Study on the Promoting Role of Animating Zhuang Non-Heritage Folktales in the Ethnic Culture Industry

This study aims to explore the role of animating Zhuang non-heritage folktales in promoting the national culture industry.Using literature research,case studies,and comparative research methods,the positive impacts are analyzed in depth across four dimensions:cultural value inheritance,market demand,dissemination channels,and industrial innovation.The results show that animating Zhuang non-heritage folktales can help inherit national culture,meet market demand,broaden communication channels,and promote industrial innovation.Finally,this paper proposes corresponding policy suggestions and implementation paths to provide references for the sustainable development of the ethnic culture industry.

The Developmental Difficulties and Prospects of Chinese-style Animation:Taking Yao-Chinese Folktales as an Example

As one of the important means to spread Chinese traditional culture,Chinese-style animation has been on the rise in recent years.Many excellent works have emerged,among which the Chinese animated short film series Yao-Chinese Folktales is one of the good representatives.It aroused a strong reaction from the audience as soon as it was released on the Internet,and gave the audience a shock to their mind and vision,which has brought some thoughts to the development of Chinese-style animation.Following a linear logic chain of past-present-future Chinese-style animation’s development,this paper takes Yao-Chinese Folktales as an example and analyzes the developmental difficulties and prospects of Chinese-style animation.At the end of the paper,some suggestions about the development path of Chinese-style animation’s future are given from the aspects of creation and dissemination,for the aim of promoting the Chinese-style animation’s development and spreading the Chinese traditional culture.

Exploring Sentani Folktales of Papua as Media to Teach Local Language for Children

Sentani language in Papua Province is one of the world’s many languages that almost extinct.It is also rich with folktales that were regularly passed down in the past from parents/grandparents to children/grandchildren with the purpose of transferring knowledge and moral values.However,only people who live in remote islands of Lake Sentani can speak the language actively while the children use it passively.Accordingly,preservation,especially for children,is deemed necessary to avoid the language from extinction.Recently,the elders in the remote areas told the tales to children irregularly in Indonesian language.The fact that the children like to listen to the tales encouraged the researcher to initiate a study on using folktales as media to teach Sentani language.This is the focus of this study and in particular,the rewriting of the folktales in simple language to be used as materials to teach Sentani language to children.Adopting socio-cultural and ethnolinguistic approaches in the fieldwork conducted from 2016 to 2018 in Jayapura,the study shows two findings.First,children do not speak the language because:(1)Parents do not speak and teach the language at home;(2)They feel that Sentani language is less prestigious than other languages;and(3)They face difficulties in pronunciation,sentence structure,tenses,adposition,and counting system.Second,the folktales help children in learning Sentani language with fun.These findings provide a social,psychological,linguistic,and pedagogical analysis of the preservation of almost extinct languages in a multilingual society.

Teaching Listening and Speaking to Young Learners Through Folktales

Folktales are an interesting subject to be taught to young learners. It is one of the effective ways to make young learners understand English. This study describes the effect of using Balinese short stories to teach a class of young learners at Saraswati Primary School in Denpasar. The stories are an effective aid for teaching English as they have beautiful language, rhythmic refrains and repetitive sentence patterns. During the listening lesson, students are given pictures books （content stories） and occasionally they are set to listen to CDs. Various attractive strategies were used to help students acquire listening and speaking skills. After the strategies have been used for one semester, they show significant improvement on the progress of the students in acquiring the listening and speaking skills as shown by progress of the result in the test of listening or speaking

The Morphological Analysis of Folktales of Tu Nationality in Hehuang Region in Northwest China

The Tu nationality （also called ＂Tu people＂ or ＂Tus＂ in the paper）, one of the multiple ethnic minorities in the Hehuang Region （河湟地区） between Gansu （甘肃） and Qinghai （青海） Provinces in the northwest China, has no written language of their own, but has already created the abundant and varied colorful literary genres. Since the 1980s, folktales, as the main literary product popular in the region, have received literary criticisms and reviews from scholars and researchers in China, based on the socialist realism dominant in China in the 20th century that emphasized more on contents, motifs and even ideological significance. So far, no breakthroughs have been made in their studies even if some young scholars have tried from the formalist viewpoints. Therefore, this paper attempts to make a morphological analysis of the Tus＇ folktales by adopting Propp＇s theories, trying to find out the morphological narrative model beneath the language level of the folktales. Through the studies, we can see that collective awareness bonded by kinship is more emphasized in Tus＇ culture, and almost all tales end with good defeating evil. Therefore, the studies of these folktales will help us deep understand Tus＇ psychological conditions and positive cultural life.

The Foolish King (A Folktale of the Uzbek Ethnic Nationality)

ONCE upon a time, there was a poor man who had himself a hut. Because he had little money he had the roof made of a thin layer of poor quality straw matting. One night a thief came. He mounted the roof to see if there was any chance of getting into the house. But the straw mats could not stand his weight and he went right through the roof and fell onto the poor man, who was sound asleep. The thief was annoyed, and went to the King first timing in the morning. "Your Majesty," he said to the King, "I am a thief who knows my job very well. But last night I couldn’t steal anything. Instead, I broke my leg." The King sent for the poor man immediately. "It’s true, your Majesty," said the poor man when he arrived. "Then you must be sent to the gallows," announced the King, and ordered the gallows to be readied at once. Seeing what a fool the King was, the poor man cried, "I’m innocent, Your Majesty. It is the hut-builder who is guilty, because he didn’t build the roof strong enough."

Ordinary and Special Breads:Eucharist and Temptation in Hansel and Gretel

This article focuses on how Hansel and Gretel,collected by Wilhelm and Jacob Grimm in Children’s and Household Tales(1812)should be seen as more than a folktale for small children;it can,instead,be read as a highly theological work related to the Calvinist view of the Eucharist and directed more to young adults and adults.The Grimm brothers,who were strict Calvinists,viewed the tales as being useful in instilling moral lessons to children.As such,Hansel and Gretel can be seen as highlighting the tension between Calvinist and Catholic perspectives on the Eucharist.It is important when teaching the text to consider this culturally relative context.Doing so helps to highlight the original didactic purpose for Children’s and Household Tales and how we can revisit and reclaim the moral initiative of the book in a modern context.

Folk Narrative and EFL： A Narrative Approach to Language Learning

This paper aims to bridge folk narrative studies and literature on foreign language learning, by overview of the applications of folk narratives--from fairy tales to contemporary legends--to EFL learning. It focuses on how the very nature of oral narratives, of which the English language has varied and rich tradition, can act on the acquisition of English as a foreign language from a linguistic point of view providing an teaching and a particularly and a cultural

Kanzanise Empimba za Nzima Atarikimanya Akangaya: The Story of Play-beans in Promoting Peaceful Co-existence

Afrikan narratives such as folktales,proverbs and taboos were clear systems and structures on which societies operated.These were used to guide society’s values that promoted trust,accountability,self respect and many more for the wellbeing of the entire community.This paper discussesone of the Banyankole folktale Kanzanise empimba za Nzima atarikimanya akangaya(Let me stand in the gap of my sister(Nzima)while she is away or else,I will be shamed in case she knows I did not).The purpose of the paper is to demonstrate how Afrikan indigenous knowledge and specifically this folktale Kanzanise empimba za Nzima atarikimanya akangaya inculcated in the community a spirit of care,commitment to one another and transparency which are fundamental values that create peaceful societies.The paper argues that there is a wealth of wisdom residing in the African cultures to be exploited to guide African policy development.This will raise African indigenous knowledge to a platform worth recognition for its contribution towards positive transformation.Furthermore,that the Western systems and structures currently guiding Afrikan policy development are oblivious of the richness of Afrikan indigenous knowledge that united the people.The paper concludes that for Afrikans to contribute to the global agenda,they need to bring to the table of globalization a unique product such as the Afrikan indigenous narratives that contribues to world peace.The paper recommends moving back into our past,identify and promote those unique Afrikan values that sustained Africa before the Western influence.