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2022 Vol. 7, No. 5
Published: 2022-09-10

 
1 Three Turns in Foreign Language Education in China
Yang Dan
2022 Vol. 7 (5): 1-1 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
5 Experts on “Greeting the 20th National Congress of the Communist Party of China and Reviewing Language Affairs over the Past Decade”
Li Yuming, Zhao Shiju, Wen Qiufang, Liu Pengjian, Su Xinchun, Zhou Jianshe, Guo Xi, Cao Zhiyun and Qu Shaobing
Language Contribution to a Non-Barrier Society / Li Yuming
Problem-Driven Approach to Promoting New Development of Language and Script Cause / Zhao Shiju
Prospect of National Language Capacity Study / Wen Qiufang
Three Focuses in Promoting the National Common Language and Script in New Era / Liu Pengjian
Urgent Call for Linguists’ Participation in Language Education in Primary and Secondary Schools  / Su Xinchun
Artificial Intelligence and Genetic Algorithm Based Computer Will Become a New Solution to Data Resource Construction of Language and Script / Zhou Jianshe
Let More People Know about Chinese Language Civilization / Guo Xi
The Role of Language Protection in Maintaining and Promoting Language Diversity / Cao Zhiyun
Language Service Focuses in New Era / Qu Shaobing
2022 Vol. 7 (5): 5-13 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
14 On the Roles of Languages in Academic Communication and Thinking: How to Develop an Academic Discourse System with Chinese Features
Wen Qiufang
DOI: 10.19689/j.cnki.cn10-1361/h.20220501
Since the 1970s when the “open door” policy was adopted in China, a large number of new research products published in English have been introduced to Chinese readers. Such introductions not only have promoted the development of the discipline concerned, but also have greatly increased new academic terms in Chinese. Meanwhile, Chinese scholars have not been aware of the fact that the English-based conceptual system underlying the new research products has directed their academic thinking, research and course teaching. The language-based academic concept is the smallest unit in the academic discourse system. Once the thinking of Chinese scholars has been dominated by the English-based concepts, it would be extremely difficult for them to develop an innovative academic discourse system with Chinese features. Recently when discussing the roles of language in the international academic discourse, the languages employed in the academic products are usually examined with almost no attention paid to the language used in a scholar’s thinking which, however, plays an essential role in academic innovations. In order to resolve this problem, a new concept of “language in academic thinking” is proposed in this paper in contrast to “language in academic communication”. The latter refers to the language used in oral and written output while the former, to the language exhibited in the scholar’s academic thinking. In regards to language in academic communication, English has still remained predominantly powerful. The issue of how to break English-dominance in the academic world has been extensively discussed with two feasible policies being proposed. The first is to encourage English-Chinese dual publication and the second is to publish research in Chinese before in English. In order to demonstrate the advantages and disadvantages of language in academic thinking, the paper takes the author’s own experiences as an example to demonstrate how her academic thinking process has been changed in terms of the language, while reflect its positive and negative roles of English in her academic thinking process. The author studied overseas theoretical linguistics in the 1980s and applied linguistics in the 1990s. As a result, the author had established English-based linguistic conceptual systems. On the positive side, such systems enabled her to gain frontier knowledge; on the negative side, such systems almost controlled her academic thinking, teaching and research. Once having fully realized its negative effects, she has made conscientious efforts in freeing herself from shackles of the English-based conceptual system. Based on her own practice, she has proposed a balanced system in which Chinese and English are interactive in both thinking and communication. This balanced system, the author believes, can promote Chinese scholars’ academic innovations and facilitate the internationalization of Chinese academic research.
2022 Vol. 7 (5): 14-24 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
25 Linguistic Factors and Influencing Mechanism in Academic Evaluation
Zhang Tianwei
DOI: 10.19689/j.cnki.cn10-1361/h.20220502
As a component of academic discourse power, academic evaluation plays a guiding role in academic practice. The influence of language on research has been increasingly prominent. However, existing studies in China on academic evaluation have paid inadequate attention to language factors. This study examined the language-related evaluation indicators in four authoritative university ranking systems at home and abroad and the assessment criteria for teachers’ academic competence in different types of universities in China. Investigating the explicit and invisible roles of language factors in the existing academic evaluation system and their transmission mechanisms from both institutional and individual perspectives, we find that the language practice in academic evaluation is implicit, subject to extra-linguistic factors such as economic, political and cultural factors, and intra-linguistic factors such as language management and language beliefs; explicit quantitative evaluation indicators play a major role in the transmission mechanism; and the dynamic adjustment of language policy in academic evaluation reflects the interaction between structure and agency. To enhance the international academic influence of Chinese and implement the General Plan for Deepening the Reform of Education Evaluation in the New Era, it is recommended that a reasonable transmission mechanism of language policy in academic evaluation should be established to optimize the evaluation system and achieve more power in the evaluation of academic discourse.
2022 Vol. 7 (5): 25-35 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
36 A Comparative Study of the Status of Chinese and English as Academic Languages: A Domestic Perspective
Zhang Zhiguo and Cui Nannan
DOI: 10.19689/j.cnki.cn10-1361/h.20220503
The language used in academia, or academic language embodied in instructions, publications, and conferences, has profound significance for individual languages, society, and the nation. However, the academic status of many languages in non-English speaking countries, including the Chinese language, is challenged by academic English. Currently, there is no effective way to evaluate the academic status of a language. Based on the tripartite components of language policy, i.e., language ideology, management, and practice, this paper proposes an evaluation system to measure the academic positionings of the different languages. In light of the three representative forms of academic language, namely instructional language, publishing language, and conference language, the system with nine indicators assesses the academic status of an individual language. In this paper, the evaluation system is used to compare the academic status of Chinese and English in China. The result shows that Chinese is inferior to English in six indicators and stronger than English in three indicators. However, the three strong aspects, mainly attributed to the Chinese-dominant sociocultural context, show signs of erosion caused by English. Therefore, the insecurity of Chinese as a local academic language deems caution. It is suggested that the Chinese academia deepen their understanding of the functions of Chinese as an academic language, balance the competition between academic Chinese and academic English, increase the international influence of Chinese, and enact multi-dimensional policies on academic languages.
2022 Vol. 7 (5): 36-46 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
47 On the International Discourse Power of Language Policy Research in China: A Case Study of Language Policy
Shen Qi and Sun Yu
DOI: 10.19689/j.cnki.cn10-1361/h.20220504
International discourse power in the academic field is an important manifestation of national soft power. Currently, attempts have been made to explore the international communication capacity of Chinese academic discourse via bibliometric studies, yet few studies were conducted to examine the construction of international academic discourse power in specific academic fields through the lens of case studies. With a view to constructing an analytical framework for international academic discourse on language policy, this paper explores the achievements and problems in the development of international discourse on Chinese language policy. Taking the journal Language Policy over the past 20 years since its inception as a case, we analyze the research topic selection, domestic concept use, literature citation, and value stance via the accepted research articles, key concepts, citing literature, and citations. We find that in recent years, although the international discourse power on Chinese language policy has been promoted and Chinese scholars have adhered to the Chinese position on language policy research in the international academic platforms, the absence of problem awareness has constrained scholars from initiating innovative research topics. Overall, there is still a gap to construct China’s international academic discourse. Thus, we propose that it is essential to promote the problem awareness in the international dissemination of Chinese language life research, enhance the innovative awareness of the local concepts of Chinese language practice, intensify the agentive awareness of the local literature on Chinese language policy, and uphold the strategic awareness of the Chinese position in language policy research.
2022 Vol. 7 (5): 47-57 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
58 The Terminology and Construction of Scientific and Technological Discourse Capability: The Practice of France and Its Implications
Zhao Shiju and Zheng Meng
DOI: 10.19689/j.cnki.cn10-1361/h.20220505
As an important part of national discourse capability, the scientific and technological discourse capability provides support for China’s nation building and its participation in global governance from the perspective of science and technology. The foundation and the core of building this capability is terminology. This study analyzes relevant discussions and examines the practice of France on terminology management. It also shows France’s overall approach and effectiveness. The findings show that France is very devoted to terminology construction. It has made solid progress in the systematization, localization, standardization, popularization, and internationalization of terminology, and it has formed a French model of terminology construction, which respects the principle of service and ensures the interaction and coordination of relevant subjects. The French practice has played a positive role in enriching the French language, building scientific and technological discourse capability, and promoting scientific and technological innovations. With reference to the practices and achievements of French terminology construction, China could improve its own terminology construction in terms of improving services, optimizing relevant systems and mechanisms, accelerating legislation on terminology, enhancing social awareness of terminology, and promoting Chinese as a language of knowledge and science.
2022 Vol. 7 (5): 58-68 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
69 Diverse Views on Academic Discourse Power
Sun Jisheng, Wang Wen, He Lin, He Xiaoyao, Meng Yuan, Chen Lianwen and Zheng Yongyan
2022 Vol. 7 (5): 69-73 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
74 On the Possibility of Full Pinyin Teaching in International Education of Chinese Language
Shi Youwei
DOI: 10.19689/j.cnki.cn10-1361/h.20220506
Traditionally, international education is conducted in Chinese characters only, and Hanyu Pinyin is only used as an aiding tool for phonetic annotation. In other words, Pinyin has the function of auxiliary script. Along with the wider spread of Chinese language and diversification of its learners, there is a need to accelerate the promotion of Chinese education. The introduction of full Pinyin teaching is a new means to accelerate the international promotion of Chinese, and it is also an experiment of auxiliary script. Foreign learners of Chinese language come from different countries with different learning motivations, and in this sense, there is a need for full Pinyin teaching. From a theoretical point of view, as long as some conditions are met, the concept of full Pinyin teaching of conditional Chinese can be materialized with support of intelligent conversion system between Pinyin and Chinese character. These conditions include (but not limited to) preliminary pronunciation standardization and language-script adaption. Full Pinyin teaching should be implemented step by step, and at least it can be applied during the primary stage of learning. At the same time, “Pinyin+Literacy” and Chinese character teaching still can remain as conventional approach to meet the need of other groups of the students. These are some key factors to the success of full Pinyin teaching. Auxiliary Pinyin teaching as an alternative means requires some special design, including representation of tones, character writing stabilization, inter-space writing between words, etc., all of these requirements are nonconventional that is beyond a normal orthography and all are very key to the success for full Pinyin teaching. With the introduction of full Pinyin teaching, we hope that it offers another form to virtually represent Chinese character for Chinese language reaching out to the world and it will provide an alternative in Chinese language internationalization. The teaching of full Pinyin will create another form of Chinese expression and help the Chinese language spread all over the world.
2022 Vol. 7 (5): 74-86 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
87 Study of Issues Concerning Maintenance and Transformation of Hokkien, Cantonese and Hakka Dialects
Zhuang Chusheng
DOI: 10.19689/j.cnki.cn10-1361/h.20220507
Hokkien, Cantonese, and Hakka are considered the three major dialects in Southern China and they have spread across the world along with Chinese immigrants. These dialects have eventually become an important link that binds people from Taiwan, Hong Kong, Macao, and overseas Chinese diaspora together in serving as their cultural identity. In this sense, they are very valuable language and cultural resources. The use of these three regionalects in practical communication is often interwoven with different ideologies, for which the situation in regions of Taiwan and Hong Kong deserves special attention. For instance, there is a genetic relationship between the dialects in these two regions and those in Mainland China from an academic perspective. Although in the foreseeable future, for the major dialects such as Hokkien, Cantonese, and Hakka, there is no need to worry about their collective extinction, but the decline of these dialects in bordering areas and in some representative cities such as Guangzhou, Chaozhou, Xiamen, Zhangzhou, Quanzhou and Meizhou has become increasingly evident and is alerting to us. At present, it is very crucial for us to adopt more positive and reliable measures to ensure the safety of the Hokkien, Cantonese, and Hakka dialects from the ecolinguistic perspective, and effectively maintain the cultural link between the Mainland and Taiwan, Hong Kong, and Macao that stemmed from the same heritage root. Because of its practical and strategic significance to maintain and enhance the vitality of these dialects, we would like to make three suggestions: 1) striving to reach the broadest societal consensus among the users and strengthen the social development planning in a scientific manner, 2) developing a mechanism of speaking dialect as mother tongue through ‘grabbing from the baby’, with an aim to form combined commitment in dialect protection between family, school and society, and 3) integrating the three major dialects into a national ecosystem of cultural heritage for the overall management with a special focus on dialect protection.
2022 Vol. 7 (5): 87-96 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
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