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Journal articles on the topic 'Chinese language – china'

Author: Grafiati

Published: 26 July 2024

Last updated: 31 July 2025

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1

Mohammad, Nasim Tahsildar. "Chinese Language Complexities among International Students in China." Education Quarterly Reviews 2, no. 1 (2019): 67–76. https://doi.org/10.31014/aior.1993.02.01.39.

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This paper reports on a study investigating features related to Chinese linguistic complexities among international students enrolled in Chinese courses in China. The main objective of this study is to highlight the major feature of Chinese complexities encountered by international students and explore whether international students’ native languages interfere the process of learning Chinese. The study used a survey questionnaire to collect the data from 147 male and female Bachelor, Master and PhD students enrolled in basic Chinese classes in two universities in China. Based on certain

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2

FU, QIDU. "Multilingualism and Language Attitudes in Wuji Village, Hainan Province, PR China." ASIAN HIGHLANDS PERSPECTIVES 60 (August 19, 2021): 74–93. https://doi.org/10.5281/zenodo.5221004.

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Wuji Village, situated in Hainan Province, PR China, is linguistically diverse with Danzhounese, Modern Standard Chinese (MSC), Hakka, Cantonese, Hainanese, and Lin'gao regularly spoken. In profiling vernacular languages and language attitudes in Wuji Village, this paper features a survey investigating the villagers' language abilities and perspectives. A literature review of the linguistic situation and language attitudes in Hainan Province is followed by an introduction to Wuji Village, including its location, residents, villagers' livelihoods, village religion, and the local lin

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3

Yu, Jie. "History of teaching English in China: the path from Chinese English to China English." Moscow University Bulletin. Series 19. Linguistics and Intercultural Communication 28, no. 1, 2025 (2025): 111–29. https://doi.org/10.55959/msu-2074-1588-19-28-1-8.

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The article aims to review briefly the sociolinguistic history of the language contact between Chinese languages and English, presents an overview of basic English language education in the Chinese education system during different periods of Chinese history. The study traces the emergence and development of English as a variety in China, in the form of China English, Chinese English, and Chinglish. This study could be of important scholarly significance for World Englishes researchers in the context of considering the English speech of native Chinese speakers. Attention is paid to English edu

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4

Zavyalova, Olga. "Language Policy in China: Recent Field Investigations." Problemy dalnego vostoka, no. 4 (2022): 160. http://dx.doi.org/10.31857/s013128120021422-5.

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The recent large-scale field investigations show that the ethnic and language situation in China is much more complex than it seemed before the end of the 1970s, and China remains one of the most linguistically and culturally diverse countries in the world. However, many languages of various ethnic groups and many Chinese dialects, both known in the past or recently discovered, are spoken by no more than a few members of the older generation. Among the most important tasks, set for the linguistic community by the Chinese authorities, is the investigation and preservation on electronic carriers

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5

Kirkpatrick, Andy. "‘Chinese English or English Chinese?’." Global Chinese 1, no. 1 (2015): 85–110. http://dx.doi.org/10.1515/glochi-2015-1004.

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Abstract A question which is frequently asked in discussions about the future roles of English and Chinese (Modern Standard Chinese or Putonghua and often also referred to as Mandarin) in the Asia-Pacific region is whether Chinese will replace English as the primary regional language or lingua franca. In this article, I shall first consider the roles that each language is playing in China itself and within the Asia-Pacific region. I shall argue that it is important to take these languages together, as the combination of Modern Standard Chinese and English is threatening regional languages, inc

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6

Kurpaska, Maria. "The effects of language policy in China A." Język. Komunikacja. Informacja, no. 12 (March 28, 2019): 14–24. http://dx.doi.org/10.14746/jki.2017.12.1.

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The population of China consists of 56 officially recognised ethnic groups, which speak (depending on the criteria used) from 135 to nearly 300 languages. About 90% of the population declare themselves as belonging to the Han-Chinese nationality. The language spoken by this majority is by no means uniform, the varieties of Chinese are so diversified, that most of them are mutually unintelligible, and some linguists even call them separate languages. The remaining 10% speak languages that are classified into five language families. Is it possible to introduce one common language in a country wi

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7

Youguang, Zhou. "Language planning of China." Journal of Asian Pacific Communication 11, no. 1 (2001): 9–16. http://dx.doi.org/10.1075/japc.11.1.03you.

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Language Planning is called Language Reform in China. The chief aims are: 1. To standardize and popularize the lingua franca of China; 2. To write in vernacular style instead of the traditional classic style; 3. To design and promote a system of Chinese phonetic symbols; 4. To simplify the Chinese characters; 5. To design and, if needed, improve writing systems for minor nationalities.

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8

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 (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

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9

Barov, Sergey A., and Maia A. Egorova. "CANTONESE DIALECT IN MODERN CHINA: THE PROBLEM OF CONSERVATION." RUDN Journal of Language Studies, Semiotics and Semantics 10, no. 1 (2019): 152–66. http://dx.doi.org/10.22363/2313-2299-2019-10-1-152-166.

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The artice is devoted to the problem of preserving the Cantonese dialect (language) in modern China, where for several decades the government persistently pursued a policy of disseminating of the nation-wide Chinese language (“pǔtōnghuà”). Cantonese is the largest language by speakers among all Chinese languages and it is native to most residents of Guangdong and Hong Kong, however, unlike the languages of the national minorities of China, it is not fully protected by law and is consistently ousted from the education system and out of business communication. In the article the authors carefull

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10

Namsaraeva, Sayana. "Border Language." Inner Asia 16, no. 1 (2014): 116–38. http://dx.doi.org/10.1163/22105018-12340006.

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The conceptual framework of this paper is to view Mongolia as a ‘contact zone’ which geographically bridged the gap between two rapidly growing Eurasian empires—Russia and China. It allows a rethinking of the historical and social circumstances that led to the formation of Chinese Pidgin Russian (cpr)1 by highlighting the lexical and grammatical influence of the Mongolian language on contact languages in the China–Russia border area. In particular, it discusses Mongolian language in various encounters in Russian–Chinese interactions, such as the use of Mongolian as mediation language during th

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Xue, Meichun, Juncai Pang, Yu Zhang, and Hongmei Yang. "Myanmar Language Learning Experiences at China’s Frontier." Asian Social Science 18, no. 7 (2022): 20. http://dx.doi.org/10.5539/ass.v18n7p20.

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In the context of China&rsquo;s implementation of Belt and Road Initiative, the development of LOTE (languages other than English) in China comes into a revitalization era. LOTE play important role acting as a bridge linking China to the other countries. Since 2009, Yunnan has been discursively constructed as a bridgehead for China to cooperate with Southeast Asian country and the education of LOTE with a particular focus on the Southeast Asian languages has experienced an unprecedented expansion size. This study explores the learning experiences of Chinese postgraduates majoring in Myanma

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12

Pan, Lin, and Philip Seargeant. "China English and Chinese culture." English Today 39, no. 3 (2023): 174–77. http://dx.doi.org/10.1017/s0266078423000202.

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In his short list of predictions for the future of English, written in 2006, David Graddol wrote that ‘Asia may determine the future of global English’ (2006: 15). India and China especially, he suggested, were likely to be the major influences on how the concept of English as a global language would develop. As Asian economies grew, so did their political status, potentially offering a different model for the global ecology of languages. Nearly two decades on, we are beginning to see notable shifts in the way English is perceived in different parts of the world. As a variety in an Expanding C

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Yajun, Jiang. "English as a Chinese language." English Today 19, no. 2 (2003): 3–8. http://dx.doi.org/10.1017/s0266078403002013.

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Some observations on the possible indigenization of English in mainland China. China boasts the largest English-learning population in the world. ‘It seems there are more people learning to speak English in China than there are English speakers in the whole of the United States’. Over 200 million children, about 20% of the total in the world, are learning English in schools, and about 13 million young people at university. The Chinese government has decided to offer English as a compulsory course nationwide from the third year at primary school. While schools in rural areas are trying to find

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14

강은국, 태평무, and 최희수. "Chinese-Korean language studies in China." Language Facts and Perspectives 41, no. ll (2017): 413–42. http://dx.doi.org/10.20988/lfp.2017.41..413.

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15

Zhang, Yuanke. "Challenges of Teaching Chinese to Speakers of Other Languages: The Perspective of Intercultural Communication." Lecture Notes in Education Psychology and Public Media 46, no. 1 (2024): 276–81. http://dx.doi.org/10.54254/2753-7048/46/20230893.

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With the increasing comprehensive national strength of China and the need for national development, the communication between China and Western English-speaking countries has been thriving. Under this trend, the field of teaching Chinese to speakers of other languages has been developing rapidly, with a large number of foreign friends showing great enthusiasm for learning Chinese. The main arguments of this paper are: 1. challenges encountered in teaching Chinese as a second foreign language; 2. Reasons for Chinese intercultural communication errors; 3. strategies of teaching Chinese as a seco

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16

Hu (胡博林), Bolin. "Reporting China." Journal of Chinese Overseas 17, no. 1 (2021): 84–116. http://dx.doi.org/10.1163/17932548-12341435.

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Abstract This article explores how Chinese-language newspapers in Australia reported on China in the period 1931–37. These newspapers made efforts to build support for the Sino-Japanese war and influence Chinese residents in Australia. However, they offered contrasting views of the Chinese government ruled by the Kuomintang. The Tung Wah Times, along with the Chinese World’s News, continued to publish anti-Chiang Kai-shek propaganda, arguing for a strong anti-Japanese resistance. But the Chinese Republic News and the Chinese Times demonstrated support for and understanding of the Chiang govern

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17

Bao, Zhiming, Ruiqing Shen, and Kunmei Han. "Languages and language contact in China." Journal of Pidgin and Creole Languages 38, no. 1 (2023): 1–13. http://dx.doi.org/10.1075/jpcl.00101.bao.

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Abstract China is ethnically and linguistically diverse. There are 56 officially recognized ethnic groups in the country, including the majority Han, with a 1.2 billion-strong population and Tatar, the smallest minority group with only 3,556 people residing in Xinjiang, according to the 2010 Population Census of the People’s Republic of China, the latest census data available on the government’s website (www.stats.gov.cn). The Han accounts for 91.6% of the population, with the minorities taking up the balance of 8.4%. Most ethnic groups have their own languages, which fall into typologically d

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18

Qian, Cheng, and Zhao Ke. "Language choice at a Chinese subsidiary of a Spanish bank." Círculo de Lingüística Aplicada a la Comunicación 79 (September 19, 2019): 45–62. http://dx.doi.org/10.5209/clac.65647.

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This study explored language management in Banco Santander in China, a multilingual workplace where two major languages, Spanish and Chinese, are used along with English as a lingua franca. We collected data through conducting interviews with four senior managers in charge of human resources, strategic development, retailing and commercial banks to understand how languages are used and managed in this Spanish bank. Analyses of data revealed consistencies and inconsistencies between employees’ choices of language and beliefs as mediated by relevant social cultural, corporate and linguistic fact

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19

Lim, Yeonjung. "A Study on the Analysis of College Students' Perceptions of China, Chinese, and Chinese Learning Amid the Rise of Anti-China Sentiment." Korean Society of Culture and Convergence 45, no. 8 (2023): 565–76. http://dx.doi.org/10.33645/cnc.2023.08.45.08.565.

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This study analyzed the perceptions of students who studied beginner-level Chinese for one semester in college Chinese courses. The recent deterioration in relations between South Korea and China has led to a rise in anti-Chinese sentiment, and this could lead to a decline in Chinese language education. The purpose of this study is to find out whether they actually have a low opinion of China or the Chinese language, and whether they have negative thoughts about learning Chinese. This paper analyzed perceptions of China, Chinese language, and Chinese language learning, changes in perceptions t

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20

Zhang, Kaiyue. "COMPARISON OF CHINESE AND BULGARIAN IDIOMS AND STRATEGIES FOR TEACHING CHINESE IDIOMS TO BULGARIANS." Diplomatic, Economic and Cultural Relations between China and Central and Eastern European countries 8 (April 1, 2023): 91–109. http://dx.doi.org/10.62635/xkyf-gfm0.

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The idiom is the crystallization of the wisdom of a country and a nation, and it is also an important part of language. A country’s colloquial expressions can deeply reflect the country’s culture, language characteristics and national way of thinking. If Chinese language learners want to express themselves authentically, it is particularly important to strengthen the teaching of Chinese idioms. In the two languages, the expressions of idioms are distinct in language form and content. For Chinese language learners in Bulgaria, understanding and learning the differences between the two countries

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21

Zhou, Jinyi, and Mengna Wang. "Between Privilege and Precarity: Unpacking Language Ideologies of Chinese Students Learning Sinhalese." Asian Social Science 21, no. 1 (2025): 69. https://doi.org/10.5539/ass.v21n1p69.

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Language ideologies are dynamic and sometimes contradictory across time and space. &lsquo;Small&rsquo; languages that used to be invisible, if not devalued, have been valorized as resource to empower individual success and promote nationalist project. This study examines the language ideologies of Chinese students who used to major in Sinhalese at an elite Chinese university and who have taken up various jobs in China and Sri Lanka. In the context of China&rsquo;s active engagement with South Asian countries like Sri Lanka, learning Sinhalese has been discursively conceptualized as

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22

Li, Wen. "The Role of Language Capability in Migration Choice of International Medical Students." International Medical Student Education 3, no. 1 (2020): 27–35. http://dx.doi.org/10.51787/imse202000104.

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Background:An alarming proportion of healthcare workers from low- and middle-income countries (LMICs) migrate to foreign countries, especially to high-income countries (HICs), to seek employment. The aim of this study was to explore the role of language capability in migration choice of China-educated international medical students (IMSs), mainly from LMICs in Asia and Africa. Methods:A questionnaire was delivered electronically to final-year IMSs at 4 universities in China from June, 2019 to July, 2019. The questionnaire comprised questions on language capability and migration choices of IMSs

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Panina, S. V. "Training chinese language teachers in the educational practice of russian universities." Vestnik of North-Eastern Federal University. Pedagogics. Psychology. Philosophy, no. 1 (April 2, 2024): 38–43. http://dx.doi.org/10.25587/2587-5604-2024-1-38-43.

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The relevance of the article reflects the rapid development of political-economic, culturaleducational and scientific relations between Russia and China, which determines the demand for training future specialists in Chinese studies in Russian universities. An emphasis is placed on training Chinese language teachers. Purpose: to consider the educational practice of Russian universities in training Chinese language teachers. The objectives are to describe the professional competencies of a foreign language teacher; characterization of forms, methods and means of training as language practice, c

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Light, Timothy, Hsu Ying, and J. Marvin Brown. "Speaking Chinese in China." Modern Language Journal 70, no. 4 (1986): 423. http://dx.doi.org/10.2307/326833.

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Setton, Robin. "Interpreting China, interpreting Chinese." China and Chinese 11, no. 2 (2009): 109–17. http://dx.doi.org/10.1075/intp.11.2.01set.

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Liu, Yuqing. "Sinicizing European Languages: Lexicographical and Literary Practices of Pidgin English in Nineteenth-Century China." Sungkyun Journal of East Asian Studies 22, no. 2 (2022): 135–58. http://dx.doi.org/10.1215/15982661-10040867.

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Abstract This article reconsiders the social, economic, and literary significance of Chinese Pidgin English (CPE) in Chinese society by exploring lexicographical and literary practices of pidgin in nineteenth-century China. Resituating the history of CPE in Chinese language history, this article problematizes the concept of pidgin and pursues three arguments. First, the author maintains that CPE arose from the marginalized status of the Euro-American traders who were restricted from learning the Chinese language in Canton. Second, by exploring foreign-language glossaries, this article foregrou

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Dai, Fan. "English-language creative writing by Chinese university students." English Today 28, no. 3 (2012): 21–26. http://dx.doi.org/10.1017/s0266078412000259.

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In China, most universities have a school of foreign languages, where students majoring in English, German, French, Japanese, and other languages study the language for the first two years, and take introductory courses in the linguistics and literature of the language concerned, and then progress to higher-level linguistic and literary courses, as well as translation studies. English is the most popular foreign language in China, and, with the improvement of English teaching in high schools, the average student entering university now has a higher level of English proficiency than previous ge

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Zavyalova, Olga. "On the Language Preferences of Chinese Leaders." Problemy dalnego vostoka, no. 2 (2023): 176. http://dx.doi.org/10.31857/s013128120025261-8.

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For centuries. attention to language problems in China has been paid at the highest level. In his speech at the 20th CPC Congress, Xi Jinping mentioned the promotion of the “all-national language and script”, i.e. Standard Mandarin and Chinese characters, as an important part of the language policy. Propaganda of traditional culture and preservation of ancient written texts is another important task in modern China. It is not by chance that soon after the 20th Congress, Xi Jinping visited Yinxu, a museum-park on the site of the second capital of the Shang-Yin dynasty, where the oldest jiaguwen

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Japarova, Aigerim. "SITUATION OF TEACHING CHINESE IN KAZAKHSTAN." Alatoo Academic Studies 2022, no. 1 (2022): 27–42. http://dx.doi.org/10.17015/aas.2022.221.03.

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This article is aimed to explain the history of development and the current situation of teaching Chinese at schools and universities in Kazakhstan. Because of the big leap in the Chinese economу and the recent cooperation of China with Kazakhstan, the number of people wishing to learn Chinese in Kazakhstan is growing every year, the same as the number of students already studying in China. Nevertheless, there are still many problems, particularly in the field of education, which need to be solved jointly by the governments of China and Kazakhstan. This article raises the most basic problems t

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Liu, Weiran. "Digital Technologies in Teaching Foreign Students in Universities in China." Siberian Pedagogical Journal, no. 1 (March 3, 2025): 82–92. https://doi.org/10.15293/1813-4718.2501.08.

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Chinese language learning has become an important means of spreading and influencing Chinese culture in the world. Therefore, the catalog of specialties of the Ministry of Education has introduced the“International Chinese Language Education”program to train teachers of Chinese as a foreign language. The Chinese government pays special attention to the quality teaching of Chinese to foreigners, and given the post-pandemic experience, to develop a new model for teaching Chinese as a foreign language. The purpose of the article is to identify the principles of digital technology application in t

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Khasanova, F. "INFLUENCE OF BUDDHIST SOURCES ON CHINESE LANGUAGE AND LITERATURE." Builders Of The Future 02, no. 02 (2022): 96–103. http://dx.doi.org/10.37547/builders-v2-i2-15.

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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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32

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.

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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 19

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Bianco, Joseph Lo. "Emergent China and Chinese: Language Planning Categories." Language Policy 6, no. 1 (2007): 3–26. http://dx.doi.org/10.1007/s10993-006-9042-3.

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Zhang, Yaqi, and Feihua Wang. "Analysis of Tourism Copywriting for Chinese International Teachers from a Multimodal Perspective." Journal of Education and Culture Studies 7, no. 3 (2023): p46. http://dx.doi.org/10.22158/jecs.v7n3p46.

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International Chinese language volunteers often need to introduce Chinese tourism culture when teaching abroad. Due to the inability of learners to personally experience China in foreign environments, it can have a significant impact on teaching effectiveness. The multimodal form of combining images and text can more intuitively help overseas Chinese language learners understand and understand China, enrich their Chinese language learning after class, and satisfy their curiosity and longing for China. This article uses Halliday’s multimodal theory to organize and analyze 43 tourism texts edite

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Kadyrbaev, Alexander Sh. "Chinese Language and Confucianism as an Instrument of Mongolian Adaptation in China during Yuan Epoch (13th–14th Centuries)." Oriental Courier, no. 1-2 (2021): 106. http://dx.doi.org/10.18254/s268684310015768-2.

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The article is devoted to the topic of the acculturation of the Mongol conquerors in China after the conquest by the first heirs of Genghis Khan and the creation of the Yuan Empire — the Mongol state in China. The history of China in the 13th-14th centuries, when the country was conquered by its neighbors, is a vivid example of the relationship between a nomadic and a centuries-old sedentary ethnos. At that time, the Chinese language and the teachings of Confucius became instruments for the acculturation of the Mongols. Having conquered China, the Mongol rulers were forced to master the Chines

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Nefedov, Igor V., and Anna V. Shi. "Language Contacts between China and Russia: from Classical Schools to a Virtual Educational Environment." Proceedings of Southern Federal University. Philology 25, no. 3 (2021): 146–62. http://dx.doi.org/10.18522/1995-0640-2021-3-146-162.

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The Russian language has been studied in Chinese educational institutions for more than three centuries, gaining more and more popularity. In the context of strengthening cooperation between Russia and China in the socio-economic, cultural and educational spheres, the knowledge of the languages of both countries becomes especially important. Currently, many Chinese schools, universities and language centers offer the study of Russian as a foreign language, and there are hundreds of Russian language teachers working in the country. In recent years, Russian language teaching has become possible

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37

Ji, Wenhan, and Eunji Kang. "Variation Patterns in Chinese Korean: An Analysis through Language Contact Theory." Urimal Society 78 (July 31, 2024): 59–85. http://dx.doi.org/10.35902/urm.2024.78.59.

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This paper aims to empirically demonstrate the variation patterns observed in Chinese Korean and rationally explain them from the perspective of language contact. Over a long period and for various reasons, the ethnic Koreans who migrated from the Korean Peninsula to China have been influenced by the Han Chinese, the majority ethnic group in China, in numerous aspects, including economy, society, culture, and language, due to the policies of the Chinese government. In the multi-ethnic and multilingual society of China, language contact is a common phenomenon. Consequently, Chinese Korean inevi

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S. Bauer, Robert. "The Hong Kong Speech Community’s Cantonese and Other Languages." Global Chinese 1, no. 1 (2015): 27–55. http://dx.doi.org/10.1515/glochi-2015-1002.

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Abstract The Hong Kong speech community distinguishes itself from others in China by predominantly speaking Cantonese, a South China regional variety which is mutually unintelligible with Putonghua (or Mandarin), China’s official, national language. While Hong Kong is officially (but ambiguously) bilingual in 中文 ‘Chinese’ and 英文 ‘English’, yet simply in terms of its numbers of speakers, social domains in which it is spoken, and deliberate choice by the broadcast media, Cantonese unquestionably serves as Hong Kong’s de facto official spoken language. Other Chinese varieties (or dialects) and no

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Wang, Lei, Wenbin Min, Siqi Zhang, Yaojiang Shi, and Scott Rozelle. "Math and Chinese-Language Learning." Asian Survey 58, no. 5 (2018): 797–821. http://dx.doi.org/10.1525/as.2018.58.5.797.

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This paper seeks to understand the learning outcomes that prevail across key subpopulations in China today. Data from a nationally representative survey show that rural youth are two years behind urban children in math and Chinese. Non-Han minorities, children in poorer counties, and children with less-educated parents are the most vulnerable.

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Ansaldo, Umberto, Stephen Matthews, and Geoff Smith. "China Coast Pidgin." Pidgins and Creoles in Asian Contexts 25, no. 1 (2010): 63–94. http://dx.doi.org/10.1075/jpcl.25.1.03ans.

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In this paper we revisit some long-standing questions regarding the origins and structure of China Coast Pidgin (CCP), also known as Chinese Pidgin English. We first review the historical context of the China Trade which formed the ecology for the development of CCP. We then review the available sources, focusing on newly transcribed data from Chinese-language instructional materials. These sources provide fresh evidence for grammatical structure in CCP, and demonstrate strong influence from Cantonese as the major substrate language. Comparison with English-language sources shows systematic co

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Hou, Jinxiang. "Catchwords as markers of change in China." English Today 23, no. 3-4 (2007): 50–53. http://dx.doi.org/10.1017/s0266078407003100.

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ABSTRACTA CATCHWORD is a lexical item or phrase, whether created within a particular language or adopted from foreign languages through translation or transliteration or a combination of the two. In Chinese discourse, catchwords spread rapidly within a particular group of people at a particular time and in a particular context (cf. Gu Wei, 2004): a definition from work undertaken at the Institute of Applied Linguistics (founded in 2002 at the Beijing Language and Culture University). The topic is the subject of a treatise, ‘The longitudinal study of catchwords in newspapers’ and is one of the

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McDonald, Edward. "The Chinese Script in the Chinese Scriptworld." Journal of World Literature 1, no. 2 (2016): 195–211. http://dx.doi.org/10.1163/24056480-00102005.

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The exclusivist ideology characterizing the Chinese writing system as “ideographs” was constructed in the West, and later reimported into China where it influenced popular and nationalistic understandings of the characters. For the West, the Chinese script held out the promise, embraced particularly eagerly by the literary and artistic worlds, of a visual language not complicated by questions of sound, and thus by the arbitrary impositions of individual languages (Bush). For China, the Chinese script came to function as one of the key cultural characteristics marking the Chinese off from the r

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Dong, Lu, Zhe Li, and Isaac Chun Hai Fung. "A Call for Consistency in the Official Naming of the Disease Caused by Severe Acute Respiratory Syndrome Coronavirus 2 in Non-English Languages." Disaster Medicine and Public Health Preparedness 14, no. 3 (2020): e25-e26. http://dx.doi.org/10.1017/dmp.2020.169.

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ABSTRACTWe investigated the adoption of World Health Organization (WHO) naming of COVID-19 into the respective languages among the Group of Twenty (G20) countries, and the variation of COVID-19 naming in the Chinese language across different health authorities. On May 7, 2020, we identified the websites of the national health authorities of the G20 countries to identify naming of COVID-19 in their respective languages, and the websites of the health authorities in mainland China, Hong Kong, Macau, Taiwan and Singapore and identify their Chinese name for COVID-19. Among the G20 nations, Argenti

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Wong, Simon. "Digitization of Bibles in Greater China (1661–1960)." Bible Translator 72, no. 2 (2021): 241–54. http://dx.doi.org/10.1177/20516770211013079.

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Bible translations in (or for) Greater China may be classified into three categories: Chinese, Han dialects, and indigenous languages. All these language groups witness translation activities by Protestant missionaries. However, in its earliest history, Bible translation was pioneered by missionaries of Eastern Christianity in the seventh century or even earlier, whereas from the Catholic side, clear historical narrative has recorded Bible translation work in the thirteenth century by John of Montecorvino (1247–1328) into a Tatar language. Sadly, this work was not preserved. The earliest extan

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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 charact

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DeHart, Monica. "Who Speaks for China?" Journal of Chinese Overseas 13, no. 2 (2017): 181–205. http://dx.doi.org/10.1163/17932548-12341354.

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AbstractDrawing on ethnographic analysis of a Confucius Institute and two private schools, this article analyzes how diverse Chinese language institutes in Costa Rica have sought to capitalize on a growing local interest in learning Mandarin Chinese. It argues that a shifting global geopolitics has increased the perceived value of Chinese language acquisition and, thus, the stakes for language institutes seeking to assert their cultural authority as legitimate purveyors of Chinese and Chineseness. Through analysis of these schools’ projected identities and pedagogical styles, I show how they d

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Xu, Yidie, and Fan Fang. "Bridging Language Policy and English Language Teaching in the Chinese Context:." Crossings: A Journal of English Studies 13, no. 2 (2022): 161–74. http://dx.doi.org/10.59817/cjes.v13i2.457.

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With the increasing role of English as a global language, teaching and learning of that language have become a focal point of instruction around the world. Against this background, China has followed the global trend of implementing various language-related policies and practice decisions. This conceptual paper first provides a brief historical overview of language policy in the Chinese context. Given the importance of compulsory education and tertiary education in China, this article links the previous language policy to the recent development of the Double Reduction policy and English as a m

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Fu, Yang, and Jingyu Liu. "The Europeanization in Chinese — Focus on English and Chinese." Journal of Education, Humanities and Social Sciences 17 (July 27, 2023): 68–75. http://dx.doi.org/10.54097/ehss.v17i.10464.

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Languages are always progressing, and other languages significantly influence Chinese. The significant influence is a change in the structure of the Chinese sentence. As intercultural communication continues to increase, loanwords are becoming more and more common in daily life. Loanwords fill up the gaps of new things and greatly enrich the vocabulary. Language interactions and the people’s perception of such implicit and explicit cultural influences are critical to understand cultural influences on people and cultural exchange. This paper analyzes loanwords, sentence structure and people’s t

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Alford, Duncan E. "Mandarin Chinese: An Annotated Bibliography of Self-Study Materials." International Journal of Legal Information 35, no. 3 (2007): 537–63. http://dx.doi.org/10.1017/s0731126500002493.

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The People's Republic of China is currently the seventh largest economy in the world and is projected to be the largest economy by 2050. Commensurate with its growing economic power, the PRC is using its political power more frequently on the world stage. As a result of these changes, interest in China and its legal system is growing among attorneys and academics. International law librarians similarly are seeing more researchers interested in China, its laws and economy. The principal language of China, Mandarin Chinese, is considered a difficult language to learn. The Foreign Service Institu

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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 (2023): 2439–48. http://dx.doi.org/10.17507/tpls.1310.02.

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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 a

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