Nowadays, it is quite easy to read or write kanji, that is Chinese character, by. writingthem on the computer monitor tube and/or word processor on screen. On the other hand, their realmeanings or history as they have...Nowadays, it is quite easy to read or write kanji, that is Chinese character, by. writingthem on the computer monitor tube and/or word processor on screen. On the other hand, their realmeanings or history as they have originated and developed can not always be understood by theJapanese people.Moreover, any kanji today is often used only as a symbol without other meaning, andmeaningless words otherwise than their pronunciations are prevalent;which trend trend should never besupported by the public in general.In this study, we propose a system of educational tools for presenting kanji characters to let thestudents understand meanings of them as they originated from their prototypes or hieroglyphicimages representing their original meanings. The key frame or interval figure method is one ofeffective methods in computer graphic (CG) to show the transition of one original figure (A) to itscurrent form (B). Using this method is considered very effective when kanji is usually written ordisplayed in straight lines and curves. However, sometimes and kanji is also written or drawn like apicture with a special pen or a Japanese fude () to make adequate a main auxiliary techniquecalled morphing introduced in this study. Several examples in point are demonstrated on the videotape at the conference.展开更多
This paper outlines Liùshū六書interpretations of Chinese character etymology to help cocreate a better approach for educators in supporting character literacy development in students of the East Asian languages ...This paper outlines Liùshū六書interpretations of Chinese character etymology to help cocreate a better approach for educators in supporting character literacy development in students of the East Asian languages that utilize Chinese writing.The Liùshū六書Rikusho六書approach to character instruction can be interpreted as a strategy to spark interest in western learners providing more detailed explanations that deal with the pictographic and compound nature of Chinese character formation.All non-English words are italicized or bolded,Chinese based terms are in Mandarin Pīnyīn拼音,and Japanese terms are written in Romajiローマ字representing their differences phonetically to integrate foreign terminology.展开更多
To help Japanese learners master the pronunciation of Japanese Kangos, we need to explore the corresponding rules between Chinese finals and Japanese Kanji Ondoku. There are three aspects which merit attention: 1. Chi...To help Japanese learners master the pronunciation of Japanese Kangos, we need to explore the corresponding rules between Chinese finals and Japanese Kanji Ondoku. There are three aspects which merit attention: 1. Chinese front nasal sound corresponds to Japanese Haneruon; 2. Chinese back nasal sound corresponds to Japanese Choon; 3. All vowel sounds, that is, a, e, i, o, u, u in Chinese correspond to Japanese Ku (Ki) or Tu (Chi).展开更多
文摘Nowadays, it is quite easy to read or write kanji, that is Chinese character, by. writingthem on the computer monitor tube and/or word processor on screen. On the other hand, their realmeanings or history as they have originated and developed can not always be understood by theJapanese people.Moreover, any kanji today is often used only as a symbol without other meaning, andmeaningless words otherwise than their pronunciations are prevalent;which trend trend should never besupported by the public in general.In this study, we propose a system of educational tools for presenting kanji characters to let thestudents understand meanings of them as they originated from their prototypes or hieroglyphicimages representing their original meanings. The key frame or interval figure method is one ofeffective methods in computer graphic (CG) to show the transition of one original figure (A) to itscurrent form (B). Using this method is considered very effective when kanji is usually written ordisplayed in straight lines and curves. However, sometimes and kanji is also written or drawn like apicture with a special pen or a Japanese fude () to make adequate a main auxiliary techniquecalled morphing introduced in this study. Several examples in point are demonstrated on the videotape at the conference.
文摘This paper outlines Liùshū六書interpretations of Chinese character etymology to help cocreate a better approach for educators in supporting character literacy development in students of the East Asian languages that utilize Chinese writing.The Liùshū六書Rikusho六書approach to character instruction can be interpreted as a strategy to spark interest in western learners providing more detailed explanations that deal with the pictographic and compound nature of Chinese character formation.All non-English words are italicized or bolded,Chinese based terms are in Mandarin Pīnyīn拼音,and Japanese terms are written in Romajiローマ字representing their differences phonetically to integrate foreign terminology.
文摘To help Japanese learners master the pronunciation of Japanese Kangos, we need to explore the corresponding rules between Chinese finals and Japanese Kanji Ondoku. There are three aspects which merit attention: 1. Chinese front nasal sound corresponds to Japanese Haneruon; 2. Chinese back nasal sound corresponds to Japanese Choon; 3. All vowel sounds, that is, a, e, i, o, u, u in Chinese correspond to Japanese Ku (Ki) or Tu (Chi).
