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Leung, Genevieve Y., e Ming-Hsuan Wu. "Linguistic landscape and heritage language literacy education". Written Language and Literacy 15, n. 1 (30 gennaio 2012): 114–40. http://dx.doi.org/10.1075/wll.15.1.06leu.
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This paper investigates the ways languages are used in Philadelphia Chinatown through qualitative content analysis of 330 photos. Examining the linguistic landscape of public spaces exposes issues of linguistic tensions, language vitality, and language shift in multilingual settings. While Chinese in the form of Mandarin is highly publicized, thereby placing disproportionate emphasis upon one language over others, Philadelphia Chinatown shows diversity, coexistence, and creative uses of multiple Chinese languages alongside English. The signage suggests linguistic rescaling connecting real and imagined audiences, conforming to broader ‘Chinese’ linguistic norms while localized to connect to a range of Chineses. We show how linguistic and cultural pluralism of ‘Chinese’ have always existed – and continue to exist – and the importance of developing socially sensitive literacy pedagogy, especially when there is a mismatch between the informal, community-level signage and what is formally taught in ‘Chinese’ language classrooms in the U.S. Keywords: linguistic landscape; Chinatown; Chinese languages; literacy education; heritage language; education
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Kirkpatrick, Andy. "‘Chinese English or English Chinese?’". Global Chinese 1, n. 1 (1 aprile 2015): 85–110. http://dx.doi.org/10.1515/glochi-2015-1004.
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Abstract A question which is frequently asked in discussions about the future roles of English and Chinese (Modern Standard Chinese or Putonghua and often also referred to as Mandarin) in the Asia-Pacific region is whether Chinese will replace English as the primary regional language or lingua franca. In this article, I shall first consider the roles that each language is playing in China itself and within the Asia-Pacific region. I shall argue that it is important to take these languages together, as the combination of Modern Standard Chinese and English is threatening regional languages, including other major Chinese languages such as Cantonese. In dealing with these two major languages in combination, I shall also consider how each language has influenced and continues to influence the other linguistically, illustrating this with examples at the levels of lexis, syntax, rhetoric and pragmatic norms. I shall conclude by tentatively suggesting how the roles of these two languages may develop in future, and the potential sociolinguistic consequences of this.
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Akimov, Tokhir. "HEART RELATED PHRASES IN CHINESE AND THEIR SEMANTIC MEANINGS". INTERNATIONAL JOURNAL OF WORD ART 1, n. 3 (30 gennaio 2020): 5–15. http://dx.doi.org/10.26739/2181-9297-2020-1-1.
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There public of Uzbekistan and the PRChavesocio-economic relations, and the development of relations ground up for stable.Language hasa significant role in the development of handing over the foreign language requirements come out well.Among the foreign languages,priorityis given to the development of Chinese language.Chinese is one of the oldest languages in terms of its historical origin and perfection, and differs from other languages in that it has a language construction system, pictographic writing, and has lived in a state of "development" in terms of language development
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Ong, Teresa Wai See. "Family Language Policy, Language Maintenance and Language Shift: Perspectives from Ethnic Chinese Single Mothers in Malaysia". Issues in Language Studies 10, n. 1 (29 giugno 2021): 59–75. http://dx.doi.org/10.33736/ils.3075.2021.
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Family language policy comprises three components, namely, ideology, practice, and management. Using the conceptual framework of family language policy, this study draws on data from semi-structured interviews and participant observation to explore the role of mothers in the process of language maintenance and language shift in Malaysia. First, it investigates the language choices and ideologies of four Chinese single mothers from Penang that lead to speaking heritage languages and/or dominant languages with their children. Second, it examines the strategies for heritage culture maintenance adopted by these mothers. The study found that two of the mothers speak Chinese heritage languages with their children to reinforce emotional attachment and family cohesion. Conversely, two other mothers face socioeconomic and educational pressures in relation to maintaining Chinese heritage languages, which trigger a shift to using dominant languages such as Mandarin Chinese and English with their children. Nevertheless, all four mothers made efforts in exposing their children to ethnic Chinese cultures. The findings indicate that maintaining heritage languages in the current era has become a challenge for many families in Malaysia while speaking dominant languages is becoming a necessity.
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Quatrini, Amerigo. "Comparison between English Loanwords in Mandarin Chinese and Chinese Loanwords in English". International Journal of Languages, Literature and Linguistics 8, n. 3 (settembre 2022): 193–97. http://dx.doi.org/10.18178/ijlll.2022.8.3.347.
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Language is an organ in constant evolution and as such a diachronic approach should be taken when analyzing how speakers of a given languages use it in their everyday life. English and Chinese Mandarin have become two of the most spoken languages in the world and as such some sort of linguistic influence on one another must be expected to an extent. This paper should be taken as an introductory chapter of a very complex socio-linguistics topic that deserves to be researched indepth to be fully understood. This paper highlights the most common English loanwords in modern Chinese and vice versa, briefly giving a summary on why two foreign languages so far apart has becoming interlacing and blending in the everyday speech.
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Karsono, Ong Mia Farao. "Chinese language as an identity viewed by the younger Chinese ethnics in Indonesia". Journal of Language and Literature 5, n. 2 (30 maggio 2014): 5–10. http://dx.doi.org/10.7813/jll.2014/5-2/1.
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Denisenko, Vladimir N., e Zhang Ke. "Graphically Loanword from the Japanese Language in Modern Chinese Language". RUDN Journal of Language Studies, Semiotics and Semantics 10, n. 4 (15 dicembre 2019): 740–53. http://dx.doi.org/10.22363/2313-2299-2019-10-4-740-753.
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This article is devoted to the study of Japanese loanwords in Chinese and their classification. Particular attention is paid to the lexical units in writing in Chinese characters, coming from the Japanese language as graphic loanwords in modern Chinese and Japanese, popular on the Chinese-language Internet. The material of the study is loanwords of Japanese origin, selected from dictionaries and scientific works on this topic, as well as word usage in messages on Russian and Chinese Internet forums. We distinguish between two types of Japanese loanwords in Chinese according to how they are borrowed: phonetic and graphic borrowed words. Graphic borrowed from the Japanese language, including the actual Japanese words spelled in Chinese characters, and words created by the Japanese using Chinese characters to convey tokens of other languages, as well as the words of the ancient Chinese language, rethought by the Japanese to create terms, then returned back to modern Chinese language, constitute a characteristic group of graphic loanwords in Chinese.
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Xiaosheng, Liang, Liu Shicong e Christine Ferreira. "The Chinese Language". Antioch Review 46, n. 2 (1988): 254. http://dx.doi.org/10.2307/4611883.
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Xiao, Richard. "How different is translated Chinese from native Chinese?" International Journal of Corpus Linguistics 15, n. 1 (22 marzo 2010): 5–35. http://dx.doi.org/10.1075/ijcl.15.1.01xia.
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Corpus-based translation studies focus on translation as a product by comparing comparable corpora of translational and non-translational texts. A number of distinctive features of translational English in relation to native English have been uncovered. Nevertheless, research of this area has so far been confined largely to translational English translated from closely related European languages. If the features of translational language that have been reported on the basis of translated English are to be generalized as ‘translation universals’, it is of vital importance to find supporting evidence from non-European languages. Clearly, evidence from “genetically” distinct language pairs such as English and Chinese is arguably more convincing, if not indispensable. This article explores potential features of translational Chinese on the basis of two balanced monolingual comparable corpora of translated and native Mandarin Chinese. The implications of the study for translation universal hypotheses are also discussed.
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Hansen, Chad. "Chinese Language, Chinese Philosophy, and “Truth”". Journal of Asian Studies 44, n. 3 (maggio 1985): 491–519. http://dx.doi.org/10.2307/2056264.
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Pre-Han philosophical tradition did not address issues for which the concept of truth was central. Classical Chinese philosophy had virtually no metaphysical theory. The theory of language was mainly pragmatic. The semantic doctrines that were developed focused on terms rather than sentences or sententials. The Chinese theory of knowledge was primarily a theory of know-how and was not based on contrast between knowledge and belief. Chinese philosophy of mind treated heart-mind as a cluster of dispositional attitudes to make distinctions and to act upon, not as a repository of cognitive content about the world. Discussions of inference and semantic paradoxes used explicitly pragmatic terms rather than semantic ones. These differences can be partially explained by features of classical Chinese language in which compositional sentencehood is not important or syntactically obvious, and in which the counterparts of propositional attitudes take terms rather than sentences as objects.
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Azeem, Aftab, Tahira Naveed e Sadaf Jabbar. "Chinese Language Teaching in Pakistan Problems and Solutions". University of Wah Journal of Social Sciences 5, n. 1 (8 giugno 2022): 55–80. http://dx.doi.org/10.56220/uwjss2022/0501/04.
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The teaching of Chinese language in Pakistan has a history of more than 40 years, but it has only been in the past decade that it has become widespread. This paper aims to present a general overview of Chinese language teaching in Pakistani education system, to identify some of the theoretical issues and practical challenges this field is facing and finally propose the possible solutions to these problems. This is primarily a qualitative and descriptive study and questionnaire survey method has been employed to highlight the important issues and challenges that deserve serious attention from all stakeholders. Data analyses reveals that the Chinese language education in Pakistan is facing significant challenges in the area of Teaching Chinese as a Foreign Language (TCFL), pedagogy, curriculum and teaching material, teaching methodology, teacher’s professional development etc. The researcher recommends some solutions on the basis of these findings, which in turn can significantly influence the way Chinese language is being taught in Pakistan. This research is beneficial for all the stakeholders including policy makers, educationists, teachers, students, and researchers to help them incorporate TCFL into the Pakistani education system. Keywords: Teaching Chinese as Foreign Language, Challenges, Curriculum, Pedagogy
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Guruleva, T. L. "Framework of Reference for Chinese Language". Higher Education in Russia 27, n. 7 (31 luglio 2018): 153–63. http://dx.doi.org/10.31992/0869-3617-2018-27-7-153-163.
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The key theme of the article is the study of the competence of the framework of reference for Chinese language. The history of the development of the framework of reference for Chinese language in the PRC is briefly presented. The components of the communicative competence of the Chinese language and its level structure are studied. The author has performed a comparative analysis of the component structure and content of the components of the model of the communicative competence of the Chinese language with western, domestic and European models of communicative competence, as well as comparative analysis of the levels of the framework of reference for Chinese language with the levels of the Common European Framework of Reference for Languages. The conclusion is made about the specificity of the Chinese model of communicative competence, reflecting the features of the isolating Chinese language, the verbal syllabic Chinese hieroglyphic writing, the autochthonous Chinese culture, and the related features of teaching Chinese as a foreign language.
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WANG, YINGXU. "COGNITIVE LINGUISTIC PERSPECTIVES ON THE CHINESE LANGUAGE". New Mathematics and Natural Computation 09, n. 02 (luglio 2013): 237–60. http://dx.doi.org/10.1142/s179300571340005x.
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Chinese is one of the oldest and most widely used languages with an ideographic writing system. It is curious to analyze the advantages and disadvantages of Chinese in cognitive linguistics, cognitive informatics, and knowledge science. This paper presents a comparative study on the fundamental theories and formal models of Chinese and other languages. A number of interesting findings on the cognitive and social impacts of the widely used Chinese language are revealed. It is found that, although the idiographic languages are more efficient in language manipulation, the alphabetic languages contributed more to the development of the knowledge processing power of the brain. A set of fundamental properties of knowledge is elicited, which reveals that the knowledge space of an individual is proportional to both the number of concepts and the number of their relations developed in long-term memory of the brain. Toward a more powerful and efficient scientific language for rigorous inference, the expression means of the Chinese language may yet need to be extended in its abstraction mechanisms and a convergent approach to integrate and synergize observations and truths in order to form rigorous theories and a formal knowledge framework. The findings of this work provide a foundation for comparative studies on Chinese and other languages in particular, and for cognitive linguistics and knowledge science in general.
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Tan, Zhenghua, e Yanhua Guo. "The Philosophical Relationship Between the Origin of English and Chinese Affixes and Their Word Format". Theory and Practice in Language Studies 12, n. 12 (1 dicembre 2022): 2578–82. http://dx.doi.org/10.17507/tpls.1212.13.
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Western scholars believe that the difference between Chinese and Western languages is a conceptual gap in their traditions, apply the Western phonetic-centered language philosophy theory to study Chinese and Chinese characters, and put forward a series of ideas and views on the comparison of Chinese characters and Western languages, believing that Chinese characters as a thinking tool are far inferior to languages with perfect grammatical forms, and that Chinese remains in the childhood stage of human language development. This paper aims to reveal how Western scholars based on phonetic centrism and logocentrism ignore the particularity of Chinese characters, and should not copy the western language philosophy theory when understanding the nature of Chinese characters, but should pay attention to the characteristics and advantages of Chinese characters in the process of historical development.
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Khasanova, F. "INFLUENCE OF BUDDHIST SOURCES ON CHINESE LANGUAGE AND LITERATURE". Builders Of The Future 02, n. 02 (1 maggio 2022): 96–103. http://dx.doi.org/10.37547/builders-v2-i2-15.
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This article discusses the impact of Buddhism on Chinese linguistics and translation studies. On the basis of the historical development of cultural ties between China and India, the formation of the Chinese language of oral communication, the Chinese school of translation studies, is of particular importance. In the process of studying the genres of ancient Chinese spoken language as a source of language, a number of issues are clarified on the translation of Buddhist sutras into Chinese, their spread among the people, and the emergence of different genres accordingly.
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Ameer Ali e Maya Khemlani David. "Challenges of Teaching Chinese as a Subject in an English-dominated Region: Focus on Sindh, Pakistan". IARS' International Research Journal 12, n. 01 (28 febbraio 2022): 14–23. http://dx.doi.org/10.51611/iars.irj.v12i01.2022.182.
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Sindh is a multilingual province in Pakistan where politics of language and clash of language ideologies have played a significant role. English is viewed as a language of power, and Urdu is generally considered as a symbol of national cohesion in Pakistan. In Sindh both these languages are used in official and educational domains In Sindh’s language ecology, English occupies an important position. In addition to these two languages, Sindhi is widely spoken and is associated with Sindh’s regional and ethnic consciousness. Pakistan's pivot to China policy is slowly impacting language policy and planning in Sindh. Politicians have started talking about making Chinese a compulsory subject from grade 6 onwards in Sindh’s educational institutions. However, this language policy decision has met resistance from the English-speaking class, and the Urdu, Seraiki, and Sindhi speech communities who look at the imposition of Chinese language with distrust. The aim of this research article is to investigate how language teachers and students in Sindh react to the Chinese language policy and planning. A survey questionnaire was sent to participants to explore their perceptions of imposing the Chinese language in Sindh. 33 participants aged between 20 to 40 responded to 14 questions included in the survey. Extracts taken from their responses were codified into broader themes and qualitative analysis was carried out using Philipson’s (1992) imperialism concept. The findings showed that the pro-Chinese class is struggling to replace English in an ecology of language where speakers of minor languages are already resisting the hegemony of major languages.
Key words: Chinese; English; Languages; Sindhi; Urdu
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Aleksakhin, A. N. "Comparable Description of Phonological Systems of the Chinese and Russian Languages as a Scientific Basis for the Methodology of Teaching Russian Students the Sound Structure of Words of the Chinese Language". Prepodavatel XXI vek, n. 3, 2020 (2020): 158–72. http://dx.doi.org/10.31862/2073-9613-2020-3-158-172.
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Russian and Chinese, like all human languages, are objectively based on their unique phonological systems. The phonological system of the Chinese language is defined by the vocal dominant: 34 vowels and 25 consonants. The phonological system of the Russian language is characterized by the consonant dominant: 6 vowels and 35 consonants. A comparable description of the phonological systems of Chinese and Russian languages is carried out on the basis of a comparison of letter orthograms of the words of Chinese and Russian. Alphabetic orthograms of Chinese words were legally adopted in China in 1958. The developed and tested phoneme theory (consonant and vowel) to describe the sound system of the Chinese language reveals the general and special in phonetic-phonological structure of the words of the Russian and Chinese languages and provides comparability of descriptions of phonological systems of these languages.
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Lu, Sheldon. "Introduction: Chinese-language ecocinema". Journal of Chinese Cinemas 11, n. 1 (2 gennaio 2017): 1–12. http://dx.doi.org/10.1080/17508061.2016.1273599.
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Datta, Kamal K. "Modernisation of Chinese Language". China Report 24, n. 4 (novembre 1988): 469–71. http://dx.doi.org/10.1177/000944558802400405.
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Yan, Li. "Study on China’s Languages’ Status Planning for “The Belt and Road Initiative”: Proposing the Ecology-of-language Paradigm". Theory and Practice in Language Studies 8, n. 5 (1 maggio 2018): 492. http://dx.doi.org/10.17507/tpls.0805.05.
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Focusing on China’s languages’ status planning for “The Belt and Road Initiative”, this paper constructs a framework for China’s languages’ status planning goals and studies its application of Chinese and minority languages in the social context of “The Belt and Road Initiative” raised by China in 2013. The paper points out the focuses of Chinese and minority languages’ status planning in the form of both status policy planning and status cultivation planning and makes a detailed analysis from the ecology of languages paradigm. It is concluded that China’s languages’ status planning for “The Belt and Road Initiative” should focus on the international language spread of Chinese as second language, the inheritance of Chinese as heritage language, and language maintenance and language revival of the minorities, by providing different platforms for the languages to function complementarily at different levels. The paper also looks forward the application of ecology-of-language paradigm in China’s language planning would trend a sustainable road for language ecological crisis and human sustainable development in the construction of the Belt and Road for building a community with a shared future for mankind.
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Shapiro, Roman. "Chinese Pidgin Russian". Pidgins and Creoles in Asian Contexts 25, n. 1 (5 febbraio 2010): 5–62. http://dx.doi.org/10.1075/jpcl.25.1.02sha.
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The much-understudied Chinese Pidgin Russian (CPR) has existed at the Chinese–Russian border since at least the 18th century. Unlike many Western-based pidgins, it was formed in a territory where the lexifying language (Russian) was dominant. It also uses a typical inflecting language as its lexifier and an isolating language (Chinese) as its substrate. This paper considers the influence of both ‘parent’ languages at all CPR levels. The sources of CPR include: pidgin records and descriptions; ‘Russian’ textbooks compiled for the Chinese going to Russia; and works of literature depicting contacts between the Russians and indigenous peoples of Siberia, who often spoke a variety of CPR. Some of these sources are rarely accessible to Western linguists. The paper discusses all key aspects of CPR: history (both of the pidgin and its study), phonology (segmental inventory, stress, tone), morphology (verbs vs. non-verbs, final particles), syntax (syntactic roles, sentence and phrase word order, postpositions and prepositions, comparatives), and vocabulary (synonyms, loanwords, structural and semantic calques, ‘diminutive politeness’). The study provides new translations and etymologies for ‘difficult’ CPR words and sentences.
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Ting, Su-Hie, e Mahanita Mahadhir. "Towards homogeneity in homes languages". Australian Review of Applied Linguistics 32, n. 2 (1 gennaio 2009): 11.1–11.22. http://dx.doi.org/10.2104/aral0911.
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This preliminary study examines the languages used by parents with their children in Malay, Chinese Foochow and Indian Tamil families to find out how the similarity or dissimilarity in parents’ ethnic language influenced the choice of language transmitted to children and how far standard languages have permeated the family domain in Kuching City in the Malaysian state of Sarawak. Standard languages refer to the three main written languages taught in the school system, namely, English, Bahasa Malaysia (Malay language) and Chinese Mandarin. Interviews were conducted with 17 families (6 Malay, 6 Chinese Foochow, 5 Indian Tamil). The results showed that the ethnic language is mostly still retained in the Malay and Indian Tamil families but has been pushed out by English and Mandarin Chinese in Chinese Foochow families. English has emerged in parental communication with children to different extents across ethnic group. Bahasa Malaysia, on the other hand, is spoken in Malay families with parents from West Malaysia. Factors found to be influencing the parental decision on language to use with their children include similarity/dissimilarity of the couple’s ethnic languages, their educational background, family and social linguistic environment, instrumental value of languages and ethnic identity.
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Ting, Su-Hie, e ZZZ dummy contact - do not alter. "Towards homogeneity in homes languages". Australian Review of Applied Linguistics 32, n. 2 (2009): 11.1–11.22. http://dx.doi.org/10.1075/aral.32.2.02tin.
Testo completoAbstract (sommario):
This preliminary study examines the languages used by parents with their children in Malay, Chinese Foochow and Indian Tamil families to find out how the similarity or dissimilarity in parents’ ethnic language influenced the choice of language transmitted to children and how far standard languages have permeated the family domain in Kuching City in the Malaysian state of Sarawak. Standard languages refer to the three main written languages taught in the school system, namely, English, Bahasa Malaysia (Malay language) and Chinese Mandarin. Interviews were conducted with 17 families (6 Malay, 6 Chinese Foochow, 5 Indian Tamil). The results showed that the ethnic language is mostly still retained in the Malay and Indian Tamil families but has been pushed out by English and Mandarin Chinese in Chinese Foochow families. English has emerged in parental communication with children to different extents across ethnic group. Bahasa Malaysia, on the other hand, is spoken in Malay families with parents from West Malaysia. Factors found to be influencing the parental decision on language to use with their children include similarity/dissimilarity of the couple’s ethnic languages, their educational background, family and social linguistic environment, instrumental value of languages and ethnic identity.
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PETROVČIČ, Mateja. "Chinese as a Foreign Language in Slovene Upper Secondary Education and Outline of Curriculum Renewal". Acta Linguistica Asiatica 8, n. 1 (30 gennaio 2018): 27–37. http://dx.doi.org/10.4312/ala.8.1.27-37.
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This paper presents the position of Chinese in Slovene educational system. In most European countries, including Slovenia, the first foreign language is introduced in the lower grades of primary education, and the second foreign language as a compulsory subject is added a few years later, when students enter upper secondary education (ISCED 3). At the same time, the third foreign language may be added to the regular courses. Schools choose languages from a set list, and Chinese is one of the languages that can be taught at the ISCED 3 level. It is not available as second foreign language yet, but Chinese can be selected as a third foreign language. Recently, new initiatives have emerged to endorse Chinese as a second foreign language. The last part of the paper briefly highlights language curricula within the gimnazija programs and proposes the renewal of Chinese curriculum with four modules that provide horizontal and vertical continuity from ISCED 2 to ISCED 6.
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Deng, Fei, e Timothy V. Rasinski. "A Computer Corpus-Based Study of Chinese EFL Learners’ Use of Adverbial Connectors and Its Implications for Building a Language-Based Learning Environment". ACM Transactions on Asian and Low-Resource Language Information Processing 20, n. 5 (23 giugno 2021): 1–16. http://dx.doi.org/10.1145/3457987.
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This research adopts the methodology of corpus-based analysis and contrastive interlanguage analysis (CIA), using three corpora as the data source to analyze the adverbial connectors used by Chinese EFL (English as a foreign language) learners (i.e., university students in Guangzhou, China) in their written English. Major findings show that Chinese EFL learners have displayed a general tendency to overuse English adverbial connectors in terms of total tokens when compared with native speakers of English, and Chinese EFL learners deviate notably from the native speakers of English in the use of some individual English adverbial connectors. The research explores that Chinese EFL learners’ use of English adverbial connectors might be influenced by L1 transfer, writing handbooks’ and teachers’ instruction, learners’ lack of audience awareness, and lack of stylistic awareness. The research has some implications for language learning: a large collection of learner corpora, a target language's native speakers corpus, a learner's mother language corpus, and corpus software AntConc can complement textbooks in language learners’ deep learning process, constituting a language-based learning environment for human languages with reduced perplexity and increased accuracy.
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Hasel, Clarosa Amanda. "The Research Comparison Between the Consonants of Bahasa Indonesia and Chinese Mandarin". MANDARINABLE : Journal of Chinese Studies 1, n. 1 (12 agosto 2022): 1–9. http://dx.doi.org/10.20961/mandarinable.v1i1.322.
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Indonesian Students face a lot of difficulties when learning Chinese Mandarin, it is very common that them to mispronounce the consonants of Chinese Mandarin. There are not a lot of Indonesian Students who can pronounce Chinese Mandarin consonants accurately. Phonetics teaching is a very important part of learning other languages. Bahasa Indonesia is classified as “The Family of Austronesian Language”, and Chinese Mandarin is classified as Sino-Tibetan Language System. Although they have a different language systems, the two languages have a lot of similarities and differences in every aspect of it. If we look at the consonants of Bahasa Indonesia and Chinese Mandarin, Bahasa Indonesia has 23 consonants, and Chinese Mandarin has 22 consonants. These 2 kinds of languages have similarities and different points of the pronunciation and pronunciation methods.
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Zhu, Qingzhi, e Bohan Li. "The language of Chinese Buddhism". International Journal of Chinese Linguistics 5, n. 1 (10 agosto 2018): 1–32. http://dx.doi.org/10.1075/ijchl.17010.zhu.
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Abstract This is a more detailed introduction of the language of Chinese Buddhism based on our latest research of Buddhist Chinese, which is a modern Chinese historical linguistic category applied to a form of written Chinese originated for and used in Buddhist texts, including the translations into Chinese of Indian Buddhist scriptures and all Chinese works of Buddhism composed by Chinese monks and lay Buddhists in the past. We attempt to answer in this paper the following questions: What is Buddhist Chinese? What is the main difference between Buddhist Chinese and non-Buddhist Chinese? What role did this language play in the history of Chinese language development? And what is the value of this language for the Chinese Historical Linguistics?
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Lin, Jia. "Language learning strategy and language learning achievement". Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52, n. 2 (10 novembre 2017): 148–71. http://dx.doi.org/10.1075/csl.52.2.03lin.
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Abstract This study investigates the relationship between language learning achievement and the use of language learning strategy among intermediate Chinese as a second language (L2) learners. A total of 62 students from an intermediate Chinese course participated in this study. Strategy Inventory for Language Learning (SILL) (Oxford, 1989) was used to assess participants’ strategy use frequency. Correlation, one-way ANOVA, and ANOVA post hoc tests were performed for data analysis. Key findings suggest that: (1) initiative, communicative orientation, and risk taking are good behavioral predictors of Chinese L2 achievement; (2) medium-achieving learners are more active in using strategies, especially cognitive and memory strategies. These investigations of strategy use within and across achievement groups revealed both Chinese L2 learners’ characteristics in strategy use, and also the problems and challenges that learners with different achievement levels encounter. Multiple pedagogical implications are provided at the end of this article.
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Longwei, Q. "Ontological approach to Chinese text processing". Doklady BGUIR 18, n. 6 (1 ottobre 2020): 49–56. http://dx.doi.org/10.35596/1729-7648-2020-18-6-49-56.
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To implement natural language user interface and an intelligent answer to questions, the knowledgebased semantic model for Chinese language processing is proposed. The article gives careful consideration to the existing methods and various knowledge bases for natural language processing. The analysis of these methods has led to the conclusion that in natural language processing, the knowledge base is the most fundamental and crucial part. The knowledge base makes it possible to ensure processing of a natural language based on initially described knowledge and to explain the processing operations. By virtue of the analysis of various methods for constructing knowledge bases about the English and Chinese languages, an ontological approach to the Chinese language processing was proposed. The Chinese language processing model has two main aspects: the design of knowledge base about the Chinese language and the development of ontology-based knowledge processing machine. The proposed approach is aimed at developing a semantic model of knowledge on the Chinese language. As a stage in the implementation of the approach, I designed the ontology of the Chinese language that can be applied for further processing of the language. This paper considers the preliminary version of the ontology and the principle of building a knowledge base about the Chinese language. There are no uniform standards and evaluation system for designing an ontology. Expansion, refinement and evaluation of the ontology require further research.
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Vollmann, Ralf, e Tek Wooi Soon. "Language change and convergence in multilingual Malaysian Chinese". Global Chinese 6, n. 1 (28 aprile 2020): 49–67. http://dx.doi.org/10.1515/glochi-2020-0002.
Testo completoAbstract (sommario):
AbstractBackgroundIn the multilingual situation of Malaysia, standard languages and spoken vernaculars are interacting in intricate ways whereby various spoken languages share a pool of words from Malay, English and Mandarin. Structurally, all languages converge and influence the spoken varieties of the standard languages.Material and methodThis contribution observes the situation from the viewpoint of Hakka speakers. In an analysis of the communicative practices in an extended Hakka family and their non-Hakka friends, the interactions of the various languages in borrowing and code-switching have been analysed and later discussed with speakers. It is expected that standard languages influence language use over time.AnalysisThe adult generations of the family speak Hakka and effortlessly mix with other languages. Intergenerationally, language change (and possibly language loss) can be observed for Hakka. Mandarin is gaining importance for all speakers. At the same time, loanwords and loan translations from Malaysian, English and Mandarin are frequent. This Malaysian vocabulary is shared by all spoken languages, with only few differences in usage. Standard Chinese is gradually replacing old Hakka words in Hakka.ConclusionsAs can be expected, the spoken languages such as Hakka are quickly losing traditional lexemes and phrases, while Mandarin Chinese as well as English and Malaysian words are used in Hakka; at the same time, spoken Mandarin and spoken English converges structurally with the substratic Chinese dialects.
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Wong, Kevin Zi-Hao, e Ying-Ying Tan. "Being Chinese in a global context: Linguistic constructions of Chinese ethnicity". Global Chinese 3, n. 1 (1 gennaio 2017): 1–23. http://dx.doi.org/10.1515/glochi-2017-0001.
Testo completoAbstract (sommario):
AbstractTo date, there has not been a large corpus of research looking at how different Chinese populations perceive language to be a part of their Chinese ethnicity. Even where this has been done, no attempts have been made to compare these perceptions across Chinese populations of different polities, to see if and how they differ. To fill this gap, this paper examines and compares the relationship between Mandarin-Chinese, “dialects”, and English, and the construction of Chinese ethnicity amongst Chinese Malaysians, Chinese Singaporeans, and Mainland Chinese. It does this through a questionnaire study employing 100 participants from each group, taking into account beliefs about the importance of these languages to the everyday experience of being Chinese, self-declared language proficiency, and self-declared language use. The results of the study suggest that “dialects” are becoming less important to Chinese ethnicity amongst all three groups, particularly amongst Chinese Singaporeans. Meanwhile, English is becoming more important amongst Chinese Malaysians and Chinese Singaporeans, once again particularly amongst the latter. While Chinese Malaysians continue to perceive Mandarin-Chinese as being the language most important to Chinese ethnicity, Chinese Singaporeans’ beliefs reflect English’s dominance over Mandarin-Chinese in nearly every aspect of everyday social life. These findings underscore how Chinese ethnicities in different parts of the world need to be understood on their own terms, and how language can be a vital clue as to how different Chinese ethnicities are constructed in the global context.
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Kurpaska, Maria. "The effects of language policy in China A". Język. Komunikacja. Informacja, n. 12 (28 marzo 2019): 14–24. http://dx.doi.org/10.14746/jki.2017.12.1.
Testo completoAbstract (sommario):
The population of China consists of 56 officially recognised ethnic groups, which speak (depending on the criteria used) from 135 to nearly 300 languages. About 90% of the population declare themselves as belonging to the Han-Chinese nationality. The language spoken by this majority is by no means uniform, the varieties of Chinese are so diversified, that most of them are mutually unintelligible, and some linguists even call them separate languages. The remaining 10% speak languages that are classified into five language families. Is it possible to introduce one common language in a country with the largest population on Earth? China has been carrying out such a language policy since the 1950s. The goal is to spread the national standard – Mandarin, or Putonghua, all over the country, so that all inhabitants could communicate freely. This idealistic work is already very advanced and it has caused vast changes in the linguistic landscape of China. Not all the rights of minority languages declared in the constitution are respected. Also the non-Mandarin varieties of Chinese are subject to unification and noticeable changes are ongoing in the local tongues. This paper shows the various aspects of Chinese language policy, the positive and negative effects it has on the languages spoken in China.
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Hwa, Siew Pei, Pang Set Weei e Lew Hoi Len. "The Effects of Blended Learning Approach through an Interactive Multimedia E-Book on Students’ Achievement in Learning Chinese as a Second Language at Tertiary Level". International Journal of Computer-Assisted Language Learning and Teaching 2, n. 1 (gennaio 2012): 35–50. http://dx.doi.org/10.4018/ijcallt.2012010104.
Testo completoAbstract (sommario):
Almost all higher institutions in Malaysia offer Chinese as a second language (some may consider as a third language) course. Universiti Tunku Abdul Rahman offers an elective subject called ’Introduction to Chinese Language I’ to teach the basis of Chinese to non-Chinese educated students. In general, the majority of foreign language is taught face-to-face in classrooms. There are three crucial challenges in learning Chinese as a second language: pronunciation, Chinese writing, and verbal communication skills. Hence, Chinese language is recognized as one of the most challenging and difficult languages to master. Teaching a language in the classroom improves significantly when technology complements and extends the functionality of the traditional methods. In view of the limitations of traditional instruction and e-learning approaches, this paper explores the possibilities of introducing a blended learning approach in TCSL (Teaching Chinese as a Second Language) classrooms at a tertiary level. The focus of this study is to determine the efficiency of the blended learning environment in which instructions are imparted through the blend of existing instructional methods and an interactive multimedia e-book. It also studies the impact on students’ achievement in Chinese language proficiency.
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Nkrumah, Bright, e Raymond Asamoah. "Ghanaian Chinese Language Learners’ Perception of Chinese Characters". Journal of Foreign Language Teaching and Learning 7, n. 2 (12 ottobre 2022): 329–52. http://dx.doi.org/10.18196/ftl.v7i2.14077.
Testo completoAbstract (sommario):
This paper investigated students’ perception of learning Chinese characters at the University of Ghana. The Chinese writing system is an exclusive indispensable script that forms part of the Chinese culture. However, the complexity, forms, strokes, pronunciation, radicals, and orthography structure of the characters makes it difficult for Ghanaian students to learn the Chinese language. A qualitative and quantitative design was used for the study. Of 338 students, 183 participated in the study from the first to the fourth year. Purposive sampling was used to select the students to respond to the questionnaire and share their opinions about the Chinese characters in interviews. The findings showed that (a) reading and writing of the Chinese characters were perceived to be more difficult than speaking. (b) the Chinese character radicals, forms, remembering of strokes, orders, numbers, and the orthography structure of the Chinese characters were a hurdle for Chinese language learners. Suggestions were made to urge students to cultivate the habit of consistently practicing the characters through collective participation and learning. The language learners need to do away with excuses, fear, and make-believe obstructions and spend more time in the learning process to enhance their skills in the Chinese writing system.
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Dai, Ruqian. "Learn Chinese Language Starting from “Basic Chinese Characters”". Han-Character and Classical written language Education 28 (30 maggio 2012): 83–97. http://dx.doi.org/10.15670/hace.2012.28.1.083.
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Xu, Lin, e Wen Gao. "Study on translating Chinese into Chinese sign language". Journal of Computer Science and Technology 15, n. 5 (settembre 2000): 485–90. http://dx.doi.org/10.1007/bf02950413.
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Le Pham, Quoc Hung. "The Meanings and Structural Forms of the Measure Word for Nouns in Chinese and Vietnamese". International Journal of Linguistics 13, n. 1 (25 febbraio 2021): 1. http://dx.doi.org/10.5296/ijl.v13i1.16890.
Testo completoAbstract (sommario):
In the field of language research, the measure word is an interesting research topic. In the world language, some languages have measure words, some languages have not. Both Chinese and Vietnamese belong to the language rich in measure words, but due to the differences in language system, cognition and cultural color, there are some differences in the expression of their syntactic structure of the measure word for noun. This study starts from the comparison of Chinese and Vietnamese languages, focusing on the meaning and structure of the measure word for noun commonly used in Chinese and Vietnamese, in order to find the similarities and differences between them.
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Gapur, Abdul, Dina Shabrina Putri Siregar e Mhd Pujiono. "LANGUAGE KINSHIP BETWEEN MANDARIN, HOKKIEN CHINESE AND JAPANESE (LEXICOSTATISTICS REVIEW)". Aksara 30, n. 2 (31 dicembre 2018): 301. http://dx.doi.org/10.29255/aksara.v30i2.267.287-302.
Testo completoAbstract (sommario):
Mandarin and Hokkien Chinese are well known having a tight kinship in a language family. Beside, Japanese also has historical relation with China in the eld of language and cultural development. Japanese uses Chinese characters named kanji with certain phonemic vocabulary adjustment, which is adapted into Japanese. This phonemic adjustment of kanji is called Kango. This research discusses about the kinship of Mandarin, Hokkien Chinese in Indonesia and Japanese Kango with lexicostatistics review. The method used is quantitative with lexicostatistics technique. Quantitative method nds similar percentage of 100-200 Swadesh vocabularies. Quantitative method with lexicostatistics results in a tree diagram of the language genetics. From the lexicostatistics calculation to the lexicon level, it is found that Mandarin Chinese (MC) and Japanese Kango (JK) are two different languages, because they are in a language group (stock) (29%); (2) JK and Indonesian Hokkien Chinese (IHC) are also two different languages, because they are in a language group (stock) (24%); and (3) MC and IHC belong to the same language family (42%).
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Gapur, Abdul, Dina Shabrina Putri Siregar e Mhd Pujiono. "LANGUAGE KINSHIP BETWEEN MANDARIN, HOKKIEN CHINESE AND JAPANESE (LEXICOSTATISTICS REVIEW)". Aksara 30, n. 2 (31 dicembre 2018): 301. http://dx.doi.org/10.29255/aksara.v30i2.267.301-318.
Testo completoAbstract (sommario):
Mandarin and Hokkien Chinese are well known having a tight kinship in a language family. Beside, Japanese also has historical relation with China in the eld of language and cultural development. Japanese uses Chinese characters named kanji with certain phonemic vocabulary adjustment, which is adapted into Japanese. This phonemic adjustment of kanji is called Kango. This research discusses about the kinship of Mandarin, Hokkien Chinese in Indonesia and Japanese Kango with lexicostatistics review. The method used is quantitative with lexicostatistics technique. Quantitative method nds similar percentage of 100-200 Swadesh vocabularies. Quantitative method with lexicostatistics results in a tree diagram of the language genetics. From the lexicostatistics calculation to the lexicon level, it is found that Mandarin Chinese (MC) and Japanese Kango (JK) are two different languages, because they are in a language group (stock) (29%); (2) JK and Indonesian Hokkien Chinese (IHC) are also two different languages, because they are in a language group (stock) (24%); and (3) MC and IHC belong to the same language family (42%).
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Цзинь, Лянь. "Comparative-semantic analysis of the adverb of time frequency in the Chinese and Russian languages". Litera, n. 7 (luglio 2021): 80–89. http://dx.doi.org/10.25136/2409-8698.2021.7.36030.
Testo completoAbstract (sommario):
This article presents a comparative research of adverbs with the meaning of time in the Russian and Chinese languages. Analysis is conducted on the adverb of time in the Russian languages; characteristic is given to macro- and micro-aspects. Macro-description is an attempt to determine and classify the adverbs of time. Micro-aspect, first and foremost, implies semantic analysis of a specific adverb of time. The subject of this research is the adverb of time ‘always’ in the Russian language in comparison with the corresponding adverb in the Chinese language. The goal of this research consists in the analysis of semantic characteristics and variables that depend on the semantics of grammatical and pragmatic characteristics of the adverb of time frequency “always” in the Russian as compared to the Chinese language. The scientific novelty lies in description of the macro- and micro- aspects, identification of semantic and compatible characteristics of the adverb of time frequency ‘always ' in the Russian languahe in comparison with the corresponding adverb in the Chinese — 总是 [zong shi]. The acquired results indicate that the use of the adverb ‘always’ with the meaning of continuity or frequency requires fulfilling certain conditions. This article can be valuable in further research on the topic, in theory and practice of translation, as well as in teaching Russian as a foreign language to the Chinese students.
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Huang, Hanjing, e Pei-Luen Patrick Rau. "The first–second language influence on framing effects and loss aversion of balanced bilinguals". International Journal of Bilingualism 24, n. 2 (7 dicembre 2018): 129–40. http://dx.doi.org/10.1177/1367006918813646.
Testo completoAbstract (sommario):
Aims: We aimed to investigate the effects of language on the decision-making of bilinguals when they possess almost equal proficiencies in these languages. Methodology: Chinese–English bilinguals were asked to make decisions in Chinese or English. In the first experiment, we used a financial crisis problem to investigate the effects of language on the framing effect. In the second experiment, we used two gambling tasks to investigate the effects of language on people’s loss aversion in hypothetical and real bets. Data and analysis: Participants had similar proficiencies in Chinese and in English. Two hundred and twelve Chinese–English bilinguals took part in the first experiment. Their decision data were analysed using chi-squared tests. Ninety-six Chinese–English bilinguals took part in the second experiment. Their decision data were analysed using ANOVA and t-tests. Findings: Framing effects were reduced in the English condition. Chinese–English bilinguals were risk-averse for gains and risk-seeking for losses when choices were presented in Chinese, but this asymmetry disappeared when the choices were presented in English. However, the results indicated that the language did not have significant effects on Chinese–English bilinguals’ loss aversion in hypothetical and real bets. Originality: This is among the first studies to investigate the effects of language on decision-making in balanced bilinguals who have similar proficiencies in different languages. Significance/implications: The findings suggest that language still influences the framing effect, even in balanced bilinguals who have similar proficiencies in different languages.
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HU, PETER. "Adapting English into Chinese". English Today 20, n. 2 (29 marzo 2004): 34–39. http://dx.doi.org/10.1017/s0266078404002068.
Testo completoAbstract (sommario):
WHY IS English a global language? Although the reasons are manifold – historical, geographical, economic, political, social, cultural – the key reason, it seems to me, is linguistic: its morphology is simple, many of its words are short and pithy, and among the key world languages it has the largest vocabulary. These features have helped it become the most widely used language in the world: a situation that makes Uncle French and Grandpa German envious. English has been open-minded since childhood. In the long process of exchange, English words lost most of their inflections and words of different origins were mixed together (Burchfield 1984:13). Unlike traditional German and French, English has been open to foreign penetration and never drives new words out. It is this openness that continually enriches the language. Chinese also likes to borrow from other languages. Old Chinese borrowed 35,000 words from Buddhism, and Modern Chinese has absorbed countless words from Western civilizations. This paper inquires into the mutual borrowing between English and Chinese, summarizes the techniques of borrowing words from English into Chinese, and asserts that semantic transliteration is the best approach to adopting foreign words.
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Aleksachin, A. N. "Schools of Chinese, Vietnamese, Burmese, Laotian, Thai and Khmer languages". MGIMO Review of International Relations, n. 5(38) (28 ottobre 2014): 264–66. http://dx.doi.org/10.24833/2071-8160-2014-5-38-264-266.
Testo completoAbstract (sommario):
School of teaching Chinese, Vietnamese, Burmese, Laotian, Thai and Khmer languages functions under the same title as the department, which was established in 1954 at the Department of Chinese Language of the Moscow Institute of Oriental Studies. MGIMO graduates with the knowledge of the Chinese language are successfully working in the structural units of the Russian foreign Ministry and all over the world, in various government agencies and major companies. Currently, the number of students studying Chinese language is 128 people as a first language.
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Wang, Yuanbo, Menglin Du, Keke Yu, Guangyin Shen, Ting Deng e Ruiming Wang. "Bi-directional cross-language activation in Chinese Sign Language (CSL)-Chinese bimodal bilinguals". Acta Psychologica 229 (settembre 2022): 103693. http://dx.doi.org/10.1016/j.actpsy.2022.103693.
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Sikri, Rohan. "Philosophy of Language, Chinese Language, Chinese Philosophy: Constructive Engagement ed. by Bo Mou". Philosophy East and West 69, n. 2 (2019): 668–70. http://dx.doi.org/10.1353/pew.2019.0053.
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Peacock, Christopher. "Unsavory Characters". Prism 18, n. 2 (1 ottobre 2021): 385–408. http://dx.doi.org/10.1215/25783491-9290655.
Testo completoAbstract (sommario):
Abstract From early works such as “Ralo” (1997) to the more recent “Black Fox Valley” (2012), the acclaimed Tibetan author Tsering Döndrup has demonstrated a consistent interest in the impact of the Chinese language on Tibetan life. This article examines the techniques and implications of Tsering Döndrup's use of Chinese in his Tibetan language texts, focusing on his recent novella “Baba Baoma” (2019), the first-person account of a rural Tibetan boy who attends a Chinese school and ends up stuck between two languages. In a major departure from Tsering Döndrup's previous work on the language problem, this text directly incorporates untranslated Chinese characters, blending them with Tibetan transliterations and Hanyu Pinyin (i.e., the Latin alphabet) to create a deliberately disorienting linguistic collage. This article argues that this latest work pushes Tsering Döndrup's previous experiments to their logical conclusion: a condition of forced bilingualism, in which the author demands of his readers fluency in Chinese in order to access his Tibetan language fiction. This critique of the Sino-Tibetan linguistic crisis puts the author's work into conversation with global postcolonial literatures and the politics of resistance to language hegemony. By demonstrating the Tibetan language's capacity for literary creation, the story effectively resists the hegemony it depicts, even while it suggests that the Tibetan literary text itself is in the process of being fundamentally redefined by its unequal encounter with the Chinese language.
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Yan, Liu, Tang Yingjuan e Cai Jing. "The Comparative Study of Chinese Character Teaching between Chinese as First Language and Chinese as Second Language". American Journal of Educational Research 3, n. 1 (1 gennaio 2015): 1–4. http://dx.doi.org/10.12691/education-3-1-1.
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Gorbatenko, Olga G., e Jan Chunlai. "Exploring Chinese Language Particles Use to Teach Non-native Speakers". Journal of Advanced Research in Dynamical and Control Systems 11, n. 12-SPECIAL ISSUE (31 dicembre 2019): 1383–89. http://dx.doi.org/10.5373/jardcs/v11sp12/20193358.
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Akmalovna, Sultanova Lola. "Medical Terms Involving药【yào】Morpheme in Modern Chinese Language". International Journal of Psychosocial Rehabilitation 24, n. 5 (31 marzo 2020): 1361–68. http://dx.doi.org/10.37200/ijpr/v24i5/pr201806.
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Pang, Shuangzi, e Kefei Wang. "Language contact through translation". Target. International Journal of Translation Studies 32, n. 3 (21 maggio 2020): 420–55. http://dx.doi.org/10.1075/target.19001.pan.
Testo completoAbstract (sommario):
Abstract This article investigates the role of translations from English in language change in Chinese. It employs a new corpus, the Chinese Diachronic Composite Corpus (CDCC), which incorporates a parallel corpus and comparable corpus in three sampling periods in the twentieth century, and a reference corpus as a starting point in the timeframe. We examine whether explicitness in English–Chinese translations has exerted an impact on the target language, focusing on adversative conjunctions as a measure of explicitness. The results of the study demonstrate that: (1) translated Chinese texts have changed in step with original Chinese texts in the frequency of adversative conjunctions; (2) translated Chinese texts and original Chinese texts are interrelated throughout the three periods, but the correlation between them has changed perceptibly over the three sample points; and (3) source language interference found in translated Chinese texts increases over the three periods.