Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

3 results

Cognitive Linguistics and Second Language Acquisition of Chinese
  • Theories and Applications
  • Shu-Ling Wu, Lihong Huang, Carl Polley
  • Published online:
    01 February 2024
    Print publication:
    08 February 2024
  • Although cognitive processes are fundamental in shaping the language that we speak, they are often overlooked in language teaching and learning. This groundbreaking book addresses how to use key cognitive linguistic (CL) concepts to analyze the Chinese language and to advance L2 Chinese teaching and learning. It presents an overview of the most prominent CL research published in both Chinese and English and explores how it applies to L1 and L2 Chinese studies. Including sample lesson plans and classroom activities, it demonstrates to language teachers how to use CL-based approaches to explain and teach a wide range of linguistic phenomena to their students. Researchers will also gain new insights from the summaries of recent advances and contrastive analyses between English and Chinese. Covering up-to-date research, yet written in a clear and engaging style, it will foster a new understanding of teaching and learning Chinese.

  • 11 - The Problem of Western Knowledge in Late Tokugawa Japan

  • from PART II - Economy, Environment, and Technology
  • Edited by David L. Howell, Harvard University, Massachusetts
  • Book:
    The New Cambridge History of Japan
    Published online:
    15 January 2024
    Print publication:
    23 November 2023, pp 363-396

  • Summary

    The acquisition of “Western knowledge” in late Tokugawa Japan, particularly in fields of science, technology, and medicine, has functioned as a central resource not only in modernization narratives but in the legitimization of imperial geographies that situate Japan as Asia’s rightful hegemon. This chapter brings together emerging research that decenters and pluralizes existing understandings of “Western knowledge,” placing “Western knowledge” instead within broader flows of global modernity. Specifically, by examining how a “transimperial educational commons” rendered diverse new texts and resources available to late Tokugawa scholars, this chapter argues that “Western knowledge” was in fact the product of networks of mediation across South, Southeast, and East Asia. Particular sites considered include circulation and brokerage through Dutch Indonesia and Qing China. The sum of these studies indicates that the problem of late Tokugawa engagements with Western knowledge can only be solved by examining sites both beyond the West and beyond Japan.

  • 5 - Chinese learning and intellectual life

  • Edited by Donald H. Shively, University of California, Berkeley, William H. McCullough, University of California, Berkeley
  • Book:
    The Cambridge History of Japan
    Published online:
    28 March 2008
    Print publication:
    28 July 1999, pp 341-389

  • Summary

    This chapter discusses Chinese learning of the Heian upper class, a portion of which was regarded as fundamental in the education of males. By the early Heian, the continental immigrants (kikajin) had largely been assimilated among the Japanese population, and their skills had been acquired by Japanese. At the center of Chinese learning and Confucian teaching in the Heian scheme was an idea of the Chinese sage-king. The sage-king myth was cultivated in part through the writing of histories in the Chinese manner, or at least in what Japanese had come to regard as the Chinese manner. If Six National Histories helped enact as well as record the fiction of a harmonious Confucian state, the compiling of official statutes may well be the one substantive achievement of that state. The institution that shaped the men who staffed the statutory system's bureaucracy, wrote the sage-kings' histories, and compiled their laws was the Heian Academy.