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Demystifying the Chinese Language. INSTITUTION Stanford Univ., Calif DOCUMENT RESUME ED 201 175 FL 012 116 TITLE Demystifying the Chinese Language. INSTITUTION Stanford Univ., Calif. Center for Research in International Studies. SPONS AGENCY National Endowment for the Humanities (NFAH) , Washington, D.C. PUB DATE BO NOTE 77p.; Developed by the Bay Area China Education Project. EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Chinese; Diachronic Linguistics; Elementary Education: *Ideography: Public Policy; *Second Language Instruction; Verbal Communication; Writing Instruction; Written Language IDENTIFIERS China ABSTRACT The purpose of this unit is to demonstrate to students that the Chinese writing system, though different from the English alphabet system, is an equally plausible communication system. The exploration of Chinese writing is began with an exercise designed to convey the importance of a written communication system, as well as the problems and frustrations involved in developing such a system. Students then participate in a set of three discovery exercises, offering them an opportunity to decipher Chinese characters, to trace the development of several characters from ancient to modern forms, and to become acquainted with particular features of the Chinese writing system. An investigation follows into the communication difficulties created by the presence of dialects. The final exercise encourages students to evaluate the present goals of "language reform" in the People's Republic of China. The content and design of the unit are aimed at upper elementary-middle school students, but the unit can easily be adapted for other levels. Students are encouraged to work in small groups. Extensive instructions to the teacher and a bibliography make it unnecessary for the teacher to know Chinese. (a) *********************** Reproductions sup: rrld by EDRS are the best that can be made * :he original document. **********************1 c********************************************* U S EPA.IMENT OF HEALTF.I. UC:. 'ION 6, WELFARE TIOAL INSTITUTE OF EL'UCAT ION THIS HAS BE ENA EPP°. DUCE E - AS RECE,..EL: FROM THE r 3RGANIZAT,ON OF VIEW O OPINIONS STA' ,(":" NECESSAPILY 4EPRE- sEpv- NATIONAL L INS` IT 1/TE OF EDU 'r ION OR POLtr anis. 181:12%.' 1....===,,crem-,-Ercr-awasMINISMERS , IMIR416°' esszEISIM mozza=1;vE.adit0""i olompolowlt E ' - . ;:nasismmfwmcingsigi,' =/;171=81±1460=====m1 OS= .ZEGV4g2364X11/1K4 "PERMISSION TO REPRODL2L--- MATERIAL HAS BEEN GRAf,77E, Area C.)f.1,0 EOtilA t,Ctiryt TO THE EDUCATIONAL RESC.-;.:__:.; INFORMATION CENTER (ERIC BAYCEP DEri IC CidINE LANGUAGE Rationale ny people e:s;7--.:.-7ier7:.n a sense 7- strangen -s wh-n they first enc- nt-nn the wri77er langua:- This due to the vas: f_nferencs 'betveer __phabeticpitih;- system and the 22r- ,ese WT sy::-:e:m which AS :7-eveloped ute!7_ 7L-ctorial writing. The pta-pct, r) 'flrd- unit is _c de:nonstrate :7 students that thi7- thou_ 7.d-is±'feremt from th::7tglish alphabet system ,:ter) are fa-ti is =, is an e :ily plausible corn-dnicattion The -cyst surru=din:: the Chinese written _I -1guage is -often dui_ to la;; of infor:ation about Id lack of expo- sure to 'it is assum that far'7.u:-. icing students with the Th.f.:71. 7.17e::uce the TT:: :eness associated with thi_ .sy . 71TUS 117, -t ses to .3tudents in :he -rocess t:tt 7hiles, DE11-_-7----72777 _THE CHINESE L-JOU,. designed to active': e.,a7.7estauden'_.-s in. exercise: -olving Tn 1:hinese written language. featu_:y.a of tHe ETTI:.:.f.language (e.g., ze tonal nLuc. -- of Ci-..stzs) are expioi:,ed in a EL= ,=entary section on Chinese lani: preopar-!,. =or the rea_cher's use spoken language itself is 7-- _ilv.-7:.red'up. am depth materials in 7_a_ unit. Cori- DE:,--_-ST=2, THE THInSE. LANGU,a is a flexible LIE_ ::. It is appro- priate ±or sc:'71 swOes courses it vhiich China is stuiled; for multi- :ultural stun. -7i=. for speciaized ccursework on communications, sociolog, etc,; or in, conjunction with Lan:ruage Arts curricuLm. -e;-nher: are emznurage: ^o use the unit in _ts entirety, but sections .4\7cise5 be p7esented suc:essfully in isolation. : ue..i--(1-::ctu7r1 of the un:L' follows. Origins :._11 Crmmm7-1,,,n: Students will begin the-: inquiry with an exercise desiz-r: to c:ey th::: importance of a writ' en communicatic-, system, as well as 7:n7' ems zuid frustrations involved in developing such a system. :-Iztua. extiore the origins of wrftten communica- tion in general, anc ;__Iv tHe differences that exi:: between various forms of writing sntams. This preliminary exercise portray writing systems as valua--uic? ::;o1.5 ;,Tich have been developed by societies over time in a variety of Discovery Exercis mmediately following the exercise on the origins of communicz.--- udents will participate in a set of three discovery exercises. -777.:es,- exercises will offer students an opportunity to decipher Chinese c-zila-Ts (both ancient and modern) in isolation and in context, and = tr-ac-the development of several characters from i ancient to modern forms. Students will also become acquainted with particular features of the Chinese writing system, thus developing their appreciation of written Chinese as a logical and appropriate form of written communication. Dialect Exercise: In yet another exercise, students will inves- tigate the communication difficulties created by the presenceof dialects- - distinct, local forms of language. Once students have experienced the barriers inhibiting oral communication among speakers of different Chinese dialects, they will be prepared to explore methodologiesfor alleviating the obstacle imposed by dialect variation in presentday China. Language Reform: The final exercise encourages students to evaluate the present goals of "language reform" in the People's Republic ofChina, in light of the complex language situation that exists, and in lightof changing social values. The three-fold goals which will be surveyed include: efforts to solve the difficulties in communication arising from the presence of dialects and minority languages; efforts to eradicate illiteracy; and efforts to keep pace with the demands of modern technology on language. Students will view the relationship betwee7_ the specific language reform movement and broaderchanges in the society. Skills DEMYSTIFYING THE CHINESE LANGUAGE is appropriate for students at many skill levels. The content and design are aimed at upper elementar.-- middle school students (5th-8th grade), but the unit can easilybe adapted for lower elementary grades, or supplemented forhigh'school, community college, or adult education. (Note the secondary supplement: "The Water Buffalo and the Tiger" provided in DiscoveryProject #3.) Throughout the unit students are asked to work together insmall groups to accomplish set tasks.This group effort will help students develop skills in working cooperatively with others, and willfoster the notion of mutual responsibility.The DISCOVERY EXERCISES are inquiry-base.and require students to think critically and logically. Throughout :I .Y7 students are encouraged to exercisetheir creativity, thus makiri. er-7!7.ises both educational and entertaining:. Organization No knowledge of Chinese is required by either thestudents or the teacher. For each exercise the necessary background informationis supplied. Complete instructions for presenting the exercises areincluded. Each exerci:- contains information on preparation, alist of activities suggesting th in-class procedure, notes (practical tips on logistics, etc.), and suggested discussion topics for follow-up purposes. All student handouts needed for each particular exercise areincluded at the end of that exercise, and are labeled for easyidentification. A supplementary section on Chinese Language is provided. (It is strongly recommended that teachers read this supplement andfamiliarize themselves as much as possible with the elementsof the Chinese language presented in it before beginning the unit with their class.) Finally, a bibliography of suggested reading materials is appended. WE HOPE YOU ENJOY DEMYSTIFYING THE CHINESE LANGUAGE! 0, 4 TABLE OF CONTENTS INTRODUCTION ORIGINS OF CILMNICATION DISCOVERY PROJECT #1 FLASHCARES STUDENT HANDOUTS ANSWER KEY :8 DISCOVERY PROJECT #2 -c STUDENT HANDOUTS DEVELOPMENT OF CHINESE CHARACTERS (CHART) DISCOVERY PROJECT ELEMENTARY STORY GLOSSARY SECONDARY STORY GLOSSARY DIALECT EXERCISE STUDENT HANDOUT LANGUAGE REFORM REPRINT OF CHARACTERS SUPPLEMENT: THE CHINESE LANGUAGE GLOSSARY OF LINGUISTIC TERMS GUIDE TO PINYIN ROMANIZATION SYSTEM BIBLIOGRAPFF REVISED EDITION Copyright ( 6) 1980 by the Board of Trustees, LELAN -STANFORD JUNIOR UNIVERSITY This unit was developed by the Bay A7:ea China Education Project (BAYCEP). BAYCEP was funded in part by The National Endowment for she Humanities. LI, THE ORIGIYE OF COMUNICATIV :ckground He = _relop communicaoion systems forms can we use to =MUM . _-_Lea to someone else? YExample ody languan.fe, speech, oe cuestions are amorg those to .7:ored by students in exercise presentee below. In xercise tudents will _ -7e cf the difficulties and frustrat:_:no in formu- _ble communication -stem. Workfo: fo small :,-rcups, students :o create a written srirabol for a :::-rete and an abnrr-.:. respectively. Thrr.ugh this exparn-nce, L its will =77_, 77.2±."_ with the lc;ic ehind writir: 3 . as ihe aphic/ideographic ;-stem. Afte= s, __its will have to explore the ap:.-ropriatenese 07 7,11e constructed e 31.1=-71-oups, and to investigate the cr:iteria i-::ved in system of writ ren symbols to = wrIth others. Ob:ectives O students experience the difficulties
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