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Kirkpatrick, Andy. "‘Chinese English or English Chinese?’". Global Chinese 1, nr 1 (1.04.2015): 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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Quatrini, Amerigo. "Comparison between English Loanwords in Mandarin Chinese and Chinese Loanwords in English". International Journal of Languages, Literature and Linguistics 8, nr 3 (wrzesień 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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HU, PETER. "Adapting English into Chinese". English Today 20, nr 2 (29.03.2004): 34–39. http://dx.doi.org/10.1017/s0266078404002068.
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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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Xiao, Richard. "How different is translated Chinese from native Chinese?" International Journal of Corpus Linguistics 15, nr 1 (22.03.2010): 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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Wu, Qi. "A Related Study between Language and Gender". English Language Teaching and Linguistics Studies 6, nr 4 (16.07.2024): p86. http://dx.doi.org/10.22158/eltls.v6n4p86.
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Nowadays as we all know, English is one of the most widely used languages in the world and Chinese is also the language that is used by most population in the world. English is a part of the Indo-European while Chinese belongs to Han-Tibetan languages. They have different historical development trajectories and choose different written systems. English and Chinese are both important representatives of Eastern and Western cultures. If you conduct comparative study of these two languages, it is helpful to understand the essential features of the language and reveal the deep structure of the Eastern and Western cultures. Studying gender discrimination in English and Chinese languages comprehensively and systematically, which is contrasting the similarities and differences between languages and cultures of English and Chinese, can provide a reference for understanding language, culture, thinking and national psychology. It can also improve the understanding of languages and cultures.
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Liang, Ruohan, i Junxiao Zhang. "Exploring the Influence of L1 Chinese on L2 English Acquisition". Lecture Notes in Education Psychology and Public Media 18, nr 1 (26.10.2023): 239–44. http://dx.doi.org/10.54254/2753-7048/18/20231327.
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The impact of L1 Chinese on L2 English acquisition has received more attention as more Chinese students study English as a second language. This paper reviews previous research on Second Language Acquisition (SLA) and introduces some factors that can influence language transfer. The writers focus on three linguistic aspects, syntax, lexicon, and phonology, to explore how English as Second Language (ESL) learners L1 Chinese has influenced their English acquisitions. Results found that: 1) Syntax: The syntax structure includes many factors influencing Chinese learners English acquisition, such as subjects, verbs, and adverbs. English requires an issue while Chinese tend to omit the subject; English has a verb conjugation system while Chinese does not; and English adverbs can be placed in different positions according to the type while Chinese adverbs are mainly set in the middle; 2) Lexicon: Lexical errors may occur when ESL learners may make errors when they meet the differences in linguistic features such as polysemy, part of speech and word collocations between the two languages.; 3) Phonology: As Chinese is a tonal language and English is a non-tonal language, their tones of phonology are, to some extent, different, which might cause ESL learners confusion. These features of Chinese and English differ, and how these disparities have prevented positive language transfer from Chinese to English is explored. As a result, this study can inform second language instructors of the distinctions between the two languages and offer resources for future instruction of ESL students.
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Huang, Hanjing, i Pei-Luen Patrick Rau. "The first–second language influence on framing effects and loss aversion of balanced bilinguals". International Journal of Bilingualism 24, nr 2 (7.12.2018): 129–40. http://dx.doi.org/10.1177/1367006918813646.
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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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Yajun, Jiang. "English as a Chinese language". English Today 19, nr 2 (kwiecień 2003): 3–8. http://dx.doi.org/10.1017/s0266078403002013.
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Some observations on the possible indigenization of English in mainland China. China boasts the largest English-learning population in the world. ‘It seems there are more people learning to speak English in China than there are English speakers in the whole of the United States’. Over 200 million children, about 20% of the total in the world, are learning English in schools, and about 13 million young people at university. The Chinese government has decided to offer English as a compulsory course nationwide from the third year at primary school. While schools in rural areas are trying to find qualified English teachers, those in large cities like Beijing and Shanghai have begun to do so as soon as the children start school at the age of six.
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Zhou, Lan, i Qiang Sun. "A Contrastive Analysis of Explicit Cohesion in English Advertising Texts and Their Chinese Consecutive Interpretation Versions". Theory and Practice in Language Studies 9, nr 4 (1.04.2019): 465. http://dx.doi.org/10.17507/tpls.0904.15.
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Although much research has been conducted on language features of advertising, little has been reported on the contrast between language use in advertisements, particularly advertisements in English and those in Chinese. Drawing on Halliday and Hasan’s theory about cohesion in text, this paper reports on the explicit cohesion devices used in advertising texts in English and Chinese. The data were derived from Singapore, a multilingual country where English and Chinese are two important languages. A total of thirty advertisements in English and their Chinese versions were analyzed for the distribution of explicit cohesive devices, i.e., lexical cohesion and grammatical cohesion. The study reveals that advertisements in English used more reference and conjunction devices than those in Chinese, whereas Chinese language advertisements employed more ellipsis devices than English language advertisements. It also finds that there were no differences in the use of substitution and lexical devices in English or Chinese language advertisements. The conclusion of the study is finally drawn and the further study is suggested.
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Wang, J. "Contrast between English and Chinese in Language Learning". ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 104, nr 4 (2023): 123–25. http://dx.doi.org/10.18411/trnio-12-2023-218.
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The article compares and analyzes the English and Chinese languages in terms of culture, expression habits, parts of speech and sentence structure. So we learn to understand the commonalities and differences between the English and Chinese languages, and explore the impact of the EnglishChinese language comparison on English learning.
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Mushangwe, Herbert. "Challenges and Strategies in Translating Chinese and English Prepositions into Standard Shona". TranscUlturAl: A Journal of Translation and Cultural Studies 9, nr 1 (22.06.2017): 157. http://dx.doi.org/10.21992/t9192f.
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The present study focuses on the challenges and strategies in translating Chinese or English prepositions into Shona. These two languages were chosen mainly because Chinese is becoming one of the most influential foreign language in Zimbabwe while, English is also one of the widely spoken foreign language in many countries. As already observed in some previous research, English and Chinese prepositions are captured in Shona phrases as morphemes. Words are the smallest elements that may be uttered in isolation with semantic or pragmatic content. This differs from morphemes which are defined as smallest units of meaning which cannot necessarily stand on their own. Research shows that Chinese and English prepositions do not have direct equivalent prepositions in Shona. We observed that Shona employs substitutes for Chinese and English prepositions, making translation of prepositions from other languages into Shona challenging.
Keywords: Prepositions; Shona; cross language comparison; Chinese and English, translation
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Ameer Ali i Maya Khemlani David. "Challenges of Teaching Chinese as a Subject in an English-dominated Region: Focus on Sindh, Pakistan". IARS' International Research Journal 12, nr 01 (28.02.2022): 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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Leung, Genevieve Y., i Ming-Hsuan Wu. "Linguistic landscape and heritage language literacy education". Written Language and Literacy 15, nr 1 (30.01.2012): 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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Wang, Junhui. "A Study on Chinese and English Transfer in French Writing of L3 French Language Beginners". International Journal of Languages, Literature and Linguistics 9, nr 1 (luty 2023): 42–50. http://dx.doi.org/10.18178/ijlll.2023.9.1.379.
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In order to investigate the language transfer existing in the field of third language acquisition, and to provide effective strategies of learning two or more languages, this research, based on theories related to the third language acquisition and error analysis, collected 32 French compositions written by English majors’ undergraduates as a corpus, analyzed errors in those compositions, and further discussed the negative transfer of Chinese and English in their French learning. Eight types of errors from the lexical and syntactic perspectives were identified in the research findings. What is more, the negative transfer of English and Chinese appeared at both lexical and syntactic level, and the negative transfer of English is more than Chinese. “lexical errors” occupied more than “syntactic errors” in the transfer of English, while syntactic errors existed more frequently than lexical errors in the transfer of Chinese. There are three main reasons for results of transfers: language distance, language exposure, and language frequency, which provide effective strategies for third language acquisition.
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Dai, Fan. "English-language creative writing by Chinese university students". English Today 28, nr 3 (wrzesień 2012): 21–26. http://dx.doi.org/10.1017/s0266078412000259.
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In China, most universities have a school of foreign languages, where students majoring in English, German, French, Japanese, and other languages study the language for the first two years, and take introductory courses in the linguistics and literature of the language concerned, and then progress to higher-level linguistic and literary courses, as well as translation studies. English is the most popular foreign language in China, and, with the improvement of English teaching in high schools, the average student entering university now has a higher level of English proficiency than previous generations of students. However, students with high scores in English often choose to study ‘practical’ subjects other than English, such as business studies, computer science, economics, medicine, etc. Increasingly, a number of programs at universities in China are even being taught through the medium of English. Consequently, English majors have less and less advantage over non-English majors, and departments of English have had to restructure their syllabi to cope with the situation. Courses in translation studies, intercultural communication and applied linguistics have thus gained greater recognition because of their functional importance in the real world (see Qu, this issue).
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Sun, Baoqi, Chin Ee Loh i Xiao Lan Curdt-Christiansen. "Leisure reading in multilingual Singapore". Journal of Multilingual Theories and Practices 1, nr 2 (1.12.2020): 313–39. http://dx.doi.org/10.1558/jmtp.17610.
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What are bilingual children reading? Do children who enjoy reading books in one language also enjoy reading books in the other language? Drawing on survey data from 1,312 children (aged 9–11) in two government primary schools in Singapore, this study examined reading enjoyment, habits and preferences of two groups of bilingual children – English-Chinese and English-Malay bilingual children. Results showed that children generally enjoyed reading in English more than reading in Chinese/Malay, and that they read English books more often and for longer duration. Within each language, reading enjoyment was significantly associated with reading frequency and reading duration. Crosslinguistically, children’s reading duration and frequency in their two languages were closely related, despite their different reasons for reading English and Chinese/Malay books. Even though levels of reading enjoyment in the two languages were not significantly correlated, results suggested that English reading enjoyment may facilitate Chinese/Malay reading. Results highlight the important role of language policy, the focus of language curriculum and language-specific features in shaping bi-/multilingual children’s reading habits and preferences. Implications for classroom applications and the need to promote Chinese/Malay reading are discussed.
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Zhang, Shiqing. "Revisiting a Long-Lasting Legacy". Iris Journal of Scholarship 2 (12.07.2020): 159–73. http://dx.doi.org/10.15695/iris.v2i0.4826.
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This review of literature will address the influences of knowledge of Chinese characters on the reading development of English. This question stems from an increasing number of children of Chinese heritage enrolling in school in the U.S. who wish to gain biliteracy in English and Chinese. On the one hand, bilingualism is acknowledged to be beneficial to young readers’ language and cognitive development. However, on the other hand, the logographic nature of Mandarin Chinese makes it difficult for many educators in the country who only know alphabetic languages like English and Spanish to understand how Chinese-English bilingual readers reconcile two different systems and envision what support they may need.
This review will primarily focus on the basics of Mandarin Chinese and developmental models of the two languages to examine how proficiency in Chinese can transfer to and facilitate the reading development of English. Departing from the comparison and contrast between linguistic features and developmental models of the two languages, this review will investigate contributions of Chinee characters to English word reading at the levels of cognition, morphology, and phonology. While Chinese characters as logograms demand predominantly morphological knowledge than phonological awareness from readers, it is phonological awareness that contributes most to reading English words among beginning readers in kindergarten and first grade.
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ShuYao, Li, Ong Shyi Nian i Komalata Manokaran. "A COMPARATIVE ANALYSIS OF CHINESE AND ENGLISH WORDFORMATION BASED ON NEOLOGISMS". Platform : A Journal of Management and Humanities 4, nr 2 (30.12.2021): 45. http://dx.doi.org/10.61762/pjmhvol4iss2art14302.
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Language as a necessary tool for human activities is undergoing various changes due to the progress of the modern world and human society. The emergence of neologisms is one of the most intuitive changes by humans. English and Chinese languages constantly renew themselves as the world changes. Therefore, the number of Chinese and English neologisms is growing, bringing certain obstacles to those who need to understand the culture behind the two languages or require cross-cultural communication. In addition, neologisms are very important for language learning. For Chinese and English learners who attempt to learn the target language better, the phenomenon of neologisms is an enormous challenge in language learning. Hence, based on the collection of Chinese and English neologisms from 2018 to 2020, a mixed research method is applied in the study to investigate and compare Chinese and English word-formation tendency and characteristics and find the similarities and differences in each type of neologisms word-formation of the two languages. After the analysis of data, the study found that there are four types of word-formation: affixation, compounding, abbreviation, and blending appearing in both Chinese and English neologisms in recent years, and affixation is the type of word-formation with the highest frequency in English neologisms, while compounding is the most dominant type in Chinese word-formation. In addition, by comparing Chinese and English word-formation found in the study, it is found that there are some same and different characteristics of each type of word-formation. These findings are expected to provide educators with suggestions that word-formation can be added to vocabulary teaching and expect directly to bring learning vocabulary to people who learn Chinese and English.
Keywords: Comparative analysis, Chinese and English word-formation, neologisms
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Zhang, Xingyu. "An Analysis of Chinese English Varieties from the Perspective of Eco-linguistics——A Case Study of Pidgin English". Review of Educational Theory 4, nr 1 (26.02.2021): 57. http://dx.doi.org/10.30564/ret.v4i1.2829.
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This paper focuses on the nativization of English in China, using Pidgin English as a case study to put Chinese English variants under the theoretical framework of eco-linguistics, and put the ecological environment such as species competition, coexistence and co-evolution, etc. The natural phenomenon is compared with the existence of language phenomenon in the development process of China English represented by Pidgin English.The study found that as the spark of the collision of the two mainstream languages of Chinese and English, the Chinese English varieties play a very important role in the exchange and enrichment of the two languages and cultures. Although academic circles have different attitudes and opinions on Chinese English variants, their existence and development conform to the law of the development of things and are also inevitable in historical development. Blindly ignoring their objective existence will definitely bring adverse effects on the ecological balance of the language. We should face up to the existence of Chinese English variants, comply with the law of language development, and allow it to develop naturally, and make efforts to protect the ecological balance of the world’s languages.
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Blair, Heather, Jacqueline Filipek, Hongliang Fu i Miao Sun. "When Learners Read in Two Languages: Understanding Chinese-English Bilingual Readers Through Miscue Analysis". Language and Literacy 24, nr 2 (19.08.2022): 245–66. http://dx.doi.org/10.20360/langandlit29451.
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The number of Chinese-speaking students in Canadian schools is increasing dramatically. This article discusses a study in which we explored reading processes in Chinese and English through examining children’s reading in both languages. Based in a socio-psycholinguistic framework (K. Goodman, Wang, Iventosch, & Y. Goodman,2012; Kabuto, 2017) and through using miscue analysis, we examined how children apply their knowledge of language to Mandarin and English reading. This qualitative research included interviews with four Chinese-English bilingual children between grades 3 and 5 in an urban center as well as the analysis of their reading performance in both languages. From a comparative perspective, we discuss some of the similarities and differences between these two different orthographic language systems by offering syntactic comparisons of the two languages through psycholinguistic language cueing systems. We believe that knowing about how Chinese and English readers construct meaning in both languages will help English as an Additional Language (EAL) teachers, in fact all classroom teachers, to teach reading to bilingual and biliterate children.
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Meng, Haoping. "Analysis of sentence structure differences in English Chinese Translation". Advances in Education, Humanities and Social Science Research 1, nr 1 (10.05.2022): 293. http://dx.doi.org/10.56028/aehssr.1.1.293.
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To learn English Chinese translation well, we must understand the characteristics of English and Chinese. Because English and Chinese belong to different language families, the most effective way to understand their characteristics is to compare the syntactic structures of the two languages. The main differences between the two are that English is a morphological language, the connections within sentences or between sentences adopt syntactic or lexical means, the syntactic structure is rigorous, and the form expresses meaning. While Chinese is a semantic language, it is mostly parataxis, with loose syntactic structure and lexical meaning. English Hypotaxis is mainly used in sentences, parataxis is used in texts, while Chinese parataxis is mainly used in sentences, and hypotaxis appears in texts. Only by understanding and mastering these differences, it can help to avoid the problems that may be encountered in English-Chinese sentence translation, and of course, it can also improve the accuracy of sentence translation between English and Chinese
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Pan, Lin, i Philip Seargeant. "China English and Chinese culture". English Today 39, nr 3 (wrzesień 2023): 174–77. http://dx.doi.org/10.1017/s0266078423000202.
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In his short list of predictions for the future of English, written in 2006, David Graddol wrote that ‘Asia may determine the future of global English’ (2006: 15). India and China especially, he suggested, were likely to be the major influences on how the concept of English as a global language would develop. As Asian economies grew, so did their political status, potentially offering a different model for the global ecology of languages. Nearly two decades on, we are beginning to see notable shifts in the way English is perceived in different parts of the world. As a variety in an Expanding Circle country (Kachru, 1985), English in China has conventionally been seen as a foreign or international language, and the concept of an indigenized variety has received less discussion than it has in Outer Circle countries. But with shifts in geopolitics, the conventional rationales for naming practices around English in China may no longer be applicable. The discussion below is centred, therefore, around the issue of what might be a better term to capture the contemporary reality of English use, and attitudes to this use, in China; and on how an emergent variety, associated with the term China English, is becoming a more and more accepted part of linguistic culture in Chinese society.
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Wong, Amy Wing-mei. "New York City English and second generation Chinese Americans". English Today 26, nr 3 (24.08.2010): 3–11. http://dx.doi.org/10.1017/s0266078410000167.
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Although Chinese Americans set up Chinese heritage language schools as early as 1848 to preserve the heritage language and to promote a sense of ethnic identity among their American-born children (Chao, 1997), there is strong evidence that language shift to English is taking place rather rapidly within the Chinese communities across the U.S. Data from the 2006 ACS show that while only 34.1 percent of first generation (i.e. foreign-born) Chinese Americans reported speaking ‘English very well’, the percentages rise dramatically for those who are American-born (i.e. second generation and beyond) or born overseas but arrived in the U.S. before the age of 16 (i.e. the 1.5 generation). 70.4 percent of the 1.5 generation and 93.8 percent of the American-born Chinese Americans reported speaking ‘English very well’. Additionally, only about 27.6 percent of the ABCs were estimated to speak their heritage language at home. Taken together, these estimates suggest that the rate of shift from Chinese to English is accelerating. Jia (2008) finds that even for first generation Chinese Americans, their Chinese language skills continue to decline with increasing English immersion. Rapid language shift to English means that many ABCs speak English as one of their native languages, if not the only one. This raises interesting sociolinguistic questions concerning the characteristics of the English spoken by ABCs and how ABCs utilize varieties of English to construct and negotiate differences with respect to each other and vis-à-vis the larger social structure.
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Zhang, Qian. "Chinese Learner Challenges in English Subject-Verb Agreement". Journal of Education and Educational Research 3, nr 3 (1.06.2023): 156–58. http://dx.doi.org/10.54097/jeer.v3i3.9647.
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The second language learners are experiencing manifold challenges when acquiring a new language. English is one of the most prevalent languages nowadays. The English speakers hail from around the world. Therefore, English has become a compulsory course in China since the late 1980s. As Chinese is my first language and English is the second, I can intermittently perceive the learner challenges especially the English grammar. Grammar is the set of rules in fields of phonology, morphology, and syntax, often complemented by phonetics, semantics, and pragmatics. Chinese grammar differs from English to a great extent, including subject-verb (S-V) agreement. It is sometimes really hard to compose grammatically correct sentences due to the influence of Chinese grammar patterns as well as the sociocultural context. Consequently, the aim of the paper is to define the challenges that the learners face whose first language is Chinese and seek for answers to this problem in second language acquisition.
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ORTEGA-LLEBARIA, MARTA, MARITZA NEMOGÁ i NORA PRESSON. "Long-term experience with a tonal language shapes the perception of intonation in English words: How Chinese–English bilinguals perceive “Rose?” vs. “Rose”". Bilingualism: Language and Cognition 20, nr 2 (28.10.2015): 367–83. http://dx.doi.org/10.1017/s1366728915000723.
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Long-term experience with a tonal language shapes pitch perception in specific ways, and consequently Chinese speakers may not process pitch in English words – e.g., “Rose?” spoken as a question versus “Rose” spoken as a statement – in the same way as native speakers of non-tonal languages do. If so, what are those pitch processing differences and how do they affect Chinese recognition of English words? We investigated these questions by administering a primed lexical-decision task in English to proficient Chinese–English bilinguals and two control groups, namely, Spanish–English and native English speakers. Prime-target pairs differed in one sound and/or in pitch. Results showed specific cross-language differences in pitch processing between the Chinese speakers and the control groups, confirming that experience with a tonal language shaped the perception of English words' intonation. Moreover, such experience helps to incorporate pitch into models of word-recognition for bilinguals of tonal and non-tonal languages.
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Xi, Yan. "English ants are digging holes in the Chinese levee". Language Problems and Language Planning 37, nr 1 (1.02.2013): 31–45. http://dx.doi.org/10.1075/lplp.37.1.03yan.
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The media have become a key site for the production and reproduction of language ideologies in modern societies. This is typically reflected in language ideological debates in 2010 in the Chinese media. In 2009, an article entitled “English ants are digging holes in the Chinese levee” got wide media coverage and aroused much controversy in the Chinese media in the following year. The crusade for linguistic purism ended with the promulgation of new regulations banning China’s media organizations and publishers from randomly mixing foreign languages with Chinese in publications. The present study aims to explore the inherent language ideologies naturalized in the debates of Chinese linguistic purism and various strategies adopted for the construction of the ideologies. The findings reveal that the ideology of “one nation and one language” and standard language ideology play an important role in the sociolinguistic imagination of a homogeneous Chinese society and protection of “pure” Chinese against English invasion. It is hoped that the present study will contribute to language ideology studies and shed new light on Chinese sociolinguistic studies.
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Aisha Ilyas, Arslan Tahir i Muhammad Ismail Tagga. "English and Chinese as a foreign language at institutional level in Pakistan: Teaching methods and Strategies". International Journal of Linguistics and Culture 2, nr 1 (30.06.2021): 19–35. http://dx.doi.org/10.52700/ijlc.v2i1.27.
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The study focuses on discovering what approach Pakistani teachers are taking with regard to Chinese and English language teaching and can it promote language learning in the manner they teach? The current study explores numerous styles of teaching approaches and teaching techniques that Chinese and English teachers find to be successful in teaching a language class. This thesis primarily pursued quantitative analysis methodology. The survey approach was primarily used to gather data as defined and quantified by SPSS 23 statistical tools. In data analysis, the researcher uses descriptive statistics to examine and interpret results, obtained by questionnaires. This study's sample contained both Chinese and English students at the institutional level. In specific, for data gathering, a total of 80 respondents were approached from the Faisalabad district. The targeted respondents answered a questionnaire structured in the framework of the Likert scale. The results suggest that English students were considered to be active learners, whereas Chinese students deemed passive learners. This study demonstrates that institutes and organizations of Chinese and English languages need various modifications or changes, on applicable linguistic views regarding language instruction in Pakistan.
Keywords: FLT, teaching methods, teaching strategies, Chinese language, English language.
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Chan, Clara Ho-yan, i Marcus Galdia. "Problems in English-Chinese and Chinese-English legal translation: with a case study of mistranslations". Comparative Legilinguistics 55 (20.09.2023): 118–47. http://dx.doi.org/10.14746/cl.55.2023.8.
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In this article, characteristic features of the Chinese legal language are approached from the perspective of legal translation from and into Chinese. The main focus is put upon the emergence of meaning in legal texts, which is reflected in the process of legal translation. Problems of meaning emergence in the Chinese law are regularly connected to legal transfers and legal implants borrowed from foreign languages such as English as well as other text forming devices. Translation is regularly inherent in such processes. As a result, legal translation influences processes in which legislation and the legislative language are shaped. Meanwhile, general problems of translation remain out of the scope of this study. Therefore, specific features of translation of legal texts from and into Chinese dominate the discussed issues. These specific issues include some little-explored ones such as translating traditional Chinese law and social attitudes to legal translation. Moreover, Chinese is the language of legislation and of court and administrative procedures in several jurisdictions as well as in numerous international organizations. Its legal status differs from jurisdiction to jurisdiction and displays its pluricentric character. Legal acts that are issued in these jurisdictions demonstrate therefore different levels of terminological formation and other legal-linguistically relevant varieties. It is the task of legal lexicography to register lexical varieties of legal Chinese in the relevant jurisdictions. Examples based on translations of legal texts in Mainland China, Hong Kong and Macau complement the main corpus of the article. The analysed texts show that legal translation and shaping legal language are closely interrelated creative activities.
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Zhou, Tingxiang. "On Cultivating Chinese Non-English Majors’ English Thinking Ability to Improve Their English Writing". Theory and Practice in Language Studies 6, nr 9 (1.09.2016): 1877. http://dx.doi.org/10.17507/tpls.0609.22.
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Writing is a big part of language learning and the writing ability of a language learner can well embody his language competence. Many Chinese non-English majors have difficulty writing a decent English essay. Although many teachers and scholars have been probing into ways of teaching English writing effectively, the results of the national CET 4 and CET 6 indicate that there is no big change in the writings of Chinese non-English majors. A careful study of many students’ essays and interviews with some of them showed that students’ ignorance of the differences between Chinese and English thought patterns contributes a lot to the problem. So, this paper first gives a brief introduction to thought pattern and the relationship between thought pattern and language, then analyzes the main differences between Chinese and English thought patterns, followed by a description of the negative transfer of Chinese thought pattern in students’ writing, and finally proposes some practical and effective methods to help non-English majors learn to think as native English speakers do and improve their writing ability.
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Jinwen Zeng, David Marlow i Calvin Odhiambo. "Abusive Language in Chinese and English". Cross-Cultural Studies 28, nr ll (wrzesień 2012): 141–61. http://dx.doi.org/10.21049/ccs.2012.28..141.
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Zhang, Ailing. "Language switches among Chinese/English bilinguals". English Today 16, nr 1 (styczeń 2000): 53–56. http://dx.doi.org/10.1017/s0266078400011469.
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Lipka, Orly. "Syntactic awareness skills in English among children who speak Slavic or Chinese languages as a first language and English as a second language". International Journal of Bilingualism 24, nr 2 (12.01.2019): 115–28. http://dx.doi.org/10.1177/1367006918812186.
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Aims and objectives/purpose/research questions: The purpose of this study was to examine syntactic awareness skills in English, among two groups of children: native Chinese speakers and native Slavic (L1) speakers. Both groups were second language English (L2) speakers. Their syntactic awareness skills were compared to a matched sample of L1 English speakers. Design/methodology/approach: Eighty-six third grade students participated in the study, matched between language groups on the basis of age and gender, as well as academic achievements and word reading levels. Data and analysis: L1 English and L1 Slavic groups performed significantly better on the syntactic awareness task than did the L1 Chinese group. A close examination of specific syntactic constructions revealed that the L1 Chinese group did not perform as well as the other groups on past tense constructions, which do not exist in Chinese but do exist in Slavic languages. However, there were no between-group differences on superlative and comparative constructions, which exist in all three languages. Findings/conclusions: The results contribute to our knowledge about cross-linguistic influences between English, Slavic, and Chinese, showing that L1 Slavic facilitates the learnability of L2 English, while L1 Chinese impedes the learnability of L2 English. Originality: The originality of the study lies in the comparison of children from three different L1 groups, matched with respect to reading level. The examination of languages that are typologically different in their syntax is unique. Significance/implications: The results highlight the importance of taking the specific language backgrounds of L2 learners into consideration. Limitations: The current study did not include an assessment of L1 language proficiency among participants.
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Qianqian, Bing. "The Application of Chinese Songs in Teaching Chinese Language Sense as a Foreign Language". World Journal of Educational Research 10, nr 4 (26.07.2023): p61. http://dx.doi.org/10.22158/wjer.v10n4p61.
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Language sense is a skill, and cultivating students’ language sense ability has theoretical and practical significance for language teaching. However, compared with English, French, and other universally taught languages, more research needs to be done on teaching language sense in Chinese as a foreign language. Therefore, based on the advanced theories of language sense research, we discuss the role of Chinese songs in cultivating Chinese language sense to put forward some constructive suggestions for teaching language sense in Chinese as a foreign language.
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Ting, Su-Hie, i Mahanita Mahadhir. "Towards homogeneity in homes languages". Australian Review of Applied Linguistics 32, nr 2 (1.01.2009): 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, i ZZZ dummy contact - do not alter. "Towards homogeneity in homes languages". Australian Review of Applied Linguistics 32, nr 2 (2009): 11.1–11.22. http://dx.doi.org/10.1075/aral.32.2.02tin.
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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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Pascual-Leone, Nicolas, Danielle Chipman, Preston Gross, Daniel W. Green i Peter D. Fabricant. "Trends in Pediatric Orthopaedic Publications by Language". Journal of the Pediatric Orthopaedic Society of North America 4, nr 3 (1.08.2022): 1–5. http://dx.doi.org/10.55275/jposna-2022-0050.
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Introduction: English publications have been found to be more widely cited than publications in other languages leading to a higher impact in various fields. Many authors have thus focused on publishing in English so as to reach the largest audience possible, however, important non-English publications remain a vital part of the peer-reviewed literature. This study sought to understand the relative quantities of pediatric orthopaedic publications written in the top 10 languages published in PubMed. Methods: The 10 languages with the most publications in PubMed were analyzed. These included English, German, Chinese, French, Russian, Japanese, Spanish, Polish, Italian, and Portuguese. All publications in orthopaedics and pediatric orthopaedics were pulled for each language. Publication rates were analyzed by individual language and by English versus non-English. Results: A total of 522,099 publications were analyzed between 1960-2020. English publications accounted for 93.1% of all orthopaedic publications and 91.4% of pediatric orthopaedic publications. When analyzing by individual language, German, French, and Chinese accounted for the greatest number of non-English publications with 24.9%, 21.2%, and 20.0% of non-English pediatric orthopaedic publications, respectively. Conclusion: In the 10 languages analyzed in this study, 8.6% of pediatric orthopaedic publications were written in non-English languages. When performing systematic reviews, care should be taken to assess literature published in these languages, specifically German, French, and Chinese, as they account for the greatest number of non-English publications. This will ensure that no relevant constituent studies are missed in qualitative syntheses due to lack of translation or access.
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Vollmann, Ralf, i Tek Wooi Soon. "Language change and convergence in multilingual Malaysian Chinese". Global Chinese 6, nr 1 (28.04.2020): 49–67. http://dx.doi.org/10.1515/glochi-2020-0002.
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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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Deng, Fei, i 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, nr 5 (23.06.2021): 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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ZHIMING, BAO. "The aspectual system of Singapore English and the systemic substratist explanation". Journal of Linguistics 41, nr 2 (28.06.2005): 237–67. http://dx.doi.org/10.1017/s0022226705003269.
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Singapore English is a contact language with a constant linguistic substratum and superstratum. It lends itself to an interesting case study on how linguistic neologisms emerge out of a pool of competing features from the typologically distinct languages active in the contact ecology. This paper investigates the aspectual system of Singapore English and that of Chinese, the main substrate language, and of English, the lexical-source language. Despite the presence of competing aspectual categories from the two languages, the aspectual system of Singapore English is essentially the Chinese system filtered through the morphosyntax of English. Substrate influence is systemic, and the competing grammatical subsystems do not mix.
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Zhang, Hui, Ruanni Tupas i Aman Norhaida. "English-dominated Chinatown". Journal of Asian Pacific Communication 30, nr 1-2 (30.06.2020): 273–89. http://dx.doi.org/10.1075/japc.00052.zha.
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Abstract The current study reports a quantitative investigation of the linguistic landscape (LL) in Singapore’s Chinatown. The database of the study comprises a total of 831 instances of signs in the form of photographs that were collected in Chinatown. The study finds that English dominates the LL while Mandarin Chinese is ranked as the second frequently used language. The study also identifies significant differences in LL features between top-down and bottom-up signs. Specifically, these differences include what languages are used; monolingual, bilingual and multilingual compositions; code preference; and forms of Chinese scripts. The present study suggests that English now dominates the linguistic landscape of Chinatown. Even though many scholars have described the sociolinguistic situation in Singapore as being ‘English-knowing’, the data shows a shift towards being ‘English-dominant’, suggesting a gradual but sustained dilution of its multilingual ethos. The study also complicates our understanding of the dominance of English in multilingual societies such as Singapore, where a competing dominant language (Mandarin Chinese) may be seen to continue to exert considerable influence on the dynamics of English-dominant language use but, at the same time, whose main function is shifting towards the symbolic rather than communicative.
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Leung, Yan-kit Ingrid. "Verb morphology in second language versus third language acquisition". EUROSLA Yearbook 6 (20.07.2006): 27–56. http://dx.doi.org/10.1075/eurosla.6.05leu.
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This paper reports an experimental study on L2 vs. L3 Spanish morphological representation. A total of 19 Spanish learners (10 Chinese native speakers who are upper intermediate to advanced L2 English users as well as 9 English native speakers who do not speak a prior language without overt morphology) participated in the study. A written production task using Spanish nonce verbs was used to elicit regular and irregular forms of Spanish past participles. The study revealed differences between native and non-native Spanish speakers but ones that are still compatible with an approach which posits a dual mechanism for morphological processing. In addition, no principal difference between the L2 and the L3 Spanish learners was identified. A follow-up experiment on L2 English was therefore carried out testing 26 native speakers of Chinese and 17 native speakers of English using a written production task eliciting English regular and irregular past tense forms for both real verbs and nonce verbs. The findings suggested that native and non-native English speakers’ performances pattern similarly. It seems that L2 English plays a crucial role in Chinese speakers’ L3 Spanish morphological representation and in their similar performance to the L1 English-L2 Spanish speakers.
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Qifang, Yu. "On Infiltration and Cultivation of Cultural Awareness in College English Teaching". Journal of Education, Teaching and Social Studies 4, nr 3 (22.08.2022): p73. http://dx.doi.org/10.22158/jetss.v4n3p73.
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Most majors in colleges and universities need to learn English, and English is also an important subject. Every student needs to master certain English skills and English learning ability. In the process of English learning, English is a foreign language, and the cultural characteristics and values contained in English language will be different or even conflict with Chinese language. Therefore, colleges and universities need to pay great attention to the values output by students when teaching English, and ensure that teaching is carried out in accordance with Chinese cultural requirements. That is to say, students’ cultural awareness should be cultivated in English teaching. Learning English language is not just learning grammar or words, but also learning the cultural awareness contained in languages.
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Wan, Zhongyan, i Xuesong Gao. "English or Chinese as medium of instruction? International students’ perceptions and practices in Chinese universities". English Today 36, nr 1 (29.03.2019): 37–44. http://dx.doi.org/10.1017/s026607841900004x.
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Medium of instruction (‘MOI’) issues have long been identified as the most important decisions in the internationalization of higher education (HE) (Hamid, Nguyen & Baldauf, 2013). The adoption of internationally influential languages as MOIs may attract international students who aspire to undertake higher education in these languages, which in turn helps to sustain the status of these languages as internationally influential. Among all these languages, English is certainly the most powerful academic lingua franca and boosted by its use as MOI in globally leading universities worldwide. However, the elevated position of English in international higher education seems not without competition, as many governments in non-English-speaking countries have made efforts to internationalize their higher education by providing parallel higher learning programs both with English and with their native language (usually the official language) for international students. For instance, the German Academic Exchange Service (DAAD), in which it first promoted higher education in the medium of German and later expanded to the medium of English in the 2000s, plays a critical role in attracting and recruiting international students to study in German universities (e.g. Erling & Hilgendorf, 2006).
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CHATTOPADHYAY, COLLETTE. "Xu Bing: calligraphy, language and interpretation". English Today 21, nr 1 (styczeń 2005): 5–10. http://dx.doi.org/10.1017/s0266078405001033.
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Radical departures in English in the work of a Chinese calligrapher. Challenging conventional assumptions regarding the use of language, Xu Bing's calligraphic artworks of the early 1990s address the English-speaking world from a space deep within the bedrock of Chinese culture. Ironically extending and querying the continued relevance of the Chinese calligraphic tradition in a post-Mao, post-modern, trans-cultural era, Xu's New English Calligraphy cloaks English words in Chinese form. Exploring the communicative functions of language, these works examine the relation between linguistic intent and subsequent understanding or misunderstanding.
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Zhuoma, Qingzeng. "A Corpus Analysis on Food-related Borrowing Words Between English and Chinese and its Influences on Cultural Implication and Language Development". British Journal of English Language Linguistics 11, nr 3 (15.03.2023): 33–45. http://dx.doi.org/10.37745/bjel.2013/vol11n33345.
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Language borrowing, also known as lexical borrowing, occurs when words are assimilated from one language into another. The integration of loan words from foreign languages is a common occurrence in different tongues, contributing to linguistic diversity and reflecting cultural exchange and influence. This research aimed to investigate and analyze the borrowing of food-related words in English and Chinese languages through a comprehensive review of written texts, such as recipes, restaurant menus, articles, and blogs to compile a list of loan words in both languages. Additionally, the paper analyzed the factors contributing to the culinary vocabulary between English and Chinese and the methods of accessing loan words between the two languages, as well as the role of food-related loan vocabulary in reflecting and influencing cultural assimilation and language development. The objectives of this study included identifying and analyzing food-related borrowing words in English and Chinese, comparing and contrasting patterns and frequency of borrowing in food-related vocabulary between the two languages, and exploring the cultural implications and language development arising from the usage of borrowing words in food-related contexts. Through this analysis, this paper gained insights into the linguistic and cultural exchanges between English and Chinese, shedding light on the dynamic nature of language and its impact on food-related terminology.
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Duan, Xiaoqian. "The Penetration of English into Chinese—Taking Buzzwords from 2011-2015 for Example". Theory and Practice in Language Studies 6, nr 11 (1.11.2016): 2231. http://dx.doi.org/10.17507/tpls.0611.22.
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Globalization has brought about the frequent contacts between China and the world. Accordingly, English as the tool of international communication has been inevitably interacting with Chinese language. In the process of language contacts, modern Chinese has changed strikingly in morphology, syntax, grammar, vocabularies and so on showing the evidence of English penetration, which has attracted the attention of scholars both in China and overseas. Early in 1950s, Chinese linguist Wang Li elaborated the Europeanized Chinese grammar from certain aspects. Some scholars in Hong Kong and Macau lay much emphasis on the loanwords from English into Cantonese. Meanwhile, researchers also focus on the regularity in the origin and development of language contacts between these two languages. Buzzwords as the dynamic part of a language enable researchers to observe the changes of the language. Though not as formal as written language, it also exposes the lingual and grammatical development with salient features due to the great population of users and the wideness of transmission. Hence, this paper explores the proof of English penetration into Chinese through the buzzwords in recent years; moreover, the merits and demerits of English penetration into Chinese are discussed to provide a two-sided perspective on this phenomenon.
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Boboraimova, Maftuna A., i Odina M. Mukhamedova. "A COMPARATIVE STUDY OF PRAGMATIC DIFFERENCES OF POLITENESS LANGUAGE IN ENGLISH AND CHINESE". CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, nr 12 (1.12.2021): 75–78. http://dx.doi.org/10.37547/philological-crjps-02-12-16.
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English and Chinese have different polite language. The pragmatic differences in polite language between English and Chinese can lead to pragmatic obstacles and pragmatic failure. This article aims to compare the differences in the specific application of English and Chinese polite language, and analyze the cultural factors that cause these pragmatic differences, so as to help learners reduce and eliminate pragmatic barriers and pragmatic failures.
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Tan, Zhenghua, i Yanhua Guo. "The Philosophical Relationship Between the Origin of English and Chinese Affixes and Their Word Format". Theory and Practice in Language Studies 12, nr 12 (1.12.2022): 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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Xue, Xiaojiao, Yixue Shan, Xinyu Wang i Richard Erick Dunham. "Non-native listeners perceiving foreign accentedness of English speech: new evidence from Chinese and Spanish listeners". Círculo de Lingüística Aplicada a la Comunicación 95 (18.09.2023): 263–75. http://dx.doi.org/10.5209/clac.79695.
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As an international language, English is an important tool for people of different native languages to communicate with each other. Many empirical studies, proving that foreign accents are prevalent in L2 learners’ oral English, involved native speakers as raters of foreign accents. This study compared the rating patterns of listeners from Chinese, Spanish and English language backgrounds with different English proficiencies for foreign accents in English speech and investigated the acoustical cues used by these listeners. Results showed that Chinese listeners, sharing language backgrounds with talkers, tended to be more tolerant for the Chinese accent in English speech. Spanish listeners had a stricter criterion for mild Chinese accents, proving that the influence of listeners’ L1 on their perception of foreign accents can be different for different degrees of accents. The effects of listeners’ L2 proficiency was found for Chinese listeners’ perception of accents and the number of acoustic predictors used by non-native English listeners. The study provides more evidence about the mechanism of native and non-native listeners’ perception of foreign accent and offers implications for the recruitment of raters for the assessment of oral English.
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Huang, Minyi, Ruoyan Zhang i Yueyue Zheng. "Enlightenment from Chinese-English Differences in Thinking on Oral English Teaching of College Students". Communications in Humanities Research 3, nr 1 (17.05.2023): 233–40. http://dx.doi.org/10.54254/2753-7064/3/20220262.
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Language is the material carrier of thinking, and the two are interdependent and inseparable. In the process of second language acquisition, learners' language thinking often has an important influence on the process and result of second language acquisition, primarily because native language thinking influences the verbal expression of the second language in daily life. Students in their native language environment and are influenced by their cultural practices develop specific native language thinking. They already have some background knowledge and cognitive comprehension of their native language in their minds before they try to learn a new language. Therefore, for them, the process of second language acquisition is not zero-based but takes the native language as the base. Moreover, because of the vast differences in grammar and expressions between English and Chinese, the casual nature of the spoken language, and the less rigorous grammatical requirements, English learners who use Chinese as their first language tend to apply their native language's habitual thinking to the use of English. Therefore, exploring the relationship between Chinese thinking and speaking is an integral part of the second language acquisition process. This paper explores the relationship between Chinese thinking and speaking, explores the influence of language thinking on speaking acquisition, and discusses how classroom teaching can help learners overcome the interference of fixed thought in Chinese and develop English thinking skills to improve learners' English-speaking performance.