Pub Date : 2020-11-01DOI: 10.13189/lls.2020.080602
J. Lwanga-Lumu
The 21st global era of massive migration and rapid change is characterised by social, cultural, scientific, political and economic upheavals hence highlighting the need for intercultural education as intervention to improve student performance, social*cohesion, economic development and peaceful coexistence. In South Africa (henceforth SA), English second language (EL2) educators are debating a transformation model of the humanities curricula to reduce intercultural incompetence and education inequality. This article uses the qualitative in-depth critical analysis method of the affordances and controversies of plurilingualism, as well as multilingualism. Specifically, it assesses the feasibility of adopting the intercultural communicative language teaching (iCLT) and language learning (ILL) framework to integrate intercultural perspectives, decolonise the EL2 curricula and promote multilingualism for higher education transformation. Educators are encouraged to shift perspectives by being eclectic in incorporating intercultural perspectives, the philosophy of Ubuntu, as well as understanding the crucial role of using SA indigenous languages/inter-cultures in scaffolding EL2 curricula for effective development of students' plurilingual and intercultural competence (IC). Finally, implications are outlined for using pedagogical strategies such as translanguation, technical computer-mediated support, instructional and research design, to innovatively develop students' academic proficiency, intercultural competence, socio-cultural identity construction, and democracy in multilingual SA and the cosmopolitan global village.
{"title":"Plurilingualism and Intercultural Pedagogy Revisited: Integrating Decolonial Perspectives in Tertiary English Curricula","authors":"J. Lwanga-Lumu","doi":"10.13189/lls.2020.080602","DOIUrl":"https://doi.org/10.13189/lls.2020.080602","url":null,"abstract":"The 21st global era of massive migration and rapid change is characterised by social, cultural, scientific, political and economic upheavals hence highlighting the need for intercultural education as intervention to improve student performance, social*cohesion, economic development and peaceful coexistence. In South Africa (henceforth SA), English second language (EL2) educators are debating a transformation model of the humanities curricula to reduce intercultural incompetence and education inequality. This article uses the qualitative in-depth critical analysis method of the affordances and controversies of plurilingualism, as well as multilingualism. Specifically, it assesses the feasibility of adopting the intercultural communicative language teaching (iCLT) and language learning (ILL) framework to integrate intercultural perspectives, decolonise the EL2 curricula and promote multilingualism for higher education transformation. Educators are encouraged to shift perspectives by being eclectic in incorporating intercultural perspectives, the philosophy of Ubuntu, as well as understanding the crucial role of using SA indigenous languages/inter-cultures in scaffolding EL2 curricula for effective development of students' plurilingual and intercultural competence (IC). Finally, implications are outlined for using pedagogical strategies such as translanguation, technical computer-mediated support, instructional and research design, to innovatively develop students' academic proficiency, intercultural competence, socio-cultural identity construction, and democracy in multilingual SA and the cosmopolitan global village.","PeriodicalId":377849,"journal":{"name":"Linguistics and Literature Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128475136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.13189/lls.2020.080601
Maria Drossinou Korea, Helen Mintza, I. Stavrou
Specific learning difficulties (dyslexia) are examined as a neurodevelopmental disorder according to the educational and teaching dimensions resulting from the effective or the ineffective coping with the difficulties of the school. In this editorial we will describe and analyze some recent findings in this field, also deriving from the change of diagnostic criteria proposed in 2013 by the American Psychiatric Association in DSM-5 that has led to an increase in the number of students that meet diagnostic criteria and that has led to an increase of the level of the heterogeneity of their functional profiles. Especially in secondary education the subject has implications for the future career of the pupils. The philologist who has expertise in the special educational needs by educational Greek law support the difficulties of his pupils. So, he should know the appropriate pedagogical tools to understand and support them. The aim of the research is to study the teaching intervention dyslexic pupils with emphasis on the memory difficulties in the course of the history. The pedagogical tool as the Targeted, Individual, Structured, Integrated Program for Special Educational Needs (TISIPfSEN) used in the primary and secondary teaching programs in the inclusion school systems. The pedagogical experiment of the special teaching methodology of TISIPfSEN was implemented in a certain case of a 3rd grade of Gymnasium student who intervened in the history lessons. The research issue was demonstrated in part because it requires the philologist to have been trained in the provision of the TISIPfSEN training tool in the difficulties of language, which is not always the case in undergraduate or postgraduate studies. In the case where the philologist himself has been trained in the TISIPfSEN methodology, he has emerged that he can design and implement the suitably adapted and differentiated intervention program with an emphasis on text comprehension. In the conclusions, we underlined that through the implementation of TISIPfSEN, the student succeeded in achieving the educational target we set by presenting an improvement in reading and understanding texts.
{"title":"Teaching Dyslexics Students with the Targeted, Individual, Structured, Integrated Program in the Lesson of History","authors":"Maria Drossinou Korea, Helen Mintza, I. Stavrou","doi":"10.13189/lls.2020.080601","DOIUrl":"https://doi.org/10.13189/lls.2020.080601","url":null,"abstract":"Specific learning difficulties (dyslexia) are examined as a neurodevelopmental disorder according to the educational and teaching dimensions resulting from the effective or the ineffective coping with the difficulties of the school. In this editorial we will describe and analyze some recent findings in this field, also deriving from the change of diagnostic criteria proposed in 2013 by the American Psychiatric Association in DSM-5 that has led to an increase in the number of students that meet diagnostic criteria and that has led to an increase of the level of the heterogeneity of their functional profiles. Especially in secondary education the subject has implications for the future career of the pupils. The philologist who has expertise in the special educational needs by educational Greek law support the difficulties of his pupils. So, he should know the appropriate pedagogical tools to understand and support them. The aim of the research is to study the teaching intervention dyslexic pupils with emphasis on the memory difficulties in the course of the history. The pedagogical tool as the Targeted, Individual, Structured, Integrated Program for Special Educational Needs (TISIPfSEN) used in the primary and secondary teaching programs in the inclusion school systems. The pedagogical experiment of the special teaching methodology of TISIPfSEN was implemented in a certain case of a 3rd grade of Gymnasium student who intervened in the history lessons. The research issue was demonstrated in part because it requires the philologist to have been trained in the provision of the TISIPfSEN training tool in the difficulties of language, which is not always the case in undergraduate or postgraduate studies. In the case where the philologist himself has been trained in the TISIPfSEN methodology, he has emerged that he can design and implement the suitably adapted and differentiated intervention program with an emphasis on text comprehension. In the conclusions, we underlined that through the implementation of TISIPfSEN, the student succeeded in achieving the educational target we set by presenting an improvement in reading and understanding texts.","PeriodicalId":377849,"journal":{"name":"Linguistics and Literature Studies","volume":"36 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131687944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.13189/lls.2020.080503
Xu Wei, Z. Yi
This paper investigated the coherent functions of interrogative mood metaphors in an academic context based on Halliday' model of mood metaphor [1] and Zhu's theory of thematic progression (TP) pattern [2]. With a focus on the strategies of linking the themes and rhemes in the metaphorical clause to those of surrounding clauses, this paper identified three main modes of information flow patterns. In the mood metaphor (S) and the sentence before it (S-1), the information current is often progressed in a concentrated way since the metaphorical questions often serve as enforcements of its former sentence. Concentrated Progression is also often used in the S and the sentence after it (S+1) to answer the previous metaphorical questions, serving the purpose of appealing to authority. Besides, Constant Progression, as a simple liner pattern of message current, occurs in S and S+1 to enhance the reading comprehensibility when introducing a concept to readers or to highlight the key viewpoints as evaluating the proposition in S. This paper has pedagogical implications for academic reading and writing practices of native and non-native researchers.
{"title":"Coherent Function of Interrogative Mood Metaphor in Academic Discourse: Thematic Progression Pattern Perspective","authors":"Xu Wei, Z. Yi","doi":"10.13189/lls.2020.080503","DOIUrl":"https://doi.org/10.13189/lls.2020.080503","url":null,"abstract":"This paper investigated the coherent functions of interrogative mood metaphors in an academic context based on Halliday' model of mood metaphor [1] and Zhu's theory of thematic progression (TP) pattern [2]. With a focus on the strategies of linking the themes and rhemes in the metaphorical clause to those of surrounding clauses, this paper identified three main modes of information flow patterns. In the mood metaphor (S) and the sentence before it (S-1), the information current is often progressed in a concentrated way since the metaphorical questions often serve as enforcements of its former sentence. Concentrated Progression is also often used in the S and the sentence after it (S+1) to answer the previous metaphorical questions, serving the purpose of appealing to authority. Besides, Constant Progression, as a simple liner pattern of message current, occurs in S and S+1 to enhance the reading comprehensibility when introducing a concept to readers or to highlight the key viewpoints as evaluating the proposition in S. This paper has pedagogical implications for academic reading and writing practices of native and non-native researchers.","PeriodicalId":377849,"journal":{"name":"Linguistics and Literature Studies","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127963093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.13189/lls.2020.080504
Lu Jie
Chinese Yi poet Aku Wuwu's Coyote Traces created in his sojourn in America includes a large number of poems related to Native American mythologies, history and beliefs. In his migration of the Native American image from America to China, Aku devotes to keep the rich connotation and authenticity of the Native American image through his broad visual field and horizontal perspective. Although in most cases, cultural filtration is almost inevitable in the process of cultural migration and the original image is bound to be changed or even distorted, Aku's successful migration of the Native American image proves that an image creator's visual field and perspective can largely decide the result of cultural migration. This thesis analyzes the image of Native Americans shaped by Aku from a comparative literature perspective in order to appeal for readers' attention that cross-cultural writing should narrow the gap between images in literature and in reality, because it should commit to take the responsibility to build a community with a shared future for mankind through the exchange of civilizations which should be constructed on the base of real understanding instead of fantasies.
{"title":"Migration of Native American Image by Chinese Yi Poet Akuwuwu","authors":"Lu Jie","doi":"10.13189/lls.2020.080504","DOIUrl":"https://doi.org/10.13189/lls.2020.080504","url":null,"abstract":"Chinese Yi poet Aku Wuwu's Coyote Traces created in his sojourn in America includes a large number of poems related to Native American mythologies, history and beliefs. In his migration of the Native American image from America to China, Aku devotes to keep the rich connotation and authenticity of the Native American image through his broad visual field and horizontal perspective. Although in most cases, cultural filtration is almost inevitable in the process of cultural migration and the original image is bound to be changed or even distorted, Aku's successful migration of the Native American image proves that an image creator's visual field and perspective can largely decide the result of cultural migration. This thesis analyzes the image of Native Americans shaped by Aku from a comparative literature perspective in order to appeal for readers' attention that cross-cultural writing should narrow the gap between images in literature and in reality, because it should commit to take the responsibility to build a community with a shared future for mankind through the exchange of civilizations which should be constructed on the base of real understanding instead of fantasies.","PeriodicalId":377849,"journal":{"name":"Linguistics and Literature Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128788674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.13189/lls.2020.080502
He Yue, Lu Jie
Although American poet Henry Wadsworth Longfellow and Chinese Yi ethnic poet Akuwuwu are in different eras and cultural backgrounds, both of them express deep humanistic care for Native American culture in the Song of Hiawatha and Coyote Traces. This paper firstly discusses some shared views on the Native American by the two poets, such as religious beliefs, planting culture and handicraft. Besides those similarities, this paper also elaborates some differences embodied in their poems, such as the characterization of typical Native American individual and their different understandings of Native Americans' attitudes towards foreign culture. Through a comparative study of the similarities and differences of the Native American writings by the two poets, this paper finds that Longfellow, given his times, looked at American Indians from a WASP perspective, whereas Akuwuwu, given his ethnic minority background, observed American Indians from an ethnic minority's perspective. By analysis of the reasons for their similar and different Native American writings, this paper advocates the exchanges of heterogeneous cultures based on a world cultural consciousness from an objective and equal attitude.
{"title":"A Study of Longfellow and Akuwuwu's Native American Writing from Comparative Perspective","authors":"He Yue, Lu Jie","doi":"10.13189/lls.2020.080502","DOIUrl":"https://doi.org/10.13189/lls.2020.080502","url":null,"abstract":"Although American poet Henry Wadsworth Longfellow and Chinese Yi ethnic poet Akuwuwu are in different eras and cultural backgrounds, both of them express deep humanistic care for Native American culture in the Song of Hiawatha and Coyote Traces. This paper firstly discusses some shared views on the Native American by the two poets, such as religious beliefs, planting culture and handicraft. Besides those similarities, this paper also elaborates some differences embodied in their poems, such as the characterization of typical Native American individual and their different understandings of Native Americans' attitudes towards foreign culture. Through a comparative study of the similarities and differences of the Native American writings by the two poets, this paper finds that Longfellow, given his times, looked at American Indians from a WASP perspective, whereas Akuwuwu, given his ethnic minority background, observed American Indians from an ethnic minority's perspective. By analysis of the reasons for their similar and different Native American writings, this paper advocates the exchanges of heterogeneous cultures based on a world cultural consciousness from an objective and equal attitude.","PeriodicalId":377849,"journal":{"name":"Linguistics and Literature Studies","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125072049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.13189/lls.2020.080501
Abdullah K. Shehabat
The present paper is a comparative study between two poems: Suad Al-Sabah's They Say (2001) and Anne Bradstreet's The Prologue (1650). The study aims to investigate certain aspects of feminist empowerment in these two poems, despite the time gap between them, and how well women's search of self-empowerment has improved over time. These poets expressed their discomfort in contemplating their poetic identities, a notion that often destabilized their efforts as writers. The poems will be closely read, interpreted and analyzed in light of women's empowerment. It is found that women have been struggling to maintain a sense of equality in terms of being heard, acknowledged and allowed to function hand in hand with man. Al-Sabah was capable to break her silence by combating the societal and religious constraints which the patriarchal world has created to abuse and maintain their power over women. Likewise, Bradstreet managed to speak up by establishing an intellectual home for herself. By and large, the two works have granted their feminist authors an authority to enter into the academic and intellectual literary spheres that enabled them to free their pens from man's domination.
{"title":"To Speak Up or Not: A Critical Study of Two Feminist Voices in Light of Women's Empowerment","authors":"Abdullah K. Shehabat","doi":"10.13189/lls.2020.080501","DOIUrl":"https://doi.org/10.13189/lls.2020.080501","url":null,"abstract":"The present paper is a comparative study between two poems: Suad Al-Sabah's They Say (2001) and Anne Bradstreet's The Prologue (1650). The study aims to investigate certain aspects of feminist empowerment in these two poems, despite the time gap between them, and how well women's search of self-empowerment has improved over time. These poets expressed their discomfort in contemplating their poetic identities, a notion that often destabilized their efforts as writers. The poems will be closely read, interpreted and analyzed in light of women's empowerment. It is found that women have been struggling to maintain a sense of equality in terms of being heard, acknowledged and allowed to function hand in hand with man. Al-Sabah was capable to break her silence by combating the societal and religious constraints which the patriarchal world has created to abuse and maintain their power over women. Likewise, Bradstreet managed to speak up by establishing an intellectual home for herself. By and large, the two works have granted their feminist authors an authority to enter into the academic and intellectual literary spheres that enabled them to free their pens from man's domination.","PeriodicalId":377849,"journal":{"name":"Linguistics and Literature Studies","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130159995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.13189/lls.2020.080506
Zheng Ding-yao
The main aim of this study was to examine the correlation of influential English learning factors and English academic performance of EFL college students from urban and non-urban areas. Three possible influential factors examined were student’s motivation, academic performance and socio-economic status. The subjects were 126 students from Nanning labeled as UAS (Urban Area Students) and 136 students from non-urban areas labeled as NUS (Non-Urban Students) respectively. A questionnaire was used to investigate the subject’s motivation and their parents’ socio-economic status. The main result of the study was that both English academic performance of UAS and that of NUS were more related to motivation than other factors. The correlation between factors was further analyzed. The results of socio-economic status were divided into two main groups: economic and cultural socio-economic status. Both groups were directly proportional to the English academic performance of UAS and that of NUS. The result showed that the English performance of UAS was more related to economic socio-economic status; however, that of NUS was more related to cultural socio-economic status. On the basis of the results, among all factors, motivation is the most influential for students’ English achievement. The influences of motivation on English learning are significantly different in both groups. Socio-economic status is highly correlated to students’ English achievement in China. The results also show socio-economic and cultural advantages for students are highly significant for English learning. Thus, teachers should provide more socially and culturally advantageous environment for students from low socio-economic status families. The result that urban and non-urban students’ English academic performance correlated to different types of status may imply that parents in urban and non-urban area may hold different beliefs toward English learning. Further study could be done to explore such differences.
{"title":"The Correlation between Motivation, Academic Performance, Socio-economic Status and the English Academic Performance of EFL College Students from Urban and Non-urban Areas in China","authors":"Zheng Ding-yao","doi":"10.13189/lls.2020.080506","DOIUrl":"https://doi.org/10.13189/lls.2020.080506","url":null,"abstract":"The main aim of this study was to examine the correlation of influential English learning factors and English academic performance of EFL college students from urban and non-urban areas. Three possible influential factors examined were student’s motivation, academic performance and socio-economic status. The subjects were 126 students from Nanning labeled as UAS (Urban Area Students) and 136 students from non-urban areas labeled as NUS (Non-Urban Students) respectively. A questionnaire was used to investigate the subject’s motivation and their parents’ socio-economic status. The main result of the study was that both English academic performance of UAS and that of NUS were more related to motivation than other factors. The correlation between factors was further analyzed. The results of socio-economic status were divided into two main groups: economic and cultural socio-economic status. Both groups were directly proportional to the English academic performance of UAS and that of NUS. The result showed that the English performance of UAS was more related to economic socio-economic status; however, that of NUS was more related to cultural socio-economic status. On the basis of the results, among all factors, motivation is the most influential for students’ English achievement. The influences of motivation on English learning are significantly different in both groups. Socio-economic status is highly correlated to students’ English achievement in China. The results also show socio-economic and cultural advantages for students are highly significant for English learning. Thus, teachers should provide more socially and culturally advantageous environment for students from low socio-economic status families. The result that urban and non-urban students’ English academic performance correlated to different types of status may imply that parents in urban and non-urban area may hold different beliefs toward English learning. Further study could be done to explore such differences.","PeriodicalId":377849,"journal":{"name":"Linguistics and Literature Studies","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127605566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.13189/lls.2020.080505
Cao Ruoqi, Lu Jie
Pear S. Buck is a famous American female writer and Nobel Prize winner in Literature in 1938. Buck has lived in China for 41 years. Chinese culture has a profound influence on her works. Most of her works reflect the conflict, understanding and integration of the two heterogeneous cultures between America and China. In recent years, the researches on Buck have boomed dramatically, while there is still a deficiency in the study of Buck's characterization of Chinese images from an American perspective. Based on the traditional images of Chinese in the Good Earth, this thesis reveals the characteristics of Chinese traditional family members shaped by Pearl S. Buck through analyzing the characters of a peasant family and their relations. At the same time, this thesis also explores the characteristics of the kinship relationship written by the native Chinese authors, and compares the two from a comparative perspective, so as to find out the differences between the images of traditional Chinese characters shaped by the American author, Pearl Buck, and other native Chinese writers as well as the causes of these differences.
{"title":"A Study of Chinese Images in Pearl S. Buck's The Good Earth","authors":"Cao Ruoqi, Lu Jie","doi":"10.13189/lls.2020.080505","DOIUrl":"https://doi.org/10.13189/lls.2020.080505","url":null,"abstract":"Pear S. Buck is a famous American female writer and Nobel Prize winner in Literature in 1938. Buck has lived in China for 41 years. Chinese culture has a profound influence on her works. Most of her works reflect the conflict, understanding and integration of the two heterogeneous cultures between America and China. In recent years, the researches on Buck have boomed dramatically, while there is still a deficiency in the study of Buck's characterization of Chinese images from an American perspective. Based on the traditional images of Chinese in the Good Earth, this thesis reveals the characteristics of Chinese traditional family members shaped by Pearl S. Buck through analyzing the characters of a peasant family and their relations. At the same time, this thesis also explores the characteristics of the kinship relationship written by the native Chinese authors, and compares the two from a comparative perspective, so as to find out the differences between the images of traditional Chinese characters shaped by the American author, Pearl Buck, and other native Chinese writers as well as the causes of these differences.","PeriodicalId":377849,"journal":{"name":"Linguistics and Literature Studies","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115692059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.13189/lls.2020.080406
Lai Peng
Given the complexities which lie in the Chinese modal system, many Chinese teachers may feel that it is a daunting task to teach Chinese modal verbs to learners from other countries. Taking Chinese modal verbs “会” (hui) and “能” (neng) as the focus of the study, this paper analyzes and exemplifies the ambiguities in the acquisition of Chinese modal verbs from both semantic perspective and syntactic perspective in the aim of shedding light on the polysemous and indeterminate features of Chinese modal verbs and increasing learners’ tolerance of ambiguity caused by polysemy and indeterminacy. Semantic ambiguity is illustrated by the use of semantic components and fuzzy set figures. Syntactic ambiguity is revealed through exemplified inconsistencies in grammatical distinction of root modality and epistemic modality. Mixed ambiguities of the above two are shown through transfer errors made by learners of Chinese. Analysis of the three types of ambiguity is based on both intralingual differences among Chinese modal verbs and interlingual differences between Chinese and English modal systems. It is revealed that ambiguity results from one-to-more correspondence in form-meaning mapping within the Chinese modal system and one-to-more correspondence between the English and Chinese modal verbs. As tolerance of ambiguity is needed for successful acquisition, it is hoped that the ambiguities identified in this paper can help Chinese teachers find a way to increase the learners’ tolerance of ambiguity and can provide a key for researchers of Chinese to unlock more inherent features of modal verbs.
{"title":"Semantic and Syntactic Ambiguities in the Acquisition of Chinese Modal Verbs: Based on Intralingual and Interlingual Differences","authors":"Lai Peng","doi":"10.13189/lls.2020.080406","DOIUrl":"https://doi.org/10.13189/lls.2020.080406","url":null,"abstract":"Given the complexities which lie in the Chinese modal system, many Chinese teachers may feel that it is a daunting task to teach Chinese modal verbs to learners from other countries. Taking Chinese modal verbs “会” (hui) and “能” (neng) as the focus of the study, this paper analyzes and exemplifies the ambiguities in the acquisition of Chinese modal verbs from both semantic perspective and syntactic perspective in the aim of shedding light on the polysemous and indeterminate features of Chinese modal verbs and increasing learners’ tolerance of ambiguity caused by polysemy and indeterminacy. Semantic ambiguity is illustrated by the use of semantic components and fuzzy set figures. Syntactic ambiguity is revealed through exemplified inconsistencies in grammatical distinction of root modality and epistemic modality. Mixed ambiguities of the above two are shown through transfer errors made by learners of Chinese. Analysis of the three types of ambiguity is based on both intralingual differences among Chinese modal verbs and interlingual differences between Chinese and English modal systems. It is revealed that ambiguity results from one-to-more correspondence in form-meaning mapping within the Chinese modal system and one-to-more correspondence between the English and Chinese modal verbs. As tolerance of ambiguity is needed for successful acquisition, it is hoped that the ambiguities identified in this paper can help Chinese teachers find a way to increase the learners’ tolerance of ambiguity and can provide a key for researchers of Chinese to unlock more inherent features of modal verbs.","PeriodicalId":377849,"journal":{"name":"Linguistics and Literature Studies","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128233409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.13189/lls.2020.080404
Sun Yan-zhe
Hetu and luoshu, or the Yellow River trigrams and the Luo River trigrams, also the first mystical images in Chinese graphemic culture, are regarded as the origin of Heluo culture and feature prominently in the history of Chinese culture and Chinese thoughts. Many researchers of different dynasties expounded the sign of the image after the appearance of hetu and luoshu by Chen Tuan. The evolution of hetu and luoshu differed from the general process of symbolic evolution because its significance arose before its image. This particularity is due to the highly comprehensive and highly commensurable nature of hetu and luoshu as a meta-sign. According to the nearly archaeological excavation and using the methodology of “one vigor and four elements”, this paper makes the interpretation of its graphic which reflects the wisdom of ancient Chinese philosophy. The interpretation will be analyzed as following: Yin-Yang five-elements, the harmonious relationship between man and nature, meta-sign and the means of image-numerology in Hetu and Luoshu. A thorough study of Hetu and luoshu may help understand the evolution of Chinese nation, Chinese national character, beliefs and orientation of social life, and help clarify the deep historical roots of cultural communication, cultural psychology and spiritual orientation.
{"title":"The Interpretation of Hetu and Luoshu","authors":"Sun Yan-zhe","doi":"10.13189/lls.2020.080404","DOIUrl":"https://doi.org/10.13189/lls.2020.080404","url":null,"abstract":"Hetu and luoshu, or the Yellow River trigrams and the Luo River trigrams, also the first mystical images in Chinese graphemic culture, are regarded as the origin of Heluo culture and feature prominently in the history of Chinese culture and Chinese thoughts. Many researchers of different dynasties expounded the sign of the image after the appearance of hetu and luoshu by Chen Tuan. The evolution of hetu and luoshu differed from the general process of symbolic evolution because its significance arose before its image. This particularity is due to the highly comprehensive and highly commensurable nature of hetu and luoshu as a meta-sign. According to the nearly archaeological excavation and using the methodology of “one vigor and four elements”, this paper makes the interpretation of its graphic which reflects the wisdom of ancient Chinese philosophy. The interpretation will be analyzed as following: Yin-Yang five-elements, the harmonious relationship between man and nature, meta-sign and the means of image-numerology in Hetu and Luoshu. A thorough study of Hetu and luoshu may help understand the evolution of Chinese nation, Chinese national character, beliefs and orientation of social life, and help clarify the deep historical roots of cultural communication, cultural psychology and spiritual orientation.","PeriodicalId":377849,"journal":{"name":"Linguistics and Literature Studies","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123995807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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