Writing and literacy in Chinese, Korean, and Japanese
Insup Taylor and M. Martin Taylor
Chinese, Japanese, South (and North) Koreans in East Asia have a long, intertwined and distinguished cultural history and have achieved, or are in the process of achieving, spectacular economic success. Together, these three peoples make up one quarter of the world population. They use a variety of unique and fascinating writing systems: logographic Chinese characters of ancient origin, as well as phonetic systems of syllabaries and alphabets. The book describes, often in comparison with English, how the Chinese, Korean and Japanese writing systems originated and developed; how each relates to its spoken language; how it is learned or taught; how it can be computerized; and how it relates to the past and present literacy, education, and culture of its users. Intimately familiar with the three East Asian cultures, Insup Taylor with the assistance of Martin Taylor, has written an accessible and highly readable book. Writing and Literacy in Chinese, Korean and Japanese is intended for academic readers (students in East Asian Studies, linguistics, education, psychology) as well as for the general public (parents, business, government).
Readers of the book will learn about the interrelated cultural histories of China, Korea and Japan, but mainly about the various writing systems, some exotic, some familar, some simple, some complex, but all fascinating.
「Nielsen BookData」より
Chinese, Japanese, South (and North) Koreans in East Asia have a long, intertwined and distinguished cultural history and have achieved, or are in the process of achieving, spectacular economic success. Together, these three peoples make up one quarter of the world population. They use a variety of unique and fascinating writing systems: logographic Chinese characters of ancient origin, as well as phonetic systems of syllabaries and alphabets. The book describes, often in comparison with English, how the Chinese, Korean and Japanese writing systems originated and developed; how each relates to its spoken language; how it is learned or taught; how it can be computerized; and how it relates to the past and present literacy, education, and culture of its users. Intimately familiar with the three East Asian cultures, Insup Taylor with the assistance of Martin Taylor, has written an accessible and highly readable book. Writing and Literacy in Chinese, Korean and Japanese is intended for academic readers (students in East Asian Studies, linguistics, education, psychology) as well as for the general public (parents, business, government).
Readers of the book will learn about the interrelated cultural histories of China, Korea and Japan, but mainly about the various writing systems, some exotic, some familar, some simple, some complex, but all fascinating.
「Nielsen BookData」より
[目次]
1. Preface, pxii
2. 1. Introduction, p1
3. Part I: Chinese
4. 2. Spoken Chinese, p28
5. 3. Chinese Characters: Hanzi, p43
6. 4. Meaning Representation in Characters, p62
7. 5. Sound Representation by Characters, p79
8. 6. Logographic Characters vs Phonetic Scripts, p87
9. 7. Text Writing in Chinese, Korean, and Japenese, p102
10. 8. Reforming Spoken and Written Chinese, p112
11. 9. Learning Hanzi, Pinyin, and Putonghua, p131
12. 10. History of Education and Literacy in China, p144
13. Summary and Conclusions, p174
14. Part II: Korean
15. 11. Korean Language, p188
16. 12. Hancha: Chinese Characters, p203
17. 13. Han'gǔl: Alphabetic Syllabary, p211
18. 14. Learning Han'gǔl and Hancha, p231
19. 15. Why Should Hancha de Kept?, p243
20. 16. History of Education and Literacy in Korea, p255
21. Summary and Conclusions, p272
22. Part III: Japanese
23. 17. Japanese Language, p282
24. 18. Kanji: Chinese Characters, p295
25. 19. Kana: Japanese Syllabary, p306
26. 20. Romaji: Roman Letters, p315
27. 21. Why Keep Kanji?, p323
28. 22. Learning Kanji and Kana, p342
29. 23. The Japanese Educational System, p354
30. 24. History of Mass Literacy in Japan, p364
31. Summary and Conclusions, p374
32. Postface, p380
33. Glossary, p381
34. Subject Index, p393
35. Author Index, p409
「Nielsen BookData」より
[目次]
1. Preface, pxii
2. 1. Introduction, p1
3. Part I: Chinese
4. 2. Spoken Chinese, p28
5. 3. Chinese Characters: Hanzi, p43
6. 4. Meaning Representation in Characters, p62
7. 5. Sound Representation by Characters, p79
8. 6. Logographic Characters vs Phonetic Scripts, p87
9. 7. Text Writing in Chinese, Korean, and Japenese, p102
10. 8. Reforming Spoken and Written Chinese, p112
11. 9. Learning Hanzi, Pinyin, and Putonghua, p131
12. 10. History of Education and Literacy in China, p144
13. Summary and Conclusions, p174
14. Part II: Korean
15. 11. Korean Language, p188
16. 12. Hancha: Chinese Characters, p203
17. 13. Han'gǔl: Alphabetic Syllabary, p211
18. 14. Learning Han'gǔl and Hancha, p231
19. 15. Why Should Hancha de Kept?, p243
20. 16. History of Education and Literacy in Korea, p255
21. Summary and Conclusions, p272
22. Part III: Japanese
23. 17. Japanese Language, p282
24. 18. Kanji: Chinese Characters, p295
25. 19. Kana: Japanese Syllabary, p306
26. 20. Romaji: Roman Letters, p315
27. 21. Why Keep Kanji?, p323
28. 22. Learning Kanji and Kana, p342
29. 23. The Japanese Educational System, p354
30. 24. History of Mass Literacy in Japan, p364
31. Summary and Conclusions, p374
32. Postface, p380
33. Glossary, p381
34. Subject Index, p393
35. Author Index, p409
「Nielsen BookData」より
書名
Writing and literacy in Chinese, Korean, and Japanese
