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Relevant bibliographies by topics / Social aspects of Chinese language

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Academic literature on the topic 'Social aspects of Chinese language'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 March 2023

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Journal articles on the topic "Social aspects of Chinese language"

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Akhmetbek, G., and A. Kumashkyzy. "STUDY OF THE PRAGMATICS OF CHINESE INTERNET LANGUAGE AND SLANG IN SOCIAL NETWORKS." Bulletin of the Korkyt Ata Kyzylorda University 58, no. 3 (2021): 160–68. http://dx.doi.org/10.52081/bkaku.2021.v58.i3.083.

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The Internet provides a space for network users to communicate freely. The desire of network users to express their thoughts, imagination and self-knowledge is reflected in the slang on the Internet and social networks. The language of the Internet appeared as a product of the network, formed its own characteristics in the process of use and acquired its own pragmatic function. These qualities have made it an important tool of modern communication and a cultural carrier.The pragmatic approach to the recipient of information is an important function of any language communication. Although the root of Chinese Internet slang comes from Chinese, it gives a completely different meaning and character as a network language than literal, which requires a pragmatic study to understand. From the point of view of the speaker and the listener, people's speech actions are considered as social behavior governed by various social conditions. It is aimed at explaining that the use of special words in a particular environment can determine the meaning of the text, affect all aspects, and thus determine the pragmatic rules. Before using a slang word, any network user should pay attention to its meaning, as it can also have a negative connotation.

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Duff, Patricia A., Tim Anderson, Liam Doherty, and Rachel Wang. "Representations of Chinese Language Learning in Contemporary English-language News Media: Hope, Hype, and Fear." Global Chinese 1, no. 1 (April 1, 2015): 139–68. http://dx.doi.org/10.1515/glochi-2015-1006.

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Abstract The growing body of research on Chinese as an international (or “global”) language examines linguistic, psycholinguistic, social-psychological, and orthographic aspects of acquisition primarily. There has been relatively little critical discussion or analysis of the larger social context and discourses in which Chinese language education is embedded. However, recently sociocultural, discursive, and critical aspects of the teaching, learning, and use of Chinese as an additional language have begun to receive more attention. This study analyzes circulating discourses, ideologies, and tropes related to Chinese in news media, as one means by which information and perspectives are spread by media and by which public attitudes and policy decisions are (recursively) shaped or reproduced. To this end, a large sample of English-medium news reports of Chinese language education in three Anglophone countries was created and analyzed for the years 2004 to 2012. The findings revealed that reports dealing with Chinese education tended to fall into one of several major tropes, which we have roughly classified as “hope,” “hype,” and “fear,” distinctions that parallel existing models of cyclical or amplified media coverage of innovations or otherwise newsworthy events. The sociopolitically and socioeconomically motivated occurrence of these tropes in the media, combined with the novelty of the Chinese language itself, a historically less frequently taught language in comparison with various European languages, constituted a consistent and recurring narrative. Thus, the shifting representations of Chinese learning in the media tended to appear as corollaries or “side stories” servicing the needs of larger geopolitical events and perceived or desired changes in public sentiment. These trends and their significance are illustrated and discussed in relation to Global Chinese.

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Chen, Xuesong. "Comparative features of Russian and Chinese paremiological texts in linguistic and cultural aspects." Litera, no. 6 (June 2022): 217–26. http://dx.doi.org/10.25136/2409-8698.2022.6.38093.

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The subject of the research is the specificity of the implementation of Russian and Chinese paremiological texts in the language picture of the world (which is conditioned by the national and linguocultural peculiarities of the Russian and Chinese languages). The object of the research is Russian and Chinese paremias as a reflection of the linguocultural dominants of Russia and China. The author examines in detail the aspects of the perception of paremiological texts in Russian and Chinese in a comparative aspect. Author reveals the concept of paremiological texts as a representation of the stereotypes of national consciousness, reflecting the accumulated experience, history, features of thinking and perception of the world. Particular attention is paid to the consideration of paremias in the context of socio-historical knowledge, material and spiritual culture, thinking of the Russian and Chinese peoples. The main conclusions of the study are: definition of paremias as significant elements of the language, reflecting the national cultural code; establishing a connection between paremiological texts and cultural and behavioral attitudes, creative and cognitive activities, as well as philosophy, etc. The author's special contribution to the study of the topic is to identify the features of Russian and Chinese paremias: in particular, it is noted that Russian paremias are conditioned by their attachment to everyday life, everyday observations; Chinese – associated with philosophy, allegorical understanding of social and everyday phenomena. The scientific novelty of the study lies in the fact that for the first time in the framework of identifying the specifics of Russian and Chinese paremias in the language picture of the world, a number of little-studied concepts were considered. These concepts determine the features of the representation of national and linguocultural dominants of Russia and China.

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Cha, Si. "An Investigation of Pragmatic Failures in Communication for Chinese Beginners." BCP Business & Management 20 (June 28, 2022): 596–606. http://dx.doi.org/10.54691/bcpbm.v20i.1037.

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As Chinese language is increasingly becoming the medium for intercultural communication, Chinese norms and rules when it comes to interaction are significant aspects when learning Chinese. Little studies have examined pragmatic aspects of Chinese learning to understand some of the common failures. To bridge this gap, this study aims to understand the commonalities of pragmatic failures of Chinese beginners with English as their native language. Findings suggest that the pragmatic error rate among Chinese beginners is relatively high in the social field. Additionally, pragmatic failures in communication occur in Euphemism, Command indications and Negative implications more frequently. This means that for beginners of Chinese, pragmatics is more difficult to understand, grasp and acquire. To enable Chinese beginners to be in a position to master pragmatics in language learning, this study has identified the main sources of pragmatic failures and given several recommendations that are useful in learning Chinese language. Among pragmatic failures include the characteristics of pragmatic acquisition, cultural differences, negative pragmatic transfer, and lack of opportunities for practical training. The recommendations have been given in terms of teaching level and learning level.

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Feng, Zongxin. "Foreign Language/Literature as Human and Social Sciences in the Chinese Context." European Review 24, no. 2 (April 18, 2016): 335–46. http://dx.doi.org/10.1017/s1062798715000678.

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Globalization has accelerated international and intercultural exchange in almost all aspects of life and every discipline of study has to take a global perspective for its development. This paper discusses some current issues in China’s ‘foreign language/literature’ sector, at the tertiary level of human and social sciences, and it does so in terms of localized concepts and diverse fields of study, administrative intervention, institutional organization, professional recognition, academic dilemmas, and problems and prospects of development in view of the international context of sociocultural globalization.

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Moradi, Hamzeh, and Jianbo Chen. "Attitude-Behavior Relation and Language Use: Chinese-English Code-Switching and Code-Mixing Among Chinese Undergraduate Students." SAGE Open 12, no. 4 (October 2022): 215824402211422. http://dx.doi.org/10.1177/21582440221142287.

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The socio-psychological variables that affect bilinguals’ choices of code-switching (CS) and code-mixing (CM) as a verbal strategy make prediction of their occurrence almost impossible. This research investigates the social motivations and socio-pragmatic aspects of Chinese-English CS/CM among Chinese undergraduate students. Using a questionnaire survey and interviews, the paper investigates attitude-behavior relations by considering patterns of language use and CS/CM patterns between Chinese and English in this group. The results demonstrate that the participants’ highly positive attitudes toward English and the CS/CM process play a major role in CS/CM use in their daily interactions. Chinese-English bilingual students draw on their proficiency and knowledge of the two language systems to precisely and effectively convey their thoughts, intentions, experiences, solidarity, emphasis, and other aspects that affect interaction outcomes.

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Zhou, Lianying. "A Review of the Research on the Development and Evolution of Chinese Language in the New Era." International Journal of Social Science Studies 10, no. 4 (July 8, 2022): 75. http://dx.doi.org/10.11114/ijsss.v10i4.5632.

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The development of language is influenced by various factors including internal ones and external ones due to its social nature. With the in-depth development of globalization, the development of languages in the new era shows many new features, among which the most obvious is that they are more open and interactive. At the same time, it has also attracted much attention of the academic circles, and the theories of language development are abundant. This paper first defines language variation, and mainly combs the relevant achievements of language development research in contemporary from three aspects: language contact, grammaticalization and memetics.

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Botha, Werner. "The use of English in the social network of a student in South China." English Today 33, no. 4 (June 20, 2017): 19–29. http://dx.doi.org/10.1017/s0266078417000190.

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Many Chinese university students are bilingual or multilingual, increasingly switching between various Chinese language varieties and the English language (Bolton, 2013; Botha, 2014, Bolton & Botha, 2015). Bolton and Botha (2015) reported that undergraduate students at a national university in China used English for a range of social activities including ‘reading’, ‘Internet searches’, ‘online socialising’ and ‘socializing with friends’, among others. There is a need to investigate the extent to which these students actually use English in these contexts, especially in the productive use of the English language in their social lives. In examining such practices, the following questions are addressed in this article: (i) How is the English language used in the personal life of a student in Southern China; (ii) What are some of the functions of spoken and written English-Chinese code-mixing and switching between members of this student's social network; and (iii) What kind of social information is conveyed through the use of English in this student's social network? In order to examine the sociolinguistic reality of language use by these students, this article explores some of the social dynamics underlying the emerging use of English-Chinese code-switching and mixing within a particular social network: that of ‘Natalie’, a Chinese university student who speaks Putonghua (Mandarin, as a first language) and members within her social network, conversing within a range of modalities. This case study focuses in particular on the use of English-Chinese code-switching and mixing practices, and the extent to which these communicative practices are shaped by various social factors, ranging from the status of English as a perceived ‘international’ language, to aspects of stance and the affective quality of the relationships between members in this social network, to the intertextual nature of many of the linguistic instances to these practices.

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Liu, Donghong, and Jing Huang. "Rhetoric Construction of Chinese Expository Essays: Implications for EFL Composition Instruction." SAGE Open 11, no. 1 (January 2021): 215824402098851. http://dx.doi.org/10.1177/2158244020988518.

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Recent scholarship on Chinese students’ English expository essays tends to blur or mitigate the differences between English and Chinese writings. This alleged convergence of English and Chinese rhetorical norms gives rise to a view that rhetorical aspects in second language writing instruction and research in China should be de-emphasized. Drawing on data from full-score Chinese compositions of College Entrance Examination, this study examines how Chinese expository paragraphs are developed. Results show great disparities between English and Chinese expository writing at paragraph level such as non-English rhetorical mode, reliance on authorities, rhetorical paragraph, and figurative language in topic sentence. We argue that Chinese rhetorical strategies are likely to be transferred to English writing if English rhetoric is not taught and reinforced in college.

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YOON, Changjoon. "A Study on Chinese Shape Taking Methods Reflected on the Character Making Process: Focusing on Major Nature Gods." International Journal of Culture and History 7, no. 1 (June 19, 2020): 41. http://dx.doi.org/10.5296/ijch.v7i1.17088.

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'Letters record a language' means that letters, in specific forms, represent particular meaning and sounds differentiated from others. Because one language reflects its people's way of thinking, letters also include those thinking as a sign of that language. Especially from the very beginning, Chinese characters were devised to take the shapes that represent meaning of languages rather than the signals that indicate pronunciation, therefore the shapes of Chinese characters, especially that of the ancient pictographs, can be treated directly as very precious historical data, also can be said exactly reflect social aspects of the times.But in some cases, meaning of language did not have specific shapes that represent exact meaning, so people in Shang Dynasty have to develop the system of taking shapes that represent abstract meaning.To search for this, this research made consideration on the taking shapes system of Chinese character based on the findings through the analysis of oracle-bones letters and oracle-bone inscriptions regarding The God of Nature, especially The God of dragon, wind, rainbow, sun.

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Dissertations / Theses on the topic "Social aspects of Chinese language"

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Chan, Man-fong Mandy, and 陳敏芳. "Hong Kong's social development and language change in thelast 50 years." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45012787.

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Deng, Xudong. "Chinese and Australian conversational styles: A comparative sociolinguistic study of overlap and listener response." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1242.

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This study compares the use of overlap and listener response by Chinese and Australian speakers in their respective intracultural conversations, that is, in conversations between Chinese interlocutors in Mandarin Chinese and between Australians in Australian English. The main purpose of this study is to locate similarities and differences between these two groups of speakers in their use of the two conversational strategies. Another major theme of the thesis is to examine the role of gender in the use of overlap and listener response in conversations of the two languages. The study is based upon the theoretical premise of interactional sociolinguistics that different cultural groups may have different rules for participation and interpretation of conversation and that conflicts related to these rules are a major source of cross cultural (and cross gender) miscommunication. It is also a response to lack of evidence for this claim from languages other than English, especially from Chinese. The data for the study are from 30 dyadic conversations between friends of similar age and similar social status: 15 Chinese conversations in Mandarin Chinese and 15 Australian ones in Australian English. Both the Australian and the Chinese conversations come from 5 female-female dyads, 5 male-male dyads and 5 male-female dyads. Both the qualitative and the quantitative aspects of the use of overlap and listener response are compared. With respect to the use of overlap, the qualitative part of the study examines the various phenomena that the speakers orient to in overlap onset, the procedures they use to resolve the state of overlap, and the strategies they employ to retrieve their overlapped utterances. The quantitative part of the study then compares the use of overlap by Chinese and Australian speakers and their respective male and female participants in terms of overlap onset, resolution, and/or retrieval . In regard to the use of listener response, the qualitative part of the study looks at how passive recipiency and speakership incipiency are signalled and achieved through the use of different listener response tokens in conversations of the two languages. The quantitative part of the study compares the use of listener response by Chinese and Australian speakers and male and female participants in three aspects: the overall frequency of listener responses used, the types of listener responses favoured, and the placements of listener responses with reference to a possible completion point. The results of the comparison reveal a number of similarities and differences in the use of overlap and listener response by Chinese and Australian speakers. For the use of overlap, the similarities include: 1) Both Chinese and Australian speakers have the same set of issues to orient to in their initiation of overlap, resort to the same basic procedures in resolving the state of overlap, and use the same strategies in retrieving their overlapped utterances; 2) they use a similar number of overlaps; 3) they start their overlaps mostly at a possible completion point; 4) they tend to continue with their talk more than to drop out when an overlap occurs. Two specific differences have also been identified in the use of overlap by Chinese and Australian speakers: 1) Australians initiate a higher percentage of their overlaps at a possible completion point whereas Chinese initiate a greater proportion of their overlaps in the midst of a turn; 2) when overlap occurs, Chinese speakers drop out more to resolve the state of overlap while Australian speakers continue their talk more to get through the overlap. For the use of listener response, the similarities lie largely in the ways of orienting to an extended turn unit by Chinese and Australian recipients in a conversation. Available in conversations of both languages are the two distinctive uses of listener response, that is, to show passive recipiency or to signal speakership incipiency. The differences between the two groups of speakers in the use of listener response include: 1) Australians use more listener responses than Chinese speakers; 2) while Australians prefer to use linguistic lexical expressions such as 'yeh' and 'right' as their reaction to the primary speaker's ongoing talk, Chinese speakers favour the use of paralinguistic vocalic forms such as 'hm' and 'ah'; 3) whereas Australians place a higher percentage of their listener responses at a possible completion point than Chinese speakers, Chinese speakers place a larger proportion of their listener responses in the midst of a turn than their Australian counterparts. While the similarities between Chinese and Australian speakers in their use of overlap and listener response indicate to a great extent the sharing of similar organising principles for conversation by both languages, the differences show some culture-specific aspects of the use of these two conversational strategies by the two groups of speakers. The study found a striking parallel between the differential use of overlap and listener response by Chinese and Australian speakers and their different perceptions of rights and obligations in social life, including in social interaction. The study does not reveal consistent cross-cultural patterns with respect to the use of overlap and listener response by male and female speakers in Chinese and Australian conversations. That is, gender has not played an identical role in the use of the two conversational strategies in conversations of, the two languages. Gender differential interactional patterns are to a great extent culture-specific. This finding, together with that of within-culture and within-gender variation, cautions us against any universal claim about gender-differential use of a given conversational phenomenon, whether the claims are based on deficit, or dominance, or difference assumptions in language and gender theories.

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Curdt-Christiansen, Xiao Lan. "Understanding the patterns of language use of Chinese children in a Montreal community school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0018/MQ54221.pdf.

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Li, Mi-fong Miranda, and 李美芳. "Attitudes towards written Cantonese and mixed codes in written language in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959647.

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Tang, Yu-kwong, and 鄧宇光. "Chinese education and the prestige of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31952847.

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Feng, Fang Fang Zoe. "Language attitudes towards Guanzhong dialect, Putonghua and English between two different generations of Xi'an local residents." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953746.

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Lee, Sze-yan, and 李詩甄. "Language attitudes of Hong Kong students towards English, Cantonese and Putonghua." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31608255.

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Lee, Ya-Chi. "Promoting creative English teaching using Chinese culture for elementary schooling in Taiwan." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2952.

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To make English an interesting subject for elementary school students, teachers need to know what material attracts students, how to motivate students, and how to release students' creativity. Therefore, This project incorporates the concepts of multiple intelligences, motivation, culture and language, and development of creativity to provide a model for promoting creative English teaching in the elementary schools of Taiwan. In addition, the content of the unit, based on Chinese culture and the comparison of Chinese and American cultures, is an innovative curriculum designed to motivate students to learn English.

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Sweeney, Philip John. "Taiwanese Language Medical School Curriculum: A Case Study of Symbolic Resistance Through The Promotion of Alternative Literacy and Language Domain Norms." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/938.

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In contemporary Taiwan, Mandarin language proficiency and literacy in Han characters are not only key skills needed for success in academic institutions and employment markets, but they also carry meaning as symbolic markers of national and supranational Chinese identity. This study examines how Taiwanese-language medical studies curriculum planners are promoting alternative linguistic practices as a means of resisting the influence of Chinese nationalism in Taiwan and striving to replace it with a rival Taiwanese nationalism. I conducted research for this study during the 2010-2011 school year in Kaohsiung, Taiwan. I collected data for this study by engaging in participant observation research at Taiwanese-language curriculum-editing meetings; auditing Taiwanese-language courses at Kaohsiung Medical University; and conducting interviews with both curriculum planners and students at KMU. The role of official languages, literacy, and historical narratives are examined as symbolic components of a Chinese nationalist hegemony, which was constructed through the policies of the Kuomintang's Republic of China administration in post-war Taiwan. This study also examines the relationship between occupation, language skills, and national identification in the context of the contemporary Greater China regional economy. The curriculum planners who are the subjects of this study are employed in the field of medical care, where Taiwanese language skills are valued resources for communicating with patients from a variety of socioeconomic backgrounds. In addition, medical doctors have historically been vocal opponents of the Kuomintang administration's pro-Chinese nationalist policies. Therefore, this case study illustrates how the curriculum planners' occupations and language practices are utilized as resources in their efforts to foster Taiwanese autonomy in the Greater China region. This study also examines current limits to the effectiveness of language preservation and revitalization policies in Taiwan due to the importance of Mandarin-language literacy in the majority of high-status occupations in Greater China and to changing conceptions of the relationship between language practice and national identity. This study contributes to the fields of linguistic anthropology and Asian studies by examining relationships between nationalism, employment, language practice, and literacy in the context of Taiwan's ambiguous status as a national entity. It also analyzes ways in which language practices and literacy forms are created and modified as strategic acts to both identify people with competing nationalisms and allow them access to employment opportunities in the context of shifting administrative and economic power structures in the Greater China region.

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Mok, Ka-lai Cynthia, and 莫嘉麗. "The sociolinguistics of written Chinese in local comic booksubculture: stigmatised language varieties inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31221488.

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Books on the topic "Social aspects of Chinese language"

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Li, Wei. Three generations, two languages, one family: Language choice and language shift in a Chinese community in Britain. Clevedon: Multilingual Matters, 1994.

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Three generations, two languages, one family: Language choice and language shift in a Chinese community in Britain. Clevedon: Multilingual Matters, 1994.

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Zhan, Kaidi. The strategies of politeness in the Chinese language. Berkeley, Calif: Institute of East Asian Studies, University of California, Berkeley, 1992.

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Contemporary Chinese discourse and social practice in China. Amsterdam: John Benjamins Publishing Company, 2015.

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Shaping minds: A discourse analysis of Chinese-language community mental health literature. Philadelphia: John Benjamins, 2008.

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Manjun, Sun, ed. Yu yan gui fan yu yu yan ying yong tan suo. Nanjing Shi: Nanjing da xue chu ban she, 2008.

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Manjun, Sun, ed. Yu yan gui fan yu yu yan ying yong tan suo. Nanjing Shi: Nanjing da xue chu ban she, 2008.

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Koh, Ernest. Singapore stories: Language, class, and the Chinese of Singapore, 1945-2000. Amherst, NY: Cambria Press, 2010.

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Singapore stories: Language, class, and the Chinese of Singapore, 1945-2000. Amherst, NY: Cambria Press, 2010.

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Cui, Xiaofei. "Qi lu deng" yu yan yan jiu: Ji yu she hui yu yan xue de shi jiao. Beijing: Guang ming ri bao chu ban she, 2015.

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Book chapters on the topic "Social aspects of Chinese language"

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Kennison, Shelia. "Social Aspects of Language Use." In Psychology of Language, 230–57. London: Macmillan Education UK, 2019. http://dx.doi.org/10.1057/978-1-137-54527-5_9.

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Halliday, M. A. K. "English and Chinese: Similarities and Differences." In Aspects of Language and Learning, 91–109. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-47821-9_6.

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Blum, Susan D. "Chinese language and social justice." In The Routledge Handbook of Chinese Applied Linguistics, 220–34. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315625157-16.

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Yang, Yilu. "Chinese Language Use in Social Contexts." In Chinese Language Use by School-Aged Chinese Australians, 139–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10580-7_4.

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Mickan, Peter. "A social semiotic perspective on language teaching." In Researching Chinese Language Education, 46–58. London ; New York, NY : Routledge, 2019. | Series: Routledge research in language education: Routledge, 2018. http://dx.doi.org/10.4324/9781315618128-3.

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Pae, Hye K. "The East and the West." In Literacy Studies, 107–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55152-0_6.

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Abstract This chapter reviews the cultural aspects of the East and the West. A wide range of differences between the East and the West is discussed in terms of the extrinsic and intrinsic differences. The extrinsic differences comprise architecture, the mode of clothing, everyday practices, and language and script, while the intrinsic differences consist of culture and value systems, attention and perception (holistic vs. analytic), problem solving (relation vs. categorization), and rhetorical structure (linear vs. roundabout). The locus of these differences is identified with respect to philosophical foundations and the characteristics of Eastern and Western cultures. The prevalent interpretations of the differences between the East and the West center on Diamond’s (1999) guns, germs, and steel, Nisbett’s (2003) geography of thought, and Logan’s (2004) alphabet effects. However, these interpretations cannot explain differences in ideologies, religious practices, and societal values among Chinese, Japanese, and Koreans. Therefore, script relativity becomes a new interpretation of the engine behind the differences among the three East-Asian nations and between the East and the West.

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Barnard, Alan. "Cognitive and social aspects of language origins." In Studies in Language Companion Series, 53–72. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/slcs.144.03bar.

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Qian, Jin, Yeyun Gong, Qi Zhang, and Xuanjing Huang. "Hierarchical Dirichlet Processes with Social Influence." In Natural Language Processing and Chinese Computing, 490–502. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73618-1_41.

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Soh, Kaycheng. "Chinese Language Teachers’ Perception of Social Status and Job Satisfaction." In Teaching Chinese Language in Singapore, 125–42. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0123-9_8.

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Sun, Wanning. "Chinese Language Digital/Social Media in Australia." In Routledge International Handbook of Diaspora Diplomacy, 347–58. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003031468-32.

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Conference papers on the topic "Social aspects of Chinese language"

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Belyaeva, Ekaterina. "AXIOLOGICAL ASPECTS OF THE SOCIO-CULTURAL INTERACTION OF RUSSIAN AND CHINESE STUDENTS IN THE EDUCATIONAL SPACE OF THE RUSSIAN UNIVERSITIES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2018. http://dx.doi.org/10.32008/nordsci2019/b1/v2/24.

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The development of cultural ties and cooperation between Russia and China in the field of education correlates with the current strategy of internationalization of Russian universities. Many Russian universities today tend to develop partnerships with Chinese universities. In particular, the number of Chinese students studying in Russian universities constantly increases; academic exchange programs are successfully implemented, the number of scientific contacts between representatives of universities of the two countries grows. The implementation of such cooperation is accompanied by problems of social and cultural interaction in the field of education of Russian and Chinese students. The general purpose of the study was to identify the axiological component in the interaction of Russian and Chinese students in the space of the Russian university. Chinese students who study in Yekaterinburg universities (390 people), Russian students who study/live with Chinese (500 people), 10 Chinese experts, 10 Russian experts in the field of education in Russia and China were interviewed. The results suggest that the Russian students find the values of hedonistic nature – love and pleasure – to be more important than the Chinese ones, while the Chinese students consider study and personal security to be most important (and this is determined by the goals of coming to Russia and the conditions of staying in the territory of a foreign country). Nevertheless, it cannot be said that the values of students from the Russian Federation and the People’s Republic of China differ radically and may interfere with the productive socio-cultural interaction between them. Besides, the great importance of such values as world peace and love of country for Chinese students can be the basis for attracting them to participate in the activities of patriotic and cultural student associations that already exist in the Ural universities. The practical significance of the results obtained is that the identified problems of socio-cultural interaction between Chinese and Russian students make it possible to develop technologies for optimizing the socio-cultural interaction of foreign students in Russian universities, which is especially important in the initial stages of their education in Russia. Among the recommendations for optimizing the process of entering Chinese students into Russian universities (in addition to Russian language classes) are joint Russian-Chinese leisure and holiday events, joint social student associations (volunteering, tourism, music, etc.), excursion programs aimed at acquaintance with the culture of the host country, the joint interaction of Russian and Chinese students in social networks and messenger apps.

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Pashkova, Elena. "Slang Of Modern Chinese Language." In WUT 2018 - IX International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.04.02.113.

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Teoh, Sian Hoon, Buai Chin Heng, Yee Feng Neo, and Julia Yin Yin Tan. "Language Proficiency among Non-Native Chinese Language Learners: A Discriminant Analysis." In International Academic Symposium of Social Science. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/proceedings2022082042.

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"Research on Backwash Effect of Language Dialogue on Chinese Language Teaching." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.81.

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Miao, Shou-Yan. "On the Motivation of Language and Expression in the Chinese language." In 3d International Conference on Applied Social Science Research (ICASSR 2015). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icassr-15.2016.281.

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Burtea-Cioroianu, Cristina-Eugenia. "METHODOLOGICAL ASPECTS OF TEACHING ROMANIAN AS A FOREIGN LANGUAGE." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.6/s14.049.

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Mazlaveckiene, Gerda. "ON SOME ASPECTS OF FOREIGN LANGUAGE STUDENTS� CULTURAL INTELLIGENCE." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.068.

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Zhang, Ai-Rong. "Chinese Classes Promote Language Use Strategy Research." In 2nd Annual International Conference on Social Science and Contemporary Humanity Development. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/sschd-16.2016.63.

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Qian, Liu Xiao. "Chinese Folk Paper Cutting and Teaching Chinese as a Foreign Language." In 2020 4th International Seminar on Education, Management and Social Sciences (ISEMSS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200826.260.

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Li, Wen, and Markus Dickinson. "Gender Prediction for Chinese Social Media Data." In RANLP 2017 - Recent Advances in Natural Language Processing Meet Deep Learning. Incoma Ltd. Shoumen, Bulgaria, 2017. http://dx.doi.org/10.26615/978-954-452-049-6_058.

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Reports on the topic "Social aspects of Chinese language"

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Zinenko, Olena. THE SPECIFICITY OF INTERACTION OF JOURNALISTS WITH THE PUBLIC IN COVERAGE OF PUBLIC EVENTS ON SOCIAL TOPICS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11056.

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Consideration of aspects of the functioning of mass media in society requires a comprehensive approach based on universal media theory. The article presents an attempt to consider public events in terms of a functional approach to understanding the media, proposed by media theorist Dennis McQuayl in the theory of mass communication. Public events are analyzed, on the one hand, as a complex object of journalistic reflection and, on the other hand, as a situational media that examines the relationship of agents of the social and media fields in the space of communication interaction. Taking into account philosophical approaches to the interpretation of the concept of event, considering its semantic spectrum, specificity of use and synonyms in the Ukrainian language, a working definition of the concept of public event is given. Based on case-analysis of public events, In accordance with the functions of the media the functions of public events are outlined. This is is promising for the development of study on typology of public events in the context of mass communication theory. The realization of the functions of public events as situational media is illustrated with such vivid examples of cultural events as «Gogolfest» and «Book Forum in Lviv». The author shows that a functional approach to understanding public events in society and their place in the space of mass communication, opens prospects for studying the role of media in reflecting the phenomena of social reality, clarifying the presence and quality of communication between media producers and media consumers.

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