scholarly journals Teaching Methods of Classical Chinese for Modern Chinese Learners in Intermediate or Advanced Level: With the Historical Drama Zhenhuanzhuan

2014 ◽  
Vol null (66) ◽  
pp. 49-71
Author(s):  
김수경
Keyword(s):  
Teaching Methods ◽  
Historical Drama ◽  
Advanced Level ◽  
Modern Chinese ◽  
Chinese Learners ◽  
Classical Chinese

scholarly journals Challenges in Translating Chinese Classics into English: Example of Biography of Huan Tan and Feng Yan from Book of the Later Han

2019 ◽  
Vol 7 (2) ◽  
pp. 115
Author(s):  
Qu Jingyi
Keyword(s):  
English Translation ◽  
Academic Research ◽  
Literary Value ◽  
Modern Chinese ◽  
Classical Chinese ◽  
Interdisciplinary Knowledge ◽  
Dynamic Growth ◽  
Chinese Texts

As one of the Early Four Historiographies, Fan Ye’s Book of the Later Han preserves significant works of both historical and literary value. This is something increasingly significant in response to the dynamic growth in popularity of classical Chinese texts among Western sinologists. Through reading the English translation of the “Biography of Huan Tan and Feng Yan” from the Book of the Later Han, the following<br />three issues are arguably noteworthy for the translator’s consideration. Firstly, the English translation may involve an<br />interim step of intralingual translation from classical Chinese to modern Chinese, before a subsequent interlingual translation from modern Chinese to English. While this facilitates the process of translation,<br />the vernacular translation also involves further risks in misinterpretation. Secondly, translation of such historiographical work which consists of literary works by various writers with numerous historical references,<br />not only requires the translator to conduct additional analysis and write explanatory notes, it also makes the English output inaccessible to most readers. Thirdly,<br />the highly interdisciplinary knowledge in relevant historiography not only demands a high quality of competency in translators, but also arguably acts as a catalyst for further academic research in the process of close reading and research. This paper intends to analyse the above three issues through a case study on the “Biography of Huan Tan and Feng Yan”, thereby demonstrating how the translation of Chinese classics is an<br />arduous yet meaningful challenge.

scholarly journals Chinese Classical Aesthetic in the View of Inter-Subjectivity

2008 ◽  
Vol 2 (2) ◽  
pp. 211
Author(s):  
Zhang Haitao
Keyword(s):  
Qualitative Method ◽  
Traditional Culture ◽  
Aesthetic Theory ◽  
Contemporary China ◽  
Modern Chinese ◽  
Chinese Aesthetics ◽  
Classical Chinese ◽  
Contemporary Chinese ◽  
Dimensions Of Space

In contemporary China, the theory of intersubjectivity causes great significance to the construction of modern Chinese aesthetic theory but this kind of transverse dimensions of space on the outside of the transplantation of theory gave rise to some bad effects to traditional culture and classical Chinese aesthetics. Article presents a qualitative method. Its purpose to conduct research on intersubjectiveness spirit of Chinese aesthetics and literature from the dimensions of the longitudinal time. The discussion will also cause a vital significance to the building of contemporary Chinese aesthetics in this direction.

Comprehensible narratives and connected grammar

2020 ◽  
Vol 55 (3) ◽  
pp. 193-207
Author(s):  
Lei Yang
Keyword(s):  
Undergraduate Students ◽  
The United States ◽  
Narrative Texts ◽  
Cultural Perceptions ◽  
Language Curriculum ◽  
American Universities ◽  
Modern Chinese ◽  
Classical Chinese ◽  
New Perspective ◽  
Selection Of

Abstract Classical Chinese is an integral component of the Chinese language curriculum at many American universities. However, which texts should be taught and how their grammar should be introduced in a textbook, are questions that have seldom been discussed. This article focuses on the selection of original texts and the mode of grammar explanation in an introductory-level textbook for undergraduate students who study Chinese as a second language. In the United States, more and more students study Classical Chinese for Mandarin-proficiency improvement and Chinese cultural perceptions. Responding to the trend, I argue that narrative texts and comparative grammar explanation would not only render a textbook more comprehensible and engaging, but also advance the learner’s practice of Classical Chinese knowledge in Modern Chinese production. This new design thus effectively connects Classical and Modern Chinese in both “content” and “form,” providing a new perspective to the curriculum development of overseas Chinese programs.

scholarly journals SHÌ (是) DALAM BAHASA CINA MODERN (现代汉语) DAN KLASIK (古代汉语)

Bambuti ◽  
2019 ◽  
Vol 1 (2) ◽  
pp. 1-22
Author(s):  
Yulie Neila Chandra
Keyword(s):  
Comparative Analysis ◽  
Chinese Language ◽  
Analysis Methods ◽  
Modern Chinese ◽  
Classical Chinese ◽  
The Subject ◽  
Similarities And Differences

Abstract. This article describes the use of the word 是(shi) in Modern Chinese Language (Mandarin/MCL) and Classical Chinese Language (CCL), and compares them so that can understand the similarities and differences of the word, both the structure (includes the class of words) and their meaning. This study describes the symptoms of language especially in syntactic and semantic, using comparative analysis methods. The results of analysis indicates that generally the word 是(shi) in MCL is verb, functions as a predicate, and becomes a connecting verb (copula) between the subject and its object, or connects nouns, pronouns, other phrases, and expresses many meanings. Conversely, the use of 是(shi) in CCL is very rare, and generally not as verbs or copula, but as pronouns and conjuctions. 

scholarly journals Technologies for Creating Individual Tasks for Students With Disabilities

2020 ◽  
Vol 6 (7) ◽  
pp. 331-335
Author(s):  
Т. Kreps ◽  
L. Nesterenko
Keyword(s):  
Students With Disabilities ◽  
Teaching Methods ◽  
Educational Process ◽  
Compensatory Mechanisms ◽  
Advanced Level ◽  
Level Of Knowledge ◽  
Individual Task ◽  
Multi Level ◽  
Basic Level ◽  
And Training

An individual task can be an educational tool in pedagogy. It is aimed at interacting with students with disabilities. Individual tasks provide educational requirements, such as adaptation, personification and variability of the educational process. The use of teaching methods and techniques becomes relevant in the educational process. This forms the ability of students to independently acquire knowledge, collect the necessary information, put forward hypotheses, present evidence and draw conclusions and conclusions. The effectiveness of interaction with students with disabilities significantly increases when tasks are put into practice on a multi-level basis. Individual tasks are aimed at creating universal educational actions for the student. This forms the student’s ability to organize independent educational activities. Mandatory conditions in the pedagogical process will be the design of the necessary compensatory mechanisms and training tools, as well as the accumulation of the bank of individual tasks and grouping them on different grounds of individualization of students with disabilities. The article considers options for creating individual tasks, as well as technologies for designing individual tasks for students with disabilities. The technology of developing an individual task for students with disabilities consists in selecting a typical task and then converting it into a multi-level one. This process can be performed by extending the content. The introduction of multi-level individual task technology requires each student to achieve a basic level of knowledge, and at the same time, to realize themselves at a higher, advanced level.

Roles of positive and indirect negative evidence in L2 feature reassembly

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Woramon Prawatmuang ◽  
Boping Yuan
Keyword(s):  
Native Speaker ◽  
The Other ◽  
Negative Evidence ◽  
L2 Acquisition ◽  
Advanced Level ◽  
Positive Evidence ◽  
Feature Reassembly ◽  
Chinese Learners ◽  
Acceptability Judgment

Abstract This article reports an empirical study investigating L2 acquisition of the Mandarin Chinese collective marker -men by adult Thai-speaking learners and the Thai collective marker phûak- by adult Chinese-speaking learners within the framework of the Feature Reassembly Hypothesis (Lardiere, 2009a, 2009b). An acceptability judgment test was administered to learners with beginning, intermediate and advanced proficiencies of Chinese and Thai (n = 114) as well as native speaker controls (n = 30). The results reveal a facilitating role of positive evidence in L2 feature reassembly as Chinese learners who are exposed to positive evidence of “phûak + animal noun” and “phûak + indefinite noun” structures in their Thai input perform native-like on these structures from an intermediate level onward. On the other hand, feature reassembly is hindered when positive evidence is unavailable as in the case of Thai learners of Chinese where no evidence they receive in the input shows ungrammaticality of “animal noun + men” and “indefinite noun + men” structures in Chinese. These learners mostly fail to perform native-like even at an advanced level.

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