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Статті в журналах з теми "Chinese language"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 25 липня 2025

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1

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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2

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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3

Mohammad, Nasim Tahsildar. "Chinese Language Complexities among International Students in China." Education Quarterly Reviews 2, no. 1 (2019): 67–76. https://doi.org/10.31014/aior.1993.02.01.39.

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This paper reports on a study investigating features related to Chinese linguistic complexities among international students enrolled in Chinese courses in China. The main objective of this study is to highlight the major feature of Chinese complexities encountered by international students and explore whether international students’ native languages interfere the process of learning Chinese. The study used a survey questionnaire to collect the data from 147 male and female Bachelor, Master and PhD students enrolled in basic Chinese classes in two universities in China. Based on certain

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4

Ong, Teresa Wai See. "Family Language Policy, Language Maintenance and Language Shift: Perspectives from Ethnic Chinese Single Mothers in Malaysia." Issues in Language Studies 10, no. 1 (2021): 59–75. http://dx.doi.org/10.33736/ils.3075.2021.

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Family language policy comprises three components, namely, ideology, practice, and management. Using the conceptual framework of family language policy, this study draws on data from semi-structured interviews and participant observation to explore the role of mothers in the process of language maintenance and language shift in Malaysia. First, it investigates the language choices and ideologies of four Chinese single mothers from Penang that lead to speaking heritage languages and/or dominant languages with their children. Second, it examines the strategies for heritage culture maintenance ad

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5

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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6

Long, Lifei. "Analysis on the Development of Cultural Teaching in International Chinese Language Education." Journal of Education and Educational Research 3, no. 3 (2023): 29–33. http://dx.doi.org/10.54097/jeer.v3i3.9545.

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Culture is the soul of a country and a nation. Strengthening cultural self-confidence is related to the independence of national spirit. Culture revitalizes the country and the nation is strong. This paper will be based on the development of the name of international Chinese education -- Teaching Chinese as a Foreign Language (1982), Teaching Chinese to Speakers of Other Languages (2007) to International Chinese Language education (2019). From the traditional teaching Chinese as a foreign language, Chinese culture education in the period of Teaching Chinese to Speakers of Other Languages, onli

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7

Akimov, Tokhir. "HEART RELATED PHRASES IN CHINESE AND THEIR SEMANTIC MEANINGS." INTERNATIONAL JOURNAL OF WORD ART 1, no. 3 (2020): 5–15. http://dx.doi.org/10.26739/2181-9297-2020-1-1.

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There public of Uzbekistan and the PRChavesocio-economic relations, and the development of relations ground up for stable.Language hasa significant role in the development of handing over the foreign language requirements come out well.Among the foreign languages,priorityis given to the development of Chinese language.Chinese is one of the oldest languages in terms of its historical origin and perfection, and differs from other languages in that it has a language construction system, pictographic writing, and has lived in a state of "development" in terms of language development

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8

FU, QIDU. "Multilingualism and Language Attitudes in Wuji Village, Hainan Province, PR China." ASIAN HIGHLANDS PERSPECTIVES 60 (August 19, 2021): 74–93. https://doi.org/10.5281/zenodo.5221004.

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Wuji Village, situated in Hainan Province, PR China, is linguistically diverse with Danzhounese, Modern Standard Chinese (MSC), Hakka, Cantonese, Hainanese, and Lin'gao regularly spoken. In profiling vernacular languages and language attitudes in Wuji Village, this paper features a survey investigating the villagers' language abilities and perspectives. A literature review of the linguistic situation and language attitudes in Hainan Province is followed by an introduction to Wuji Village, including its location, residents, villagers' livelihoods, village religion, and the local lin

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9

Denisenko, Vladimir N., and Zhang Ke. "Graphically Loanword from the Japanese Language in Modern Chinese Language." RUDN Journal of Language Studies, Semiotics and Semantics 10, no. 4 (2019): 740–53. http://dx.doi.org/10.22363/2313-2299-2019-10-4-740-753.

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This article is devoted to the study of Japanese loanwords in Chinese and their classification. Particular attention is paid to the lexical units in writing in Chinese characters, coming from the Japanese language as graphic loanwords in modern Chinese and Japanese, popular on the Chinese-language Internet. The material of the study is loanwords of Japanese origin, selected from dictionaries and scientific works on this topic, as well as word usage in messages on Russian and Chinese Internet forums. We distinguish between two types of Japanese loanwords in Chinese according to how they are bor

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10

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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11

Ong, Teresa Wai See, and Robert A. Troyer. "LANGUAGE SHIFT AMONG MIDDLE-AGE AND OLDER CHINESE DESCENDANTS IN PENANG, MALAYSIA: A BITTER SWEET TALE." UC Journal: ELT, Linguistics and Literature Journal 5, no. 2 (2024): 64–83. http://dx.doi.org/10.24071/uc.v5i2.8628.

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Chinese heritage languages play a vital role in the lives of the Chinese-Malaysian community because they act as important markers of their heritage identity. However, due to globalisation and modernisation processes taking place at present-day, the global language, Mandarin Chinese, has begun to take over the role of Chinese heritage languages, particularly among the younger generation of ethnic Chinese in Malaysia. Little is known about how this shift is affecting the middle-age and older generations who are used to communicating in Chinese heritage languages. Hence, this study examines the

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12

Jiang, Zixi. "Code-mixing of Chinese Language Learners in Second Language Acquisition." Communications in Humanities Research 13, no. 1 (2023): 331–37. http://dx.doi.org/10.54254/2753-7064/13/20230377.

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During the process of second language acquisition, language learners tend to use code-mixing as a learning strategy or a form of language transition. Among Chinese language learners, Chinese-English code-mixing is very common among language learners in classrooms and daily communication and many studies have been focused on this topic. By reviewing previous researches on Chinese peoples code-mixing in different situations, this paper attempts to find out the influence of code-mixing on Chinese language learners second language acquisition. It is found that code-mixing in the classroom is benef

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13

Xiaosheng, Liang, Liu Shicong, and Christine Ferreira. "The Chinese Language." Antioch Review 46, no. 2 (1988): 254. http://dx.doi.org/10.2307/4611883.

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14

Morhunova, Nadiia Serhiivna, Daria Volodymyrivna Riazantseva, Stanislava Оleksandrivna Prykhodko, Inha Yevhenivna Semenenko, and Iryna Mykolaivna Kushnir. "The Effectiveness of the Use of Nationally Oriented Methodology in the Study of the Ukrainian Language by Chinese Students (Phonetic Aspect)." Theory and Practice in Language Studies 13, no. 10 (2023): 2439–48. http://dx.doi.org/10.17507/tpls.1310.02.

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In the process of studying the Ukrainian language as a foreign language, Chinese students experience the greatest difficulties in learning the phonetic aspect of the language, which is due to significant differences between the typologically distant Chinese and Ukrainian languages. The study analyzed the peculiarities of the Ukrainian language from the point of view of teaching phonetics to students from China, and identified typical phonetic errors of Chinese students in the pronunciation of Ukrainian sounds. In order to methodically justify the selection of phonetic material, a comparative a

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15

Guruleva, T. L. "Framework of Reference for Chinese Language." Higher Education in Russia 27, no. 7 (2018): 153–63. http://dx.doi.org/10.31992/0869-3617-2018-27-7-153-163.

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The key theme of the article is the study of the competence of the framework of reference for Chinese language. The history of the development of the framework of reference for Chinese language in the PRC is briefly presented. The components of the communicative competence of the Chinese language and its level structure are studied. The author has performed a comparative analysis of the component structure and content of the components of the model of the communicative competence of the Chinese language with western, domestic and European models of communicative competence, as well as comparat

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16

Xiao, Dong, and Chunlai Tian. "Chinese Language Education under the Integration of Chinese and Thai Languages and Cultures." International Journal of Sociologies and Anthropologies Science Reviews 4, no. 3 (2024): 65–70. http://dx.doi.org/10.60027/ijsasr.2024.4011.

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Background and Aims: This article analyzes the development process of Chinese education in Thailand and compares its different characteristics regarding Chinese cultural inheritance and language dissemination with other Southeast Asian countries. It is believed that the integration of Buddhist and Confucian cultures between China and Thailand, as well as Thailand's harmonious and inclusive ethnic policies and cultural environment, are the main reasons for the steady development of Chinese education in Thailand. In the language and cultural integration process between China and Thailand, there

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17

Hansen, Chad. "Chinese Language, Chinese Philosophy, and “Truth”." Journal of Asian Studies 44, no. 3 (1985): 491–519. http://dx.doi.org/10.2307/2056264.

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Pre-Han philosophical tradition did not address issues for which the concept of truth was central. Classical Chinese philosophy had virtually no metaphysical theory. The theory of language was mainly pragmatic. The semantic doctrines that were developed focused on terms rather than sentences or sententials. The Chinese theory of knowledge was primarily a theory of know-how and was not based on contrast between knowledge and belief. Chinese philosophy of mind treated heart-mind as a cluster of dispositional attitudes to make distinctions and to act upon, not as a repository of cognitive content

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18

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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19

Tan, Zhenghua, and Yanhua Guo. "The Philosophical Relationship Between the Origin of English and Chinese Affixes and Their Word Format." Theory and Practice in Language Studies 12, no. 12 (2022): 2578–82. http://dx.doi.org/10.17507/tpls.1212.13.

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Western scholars believe that the difference between Chinese and Western languages is a conceptual gap in their traditions, apply the Western phonetic-centered language philosophy theory to study Chinese and Chinese characters, and put forward a series of ideas and views on the comparison of Chinese characters and Western languages, believing that Chinese characters as a thinking tool are far inferior to languages with perfect grammatical forms, and that Chinese remains in the childhood stage of human language development. This paper aims to reveal how Western scholars based on phonetic centri

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20

Shuting, Li, and Charanjit Kaur Swaran Singh. "The importance and problem of Chinese network language in teaching Chinese as a Foreign Language." International Journal of Teaching, Learning and Education 3, no. 4 (2024): 1–6. http://dx.doi.org/10.22161/ijtle.3.4.1.

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With the popularity of the Internet and mobile terminal technology all over the world, online language, as one of the tools for external communication, plays an important role in the development of languages in the world.As China's international status continues to improve, "Chinese language fever" has swept the world, and more and more foreigners are joining the ranks of Chinese language learning. In order to understand Chinese culture and learn pure Chinese, we should not neglect the learning of online language.Chinese Internet language plays an important role in Chinese language learning, w

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21

f, f. "A study on the transfer of second language acquisition." Society for Chinese Humanities in Korea 85 (December 31, 2023): 35–48. http://dx.doi.org/10.35955/jch.2023.12.85.35.

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We are living in an era of acquiring more than two languages in an internationalized and multicultural society. As a second language in the international community, standard Chinese is still one of the languages that receives a lot of attention. This study examined the influence of the second language on the first language in the process of learning Chinese as a second language. Specifically, an experiment was conducted on the calculation of closed sounds in standard Chinese and Korean for native Chinese speakers and Korean students studying in China to compare and analyze the acoustic charact

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22

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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23

Qi, Ruiying. "The Cognition of Time Shaped by Linguistic Elements: Alphabetic Language and Ideographic Language." Communications in Humanities Research 18, no. 1 (2023): 130–39. http://dx.doi.org/10.54254/2753-7064/18/20231140.

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This study investigated the impact of language script on spatial cognition by comparing reaction times of native speakers of alphabetic languages and Chinese in response to horizontally and vertically arranged button groups. It is postulated that the linear, one-dimensional nature of alphabetic scripts may shape cognitive processing differently than the complex, two-dimensional Chinese characters. In the experiment, participants from both linguistic backgrounds were tasked with quickly responding to buttons arranged in both horizontal and vertical configurations. Results indicated that speaker

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24

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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25

Hao, Minqi. "Linguistic Relativity Unveiled: An Exploration of Language and Cognition in Second Language Acquisition." Lecture Notes in Education Psychology and Public Media 43, no. 1 (2024): 201–7. http://dx.doi.org/10.54254/2753-7048/43/20240867.

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In an era of rapid globalization, cultural exchange promotes a multilingual environment, thereby increasing exposure to different linguistic frameworks. This paper takes Chinese students with second language acquisition as the research object and tries to explore whether they are affected by psychological factors and environmental factors in the process of thinking and communication in their mother tongue or non-mother tongue. Based on the Sapir-Whorf hypothesis, which holds that language shapes thinking, the study investigates the cognitive linguistic challenges posed by the diversity between

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26

Zhumabaeva, Kasiet. "LANGUAGE PARALLELS IN THE CHINESE AND KYRGYZ LANGUAGES." Alatoo Academic Studies 2022, no. 1 (2022): 194–201. http://dx.doi.org/10.17015/aas.2022.221.24.

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Language parallels selected for research are relevant for study in comparative linguistics, especially in noncognate languages. The ability to see the language material of the functional content helps the translator to construct isomorphic structures that ensure the transmission of information during translation. Despite this difference between languages, common points of contact are all the same, and they help in many ways to see the functional content, hidden behind the linguistic material. The main purpose of the articles is to determine the sound correspondences and changes in the language

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27

Aleksakhin, A. N. "Comparable Description of Phonological Systems of the Chinese and Russian Languages as a Scientific Basis for the Methodology of Teaching Russian Students the Sound Structure of Words of the Chinese Language." Prepodavatel XXI vek, no. 3, 2020 (2020): 158–72. http://dx.doi.org/10.31862/2073-9613-2020-3-158-172.

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Russian and Chinese, like all human languages, are objectively based on their unique phonological systems. The phonological system of the Chinese language is defined by the vocal dominant: 34 vowels and 25 consonants. The phonological system of the Russian language is characterized by the consonant dominant: 6 vowels and 35 consonants. A comparable description of the phonological systems of Chinese and Russian languages is carried out on the basis of a comparison of letter orthograms of the words of Chinese and Russian. Alphabetic orthograms of Chinese words were legally adopted in China in 19

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28

Yan, Li. "Study on China’s Languages’ Status Planning for “The Belt and Road Initiative”: Proposing the Ecology-of-language Paradigm." Theory and Practice in Language Studies 8, no. 5 (2018): 492. http://dx.doi.org/10.17507/tpls.0805.05.

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Focusing on China’s languages’ status planning for “The Belt and Road Initiative”, this paper constructs a framework for China’s languages’ status planning goals and studies its application of Chinese and minority languages in the social context of “The Belt and Road Initiative” raised by China in 2013. The paper points out the focuses of Chinese and minority languages’ status planning in the form of both status policy planning and status cultivation planning and makes a detailed analysis from the ecology of languages paradigm. It is concluded that China’s languages’ status planning for “The B

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29

Perepadia, Daria, and Yulia Malakhova. "CHINESE AND JAPANESE PHRASEOLOGISMS: A COMPARATIVE ASPECT." Fìlologìčnì traktati 15, no. 2 (2023): 120–31. http://dx.doi.org/10.21272/ftrk.2023.15(2)-13.

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The article is devoted to the study of the phraseological fund of the Chinese and Japanese languages, in particular to the comparative analysis of phraseological units from the point of view of their form, structure, features of drawing hieroglyphic signs, semantics and national-cultural components contained in them. The national-cultural specificity of the Chinese and Japanese phraseology is closely related to the characteristic features of the people’s consciousness, the relationship between the language and thinking, the language and culture, therefore the main research approach is primaril

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30

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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Анотація:

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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31

WANG, YINGXU. "COGNITIVE LINGUISTIC PERSPECTIVES ON THE CHINESE LANGUAGE." New Mathematics and Natural Computation 09, no. 02 (2013): 237–60. http://dx.doi.org/10.1142/s179300571340005x.

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Анотація:

Chinese is one of the oldest and most widely used languages with an ideographic writing system. It is curious to analyze the advantages and disadvantages of Chinese in cognitive linguistics, cognitive informatics, and knowledge science. This paper presents a comparative study on the fundamental theories and formal models of Chinese and other languages. A number of interesting findings on the cognitive and social impacts of the widely used Chinese language are revealed. It is found that, although the idiographic languages are more efficient in language manipulation, the alphabetic languages con

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32

PETROVČIČ, Mateja. "Chinese as a Foreign Language in Slovene Upper Secondary Education and Outline of Curriculum Renewal." Acta Linguistica Asiatica 8, no. 1 (2018): 27–37. http://dx.doi.org/10.4312/ala.8.1.27-37.

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This paper presents the position of Chinese in Slovene educational system. In most European countries, including Slovenia, the first foreign language is introduced in the lower grades of primary education, and the second foreign language as a compulsory subject is added a few years later, when students enter upper secondary education (ISCED 3). At the same time, the third foreign language may be added to the regular courses. Schools choose languages from a set list, and Chinese is one of the languages that can be taught at the ISCED 3 level. It is not available as second foreign language yet,

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33

Kruglov, Vladislav. "The All-Russian Chinese Language Olympiad and The Unified State Exam in the Chinese Language as new forms of examination in Russia." EUROPEAN JOURNAL OF CHINESE STUDIES 1 (2018) 1 (2018): 33–39. https://doi.org/10.12906/9783865154163_005.

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Анотація:

Today, there are new tendencies in the Russian educational sphere, especially in Chinese Studies. Since the pivot of Russia to the East, Chinese language has become one of the most popular foreign languages to learn. Nowadays the Chinese language is included in the curriculum of many schools and universities. Nevertheless, there are still a lot of problems in Chinese Studies. The All-Russian Chinese Language Olympiad is the first step of the Russian sinological community to harmonize standards of teaching this foreign language, and the introduction of the Unified State Exam in Chinese continue

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34

Zavyalova, O.I. "Chinese language: terminology in the 21st century." East Asia: Facts and Analytics, no. 3 (October 5, 2020): 65–78. https://doi.org/10.24411/2686-7702-2020-10019.

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The past and present diversity of the Chinese-speaking world, as well as different history of Sinological studies, in particular, in Russia and in the West, caused the appearance of a complicated varying terminology used in modern Chinese linguistics. The term 国语 guóyǔ “state language” (“national language”) was officially introduced for Chinese at the beginning of the 20th century, but in the PRC it was replaced by a more “democratic” word 普通话 pǔtōnghuà “common language” (“common speech”, “Standard Mandarin”

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Qiu, Jifang, and Yutong He. "A Study of Colour Words in Chinese, Tibetan and Yi Languages." Lecture Notes in Education Psychology and Public Media 47, no. 1 (2024): 166–73. http://dx.doi.org/10.54254/2753-7048/47/20240920.

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Chinese, Tibetan and Yi belong to the Sino-Tibetan language family, and there are kinship between the three languages. By comparing and analysing the colour words of Chinese, Tibetan and Yi, we can understand the three languages' respective lexical features and unique cultural traditions, and find out the unique expressions and cultural connotations of the colour words of the three languages. Han, Tibetan and Yi are all important parts of the Chinese Minzu, and all have their own unique language systems and colourful cultures. Colour words, as an important carrier of language system and cultur

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36

Karsono, Ong Mia Farao. "Chinese language as an identity viewed by the younger Chinese ethnics in Indonesia." Journal of Language and Literature 5, no. 2 (2014): 5–10. http://dx.doi.org/10.7813/jll.2014/5-2/1.

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Yang, Xiaobo. "The Name and Nature of “Chinese-Language Philosophy”." Philosophy East and West 75, no. 2 (2025): 369–87. https://doi.org/10.1353/pew.2025.a958930.

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Abstract: In recent years, a distinctive trend known as “Chinese-language philosophy” ( Hanyu zhexue 漢語哲學) has emerged, signifying a paradigm shift in Chinese philosophical studies. This movement seeks to re-establish the legitimacy of Chinese philosophy in a novel manner. While it has gained substantial traction within Chinese academia, it has found little resonance among international scholars of Chinese philosophy. This prompts a critical examination: What does “Chinese-language philosophy” encompass? What were the circumstances of its emergence and the reasons for its prominence within Chi

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Hasel, Clarosa Amanda. "The Research Comparison Between the Consonants of Bahasa Indonesia and Chinese Mandarin." MANDARINABLE : Journal of Chinese Studies 1, no. 1 (2022): 1–9. http://dx.doi.org/10.20961/mandarinable.v1i1.322.

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Indonesian Students face a lot of difficulties when learning Chinese Mandarin, it is very common that them to mispronounce the consonants of Chinese Mandarin. There are not a lot of Indonesian Students who can pronounce Chinese Mandarin consonants accurately. Phonetics teaching is a very important part of learning other languages. Bahasa Indonesia is classified as “The Family of Austronesian Language”, and Chinese Mandarin is classified as Sino-Tibetan Language System. Although they have a different language systems, the two languages have a lot of similarities and differences in every aspect

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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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Анотація:

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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41

Hwa, Siew Pei, Pang Set Weei, and Lew Hoi Len. "The Effects of Blended Learning Approach through an Interactive Multimedia E-Book on Students’ Achievement in Learning Chinese as a Second Language at Tertiary Level." International Journal of Computer-Assisted Language Learning and Teaching 2, no. 1 (2012): 35–50. http://dx.doi.org/10.4018/ijcallt.2012010104.

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Almost all higher institutions in Malaysia offer Chinese as a second language (some may consider as a third language) course. Universiti Tunku Abdul Rahman offers an elective subject called ’Introduction to Chinese Language I’ to teach the basis of Chinese to non-Chinese educated students. In general, the majority of foreign language is taught face-to-face in classrooms. There are three crucial challenges in learning Chinese as a second language: pronunciation, Chinese writing, and verbal communication skills. Hence, Chinese language is recognized as one of the most challenging and difficult l

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42

Aftab, Mariam, and Muhammad Hassan Abbasi. "Beliefs about Difficulties in Learning Chinese as a Foreign Language in a Public Sector University." Sindh Journal of Linguistics 3, no. 1 (2024): 82–96. http://dx.doi.org/10.58921/sjl.v3i1.61.

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Chinese language teaching in universities was introduced as part of China-Pakistan Economic Corridor initiative (CPEC) signed in 2013 for economic, entrepreneurial, and social reasons. Over a decade of introducing Chinese as a foreign language, Pakistani language learners invested in Chinese language for scholarships, higher education, jobs, and business purposes. However, many CFL learners were unable to acquire Chinese language and had low proficiency in the language. Therefore, this study aims to investigate the beliefs about difficulties that foreign language learners face about learning C

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Azeem, Aftab, Tahira Naveed, and Sadaf Jabbar. "Chinese Language Teaching in Pakistan Problems and Solutions." University of Wah Journal of Social Sciences 5, no. 1 (2022): 55–80. http://dx.doi.org/10.56220/uwjss2022/0501/04.

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The teaching of Chinese language in Pakistan has a history of more than 40 years, but it has only been in the past decade that it has become widespread. This paper aims to present a general overview of Chinese language teaching in Pakistani education system, to identify some of the theoretical issues and practical challenges this field is facing and finally propose the possible solutions to these problems. This is primarily a qualitative and descriptive study and questionnaire survey method has been employed to highlight the important issues and challenges that deserve serious attention from a

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44

Zhypar, Sulaimanova. "Research on The Current Situation of Chinese Language Teaching in Kyrgyzstan." MANDARINABLE : Journal of Chinese Studies 3, no. 1 (2024): 42–51. http://dx.doi.org/10.20961/mandarinable.v3i1.967.

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In today's world, global economic integration is accelerating, and the integration of countries in the political, economic, and cultural fields is further deepening. Language is a communication tool for countries to understand each other and an essential component of international cooperation. Today, learning foreign languages and spreading national languages are increasingly being incorporated into a country's foreign policy strategy, which positively impacts its internal development and helps it expand its influence to other countries. With the increasing popularity of Chinese language and c

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Xiao, Yang. "“Chinese” Philosophy or “The-Chinese-Language” Philosophy?" Institute of Confucian Philosophy and Culture 33 (February 29, 2020): 139–54. https://doi.org/10.22916/jcpc.2020..33.139.

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46

Le Pham, Quoc Hung. "The Meanings and Structural Forms of the Measure Word for Nouns in Chinese and Vietnamese." International Journal of Linguistics 13, no. 1 (2021): 1. http://dx.doi.org/10.5296/ijl.v13i1.16890.

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In the field of language research, the measure word is an interesting research topic. In the world language, some languages have measure words, some languages have not. Both Chinese and Vietnamese belong to the language rich in measure words, but due to the differences in language system, cognition and cultural color, there are some differences in the expression of their syntactic structure of the measure word for noun. This study starts from the comparison of Chinese and Vietnamese languages, focusing on the meaning and structure of the measure word for noun commonly used in Chinese and Vietn

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47

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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48

Kurdyumov, Vladimir. "Chinese Language Theory Textbook: Challenges and Solutions." ARPHA Proceedings 4 (May 31, 2021): 554–63. https://doi.org/10.3897/ap.e4.e0554.

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Proposed is a project (or principles) of a new version for the textbook of theoretical Chinese grammar based on the Predicative Concept of Language and continuous to the 2005-2006 edition. The book would be more systematic and will consider in more detail the non-equivalence of the language levels in Chinese and in Russian; the Topic-prominent typology of Chinese will be will be considered in more depth, as well as the variety of regional variants of Chinese; the impossibility of assimilating the Topic-prominent grammar to the same in the inflectional Subject-prominent languages will be system

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Aleksachin, A. N. "Schools of Chinese, Vietnamese, Burmese, Laotian, Thai and Khmer languages." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 264–66. http://dx.doi.org/10.24833/2071-8160-2014-5-38-264-266.

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School of teaching Chinese, Vietnamese, Burmese, Laotian, Thai and Khmer languages functions under the same title as the department, which was established in 1954 at the Department of Chinese Language of the Moscow Institute of Oriental Studies. MGIMO graduates with the knowledge of the Chinese language are successfully working in the structural units of the Russian foreign Ministry and all over the world, in various government agencies and major companies. Currently, the number of students studying Chinese language is 128 people as a first language.

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Chen, Lin, and Danping Wang. "Chinese Heritage Language Maintenance in the Context of Superdiversity." Researching and Teaching Chinese as a Foreign Language 4, no. 1 (2023): 97–117. http://dx.doi.org/10.1558/rtcfl.26170.

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Situated in the context of migration trends toward superdiversity in Anglophone countries, this study conceptualizes Chinese heritage language (CHL) learners as complex social beings with increasingly diverse language repertories, migration histories, and socioeconomic statuses. Failing to understand such diversity in language maintenance and language shift may lead to oversimplifying the process of Chinese language maintenance and consequently perpetuating educational inequities in overseas Chinese education. The study analysed questionnaire data from 56 CHL learners who identified as dialect

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