Writing and Literacy in Chinese, Korean and Japanese: Revised edition<

Writing and Literacy in Chinese, Korean and Japanese
Editorial page
Title page
LCC data
About the authors
Preface
Acknowledgements
1. Introduction
	How many Chinese, Koreans, and Japanese?
	How are the three peoples related?
	Languages of the world
	Phoneme, syllable, onset-rime, and body-coda
	Morpheme and word
	Types of writing systems
	Writing systems, their development and interrelations
	Scripts and literacy: A preview
	Chinese, Korean, and Japanese in Roman letters
	A few words about experiments on reading
	How the book is organized
Part I. Chinese
	China and Chinese
2. Spoken Chinese
	Standard language and “dialects”
	Sound system
	Morphemes: Words or word parts
	Constructing two-morpheme words
	Why compound words?
	Foreign loan words
	Full words, empty words, and classifiers
	Sentence structures
3. Chinese characters: Hanzi
	Beginning of characters
	Evolution of characters’ styles
	Chinese calligraphy
	Six categories of characters
	Number of characters
	Strokes and shapes of characters
	Complex vs simple characters
4. Meaning representation in characters
	Pictographs and indicators
	Radicals and semantic radicals
	Characters tell stories
	Compound words and idioms
	Characters for abbreviations
	Chinese numerals
	Chinese personal names
	Magical quality of characters
	Characters understood across times and places
5. Sound representation by characters
	A character’s sound
	Phonetic radicals
	Polyphonic, unpronounced, or homophonic characters
	Phonetic loans and Fanqie
	Phonetic scripts for Chinese
6. History of education and literacy in China
	Confucianism and Confucian classics
	The civil-service examination system
	Chinese world views
	Invention of paper and printing
	Books and publications
	Traditional and pre-1949 education
	In women ignorance was virtue
	History and degrees of literacy
7. Reforming spoken and written Chinese
	Mandarin and Putonghua (common speech)
	Literary vs vernacular language
	Rationalizing the Chinese writing system
	How characters are simplified
	Romanization, Zhuyin Fuhao, and Pinyin
	Computerizing Chinese characters
	Keep or abandon characters?
8. School, and learning to read in Chinese
	Primary and secondary schools: Growing, if unequally
	Tertiary education
	Should preschoolers be taught to read?
	How Hanzi are taught to preschoolers
	Teaching Hanzi (and English) in Chinese-speaking regions
	How Hanzi are taught in school in China
	Semantic radicals and phonetic radicals
	Phonological awareness
	Morphological (and phonological) awareness
	Visual and orthographic processing
	Developmental dyslexia or reading difficulty
Summary and conclusions
Part II. Korean
	Korea and Koreans
9. Korean language
	Speech sounds and syllables
	Korean native words
	Sino-Korean (S-K)words
	Native words vs Sino-Korean words
	European (and Japanese) loan words
	Numerals and classifiers
	Content words, grammatical morphemes, and sentences
	Speech levels and honorifics
10. Hancha: Chinese characters
	Hancha adoption
	Complicated Hancha use in the past
	Hancha use in the present
	Misguided attempts to abolish Hancha
11. Han’gŭl: Alphabetic syllabary
	Creation and adoption of Han’gŭl
	Han’gŭl as an alphabet
	Han’gŭl syllable blocks
	Varied shapes and complexity of syllable blocks
	Linear vs packaged arrangement of Han’gul letters
	Changes in Han’gŭl since its creation
	Was Han’gŭl an original creation?
	Han’gŭl, an alphabetic syllabary or alpha-syllabary
12. Learning and using Han’gŭl
	Teaching Han’gŭl as an alphabet or a syllabary
	Preschoolers learn Han’gul
	Schoolchildren learn to read in Han’gul
	Instruction in Han’gŭl spelling
	Han’gŭl spelling vs romanized spelling
	Phonological awareness and salience of syllable
	Morphological awareness
	Visual skills
	Poor readers in Han’gul
13. Why should Hancha be kept?
	Advantages of Hancha
	Disadvantages of not knowing Hancha
	Korean personal names
	Hancha-Han’gŭl mixed vs all-Han’gŭl text
	Hancha teaching in secondary school
	Streamline and keep Hancha
14. History of education and literacy in Korea
	Civil service examination in Korea
	Traditional education
	Modern education
	Education in S. Korea today
	Printing and publications
	Mass literacy
Summary and conclusions
Part III. Japanese
	Japan and Japanese
15. Japanese language
	Speech sounds, syllables, and moras
	Composition of Japanese vocabulary
	Japanese native vs Sino-Japanese (S-J) words
	European and English loan words
	Numerals and classifiers
	Content words and grammatical morphemes
	Sentence structures
16. Kanji: Chinese characters
	Indigenous Japanese scripts?
	Introduction and spread of Kanji
	Kanji uses in different times
	Kanji readings: On/Chinese and Kun/Japanese
	Two-Kanji words: Readings
	Kanji, Hancha, and Hanzi compared
17. Kana: Japanese syllabary
	Kana: Origin and development
	Kana graphs: Number and order
	How to use Kana
	Furigana or annotating Kana
	Katakana for foreign loan words
18. Rōmaji: Roman letters
	Rōmaji for European words and foreigners
	Rōmaji styles: Hepburn, Japanese, and Cabinet
	Should Rōmaji replace the Japanese scripts?
	Disadvantages of Rōmaji
19. Why keep Kanji?
	Kanji differentiate homophones
	Meanings of Kanji words are grasped well
	Kanji for compound words
	Kanji for technical terms and abbreviations
	Kanji stand out in mixed-script text
	Kanji for personal names
	Disadvantages of Kanji
	Typing and word processing
	Kanji use declined and then stabilized
20. History of mass literacy in Japan
	Early limited literacy
	Dawn of mass literacy
	Mass literacy after World War II
	History of books and publications
	Manga! Manga!
21. Learning and using Kanji and Kana
	Preschoolers acquire reading
	Kana and Kanji teaching in school
	Textbooks for reading instruction
	Kanji vs Kana: Naming and extracting meaning
	How well are Kanji read and written?
	Dyslexia or poor reading in Japanese
22. The Japanese educational system
	Primary and secondary school: Overview
	Preschool and primary school
	Middle and high school
	Tertiary education
	Japanese education: Problems and promises
Summary and conclusions
Part IV. Common issues
23. Eye movements and text writing in East Asia
	Eye movements in reading English text
	Eye movements in Chinese reading
	Eye movements in Japanese and Korean reading
	Conventions in writing/reading directions
	Punctuation marks and spacing
	Prose and paragraph structure
24. Reading and the brain
	Human brain: Structures and functions
	Brain processing when reading in Roman alphabets
	Brain processing when reading in East Asian scripts
25. East Asian students in international tests
	Programme for International Student Assessment (PISA)
	Top Ten in the 2006, 2009, and 2012 assessments
	PISA results: Some details
	Factors that may not influence achievement
	Factors that influence achievement sometimes
	Factors that may matter
26. Logographic characters vs phonetic scripts
	Logography, alphabet, and syllabary
	Direct vs indirect access to meaning and sound
	Words in logography vs phonetic script: Reading aloud
	Logography vs phonetic script: Meaning extraction
	Flexible routes to sounds and meanings of words
	Logography vs phonetic script: Remembering
	Logography vs phonetic script: Learning to read
	Alphabet vs logography for science
	Effects of scripts and literacy on cognition
Afterthoughts
Glossary
Bibliography
Name index
Subject index