At the same time, this was paralleled by an increased number of administrative, diplomatic, and military exchanges between the local and centralized governments Chen 8. The Zhou kings realized that a standard Chinese had to be emphasized and enforced. The result was yayan or Aelegant speech, a standard that the king's scholars agreed to.
Records show that yayan was taught in schools and used in educational, cultural, and diplomatic activities Chen 8. It attempted to become the lingua franca, binding the feudal society together. Evidence for yayan is primarily found in ancient texts.
It was under the Zhuo dynasty that the Chinese writing system first began independently or any outside influence Asher, Simpson It began through divine means. Emperors, needing guidance from deity for both large and small state decisions, often consulted oracles Asher, Simposon This was achieved by scribes engraving on tortoise backs or shoulder blades of animals with a heated bronze pen that in turn caused the bones to crack. The length and direction of the cracks were then interpreted, and characters were thus formed. They believed the gods were sending messages to them through the oracles Roberts For historical linguists, it was a godsend as well.
Chen, P. Modern Chinese: Its History and Sociolinguistics. Press , Chen, Ping Language reform in modern China. Referentiality and definiteness in Chinese. In William S-Y. Wang and Chaofen Sun Ed. Definition and translation of hun cai and meat from the perspective of structural semantics.
Languages in a modernizing China. Louie Ed. In Simpson, A. Development and standardization of lexicon in Modern Written Chinese. Development and standardization of lexicon in modern written Chinese.
The sociolinguistics of globalizing China
Gottlieb and P. Chen Ed. Policy on the selection and implementation of a standard language as a source of conflict in Taiwan. Functions of phonetic writing in Chinese. Language policy in Hong Kong during the colonial period before July 1, Gottlieb, N. Language planning and language policy in East Asia: An overview. Chen, Ping On empirical evidence in the studies of modern Chinese grammar.
Contemporary Rhetoric , 5 : 1 - Manner of articulation. Consonants, vowels and tones. Draw organ of speech. List names in English. List Chinese consonants and vowels.
- Living on Paper: Letters from Iris Murdoch 1934-1995.
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- Modern Chinese: History and Sociolinguistics;
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- Modern Chinese : history and sociolinguistics / Ping Chen | National Library of Australia.
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- Modern Chinese : History and Sociolinguistics by Ping Chen (1999, Paperback);
Classroom exercises. Pinyin and International Phonetic Alphabet. Pinyin, Zhuyin and IPA. Fanqie, Yun Shu Book of Rhyme. Fanqie method. Understanding classical dictionaries Shuowen Jiezi and Kangxi Zidian. Morpheme, bound, free,. Forms of word formation, derivation and compounding. Analysis of word structure. Synonyms, antonyms, hyponyms, etc. Chinese dictionaries. Chinese idioms and modern dictionaries. Spring recess. The derivation of characters history.
The structure and components of characters.pierreducalvet.ca/142870.php
Modern Chinese: History and Sociolinguistics - Ping Chen - Google Books
Analysis of character structures. Bushou and using dictionaries. The styles of characters calligraphy. Simplification of characters and language policy in China. Recognition of styles. Using computer to convert between simplified and traditional characters. Project 2 Report on selected topic. Morphology morpheme, bound and free; derivation and inflection. The parts of speech in Chinese.
Analysis of words. Names of word categories. Select the topic grammar for reflection paper. Syntax — structure of sentences. Traditional grammar and analysis.
Analysis of sentences. Structural linguistics, immediate constituency analysis, tree diagram.
Deep structure, surface structure and transformation. Tree diagram. Transformation rules. Topic and comment in Chinese.
Special features of modern Chinese. Topic and comments. Major features. Reflection or research paper due. Final exam. University Withdrawal Policy. It is the students' responsibility to withdraw from classes. Instructors have no obligation to withdraw students who do not attend courses, and may choose not to do so.
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Students should be aware that the definition of "serious and compelling reasons" as applied by faculty and administrators may become narrower as the semester progresses. During the final three weeks of instruction, withdrawals are not permitted except in cases such as accident or serious illness where the circumstances causing the withdrawal are clearly beyond the student's control and the assignment of an incomplete is not practical.
Ordinarily, withdrawals in this category involve total withdrawal from the university. The College of Liberal Arts adheres to this policy strictly, and does not sign withdrawal forms in the final three weeks of class for other reasons.
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