The Chinese Pinyin System Scheme an Effective Tool for International Chinese Language Teaching

e-Journal of Linguistics

Available online at https://ojs.unud.ac.id/index.php/eol/index

Vol. 17, No. 1 January 2023, pages: 01--07

Print ISSN: 2541-5514 Online ISSN: 2442-7586

https://doi.org/10.24843/e-jl.2023.v17.i01.p01

The Chinese Pinyin System Scheme－an Effective Tool for International Chinese Language Teaching

• ¹    Liu Dan Dan International Cooperation & Exchange Center, Nanchang Normal University, China, Email:[email protected]

• ²    Lu Xing School of International Studies, Henan Normal University, China, Email: [email protected]

• ³    Elvira Septevany Department of Tourism, Politeknik Negeri Bali, Indonesia, Email: [email protected]

Article info                           Abstract*

Received Date: 1 Nopember 2022

Accepted Date: 21 Nopember 2022

Published Date: 31 January 2023

As a tool for legal spelling and phonetic transcription of Chinese, the Chinese Pinyin System Scheme is an indispensable tool for international Chinese teaching. International Chinese teachers should systematically understand it in theory, pay attention to some details in the teaching of Chinese Phonetic Alphabet, improve the teaching effect of Chinese Phonetic Alphabet, and avoid detours. Alphabet, and avoid detours. The Chinese alphabet, has a very strong effectiveness to avoid inappropriate sounds. Between the spelling and the sound it convinces listeners to really believe in learning Chinese

Keywords:*

The Chinese Pinyin System Scheme, International Chinese Teaching, Uses, Pinyin Teaching

• 1.    Introduction

At present, more and more foreigners are beginning to learn Chinese as a second foreign language. According to relevant statistics, "by the end of 2021, more than 180 countries and regions have carried out Chinese education, and 76 countries have incorporated Chinese into their national education systems. More than 25 million foreigners are learning Chinese, and nearly 200 million people have learned and used Chinese in total."(Ministry of Education,2022) The first thing that Chinese learners come into contact with is Pinyin. As the legal spelling and phonetic notation tool of Chinese, the Chinese Pinyin System Scheme is the "cornerstone of international Chinese teaching" (Zhao,2013) and the standard and authority that should be followed when learning Pinyin. "The application of the Chinese Pinyin System Scheme in the teaching of Chinese as a foreign language has become an irresistible world trend."( Lü,1983)

Article 18 of the Law of the People's Republic of China on the National Common Language stipulates that "The Chinese Pinyin System Scheme is used as a tool for spelling and

phonetic transcription of the national common language and characters. The Chinese Pinyin System Scheme is a unified standard for the spelling of Chinese names, place names and the Roman alphabet of Chinese documents, and is used in areas where Chinese characters are inconvenient or cannot be used."(Law of the People's Republic of China on Standard Chinese Language,2022).The Chinese Pinyin System Scheme adopts the internationally popular Latin alphabet, so it is easy for foreign learners to master and facilitate international cultural exchanges. It is an effective tool for teaching and learning Chinese Putonghua.

• 2.    Research Method

This study mainly uses interviews method. The main interview objects are Indonesian local Chinese teachers. They are from Universitas Hasanuddin, Universitas Negeri Makassar, Politeknik Negeri Bali, and Universitas Udayana. The Chinese pinyin issues that need to be noticed by Chinese learners are based on the 8-year international Chinese teaching practice observation of researchers.

• 3.    Discussion
  
  3.1    The Uses of the Chinese Pinyin System Scheme in International Chinese Teaching

As an effective tool, The Chinese Pinyin System Scheme has many uses in international Chinese teaching:

• 3.1.1    A “ magic weapon” for international Chinese teachers.

The Chinese Pinyin System Scheme is a programmatic document in the teaching of Chinese Phonetic Alphabet. International Chinese teachers should be familiar with its content, know its nature, and know its reason. They should accurately and systematically master the Chinese phonetic system, practice basic skills, and pronounce accurate sounds. Only in this way can they correct pronunciation and correct pronunciation in Chinese teaching.

• 3.1.2    A “crutch” for foreign students to learn Chinese.

The Chinese Pinyin System Scheme is written in the international common Latin alphabet, which makes foreign students not feel strange when they see them at first sight. To some extent, it eliminates their fear of "the most difficult language in the world" and makes them quickly enter the learning state. It can be said that Pinyin learning is a crutch for foreign students to learn Chinese. Making good use of this crutch in the early stage is conducive to the learning of Chinese characters and grammar later.

• 3.1.3    An effective Pinyin typing tool.

After learning the Chinese Pinyin System Scheme, foreign students can use the "Pinyin Input Method" or "Sougou Pinyin Input Method" to complete the learning and working tasks such as typing, sending WeChat messages, and sending emails, so as to achieve the goal of real communication with Chinese people. Students only need to download the "Sougou Pinyin Input Method" app on the computer to achieve pinyin input. For example, five stroke input and stroke input, pinyin input makes the learning journey of foreign Chinese learners more convenient.

• 3.1.4    An important speech recognition tool.

Students who have learned Pinyin well generally have good pronunciation. When they issue a string of notes, modern speech recognition systems can correctly recognize their Chinese pronunciation, which enhances their confidence and reduces the trouble of typing.

• 3.1.5    Mastering Chinese Pinyin by using the phonetic order to search the dictionary.

At present, the common ways to look up dictionaries are radical retrieval and pinyin retrieval. The former is to search for Chinese characters according to the number of the first stroke, while the latter is to search for Chinese characters through the sequence of sounds. Having mastered the Chinese Pinyin, foreign students can use the phonetic order to search Chinese characters smoothly and quickly.

In a word, the Chinese Pinyin System Scheme has many uses in international Chinese teaching. However, in the practice of international Chinese teaching, "The Chinese Pinyin System Scheme has not attracted enough attention in the minds of teachers. Many teachers only know what the Chinese Pinyin System Scheme is, but do not know why it is. During the teaching process, they cannot give correct explanations to the Chinese Pinyin System Scheme. There is no way to correct the students' pronunciation, explain it inaccurately, and lack of oral and ear skills. Therefore, in Chinese teaching and learning, there is still considerable space to discover of the Chinese Pinyin System Scheme".(Zhao,2013)

• 3.2    Some Details Needing Attention in Phonetic Teaching

In the practice of teaching Chinese as a foreign language, many Chinese teachers have encountered problems in using the Chinese Pinyin System Scheme. Some scholars believe that this is the "defect" (Ding,2007)or "problem" (Li,2017)(Ye,1997)of the Chinese Pinyin System Scheme. In fact, most of these problems are caused by the lack of comprehensive understanding of the Chinese phonetic system by international Chinese teachers. Many teachers do not understand the subtle differences between the spelling form and the actual pronunciation, resulting in problems of one kind or another.

These detailed problems include several -i problems in letter spelling, -u and -U problems, -ong and - iong problems, - in and - ing problems, abbreviation problem of- iou, - uen, - uei) , -o and -uo problems. This paper attempts to analyze these problems and put forward suggestions, hoping to help the International Chinese Pinyin teaching.

• 3.2.1    Pay attention to the three - i

As a teacher of Chinese as a foreign language, when teaching Pinyin, we must pay attention to the three “-i” in Pinyin. Although they are all written as -i, their pronunciation is not all pronounced as [i]. For example:

Position of -i	Real Pronunciation	Examples
Behind the initial j-,q-,and x-	Be read as [i]	ji[ tɕi]	qi[tɕ’i ]	xi[ ɕi]
Behind the initial z-,c-,and s-	Be read as[ɿ]	zi[tsɿ]	ci[ts’ɿ]	si[sɿ]
Behind the initial zh-,ch-,and sh	Be read asʅ]	zhi[tʂʅ]	chi[tʂ’ʅ]	shi[ʂʅ]

From the above table, we can easily see that the pronunciation of - i is different after different initials. Therefore, when teaching Chinese Pinyin, we must emphasize it repeatedly, and don't be confused by the writing form of Pinyin.

Here are some examples of common words.

Words that can be read as [i] such as:鸡蛋( jī dàn)，生气( shēnɡ qì)，西瓜( xī ɡua)

Words that can be read as read [ɿ] such as:汉字( hàn zì)，一次( yí cì)，死亡( sǐ wánɡ)

Words that can be read as read[ʅ]such as:知道( zhī dào)，吃饭( chī fàn)，老师( lǎo shī)

During teaching and learning, teachers and students must pay attention to distinguish the - i in the following words, and must not mispronounce it.

司机( sī jī)，十四( shí sì)，四十( sì shí)，祭祀( jì sì)，其实( qí shí)，喜事( xǐ shì)， 刺激( cì jī)，四肢( sì zhī)，启齿( qǐ chǐ)，知悉( zhī xī) and so on.

In the early stage of Pinyin teaching, omitting the -i behind z, c, s and zh, ch, sh can avoid students mixing with ji, qi, xi, which is easier to accept.

• 3.2.2    Pay attention to -u and -ü

• -u and -ü are both round lip high vowels, one of which is the front high vowel, the other is the rear high vowel. They have different scope of application and cannot be misused. -u and -ü can be combined with n and l to form nu, lu, nü, lü, but j, q, x can only be combined with -ü, not with u.

  	n	l	j	q	x
  u	nu	lu
  ü	nü	lü	jü Be written as “ju”	qü Be written as “qu”	xü Be written as “xu”

It is easy to be confused here, it is easy to be confused. When ü is spelled with j, q and x, it is written as ju, qu, and xu, in other words, the two points above u are omitted. This is where foreigners are prone to make mistakes when learning Chinese Pinyin. International Chinese teachers must pay attention in teaching.

Here are some examples of common words.

The words that can be read as -u: 努力( nǔ lì)，陆地( lù dì) and so on.

The words that can be read as -ü: 女孩( nǚ hái)，绿色( lǜ sè)，举行( jǔ xínɡ)，来去( lái qù)，需要( xū yào) and so on.

The consonants and vowels in Chinese have a strong regularity.Mastering the rules of consonants and vowels can prevent learners from making mistakes in pinyin and spelling. For example, j, q, x can be spelled with the vowels of Qichihu (Finals begin with i) and Cuokouhu (Finals begin with -ü ), but cannot be spelled with the vowels of Kaikou (Finals do not begin with -i, -u -ü) and Hekouhu (Finals begin with -u ).(Zhao,2013) There is no syllable "qu" in Chinese, "qu" cannot be pronounced as [tɕ’u]. Another example is that the retroflex sounds zh, ch, sh, r cannot be matched with the vowels of Qiqihu(Finals begin with -i ) and Cuokouhu(Finals begin with -ü ), and the “师(shī)”in the word of"老师( lǎo shī)" cannot be pronounced [ʂi].

Some scholars suggest that in the early stage of pinyin teaching, ju, qu and xu should be written as jü, qü and xü first. After a period of practice, when students get used to this pronunciation, they should be rewritten as ju, qu and xu.

• 3.2.3    Pay attention to -ong and -iong

• -ong and -iong are both nasal finals, their actual pronunciations are ong[uŋ] and [yŋ]. The Chinese Pinyin Scheme uses "ong, iong" to denote [uŋ] and [yŋ] without "ung, üng" to make the character clear and avoid mixing of handwritten u and ü.

In practical teaching, Chinese learners often mispronounce ong and iong as [[oŋ] and [iŋ], for example, they mispronounce the "红( hóng)" as [xoŋ] and mispronounce the "熊" as [ ɕoŋ].

Here are some examples of other words.

Words with -ong are such as: 东边( dōnɡ biān)、通过( tōnɡ ɡuò)、农民( nónɡ mín)、 龙( lónɡ)、工人( ɡōnɡ rén)、空调( kōnɡ tiáo)、红色( hónɡ sè)、中国( zhōnɡ ɡuó)、充满 ( chōnɡ mǎn)、容貌( rónɡ mào)、匆忙( cōnɡ mánɡ)、松鼠( sōnɡ shǔ) and so on.

Words with -iong are such as:窘迫( jiǒnɡ pò)、穷困( qiónɡ kùn)、兄弟( xiōnɡ dì)、拥抱 ( yōnɡ bào) and so on.

At the beginning of Pinyin teaching, ong can also be rewritten as ung and iong as üng. After students master the actual pronunciation, they can rewrite to -ong and -iong again.

• 3.2.4    Pay attention to -in and -ing

"The actual pronunciation of -in and -ing is [iən] [iən], actually there's a weak transition [ə] in the middle, so it's very short and vague when you spell it. It is difficult to pronounce in and ing without this sound. in fact, it is very difficult to say in and ing alphabetically. This must be told to foreign students."(Huang & Liao,2017)

Here are some examples of other words.

Words with -in are such as:宾馆( bīn ɡuǎn)，拼音( pīn yīn)，敏感( mǐn ɡǎn)，您( ní n)，森林( sēn lín)，一斤( yì jīn)，亲爱( qīn ài)，新书( xīn shū)，因为( yīn wéi) and so on.

Words with -ing are such as:冰箱( bīnɡ xiānɡ)，平静( pínɡ jìnɡ)，名字( mínɡ zì)，叮嘱

( dīnɡ zhǔ)，听到( tīnɡ dào)，宁静( nínɡ jìnɡ)，零( línɡ)，北京( Běi jīnɡ)，请进( qǐnɡ jì n)，星星( xīnɡ xinɡ)，应该( yīnɡ ɡāi) and so on.

When designing the teaching of -in and -ing, teachers need to inform students that the middle “e” should be read quickly, lightly and briefly, and do not stay for too long.

• 3.2.5    Pay attention to the abbreviation of -iou, -uen, and -uei

According to the Chinese Pinyin System Scheme, -iou, -uei, and -uen should be abbreviated as -iu, -ui, and -un when they are in front of the initials, such as niu, ɡui, lun, and the vowels which been abbreviated will cause certain cognitive difficulties for beginners, who will get used to reading that pronunciation directly mispronounce as [iu],[ui], and [un].

Here are some examples of other words.

Some of the words abbreviated -iou to -iu are such as:谬论( miù lùn)，丢失( diū shī)，牛 奶( niú nǎi)，溜走( liū zǒu)，纠正( jiū zhènɡ)，秋天( qiū tiān)，休息( xiū xī) and so on.

Some of the words abbreviated -uei to -ui are such as:对错( duì cuò)，大腿( dà tuǐ)，规 定( ɡuī dìnɡ)，吃亏( chī kuī)，灰色( huī sè)，追求( zhuī qiú)，吹牛( chuī niú)，喝水( hē shuǐ)，锐意( ruì yì)，嘴巴( zuǐ ba)，催促( cuī cù)，虽然( suī rán) and so on.

Some of the words abbreviated -uen to -un are such as:蹲下( dūn xià)，吞下( tūn xià)，无 ½( wu lun) ,⅛÷(gun zi) ,≡½( kun nan) , ⅛^( jie hun) ,X( zhun bei) ,#^( chun tian) ,≡¾( shun H) , S^( shT run) ,⅛t( zun jιng) ,M÷( cun zi) ,⅛÷( sun zi) and so on.

In the primary stage of Chinese pinyin teaching, students must be taught in accordance with their aptitude according to the characteristics of their mother tongue. International Chinese teachers can complete the pinyin according to the teaching needs, for example, the spelling of "xiu" is written as xi(o)u, "gui" is written as gu(e)i; "gun" is written as gu(e)n. This variant serves as a phonetic cue that the bracketed vowel should be omitted in formal writing.

• 3.2.6    Pay attention to -o and -uo

In the final table of the Chinese Pinyin System Scheme, there are two pronunciations -o and -uo, which should be paid attention to in teaching Chinese Pinyin as a foreign language.

• -o is pronounced as [o] only when it is used alone, such as "o", which means "already know". When the -o is spelt with other initials, the pronunciation changes to -uo, such as bo [puo], po [p 'uo], mo [muo], fo [fuo], etc. In the actual teaching of Pinyin, we can also make a temporary change and add the intermediate voice in the middle, so that the teaching effect may be better.

• 4.    Conclusion

To sum up, Chinese phonetic teaching is not achieved overnight, need to work hard in the theory and practice.the key in the Chinese phonetic teaching is to allow students to set up a kind of correct pinyin concept: in the Chinese Pinyin System Scheme , there is not a one-to-one relationship between letters and sounds, and you can't exactly equate alphabetic pinyin with actual pronunciation ".(Wang,2005)Under the guidance of this concept, teachers should step by step guide students to pronounce according to the actual pronunciation, rather than simply looking at the appearance of letters to spell.

In addition, teachers should not be too strict with the pronunciation of foreign students at the beginning stage, because there are many Chinese people who cannot pronounce well with zh, ch, sh, r and j, q, x , and this does not affect the communication between them. Therefore, in the initial phonetic teaching, teachers should tolerate some phonetic errors of foreign students, as long as it does not affect communication, appropriate mistakes are allowed and accepted.

References:

Ding Dimeng(2007). Deficiencies and Correction of the Chinese Pinyin System Scheme in Teaching Chinese as a Foreign Language [J]. Journal of Shanghai University (Social Sciences),119-122.

Law of the People's Republic of China on Standard Chinese Language (www.gov.cn), October 29, 2022

Huang Borong, Liao Xudong(2017). Modern Chinese, Sixth Edition: Higher Education Press,(06).76-77.

Lü Bisong(1983). Application of Hanyu Pinyin Scheme in Teaching Chinese as a Foreign Language [J]. Character Reform,(06):2-5.

Li Jili(2017)n. Problems and Suggestions of the Chinese Pinyin System Scheme in Teaching Chinese as a Foreign Language [J]. Quality Education in Western China,3(04):266-267.]

Ministry of Education: More than 25 million foreigners are learning Chinese and nearly 200 million people are learning and using Chinese (baidu.com), October 29, 2022

Wang Lijia(2005). "The Chinese Pinyin System Scheme" and World Chinese Phonetics teaching [J]. World Chinese Teaching,:5-11+116.

Ye Jun(1997). Some problems in the application of The Chinese Pinyin System Scheme in teaching Chinese as a Foreign language [J]. Chinese Language Construction,(08):36-37.

Zhao Jinming(2013).The Chinese Pinyin System Scheme: The cornerstone of International Chinese Language Teaching [J]. Language Application,(S1):81-87.

Biography of Authors

			k		Liu Dan Dan was born in Henan, China, in 1982. By 2006, she finished her Bachelor Degree from Zhengzhou University, major in Chinese Language and Culture. In 2010 she got her Master Degree from the same university, major in Comparative Literature and World Literature. At the same year, she studied Master again in Hasannudin University, majoring Indonesian Language and Literature, and finished by 2015. After that, she continued to Doctoral study program of Linguistics in Udayana University, Denpasar, Indonesia,and finished by 2021. Now she works in the International Cooperation and Exchange Center of Nanchang Normal University, China. Email: [email protected]
	β⅛i^B
					Lu Xing was born in Henan, China, in 1989. By 2012, he finished his Bachelor Degree from Tianjin Foreign Study University, China, major in English Language and Culture. In 2016 he got his Master Degree from Beihua University, China, major in Education: Chinese Teaching. By 2021, he finished his Doctor Degree from Udayana University, Indonesia, major in Linguistics. Now he is a lecturer at School of International Studies, Henan Normal University, China. Email: [email protected]
O∣ ⅜ ∕⅛ ? ⅛ ⅝⅛*.   U⅜⅜⅝					Elvira Septevany was born in Makassar, Indonesia, in 1989. She studied in Nanchang University, China, majoring in linguistic and applied linguistic from 2015 to 2018 . Now she is a lecturer in Tourism department, Politeknik Negeri Bali,Indonesia. Email: [email protected]