The Chinese Language Demystified offers a detailed exploration of the features that have made Mandarin Chinese so unique among the major languages of the world, particularly English and other European linguistic forms of communication. While discussing the aspects that contribute to the perception of the language as somewhat ‘mysterious,'the book also investigates how it is comprehended and used by the Chinese people despite its lack of formal grammatical structure in the conventional terms of understanding.
Discourse analysis, Narrative, Chinese language--Spoken Chinese, and Children--Language
Chinese Language Narration: Culture, cognition, and emotion is a collection of papers presenting original research on narration in Mandarin, especially as it contrasts to what is known regarding narration in English. One chapter addresses dinner table conversation between Chinese immigrant parents and children in the United States compared to non-immigrant peers. Other chapters consider evaluation patterns in Mandarin versus English, referencing strategies, coherence patterns, socioeconomic differences among Taiwanese Mandarin-speaking children, and differences in narration due to Specific Language Impairment and schizophrenia. Several chapters address developmental concerns. Distinctive aspects of narration in Mandarin are linked to larger issues of autobiographical memory. Mandarin is spoken by far more people than any other language, yet narration in this language has received notably less attention than narration in Western languages. This collective effort is a critical addition to our understanding of cross-cultural similarities and differences in how people make sense of experiences through narrative.
The major aim of the book is to trace the current structuring of the Chinese language(s) on the ground of Chinese linguistics. The research presented is based on the newest and most renowned sources, namely The Great Dictionary of Modern Chinese Dialects, and the Language Atlas of China. The author discusses the role The Great Dictionary plays in analyzing the spectrum of linguistic differentiation in China and gives a detailed account of the kind of information the dictionary provides. As background, she sketches the development and current state of Chinese dialectology and dialect research. One of the author's aims is to show respect for the grand achievement the Dictionary undoubtedly is, but also to emphasize a critical distance to some of the views presented in it. Apart from being an analysis of this particular Dictionary, the book presents data about the state of modern Chinese dialectology. It provides information about different classifications of the dialects and explains on what basis the classifications are made. Looking at Chinese dialectology from a Western point of view, the author aims to understand and present the Chinese perspective. The book fills an important gap in the field of Western sinology. So far, despite lively discussions concerning the status of the varieties of Chinese and their taxonomy, full-scale studies on Chinese dialects have been almost non-existent in the Western World.
China Media Research. Apr2019, Vol. 15 Issue 2, p77-90. 14p.
Classroom environment, Language & culture, Study & teaching of Chinese language, Learning management, and Teaching -- Evaluation
China has set up 1113 Confucius Classrooms in K-12 schools across the world to promote Chinese language and culture by the end of 2017. Despite such numbers, little is known about the educational outcomes of Confucius Classrooms in local school communities. This article seeks to rectify this deficiency in the literature by critically examining how Confucius Classrooms have contributed to Chinese language education within the framework of Quality Teaching. Through class observations and in-depth interviews with local teachers and students of Chinese in the Confucius Classrooms in Australian schools, the findings indicate that the Confucius Classrooms have led to better teaching practices and improved learning outcomes in Chinese language education in local schools. The challenges and potentials for the Confucius Classroom program are also discussed. [ABSTRACT FROM AUTHOR]
Studies in Chinese Language, the eighth volume in the Collected Works of Professor M. A. K. Halliday, approaches the Chinese language from several interesting vantage points, ranging from studies of medieval to modern grammar, phonology, and discourse. Professor Halliday's doctoral thesis,'The Language of the Chinese, Secret History of the Mongols, provides the basis for the first section of this volume, with extracts from the book as well as the original Chinese text, which is one of the earliest known texts written in Mandarin, included in full on the accompanying online resources. The second section focuses on modern Chinese grammar, while the third looks at Chinese phonology. The final section, Grammar and Discourse', includes papers on grammatical metaphor and scientific discourse in both Chinese and English.
This book is a much-needed scholarly intervention and postcolonial corrective that examines why and when and how misunderstandings of Chinese writing came about and showcases the long history of Chinese theories of language.'Ideography'as such assumes extra-linguistic, trans-historical, universal'ideas'which are an outgrowth of Platonism and thus unique to European history. Classical Chinese discourse assumes that language (and writing) is an arbitrary artifact invented by sages for specific reasons at specific times in history. Language by this definition is an ever-changing technology amenable to historical manipulation; language is not the House of Being, but rather a historically embedded social construct that encodes quotidian human intentions and nothing more. These are incommensurate epistemes, each with its own cultural milieu and historical context. By comparing these two traditions, this study historicizes and decolonializes popular notions about Chinese characters, exposing the Eurocentrism inherent in all theories of ideography. Ideography and Chinese Language Theory will be of significant interest to historians, sinologists, theorists, and scholars in other branches of the humanities.
STUDY & teaching of Chinese language, VIRTUAL reality in education, INSTRUCTIONAL innovations, CLASSROOM environment, and TEACHING methods
With the rising status of China in the world, the status of Chinese language in the world is also increasing. International education of Chinese language can adapt to the trend of economic globalization and promote the development of China in the world. At present, in the international education of Chinese language, the curriculum mainly focuses on theory teaching, the teaching staff needs to be further strengthened, the teaching method is relatively single, and the teaching material content cannot keep up with the development of the times. In the application of the computer virtual reality technology in the Chinese international teaching, the classroom instruction is arranged according to the normal language learning habits, the realistic environment is constructed for the spoken language teaching, and the real classroom and the virtual world are combined to carry on the teaching. Teachers should also improve their teaching level, so as to better promote the development of international education of Chinese language. [ABSTRACT FROM AUTHOR]
teacher conception, feedback, writing assessment, Chinese as a second language, phenomenography, 教师认知, 反馈, 写作评估, 中文第二语言, and 现象图示学
Responding to students' writing is one of the most demanding tasks for language teachers. This study used a phenomenographic approach to examine Chinese language teachers' conceptions of feedback on writing in second language classrooms where the International Baccalaureate Diploma Programme (IBDP) is adopted. The research questions are: (1) What conceptions of feedback are held by teachers teaching Chinese as a second language in IBDP classrooms? (2) How do teachers' conceptions of feedback influence their written feedback practices? The primary data were collected through semi-structured interviews with 22 Chinese language teachers from 11 international schools in Hong Kong. Four increasingly inclusive categories emerged from the interview data, showing that teachers' conceptions of feedback were multilayered. Teachers conceptualized feedback as a dispensable part of writing assessment, a means of informing students of assessment results, a means of improving writing performance, and a means of empowering students to become autonomous writers. The instructional power of feedback depended heavily on teachers' perceived priorities in writing assessment. Changes in the focus of writing assessment led to differing approaches to feedback. Findings of this study suggest that teachers teaching the same curriculum in similar educational contexts may possess various levels of understanding of feedback. It seemed to teachers that responding to students' writing is a very goaloriented endeavor. Teachers' approaches to feedback determined the extent to which students take ownership of the process of writing assessment. Implications for teacher education are discussed.