Writing and Literacy in Chinese, Korean and Japanese

Revised edition

ISBN 9789027218094 | EUR 110.00 | USD 165.00
ISBN 9789027218100 | EUR 25.00 | USD 37.95
ISBN 9789027269447 | EUR 110.00/25.00*
| USD 165.00/37.95*
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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, Insup Taylor and M. Martin Taylor (1995)
[Studies in Written Language and Literacy, 14] 2014.  xix, 487 pp.
Publishing status: Available
Table of Contents
“[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.”
Cited by

Cited by 32 other publications

Beckett, Gulbahar H.
2023. 'Script effects as the hidden drive of the mind, cognition, and culture' Hye K. Pae (2020). Sociolinguistic Studies 17:1-3  pp. 253 ff. DOI logo
Cho, Jeung-Ryeul
Cho, Jeung-Ryeul, Young-Suk Kim, Soon-Gil Park & Bong-Hee Kim
2022. Poor Reading and Cognitive Deficits among Korean Kindergartners and First-to-Third Grade Students. THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 35:2  pp. 45 ff. DOI logo
2017. The relation of maternal literate mediation strategies and socioemotional comments to Korean children's Hangul reading. Applied Psycholinguistics 38:1  pp. 155 ff. DOI logo
Francis, Norbert & Thi-Nham Le
2022. Chinese literacy learning by immigrant learners. Chinese as a Second Language Research 11:2  pp. 209 ff. DOI logo
Gil, Jeffrey
2020. Will a character based writing system stop Chinese becoming a global language? A review and reconsideration of the debate. Global Chinese 6:1  pp. 25 ff. DOI logo
Gil, Jeffrey
2021. The Role of the Character-Based Writing System in the Future Global Dynamics of Chinese. In The Rise of Chinese as a Global Language,  pp. 99 ff. DOI logo
Gil, Jeffrey
2021. The Language Comprehensive Competitiveness of Chinese: The Objective Perspective. In The Rise of Chinese as a Global Language,  pp. 51 ff. DOI logo
Gnanadesikan, Amalia E.
2017. Towards a typology of phonemic scripts. Writing Systems Research 9:1  pp. 14 ff. DOI logo
Guder, Andreas
2023. Sprachen Chinas. In China,  pp. 145 ff. DOI 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 DOI logo
Hmeljak Sangawa, Kristina, Hyeonsook Ryu & Mateja Petrovčič
2020. Zakaj latinica ni dovolj. Knjižnica: revija za področje bibliotekarstva in informacijske znanosti 64:1-2 DOI logo
Ho, Shelen
2020. Culture and Learning: Confucian Heritage Learners, Social-Oriented Achievement, and Innovative Pedagogies. In Diversity and Inclusion in Global Higher Education,  pp. 117 ff. DOI logo
Inoue, Tomohiro, George K. Georgiou, Miyuki Hosokawa, Naoko Muroya, Hiroyuki Kitamura, Takayuki Tanji, Hirofumi Imanaka, Takako Oshiro & Rauno Parrila
2022. Reading in different scripts predicts different cognitive skills: evidence from Japanese. Reading and Writing 35:6  pp. 1425 ff. DOI logo
Inoue, Tomohiro, George K. Georgiou, Hisao Maekawa & Rauno Parrila
2021. Cultural influences on the relationship between self-concept, interest, task-focused behavior, and reading skills. Journal of Cultural Cognitive Science 5:2  pp. 311 ff. DOI logo
Inoue, Tomohiro, George K. Georgiou & Rauno Parrila
2022. Cross-script effects of cognitive-linguistic skills on Japanese Hiragana and Kanji: Evidence from a longitudinal study. Journal of Cultural Cognitive Science 6:2  pp. 119 ff. DOI logo
Kim, Giye, Jeung-Ryeul Cho & Bonghee Kim
2021. The Relationship between Morphological Awareness and Hangul Reading and Spelling Among Kindergarten Children. THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 34:4  pp. 21 ff. DOI logo
Kim, Yoolim, Sandra Kotzor & Aditi Lahiri
2023. Disambiguating Effects of Syllable Position and Neighborhood Size: Contributions of Hanja During Sino-Korean Processing. Journal of Psycholinguistic Research 52:2  pp. 631 ff. DOI logo
Li, David C. S.
2017. Meeting South Asian Hongkongers’ Needs for Chinese Literacy. In Multilingual Hong Kong: Languages, Literacies and Identities [Multilingual Education, 19],  pp. 241 ff. DOI logo
Li, Xiaomeng & Tianxu Chen
2024. The Role of Second Language Reading Proficiency in Moderating Second Language Word Recognition. Education Sciences 14:2  pp. 193 ff. DOI logo
Lin, Candise Yue, Min Wang & Anisha Singh
2018. Chapter 2. Introduction to script processing in Chinese and cognitive consequences for bilingual reading. In Writing Systems, Reading Processes, and Cross-Linguistic Influences [Bilingual Processing and Acquisition, 7],  pp. 25 ff. DOI logo
Lin, Jiexin & Haomin Zhang
2023. Cross-linguistic influence of phonological awareness and phonological recoding skills in Chinese reading acquisition among early adolescent students. The Journal of General Psychology 150:1  pp. 120 ff. DOI 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. DOI 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. DOI logo
Pan, Jinger, Aiping Wang, Catherine McBride, Jeung-Ryeul Cho & Ming Yan
2023. Online Assessment of Parafoveal Morphological Processing/Awareness during Reading among Chinese and Korean Adults. Scientific Studies of Reading 27:3  pp. 232 ff. DOI 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. DOI logo
Tian, Zhongfeng & Sunny Man Chu Lau
2022. Translanguaging flows in Chinese word instruction: Potential critical sociolinguistic engagement with children’s artistic representations of Chinese characters. Pedagogies: An International Journal 17:4  pp. 282 ff. DOI logo
Verdonschot, Rinus G, Jeong-Im Han & Sachiko Kinoshita
2021. The proximate unit in Korean speech production: Phoneme or syllable?. Quarterly Journal of Experimental Psychology 74:1  pp. 187 ff. DOI logo
Wang, Yining, Vera Williams Tetteh & Sithembinkosi Dube
2023. Parental emotionality and power relations in heritage language maintenance: experiences of Chinese and African immigrant families in Australia. Frontiers in Psychology 14 DOI logo
Zerdoumi, Saber, Aznul Qalid Md Sabri, Amirrudin Kamsin, Ibrahim Abaker Targio Hashem, Abdullah Gani, Saqib Hakak, Mohammed Ali Al-garadi & Victor Chang
2018. RETRACTED ARTICLE: Image pattern recognition in big data: taxonomy and open challenges: survey. Multimedia Tools and Applications 77:8  pp. 10091 ff. DOI 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. DOI logo
Zhang, Dongbo, Xuexue Yang, Chin-Hsi Lin & Zheng Gu
2017. Developing a Word Associates Test to Assess L2 Chinese Learners’ Vocabulary Depth. In Chinese as a Second Language Assessment [Chinese Language Learning Sciences, ],  pp. 115 ff. DOI logo

This list is based on CrossRef data as of 17 february 2024. 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.


Main BIC Subject

CF: Linguistics

Main BISAC Subject

LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General
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ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2014027552 | Marc record