Language Log

In "Pinyin story" (7/16/18), we became acquainted with the language teaching theory called CI (Comprehensible Input) and the language learning method referred to as TPRS (Teaching Proficiency through Reading and Storytelling).  If you read through the post and the comments, plus look at some of the embedded links, it becomes apparent that, using CI and TPRS, students can learn to write interesting little tales in Mandarin after only an hour or two of instruction.

Now, in conventional "Chinese" language classes, students spend most of their time memorizing how to write characters, and they also devote a lot of effort to mastering grammatical rules and syntactic paradigms.  Even after months of hard labor, students who follow the traditional way will have difficulty expressing themselves in a lively, imaginative manner.  What a breath of fresh air to learn that there are actually enthusiastic, smart teachers out there who offer a more humane and effective way to learn languages, including Mandarin!

Tweet by Lori Belinsky:

Our #Mandarin story created in 1 1/2 hours of #CI with Linda Li #NTPRS18 pic.twitter.com/2dgt99NrfF

— Lori Belinsky (@loribelinsky) July 9, 2018

In the comments to "The ethnopolitics of National Language in China" (7/2/18), "Uyghur basketball player" (6/24/18), and other posts, there has been a vigorous debate on the relationship between national language on the one hand and local and "minority" / ethnic languages on the other hand.

In the course of the debate, many interesting political, linguistic, and cultural issues have been raised, but in the last paragraph of his latest comment, Bathrobe said something that really caught my attention:

The boy in the photos below is Alexander Aurelius Wang.  He is one of our youngest fans in Shenzhen.  He doesn't like writing characters from dictation (tīngxiě 听写 / 聽寫):

One of the most well-known pieces of lexicographic history is the controversy that greeted the publication of Webster’s Third New International Dictionary. Whereas the predecessor of W3, Webster’s Second New etc., had been regarded as authoritatively prescriptive, W3 was condemned in the popular media for its descriptive approach, the widespread perception of which can be boiled down to “anything goes.” (For the details, see The Story of Webster’s Third by Herbert Morton and The Story of Ain’t by David Skinner.)

I recently came across two articles that seem to be largely unknown but deserve wider attention—one by the General Editor of W2 (Thomas Knott), and the other by the Editor-in-Chief of W3 (Philip Gove). Each article is notable by itself because it fleshes out the author’s attitude toward usage and correctness, and does so in a way that undermines the stereotype that is associated with the dictionary each one worked on. And when the two articles are considered together, they suggest that despite the very different reputation of the two dictionaries, the authors’ attitudes toward usage and correctness probably weren’t far apart.

Just as all school children in the PRC learn to read and write through Hanyu Pinyin ("Sinitic spelling"), the official romanization on the mainland, so do all school children in Taiwan learn to read and write with the aid of what is commonly referred to as "Bopomofo ㄅㄆㄇㄈ "), after the first four letters of this semisyllabary.  The system has many other names, including "Zhùyīn fúhào 注音符號" ("[Mandarin] Phonetic Symbols"), its current formal designation, as well as earlier names such as Guóyīn Zìmǔ 國音字母 ("Phonetic Alphabet of the National Language") and Zhùyīn Zìmǔ 註音字母 ( "Phonetic Alphabet" or "Annotated Phonetic Letters").  From the plethora of names, you can get an idea of what sort of system it is.  I usually think of it as a cross between an alphabet and a syllabary.

Browser extensions sometimes can cause unexpected problems, e.g.:

"The Time of Shedding and Cold Rocks" (3/7/18).

Often, however, they can be very helpful if they do what you want them to do.

Jonathan Smith writes:

Do you use the web browser Chrome? If so try adding the extension "Convert Chinese to Pinyin (Mand)". It does a decent job converting Chinese-language web pages to word-spaced pinyin (with tone marks if desired) so one can pretend one lives in a characterless future :D

The China Daily, which is owned by the CCP, is China's largest circulation English-language newspaper.  It ran the following article in today's issue:

"Chinese increasingly heard around the world", by Yang Zhuang (2/24/18).

What with the flood of Chinese tourists, business people, officials, students, and so forth who are travelling to all corners of the globe, there is little doubt that Chinese languages are indeed being heard outside China nowadays more than at any time in the past.  But that's a very different matter than the claim made in the CD article that non-Chinese are borrowing more words from Chinese languages than before.

For several years, John McWhorter has been studying Mandarin very seriously.  He and I have, from time to time, corresponded about the best, most effective, most efficient way to do that.  After years of assiduous learning, it seems that he has recently experienced a kind of satori about one of the most challenging aspects of acquiring fluency in spoken Mandarin:  the tones.

A curious case of a forced-choice sentence-completion question on a ninth-grade exam at a high school in Taiwan is briefly discussed on Lingua Franca today, for a very general non-linguist readership. It merits a slightly longer and more serious treatment, which I thought Language Log readers might appreciate. The exam question basically asks for a decision on the question of which one of these sentences is fully correct and which deserves to be called ungrammatical:

(a) Lydia knows few things, and so does Peter.
(b) Lydia knows few things, and neither does Peter.

Because continuation with neither does… is widely taken to be a test for negative polarity, this amounts to asking whether Lydia knows few things is a positive clause like Lydia knows everything or a negative one like Lydia doesn't knows anything. And a friend of mine in Taiwan reports having asked a number of English speakers, with a truly surprising result. He finds a split between the two great English dialect groups, the North American dialects (AmE) and the British and Australasian dialects (BrE). The AmE speakers that he asked all said (a) was correct, while the BrE speakers all said that (b) was correct.

The Chinese government has prohibited  Mongolian language instruction in all schools in the Mongolian areas of Xinjiang:  "Southern Mongolia: Instruction in Mongolian Language Banned in All Schools", Unrepresented Nations & Peoples Organization (1/3/18).

The last school in the so-called Xinjiang Uyghur Autonomous Region to provide education in the Mongolian language, the Bayangol No. 3 High School, has banned its usage as language of instruction. According to the region’s Education Department, the ethnic language can be offered as an elective course, but all main courses must be taught in Chinese. This clearly demonstrates that bilingual education is no longer existent which sparked further outrage when articles and internet posts discussing this situation were removed by Chinese authorities. Southern Mongolians are deeply concerned and outraged by this as they feel their nation is being reduced to a Chinese colony.

A friend sent this lifehacker article to me:

"Mandarin Chinese Is Now Available on the Language Learning App Duolingo", by Patrick Allan (11/16/17)

Duolingo claims that it "is the world's most popular way to learn a language. It's 100% free, fun and science-based. Practice online on duolingo.com or on the apps!"

After reading Allan's article, I sent the following note to my students and colleagues:

Judging from the description in this article, I'm dubious about the efficacy of their method.  Never mind about misleading statements emanating from the author of the article (e.g., there are 1.2 billion native speakers of "Chinese"), they seem to overemphasize individual characters, downplay words, don't talk about sentence structure, grammar, and syntax, and don't give any indication of how or whether pinyin is used.

Has anyone checked this app out?

Missed this earlier in the year:

"Poop-Themed Kanji Study Book a Bestseller in Japan" nippon.com (4/21/17)

Not only is there one book utilizing the theme of excrement to stimulate interest in kanji, there's a whole graded series of texts, and they're selling like hotcakes (pardon me).

It doesn't hurt that there's a general fascination with feces in Japan that has been enshrined in the "Pile of Poo" emoji:  💩