- Nov 2021
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www.slideshare.net www.slideshare.net
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[Mingquan] Wang has compiled a list of resources to assist teachers with [Chinese] radicals, and hopes that the work of Li and Huang, along with other curriculum developers, teachers, and specialists will further map radicals so that specialized courses can become more widespread, and students can be inducted into the fascinating world of radicals earlier in their studies.
<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Heather Clydesdale </span> in Radicals Reveal the Order of Chinese Characters | Asia Society (<time class='dt-published'>11/22/2021 08:37:23</time>)</cite></small>
I'd love to have similar sources in Japanese.
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asiasociety.org asiasociety.org
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https://asiasociety.org/china-learning-initiatives/radicals-reveal-order-chinese-characters
Article about the importance of radicals in Chinese (and by extension Japanese) with hopes that pedagogy will change to make the teaching and remembering of kanji easier.
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Huang, who has a background in paleography, warns that many characters do not function as a “signific,” a linguistic term indicating a relationship to the word’s meaning. Additionally, the meanings of numerous characters changed over time, or they were “loaned” to other words with separate meanings. Even though more than 86 percent of characters have radicals that also function as significs, Huang encourages teachers to understand some of the exceptions, saying, “It is all right for Chinese teachers not to lecture on these, but they have to know them because students may ask.”
More than 86% of characters in Chinese function as significs, a linguistic term indicating an association to the word's meaning. Sometimes these meanings can change with time and drift from original meanings.
The drift can be interesting and important from the perspective of historical linguistics as well as to give clues to changes in culture.
An example in English might be the use in computer user interfaces that include telephone handset images or old 3.5" floppy disk images used to respectively indicate "call" or "save" despite the fact that these items have either changed shape or are no longer commonly used.
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Huang, speaking in Chinese, agrees that radicals can facilitate the mastery of characters while also building cultural understanding, yet he also encourages teachers to become versed in common inconsistencies.
Learning radicals in languages like Chinese and the related Japanese can not only help vocabulary and literacy, but build cultural understanding of the language and culture.
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The radical on the left is 言, and is itself a free-standing character meaning “speech.”
There's also the word 口 which means "mouth" hiding in here.
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Mingquan Wang, senior lecturer and language coordinator of the Chinese program at Tufts University, insists that radicals should be a part of the curriculum for teaching Chinese as a foreign language. “The question is,” he says, “how that should be done.” In spring of 2013, Wang sent an online questionnaire to 60 institutions, including colleges and K–12 schools. Of the 42 that responded, 100 percent agreed that teachers of Chinese language should cover radicals, yet few use a separate book or dedicate a course to radicals, and most simply discuss radicals as they encounter them in textbooks.
This has been roughly my experience with Japanese, but I've yet to see an incredibly good method for doing this in a structured way.
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- Oct 2018
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explorecommonsense.com explorecommonsense.com
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Norman yoke
The "Norman yoke" was a term English nationalists in the middle of the 17th century used to describe oppressive elements of feudalism introduced by William the Conqueror.
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