Статті в журналах з теми "Chinese language – china"
Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Chinese language – china.
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 статей у журналах для дослідження на тему "Chinese language – china".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте статті в журналах для різних дисциплін та оформлюйте правильно вашу бібліографію.
1
Zavyalova, Olga. "Language Policy in China: Recent Field Investigations." Problemy dalnego vostoka, no. 4 (2022): 160. http://dx.doi.org/10.31857/s013128120021422-5.
Повний текст джерелаАнотація:
The recent large-scale field investigations show that the ethnic and language situation in China is much more complex than it seemed before the end of the 1970s, and China remains one of the most linguistically and culturally diverse countries in the world. However, many languages of various ethnic groups and many Chinese dialects, both known in the past or recently discovered, are spoken by no more than a few members of the older generation. Among the most important tasks, set for the linguistic community by the Chinese authorities, is the investigation and preservation on electronic carriers of numerous languages of the peoples of China, any Chinese dialects and the samples of local cultures. The data collected in 2015-2019 within a large-scale “Program for the preservation of Chinese language resources” is represented in numerous publications devoted in particular to the endangered languages of China and on a unique online platform accessible for the linguists and partially for any Internet users. The next stage of the field studies of the language and local cultural heritage of China was officially initiated in 2020.
2
Kurpaska, Maria. "The effects of language policy in China A." Język. Komunikacja. Informacja, no. 12 (March 28, 2019): 14–24. http://dx.doi.org/10.14746/jki.2017.12.1.
Повний текст джерелаАнотація:
The population of China consists of 56 officially recognised ethnic groups, which speak (depending on the criteria used) from 135 to nearly 300 languages. About 90% of the population declare themselves as belonging to the Han-Chinese nationality. The language spoken by this majority is by no means uniform, the varieties of Chinese are so diversified, that most of them are mutually unintelligible, and some linguists even call them separate languages. The remaining 10% speak languages that are classified into five language families. Is it possible to introduce one common language in a country with the largest population on Earth? China has been carrying out such a language policy since the 1950s. The goal is to spread the national standard – Mandarin, or Putonghua, all over the country, so that all inhabitants could communicate freely. This idealistic work is already very advanced and it has caused vast changes in the linguistic landscape of China. Not all the rights of minority languages declared in the constitution are respected. Also the non-Mandarin varieties of Chinese are subject to unification and noticeable changes are ongoing in the local tongues. This paper shows the various aspects of Chinese language policy, the positive and negative effects it has on the languages spoken in China.
3
Youguang, Zhou. "Language planning of China." Journal of Asian Pacific Communication 11, no. 1 (May 8, 2001): 9–16. http://dx.doi.org/10.1075/japc.11.1.03you.
Повний текст джерелаАнотація:
Language Planning is called Language Reform in China. The chief aims are: 1. To standardize and popularize the lingua franca of China; 2. To write in vernacular style instead of the traditional classic style; 3. To design and promote a system of Chinese phonetic symbols; 4. To simplify the Chinese characters; 5. To design and, if needed, improve writing systems for minor nationalities.
4
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.
Повний текст джерелаАнотація:
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.
5
Xiao, Dong, and Chunlai Tian. "Chinese Language Education under the Integration of Chinese and Thai Languages and Cultures." International Journal of Sociologies and Anthropologies Science Reviews 4, no. 3 (June 9, 2024): 65–70. http://dx.doi.org/10.60027/ijsasr.2024.4011.
Повний текст джерелаАнотація:
Background and Aims: This article analyzes the development process of Chinese education in Thailand and compares its different characteristics regarding Chinese cultural inheritance and language dissemination with other Southeast Asian countries. It is believed that the integration of Buddhist and Confucian cultures between China and Thailand, as well as Thailand's harmonious and inclusive ethnic policies and cultural environment, are the main reasons for the steady development of Chinese education in Thailand. In the language and cultural integration process between China and Thailand, there has also been a certain degree of excessive and cross-border integration. "Moderate integration" and "excessive integration" constitute the characteristics of Thai Chinese language education, and their dual characteristics jointly influence the progress of Thai Chinese language education. Methodology: Using the literature research method and induction by looking at the literature to summarize the viewpoints proposed by relevant scholars. Conduct an extensive review of existing literature on language education, focusing on Chinese and Thai languages and cultures. Analyze academic papers, textbooks, and relevant educational materials to identify effective strategies for language integration. Evaluate existing Chinese language education curricula and materials in both China and Thailand. Identify commonalities and differences, and explore ways to integrate elements that reflect both Chinese and Thai cultures. Results: The vigorous development of Thai Chinese education is closely related to integrating Chinese, Thai Buddhist, and Confucian cultures, as well as Thailand's harmonious and inclusive ethnic policies and cultural environment. This is a positive manifestation of Thai-Chinese education's "moderate integration" and a proper interpretation of Thai-Chinese education under the premise of integration. However, there has also been a certain degree of excessive and cross-border integration of language and culture between China and Thailand, resulting in negative impacts such as Chinese language variation, structural imbalance in teaching systems, and a lack of competitive environment for the Chinese language. Conclusion: The sorting out of the joint representation of "moderate integration" and "excessive integration" in Thai Chinese education reflects and abandons the survival mode and cultural landscape inherited and condensed by Thai Chinese education over a long period in the historical evolution.
6
Namsaraeva, Sayana. "Border Language." Inner Asia 16, no. 1 (August 19, 2014): 116–38. http://dx.doi.org/10.1163/22105018-12340006.
Повний текст джерелаАнотація:
The conceptual framework of this paper is to view Mongolia as a ‘contact zone’ which geographically bridged the gap between two rapidly growing Eurasian empires—Russia and China. It allows a rethinking of the historical and social circumstances that led to the formation of Chinese Pidgin Russian (cpr)1 by highlighting the lexical and grammatical influence of the Mongolian language on contact languages in the China–Russia border area. In particular, it discusses Mongolian language in various encounters in Russian–Chinese interactions, such as the use of Mongolian as mediation language during the initial stage of Qing–Russian diplomatic relations and aslingua francain caravan trade and border relations between Russia and China, as well as its influence on the formation of Transbaikal dialect (orZabaikal’skoe narechie), which was widely spoken by Russians in Mongol-speaking colonial frontiers of Russia in Eastern Siberia. Moreover, the paper highlights the Mongolian elements in the firstcpr, questioning a common scholarly perception that Kiakhta (or Maimacheng)2 pidgin consisted primarily of Russian and Chinese borrowings. Therefore, unique language hybridisation of these three languages continues to be noticeable in Russia–China trade hubs in Inner Mongolia nowadays, where transborder ethnic and economic contacts between Russia, China and Mongolia are becoming more complicated and diverse.
7
Barov, Sergey A., and Maia A. Egorova. "CANTONESE DIALECT IN MODERN CHINA: THE PROBLEM OF CONSERVATION." RUDN Journal of Language Studies, Semiotics and Semantics 10, no. 1 (December 15, 2019): 152–66. http://dx.doi.org/10.22363/2313-2299-2019-10-1-152-166.
Повний текст джерелаАнотація:
The artice is devoted to the problem of preserving the Cantonese dialect (language) in modern China, where for several decades the government persistently pursued a policy of disseminating of the nation-wide Chinese language (“pǔtōnghuà”). Cantonese is the largest language by speakers among all Chinese languages and it is native to most residents of Guangdong and Hong Kong, however, unlike the languages of the national minorities of China, it is not fully protected by law and is consistently ousted from the education system and out of business communication. In the article the authors carefully analyze the linguistic history of China, the role of dialects in the system of Chinese languages and the historical and political significance of a single written norm. According to the authors, the division of China into two large cultural and historical communities (northern and southern) corresponds to the established linguistic division, but unlike many other countries in the world, the ethnolinguistic and ethnocultural differences between the northern and southern Chinese due to the centuries-old unifying efforts of the central government do not lead to the division of the Chinese nation. The article examines in detail the history of Cantonese, a linguistic analysis of the differences between Cantonese and Putonghua, and on this basis concludes that Cantonese should be considered not as a dialect of Chinese, but rather as a separate language of the Sino-Tibetan language group, albeit closely related to the Chinese language. Analyzing the role of Cantonese in the formation of a special cultural and historical community in Guangdong and Hong Kong, the authors conclude that the declining of the Cantonese dialect (language) will probably occur over the next several decades, unless the language and education policies of the Chinese government are changed. Otherwise this tendency will lead to the loss of the province's identity, which is part of the intangible cultural heritage of the entire Chinese nation.
8
Pan, Lin, and Philip Seargeant. "China English and Chinese culture." English Today 39, no. 3 (September 2023): 174–77. http://dx.doi.org/10.1017/s0266078423000202.
Повний текст джерелаАнотація:
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.
9
강은국, 태평무, and 최희수. "Chinese-Korean language studies in China." Language Facts and Perspectives 41, no. ll (May 2017): 413–42. http://dx.doi.org/10.20988/lfp.2017.41..413.
Повний текст джерела
10
Xue, Meichun, Juncai Pang, Yu Zhang, and Hongmei Yang. "Myanmar Language Learning Experiences at China’s Frontier." Asian Social Science 18, no. 7 (June 14, 2022): 20. http://dx.doi.org/10.5539/ass.v18n7p20.
Повний текст джерелаАнотація:
In the context of China’s implementation of Belt and Road Initiative, the development of LOTE (languages other than English) in China comes into a revitalization era. LOTE play important role acting as a bridge linking China to the other countries. Since 2009, Yunnan has been discursively constructed as a bridgehead for China to cooperate with Southeast Asian country and the education of LOTE with a particular focus on the Southeast Asian languages has experienced an unprecedented expansion size. This study explores the learning experiences of Chinese postgraduates majoring in Myanmar language in a Chinese border university in Yunnan. Findings reveal how Chinese students perceive the values of learning Myanmar language, what learning challenges they encounter and how they exert their agency to overcome their learning difficulties. The study reveals that Chinese students’ investment in learning Myanmar has been shaped by their access to various resources mediated in multiple social forces across time and space. The study can shed some lights on providing pedagogical implications for enhancing the learning outcomes of LOTE in China.
11
Yajun, Jiang. "English as a Chinese language." English Today 19, no. 2 (April 2003): 3–8. http://dx.doi.org/10.1017/s0266078403002013.
Повний текст джерелаАнотація:
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.
12
Bao, Zhiming, Ruiqing Shen, and Kunmei Han. "Languages and language contact in China." Journal of Pidgin and Creole Languages 38, no. 1 (May 5, 2023): 1–13. http://dx.doi.org/10.1075/jpcl.00101.bao.
Повний текст джерелаАнотація:
Abstract China is ethnically and linguistically diverse. There are 56 officially recognized ethnic groups in the country, including the majority Han, with a 1.2 billion-strong population and Tatar, the smallest minority group with only 3,556 people residing in Xinjiang, according to the 2010 Population Census of the People’s Republic of China, the latest census data available on the government’s website (www.stats.gov.cn). The Han accounts for 91.6% of the population, with the minorities taking up the balance of 8.4%. Most ethnic groups have their own languages, which fall into typologically distinct language families, the largest being Altaic and Sino-Tibetan. Ethnologue lists 299 languages in China and rates the country 0.521 in linguistic diversity, compared with 0.035 for Japan and 0.010 for South Korea (Simons & Fennig 2017). A few ethnic groups, such as the Hui (Chinese Muslims) and the Manchus, who founded the last imperial dynasty of Qing (1644–1912), have lost their indigenous languages over the centuries. They speak the language of the Han majority. Linguistic diversity in China is manifested in two ways: across the ethnic groups and within the Han majority. In what follows, we give a schematic description of the languages and briefly summarize the papers in this issue that offer a snapshot of language contact in China.
13
Hu (胡博林), Bolin. "Reporting China." Journal of Chinese Overseas 17, no. 1 (April 8, 2021): 84–116. http://dx.doi.org/10.1163/17932548-12341435.
Повний текст джерелаАнотація:
Abstract This article explores how Chinese-language newspapers in Australia reported on China in the period 1931–37. These newspapers made efforts to build support for the Sino-Japanese war and influence Chinese residents in Australia. However, they offered contrasting views of the Chinese government ruled by the Kuomintang. The Tung Wah Times, along with the Chinese World’s News, continued to publish anti-Chiang Kai-shek propaganda, arguing for a strong anti-Japanese resistance. But the Chinese Republic News and the Chinese Times demonstrated support for and understanding of the Chiang government’s dilemma, though the political position of the former was much more fluid. The divergent views revealed the multiple loyalties of Chinese residents in Australia and their active community politics when their population in Australia was declining, and it was a reminder that the diasporic community cannot be homogenized with a collective concept of a “country.” It also reflected their shared identification with the Chinese nation, showing different approaches to building up a strong home country. By shaping their readerships’ Chinese patriotism and nationalism, these Chinese-language newspapers strengthened the connection and allegiances between Chinese in Australia and their homeland.
14
Qian, Cheng, and Zhao Ke. "Language choice at a Chinese subsidiary of a Spanish bank." Círculo de Lingüística Aplicada a la Comunicación 79 (September 19, 2019): 45–62. http://dx.doi.org/10.5209/clac.65647.
Повний текст джерелаАнотація:
This study explored language management in Banco Santander in China, a multilingual workplace where two major languages, Spanish and Chinese, are used along with English as a lingua franca. We collected data through conducting interviews with four senior managers in charge of human resources, strategic development, retailing and commercial banks to understand how languages are used and managed in this Spanish bank. Analyses of data revealed consistencies and inconsistencies between employees’ choices of language and beliefs as mediated by relevant social cultural, corporate and linguistic factors. The findings shed light on the complexity of language management at a Spanish bank in China against the backdrop of the changing scenario of foreign direct investment. They highlight the importance for multinational corporations to manage languages in response to multilingual challenges at workplaces in China.
15
Zhang, Yuanke. "Challenges of Teaching Chinese to Speakers of Other Languages: The Perspective of Intercultural Communication." Lecture Notes in Education Psychology and Public Media 46, no. 1 (April 19, 2024): 276–81. http://dx.doi.org/10.54254/2753-7048/46/20230893.
Повний текст джерелаАнотація:
With the increasing comprehensive national strength of China and the need for national development, the communication between China and Western English-speaking countries has been thriving. Under this trend, the field of teaching Chinese to speakers of other languages has been developing rapidly, with a large number of foreign friends showing great enthusiasm for learning Chinese. The main arguments of this paper are: 1. challenges encountered in teaching Chinese as a second foreign language; 2. Reasons for Chinese intercultural communication errors; 3. strategies of teaching Chinese as a second language in intercultural communication. Therefore, to better promote communication between China and the West, spread Chinese culture, and help foreigners to understand and overcome the difficulties of learning Chinese, this essay demonstrates that Chinese language teachers should focus on cultivating the intercultural communication abilities of communicators. Through learning the basic linguistic knowledge and cultural background of both communicators, it is possible to minimize barriers in intercultural communication, and more amicable international exchanges can be facilitated.
16
Light, Timothy, Hsu Ying, and J. Marvin Brown. "Speaking Chinese in China." Modern Language Journal 70, no. 4 (1986): 423. http://dx.doi.org/10.2307/326833.
Повний текст джерела
17
Setton, Robin. "Interpreting China, interpreting Chinese." China and Chinese 11, no. 2 (September 2, 2009): 109–17. http://dx.doi.org/10.1075/intp.11.2.01set.
Повний текст джерела
18
Zhang, Kaiyue. "COMPARISON OF CHINESE AND BULGARIAN IDIOMS AND STRATEGIES FOR TEACHING CHINESE IDIOMS TO BULGARIANS." Diplomatic, Economic and Cultural Relations between China and Central and Eastern European countries 8 (April 1, 2023): 91–109. http://dx.doi.org/10.62635/xkyf-gfm0.
Повний текст джерелаАнотація:
The idiom is the crystallization of the wisdom of a country and a nation, and it is also an important part of language. A country’s colloquial expressions can deeply reflect the country’s culture, language characteristics and national way of thinking. If Chinese language learners want to express themselves authentically, it is particularly important to strengthen the teaching of Chinese idioms. In the two languages, the expressions of idioms are distinct in language form and content. For Chinese language learners in Bulgaria, understanding and learning the differences between the two countries will not only enrich their vocabulary, but can also help them understand the Chinese culture and the Chinese way of thinking in the learning process; this, in turn, will promote Bulgarian scholars’ enthusiasm for learning Chinese. Throughout the existing research, there are not many studies of the comparison of mediation idioms and the teaching of Chinese idioms in China. Therefore, this paper takes the comparison of idioms in mediation and the teaching of Chinese idioms in China as its research object, and uses the methods of literature, comparative analysis, inductive analysis and the interview to compare and analyze the differences between Chinese and Bulgarian common sayings, investigate the teaching status of Chinese idioms in Confucianism, find the problems in the teaching of Chinese idioms in Confucianism, sort out the causes, and on this basis, summarize the teaching of Chinese idioms in China and Bulgaria. Teaching colloquial expressions summarizes some of the teaching strategies and suggestions that have a substantial role in teaching Chinese as a foreign language, and provides some convenience for teaching Chinese as a foreign language.
19
Lim, Yeonjung. "A Study on the Analysis of College Students' Perceptions of China, Chinese, and Chinese Learning Amid the Rise of Anti-China Sentiment." Korean Society of Culture and Convergence 45, no. 8 (August 31, 2023): 565–76. http://dx.doi.org/10.33645/cnc.2023.08.45.08.565.
Повний текст джерелаАнотація:
This study analyzed the perceptions of students who studied beginner-level Chinese for one semester in college Chinese courses. The recent deterioration in relations between South Korea and China has led to a rise in anti-Chinese sentiment, and this could lead to a decline in Chinese language education. The purpose of this study is to find out whether they actually have a low opinion of China or the Chinese language, and whether they have negative thoughts about learning Chinese. This paper analyzed perceptions of China, Chinese language, and Chinese language learning, changes in perceptions through college Chinese class, and learners' perceptions and intentions to continue learning Chinese. The results of the analysis showed that learners themselves recognize the importance of Chinese language, and more importantly, their positive perception of Chinese language affects their willingness to continue learning Chinese in the future. It can be seen that we should focus on developing relevant teaching methods and educational contents in the future.
20
Dai, Fan. "English-language creative writing by Chinese university students." English Today 28, no. 3 (September 2012): 21–26. http://dx.doi.org/10.1017/s0266078412000259.
Повний текст джерелаАнотація:
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).
21
Khasanova, F. "INFLUENCE OF BUDDHIST SOURCES ON CHINESE LANGUAGE AND LITERATURE." Builders Of The Future 02, no. 02 (May 1, 2022): 96–103. http://dx.doi.org/10.37547/builders-v2-i2-15.
Повний текст джерелаАнотація:
This article discusses the impact of Buddhism on Chinese linguistics and translation studies. On the basis of the historical development of cultural ties between China and India, the formation of the Chinese language of oral communication, the Chinese school of translation studies, is of particular importance. In the process of studying the genres of ancient Chinese spoken language as a source of language, a number of issues are clarified on the translation of Buddhist sutras into Chinese, their spread among the people, and the emergence of different genres accordingly.
22
Zavyalova, Olga. "On the Language Preferences of Chinese Leaders." Problemy dalnego vostoka, no. 2 (2023): 176. http://dx.doi.org/10.31857/s013128120025261-8.
Повний текст джерелаАнотація:
For centuries. attention to language problems in China has been paid at the highest level. In his speech at the 20th CPC Congress, Xi Jinping mentioned the promotion of the “all-national language and script”, i.e. Standard Mandarin and Chinese characters, as an important part of the language policy. Propaganda of traditional culture and preservation of ancient written texts is another important task in modern China. It is not by chance that soon after the 20th Congress, Xi Jinping visited Yinxu, a museum-park on the site of the second capital of the Shang-Yin dynasty, where the oldest jiaguwen character inscriptions had been discovered at the end of the 19th century. In the epoch of the revival of philological traditions, Xi Jinping’s signature in his own calligraphic version with the traditional character 習xí is widely used in Chinese propaganda. Soon after the 20th Congress, the importance of the popularization of the Chinese language and culture outside the country was discussed in Xi Jinping’s letter sent to a group of students from Saudi Arabia. As for the romanization system Hanyu Pinyin, introduced in the PRC in 1958, in the official documents it is positioned as an auxiliary device used in the primary education in China, when writing Chinese words in the texts in foreign languages and in the process of teaching Chinese to foreigners or not mentioned at all. The status of the Hanyu Pinyin system in modern China is incomparable with the status of the ancient Chinese characters.
23
Bianco, Joseph Lo. "Emergent China and Chinese: Language Planning Categories." Language Policy 6, no. 1 (January 11, 2007): 3–26. http://dx.doi.org/10.1007/s10993-006-9042-3.
Повний текст джерела
24
Li, Wen. "The Role of Language Capability in Migration Choice of International Medical Students." International Medical Student Education 3, no. 1 (June 22, 2020): 27–35. http://dx.doi.org/10.51787/imse202000104.
Повний текст джерелаАнотація:
Background:An alarming proportion of healthcare workers from low- and middle-income countries (LMICs) migrate to foreign countries, especially to high-income countries (HICs), to seek employment. The aim of this study was to explore the role of language capability in migration choice of China-educated international medical students (IMSs), mainly from LMICs in Asia and Africa. Methods:A questionnaire was delivered electronically to final-year IMSs at 4 universities in China from June, 2019 to July, 2019. The questionnaire comprised questions on language capability and migration choices of IMSs. Chi-square test was used to determine whether participants’ English language proficiency, Chinese language proficiency, and capability of speaking multi-languages were associated with their migration choices. Results:A total of 202 valid responses were obtained and 91 (45%) participants showed intention of choosing a foreign country. The intention of staying outside the home country was associated with the capability of speaking multi-languages (speaking at least another non-English foreign language apart from Chinese) by IMSs. Higher-level Chinese proficiency certificate holders were more likely to choose China as the destination country. The capability of speaking a non-English/non-Chinese foreign language did not correspond to the intention of migrating to the country where this language is spoken. Furthermore, the intention of migrating to a non-English/non-Chinese speaking foreign country did not correspond to the capability in the language spoken in this foreign country. Conclusion:The effect of language capability on migration choice of China-educated IMSs was explored in this study. The findings indicate that language capability has played some role in IMSs’ migration choice. However, migration decision-making process is complex and is affected by various factors. Therefore, further studies should be conducted to explore correlations among factors affecting migration choice of IMSs.
25
Liu, Yuqing. "Sinicizing European Languages: Lexicographical and Literary Practices of Pidgin English in Nineteenth-Century China." Sungkyun Journal of East Asian Studies 22, no. 2 (November 1, 2022): 135–58. http://dx.doi.org/10.1215/15982661-10040867.
Повний текст джерелаАнотація:
Abstract This article reconsiders the social, economic, and literary significance of Chinese Pidgin English (CPE) in Chinese society by exploring lexicographical and literary practices of pidgin in nineteenth-century China. Resituating the history of CPE in Chinese language history, this article problematizes the concept of pidgin and pursues three arguments. First, the author maintains that CPE arose from the marginalized status of the Euro-American traders who were restricted from learning the Chinese language in Canton. Second, by exploring foreign-language glossaries, this article foregrounds the key role of sinographs and Chinese topolects in mediating and remolding foreign languages. Last, by examining the appropriation of foreign sounds in Cantonese folk songs and Pan Youdu's poetry, this article demonstrates the complex flow of these sounds among different languages and the power of pidgin in transgressing linguistic boundaries.
26
Wang, Lei, Wenbin Min, Siqi Zhang, Yaojiang Shi, and Scott Rozelle. "Math and Chinese-Language Learning." Asian Survey 58, no. 5 (September 2018): 797–821. http://dx.doi.org/10.1525/as.2018.58.5.797.
Повний текст джерелаАнотація:
This paper seeks to understand the learning outcomes that prevail across key subpopulations in China today. Data from a nationally representative survey show that rural youth are two years behind urban children in math and Chinese. Non-Han minorities, children in poorer counties, and children with less-educated parents are the most vulnerable.
27
McDonald, Edward. "The Chinese Script in the Chinese Scriptworld." Journal of World Literature 1, no. 2 (2016): 195–211. http://dx.doi.org/10.1163/24056480-00102005.
Повний текст джерелаАнотація:
The exclusivist ideology characterizing the Chinese writing system as “ideographs” was constructed in the West, and later reimported into China where it influenced popular and nationalistic understandings of the characters. For the West, the Chinese script held out the promise, embraced particularly eagerly by the literary and artistic worlds, of a visual language not complicated by questions of sound, and thus by the arbitrary impositions of individual languages (Bush). For China, the Chinese script came to function as one of the key cultural characteristics marking the Chinese off from the rest of the world (Shen). This paper will attempt to provide some conceptual groundwork for understanding these complex and overlapping discourses, and set out the fundamental graphological basis through which the differing functions of Chinese characters in both the historical and the contemporary Chinese Scriptworld (Handel) can be understood.
28
Japarova, Aigerim. "SITUATION OF TEACHING CHINESE IN KAZAKHSTAN." Alatoo Academic Studies 2022, no. 1 (January 30, 2022): 27–42. http://dx.doi.org/10.17015/aas.2022.221.03.
Повний текст джерелаАнотація:
This article is aimed to explain the history of development and the current situation of teaching Chinese at schools and universities in Kazakhstan. Because of the big leap in the Chinese economу and the recent cooperation of China with Kazakhstan, the number of people wishing to learn Chinese in Kazakhstan is growing every year, the same as the number of students already studying in China. Nevertheless, there are still many problems, particularly in the field of education, which need to be solved jointly by the governments of China and Kazakhstan. This article raises the most basic problems that hinder the process of high-quality teaching of the Chinese language in Kazakhstan, such as the lack of a unified system of teaching and diversification of methods of teaching the Chinese language, the lack of relevant educational materials that meet modern requirements, adapted to the Kazakh language and culture, the lack of training courses to improve the qualifications of teaching staff. Also, it includes suggestions of specific ways to solve existing problems on the above points. Keywords: China, Kazakhstan, education, Chinese language, Chinese language teaching, teaching methods, Chinese language teaching materials, Chinese language teacher;
29
G.A. Nabiullina and A.Sh. Yusupova. "Tatar-Chinese language interactions (based on Chinese loanwords in the speech of the Tatar diaspora living in modern China)." Journal of Language and Literature 5, no. 3 (August 30, 2014): 241–45. http://dx.doi.org/10.7813/jll.2014/5-3/40.
Повний текст джерела
30
Mustafauly, S., A. Arzykulov, and M. K. Mugalov. "Military terminology in the Chinese language, China-Kazakh historical relations." Proceeding "Bulletin MILF" 52, no. 4 (December 19, 2022): 27–38. http://dx.doi.org/10.56132/2791-3368.2022.4-49-07.
Повний текст джерелаАнотація:
The article analyzes the historical linguistic relationship of Chinese Kazakh languages in the depths of centuries. In the field of linguistic research, it is proved in modern linguistic science that the study of the language of each people in combination with its past history, their socio-social environment, their interaction with other nations is the most rational way that allows us to obtain the necessary data from the history of language development. As a result of various historical ties between the Kazakh people and their historical neighbor in the East, a number of Chinese words entered the ancient Turkic language, and a number of Turkic words entered the ancient Chinese language. The article reveals real facts about the relationship of the Kazakh people in different eras with other peoples and especially with the historical neighboring people of China, which were joined by fate, or the possibility of obtaining a complete picture of their own state and life by finding the meaning of a number.
31
Xu, Yidie, and Fan Fang. "Bridging Language Policy and English Language Teaching in the Chinese Context:." Crossings: A Journal of English Studies 13, no. 2 (December 1, 2022): 161–74. http://dx.doi.org/10.59817/cjes.v13i2.457.
Повний текст джерелаАнотація:
With the increasing role of English as a global language, teaching and learning of that language have become a focal point of instruction around the world. Against this background, China has followed the global trend of implementing various language-related policies and practice decisions. This conceptual paper first provides a brief historical overview of language policy in the Chinese context. Given the importance of compulsory education and tertiary education in China, this article links the previous language policy to the recent development of the Double Reduction policy and English as a medium of instruction in relation to English language teaching (ELT). This paper also discusses the culture, ideology, and identity issues involved in ELT in China. It ends by arguing the importance of reflecting on the current situation of language policy and ELT in the Chinese context against the backdrop of globalization. It also suggests that foreign language policy and ELT practice decisions, in China and other countries, should be guided and informed by more robust empirical teaching and research results.
32
Nefedov, Igor V., and Anna V. Shi. "Language Contacts between China and Russia: from Classical Schools to a Virtual Educational Environment." Proceedings of Southern Federal University. Philology 25, no. 3 (September 30, 2021): 146–62. http://dx.doi.org/10.18522/1995-0640-2021-3-146-162.
Повний текст джерелаАнотація:
The Russian language has been studied in Chinese educational institutions for more than three centuries, gaining more and more popularity. In the context of strengthening cooperation between Russia and China in the socio-economic, cultural and educational spheres, the knowledge of the languages of both countries becomes especially important. Currently, many Chinese schools, universities and language centers offer the study of Russian as a foreign language, and there are hundreds of Russian language teachers working in the country. In recent years, Russian language teaching has become possible in a virtual educational environment, including in a distance format at Russian universities. Digital resources and opportunities for learning foreign languages are widely used in China: more and more students choose the Internet and various virtual services to learn Russian. Chinese students of the Russian language take online lessons from native speakers, use a variety of applications, websites, dictionaries, and translators for the Russian Language translation. One of the main problems when studying Russian by Chinese students is the problem of rapid and successful formation of communicative competence. We believe that the most effective intensifying technologies in working with Chinese students are the activation of internal reserves of the individual, high motivation. They can be achieved using the project method and the gamification of the learning process. In the context of online learning, the most effective means of forming communicative competence by creating a Russian-language virtual environment is the voice assistant “Alice”.
33
Ansaldo, Umberto, Stephen Matthews, and Geoff Smith. "China Coast Pidgin." Pidgins and Creoles in Asian Contexts 25, no. 1 (February 5, 2010): 63–94. http://dx.doi.org/10.1075/jpcl.25.1.03ans.
Повний текст джерелаАнотація:
In this paper we revisit some long-standing questions regarding the origins and structure of China Coast Pidgin (CCP), also known as Chinese Pidgin English. We first review the historical context of the China Trade which formed the ecology for the development of CCP. We then review the available sources, focusing on newly transcribed data from Chinese-language instructional materials. These sources provide fresh evidence for grammatical structure in CCP, and demonstrate strong influence from Cantonese as the major substrate language. Comparison with English-language sources shows systematic contrasts which point to likely variation between Anglophone and Sinophone lects, as in the case of wh-questions which show regular wh-fronting in English sources and pervasive use of wh-in-situ in Chinese sources. This conclusion helps to resolve the debate over the Sinitic features of CCP.
34
Aleksakhin, A. N. "Comparable Description of Phonological Systems of the Chinese and Russian Languages as a Scientific Basis for the Methodology of Teaching Russian Students the Sound Structure of Words of the Chinese Language." Prepodavatel XXI vek, no. 3, 2020 (2020): 158–72. http://dx.doi.org/10.31862/2073-9613-2020-3-158-172.
Повний текст джерелаАнотація:
Russian and Chinese, like all human languages, are objectively based on their unique phonological systems. The phonological system of the Chinese language is defined by the vocal dominant: 34 vowels and 25 consonants. The phonological system of the Russian language is characterized by the consonant dominant: 6 vowels and 35 consonants. A comparable description of the phonological systems of Chinese and Russian languages is carried out on the basis of a comparison of letter orthograms of the words of Chinese and Russian. Alphabetic orthograms of Chinese words were legally adopted in China in 1958. The developed and tested phoneme theory (consonant and vowel) to describe the sound system of the Chinese language reveals the general and special in phonetic-phonological structure of the words of the Russian and Chinese languages and provides comparability of descriptions of phonological systems of these languages.
35
Fu, Yang, and Jingyu Liu. "The Europeanization in Chinese — Focus on English and Chinese." Journal of Education, Humanities and Social Sciences 17 (July 27, 2023): 68–75. http://dx.doi.org/10.54097/ehss.v17i.10464.
Повний текст джерелаАнотація:
Languages are always progressing, and other languages significantly influence Chinese. The significant influence is a change in the structure of the Chinese sentence. As intercultural communication continues to increase, loanwords are becoming more and more common in daily life. Loanwords fill up the gaps of new things and greatly enrich the vocabulary. Language interactions and the people’s perception of such implicit and explicit cultural influences are critical to understand cultural influences on people and cultural exchange. This paper analyzes loanwords, sentence structure and people’s thinking patterns to find the influence caused by Europeanization and how Europeanization is defined in China. Moreover, this paper analyzes the international context and the related conditions of the Chinese Europeanization phenomenon. In general, the Europeanization of the Chinese is inevitable in the current context. The borrowed words and grammatical changes have enriched the Chinese vocabulary and promoted smooth communication between China and other countries.
36
Wong, Simon. "Digitization of Bibles in Greater China (1661–1960)." Bible Translator 72, no. 2 (August 2021): 241–54. http://dx.doi.org/10.1177/20516770211013079.
Повний текст джерелаАнотація:
Bible translations in (or for) Greater China may be classified into three categories: Chinese, Han dialects, and indigenous languages. All these language groups witness translation activities by Protestant missionaries. However, in its earliest history, Bible translation was pioneered by missionaries of Eastern Christianity in the seventh century or even earlier, whereas from the Catholic side, clear historical narrative has recorded Bible translation work in the thirteenth century by John of Montecorvino (1247–1328) into a Tatar language. Sadly, this work was not preserved. The earliest extant Bible translation in this vast area was published in 1661 in the Siriya language of Taiwan. This article reports on two major digitization projects: digitization of old Chinese Bibles (1707–1960), including 51 translations in total, and digitization of Bibles in Han dialects/fangyan and indigenous languages (1661–1960)—about 50 languages (including dialects) and 60 translations. These two projects represent the largest and most systematic full-text digitization of the Bible heritage of the area ever undertaken.
37
Hou, Jinxiang. "Catchwords as markers of change in China." English Today 23, no. 3-4 (October 2007): 50–53. http://dx.doi.org/10.1017/s0266078407003100.
Повний текст джерелаАнотація:
ABSTRACTA CATCHWORD is a lexical item or phrase, whether created within a particular language or adopted from foreign languages through translation or transliteration or a combination of the two. In Chinese discourse, catchwords spread rapidly within a particular group of people at a particular time and in a particular context (cf. Gu Wei, 2004): a definition from work undertaken at the Institute of Applied Linguistics (founded in 2002 at the Beijing Language and Culture University). The topic is the subject of a treatise, ‘The longitudinal study of catchwords in newspapers’ and is one of the items on the agenda of the Tenth Five-Year Plan, for consideration by the Chinese Language and Characters Committee. Zhang Pu (2003), a professor of language information processing at Beijing Language and Culture University has argued that ‘[a] catchword is not only a lexical phenomenon, but also indicates people's values from a cultural psychology point of view, as well as reflecting social reality’.
38
Zavyalova, Olga. "Language Diversity of China and National Security." Problemy dalnego vostoka, no. 4 (2021): 168. http://dx.doi.org/10.31857/s013128120016163-0.
Повний текст джерелаАнотація:
China with its dozens of languages of national minorities and numerous Chinese dialects is still a linguistically very diverse country, and this diversity regularly finds its reflection during the events in various regions. In 2020, medical teams sent to Wuhan during the coronavirus outbreak faced difficulties with understanding the patients speaking local Mandarin dialects. Later on, language problems in Wuhan were urgently solved by the local administration. Starting from 2019, language confrontation became more visible during the protests in Hong Kong. Already in 2021, a volume devoted to the complicated language situation in the recently created economic cluster of the Greater Bay Area, which is to combine Hong Kong and Macau with nine cities across the Pearl River Delta, was published in the series of the annual reports of the State Language Commission. According to the model proposed by the linguists, Standard Chinese is to become the main spoken language both within the Greater Bay area and in contacts with other regions of China. Cantonese is to be used only as an additional local means of communication, while English and partially Portuguese in Macao are to be preserved as the languages of contacts with foreign countries. To solve various problems of the economic cluster, new structures are to be created with the help of the latest information technologies and participation of the linguists. Language unity as a whole is considered to be a key guarantee of the national security of China.
39
Kadyrbaev, Alexander Sh. "Chinese Language and Confucianism as an Instrument of Mongolian Adaptation in China during Yuan Epoch (13th–14th Centuries)." Oriental Courier, no. 1-2 (2021): 106. http://dx.doi.org/10.18254/s268684310015768-2.
Повний текст джерелаАнотація:
The article is devoted to the topic of the acculturation of the Mongol conquerors in China after the conquest by the first heirs of Genghis Khan and the creation of the Yuan Empire — the Mongol state in China. The history of China in the 13th-14th centuries, when the country was conquered by its neighbors, is a vivid example of the relationship between a nomadic and a centuries-old sedentary ethnos. At that time, the Chinese language and the teachings of Confucius became instruments for the acculturation of the Mongols. Having conquered China, the Mongol rulers were forced to master the Chinese culture to most effectively rule the country. As a result, the Yuan era was marked by intense cultural contacts, which makes it possible to trace the changes in the objective parameters of the Chinese language. However, the Mongolian influence itself played only a complementary role in the long process of interaction of the Chinese language with the languages of the steppe peoples of Central and East Asia.
40
DeHart, Monica. "Who Speaks for China?" Journal of Chinese Overseas 13, no. 2 (January 17, 2017): 181–205. http://dx.doi.org/10.1163/17932548-12341354.
Повний текст джерелаАнотація:
AbstractDrawing on ethnographic analysis of a Confucius Institute and two private schools, this article analyzes how diverse Chinese language institutes in Costa Rica have sought to capitalize on a growing local interest in learning Mandarin Chinese. It argues that a shifting global geopolitics has increased the perceived value of Chinese language acquisition and, thus, the stakes for language institutes seeking to assert their cultural authority as legitimate purveyors of Chinese and Chineseness. Through analysis of these schools’ projected identities and pedagogical styles, I show how they distinguish themselves from one another on the basis of public versus private ownership, choice-based versus authoritarian instructional style, and Taiwanese versus Mainland or diasporic roots. Building on the concept of the “Sinophone,” I highlight both the diversity of the forms and locations of Chineseness these initiatives represent and their implications for who can legitimately speak for China in Costa Rica.
41
S. Bauer, Robert. "The Hong Kong Speech Community’s Cantonese and Other Languages." Global Chinese 1, no. 1 (April 1, 2015): 27–55. http://dx.doi.org/10.1515/glochi-2015-1002.
Повний текст джерелаАнотація:
Abstract The Hong Kong speech community distinguishes itself from others in China by predominantly speaking Cantonese, a South China regional variety which is mutually unintelligible with Putonghua (or Mandarin), China’s official, national language. While Hong Kong is officially (but ambiguously) bilingual in 中文 ‘Chinese’ and 英文 ‘English’, yet simply in terms of its numbers of speakers, social domains in which it is spoken, and deliberate choice by the broadcast media, Cantonese unquestionably serves as Hong Kong’s de facto official spoken language. Other Chinese varieties (or dialects) and non-Chinese languages are spoken in the community, although the numbers of their speakers are relatively small. For both pedagogical and political reasons, schools have been switching from Cantonese mother-tongue instruction to Putonghua. Other language-education issues being addressed by the authorities are demands by Hong Kong’s ethnic minorities to learn to read and write standard Chinese through a comprehensive curriculum for Chinese as a second language and an end to segregated schools.
42
Dong, Lu, Zhe Li, and Isaac Chun Hai Fung. "A Call for Consistency in the Official Naming of the Disease Caused by Severe Acute Respiratory Syndrome Coronavirus 2 in Non-English Languages." Disaster Medicine and Public Health Preparedness 14, no. 3 (May 22, 2020): e25-e26. http://dx.doi.org/10.1017/dmp.2020.169.
Повний текст джерелаАнотація:
ABSTRACTWe investigated the adoption of World Health Organization (WHO) naming of COVID-19 into the respective languages among the Group of Twenty (G20) countries, and the variation of COVID-19 naming in the Chinese language across different health authorities. On May 7, 2020, we identified the websites of the national health authorities of the G20 countries to identify naming of COVID-19 in their respective languages, and the websites of the health authorities in mainland China, Hong Kong, Macau, Taiwan and Singapore and identify their Chinese name for COVID-19. Among the G20 nations, Argentina, China, Italy, Japan, Mexico, Saudi Arabia and Turkey do not use the literal translation of COVID-19 in their official language(s) to refer to COVID-19, as they retain “novel” in the naming of this disease. China is the only G20 nation that names COVID-19 a pneumonia. Among Chinese-speaking jurisdictions, Hong Kong and Singapore governments follow the WHO’s recommendation and adopt the literal translation of COVID-19 in Chinese. In contrast, mainland China, Macau, and Taiwan refer to COVID-19 as a type of pneumonia in Chinese. We urge health authorities worldwide to adopt naming in their native languages that are consistent with WHO’s naming of COVID-19.
43
Alford, Duncan E. "Mandarin Chinese: An Annotated Bibliography of Self-Study Materials." International Journal of Legal Information 35, no. 3 (2007): 537–63. http://dx.doi.org/10.1017/s0731126500002493.
Повний текст джерелаАнотація:
The People's Republic of China is currently the seventh largest economy in the world and is projected to be the largest economy by 2050. Commensurate with its growing economic power, the PRC is using its political power more frequently on the world stage. As a result of these changes, interest in China and its legal system is growing among attorneys and academics. International law librarians similarly are seeing more researchers interested in China, its laws and economy. The principal language of China, Mandarin Chinese, is considered a difficult language to learn. The Foreign Service Institute has rated Mandarin as “exceptionally difficult for English speakers to learn.” Busy professionals such as law librarians find it very difficult to learn additional languages despite their usefulness in their careers.
44
Zhang, Yaqi, and Feihua Wang. "Analysis of Tourism Copywriting for Chinese International Teachers from a Multimodal Perspective." Journal of Education and Culture Studies 7, no. 3 (August 14, 2023): p46. http://dx.doi.org/10.22158/jecs.v7n3p46.
Повний текст джерелаАнотація:
International Chinese language volunteers often need to introduce Chinese tourism culture when teaching abroad. Due to the inability of learners to personally experience China in foreign environments, it can have a significant impact on teaching effectiveness. The multimodal form of combining images and text can more intuitively help overseas Chinese language learners understand and understand China, enrich their Chinese language learning after class, and satisfy their curiosity and longing for China. This article uses Halliday’s multimodal theory to organize and analyze 43 tourism texts edited by international Chinese language volunteers in teaching from four aspects: cultural level, contextual level, meaning level, and formal level. It also summarizes the precautions that Chinese language international teachers should pay attention to when writing tourism texts.
45
f, f. "A study on the transfer of second language acquisition." Society for Chinese Humanities in Korea 85 (December 31, 2023): 35–48. http://dx.doi.org/10.35955/jch.2023.12.85.35.
Повний текст джерелаАнотація:
We are living in an era of acquiring more than two languages in an internationalized and multicultural society. As a second language in the international community, standard Chinese is still one of the languages that receives a lot of attention. This study examined the influence of the second language on the first language in the process of learning Chinese as a second language. Specifically, an experiment was conducted on the calculation of closed sounds in standard Chinese and Korean for native Chinese speakers and Korean students studying in China to compare and analyze the acoustic characteristics (H1-H2) of the vocal type. As a result of the analysis, significant changes were found in the realization of H1-H2 of the Korean stop, which is the native language, by a group of high-level speakers using a second language as a standard Chinese. These results of this study are significant as another basis for supporting the impact of the language environment faced by bilingual users on the output of second languages and the backward transfer phenomenon of their first language during second language acquisition.
46
Li, Yiyang. "The China English fallacy." English Today 39, no. 3 (September 2023): 186–89. http://dx.doi.org/10.1017/s0266078423000159.
Повний текст джерелаАнотація:
Over the past decades, the pageantry of selecting the appropriate terminology for representing the Chinese English variety has evolved into a movement promoting the widely celebrated term, China English. In He’s (2020: 14) book of Chinese English in World Englishes: Education and Use in the Professional World, an old Chinese saying, ‘without a legitimate name, without authority to the words’, is conjured to justify the rebranding of the Chinese English variety. However, initially, the term ‘China English’ did not automatically win the bid; many other terms were also pitched for being the representative terminology, including ‘Chinese colored English’ (Huang, 1988), ‘Chinese-style English’ (Gui, 1988), ‘Sinicized English’ (Zhang, 1997; Jin, 2002; Jiang, 2003), and even the widely criticized ‘Chinglish’ (Wang, 1999; Zhuang, 2000; Qiong & Wolff, 2003) had its day in the sun. Gradually, scholarly endorsements of China English begin to grow. However, one might wonder: What is the uniqueness of English in China that could trigger such decades of efforts to assert the ownership of an English variety through a mere terminological update?
47
Yin, Jian. "Chinese terminology studies." Chinese Semiotic Studies 17, no. 1 (January 14, 2021): 71–88. http://dx.doi.org/10.1515/css-2021-0003.
Повний текст джерелаАнотація:
Abstract A single but collective, multifaceted, and multidimensional theory of terminology relies on the contributions of scholars in different ways and in different languages. Local terminology practice and exploration back-feed the general theory and jointly contribute to the completion of a comprehensive theoretical framework. This paper analyzes the application of terminology as the driving force of the discipline, which includes standardized application, domain-specific communicative application, and cross-cultural/cross-lingual application. Specifically, the characteristics of terminology translation practice in China are introduced, with terminology translation conducted as a practice of knowledge dissemination and discourse contribution bound by and affecting Chinese language. Then, several characteristics of Chinese terminology studies are introduced. It is pointed out that Chinese terminology studies, based on the answering of the local terminology problems in China, have universal value for the construction of terminology as a whole discipline.
48
Zhu, Chunshen. "Translation studies in China or Chinese-related translation studies." Babel. Revue internationale de la traduction / International Journal of Translation 50, no. 4 (December 31, 2004): 332–45. http://dx.doi.org/10.1075/babel.50.4.04zhu.
Повний текст джерелаАнотація:
Abstract The paper begins with an observation of the paradoxical status of Chinese as a lesstranslated source language but a much-translated target language, and that of Chinese translation studies as a much studied subject in China but a little-noted branch of translation studies in the world. It then analyzes the implications of the two current conceptions of Chinese translation studies: either (1) as a self-contained system of "translation studies in China", with China construed as a geopolitical body; or (2) as an open system of "Chinese language/culture-related translation studies", with the Chinese as a nation, a linguistic and cultural entity in an anthropological sense. It points out that the fi rst, exclusive conception has for too long kept Chinese translation studies from advancing a positive engagement with translation studies in other traditions, encouraging polarization of Chinese and non-Chinese translation studies into two opposite systems; while the second, inclusive conception relates the discipline more closely to other fields of Chinese-related academic study in the world, as well as translation studies in other languages/cultures. As such, Chinese translation studies, alongside an "applied" parallel which is more language-specific and practice-oriented, represents a linguistically medium- and culturally area-restricted branch of Partial Translation Studies under Pure Translation Studies. To substantiate its argument, the paper shows how the two conceptions may have infl uenced the interpretation of the time-honoured tenet of faithfulness-accessibility-elegance in Chinese translation studies for its conceptual sensibility and explanatory power. Résumé L’article commence par souligner le statut paradoxal du chinois, qui est une languesource moins traduite mais une langue-cible frequemment traduite, et dont les etudes de traduction chinoises constituent un sujet frequemment etudie en Chine mais une section peu cotee de la traductologie dans le monde. Il analyse ensuite les implications des deux conceptions actuelles de la traductologie chinoise : soit (1) un systeme independant de traductologie en Chine., la Chine etant consideree comme un organe geopolitique ; soit (2) un systeme ouvert d’etudes de traduction liees a la langue et a la culture chinoises., les Chinois etant une nation, une entite linguistique et culturelle au sens anthropologique du terme. Il montre que la premiere conception exclusive a trop longtemps empeche la traductologie chinoise d’avancer un engagement positif avec les etudes de traduction dans d’autres traditions, en encourageant la polarisation de la traductologie chinoise et nonchinoise en deux systemes opposes ; tandis que la seconde conception inclusive rapproche la discipline plus etroitement d’autres domaines d’etudes academiques liees au chinois dans le monde, ainsi que des autres etudes de traduction dans d’autres langues et cultures. En tant que telle, la traductologie chinoise, a cote d’un parallele .applique. qui est plus specifique a la langue et oriente vers la pratique, represente un moyen linguistique et une branche culturellement limitee a un domaine d’etudes partielles de traduction dans les etudes de traduction pures. Pour etayer son argument, l’article montre comment les deux conceptions peuvent avoir influence l’interpretation du principe, consacre par l’usage, de la fidelite — accessibilite — elegance dans la traductologie chinoise pour sa sensibilite conceptuelle et son pouvoir explicatif.
49
Feng, Anwei. "English in China." AILA Review 22 (November 16, 2009): 85–102. http://dx.doi.org/10.1075/aila.22.07fen.
Повний текст джерелаАнотація:
This paper starts with an overview of the sociolinguistic context and a series of policy documents concerning English language education promulgated recently in China. It moves on to an analysis of disparities in English language education policies practised in different regions, differences between urban and rural areas, between social classes and between linguistic minority and majority groups. The juxtaposition aims to reveal what different regions and social and ethnic groups in China have in common and how divergent they can be in terms of local policies and practices in English language provision. Also discussed in the paper are issues such as tensions between the spread of English and Chinese language education, and between mother tongue, Chinese and English language education in the case of minority groups, inequality in education and other linguistic, political and cultural dimensions.
50
Khasanova, Feruza. "The Role Of Baihua In Chinese Linguistics." American Journal of Interdisciplinary Innovations and Research 02, no. 10 (October 31, 2020): 97–102. http://dx.doi.org/10.37547/tajiir/volume02issue10-17.
Повний текст джерелаАнотація:
This article discusses the situation in Chinese linguistics before the founding of the Republic of China, the status of the Baihua language, the “may 4 movement” for the Baihua language and its consequences. As a result of the widespread introduction of the Baihua language, which served as an important factor in the formation of the modern Chinese language, a number of reforms were carried out in Chinese linguistics. The relevance of each reform gained practical significance.