional texts
are given in both traditional and simplified; all the exercises are in
traditional only. (Once again, editorial inconsistency.)
A final, and most important, advantage is that there are lots of
resources for the IC series on the Internet. Lots of teachers who use
this textbook have set up websites for their students (and everyone else
who surfs) with voice recordings of the text, simplified
transliterations, pinyin transliterations, flashcards that you can print
out, flashcard and other games that you can play on line, grammar
lessons, etc. All you need to do is search "Integrated Chinese,"
"Integrated Chinese English translation text," etc., for what you need
to supplement an otherwise frustrating text.
And, of course, buy a few additional references like "Chinese Made
Easy," "Oxford Starter Chinese Dictionary," McNaughton's "Reading &
Writing Chinese," etc. The "Oxford Starter Dictionary" I especially
|2 of 2 people found the following review
Great textbook if you are willing to work, January 24, 2005
Pravit (New Mexico, USA)
This is a great textbook for people who are willing to take time,
work, and learn the language. I found the grammar explanations simple
and accompanied with plenty of examples in both Chinese and English.
There are minor typos(for example, sometimes a traditional version of a
character is written on the simplified page), but they really do not
detract from the quality of the book. The chapters are composed of a
large dialogue followed by a vocabulary list and grammar explanations,
as well as some exercises. However, he is exaggerating their use of
words not previously introduced. The dialogues do not use any words
which have not been introduced in an earlier chapter(and in some cases
they actually list words that they have already listed in previous
chapters). However, it is true that in the grammar examples some words
are used that were not introduced earlier - however, since these are
accompanied by English translation, there is really no problem there.
The dialogues were interesting and a pleasant departure from most other
textbooks that follow the amazing adventures of two Western tourists to
the ticket office. The dialogues cover everyday conversation topics, and
most of the chapters include a reading selection about Chinese culture.
I did find the exercises in the book a bit lacking, but this is why the
book comes with a workbook. At any rate, I found one dialogue to be
enough - they were indeed "monster" in size, as the reviewer below
stated. I found the grammar explanations sufficient and clear. For
anyone who has put back by the explanations the reviewer below quoted, I
will explain them:
"de hua is a particle. It is used in a hypothetical clause. It must be
followed by another clause"
A hypothetical clause is just that; a clause introducing some kind of
hypothetical situation. "If X, then Y" - the first clause would be the
hypothetical clause. The book clearly demonstrates this with
examples(this is taken from page 106):
"If you are going, make sure that you give me a call."
"If Mother insists on my studying medicine, then I'm not going to
"sui zhe is used in the first clause to indicate a changed circumstance.
The second clause introduces a concomittant change."
It is easy to understand why the reviewer below did not understand this;
he did state that he was working on the Chapter 6 homework, so it would
not be unreasonable to expect that he would not understand a grammatical
concept introduced 9 chapters later. But it seems his main gripe is with
the word "concomitant." If he would take the time to open a dictionary,
he would see that it means "accompanying", or something going "with"
something. And this is exactly what the examples given in the book
"With economic development, people's living standards are improving."
"With economic development" here is the clause with the changed
circumstance, "people's living standards are improving" is the
concomitant change(or, if you don't like the word "concomitant", the
change that comes with the first one).
In short, if you are not afraid of big words, and you have a decent
Chinese-English dictionary, the textbook should be a pleasure to work
through. It certainly was for me.
|4 of 4 people found the following review
A solid continuation of Integrated Chinese I, April 4, 2004
Reviewer: A reader
This textbook serves as a solid continuation of its first-year Chinese
counterpart, with a useful mix of review and new materials for the vast
majority of students who will begin second year Chinese after a long
summer hiatus. It does not baby you throuh every single grammar point
and vocabulary item, but this is the preferred method since if one is to
succeed in advanced Chinese he or she must be able to absorb a mix of
familiar and unfamiliar characters and grammar points. This is an
important skill which will be mandatory for anyone who pursues Chinese
to an advanced level, as even those foreigners who think they are
"fluent" in Chinese will consistently encounter characters and grammar
points they do not know and must make educated guesses based on their
knowledge of grammar and past vocabulary. As always, however, no
textbook is a substitute for a poor teacher, and those students
unfortunate enough to both be unmotivated and have a bad teacher will
likely find this textbook frustrating due to the fact that is a model
representation of what further studies in Chinese will inevitably
encompass - that is, neverending frustration overcome only by long
nights with a dictionary.
Integrated Chinese II includes both traditional characters and
simplified, and introduces extremely useful vocabulary and grammar which
will be essential for any intelligent speaker of Chinese to know. After
over a year in Taiwan and China, and being more or less fluent, I still
find my personal Chinese vocabulary largely made up of the vocabulary
and grammar points first encountered in this textbook and learned back
when I was in my second year Chinese class.
Simply put, for the motivated, serious student of Chinese who aspires
to eventually fluency, there is no better textbook available. Those who
feel otherwise are misplacing the inherent frustration of learning 3,000
Chinese characters mistakenly onto this textbook rather than on the
nature of the Chinese language itself (and possibly their subpar
|2 of 2 people found the following review
Good, yet has faults, April 4, 2004
Although this book and its accompanying workbook are not as strong as
the first year level, I still appreciate this textbook. One of the best
aspects of this book is the combination of speaking Chinese and written
Chinese, which I have discovered at Tsinghua to be so very, very
different. I might be able to understand everything that was said in
class, but at an accompanying page in the textbook, it may take some
time to uncover the same thing. IC2 is solid preparation for what should
be third year level when you should be focusing on reading.
I do not necessarily think this book should be a year long course (as I
am on the quarter system at University of Washington, I think two
quarters would be adequate). With the foundation that the level 1 books
provide, I think the number of vocab words is appropriate to the level,
in fact may be too few. The words have been useful here; the later
sections allow for conversations (albeit somewhat shallow) into
political topics and societal issues. And believe me, these are things
that many Chinese want to talk about with foreigners, particularly ones
from the States. Explanations although at times unclear, are generally
solid. One critic pointed to flaws for things that should not even be in
IC2 since they appear in level 1.
People have pointed to the problems of the workbook texts and the
traditional/simplified issue. These books are designed push your Chinese
and require instructor supplementing, but using a dictionary to look up
the new words should not take long (dictionary skills are VERY important
when you start reading real texts). I am firm believer that a person's
foundation (at least a couple hundred characters) should be in
traditional and later switch over to simplified even if they have no
intention of going to Taiwan or Hong Kong. Traditional characters are
still widely used on the mainland in signs, menus, and in hand-writing.
There are also many cultural relics (like stelas) that used traditional
characters. If the culture has appeal, then traditional characters are
an absolute necessity. Moreover, things like karaoke (KTV) make
traditional characters a must. There is a very ordered system for
turning traditional to simplified and it takes only days to figure out
completely, but it is impossible to go the other way around.
Although the book has some shortcomings and in some cases the
explanations are a little tough, the benefits outweigh the defects. It
introduces cultural idioms and issues with which all Chinese can
identify with. As for the typos and mistakes, the second edition is
coming to press soon and these errors will be redressed. But with a
proper instructor, these errors are not a significant detriment to IC2.
|4 of 5 people found the following review
Worst Chinese textbook I have ever read, December 12, 2003
I recently finished a semester of university Chinese using this book.
After finishing the course, I wrote a letter to the publishers of this
book trying to explain the errors in their effort. I did not even have
time or the energy to cover the mistranslations, merely the most obvious
ones such as not using simplified Chinese in the simplified sections and
only having the barest framework of simplified Chinese.
I also felt the grammar sections, aside from being only in traditional
Chinese, counter to its subtitle claim as being 'Traditional and
Simplified Character Edition', were at best poorly, and often times
totally without explanation. I believe that the material selected was
not chosen with much thought. I lived in China for several years where I
learned how to speak the language quite well. I made it a point to speak
more Chinese than English every day, yet only two or three times in
those years would I have wished to have reviewed any of the chapters in
this book. I cannot even recommend this book for use as a coaster for
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