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Rudiansyah
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MANDARINABLE: Journal of Chinese Studies
Published by Universitas Sebelas Maret
ISSN : 2962424X     EISSN : 29624258     DOI : https://doi.org/10.20961/mandarinable.v1i1
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
MANDARINABLE: Journal of Chinese Studies is a bi-annual journal, published in April and October. MANDARINABLE focuses on various issues spanning the Chinese Studies of language, literature, culture, and journalism. The coverage of language includes linguistics and language teaching, the area of culture includes cultural studies and social studies, and the scope of literature covers the analysis of novels, films, poems,s and dramas using the relevant theories and concepts. The journalism coverage includes digital journalism, social media, news production and consumption, journalism culture, and performance. In its first edition, MANDARINABLE was published online and printed. In each edition, MANDARINABLE has received an article openly. The article will be reviewed by internal and external editors, with at least two reviewers who have related expertise with double-blind peer review.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 72 Documents
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A Study on the Pathways of Implementing Heritage Education in Dujiangyan from the Perspective of Heritage Education: 遗产教育视角下都江堰开展文化遗产教育的路径研究 ZHANG, Yiming; Yiming, ZHANG; ZHANG, Long; WANG , Xue
Mandarinable: Journal of Chinese Studies Vol. 5 No. 1 (2026): In Press April
Publisher : Published by Confucius Institute UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/mandarinable.v5i1.3375

Abstract

As a "City of Three Heritage Inscriptions" integrating the honors of World Cultural Heritage, World Natural Heritage, and World Heritage Irrigation Structures, Dujiangyan boasts unique resources for heritage education. From the perspective of heritage education, this study systematically sorts out its core concepts and analyzes the significance of carrying out heritage education in Dujiangyan. Through investigation, it is found that issues such as insufficient systematization in education and a lack of in-depth participation mechanisms still exist although local initiatives have been actively explored in relevant fields. The study has proposed targeted optimized pathways, aiming to transform heritage education in Dujiangyan from one-way instillation to dynamic inheritance, thereby turning the world heritage site into a cultural classroom full of perception, participation and inheritance. 
On the Characteristics of Adjective Reduplication in Indonesian and Chinese and its Implications for Chinese Language Teaching Surinah
Mandarinable: Journal of Chinese Studies Vol. 5 No. 1 (2026): In Press April
Publisher : Published by Confucius Institute UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/mandarinable.v5i1.3456

Abstract

This article presents a contrastive analysis of adjective reduplication in Indonesian and Chinese, two typologically distinct languages. Although reduplication is a common linguistic device across languages, its forms and functions vary considerably, posing particular challenges for Indonesian learners of Chinese. Drawing on dictionary, corpus, and literary data from both languages, the study compares adjective reduplication in terms of structural forms, syntactic functions, and grammatical marking mechanisms. Five similarities are identified: both allow word-class change; function as attributives, adverbials, predicates, and objects; enhance descriptiveness and coloristic meaning; exhibit increased intensity (quantity iconicity); and resist degree adverbs. Four differences are found: Chinese has five reduplication patterns (vs. eleven in Indonesian); Chinese uses syllable-based segmentation (vs. word-based); Chinese employs the particle de (vs. affixes and prepositions); and Chinese encodes degree only (vs. degree + plural quantity). Pedagogical implications for Indonesian learners include contrastive restructuring for structural differences, function-first sequencing for grammatical marking, and semantic constraint awareness for focus differences, complemented by the strategic use of cross-linguistic commonalities as positive transfer anchors. The study extends quantity iconicity to cross-typological comparison and offers a systematic contrast of grammatical marker systems (particles vs. affixes/prepositions) within a corpus-based, multi-dimensional framework.

Page 8 of 8 | Total Record : 72

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