JournalTOCs

Journal of Chinese Writing Systems
Number of Followers: 1

Hybrid journal (It can contain Open Access articles)
ISSN (Print) 2513-8502 - ISSN (Online) 2513-8510
Published by Sage Publications

[1176 journals]

The nature of the non-Chinese writings discovered in Southern China
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  Authors: Bojun Sun
  Pages: 79 - 85
  Abstract: Journal of Chinese Writing Systems, Volume 7, Issue 2, Page 79-85, June 2023.
  Several non-Chinese writings have been discovered in Southern China, including the Poya Songbook, the Babao Songbook, and the Pumo script of Puyai, which are usually called “living fossils” because they show a primitive stage of writing significantly different from the mature scripts in their form and the precision of recording language. The present article intends to demonstrate that these writings belong to the system of mnemonic symbols like Lesui script. As living fossils of scripts, they provide important samples for understanding their origin, showing the evolution from early writing forms to mature scripts. The most remarkable feature of the graphs is that they are merely symbols for the purpose of inspiring the reader to recall the speech that is already memorized, and not for the purpose of recording any details of language. There are three important reasons for defining them as scripts: (1) they are perfect in shape, in sound, and in meaning, which accord with the nature of scripts; (2) they are auxiliary tools for transmitting information as the mature scripts; and (3) they are the germination and predecessor of mature scripts and show an evolutionary relationship with them. At the same time, the differences between mnemonic symbols and mature scripts in their appearance and social properties are discussed, namely, mnemonic symbols are based on visual images, while mature scripts are audio-visual symbols based on language communication. The mnemonic symbols are hardly conventional or universal, but rather esoteric writings.
  Citation: Journal of Chinese Writing Systems
  PubDate: 2023-06-10T02:52:05Z
  DOI: 10.1177/25138502231170281
  Issue No: Vol. 7, No. 2 (2023)
A cognition perspective revisit on teaching of pictophonetic characters: A
case study on the new HSK level 3 common verbs
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  Authors: Yafen Liu
  Pages: 128 - 146
  Abstract: Journal of Chinese Writing Systems, Volume 7, Issue 2, Page 128-146, June 2023.
  This article discusses the teaching of Chinese characters’ pictophonetic characters from a cognitive perspective. First of all, it clearly explains the characteristics of pictophonetic characters, meaning components are used as expressing categories, and sound components express sound and meaning at the same time. It also discusses the combination of pictophonetic characters in the square character space. Secondly, it introduces the main literacy methods of Chinese character teaching at present, and uses the image teaching method and the assortment method among them. Then, on the basis of the previous knowledge, the “conceptual integration theory” (conceptual integration) is used to integrate the sound and meaning of pictophonetic characters with the shape of the characters. After that, it compares the common core pictophonetic verbs in the new Chinese Proficiency Test Syllabus (Level 3) (also known as the Chinese Proficiency Test) with the Contemporary Corpus (COCT, National Institute of Education, Taiwan), and selects the overlapping items. Among them, 22 Chinese characters conform to the core verb vocabulary of the new HSK (Level 3). There are 13 core verb pictophonetic characters suitable for “positive cognition” teaching. This article first introduces five examples of the strongest phonetic association: standing zhàn (standing), staying zhù (live), singing gē (song), singing chàng (singing) and discussing/discussing yì (discussion). Lastly it deliberates conceptual integration theory, analyzing its rationale, reconstructing and demonstrating its diversified literacy teaching methods.
  Citation: Journal of Chinese Writing Systems
  PubDate: 2023-06-10T02:52:09Z
  DOI: 10.1177/25138502231173723
  Issue No: Vol. 7, No. 2 (2023)
Learning-skill stories completion: A study on the development of
3–6-year-old children's narratives
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  Authors: Rong Li
  Abstract: Journal of Chinese Writing Systems, Ahead of Print.
  The development of children's narrative language is an essential part of their language development, which has a unique value to children's future learning and growth. Many research studies focus on children's narrative ability, but few focus on the completion of Chinese children's stories. In this study, 191 Chinese children aged 3–6 years old in the Shanghai area were selected to collect a story corpus by using the international and general completion pictures of learning stories, supplemented with the method of corpus study to explore the characteristics of children's narrative language development in the learning-skill stories.The study found that the development of vocabulary, syntax, and other aspects of 3–6-year-old children showed an apparent upward trend. The variety of words, the types, and the frequency of nouns and adjectives increased with age. Regarding the perspective of syntactic analysis, the critical stage in the development of syntactic length was about 5 years old. The narrative situation of the learning-skill stories could help children to show a better narrative level. At the age of 3–6, the story structure of children's learning-skill stories gradually became complete and three-dimensional with age, and the richness of children's life experiences was an essential factor in promoting the integrity of the story structure. In the Chinese context, reactive sequences and abbreviated episodes were the main types of story structure in children's narration. The narratives of children's learning-skill stories were influenced by Chinese culture.
  Citation: Journal of Chinese Writing Systems
  PubDate: 2023-09-10T12:26:18Z
  DOI: 10.1177/25138502231194097
From indoor and outdoor environment to language achievement: The chain
mediating role of psychological atmosphere and curriculum implementation
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  Authors: Lanlan Luo
  Abstract: Journal of Chinese Writing Systems, Ahead of Print.
  Language acquisition by children depends on the learning environment when they were in kindergarten to some extent. The goals of this study were to find out the impact of the indoor and outdoor environment on children's language development. Structural equation modeling was adopted. Children randomly selected from 270 preschool classes of five provinces in China were recruited in this study (1642 children aged between 36 and 72 months). We concluded that language achievement of children cannot be directly predicted by indoor and outdoor facilities and play materials, and an intermediate transmission pathway was needed. As an intermediary variable, the curriculum implementation partially mediated the influence of the indoor learning center on children's language achievement. The psychological atmosphere and curriculum implementation have a chain mediation effect between indoor and outdoor facilities and play material quality and childhood language achievement, and the influence effect of indoors was different from that of outdoors. In terms of the influence of indoor learning center planning and play materials, the effect on children's language achievement accounted for 61.5%, while when it came to that of outdoor learning center facilities and equipment, it was 60.7%. This indicated that the impact of the indoor and outdoor environment on children's language development could not be ignored. The indoor environment was more dependent than the outdoor environment on the chain role played by class curriculum implementation, psychological atmosphere and curriculum implementation quality. Therefore, teachers should create a positive psychological atmosphere, organically combine the curriculum implementation with environmental planning and material delivery, cultivate a prepared language environment for children and support their active learning and development.
  Citation: Journal of Chinese Writing Systems
  PubDate: 2023-08-26T05:33:11Z
  DOI: 10.1177/25138502231188391
Comparative analysis of teaching content of high school Chinese textbooks
in South Korea: Focused on phonology, morphology, syntax, Chinese
characters and pragmatics
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  Authors: Eun Young Jang, Heung Soo Park
  Abstract: Journal of Chinese Writing Systems, Ahead of Print.
  This study attempted to examine the characteristics of current high school Chinese textbooks by comparing and analyzing the educational content of 11 Chinese textbooks by linguistic element. Specifically, the 11 textbooks were compared based on their educational contents on linguistic elements such as phonetics, vocabulary, grammar, Chinese characters and culture, and organized by their unique characteristics. With respect to vocabulary education in particular, the percentage of basic vocabulary in the 11 textbooks varied from 64% to 86%, but, in general, all textbooks included more than two-thirds of basic vocabulary. Additionally, they utilized various teaching methods to teach vocabulary, and actively used real-life activities or games that piqued students’ interest. With respect to grammar education, they generally all covered the contents suggested in the 2015 revised curriculum, but there was a lack of diversity in teaching and learning methods and the need to plan new teaching methods that would keep students engaged. Lastly, some textbooks introduced the Chinese language and China in general in relation to linked subjects; these connections can help students to develop a deeper and broader understanding of China and the Chinese language and is in line with the goal of fostering creative convergence talents outlined in the 2015 revised curriculum. Moving forward, various teaching and learning methods should be designed to keep students interested and engaged in China and learning the Chinese language.
  Citation: Journal of Chinese Writing Systems
  PubDate: 2023-05-12T11:09:30Z
  DOI: 10.1177/25138502231170279
Euphonic changes in songs included in Seonmun Yeomsongjip
(禪門拈頌集) in Goryeo dynasty
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  Authors: Jiyoung Lee
  Abstract: Journal of Chinese Writing Systems, Ahead of Print.
  This analysis has examined the historical euphonic changes based on the rhyming letters in the songs in Seonmun Yeomsongjip (禪門拈頌集, hereinafter the Compilation) in Goryeo dynasty, which has reached the following conclusions. First, the endings of syllables with vowel endings was not significant and did not significantly change from those of middle Chinese until the Southern Song dynasty. Second, the merger between /-m/ and /-n/ occurred with every single initial. Third, the mergers between /-n/ and /-ŋ/ emerge as well as a result of the influence of the Wu dialect in the Southern Song dynasty. Finally, there are multiple cases of the mixed use of stop endings, among which those of /-t/ and /-k/ are particularly notable.
  Citation: Journal of Chinese Writing Systems
  PubDate: 2023-03-31T11:30:29Z
  DOI: 10.1177/25138502231164449
A study on the relationship between the period of oracle bone inscriptions
and the development of character forms
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  Authors: Hyeok Kim
  Abstract: Journal of Chinese Writing Systems, Ahead of Print.
  Dong Zuobin 董作宾 utilised character form information to classify the oracle bone inscriptions period, pointing out that character form changed depending on the period. However, the concept of leizu (类组) was formed that classified an oracle bone inscription and its period based on the character form characteristics. This led to academia’s overemphasis on character form varying by the leizu (类组) of buci (卜辞). However, personal habits and the period trend may affect oracle bone inscription character forms, as they are formed by human hands. The author of this study picked 10 characters, including 示, 琮, 吉, 帝, 乇, 冊, 商 and 岳, as character form examples that change according to periods. They represent character forms that appear in the early and late periods based on their development order. This emphasised that the character form information could play an important role in distinguishing the period of oracle bone inscriptions and that only characters changing precisely in line with corresponding periods and forms could be used for such period classification.
  Citation: Journal of Chinese Writing Systems
  PubDate: 2023-03-28T05:08:23Z
  DOI: 10.1177/25138502231159434
Concept and selection criteria for Korean Gukja
(國字)
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  Authors: Eunhee Kim
  Abstract: Journal of Chinese Writing Systems, Ahead of Print.
  Korean Gukja (國字), in general, have originality in the formative aspect of their characters and, along with Gugeumja (國音字) and Guguija (國義字), are classified as “Korean-originated Chinese characters.” This article analyzes two issues discovered during the process of comparative examination of the Gukja characters compiled in The Dictionary for Sino-Korean Words of Korean Origin (1992–1996) and A Study on the Chinese Characters of Korean Origin (2014). Firstly, this article analyzes issues raised regarding the concept and classification of Korean-originated Chinese characters. Secondly, it discusses the criteria imposed for the selection of Gukja characters based on those included in ancient Chinese literature and dictionaries. Finally, it analyzes examples with a focus on the originality of the configurational principles and motivation, which worked as a major factor for the selection of Gukja.
  Citation: Journal of Chinese Writing Systems
  PubDate: 2023-03-13T10:32:16Z
  DOI: 10.1177/25138502231159435
Deciphering broken Chinese characters on a broken piece (#10447) of
Huayanshijing stored in Korea
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  Authors: Kyoo-Kap Lee
  Abstract: Journal of Chinese Writing Systems, Ahead of Print.
  This study aimed to decipher the broken Chinese characters on a fragment of Huayanshijing, #10447. All the broken characters have lost parts of the whole character fonts, and many have been severely damaged. These have made it difficult to decipher them to determine the original forms. This study deciphered the original forms by comparing the font of the broken Chinese characters with characters of similar forms from the Huayanshijing text and applying them to the sentences containing the characters in Huayanshijing.
  Citation: Journal of Chinese Writing Systems
  PubDate: 2023-02-13T05:06:12Z
  DOI: 10.1177/25138502221150940