Simplified characters inside and outside of the People’s Republic of China

The following is a guest post by Professor Victor H. Mair. All of the Chinese characters other than those in the scanned image are my own addition.

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A friend of ours from Taiwan who keeps a sharp eye out for new cancer medicine for my wife recently sent us the announcement of a new drug, and added the following handwritten note at the end:

scanned note of Chinese characters. description follows below

xiāngxìn hái huì yǒu
I believe still can there is/are
         
gèng hǎod fāmíng    
more good invention    

“I believe that there will be even better inventions.”

Of the eleven Chinese characters in her note, four were simplified: xìn (亻 rén [“man”] on the left and 文 wén [“civil, writing”] on the right), hái (as on the mainland), huì (as on the mainland), and (癶 Kangxi radical 105 [] on the top as with the original graph, mainland 开 kāi [“open”] on the bottom]).

Here is the text as it would appear in traditional Chinese characters.

我相信還會有
更好的發明.

The text as it would appear in the PRC’s “simplified” Chinese characters, with the different characters in yellow

我相信还会
更好的明.

Note that, of the four simplified characters in this short note, two are nonstandard according to PRC orthography, which has rén (亻 “man”) on the left and yán (言 “speech”) on the right for xìn (信 “trust; letter”), i.e., the graph is unsimplified on the mainland, and a completely different form for (發/发 “emit, occur”). One might have expected that these nonstandard simplified forms would have derived from Japanese forms, since Taiwan has had close cultural ties with Japan during the past century. Yet Japanese orthography does not call for the simplification of xìn at all, and the Japanese simplification of , while similar to the simplified form in our friend’s note, has the bottommost strokes curving toward the left and right, whereas our friend has them going straight down. Our friend’s xìn is not an ad hoc invention by her, because I have often seen it used in informal writing, and it is fairly easy to understand how someone might want to substitute the four-stroke component wén (文 “writing”) for the seven-stroke component yán (言 “speech”) when thinking of the meaning “letter, missive” for this character. Our friend’s , on the other hand, probably is related to the Japanese form, but further simplified so that the effort to curve the last two strokes left and right is eliminated. In addition, the idea of “open, begin” for the bottom component (开 kāi) was undoubtedly in the mind of the person who devised this simplified form, since it comports well with the fundamental meanings of .

What is particularly interesting is that our friend is vocally opposed to the simplification of characters, decrying the mainland communist bandits as destroyers of Chinese civilization, yet she herself uses them regularly and casually, and in her own writing! Indeed, she uses more simplified characters in her writing than are called for by the PRC authorities. The same is true of Chinese writers the world over when they let their hair down and do what comes naturally. The simplification of Chinese characters has been going on for more than two thousand years (see, for example, the many simplified forms in the stele inscriptions of the Six Dynasties period and the profusion of simplified characters in the pinghua [“expository tales”] of the Song period).

I should not neglect to observe that there are also numerous unofficial simplified characters in widespread use on the mainland. For example 午 (“noon” – four strokes) is a common substitute for 舞 (“dance” – 14 strokes [!]), 江 jiāng (“[Yangtze] river” – six strokes) frequently replaces 疆 jiāng (“border” – nineteen strokes [!!]) in Xinjiang (the name of the Uyghur region in the far west), and so forth.

What does all of this boil down to? In a nutshell, people are not fools. They do not want to waste their lives writing a dozen* or more strokes for a single syllable when they can convey the same amount of information in four or five strokes. I contend that the natural process of simplification – without artificial (e.g., heavy-handed government) intervention – inevitably results in the development of a syllabary or an alphabet. In fact, this is what happened with Japanese hiragana and katakana, as well as with the nüshu (“women’s script”) of southwestern Hunan. Absent strong government controls and/or elitist models, the same would happen with mainstream hanzi (“sinographs”) in China, and we even see a tendency toward greater emphasis on phoneticization and de-emphasis on semanticization in the official writing system of the PRC. For instance, 云 yún is used both for “cloud” and “say” (ironically, the graph for “cloud” on the oracle bones started out with the simple form, and the “rain” radical 雨 was only added about a thousand years later with the seal form of the graph), while (“emit, occur”) and (“hair”) share the same graph. This is not, of course, to mention the hundreds of so-called “letter words” (zimuci) that are creeping into Chinese dictionaries, nor the thousands of English words that are invading Chinese speech and writing. But that is a matter for another essay.

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*The average number of strokes per character is over a dozen for traditional forms and just under a dozen for the complete set of characters that incorporates the official simplified forms. The main reasons why there is not much difference between the two averages are: 1. the vast numbers of characters overall, 2. the relatively few characters that have been officially simplified.

Victor H. Mair
University of Pennsylvania
December 6, 2006

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see also Mystery of old simplified Chinese characters?, Pinyin News, October 7, 2005

85 percent of Japanese report weakening of ability to write kanji: poll

I may have understated the headline by using “weakening.” Regardless, though, the figures are dramatic.

People are becoming accustomed to computer-aided input of kanji and thus forgetting how to be able to write them by hand. This is only going to get worse, not better.

For a brief English article on this, see the link below.

「パソコンを始めて漢字が書けなくなった70%、読める漢字が増えた15%」。
6月に行った調査 ではこんな結果が出ているが、最新の調査はどうだろうか。「漢字の日」である12月12日、ニンテンドー DS 用ソフト「 漢検DS 」が、漢字に関する意識調査の結果を発表した。

同調査は10~15歳の“こども”400名、35~40歳の“大人”400名を対象としている。

調査によれば、「漢字を書く機会が減ったと感じている」大人が93%、「ここ何年かで自分の漢字力が低下したと感じている」大人が85%にものぼり、多くの大人が漢字を書く機会が減り、漢字が書けなくなったと感じていることがわかった。

このような結果にもかかわらず、こども世代の過半数以上は「分からない漢字は両親に聞く」と考えている。一方の大人世代では、4人に1人が「漢字を書けなくて恥を書いたシチュエーション」として、「こどもなど、人に聞かれてわからなかった時」と答えた。「親は漢字が分かるもの」というこどもの期待と、親の能力には大きな乖離があるようだ。

漢字力が低下した原因について尋ねるたところ(複数回答)、最も多かった回答は「PC をよく使うから」で87.4%。続いて「携帯電話(携帯メール)をよく使うから」(43.8%)、「年齢をおうことによる記憶力の低下」(41.8%)の順となった。

早稲田大学笹原宏之助教授はこう分析する。「漢字教育が漢字についての応用力を育てるような体系的なものとして行われておらず、また日常生活でも本や新聞などの紙面よりも、テレビやパソコンなど画面の上で漢字を書いたり見たりする機会が増えたためだ」

自分の漢字力を知る方法としては、大人、こどもともに、1位「漢字検定」、2位「漢字勉強用ゲームソフト」、3位「漢字問題集」という結果となった。また、こどもが漢字勉強用ゲームソフトで漢字を勉強することについては、大人の48%が賛成と回答している。

笹原助教授は漢字力低下の要因を、PC などの普及による漢字を書く行為のデジタル化に見出したが、その低下した漢字力を向上させるための学習方法にもデジタル化の波が及んでいるのかもしれない。

ちなみになぜ12月12日が「漢字の日」かといえば、1995年に財団法人日本漢字能力検定協会が「いい(1)じ(2)いち(1)じ(2)」(いい字1字)の語呂合わせで設定したからだという。

sources:

new book on language policy in Taiwan during the Japanese era

photo of the cover of the book discussed in this postWhile browsing at Eslite the other day I happened across a new book that sounds interesting: Tónghuà de tóngchuángyìmèng: Rìběn zhì shíqī Táiwān de yǔyán zhèngcè, jìndài huà yǔ rèntóng (同化的同床異夢: 日治時期臺灣的語言政策、近代化與認同), by Chen Pei-feng (Chén Péi-fēng / 陳培豐).

Although the book is written in Mandarin and has essentially no English, it has a strange but intriguing English title: The Different Intentions Behind the Semblance of “Douka”: The Language Policy, Modernization, and Identity in Taiwan during the Japan-Ruling Period. This doesn’t quite match the Mandarin.

I’d be interested in hearing from anyone who has read this.

ensure zhuyin is taught thoroughly: education official

Taiwan’s Ministry of Education is worried that with so many students entering first grade already knowing zhuyin fuhao, having learned it from their parents or at a buxiban (cram school) or preschool, some teachers are neglecting to ensure that all their students have a thorough grounding in this script. Since zhuyin is used to help teach students Chinese characters, a lack of proficiency in reading zhuyin could severely hamper a child’s ability to perform well in school.

I’ve seen reports from China of related worries there — but regarding Pinyin, not zhuyin, of course.

The original article in Chinese characters is no longer online, so I’m supplying the full text in Pinyin (which is all I have now).

Kāixué le, duì xiǎo yī xīnshēng láishuō, zhùyīn fúhào shì yǔwén lǐngyù de zhòngdiǎn, yuē xū shàngkè 10 zhōu, què yīn bùshǎo yòuzhìyuán yǐ tíqián jiāo guò, bùfen xiǎo yī lǎoshī yǐ duōshù xuésheng yǐ xuéhuì, lüèguò bù jiāo. Jiàoyùbù zuótiān zhǐchū, rúguǒ yǒu zhèizhǒng qíngxing, jiāzhǎng yīnggāi xiàng lǎoshī hé xuéxiào fǎnyìng.

Jiǔ nián yīguàn kèchéng guīdìng, xiǎo yī shàng xuéqī jiùyào shúxí, rèn dú, zhèngquè shūxiě zhùyīn fúhào yǐjí pīnyīn fāngfǎ, Jiàoyùbù guójiào sī guānyuán biǎoshì, wǎngnián dōu yǒu bùshǎo jiāzhǎng tóusù, bàoyuàn xiǎo yī de lǎoshī yīnwèi bān shàng duōshù xuésheng yǐjing xuéhuì zhùyīn fúhào, shěnglüè bù jiāo, yǐngxiǎng qítā xuésheng de shòujiào quán.

Jiàoyùbù zhōngyāng kèchéng yǔ jiāoxué yǔwén kē fǔdǎo zīxún lǎoshī Wú Huì-huā zhǐchū, shàngxué qīyuē yǒu 21 dào 22 zhōu, gēnjù kèchéng ānpái, xiǎo yī zhùyīn fúhào yào shàng 10 zhōu, zhīhòu lǎoshī huì kāishǐ jiāo guózì.

Wú Huì-huā shuō, gè bǎnběn kèběn yǒuguān zhùyīn fúhào jiàofǎ bùtóng, xiànzài yǐ hěn shǎo ànzhào zìmǔ shùnxù, yǒude zhào mǔyīn, yǒude zé ànzhào kèběn nèiróng, rú “xiǎo bái’é, ài chànggē” zhōng, huì xiān jiāo bǐjiào jiǎndān de “ㄅ” “ㄍ” děng, bùshǎo lǎoshī dàgài lìyòng 8, 9 zhōu shàng wán, jiēzhe tì xuésheng fùxí.

Wú Huì-huā shuō, bùshǎo jiāzhǎng pà lǎoshī bù jiāo zhùyīn fúhào, háizi shū zài qǐpǎoxiàn shàng, yīncǐ shàng yòuzhìyuán shí, huò xiǎo yī rùxué qián, jiùràng háizi xiān xué, huò qù bǔxí.

Gēnjù guānchá, xiǎo yīshēng yuē yǒu 6, 7 chéng yǐ huì zhùyīn fúhào, dàn chéngdu luòchā hěn dà, bùshǎo xuésheng kàn le huì niàn, dàn pīnxiě bù chūlai.

Wú Huì-huā biǎoshì, jíshǐ bān shàng yībàn yǐshàng xuésheng dōu yǐ xuéhuì zhùyīn fúhào, lǎoshī háishi yīnggāi ànzhào kèbiǎo shàngkè, yóuqí bùnéng fàngqì hái bù huì de xuésheng, gèng yào zhùyì chéngdu shàng de luòchā.

Zhùyīn fúhào jí pīnzì shì guówén zhòngyào jīchǔ, Wú Huì-huā shuō, jiāzhǎng měitiān kě huā yīdiǎn shíjiān, yào háizi lǎngdú shàngkè de nèiróng, tì háizi fùxí, duì háizi xuéxíhuì yǒu bāngzhù, dàn bùbì tài jiāolǜ, bùxū wéixué zhùyīn fúhào qù bǔxí.

source: Xiǎo yī bù jiāo zhùyīn — jiāzhǎng kě fǎnyìng (小一不教注音 家長可反映), September 1, 2006

Tao (Yami) language materials

Providence University of Taizhong County, Taiwan, has put online a site about the language of the Tao (Yami) people of Taiwan’s Orchid Island (Lanyu). It contains complete the text of a 690-page book on the language. It offers readings in Tao (romanized) with not only interlinear English and Chinese characters but also audio files.

The sample sentences range from the mundane to the unexpected, such as Ji na ni’oya o nitomolok sia ori, ta isáray na jia. (“He wasn’t angry at the person who poked his buttocks, but instead he thanked him.”)

This site, which has interfaces in both English and Mandarin, is a terrific resource. Check it out.

source: Women compile dictionary and grammar text for Yami language, Taipei Times, October 23, 2006

Beijing’s reaction to Taiwan’s language-education moves

China’s unofficial propaganda machine has come up with a predictable response to Taiwan’s recent approval of an official romanization for Hoklo/Taiwanese, calling it an attempt at wenhua Tai-Du (“cultural Taiwanese independence”). And Beijing doesn’t much care for earlier developments, either:

Lìngwài jù bàodào, zǎo zài 2002 nián Táiwān dāngjú “Jiàoyùbù” jiù zuòchū juéyì, Táiwān xuésheng cóng xiǎoxué sānniánjí kāishǐ tíqián shíshī xiāngtǔ yǔyán Mǐnnányǔ, Kèjiāyǔ de “yīnbiāo fúhào” xìtǒng jiāoxué, yǐ tú jìnyībù qiēduàn Táiwān yǔ zǔguó dàlù de wénhuà niǔdài. Rújīn yòu zài Táiwān gè zhōng-xiǎoxué tuīxíng “Táiwān Mǐnnányǔ Luómǎzì pīnyīn fāng’àn”, qǐtú yǐcǐ ruòhuà yǔ Pǔtōnghuà jiējìn de “Guóyǔ” zài Táiwān de dìwèi. Zhèizhǒng kèyì zài wénhuà shàng zhìzào Táiwān yǔ zǔguó dàlù de chāyì yǔ qūfēn, shì Táiwān dāngjú chìluǒluǒ de “wénhuà Tái-Dú” tǐxiàn.

(另据报道,早在2002年台湾当局“教育部”就做出决议,台湾学生从小学三年级开始提前实施乡土语言闽南语、客家语的“音标符号”系统教学,以图进一步切断台湾与祖国大陆的文化纽带。如今又在台湾各中小学推“台湾闽南语罗马字拼音方案”,企图以此弱化与普通话接近的“国语”在台湾的地位。这种刻意在文化上制造台湾与祖国大陆的差异与区分,是台当局赤裸裸的“文化台独”体现。)

Blah, blah, blah.

source: “Wénhuà Tái-Dú” — Mǐnnányǔ pīnyīn xìtǒng chūlú ([两岸纪行]“文化台独” 闽南语拼音系统出炉), October 17, 2006, ChinaTaiwan.org

MOE approves Taiwanese romanization; Tongyongists protest

Years of valuable time has been lost in the squabbling over romanization systems for Taiwanese. And that squabbling will no doubt continue, as the links below make clear. But an important step was taken on Thursday. Finally, finally, Taiwan’s Ministry of Education has approved a romanization system for Taiwanese: Tái-luó-bǎn Pīnyīn (台羅版拼音), to give its Mandarin name.

I’m already on the record as having called Tongyong Pinyin, in its various incarnations, a national embarrassment for Taiwan, so I won’t bother to disguise the fact that I got a real kick out of the fact that the Tongyong Pinyin scheme for the Taiwanese language was roundly rejected. I know that more than a few readers of Pinyin News will be cheering this news. For many, this has as much or more to do with the methods used to push through the much-despised Tongyong Pinyin system for Mandarin than any defects, real or imagined, in the Tongyong Pinyin system for Taiwanese.

Predictably, Yu Bo-quan (余伯泉, I’ve given up bothering to figure out which of the various spellings for his name he’s using now), the main person behind the Tongyong romanization systems, is unhappy. Reportedly, after it was clear things were not going his way he stormed out of the meeting. After he left the new system was approved unanimously.

Yu’s remarks make clear the political nature of his approach.

Tái-luó-bǎn pīnyīn xìtǒng zuó chuǎngguān chénggōng hòu, Yú Bó-quán qìfèn de shuō, Tái-luó xìtǒng de qǐyuán shì Táiwān Mǐnnányǔ yīnbiāo xìtǒng (TLPA), shì Guómíndǎng shídài de chǎnwù, ér 2002 Tōngyòng Pīnyīn shì Mínjìndǎng zhízhèng nèi tōngguò de, zhìyí wèihé Jiàoyùbù wúfǎ hànwèi zhízhèngdǎng de Mǐnnányǔ pīnyīn xìtǒng zhǔzhāng, Jiàoyùbù duànrán tōngguò Tái-luó-bǎn, Táiwānyǔ Tōngyòng Liánméng hòuxù jiāng zhǔnbèi kàngzhēng. (台羅版拼音系統昨闖關成功後,余伯泉氣憤地說,台羅系統的起源是台灣閩南語音標系統(TLPA),是國民黨時代的產物,而二○○二通用拼音是民進黨執政內通過的,質疑為何教育部無法捍衛執政黨的閩南語拼音系統主張,教育部斷然通過台羅版,台灣語通用聯盟後續將準備抗爭。)

That doesn’t sound all that far from calling those on the committee dupes of the KMT, which isn’t likely to win him any friends with those in power. But it may well be that by this point he has so alienated others he thinks he has nothing to lose.

Apparently Tongyong for Taiwanese will retain something of a foothold in southern Taiwan. (See source no. 8 below.)

Later, I’ll try to put up more about just what system was approved and under what circumstances it will (and will not) be used — unless the ever-knowledgeable a-giâu beats me to it.

Because there’s a lot of confusion about Tongyong, a few notes are in order:

  • Tongyong is not one romanization system for all the languages of Taiwan but rather a group of related systems, some of which could be said to work better (or worse) than others.
  • When Tongyong (for Mandarin) was officially approved in Taiwan in 2002, the Tongyong system for Hakka also received approval but not the Tongyong Pinyin system for Taiwanese.
  • As the vote should make clear, plenty of strong supporters of romanization (and other scripts) for Taiwanese have never much cared for Tongyong.

sources:

  1. Tái-luó-bǎn pīnyīn míngnián shànglù; Jiàoyùbù duànrán dìng’àn; Tōngyòng liánméng jiāng kàngzhēng (台羅版拼音明年上路 教育部斷然定案 通用聯盟將抗爭), Píngguǒ Rìbào (Apple Daily), September 29, 2006
  2. Guóxiǎo lǎoshī: xiāngtǔ yǔyán zuìhǎo zìrán xuéxí (國小老師:鄉土語言最好自然學習), Liánhé Xīnwén Wǎng, September 29, 2006
  3. Zuóyè zuìxīn: Mǐnnányǔ xiāngtǔ jiàoxué quèdìng cǎi Táiwān Mǐnnányǔ Luómǎzì pīnyīn (昨夜最新:閩南語鄉土教學確定採台灣閩南語羅馬字拼音), CNA, September 29, 2006
  4. Táiyǔ Tōngyòng liánméng kàngyì Jiàoyùbù cǎi Mǐnnányǔ Luómǎ pīnyīn (台語通用聯盟抗議教育部採閩南語羅馬拼音), CNA, September 29, 2006
  5. Mǐnnányǔ xiāngtǔ jiàoxué quèdìng cǎi Táiwān Mǐnnányǔ Luómǎzì pīnyīn (閩南語鄉土教學確定採台灣閩南語羅馬字拼音), CNA, September 29, 2006
  6. Mǐnnányǔ pīnyīnfǎ quèlì: Luómǎ pīnyīn shèng chū (閩南語拼音法確立:羅馬拼音勝出), Zhōngguǎng Xīnwén Wǎng, September 29, 2006
  7. Pāibǎn dìng’àn! Jiàoyùbù tōngguò Mǐnnányǔ jiàoxué; cǎiyòng Tái-luó pīnyīn (拍板定案!教育部通過閩南語教學 採用台羅拼音), Dōngsēn Xīnwénbào, September 29, 2006
  8. Nánbù sì xiàn-shì dǐzhì; Tái-luó pīnyīn jīn chuǎngguān (南部四縣市抵制 台羅拼音今闖關), Zhōngshí Diànzǐ Bào, September 29, 2006

Ministry of Education and romanization for Taiwanese … again

The matter of Taiwanese, script, and pedagogy is in the news again. But it’s still hard to figure out exactly what’s going on. And the government has been so slow to get much done in this area that even complete agreement about what to do wouldn’t convince me that anything substantial is going to happen soon.

So I’ll just refer those interested in the topic to the stories and hope people can provide some clarity in the comments here.