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Journal articles on the topic 'Chinese Mandarin'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Lin, Jingxia, and Yong Kang Khoo. "Singapore Mandarin Chinese." Chinese Language and Discourse 9, no. 2 (December 13, 2018): 109–35. http://dx.doi.org/10.1075/cld.18007.lin.

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Abstract Given the historical and linguistic contexts of Singapore, it is both theoretically and practically significant to study Singapore Mandarin (SM), an important member of Global Chinese. This paper aims to present a relatively comprehensive linguistic picture of SM by overviewing current studies, particularly on the variations that distinguish SM from other Mandarin varieties, and to serve as a reference for future studies on SM. This paper notes that (a) current studies have often provided general descriptions of the variations, but less on individual variations that may lead to more theoretical discussions; (b) the studies on SM are primarily based on comparisons with Mainland China Mandarin; (c) language contact has been taken as the major contributor of the variation in SM, whereas other factors are often neglected; and (d) corpora with SM data are comparatively less developed and the evaluation of data has remained largely in descriptive statistics.

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2

Coblin, W. South. "Robert Morrison and the Phonology of Mid-Qīng Mandarin." Journal of the Royal Asiatic Society 13, no. 3 (November 2003): 339–55. http://dx.doi.org/10.1017/s1356186303003134.

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AbstractRobert Morrison (1782–1834; Chinese name: Maˇ Liˇxùn) was the London Missionary Society's first representative in China and is generally viewed as the father of Protestant missionary work there. Modern scholarly interest in him has in the main focused on his role as a Bible translator (see, for example, Zetzsche 1999, especially Chapter 2). As part of his missionary activities, Morrison studied both written and spoken Chinese; and these researches yielded grammars of both Mandarin (i.e. Guānhuà “the language of the mandarins or officials”; Morrison, 1815) and Cantonese (1815: appendix, pp. 259–280), plus a major dictionary of written Chinese (1815–1823) and a smaller lexicon of Cantonese (1828). In order to transcribe spoken Chinese, Morrison developed romanisations for both Mandarin and Cantonese. These orthographic systems shed light on the pronunciation of the underlying languages as they were spoken two hundred years ago. The purpose of the present paper is to examine Morrison's romanisation of Mandarin for clues about the pronunciation of early nineteenth-century standard Chinese.

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3

Ernst, Thomas. "Negation in Mandarin Chinese." Natural Language and Linguistic Theory 13, no. 4 (November 1995): 665–707. http://dx.doi.org/10.1007/bf00992855.

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4

Badan, Linda, and Lisa Lai-Shen Cheng. "Exclamatives in Mandarin Chinese." Journal of East Asian Linguistics 24, no. 4 (September 1, 2015): 383–413. http://dx.doi.org/10.1007/s10831-015-9136-z.

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Hananya, Gabriela Angeline. "Language Ideologies of Young Chinese Surabayanese’ Motivation in Learning Mandarin in Post Suharto Era." k@ta 22, no. 1 (July 12, 2020): 46–54. http://dx.doi.org/10.9744/kata.22.1.46-54.

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This is the study of language ideologies of young Chinese Surabayanese’ motivation in learning Mandarin and the influence of their beliefs in Mandarin towards their sense of Chinese-ness. The approach of this study is qualitative, through semi-structured interviews and participant observation. There are four young Chinese Surabayanese participated in this study. It is found that they perceived learning Mandarin is an advantage. This advantage is then explained through their beliefs about Mandarin in four supportive points: globalising life opportunities in working and communication, mastering Mandarin caused by the rise of China, investing in their linguistic capital, and parents’ influence. Though there are two participants who feel more Chinese after learning Mandarin, but it is never their intention to be more Chinese when they start learning Mandarin. In the end, their ideology of learning Mandarin mainly focuses with the benefit and advantage instead of with their sense of Chinese-ness.

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6

Cavallaro, Francesco, Mark Fifer Seilhamer, Ho Yen Yee, and Ng Bee Chin. "Attitudes to Mandarin Chinese varieties in Singapore." Journal of Asian Pacific Communication 28, no. 2 (August 10, 2018): 195–225. http://dx.doi.org/10.1075/japc.00010.cav.

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Abstract This study aims to shed light on the attitudes of Chinese Singaporeans and Chinese nationals residing in Singapore to varieties of Mandarin Chinese. 64 Singaporean Chinese and Chinese national participants took matched and verbal-guise tests, evaluating recorded speakers of two varieties of Singapore Mandarin (standard and colloquial) and the variety spoken in the PRC on status and solidarity traits. These evaluations were followed by optional questionnaire items intended to probe for additional more insights into the participants’ attitudes and perceptions of one another. Both Singaporean Chinese and Chinese national participants assigned higher status to the PRC’s variety of Mandarin. Attitudes toward the two varieties of Singapore Mandarin, however, varied, with Singaporeans rating the standard variety higher than the colloquial variety on all traits and Chinese nationals favouring the colloquial variety. Interestingly, for all three varieties of Mandarin, solidarity traits were rated higher than status traits by all participants, suggesting that, in Singapore, Mandarin Chinese is now viewed more as a language of solidarity than status.

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7

Hallé, Pierre A., Yueh-Chin Chang, and Catherine T. Best. "Identification and discrimination of Mandarin Chinese tones by Mandarin Chinese vs. French listeners." Journal of Phonetics 32, no. 3 (July 2004): 395–421. http://dx.doi.org/10.1016/s0095-4470(03)00016-0.

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8

Plumb, Christopher. "On the Possibility of Mandarin Chinese as a Lingua Franca." Journal of Educational Issues 2, no. 2 (June 15, 2016): 48. http://dx.doi.org/10.5296/jei.v2i2.9458.

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<p>Recently there has been an increase in the number of students learning Mandarin Chinese (in mainland China and internationally). This increase has led to speculation that Mandarin Chinese is becoming a mainstream global language to the point of becoming a <em>lingua franca</em>. This paper utilizes research findings from different regions and focal points and argues that Mandarin Chinese could be accepted as a <em>lingua franca </em>within some contexts, but is unlikely to do so in others. It argues that Mandarin Chinese is generally accepted as the <em>lingua franca</em> of China and a possible <em>lingua franca</em> within the East Asian region, while unlikely to become a <em>lingua franca</em> globally. The paper compares a number of different reasons for studying Mandarin Chinese by different stakeholders (i.e. governments, school boards, individual students) as well as comparative numbers of language learners. This paper also examines if Mandarin is the dominant and undisputed form of global Chinese. It concludes by demonstrating that there is a greater need for further research into Mandarin Chinese as a <em>lingua franca</em>.</p>

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9

Wong, Kevin Zi-Hao, and Ying-Ying Tan. "Mandarinization and the construction of Chinese ethnicity in Singapore." Chinese Language and Discourse 8, no. 1 (September 21, 2017): 18–50. http://dx.doi.org/10.1075/cld.8.1.02won.

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Abstract This paper examines the process of Mandarinization in Singapore, and the effects of this process on the construction of Chinese ethnicity in Singapore. It does this through an analysis of official government speeches, followed by a questionnaire study examining the beliefs and attitudes of Chinese Singaporeans toward three varieties of Mandarin-Chinese, as well as Chinese “dialects” and English. The discourse analysis reveals an underlying assertion of a primordial relationship between Mandarin-Chinese and Chinese ethnicity. This, however, is not reflected in the beliefs of Chinese Singaporeans, who value Mandarin-Chinese for mainly instrumental reasons, and associated with a foreign standard. Chinese ethnicity in Singapore is instead constructed through a combination of Mandarin-Chinese, “dialects” and English. Ultimately, such a discrepancy results from Mandrinization’s dependence on an oversimplified understanding of language and ethnicity in Singapore.

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10

Field, Kenneth L., and Xiao-Nan Susan Shen. "The Prosody of Mandarin Chinese." Language 67, no. 3 (September 1991): 662. http://dx.doi.org/10.2307/415064.

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11

Xiong, Xiuzhen, and Lihong Quan. "Other-repetitions in Mandarin Chinese." East Asian Pragmatics 4, no. 2 (November 12, 2019): 217–38. http://dx.doi.org/10.1558/eap.37068.

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It is generally acknowledged that other-repetitions have various functions in daily conversation. However, no research has yet been done to explore the relationship between their functions and responses. This study sets out to bridge this gap by investigating the functions of other-repetitions in Mandarin Chinese conversations as well as the relationships between the functions and the responses. Adopting the method of conversation analysis, the study shows that other-repetitions may be accomplished by no response, minimal response, and expanded response, which are highly related with the functions that other-repetitions fulfil. Specifically, (i) for other-repetitions serving as reactive tokens to show listenership, alignment, and registering of receipt, no response is needed; (ii) for other-repetitions indicating recipients’ understanding of the previous utterance, a further confirmation or minimal response is generally needed; and (iii) for other-repetitions with a rising intonation or particular stress of certain words indicating recipients’ failure in understanding what is uttered, they will be accomplished by expanded responses.

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12

Qu, Yanfeng. "Locative Inversion in Mandarin Chinese." Canadian Journal of Linguistics/Revue canadienne de linguistique 38, no. 3 (September 1993): 305–30. http://dx.doi.org/10.1017/s0008413100022520.

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Locative inversion is a common linguistic phenomenon that has been studied by linguists of various theoretical backgrounds (see, among others, Bresnan 1990, Demuth 1990, Hoekstra and Mulder 1990, and Rochemont and Culicover 1990). This paper is an attempt to analyse such a phenomenon in Mandarin Chinese within the framework of Government and Binding (GB) Theory. Its purpose is twofold: to investigate the syntactic properties of this particular construction, and to illustrate the relevance of Lexical Conceptual Structure (LCS) to syntactic analyses within the GB paradigm.

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13

Ming-Hao Jin. "Locative Inversion in Mandarin Chinese." Linguistic Association of Korea Journal 23, no. 4 (December 2015): 27–43. http://dx.doi.org/10.24303/lakdoi.2015.23.4.27.

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14

이범열. "Focus Expressions in Mandarin Chinese." Journal of Chinese Language and Literature ll, no. 55 (June 2010): 317–45. http://dx.doi.org/10.15792/clsyn..55.201006.317.

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15

Lee, Ok Joo. "Tonal Distribution in Mandarin Chinese." Korea Journal of Chinese Language and Literature 74 (December 31, 2018): 145–68. http://dx.doi.org/10.46612/kjcll.2018.12.74.145.

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16

Kabagema-Bilan, Elena, Beatriz López-Jiménez, and Hubert Truckenbrodt. "Multiple focus in Mandarin Chinese." Lingua 121, no. 13 (October 2011): 1890–905. http://dx.doi.org/10.1016/j.lingua.2011.02.005.

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17

Chan, Marjorie K. M. "The Prosody of Mandarin Chinese." Journal of Phonetics 21, no. 3 (July 1993): 343–47. http://dx.doi.org/10.1016/s0095-4470(19)31344-0.

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18

Wei, Ting-Chi. "Fragment answers in Mandarin Chinese." International Journal of Chinese Linguistics 3, no. 1 (June 7, 2016): 100–131. http://dx.doi.org/10.1075/ijchl.3.1.04wei.

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The derivational differences of the fragment answers in Mandarin Chinese lie in whether a fragment moves or not. Under the movement and ellipsis analysis (Merchant 2004), fragment answer to wh-question moves to SpecFocP, followed by TP ellipsis. In contrast, fragment answer to yes-no question or for correction is a base-generated structure, [pro copula fragment]. The analysis is supported not only by the existence of the copular verb and the fragment answers to questions involving the passive constructions and preposition stranding but also by cross-linguistic evidence.

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19

Chen, Yiya. "Accentual lengthening in Mandarin Chinese." Journal of the Acoustical Society of America 108, no. 5 (November 2000): 2467. http://dx.doi.org/10.1121/1.4743093.

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20

Kim, Ji-yung. ""Intermediate Scope" in (Mandarin) Chinese." Semantics and Linguistic Theory 13 (August 18, 2003): 162. http://dx.doi.org/10.3765/salt.v13i0.2885.

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21

Chen, I.-Hsuan, Qingqing Zhao, Yunfei Long, Qin Lu, and Chu-Ren Huang. "Mandarin Chinese modality exclusivity norms." PLOS ONE 14, no. 2 (February 20, 2019): e0211336. http://dx.doi.org/10.1371/journal.pone.0211336.

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22

Li, Yen-Hui Audrey. "Indefinite Wh in Mandarin Chinese." Journal of East Asian Linguistics 1, no. 2 (May 1992): 125–55. http://dx.doi.org/10.1007/bf00130234.

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23

Lin-Shan Lee. "Voice dictation of Mandarin Chinese." IEEE Signal Processing Magazine 14, no. 4 (July 1997): 63–101. http://dx.doi.org/10.1109/79.595570.

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24

Wei, Ting-Chi. "Fragment questions in Mandarin Chinese." Language and Linguistics / 語言暨語言學 19, no. 2 (March 15, 2018): 266–305. http://dx.doi.org/10.1075/lali.00010.wei.

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Abstract This paper argues that fragment question (FQ) in Mandarin Chinese is derived from topic movement and TP deletion, contributing to the growing body of evidence that sentence fragments are syntactically full clauses (Merchant 2004). Structurally, an FQ consists of a topic-like constituent followed by a particle ne, which functions as a topic marker and as a constituent question particle simultaneously. The fragment is argued to move to the SpecTopP rather than SpecFocP (Wei 2013), because FQ exhibits topic properties and respects island effects such as the complex NP island and the adjunct island. However, it is insensitive to islands such as the sentential subject island and left branch condition. We propose that the absence of island effect can be attributed to the pied-piping of the entire topic-like island to the SpecTopP. In addition, the proposed analysis not only captures the ineligible FQs caused by intervention effect within the passive structures but also the eligible FQs induced by preposition drop in the language.

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25

Lin, Tzong-Hong Jonah. "Tense in Mandarin Chinese Sentences." Syntax 18, no. 3 (July 14, 2015): 320–42. http://dx.doi.org/10.1111/synt.12032.

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26

Ernst, Thomas, and Chengchi Wang. "Object preposing in Mandarin Chinese." Journal of East Asian Linguistics 4, no. 3 (July 1995): 235–60. http://dx.doi.org/10.1007/bf01731510.

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27

Zhang, Hong. "Numeral classifiers in Mandarin Chinese." Journal of East Asian Linguistics 16, no. 1 (January 11, 2007): 43–59. http://dx.doi.org/10.1007/s10831-006-9006-9.

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28

Cheng, Lisa Lai-Shen, and Luis Vicente. "Verb doubling in Mandarin Chinese." Journal of East Asian Linguistics 22, no. 1 (August 21, 2012): 1–37. http://dx.doi.org/10.1007/s10831-012-9095-6.

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29

LIU, YA-CHUN. "The Language of a Faithful Translator: On Canonising the Mandarin Union Version and Translating The Shack, a Contemporary Bestseller." Journal of the Royal Asiatic Society 30, no. 1 (June 27, 2019): 135–46. http://dx.doi.org/10.1017/s1356186319000166.

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AbstractThis article explores the continuing linguistic impact of the Mandarin Union Version by investigating and contrasting two Chinese translations of William Paul Young's global bestseller The Shack (2007): the Traditional Chinese version Xiaowu (《小屋》, 2009) and the Simplified Chinese version Pengwu (《棚屋》, 2010). Ever since its publication, the Mandarin Union Version has served as the predominant Bible within Mandarin-speaking Protestant communities across the world. This has brought about the standardisation of terminology in Chinese Protestantism. The Shack, though widely marked as a Christian novel, is also known for its unconventional fictional representations of Christianity that some Christians think depart from orthodoxy. Both Xiaowu and Pengwu were published by non-Christian publishing houses for a general readership. However, Xiaowu, translated by a Christian, exhibits a significant number of phrases that specifically belong to Chinese Christian terminology shaped by the Mandarin Union Version. Pengwu is a contrast in this regard. By comparing extracts from these two Chinese versions, this article highlights how far the Mandarin Union Version has contributed to the formation of the linguistic repertoire of Mandarin-speaking Christian translators as well as linguistic norms for translated Christian-themed texts into Chinese.

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Hallé, Pierre A., Catherine T. Best, and Yueh‐Chin Chang. "Perception of Mandarin Chinese tones by Mandarin versus French listeners." Journal of the Acoustical Society of America 112, no. 5 (November 2002): 2357. http://dx.doi.org/10.1121/1.4779549.

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31

Lai, Yi-hsiu. "Asymmetry in Mandarin affricate perception by learners of Mandarin Chinese." Language and Cognitive Processes 24, no. 7-8 (September 2009): 1265–85. http://dx.doi.org/10.1080/01690960802113850.

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32

Jin,, Li. "When in China, do as the Chinese do? Learning compliment responding in a study abroad program." Chinese as a Second Language Research 1, no. 2 (November 13, 2012): 211–40. http://dx.doi.org/10.1515/caslar-2012-0013.

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AbstractRecent years have witnessed an increasing number of English-speaking students studying abroad in China. Whether these students can learn and reflect in their behaviors certain uniquely Chinese-style speech acts during their sojourn in China merits investigation. This paper reports on a case study investigating what and how four American university-level students developed knowledge and skills of compliment responding in Mandarin Chinese when they were participating in an 8-week intensive summer language program in Shanghai. Among the four participants, two were from a 2nd-year Mandarin Chinese class and two from a 3rd-year class. The qualitative data were collected from one pre-study questionnaire, weekly semi-structured interviews (a total of 6 for each participant), participants' weekly reflective blogs, and the researcher's observation of participants' social interaction with native speakers of Mandarin Chinese. The results showed that despite their similar academic, linguistic, and cultural background, each participant experienced a heterogeneous and dynamic developmental process and developed different awareness and skills of compliment responding in Mandarin Chinese throughout the study abroad program. The researcher discussed how each participant's agency and individual social interaction with native speakers of Mandarin Chinese as well as local Chinese residents' socialization efforts during the study abroad program intertwiningly shaped what and how the participants learned about Mandarin Chinese compliment responding strategies.

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Han, Jing. "Exploring the Aspectual Constraints on the BA Resultative in Mandarin Chinese." International Journal of Languages, Literature and Linguistics 2, no. 2 (June 2016): 50–54. http://dx.doi.org/10.18178/ijlll.2016.2.2.66.

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Muyassaroh, Lukluk Ul, Aiga Ventivani, Octi Rejeki Mardasari, and Karina Fefi Laksana Sakti. "PELATIHAN PENERAPAN汉语媒体（HANYU MEITI）BAGI GURU-GURU BAHASA MANDARIN SE-MALANG RAYA." SELAPARANG Jurnal Pengabdian Masyarakat Berkemajuan 4, no. 2 (April 7, 2021): 302. http://dx.doi.org/10.31764/jpmb.v4i2.3314.

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ABSTRAKPenggunaan media dalam pengajaran bahasa Mandarin oleh guru-guru SMA di kota Malang sangat terbatas, terlebih lagi pada pembahasan materi yang sulit seperti pelafalan, intonasi dan ejaan; tata bahasa dan aksara Mandarin (hanzi). Dari hasil observasi ditemukan bahwa penerapan media pembelajaran dalam pengajaran bahasa mandarin dapat meningkatkan minat belajar siswa sehingga mempengaruhi tingkat pemahaman siswa terhadap materi yang diajarkan. Oleh karena itu, diperlukannya pemahaman guru dalam menerapkan media pembelajaran bahasa Mandarin di kelas. Kegiatan pelatihan ini bersama dengan mitra MGMP Bahasa Mandarin Se- Malang Raya dengan tujuan untuk membantu guru dalam mengajarkan bahasa Mandarin kepada siswa melalui 汉语媒体（Hanyu Meiti). 汉语媒体（Hanyu Meiti) adalah media pembelajaran yang memaparkan materi bahasa Mandarin dengan jelas dan lengkap, serta juga sebagai alat bantu guru bahasa Mandarin dalam proses belajar mengajar. Metode pelaksanaan terdiri dari pengarahan dan pelaksanaan kegiatan pelatihan. Adapun rincian kegiatan berupa (1) Memperkenalkan fungsi dan manfaat 汉语媒体（Hanyu Meiti) dalam pengajaran bahasa Mandarin; (2) Memperkenalkan langkah penggunaan汉语媒体（Hanyu Meiti）; (3) Mendemonstrasikan penggunaan汉语媒体（Hanyu Meiti) (4) Guru mempratekkan secara langsung. Hasil dari kegiatan didapatkan bahwa terlihat sekali antusias para guru dalam mengikuti pelatihan yang dilaksanakan, terbukti dari para guru mengajukan beberapa pertanyaan serta merespon pemateri selama kegiatan pelatihan. Sehingga dapat disimpulkan bahwa pelatihan bahasa Mandarin penting dilakukan untuk mengatasi kendala keterbatasan media pembelajaran bahasa Mandarin dan juga dapat menambah referensi media pembelajaran bahasa Mandarin bagi guru. Kata kunci: bahasa mandarin; media pembelajaran; guru SMA; pelatihan. ABSTRACTThe use of media in teaching Chinese by high school teachers in Malang is very limited, especially in discussing difficult materials such as pronunciation, intonation and spelling; grammar and Chinese characters (hanzi). From the observations it was found that the application of instructional media in teaching Chinese can increase student interest in learning so that it affects the level of student understanding of the material being taught. Therefore, it is necessary to have an understanding of teachers in implementing Chinese learning media in the classroom. This training activity together with Chinese MGMP partners throughout Malang Raya with the aim of assisting teachers in teaching Chinese to students through 汉语媒体（Hanyu Meiti）.汉语媒体（Hanyu Meiti） is a learning media that describes Chinese material clearly and completely, as well as a tool for Chinese teachers in the teaching and learning process. The implementation method consists of directing and implementing training activities. The details of the activities are (1) Introducing the functions and benefits of 汉语媒体（Hanyu Meiti）in teaching Chinese; (2) Introducing the usage steps of 汉语媒体（Hanyu Meiti）; (3) Demonstrating the use of 汉语媒体（Hanyu Meiti） (4) Teacher practicing directly. The results of the activity showed that the teachers were very enthusiastic in participating in the training carried out, as evidenced by the teachers asking several questions and responding to the speakers during the training activities. So it can be concluded that Mandarin language training is important to do to overcome the constraints of the limitations of Mandarin learning media and can also add references to Mandarin learning media for teachers. Keywords: chinese language; learning media; senior high school teacher; training.

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Imelda. "Efektivitas Pembelajaran dengan Menggunakan Model Kamus Kata Penggolong Bahasa Mandarin Berbasis Nomina Alfabetis dalam Bahasa Indonesia." Jurnal Onoma: Pendidikan, Bahasa, dan Sastra 7, no. 1 (May 20, 2021): 233–41. http://dx.doi.org/10.30605/onoma.v7i1.624.

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Since the annulment of Presidential Instruction No. 14/1967, which prohibits the celebration of Chinese New Year and Chinese culture in Indonesia, there has been a gradual increase in Indonesian interest in Chinese culture, including learning Mandarin. And with the increasingly tight trade relations between China and Indonesia, the need for human resources who can communicate well, especially oral communication, increases. Mandarin learners in Indonesia are not limited to those who came from Chinese ethnic, but also come from non-Chinese ethnicities. The need for literacy materials for learning Mandarin is getting higher, this is needed to help the process of learning Mandarin language. This research used quantitative research methods with questionnaire data collection techniques. Respondents of this study were undergraduate students of Chinese Literature at Maranatha Christian University Bandung, class of 2019/2020. This study aims to determine the effectiveness of learning Chinese noun classifier words by using a Chinese noun classifier dictionary model based on alphabetical nouns in Indonesian.

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36

Goh, Ying Soon, Chai Chuen Lee, and Kea Leng Ngo. "Public speaking to enhance oral Mandarin proficiency." Social and Management Research Journal 11, no. 1 (June 2, 2014): 49. http://dx.doi.org/10.24191/smrj.v11i1.5232.

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This paper aims to shed some light on the use of Speaking Contest as an Activity to support the learning of Mandarin among non-native Chinese learners. Speaking Contest as an Activity can be a useful tool to motivate the learning of Mandarin among learners. This study was carried out during a Mandarin speaking competition held at UiTM (Perlis). A self-developed questionnaire was distributed to gain understanding and the views of the participants on the use of Mandarin in the speaking contest as an activity to support the learning of a Chinese language among the non-native Chinese learners. Descriptive and inferential statistics were used to analyze the data. The findings revealed that students agreed that Mandarin speaking competition as an activity was useful to enhance their learning. Thus, activities such as Mandarin speaking contest can be used as creative practices in particular when teaching Mandarin as a foreign language and also for other foreign languages.

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Li, Qian, Yiya Chen, and Ziyu Xiong. "Tianjin Mandarin." Journal of the International Phonetic Association 49, no. 1 (July 12, 2017): 109–28. http://dx.doi.org/10.1017/s0025100317000287.

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Tianjin Mandarin is a member of the northern Mandarin Chinese family (ISO 693-3: [cmn]). It is spoken in the urban areas of the Tianjin Municipality (CN-12) in the People's Republic of China, which is about 120 kilometers to the southeast of Beijing. Existing studies on Tianjin Mandarin have focused mainly on its tonal aspects, especially its intriguing tone sandhi system, with few studies examining the segmental aspects (on tone, see e.g. Li & Liu 1985, Shi 1986, Liu 1993, Lu 1997, Wang & Jiang 1997, Chen 2000, Liu & Gao 2003, Ma 2005, Ma & Jia 2006, Zhang & Liu 2011, Li & Chen 2016; on segmental aspects, see e.g. Han 1993a, b; Wee, Yan & Chen 2005). As also noted in Wee et al. (2005), this is probably due to the similarity in segmental structures between Tianjin Mandarin and Standard Chinese, especially among speakers of the younger generation, and what differentiates the two Mandarin varieties is most notably their tonal systems. The aim of the present description is therefore to provide a systematic phonetic description of both segmental and tonal aspects of Tianjin Mandarin, with main focus on the tonal aspects.

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Rickard Liow, Susan J., and Kenneth K. L. Poon. "Phonological awareness in multilingual Chinese children." Applied Psycholinguistics 19, no. 3 (July 1998): 339–62. http://dx.doi.org/10.1017/s0142716400010213.

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ABSTRACTPhonological awareness has been shown to be important for early literacy development in unilingual readers of English. We investigated its impact in English and Mandarin for 57 multilingual pupils whose language backgrounds were English, Chinese (Mandarin/dialect), or Bahasa Indonesia, using a homophone decision task, an English lexicality spelling test, and a Hanyu Pinyin (romanised Mandarin) spelling test. All three groups of pupils were studying English and Mandarin in the same school, and so, somewhat unusually, the influence of their language background (especially script exposure) could be seen in the absence of differences in teaching strategies. In English, the results showed that a relationship between script exposure and phonological awareness develops in line with the orthographic depth hypothesis (Frost, Katz, & Bentin, 1987). The Bahasa Indonesia group exhibited the highest levels of alphabetic phonological awareness, followed by the English group and then the Chinese group. In Mandarin, the pupils' performance on the Hanyu Pinyin spelling test suggested that tonal phonological awareness is relatively independent of alphabetic phonological awareness. It seems that language background can influence the nature and development of phonological awareness, and that this in turn may affect children's strategies for the subsequent acquisition of a second (or third) written language.

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Gao, Jingyi, and Urmas Sutrop. "The basic color terms of Mandarin Chinese." Studies in Language 38, no. 2 (August 8, 2014): 335–59. http://dx.doi.org/10.1075/sl.38.2.03gao.

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In this paper the theory of the evolution of basic color terms introduced by Berlin & Kay is applied to Mandarin Chinese. The data was collected using the fieldwork methods, color list and color-naming tasks. The rainbow order of colors does not affect the list task results. The results, i.e. basic color terms, are calculated according to the procedure in Davies & Corbett. There are nine basic color terms in Mandarin. Ranked according to the cognitive salience criterion they are the following: hóng ‘red’, huáng ‘yellow’, lu ‘green’, lán ‘blue’, hēi ‘black’, bái ‘white’, zǐ ‘purple’, fěn ‘pink’, and huī ‘gray’. Of the fully developed set of BCTs only the terms for ‘brown’ and ‘orange’ are absent. There are no real gender differences for the BCTs. Mandarin is a Stage VII basic color vocabulary language. The absence of the Stage VI term for ‘brown’ is explained using the wild-card theory. As a result Mandarin is not a counter-example to the theory of basic color terms. We suggest that the term chéng ‘orange’ is the next candidate for basic status in Mandarin. There are two competing terms for basic ‘brown’ zōng and hè. If one competing term for ‘brown’ (with high probability the term zōng) becomes basic, Mandarin Chinese will have a full set (eleven) of basic color terms.

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Jin, Jing. "The partitive construction in Mandarin Chinese." International Journal of Chinese Linguistics 2, no. 1 (July 10, 2015): 85–120. http://dx.doi.org/10.1075/ijchl.2.1.04jin.

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This paper investigates the semantic and syntactic properties of [N(oun)+de+Q(uantifier)] in Mandarin Chinese. Based on a comparison with the quantitive construction [Q+N], the paper advocates that [N+de+Q] is the Chinese partitive construction. Adopting a clausal approach to the syntactic derivation of partitives, it is hypothesized that Chinese partitives are formed via applying Predicate Inversion to a small clause that features a BELONG-type possession relationship. The difference between Chinese partitives and English-type partitives in terms of the surface word order is a result of a parametric variation with respect to whether the remnant of Predication Inversion undergoes further raising or not.

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Ying, Yi, Muhammad Nanang Suprayogi, and Evi Afifah Hurriyati. "Motivasi Belajar Bahasa Mandarin sebagai Bahasa Kedua." Humaniora 4, no. 2 (October 31, 2013): 1345. http://dx.doi.org/10.21512/humaniora.v4i2.3579.

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The goals of article was to explore students’ main motivation in learning Mandarin as second language acquisition and the difference motivation between Chinese-descending and non-chinese students. There were 276 respondents chosen by purposive sampling from three universities. They were students from Mandarin Department of Bina Nusantara University, Jakarta, Darma Persada University, Jakarta, and North Sumatera University, Medan. A cooperation on deciding research instruments was collaborated with Faculty of Tionghoa Language and Literature of Huaqiau University, China. Descriptive analysis was done to explore students’ main motivation in learning Mandarin, continued by different tests to know the different motivation between native and descending students. Research results indicated that the motivation in learning language is low; there is no significant difference between integrative and instrumental motivation. Also, there was no motivation significant different between chinese-descending dan non-chinese students in learning Mandarin. Lecturers should develop their methods of teaching to develop students’ learning motivation in learning Mandarin.

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Zhou,, Hong-hui. "A study of situation-bound utterances in Modern Chinese." Chinese as a Second Language Research 1, no. 1 (July 19, 2012): 55–86. http://dx.doi.org/10.1515/caslar-2012-0004.

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AbstractSituation-Bound Utterances (SBUs), as a typical kind of idiomatic expression, have been well studied mainly in English, but to date have been little studied in Mandarin. What are the unique characteristics of Mandarin SBUs? What lies behind this uniqueness? To answer these questions requires uncovering the psychological reality of SBUs among Mandarin speakers and filtering out samples based on a clear definition. In this study, the socio-cognitive approach is taken. This approach synthesizes the advantages of a pragmatic and cognitive view of language communication in which concept and lexicon are viewed as two inter-related but mutually independent entities. SBUs act as an appropriate tangent point to illustrate the relationship between concepts and linguistic forms. Under such a perspective, the study of Mandarin SBUs in this paper will reinforce and complement the cognition of this unique linguistic phenomenon. This paper first defines SBUs according to certain maxims and then demonstrates various kinds of idiomatic expressions in Mandarin and clarifies the relationships among these expressions and SBUs. Thirty samples are filtered out through three approaches: individual reflection, collective contribution and reference consulting. The paper then sets three tests to confirm and reconfirm the selected thirty quasi-SBUs. Finally, following a discussion of Mandarin SBUs vis-à-vis linguistic form, language policy and social-cultural factors, conclusions are posited as to why Mandarin SBUs are somewhat different from their English counterparts.

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Shen, Zhongwei. "The Phonological Characteristics of Northern Chinese of the Jin Dynasty." Bulletin of Chinese Linguistics 6, no. 2 (January 24, 2012): 95–120. http://dx.doi.org/10.1163/2405478x-90000102.

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This article analyzes the phonological characteristics of modern northern Mandarin that can be retrieved from Chinese loanwords written in the Jurchen script. The Jurchen materials used are basically the steles of the Jin dynasty. In the analyses an internal contrastive method is used to determine phonological categories to avoid circular arguments in dealing with the transcriptions between two unknown languages. The results of our analyses demonstrate that the limited Chinese loanwords in the Jurchen language actually contain critical information about the Chinese phonology of the Jin dynasty (1115-1234). The analyses of ten phonological characteristics show that Jin Chinese is clearly related to modern northern Mandarin as represented by the Beijing dialect. The phonological characteristics of Jin Chinese provide an important piece of information about the history of Mandarin before the Zhongyuan Yinyun 中原音韻 of 1324, which is commonly perceived as the earliest evidence of Mandarin phonology.

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Peng, Chun-Yi. "Mediatized Taiwan Mandarin." Chinese Language and Discourse 9, no. 2 (December 13, 2018): 162–83. http://dx.doi.org/10.1075/cld.17008.pen.

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Abstract This study examines the changing perceptions of Taiwan Mandarin (TM) among Chinese mainlanders and how televised media contribute to the formation of language ideology. This study shows that televised media play a role in reinforcing the socio-semiotic link between ideologies and linguistic practice. TM is traditionally associated with chic, urban television celebrities and young cosmopolitan types. However, the results of an online survey measuring language attitudes towards televised TM among young mainlanders indicate that the social prestige of TM may be waning for this demographic. TM is now perceived by many millennials on the mainland as gentle, pretentious and emasculated. The changing attitude among millennials on the Chinese mainland towards TM can be ascribed in part to (1) social and economic changes on the mainland and (2) the way TM is stylized in televised media.

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Yang, Chunsheng. "Acquiring the pitch patterns of L2 Mandarin Chinese." Chinese as a Second Language Research 2, no. 2 (October 25, 2013): 221–42. http://dx.doi.org/10.1515/caslar-2013-0031.

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AbstractThis study examines the acquisition of utterance-level pitch patterns in Mandarin Chinese by American second language (L2) learners. It is an exploratory study with the goal of identifying the utterance-level prosody in L2 Mandarin Chinese. The focus of this study is not on the pitch patterns of individual learners but those of subject groups. The analysis shows that the pitch patterns between two syntactic structures for the same tone sequence vary with the tone sequence and the subject group. The biggest difference between first language (L1) and L2 Mandarin Chinese lies in the frequency of target undershoot in L2 speech. The infrequent tone target undershoot in L2 speech, especially among the intermediate learners, was attributed to the incomplete acquisition of L2 prosody. It was argued that the infrequent tone target undershoot may render L2 speech more staccato or robot-like, which contributes to the perception of a foreign accent in L2 Mandarin Chinese.

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Luo, Han. "Chinese Language Learning Anxiety: A Study of Heritage Learners." Heritage Language Journal 12, no. 1 (April 30, 2015): 22–47. http://dx.doi.org/10.46538/hlj.12.1.2.

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This study examines Chinese language learning anxiety and its associated factors among heritage learners. Heritage learners are those who have at least one parent whose native language is a variety of Chinese. They form three sub-groups: heritage learners without a Chinese language background, heritage learners with a background in Mandarin, and heritage learners with a nonMandarin variety background. Chinese heritage learners were found to experience lower levels of anxiety compared to foreign language learners in previous studies and to be more anxious about reading and writing than about speaking and listening. The three sub-groups of Chinese heritage learners’ anxiety experiences in Chinese classes were different. Heritage learners without a Chinese language background were the most anxious, followed by heritage learners with a non-Mandarin variety background, with the Mandarin group being the least anxious. The Mandarin group was significantly less anxious about speaking and listening than the other two groups. The three sub-groups’ anxiety experiences associated with reading and writing tended to be more similar. Correlation and multiple regression results showed that motivation, perceived difficulty level of Chinese, perceived language learning ability, and self-perceived achievement in Chinese classes were significant predictors of anxiety.

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Huang, Shu-Yu. "Mandarin telephone closings among familiars." Applied Pragmatics 2, no. 2 (August 17, 2020): 199–226. http://dx.doi.org/10.1075/ap.19017.hua.

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Abstract This study compared Mandarin phone closings among familiars in natural conversations with those in Chinese learning textbooks. The natural data was drawn from the CALLFRIEND Mandarin Chinese Corpus (Canavan & Zipperlen, 1996a, 1996b), while the textbook dialogues were extracted from 20 series published in the United States, China, and Taiwan. Based on Button’s (1987) framework, this article adopted corpus-based research to analyze the structural pattern and the linguistic features of closings. It found that Chinese phone closings generally consisted of much repetition and thus were more complex than the archetype Button proposed, which suggests that reaching a mutual agreement is essential in Chinese telephone closings. The pattern of a closing depends on whether the caller is calling to catch up with the recipient or if they have a specific purpose. Common tokens for initiating closings such as jiu zheyang, hao, and xing and relation-enhancing expressions were also identified. However, the current research revealed that most textbook dialogues except for unscripted dialogues do not reflect these characteristics. Therefore, this study argues for the inclusion of unscripted dialogues and instructions that direct learners’ attention to the conversational management of phone closings in Chinese learning textbooks.

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Wang, Xin, Shiwen Feng, Tongquan Zhou, Renyu Wang, Guowei Wu, Fengshan Ni, and Yiming Yang. "Brain Regions Involved in Underlying Syntactic Processing of Mandarin Chinese Intransitive Verbs: An fMRI Study." Brain Sciences 11, no. 8 (July 24, 2021): 983. http://dx.doi.org/10.3390/brainsci11080983.

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According to the Unaccusative Hypothesis, intransitive verbs are divided into unaccusative and unergative ones based on the distinction of their syntactic properties, which has been proved by previous theoretical and empirical evidence. However, debate has been raised regarding whether intransitive verbs in Mandarin Chinese can be split into unaccusative and unergative ones syntactically. To analyze this theoretical controversy, the present study employed functional magnetic resonance imaging to compare the neural processing of deep unaccusative, unergative sentences, and passive sentences (derived structures undergoing a syntactic movement) in Mandarin Chinese. The results revealed no significant difference in the neural processing of deep unaccusative and unergative sentences, and the comparisons between passive sentences and the other sentence types revealed activation in the left superior temporal gyrus (LSTG) and the left middle frontal gyrus (LMFG). These findings indicate that the syntactic processing of unaccusative and unergative verbs in Mandarin Chinese is highly similar but different from that of passive verbs, which suggests that deep unaccusative and unergative sentences in Mandarin Chinese are both base-generated structures and that there is no syntactic distinction between unaccusative and unergative verbs in Mandarin Chinese.

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McCawley, James D., and Audrey Yen-Hui Li. "Order and Constituency in Mandarin Chinese." Language 68, no. 3 (September 1992): 596. http://dx.doi.org/10.2307/415795.

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Shuxiang You. "VP-neg Questions in Mandarin Chinese." Language Facts and Perspectives 43, no. ll (February 2018): 151–77. http://dx.doi.org/10.20988/lfp.2018.43..151.

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