Current research on the linguistic features of Chinese English

Albrecht, Sven

doi:10.1111/weng.12572

Cited by 2 publications

(1 citation statement)

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“…In the realm of world Englishes or bilingualism, the findings also uncovered remarkable linguistic features and discourse-pragmatic facets of the novel establishment of ‘emo’, thus supporting the notion that Chinese English is dynamically changing (Fang, 2008). Merging the insights of previous scholars, Albrecht (2021: 3) defines up-to-date Chinese English as: [A] developing variety of English, which is subject to ongoing codification and normalization processes . .…”

Section: Discussionmentioning

confidence: 99%

‘I am very emo’

Sun

2023

English Today

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The contemporary expansion of English is becoming remarkably rapid and exceptionally global (Ostler, 2011). In present-day China, English has gained unprecedented popularity, fueled by the nation's current political and social development (Bolton & Graddol, 2012). There is a notable trend of bilingual education using English as a medium of instruction in Chinese schools (Wei, 2013). Therefore, an increasing number of Chinese are enthusiastic about learning and using English in communication. With the active participation of youths, ‘Internet English’ has been used widely in social networking spaces. The practice of ‘English mixing’ in various Chinese homegrown social networking sites has become the most remarkable intranational use of English in today's mainland China (Zhang, 2012). Interestingly, youngsters1 often create novel meanings when using languages on the Internet as ‘teenagers are well-known for introducing innovations into language, and indeed are generally regarded as prime agents of language change’ (Palacios Martínez, 2018: 363). Many linguistic studies have dealt with the mechanisms of the evolution of word meanings in past decades (Kachru, 1983; Qin & Guo, 2020; Tan, 2009; Yang, 2005). Much evidence indicates that meanings and usages of words are variable and composite, and may turn out differently depending on how words are used in contexts.

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Section: Discussionmentioning

confidence: 99%

‘I am very emo’

Sun

2023

English Today

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Assessing Speech Production in Mandarin–English Bilingual Children: Comparison of Mandarin and English Sound Systems and Special Considerations

Yang,

Resendiz

2024

Perspect ASHA SIGs

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Purpose: When assessing bilingual children's speech, it is important to determine whether the errors are indicative of a true speech sound disorder or a speech sound difference. The purpose of this tutorial is to provide cultural and linguistic background of Mandarin in comparison to English and to outline the process of speech production assessment for Mandarin–English bilingual children. Method: Pertinent literature was reviewed around varieties of Chinese, unique features of the Mandarin sound system, commonly used transcription methods (International Phonetic Alphabet and Pinyin ), and patterns of Mandarin-influenced English. Previous research findings on the acquisition of consonants, vowels, and tones in monolingual Mandarin-speaking children were summarized. Results: The assessment process including consonants, vowels, tones, syllable structures, and lexical stress was described and illustrated with flow charts. Recourses related to cultural and linguistic information of Mandarin and accessible assessment materials are referenced. Conclusions: A thorough knowledge of a child's language background is crucial in planning assessment of speech production for Mandarin–English bilingual children. A comparative understanding of the sound systems of Mandarin and English facilitates clinical decision making.

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Current research on the linguistic features of Chinese English

Cited by 2 publications

References 96 publications

‘I am very emo’

‘I am very emo’

Assessing Speech Production in Mandarin–English Bilingual Children: Comparison of Mandarin and English Sound Systems and Special Considerations

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