Chinese is spoken by one-fifth of the world and uses characters that have changed little in 5000 years. The writing system includes characters that provide meaning and pronunciation clues. Mandarin is tonal and has varieties of dialects. Grammar lacks conjugation but uses particles and word order. Chinese culture has been influenced by Confucianism and the Cultural Revolution disrupted traditional society.
Chinese, also known as "Han Yu" and "Zhong Wen", includes Mandarin, Cantonese, and other dialects. Mandarin, or "Putonghua", is the standard Chinese dialect. Cantonese is spoken in Guangdong province and Hong Kong. Chinese characters originated from pictures and directly convey concepts. While simplified characters are used in mainland China, traditional characters are used in Taiwan, Hong Kong, and overseas Chinese communities. One written system and measurement system were established over 2000 years ago helping the language and culture survive despite different spoken dialects. Pinyin is the system used to transcribe Chinese sounds, composed of initials, finals, and tones. Learning Chinese tones can be difficult while
The document provides an introduction to the Chinese language. It discusses:
- Standard Chinese is based on Mandarin and is spoken by over 70% of China's population, though many dialects exist.
- Chinese grammar is relatively simple compared to other languages, relying on word order rather than conjugation. Subject-verb-object is the most common structure.
- Chinese characters represent meaningful syllables rather than individual sounds, and there are around 1300 commonly used characters.
The document discusses several aspects of the Chinese language, including differences between written and spoken Chinese, tonal languages, and the history and structure of Chinese characters. It notes that while written Chinese unifies many spoken dialects, Mandarin Chinese is the national spoken language. Around 54 spoken dialects exist in China, with major groups including Mandarin, Wu, Cantonese, and others. Chinese characters date back thousands of years and there are over 50,000 characters, with around 8,000 in common use today.
This document provides an overview of grammar and different approaches to analyzing grammar. It discusses traditional grammar including parts of speech, agreement, and grammatical gender. It also covers the prescriptive approach, which establishes rules for proper language use, and the descriptive approach, which objectively describes a language's structures. Finally, it examines structural analysis using test frames, constituent analysis of phrases, and labeled bracketed sentences to diagram sentence structure.
This document provides an overview of key terms and concepts in linguistics. It discusses the main branches of phonetics including articulatory phonetics, acoustic phonetics, and language-specific phonetics. Phonology is introduced as the study of sound systems in language. Morphology and syntax are summarized as the study of morphemes and sentence structure, respectively. Semantics and pragmatics refer to the study of meaning and language use. The document also outlines the main schools of thought in formal linguistics, including traditional grammar, structural linguistics, and generative/transformational grammar developed by Noam Chomsky.
The document provides an overview of key concepts in linguistics, including definitions of language, the stages of learning a language, and features that distinguish human and animal communication. It then describes the main branches of linguistics - phonetics, phonology, morphology, syntax, and semantics. Specific linguistic concepts are defined, such as phoneme, morpheme, allomorph, morph, and their differences are explained. Theories around the linguistic sign and grammar are also introduced. The document serves as an introductory guide to fundamental terminology and topics within the field of linguistics.
Different Levels of Stylistics Analysis 1.Phonological level 2.Graphologic...RajpootBhatti5
Levels of stylistics analysis
1.Phonological level
2.Graphological level
3.Grammatical level
Language of newspaper headlines
4.Pragmatics level
5.Conversation or discourse analysis
Presented
by
Ata ul ghafer & shoiba sabir
Department of Applied linguistics
GCUF
This chapter discusses discourse analysis approaches to pronunciation and intonation for language teachers. It covers traditional views of pronunciation teaching focusing on phonemes but notes issues with this when applied to natural discourse. Most of the chapter focuses on intonation, exploring traditional views of rhythm, word stress, prominence, and intonational units. It examines grammatical, attitudinal and interactive approaches to understanding the meanings conveyed by intonation patterns. The key point is that intonation is best understood from an interactive viewpoint as signaling the flow and information structure of discourse rather than conveying fixed attitudes.
Chinese, also known as "Han Yu" and "Zhong Wen", includes Mandarin, Cantonese, and other dialects. Mandarin, or "Putonghua", is the standard Chinese dialect. Cantonese is spoken in Guangdong province and Hong Kong. Chinese characters originated from pictures and directly convey concepts. While simplified characters are used in mainland China, traditional characters are used in Taiwan, Hong Kong, and overseas Chinese communities. One written system and measurement system were established over 2000 years ago helping the language and culture survive despite different spoken dialects. Pinyin is the system used to transcribe Chinese sounds, composed of initials, finals, and tones. Learning Chinese tones can be difficult while
The document provides an introduction to the Chinese language. It discusses:
- Standard Chinese is based on Mandarin and is spoken by over 70% of China's population, though many dialects exist.
- Chinese grammar is relatively simple compared to other languages, relying on word order rather than conjugation. Subject-verb-object is the most common structure.
- Chinese characters represent meaningful syllables rather than individual sounds, and there are around 1300 commonly used characters.
The document discusses several aspects of the Chinese language, including differences between written and spoken Chinese, tonal languages, and the history and structure of Chinese characters. It notes that while written Chinese unifies many spoken dialects, Mandarin Chinese is the national spoken language. Around 54 spoken dialects exist in China, with major groups including Mandarin, Wu, Cantonese, and others. Chinese characters date back thousands of years and there are over 50,000 characters, with around 8,000 in common use today.
This document provides an overview of grammar and different approaches to analyzing grammar. It discusses traditional grammar including parts of speech, agreement, and grammatical gender. It also covers the prescriptive approach, which establishes rules for proper language use, and the descriptive approach, which objectively describes a language's structures. Finally, it examines structural analysis using test frames, constituent analysis of phrases, and labeled bracketed sentences to diagram sentence structure.
This document provides an overview of key terms and concepts in linguistics. It discusses the main branches of phonetics including articulatory phonetics, acoustic phonetics, and language-specific phonetics. Phonology is introduced as the study of sound systems in language. Morphology and syntax are summarized as the study of morphemes and sentence structure, respectively. Semantics and pragmatics refer to the study of meaning and language use. The document also outlines the main schools of thought in formal linguistics, including traditional grammar, structural linguistics, and generative/transformational grammar developed by Noam Chomsky.
The document provides an overview of key concepts in linguistics, including definitions of language, the stages of learning a language, and features that distinguish human and animal communication. It then describes the main branches of linguistics - phonetics, phonology, morphology, syntax, and semantics. Specific linguistic concepts are defined, such as phoneme, morpheme, allomorph, morph, and their differences are explained. Theories around the linguistic sign and grammar are also introduced. The document serves as an introductory guide to fundamental terminology and topics within the field of linguistics.
Different Levels of Stylistics Analysis 1.Phonological level 2.Graphologic...RajpootBhatti5
Levels of stylistics analysis
1.Phonological level
2.Graphological level
3.Grammatical level
Language of newspaper headlines
4.Pragmatics level
5.Conversation or discourse analysis
Presented
by
Ata ul ghafer & shoiba sabir
Department of Applied linguistics
GCUF
This chapter discusses discourse analysis approaches to pronunciation and intonation for language teachers. It covers traditional views of pronunciation teaching focusing on phonemes but notes issues with this when applied to natural discourse. Most of the chapter focuses on intonation, exploring traditional views of rhythm, word stress, prominence, and intonational units. It examines grammatical, attitudinal and interactive approaches to understanding the meanings conveyed by intonation patterns. The key point is that intonation is best understood from an interactive viewpoint as signaling the flow and information structure of discourse rather than conveying fixed attitudes.
The document provides notes from a linguistics class covering topics on morphology including:
- Distinguishing between content and function morphemes
- Morphological processes such as compounding, reduplication, and alternations
- Types of synthetic languages including agglutinating, fusional, and polysynthetic
- Principles for determining the hierarchical structure of derived words including adding bound morphemes one at a time and morphemes attaching to a single grammatical class
This presentation was prepared by Emily Rae Sabo, a linguist from Pittsburgh, PA. This PPT highlights the main points of a seminar she gave to the Fulbright Korea English Teaching Assistantship conference in April 2015. Emily is currently a Fulbright grantee in South Korea, but will soon begin her PhD studies in linguistics at the University of Michigan. If you should have any questions or comments, consider them warmly welcomed. Hope you enjoy and/or learn something new.
This document discusses differences in language use between men and women. It provides several examples from different languages where pronunciations, grammar, and vocabulary differ based on sex. Specifically, it notes that in some languages women and men have different consonant pronunciations. It also discusses studies that found women use more color words, adjectives, and emphasis words in English. The document concludes by noting Japanese women mark their speech with certain sentence-final particles and refer to themselves differently than men.
1) Writing systems developed from early pictograms and ideograms into more advanced forms of logographic and syllabic writing.
2) One method for developing syllabic writing was through a process called "rebus writing" where symbols for sounds were used to represent words.
3) Many modern alphabets developed from early Semitic scripts where symbols represented consonant sounds and some vowels, moving towards true alphabetic writing with one symbol per phoneme.
4) The unusual spelling in modern English is largely due to fixing spelling based on historic forms from Latin and French, along with influence from early printers with non-English native languages.
Tongan is a Polynesian language spoken by about 95,000 people mainly in Tonga as well as in other Pacific islands and countries like Australia and New Zealand. While it is closely related to languages like Niue and Samoan, Tongan has some unique characteristics such as having no consonants, using an apostrophe as a letter, and following a verb-subject-object word order. The language also lacks the letter R and uses plurals marked in front of nouns. Though still widely spoken, Tongan is evolving and many younger generations are more proficient in English due to it being taught in Tongan schools.
Common Pronunciation Errors Made by KoreansSangjin Han
This document summarizes common English pronunciation errors made by Korean students. It outlines that Korean has a different phonetic spectrum than English, with some missing consonant and vowel sounds. Korean also has weak variation in prosody, sounding very flat and lacking stress or rhythm. Additionally, Korean has a segmental sound system where each character represents one syllable. The document provides examples of pronunciation errors and exercises to illustrate these differences between the Korean and English sound systems.
This document discusses African American Vernacular English (AAVE), also known as Ebonics. It begins by describing a hoax article about translating rap lyrics from "Ebonics to standard English." It then discusses the differences between AAVE and standard written English, noting that AAVE has systematic rules and should not be considered merely a collection of mistakes. The document emphasizes that AAVE is a legitimate dialect, not a sign of limited intelligence or a poorly spoken version of English. It explores the cultural value of AAVE and argues against judging people for using this dialect.
This document discusses gender in language from several perspectives. It begins by differentiating the terms "sex" and "gender" in sociolinguistics, noting that "sex" refers to biological distinctions while "gender" refers to social or constructed identities. It then examines the Whorfian hypothesis that language shapes thought using examples of how speakers of languages with grammatical gender describe objects differently based on gender. Several languages, including English, French, Spanish, Icelandic, Norwegian, Swedish, Japanese, and the constructed language Novial are analyzed for their use of gendered pronouns and how they include or distinguish gender.
The document discusses English orthography (spelling rules) and proposes strategies for teaching it. It covers the complex relationships between sounds and spellings in English. It also compares British and American spelling conventions. The document recommends controlled, directed and free practice activities for teaching spelling, as well as strategies for teachers to correct errors without discouraging students, such as emphasizing important mistakes and having students self-correct. The goal is to help students improve their written skills through effective orthography instruction.
This document discusses various features of dialects and accents in spoken English. It provides examples of differences in pronunciation, meaning, grammar and vocabulary across regional dialects. It also discusses debates around the teaching of standard English in schools, with some arguing it is important to promote equal opportunities, while others believe all English varieties should be valued equally.
Language Comparison (Korean, Japanese and English)MIN KYUNG LEE
This document summarizes and compares features of Korean, Japanese, and English languages. It discusses phonological and morphological differences such as consonant and vowel phonemes. Korean and Japanese are topic-prominent languages that rely on word endings, while English is subject-prominent and relies on word order. The writing systems are also compared, with Korean having a unique alphabet created for phonetic representation. Implications for teaching a second language are that differences can pose pronunciation challenges, but understanding morphological features can help literacy instruction by relating words across languages.
Proper grammar is essential for effective communication and credibility in writing. Grammar helps convey intended meaning clearly without confusion. Elements like punctuation, capitalization, spelling, parts of speech, and word forms can significantly impact readability and how readers perceive the writer if not applied correctly. Mastering grammar rules and applying them consistently ensures writing is polished and professional.
This document discusses morphology and phonology and their importance in language instruction. It defines morphology as the study of how morphemes combine to form words. Morphemes are the smallest meaningful units of language. Teaching morphemes can help students learn more vocabulary. Phonology is defined as the study of speech sound patterns. Understanding phonology allows students to distinguish sounds in their native language from foreign sounds and to learn pronunciation rules. The document argues that learning morphology and phonology can improve students' written and verbal communication skills.
The document discusses how the English language is constantly evolving to meet the needs of its speakers. It changes gradually over time through influences like new technologies, immigration, colonization, and mistakes. Old English was transformed by the Danish invasion in the 9th century and then again by the Norman conquest in the 11th century when French became the dominant language. Over subsequent centuries, English regained prominence while absorbing vocabulary from Latin, French and other languages. The language became more simplified as it lost complex inflectional endings. The Great Vowel Shift in the 15th-17th centuries also significantly changed English pronunciation patterns.
The document discusses linguistics and the different levels of language analysis including phonetics, phonology, morphology, syntax, semantics, and pragmatics. It then focuses on morphology, explaining the different types of morphemes including roots, stems, bases, affixes. It provides examples of different kinds of words according to their morpheme structure such as simple words, complex words, and compound words. Finally, it discusses the different types of prefixes and suffixes, providing examples for each.
Urdu is the national language of Pakistan and is also spoken in India. While traditionally written right-to-left using its own script, some in Pakistan use the Roman alphabet instead. Key differences between English and Urdu include Urdu using a subject-object-verb structure and postpositions placed after nouns to indicate location, while English uses subject-verb-object order and prepositions before nouns. Urdu verbs have multiple forms to indicate aspects like causation, tense, and formality level.
This document provides an overview of the gender system in the Urdu language. It discusses that Urdu has two grammatical genders: masculine and feminine. It outlines some general rules for determining the gender of nouns based on their endings, such as nouns ending in "aa" typically being masculine and nouns ending in "ii" typically being feminine. However, it notes there are exceptions to these rules. The document also provides several examples of masculine and feminine nouns to illustrate how gender is assigned in Urdu.
Spelling and pronunciation by Alkhima MacarompisUntroshlich
The document discusses spelling and pronunciation in English. It provides examples of how the same sounds can be spelled differently, the same spellings representing different sounds, silent letters, and missing letters. The relationship between spelling and pronunciation has changed over time due to factors like the Great Vowel Shift not being reflected in spelling. While spelling does not always match current pronunciation, it reflects the history and structure of the language. Spelling pronunciation, where the written form influences how words are said, has occurred since the 16th century.
The document provides an overview of Chinese writing and language. It discusses oracle bones as an early form of Chinese writing dating back thousands of years. It also summarizes that Chinese uses characters rather than an alphabet, with over 60,000 characters in the writing system. Finally, it notes that simplified Chinese uses simpler versions of traditional characters, as seen on some early oracle bones.
There is little research on typical speech development in Vietnamese children and those learning English as a second language. Three key characteristics were found in monolingual Vietnamese children with reported speech impairments: substitution of less complex sounds, substitution of more complex sounds, and velar backing. However, some backing is seen typically in Cantonese development. Distinguishing disorder from difference requires considering patterns atypical to both languages and the primary language intelligibility rating. Cultural factors are also important when assessing Vietnamese families.
The document provides an overview of the Japanese language, including its origins and influences, phonology, grammar, writing system, loanwords, honorific language, names, and typing in Japanese. It notes that while Japanese syntax comes from Altaic languages, its vocabulary was influenced by Chinese and other languages, and it uses Chinese characters (kanji) along with two phonetic scripts (hiragana and katakana). Key aspects of Japanese include its subject-object-verb structure, use of particles instead of inflections, complex honorific language system, and vertical writing direction.
This document introduces learning Chinese and provides tips for memorizing Chinese words. It notes that over 1 billion people speak Chinese and that knowing Chinese will help with international business. It explains that Chinese words have characters, pronunciation using pinyin, and tones. Different character types like pictographs and semantic-phonetic compounds are described. While Chinese has many characters, becoming literate requires learning about 3,000 characters which could be done in under a year by learning 10 characters daily. Pinyin is also introduced as a romanization system to help with pronunciation.
The document provides notes from a linguistics class covering topics on morphology including:
- Distinguishing between content and function morphemes
- Morphological processes such as compounding, reduplication, and alternations
- Types of synthetic languages including agglutinating, fusional, and polysynthetic
- Principles for determining the hierarchical structure of derived words including adding bound morphemes one at a time and morphemes attaching to a single grammatical class
This presentation was prepared by Emily Rae Sabo, a linguist from Pittsburgh, PA. This PPT highlights the main points of a seminar she gave to the Fulbright Korea English Teaching Assistantship conference in April 2015. Emily is currently a Fulbright grantee in South Korea, but will soon begin her PhD studies in linguistics at the University of Michigan. If you should have any questions or comments, consider them warmly welcomed. Hope you enjoy and/or learn something new.
This document discusses differences in language use between men and women. It provides several examples from different languages where pronunciations, grammar, and vocabulary differ based on sex. Specifically, it notes that in some languages women and men have different consonant pronunciations. It also discusses studies that found women use more color words, adjectives, and emphasis words in English. The document concludes by noting Japanese women mark their speech with certain sentence-final particles and refer to themselves differently than men.
1) Writing systems developed from early pictograms and ideograms into more advanced forms of logographic and syllabic writing.
2) One method for developing syllabic writing was through a process called "rebus writing" where symbols for sounds were used to represent words.
3) Many modern alphabets developed from early Semitic scripts where symbols represented consonant sounds and some vowels, moving towards true alphabetic writing with one symbol per phoneme.
4) The unusual spelling in modern English is largely due to fixing spelling based on historic forms from Latin and French, along with influence from early printers with non-English native languages.
Tongan is a Polynesian language spoken by about 95,000 people mainly in Tonga as well as in other Pacific islands and countries like Australia and New Zealand. While it is closely related to languages like Niue and Samoan, Tongan has some unique characteristics such as having no consonants, using an apostrophe as a letter, and following a verb-subject-object word order. The language also lacks the letter R and uses plurals marked in front of nouns. Though still widely spoken, Tongan is evolving and many younger generations are more proficient in English due to it being taught in Tongan schools.
Common Pronunciation Errors Made by KoreansSangjin Han
This document summarizes common English pronunciation errors made by Korean students. It outlines that Korean has a different phonetic spectrum than English, with some missing consonant and vowel sounds. Korean also has weak variation in prosody, sounding very flat and lacking stress or rhythm. Additionally, Korean has a segmental sound system where each character represents one syllable. The document provides examples of pronunciation errors and exercises to illustrate these differences between the Korean and English sound systems.
This document discusses African American Vernacular English (AAVE), also known as Ebonics. It begins by describing a hoax article about translating rap lyrics from "Ebonics to standard English." It then discusses the differences between AAVE and standard written English, noting that AAVE has systematic rules and should not be considered merely a collection of mistakes. The document emphasizes that AAVE is a legitimate dialect, not a sign of limited intelligence or a poorly spoken version of English. It explores the cultural value of AAVE and argues against judging people for using this dialect.
This document discusses gender in language from several perspectives. It begins by differentiating the terms "sex" and "gender" in sociolinguistics, noting that "sex" refers to biological distinctions while "gender" refers to social or constructed identities. It then examines the Whorfian hypothesis that language shapes thought using examples of how speakers of languages with grammatical gender describe objects differently based on gender. Several languages, including English, French, Spanish, Icelandic, Norwegian, Swedish, Japanese, and the constructed language Novial are analyzed for their use of gendered pronouns and how they include or distinguish gender.
The document discusses English orthography (spelling rules) and proposes strategies for teaching it. It covers the complex relationships between sounds and spellings in English. It also compares British and American spelling conventions. The document recommends controlled, directed and free practice activities for teaching spelling, as well as strategies for teachers to correct errors without discouraging students, such as emphasizing important mistakes and having students self-correct. The goal is to help students improve their written skills through effective orthography instruction.
This document discusses various features of dialects and accents in spoken English. It provides examples of differences in pronunciation, meaning, grammar and vocabulary across regional dialects. It also discusses debates around the teaching of standard English in schools, with some arguing it is important to promote equal opportunities, while others believe all English varieties should be valued equally.
Language Comparison (Korean, Japanese and English)MIN KYUNG LEE
This document summarizes and compares features of Korean, Japanese, and English languages. It discusses phonological and morphological differences such as consonant and vowel phonemes. Korean and Japanese are topic-prominent languages that rely on word endings, while English is subject-prominent and relies on word order. The writing systems are also compared, with Korean having a unique alphabet created for phonetic representation. Implications for teaching a second language are that differences can pose pronunciation challenges, but understanding morphological features can help literacy instruction by relating words across languages.
Proper grammar is essential for effective communication and credibility in writing. Grammar helps convey intended meaning clearly without confusion. Elements like punctuation, capitalization, spelling, parts of speech, and word forms can significantly impact readability and how readers perceive the writer if not applied correctly. Mastering grammar rules and applying them consistently ensures writing is polished and professional.
This document discusses morphology and phonology and their importance in language instruction. It defines morphology as the study of how morphemes combine to form words. Morphemes are the smallest meaningful units of language. Teaching morphemes can help students learn more vocabulary. Phonology is defined as the study of speech sound patterns. Understanding phonology allows students to distinguish sounds in their native language from foreign sounds and to learn pronunciation rules. The document argues that learning morphology and phonology can improve students' written and verbal communication skills.
The document discusses how the English language is constantly evolving to meet the needs of its speakers. It changes gradually over time through influences like new technologies, immigration, colonization, and mistakes. Old English was transformed by the Danish invasion in the 9th century and then again by the Norman conquest in the 11th century when French became the dominant language. Over subsequent centuries, English regained prominence while absorbing vocabulary from Latin, French and other languages. The language became more simplified as it lost complex inflectional endings. The Great Vowel Shift in the 15th-17th centuries also significantly changed English pronunciation patterns.
The document discusses linguistics and the different levels of language analysis including phonetics, phonology, morphology, syntax, semantics, and pragmatics. It then focuses on morphology, explaining the different types of morphemes including roots, stems, bases, affixes. It provides examples of different kinds of words according to their morpheme structure such as simple words, complex words, and compound words. Finally, it discusses the different types of prefixes and suffixes, providing examples for each.
Urdu is the national language of Pakistan and is also spoken in India. While traditionally written right-to-left using its own script, some in Pakistan use the Roman alphabet instead. Key differences between English and Urdu include Urdu using a subject-object-verb structure and postpositions placed after nouns to indicate location, while English uses subject-verb-object order and prepositions before nouns. Urdu verbs have multiple forms to indicate aspects like causation, tense, and formality level.
This document provides an overview of the gender system in the Urdu language. It discusses that Urdu has two grammatical genders: masculine and feminine. It outlines some general rules for determining the gender of nouns based on their endings, such as nouns ending in "aa" typically being masculine and nouns ending in "ii" typically being feminine. However, it notes there are exceptions to these rules. The document also provides several examples of masculine and feminine nouns to illustrate how gender is assigned in Urdu.
Spelling and pronunciation by Alkhima MacarompisUntroshlich
The document discusses spelling and pronunciation in English. It provides examples of how the same sounds can be spelled differently, the same spellings representing different sounds, silent letters, and missing letters. The relationship between spelling and pronunciation has changed over time due to factors like the Great Vowel Shift not being reflected in spelling. While spelling does not always match current pronunciation, it reflects the history and structure of the language. Spelling pronunciation, where the written form influences how words are said, has occurred since the 16th century.
The document provides an overview of Chinese writing and language. It discusses oracle bones as an early form of Chinese writing dating back thousands of years. It also summarizes that Chinese uses characters rather than an alphabet, with over 60,000 characters in the writing system. Finally, it notes that simplified Chinese uses simpler versions of traditional characters, as seen on some early oracle bones.
There is little research on typical speech development in Vietnamese children and those learning English as a second language. Three key characteristics were found in monolingual Vietnamese children with reported speech impairments: substitution of less complex sounds, substitution of more complex sounds, and velar backing. However, some backing is seen typically in Cantonese development. Distinguishing disorder from difference requires considering patterns atypical to both languages and the primary language intelligibility rating. Cultural factors are also important when assessing Vietnamese families.
The document provides an overview of the Japanese language, including its origins and influences, phonology, grammar, writing system, loanwords, honorific language, names, and typing in Japanese. It notes that while Japanese syntax comes from Altaic languages, its vocabulary was influenced by Chinese and other languages, and it uses Chinese characters (kanji) along with two phonetic scripts (hiragana and katakana). Key aspects of Japanese include its subject-object-verb structure, use of particles instead of inflections, complex honorific language system, and vertical writing direction.
This document introduces learning Chinese and provides tips for memorizing Chinese words. It notes that over 1 billion people speak Chinese and that knowing Chinese will help with international business. It explains that Chinese words have characters, pronunciation using pinyin, and tones. Different character types like pictographs and semantic-phonetic compounds are described. While Chinese has many characters, becoming literate requires learning about 3,000 characters which could be done in under a year by learning 10 characters daily. Pinyin is also introduced as a romanization system to help with pronunciation.
Demystifying Mandarin - Learn Chinese by Hutong SchoolHutong School
Jan Wostyn, Director International Relations of Hutong School, will give you a bird's eye view of the fascinating Chinese language, zooming in on different aspects of a language which many Westerners believe to be the hardest language in the world, until they actually get started, and discover the surprisingly simplicity of Chinese compared to most European languages.
www.hutong-school.com
Chinese characters originated from pictograms, simple ideograms, compound ideograms, and semantic-phonetic compounds. Pictograms depicted objects directly, while ideograms represented abstract concepts. Later characters combined existing characters to indicate meaning or sound. Over time, methods of recording language evolved from knotted ropes to carved inscriptions to the modern characters still used today. Chinese characters meet design requirements as a written language by being recognizable, reproducible, symbolic, and able to represent spoken language.
The document provides information about the Chinese language:
1) Chinese can be traced back over 3,000 years and is one of the oldest written languages still in use today. Each Chinese character represents a monosyllabic word or morpheme.
2) The relationship between spoken and written Chinese is complex as the spoken varieties evolved at different rates while written Chinese changed much less. Tones are used in all spoken varieties of Chinese to distinguish word meanings.
3) To demonstrate her country's cultural legacy, the applicant would include examples of Chinese characters, which evolved from pictographs and represent the long history and complexity of the written Chinese language.
Sociolinguistics is the study of language and society. It analyzes variation within a language based on factors like geographical location, age, occupation, socio-economic status, ethnicity, and sex. Some key aspects of sociolinguistics covered in the document include dialects, accents, speech styles, registers, pidgins, creoles, and the relationship between language and culture/gender. Sociolinguistics helps understand how to communicate appropriately with different groups and gives insights into language variations in society.
Discourse analysis examines how stretches of language become meaningful and unified for language users by looking at cohesion and coherence. Cohesion refers to formal links like repetition and conjunctions that connect sentences, while coherence connects ideas. Discourse can be spoken, like conversations, or written, like reports. Discourse analysis emerged in the 1970s to study language in context rather than in isolation.
This document provides an overview of linguistic variation and features of different varieties of English and languages spoken in the United States. It discusses African American English, Hispanic American English, varieties of Spanish spoken in the Midwest, and other non-standard dialects including Cajun French and Creoles. Key features covered include phonological, syntactic, semantic, stylistic and organizational patterns that distinguish these varieties from standard American English.
This document discusses measuring the pronunciation of the English stops /p/ and /b/ by Saudi English language learners. It notes that learners may pronounce sounds from their second language like the closest sounds in their first language if a sound is not present. For Saudi learners of English, the voiceless bilabial stop /p/ does not exist in Saudi Arabic, so learners have two ways to pronounce it - without regard for voicing distinction, or like the closest Arabic sound /b/. The document proposes measuring the voice onset time (VOT) of learners' productions of /p/ and /b/ to analyze how closely they match English sounds. VOT is defined as the time between a
Chinese symbols are logograms that have been used as a writing system in China for nearly 5,000 years. Each character resembles a picture and it must have taken a long time to develop this language. While Mandarin is the official language, there are many regional dialects spoken across China due to its ethnic diversity. People from different areas may not speak the same language but can still communicate through writing since there is only one official writing system across China using these logograms. Western culture is fascinated by Chinese symbols and likes to find the characters for words, names, and to use in tattoos as a way to express themselves culturally.
This document provides an overview of several influential linguists and their important contributions to the field of linguistics. It discusses the work of Ferdinand de Saussure and his theory of linguistic signs. It also describes Roman Jakobson's concept of distinctive features in phonology, Edward Sapir's hypothesis of linguistic relativity, and Paul Grice's cooperative principle in pragmatics. Additionally, the document outlines Noam Chomsky's theory of universal grammar and innate language acquisition, as well as Eve Clark's research on first language acquisition in children. The document concludes by mentioning Steven Pinker's efforts to popularize linguistics.
This easy to follow guide from the team at One Hour Translation is a must read for anyone considering translating their content into Chinese. The appeal of the Chinese market is obvious: the country is the second fastest growing economy globally, and the world's largest exporter. Over 1.2 billion people speak Chinese, or 16% of the world's population, however there are hundreds of varieties of the language spoken. Most people are familiar with Mandarin, however more than 300,000,000 Chinese speak other dialects, and then there are the writing varieties to contend with. One Hour Translation are localization experts, and this guide will help you to choose the right dialect for your next project.
Culture is defined as the set of learned behaviors, beliefs, attitudes, values and ideas that characterize a society. Language is the primary means of preserving and transmitting culture between generations. There is a close relationship between language and culture - they influence each other. Language reflects the physical and social environment of its culture through vocabulary related to areas like climate, occupations, and kinship terms. Different cultures categorize family relationships differently, and this is reflected in their language.
The document discusses several key concepts in linguistics:
1) It describes how American structural linguistics in the early 20th century diverged from European structuralism by taking a more descriptive approach and emphasizing language description over interpretation.
2) It explains complementary distribution as the relationship between elements that occupy non-overlapping environments.
3) It provides examples of echo questions, which repeat part of a previous question for clarification.
The document provides an overview of key concepts in linguistics including what language is, how it is distinct from animal communication, its special features, where it came from, and how to best view and study it. It discusses questions about language, Hockett's design features that make human language unique, different types of writing systems, differences between speech and writing, how languages use rules and paradigms to generate sentences, and the relationship between competence and performance.
This document discusses the definition and characteristics of language as well as the functions of language and definition of communication. Some key points:
- Language is a symbol system that is systematic, arbitrary, productive, dynamic, diverse and specific to humans. It has unique characteristics but also universal ones.
- The functions of language include expression, information, explanation, persuasion, entertainment, as well as personal, directive, phatic, referential, metalinguistic and imaginative functions depending on the speaker, listener, topic and message.
- Communication requires the exchange of information between individuals using a common system of symbols or behaviors. It involves a sender, receiver and common system of symbols.
The document discusses phonological awareness and its importance for reading development. It explains that exposure to oral language from birth allows children to explore sounds and words, which introduces cue systems to later assist with decoding text. Cue systems like grammar, pragmatics, semantics and syntax provide readers with strategies for comprehension and phonological awareness. The document then discusses various activities that can support phonics instruction and ensure students reach automaticity with sight words, allowing higher-level comprehension processes.
The document discusses the classification and typology of human languages. It describes how languages can be classified genetically based on common ancestry or typologically based on structural features. Genetic classification groups languages into language families that descend from a proto-language. Major language families mentioned include Indo-European. Typological classification examines morphological typology based on how languages combine morphemes and syntactic typology based on word order. The document also briefly discusses the origins and types of writing systems.
1. AtheerChinese Analysis
Distribution
Mainland China, Hong Kong, Taiwan, Singapore, the overseas Chinese speaking
community
Introduction
Chinese language is the world’s oldest form of communication that is currently
spoken by one-fifth of the world’s population. The language originates from the Sino
Tibetan family and researchers are attempting to reconstruct the evolution of this Proto
Sino Tibetan language even though there are no written records of this primordial
language. The earliest evidence of Chinese script was discovered on an oracle bone
around 1200 B.C. and suggests a connection with language development and rituals and
religious practices, such as fortune telling.
While this language incorporates roughly 70, 000 sounds and characters, a main
set of 5000 characters are taught through the education system and only knowledge of
around 3000 characters is necessary to read a daily newspaper. Chinese script has
changed very little in past five thousand years. The same components of the visual script
remain basically the same. The “Archaic Chinese” (1122 BCE to 256 BCE) script
appears more spindling and more curving than the “Middle Chinese” script with sharper
angles. The “Modern Chinese” (from the 1900s to the present day) script was altered to
make several of the commonly used radicals to be simplified to have fewer brush strokes.
For example, the radical that represents gate used to have nine strokes, but the “Modern
Chinese” writing only has five strokes, which saves people a lot of cumulative time when
writing.
2. Chinese characters often appear completely confusing to non-Chinese speakers.
However, there is great logic and consistency within the writing system once one studies
the forms. Some of the characters are more pictographic in nature. For example, the
character for “snow” (xue) has two parts stacked one on top of the other. The top parts is
the character for rain, which looks like a window shape with short strokes that look like
rain, and the bottom radical is a hand symbol. Thus, the character for “snow” is a picture
of rain that you can hold in your hand. In most characters there are two main
components: one provides a meaning clue and one provides a pronunciation clue. For
instance, the word for “dumpling” (jiaozi) includes the meaning radical that relates to
food and restaurants and the pronunciation radical that relates to the “jiao” sound. This
pronunciation radical also provides a meaning hint because it relates to the visual for
linking things together, just like a dumpling is pinched together to form the envelope.
Then, the character for “to bite” (as in getting bitten by a dog) (yaohuai) includes the
meaning hint with the radical for mouth and the radical that relates to the “jiao” sound,
except here it is altered to the “yao” sound.
Phonology
• Standard Chinese Vowels
Front Central Back
Close i, y u
Close-mid
Open-mid
ə
Open a
• Consonant Inventory
Bilabial Labiodental Dental Alveolar Alveopalatal Retroflex Palatal Velar Uvular Pharyngeal Glottal
3. Stop p,b d,t g,k
Nasal
stop
m ,n ŋ
Trill
Flap
Affricate ts
Fricative f s
tʂ,tʂh
x
Lateral
fricative
Liquid l
Glide j
General
Mandarin is a tonal language using four tones and one non-tone sound. The four
tones include: flat, rising, dipping and rising, and falling. The same word sound will
have different meanings when pronounced with different tones. The most common
example deals with the sound for ma. When this sound is pronounced in each other four
tones and the non-tone sound, it has completely different meanings and functions. In the
four tones, ma means either: mother, hemp, horse, or scold. When used at the end of a
sentence in the non-tone sound, it functions as a marker for a question.
Chinese has a proliferation of dialects throughout the different nations and also in
Mainland China. Although the dialects use the same pictographic script, these dialects
are phonetically dissimilar, so much so that Chinese people can usually surmise the other
person’s region by their accent. The official dialect of Chinese is the Beijing dialect
called Beiijing hua or Putong hua, which means the “people’s dialect.” In China, almost
all the television shows are subtitled with the Beijing hua script so that people from
different dialects can all understand the spoken Beijing hua used in the program.
4. Consonant Clusters
In Chinese, words are nearly always formed by using either single consonants or
consonant clusters at the beginnings of words. There are very few words that end with
any type of a consonant, except for a special dialect of the Beijing hua when speakers
often add a retroflexive “-r” sound to the end of words. For example, the official phrase
for “Have fun!” is Hao Wan; however, most people say: Hao War. Because of this
phonetic structure, many Mandarin speakers struggle to pronounce the ends of words in
foreign languages that use consonants on the ends of words.
Grammar
Questions and negatives; auxiliaries
There are three forms of Yes-No question in the Mandarin Language.
1- Ma
Is the most common and natural form is the yes-no question. In order to form the
question we only add “ma” to the end of the sentence.
Ex-
• He is a student.
Ta shi xusheng.
• Is he a student?
Ta shi xusheng ma?
2-Shifou
Is to ask for a choice between two alternatives. It occurs immediately before the verb.
Ex-
• Are you going to china to attend a meeting?
5. Ni shifou qou Zhongguo kai hui?
3-(bù) or (méi)
In this format, a verb is followed by (bù) or (méi) which mean no, not, or don't--and then
the verb is repeated.
Ex-“bu”
• You want not want watch a movie?
Nǐ yao bù yau kàn diàn yǐng?
Ex- mei
• School have/ not have library?
Xuéxiào yǒu méi yǒu kù?
Time, Tense, Aspect
Mandarin is a highly inflectional language such as English though it does not have any
verb conjugations. All verbs have a single form.
Ex-The past tense marker Le
• I bought three books yesterday.
Zuótiān wǒ mǎi-le sān běn shū.
Word Order
Mandarin is an SVO language, which means that the word order is subject · verb · object.
• I eat food.
Wo chi fan.
6. • I love you.
Wǒ ài nǐ
Gender, Number
Mandarin has no gender and number agreements. Unlike English, a verb may take on
different inflectional endings depending on the person and the number of the subject.
Ex- Gender agreement:
• I eat
• He/she eat
W ch .ǒ ī
T /t ch .ā ā ī
Ex- Number
• Book
• Two books
Shū.
Liǎng běn shū.
Adjectives and Adverbs (Ch. 4)
Adverbs occur at the beginning of the VP, before the verb and any prepositional phrase.
Ex-
• I am definitely going.
Wo yiding qu.
Adjective
Mandarin adjectives are located directly after the noun they describe
7. Ex-
• White House
Bai Gong
• He is tall = he tall
Tā gèzi gāo
Vocabulary
Mandarin vocabulary has two parts – the sounds of the words and the proper tones.
Learning how to use the correct tone is essential in order to master the language
Ex- Ma
Tone Number Tone Symbol English Translation
ma1 mā mom
ma2 má hemp
ma3 mă horse
ma4 mà o scold
Culture
China is an ancient nation that emphasizes the continuity of their culture over the
past five thousand years. They have fortunately protected many of the ancient structures
and artifacts, such as The Great Wall, The Forbidden Palace, and The Terra Cotta
Warriors. Up until the 1960s Cultural Revolution, they were generally a feudal,
patriarchic nation that used a combined religious tradition incorporating ideas from
Buddhism, Daoism, and Confucianism. Confucianism plays a deep psychological role in
the social organization that values education and emphasizes the importance of filial piety
8. to one’s family and the nation. Confucian expressions abound in Chinese language. For
example, “If there is righteousness in the heart, there will be beauty in the character. If
there is beauty in the character, there will be harmony in the home. If there is harmony in
the home, there will be order in the nation. If there is order in the nation, there will be
peace in the world.” This expression embodies the Confucian hierarchical worldview of
peace within the home being the building blocks for peace within the nation.
Confucianism is also unfortunately noted as being quite sexist as many parables clearly
degrade women’s intellectual capacity and emphasize their duty to produce male
offsprings, for example: “There are three unfilial acts and the worst is to not bear sons.”
During the tumultuous Cultural Revolution, Chinese society was virtually turned
upside down as the youth organized as the “Red Guard” took over the nation under the
leadership of the Dictator Mao Zedong. From this era, a special type of revolutionary
language took over the nation as people divided themselves into “Reds” who were strong
communists and “Blacks,” people who were labeled as traitors who did not support the
state and were clinging to the unfair benefits of the feudal era. There are many special
phrases from the Cultural Revolution, including “verbal struggles,” which referred to the
intensive public and private interrogations of persons (such as teachers and other
intellectuals) who were accused of not being pro-Communist. While these situations
were very difficult, during this time women were released from the passive world of
feudal sexism and were expected to actively help the nation modernize. From this era,
the very famous proverb: “Women hold up half the sky” was begun to reinforce the idea
of gender equality in Chinese society.
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Mandarin." About.com Mandarin Language. N.p., n.d. Web. 01 May 2014.