Summary: The history of English in China refers to the development history of English in China, which can be divided into four stages. The first is to use the English language spoken in the Guangdong port before the opium war. The second stage is the Shanghai pidgin English, also facilitate trade and the language, but English than Guangdong, vocabulary increase a lot. But all have no, and the number of distinctions, are tending to English spoken words. Really get gradually standardize the words of English is the third in the fourth stage of the founding of new China since the reform and opening up, and by sending students, learning with the development of ideas, such as the development of Chinese English more standardized.
Key words: English
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In pronunciation, the pidgin English of Shanghai has been deeply influenced by Chinese. For example, they usually make the wrong pronunce, make red as /led /, make very as /vel: /, make right as /laIt/etc. Shanghai dialect rarely has a rhotic tone, usually they/sh/hair/s /. From the vocabulary, Shanghai's pidgin English is much larger than that of Guangzhou. Grammatically, the Chinese language has a huge impact on Shanghai's pidgin English, for example: piece- they will use the two piece book instead of two books.
However, the vocabulary and grammar of the English and Shanghai pidgin English are not sufficient and they have not developed better, but they embody the Chinese language habits and habits of thinking. Stage three: the period of the opium war and the post-opium
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But after the end of the cold war, when English resumed its first position, social buzzwords were usually dominated by political words. For example: three big mountains（三座大山），Imperialism and all reactionaries are all tigers（一切反动派都是纸老虎）. bad egg（坏蛋），running dog（走狗），capitalist roader（走资派），right deviationist wind to reverse correct（右倾翻案风）etc. 1976, because of the needs of the development of China's modernization, the number of people learning English is also increasing, the determination of English in China also gradually, a wave of learning English is in the land of
English as a communication tool holds prominent position in Chinese curriculum (Liu, 2012). Learning English as a Second Language (ESL) has seen its boost in China (Qiang & Wolff, 2007). Mastering English is an asset for students in job hunting and further education. As academic achievement is highly valued in Chinese culture, students are expected to achieve high marks in English tests (Liu, 2012). University students need to pass National English proficiency examinations, which are the part of the evaluation for obtaining degrees (Wolff, 2010). Students attend after-school English courses for enhancing their English because of the pressure (Liu, 2012). The majority of ELL students aim at improving the international English proficiency tests results, such as International English Language Testing System (IELTS) and Graduate Record Examinations (GRE). ELL students are more motivated in the after-school English courses because of the high-target learning environment. However, the teacher-centred learning procedure neglects the long-term enhancement of students’ English level. The ignorance of the long-term development is due to less student involvement during the teaching procedure (Mo, 2012). Some Chinese ELL students choose to attend ESL courses abroad. The reasons are that they can have a better language environment (Wolff, 2010) and can engage more in the learning procedure (Smith & Hu, 2013). The aim of the study is to compare the teacher-centred teaching in China and student-centred teaching in Canada and to examine efficient teaching methods for Chinese speaking ELL
My parents had great influence on my learning of language. They were both born and grown up in Liaoning Province but not Tianjin (respectively in Dalian countryside and Yingkou countryside). After the graduation of local high schools they went to Harbin for college which also belongs to Northeast China. Throughout their first 22 years my parents spoke very rural “东北话” (Northeast dialect) according to my interviews. Until they were distributed to work in Tianjin, chances appeared to become government officers. D...
Pomfret, John. Chinese Lessons: Five Classmates and the Story of the New China. New York: H. Holt, 2006. Print.
Language has been said to effect culture and a person’s way of thinking; in addition to culture effecting language. Throughout the last 100 years there have been apparent and subtle changes in the English language. The changes an English speaking person may see throughout their life time are different catchphrases, the way language is written, the type of formality used, and how deeply English is affected by cultures; as well as how it effects other cultures around the world.
Language Development When it comes to the effects of gender on language development, one of the most frequently asked questions is: do males and females develop language differently? Studies have shown both similarities and differences between male and female language development. Apel and Masterson (2001) explain that both genders acquire language skills along the same timeline and that both become active, engaging conversationalists. Although research has shown both similarities and differences in language development, pertaining to gender, a major influencing factor has come from parents. Observations have shown that during the different stages of language development, parents tend to use different types of language with males than with females, which continually affect an individual throughout his or her entire life.
Nothing ever stays the same for very long. As time passes, people, places, and ideas develop and change in a variety of ways. The english language is spoken and written so differently today that you probably could not speak understand its earliest incarnation. English has evolved and continues to evolved due to a multitude of reasons. The english language has changed and developed over time due to the way the lanuguage is used, the way the language is spread, and the development and advancement of new technology.
These countries were very important contributors to the development of the English language. The two main types of English from 449 to 1485 were the “Old English” and “Middle English” (Middle English. 449). The Old English period that started from 449 to 1066 was introduced by the Anglo-Saxon and their descendants (Middle English. 449). Old English was an early form of English; therefore the future development of English grammar was highly connected to the Old English. People during this period also paid lots of attentions on manuscripts.
the English language moved into the center of the world as the example of education and to
The United States and China are two very large countries that have cultures that are well known throughout the world. There are many differences between the United States and China, but there are many contributing factors that shape the cultures of these two countries. Language is universal, but there are different meanings and sounds, which vary from one culture to another. In China, citizens speak many languages, but about 94% speak the Chinese language. The difference in dialects was overcome by the written word and eventually a version of Mandrin became the “official speech” (The Cambridge Illustrated History of China, 1996, p.304).
Although it is very difficult to actually say how many dialect exist in China, but they are categorized each into one of the seven different groups; they are the Putonghua (Mandarin), Gan, Kejia (Hakka), Min, Wu, Xiang, and Yue (Cantonese). The seven groups have different dialects, this is the reason why someone who speak Mandarin in the northern part of the country only understands little Cantonese and at the same time someone who is a non-Mandarin speaker usually speak the language but with a strong accent. This is due to the fact that Mandarin was established as the official national language since 1913. Although there are large difference in all the Chinese dialects, but they all share one common characteristics; they shared the same writing system based on the Chinese
.... It’s true that Chinese people tend to express their ideas in an indirect way to avoid potential quarrels. For instance, the educational gap between the students and the professors in China, compared with the one is America, is huge due to the inadequate communication.
113-117. 151-195. The. English: A Linguistic Tool Kit, (2012), (U214, Worlds of English, DVD ROM), Milton Keynes, The Open University. English in the World, (2012), (U214, Worlds of English, DVD ROM), Milton Keynes, The Open University.
Standardization of the English Language There are several important events before 1500 that, when listed together, show a series of steps in the struggle for English language supremacy. These steps are mainly governmental, legal and official events that pushed English usage. In 1356 The Sheriff's Court in London and Middlesex were conducted in English for the first time. When Parliament opened in 1362 the Statute of Pleading was issued declaring English as a language of the courts as well as of Parliament, but it was not until 1413 that English became the official language of the courts everywhere. Thirteen years later in 1423, Parliament records start being written in English.
The development of the English language was a combination of cultural, political, social and religious events that each playing their own part shaping the modern English language spoken today as a first language by 400 million people . As Baugh and Cable convey to us in A History of the English Language; ‘It understates matters to say that political, economic, and social forces influence a language’. Although it cannot be identified exactly when the inhabitants of Britain began to speak English, there are some sources that give an insight into the nature of the forces that played a role in its foundation such as: the four medieval manuscripts;
To understand how English became the lingua franca for the world one must begin by understanding the colonization influence of the British Empire, beginning with the Americas in the early 1600’s. Once the language itself had been somewhat established in Great Britain, although not necessarily agreed upon, the next obvious step was to take the language and the culture to new parts of the world and colonize. The British Empire set out to the Americas in two vastly different manners, yet both had major influences on the language of what soon would become America.