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Journal articles on the topic 'Chinese language - Phonetics'
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1
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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Leong, Che Kan. "Phonological development in specific contexts: Studies of Chinese-speaking children. Zhu Hua. Cleveden, UK: Multilingual Matters, 2002, Pp. 218." Applied Psycholinguistics 24, no. 1 (January 21, 2003): 168–71. http://dx.doi.org/10.1017/s0142716403230083.
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Phonology is usually explained as the study of speech sounds and their patterns and functions in the lexical representation of speakers of languages (Kenstowicz, 1994; Spencer, 1996). Some years ago the question, “Where's phonology?” was raised by Macken (1992) in the context of the large concern with the phonetics of acquisition and the conception of phonological acquisition as acquisition of phonetics. This division between phonology and phonetics may be traced to the work of the Prague School of Trubetzkoy (1939/1969) and earlier. Macken proposed a relatively autonomous phonological component, with perceptual, articulatory, and phonological-based abstract rules and principles, to account for learners' lexical representation and suggested a hierarchy of prosodic words, segments, and features as the basis of phonological acquisition (Macken, 1979, 1992). Recent emphasis is on the interaction among phonology, phonetics, and psychology, and this integrative approach has implications for studying common crosslinguistic speech sound patterns (Ohala, 1999). Phonology is further seen as addressing the questions of rules and representations, which may apply to “compute the phonetic representation” within the framework of universal grammar (Kenstowicz, 1994, p. 10).
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Nefedov, Igor V., and Anna V. Shi. "GAMIFICATION OF THE EDUCATIONAL PROCESS: GAMES IN RFL-CLASSES IN THE CHINESE AUDIENCE." Proceedings of Southern Federal University. Philology 26, no. 3 (September 28, 2022): 158–68. http://dx.doi.org/10.18522/1995-0640-2022-3-158-168.
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Gamification of the educational process is one of the main ways to develop modern methods of RFL-teaching. Games undoubtedly increase motivation to learn Russian, make the educational process brighter, more colorful, more interesting, and, accordingly, more active. Intensification of the process of teaching Russian as a foreign language is one of the urgent problems of the teaching methodology of the Russian Language at this stage of its development. Many tutors working with Chinese students note the fact that quite often their students do not reach the required level of proficiency in the Russian language in a timely manner. Russian and Chinese languages differ significantly, which makes the process of mastering the Russian language by the Chinese very difficult. Numerous difficulties arise when teaching various aspects: phonetic, lexical, grammatical. Games specially designed for the Chinese audience can help overcome these difficulties, improve the qualitative and quantitative indicators of learning the Russian language. The purpose of the article is to show the possibilities of phonetic, lexical and grammatical games in the intensification of the process of teaching Russian as a foreign language to Chinese students at the initial stage of training. The materials for the study were unique games for RFL-teaching to Chinese foreign students with the A2 level of proficiency in Russian. The authors have developed three games for teaching phonetics: “Phonetic basin”, vocabulary: “Lexical hat”, grammar: “Grammatical deck”. The research used methods of experiment, observation and interpretation, as well as generalization of personal practical experience of working in a Chinese audience. An experiment was conducted at the Southern Federal University, Russia in 2022. This study involved 7 Chinese students of the Academy of Architecture and Arts, the training program 54.03.01 Design, studying Russian at the Institute of Philology, Journalism and the Intercultural Communication.
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Anggreani, Lydia. "Compare Analysis Between Chinese and Indonesian Phonetics and Teaching Suggestion." Humaniora 5, no. 1 (April 1, 2014): 128. http://dx.doi.org/10.21512/humaniora.v5i1.2991.
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With further development of friendly relations between China and Indonesia, coupled with a growing number of Indonesian Chinese, learning Chinese language is getting more important. Article compared Chinese and Indonesian voice and showed the voice of the Chinese language. Moreover, article provided ideas forChinese phonetics teaching and for Indonesian students in learning Chinese pronunciation. In addition, article puts forward suggestions in order to improve foreign language teaching.
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Hasel, Clarosa Amanda. "The Research Comparison Between the Consonants of Bahasa Indonesia and Chinese Mandarin." MANDARINABLE : Journal of Chinese Studies 1, no. 1 (August 12, 2022): 1–9. http://dx.doi.org/10.20961/mandarinable.v1i1.322.
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Indonesian Students face a lot of difficulties when learning Chinese Mandarin, it is very common that them to mispronounce the consonants of Chinese Mandarin. There are not a lot of Indonesian Students who can pronounce Chinese Mandarin consonants accurately. Phonetics teaching is a very important part of learning other languages. Bahasa Indonesia is classified as “The Family of Austronesian Language”, and Chinese Mandarin is classified as Sino-Tibetan Language System. Although they have a different language systems, the two languages have a lot of similarities and differences in every aspect of it. If we look at the consonants of Bahasa Indonesia and Chinese Mandarin, Bahasa Indonesia has 23 consonants, and Chinese Mandarin has 22 consonants. These 2 kinds of languages have similarities and different points of the pronunciation and pronunciation methods.
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Yao, Junming. "F 0 declination of intonation groups in Spanish and in Mandarin Chinese." Prosodic Issues in Language Contact Situations 16, no. 3 (December 31, 2019): 523–42. http://dx.doi.org/10.1075/sic.00049.yao.
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Abstract Mandarin Chinese and Spanish are the first two languages in the world by number of speakers. The interaction between speakers and thus between the two languages increases day by day. There are more and more Chinese students who study Spanish and Spanish students who study Chinese. At the same time, difficulties arise from the teaching-learning process, particularly with regard to phonetics, and more specifically the intonation, as they are two typologically-different languages. However, there exist very few comparative studies between them. This article seeks to explore the global declination of intonation groups in Spanish and Mandarin Chinese and we found similarities and differences between these two languages. To do this, we created a corpus of 278 isolated and unmarked sentences and 140 neutral paragraphs in Mandarin Chinese (totally 651 sentences), while in Spanish we used data from previous studies. The corpus was recorded by nine native speakers, three men and six women. We approached this study from a phonetic point of view and used the Garrido model (Garrido 1996, 2001, 2010) to compare the declination effect on the two languages according to different factors such as sentence type, the position of the intonation group within the utterance and length of the group. We also proposed for future study some possible methods for teaching Chinese and Spanish intonation as a second language.
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Hao, Jingyao. "Research on Bilingual Acquisition Based on Ambiguity Sentences." Lecture Notes in Education Psychology and Public Media 23, no. 1 (November 20, 2023): 41–46. http://dx.doi.org/10.54254/2753-7048/23/20230361.
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Language ambiguity is one of the difficulties in learning a language. Chinese is one of the most difficult languages in the world to learn because of its various ambiguities. This paper mainly explores the phenomenon of ambiguity in Chinese, and summarizes the research status of ambiguity among domestic and foreign scholars. The phenomenon of ambiguity is analyzed by reading literature and searching example sentences in the corpus. First of all, through reading the literature to understand the definition and classification of ambiguity. Then the impact of ambiguity on bilingual learners from the phonetic, lexical and grammatical aspects is analyzed. Among them, the grammatical aspect is further divided into the ambiguity of the syntactic plane, the ambiguity of the semantic plane and the ambiguity of the pragmatic aspect; finally, corresponding suggestions for teaching Chinese as a foreign language are put forward from the aspects of phonetics, vocabulary and grammar. For teachers, it is not only necessary to help students establish a correct attitude to deal with ambiguity, but also to avoid strange phenomena through some teaching methods such as pinyin or Chinese characters. And to help students develop good study habits, second language learners should really understand the meaning of the sentences, not just memorize each sentence mechanically. At the same time, teachers can create various contexts to help bilingual learners understand sentences and eliminate ambiguity.
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Jiao, Bingyang. "Phonetic Learning Strategies for Chinese as a Second Language." Journal of Education and Educational Research 8, no. 2 (May 8, 2024): 199–201. http://dx.doi.org/10.54097/851k6918.
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In the process of international Chinese teaching, pronunciation is the key and difficult point of second language learners, due to the lack of real language environment, learners are affected by factors such as negative transfer of their mother tongue, and the phenomenon of foreign accents is common when learning pronunciation. Based on the characteristics of modern Chinese pronunciation, this paper aims to explore the factors influencing foreign learners' acquisition of Chinese phonetics, and to find ways to improve learners' pronunciation accuracy and fluency.
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Zhang, Qian. "Chinese Learner Challenges in English Subject-Verb Agreement." Journal of Education and Educational Research 3, no. 3 (June 1, 2023): 156–58. http://dx.doi.org/10.54097/jeer.v3i3.9647.
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The second language learners are experiencing manifold challenges when acquiring a new language. English is one of the most prevalent languages nowadays. The English speakers hail from around the world. Therefore, English has become a compulsory course in China since the late 1980s. As Chinese is my first language and English is the second, I can intermittently perceive the learner challenges especially the English grammar. Grammar is the set of rules in fields of phonology, morphology, and syntax, often complemented by phonetics, semantics, and pragmatics. Chinese grammar differs from English to a great extent, including subject-verb (S-V) agreement. It is sometimes really hard to compose grammatically correct sentences due to the influence of Chinese grammar patterns as well as the sociocultural context. Consequently, the aim of the paper is to define the challenges that the learners face whose first language is Chinese and seek for answers to this problem in second language acquisition.
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Li, Lei. "The Application of Phonological Knowledge in Teaching Chinese as a Foreign Language." International Journal of Education and Humanities 6, no. 2 (December 15, 2022): 89–93. http://dx.doi.org/10.54097/ijeh.v6i2.3472.
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With the improvement of China's comprehensive national power, the learning of Chinese has become a hot trend at home and abroad, and the teaching of Chinese as a foreign language has also become popular. As the foundation of teaching Chinese as a foreign language, the explanation of phonetics knowledge is of great significance. However, some Chinese learners who study in China still have the problem of "foreign emphasis" in the process of more in-depth learning. Based on this, this paper focuses on the problems related to the application of phonological knowledge in teaching Chinese as a foreign language, and puts forward suggestions.
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Nunes, Ana Margarida. "European Portuguese Phonetics: Difficulties for Chinese Speakers - Considerations." JOURNAL OF ADVANCES IN LINGUISTICS 4, no. 3 (September 14, 2014): 419–27. http://dx.doi.org/10.24297/jal.v4i3.2148.
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The present paper is a pilot study focusing the common difficulties that either Mandarin or Cantonese speakers present on writing Portuguese. The observed problems are an obstacle on the accurate learning of European Portuguese and are related with the Portuguese minimal pairs [p]/[b]; [t]/[d]; [k]/[g] that are often misunderstood. Those specific examples the use of [p] instead of [b] may create a new word but also a different meaning, as example: (small boat) instead of (big vase), or (not existing) instead of (receive). Works of 25 students were selected and 43 occurrences analyzed. Recognizing the limitations of the present research the results show that the prevalent confusion is with the pair [t]/[d] when in CCV context. The study (although recognizing its limitation) should be seen as approaches and reflections that must be deeply studied and data being important to Second Language Teachers and researchers.
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Liu, Yongquan. "New development of Chinese lexicon." Journal of Asian Pacific Communication 11, no. 2 (December 31, 2001): 255–62. http://dx.doi.org/10.1075/japc.11.2.08liu.
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By way of relevant examples, this article introduces the problem of Chinese language modernization and the absorption of foreign and new technological words into Modern Chinese. It is suggested that the use of Pinyn in the People’s Republic of China has opened the door to the use of Roman letters in weird words which combine Chinese characters with Roman letters. As China moves further into the computer age, the paper speculates on the superior efficiency of phonetics scripts and the dilemma they will present to Chinese authorities in choosing between tradition and modern efficiency.
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Lyu, Ven'tszya. "Theory and practice of simultaneous Russian-Chinese translation teaching for Chinese students." Litera, no. 6 (June 2022): 22–34. http://dx.doi.org/10.25136/2409-8698.2022.6.38096.
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The purpose of the study is to make special exercises for Chinese students who study simultaneous translation from Russian to Chinese, based on the classical Soviet theory of translation and comparative linguistics. At the moment of simultaneous translation a transformation of a different language system is necessary. Russian language at the level of phonetics, syntax, vocabulary, etc. is very different from the Chinese language — Chinese students inevitably encounter a number of language barriers. The relevance of the research is due to the rapid growth of the need for highly qualified Russian-Chinese simultaneous interpreters against the background of the development of the "One Belt, One Road" program. To overcome such problems, special exercises are required to cultivate the skills and abilities of searching and making translation in conditions of a tight time limit. In order to achieve this research goal, it is necessary to solve the following tasks: firstly, to formulate the purpose of teaching simultaneous Russian-Chinese translation from the point of view of A. F. Shiryaev; secondly, to compile a series of simultaneous translation exercises based on comparative linguistics.
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Zhao, Lin, Xin Ding, and Yuliia Stoianova. "TYPES OF LINGUISTIC AMBIGUITY." Naukovy Visnyk of South Ukrainian National Pedagogical University named after K. D. Ushynsky: Linguistic Sciences 18, no. 28 (July 2019): 62–71. http://dx.doi.org/10.24195/2616-5317-2019-28-6.
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The phenomenon of ambiguity of the Chinese language is analyzed in the article. It has been proved that in the course of speech communication a word, a phrase, a sentence or even a segment sometimes contains two or more meanings which can be interpreted in two or more ways. The article deals with different types of ambiguity in the speech of the modern Chinese. The classification of ambiguity types has been studied. By studying the types of one can see the relationship between ambiguity and phonetics, content, grammar as well as pragmatism. The ambiguity caused by the pronunciation and the meaning of the word can be explained by the fact that in ancient times the Chinese used limited material to determine the broad content range in the writing of Chinese characters, which inevitably caused duplication and ambiguity of their meaning. The relationship between linguistic forms and the content alongside with the state of semantic relations in grammatical research have been analyzed in the article; some other linguistic issues that will contribute to the further study of theories and methods of grammatical research have been examined. Due to the constant changes happening within the Chinese language, there are many similar words as well as homophones (the same phonetic expression which expresses different meanings). The conditions causing ambiguity in communication: as soon as the text appears, the ambiguity disappears. Some examples that often confuse foreigners who study the Chinese language have been presented in the article; the designated examples revealing ambiguity have been analysed.
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TODA, Takako. "ACOUSTIC QUANTIFICATION OF TONE SPREADING IN DAISHAN AND MENDE." Cahiers de Linguistique Asie Orientale 18, no. 1 (March 12, 1989): 63–80. http://dx.doi.org/10.1163/19606028-90000309.
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This paper examines the nature of ‘tone spreading’ in Daishan , a northern Wu dialect of Chinese, from the viewpoint of acoustic phonetics. It compares the mean falling fundamental frequency (FO) contour of disyllabic lexical items with that of monosyllabic citation forms in order to investigate if they are the same. The result shows that they are nearly identical, and therefore, demonstrates phonetic tone spreading as well as phonological tone spreading Acoustic data from Mende (Kupa Mende : Sierra Leone) are then presented and contrasted with those of Daishan. It is shown that the contouricity of the F О in fact differs between these two varieties. This result brings into question the autosegmentally based representation of tones using non-contour features such as HL, which has been commonly applied to the analysis of Wu tone sandhi. Finally, it is suggested that unitary contour features of tone, such as [falling], be applied in the case of Daishan tone spreading.
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Li, Huili, I. Praptomo Baryadi, and I. Dewa Putu Wijana. "SOUND PATTERN OF INDONESIAN PLOSIVES." Linguistik Indonesia 37, no. 1 (March 14, 2019): 1–12. http://dx.doi.org/10.26499/li.v37i1.84.
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As a language which is quite extensively used, Indonesian segments are already known to linguists. Although experimental research methodology is relatively new, it is useful for undertaking further research on Indonesian phonology and phonetics. It can assist in generating phonological and phonetic data as evidence of sounds within a theoretical framework. Sound pattern study by means of experimentation is selected as the theoretical framework for this research. As sound patterns of one language consist of many subparts, this research only focuses on the Indonesian plosive sound pattern. This paper examines sound pattern of Indonesian plosives and their special features. In order to do this research, a quantitative method is adopted for data collection and analysis. Indonesian words with plosives at the beginning of the second syllable and first syllable are respectively designed as stimuli for recordings. Then sound analysis software Praat is applied to measure gap and the voice onset time of plosives as parameters of data. The result of this research shows that the Indonesian plosive sound pattern forms two clear clusters on an acoustic plosive chart. Voiceless plosives have a longer gap duration than their corresponding voiced plosives. Front plosives in the vocal cavity have a longer gap than back plosives, but are shorter in VOT length. Such acoustic results will provide the basis for further research such as auditory phonetics experimental research and second language acquisition. Additionally, the visualization of abstract concepts, compared to the Chinese sound pattern, will help Indonesian learners from China better understand the Indonesian sound pattern and Indonesian language teachers to seek better solution to students’ pronunciation problems.
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Anran, Yi. "Methodology of Applying the Integrative Approach to Teaching Chinese in Russian Universities." Prepodavatel XXI vek, no. 3/1 (June 30, 2023): 161–68. http://dx.doi.org/10.31862/2073-9613-2023-3-161-168.
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The article analyzes the integrative approach in modern education on the example of teaching Chinese to Russian students. The topic is relevant due to the need for full-fledged formation of intercultural communicative competence in teaching a foreign language for good communication with its speakers. The aim of the work is to substantiate the methodology of applying the integrative approach in teaching Chinese language in Russian universities. To achieve this goal, theoretical works and practical experience of both Russian and foreign specialists in the field of applying integrative approach in teaching were studied. To fully understand the language it is necessary to know not only phonetics, grammar and vocabulary, but also to understand the history, culture, literature and economy of the country. As a result of the work the main components of the methodology of integrative Chinese language teaching in Russian universities are formed. The relevance and effectiveness of this approach have been substantiated.
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Варфоломеева, Н. С., Е. В. Клюева, and Ю. Г. Лемешко. "METHODOLOGICAL BASIS FOR THE TRA NSFER OF LINGUOCULTUROLOGICAL SPECIFICITY OF THE TEXTS OF CHINESE PAIRED INSCRIPTIONS." Vestnik of Russian New University. Series "Man in the modern world", no. 4 (October 15, 2022): 54–59. http://dx.doi.org/10.18137/rnu.v925x.22.04.p.054.
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Рассматриваются методические аспекты преподавания китайского языка посредством изучения текстов парных надписей, которые выступают репрезентантом лингвокультурного кода, и возможность их использования на занятиях, отрабатывающих фонетику, лексику. The methodical aspects of teaching the Chinese language by studying the texts of paired inscriptions, which act as a representative of the linguocultural code, and the possibility of their use in classes that work out phonetics and vocabulary are considered.
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Li, Xiao Liang. "Learning Chinese Characters: Academic vs Dynamic Approach." KEMANUSIAAN The Asian Journal of Humanities 29, no. 2 (2022): 141–55. http://dx.doi.org/10.21315/kajh2022.29.2.7.
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This study aims to study the comparative results of the application of the classical academic and modern dynamic types of studying Chinese writing in its pragmatic aspect. Chinese language and writing are among the most difficult to learn as a second language, requiring advanced teaching methods with wider use of elements of the digital environment and the student’s independent active use of web services for active language learning. This aspect is also important when using more and more mass distance learning. The study involved 90 students aged 23 years old to 35 years old, who were equally divided into experimental and control groups. The experimental group used active learning methods and the control group used the usual academic methods of teaching Chinese writing, in accordance with the university course. The training was allocated four hours per week for remote training (using the Google Meet platform). The results demonstrated that the dynamic approach is effective in teaching hieroglyphics and pragmatic aspects of the language (reading, typing on a computer, listening comprehension, recognising words and written hieroglyphs). The academic classroom method is more suitable for the formation of correct pronunciation, taking into account the tonal type of Chinese phonetics.
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Gutorova, E. Y., and S. N. Ponomaschuk. "SONG AND POEM AS A METHODICAL TOOL OF TEACHING THE CHINESE LANGUAGE." Juvenis Scientia, no. 11-12 (2019): 17–22. http://dx.doi.org/10.32415/jscientia.2019.11-12.05.
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The problem of using songs and poems in the process of teaching phonetics, vocabulary and grammar of the Chinese language is examined in the article. With the rise of China in the international arena more and more people believe that learning Chinese has a great development potential and prospect. The number of Chinese learners had increased, improving the teaching methods and technics in Chinese classrooms. Songs and poetry are the most accessible forms of art in people's daily life, as they are closely related to language. Chinese itself has significant musicality in terms of tones, streams and phonemes. Thereby the use of Chinese songs as a tool to enrich Chinese classroom teaching forms is already supported by theories and practices, but still requires further research. The existence of this concept is very important not only for certain language skills, but also for comprehensive assimilation with cultural and aesthetic properties. In the article there is analyze of educational literature of Chinese and Russian authors. One such study guide is the «学唱中国歌» - textbook, written by Yu Peng and Jiao Yu Mei. In article there is survey of foreign and Russian students studying at the Northeast Normal University of Changchun is conducted to identify the main problems of using song and poetic materials in a Chinese language lesson.
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Chanpeng, Pantipa. "The Development of Practice Packages on Chinese Pronunciation Skills through Seesaw Online Classroom for Students Majoring in Chinese Language Teaching." Asian Journal of Education and Training 8, no. 2 (June 7, 2022): 60–68. http://dx.doi.org/10.20448/edu.v8i2.3974.
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This research aimed to 1) develop and measure the efficiency of a set of reading and pronunciation skills in Chinese phonetics via Seesaw online classroom; 2) examine the effectiveness of the set; and 3) evaluate students' satisfaction with practice packages on Chinese pronunciation via Seesaw online classroom. Thirty-six undergraduate students majoring in Chinese language teaching at a university in Thailand were the participants of this study. This study used descriptive statistics (mean and S.D.) and dependent samples t-test. The results of this research indicated a substantial increase in students' learning achievement due to the Seesaw online classroom. Additionally, the Development of Practice Packages for Chinese Pronunciation Skill Acquisition via Seesaw Online Classroom was greater (x̄=4.84, S.D.=0.37) than the researcher’s standard of 3.50, and achieved the efficiency standard criteria of 82.50/84.97, which was greater than the 80/80 efficiency standard criterion chosen. Students' satisfaction with learning was high when they utilized Seesaw's Chinese pronunciation practice packages (x̄= 4.50, S.D.= 0.54).
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Qiu, Bing, and Jie Li. "Reconstruction of Uncertain Historical Evolution of the Polysyllablization of Chinese Lexis." Journal of Applied Mathematics 2014 (2014): 1–9. http://dx.doi.org/10.1155/2014/123983.
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Polysyllablization, closely related to phonetics, semantics, and syntactics, is one of the fundamental trends in the development of Chinese lexis. However, with lots of uncertainties in the historical evolution of Chinese language, the quantitative modeling and reconstruction of polysyllablization remain open questions. Based on theComprehensive Dictionary of Chinese Words, a mapping from the words to their time of occurrence is built. With the inverse mapping on random samples, the newly produced words with different numbers of syllables in different time periods are obtained. Finally the total quadratic variation minimization model is adopted to estimate the trend of polysyllablization. As a novel exploration in the computational linguistics, the results agree with the stage division of historical Chinese and answer some difficult questions related to polysyllablization in a quantitative manner.
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NEL, Norma Margaret, and Soezin KROG. "Factors Influencing the Acquisition of Mandarin Chinese as a Second Additional Language Focusing on Phonetics." Participatory Educational Research 8, no. 1 (September 18, 2020): 1–27. http://dx.doi.org/10.17275/per.21.1.8.1.
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Malyshev, G., I. Kiselevich, and D. Selivanov. "Difficulties in learning the phonetics of the chinese language, basic mistakes and means of correction." Language and Culture, no. 10 (December 1, 2017): 14–17. http://dx.doi.org/10.17223/24109266/10/3.
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Линь, В., Х. Вэньхуа, and Ч. Сяолэй. "Research on teaching numbers when teaching Chinese as a foreign language." Management of Education, no. 2(60) (February 15, 2023): 85–91. http://dx.doi.org/10.25726/n2727-5277-2053-t.
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В настоящее время китайский язык доступен более чем одному миллиарду человек. Она является официальной В Китайской Народной Республике (КНР), а еще на ней говорят в Индонезии, Малайзии, Камбодже, Вьетнаме и других странах. Он принадлежит к китайско-тибетской языковой группе. Китайский язык имеет семь диалектов, их можно отличить по фонетике, которая затрудняет понимание между диалектами, а также есть небольшие различия в лексике и грамматике. Для общения носителей различных диалектов служит нормативный китайский язык-путунхуа, который в свою очередь является фонетической нормой и литературным языком. Именно путунхуа изучают иностранцы, как китайский язык, который затем используют, работая в бюро переводов. Для того, чтобы прочитать газету на китайском языке, необходимо знать не менее трех тысяч иероглифов. Иероглифы значительно отличаются от систем письма других языков. Это потому, что они являются одной из старейших систем письма на Земле. Иероглифам более четырех тысячелетий и именно поэтому они уникальны и являются единственным средством хранения традиционных особенностей китайского языка. Несмотря на то, что богатство китайского языка заключается в количестве его диалектов, они мешают Китаю использовать один язык, которым владели бы все жители Поднебесной. Китайский ничем не отличается от любого другого иностранного языка. Есть свои сложности в ее понимании, но и легкие моменты также есть. Вопервых, стоит отметить, что она не имеет алфавита, отсутствуют склонения и спряжения, каждый иероглиф – уже готовое слово, а иногда и фраза. В связи с использованием иероглифов в Китае вовсе отсутствуют знаки препинания. Такая грамматика облегчает изучение китайского языка. Currently, Chinese is available to more than one billion people. It is official in the People's Republic of China (PRC), and it is also spoken in Indonesia, Malaysia, Cambodia, Vietnam and other countries. He belongs to the Sino-Tibetan language group. The Chinese language has seven dialects, they can be distinguished by phonetics, which makes it difficult to understand between dialects, and there are also small differences in vocabulary and grammar. For communication of speakers of various dialects, the normative Chinese language is Putonghua, which in turn is a phonetic norm and a literary language. It is Putonghua that foreigners study, like Chinese, which they then use while working in a translation agency. In order to read a newspaper in Chinese, you need to know at least three thousand hieroglyphs. Hieroglyphs differ significantly from the writing systems of other languages. This is because they are one of the oldest writing systems on Earth. Hieroglyphs are more than four millennia old and that is why they are unique and are the only means of storing traditional features of the Chinese language. Despite the fact that the richness of the Chinese language lies in the number of its dialects, they prevent China from using one language that would be owned by all the inhabitants of the Celestial Empire. Chinese is no different from any other foreign language. There are difficulties in understanding it, but there are also easy moments. Firstly, it is worth noting that it has no alphabet, there are no declensions and conjugations, each hieroglyph is a ready–made word, and sometimes a phrase. Due to the use of hieroglyphs in China, there are no punctuation marks at all. This grammar makes it easier to learn Chinese.
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Yishake, Caifuding, Mariya Mayituohuo, Aasma Saleem, and Xie Lili. "Difficulties and Countermeasures of Han Nationality Students in Learning Kyrgyz Phonetics and Letters." International Journal of Linguistics, Literature and Translation 3, no. 10 (October 30, 2020): 01–06. http://dx.doi.org/10.32996/ijllt.2020.3.10.1.
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Language is important for everyone and plays a vital role in the educational and cultural development of a nation. Learning and teaching of any language is a difficult and technical job in every society. The correct pronunciation is the most basic condition to learn a language. Han students face many difficulties to learn the Kyrgyz language. This study will discuss the problems and possible solutions of Han student’s difficulty to learn the Kyrgyz language. When the pronunciation is suffixed with the vowel [ы] in the consonant, it is a common problem for Han students to learn the Kyrgyz pronunciation of it. Because some students have confused and mixed the phenomenon of phonetic pronunciation in Chinese Pinyin and Kyrgyz. To understand the Kyrgyz pronunciation and knowing the pronunciation skills is difficult, which is based on the accurately grasping of the pronunciation part to understand that there are two pronunciation variants of certain letters in the Kyrgyz language. Applying imitative, replacement, and other practical and effective methods to repeat the pronunciation and for more accurate practice are the good solution for Han student's problems to learn the Kyrgyz language. The teacher should promptly correct the student’s pronunciation errors and at the same time strengthens the student's "three more training" method after class. This study can effectively and universally solve the pronunciation problems of Han students. Moreover, this study will help them to learn Kyrgyz phoneme and letters more easily than other methods.
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Юркина, Татьяна Николаевна. "FORMATION OF PHONETIC SKILLS IN LEARNING RUSSIAN (USING THE EXAMPLE OF CHINESE STUDENTS)." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 3(116) (October 7, 2022): 239–45. http://dx.doi.org/10.37972/chgpu.2022.116.3.029.
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Изучение русского языка иностранными студентами начинается со знакомства с алфавитом, основными коммуникативными моделями и формирования навыков произношения и чтения. Изучение фонетических особенностей русского языка инофонами традиционно начинается на вводно-фонетическом курсе русского языка как иностранного, продолжается на сопроводительном и корректировочном курсах. Теоретической и методической базой исследования стали труды Е. А. Брызгуновой, Л. В. Бондарко, Л. А. Вербицкой, Л. Л. Касаткина и др. в области фонетики современного русского языка, работы Н. Б. Битехтиной, В. Н. Климова, Н. Л. Федотовой, С. С. Хромова, Т. В. Шустиковой, О. В. Щукиной и др. в области методики преподавания русского языка. Актуальность работы обусловлена тем, что верная артикуляция гласных и согласных звуков русского языка, правильное произношение сочетаний звуков и слов имеют большое значение в курсе русского языка как иностранного, создавая надежную базу для формирования дальнейших лингвистических компетенций обучающихся во всех видах речевой деятельности. Данная работа посвящена описанию особенностей формирования фонетических навыков при знакомстве с системой русского вокализма и консонантизма. В ходе работы использованы методы анализа и синтеза, а также описательный метод, методы трансформации и сравнения. На примере ошибок китайских студентов и изученного материала охарактеризованы и обоснованы типичные фонетические ошибки иностранных обучающихся при усвоении звуковой стороны русского языка, например, неразличение согласных звуков по признакам твердости/мягкости и звонкости/глухости, замена русских звуков китайскими и неправильность артикуляции характерных для русского языка звуков. В статье также представлены примеры упражнений для преодоления описанных ошибок и формирования фонетических навыков. The study of the Russian language by foreign students begins with acquaintance with the alphabet, basic communication models and the formation of pronunciation and reading skills. Russian phonetic features are traditionally studied by foreign speakers at the introductory phonetic course of Russian as a Foreign Language and continues at the supporting and correction courses. The theoretical and methodological basis of the study were the works of E. A. Bryzgunova, L. V. Bondarko, L. A. Verbitskaya, L. L. Kasatkin, and others in the field of phonetics of the modern Russian language, the works of N. B. Bitekhtina, V. N. Klimov, N. L. Fedotova, S. S. Khromov, T. V. Shustikova, O. V. Shchukina and others in the field of methods of teaching Russian. The relevance of the work is due to the fact that the correct articulation of vowels and consonants of the Russian language, the correct pronunciation of combinations of sounds and words are of great importance in the course of Russian as a Foreign Language, creating a reliable basis for the formation of further linguistic competencies of students in all types of speech activity. This work is devoted to the description of the features of the formation of phonetic skills when getting acquainted with the system of Russian vocalism and consonantism. The author used methods of analysis and synthesis, as well as descriptive method, methods of transformation and comparison. On the example of the mistakes of Chinese students and the studied material, typical phonetic mistakes of foreign students in mastering the sound side of the Russian language are characterized and substantiated, for example, the indistinguishability of consonant sounds on the basis of hardness/softness and sonority/deafness, the replacement of Russian sounds by Chinese and irregularity articulations of sounds characteristic of the Russian language. The article also provides examples of exercises to overcome the described errors and develop phonetic skills.
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Tao, Hanqing, Shiwei Tong, Kun Zhang, Tong Xu, Qi Liu, Enhong Chen, and Min Hou. "Ideography Leads Us to the Field of Cognition: A Radical-Guided Associative Model for Chinese Text Classification." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 15 (May 18, 2021): 13898–906. http://dx.doi.org/10.1609/aaai.v35i15.17637.
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Cognitive psychology research shows that humans have the instinct for abstract thinking, where association plays an essential role in language comprehension. Especially for Chinese, its ideographic writing system allows radicals to trigger semantic association without the need of phonetics. In fact, subconsciously using the associative information guided by radicals is a key for readers to ensure the robustness of semantic understanding. Fortunately, many basic and extended concepts related to radicals are systematically included in Chinese language dictionaries, which leaves a handy but unexplored way for improving Chinese text representation and classification. To this end, we draw inspirations from cognitive principles between ideography and human associative behavior to propose a novel Radical-guided Associative Model (RAM) for Chinese text classification. RAM comprises two coupled spaces, namely Literal Space and Associative Space, which imitates the real process in people's mind when understanding a Chinese text. To be specific, we first devise a serialized modeling structure in Literal Space to thoroughly capture the sequential information of Chinese text. Then, based on the authoritative information provided by Chinese language dictionaries, we design an association module and put forward a strategy called Radical-Word Association to use ideographic radicals as the medium to associate prior concept words in Associative Space. Afterwards, we design an attention module to imitate people's matching and decision between Literal Space and Associative Space, which can balance the importance of each associative words under specific contexts. Finally, extensive experiments on two real-world datasets prove the effectiveness and rationality of RAM, with good cognitive insights for future language modeling.
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Gao, Jing. "SPECIAL ASPECTS OF SELECTING CONTENT FOR TEACHING CHINESE TO HIGH SCHOOL STUDENTS." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 62, no. 4 (December 30, 2022): 112–23. http://dx.doi.org/10.25146/1995-0861-2022-62-4-373.
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Problem statement. The increase in the level of cooperation between China and Russia has led to the introduction of Chinese into the school curriculum, and consequently, the need to adapt existing training programs for Russian schoolchildren. This article examines distinctive features of the two cultures, differences and similarities in the linguistic and cultural picture of the world of Russians and Chinese, as well as their influence on the selection of materials for teaching high school students. The purpose of the study is to identify the main features of the content selection for the Chinese language teaching program applied for high school students in Russian schools. The methodology of the study consists of generalization and analysis of studies in the field of cultural characteristics of Russia and China, as well as the methodology of teaching Chinese as a foreign language. Research results. The analysis of studies in the field of linguistic culture of the world of Russia and China revealed the main features, similarities and differences of the two countries. Both countries have been developing for many centuries, have traditional holidays, a special attitude to food, drinks, religion, and behavior. All this affects understanding and remembering of information, diligence and readiness to learn. In addition, Chinese differs significantly from Russian in terms of phonetics, grammar and vocabulary. It is difficult for Russian schoolchildren to learn hieroglyphics, since even the Chinese study their writing system for at least 7 years. Pronunciation of many sounds has no analogues in the Russian language, and the meaning of phrases often depends on the tonality. All these differences, as well as the existing similarities in history and literature, should be taken into account when developing a training program for Russian schoolchildren. Studying of works by various specialists, as well as exemplary curriculum for general education institutions, helped to clarify all the features of selecting materials for effective teaching of high school students. Conclusion. The similarities and differences revealed in this article between the linguistic and cultural picture of the world of Russia and China allow us to determine the main features of selecting materials for teaching Russian schoolchildren. When selecting the material, it is necessary to take into account both educational aspects that are important when learning any foreign language, and the peculiarities of Chinese vocabulary, grammar, and phonetics. The features identified by this article will help to form a full-fledged syllabus aimed at the formation of intercultural communication and to use it for teaching high school students in Russian schools.
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Malyshev, Grigoriy Igorevich, Yan Evgenevich Kiselevich, and Peter Johnovich Mitchell. "Difficulties in learning the phonetics of the Chinese language: basic mistakes and ways of correcting them." Tambov University Review. Series: Humanities 23, no. 173 (2018): 43–48. http://dx.doi.org/10.20310/1810-0201-2018-23-173-43-48.
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НЕКРИЛОВА, Олена Леонідівна. "FROM THE PRACTICE OF TEACHING PHONETICS OF THE RUSSIAN LANGUAGE TO CHINESE STUDENTS: PROBLEMS AND OPPORTUNITIES." Мова, no. 33 (August 13, 2020): 159–63. http://dx.doi.org/10.18524/2307-4558.2020.33.206795.
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Linghong, Yu. "Chinese loanwords in the novel Blue Lard by Vladimir Sorokin." Izvestiya of Saratov University. Philology. Journalism 23, no. 1 (February 21, 2023): 86–90. http://dx.doi.org/10.18500/1817-7115-2023-23-1-86-90.
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The article discusses the Chinese loanwords that appear in the novel Blue Lard by Vladimir Sorokin. The novel contains an allegory of the Russian language of the future. Most of the neologisms created by Sorokin in Blue Lard come from foreign words, including an abundance of Chinese loanwords. The author of the article analyzes the Chinese loanwords from the point of view of phonetics and semantics, points out the mistakes in pronunciation in the novel, when Sorokin uses Chinese words or expressions. The analysis also focuses on the aesthetics of the word “Mei guo”, which by pronunciation in Chinese refers to the United States, and the word “Hei long jiang”– as one of the provinces in China, or the Amur River, flowing through the territory of three countries. Sorokin purposely changes their interpretation at the end of the novel to “beautiful country” and “Black Dragon River” in order to create the normal atmosphere of a dystopian society devoid of geopolitical boundaries. Sorokin introduces the word “dan huang”, which in the novel refers to the pro-China Russians and resembles the Chinese slangs “banana-man” and “egg-man” from the position of transcultural distribution. Moreover, in the course of the research, the author provides a comparison of Chinese loanwords with other foreign-language words used in the novel. By using Chinese loanwords as swear words, Sorokin literally commits linguistic violence. The final conclusion is that Chinese loanwords can be seen as a product of the overlap of cultures, which appear in the Russian-language fiction text. In addition, the Chinese loanwords with other Chinese elements give the novel a mystical oriental flavor and an absurd tone.
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Suvorova, A. G. "PRACTICAL COURSE CONTENT OF RUSSIAN GRAMMAR FOR CHINESE STUDENTS." Arts education and science 1, no. 3 (2020): 29–34. http://dx.doi.org/10.36871/hon.202003004.
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The article discusses the role and place of grammar in the practical course of teaching Russian as a foreign language. It analyzes the difficulties faced by Chinese students in learning Russian and provides ways to overcome them. The article gives recommendations on reading and understanding the text content based on familiar lexical and grammatical material, and pays great attention to how Chinese students acquire the necessary level of communicative competence using intensive teaching method. The purpose of the article is to show how students learn Russian as a foreign language in the process of teaching a practical course in speech communication using grammatical material. The article uses the following materials and methods: vocabulary and phonetics combined with grammar, which are the building blocks that make it possible to form speech both orally and in writing. Authentic texts created in the conditions of natural speech communication, tables, and didactic games are used as text material for studying grammar. In the process of practical mastering Russian, foreign students solve problems of self-realization and disclosure of their creative potential and ability to communicate in Russian using correct grammatical forms. The methods of Russian grammar as a foreign language offered in the article help Chinese students not only to learn grammatical categories of Russian language, but also to get acquainted with some fragments of Russian culture through different language units, which open up a number of opportunities for them to positively perceive Russian culture and study difficult cases of Russian grammar.
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Oglezneva, Elena A., and Oleg V. Pustovalov. "The Russian language in the Chinese Three Rivers region: linguistic features." Rusin, no. 68 (2022): 299–315. http://dx.doi.org/10.17223/18572685/68/16.
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The authors analyse the Russian speech of immigrants' descendants from Russia to the Chinese Three Rivers region in the Inner Mongolia in the 20th century. The relevance of the study is due to the need to study various forms of existence of the modern Russian national language, including those in foreign countries. The research is based on both oral and written sources collected by the authors in 2017-2018 during their expeditions to Enhe Russian Ethnic Township (China). The research has shown deviations in the speech of immigrants' descendants from the norms of the Russian literary language due to the use of Russian in its dialect form, as well as interference from Chinese. The authors have proved that the Russian dialects of the Three Rivers region are genetically related to the Russian dialects of Eastern Transbaikalia, which, in turn, are related to the North Russian dialects. The dialectal features of the Russian dialects of the Chinese Three Rivers quialify them as the translitional dialects on the North Russian basis. Since there were no external factors of influence on the dialectal Russian language from its other idioms, the stated dialectal form of the Russian language remained unchaged until the early 21st century. The article considers both the dialectal originality of Russian speech in the Three Rivers region at different language levels (phonetics, morphology, syntax, vocabulary), and the cases of interlingual interference resulting from the influence of the Chinese language on the Russian dialect system. The authors describe the following factors that determine the intensity of interference: generation, education, profession, and language environment. Having described the active zones of interaction between typoLogicaLLy different Chinese and Russian and determined the areas of interference in the Russian speech of bilinguals, the authors detected “weak points” of the Russian language system in the situation of Russian-Chinese bilingualism. Thus, the authors have studied the variant of the Russian language specific for the Chinese Three Rivers region and concluded that it preserves the Russian dialect base influenced by the interference from Chinese, which is an understudied fact of the Russian language environment in emigration.
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Yang, Qin. "Study on English Phonetics Teaching in Chinese Universities under the Background of English as a International Language." Journal of International Education and Development 6, no. 1 (2022): 49–53. http://dx.doi.org/10.47297/wspiedwsp2516-250006.20220601.
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Chen, Hsueh Chu. "Linguistic Feature Analyses of Chinese Learners of English and Contributions of Discrete Features to Perceptual Judgment." English Language Teaching 11, no. 7 (June 5, 2018): 22. http://dx.doi.org/10.5539/elt.v11n7p22.
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This study (a) conducted a feature analysis of the spoken data of Chinese university students in pronunciation, grammar, and discourse, (b) investigated the contributions of the discrete linguistic features to the perceptual ratings on foreign accent, comprehensibility, delivery, and general language use. Ten university learners were selected from the Spoken Corpus of the English of Hong Kong and Mainland Chinese learners (http://corpus.ied.edu.hk/phonetics/), in which two speakers were paired up to conduct a five minutes interview. Three-level analyses were done to investigate Chinese learners’ linguistic features. Forty listeners from four L1 language backgrounds were recruited to rate the speech samples. The results show that strongly negative correlations were found between the production and perceptual rating scores for “omission of consonant(s) in final position” “redundant article ‘the’”, “silent pauses” and “discourse markers,” suggesting that the four features can be perceived and exert strong negative influences on perceptual judgments. Pronunciation rating had the strongest positive correlations with “foreign accentedness”; grammar rating had the strongest positive correlations with “general language use”; discourse rating had the strongest positive correlations with “general delivery”, and “general language use.” Regarding the rating of comprehensibility, “misuse of conjunctions” “redundant article ‘the’”, “silent pauses”, “lengthening”, and “stressing” showed strong negative correlations whereas “filled pauses” had strong positive correlations with it. Regarding the rating of foreign accentedness, strong negative correlations were found between “omission of consonant(s) in final position”, “lengthening”, “discourse markers”, and “stressing” and the rating of “foreign accentedness”.
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Nguyễn, Đình Hiền, and Hai Ha Vu. "Exploring the relationships between Nôm characters by comparing forms, sounds, and meanings." Journal of Chinese Writing Systems 5, no. 2 (June 2021): 125–33. http://dx.doi.org/10.1177/2513850221945393.
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This article identifies and distinguishes Nôm characters by comparing their forms, sounds, and meanings. In this light, the relationships between Nôm characters can be classified into eight specific cases. This article provides examples, in-depth analysis, and a discussion of issues related to each specific case. The corpus this article draws on includes the Nôm characters in Quốc Âm Thi Tập (National language poetry collection) by Nguyễn Trãi (1380–1442) and Truyện Kiều (The tale of Kieu) by Nguyễn Du (1766–1820). The research results of this article can carry implications for the identification of Nôm characters, the studies of authors and their works, phonetics research, as well as the investigation into other scripts adapted from the Chinese script.
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Zhu, Yu Fu, and Jing Jing Wan. "Comparative Study of the Russian Language Phonetics and Shandong Chinese Dialect in the Methodological Aspect of Teaching Russian as a Foreign Language." Tyumen State University Herald. Humanities Research. Humanitates 2, no. 2 (2016): 24–34. http://dx.doi.org/10.21684/2411-197x-2016-2-2-24-34.
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Markus, Manfred. "The relevance of spoken features in English as a foreign language (EFL)." English Today 24, no. 4 (November 7, 2008): 17–25. http://dx.doi.org/10.1017/s0266078408000357.
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ABSTRACTAn analysis of the need for attention to the spoken word and phonetics in the teaching of English world-wide. It is a truism that English is increasingly becoming a world language. Even in China a ‘craze for English’ has been, in view of the fact that over 200 million children (about 20% of all children in the world) now1 learn English in Chinese schools. McArthur has estimated that c.250 million Indians use English every day. All these speakers of English use it their own way. This localisation of English has been variously detected, for example in Hong Kong. It is also well known from versions of African English and, in fact, from most English varieties that have been attributed to the ‘Outer’ or ‘Extended. However, as early as 1983 Kachru voiced a caveat: ‘A large majority of the non-native speakers of institutionalised varieties of English use a local variety of English, but when told so, they are hesitant to accept the fact’.
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Lyulina, Anastasiya G. "Этимология иероглифа 佛 и рецепция буддизма в Китае." Oriental studies 15, no. 1 (April 15, 2022): 158–68. http://dx.doi.org/10.22162/2619-0990-2022-59-1-158-168.
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ntroduction. The etymology of the Chinese character 佛 (fó) shows that not only phonetics but also morphology of the character proper, as well as its interpretation in ancient Chinese texts, serve important factors of its use to translate the concept of ‘Buddha’ from Sanskrit Indian sutras. Goals. Etymological analysis of the hieroglyph 佛 with identification of early meanings based on citations from classical philosophical writings will reveal reasons for the primary use of the character 佛 in translations, in contrast to other assonant lexemes (e.g., 浮). Insights into historical and cultural backgrounds, peculiarities of the dissemination of Buddha’s teachings and beginnings of Chinese translation studies prove instrumental in emphasizing the influence of these processes on subsequent development of the new meaning. Materials. The study analyzes Chinese etymological and explanatory dictionaries, language databases and Chinese historical texts, as well as materials presented in works of linguists and historians. Results. The sign 佛 had been used in Taoist and Confucian literature long before the arrival of Buddhism in China. Its etymological and semantic analyses, interpretations of main meanings discovered in philosophical texts make it possible to show origins of the new meaning of the hieroglyph 佛 ‘Buddha’ and its use in translations. The history of development of the pictophonetic 佛 involves a cognitive aspect of linguoregional studies and reflects the complex process of Buddhist teachings adaptation in China, as well as the formation of Chinese translation studies in the context of interaction between India, China and domains of Tokharistan (Xiyu states) in the earliest centuries AD.
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Liang, Yixuan, and Fang Guo. "A Survey of the Mixed Use of He/She for Chinese Freshmen in English Majors." International Journal of English Linguistics 11, no. 1 (December 16, 2020): 166. http://dx.doi.org/10.5539/ijel.v11n1p166.
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The mixed use of he/she in oral English is a hot topic in the field of second language acquisition in the past decades and the related study is numerous. However, there are few studies on the misuse of the two pronouns in oral English for English majors in Chinese universities. This study aims to explore the current situation and characteristics of he/she misuse in oral English of Chinese freshmen majoring in English and analyze the factors that cause the misuse, so as to arouse the learners’ awareness of the error. This study focuses on two research questions: (1) What are the characteristics of he/she misuse in spoken English of Chinese freshmen majoring in English? (2) What are the reasons for the misuse? Based on the selected spoken language materials, this study explores the mixing types and error rate of he/she and analyzes the characteristics of the misuse through data. Through the questionnaire, this thesis study investigates the causes of the misuse. It is found that the mixed use of pronoun he/she is serious in the spoken language of English major freshmen, especially the misuse of “she” into “he”. The factors that cause the misuse are complex, involving mother tongue, attention distribution and working memory, pronunciation relationship, transfer of training, and social environment and personal factors, among which the analysis from articulatory phonetics deserves more attention.