Thesis Chapters by Yuchen Lu
Nanjing Normal University, 2015
When it comes to the American novelist Suzanne Collins’ masterpiece—The Hunger Games Trilogy, aca... more When it comes to the American novelist Suzanne Collins’ masterpiece—The Hunger Games Trilogy, academia will always pay more attention to its content and hidden meaning, as well as the adapted movie. However, the literariness of these books actually is also an issue deserving serious discussion. Themes as a keys, after the careful perusal of the text, reception ambiguity(ambiguity appearing in literary reception) in The Hunger Games Trilogy was discovered and analyzed. The author of this essay believes that reception ambiguity contributes to the trilogy’s three themes, namely ”fate”,”love” and ”change”. Being aware of the ambiguity in The Hunger Games can help readers understand this work more comprehensively.
Ambiguity, as the presentation of discourse implication, refers to the phenomenon in which discourses that seem to have only one single meaning in effect contain much more meanings. When readers or researchers encounter ambiguity, they probably will feel confused, since more than one correct implication exists. Thus, in order to solve this problem, it’s very necessary to find and analyse the ambiguous elements in texts, which later can help readers know the functions of these elements and form a textual meaning system, which can be achieved by perusal.
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International Chinese language promotion is an important work of China in the new era. Correspond... more International Chinese language promotion is an important work of China in the new era. Correspondingly, the development of the discipline TCSOL(Teaching Chinese to Speakers of Other Language )or TCFL(Teaching Chinese as a Foreign Language) is also on the rise. Teaching and research are two indispensable components of this discipline. Researches on textbooks , teaching objects and teaching methods of TCSOL have always been hot. However, the history of international Chinese language education has long been ignored by scholars. In fact, the study of the history of Chinese people’s teaching non-native Chinese speakers Chinese language and such learners’ learning Chinese has improved the quality of TCSOL both at home and abroad, the quality of international Chinese language promotion, and the efficiency of disseminating Chinese culture. As the old sayings go, “Predecessors plant trees, and later generations enjoy cool air”“Learn from the vehicle ahead”. History always brings us experience and lessons.
From the Longqing years to the Chongzhen years in Ming dynasty(1567-1644), there were 49 recorded foreign missionaries who have learnt Chinese in China, such as Matteo Ricci, Michel Ruggieri, and Alexandre Valignani. All of them were European missionaries and many were from different churches; some of them were full of interest in China, and some came to China to spread Christianity after churches’ designation. As non-native speakers, they could not understand what Chinese were saying at first, and they could not make Chinese understand their own ideas. In order to survive and also to complete the mission of the "Christian Expedition to China", they either sought out clever Chinese scholars or seek preachers with Chinese language ability to learn Chinese characters in a variety of ways. They learned while preaching, disseminating religious ideas. They learned and practiced Chinese characters in the process of spreading the gospel. Now, we cannot witness their grace in the past, but the hand-written works they have handed down have been showing us their wonderful Chinese learning process. The Portuguese-Chinese Dictionary, The Ten Commandments of God, The Introduction to Jianpingyi, the Chinese version of Great Universal Geographic Map, The Map of World, Explicatio Sphaerae Coelestis and other works have linked Chinese to foreign languages. These Christianities has promoted the spread of European science and technology in China. Almost all their activities, including Chinese learning, have promoted the communication of Chinese and foreign cultures. They left their own marks in the history of cultural communication between China and foreign countries.
This study uses empirical literature review method to document and collate the records of the experiences and achievements of foreign missionaries’ Chinese learning conditions in China from the Longqing years and the Chongzhen years (1567-1644) of Ming Dynasty. Records are from historical documents, biographies, reading notes, and memoirs. Based on these historical data and in conjunction with related theories, it is concluded that the 77-year missionary's learning history of Chinese language can serve as a reference for us today.
The first part of the thesis is an introduction. It introduces in detail the current situation of the study of international Chinese promotion and international Chinese education, as well as the attitudes of some scholars in studying the history of international Chinese education. The second part is a literature review that briefly introduces the research status and research results of the history of international Chinese education and evaluates the existing literature. The third part is “The Necessity of Studying the History of Foreigners’ Learning Chinese”, including the comparison of missionaries’ Chinese learning. The current situation of the study of learning history shows the neglect of history research in contemporary academic circles. The purposes of this study are also clarified in this part. It is necessary to encourage the study of the history of learning by analyzing the challenges faced by contemporary TCSOL and by studying the benefits of doing research on learning history. The fourth part is “The Chinese Learning of Foreign Missionaries in China during late Ming Dynasty”. This part first clarified the particularities of the international Chinese education from the Longqing years and Chongzhen years. The domestic and international situation in politics, economy, and culture, the foreign policy of Ming government, the attitudes of Chinese people to the European missionaries are analyzed and the achievements of the missionaries in Chinese learning have proved that the last 77 years of the Ming Dynasty should be a separate period in the history of international Chinese education. The general situation of the motivation, methods, and outcomes of Chinese learning of the missionaries in China during the period of time is introduced next. Then, each missionary’s learning experiences and outcomes are carefully analyzed. Finally, what we can learn from the history are summed up. The fifth part is the achievements of missionaries mentioned in this essay. The last part is conclusion, on the basis of summing up the results of this study, the essence of foreign missionaries’ entering China is clarified and the author once again calls on the academic community to pay attention to the study of ancient history of international Chinese education in China.
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Papers by Yuchen Lu
Popular Literature and Arts, 2017
王力版《古代汉语》是几乎每一位接触过古汉语的人士 都有所耳闻的教材。该书能有如此影响自然有其原因,同时,再优秀 的教材也必有其不足之处。而本文正是希望基于笔者自身经验,通过 对书中序言和部分正文... more 王力版《古代汉语》是几乎每一位接触过古汉语的人士 都有所耳闻的教材。该书能有如此影响自然有其原因,同时,再优秀 的教材也必有其不足之处。而本文正是希望基于笔者自身经验,通过 对书中序言和部分正文的仔细研究,结合学界对该书已有的研究成 果,解决以下问题:王力版《古代汉语》常用词编排的优缺点各是什 么?下次修订时,常用词部分可做哪些修改?
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Thesis Chapters by Yuchen Lu
Ambiguity, as the presentation of discourse implication, refers to the phenomenon in which discourses that seem to have only one single meaning in effect contain much more meanings. When readers or researchers encounter ambiguity, they probably will feel confused, since more than one correct implication exists. Thus, in order to solve this problem, it’s very necessary to find and analyse the ambiguous elements in texts, which later can help readers know the functions of these elements and form a textual meaning system, which can be achieved by perusal.
From the Longqing years to the Chongzhen years in Ming dynasty(1567-1644), there were 49 recorded foreign missionaries who have learnt Chinese in China, such as Matteo Ricci, Michel Ruggieri, and Alexandre Valignani. All of them were European missionaries and many were from different churches; some of them were full of interest in China, and some came to China to spread Christianity after churches’ designation. As non-native speakers, they could not understand what Chinese were saying at first, and they could not make Chinese understand their own ideas. In order to survive and also to complete the mission of the "Christian Expedition to China", they either sought out clever Chinese scholars or seek preachers with Chinese language ability to learn Chinese characters in a variety of ways. They learned while preaching, disseminating religious ideas. They learned and practiced Chinese characters in the process of spreading the gospel. Now, we cannot witness their grace in the past, but the hand-written works they have handed down have been showing us their wonderful Chinese learning process. The Portuguese-Chinese Dictionary, The Ten Commandments of God, The Introduction to Jianpingyi, the Chinese version of Great Universal Geographic Map, The Map of World, Explicatio Sphaerae Coelestis and other works have linked Chinese to foreign languages. These Christianities has promoted the spread of European science and technology in China. Almost all their activities, including Chinese learning, have promoted the communication of Chinese and foreign cultures. They left their own marks in the history of cultural communication between China and foreign countries.
This study uses empirical literature review method to document and collate the records of the experiences and achievements of foreign missionaries’ Chinese learning conditions in China from the Longqing years and the Chongzhen years (1567-1644) of Ming Dynasty. Records are from historical documents, biographies, reading notes, and memoirs. Based on these historical data and in conjunction with related theories, it is concluded that the 77-year missionary's learning history of Chinese language can serve as a reference for us today.
The first part of the thesis is an introduction. It introduces in detail the current situation of the study of international Chinese promotion and international Chinese education, as well as the attitudes of some scholars in studying the history of international Chinese education. The second part is a literature review that briefly introduces the research status and research results of the history of international Chinese education and evaluates the existing literature. The third part is “The Necessity of Studying the History of Foreigners’ Learning Chinese”, including the comparison of missionaries’ Chinese learning. The current situation of the study of learning history shows the neglect of history research in contemporary academic circles. The purposes of this study are also clarified in this part. It is necessary to encourage the study of the history of learning by analyzing the challenges faced by contemporary TCSOL and by studying the benefits of doing research on learning history. The fourth part is “The Chinese Learning of Foreign Missionaries in China during late Ming Dynasty”. This part first clarified the particularities of the international Chinese education from the Longqing years and Chongzhen years. The domestic and international situation in politics, economy, and culture, the foreign policy of Ming government, the attitudes of Chinese people to the European missionaries are analyzed and the achievements of the missionaries in Chinese learning have proved that the last 77 years of the Ming Dynasty should be a separate period in the history of international Chinese education. The general situation of the motivation, methods, and outcomes of Chinese learning of the missionaries in China during the period of time is introduced next. Then, each missionary’s learning experiences and outcomes are carefully analyzed. Finally, what we can learn from the history are summed up. The fifth part is the achievements of missionaries mentioned in this essay. The last part is conclusion, on the basis of summing up the results of this study, the essence of foreign missionaries’ entering China is clarified and the author once again calls on the academic community to pay attention to the study of ancient history of international Chinese education in China.
Papers by Yuchen Lu
Ambiguity, as the presentation of discourse implication, refers to the phenomenon in which discourses that seem to have only one single meaning in effect contain much more meanings. When readers or researchers encounter ambiguity, they probably will feel confused, since more than one correct implication exists. Thus, in order to solve this problem, it’s very necessary to find and analyse the ambiguous elements in texts, which later can help readers know the functions of these elements and form a textual meaning system, which can be achieved by perusal.
From the Longqing years to the Chongzhen years in Ming dynasty(1567-1644), there were 49 recorded foreign missionaries who have learnt Chinese in China, such as Matteo Ricci, Michel Ruggieri, and Alexandre Valignani. All of them were European missionaries and many were from different churches; some of them were full of interest in China, and some came to China to spread Christianity after churches’ designation. As non-native speakers, they could not understand what Chinese were saying at first, and they could not make Chinese understand their own ideas. In order to survive and also to complete the mission of the "Christian Expedition to China", they either sought out clever Chinese scholars or seek preachers with Chinese language ability to learn Chinese characters in a variety of ways. They learned while preaching, disseminating religious ideas. They learned and practiced Chinese characters in the process of spreading the gospel. Now, we cannot witness their grace in the past, but the hand-written works they have handed down have been showing us their wonderful Chinese learning process. The Portuguese-Chinese Dictionary, The Ten Commandments of God, The Introduction to Jianpingyi, the Chinese version of Great Universal Geographic Map, The Map of World, Explicatio Sphaerae Coelestis and other works have linked Chinese to foreign languages. These Christianities has promoted the spread of European science and technology in China. Almost all their activities, including Chinese learning, have promoted the communication of Chinese and foreign cultures. They left their own marks in the history of cultural communication between China and foreign countries.
This study uses empirical literature review method to document and collate the records of the experiences and achievements of foreign missionaries’ Chinese learning conditions in China from the Longqing years and the Chongzhen years (1567-1644) of Ming Dynasty. Records are from historical documents, biographies, reading notes, and memoirs. Based on these historical data and in conjunction with related theories, it is concluded that the 77-year missionary's learning history of Chinese language can serve as a reference for us today.
The first part of the thesis is an introduction. It introduces in detail the current situation of the study of international Chinese promotion and international Chinese education, as well as the attitudes of some scholars in studying the history of international Chinese education. The second part is a literature review that briefly introduces the research status and research results of the history of international Chinese education and evaluates the existing literature. The third part is “The Necessity of Studying the History of Foreigners’ Learning Chinese”, including the comparison of missionaries’ Chinese learning. The current situation of the study of learning history shows the neglect of history research in contemporary academic circles. The purposes of this study are also clarified in this part. It is necessary to encourage the study of the history of learning by analyzing the challenges faced by contemporary TCSOL and by studying the benefits of doing research on learning history. The fourth part is “The Chinese Learning of Foreign Missionaries in China during late Ming Dynasty”. This part first clarified the particularities of the international Chinese education from the Longqing years and Chongzhen years. The domestic and international situation in politics, economy, and culture, the foreign policy of Ming government, the attitudes of Chinese people to the European missionaries are analyzed and the achievements of the missionaries in Chinese learning have proved that the last 77 years of the Ming Dynasty should be a separate period in the history of international Chinese education. The general situation of the motivation, methods, and outcomes of Chinese learning of the missionaries in China during the period of time is introduced next. Then, each missionary’s learning experiences and outcomes are carefully analyzed. Finally, what we can learn from the history are summed up. The fifth part is the achievements of missionaries mentioned in this essay. The last part is conclusion, on the basis of summing up the results of this study, the essence of foreign missionaries’ entering China is clarified and the author once again calls on the academic community to pay attention to the study of ancient history of international Chinese education in China.