March 10, 2008
周有光 , The Father of Pinyin
See the Tania Branigan full story about the 102 - year old father of Pinying, Zhou Youguang ( 周有光 ), on the 50th anniversary of the introduction of his alphabet in this story from the Guardian online paper.
March 4, 2008
Why is learning Chinese so hard?
I recently received a PM in the Learning Center asking me, “Why is learning Chinese
so hard?” This isn’t a unique question by any means but it does deserve some review.Recently I have been seeing messages in the Learning Center from a few members who have been studying Chinese for years and feel that they are making very little, if any, improvement. Although I’m glad to see interest in learning Chinese I can’t stop but at least try to put some light on why some people feel that learning Chinese as a monumental challenge. What I have been doing is asking where the people who made these comments are located and how they learn.
for years and feel that they are making very little, if any, improvement. Although I’m glad to see interest in learning Chinese I can’t stop but at least try to put some light on why some people feel that learning Chinese as a monumental challenge. What I have been doing is asking where the people who made these comments are located and how they learn.The problem is how the teaching of Chinese is done and how correct acquisition of at least Mandarin Chinese is understood. What I’ve found is that much of the teaching methods currently used in many language centers are the same for all the languages they teach. Shocking if you ask me. I say this because each language carries different obstacles for non-native speakers or heritage language learners. So the way you teach someone from France how to speak English can’t be the same way you would teach someone from Spain to speak German. In some cases teachers of different root languages may need to employ very different teaching methodologies when teaching a second language.
Chinese is understood. What I’ve found is that much of the teaching methods currently used in many language centers are the same for all the languages they teach. Shocking if you ask me. I say this because each language carries different obstacles for non-native speakers or heritage language learners. So the way you teach someone from France how to speak English can’t be the same way you would teach someone from Spain to speak German. In some cases teachers of different root languages may need to employ very different teaching methodologies when teaching a second language. Staying on the general topic I feel that a unique system or theory of teaching Chinese needs to be established without dwelling on confusing grammar terms. The more a target language looks or sounds unlike a student’s mother language the more the student may perceive the targeted language to be difficult. This may not be the case for everyone studying Chinese but it is for many. One example is how a native English speaker can look at a new word and correctly read the word. When this same native English speaker sees a Chinese character this person has very little to rely on to reproduce the pronunciation for that character. So this native English speaker may perceive Chinese to be difficult to the extent of being almost alien.
Relying purely on memorization doesn’t work for most learners and doesn’t convey connotations well. So I see the need to shift Chinese language training to what is applicable to the learner in his or her environment without heavy reliance on detailed grammar or theory. In this way, students will become inquisitive and naturally become more acquainted with the grammar and connotations. This more “active learning” approach to teaching will activate students so; as a result, students will retain more of what is taught. Building a relationship between students with what is taught is the key. I feel by doing so, students will not easily become discouraged when facing the difficulties of learning, for example, Chinese characters. This creates a less taxing situation as interest is created towards learning Chinese. Students will have more of an incentive to form and obtain their language learning goals.
OK, let’s step back a bit and look at the environment where a student is learning Chinese. Now learning a language where very few people around speak isn’t all that fun. Where can someone in the Central Sahara find a native Chinese speaker? Where can the Chinese language student get practical experience using Chinese in Chihuahua, Mexico? Sounds funny but this is an issue for some Chinese language learners who don’t live in an environment where Chinese is spoken everyday. Where someone lives has an effect on how much of a second language that person can learn. Sure, some people can learn how to speak and write Chinese by only listening to tapes in a cave. However, the end result will be that this person will sound like a tape in a cave. If someone’s goal is to learn enough Chinese to order food in a Chinese restaurant why not learn it? If someone’s goal is to learn enough Chinese to integrate into a place where Chinese is the main language this will take more work. Of course living in a Chinese speaking environment is the best way to become familiar with the vast connotations of the Chinese language. However, just getting up and moving to China or Taiwan isn’t in everyone’s grasp. Knowing this is why WLC offers online Chinese language training via P2P tools such as MSN and Skype. Using these tools allows us to give our students the best chance to speak and interact with native Chinese speakers. Students taking part in this one-to-one learning environment can also obtain insights to cross-cultural differences which develops more interest and motivation.
or Taiwan isn’t in everyone’s grasp. Knowing this is why WLC offers online Chinese language training via P2P tools such as MSN and Skype. Using these tools allows us to give our students the best chance to speak and interact with native Chinese speakers. Students taking part in this one-to-one learning environment can also obtain insights to cross-cultural differences which develops more interest and motivation.We, at WLC, are aware that there isn’t an ultimate solution or system for teaching or learning any language. However, we keep the above in mind when creating course materials for our students. If you were or are in a situation were trying to learn Chinese is an uphill battle I would like to hear how you advance in your Chinese language learning.
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March 3, 2008
Barack Obama introduction with Chinese subtitles
These aren’t official edorsements but here are subtitled Barack Obama introductions in Simplified and Traditional Chinese
Simplified Chinese
Traditional Chinese
And here is Michelle Obama
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February 28, 2008
Educational Systems
As a former student in America, China and Taiwan, I have been asked many times what my opinions are concerning their educational systems. There have been a few discussions comparing the American, Chinese and Taiwanese educational systems in the WLC Learning Center forums. Today, it appears that the educational system in the US is more concerned about real-work skills needed to function at, or above, certain levels. But, on the other hand, it appears that the educational formats in China and Taiwan are designed around set standards that require the ability to quickly memorize large amounts of data and hard-wired formulas to solve problems.
With these known facts, does it prove that one educational system is necessarily better than the other? It’s just too easy to criticize either system without acknowledging the good points of the other.
The need to acquire total academic excellence and develop personal creativity is viewed differently under these systems. For example, particularly in China, without obtaining high academic scores the future for most students is indeed bleak. Without entrance into a good school, Chinese students can become locked in a negative social classification. Under such an academic environment, rivalry is high and in some cases downright cut-throat.
Students in the US are given a lot more chances to develop the needed academic skills without a very strict time limit. This can easily be observed in the wide letter grading system. This may, in turn, influence the amount of calculated results a student in the US educational system can give immediately without error. This is further complicated by the fact that different academic disciplines can employ their own teaching standards and grading systems.
It’s true that innovation is needed in order to train students how to face and solve the unique problems they’ll encounter in the future. Equally, without a solid base of core subjects, no innovation can be realized after conception.
This brings up a few questions. Is being creative the main or only key to becoming an innovator? Is having memorized core knowledge the only way to solve problems? I think both educational systems have a few things they can learn from each other. Based on my own experiences, I clearly see that a fusing of both systems may be beneficial.
Today both educational systems are undergoing vast reforms. A system that promotes proper core learning and understanding is a lot more practical than memorizing without knowing the reasons why a conclusion was made. Sounds easy? Is it possible to create an educational system that can develop both core knowledge and creativity equally? This may depend on the level of study a student is currently at. Like running a long distance race, learning should be properly paced. Everyone can’t run at the same pace just like everyone can’t learn at the same rate. Could the understanding and application of both academic systems, at some levels, promote personal educational responsibility? This may help students develop a good learning core while, at the same time, develop creativity that is supported by the acquired core of learning. Is this a suggestion that nations promoting “free thinking” can accept? Can this style of learning take effect in nations where public opinion is strictly controlled?
. A system that promotes proper core learning and understanding is a lot more practical than memorizing without knowing the reasons why a conclusion was made. Sounds easy? Is it possible to create an educational system that can develop both core knowledge and creativity equally? This may depend on the level of study a student is currently at. Like running a long distance race, learning should be properly paced. Everyone can’t run at the same pace just like everyone can’t learn at the same rate. Could the understanding and application of both academic systems, at some levels, promote personal educational responsibility? This may help students develop a good learning core while, at the same time, develop creativity that is supported by the acquired core of learning. Is this a suggestion that nations promoting “free thinking” can accept? Can this style of learning take effect in nations where public opinion is strictly controlled?Food for thought:
After a nation acquires economic solvency will the people of that nation begin to develop more interest in things like creativity and art?
What do you think?
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January 9, 2008
What is Guanxi?
"Guanxi (Traditional Chinese
The Chinese term "guanxi" can, at times, equal the term "networking." The elements of exchanges based on "guanxi" carry a long tradition in doing business in China
In simple terms "guanxi" appears to carry an element of trust. It’s true that a lot of business in China revolves around circles of personal and mutual trust. So for any outsider to do business in China they must take the time to form relationships or "guanxi." This has been a big obstacle for many western businesses trying to enter the Chinese market. Business connections made through "guanxi" must be maintained to ensure proper positioning for future business. I call this "relationship after service."
Now that we have a general idea what "guanxi" is, how can good "guanxi" be created and maintained? Most western educated businessmen think that this kind of relationship is only based on direct cash exchanges. Although this is correct on some levels it isn’t the norm today. Often "guanxi" transactions are "hidden" and not made obvious to the casual observer. Although the direct giving of "gifts" is a common form of building "guanxi" it isn’t the only way. Inviting or hosting dinners for prospective clients or business partners can create an environment for "guanxi." Also the exchange of favors or "inside information" may amount to good "guanxi." However, not all "guanxi" is good "guanxi." Relationships built on "guanxi" can quickly fade or disappear if part of the "relationship chain" is put into question for any reason. There is a fine line between "guanxi" and bribery. The path to good "guanxi" isn’t an easy path to follow. Tipping to one side can put relationships made in this way a case for legal action. As China is creating its own terms for capitalism and legal business transactions the distinction many not become any clearer. So creating "guanxi" is like walking into a thick mist where you constantly have to feel your way through.
How much guānxi do you have?
