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2024 Vol. 9, No. 1
Published: 2024-01-10

 
1 The New Mission for Chinese Character Studies in the New Era
Huang Dekuan
2024 Vol. 9 (1): 1-1 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
5 Introduction: Fostering a Consensus of Language Education through a Problem-Oriented Approach
Wang Ning and Li Yuhui
2024 Vol. 9 (1): 5-6 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
7 Language Education in the Information Age from the Perspective of Language Strategy
Wang Ning
DOI: 10.19689/j.cnki.cn10-1361/h.20240101
In the Information age, language and written communication have acquired strategic significance affecting the overall situation. The improvement of the linguistic competence and cognitive literacy of the populace and the enhancement of the quality of language teaching at the basic education stage are prerequisites for implementing language strategies. To change the lag in Chinese education in terms of goals, content, and methods, and to adapt to the requirements of the information age for Chinese education, it is necessary to launch constructive programs to enhance Chinese teaching as soon as possible. The current key point is to understand and implement the “Chinese Core Competencies” course objectives and the organizational principles of “Multiple Learning Tasks”, as outlined in the Chinese Language Curriculum for General High Schools (2017 Edition, Revised in 2020). Core Competencies in the Chinese language consist of language production and application, cognitive development and enhancement, aesthetic appreciation and creativity, and cultural inheritance and understanding. It is an integral concept that is comprehensively reflected in students’ intellectual outlook, mental state, knowledge structure, and language abilities, encompassing a strong humanistic orientation. Multiple-task learning is an instructional principle that empowers teachers to creatively organize teaching based on their specific circumstances, requires students’ independent learning as the premise, and allows students to complete learning tasks by themselves so that they acquire knowledge, enhance abilities, and cultivate their core competencies in practice. The development of the Chinese language curriculum must be supported by theoretical construction, and it is urgent to establish a language and written communication knowledge system, in line with the characteristics of the Chinese language and Chinese characters, that embodies distinctive Chinese features.
2024 Vol. 9 (1): 7-15 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
16 Literary Language Analysis Strategies: Perspectives of Chinese Language Teaching
Li Yuhui and Su Rongge
DOI: 10.19689/j.cnki.cn10-1361/h.20240102
Linguistic analysis is fundamental to text interpretation and instrumental for students to develop and improve core competencies in language and literacy. When it comes to Chinese language instruction, literary language analysis may contribute to students’ comprehension of literary work, appreciation of the beauty of the texts, and creative uses of the Chinese language. Literary language analysis thus contains three major processes or activities, namely seeking meaning through words, analyzing the beauty of words, and searching for the use of words. Seeking meaning through words is to take literary language as a signifier in the analysis, focusing on the expressiveness of literary language in the macro context as well as the semantic gaps of the literary texts. Analyzing the beauty of words is to examine literary language as an aesthetic object with the purpose to reveal the aesthetic features of literary language such as self-reference, curved reference and false reference. Searching for the use of words is to use literary language as a pragmatic model to solve students’ Chinese language problems such as convergence, inappropriateness, and irregularities. The three processes or activities are distinct yet closely interrelated. In teaching practice, Chinese language teachers should be flexible to adopt suitable pedagogies to dissect the texts and their multi-dimensional meaning-making.
2024 Vol. 9 (1): 16-25 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
26 On the Connotation, Path, and Significance of Critical Reading
Yu Dangxu
DOI: 10.19689/j.cnki.cn10-1361/h.20240103
Critical thinking, epitomized as discernment, embodies the essence of rational contemplation. Discursive reading, a facet of critical thinking, unfolds through the deployment of principles, strategies, and methodologies that aim to attain reasoned assertions. Within the realm of discursive reading, the textual composition serves as both the premise and the foundation for discernment. The objectivity and autonomy inherent to the text not only constitute rational constraints upon discernment but also incite readers toward the pursuit of truth through discernment. Discursive reading engenders an iterative process of questioning and exploration, with a general trajectory encompassing empirical engagement with the text(textual reading), probing of the author's intent (reading about the author), and self-reflection (reading about the reader per se). This trajectory fosters students' capacity for empirical inquiry and nurtures a disposition characterized by rational openness, catalyzed by textual reflection and interwoven with self-reflection. The significance of discernment lies in its capacity for dialogue and mutual inclusiveness. It is through discernment that a dialogue between the reader and the text is achieved, while concurrently uniting the instrumental and humanistic aspects. This amalgamation of dialogue and mutual inclusiveness constitutes the paramount value of linguistic practice, representing the pinnacle to which pedagogical endeavors in reading instruction should aspire.
2024 Vol. 9 (1): 26-35 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
36 The Language Sorting Method in Chinese Language Learning
Wu Hong
DOI: 10.19689/j.cnki.cn10-1361/h.20240104
The sorting method, although a primitive and straightforward common approach that is known to everyone, has not received sufficient theoretical attention in the past. The Chinese Language Curriculum for General High Schools (2017 Edition, Revised in 2020) made a major breakthrough by placing the sorting method in an imminent position and we have seen repeated emphasis on its importance since then on. However, the language sorting method has not yet attracted the widespread attention it deserves in Chinese language teaching. Based on our findings through the case analysis of language sorting in the context of whole-book reading, if categorized into “clothing”, “food”, “dwelling”, “travel” and “speech”, Xiang Dang Pian chapter in the Analects, reflects both Confucius’s role as a social being and records his aspects as a natural being, which can give audiences a comprehensive understanding of Confucius and the Analects. When comparing the teaching effectiveness between sequential reading and sorting method practices, the learning outcomes of conventional sequential reading often result in insights or personal experiences, falling short of the critical thinking level expected of a secondary school student. On the other hand, the sorting method, based on inquiry methods such as identification, hypothesis, inference, and judgment, is more conducive to enhancing students’ thinking skills in inquiry, discovery, analysis, and argumentation.
2024 Vol. 9 (1): 36-43 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
44 Diverse Views on Language Education
Zhou Jinsheng, Zhan Dan, Wu Xinxin, Sheng Zhiwu, He Jie and Xu Zhiwei
2024 Vol. 9 (1): 44-48 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
49 How to Test ChatGPT’s Performance in Semantic Understanding and Common-Sense Reasoning: Challenges and Opportunities of Linguistics in the Era of Large Language Models
Yuan Yulin
DOI: 10.19689/j.cnki.cn10-1361/h.20240105
This paper examines the approaches to test the performance of ChatGPT in semantic understanding and common-sense reasoning. It first reviews the remarkable performance of ChatGPT and other large language models (LLM) in semantic understanding and common-sense reasoning, and explains how they use distributional semantics and token vector representations to process language. Then, it critiques the classical “Turing Test” and introduces some alternative new tests such as Winograd Schema Challenge (WSC) and its upgraded version WinoGrande datasets, which are more relevant to linguistic studies. Next, it presents the results of applying ChatGPT to Winograd Schema sentences, showing that LLM have reached human-level performance in semantic understanding and common-sense reasoning. Finally, it argues that these language models can “understand” human natural languages, and the development of tests like the Winograd Schema is an opportunity for linguists to expand their academic field in the era of artificial intelligence.
2024 Vol. 9 (1): 49-63 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
64 The Technologies and Practices of Detecting Online Violent Speech
Zhang Dongyu, Lu Junyu, Min Changrong and Lin Hongfei
DOI: 10.19689/j.cnki.cn10-1361/h.20240106
With the rapid popularity of social media, user-generated content has shown an explosive growth. Against this background, online violent speech has become rampant, causing much concern and posing many challenges to internet language governance. Due to the implicitness and diversity of online violent speech, there are some problems in the automatic detection of those speeches. Firstly, there is a lack of a fine-grained and rich corpus of Chinese online violent speech for the training of automatic detection methods. Secondly, online violent speech adopts implicit expressions, thus weakening the capacity of automatic detection methods. This paper reviews the previous studies on internet language governance and points out the challenging issues. At the same time, a large-scale Chinese online violent speech corpus was constructed to lay the foundation for the detection of Chinese online violent speech. The online violent speech detection methods were proposed on the basis of Dual Contrastive Learning and Emotion-enriched Multi-label and verified in a variety of data sets. This paper argues that Large Language Models should be applied together with background information to detect violent speech more accurately. In addition, the content generated by these models should comply with moral standards of our society. This paper  ends with discussions of the impact of Large Language Models on online violent speech detection and suggestions for future research directions.
2024 Vol. 9 (1): 64-75 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
76 Developments, Characteristics and Trends of UNESCO Terminology Policy
Wang Qi
DOI: 10.19689/j.cnki.cn10-1361/h.20240107
UNESCO is the most important international scientific and technological organization in the world today. Since its establishment, UNESCO has always valued terminology and actively supported terminology activities. An examination of the terminology policy documents and terminology working institutions shows that its terminology policy has evolved through three phases: the exploration period (1950s to 1960s), the development period (1970s to 1980s) and the refinement period (1990s to present). Each phase is marked by different terminology policy documents and international terminology working organizations such as Infoterm and TermNet. In view of its development history, UNESCO’s terminology policy is characterized by gradual progress, international collaboration and communication, establishment of terminology institutions, and non-enforcement in operations. For the future, UNESCO’s terminology policy shows a tendency of more systematization, normalization, specialization and in-depth internationalization. In the course of building national discourse system, China should strengthen cooperation with UNESCO in terminology such as establishing international or regional terminology institutions, developing and promoting national and international terminology standards, guiding and strengthening terminology policy research, in order to enhance the quality of Chinese terminology enterprise.
2024 Vol. 9 (1): 76-85 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
86 Competition, Interaction and Standardization of Domain Terminology and Daily Language: Taking the Classification and Nomenclature of Soy Sauce as an Example
Che Fei
DOI: 10.19689/j.cnki.cn10-1361/h.20240108
This study focuses on competition, interaction, and standardization of domain terminology and daily language. Through investigating soy sauce markets, this study finds some problems in the classification, nomenclature, and terminology standardization of soy source varieties. This study argues that the root cause is that domain terminology fails to absorb the conventional elements in daily language to achieve benign interaction. Under the current national standard of soy sauce, the general rules of labeling should be rigidly implemented, the mandatory national standard and the year of issuance should be used, and the market variety name should be used as a secondary element to be printed on the label in brackets. The long-term goal is to absorb the conventional classifications of Shengchou (light soy sauce) and Laochou (old soy sauce) in daily language, timely promote the revised national standard of fermented soy sauce, unify the technical standards of brewing, and improve the level of soy sauce brewing technology to spawn new varieties. The healthy competition and deep interaction between domain terminology and daily language have transferable value. It is a new topic involving language competition, harmonious language life, language planning, food safety supervision, language service, language industry, sociolinguistics, journalism and communication science, and other fields, and is worthy of further exploration.
2024 Vol. 9 (1): 86-96 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
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