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Artículos de revistas sobre el tema "Chinese language – english"

Autor: Grafiati

Publicado: 25 de julio de 2024

Última modificación: 31 de julio de 2025

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1

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

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

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2

Quatrini, Amerigo. "Comparison between English Loanwords in Mandarin Chinese and Chinese Loanwords in English." International Journal of Languages, Literature and Linguistics 8, no. 3 (2022): 193–97. http://dx.doi.org/10.18178/ijlll.2022.8.3.347.

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Language is an organ in constant evolution and as such a diachronic approach should be taken when analyzing how speakers of a given languages use it in their everyday life. English and Chinese Mandarin have become two of the most spoken languages in the world and as such some sort of linguistic influence on one another must be expected to an extent. This paper should be taken as an introductory chapter of a very complex socio-linguistics topic that deserves to be researched indepth to be fully understood. This paper highlights the most common English loanwords in modern Chinese and vice versa,

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3

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

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

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4

Liang, Ruohan, and Junxiao Zhang. "Exploring the Influence of L1 Chinese on L2 English Acquisition." Lecture Notes in Education Psychology and Public Media 18, no. 1 (2023): 239–44. http://dx.doi.org/10.54254/2753-7048/18/20231327.

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The impact of L1 Chinese on L2 English acquisition has received more attention as more Chinese students study English as a second language. This paper reviews previous research on Second Language Acquisition (SLA) and introduces some factors that can influence language transfer. The writers focus on three linguistic aspects, syntax, lexicon, and phonology, to explore how English as Second Language (ESL) learners L1 Chinese has influenced their English acquisitions. Results found that: 1) Syntax: The syntax structure includes many factors influencing Chinese learners English acquisition, such a

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5

HU, PETER. "Adapting English into Chinese." English Today 20, no. 2 (2004): 34–39. http://dx.doi.org/10.1017/s0266078404002068.

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WHY IS English a global language? Although the reasons are manifold – historical, geographical, economic, political, social, cultural – the key reason, it seems to me, is linguistic: its morphology is simple, many of its words are short and pithy, and among the key world languages it has the largest vocabulary. These features have helped it become the most widely used language in the world: a situation that makes Uncle French and Grandpa German envious. English has been open-minded since childhood. In the long process of exchange, English words lost most of their inflections and words of diffe

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6

Wu, Qi. "A Related Study between Language and Gender." English Language Teaching and Linguistics Studies 6, no. 4 (2024): p86. http://dx.doi.org/10.22158/eltls.v6n4p86.

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Nowadays as we all know, English is one of the most widely used languages in the world and Chinese is also the language that is used by most population in the world. English is a part of the Indo-European while Chinese belongs to Han-Tibetan languages. They have different historical development trajectories and choose different written systems. English and Chinese are both important representatives of Eastern and Western cultures. If you conduct comparative study of these two languages, it is helpful to understand the essential features of the language and reveal the deep structure of the East

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7

Xiao, Richard. "How different is translated Chinese from native Chinese?" International Journal of Corpus Linguistics 15, no. 1 (2010): 5–35. http://dx.doi.org/10.1075/ijcl.15.1.01xia.

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Corpus-based translation studies focus on translation as a product by comparing comparable corpora of translational and non-translational texts. A number of distinctive features of translational English in relation to native English have been uncovered. Nevertheless, research of this area has so far been confined largely to translational English translated from closely related European languages. If the features of translational language that have been reported on the basis of translated English are to be generalized as ‘translation universals’, it is of vital importance to find supporting evi

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8

Huang, Hanjing, and Pei-Luen Patrick Rau. "The first–second language influence on framing effects and loss aversion of balanced bilinguals." International Journal of Bilingualism 24, no. 2 (2018): 129–40. http://dx.doi.org/10.1177/1367006918813646.

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Aims: We aimed to investigate the effects of language on the decision-making of bilinguals when they possess almost equal proficiencies in these languages. Methodology: Chinese–English bilinguals were asked to make decisions in Chinese or English. In the first experiment, we used a financial crisis problem to investigate the effects of language on the framing effect. In the second experiment, we used two gambling tasks to investigate the effects of language on people’s loss aversion in hypothetical and real bets. Data and analysis: Participants had similar proficiencies in Chinese and in Engli

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9

Zhou, Lan, and Qiang Sun. "A Contrastive Analysis of Explicit Cohesion in English Advertising Texts and Their Chinese Consecutive Interpretation Versions." Theory and Practice in Language Studies 9, no. 4 (2019): 465. http://dx.doi.org/10.17507/tpls.0904.15.

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Although much research has been conducted on language features of advertising, little has been reported on the contrast between language use in advertisements, particularly advertisements in English and those in Chinese. Drawing on Halliday and Hasan’s theory about cohesion in text, this paper reports on the explicit cohesion devices used in advertising texts in English and Chinese. The data were derived from Singapore, a multilingual country where English and Chinese are two important languages. A total of thirty advertisements in English and their Chinese versions were analyzed for the distr

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10

Mushangwe, Herbert. "Challenges and Strategies in Translating Chinese and English Prepositions into Standard Shona." TranscUlturAl: A Journal of Translation and Cultural Studies 9, no. 1 (2017): 157. http://dx.doi.org/10.21992/t9192f.

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The present study focuses on the challenges and strategies in translating Chinese or English prepositions into Shona. These two languages were chosen mainly because Chinese is becoming one of the most influential foreign language in Zimbabwe while, English is also one of the widely spoken foreign language in many countries. As already observed in some previous research, English and Chinese prepositions are captured in Shona phrases as morphemes. Words are the smallest elements that may be uttered in isolation with semantic or pragmatic content. This differs from morphemes which are defined as

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11

Ameer Ali and Maya Khemlani David. "Challenges of Teaching Chinese as a Subject in an English-dominated Region: Focus on Sindh, Pakistan." IARS' International Research Journal 12, no. 01 (2022): 14–23. http://dx.doi.org/10.51611/iars.irj.v12i01.2022.182.

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Sindh is a multilingual province in Pakistan where politics of language and clash of language ideologies have played a significant role. English is viewed as a language of power, and Urdu is generally considered as a symbol of national cohesion in Pakistan. In Sindh both these languages are used in official and educational domains In Sindh’s language ecology, English occupies an important position. In addition to these two languages, Sindhi is widely spoken and is associated with Sindh’s regional and ethnic consciousness. Pakistan's pivot to China policy is slowly impacting language policy and

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12

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

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

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13

Shafaq Hanif and Waseem Ullah. "EXPLORING SIMILARITIES AND DIFFERENCES IN ENGLISH AND CHINESE LANGUAGES: A COMPARATIVE STUDY." Research Consortium Archive 3, no. 1 (2025): 39–52. https://doi.org/10.62019/z3rmky58.

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Learning English and Chinese language at the university level is crucial and effective for successfully attaining the objectives of lessons and English language learning with the aspect of ESL learning. The differential and similarities factors in both languages discussed in the study, A L2 learner tries to arrange all the necessary elements which could achieve the goals of a successful learning process of English and Chinese by understanding the concept of similarity and differential factors of both languages. A quantitative and survey-based study is conducted to evaluate the results of simil

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14

Sun, Baoqi, Chin Ee Loh, and Xiao Lan Curdt-Christiansen. "Leisure reading in multilingual Singapore." Journal of Multilingual Theories and Practices 1, no. 2 (2020): 313–39. http://dx.doi.org/10.1558/jmtp.17610.

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What are bilingual children reading? Do children who enjoy reading books in one language also enjoy reading books in the other language? Drawing on survey data from 1,312 children (aged 9–11) in two government primary schools in Singapore, this study examined reading enjoyment, habits and preferences of two groups of bilingual children – English-Chinese and English-Malay bilingual children. Results showed that children generally enjoyed reading in English more than reading in Chinese/Malay, and that they read English books more often and for longer duration. Within each language, reading enjoy

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15

Wang, J. "Contrast between English and Chinese in Language Learning." ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 104, no. 4 (2023): 123–25. http://dx.doi.org/10.18411/trnio-12-2023-218.

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The article compares and analyzes the English and Chinese languages in terms of culture, expression habits, parts of speech and sentence structure. So we learn to understand the commonalities and differences between the English and Chinese languages, and explore the impact of the EnglishChinese language comparison on English learning.

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16

Leung, Genevieve Y., and Ming-Hsuan Wu. "Linguistic landscape and heritage language literacy education." Written Language and Literacy 15, no. 1 (2012): 114–40. http://dx.doi.org/10.1075/wll.15.1.06leu.

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This paper investigates the ways languages are used in Philadelphia Chinatown through qualitative content analysis of 330 photos. Examining the linguistic landscape of public spaces exposes issues of linguistic tensions, language vitality, and language shift in multilingual settings. While Chinese in the form of Mandarin is highly publicized, thereby placing disproportionate emphasis upon one language over others, Philadelphia Chinatown shows diversity, coexistence, and creative uses of multiple Chinese languages alongside English. The signage suggests linguistic rescaling connecting real and

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17

Wang, Junhui. "A Study on Chinese and English Transfer in French Writing of L3 French Language Beginners." International Journal of Languages, Literature and Linguistics 9, no. 1 (2023): 42–50. http://dx.doi.org/10.18178/ijlll.2023.9.1.379.

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In order to investigate the language transfer existing in the field of third language acquisition, and to provide effective strategies of learning two or more languages, this research, based on theories related to the third language acquisition and error analysis, collected 32 French compositions written by English majors’ undergraduates as a corpus, analyzed errors in those compositions, and further discussed the negative transfer of Chinese and English in their French learning. Eight types of errors from the lexical and syntactic perspectives were identified in the research findings. What is

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18

ShuYao, Li, Ong Shyi Nian, and Komalata Manokaran. "A COMPARATIVE ANALYSIS OF CHINESE AND ENGLISH WORDFORMATION BASED ON NEOLOGISMS." Platform : A Journal of Management and Humanities 4, no. 2 (2021): 45. http://dx.doi.org/10.61762/pjmhvol4iss2art14302.

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Language as a necessary tool for human activities is undergoing various changes due to the progress of the modern world and human society. The emergence of neologisms is one of the most intuitive changes by humans. English and Chinese languages constantly renew themselves as the world changes. Therefore, the number of Chinese and English neologisms is growing, bringing certain obstacles to those who need to understand the culture behind the two languages or require cross-cultural communication. In addition, neologisms are very important for language learning. For Chinese and English learners w

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19

Zhang, Shiqing. "Revisiting a Long-Lasting Legacy." Iris Journal of Scholarship 2 (July 12, 2020): 159–73. http://dx.doi.org/10.15695/iris.v2i0.4826.

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This review of literature will address the influences of knowledge of Chinese characters on the reading development of English. This question stems from an increasing number of children of Chinese heritage enrolling in school in the U.S. who wish to gain biliteracy in English and Chinese. On the one hand, bilingualism is acknowledged to be beneficial to young readers’ language and cognitive development. However, on the other hand, the logographic nature of Mandarin Chinese makes it difficult for many educators in the country who only know alphabetic languages like English and Spanish to unders

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20

Meng, Haoping. "Analysis of sentence structure differences in English Chinese Translation." Advances in Education, Humanities and Social Science Research 1, no. 1 (2022): 293. http://dx.doi.org/10.56028/aehssr.1.1.293.

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To learn English Chinese translation well, we must understand the characteristics of English and Chinese. Because English and Chinese belong to different language families, the most effective way to understand their characteristics is to compare the syntactic structures of the two languages. The main differences between the two are that English is a morphological language, the connections within sentences or between sentences adopt syntactic or lexical means, the syntactic structure is rigorous, and the form expresses meaning. While Chinese is a semantic language, it is mostly parataxis, with

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21

Blair, Heather, Jacqueline Filipek, Hongliang Fu, and Miao Sun. "When Learners Read in Two Languages: Understanding Chinese-English Bilingual Readers Through Miscue Analysis." Language and Literacy 24, no. 2 (2022): 245–66. http://dx.doi.org/10.20360/langandlit29451.

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The number of Chinese-speaking students in Canadian schools is increasing dramatically. This article discusses a study in which we explored reading processes in Chinese and English through examining children’s reading in both languages. Based in a socio-psycholinguistic framework (K. Goodman, Wang, Iventosch, & Y. Goodman,2012; Kabuto, 2017) and through using miscue analysis, we examined how children apply their knowledge of language to Mandarin and English reading. This qualitative research included interviews with four Chinese-English bilingual children between grades 3 and 5 in an urban

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Zhang, Xingyu. "An Analysis of Chinese English Varieties from the Perspective of Eco-linguistics——A Case Study of Pidgin English." Review of Educational Theory 4, no. 1 (2021): 57. http://dx.doi.org/10.30564/ret.v4i1.2829.

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This paper focuses on the nativization of English in China, using Pidgin English as a case study to put Chinese English variants under the theoretical framework of eco-linguistics, and put the ecological environment such as species competition, coexistence and co-evolution, etc. The natural phenomenon is compared with the existence of language phenomenon in the development process of China English represented by Pidgin English.The study found that as the spark of the collision of the two mainstream languages of Chinese and English, the Chinese English varieties play a very important role in th

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

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

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Wong, Amy Wing-mei. "New York City English and second generation Chinese Americans." English Today 26, no. 3 (2010): 3–11. http://dx.doi.org/10.1017/s0266078410000167.

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Although Chinese Americans set up Chinese heritage language schools as early as 1848 to preserve the heritage language and to promote a sense of ethnic identity among their American-born children (Chao, 1997), there is strong evidence that language shift to English is taking place rather rapidly within the Chinese communities across the U.S. Data from the 2006 ACS show that while only 34.1 percent of first generation (i.e. foreign-born) Chinese Americans reported speaking ‘English very well’, the percentages rise dramatically for those who are American-born (i.e. second generation and beyond)

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Aisha Ilyas, Arslan Tahir, and Muhammad Ismail Tagga. "English and Chinese as a foreign language at institutional level in Pakistan: Teaching methods and Strategies." International Journal of Linguistics and Culture 2, no. 1 (2021): 19–35. http://dx.doi.org/10.52700/ijlc.v2i1.27.

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The study focuses on discovering what approach Pakistani teachers are taking with regard to Chinese and English language teaching and can it promote language learning in the manner they teach? The current study explores numerous styles of teaching approaches and teaching techniques that Chinese and English teachers find to be successful in teaching a language class. This thesis primarily pursued quantitative analysis methodology. The survey approach was primarily used to gather data as defined and quantified by SPSS 23 statistical tools. In data analysis, the researcher uses descriptive statis

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ORTEGA-LLEBARIA, MARTA, MARITZA NEMOGÁ, and NORA PRESSON. "Long-term experience with a tonal language shapes the perception of intonation in English words: How Chinese–English bilinguals perceive “Rose?” vs. “Rose”." Bilingualism: Language and Cognition 20, no. 2 (2015): 367–83. http://dx.doi.org/10.1017/s1366728915000723.

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Long-term experience with a tonal language shapes pitch perception in specific ways, and consequently Chinese speakers may not process pitch in English words – e.g., “Rose?” spoken as a question versus “Rose” spoken as a statement – in the same way as native speakers of non-tonal languages do. If so, what are those pitch processing differences and how do they affect Chinese recognition of English words? We investigated these questions by administering a primed lexical-decision task in English to proficient Chinese–English bilinguals and two control groups, namely, Spanish–English and native En

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Xi, Yan. "English ants are digging holes in the Chinese levee." Language Problems and Language Planning 37, no. 1 (2013): 31–45. http://dx.doi.org/10.1075/lplp.37.1.03yan.

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The media have become a key site for the production and reproduction of language ideologies in modern societies. This is typically reflected in language ideological debates in 2010 in the Chinese media. In 2009, an article entitled “English ants are digging holes in the Chinese levee” got wide media coverage and aroused much controversy in the Chinese media in the following year. The crusade for linguistic purism ended with the promulgation of new regulations banning China’s media organizations and publishers from randomly mixing foreign languages with Chinese in publications. The present stud

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Zhang, Qian. "Chinese Learner Challenges in English Subject-Verb Agreement." Journal of Education and Educational Research 3, no. 3 (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

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Xuelian, Lei. "On the Aesthetic Effects in Chinese-English Translation." International Journal of Case Studies 5, no. 11 (2016): 41–47. https://doi.org/10.5281/zenodo.3533571.

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Translation is a kind of practice that turns one language into another language. In fact, this is an interchanging course of the form and soul of the source and target texts. This paper aims to study and explore the aesthetic effects based on the aesthetics and the fundamental theory of translation, which reveals the common principles of the aesthetical activities in translation.

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Zhou, Tingxiang. "On Cultivating Chinese Non-English Majors’ English Thinking Ability to Improve Their English Writing." Theory and Practice in Language Studies 6, no. 9 (2016): 1877. http://dx.doi.org/10.17507/tpls.0609.22.

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Writing is a big part of language learning and the writing ability of a language learner can well embody his language competence. Many Chinese non-English majors have difficulty writing a decent English essay. Although many teachers and scholars have been probing into ways of teaching English writing effectively, the results of the national CET 4 and CET 6 indicate that there is no big change in the writings of Chinese non-English majors. A careful study of many students’ essays and interviews with some of them showed that students’ ignorance of the differences between Chinese and English thou

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Ting, Su-Hie, and Mahanita Mahadhir. "Towards homogeneity in homes languages." Australian Review of Applied Linguistics 32, no. 2 (2009): 11.1–11.22. http://dx.doi.org/10.2104/aral0911.

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This preliminary study examines the languages used by parents with their children in Malay, Chinese Foochow and Indian Tamil families to find out how the similarity or dissimilarity in parents’ ethnic language influenced the choice of language transmitted to children and how far standard languages have permeated the family domain in Kuching City in the Malaysian state of Sarawak. Standard languages refer to the three main written languages taught in the school system, namely, English, Bahasa Malaysia (Malay language) and Chinese Mandarin. Interviews were conducted with 17 families (6 Malay, 6

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Ting, Su-Hie, and ZZZ dummy contact - do not alter. "Towards homogeneity in homes languages." Australian Review of Applied Linguistics 32, no. 2 (2009): 11.1–11.22. http://dx.doi.org/10.1075/aral.32.2.02tin.

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This preliminary study examines the languages used by parents with their children in Malay, Chinese Foochow and Indian Tamil families to find out how the similarity or dissimilarity in parents’ ethnic language influenced the choice of language transmitted to children and how far standard languages have permeated the family domain in Kuching City in the Malaysian state of Sarawak. Standard languages refer to the three main written languages taught in the school system, namely, English, Bahasa Malaysia (Malay language) and Chinese Mandarin. Interviews were conducted with 17 families (6 Malay, 6

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Deng, Fei, and Timothy V. Rasinski. "A Computer Corpus-Based Study of Chinese EFL Learners’ Use of Adverbial Connectors and Its Implications for Building a Language-Based Learning Environment." ACM Transactions on Asian and Low-Resource Language Information Processing 20, no. 5 (2021): 1–16. http://dx.doi.org/10.1145/3457987.

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This research adopts the methodology of corpus-based analysis and contrastive interlanguage analysis (CIA), using three corpora as the data source to analyze the adverbial connectors used by Chinese EFL (English as a foreign language) learners (i.e., university students in Guangzhou, China) in their written English. Major findings show that Chinese EFL learners have displayed a general tendency to overuse English adverbial connectors in terms of total tokens when compared with native speakers of English, and Chinese EFL learners deviate notably from the native speakers of English in the use of

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Lipka, Orly. "Syntactic awareness skills in English among children who speak Slavic or Chinese languages as a first language and English as a second language." International Journal of Bilingualism 24, no. 2 (2019): 115–28. http://dx.doi.org/10.1177/1367006918812186.

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Aims and objectives/purpose/research questions: The purpose of this study was to examine syntactic awareness skills in English, among two groups of children: native Chinese speakers and native Slavic (L1) speakers. Both groups were second language English (L2) speakers. Their syntactic awareness skills were compared to a matched sample of L1 English speakers. Design/methodology/approach: Eighty-six third grade students participated in the study, matched between language groups on the basis of age and gender, as well as academic achievements and word reading levels. Data and analysis: L1 Englis

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ZHIMING, BAO. "The aspectual system of Singapore English and the systemic substratist explanation." Journal of Linguistics 41, no. 2 (2005): 237–67. http://dx.doi.org/10.1017/s0022226705003269.

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Singapore English is a contact language with a constant linguistic substratum and superstratum. It lends itself to an interesting case study on how linguistic neologisms emerge out of a pool of competing features from the typologically distinct languages active in the contact ecology. This paper investigates the aspectual system of Singapore English and that of Chinese, the main substrate language, and of English, the lexical-source language. Despite the presence of competing aspectual categories from the two languages, the aspectual system of Singapore English is essentially the Chinese syste

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Pak, R., and F. Orazakynkyzy. "PRAGMATIC FUNCTIONS OF LOANWORDS IN RUSSIAN AND CHINESE." Journal of Oriental Studies 113, no. 2 (2025): 18–26. https://doi.org/10.26577/jos202511322.

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The following study compares the processes of borrowing foreign words and concepts in the Russian and Chinese languages. Particular attention is paid to the analysis of the features of English loanwords since the lexicon of social networks and mass media is dynamic and much more often replenished with new concepts from the English language, which is currently a universal means of international communication. The study’s relevance is due to the increased interest in understanding the processes of change in modern languages of different systems under the influence of globalization, a compariso

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Chan, Clara Ho-yan, and Marcus Galdia. "Problems in English-Chinese and Chinese-English legal translation: with a case study of mistranslations." Comparative Legilinguistics 55 (September 20, 2023): 118–47. http://dx.doi.org/10.14746/cl.55.2023.8.

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In this article, characteristic features of the Chinese legal language are approached from the perspective of legal translation from and into Chinese. The main focus is put upon the emergence of meaning in legal texts, which is reflected in the process of legal translation. Problems of meaning emergence in the Chinese law are regularly connected to legal transfers and legal implants borrowed from foreign languages such as English as well as other text forming devices. Translation is regularly inherent in such processes. As a result, legal translation influences processes in which legislation a

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Qifang, Yu. "On Infiltration and Cultivation of Cultural Awareness in College English Teaching." Journal of Education, Teaching and Social Studies 4, no. 3 (2022): p73. http://dx.doi.org/10.22158/jetss.v4n3p73.

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Most majors in colleges and universities need to learn English, and English is also an important subject. Every student needs to master certain English skills and English learning ability. In the process of English learning, English is a foreign language, and the cultural characteristics and values contained in English language will be different or even conflict with Chinese language. Therefore, colleges and universities need to pay great attention to the values output by students when teaching English, and ensure that teaching is carried out in accordance with Chinese cultural requirements. T

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Pascual-Leone, Nicolas, Danielle Chipman, Preston Gross, Daniel W. Green, and Peter D. Fabricant. "Trends in Pediatric Orthopaedic Publications by Language." Journal of the Pediatric Orthopaedic Society of North America 4, no. 3 (2022): 1–5. http://dx.doi.org/10.55275/jposna-2022-0050.

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Introduction: English publications have been found to be more widely cited than publications in other languages leading to a higher impact in various fields. Many authors have thus focused on publishing in English so as to reach the largest audience possible, however, important non-English publications remain a vital part of the peer-reviewed literature. This study sought to understand the relative quantities of pediatric orthopaedic publications written in the top 10 languages published in PubMed. Methods: The 10 languages with the most publications in PubMed were analyzed. These included Eng

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

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

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Qianqian, Bing. "The Application of Chinese Songs in Teaching Chinese Language Sense as a Foreign Language." World Journal of Educational Research 10, no. 4 (2023): p61. http://dx.doi.org/10.22158/wjer.v10n4p61.

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Language sense is a skill, and cultivating students’ language sense ability has theoretical and practical significance for language teaching. However, compared with English, French, and other universally taught languages, more research needs to be done on teaching language sense in Chinese as a foreign language. Therefore, based on the advanced theories of language sense research, we discuss the role of Chinese songs in cultivating Chinese language sense to put forward some constructive suggestions for teaching language sense in Chinese as a foreign language.

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Leung, Yan-kit Ingrid. "Verb morphology in second language versus third language acquisition." EUROSLA Yearbook 6 (July 20, 2006): 27–56. http://dx.doi.org/10.1075/eurosla.6.05leu.

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This paper reports an experimental study on L2 vs. L3 Spanish morphological representation. A total of 19 Spanish learners (10 Chinese native speakers who are upper intermediate to advanced L2 English users as well as 9 English native speakers who do not speak a prior language without overt morphology) participated in the study. A written production task using Spanish nonce verbs was used to elicit regular and irregular forms of Spanish past participles. The study revealed differences between native and non-native Spanish speakers but ones that are still compatible with an approach which posit

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Zhuoma, Qingzeng. "A Corpus Analysis on Food-related Borrowing Words Between English and Chinese and its Influences on Cultural Implication and Language Development." British Journal of English Language Linguistics 11, no. 3 (2023): 33–45. http://dx.doi.org/10.37745/bjel.2013/vol11n33345.

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Language borrowing, also known as lexical borrowing, occurs when words are assimilated from one language into another. The integration of loan words from foreign languages is a common occurrence in different tongues, contributing to linguistic diversity and reflecting cultural exchange and influence. This research aimed to investigate and analyze the borrowing of food-related words in English and Chinese languages through a comprehensive review of written texts, such as recipes, restaurant menus, articles, and blogs to compile a list of loan words in both languages. Additionally, the paper ana

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CHATTOPADHYAY, COLLETTE. "Xu Bing: calligraphy, language and interpretation." English Today 21, no. 1 (2005): 5–10. http://dx.doi.org/10.1017/s0266078405001033.

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Radical departures in English in the work of a Chinese calligrapher. Challenging conventional assumptions regarding the use of language, Xu Bing's calligraphic artworks of the early 1990s address the English-speaking world from a space deep within the bedrock of Chinese culture. Ironically extending and querying the continued relevance of the Chinese calligraphic tradition in a post-Mao, post-modern, trans-cultural era, Xu's New English Calligraphy cloaks English words in Chinese form. Exploring the communicative functions of language, these works examine the relation between linguistic intent

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Zhang, Hui, Ruanni Tupas, and Aman Norhaida. "English-dominated Chinatown." Journal of Asian Pacific Communication 30, no. 1-2 (2020): 273–89. http://dx.doi.org/10.1075/japc.00052.zha.

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Abstract The current study reports a quantitative investigation of the linguistic landscape (LL) in Singapore’s Chinatown. The database of the study comprises a total of 831 instances of signs in the form of photographs that were collected in Chinatown. The study finds that English dominates the LL while Mandarin Chinese is ranked as the second frequently used language. The study also identifies significant differences in LL features between top-down and bottom-up signs. Specifically, these differences include what languages are used; monolingual, bilingual and multilingual compositions; code

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Duan, Xiaoqian. "The Penetration of English into Chinese—Taking Buzzwords from 2011-2015 for Example." Theory and Practice in Language Studies 6, no. 11 (2016): 2231. http://dx.doi.org/10.17507/tpls.0611.22.

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Globalization has brought about the frequent contacts between China and the world. Accordingly, English as the tool of international communication has been inevitably interacting with Chinese language. In the process of language contacts, modern Chinese has changed strikingly in morphology, syntax, grammar, vocabularies and so on showing the evidence of English penetration, which has attracted the attention of scholars both in China and overseas. Early in 1950s, Chinese linguist Wang Li elaborated the Europeanized Chinese grammar from certain aspects. Some scholars in Hong Kong and Macau lay m

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Jinwen Zeng, David Marlow, and Calvin Odhiambo. "Abusive Language in Chinese and English." Cross-Cultural Studies 28, no. ll (2012): 141–61. http://dx.doi.org/10.21049/ccs.2012.28..141.

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Zhang, Ailing. "Language switches among Chinese/English bilinguals." English Today 16, no. 1 (2000): 53–56. http://dx.doi.org/10.1017/s0266078400011469.

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Vollmann, Ralf, and Tek Wooi Soon. "Language change and convergence in multilingual Malaysian Chinese." Global Chinese 6, no. 1 (2020): 49–67. http://dx.doi.org/10.1515/glochi-2020-0002.

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AbstractBackgroundIn the multilingual situation of Malaysia, standard languages and spoken vernaculars are interacting in intricate ways whereby various spoken languages share a pool of words from Malay, English and Mandarin. Structurally, all languages converge and influence the spoken varieties of the standard languages.Material and methodThis contribution observes the situation from the viewpoint of Hakka speakers. In an analysis of the communicative practices in an extended Hakka family and their non-Hakka friends, the interactions of the various languages in borrowing and code-switching h

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Wan, Zhongyan, and Xuesong Gao. "English or Chinese as medium of instruction? International students’ perceptions and practices in Chinese universities." English Today 36, no. 1 (2019): 37–44. http://dx.doi.org/10.1017/s026607841900004x.

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Medium of instruction (‘MOI’) issues have long been identified as the most important decisions in the internationalization of higher education (HE) (Hamid, Nguyen & Baldauf, 2013). The adoption of internationally influential languages as MOIs may attract international students who aspire to undertake higher education in these languages, which in turn helps to sustain the status of these languages as internationally influential. Among all these languages, English is certainly the most powerful academic lingua franca and boosted by its use as MOI in globally leading universities worldwide. H

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