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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.
Повний текст джерелаАнотація:
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
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.
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.
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.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерелаАнотація:
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
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.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерелаАнотація:
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.
11
Xiao, Richard. "How different is translated Chinese from native Chinese?" International Journal of Corpus Linguistics 15, no. 1 (March 22, 2010): 5–35. http://dx.doi.org/10.1075/ijcl.15.1.01xia.
Повний текст джерелаАнотація:
Corpus-based translation studies focus on translation as a product by comparing comparable corpora of translational and non-translational texts. A number of distinctive features of translational English in relation to native English have been uncovered. Nevertheless, research of this area has so far been confined largely to translational English translated from closely related European languages. If the features of translational language that have been reported on the basis of translated English are to be generalized as ‘translation universals’, it is of vital importance to find supporting evidence from non-European languages. Clearly, evidence from “genetically” distinct language pairs such as English and Chinese is arguably more convincing, if not indispensable. This article explores potential features of translational Chinese on the basis of two balanced monolingual comparable corpora of translated and native Mandarin Chinese. The implications of the study for translation universal hypotheses are also discussed.
12
Shuting, Li, and Charanjit Kaur Swaran Singh. "The importance and problem of Chinese network language in teaching Chinese as a Foreign Language." International Journal of Teaching, Learning and Education 3, no. 4 (2024): 1–6. http://dx.doi.org/10.22161/ijtle.3.4.1.
Повний текст джерелаАнотація:
With the popularity of the Internet and mobile terminal technology all over the world, online language, as one of the tools for external communication, plays an important role in the development of languages in the world.As China's international status continues to improve, "Chinese language fever" has swept the world, and more and more foreigners are joining the ranks of Chinese language learning. In order to understand Chinese culture and learn pure Chinese, we should not neglect the learning of online language.Chinese Internet language plays an important role in Chinese language learning, whether as a means of daily communication for international students or an emerging form of language with a wide range of applications. The purpose of this thesis is to promote the teaching of Chinese as a foreign language and to provide new ideas, new methods and new contents for teaching Chinese as a foreign language.
13
Jiang, Zixi. "Code-mixing of Chinese Language Learners in Second Language Acquisition." Communications in Humanities Research 13, no. 1 (November 20, 2023): 331–37. http://dx.doi.org/10.54254/2753-7064/13/20230377.
Повний текст джерелаАнотація:
During the process of second language acquisition, language learners tend to use code-mixing as a learning strategy or a form of language transition. Among Chinese language learners, Chinese-English code-mixing is very common among language learners in classrooms and daily communication and many studies have been focused on this topic. By reviewing previous researches on Chinese peoples code-mixing in different situations, this paper attempts to find out the influence of code-mixing on Chinese language learners second language acquisition. It is found that code-mixing in the classroom is beneficial to both teachers and students, as code-mixing helps improve teaching efficiency and makes it comfortable for beginners to express themselves in class. In addition, code-mixing, not only in class, but also in other situations, facilitates second languages acquisition. Moreover, code-mixing does not have negative influence on Chinese peoples cultural identity and L1 ability. In conclusion, code-mixing is generally beneficial for Chinese language learners second language acquisition.
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Karsono, Ong Mia Farao. "Chinese language as an identity viewed by the younger Chinese ethnics in Indonesia." Journal of Language and Literature 5, no. 2 (May 30, 2014): 5–10. http://dx.doi.org/10.7813/jll.2014/5-2/1.
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Wu, Qi. "A Related Study between Language and Gender." English Language Teaching and Linguistics Studies 6, no. 4 (July 16, 2024): p86. http://dx.doi.org/10.22158/eltls.v6n4p86.
Повний текст джерелаАнотація:
Nowadays as we all know, English is one of the most widely used languages in the world and Chinese is also the language that is used by most population in the world. English is a part of the Indo-European while Chinese belongs to Han-Tibetan languages. They have different historical development trajectories and choose different written systems. English and Chinese are both important representatives of Eastern and Western cultures. If you conduct comparative study of these two languages, it is helpful to understand the essential features of the language and reveal the deep structure of the Eastern and Western cultures. Studying gender discrimination in English and Chinese languages comprehensively and systematically, which is contrasting the similarities and differences between languages and cultures of English and Chinese, can provide a reference for understanding language, culture, thinking and national psychology. It can also improve the understanding of languages and cultures.
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Guruleva, T. L. "Framework of Reference for Chinese Language." Higher Education in Russia 27, no. 7 (July 31, 2018): 153–63. http://dx.doi.org/10.31992/0869-3617-2018-27-7-153-163.
Повний текст джерелаАнотація:
The key theme of the article is the study of the competence of the framework of reference for Chinese language. The history of the development of the framework of reference for Chinese language in the PRC is briefly presented. The components of the communicative competence of the Chinese language and its level structure are studied. The author has performed a comparative analysis of the component structure and content of the components of the model of the communicative competence of the Chinese language with western, domestic and European models of communicative competence, as well as comparative analysis of the levels of the framework of reference for Chinese language with the levels of the Common European Framework of Reference for Languages. The conclusion is made about the specificity of the Chinese model of communicative competence, reflecting the features of the isolating Chinese language, the verbal syllabic Chinese hieroglyphic writing, the autochthonous Chinese culture, and the related features of teaching Chinese as a foreign language.
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Zhumabaeva, Kasiet. "LANGUAGE PARALLELS IN THE CHINESE AND KYRGYZ LANGUAGES." Alatoo Academic Studies 2022, no. 1 (January 30, 2022): 194–201. http://dx.doi.org/10.17015/aas.2022.221.24.
Повний текст джерелаАнотація:
Language parallels selected for research are relevant for study in comparative linguistics, especially in noncognate languages. The ability to see the language material of the functional content helps the translator to construct isomorphic structures that ensure the transmission of information during translation. Despite this difference between languages, common points of contact are all the same, and they help in many ways to see the functional content, hidden behind the linguistic material. The main purpose of the articles is to determine the sound correspondences and changes in the language parallels in the Kyrgyz and Chinese languages. Within the framework of the idea of functional isomorphism, it is possible to recognize the existence of parallels between the Kyrgyz and Chinese languages.
18
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.
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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.
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Morhunova, Nadiia Serhiivna, Daria Volodymyrivna Riazantseva, Stanislava Оleksandrivna Prykhodko, Inha Yevhenivna Semenenko, and Iryna Mykolaivna Kushnir. "The Effectiveness of the Use of Nationally Oriented Methodology in the Study of the Ukrainian Language by Chinese Students (Phonetic Aspect)." Theory and Practice in Language Studies 13, no. 10 (October 2, 2023): 2439–48. http://dx.doi.org/10.17507/tpls.1310.02.
Повний текст джерелаАнотація:
In the process of studying the Ukrainian language as a foreign language, Chinese students experience the greatest difficulties in learning the phonetic aspect of the language, which is due to significant differences between the typologically distant Chinese and Ukrainian languages. The study analyzed the peculiarities of the Ukrainian language from the point of view of teaching phonetics to students from China, and identified typical phonetic errors of Chinese students in the pronunciation of Ukrainian sounds. In order to methodically justify the selection of phonetic material, a comparative analysis of the phonetic systems of the Chinese literary (Putonghua) and Ukrainian languages was carried out, which made it possible to identify difficulties in teaching the Chinese to pronounce Ukrainian, which are caused by the peculiarities of the Chinese language, and to classify the pronunciation of Ukrainian sounds according to the difficulty of assimilation in comparison with Chinese sounds. The Curriculum for the phonetic course of the Ukrainian language for Chinese students and the methodological tools for its implementation are presented. The results of the conducted research and pedagogical experiment testify to the effectiveness of the developed nationally oriented method of studying the phonetics of the Ukrainian language by Chinese students based on taking into account the differences between the two languages.
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Qi, Ruiying. "The Cognition of Time Shaped by Linguistic Elements: Alphabetic Language and Ideographic Language." Communications in Humanities Research 18, no. 1 (December 7, 2023): 130–39. http://dx.doi.org/10.54254/2753-7064/18/20231140.
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This study investigated the impact of language script on spatial cognition by comparing reaction times of native speakers of alphabetic languages and Chinese in response to horizontally and vertically arranged button groups. It is postulated that the linear, one-dimensional nature of alphabetic scripts may shape cognitive processing differently than the complex, two-dimensional Chinese characters. In the experiment, participants from both linguistic backgrounds were tasked with quickly responding to buttons arranged in both horizontal and vertical configurations. Results indicated that speakers of alphabetic languages exhibited significantly shorter reaction times for the horizontally oriented buttons compared to the Chinese speakers. Conversely, Chinese speakers demonstrated faster reaction times for vertically arranged buttons relative to the alphabetic language speakers. These results suggest that language script structure can influence spatial cognition. The linear, sequential arrangement inherent to alphabetic languages may predispose speakers to be more efficient in processing horizontally sequenced stimuli, while the two-dimensional structure of Chinese characters may confer an advantage in processing vertically presented information. Additionally, cultural factors, such as the traditional vertical writing and reading direction of Chinese script, may contribute to these differences. The findings provide preliminary support for the notion that language script can shape cognitive strategies for processing spatial information, with speakers of alphabetic languages and Chinese employing different strategies for horizontal and vertical spatial processing. Further research is needed to explore the underlying mechanisms, as well as the impact of early exposure to a specific script on spatial cognition.
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Tan, Zhenghua, and Yanhua Guo. "The Philosophical Relationship Between the Origin of English and Chinese Affixes and Their Word Format." Theory and Practice in Language Studies 12, no. 12 (December 1, 2022): 2578–82. http://dx.doi.org/10.17507/tpls.1212.13.
Повний текст джерелаАнотація:
Western scholars believe that the difference between Chinese and Western languages is a conceptual gap in their traditions, apply the Western phonetic-centered language philosophy theory to study Chinese and Chinese characters, and put forward a series of ideas and views on the comparison of Chinese characters and Western languages, believing that Chinese characters as a thinking tool are far inferior to languages with perfect grammatical forms, and that Chinese remains in the childhood stage of human language development. This paper aims to reveal how Western scholars based on phonetic centrism and logocentrism ignore the particularity of Chinese characters, and should not copy the western language philosophy theory when understanding the nature of Chinese characters, but should pay attention to the characteristics and advantages of Chinese characters in the process of historical development.
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Hao, Minqi. "Linguistic Relativity Unveiled: An Exploration of Language and Cognition in Second Language Acquisition." Lecture Notes in Education Psychology and Public Media 43, no. 1 (March 14, 2024): 201–7. http://dx.doi.org/10.54254/2753-7048/43/20240867.
Повний текст джерелаАнотація:
In an era of rapid globalization, cultural exchange promotes a multilingual environment, thereby increasing exposure to different linguistic frameworks. This paper takes Chinese students with second language acquisition as the research object and tries to explore whether they are affected by psychological factors and environmental factors in the process of thinking and communication in their mother tongue or non-mother tongue. Based on the Sapir-Whorf hypothesis, which holds that language shapes thinking, the study investigates the cognitive linguistic challenges posed by the diversity between Chinese and Western languages and the cultural specificity behind different languages for Chinese students studying abroad. Eight in-depth interviews were conducted with Chinese students who have studied and lived abroad to gain a nuanced understanding of their language background, learning process and experiences in different language environments. Qualitative textual analysis of these interviews revealed the profound impact of cultural and thinking differences on the language difficulties encountered by participants. This study also explores the psychological factors that influence the choice of thought and expression language in the second language environment. The results show that context, common language with communication partners and cultural differences play a key role in language selection among Chinese students. In addition, the study explored the feasibility of how different languages might be better suited to express specific concepts or emotions.
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WANG, YINGXU. "COGNITIVE LINGUISTIC PERSPECTIVES ON THE CHINESE LANGUAGE." New Mathematics and Natural Computation 09, no. 02 (July 2013): 237–60. http://dx.doi.org/10.1142/s179300571340005x.
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Chinese is one of the oldest and most widely used languages with an ideographic writing system. It is curious to analyze the advantages and disadvantages of Chinese in cognitive linguistics, cognitive informatics, and knowledge science. This paper presents a comparative study on the fundamental theories and formal models of Chinese and other languages. A number of interesting findings on the cognitive and social impacts of the widely used Chinese language are revealed. It is found that, although the idiographic languages are more efficient in language manipulation, the alphabetic languages contributed more to the development of the knowledge processing power of the brain. A set of fundamental properties of knowledge is elicited, which reveals that the knowledge space of an individual is proportional to both the number of concepts and the number of their relations developed in long-term memory of the brain. Toward a more powerful and efficient scientific language for rigorous inference, the expression means of the Chinese language may yet need to be extended in its abstraction mechanisms and a convergent approach to integrate and synergize observations and truths in order to form rigorous theories and a formal knowledge framework. The findings of this work provide a foundation for comparative studies on Chinese and other languages in particular, and for cognitive linguistics and knowledge science in general.
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Azeem, Aftab, Tahira Naveed, and Sadaf Jabbar. "Chinese Language Teaching in Pakistan Problems and Solutions." University of Wah Journal of Social Sciences 5, no. 1 (June 8, 2022): 55–80. http://dx.doi.org/10.56220/uwjss2022/0501/04.
Повний текст джерелаАнотація:
The teaching of Chinese language in Pakistan has a history of more than 40 years, but it has only been in the past decade that it has become widespread. This paper aims to present a general overview of Chinese language teaching in Pakistani education system, to identify some of the theoretical issues and practical challenges this field is facing and finally propose the possible solutions to these problems. This is primarily a qualitative and descriptive study and questionnaire survey method has been employed to highlight the important issues and challenges that deserve serious attention from all stakeholders. Data analyses reveals that the Chinese language education in Pakistan is facing significant challenges in the area of Teaching Chinese as a Foreign Language (TCFL), pedagogy, curriculum and teaching material, teaching methodology, teacher’s professional development etc. The researcher recommends some solutions on the basis of these findings, which in turn can significantly influence the way Chinese language is being taught in Pakistan. This research is beneficial for all the stakeholders including policy makers, educationists, teachers, students, and researchers to help them incorporate TCFL into the Pakistani education system. Keywords: Teaching Chinese as Foreign Language, Challenges, Curriculum, Pedagogy
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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.
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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.
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Ameer Ali and Maya Khemlani David. "Challenges of Teaching Chinese as a Subject in an English-dominated Region: Focus on Sindh, Pakistan." IARS' International Research Journal 12, no. 01 (February 28, 2022): 14–23. http://dx.doi.org/10.51611/iars.irj.v12i01.2022.182.
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Sindh is a multilingual province in Pakistan where politics of language and clash of language ideologies have played a significant role. English is viewed as a language of power, and Urdu is generally considered as a symbol of national cohesion in Pakistan. In Sindh both these languages are used in official and educational domains In Sindh’s language ecology, English occupies an important position. In addition to these two languages, Sindhi is widely spoken and is associated with Sindh’s regional and ethnic consciousness. Pakistan's pivot to China policy is slowly impacting language policy and planning in Sindh. Politicians have started talking about making Chinese a compulsory subject from grade 6 onwards in Sindh’s educational institutions. However, this language policy decision has met resistance from the English-speaking class, and the Urdu, Seraiki, and Sindhi speech communities who look at the imposition of Chinese language with distrust. The aim of this research article is to investigate how language teachers and students in Sindh react to the Chinese language policy and planning. A survey questionnaire was sent to participants to explore their perceptions of imposing the Chinese language in Sindh. 33 participants aged between 20 to 40 responded to 14 questions included in the survey. Extracts taken from their responses were codified into broader themes and qualitative analysis was carried out using Philipson’s (1992) imperialism concept. The findings showed that the pro-Chinese class is struggling to replace English in an ecology of language where speakers of minor languages are already resisting the hegemony of major languages.
Key words: Chinese; English; Languages; Sindhi; Urdu
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Aleksakhin, A. N. "Comparable Description of Phonological Systems of the Chinese and Russian Languages as a Scientific Basis for the Methodology of Teaching Russian Students the Sound Structure of Words of the Chinese Language." Prepodavatel XXI vek, 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.
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Perepadia, Daria, and Yulia Malakhova. "CHINESE AND JAPANESE PHRASEOLOGISMS: A COMPARATIVE ASPECT." Fìlologìčnì traktati 15, no. 2 (2023): 120–31. http://dx.doi.org/10.21272/ftrk.2023.15(2)-13.
Повний текст джерелаАнотація:
The article is devoted to the study of the phraseological fund of the Chinese and Japanese languages, in particular to the comparative analysis of phraseological units from the point of view of their form, structure, features of drawing hieroglyphic signs, semantics and national-cultural components contained in them. The national-cultural specificity of the Chinese and Japanese phraseology is closely related to the characteristic features of the people’s consciousness, the relationship between the language and thinking, the language and culture, therefore the main research approach is primarily comparative, linguistic and cultural. The work examines the development of the Chinese language and culture on the formation and development of the phraseological system of the Japanese language, outlines the relationship between the Chinese and the Japanese idioms. A comparison of the forms of drawing hieroglyphs represents changes in the writing systems of the Chinese and Japanese languages, caused by the historical processes of the development of both languages. The diversity of language habits is reflected in the change in the order of words in a phraseological unit in the Japanese language while preserving the original meaning of the Chinese original source. A number of Japanese idioms borrowed from the Chinese language demonstrate the process of adaptation to the features of the Japanese language, which is determined by the change of certain components in the structure of the phraseology. Despite the close ties and borrowing of elements of the Chinese language and culture, the Japanese language has created its own, purely Japanese, phraseological units that contain national and cultural components that reproduce elements of the people’s lifestyle, customs and historical facts. The composition, structure, national and cultural connotation of the actual Japanese idioms distinguish them from idioms built with the norms of the wenyan, the classical Chinese language. They came from the Chinese language and then became entrenched in the language and consciousness of the Japanese people.
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Yan, Li. "Study on China’s Languages’ Status Planning for “The Belt and Road Initiative”: Proposing the Ecology-of-language Paradigm." Theory and Practice in Language Studies 8, no. 5 (May 1, 2018): 492. http://dx.doi.org/10.17507/tpls.0805.05.
Повний текст джерелаАнотація:
Focusing on China’s languages’ status planning for “The Belt and Road Initiative”, this paper constructs a framework for China’s languages’ status planning goals and studies its application of Chinese and minority languages in the social context of “The Belt and Road Initiative” raised by China in 2013. The paper points out the focuses of Chinese and minority languages’ status planning in the form of both status policy planning and status cultivation planning and makes a detailed analysis from the ecology of languages paradigm. It is concluded that China’s languages’ status planning for “The Belt and Road Initiative” should focus on the international language spread of Chinese as second language, the inheritance of Chinese as heritage language, and language maintenance and language revival of the minorities, by providing different platforms for the languages to function complementarily at different levels. The paper also looks forward the application of ecology-of-language paradigm in China’s language planning would trend a sustainable road for language ecological crisis and human sustainable development in the construction of the Belt and Road for building a community with a shared future for mankind.
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Li, Jiaxing. "A Comparison of Chinese and French Language Structures." Journal of Education and Educational Research 4, no. 3 (August 20, 2023): 193–95. http://dx.doi.org/10.54097/jeer.v4i3.11410.
Повний текст джерелаАнотація:
The comparative study of two languages can have many angles, such as phonetic comparison, lexical comparison, semantic comparison, grammatical comparison and so on. Chinese and French are commonly used languages in the United Nations. Among them, French belongs to the Latin language family and is an independent language of the Romance language family of the European Indo-European language family; Chinese belongs to the Sino-Tibetan language family and is one of the oldest scripts in the world with a history of more than 6,000 years. Among them, French belongs to phonograms, and Chinese belongs to ideograms, which means that there are big differences in the syntactic structure of the two languages. The author studied French systematically at the undergraduate level. When I first came into contact with the French language, the most intuitive feeling was the difference between pronunciation and vocabulary. This paper discusses the structural and phonetic differences between Chinese and French from five aspects: phonetics, inverse linearity and forward linearity, meaning and form, the concept of aspect, and subject and object.
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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.
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Liang, Ruohan, and Junxiao Zhang. "Exploring the Influence of L1 Chinese on L2 English Acquisition." Lecture Notes in Education Psychology and Public Media 18, no. 1 (October 26, 2023): 239–44. http://dx.doi.org/10.54254/2753-7048/18/20231327.
Повний текст джерелаАнотація:
The impact of L1 Chinese on L2 English acquisition has received more attention as more Chinese students study English as a second language. This paper reviews previous research on Second Language Acquisition (SLA) and introduces some factors that can influence language transfer. The writers focus on three linguistic aspects, syntax, lexicon, and phonology, to explore how English as Second Language (ESL) learners L1 Chinese has influenced their English acquisitions. Results found that: 1) Syntax: The syntax structure includes many factors influencing Chinese learners English acquisition, such as subjects, verbs, and adverbs. English requires an issue while Chinese tend to omit the subject; English has a verb conjugation system while Chinese does not; and English adverbs can be placed in different positions according to the type while Chinese adverbs are mainly set in the middle; 2) Lexicon: Lexical errors may occur when ESL learners may make errors when they meet the differences in linguistic features such as polysemy, part of speech and word collocations between the two languages.; 3) Phonology: As Chinese is a tonal language and English is a non-tonal language, their tones of phonology are, to some extent, different, which might cause ESL learners confusion. These features of Chinese and English differ, and how these disparities have prevented positive language transfer from Chinese to English is explored. As a result, this study can inform second language instructors of the distinctions between the two languages and offer resources for future instruction of ESL students.
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PETROVČIČ, Mateja. "Chinese as a Foreign Language in Slovene Upper Secondary Education and Outline of Curriculum Renewal." Acta Linguistica Asiatica 8, no. 1 (January 30, 2018): 27–37. http://dx.doi.org/10.4312/ala.8.1.27-37.
Повний текст джерелаАнотація:
This paper presents the position of Chinese in Slovene educational system. In most European countries, including Slovenia, the first foreign language is introduced in the lower grades of primary education, and the second foreign language as a compulsory subject is added a few years later, when students enter upper secondary education (ISCED 3). At the same time, the third foreign language may be added to the regular courses. Schools choose languages from a set list, and Chinese is one of the languages that can be taught at the ISCED 3 level. It is not available as second foreign language yet, but Chinese can be selected as a third foreign language. Recently, new initiatives have emerged to endorse Chinese as a second foreign language. The last part of the paper briefly highlights language curricula within the gimnazija programs and proposes the renewal of Chinese curriculum with four modules that provide horizontal and vertical continuity from ISCED 2 to ISCED 6.
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Qiu, Jifang, and Yutong He. "A Study of Colour Words in Chinese, Tibetan and Yi Languages." Lecture Notes in Education Psychology and Public Media 47, no. 1 (April 3, 2024): 166–73. http://dx.doi.org/10.54254/2753-7048/47/20240920.
Повний текст джерелаАнотація:
Chinese, Tibetan and Yi belong to the Sino-Tibetan language family, and there are kinship between the three languages. By comparing and analysing the colour words of Chinese, Tibetan and Yi, we can understand the three languages' respective lexical features and unique cultural traditions, and find out the unique expressions and cultural connotations of the colour words of the three languages. Han, Tibetan and Yi are all important parts of the Chinese Minzu, and all have their own unique language systems and colourful cultures. Colour words, as an important carrier of language system and culture, carry the linguistic and cultural characteristics of each language, and this paper will start from the colour words of Chinese, Tibetan and Yi languages to explore the three linguistic features and cultural connotations
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Ting, Su-Hie, and Mahanita Mahadhir. "Towards homogeneity in homes languages." Australian Review of Applied Linguistics 32, no. 2 (January 1, 2009): 11.1–11.22. http://dx.doi.org/10.2104/aral0911.
Повний текст джерелаАнотація:
This preliminary study examines the languages used by parents with their children in Malay, Chinese Foochow and Indian Tamil families to find out how the similarity or dissimilarity in parents’ ethnic language influenced the choice of language transmitted to children and how far standard languages have permeated the family domain in Kuching City in the Malaysian state of Sarawak. Standard languages refer to the three main written languages taught in the school system, namely, English, Bahasa Malaysia (Malay language) and Chinese Mandarin. Interviews were conducted with 17 families (6 Malay, 6 Chinese Foochow, 5 Indian Tamil). The results showed that the ethnic language is mostly still retained in the Malay and Indian Tamil families but has been pushed out by English and Mandarin Chinese in Chinese Foochow families. English has emerged in parental communication with children to different extents across ethnic group. Bahasa Malaysia, on the other hand, is spoken in Malay families with parents from West Malaysia. Factors found to be influencing the parental decision on language to use with their children include similarity/dissimilarity of the couple’s ethnic languages, their educational background, family and social linguistic environment, instrumental value of languages and ethnic identity.
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Ting, Su-Hie, and ZZZ dummy contact - do not alter. "Towards homogeneity in homes languages." Australian Review of Applied Linguistics 32, no. 2 (2009): 11.1–11.22. http://dx.doi.org/10.1075/aral.32.2.02tin.
Повний текст джерелаАнотація:
This preliminary study examines the languages used by parents with their children in Malay, Chinese Foochow and Indian Tamil families to find out how the similarity or dissimilarity in parents’ ethnic language influenced the choice of language transmitted to children and how far standard languages have permeated the family domain in Kuching City in the Malaysian state of Sarawak. Standard languages refer to the three main written languages taught in the school system, namely, English, Bahasa Malaysia (Malay language) and Chinese Mandarin. Interviews were conducted with 17 families (6 Malay, 6 Chinese Foochow, 5 Indian Tamil). The results showed that the ethnic language is mostly still retained in the Malay and Indian Tamil families but has been pushed out by English and Mandarin Chinese in Chinese Foochow families. English has emerged in parental communication with children to different extents across ethnic group. Bahasa Malaysia, on the other hand, is spoken in Malay families with parents from West Malaysia. Factors found to be influencing the parental decision on language to use with their children include similarity/dissimilarity of the couple’s ethnic languages, their educational background, family and social linguistic environment, instrumental value of languages and ethnic identity.
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Hasel, Clarosa Amanda. "The Research Comparison Between the Consonants of Bahasa Indonesia and Chinese Mandarin." MANDARINABLE : Journal of Chinese Studies 1, no. 1 (August 12, 2022): 1–9. http://dx.doi.org/10.20961/mandarinable.v1i1.322.
Повний текст джерелаАнотація:
Indonesian Students face a lot of difficulties when learning Chinese Mandarin, it is very common that them to mispronounce the consonants of Chinese Mandarin. There are not a lot of Indonesian Students who can pronounce Chinese Mandarin consonants accurately. Phonetics teaching is a very important part of learning other languages. Bahasa Indonesia is classified as “The Family of Austronesian Language”, and Chinese Mandarin is classified as Sino-Tibetan Language System. Although they have a different language systems, the two languages have a lot of similarities and differences in every aspect of it. If we look at the consonants of Bahasa Indonesia and Chinese Mandarin, Bahasa Indonesia has 23 consonants, and Chinese Mandarin has 22 consonants. These 2 kinds of languages have similarities and different points of the pronunciation and pronunciation methods.
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Lu, Sheldon. "Introduction: Chinese-language ecocinema." Journal of Chinese Cinemas 11, no. 1 (January 2, 2017): 1–12. http://dx.doi.org/10.1080/17508061.2016.1273599.
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Datta, Kamal K. "Modernisation of Chinese Language." China Report 24, no. 4 (November 1988): 469–71. http://dx.doi.org/10.1177/000944558802400405.
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Hwa, Siew Pei, Pang Set Weei, and Lew Hoi Len. "The Effects of Blended Learning Approach through an Interactive Multimedia E-Book on Students’ Achievement in Learning Chinese as a Second Language at Tertiary Level." International Journal of Computer-Assisted Language Learning and Teaching 2, no. 1 (January 2012): 35–50. http://dx.doi.org/10.4018/ijcallt.2012010104.
Повний текст джерелаАнотація:
Almost all higher institutions in Malaysia offer Chinese as a second language (some may consider as a third language) course. Universiti Tunku Abdul Rahman offers an elective subject called ’Introduction to Chinese Language I’ to teach the basis of Chinese to non-Chinese educated students. In general, the majority of foreign language is taught face-to-face in classrooms. There are three crucial challenges in learning Chinese as a second language: pronunciation, Chinese writing, and verbal communication skills. Hence, Chinese language is recognized as one of the most challenging and difficult languages to master. Teaching a language in the classroom improves significantly when technology complements and extends the functionality of the traditional methods. In view of the limitations of traditional instruction and e-learning approaches, this paper explores the possibilities of introducing a blended learning approach in TCSL (Teaching Chinese as a Second Language) classrooms at a tertiary level. The focus of this study is to determine the efficiency of the blended learning environment in which instructions are imparted through the blend of existing instructional methods and an interactive multimedia e-book. It also studies the impact on students’ achievement in Chinese language proficiency.
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Zhypar, Sulaimanova. "Research on The Current Situation of Chinese Language Teaching in Kyrgyzstan." MANDARINABLE : Journal of Chinese Studies 3, no. 1 (February 7, 2024): 42–51. http://dx.doi.org/10.20961/mandarinable.v3i1.967.
Повний текст джерелаАнотація:
In today's world, global economic integration is accelerating, and the integration of countries in the political, economic, and cultural fields is further deepening. Language is a communication tool for countries to understand each other and an essential component of international cooperation. Today, learning foreign languages and spreading national languages are increasingly being incorporated into a country's foreign policy strategy, which positively impacts its internal development and helps it expand its influence to other countries. With the increasing popularity of Chinese language and culture abroad, the interest of Kyrgyz citizens in Chinese is also constantly increasing. It is essential to promote Chinese culture and the Chinese language in Kyrgyzstan. The teaching of Chinese in primary and secondary schools and universities in Kyrgyzstan, as well as the work of Confucius Institutes, have provided new impetus and energy for developing cooperation between the two countries. The article analyzes the opportunities and challenges of foreign language and Chinese language teaching in Kyrgyzstan through case analysis, comparative analysis, and literature review. The author concludes that the successful teaching of the Chinese language in education in Kyrgyzstan is inseparable from the political, economic, and cultural support of Kyrgyzstan and its partner countries.
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Zeng, Xiaoyu. "On the formation of the Ei language." Journal of Pidgin and Creole Languages 38, no. 1 (May 5, 2023): 118–34. http://dx.doi.org/10.1075/jpcl.00106.zen.
Повний текст джерелаАнотація:
Abstract The Ei language (or Wu-se) is a mixed language derived from Chinese and the Kam-Tai languages. This paper focuses on the status of Ei and its formation process. The ancestors of the Ei people were soldiers and their families from different ethnic groups, who were sent to the Patrol Division of E’jing Town, Rong County, Guangxi Province in the Ming Dynasty, some 600 years ago. They are a multi-ethnic fusion of Chinese, Zhuang, Kam, and Sui peoples. The Ei language resulted from contact between Chinese and Kam-Tai languages. Its core words are mainly Kam-Tai, and the commonly-used words are mainly Chinese. The word order is basically the same as Chinese, and its voiceless sonorants are consistent with Kam-Sui phonology. The root causes of its formation are the Ei speakers’ ethnic identity as well as their stable and relatively closed life circles.
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Aftab, Mariam, and Muhammad Hassan Abbasi. "Beliefs about Difficulties in Learning Chinese as a Foreign Language in a Public Sector University." Sindh Journal of Linguistics 3, no. 1 (May 10, 2024): 82–96. http://dx.doi.org/10.58921/sjl.v3i1.61.
Повний текст джерелаАнотація:
Chinese language teaching in universities was introduced as part of China-Pakistan Economic Corridor initiative (CPEC) signed in 2013 for economic, entrepreneurial, and social reasons. Over a decade of introducing Chinese as a foreign language, Pakistani language learners invested in Chinese language for scholarships, higher education, jobs, and business purposes. However, many CFL learners were unable to acquire Chinese language and had low proficiency in the language. Therefore, this study aims to investigate the beliefs about difficulties that foreign language learners face about learning Chinese as a foreign language in a public sector university. For this purpose, quantitative research using BALLI questionnaire was conducted within a public sector university. The beliefs about language learning inventory (BALLI) questionnaire inquired about the general and specific language learning difficulties that students face while learning CFL. Data was collected using stratified sampling from two hundred undergraduate students who have completed CFL-I and CFL-II language courses at the university. Data was analyzed using descriptive statistics through SPSS. The findings of the study showed that learners considered Chinese as a difficult language to learn as compared to other foreign languages. Also, when inquired about the success of their spoken Chinese language in future, few of the participants believed that they would be able to succeed with Chinese language. Similarly, learners reported about the four language skills in Chinese and considered listening as easier than speaking. Additionally, the learners reported that reading and writing are equally difficult in acquiring Chinese.
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Chen, Lin, and Danping Wang. "Chinese Heritage Language Maintenance in the Context of Superdiversity." Researching and Teaching Chinese as a Foreign Language 4, no. 1 (August 17, 2023): 97–117. http://dx.doi.org/10.1558/rtcfl.26170.
Повний текст джерелаАнотація:
Situated in the context of migration trends toward superdiversity in Anglophone countries, this study conceptualizes Chinese heritage language (CHL) learners as complex social beings with increasingly diverse language repertories, migration histories, and socioeconomic statuses. Failing to understand such diversity in language maintenance and language shift may lead to oversimplifying the process of Chinese language maintenance and consequently perpetuating educational inequities in overseas Chinese education. The study analysed questionnaire data from 56 CHL learners who identified as dialect speakers in a New Zealand university. Findings show that CHL learners are indeed a linguistically and socioculturally diverse group. There is a clear shift towards English among participants as they approached adulthood, with some also speaking non-Chinese languages like Khmer. While Chinese dialects remain prevalent within their homes, younger generations exhibit a decrease in the number of Chinese dialects spoken. Surprisingly, Mandarin, despite being the primary language resource for Chinese education, is underutilized and tends to remain at a low proficiency level. This study concludes by offering implications to policymakers and Chinese curriculum developers to provide genuine support for maintaining and learning the Chinese language within the increasingly diverse Chinese diaspora.
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Lin, Jia. "Language learning strategy and language learning achievement." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52, no. 2 (November 10, 2017): 148–71. http://dx.doi.org/10.1075/csl.52.2.03lin.
Повний текст джерелаАнотація:
Abstract This study investigates the relationship between language learning achievement and the use of language learning strategy among intermediate Chinese as a second language (L2) learners. A total of 62 students from an intermediate Chinese course participated in this study. Strategy Inventory for Language Learning (SILL) (Oxford, 1989) was used to assess participants’ strategy use frequency. Correlation, one-way ANOVA, and ANOVA post hoc tests were performed for data analysis. Key findings suggest that: (1) initiative, communicative orientation, and risk taking are good behavioral predictors of Chinese L2 achievement; (2) medium-achieving learners are more active in using strategies, especially cognitive and memory strategies. These investigations of strategy use within and across achievement groups revealed both Chinese L2 learners’ characteristics in strategy use, and also the problems and challenges that learners with different achievement levels encounter. Multiple pedagogical implications are provided at the end of this article.
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Longwei, Q. "Ontological approach to Chinese text processing." Doklady BGUIR 18, no. 6 (October 1, 2020): 49–56. http://dx.doi.org/10.35596/1729-7648-2020-18-6-49-56.
Повний текст джерелаАнотація:
To implement natural language user interface and an intelligent answer to questions, the knowledgebased semantic model for Chinese language processing is proposed. The article gives careful consideration to the existing methods and various knowledge bases for natural language processing. The analysis of these methods has led to the conclusion that in natural language processing, the knowledge base is the most fundamental and crucial part. The knowledge base makes it possible to ensure processing of a natural language based on initially described knowledge and to explain the processing operations. By virtue of the analysis of various methods for constructing knowledge bases about the English and Chinese languages, an ontological approach to the Chinese language processing was proposed. The Chinese language processing model has two main aspects: the design of knowledge base about the Chinese language and the development of ontology-based knowledge processing machine. The proposed approach is aimed at developing a semantic model of knowledge on the Chinese language. As a stage in the implementation of the approach, I designed the ontology of the Chinese language that can be applied for further processing of the language. This paper considers the preliminary version of the ontology and the principle of building a knowledge base about the Chinese language. There are no uniform standards and evaluation system for designing an ontology. Expansion, refinement and evaluation of the ontology require further research.
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Цзинь, Лянь. "Comparative-semantic analysis of the adverb of time frequency in the Chinese and Russian languages." Litera, no. 7 (July 2021): 80–89. http://dx.doi.org/10.25136/2409-8698.2021.7.36030.
Повний текст джерелаАнотація:
This article presents a comparative research of adverbs with the meaning of time in the Russian and Chinese languages. Analysis is conducted on the adverb of time in the Russian languages; characteristic is given to macro- and micro-aspects. Macro-description is an attempt to determine and classify the adverbs of time. Micro-aspect, first and foremost, implies semantic analysis of a specific adverb of time. The subject of this research is the adverb of time ‘always’ in the Russian language in comparison with the corresponding adverb in the Chinese language. The goal of this research consists in the analysis of semantic characteristics and variables that depend on the semantics of grammatical and pragmatic characteristics of the adverb of time frequency “always” in the Russian as compared to the Chinese language. The scientific novelty lies in description of the macro- and micro- aspects, identification of semantic and compatible characteristics of the adverb of time frequency ‘always ' in the Russian languahe in comparison with the corresponding adverb in the Chinese — 总是 [zong shi]. The acquired results indicate that the use of the adverb ‘always’ with the meaning of continuity or frequency requires fulfilling certain conditions. This article can be valuable in further research on the topic, in theory and practice of translation, as well as in teaching Russian as a foreign language to the Chinese students.
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Huang, Hanjing, and Pei-Luen Patrick Rau. "The first–second language influence on framing effects and loss aversion of balanced bilinguals." International Journal of Bilingualism 24, no. 2 (December 7, 2018): 129–40. http://dx.doi.org/10.1177/1367006918813646.
Повний текст джерелаАнотація:
Aims: We aimed to investigate the effects of language on the decision-making of bilinguals when they possess almost equal proficiencies in these languages. Methodology: Chinese–English bilinguals were asked to make decisions in Chinese or English. In the first experiment, we used a financial crisis problem to investigate the effects of language on the framing effect. In the second experiment, we used two gambling tasks to investigate the effects of language on people’s loss aversion in hypothetical and real bets. Data and analysis: Participants had similar proficiencies in Chinese and in English. Two hundred and twelve Chinese–English bilinguals took part in the first experiment. Their decision data were analysed using chi-squared tests. Ninety-six Chinese–English bilinguals took part in the second experiment. Their decision data were analysed using ANOVA and t-tests. Findings: Framing effects were reduced in the English condition. Chinese–English bilinguals were risk-averse for gains and risk-seeking for losses when choices were presented in Chinese, but this asymmetry disappeared when the choices were presented in English. However, the results indicated that the language did not have significant effects on Chinese–English bilinguals’ loss aversion in hypothetical and real bets. Originality: This is among the first studies to investigate the effects of language on decision-making in balanced bilinguals who have similar proficiencies in different languages. Significance/implications: The findings suggest that language still influences the framing effect, even in balanced bilinguals who have similar proficiencies in different languages.
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Le Pham, Quoc Hung. "The Meanings and Structural Forms of the Measure Word for Nouns in Chinese and Vietnamese." International Journal of Linguistics 13, no. 1 (February 25, 2021): 1. http://dx.doi.org/10.5296/ijl.v13i1.16890.
Повний текст джерелаАнотація:
In the field of language research, the measure word is an interesting research topic. In the world language, some languages have measure words, some languages have not. Both Chinese and Vietnamese belong to the language rich in measure words, but due to the differences in language system, cognition and cultural color, there are some differences in the expression of their syntactic structure of the measure word for noun. This study starts from the comparison of Chinese and Vietnamese languages, focusing on the meaning and structure of the measure word for noun commonly used in Chinese and Vietnamese, in order to find the similarities and differences between them.
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Aleksachin, A. N. "Schools of Chinese, Vietnamese, Burmese, Laotian, Thai and Khmer languages." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 264–66. http://dx.doi.org/10.24833/2071-8160-2014-5-38-264-266.
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School of teaching Chinese, Vietnamese, Burmese, Laotian, Thai and Khmer languages functions under the same title as the department, which was established in 1954 at the Department of Chinese Language of the Moscow Institute of Oriental Studies. MGIMO graduates with the knowledge of the Chinese language are successfully working in the structural units of the Russian foreign Ministry and all over the world, in various government agencies and major companies. Currently, the number of students studying Chinese language is 128 people as a first language.