some grammatical terms &c. in English and Mandarin

I just typed out this list of terms for someone and thought I might as well make it available here in case anyone else would find it useful.

English Pinyin traditional simplified
noun míngcí 名詞 名词
verb dòngcí 動詞 动词
adjective xíngróngcí 形容詞 形容词
adverb fùcí 副詞 副词
numeral shùcí 數詞 数词
measure word liàngcí 量詞 量词
pronoun dàicí 代詞 代词
preposition jiècí 介詞 介词
conjunction liáncí 連詞 连词
particle zhùcí 助詞 助词
interjection tàncí 嘆詞 叹词
onomatopoeia xiàngshēngcí 象聲詞 象声词
prefix qiánzhuì 前綴 前缀
suffix hòuzhuì 後綴 后缀
construction jiégòu 結構 结构

Tonal languages and the tone deaf

In its most recent column, USA Today‘s Wonderquest takes up the question “How do tone-deaf Chinese communicate?” The author, April Holladay, gets the most important point correct:

Tone-deaf Chinese talk just like other Chinese. Their profound musical disability makes no real difference in understanding and talking a tonal language.

She continues:

You’d think it would. Tone deaf means a person cannot hear the difference between two successive tones. The two tones are indistinguishable. In a tonal language, like Chinese, different tones give words different meanings.

The phrasing here is a little off in saying that “different tones give words different meanings.” Compare with the following sentence I created for the purpose of this example: “In English, different vowels give words different meanings: cat, cot, cut, cute, coat.” I hope this makes it easier to see the problem. Vowels don’t change the meanings. (From what?) But this is not a particularly important point.

Here’s an example of two different tones each meaning a different word from the Mandarin Chinese dialect (using diacritics to indicate the tones). See figure for the corresponding pictographs.

mā — pronounced with a long high level tone, meaning woman [sic]
mǎ — pronounced with a low tone, dipping down briefly before slowly rising to the high-~ tone, meaning horse

First, mā is not the Mandarin word for “woman.” It’s a word for “mother.” (The more common Mandarin word for “mother” is the same as it is in many, many other languages: māmā.) But let’s skip that for now.

Holladay gets a point for using “Mandarin” rather than just “Chinese,” but she slides back a notch for the common but still incorrect label of “dialect.” And the use of the word “pictograph” to describe Chinese characters is very wrong indeed, as is clear from even the limited example given in the article.

Here’s the article’s pullbox, which is labeled “Mandarin Chinese pictographs”:

媽 [妈] mā Woman
馬 [马] mǎ Horse

(The characters in brackets are simplified forms. Both forms appear in the article just as they do here.)

These characters are unmistakably related to each other — the one on the second line comprising part of the one on the first. So, if the second one is a pictograph of a horse — which, indeed, is how that character started out — how exactly is the first one a pictograph of a woman? Or, more properly, how exactly is the first one a pictograph of a mother? (Remember that the identification of mā/媽 with “woman” is wrong.) Does a mother really look like a horse standing next to a 女? Of course not.

So if 媽 isn’t a pictograph, what is it? The answer is a phonetic compound, which is what the vast majority of Chinese characters are. In 媽, 馬 is a phonetic element that hints that the character is probably pronounced sort of like mǎ. The 女 portion is one of the so-called radicals. In the 媽 character, 女 serves to hint that the meaning of the character might be related in some way with women.

This is a fairly transparent example. But the connection is not always so clear.

So, you’d think that a tone-deaf Chinese would be stuck. How can he tell the difference in speech between, say, “woman” and “horse” with only their distinct tones to distinguish the meanings?

Easily enough, it turns out. Mostly, he uses context and other language clues. Homonyms in Chinese (or English: “I’m a little hoarse”), rarely confuse a listener — when heard in context.

This is an extremely important point — and a correct one.

For a little more on Chinese characters and pictographs, see my earlier post software designer on Chinese.

source: Tonal languages for the tone-deaf [or a horse is a hoarse of course of coarse], USA Today, October 6, 2005

Romanization and teaching Taiwan’s languages

Three recent articles.

教育部極力推動鄉土語言教學,但第一線的老師碰到不少瓶頸。93學年度鄉土語言教學訪視今(26)日舉行頒獎典禮,教授母語的老師表示,最大的困難是缺乏實用的環境,有些學生在學校學了母語,回到家後缺乏和父母練習,加上教材缺乏生活化,都是教學現場中經常會遇到的問題。

近年來由於強調本土化,所以母語教學也變得很重要,教授的母語包括河洛語、客家話和原住民語;國小是每週有1小時的母語課程,到了國中則改為選修。儘管教育部加強推動,但老師也遇到不少困難。

台北市福德國小老師蔡(系秀)珍表示,因為缺乏實用的環境,許多學生在學校學習母語之後,回到家中缺乏練習的機會,所以很容易就忘記,加上台北市以講國語為主,學生練習的機會更少。

另外,她提到,教材編寫不夠生活化,無法引起學生的興趣,所以在教學時都要改編教材,加入更多生活化的題材,吸引學生注意。

北市國語實小老師朱阿莉則認為,語文領域應該有一套同整的音標,羅馬拼音就是很實用的工具,像她就是用羅馬拼音學會河洛語和客家話。她強調,全世界都是使用羅馬拼音,如果台灣不用,其實很可惜。

另一位教授原住民語的花蓮縣水璉國小老師宋德讓表示,他的學生多是阿美族,有很多不會講母語也不會聽,甚至不懂為什麼要學會講原住民的母語,但他透過遊戲和唱歌,在過程中就教導學生講幾句母語,學生學會之後就會和阿嬤用母語交談,大人們都會很高興,也增加學生的樂趣。

source: 缺乏實用環境、教材不夠生活化 母語教師教學遇瓶頸, 台北報導 September 26, 2005

國語實小教師朱阿莉今天指出,語文教學工具對鄉土語教學很重要,她建議九年一貫課程應有一套可學國語、英語、閩南語、客家話等語言的統整拼音系統。

教育部首度舉辦的鄉土語言教學訪視評鑑結果今天出爐並舉行頒獎典禮,教育部長杜正勝親自頒獎評鑑遴選出來的八個績優縣市、五十二所績優學校、四十九位教學績優教師,朱阿莉等得獎教師認為鄉土語言教學的路還很長,鄉土語言教師應有更積極努力的空間。

台北市福德國小教師蔡 (糸秀)珍表示,鄉土語言教師編教材要結合時事經驗和生活化,她曾在兩年前把SARS編成童謠。

阿美族人宋德讓在花蓮縣水璉國小退休後,仍回校義務教阿美族語,他說水璉國小大部分學童是阿美族,卻不會講母語,也不懂為什麼要學母語,因此,他先教唱歌玩遊戲,再穿插教一兩句母語,孩子回去與阿媽對話,彼此都很開心,顯見教母語要先激發孩子的興趣。

教育部表示,這次評鑑發現很多縣市的用心與創意,例如台北縣利用K12數位學校,營造無所不在的學習環境,結合資訊與鄉土語言教育,深具創意及方便性,尤其運用動畫技巧,將親師生共同創作的繪本,予以數位化,更能吸引孩子的目光。

高雄縣透過鄉土月、主題週、鄉土語言日、社團活動,認識其他各族群語言;台北市編印鄉土語言教材,每一種都包括書本及CD,且包含閩、客及原住民三種語言。

台中縣辦理閩南語卡拉OK歌唱比賽及爭取行政院客家委員會經費,成立大埔音客語教學資源中心;台南市將校園公共設施及場所標示牌納入台語諺語、俚語及俗語等內容,並透過英語老師協助翻譯成英語,採﹁中、英、台﹂介紹給到校參觀的外國人士,充分讓鄉土語言俚語國際化;高雄市每年辦理台語文教學學術研討會,有效提升鄉土語言學術價值。

今天得獎的績優縣市共計有屏東縣、高雄市、高雄縣、新竹市、台中縣、台北市、台北縣、台南市等八個單位,由杜正勝頒發獎牌一面,並頒給五十萬元推展鄉土語言教學專案補助款。

source: 母語教師:鄉土語教學應有一套統整拼音工具, 中央社 September 26, 2005

教育部昨天表揚鄉土語言教學評鑑績優單位及個人,共有8縣市、52所學校及49位教師及支援人員得獎。有得獎老師嗆聲表示,政府力排的羅馬拼音,現在各國都在積極學習,而一套統整的羅馬拼音可以同時學華、閩、客、英語,教育部應推動整合。

教育部長杜正勝致詞時表示,聯合國教科文組織宣示「世界上的少數族群語言、文化、宗教,是人權的一部分,全世界應共同維護」,鼓勵鄉土語言是世界主流價值,社會對母語教學應有正確認識。

受獎人之一的台北市國語實小老師朱阿莉說,學習語文的工具很重要,她不是閩南人或客家人,但根據羅馬拼音學會閩南語和客家語;全世界都積極用羅馬拼音來學習華語,國內應趕緊發展可同時學習華語、閩南語、客家語及英語4種語言且和大陸漢語拼音接軌的羅馬拼音系統,學生只要花2、3個月學會這套拼音系統,不但可學母語,也才能和全世界競爭。

台北市福德國小老師蔡綉珍則認為現在部分母語教材與生活脫節,她必須自編教材加一課專講台北的捷運、百貨公司、孔廟,才能結合兒童接觸過的生活時事。

蔡綉珍強調,語言教學不能只靠課堂,家長在家一定要協助,若回家不講母語,教學無法落實。

已退休的花蓮水璉國小老師宋德讓是阿美族人,他說很多阿美族小朋友不會聽、說母語,也不懂為何要學,所以他花很多心思讓小朋友了解學習母語是很重要的事,再利用唱歌、遊戲引起興趣,讓小朋友喜歡學習母語。

source: 得獎老師嗆聲:政府不該排斥羅馬拼音, 台北報導 September 27, 2005

Shanghai lawmakers propose statute restricting written usage

More from Shanghai:

Some Shanghai lawmakers think the Internet is pulling a PK on the Chinese language and fear that Mandarin will no longer shine like an MM.

Translation: Cyber argot and other languages are polluting standard Chinese, and if a draft law is passed by Shanghai People’s Congress, they will no longer be allowed in schools, official documents and business transactions.

So, Shanghai residents may soon be saying goodbye to Player Killer, which means competitor in online gaming parlance, and Mei Mei, or pretty girl.

“The new law aims to further standardize the use of the Chinese language and achieve better communication among people from different parts of the country,” Xia Xiurong, a member of the Standing Committee of Shanghai People’s Congress, said yesterday.

In her view, new phrases that haven’t been given an official definition by the language authority can lead to ambiguity, causing problems in school and at work.

The committee, which comprises the city’s top legislators, began discussing the draft law yesterday. It is expected to be adopted in the next two to three months.

If passed, schools, Chinese publishing houses and government departments will not be allowed to use non-standard phrases or abbreviations.

In addition, dialects and languages other than Mandarin cannot be used as the sole language employed by any city government department, school, social group or domestic company.

“Designating a foreign language or dialect as the only language deprives citizens of the right to learn and use the country’s language,” said Zhang Weijiang, director of the Shanghai Education Commission.

The draft also requires advertising companies to use only standard Chinese in their Mandarin promotions.

Standard Chinese constitutes the simplified characters that are found in official dictionaries, the draft said.

Offenders won’t be hauled off to jail, or even fined, however. The measure provides only that the government will seek an immediate correction.

source: City set to PK those who mess with lingo, Shanghai Daily, September 24, 2005

Presbyterian Church in Taiwan

For many years, the Presbyterian Church in Taiwan has been an important voice for human rights in Taiwan, including the right of people to speak and worship in their native language.

Probably the best-established romanization system for writing Taiwanese (Hoklo, Hokkien, Minnan, etc.) is known as the “church system,” having been developed by Presbyterian missionaries. Publications are still being issued in this, as I intend to discuss in a later edition of Pinyin News.

Through the efforts of David Alexander, many writings and news releases from the church are available in English.

Articles that might be of interest to readers of Pinyin News include:

Singapore encourages trilingualism

Singapore Encourages Learning Of A Third Language

SINGAPORE, Aug 27 (Bernama) — Bilingual Singapore is gearing up towards “trilingualism” among its population by encouraging students to learn a third language, apart from English and their own mother tongue, even if it is only for conversational purposes.

“The ability to speak a third language is useful, and will help young Singaporeans of all races operate effectively in the region and beyond,” Education Minister Tharman Shanmugaratnam said Saturday.

Proficiency in non-native mother-tongue languages would also help nurture increased interaction among the ethnic communities, friendships between students and ties between neighbours, across race and religion, Tharman said at the inaugural Mother Tongue News Writing Competition jointly organised by Innova Junior College and Berita Harian.

“We have to find every way to interest our children in our various races and cultures, give them as many opportunities as possible to interact in school, and give them confidence to talk to people of other races outside the school,” he said….

More than 40 schools, both primary and secondary, and junior colleges, have started to conduct conversational Malay as enrichment classes, with more than 200 other schools having expressed interest in starting similar programmes.

The ministry recently distributed a “Guide to Conversational Malay” to all schools to help them introduce such programmes.

“The Ministry of Education is currently developing a resource booklet for conversational Mandarin to help schools implement the enrichment programme for non-Chinese students,” Tharman said.

English is the medium of instruction in Singapore schools but it is also compulsory for students to take up a mother tongue language — either Chinese, Malay or Tamil.

“Crazy English” and Chinese nationalism

Japan’s Asahi Shimbun has an article that includes a discussion of the “Crazy English” (Fēngkuáng Yīngyǔ / 瘋狂英語 / 疯狂英语) movement: Chinese patriots burn with English fever. Like so much else in China, the movement is infused with patriotism (or scary nationalism, depending on your perspective) and cultural chauvinism (tricky to pull off when the subject is learning a foreign language).

“English is merely a tool for earning money. It’s an inferior language that relies on an alphabet with just 26 letters. How can it even compare to our language, with a sea of Chinese characters?”

So cackled a loudspeaker recently on the grounds of a junior high school in a tiny town in China’s southern Hebei province.

Wild applause broke out from the crowd of 8,000 junior and senior high school students. A red banner across the basketball court proclaimed: “Never let your country down.”

The rousing speaker was Li Yang, purveyor of a unique method of English study: shouting. Using Li’s “Crazy English” method, devised about 10 years ago, students spout short sentences loudly and at rapid-fire speed, over and over again.

The author of well over 100 books, the charismatic Li gives about 300 lectures a year around the country. About 30 million people have taken his courses.

His motivational secret is a single, yet simple principle: “Mastering English and thereby enriching our country is an act of patriotism.”

The sentiment has proved popular. The darling of China’s English-teaching world, Li considers himself a patriot, first and foremost.

“I promote the love-thy-country angle because I don’t want our people to forget China after they acquire English,” he explains. “I want them to use English and spread Chinese as a world language.”