Chinese Speaking

Standard Chinese is an official language of both the People's Republic of China and the Republic of China on Taiwan, one of the four official languages of Singapore, and one of the six official languages of the United Nations. Standard Chinese is based on the Beijing dialect of Mandarin, and was first officially adopted in the 1930s. The language is written primarily using a logography of Chinese characters, largely shared by readers who may otherwise speak mutually unintelligible varieties. Since the 1950s, the use of Simplified characters has been promoted by the government of the People's Republic of China, with Singapore officially adopting them in 1976. Traditional characters are used in Taiwan, Hong Kong, Macau, and among Chinese-speaking communities overseas. Traditional characters are also in use in mainland China, despite them not being the first choice in daily use. For example, practising Chinese calligraphy requires the knowledge of traditional Chinese characters.

Most written Chinese documents in the modern time, especially the more formal ones, are created using the grammar and syntax of the Standard Chinese variants, regardless of dialectical background of the author or targeted audience. This replaced the old writing language standard of Literary Chinese before the 20th century.[75] However, vocabularies from different Chinese-speaking areas have diverged, and the divergence can be observed in written Chinese.[76]

Chinese Speaking

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There are currently two systems for Chinese characters. Traditional characters, used in Hong Kong, Taiwan, Macau, and many overseas Chinese speaking communities, largely takes their form from received character forms dating back to the late Han dynasty and standardized during the Ming. Simplified characters, introduced by the PRC in 1954 to promote mass literacy, simplifies most complex traditional glyphs to fewer strokes, many to common cursive shorthand variants. Singapore, which has a large Chinese community, was the second nation to officially adopt simplified characters, although it has also become the de facto standard for younger ethnic Chinese in Malaysia.

I can read a lot of stuff and understand it, but when it comes to speaking I am often unsure of the grammar and I struggle to form complex sentences, but if I read complex sentences I can understand but say I cannot. How can I solve this issue? I have no chance to go to a Chinese speaking country at the moment.

This study examined analytical pinyin (a phonological coding system for teaching pronunciation and lexical tones of Chinese characters) skills in 54 Mandarin-speaking fourth graders by using an invented spelling instrument that tapped into syllable awareness, phoneme awareness, lexical tones, and tone sandhi in Chinese. Pinyin invented spelling was significantly correlated with Chinese character recognition and Chinese phonological awareness (i.e., syllable deletion and phoneme deletion). In comparison to good and average readers, poor readers performed significantly worse on the invented spelling task, and a difference was also found between average and good readers. To differentiate readers at different levels, the pinyin invented spelling task, which examined both segmental and suprasegmental elements, was superior to the typical phonological awareness task, which examined segments only. Within this new task, items involving tone sandhi (Chinese language changes in which the tones of words alter according to predetermined rules) were more difficult to manipulate than were those without tone sandhi. The findings suggest that this newly developed task may be optimal for tapping unique phonological and linguistic features in reading of Chinese and examining particular tonal difficulties in struggling Chinese readers. In addition, the results suggest that phonics manipulations within tasks of phonological and tonal awareness can alter their difficulty levels.

Language Use in the United States: 2011 uses data from the American Community Survey to show that the number of Chinese speakers in the U.S. has more than quadrupled since 1980, when this language was spoken at home by 631,000 people. Among the nation's Chinese speakers in 2011, 44 percent also spoke English "very well." The accompanying 2011 Language Mapper uses data collected during the American Community Survey from 2007 to 2011 to illustrate the geographic concentration of the population speaking Chinese at home. These Chinese speakers were heavily concentrated in the New York (549,000), Los Angeles (399,000) and San Francisco (334,000) metro areas. The number of Chinese speakers includes those speaking any of the many Chinese dialects, such as Mandarin and Cantonese.

Overall, the percentage of people in the U.S. speaking a language other than English at home went from 17.9 percent in 2000 to 19.7 percent in 2007, while continuing upward to 20.8 percent in 2011. The percent speaking English less than "very well" grew from 8.1 percent in 2000 to 8.7 percent in 2011.

This article explores the state of the field of research on digital Buddhism, contextualizing the field within a broader scope. It discusses the present and future digital ethnographic study of Buddhism in the Chinese-speaking community by presenting the methodological approaches taken so far to study this phenomenon, the kinds of case studies explored, and the epistemological problems that are facing the scholars in this new field. Because of the particular historical, social, and political factors that comprise the Buddhist community in Chinese society (both in the PRC and ROC), Buddhist cyberspace should not be reviewed as an isolated phenomenon. Instead, Buddhist cyberspace should be considered part of three intersecting domains: religion, technology, and the market economy. These three domains have become increasingly central in Chinese society, as they rapidly change, evolve, and influence both the Chinese-speaking community and the ways in which scholars study it.

CHIN 378 - Contemporary Chinese Society, Politics, and the Chinese-Speaking World Prerequisite, CHIN 201 , or consent of instructor. The study of the geography, political history, and cultural development of Chinese-speaking world. (Offered as needed.) 3 credits

The purpose of this study is to understand the perceptions of Chinese-speaking music therapy students on cultural transition and personal therapy and to determine what impact these have on their learning process. An online questionnaire surveyed 13 Chinese-speaking music therapy students. Nine completed responses were analyzed by using both quantitative and qualitative methods. The questions focused on their demographic information, their attitudes toward personal therapy, and their attitudes toward the cultural transition process. The study found that 78% of participants sought any type of therapy and 55% of participants believe that personal therapy is extremely important for music therapy students. No one stated feeling stigmatized for receiving personal therapy. In addition, 89% of participants reported they had talked about their cultural transition process with others and believe personal therapy can help them adjust culturally in the United States. This study may provide valuable insights for school instructors, clinical supervisors, and personal therapists to improve their understanding and awareness about the struggles of Chinese-speaking music therapy students and the cultural transition process. This may also have positive effects on personal and professional growth for Chinese-speaking music therapy students.

Using data collected from interviews with stigma victims, online observation, and media reporting, this research identified five stigmatized groups in the Chinese-speaking world, including WuhanFootnote 1 residents, Hubei residents, mainland Chinese, overseas Chinese, and Africans in China. These five groups may not be exhaustive, but they represent the most frequently affected and discussed population in the early stage of the pandemic. This paper further discusses the reasons behind Covid-19-related stigmatization. It was found that while fear of infection was the common denominator for all the stigmatization displayed towards those different groups, specific reasons such as food and mask culture, political ideology, and racism played different roles for different targeted groups. This research not only provided a typological analysis of the victim groups of Covid-19-related stigmatization but also comprehensively evaluates the various reasons behind the stigmatization, which may shed light on how to reduce such disease-related stigmatization in the future. It should be noted that since the pandemic is still going on, the research findings are far from exhaustive or definitive. However, it should provide a basis for later research based on more complete and comprehensive data. e24fc04721