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Journal articles on the topic 'Chinali language'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Roche, Gerald, and Yudru Tsomu. "Tibet's Invisible Languages and China's Language Endangerment Crisis: Lessons from the Gochang Language of Western Sichuan." China Quarterly 233 (March 2018): 186–210. http://dx.doi.org/10.1017/s0305741018000012.

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AbstractChina is facing a language endangerment crisis, with half of its languages decreasing in number of speakers. This article contributes to the understanding of language endangerment in China with a case study of the Gochang language, which is spoken by about 10,000 Tibetans in western Sichuan. We describe Gochang as an “invisible” language – one that is overlooked by the state's ethnic and linguistic policies and thus is more vulnerable to the social transformations wrought by statist development. Using UNESCO's language vitality and endangerment framework to assess the endangerment of G

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2

Mackerras, Colin. "Multilingualism in China: The Politics of Writing Reforms for Minority Languages 1949–2002. By Minglang Zhou. [Berlin and New York: Mouton de Gruyter, 2003. xxiv+458 pp. €94.00. ISBN 3-11-017896-6.]." China Quarterly 177 (March 2004): 238–39. http://dx.doi.org/10.1017/s0305741004350125.

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This book is a detailed examination of reform in the writing of minority languages under the PRC, including the adaptation of languages to scripts never before used to write them. Considering how closely language is related to culture and society, this entails a good deal of treatment of issues such as PRC politics, external influences, such as from the Soviet Union and the West, the impact of modernization and factors like education and religion. Of course, there is quite a bit about China's spoken minority languages as well.The book is generally well written, though there are places where th

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3

Botha, Werner. "English in China's universities today." English Today 30, no. 1 (2014): 3–10. http://dx.doi.org/10.1017/s0266078413000497.

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According to Bolton (2013), Chinese university students are invariably multilingual, not only acquiring English at school, but increasingly outside of their formal curricula, through the Internet, music, computer games, movies, and television series. Indeed, many of these students are also highly mobile, and in most cases migrate throughout Greater China (and abroad) in order to pursue higher education degrees. Bolton (2012, 2013) also points out that current theorizing about English in Greater China needs to take into account what he calls ‘the language worlds’ of these young people, especial

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4

Zhenhui, Zhang. "Literatura polska w Chinach i wymiana kulturalna między Polską a Chinami. Zapiski tłumacza." Poznańskie Studia Polonistyczne. Seria Literacka, no. 40 (September 14, 2021): 221–27. http://dx.doi.org/10.14746/pspsl.2021.40.9.

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The article is an introduction into the presence of Polish literature in China from the perspective of one of its most active researchers and translators. The author describes his fascination with Bolesław Prus’s work that resulted in the Chinese translation of Lalka (The Doll) and his work on two-volume Historia literatury polskiej (The history of Polish literature) aimed at Chinese readers.

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Koybakova, A., and R. Dossymbekova. "PROBLEMS OF TRANSLATION OF CULTURAL WORDS IN CHINESE TO KAZAKH LANGUAGE." BULLETIN Series of Philological Sciences 72, no. 2 (2020): 629–34. http://dx.doi.org/10.51889/2020-2.1728-7804.101.

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This article deals with the issues of Chinese translation, including difficulties in translating words related to Chinese culture into the Kazakh language, methods of translating them, as well as the relationship between language and culture. Cultural words are compared with lexical, stylistic, logical, grammatical aspects and their features and similarities in Kazakh and Chinese are explored in detail. The article also focuses on translating colors and related names, which reflect the material and spiritual culture of each country.Since China's open door reforms, its connection with the outsi

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6

ALVARO, JOSEPH JAMES. "Analysing China's English-language media." World Englishes 34, no. 2 (2015): 260–77. http://dx.doi.org/10.1111/weng.12137.

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Tazhibayeva, S., I. Nevskaya, A. Mutali, and A. Kadyskyzy. "Kazakh Language as Spoken in China: Problems and Research Perspectives." Bulletin of L.N. Gumilyov Eurasian National University. Philology Series 124, no. 3 (2018): 59–68. http://dx.doi.org/10.32523/2616-678x-2018-124-3-59-68.

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8

Olga ZAVYALOVA. "Innovative Technologies in China's Language Policy." Far Eastern Affairs 46, no. 004 (2018): 155–58. http://dx.doi.org/10.21557/fea.52933416.

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김현태. "Study on Lexical Characteristic of Modern Chinese Language Pejorative Terms." China and Sinology 25, no. ll (2015): 55–74. http://dx.doi.org/10.17935/chinan.2015.25..55.

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10

Ling, Wang, Luís Marujo, Chris Dyer, Alan W. Black, and Isabel Trancoso. "Mining Parallel Corpora from Sina Weibo and Twitter." Computational Linguistics 42, no. 2 (2016): 307–43. http://dx.doi.org/10.1162/coli_a_00249.

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Microblogs such as Twitter, Facebook, and Sina Weibo (China's equivalent of Twitter) are a remarkable linguistic resource. In contrast to content from edited genres such as newswire, microblogs contain discussions of virtually every topic by numerous individuals in different languages and dialects and in different styles. In this work, we show that some microblog users post “self-translated” messages targeting audiences who speak different languages, either by writing the same message in multiple languages or by retweeting translations of their original posts in a second language. We introduce

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11

ALVARO, JOSEPH JAMES. "Political discourse in China's English language press." World Englishes 32, no. 2 (2013): 147–68. http://dx.doi.org/10.1111/weng.12006.

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12

HU, YUANYUAN. "China's English language policy for primary schools." World Englishes 27, no. 3-4 (2008): 516–34. http://dx.doi.org/10.1111/j.1467-971x.2008.00582.x.

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13

Reeves, Jeffrey. "Structural Power, the Copenhagen School and Threats to Chinese Security." China Quarterly 217 (January 2, 2014): 140–61. http://dx.doi.org/10.1017/s0305741013001458.

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AbstractThis article engages with current debates surrounding China's security by employing the concept of structural power and the Copenhagen School approach to security studies to measure threats to China's security. Building on existing Chinese and English language research on China's security drivers, the article develops a mechanism for determining how China's economic relations with small states in Asia negatively affect their domestic stability and how this instability then loops back to undermine China's strategic position. The article uses China's relations with Cambodia, Nepal and Mo

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Erbaugh, Mary S. "Ping Chen, Modern Chinese: History and sociolinguistics. Cambridge & New York: Cambridge University Press, 1999. Pp. ix, 229. Hb $59.95, pb $21.95." Language in Society 30, no. 1 (2001): 121–23. http://dx.doi.org/10.1017/s0047404501281056.

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China's program of language modernization has been as successful as that of any other nation, yet until Chen's book, we have not had a readable and comprehensive discussion of its reforms. Literacy has risen from about 10% in 1949 to around 80% today. Spoken Chinese dialects, from Cantonese through Hakka to Mandarin, vary as much as do the Germanic languages English, German, and Swedish; so it is a major achievement that 90% of Chinese people can now understand Standard Mandarin, up from 40% in the 1950s (p. 8). The current reforms have roots deep in the 19th century, but Chen discusses how ea

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15

Kane, Daniel. "The Languages of China.S. Robert Ramsey." Australian Journal of Chinese Affairs 26 (July 1991): 203–5. http://dx.doi.org/10.2307/2949881.

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16

Wolff, Martin. "China's English mystery – the views of a China ‘foreign expert’." English Today 26, no. 4 (2010): 53–56. http://dx.doi.org/10.1017/s0266078410000350.

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The mysteries of exotic China arise not only from its voluntary isolation from the modern world during some of the most formative and progressive decades, but from an inability or unwillingness of the west to understand Chinese logic and thinking. The west views China with western eyes and judges China according to western standards. The west asks some seriously ignorant questions about China, such as: What is the culture of China? What do the people of China think? What do the people of China eat?To fully comprehend the absurdity of these questions, simply invert them, as Chinese college stud

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17

Chin, Tamara T. "The Afro-Asian Silk Road: Chinese Experiments in Postcolonial Premodernity." PMLA/Publications of the Modern Language Association of America 136, no. 1 (2021): 17–38. http://dx.doi.org/10.1632/s0030812920000061.

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AbstractThis essay approaches the Silk Road as a modern narrative of China's connected past, rather than as a historical fact. The Chinese termSilk Road(sichou zhi lu; 丝绸之路) first gained currency after the 1955 Afro-Asian Conference in Bandung as part of the lexicon of anticolonial solidarity. During the Cold War, China's Afro-Asian Silk Road, different from the West's Europe-Asia Silk Road, prompted new interest in the linguistic dimension of connected history. Language contact traditionally held limited significance in European and Chinese philology because linguistic divisions were understo

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18

Xiang, Debao. "China's image on international English language social media." Journal of International Communication 19, no. 2 (2013): 252–71. http://dx.doi.org/10.1080/13216597.2013.833535.

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19

Bing, Sang. "The Divergence and Convergence of China's Written and Spoken Languages: Reassessing the Vernacular Language During the May Fourth Period." Twentieth-Century China 38, no. 1 (2013): 71–93. http://dx.doi.org/10.1353/tcc.2013.0004.

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20

Mańkowska, Anna. "LANGUAGE EDUCATIONAL PRACTICES OF MULTICULTURAL CHINA. UNITY OR PLURALITY?" Pedagogika Szkoły Wyższej 22 (2018): 121–32. http://dx.doi.org/10.18276/psw.2017.2-11.

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21

Boyle, Joseph. "What hope for a trilingual Hong Kong?" English Today 14, no. 4 (1998): 34–39. http://dx.doi.org/10.1017/s0266078400010506.

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22

Owaki, Methody Florian, Mercy Mweni Kathina, Christopher Khayeka-Wandabwa, Francis Maina Gichuru, and Eunice Amimo. "Chinese Language Teaching and Learning in Kenya in the Prospects of China’s Reform and Opening-up." Educational Process: International Journal 8, no. 3 (2019): 170–84. http://dx.doi.org/10.22521/edupij.2019.83.2.

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23

Swilla, Imani. "Signs of language shift in Chindali and the impact of Swahili." Language Matters 39, no. 2 (2008): 230–41. http://dx.doi.org/10.1080/10228190802579635.

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24

Svantesson, Jan-Olof. "Tradition and reform in China's minority languages." International Journal of Applied Linguistics 1, no. 1 (1991): 70–81. http://dx.doi.org/10.1111/j.1473-4192.1991.tb00006.x.

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25

WEI, SHUGE. "Beyond the Front Line: China's rivalry with Japan in the English-language press over the Jinan Incident, 1928." Modern Asian Studies 48, no. 1 (2013): 188–224. http://dx.doi.org/10.1017/s0026749x11000886.

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AbstractThis paper examines how China and Japan fought for supremacy in China's treaty-port English-language press during the Jinan Incident of 1928. It argues that China's defeat in this media battle was a result of the long-term, unsettled political conditions the country was experiencing. The constant changes of government thwarted China's official and non-official efforts to establish a national news network. The threat from the northern warlords and China's intricate relations with the imperialist powers deterred the Nanjing regime from formulating decisive foreign propaganda policies. In

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26

Akpınar, Kadriye Dilek, and Filiz Mete. "Yabancı dil öğretmeni yeterliklerinde kültür öğesi: Türkiye ve Çin karşılaştırması." Journal of Educational Sciences Research 3, no. 2 (2013): 91–106. http://dx.doi.org/10.12973/jesr.2013.326a.

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27

Fang, Fan (Gabriel). "Review of English as a medium of instruction in Chinese universities today: current trends and future directions." English Today 34, no. 1 (2017): 32–37. http://dx.doi.org/10.1017/s0266078417000360.

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The use of the English language in China, and especially in Chinese education has been increasing for several decades, despite various attitudes towards its use (Hu, 2009; Niu & Wolff, 2003; Wang, 2015). In the traditional perspective of world Englishes (Kachru, 1992), China lies in the expanding circle, where English is regarded as a foreign language. However, since China's implementation of the opening-up policy, the teaching of the English language has gained momentum by becoming a key subject in China's education system. Currently, policies in China make English a subject of study from

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28

Adamson, Bob. "Barbarian as a foreign language: English in China's Schools." World Englishes 21, no. 2 (2002): 231–43. http://dx.doi.org/10.1111/1467-971x.00244.

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29

Yang, Jian. "English as a Third Language among China's Ethnic Minorities." International Journal of Bilingual Education and Bilingualism 8, no. 6 (2005): 552–67. http://dx.doi.org/10.1080/13670050508669068.

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30

Ao, Ran, and Ee Ling Low. "Exploring pronunciation features of Yunnan English." English Today 28, no. 3 (2012): 27–33. http://dx.doi.org/10.1017/s0266078412000284.

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The English language has gone through cycles of prominence and decline in China since it arrived on Chinese shores in 1637 for the purposes of trade (Adamson, 2002). Since then the language has evolved in China from the stage when it was regarded as a language spoken by ‘barbarians’ (Adamson, 2002) in the 1700s to the present day which sees an unprecedented surge of enthusiasm for the language. This significant change in the attitudes of the Chinese people towards English has accelerated since China's open door policy gathered steam in the early 1990s. Conservative estimates place the number o

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31

Hung, Eva. "The Role of the Foreign Translator in the Chinese Translation Tradition, 2nd to 19th Century." Target. International Journal of Translation Studies 11, no. 2 (1999): 223–43. http://dx.doi.org/10.1075/target.11.2.03hun.

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Abstract This is the first comprehensive study of the crucial role non-Chinese translators played in China's translation history. Drawing from records of three peak periods of translation activities in China, some dating back to as early as the mid-2nd century, the author presents the case of China's traditional reliance on foreign assistance in culturally important translation work, and argues that this was a direct result of the norms within mainstream Chinese culture. The article also explains how China's translation tradition underwent a dramatic change at the turn of the 20th century, and

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32

Stone, Robert, and Liu Binyan. "Speaking to the foreign audience: Chinese foreign policy concerns as expressed in China Daily, January 1989–June 1993." Gazette (Leiden, Netherlands) 53, no. 1-2 (1994): 43–52. http://dx.doi.org/10.1177/001654929405300104.

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This paper examines the foreign policy priorities and concerns of the People's Republic of China as expressed by that nation's official international, English language publication, China Daily. The paper argues that, contrary to the conventional wisdom, the official Chinese press can be a useful tool in assessing Chinese foreign policy priorities as result of its propaganda function. Within this paradigm, it finds that China's primary foreign policy priorities are sovereignty and territorial integrity and that China considers itself primarily a regional rather than a global power. It concludes

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33

Chen, Zhiming. "An Analysis of the Embodiment of Chinese Tea Culture in English Language and Literature Translation." Lifelong Education 9, no. 5 (2020): 191. http://dx.doi.org/10.18282/le.v9i5.1248.

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China’s tea culture has a long history. From the Silk Road to the Ancient Tea-Horse Road, the unique charm of tea has affected all parts of the world. With the increasing frequency of trade exchanges between China and the West in recent years, tea culture has also had a profound impact on the literary field of trade areas. influences. This article first analyzes the differences between Chinese and Western tea cultures, and then discusses the principles that China's tea culture should follow in the process of English translation, so as to allow China's tea culture to be more accurately spread t

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34

Botne, Robert. "Motion time and tense on the grammaticalization of come and go to future markers in Bantu." Studies in African Linguistics 35, no. 2 (2006): 127–88. http://dx.doi.org/10.32473/sal.v35i2.107307.

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Many Bantu languages have grammaticized one or both types of motion verb -COME and GO - as future markers. However, they may differ in the semantics of future temporal reference, in some cases referring to a "near" future, in others to a "remote" future. This paper explores how the underlying image-schemas of such verbs in several languages - Bamileke-Dschang, Bamun, and Lamnso' (Grass fields Bantu), Duala, Chimwera, Chindali, Kihunde, and Zulu (Narrow Bantu) - contribute to how the verbs become grammaticized in relation to the dual construals of linguistic time: ego-moving vs. moving-event.

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35

Sun, Wanning, Jia Gao, Audrey Yue, and John Sinclair. "The Chinese-Language Press in Australia: A Preliminary Scoping Study." Media International Australia 138, no. 1 (2011): 137–48. http://dx.doi.org/10.1177/1329878x1113800115.

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Despite clear evidence pointing to the centrality of the Chinese press in the historical formation of the Chinese community, and despite the continued importance of the Chinese-language press in the current political, cultural, social and economic life of the Chinese community, there is little understanding of its history and recent growth in mainstream English-language media scholarship. Worse still, the shift in recent scholarship to the power of cyberspace and other forms of new media in assisting the formations of diasporic subjectivities runs the risk of giving the impression that the pri

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36

Botha, Werner. "English and international students in China today." English Today 32, no. 1 (2015): 41–47. http://dx.doi.org/10.1017/s0266078415000449.

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China has since 2000 started marketing itself as a hub for international education, and there has been a push by the government to attract a large number of foreign students to the country's universities. Sharma (2011) reported that there were around 260,000 foreign students studying in China's universities, and that the aim of the Ministry of Education was to attract around 500,000 foreign students by 2020. However, as China is a so-called ‘emerging destination’ for foreign students, perhaps not surprisingly, the vast majority - around two-thirds - of its foreign student population is current

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37

Svirchev, L., Y. Li, L. Yan, C. He, and B. L. Ma. "(A37) Characteristics and Evaluation of China's Earthquake Disaster Management Systems." Prehospital and Disaster Medicine 26, S1 (2011): s11. http://dx.doi.org/10.1017/s1049023x11000501.

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BackgroundThis presentation summarizes our ongoing hybrid sociological-geological research into China's earthquake disaster management systems. Our methodology is a grounded research approach, based firstly on field observations related to the Wenchuan earthquake, including interviews with survivors and professionals responsible for disaster management; secondly on an extensive review of the English-language disaster management literature. China's earth scientists, frequently in collaboration with international scientists, have created a substantial English-language literature, but the social

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38

Pérez-Milans, Miguel. "Beyond ‘safe-talk’: Institutionalization and agency in China's English language education." Linguistics and Education 23, no. 1 (2012): 62–76. http://dx.doi.org/10.1016/j.linged.2011.11.001.

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39

Ren, Shengli, and Ronald Rousseau. "The role of China's English-language scientific journals in scientific communication." Learned Publishing 17, no. 2 (2004): 99–104. http://dx.doi.org/10.1087/095315104322958472.

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40

Lin, Songqing, and Lijuan Zhan. "International publishing partnerships for China's English language journals and financial security." Learned Publishing 29, no. 3 (2016): 145–53. http://dx.doi.org/10.1002/leap.1029.

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41

Zhao, Wen, and David Coniam. "Towards a common scale for China's vocational education English language curriculum." Journal of Vocational Education & Training 61, no. 3 (2009): 335–55. http://dx.doi.org/10.1080/13636820903052435.

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42

Feng, Anwei, and Mamtimyn Sunuodula. "Analysing language education policy for China's minority groups in its entirety." International Journal of Bilingual Education and Bilingualism 12, no. 6 (2009): 685–704. http://dx.doi.org/10.1080/13670050802684396.

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43

Erbaugh, Mary S. "Southern Chinese dialects as a medium for reconciliation within Greater China." Language in Society 24, no. 1 (1995): 79–94. http://dx.doi.org/10.1017/s0047404500018418.

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ABSTRACTSouthern Chinese dialects – Cantonese, Taiwanese, and Hakka – have received little official support from the governments of the nations where Chinese is spoken; they are not mutually intelligible with Mandarin, and are often deeply stigmatized. Although China's language wars have paralleled cold war hostilities, unofficial forces in the 1990s are rapidly enhancing dialect prestige, as an economic boom increasingly links the “Greater China” of the People's Republic, Taiwan, Hong Kong, and Singapore. (Chinese dialects, Mandarin, Cantonese, Min, Hakka, bilingualism, Hong Kong, Taiwan, off

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44

Li, Ting Shun, and Ling Na Meng. "Research on the Construction Method of Ontology Knowledge Base in Smart Grid Based on Dynamic Description Logic." Applied Mechanics and Materials 494-495 (February 2014): 1636–39. http://dx.doi.org/10.4028/www.scientific.net/amm.494-495.1636.

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With the principle of dynamic description logic, which introduces the concept of grid domain ontologys knowledge representation, a system is built that can be shared by each businesses ontology knowledge base in smart grid. First, combine attributive concept language with complements language using dynamic description logic with ALC language to build a smart grid domain ontology. And then use the ontology knowledge to build the final ontology knowledge base that can greatly improve the efficiency of information query and clearly express the basic concepts, properties, processing methods and in

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45

Paradise, James F. "China and International Harmony: The Role of Confucius Institutes in Bolstering Beijing's Soft Power." Asian Survey 49, no. 4 (2009): 647–69. http://dx.doi.org/10.1525/as.2009.49.4.647.

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China is setting up Confucius Institutes around the world to spread its language and culture and to increase collaboration with foreign academic institutions. The institutes could increase China's "soft power" and help it project an image of itself as a benign country. Concerns exist about a "Trojan horse" effect.

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Liu, Ming, Weiwei Xu, and Qiuxia Ran. "An Empirical Study of Writing Feedback Analysis of Non-English Majors in China with Natural Language Processing Technologies." International Journal of e-Education, e-Business, e-Management and e-Learning 5, no. 2 (2015): 85–93. http://dx.doi.org/10.17706/ijeeee.2015.5.2.85-93.

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47

Gil, Jeffrey. "A comparison of the global status of English and Chinese: towards a new global language?" English Today 27, no. 1 (2011): 52–59. http://dx.doi.org/10.1017/s0266078411000149.

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China's rapid development and growing engagement with the rest of the world have prompted much discussion and debate about the Chinese language, especially its prospects for becoming a global language. A report in China Daily (2004), for example, suggests that:there may even come a day when learning Chinese, like present day English, becomes compulsory for business, politics and cultural exchanges – a trend that has become increasingly plausible as more foreign students enrol in Chinese courses and China as a nation takes a more prominent role on the international stage.

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48

Xie, Kankan. "Experiencing Southeast Asian Studies in China: A reverse culture shock." Journal of Southeast Asian Studies 52, no. 2 (2021): 170–87. http://dx.doi.org/10.1017/s0022463421000473.

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Southeast Asian Studies (SEAS) in China has experienced significant changes in the past twenty years. China's rising political and economic power has stimulated growing demands for better understanding of the wider world, resulting in the rapid development of area studies in recent years. Although SEAS in China predated the relatively recent notion of ‘area studies’ by at least half a century, the boom in area studies has profoundly transformed the field, most notably by attracting a large number of scholars to conduct policy-relevant research. Not only does the ‘policy turn’ reflect shifts of

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Tan, L. H., M. Xu, C. Q. Chang, and W. T. Siok. "China's language input system in the digital age affects children's reading development." Proceedings of the National Academy of Sciences 110, no. 3 (2012): 1119–23. http://dx.doi.org/10.1073/pnas.1213586110.

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Xu, Jie, Jia Yun Wang, Lihong Zhou, and Fen Liu. "Internationalization of China's English‐language academic journals: An overview and three approaches." Learned Publishing 32, no. 2 (2018): 113–25. http://dx.doi.org/10.1002/leap.1198.

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