言语篇：
致广大中国语言学习者/教育者的话：
原文：
“For language educators, we should remember, now and always, that the most important concept is that learning a language is far more than only learning vocabulary and grammar. As any language learner who has ever tried to learn another language will know it fairly well, a dictionary is NOT a sufficient resource on its own, since words alone are not enough. To communicate effectively we need to know how the syntax of the language works; in other words, we have to be able to combine words into meaningful message structures. So learning a language involves learning how to use the language in a way that MAKE SENSE to other people who speak the language. In other words, it is about making meaning with that particular language.
Once we take a functional view of language, we begin to think about language as a process of making meanings, weaving these meanings together coherently, and then further shaping them into purposeful wholes, or texts. Language education thus becomes the task of supporting language learners so they can participate in their process effectively.
At FORTUNE EDUCATION, we do NOT teach our students only to learn the dictionary definitions of sets of unrelated words separate from the texts in which they are used; nor do we ask our students to do activities with sets of irrelevant sentences or clauses and then ask students to change the tense/aspect/polarity/voice.
We teach our students to work with the language of whole AUTHENTIC texts. We teach students how to investigate the context of the texts they encounter and how to use knowledge of context to work with texts more effectively.
We, as linguists do, believe that understanding the context is essential for understanding a text completely, and then students must be able to explore the social and cultural world of the communities who use the language they are trying to control. In this way, students will learn to use the target language in soci-culturally relevant appropriate and purposeful ways. They will also learn how variation in context accounts for variation in language use.”
译文：
对广大的语言学习者来说，我们必须意识到：任何时候，一门语言的学习都不仅仅只是学习词汇和语法。就像任何一个学习过一门新语言的人,都知道这样一 个真理：字典上那些独立的词汇定义,对于学习语言来说是远远不够的。为了能够进行有效的沟通，我们必须要了解一门语言中的“语句”到底是如何构成的，换句 话来说，就是我们必须把词和句组合成为一种有“意义”的信息结构来进行表达。所以语言学习是学习如何使用这种语言来向其他使用这门语言的人，传达出正确的 “语义”。也就是说，用一门特定的语言来表情达意。
一旦我们展开了语言的功能视角，我们就会开始认识到语言本身，就是一个“意义”形成，并且把这些蕴含意义的讯息编织在一起融会贯通，进而塑造成为表 达“目的性”的一个整体语言段落的过程。因此，语言教育任务就是支持语言学习者，让他们能够自行有效的参与到这样的语言含义组织和表达过程。
在“奋志教育”，我们绝不会教我们的学生，仅仅学习词汇单独在字典上的意思，因为那些都是脱离“真实语境”，没有前后联动性的，单独的词汇；我们更不会要求学生做改变句子的时态、语态之类对语言的运用性毫无帮助的功课。
我们真正要做的是，教会我们的学生在“真实的语篇交流”中使用语言。我们教导学生如何联系遇到的语篇的背景，并且使用一些知识和已知信息来更有效地理解文章的含义。
作为语言学家，我们相信理解上下文是对通篇理解的前提，而作为学生还应该要在学习语言的过程中更好的去探索这种语言的社会和文化世界。通过这种方式，学生们将学会如何联系社会文化的方式来做“适当的”，“有效的“语言表达。
Martyas Lin LV
Director of Teaching and Research
FORTUNE EDUCATION
