Andrew Scrimgeour

Common and Script-Specific Awareness in Relation to Word Recognition in English and Chinese.

Regardless of the script, in the process of learning to read words, readers develop awareness of the structural and functional properties of words with increased exposure to the script. However, as sub-word units that are critical for phonological or morphological processing or both are not uniform, the types of the awareness may vary from script to script. By reviewing relevant studies, this study examines awareness in relation to phonological and morphological processing in English word recognition and in Chinese character recognition to identify common and script-specific aspects of awareness. It reveals that whether in English word reading or in Chinese character reading, readers become aware of how sub-word units correspond to phonological and morphological information, which can be referred to as awareness of orthography–phonology correspondence and awareness of orthography–morphology correspondence. At a more local level, awareness of orthography–phonology correspondence and orthography–morphology correspondence that develops may be script-specific due to the nature of critical processing units in different orthographies. In English words, the critical processing unit is a phonological one such as a phoneme (or a rhyme), whereas in Chinese characters, it is a component of a character which is closely linked to orthography.

Intertextuality in Chinese High School Students' Essay Writing

This paper investigates the intertextual practices developed for writing in Chinese of high school students in Taiwan. On the basis of texts written by Chinese high school students, we investigate these practices within their own cultural context to develop an understanding of intertextual practices into which Chinese learners are socialised. We examine the intertextual features of texts, the evaluations made by teachers of these practices and the teaching approaches adopted by teachers to teach them. It is argued that Chinese practices of intertextuality should not be considered as deviant but rather understood in their own cultural context as valued practices, which constitute and are perceived as aspects of good writing.

Between lexicography and intercultural mediation: linguistic and cultural challenges in developing the first Chinese–English dictionary

ABSTRACT Almost 200 years ago Scottish protestant missionary Robert Morrison published the first volume of A Chinese–English Dictionary, the first bilingual dictionary of Chinese and English ever published. While some bilingual vocabularies and dictionaries of the Chinese language in other European languages had been produced earlier, Morrisons achievement in compiling and publishing a complete bilingual dictionary of the Chinese language in English while residing in China was a significant milestone. This paper explores the way Morrison positioned himself as a bilingual lexicographer between two very different languages and their associated cultures; cultures that had very little interaction prior to his task of dictionary compilation. He undertook the task in a context in which the study of Chinese language, ownership of books in Chinese, and printing materials in Chinese were all prohibited. His dictionary entries, illustrative examples, and cultural explanations went beyond typical bilingual lexicography. His efforts were more so an experience in intercultural mediation; the provision of detailed cultural and contextual explanations of the Chinese language, made accessible to a Western readership wishing to learn Chinese and understand its culture. The impact of his efforts on future Chinese bilingual lexicographic work in China, and reflections on his achievements, are discussed.