Chinese Vocabulary Research Articles

The Perceived Vocabulary Strategies and Motivation Used by Learners of Chinese as a Foreign Language

In learning a language, vocabulary forms the cornerstone of the whole process since vocabulary influences speaking, reading, and writing ability. This study involved the observation of CFL learners who are students in Nanjing-China. It aimed to critically assess the perceived challenges of CFL learners across various universities in Nanjing learning Chinese vocabularies, their adopted strategies and motivation in learning Chinese vocabularies and explore ways to improve CFL learner’s proficiency. The study used a survey questionnaire to collect the data from 120 male and female Bachelor, Master and PhD students with different ages of 20 to 43 who are enrolled in 20 universities in Nanjing China. Based on certain Descriptive analysis and calculations, the findings of the study indicate that the participants indeed experience difficulties in learning Chinese vocabularies. Moreover, the results also revealed the participants’ already laydown initiatives and strategies that are mostly influenced by their motivation to learn Chinese vocabularies. In addition, the researcher investigated the motivational levels of respondents towards learning Chinese vocabularies and how their source of motivation influences their adopted strategies. The findings showed that CFL learners are extrinsically motivated than intrinsically. The study recommends that teachers and educational authorities in China and for that matter Nanjing, should create more favorable conditions to boost the motivation level of foreign students to adopt and use appropriate strategies in learning Chinese vocabularies and consequently become proficient in Chinese language as a whole. The study ends in several recommendations to Chinese teachers and educational authorities as well as to foreign Chinese language learners with regard to the pedagogy of Chinese vocabularies.

Pelliot tibétain 1257

The manuscript P. T. 1257 is a bilingual vocabulary in Tibetan and Chinese. It mainly summarizes some of the most basic Buddhist terms, as well as some of the contents of the Samdhinirmocanasūtra. Based on the calligraphy of this document, we can find at least five people involved in the writing. In addition, we also can get some historical information about the manuscript’s users. In general, this bilingual vocabulary of Tibetan and Chinese Buddhism is of great value for us to understand the history of monks in Dunhuang who studied and engaged in Buddhist activities in the middle and late 8th century to 9th century.

The Error Analysis and Teaching Strategies of the Synonymous Monosyllabic and Disyllabic Verbs in Chinese Language for Korean Learners

“Monosyllabic and Disyllabic Word” is a kind of word that morphemes which construct the disyllabic verb have the similar meaning with each other, and each of them also has the similar meaning with disyllabic word combined by them. Monosyllabic and Disyllabic Word is a one of the synonym types that second language learners often feel confused when they acquire Chinese Vocabulary. In this paper, I extracted 78sets of Synonymous Monosyllabic and Disyllabic Verbs from the <HSK vocabulary> in A,B two levels of vocabulary, and through the extraction of the error examples from the <HSK writing corpus>, this paper tried to analyzed the types of Errors and the effective teaching method for the Synonymous Monosyllabic and Disyllabic Verbal Morpheme to the Korean Learners.

Mandarin M-Comic Application Design in Supporting Mandarin Vocabulary Learning

Smartphones are a companion for every young generation in everyday life. Nowadays, conventional learning that tends to be monotonous would be able to utilize mobile applications as an alternative learning media. During this time students have difficulty in memorizing and applying vocabulary into everyday conversation. Therefore, the problem in this research is the design of learning applications that make it easier for students to learn vocabulary. Besides that, students also have difficulty in understanding how to use vocabulary, as well as the context of use in daily conversation. This study uses a survey method of 34 students selected with a purposive sampling technique that was conducted for two months. Survey data were analyzed to find out the needs of students in the application of learning Mandarin vocabulary which is fun and informative so that it becomes the basis in determining the design of Mandarin comic strip applications. The survey results show that there is a need for new digital learning media to be entertaining, which can support learning Chinese vocabulary. Through this research, the author offers a Mandarin comic strip (M-Comic) application design, as well as a design feature that will be developed by the author in the future.

Oral vocabulary affects children’s orthographic learning in Chinese

While research has established a close relationship between children’s oral vocabulary and reading ability in Chinese, the nature of this relationship is not clear. This study aims to examine if vocabulary knowledge of Chinese words facilitates learning novel orthographic forms during independent reading. We also investigate whether such oral vocabulary is to complement phonological decoding, which has been considered the primary underpinning of orthographic learning, or whether it makes a unique contribution to the acquisition of novel orthographic representations in Chinese. Data from two studies (Li et al. in Cognition 176:184–194, 2018; Li et al. in Sci Stud Read. https://doi.org/10.1080/10888438.2020.1781863 ) were re-analysed (total N = 164). In these studies, children learned the oral vocabulary of some novel Chinese words and subsequently saw their written forms as pseudocharacters in short stories. The phonetic regularity of the pseudocharacters was manipulated such that half of them could be reliably decoded via the phonetic radical (regular) and the other half could not (irregular). The results showed that oral vocabulary learning was significantly associated with orthographic learning and pseudocharacter reading in natural text. Importantly, item-specific oral vocabulary knowledge predicted the success of orthographic learning and reading accuracy of both regular and irregular pseudocharacters. These results provide evidence that oral vocabulary makes a unique contribution to children’s orthographic learning in Chinese during independent reading.

China Word: Vocabulary Quiz Game for Promoting Chinese Vocabulary Memory among 10th Grade Students

The main purpose of this research is to develop a mobile application game, China Word, to promote the memorization of Chinese vocabulary for 10th grade students. The comparison between students’ scores before and after learning with the game is used to determine success or failure in this study. The sample group was randomly collected from 10th grade students at a volunteer school in Suphanburi Province, Thailand. Sixty students participated in this study. Sixty students were separated in two groups, first thirty students group was the control group and second thirty students group was the experimental group. The control learned Chinese with lecture while the experimental group learned Chinese with the China Word game. In addition, an achievement test and a satisfaction questionnaire were deployed in this experiment as tools to measure students’ accomplishments. Then, simple statistics, such as averages, percentages, standard deviations, and t-test independence, were calculated. The result indicates that the experimental group attains higher learning achievement than the control group at a 95% confidence level.

A Comparative Study of Chinese and English Vocabulary--Taking simple Vocabulary as Example

English and Chinese belong to different language families, so there are many differences between the two languages. But with the development of globalization and the deepening of exchanges and cooperation between different countries, these two different languages have a trend of continuous integration.For different language systems, its vocabulary are different, which is mainly reflected in the differences in their morphological composition and semantic differences. The reasons for the differences are mainly due to different living environment experiences, different religious beliefs, and different cultural values. The comparison of the beauty of Chinese and English vocabulary, that is, the study of their compositional differences, semantic differences, translation exchanges, etc., which is conducive to the development of globalization and cultural exchanges. This article will conduct an in-depth study on the comparison of English and Chinese vocabulary and its causes, taking simple English vocabulary as example to explore the differences of vocabulary between Chinese and English cultures.

Hybrid Feature Fusion Learning Towards Chinese Chemical Literature Word Segmentation

The rapid increase in the number of chemical science literature has brought challenges to researchers in search and data analysis. For many chemical scientific literature, extracting information from text and using knowledge is the focus of research. However, the existing Chinese text word segmentation methods have low recognition rate for chemical terms. The reason is that the addition of many new vocabulary and mixed professional vocabulary of Chinese and English brings challenges to word segmentation. In this paper, we propose a word segmentation method of Chinese chemical literature based on hybrid feature fusion learning Model(HFFLM). HFFLM first establishes chemical science corpus (Chem-pku) to train Chinese word segmentation (CWS) tasks. In addition, HFFLM uses BiLSTM and CNN to extract document features and fuse them. Then, HFFLM combines boundary features to construct conditional random field to train the end-to-end CWS model. In the end, HFFLM makes visual analysis of the word segmentation results. The experimental results indicate that HFFLM has high accuracy and recall rate, and is suitable for chemical industry vocabulary extraction with mixed Chinese and English.

Mediating Humanism and Scholasticism in Longobardo's “Resposta breve” and Ricci's Reading of Confucianism

The “Resposta breve” (Brief response, 1623–24) by Niccolò Longobardo was one of the most controversial documents ever penned in the Jesuit China mission. Longobardo criticized the use of indigenous Chinese vocabulary by Matteo Ricci to express Christian concepts as a perilous accommodation to diabolical monism. This article proposes a close reading of how Longobardo employed Scholastic, humanist, and Chinese sources to critique Ricci's disregard for the neo-Confucian interpreters in his reading of ancient Confucianism. It argues that Longobardo's polemic with Ricci was not theological in nature but reflected his distrust of philology in reconstructing the original meaning of ancient texts.

Literacy Learning of Deaf and Hearing Preschoolers in a Sign Bilingual, Coenrollment Setting in Hong Kong.

The study investigated the literacy-learning conditions of a group of deaf and hard of hearing (d/Dhh) and hearing preschoolers in a mainstream kindergarten sign bilingualism and coenrollment (SLCO) program. The data came from the children's scores on tests of Chinese vocabulary and written Chinese grammar, and questionnaire responses on literacy-learning conditions at home (from parents) and in school (from teachers). The d/Dhh children's performance on the two tests, when compared with that of their hearing peers, suggested that adding sign language and Deaf teachers to the SLCO classroom did not adversely affect the d/Dhh children's literacy learning. Responses to the two questionnaires indicated that parents' and teachers' efforts to organize literacy resources and activities interacted with the children's vocabulary development. These preliminary results encourage more research to elucidate further the relationship between environmental factors and d/Dhh children's literacy development.

Differences between English and Chinese Vocabulary of Marine Animals

Chinese is the most used language in the world. The cultural traditions of various ethnic groups, especially cultural psychology, play a potential and important role in guiding and inspiring different associations produced by the same thing. Western culture advocates science and rationality. The British and Americans tend to symbolize some natural attributes of human beings rather than social attributes, and rarely use the zodiac animals to compare human thoughts. The Chinese admire the "harmony between man and nature" and the realm of things, and love to use the characteristics of the animals of the twelve zodiacs to compare the social characteristics of human beings. In other words, the Chinese have their own ideological character invisible to the twelve. On the zodiac, the symbolic words that represent these animals produce rich connotations. However, from the perspective of cultural linguistics, there are still many differences between the Chinese and English Zodiac animals. In order to analyze these differences, this paper analyzes the twelve Chinese zodiac animals in different cultures. In the form of expression, the comparison method is used to compare the animal idioms related to Chinese Zodiac in two languages.This paper makes a comparison between animal idioms and animal idioms in the two languages. It is concluded that the animal words in Chinese include both inland words and marine animals such as "whale". The conclusion is that ancient Chinese culture is more inclusive. At the same time, different cultural differences will lead to different language differences.

자기소개서 성격표현의 중국어 교육 방안

Self-introduction is something that must be prepared at the barriers that pass through to become a member of society. This paper will help students to compare and analyze the differences between Korean and Chinese, using the personality expressions displayed in self-introduction as research subjects, and to instruct students to use Chinese more accurately.<BR> In order to proceed with the research, 132 Korean self-introductions created by students, 85 Chinese self-introductions, and 32 Chinese self-introductions collected on the Chinese search site “baidu” will be the scope of research.<BR> First, in order to determine the range of personality expressions, the personality is defined as “individual nature, character, attitude, behavior pattern”, and the types of personality expressions in Korean and Chinese are classified, and frequently used adjectives. We investigated the correspondence between the meanings and characteristics of Korean and Chinese vocabularies.<BR> The difference between the Korean and Chinese language systems will be accompanied by many errors. In this article, we analyze the errors shown in the Chinese self-introduction created by the students and explain them in four categories: joint surface disorders, emotional color errors, rhythmic errors, and native language interference errors. did. Finally, he presented an educational plan on how to use the thesaurus or antonyms, how to present example sentences, and how to explain the pattern.<BR> Studies of personality expressions shown in self-introduction can only help to speak a more appropriate language by increasing understanding of China by clearly knowing the differences between both Korean and Chinese languages. In addition, it can be said that the research has a high utilization rate in terms of practical use, targeting self-introduction necessary for students to advance into society.

COMPARATIVE ANALYSIS OF AFFIXES IN UZBEK AND CHINESE LANGUAGES

This article analyzes the different forms of affixes in Uzbek and Chinese as the main means of enriching vocabulary in Uzbek and Chinese. A comparative analysis of affixation methods and possibilities also reveals the grammar associated with bilingual affixes.

PENERAPAN MODEL PEMBELAJARAN MURDER (MOOD, UNDERSTAND, RECALL, DIGEST, EXPAND REVIEW) DALAM PENGUASAAN KOSAKATA BAHASA MANDARIN SISWA KELAS X SMA ISLAM ATHIRAH MAKASSAR

Abstract. The purpose of this research was to find out the application of MURDER learning model in mastery of Chinese vocabulary for 10th Grade students of Athirah Islamic High School 1 Makassar. This type of research is experimental research which consist experimental classes and control classes. Data from this research was obtained by giving the students pre-test and post-test with the material about “Part of Body”. The result of t-test calculation at a significant level of 0.05 obtained the value of t-count = 0,013 which was less than t table 2,120.

Research on Cultural Integration in College English Vocabulary Teaching

Language and culture are inseparable. The cultural connotation behind the language is one crucial element in understanding one language precisely. Integration of culture into college English vocabulary teaching are surely a great help for students to learn and grasp the accurate meaning of English vocabularies. This paper explains the necessity of cultural integration in college English vocabulary teaching, elaborates the obvious differences behind English and Chinese vocabularies, and finally focuses on the effectiveness analysis of measures for cultural integration in college English vocabulary teaching.

중국어 어휘 跟(근)의 문법적 특성과 학습방안에 관한 연구

본 연구는 중국어 어휘 跟의 통사적 범주와 의미적 특성을 문법적 기능의 관점에서 분석하고 이를 통해서 跟의 품사를 재분류함으로써 중국어 학습자가 跟의 의미를 올바르게 습득할 수 있는 효과적인 학습방안을 제시하는 데 목적이 있다. 본 목적을 달성하기 위하여 본 연구에서는 함수-논항 구조 분석 방법을 채택하였으며, 분석을 위해서 경험적 자료를 바탕으로 하였다. 또한 효과적인 어휘 교육 방안을 제시하기 위하여 대학교재를 분석하였으며, 자료 분석과 대학교재 분석을 통하여 다음과 같은 결과를 도출하였다. 跟은 대동사나 대용어로 기능을 하며, 跟은 내용어가 아니라 기능어임을 밝혔다. 이러한 결과를 중국어 어휘 학습에 활용하기 위해서 5단계 어휘학습 모형을 제시하였다. 그러나 중국어 어휘교육을 위해서는 5단계 학습모형의 실행을 통해서 향후 개선점을 보완하기 위한 연구가 이루어질 필요가 있다.

Design and Simulation of Computer Aided Chinese Vocabulary Evaluation System

This article first explains the research background of computer-aided Chinese vocabulary assessment. Vocabulary assessment occupies an important position in Chinese learning. Computer-aided assessment has advantages in statistical analysis and organization and management. Subsequently, the development of Chinese vocabulary assessment and computer-assisted Chinese assessment was reviewed, and the design scheme of computer-assisted Chinese vocabulary assessment system was constructed. The functional framework, assessment methods, and feedback of the assessment system were explained. Finally, this paper verifies the function of the system through experimental investigation.

Factors affecting L2 phonological awareness in Chinese-Dutch preschoolers

Abstract The present study compared the relationship between Dutch phonological awareness (rhyme awareness, initial phoneme isolation), Dutch speech decoding and Dutch receptive vocabulary in two groups in different linguistic environments: 30 Mandarin Chinese-Dutch bilingual children and 24 monolingual Dutch peers. Chinese vocabulary and phonological awareness were taken into account in the bilingual group. Bilingual children scored below their Dutch monolingual counterparts on all Dutch tasks. In the bilingual group, Dutch rhyme awareness was predicted by Dutch speech decoding, both directly, and indirectly via Dutch receptive vocabulary. When adding Chinese proficiency to the model, Chinese rhyme awareness was found to mediate the relationship between Dutch speech decoding and Dutch rhyme awareness. It can thus be concluded that second language (L2) phonological awareness in Chinese-Dutch kindergartners is affected by their L2 speech and vocabulary level, on the one hand, and their level of phonological awareness in the first language (L1).

Contemporary Chinese Philosophy in Light of Transplanted Words

Editors’ Chinese vocabulary today features a special group of words, namely, those that were Chinese words in the past but now have lost what they used to mean. Instead, they have become Chinese versions of foreign words that they have been used to translate. Chen calls these words, as well as the words coined solely for the purpose of translating foreign words, “transplanted words.” Most of the words we are using in theoretic discourse today are such transplanted words. Chen, in this paper, examines the possible influence this phenomenon has had on philosophical thinking.

The Prevalence of Dyslexia in Primary School Children and Their Chinese Literacy Assessment in Shantou, China.

The epidemiological studies of Chinese developmental dyslexia (DD) in China are still limited. In addition, literacy assessment has seldom been performed for children with dyslexia, due to lack of uniform assessment tools. This study was aimed at investigating the prevalence rate of children with dyslexia, and to evaluate their Chinese reading ability. A total of 2955 students aged 7–12 years were enrolled by randomized cluster sampling. The study was divided into three stages. In stage I, all participating students were asked to finish the Combined Raven Test (CRT) and Chinese Vocabulary Test and Assessment Scale. In stage II, the Chinese teachers and parents of the children with suspected dyslexia were interviewed by psychiatrists, and finished the Dyslexia Checklist for Chinese Children (DCCC). In stage III, these children were evaluated by child psychiatrists for the diagnosis with or without dyslexia, according to the fifth edition of Diagnostic and Statistical Manual of Mental Disorders (DSM-5), and their Chinese literacy was further evaluated by using the Chinese Reading Ability Test (CRAT). The prevalence rate of children with dyslexia was 5.4% in Shantou city, 8.4% in boys and 2.3% in girls, with a gender ratio of 3.7:1.0. Children with dyslexia scored lower in all the five subscales of the CRAT tests. including phonological awareness, morphological awareness, rapid automatized naming, orthographic awareness, and reading ability than the control group (all p < 0.001). This study suggested that the prevalence rate of Chinese dyslexia in Shantou city is roughly equivalent to that previously reported in China. Children with dyslexia have a relatively lower Chinese reading ability in all assessments.