Готові списки джерел за темами / Chinese language

Добірка наукової літератури з теми "Chinese language"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 31 липня 2024

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Статті в журналах з теми "Chinese language"

1

Leung, Genevieve Y., and Ming-Hsuan Wu. "Linguistic landscape and heritage language literacy education." Written Language and Literacy 15, no. 1 (January 30, 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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2

Kirkpatrick, Andy. "‘Chinese English or English Chinese?’." Global Chinese 1, no. 1 (April 1, 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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3

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, no. 1 (June 29, 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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4

Qianqian, Bing. "The Application of Chinese Songs in Teaching Chinese Language Sense as a Foreign Language." World Journal of Educational Research 10, no. 4 (July 26, 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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5

Akimov, Tokhir. "HEART RELATED PHRASES IN CHINESE AND THEIR SEMANTIC MEANINGS." INTERNATIONAL JOURNAL OF WORD ART 1, no. 3 (January 30, 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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6

Quatrini, Amerigo. "Comparison between English Loanwords in Mandarin Chinese and Chinese Loanwords in English." International Journal of Languages, Literature and Linguistics 8, no. 3 (September 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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7

Denisenko, Vladimir N., and Zhang Ke. "Graphically Loanword from the Japanese Language in Modern Chinese Language." RUDN Journal of Language Studies, Semiotics and Semantics 10, no. 4 (December 15, 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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8

Long, Lifei. "Analysis on the Development of Cultural Teaching in International Chinese Language Education." Journal of Education and Educational Research 3, no. 3 (June 1, 2023): 29–33. http://dx.doi.org/10.54097/jeer.v3i3.9545.

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Culture is the soul of a country and a nation. Strengthening cultural self-confidence is related to the independence of national spirit. Culture revitalizes the country and the nation is strong. This paper will be based on the development of the name of international Chinese education -- Teaching Chinese as a Foreign Language (1982), Teaching Chinese to Speakers of Other Languages (2007) to International Chinese Language education (2019). From the traditional teaching Chinese as a foreign language, Chinese culture education in the period of Teaching Chinese to Speakers of Other Languages, online Chinese culture teaching in International Chinese Language Education, the existing problems and solutions of the five parts of the narrative, to sort out the development stages of International Chinese Language Education and cultural teaching.
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9

Xiaosheng, Liang, Liu Shicong, and Christine Ferreira. "The Chinese Language." Antioch Review 46, no. 2 (1988): 254. http://dx.doi.org/10.2307/4611883.

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10

Hansen, Chad. "Chinese Language, Chinese Philosophy, and “Truth”." Journal of Asian Studies 44, no. 3 (May 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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Дисертації з теми "Chinese language"

1

Zhu, Bo. "Chinese Cultural Values And Chinese Language Pedagogy." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1228349636.

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2

Jia, Hongyi, and Hongyi Jia. "Chinese Immersion Language Education." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625885.

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In the present day Mandarin Chinese has become a commonly taught language in the U.S. Mandarin is widely taught in colleges and universities; K-12 Chinese programs, including immersion programs, have also grown rapidly. However, to date little research has been conducted on the latter programs. This study examines immersion programs in elementary schools. I investigate three aspects: 1) teaching methods in Chinese immersion programs, 2) acquisition of grammatical patterns, and 3) computer assisted methods for character learning. I adopted a qualitative approach; the methods I employ include observation, interviews, questionnaires, and tests. Data were collected from two immersion programs and two non-immersion programs in a Southwestern city in the U.S. The first study compares the teaching methods used in Chinese immersion and non-immersion programs. It is found that the two immersion programs adopted the functional approach with explicating in each class time, while the non-immersion programs used the analytical approach with practicing in context in most classes. The immersion students produced spontaneous speech in each class, while non-immersion language class students did not. The second study examines how immersion learners acquire the ba-construction and time phrases. We found that immersion students produced not many ba sentences but a large number of time phrases. However, in terms of accuracy, ba sentences were produced almost flawlessly, while time phrases were often placed incorrectly in a sentence. This result is quite different from what we find in adult learners who mostly acquire Chinese in a non-immersion setting. It shows that immersion learners’ acquisition differs from both L1 acquisition and L2 acquisition by adults. The third study investigates how computer-assisted methods help students learn Chinese characters. I compare immersion learners with heritage learners with respect to how they respond to computer-assisted methods. No difference is found between the two groups of learners in terms of their performance in character recognition, pronunciation and writing. It is also found that while computer assisted materials helped with character recognition, it did not help with character writing.
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3

Lau, Martin. "Lexical borrowing in Hong Kong : a study of the Englishization of Chinese and the nativization of English /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161604.

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4

Ma, Lixia. "Acquisition of the perfective aspect marker "le" of Mandarin Chinese in discourse by American college learners." Diss., University of Iowa, 2006. http://ir.uiowa.edu/etd/68.

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5

Chow, Laiying. "A study of the composing process an investigation on the transformational strategies of spoken Cantonese to modern standard written Chinese by senior secondary school students in Hong Kong /." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B3862736X.

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6

Chan, Kok-chi. "Effectiveness of computer-assisted learning in Chinese language Dian nao fu zhu zhong wen yue du jiao xue zhi cheng xiao ping gu /." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31959969.

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7

Lee, Kwok-chor. "The strategies of segmentation of cluster of sentences and paragrahing of Chinese texts by Hong Kong form 6 students Xianggang zhong liu xue sheng chu li ju qun he duan luo de ce lüe /." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31960315.

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8

Chen, Huizhu. "Zhong wen de ji xiang hua yu jin ji yu." [Taibei : Fu ren da xue], 1987. http://books.google.com/books?id=J0jUAAAAMAAJ.

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9

Chang, Alicia. "Language, culture and number differences in Mandarin Chinese and English numeric language input /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1580830101&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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10

Lee, How-chung, and 李孝聰. "Creativity in Chinese language teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38296603.

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Книги з теми "Chinese language"

1

McCabe, Allyssa, and Chien-ju Chang, eds. Chinese Language Narration. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/sin.19.

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2

Huang, Chu-Ren, Shu-Kai Hsieh, and Peng Jin, eds. Chinese Language Resources. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38913-9.

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3

Huo, Qiang, Bin Ma, Eng-Siong Chng, and Haizhou Li, eds. Chinese Spoken Language Processing. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11939993.

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4

Halliday, M. A. K. Studies in Chinese language. London: Continuum, 2005.

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5

1955-, Webster Jonathan, ed. Studies in Chinese language. London: Continuum, 2009.

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6

Halliday, M. A. K. Studies in Chinese language. London: Continuum, 2009.

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7

Stanford Program on International and Cross-Cultural Education. China Project., ed. Demystifying the Chinese language. Stanford, Calif: The China Project/SPICE, Stanford University, 1988.

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8

Hsuan-Chih, Chen, and Tzeng Ovid J. L, eds. Language processing in Chinese. Amsterdam: North-Holland, 1992.

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9

Wang, Xueying. Chinese odyssey: Innovative Chinese courseware. Boston, MA: Cheng & Tsui, 2004.

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10

(EDT), Langenscheidt. Langenscheidt pocket Chinese dictionary: Chinese-English, English-Chinese. New York: Langenscheidt, 2001.

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Частини книг з теми "Chinese language"

1

Alitto, Guy S. "Chinese Language." In China Academic Library, 21–35. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0710-6_3.

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2

Yan, Zhou. "Network language." In Chinese Internet Buzzwords, 54–90. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003190400-4.

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3

Williams, Clay. "The Chinese Language." In Teaching English Reading in the Chinese-Speaking World, 19–38. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0643-2_2.

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4

Huang, Chu-Ren, Kathleen Ahrens, Tania Becker, Regina Llamas, King-fai Tam, and Barbara Meisterernst. "Chinese language arts." In The Routledge Handbook of Chinese Applied Linguistics, 237–55. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315625157-17.

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5

Bogushevskaya, Victoria. "Chinese Color Language." In Encyclopedia of Color Science and Technology, 1–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 2022. http://dx.doi.org/10.1007/978-3-642-27851-8_433-1.

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Bogushevskaya, Victoria. "Chinese Color Language." In Encyclopedia of Color Science and Technology, 132–47. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-89862-5_433.

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7

Yang, Chunsheng. "Emerging Chinese Language Forms." In Chinese Sociolinguistics, 128–38. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003344162-13.

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8

Xu, Guobin, Yanhui Chen, and Lianhua Xu. "Language and Writing." In Understanding Chinese Culture, 85–105. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8162-0_4.

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Yang, Chunsheng. "Language and Rural/Urban Identity." In Chinese Sociolinguistics, 78–89. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003344162-8.

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Kubler, Cornelius C. "Chinese for Diplomats." In Chinese Language Learning Sciences, 321–53. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9505-5_14.

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Тези доповідей конференцій з теми "Chinese language"

1

"[Chinese language presentation]." In 2014 International Conference on Power System Technology (POWERCON). IEEE, 2014. http://dx.doi.org/10.1109/powercon.2014.6993930.

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"[Chinese language presentation]." In 2014 International Conference on Power System Technology (POWERCON). IEEE, 2014. http://dx.doi.org/10.1109/powercon.2014.6993934.

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"[Chinese language presentation]." In 2014 International Conference on Power System Technology (POWERCON). IEEE, 2014. http://dx.doi.org/10.1109/powercon.2014.6993976.

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4

Malmasi, Shervin, and Mark Dras. "Chinese Native Language Identification." In Proceedings of the 14th Conference of the European Chapter of the Association for Computational Linguistics, volume 2: Short Papers. Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/e14-4019.

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5

Yao Song. "The Role of the Classical Chinese Language in Teaching Chinese as a Foreign Language." In IV Международный научный форум "Наследие". SB RAS, 2023. http://dx.doi.org/10.25205/978-5-6049863-1-8-134-138.

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The practical task of a Chinese language teacher is to teach students to communicate on everyday and social topics, to read youth magazines and political publications (naturally, with the help of a dictionary), to teach the ethics of computer correspondence in order to enable Russian-speaking students to find friends to communicate among Chinese youth. With the correct assimilation of the classical language, after 1-2 years of classes, students will be able to read and translate texts from magazines and newspapers, using a conversational dictionary at a minimum.
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6

Pashkova, Elena. "Slang Of Modern Chinese Language." In WUT 2018 - IX International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.04.02.113.

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7

Liao, Han-Teng, and Bin Zhang. "Chinese-language literature about Wikipedia." In OpenSym '14: The International Symposium on Open Collaboration. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2641580.2641617.

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8

Huang, Chu-Ren, and Qin Lu. "Fundamentals of Chinese language processing." In Tutorial Abstracts of ACL-IJCNLP 2009. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1667899.1667900.

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9

Nguyen Thi Mai, Chanh. "Chinese Language and Literature Reform in The Beginning of The 20th Century." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.6-1.

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It is difficult not to mention language reform when referring to Chinese literature modernization between the end of the 19th century and the beginning of the 20th century. Language played a critical role in facilitating the escape of Chinese literature from Chinese medieval literary works in order to integrate into world literature. The language reform not only laid a foundation for modern literature but also contributed considerably to the grand social transformation of China in the early days of the 20th century. Chinese new-born literature was a literature created by spoken language; in Chinese terms, it was considered as a literature focusing on “dialectal speech” instead of “classical Chinese” used in the past. In international terms, it can be named as living language literature which was used to replace classic literary language in ancient books – a kind of dead language. This article will analyze how language reform impacted Chinese modern literature at the beginning of the 20th century.
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Tao, Jianhua, Fang Zheng, Aijun Li, and Ya Li. "Advances in Chinese Natural Language Processing and Language resources." In 2009 Oriental COCOSDA International Conference on Speech Database and Assessments. IEEE, 2009. http://dx.doi.org/10.1109/icsda.2009.5278384.

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Звіти організацій з теми "Chinese language"

1

Arnold, Zachary, Ngor Luong, and Ben Murphy. Understanding Chinese Government Guidance Funds: An Analysis of Chinese-Language Sources. Center for Security and Emerging Technology, March 2021. http://dx.doi.org/10.51593/20200098.

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China’s government is using public-private investment funds, known as guidance funds, to deploy massive amounts of capital in support of strategic and emerging technologies, including artificial intelligence. Drawing exclusively on Chinese-language sources, this report explores how guidance funds raise and deploy capital, manage their investment, and interact with public and private actors. The guidance fund model is no silver bullet, but it has many advantages over traditional industrial policy mechanisms.
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2

Chen, Aitao, Hailing Jiang, and Fredric Gey. English-Chinese Cross-Language IR Using Bilingual Dictionaries. Fort Belvoir, VA: Defense Technical Information Center, January 2006. http://dx.doi.org/10.21236/ada456270.

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3

Cushman, R. M., and M. D. Burtis. Selected Translated Abstracts of Chinese-Language Climate Change Publications. Office of Scientific and Technical Information (OSTI), May 1999. http://dx.doi.org/10.2172/14337.

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4

Sun, Wanning. Chinese-language media in Australia: clickbait or security threat. East Asia Forum, November 2023. http://dx.doi.org/10.59425/eabc.1700949647.

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5

Fox, Diane. Chinese voices : towards an ethnography of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5780.

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Xiping, C. Natural language on-line retrieval system of the Chinese Geological Bibliographic Database. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1994. http://dx.doi.org/10.4095/193935.

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Gao, Yicheng, Rui Cao, Zhihan Liu, Chengwei Si, Yujie Wang, Pengcheng Tian, Xinyan Zhuang, et al. Knee osteoarthritis guidelines lack a comprehensive consideration of multiple influencing factors from evidence to recommendations: a systematic survey. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2023. http://dx.doi.org/10.37766/inplasy2023.4.0062.

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Анотація:
Review question / Objective: To systematically evaluate the use of the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) approaches and factors influencing the formation from evidence to recommendations in the knee osteoarthritis (KOA) related clinical practice guidelines (CPGs). Information sources: Two English-language databases (PubMed, Embase) and four Chinese-language databases (China National Knowledge Infrastructure, VIP Database for Chinese Technical Periodicals, Wanfang, and Chinese Biomedical Literature Database).
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8

Arnold, Zachary, Joanne Boisson, Lorenzo Bongiovanni, Daniel Chou, Carrie Peelman, and Ilya Rahkovsky. Using Machine Learning to Fill Gaps in Chinese AI Market Data. Center for Security and Emerging Technology, February 2021. http://dx.doi.org/10.51593/20200064.

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In this proof-of-concept project, CSET and Amplyfi Ltd. used machine learning models and Chinese-language web data to identify Chinese companies active in artificial intelligence. Most of these companies were not labeled or described as AI-related in two high-quality commercial datasets. The authors' findings show that using structured data alone—even from the best providers—will yield an incomplete picture of the Chinese AI landscape.
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Fedasiuk, Ryan. The China Scholarship Council: An Overview. Center for Security and Emerging Technology, July 2020. http://dx.doi.org/10.51593/20200042.

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The Chinese government seeks to exert influence through its scholarship and exchange programs. This issue brief assembles a picture of the China Scholarship Council—the primary vehicle by which the state provides scholarships—through Chinese-language sources.
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Dorr, Bonnie J., Dekang Lin, and Gina-Anne Levow. Construction of a Chinese-English Verb Lexicon for Embedded Machine Translation in Cross-Language Information Retrieval. Fort Belvoir, VA: Defense Technical Information Center, August 2002. http://dx.doi.org/10.21236/ada459245.

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