Syllabus 1 Lín Táo 林燾 and Gêng Zhènshëng 耿振生

Total Page:16

File Type:pdf, Size:1020Kb

Syllabus 1 Lín Táo 林燾 and Gêng Zhènshëng 耿振生 CHINESE 542 Introduction to Chinese Historical Phonology Spring 2005 This course is a basic introduction at the graduate level to methods and materials in Chinese historical phonology. Reading ability in Chinese is required. It is assumed that students have taken Chinese 342, 442, or the equivalent, and are familiar with articulatory phonetics concepts and terminology, including the International Phonetic Alphabet, and with general notions of historical sound change. Topics covered include the periodization of the Chinese language; the source materials for reconstructing earlier stages of the language; traditional Chinese phonological categories and terminology; fânqiè spellings; major reconstruction systems; the use of reference materials to determine reconstructions in these systems. The focus of the course is on Middle Chinese. Class: Mondays & Fridays 3:30 - 5:20, Savery 335 Web: http://courses.washington.edu/chin532/ Instructor: Zev Handel 245 Gowen, 543-4863 [email protected] Office hours: MF 2-3pm Grading: homework exercises 30% quiz 5% comprehensive test 25% short translations 15% annotated translation 25% Readings: Readings are available on e-reserves or in the East Asian library. Items below marked with a call number are on reserve in the East Asian Library or (if the call number starts with REF) on the reference shelves. Items marked eres are on course e-reserves. Baxter, William H. 1992. A handbook of Old Chinese phonology. (Trends in linguistics: studies and monographs, 64.) Berlin and New York: Mouton de Gruyter. PL1201.B38 1992 [eres: chapters 2, 8, 9] Baxter, William H. and Laurent Sagart. 1998 . “Word formation in Old Chinese” . In New approaches to Chinese word formation: morphology, phonology and the lexicon in modern and ancient Chinese. Jerome L. Packard, ed., 35-76. Berlin and New York: Mouton de Gruyter. [eres: entire] Campbell, Lyle. 1999. Historical linguistics: an introduction. Cambridge: MIT Press. P140.C36 1999 Dïng Shëngshù 丁生樹. 1958. Gûjïn zìyïn duìzhào shôucè 古今字音對照手冊 [Comparative handbook of ancient and modern character readings]. PL1201.T5 1958 / 1960 / 1981 Féng Chüntián 馮春田. 1995. Wáng Lì yûyánxué cídiân 王力語言學詞典 [Wang Li dictionary of linguistics]. P121.F42 1995 Guângyùn 廣韻 [Expanded Qièyùn]. PL1201.K85 1961, PL1201.K85 1974 Guö Qínnà 郭芹納, Hú Änshùn 胡安順, Liú Jìng 劉靜, Liú Lèníng 劉樂寧 (eds). 1988. Jiânmíng gû Hànyû zhïshi cídiân 簡明古漢語知識辭典 [Concise dictionary of Ancient Chinese linguistic knowledge]. Shaanxi Renmin Chubanshe. [eres: pp. 28-67] Handel, Zev. 2004. Chinese-English glossary of linguistic terms in Lín and Gêng chapter 2. [eres: entire] Hànyû Fängyïn Zìhuì (second edition). 1989. 漢語方音字彙(第二板)[Lexicon of Chinese dialect pronunciations]. PL1201.P45 1989 Jíyùn 集韻. Taipei: Taiwan Zhonghua Shuju. PL1201 .T54 1966 Karlgren, Bernhard. 1957. “Grammata serica recensa”. Bulletin of the Museum of Far Eastern Antiquities 29:1-332. REF: PL1201.K35a Ladefoged, Peter. 1993. A course in phonetics (third edition). Fort Worth: Harcourt Brace Jovanovich. P221.L2 1993 Li, Fang-kuei 李方桂 1971 [1980]. Shànggûyïn yánjiü 上古音研究[Studies on Archaic Chinese]. Beijing: Shangwu Yinshuguan. PL 1201.L43. (Translated into English by Gil Mattos as “Studies on Archaic Chinese”. 1974-75. Monumenta Serica 31:219-287. [eres: entire]) Chinese 542 Syllabus 1 Lín Táo 林燾 and Gêng Zhènshëng 耿振生. 1997. Shëngyùnxué 聲韻學 [Traditional Chinese phonology]. Taipei: Sanmin Shuju. [eres: chapters 1-6] Coblin, W. South. 1996. “Marginalia on two translations of the Qieyun preface”. Journal of Chinese Linguistics 24.1:85-96. [eres: entire] Coblin, W. South. 2004. “The Chiehyunn system and the current state of Chinese historical phonology”. Journal of the American Oriental Society 123.2:377-383. [eres: entire] Language Atlas of China. 1988, 1991. ATLAS: PL1033.L36 1988 (on atlas table) Norman, Jerry. 1988. Chinese. (Cambridge language surveys.) Cambridge: Cambridge University Press. PL1075.N67 1988 [eres: chapter 2] Norman, Jerry and W. South Coblin. 1995. “A new approach to Chinese historical linguistics”. Journal of the American Oriental Society 115.4:576-584. [eres: entire] Pulleyblank, Edwin G. 1984. Middle Chinese: a study in historical phonology. Vancouver: University of British Columbia Press. PL1201 .P84 1984 Pulleyblank, Edwin G. 1991. Lexicon of reconstructed pronunciation in Early Middle Chinese, Late Middle Chinese and Early Mandarin. Vancouver: University of British Columbia Press. REF: PL1081 .P84 1991 Pulleyblank, Edwin G. 1998. “Qieyun and Yunjing: The essential foundation for Chinese historical linguistics”. Journal of the American Oriental Society 118.2:200-216.[eres: entire] Tung, T’ung-ho 董同龢. 1968. Hànyû yïnyùnxué 漢語音韻學 [Chinese phonology]. Taipei: Táiwän Xuéshëng Shüjú 台灣學生書局. PL1201.T83 1981, PL1201.T83 1972 [eres: chapter 4] Wáng Lì 王力. 1967. Zhöngguó yûyánxué shî 中國語言學史 [History of Chinese linguistics]. PL1075.W268 1984 Yûyán yû yûyánxué cídiân 語言與語言學詞典 [Dictionary of language and linguistics]. P29.H3412 1981 Yùnjìng 韻鏡 [Mirror of rhymes]. PL1201.L8, PL1201.L85x Dêngyùn wûzhông 韻圖五種 [Five rhyme tables]. (Handel personal copy) Zhöngguó yûyánxué dà cîdiân 中國語言學大詞典 [Comprehensive dictionary of Chinese linguistics]. PL1071.C58 1991 Chinese 542 Syllabus 2 SCHEDULE Topics covered; Readings to prepare; Assignments due Week 1 Topics: introduction; periodization of Chinese; Chinese dialects; review of modern 3/28, 4/1 Mandarin phonology Readings: Lín & Gêng [1]-2, Handel glossary; [Ladefoged 1-2, 3-4, 7; Norman 2.1, 6, 8, 9, Campbell 2] Due: -- Week 2 Topics: Middle Chinese sources: rhyme books (Qièyùn, Guângyùn), fânqiè spellings 4/4, 4/8 Readings: Norman 2.2, Lín & Gêng 4 (ignore 三十六字母 references), Baxter 2.2.1 Due: translations into English of Guo et al. entries Qièyùn (35), Wáng yï/èr/sän (38), Guângyùn (29), Jíyùn (61), fânqiè (33) Week 3 Topics: Middle Chinese sources: rhyme tables (Yùnjìng), phonological categories 4/11, 4/15 Readings: Norman 2.3, Lín & Gêng 5 (pp. 152-173 optional), Baxter 2.2.2 Due: exercise #1 (xìlián); translations of Guo et al. entries sänshíliù zìmû (30 - ignore chart), dêngyùntú (59-60), Yùnjìng (64), Qièyùn Zhîzhângtú (36), Sìshëng Dêngzî (38) Week 4 Topics: Middle Chinese: reconstruction methods 4/18, 4/22 Readings: Norman 2.4, Lín & Gêng 3 Due: exercise #2 (MC phonological categories); translations of Guo et al. entries yùnmû (62), yùn (61), dêng (59), käikôuhü (36), hékôuhü (44), yùnshè (63-64) Other: Monday quiz (Mandarin phonology, 16 shè, 36 zìmû) - 15 minutes Week 5 Topics: Middle Chinese: phonological characteristics, the chóngniû problem, major 4/25, 4/29 reconstruction systems Readings: Lín & Gêng 6; Baxter 2.3-2.4 Due: exercise #3 (Mandarin developments); translations of Guo et al. entries, qíchîhü (45), cuòkôuhü (67), Píngshuîyùn (39) Week 6 Topics: Middle Chinese: critical methodology, the historical-comparative approach 5/2, 5/6 Readings: Coblin 1996; Norman and Coblin 1995; Pulleyblank 1998; Coblin 2004 Due: exercise #4 (fânqiè) Week 7 Topics: Old Chinese: sources and methodology (Shïjïng; xiéshëng series; Tibeto- 5/9, 5/13 Burman; transcriptions) Readings: Li Fang-kuei 1971 (or Mattos’ English translation); Baxter 9 Due: exercise #5 (determining MC reconstructions) Week 8 Topics: Old Chinese: phonological characteristics, major reconstruction systems 5/16, 5/20 Readings: Norman 2.5; Baxter 8; Baxter & Sagart 1998 Due: exercise #6 (OC rhyme groups) Week 9 Topics: Old Mandarin 5/23, 5/27 Readings: Norman 2.6-2.7; Tung 4 Due: exercise #7 (finding OC reconstructions); translation of Guo et al. entry Zhöngyuán Yïnyùn (65??) Week 10 Comprehensive Test 6/3 Annotated Translation due Thursday, June 9 Readings in [brackets] are optional. Italicized numbers refer to chapters or sections. All readings are to be completed before the first class meeting of the week. All assignments are due at the beginning of the last class meeting of the week. Chinese 542 Syllabus 3 .
Recommended publications
  • 中国区cma持证者名单 截止至2021年9月1日
    中国区CMA持证者名单 截止至2021年9月1日 Yixu Cao, CMA,CSCA,CPA,ACCA,CIA 2019 492 Wai Cheung Chan, CMA, CSCA 2020 622 Xiaolin Chen, CMA, CSCA 2021 785 Liang Feng, CMA, CSCA 2021 845 Shing Tak Fung, CMA, CSCA, CPA 2020 621 Yukun Hsu, CMA, CSCA 2020 676 Shengmin Jiang, CMA, CSCA 2021 794 Yiu Man Li, CMA, CSCA 2020 640 Huikang Lin, CMA, CSCA 2017 7 Jing Lin, CMA, CSCA 2018 415 Quanhui Liu, CMA, CSCA, CPA, CIA 2021 855 Ping Qian, CMA, CSCA 2018 396 Xiaolei Qiu, CMA, CSCA, CPA, CFP, CIA, CFA 2017 96 Yufei Shan, CMA, CSCA, CPA, CFE 2020 726 Ming Han Tsai, CMA, CSCA 2018 428 Lin Wang, CMA, CSCA 2017 22 Chunling Yang, CMA, CSCA 2020 648 Xiaolong Zhang, CMA, CSCA 2020 697 Yi Zhang, CMA, CSCA 2020 678 Qing Zhu, CMA, CSCA 2017 41 Copyright © 2021 by Institute of Management Accountants, Inc. 中国区CMA持证者名单 截止至2021年9月1日 Siha A, CMA 2020 81134 Bei Ai, CMA 2020 84918 Danlu Ai, CMA 2021 94445 Fengting Ai, CMA 2019 75078 Huaqin Ai, CMA 2019 67498 Jie Ai, CMA 2021 94013 Jinmei Ai, CMA 2020 79690 Qingqing Ai, CMA 2019 67514 Weiran Ai, CMA 2021 99010 Xia Ai, CMA 2021 97218 Xiaowei Ai, CMA, CIA 2019 75739 Yizhan Ai, CMA 2021 92785 Zi Ai, CMA 2021 93990 Guanfei An, CMA 2021 99952 Haifeng An, CMA 2021 92781 Haixia An, CMA 2016 51078 Haiying An, CMA 2021 98016 Jie An, CMA 2012 38197 Jujie An, CMA 2018 58081 Jun An, CMA 2019 70068 Juntong An, CMA 2021 94474 Kewei An, CMA 2021 93137 Lanying An, CMA, CPA 2021 90699 Copyright © 2021 by Institute of Management Accountants, Inc.
    [Show full text]
  • Characteristics of Chinese Poetic-Musical Creations
    Characteristics of Chinese Poetic-Musical Creations Yan GENG1 Abstract: The present study intoduces a series of characteristics related to Chinese poetry. It shows that, together with rhythmical structure and intonation (which has a crucial role in conveying meaning), an additional, fundamental aspect of Chinese poetry lies in the latent, pictorial effect of the writing. Various genres and forms of Chinese poetry are touched upon, as well as a series of figures of speech, themes (nature, love, sadness, mythology etc.) and symbols (particularly of vegetal and animal origin), which are frequently encountered in the poems. Key-words: rhythm, intonation, system of tones, rhyme, system of writing, figures of speech 1. Introduction In his Advanced Music Theory course, &RQVWDQWLQ 5kSă VKRZV WKDW ³we can differentiate between two levels of the phenomenon of rhythm: the first, a general philosophical one, meaning, within the context of music, the ensemble of movements perceived, thus the macrostructural level; the second, the micro-VWUXFWXUH ZKHUH UK\WKP PHDQV GXUDWLRQV « LQWHQVLWLHVDQGWHPSR « 0RUHRYHUZHFDQVD\WKDWUK\WKPGRHVQRWH[LVWEXWUDWKHUMXVW the succession of sounds in time [does].´2 Studies on rhythm, carried out by ethno- musicology researchers, can guide us to its genesis. A first fact that these studies point towards is the indissoluble unity of the birth process of artistic creation: poetry, music (rhythm-melody) and dance, which manifested syncretically for a very lengthy period of time. These aspects are not singular or characteristic for just one culture, as it appears that they have manifested everywhere from the very beginning of mankind. There is proof both in Chinese culture, as well as in ancient Romanian culture, that certifies the existence of a syncretic development of the arts and language.
    [Show full text]
  • A Look at Linguistic Readers
    Reading Horizons: A Journal of Literacy and Language Arts Volume 10 Issue 3 April 1970 Article 5 4-1-1970 A Look At Linguistic Readers Nicholas P. Criscuolo New Haven, Connecticut Public Schools Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons Part of the Education Commons Recommended Citation Criscuolo, N. P. (1970). A Look At Linguistic Readers. Reading Horizons: A Journal of Literacy and Language Arts, 10 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol10/iss3/5 This Article is brought to you for free and open access by the Special Education and Literacy Studies at ScholarWorks at WMU. It has been accepted for inclusion in Reading Horizons: A Journal of Literacy and Language Arts by an authorized editor of ScholarWorks at WMU. For more information, please contact wmu- [email protected]. A LOOK AT LINGUISTIC READERS Nicholas P. Criscuolo NEW HAVEN, CONNECTICUT, PUBLIC SCHOOLS Linguistics, as it relates to reading, has generated much interest lately among educators. Although linguistics is not a new science, its recent focus has captured the interest of the reading specialist because both the specialist and the linguist are concerned with language. This surge of interest in linguistics becomes evident when one sees that a total of forty-four articles on linguistics are listed in the Education Index for July, 1965 to June, 1966. The number of articles on linguistics written for educational journals has been increasing ever SInce. This interest has been sharpened to some degree by the publi­ cation of Chall's book Learning to Read: The Great Debate (1).
    [Show full text]
  • A Preliminary Study on the Productivity of Mandarin T3 Sandhi in Mandarin- Speaking Children
    TAL2018, Sixth International Symposium on Tonal Aspects of Languages 18-20 June 2018, Berlin, Germany A Preliminary Study on the Productivity of Mandarin T3 Sandhi in Mandarin- speaking Children Xunan Huang1, Gaoyuan Zhang1, Caicai Zhang1,2 1Department of Chinese and Bilingual Studies, the Hong Kong Polytechnic University 2Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences [email protected], [email protected], [email protected] lexical forms and the surface phonological representations, and Abstract it therefore only applies to real words (e.g., [6] [11] and [12]). Mandarin Tone 3 (T3) sandhi is highly productive in novel A key factor to examine what mechanism is involved in the words produced by native adult speakers. However, it is unclear production of a phonological pattern is productivity. When when the sandhi pattern becomes productive in young children listeners are asked to produce a new word, the tone sandhi is learning Mandarin Chinese as their mother tongue. To address not always generalizable to new words to the same degree. this issue, this preliminary study examined the productivity of Previous studies have consistently shown that the tone sandhi T3 sandhi in different age groups (children aged 3 to 6 and pattern in Mandarin Chinese is highly productive in new words adults) in real words and two types pseudowords, real words and is encoded by the computation mechanism in adult speech that were actual occurring words (AO), semi-pseudowords that [13] [5] [9] and [10]. However, it is still unclear when this were non-occurring combinations of two real monosyllables phonological pattern becomes productive in children learning (*AO) and pseudowords where the first syllable was an Mandarin as their mother tongue.
    [Show full text]
  • Learning About Phonology and Orthography
    EFFECTIVE LITERACY PRACTICES MODULE REFERENCE GUIDE Learning About Phonology and Orthography Module Focus Learning about the relationships between the letters of written language and the sounds of spoken language (often referred to as letter-sound associations, graphophonics, sound- symbol relationships) Definitions phonology: study of speech sounds in a language orthography: study of the system of written language (spelling) continuous text: a complete text or substantive part of a complete text What Children Children need to learn to work out how their spoken language relates to messages in print. Have to Learn They need to learn (Clay, 2002, 2006, p. 112) • to hear sounds buried in words • to visually discriminate the symbols we use in print • to link single symbols and clusters of symbols with the sounds they represent • that there are many exceptions and alternatives in our English system of putting sounds into print Children also begin to work on relationships among things they already know, often long before the teacher attends to those relationships. For example, children discover that • it is more efficient to work with larger chunks • sometimes it is more efficient to work with relationships (like some word or word part I know) • often it is more efficient to use a vague sense of a rule How Children Writing Learn About • Building a known writing vocabulary Phonology and • Analyzing words by hearing and recording sounds in words Orthography • Using known words and word parts to solve new unknown words • Noticing and learning about exceptions in English orthography Reading • Building a known reading vocabulary • Using known words and word parts to get to unknown words • Taking words apart while reading Manipulating Words and Word Parts • Using magnetic letters to manipulate and explore words and word parts Key Points Through reading and writing continuous text, children learn about sound-symbol relation- for Teachers ships, they take on known reading and writing vocabularies, and they can use what they know about words to generate new learning.
    [Show full text]
  • Shallow Vs Non-Shallow Orthographies and Learning to Read Workshop 28-29 September 2005
    A Report of the OECD-CERI LEARNING SCIENCES AND BRAIN RESEARCH Shallow vs Non-shallow Orthographies and Learning to Read Workshop 28-29 September 2005 St. John’s College Cambridge University UK Co-hosted by The Centre for Neuroscience in Education Cambridge University Report prepared by Cassandra Davis OECD, Learning Sciences and Brain Research Project 1 Background information The goal of this report of this workshop is to: • Provide an overview of the content of the workshop presentations. • Present a summary of the discussion on cross-language differences in learning to read and the future of brain science research in this arena. N.B. The project on "Learning Sciences and Brain Research" was introduced to the OECD's CERI Governing Board on 23 November 1999, outlining proposed work for the future. The purpose of this novel project was to create collaboration between the learning sciences and brain research on the one hand, and researchers and policy makers on the other hand. The CERI Governing Board recognised this as a risk venture, as most innovative programmes are, but with a high potential pay-off. The CERI Secretariat and Governing Board agreed in particular that the project had excellent potential for better understanding learning processes over the lifecycle, but that ethical questions also existed. Together these potentials and concerns highlighted the need for dialogue between the different stakeholders. The project is now in its second phase (2002- 2005), and has channelled its activities into 3 networks (literacy, numeracy and lifelong learning) using a three dimensional approach: problem-focused; trans-disciplinary; and international.
    [Show full text]
  • Glottal Stop Initials and Nasalization in Sino-Vietnamese and Southern Chinese
    Glottal Stop Initials and Nasalization in Sino-Vietnamese and Southern Chinese Grainger Lanneau A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts University of Washington 2020 Committee: Zev Handel William Boltz Program Authorized to Offer Degree: Asian Languages and Literature ©Copyright 2020 Grainger Lanneau University of Washington Abstract Glottal Stop Initials and Nasalization in Sino-Vietnamese and Southern Chinese Grainger Lanneau Chair of Supervisory Committee: Professor Zev Handel Asian Languages and Literature Middle Chinese glottal stop Ying [ʔ-] initials usually develop into zero initials with rare occasions of nasalization in modern day Sinitic1 languages and Sino-Vietnamese. Scholars such as Edwin Pullyblank (1984) and Jiang Jialu (2011) have briefly mentioned this development but have not yet thoroughly investigated it. There are approximately 26 Sino-Vietnamese words2 with Ying- initials that nasalize. Scholars such as John Phan (2013: 2016) and Hilario deSousa (2016) argue that Sino-Vietnamese in part comes from a spoken interaction between Việt-Mường and Chinese speakers in Annam speaking a variety of Chinese called Annamese Middle Chinese AMC, part of a larger dialect continuum called Southwestern Middle Chinese SMC. Phan and deSousa also claim that SMC developed into dialects spoken 1 I will use the terms “Sinitic” and “Chinese” interchangeably to refer to languages and speakers of the Sinitic branch of the Sino-Tibetan language family. 2 For the sake of simplicity, I shall refer to free and bound morphemes alike as “words.” 1 in Southwestern China today (Phan, Desousa: 2016). Using data of dialects mentioned by Phan and deSousa in their hypothesis, this study investigates initial nasalization in Ying-initial words in Southwestern Chinese Languages and in the 26 Sino-Vietnamese words.
    [Show full text]
  • Reading Depends on Writing, in Chinese
    Reading depends on writing, in Chinese Li Hai Tan*, John A. Spinks†, Guinevere F. Eden‡, Charles A. Perfetti§, and Wai Ting Siok*¶ *Department of Linguistics, and †Vice Chancellor’s Office, University of Hong Kong, Pokfulam Road, Hong Kong, China; ‡Georgetown University Medical Center, Washington, DC 20057; and §Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 12560 Communicated by Robert Desimone, National Institutes of Health, Bethesda, MD, April 28, 2005 (received for review January 3, 2005) Language development entails four fundamental and interactive this argument are two characteristics of the Chinese language: (i) abilities: listening, speaking, reading, and writing. Over the past Spoken Chinese is highly homophonic, with a single syllable four decades, a large body of evidence has indicated that reading shared by many words, and (ii) the writing system encodes these acquisition is strongly associated with a child’s listening skills, homophonic syllables in its major graphic unit, the character. particularly the child’s sensitivity to phonological structures of Thus, when learning to read, a Chinese child is confronted with spoken language. Furthermore, it has been hypothesized that the the fact that a large number of written characters correspond to close relationship between reading and listening is manifested the same syllable (as depicted in Fig. 1A), and phonological universally across languages and that behavioral remediation information is insufficient to access semantics of a printed using strategies addressing phonological awareness alleviates character. reading difficulties in dyslexics. The prevailing view of the central In addition to these system-level (language and writing system) role of phonological awareness in reading development is largely factors, Chinese writing presents some script-level features that based on studies using Western (alphabetic) languages, which are distinguish it visually from alphabetic systems.
    [Show full text]
  • The Chinese Script T � * 'L
    Norman, Jerry, Chinese, Cambridge: Cambridge University Press, 1988. 1 3.1 Th e beginnings of Chinese writing 59 3 FISH HORSE ELEPHANT cow (yu) (m ii) (xiimg) (niu) " The Chinese script t � * 'l Figure 3.1. Pictographs in early Chinese writing 3.1 The beginnings of Chinese writing1 The Chinese script appears as a fully developed writing system in the late Shang .dynasty (fourteenth to eleventh centuries BC). From this period we have copious examples of the script inscribed or written on bones and tortoise shells, for the most part in the form of short divinatory texts. From the same period there also Figure 3.2. The graph fo r quiin'dog' exist a number of inscriptions on bronze vessels of various sorts. The former type of graphic record is referred to as the oracle bone script while the latter is com­ of this sort of graph are shown in Figure 3.1. The more truly representational a monly known· as the bronze script. The script of this period is already a fully graph is, the more difficult and time-consuming it is to depict. There is a natural developed writing system, capable of recording the contemporary Chinese lan­ tendency for such graphs to become progressively simplified and stylized as a guage in a complete and unambiguous manner. The maturity of this early script writing system matures and becomes more widely used. As a result, pictographs has suggested to many scholars that it must have passed through a fairly long gradually tend to lose their obvious pictorial quality. The graph for qui'in 'dog' period of development before reaching this stage, but the few examples of writing shown in Figure 3.2 can serve as a good illustration of this sort of development.
    [Show full text]
  • Japanization in the Field of Classical Chinese Dictionaries
    Title Japanization in the Field of Classical Chinese Dictionaries Author(s) Ikeda, Shoju Citation Journal of the Graduate School of Letters, 6, 15-25 Issue Date 2011-03 Doc URL http://hdl.handle.net/2115/44945 Type bulletin (article) File Information JGSL6-2.pdf Instructions for use Hokkaido University Collection of Scholarly and Academic Papers : HUSCAP Journal of the Graduate School of Letters,Hokkaido University Vol.6;pp.15-25,March 2011 15 Japanization in the Field of Classical Chinese Dictionaries Shoju IKEDA Abstract:How did dictionaries arranged by radical undergo Japanization?In the following I shall take up for consideration the Tenrei bansh썚omeigi,Shinsenjiky썚o,and Ruiju my썚ogi sh썚oand consider this question by examining in particular their relationship with the original version of the Chinese Yupian,compiled in 543 by Gu Yewang of the Liang.There is much that needs to be said about early Japanese dictionaries.In this paper I have focused on their relationship with the Yupian and have discussed questions such as its position as a source among Buddhist monks and its connections with questions pertaining to radicals,in particular the manner in which the arrangement of characters under individual radicals in the Yupian was modified. (Received on December 7,2010) 1.Dictionaries Arranged According to the Shape,Sound and Meaning of Chinese Characters and the Compilation of Early Dictionaries in Japan When considered in light of extant dictionaries,it would seem that dictionaries arranged by radical or classifier(shape)appeared first,followed by dictionaries arranged by meaning,and that dictionaries arranged by pronunciation(sound)came some time later.
    [Show full text]
  • The Phonological Domain of Tone in Chinese: Historical Perspectives
    THE PHONOLOGICAL DOMAIN OF TONE IN CHINESE: HISTORICAL PERSPECTIVES by Yichun Dai B. A. Nanjing University, 1982 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGRFE OF MASTER OF ARTS In the pepartment of Linguistics @ Yichun Dai 1991 SIMON FRASER UNIVERSITY July 1991 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. APPROVAL NAME: Yichun Dai DEGREE: Master of Arts (Linguistics) TITLE OF THESIS : The Phonological Domain of Tone in Chinese: Historical Perspectives EXAMINING COMMITTEE: Chairman: Dr. R. C. DeArmond ----------- Dr. T. A. Perry, Senior ~aisor Dr. N. J. Lincoln - ................................... J A. Edmondson, Professor, Department of foreign Languages and Linguistics, University of Texas at Arlington, External Examiner PARTIAL COPYR l GHT L l CENSE I hereby grant to Simon Fraser University the right to lend my thesis, project or extended essay (the title of which is shown below) to users of the Simon Fraser University L ibrary, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. I further agree that permission for multiple copying of this work for scholarly purposes may be granted by me or the Dean of Graduate Studies. It is understood that copying or publication of this work for financial gain shall not be allowed without my written permission. Title of Thesis/Project/Extended Essay Author: (signature) (name 1 Abstract This thesis demonstrates how autosegmental licensing theory operates in Chinese.
    [Show full text]
  • Self-Study Syllabus on China’S Domestic Politics
    Self-Study Syllabus on China’s domestic politics www.mandarinsociety.org PrefaceAbout this syllabus. syllabus aspires to guide interested non-specialists in Thisthe study of some of the most salient and important aspects of the contemporary Chinese domestic political scene. The recommended readings survey basic features of China’s political system as well as important developments in politics, ideology, and domestic policy under Xi Jinping. Some effort has been made to promote awareness of the broad array of available English language scholarship and analysis. Reflecting the authors’ belief that study of official documents remains a critical skill for the study of Chinese politics, an effort has been made as well to include some of these important sources. This syllabus is organized to build understanding in a step-by-step fashion based on one hour of reading five nights a week for four weeks. We assume at most a passing familiarity with the Chinese political system. The syllabus also provides a glossary of key terms and a list of recommended reading for books and websites for those seeking to engage in deeper study. American Mandarin Society 1 Week One: Building the Foundation The organization, ideology, and political processes of China’s governance • “Chinese Politics Has No Rules, But It May Be Good if Xi Jinping Breaks Them” Overview ,Christopher Johnson, Center for Strategic and International Studies, August 9, 2017. Mr. Johnson argues that the institutionalization of This week’s readings review some of the basic and most distinctive features of China’s Chinese politics was less than many foreign political system.
    [Show full text]