• Journal of Information Processing Systems
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• v.13 no.4
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• pp.716-730
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• 2017

In this paper, we propose a transliteration approach based on semantic information (i.e., language origin and gender) which are automatically learnt from the person name, aiming to transliterate the person name of Uyghur into Chinese. The proposed approach integrates semantic scores (i.e., performance on language origin and gender detection) with general transliteration model and generates the semantic knowledge-based model which can produce the best candidate transliteration results. In the experiment, we use the datasets which contain the person names of different language origins: Uyghur and Chinese. The results show that the proposed semantic transliteration model substantially outperforms the general transliteration model and greatly improves the mean reciprocal rank (MRR) performance on two datasets, as well as aids in developing more efficient transliteration for named entities.

• Food Science and Industry
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• v.50 no.2
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• pp.74-85
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• 2017

This paper aims to compare the language of food related to rice and wheat in Korean, Chinese and Japanese. These three countries in East Asia are very close in terms of geography, history, and culture. As of language, Korean and Japanese are classified as a same language family, while Chinese, to another. However, since three countries have been sharing Chinese character and words composed of it, there are many alike things in their languages. It is natural that food and the language of food are shared in neighboring areas. Among many food, I will explain the names of rice and wheat and the details of the names of various food made of them. In particular, rather than a simple comparison, the language of food is analyzed in the viewpoint of migration. And I will look into the names of food not only in relation to language, but also in culture, society and history.

• Cross-Cultural Studies
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• v.19
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• pp.389-409
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• 2010

Chinese is a topic-prominent language, so when we learn Chinese we should know the discourse function of the Chinese language. Most of the Korean student think Chinese sentences should appear in the order of S-V-O and they always make mistakes when they use Chinese. I think Korean is very similar with Chinese in the discourse function. Hence, in this paper, I try to find a method of teaching Chinese topic sentence. It does so by comparing Chinese with Korean in the light of discourse function. I think when Korean student know how to use Korean topic sentence to explain the discourse functions of the Chinese language, they will not make similar mistakes. With this understanding in mind, chapter 2 tries to show various topic sentences to prove that 'topic' is very important in Chinese sentences. This is why we say Chinese is a topic-prominent language. In chapter 3, I analysis the sentences that students made, and highlight the reasons why they made mistake. The result lies in the reason whereby they always think Chinese should appear in the order of S-V-O. They do not understand why some sentences appear in the order of O-(S)V or S-O-V. It show that they do not know what is topic sentence and do not know how to make topic sentences. Sometime I have them translate them into Korean, but they also make Korean sentences like in the order of Chinese S-V-O. Therefore, I think, under this circumstance, to let them to translate and to speak in Korean in topic sentence, get some feelings about Chinese topic sentences, and tell and make Chinese topic sentences are naturally critical in their training.

• Lingua Humanitatis
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• v.7
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• pp.31-56
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• 2005

In most Asian areas Chinese writing and characters had been used as a unique recording device. The way to account for the circumstance related with the writing system could be twofold. Firstly the races inhabited around Sino-territory actually neither used the type of languages as Chinese - not isolating type but agglutinative one - nor established any independent writing letters. Secondly those people who belonged to the races accepted the writing system of China due to the frequent cultural and economical interchange between them and Chinese people. In Korean peninsula the same situation of linguistic phenomenon had been pervasive. The aborigine of the territory who acquired to use Chinese writing applied their knowledge of the second language to record the facts related with the management of the country. But the grammatical structure of Chines writing and native language showed the remarkable contrast; so, the people of the peninsula managed the specific letter system - in other words, the discrepancy between language and writing. This difference carried on the huge influence on the way of using Chinese writing and characters in Korea. Some scholars of historical linguistics of Korean language considered the alternation of Chinese writing system and characters as "the procedure of nativization" - in which the inflow of characters into Korean and the same one continuously used in China illustrated the large gap of the phonological aspects. The method of reading Chinese characters came to be named as Sino-Korean Pronunciation. In the categorization of Chinese characters' pronunciation Sino-Korean Pronunciation was also categorized as the Eastern Pronunciation(東音). It indicates the sound of Chinese characters which has been historically adapted to the phonological system of Korean language. In this paper the main point is to survey the procedure of reception of Chinese writing and characters and that of establishment and alternation of Korean phonetic feature of Chinese writing and characters.

• 중국학논총
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• no.62
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• pp.85-100
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• 2019

The article purpose is 'Reading Chinese translation text as a Korean integrated education for Chinese students'. Although number of foreign students has increased rapidly to the economic growth of Korea, the influence of Korean Wave, and the popularity of Korean popular culture like K-pop at domestic universities but the problems of their curriculum have been found in many places. Korean literary education through novel text has an important place in Korean studies, but literary education is often excluded in Korean language education as a foreign language education. Chinese students already have background knowledge of Korean translation novels through Chinese novels. They can get the learning effect as the Korean language study. Second, they can compared with Korean national violence and Chinese national violence through 'Red Revolution' and understand about Korean-Chinese understanding of the times, social and cultural phenomena, Third, they are able to study the theory of literature itself. also It was the educational purpose pursued by the humanities. Chinese students develop their Korean language skills by studying the Brothers which are translated into Korean, and we can see the similarities and differences of national violence by comparing Korea's '4.19' with China's 'Cultural Revolution' After comparing people, background, dynamics of the space where they are located, we can raise awareness of the historical and social problems of both countries. It is possible to study subjects' memories of space, change of local meaning, the formation of urban space or individual space in the text in the specific space where national violence occurs. In this way, the method of learning Korean integrated education through Brothers of the Chinese translation novels makes an opportunity to look at national violence in the Korean-Chinese space of the 1960s and 1970s. It has a subjective perspective from subordination to the nationality of the modern nation-state. This is an educational effect that can be obtained through reading a Chinese translation novel as a Korean language integrated education.

• Journal of the Korean association of regional geographers
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• v.23 no.2
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• pp.354-365
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• 2017

This study is to analyze the dual language and hybrid identity of the students of Daegu Chinese Middle.High School. Such a phenomenon is being produced and changed at the site or zone of meeting different or conflict factors such as Chinese and Korean. The Chinese Korean students had learned Korean from their mother and her relative at a young age, and their dual and complex language habit was produced due to the learning of Chinese from father and his relative. A large number of the students were educated at a Korean kindergarten, but they were formally learned Chinese and China's society and culture at a Korean Chinese school after primary school. The Chinese Korean students talk with parents, brother and sister, teacher, friend and neighbor at home, school and local by Chinese and/or Korean. They use a dual language of Chinese and Korean based on various situations, but they do not particularly distinguished both language in cognition. The students have a hybrid identity of simultaneously recognizing Chinese and Korean. But some of them think Chinese or Korean. It is necessary for the results of this study to be objectified from the following research on the students of Chinese Middle･High School in Seoul, Incheon and Busan.

• International Journal of Advanced Culture Technology
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• v.11 no.1
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• pp.241-252
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• 2023

Watercolour painting was introduced to China over a hundred years ago, and in the last two decades, it has developed rapidly, presenting a situation of diversified development. While Western-style watercolour painting has been adopted by Chinese painters, they have also expanded on it with their own aesthetic awareness and cognitive styles. As a result, Chinese watercolour painting has developed a set of expressive techniques that highlight the cultural characteristics of the nation in terms of aesthetics, concepts and techniques, resulting in a painting style with a distinctive national personality at present. Although Chinese watercolour painting has taken on a variety of styles with the intervention of modern and contemporary art, realistic watercolour painting is still the mainstream. However, there are obvious differences between the "realism" of Chinese watercolour painting and the "realism" of Western watercolour painting in terms of expression. The most distinctive feature is the "imagery" language of expression, which is closely linked to the cultural heritage of Chinese tradition and is of great value for research. I interpret the aesthetics, composition, colour and brushwork of Chinese realistic watercolour painting from the perspective of traditional Chinese aesthetics in order to deepen the understanding of Chinese realistic watercolour painting and to provide a reference for the further development of the art of Chinese realistic watercolour painting.

• Journal of Korean language education
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• v.28 no.4
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• pp.297-335
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• 2017

Recently, Chinese universities have been putting their priority on cultivating industry-academia linked talents, catching up with social change and industrial demand. Accordingly, vocational purpose education is being emphasized even in Korean language education. When facing active trade between Korea and China, the importance of business Korean language education will be magnified, and therefore, the demand for business Korean textbooks will grow accordingly. To strengthen the basis for the development of future business Korean textbooks, this study conducted a general analysis of a business Korean textbook for Chinese learners. Specifically, the textbook was examined by largely dividing it into external and internal structures. After dividing the internal structure into "purpose of compilation", "composition of the textbook", "learning contents", and "learning activity", the composition of the textbook was once again divided into "overall composition" and "unit composition", and the learning contents was further divided into "subject", "language content", and "supplementary knowledge." Furthermore, an analysis was conducted. The status and directions for future development of business Korean textbooks for Chinese learners are delineated and suggestions for improvement are provided. This study has its significant in that a general analysis was conducted on a business Korean textbook for Chinese learners, and is expected to be used as basic research material for the future development of business Korean textbooks.

• Journal of Sinology and China Studies
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• v.79
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• pp.277-294
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• 2019

The development of language is inseparable from the development of social culture, and the social culture is dissolved in language. Chinglish is basically a broken English, which reflects Chinese native language usage habits. Thus, we can see this language in the development of Chinese society culture. In Chinese society, which can understand the creation and contents of Chinglish and it can be used as an associative tool. The appearance of Chinglish is an interesting linguistic phenomenon that includes vernacular, phonetics, vocabulary and sentences, etc., including such a notional concept as well as a transitive concept that varies according to the development process of society can do. In a situation where the world develops and the world interacts closely, Chinglish, a broken English language, is used by the Chinese government as a language policy because of the diffusion of normative English and the weakening of the language boundary due to the spread of the Internet. However complete disappearance of Chinglish is impossible due to the boundary between the mother tongue language and foreign language. It still exista and is commonly used within the social group that can understand its meaning. Besides since internet has its own platform characteristics, Chinglish also follow this rules and show unique features.

• Proceedings of the Korean Society for Language and Information Conference
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• 2007.11a
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• pp.173-181
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• 2007

This is a semantic pilot study which concentrates on how people in Taiwan process the temporal metaphors, ego-moving metaphor and time-moving metaphor. Motivated by the research of Gentner, Imai, and Boroditsky (2002) in which the English native speakers comprehend ego-moving metaphors faster than time-moving metaphors, the present study attempts to reexamine whether the faster reaction to ego-moving metaphors is shared by both the Chinese native speakers and EFL learners. To achieve the goals, 25 Chinese/English bilinguals are invited to be examined via the16 Chinese and 16 English test sentences. The recordings of their accuracy on each item are served as the databases used to compare with the study of Gentner, Imai, and Boroditsky (2002). The two finding presented here are: (1) when the subjects tested in their native language, Chinese, they process ego-moving metaphors better. (2) when tested in the foreign language, English, they conceptualize time-moving metaphors much better.