Wenlin releases upgrade to 3.4

The makers of Wenlin, a wonderful program billed as “software for learning Chinese,” have released an upgrade to version 3.4. This is free for users of version 3.0 or above.

Among the new features is better support for searching using regular expressions.

I recommend this program. Those of you who are unfamiliar with it may wish to download the free, nonexpiring demo (for version 3.3, as of the time of this writing).

See also Wenlin: ‘software for learning Chinese’, Pinyin News, May 4, 2006

Critique of ordering of dictionaries for Mandarin Chinese

Sino-Platonic Papers has rereleased for free its very first issue, from February 1986: The Need for an Alphabetically Arranged General Usage Dictionary of Mandarin Chinese: A Review Article of Some Recent Dictionaries and Current Lexicographical Projects (1.5 MB PDF), by Professor Victor H. Mair of the University of Pennsylvania’s Department of East Asian Languages and Civilizations.

This is an important essay that helped lead to the production of the ABC Chinese-English Comprehensive Dictionary, which is my favorite Mandarin-English dictionary.

Here is how it begins:

As a working Sinologist, each time I look up a word in my Webster’s or Kenkyusha‘s I experience a sharp pang of deprivation Having slaved over Chinese dictionaries arranged in every imaginable order (by K’ang-hsi radical, left-top radical, bottom-right radical, left-right split, total stroke count, shape of successive strokes, four-corner, three-corner, two-corner, kuei-hsieh, ts’ang-chieh, telegraphic code, rhyme tables, “phonetic” keys, and so on ad nauseam), I have become deeply envious of specialists in those languages, such as Japanese, Indonesian, Hindi, Persian, Russian, Turkish, Korean, Vietnamese, and so forth, which possess alphabetically arranged dictionaries. Even Zulu, Swahili, Akkadian (Assyrian), and now Sumerian have alphabetically ordered dictionaries for the convenience of scholars in these areas of research.

It is a source of continual regret and embarrassment that, in general, my colleagues in Chinese studies consult their dictionaries far less frequently than do those in other fields of area studies. But this is really not due to any glaring fault of their own and, in fact, they deserve more sympathy than censure. The difficulties are so enormous that very few students of Chinese are willing to undertake integral translations of texts, preferring instead to summarize, paraphrase, excerpt and render into their own language those passages which are relatively transparent Only individuals with exceptional determination, fortitude, and stamina are capable of returning again and again to the search for highly elusive characters in a welter of unfriendly lexicons. This may be one reason why Western Sinology lags so far behind Indology (where is our Böthlingk and Roth or Monier-Williams?), Greek studies (where is our Liddell and Scott?), Latin studies (Oxford Latin Dictionary), Arabic studies (Lane’s, disappointing in its arrangement by “roots” and its incompleteness but grand in its conception and scope), and other classical disciplines. Incredibly, many Chinese scholars with advanced degrees do not even know how to locate items in supposedly standard reference works or do so only with the greatest reluctance and deliberation. For those who do make the effort, the number of hours wasted in looking up words in Chinese dictionaries and other reference tools is absolutely staggering. What is most depressing about this profligacy, however, is that it is completely unnecessary. I propose, in this article, to show why.

First, a few definitions are required, What do I mean by an “alphabetically arranged dictionary”? I refer to a dictionary in which all words (tz’u) are interfiled strictly according to pronunciation. This may be referred to as a “single sort/tier/layer alphabetical” order or series. I most emphatically do not mean a dictionary arranged according to the sounds of initial single graphs (tzu), i.e. only the beginning syllables of whole words. With the latter type of arrangement, more than one sort is required to locate a given term. The head character must first be found and then a separate sort is required for the next character, and so on. Modern Chinese languages and dialects are as polysyllabic as the vast majority of other languages spoken in the world today (De Francis, 1984). In my estimation, there is no reason to go on treating them as variants of classical Chinese, which is an entirely different type of language. Having dabbled in all of them, I believe that the difference between classical Chinese and modern Chinese languages is at least as great as that between Latin and Italian, between classical Greek and modern Greek or between Sanskrit and Hindi. Yet no one confuses Italian with Latin, modern Greek with classical Greek, or Sanskrit with Hindi. As a matter of fact there are even several varieties of pre-modern Chinese just as with Greek (Homeric, Horatian, Demotic, Koine), Sanskrit (Vedic, Prakritic, Buddhist Hybrid), and Latin (Ciceronian, Low, Ecclesiastical, Medieval, New, etc.). If we can agree that there are fundamental structural differences between modern Chinese languages and classical Chinese, perhaps we can see the need for devising appropriately dissimilar dictionaries for their study.

One of the most salient distinctions between classical Chinese and Mandarin is the high degree of polysyllabicity of the latter vis-a-vis the former. There was indeed a certain percentage of truly polysyllabic words in classical Chinese, but these were largely loan- words from foreign languages, onomatopoeic borrowings from the spoken language, and dialectical expressions of restricted currency. Conversely, if one were to compile a list of the 60,000 most commonly used words and expressions in Mandarin, one would discover that more than 92% of these are polysyllabic. Given this configuration, it seems odd, if not perverse, that Chinese lexicographers should continue to insist on ordering their general purpose dictionaries according to the sounds or shapes of the first syllables of words alone.

Even in classical Chinese, the vast majority of lexical items that need to be looked up consist of more than one character. The number of entries in multiple character phrase books (e.g., P’ien-tzu lei-pien [approximately 110,000 entries in 240 chüan], P’ei-wen yün-fu [roughly 560,000 items in 212 chüan]) far exceeds those in the largest single character dictionaries (e.g., Chung-hua ta tzu-tien [48,000 graphs in four volumes], K’ang-hsi tzu-tien [49,030 graphs]). While syntactically and grammatically many of these multisyllabic entries may not be considered as discrete (i.e. bound) units, they still readily lend themselves to the principle of single-sort alphabetical searches. Furthermore, a large proportion of graphs in the exhaustive single character dictionaries were only used once in history or are variants and miswritten forms. Many of them are unpronounceable and the meanings of others are impossible to determine. In short, most of the graphs in such dictionaries are obscure and arcane. Well over two-thirds of the graphs in these comprehensive single character dictionaries would never be encountered in the entire lifetime of even the most assiduous Sinologist (unless, of course, he himself were a lexicographer). This is not to say that large single character dictionaries are unnecessary as a matter of record. It is, rather, only to point out that what bulk they do have is tremendously deceptive in terms of frequency of usage.

Strongly recommended.

results of Hong Kong tests in Mandarin and English

The government of Hong Kong has released the results of February’s proficiency exams for prospective teachers of English and of Mandarin. A total of 1,836 candidates took the English exam, while 2,209 candidates were tested in Mandarin.

Here are the percentages of candidates attaining level 3, the basic proficiency requirement for language teachers, in 2007:

  • English
    • 78.8% in reading
    • 38.3% in writing
    • 80.4% in listening
    • 47.7% in speaking
    • 92.7% in classroom-language assessment
  • Mandarin
    • 39.6% in listening and recognition
    • 56.5% in Pinyin
    • 35.6% in speaking
    • 83.4% in classroom-language assessment

Percentages of candidates attaining level 3, the basic proficiency requirement for language teachers, in 2006:

  • English
    • 85.5% in reading
    • 45.9% in writing
    • 74.3% in listening
    • 37.0% in speaking
    • 92.7% in classroom-language assessment (exactly the same as in 2007 — strange)
  • Mandarin
    • 54% in listening and recognition
    • 50% in Pinyin
    • 38% in speaking
    • 85% in classroom-language assessment

sources and further reading:

reviews of books related to China and linguistics (2)

Sino-Platonic Papers has just released online its second compilation of book reviews. Here are the books discussed. (Note: The links below do not lead to the reviews but to other material. Use the link above.)

Invited Reviews

  • William A. Boltz, “The Typological Analysis of the Chinese Script.” A review article of John DeFrancis, Visible Speech, the Diverse Oneness of Writing Systems.
  • Paul Varley and Kumakura Isao, eds., Tea in Japan: Essays on the History of Chanoyu. Reviewed by William R. LaFleur .
  • Vladimir N. Basilov, ed., Nomads of Eurasia. Reviewed by David A. Utz.

Reviews by the Editor

  • “Philosophy and Language.” A review article of Françcois Jullien, Procès ou Création: Une introduction a la pensée des lettrés chinois.

Language and Linguistics

  • W. South Coblin, A Handbook of Eastern Han Sound Glosses.
  • Weldon South Coblin. A Sinologist’s Handlist of Sino-Tibetan Lexical Comparisons.
  • ZHOU Zhenhe and YOU Rujie. Fangyan yu Zhongguo Wenhua [Topolects and Chinese Culture].
  • CHOU Fa-kao. Papers in Chinese Linguistics and Epigraphy.
  • ZENG Zifan. Guangzhouhua Putonghua Duibi Qutan [Interesting Parallels between Cantonese and Mandarin].
  • Luciana Bressan. La Determinazione delle Norme Ortografiche del Pinyin.
  • JIANG Shaoyu and XU Changhua, tr. Zhongguoyu Lishi Wenfa [A Historical Grammar of Modern Chinese] by OTA Tatsuo.
  • McMahon, et al. Expository Writing in Chinese.
  • P. C. T’ung and D. E. Pollard. Colloquial Chinese.
  • Li Sijing, Hanyu “er” Yin Shih Yanjiu [Studies on the History of the “er” Sound in Sinitic].
  • Maurice Coyaud, Les langues dans le monde chinois.
  • Patricia Herbert and Anthony Milner, eds., South-East Asia: Languages and Literatures; A Select Guide.
  • Andrew Large, The Artificial Language Movement.
  • Wilhelm von Humboldt, On Language: The Diversity of Hunan Language-Structure and Its Influence on the Mental Development of Mankind.
  • Vitaly Shevoroshkin, ed., Reconstructing Languages and Cultures.
  • Jan Wind, et al., eds., Studies in Language Origins.

Short Notices

  • A. Kondratov, Sounds and Signs.
  • Jeremy Campbell, Grammatical Man: Information, Entropy, Language, and Life.
  • Pitfalls of the Tetragraphic Script.

Lexicography and Lexicology

  • MIN Jiaji, et al., comp., Hanyu Xinci Cidian [A Dictionary of New Sinitic Terms]
  • LYU Caizhen, et al., comp., Xiandai Hanyu Nanci Cidian [A Dictionary of Difficult Terms in Modern Sinitic].
  • Tom McArthur, Worlds of Reference: Lexicography, learning and language from the clay tablet to the computer.

A Bouquet of Pekingese Lexicons

  • JIN Shoushen, comp., Beijinghua Yuhui [Pekingese Vocabulary].
  • SONG Xiaocai and MA Xinhua, comp., Beijinghua Ciyu Lishi [Pekingese Expressions with Examples and Explanations] .
  • SONG Xiaocai and MA Xinhua, comp., Beijinghua Yuci Huishi [Pekingese Words and Phrases with Explanations] .
  • FU Min and GAO Aijun, comp., Beijinghua Ciyu (Dialectical Words and Phrases in Beijing).

A Bibliographical Trilogy

  • Paul Fu-mien Yang, comp., Chinese Linguistics: A Selected and Classified Bibliography.
  • Paul Fu-mien Yang, comp., Chinese Dialectology: A Selected and Classified Bibliography.
  • Paul Fu-mien Yang, comp., Chinese Lexicology and Lexicography: A Selected and Classified Bibliography.

Orality and Literacy

  • Jack Goody. The interface between the written and the oral.
  • Jack Goody. The logic of writing and the organization of society.
  • Deborah Tannen, ed., Spoken and Written Language: Exploring Orality and Literacy.

Society and Culture

  • Scott Simmie and Bob Nixon, Tiananmen Square.
  • Thomas H. C. Lee, Government Education and Examinations in Sung China.
  • ZHANG Zhishan, tr. and ed., Zhongguo zhi Xing [Record of a Journey to China].
  • LIN Wushu, Monijiao ji Qi Dongjian [Manichaeism and Its Eastward Expansion].
  • E. N. Anderson, The Food of China.
  • K. C. Chang, ed., Food in Chinese Culture: Anthropological and Historical Perspectives.
  • Jacques Gemet, China and the Christian Impact: A Conflict of Cultures.
  • D. E. Mungello, Curious Land: Jesuit Accommodation and the Origins of Sinology.

Short Notice

  • Roben Jastrow, The Enchanted Loom: Mind in the Universe.

In Memoriam
Chang-chen HSU
August 6, 1957 – June 27, 1989

  • Hsu Chang-chen, ed., and tr., Yin-tu hsien-tai hsiao-shuo hsüan [A Selection of Contemporary Indian Fiction].
  • Hsu Chang-chen, T’o-fu tzu-huiyen-chiu (Mastering TOEFL Vocabulary).
  • Hsu Chang-chen, Tsui-chung-yao-te i pai ke Ying-wen tzu-shou tzu-ken (100 English Prefixes and Word Roots).
  • Hsu Chang-chen, Fa-wen tzu-hui chieh-koufen-hsi — tzu-shou yü tzu-ken (Les préfixes et les racines de la langue française).
  • Hsu Chang-chen, comp. and tr., Hsi-yü yü Fo-chiao wen-shih lun-chi (Collection of Articles on Studies of Central Asia, India, and Buddhism).

This is SPP no. 14, from December 1989. The entire text is now online as a 7.3 MB PDF.

See my earlier post for the contents of the first SPP volume of reviews and a link to the full volume.

Google releases Pinyin input method for Windows, IE

Google has released a Pinyin-based character-input method for Windows systems. It offers a number of special features … which I don’t have time to detail right now, sorry. Read about them here: Google Gǔgē pīnyīn shūrùfǎ gōngnéng jièshào. And download the program from this page.

Alice and Humpty Dumpty — in Hanyu Pinyin

Humpty Dumpty and AliceO frabjous day! Finally, I have up on my site a Hanyu Pinyin version of a long section of Y.R. Chao’s delightful Mandarin translation of Through the Looking-Glass.

I’m certain that many will find this easier going than working through the original version in the Gwoyeu Romatzyh romanization system, though I hope that at least some site visitors will use this parallel text (English, Hanyu Pinyin, and Gwoyeu Romatzyh) to better learn that fascinating if somewhat baroque system.

Many thanks to Zhang Liqing for providing me with her carefully prepared Hanyu Pinyin version.

Here’s an excerpt containing most of the famous “glory” exchange between Alice and Humpty Dumpty:

Ālìsī shuō, “Wǒ bù dǒng nǐ zěnme jiào ‘róngyào.'”

Hūndì Dūndì lěngxiàozhe shuō, “Zìrán nǐ bù dǒng a — děi yào děng wǒ lái gàosong nǐ a. Wǒ de yìsi shì shuō, ‘Nǐ zhè jiù bèi rénjia bōdǎo le!'”

Ālìsī shuō, “Kěshi ‘róngyào’ yě bù néng dàng ‘bèi rénjia bōdǎo le’ jiǎng a.”

Hūndì Dūndì shuō, “Hng! yào yòng yī ge zìyǎnr a, wǒ yào tā dàng shénme jiǎng jiù dàng shénme jiǎng — yě bù duō yě bù shǎo.”

Ālìsī shuō, “Zánmen yào wèn de shì, nǐ néng bu neng ná zìyǎnr yīhuǐr dàng zhège, yīhuǐr dàng nàge jiǎng.”

Hūndì Dūndì shuō, “Zánmen yào wèn de shì, dàodǐ shéi zuòzhǔ — jiùshi zhè diǎnr.”

See the more complete version in English, Hanyu Pinyin, and Gwoyeu Romatzyh: Humpty Dumpty in Mandarin Chinese.

Korean university students show little knowledge of Chinese characters

A group of 384 freshmen at Sungkyunkwan University in South Korea were tested on their knowledge of hanja (Chinese characters, as are sometimes used in writing words in Korean). Although this sample isn’t particularly large, I haven’t seen any indication that anyone believes it is not representative of Korean university freshmen as a whole. The results — at least for those who believe that Chinese characters still play a major role in literacy in Korean — are fairly dramatic:

  • 20 percent couldn’t write their own names in Chinese characters
  • 77 percent couldn’t write their mother’s name in Chinese characters
  • 83 percent couldn’t write their father’s name in Chinese characters
  • 71 percent couldn’t write “new student” in Chinese characters
  • 96 percent couldn’t write “economy” in Chinese characters
  • 98 percent couldn’t write “encyclopedia” in Chinese characters

And as for reading Chinese characters?

  • 93 percent couldn’t read the word for “ambition” as written in Chinese characters
  • 96 percent couldn’t read the word for “honor” as written in Chinese characters
  • 99 percent couldn’t read the word for “compromise” as written in Chinese characters

Remember, this refers to students at a prominent university.

A pro-character editorial in response to this states:

Seventy percent of Korean words including most conceptual and abstract nouns are made of Chinese characters. Terminology used in humanities, social studies and natural science are mostly Chinese characters. It is difficult to understand the meaning of words by pronunciation alone, without learning about the meanings of the Chinese characters that represent them. Words such as “recurrence”, “repatriation” and “homing” contain the Chinese character that stands for “return.” Without knowing that character, you must memorize each of those words separately by sound.

Whoever wrote that needs to be sent to the board to write “Chinese characters are not words” one hundred times. But I don’t know what it would take for the author to realize that learning words by sound rather than Chinese characters is entirely normal — exactly what native speakers of languages the world over do.

For a little more information on the complications in the use of Chinese characters with Korean, see Asia’s Orthographic Dilemma by William C. Hannas, especially the sections on the so-called homonym problem and the supposed transitivity [of Chinese characters] across languages.

sources:

See also Occidentalism’s thread on this, which already has more than thirty comments.

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