Chinese Ideographs and Western Ideas

Hansen, Chad

doi:10.2307/2059652

Cited by 39 publications

(7 citation statements)

References 13 publications

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“…Last, this emphasis on the critical contribution of phonology also is consistent with theories maintaining that (a) phonological encoding facilitates information processing in short-term memory during the reading of extended text (Kleiman, 1975), (b) provides a trace in shortterm memory superior to what visual processing can offer (Baddeley, 1966), and (c) aids in the visual and semantic processing of orthographically unfamiliar words (Just & Carpenter, 1987). In spite of these theoretical advancements, the hotly debated controversy as to the "ideographic" nature of Chinese characters is still very much alive today, with impassioned debate among scholars (Hansen, 1993;Unger, 1993) reminiscent of the great sinologists Boodberg and Creel, who debated the issue over a half-century ago (Boodberg, 1979).…”

Section: Word Recognitionmentioning

confidence: 99%

Word Recognition among Learners of Chinese as a Foreign Language: Investigating the Relationship between Naming and Knowing

Everson¹

1998

The Modern Language Journal

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For students whose first language ( L l ) employs an alphabetic writing system, learning to read Chinese is especially challenging due to the nonalphabetic nature of its orthography. Because Chinese characters represent the spoken language in a largely irregular and unsystematic manner, it is important to establish the extent to which beginning Chinese language learners rely upon their developing spoken language resources when identifying Chinese word meanings. To investigate this relationship between speech and meaning, a word recognition study was conducted whereby 20 beginning learners of Chinese as a Foreign Language (CFL) were required to pronounce and later identify in English 46 Chinese words. The correlational analysis indicated a significant relationship between being able to pronounce and being able to identify Chinese words. Implications for theory building and pedagogical application are discussed.OF THE MANY TASKS FACING THE BEGINning learner of Chinese as a Foreign Language (CFL), perhaps none is more daunting than learning the Chinese writing system. Students initially may seem excited at the prospect of learning to read Chinese because of the innate aesthetic appeal of the written Chinese character, yet it is not long before they realize that learning Chinese characters in a systematic manner over the long term is a labor-intensive endeavor, and one that places huge demands on their memories, time, and study capabilities. Although teachers of Chinese do their best to facilitate their students' progress by honoring age-old traditional methods of pedagogical practice that have been used in the first language (Ll) setting, the reality is that researchers have only recently begun to in-The Modern Language Journal, 82, ii, (1998) 01998 The Modern Language Journal 0026-7902/98/194-204 $1.50/0 vestigate empirically the processes involved when CFL students learn Chinese characters (Everson, 1993;Ke, 1996;McGinnis, 1995). This article will extend this area of research by focusing its investigation upon word recognition, defined here as deriving both the phonetic codes (or pronunciation) as well as lexical meaning from printed Chinese characters. The article will discuss theories of word recognition, paying special attention to how different orthographies represent the phonological features of the spoken language. Most important, it will present the findings of a study conducted with beginning CFL learners that suggest a strong relationship between the abilities of pronouncing Chinese words and identifying their meanings. Implications for CFL reading instruction will then be discussed, with an appeal for the development of a systematic CFL reading theory and accompanying pedagogy that take into account not only the unique features of the Chinese language, but reading universals as well. BACKGROUND 195 exert efforts to become more "mainstream" in American educational settings, research that focuses on how learners deal with different orthographic systems will be of critical importance (Koda, 1994).First l...

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Section: Word Recognitionmentioning

confidence: 99%

Word Recognition among Learners of Chinese as a Foreign Language: Investigating the Relationship between Naming and Knowing

Everson¹

1998

The Modern Language Journal

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“…Franco-Cantabrian glyphs which appeared between 60,000 and 40,000 years ago, some spectacular specimens of which are kept at the Museum ofNatural History in Brussels, 16 Whilst modem Chinese writing is ideogrammatic in that it consists of characters or ideograms representing morphemes, the Shang writing system is widely held to have been logographic, whereby each character represented a word. I shall not entertain the theory of Vandermeersch (1980) and Hansen (1993) that Shang writing was ideographic in the sense of representing ideas or things directly rather than representing language. resemble symbolic writing systems far more than do the decorations on East Asian ceramics ofthe fourth and third millennium BC.…”

Section: Linguistic Ancestors and Materials Culturementioning

confidence: 95%

The Diversity of the Tibeto-Burman Language Family and the Linguistic Ancestry of Chinese

Driem¹

2007

Bull Chin Linguist

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“…É a cultura chinesa. (Needham e Harbsmeier 1998, p. xxi) Ambos atestam a posição privilegiada ocupada pela China com sua extensa tradição literária e virtual isolamento histórico e geográfico frente às tradições ditas "ocidentais", aquelas desenvolvidas na Europa, de fonte primordialmente greco-cristã e línguas indo-europeias (Hansen 1993Vandermeersch 2013 Como comentamos acima, ao olharmos alguns dos textos fundadores da tradição chinesa à época Zhou, não constatamos a proposição de algum tipo de estudo sistemático dos caracteres e muito menos sobre os sons da língua chinesa. Podemos afirmar que a questão "linguística" central 3 Estamos aqui claramente abstraindo questões diacrônicas fundamentais ao englobar séculos de expressão linguística na China clássica como "língua chinesa."…”

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Fontes da História das Ideias Linguísticas na China

Barreto¹

2021

Locus

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Foi durante o período formativo da cultura chinesa nas dinastias Zhou e Han que também gestaram-se as primeiras reflexões chinesas sobre sua língua e a linguagem de que temos registro. Vislumbrados de maneira mais ou menos explícita, nesta época surgiram os principais temas que nortearam a história das ideias linguísticas (HIL) na China: a relação entre os “nomes” e as “coisas,” o papel central da escrita e sua crucial característica iconográfica atentando para o aspecto semântico da língua escrita e suas profundas consequências para a estória que aqui foi se estruturando. Esta breve introdução discute os temas mais relevantes da HIL chinesa e discorre sobre textos e autores chave durante o período.

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Chinese Ideographs and Western Ideas

Cited by 39 publications

References 13 publications

Word Recognition among Learners of Chinese as a Foreign Language: Investigating the Relationship between Naming and Knowing

Word Recognition among Learners of Chinese as a Foreign Language: Investigating the Relationship between Naming and Knowing

The Diversity of the Tibeto-Burman Language Family and the Linguistic Ancestry of Chinese

Fontes da História das Ideias Linguísticas na China

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