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Relevant bibliographies by topics / Chinese language - Phonetics

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Academic literature on the topic 'Chinese language - Phonetics'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Chinese language - Phonetics"

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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.

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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 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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Leonova, Daria Y., and Evgeniya V. Tikhonova. "The role and place of phonetics in the process of learning Chinese language." Tambov University Review. Series: Humanities, no. 1 (2023): 103–9. http://dx.doi.org/10.20310/1810-0201-2023-28-1-103-109.

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In the process of learning Chinese, students often make typical mistakes that greatly affect communication and the learning process as a whole. With the analysis, it was found that at the initial stage, students have the most difficulties when mastering phonetics. This is primarily due to the difference in the phonetic systems of Chinese and Russian languages. Mistakes in the pronunciation of sounds, incorrect pronunciation of tones, pauses in a word or phrase distort the meaning of the utterance, interfere with the correct perception of information and are very difficult to correct if you do not pay attention to them in time. To avoid difficulties in communicating in Chinese, it is necessary to pay great attention to teaching phonetics, especially at the initial stage of training. A brief overview of the methodology of research in the field of phonetics is given, a number of errors identified in students and how these errors affect the communication process are given, thus confirming the important role of phonetics in teaching Chinese.

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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.

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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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Shishkova, Yana. "CREATING A SOLID FOUNDATION FOR THE PRONUNCIATION OF THE CHINESE LANGUAGE." Diplomatic, Economic and Cultural Relations between China and Central and Eastern European countries 8 (April 1, 2023): 59–83. http://dx.doi.org/10.62635/ty6a-tjzk.

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The present article traces the basic building blocks of Chinese phonetics. It examines the classifications of sounds in scientific literature, presents a new look at the content of the phonetic elements, distinguishing vowel sounds as physical values and as basic elements that should be presented to students when laying the foundation of the pronunciation of the Chinese language. The article provides an author’s classification and methodical approaches to teaching initials, finals, tones

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Binawati, Ariesa Restianti, Bachtiar S. Bachri, and Fajar Arianto. "EFFECTIVENESS OF COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH MODEL IN CHINESE LANGUAGE LEARNING." Akademika 9, no. 02 (November 30, 2020): 65–71. http://dx.doi.org/10.34005/akademika.v9i02.940.

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Pronunciations of Chinese that are different from Indonesian pronunciation make beginner learners feel difficult and the need for companions in learning Mandarin. Spelling mistakes make meaning mistakes in Chinese. This requires a language learning model. The Cognitive Academic Language Learning Approach(CALLA) model is a language learning model for the development of foreign language skills according to native speakers. So the CALLA model is used for learning Chinese in order to practice self-directed learning and Mandarin phonetics. This study aims to determine the effectiveness of the CALLA model in Chinese learning in 10th grade. The research method used was a quasi-experimental study in 10th grade with data collection in the form of a response questionnaire to assess learning independence and a performance assessment rubric to assess Mandarin phonetics and then analyzed by using the independent sample t-test. The results of t-test are 0.00<0.05 in phonrtic aspect and 0.014<0.05 in self-directed learning. This suggests that the Cognitive Academic Language Learning Approach Model is effectively used ini the 10th grade Mandarin learning in the phonetics and self-directed learning aspect.

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LI, Zizi. "Analysis of College English Phonetic Learning." Lecture Notes in Education Psychology and Public Media 20, no. 1 (October 26, 2023): 60–65. http://dx.doi.org/10.54254/2753-7048/20/20231477.

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Improving students speaking ability is one of the fundamental requirements for English teaching. However, some English majors have few chances in oral English learning and lack the motivation to practice phonetics, moreover, teachers may face challenges to teach them phonetics. Therefore, in order to discuss the problems in English phonetics teaching and improve the efficiency of it. This paper analyzes the current situation and problems of college students' phonetic learning by utilizing questionnaire investigation. The students attitudes, difficulties, methods of English phonetics learning are analyzed based on the linguistic. Furthermore, the corresponding teaching and learning are put forward. The investigation shows that nowadays, college students pay more attention to their English phonetics. There are three influence factors contributing to their dissatisfaction with it, including the negative influence of language transfer, low attention to English phonetics teaching, and lack of expertise in phonetics. Based on the analysis of these contributors, this paper purposes corresponding methods: Teachers should know the similarities and differences between English and Chinese in pronunciation, add English tests as a part of students English final exam, and colleges should conduct systematic phonetic training for English teachers.

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Kim, Olha, Stanislav Naumenko, Nataliia Rudaya, Nataliia Siekina, and Kateryna Zhukova. "TEACHING CHINESE PHONETICS TO NON-PHILOLOGY STUDENTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 450. http://dx.doi.org/10.17770/sie2020vol5.4979.

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China has been promoting the project of the “New Silk Road” (NSR) not just as a revival of the ancient trade road or a transport route between East and West. On a larger scale it is the redesigning of the entire commercial and economic model of the Middle East and Central Asia. Thus we have no time to wait until all the people involved in the project will graduate from the universities’ foreign language departments. We are well aware that we need short term language programs intended for non-philologist learners. One of the aspects that is compulsory for the beginner is the phonetics of the Chinese language. The article discusses the basic modern requirements for the content and form of teaching the phonetics of the Chinese language. The methods like synthesis, comparative analysis and literature review were used to outline the requirements for teaching phonetics of the Chinese language in short term language programs and in higher education. As a result of the study the textbook aimed at forming the correct pronunciation for beginners is introduced. While compiling the textbook the descriptive method and the method of comparison were used.

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Asadchykh, Oksana, Nataliia Sorokina, Tetiana Pereloma, Oleksandra Popova, and Vladyslava Konotopets. "Mobile applications in developing phonetic competence of the Chinese language." Global Chinese 10, no. 1 (April 1, 2024): 21–36. http://dx.doi.org/10.1515/glochi-2023-0027.

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Abstract This work examines the relevance and practical value of using mobile applications to develop phonetic competence in the Chinese language among future philologists–sinologists. The study aims to analyse the advantages of mobile applications for both classroom and autonomous learning, focussing on their structure and functions. The research methods employed include theoretical substantiation and the characterization of Standard Mandarin and HelloChinese mobile applications. This study asserts that incorporating these mobile applications enhances the assimilation of practical material and increases students’ motivation to master Chinese phonetics. Furthermore, the researchers have developed a set of exercises that utilize these mobile applications, aiming to improve students’ phonetic competence in the Chinese language, whether in a foreign language classroom or during autonomous learning. Results of the research are based on a quantitative investigation, which demonstrates the effectiveness of mobile applications at all stages of future philologists–sinologists’ language practice. Additionally, the use of mobile applications assists in monitoring students’ performance through intermediate assessments. The research findings further confirm the high efficiency of mobile applications in developing phonetic competence, particularly in the context of distance learning.

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Прохватилова, О. А. "Phonetic speech correction course for Chinese: what should it be? (from work experience at the Shenzhen MSU-BIT University)." Russkii iazyk za rubezhom, no. 6(289) (January 14, 2022): 63–67. http://dx.doi.org/10.37632/pi.2021.289.6.010.

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Статья посвящена рассмотрению содержательных особенностей корректировочного курса фонетики РКИ для носителей китайского языка. На основе опыта преподавания в Совместном университете МГУ-ППИ и с учетом имеющихся в специальной литературе представлений о фонетико-фонологической системе китайского языка и китайском акценте формулируется ведущий принцип построения корректировочного курса фонетики, сочетающий ориентацию на китайскую артикуляционную базу и учет специфики фонетико-фонологической системы китайского языка. Предлагается описание содержательной структуры корректировочного курса для китайских студентов, которая включает четыре компонента: работу над проблемами в освоении консонантной системы русского языка, совершенствование навыков произношения гласных звуков в безударной позиции, отработку ритмико-интонационного членения речевого потока русской звучащей речи, знакомство со стилистическими особенностями русской звучащей речи. The article is devoted to the consideration of the content features of the correction course of the phonetics of the RCT for native speakers of the Chinese language. Based on the experience of teaching at the Joint University of MSU-PPI and taking into account the ideas available in the special literature about the phonetic-phonological system of the Chinese language and the Chinese accent, the leading principle of constructing a correction course of phonetics is formulated, combining orientation to the Chinese articulation base and taking into account the specifics of the phonetic-phonological system of the Chinese language. Russian Russian is a description of the content structure of the correction course for Chinese students, which includes four components: work on problems in mastering the consonant system of the Russian language, improving the skills of pronunciation of vowel sounds in an unstressed position, working out the rhythmic-intonation division of the speech flow of Russian sounding speech, familiarity with the stylistic features of Russian sounding speech.

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Trubach, Olga K., Daria I. Gorshkova, and Lidia N. Sklyar. "Comparative Analysis of Phonetic Systems of the Russian, French and Chinese Languages." RUDN Journal of Language Studies, Semiotics and Semantics 14, no. 1 (March 30, 2023): 171–88. http://dx.doi.org/10.22363/2313-2299-2023-14-1-171-188.

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This choice of this material for comparison - the phonetic systems of three languages: Russian, French and Chinese - is due to the fact that in the process of teaching the Russian language to foreign students, teachers face the need to work with a multilingual audience, which may include speakers of different and often unrelated languages while the formation of phonetic skills is an indispensable condition for adequate verbal communication and successful verbal communication in general. It was these circumstances that led to the choice of three languages for comparative analysis. The main purpose of such a comparison is the possibility of predicting possible interference errors in the speech of foreigners at the phonetic level. Comparative analysis revealed that, despite the colossal structural difference between French and Chinese, there are many points of contact, on the basis of which it is quite realistic to predict common pronunciation errors for French and Chinese audiences. As a result of the study, the authors came to the conclusion that similar features of the phonetic systems of French and Chinese, leading to interference errors, can be due to the belonging of both languages to the vocal type. Problems related to the rules of positional changes associated with the consonantism characteristic of the Russian language are also common to speakers of French and Chinese. When comparing the rhythmic and intonational features of the three languages, it becomes obvious that in this aspect, the speakers of French and Chinese are also characterized by common typical mistakes: the lack of reduction of unstressed vowels, the incorrect allocation of a stressed syllable, and the indistinguishability of intonational structures. The relevance of the study is due to the need to develop nationally-oriented courses in phonetics, which would allow to correctly build work on the localization and prevention of interference errors in the speech of foreign students in a multilingual audience.

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Dissertations / Theses on the topic "Chinese language - Phonetics"

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Ao, Benjamin Xiaoping. "Phonetics and phonology of Nantong Chinese." Connect to this title online, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1105384417.

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Dong, Yufei, and 董宇飛. "Phoneticizing China : the politics of the pinyin reform movement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/212641.

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This thesis provides a historical review of the theoretical and practical influence of Protestant missionaries on the late Qing Chinese language reformers. The origins of the language reform movement have always been concealed in historical records. The missionaries’ contribution to this movement has almost entirely been forgotten. With a focus on the key figures in the language reform movement, including W.A. P. Martin, John Macgowan, Joseph Edkins, Lu Zhuangzhang, and Wang Bingyao, this thesis attempts to demonstrate the similarities between the missionaries’ views on the Chinese language and those of their Chinese assistants. The Chinese reformers’ imitations of the missionaries’ language experiments are also outlined. In the historical context of late Qing China, the Chinese reformers made language reform a way of enhancing the national strength of China. Thus, they made modifications to the original Romanized system and invented their own written forms of phonetic characters. With reference to the collaborations between China and the West, the thesis emphasizes Western influence as one of the crucial aspects of the origin of the language reform movement in China. This movement is still ongoing today with the widespread use of the pinyin input method in computers and smartphones. The thesis is divided into two chapters, analysing both the theoretical and the practical dimensions of language reform. It demonstrates how the missionaries’ critique of the perceived defects of the Chinese language and their practice of changing the linguistic situation in China strongly affected the views and practice of the Chinese reformers. It also offers a critical analysis of the Chinese reformers’ rationale, including their eagerness to advance the modernity of China. The first chapter discusses their views on the defects of the Chinese language in terms of its ideographic features, chaotic grammatical structure, and the discrepancy between speech and writing; it examines how their statements, proposals, and debates on these issues amounted to a discursive formation that defined the classical Chinese language as an inadequate instrument for China’s modernization project. I argue that the Chinese reformers accepted the missionaries’ phonocentric critique of the Chinese language and recognized the need to reform it in order to revitalize Chinese civilization. Through an examination of the genealogy of the missionaries’ influence on the practice of the early Chinese language reformers, particularly Lu Zhuangzhang and Wang Bingyao, I argue in the second chapter that the early stage of language reform in China sought its embodiment in the missionaries’ language practice: it was carried out through a combination of defence, argument, and negotiation between the Chinese reformers and the missionaries, eventually resulting in a compromise between reforming the language and preserving the cultural essence of China. With the knowledge and institutions that had been produced, the reformers’ final objective was to increase the literacy rate of the Chinese population, as this would thus strengthen the power of China as a modern nation-state. Finally, by revisiting the historical contribution of the late Qing language reformers, I argue that language reform in China is an unfinished project.
published_or_final_version
English
Master
Master of Philosophy

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Da, Jun. "The effects of focus on tone sandhi in Chinese dialects /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Wei, Peipei. "Cross-Linguistic Perception and Learning of Mandarin Chinese Sounds by Japanese Adult Learners." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22279.

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This dissertation presents a cross-linguistic investigation of how nonnative sounds are perceived by second language (L2) learners in terms of their first language (L1) categories for an understudies language pair---Japanese and Mandarin Chinese. Category mapping experiment empirically measured the perceived phonetic distances between Chinese sounds and their most resembling Japanese categories, which generated testable predictions on discriminability of Chinese sound contrasts according to Perception Assimilation Model (PAM). Category discrimination experiment obtained data concerning L2 learners' actual performance on discrimination Chinese sounds. The discrepancy between PAM's predictions and actual performances revealed that PAM cannot be applied to L2 perceptual learning. It was suggested that the discriminability of L2 sound contrasts was not only determined by perceived phonetic distances but probably involved other factors, such as the distinctiveness of certain phonetic features, e.g. aspiration and retroflexion. The training experiment assessed the improvement of L2 learners' performance in identifying Chinese sound contrasts with exposure to high variability stimuli and feedback. The results not only proved the effectiveness of training in shaping L2 learners' perception but showed that the training effects were generalizable to new tokens spoken by unfamiliar talkers. In addition to perception, the production of Chinese sounds by Japanese learners was also examined from the phonetic perspective in terms of perceived foreign accentedness. Regression of L2 learners' and native speakers foreign accentedness ratings against acoustic measurements of their speech production revealed that although both segmental and suprasegmental variables contributed to the perception of foreign accent, suprasegmental variables such as total and intonation patterns were the most influential factor in predicting perceived foreign accent. To conclude, PAM failed to accurately predict learning difficulties of nonnative sounds faced by L2 learners solely based on perceived phonetic distances. As Speech Learning Model (SLM) hypothesizes, production was found to be driven by perception, since equivalence classification of L2 sounds to L1 categories prevented the establishment of a new phonological category, thus further resulted in divergence in L2 production. Although production was hypothesized to eventually resemble perception, asynchrony between production and perception was observed due to different mechanisms involved.

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Zou, Yun. "Integrated vs independent processing of lexical tone and rime in mandarin sentence comprehension : an event-related potential study." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/715.

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Although tone plays an important role in Chinese speech perception, many issues regarding tone processing remained debatable. Among these issues, whether tone and segment are integrally or independently processed is the one that motivated this study. To investigate the integration vs. independence view of tone and segment (i.e., rime in this study) processing during Mandarin sentence comprehension, the present experiment adopted the violation paradigm and event- related potential (ERP) recording. Participants heard a series of sentences and judged whether each sentence made sense or not after its offset. The sentences included congruous sentences that embodied the original word (e.g., "观众"/guan1-zhong4/; "audience") and incongruous sentences that were created by mismatching tone (e.g., "观肿"/guan1-zhong3/), rime (e.g., " 观赚"/guan1-zhuan4/) or tone-plus-rime (e.g., "观转"/guan1-zhuan3/) of the second syllable of the original words in the congruous sentences. Larger N400 (250-400 ms) and P600 (500-700 ms) were evoked by the incongruous sentences than congruous sentences. Among the incongruous sentences, the N400 elicited by double violation (i.e., tone-plus-rime violation) was larger than rime violation, which was in turn larger than tone violation. The P600 evoked by tone violation was larger than rime violation in 500-600 ms, but they were comparable in 600-700 ms. In addition, the P600 evoked by tone and rime violation were both larger than double violation. The different ERP effects among the three violation conditions supported the independence view of tone and rime processing. Based on the results, a dynamic model of spoken word processing was proposed, in which the functional dissociation of tone and segment across different stages was taken into consideration.

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Kwok, Chui-ling Irene. "Electropalatographic investigation of normal Cantonese speech : a qualitative and quantitative analysis /." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626135.

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Pung, Ah-ang, and 馮世鴻. "The teaching of phonics and its relationship to proficiency inreading-related tasks in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31945193.

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Lee, Ok Joo. "The prosody of questions in Beijing Mandarin." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1122332580.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xvii, 190 p.; also includes graphics. Includes bibliographical references (p. 181-190). Available online via OhioLINK's ETD Center

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張律. "常州普通話變體的音糸研究." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953472.

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Ho, Tim, and 何添. "《說文解字》形聲字探原疑義例釋 = The derivation of the phonetic compounds in the Shuowen Jiezi." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://sunzi.lib.hku.hk/hkuto/record/B29904511.

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Books on the topic "Chinese language - Phonetics"

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1934-, Wang Jialing, and Smith Norval, eds. Studies in Chinese phonology. Berlin: Mouton de Gruyter, 1997.

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Yip, Moira Jean Winsland. The tonal phonology of Chinese. New York: Garland Pub., 1990.

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Wang, Yi. Xin zhu guo yu fa yin xue. [Beijing: Beijing zhong xian tuo fang ke ji fa zhan you xian gong si, 2012.

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Ye, Guangqiu. Sheng yun xue da gang. [Beijing: Beijing zhong xian tuo fang ke ji fa zhan you xian gong si, 2012.

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Wang, Pu. Wang Pu de mo fan yu. [Beijing: Beijing zhong xian tuo fang ke ji fa zhan you xian gong si, 2012.

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Yi, Zuolin. Guo yin xue jiang yi. [Beijing: Beijing zhong xian tuo fang ke ji fa zhan you xian gong si, 2012.

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Lu, Yiyan, and Zhongqiong Jiang. Zhu yin fu hao xiao shi: Juh in fwuhaw sheau shyy. [Beijing: Beijing zhong xian tuo fang ke ji fa zhan you xian gong si, 2012.

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Qixiang, Cen. Yu yin xue gai lun. [Beijing: Beijing zhong xian tuo fang ke ji fa zhan you xian gong si, 2012.

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Li, Jinxi. Guo yu xue jiang yi. [Beijing: Beijing zhong xian tuo fang ke ji fa zhan you xian gong si, 2012.

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Fang, Yi. Guo yin yan ge. [Beijing: Beijing zhong xian tuo fang ke ji fa zhan you xian gong si, 2012.

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Book chapters on the topic "Chinese language - Phonetics"

1

Yuan, Jiahong, Wei Lai, Christopher Cieri, and Mark Liberman. "Using Forced Alignment for Phonetics Research." In Chinese Language Resources, 289–301. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38913-9_17.

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Li, Aijun, and Chunyu Ge. "Studies in Chinese Phonetics." In The Palgrave Handbook of Chinese Language Studies, 9–39. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-0924-4_21.

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Li, Aijun, and Chunyu Ge. "Studies in Chinese Phonetics." In The Palgrave Handbook of Chinese Language Studies, 1–32. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-6844-8_21-1.

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Kuo, Jen-Wei, and Hsin-Min Wang. "A Minimum Boundary Error Framework for Automatic Phonetic Segmentation." In Chinese Spoken Language Processing, 399–409. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11939993_43.

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Xiang, Xi. "Phonetic system of the Modern Chinese language." In A Brief History of the Chinese Language III, 1–45. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003343530-1.

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Cui, Jiaoyang, Hock Huan Goh, Chunsheng Zhao, and Kay Cheng Soh. "Effective Ways in Teaching Chinese Characters Without Phonetic Clues." In Teaching Chinese Language in Singapore, 111–20. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8860-5_8.

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Jia, Yuan, Ziyu Xiong, and Aijun Li. "Phonetic and Phonological Analysis of Focal Accents of Disyllabic Words in Standard Chinese." In Chinese Spoken Language Processing, 55–66. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11939993_10.

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Wang, Zhiqi. "The Effect of Musical Ability on Chinese English as a Foreign Language Learners’ Phonetic Ability." In Proceedings of the 2022 6th International Seminar on Education, Management and Social Sciences (ISEMSS 2022), 3201–7. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-31-2_376.

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Wang, Bohan. "Environment Input in Second Language Acquisition of Phonetic Details: The GOOSE Fronting Among Chinese English Learners." In Proceedings of the 3rd International Conference on Language, Communication and Culture Studies (ICLCCS 2022), 23–37. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-27-5_4.

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Yong, Heming, and Jing Peng. "The Origin And Emergence of Chinese Bilingual Lexicography." In Chinese Lexicography, 367–71. Oxford University PressOxford, 2008. http://dx.doi.org/10.1093/oso/9780199539826.003.0020.

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Abstract Language is often assumed to be the carrier of a nation’s culture, and in a sense the dictionary can be said to be the carrier of language, as the dictionary describes and records language, which makes it possible for language elements to be preserved and transmitted from generation to generation. Modern linguists have to resort to ancient glossaries, wordbooks, vocabularies, dictionaries, and relevant literature to conduct research on ancient languages and their writing systems. The dictionary is traditionally considered the reference tool that provides information concerning fiord history, grammar, pragmatics, sense relations, and sense differentiation, in addition to the phonetics, orthography, and signification of language. All this reflects the main features most dictionaries share and is the epitome of the linguistic nature of the dictionary.

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Conference papers on the topic "Chinese language - Phonetics"

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Yao Li and Jia Liu. "Acoustic modeling based on Chinese phonetics knowledge." In 2008 International Conference on Audio, Language and Image Processing (ICALIP). IEEE, 2008. http://dx.doi.org/10.1109/icalip.2008.4590214.

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Yilahun, Hankiz, Gulmire Imam, Maynur Ablitip, Guljamal Mamateli, and Askar Hamdulla. "The undulating scale of intonations of exclamatory sentences in Uyghur from the view of experimental phonetics." In 2014 9th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2014. http://dx.doi.org/10.1109/iscslp.2014.6936642.

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Шулина, Алина Ивановна. "TOPICAL ISSUES OF TEACHING CHINESE." In Образование. Культура. Общество: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2022). Crossref, 2022. http://dx.doi.org/10.37539/ecs302.2022.32.66.003.

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В статье проводится анализ основных ошибок, которые допускают студенты в процессе обучения по направлению подготовки специалистов международных отношений на примере взаимодействия с Китаем в области изучения китайского языка. Приводятся примеры сложностей и ошибок, которые наиболее часто возникают у студентов в процессе изучения и применения правил фонетики, лексики, грамматики, иероглифики китайского языка. На ошибках в письменном китайском языке в статье сделан особый акцент, поскольку данная область вызывает у обучающихся наибольшее затруднение, потому в ней и допускается самое большое количество ошибок. Рассматриваются ошибки студентов в устном и письменном китайском языке, которые допускаются из-за различий в области культур России и Китая. На основе проведенного анализа предложены методы преподавания китайского языка как с целью профилактики возникновения ошибок со стороны студентов, так и для повышения качества подготовки специалистов в области международных отношений на примере взаимодействия с Китаем. The article analyzes the main mistakes that students make in the process of studing in the area of training specialists in international relations on the example of interaction with China in the field of learning Chinese. Examples of the difficulties and mistakes that students most often experience in the process of learning and applying the rules of phonetics, vocabulary, grammar, and Chinese hieroglyphics are given. This article places special emphasis on errors in the written Chinese language, since this area causes the students the greatest difficulty, because the greatest number of errors are allowed in it. Also, the article discusses the mistakes of students in speaking and writing Chinese, which are allowed due to differences in the areas of cultures of Russia and China. Based on the analysis, methods of teaching Chinese are proposed with the aim of preventing errors from occurring on the part of students and to improve the quality of training specialists in the field of international relations using the example of interaction with China.

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Budnik, E., and E. Novoselova. "The Problem of Russian Reading Training for Chinese Students: State and Prospects." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3103.

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The article aims to discuss the main features of teaching reading in the lessons of RFL (Russian as a foreign language) in the Chinese audience. Foreign language reading is significant speech activity because it is the basis of developing other speech activities. The article analyses the phonetical and methodological barriers, which may meet Chinese students while improving their reading skills, and provide some methods of removing the difficulties in reading. When teaching Russian to Chinese students, especially outside the linguistic environment, teachers do not pay due attention to practicing various types of reading, and, consequently, automating verbal forecasting. In the methodological literature, to overcome oral speech problems, the need to focus on spontaneous oral speech is noted, directly related to reading as a resource for expanding vocabulary and grammatical structures. Using system analysis, comparison, typology, theoretical and methodological forecasting, the work compares the most popular types of reading in China and Russia when teaching international students, analyzes the advantages and disadvantages of using these types of reading. Based on Chinese students’ most frequent difficulties, a developed balanced type text is proposed that considers the most problematic phonetic cases. Also, a system of various exercises is proposed, aimed at developing the skills of oral speech. The exercises and use of phonetically balanced texts might contribute to the further enrichment of RFL methodology. Keywords: reading technique, Chinese interference, Russian as a foreign language, words indentation

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Li, Aijun, Maocan Lin, XiaoXia Chen, Yiqing Zu, Guohua Sun, Wu Hua, Zhigang Yin, and Jingzhu Yan. "Speech corpus of Chinese discourse and the phonetic research." In 6th International Conference on Spoken Language Processing (ICSLP 2000). ISCA: ISCA, 2000. http://dx.doi.org/10.21437/icslp.2000-740.

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Nikroshkina, Sofia. "Comparative Study Of Phonetic Systems Of Armenian, Russian, Chinese And English Languages." In International Conference on Language and Technology in the Interdisciplinary Paradigm. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.12.29.

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Wang, Zhi-Guo, Cong Liu, Hai-Kun Wang, Yu Hu, and Li-R. Dai. "Phonetic clustering based confidence measure for embedded speech recognition." In 2010 7th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2010. http://dx.doi.org/10.1109/iscslp.2010.5684914.

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Peng, Wenjie, Yingming Gao, Binghuai Lin, and Jinsong Zhang. "A Practical Way to Improve Automatic Phonetic Segmentation Performance." In 2021 12th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2021. http://dx.doi.org/10.1109/iscslp49672.2021.9362107.

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Jia, Yuan, and Aijun Li. "Phonetic realization of accent from Chinese English learners in various dialectal regions." In 2012 8th International Symposium on Chinese Spoken Language Processing (ISCSLP 2012). IEEE, 2012. http://dx.doi.org/10.1109/iscslp.2012.6423547.

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Wu, Jim Jian-Xiong, Li Deng, and Jacky Chan. "Modeling context-dependent phonetic units in a continuous speech recognition system for Mandarin Chinese." In 4th International Conference on Spoken Language Processing (ICSLP 1996). ISCA: ISCA, 1996. http://dx.doi.org/10.21437/icslp.1996-299.

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