Writing and Literacy in Chinese, Korean and Japanese

Revised edition

HardboundAvailable
ISBN 9789027218094 | EUR 110.00 | USD 165.00
 
PaperbackAvailable
ISBN 9789027218100 | EUR 25.00 | USD 37.95
 
e-Book
ISBN 9789027269447 | EUR 110.00/25.00*
| USD 165.00/37.95*
 
The book describes how the three East Asian writing systems-Chinese, Korean, and Japanese- originated, developed, and are used today. Uniquely, this book: (1) examines the three East Asian scripts (and English) together in relation to each other, and (2) discusses how these scripts are, and historically have been, used in literacy and how they are learned, written, read, and processed by the eyes, the brain, and the mind.

In this second edition, the authors have included recent research findings on the uses of the scripts, added several new sections, and rewritten several other sections. They have also added a new Part IV to deal with issues that similarly involve all the four languages/scripts of their interest.

The book is intended both for the general public and for interested scholars. Technical terms (listed in a glossary) are used only when absolutely necessary.

This title replaces Writing and Literacy in Chinese, Korean and Japanese (1995)

[Studies in Written Language and Literacy, 14]  2014.  xix, 487 pp.
Publishing status: Available
Table of Contents
About the authors
xv
Preface
xvii–xviii
Acknowledgements
xix
Part I. Chinese
19–20
Spoken Chinese
21–36
Chinese characters: Hanzi
37–55
Meaning representation in characters
56–74
Sound representation by characters
75–84
History of education and literacy in China
85–111
Reforming spoken and written Chinese
112–129
School, and learning to read in Chinese
130–152
Summary and conclusions
153–154
Part II. Korean
155–156
Korean language
157–171
Hancha: Chinese characters
172–179
Han’g?l: Alphabetic syllabary
180–198
Learning and using Han’g?l
199–222
Why should Hancha be kept?
223–235
History of education and literacy in Korea
236–252
Summary and conclusions
253–254
Part III. Japanese
255–256
Japanese language
257–270
Kanji: Chinese characters
271–283
Kana: Japanese syllabary
284–293
R?maji: Roman letters
294–302
Why keep Kanji?
303–321
History of mass literacy in Japan
322–332
Learning and using Kanji and Kana
333–351
The Japanese educational system
352–360
Summary and conclusions
361–362
Part IV. Common issues
255
Eye movements and text writing in East Asia
365–379
Reading and the brain
380–394
East Asian students in international tests
395–404
Logographic characters vs phonetic scripts
405–420
Afterthoughts
421–422
Glossary
423–437
Bibliography
439–462
Name index
463–469
Subject index
471–487
“[The book] provides an excellent account of writing and literacy in three national languages of East Asia .... It is strongly recommended not only to those working on writing and literacy, but to broad typologists and cognitive linguists.”
“Overall, this is a valuable book [...]. For the reader who is not a specialist in East Asian languages, it provides a great deal of information about writing and literacy that would otherwise be hard to find in one place. Due to its broad scope, even specialists are likely to find new information on some topics.”
“The first edition of the book covered a wide-range of topics in writing and literacy in the three East Asian languages, in relation to each other and to English. The second edition is thoroughly updated, especially in reading research. I heartily recommend it to both academic communities and the general public.”
ReferencesThe requested document (/db/data/shared.benjamins.com/references/swll/swll.14.refs.xml) was not found
Cited by

Cited by other publications

Cho, Jeung-Ryeul
2018.  In Writing Systems, Reading Processes, and Cross-Linguistic Influences [Bilingual Processing and Acquisition, 7],  pp. 391 ff. Crossref logo
CHO, JEUNG-RYEUL, CATHERINE McBRIDE & DAN LIN
2017. The relation of maternal literate mediation strategies and socioemotional comments to Korean children's Hangul reading. Applied Psycholinguistics 38:1  pp. 155 ff. Crossref logo
Gnanadesikan, Amalia E.
2017. Towards a typology of phonemic scripts. Writing Systems Research 9:1  pp. 14 ff. Crossref logo
Hayes-Harb, Rachel & Hui-Wen Cheng
2016. The Influence of the Pinyin and Zhuyin Writing Systems on the Acquisition of Mandarin Word Forms by Native English Speakers. Frontiers in Psychology 7 Crossref logo
Ho, Shelen
2020.  In Diversity and Inclusion in Global Higher Education,  pp. 117 ff. Crossref logo
Inoue, Tomohiro, George K. Georgiou, Naoko Muroya, Hisao Maekawa & Rauno Parrila
2018. Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese. Journal of Research in Reading 41:1  pp. 159 ff. Crossref logo
Li, David C. S.
2017.  In Multilingual Hong Kong: Languages, Literacies and Identities [Multilingual Education, 19],  pp. 241 ff. Crossref logo
Lin, Candise Yue, Min Wang & Anisha Singh
2018.  In Writing Systems, Reading Processes, and Cross-Linguistic Influences [Bilingual Processing and Acquisition, 7],  pp. 25 ff. Crossref logo
Muroya, Naoko, Tomohiro Inoue, Miyuki Hosokawa, George K. Georgiou, Hisao Maekawa & Rauno Parrila
2017. The Role of Morphological Awareness in Word Reading Skills in Japanese: A Within-Language Cross-Orthographic Perspective. Scientific Studies of Reading 21:6  pp. 449 ff. Crossref logo
O'Dwyer, Shaun
2017. Deflating the ‘Confucian Heritage Culture’ thesis in intercultural and academic English education. Language, Culture and Curriculum 30:2  pp. 198 ff. Crossref logo
Song, Shuang, George K. Georgiou, Mengmeng Su & Shu Hua
2016. How Well Do Phonological Awareness and Rapid Automatized Naming Correlate With Chinese Reading Accuracy and Fluency? A Meta-Analysis. Scientific Studies of Reading 20:2  pp. 99 ff. Crossref logo
Zerdoumi, Saber, Aznul Qalid Md Sabri, Amirrudin Kamsin, Ibrahim Abaker Targio Hashem, Abdullah Gani, Saqib Hakak, Mohammed Ali Al-garadi & Victor Chang
2018. Image pattern recognition in big data: taxonomy and open challenges: survey. Multimedia Tools and Applications 77:8  pp. 10091 ff. Crossref logo
Zhang, Dongbo, Chin-Hsi Lin, Yining Zhang & Yunjeong Choi
2019. Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge?. The Language Learning Journal 47:3  pp. 344 ff. Crossref logo
Zhang, Dongbo, Xuexue Yang, Chin-Hsi Lin & Zheng Gu
2017.  In Chinese as a Second Language Assessment [Chinese Language Learning Sciences, ],  pp. 115 ff. Crossref logo

This list is based on CrossRef data as of 23 august 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CF – Linguistics
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2014027552