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Sinolingua
Published by Universitas Sebelas Maret
ISSN : 29869773     EISSN : 29861969     DOI : https://dx.doi.org/10.20961/sinolingua.v1i1
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Sinolingua: Journal of Chinese Studies is a scientific periodical published by the Department of Chinese Language and Culture, at Universitas Sebelas Maret which focuses on the development of Chinese studies. The scope of the publication is in the latest studies and research in the fields of language, literature, culture, philology and history. Journal articles are the result of studies and research originating from literature studies, field research, and best practice of literation of the Chinese language and culture. Each article contains the latest information by prioritizing the values of novelty, originality and usefulness. The purpose of publishing is to actively improve the quality and accessibility of scientific knowledge in the fields of Chinese studies. The article will be reviewed by internal and external editors, with at least two reviewers who have related expertise with double-blind peer review. Along with the development of technological systems in the field of literacy, on March 22 2023, the Sinolingua Journal used the Online Journal System (OJS) with E-ISSN numbers: 2986-1969 and P-ISSN: 2986-9773. Sinolingua journal is published twice a year, in March and September. Every article published by Sinolingua Journal has gone through a strict review and editorial process and respects the provisions of copyright law, privacy and scientific publication ethics. The informational content of this journal is open access under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 62 Documents
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泰国不同行业中文学习者的学习策略分析 Woraditnitiwaraatorn, Nawanan
Sinolingua: Journal of Chinese Studies Vol 2, No 1 (2024): Sinolingua: Journal of Chinese Studies
Publisher : Faculty of Cultural Sciences, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/sinolingua.v2i1.82324

Abstract

At present, Chinese language has become one of the languages with the largest number of learners worldwide. Learners are no longer confined to schools, but also include professionals from all walks of life. However, due to the different learning objectives of practitioners in different industries, they attach different importance to language skills, which leads to their different learning strategies. This study focuses on interviewing Thai Chinese learners from different industries to investigate their strategies to improve their Chinese language level in the professional environment. In this study, interviews and questionnaires were used to investigate Chinese learners in different industries in Thailand, in order to understand the learning strategies they adopted in their professional background. The results show that the participants generally recognize the importance of mastering specific language skills in their own professional fields, and the learning strategies they choose are closely related to their occupations. The research results are expected to provide useful information for the field of Chinese teaching, especially in the teaching of Chinese vocational education, which has been widely increasing attention in recent years.
语用小品词“呢”的位置分布与互动功能研究 Xingyu, Huo; Zhenzhen, Li
Sinolingua: Journal of Chinese Studies Vol 3, No 1 (2025): Sinolingua: Journal of Chinese Studies
Publisher : Faculty of Cultural Sciences, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/sinolingua.v3i1.95984

Abstract

Based on DMC natural spoken corpus, we study the pragmatic particle "ne" in Chinese, focusing on its location distribution and interactive function. The results show that in the specific position of "sequence initiation + middle of the round", the small word "ne" mainly assumes the function of statement, and is less used to express questions. In addition, we also find that the "ne" of this position plays multiple roles in interactive communication. First, it can be used as a marker to reflect the inner thoughts of the speaker, thus weakening the influence of objective behavior to a certain extent. Secondly, it can weaken the interrogative tone and make the question point more to the speaker himself. Finally, by reducing its own weight, it can effectively highlight the importance of subsequent information. These findings are of great significance for us to further understand and use the pragmatic particle words in Chinese.
China’s Contribution Through Belt and Road initiative in The New Era Jastacia, Bella
Sinolingua: Journal of Chinese Studies Vol 2, No 1 (2024): Sinolingua: Journal of Chinese Studies
Publisher : Faculty of Cultural Sciences, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/sinolingua.v2i1.75658

Abstract

In recent years, China's swift economic growth has played a larger role in the global economy. Implemented innovation categories include manufacturing production centers, technological innovation, infrastructure and investment, space exploration, financial technology, the e-commerce revolution, and electric vehicles. China will continue to invest in research and development, high technology, and other strategic sectors to maintain sustainable eco-nomic growth and play a larger role in the global economy in the new era, as a result of the Belt and Road Initiative, which has had a significant impact on the future of the world, such as the construction of infrastructure, education, culture, and also for agriculture.
基于《国际中文教育中文水平等级标准》IBDP中文B普通课程汉字表编制研究 Chun, Ni Hui
Sinolingua: Journal of Chinese Studies Vol 4, No 1 (2026): Sinolingua: Journal of Chinese Studies
Publisher : Faculty of Cultural Sciences, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/sinolingua.v4i1.116946

Abstract

This study arises from the absence of a standardized Chinese character list for the IBDP Chinese B Standard Level course (hereafter “Standard Level”). Using examination papers between 2007 to 2013 as the source, a total of 2,129 Chinese characters were extracted and compared with the character list in the Chinese Proficiency Grading Standards for International Chinese Language Education (hereafter “the Standards”). Based on this comparison, the study explores the compilation of a Standard Level character list applicable to teaching practice. The findings reveal that 94% of the characters in the Standard Level examination materials overlap with those in the Standards, demonstrating a high coverage of the Standards’ character list for teaching and assessment in international curricula. The study also identifies distinct characteristics in the characters unique to the Standard Level and those unique to the Standards. As such, this paper proposes principles and procedures for constructing a categorized and graded character list consisting of three tiers: core characters, secondary core characters, and reference characters. The core character list is based on the shared characters; the secondary core list includes characters unique to the Standard Level as well as those unique to Levels 1–4 of the Standards; and the reference character list comprises characters unique to Levels 5–6 of the Standards. The resulting Standard Level character list aligns the course objectives with the Standards, addressing the gap in adapting the Standards to international curricula.
东盟中文学习者画作中的中文教师角色：基于隐喻的分析 Xiaofeng, Meng; Yanjie, Song
Sinolingua: Journal of Chinese Studies Vol 2, No 2 (2024): Sinolingua: Journal of Chinese Studies
Publisher : Faculty of Cultural Sciences, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/sinolingua.v2i2.88685

Abstract

With the implementation and promotion of the "Belt and Road" initiative, economic and trade cooperation and humanistic exchanges between China and ASEAN are going deeper, and Chinese language education in ASEAN has shown a booming development. As a core participant of international Chinese language education in the region, the role of Chinese language teachers is an important conceptual source of ASEAN youth's perception of China, which has a crucial impact on Chinese language learners. Based on the creation of visual metaphors, this study uses the teacher metaphor analysis framework to summarize the ASEAN Chinese teacher role metaphor categories and explore the ASEAN Chinese teacher traits from the learners' perspective. We selected 60 graphic works created by ASEAN Chinese learners as the research material, extracted 31 Chinese teacher role metaphors, and delineated six metaphorical conceptual categories. This study aims to arouse the attention of international Chinese teacher educators, social organizations, and Chinese teachers themselves to the developmental changes of Chinese teacher roles, and to provide a reference for the professional development of international Chinese teachers.
Exploring the Interventional Effect of Languaging Activities on L2 Motivation Among Chinese EFL Learners Li, Chili; Jiang, Xuemei
Sinolingua: Journal of Chinese Studies Vol 3, No 2 (2025): Sinolingua: Journal of Chinese Studies
Publisher : Faculty of Cultural Sciences, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/sinolingua.v3i2.108658

Abstract

Motivational languaging activities (MLAs) encourage learners to externalize their self-perceptions through oral or written forms and promote learners’ cognitive development. However, limited research has investigated the impact of MLAs on learners’ L2 motivation. To bridge this gap, the present study sought to unveil the effect of MLAs on Chinese tertiary English as a foreign language (EFL) learners’ motivation. Participants were 156 Chinese tertiary EFL learners divided into four groups: Experimental Group 1 (EG1), EG2, EG3, and a Control Group (CG). The experimental groups performed the MLAs in spoken, written, and spoken plus written forms respectively, while the CG received no MLA intervention. Motivational dynamics were measured with an adapted questionnaire administered at the beginning and end of the intervention, and qualitative data were collected through group discussions and opinion writing. The results revealed various degrees of enhancement in L2 motivation across the three experimental groups, highlighting the effectiveness of spoken MLAs in significantly increasing the Ought-to L2 Self among the participants.
汉孟语法中的量词对比浅析 Chowdhury, Aga Mostafizur Rahman; Ying, Liu
Sinolingua: Journal of Chinese Studies Vol 4, No 1 (2026): Sinolingua: Journal of Chinese Studies
Publisher : Faculty of Cultural Sciences, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/sinolingua.v4i1.111710

Abstract

This paper presents a comprehensive cross-linguistic analysis of quantifiers in Bengali and Chinese. Bengali, a member of the Aryan branch of the Indo-Iranian language family within the broader Indo-European language group, and Chinese belonging to the Sino-Tibetan language family, exhibit distinct grammatical functions and expressions of quantifiers due to their profound linguistic differences. The research used a contrastive linguistic methodology and literature research to systematically analyze the categories, syntactic functions, and collocational patterns, etc. of quantifiers in the two languages, and explores the similarities and differences between the two languages. The results show that while quantifiers are used in both Bengali and Chinese to indicate quantity and classify nouns, there are notable differences between the two languages in terms of classification criteria, grammatical placement, and usage frequency. While Bengali tends to rely on a smaller, more broad collection of quantifiers, Chinese quantifiers are more numerous and particular, frequently determined by the shape, nature, or function of the word. Through meticulous comparative analysis, this research identifies both the similarities and differences in quantifier usage between the two languages. The study provides useful insights for language learners, especially those learning Chinese or Bengali as a second language, by underlining these differences. The findings may facilitate cross-linguistic research and instructional strategies enhance understanding of how actual quantification is structured in various languages.
越南汉语学习者低龄化趋势：成因与现状分析——以胡志明市商业华语培训中心为例 Thu Lan, Dang; Qian, Li
Sinolingua: Journal of Chinese Studies Vol 2, No 2 (2024): Sinolingua: Journal of Chinese Studies
Publisher : Faculty of Cultural Sciences, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/sinolingua.v2i2.87614

Abstract

In recent years, there has been a noticeable trend of younger learners taking up Chinese globally. Since the Vietnamese Ministry of Education included Chinese as an elective foreign language in primary schools in 2021, the number of primary and secondary school students learning Chinese has significantly increased. To gain a more comprehensive understanding of the current state of Chinese learning in Vietnamese primary and secondary schools, identify potential challenges in the process of younger learners taking up Chinese, and provide valuable data support for the formulation of long-term Chinese education development plans, this study uses the Hoavan SHZ Chinese Training Center as a case study. It explores the enrollment situation and operational status of young learners over the past ten years. Through data analysis and interviews, the study examines changes in the age groups of young learners, the causes of the trend toward younger learners, the prospects for development, and the challenges faced. The results show that the number of young Chinese learners in Vietnam has been steadily increasing, with the age of learners continuously decreasing, including preschool children starting to learn Chinese. National education policies and the deepening of China-Vietnam cooperation are the main driving forces. To respond to this trend and meet the needs of parents and students, this paper advocates cultivating students' interest in learning, improving the quality of teachers, and refining teaching materials and methods.
HSK 以外的汉语新词汇分类 Liangyu, Wu; Loon, Low Hiang; Soon, Goh Ying
Sinolingua: Journal of Chinese Studies Vol 3, No 1 (2025): Sinolingua: Journal of Chinese Studies
Publisher : Faculty of Cultural Sciences, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/sinolingua.v3i1.100749

Abstract

As the number of new Chinese vocabulary increases year by year, mastering new vocabulary beyond the HSK (Global Chinese Proficiency Test) syllabus is crucial to improving the overall language proficiency of international students. However, international students face many challenges in understanding new Chinese vocabulary, including emotional tendencies, personal abilities, and the complexity of Chinese vocabulary. Among them, the biggest challenge comes from the aspect of vocabulary. Specifically, the most prominent problems faced by international students in learning new Chinese vocabulary include the complexity of vocabulary, the lack of a systematic learning method, the difficulty in identifying vocabulary with multiple meanings, and the difficulty in inferring their meaning based on existing knowledge. Therefore, it is particularly important to systematically learn the classification and characteristics of new Chinese vocabulary. Based on the two dictionaries of "Chinese New Vocabulary 2018" and "Chinese New Vocabulary 2019-2020", this study categorizes Chinese new vocabulary into Analogy, Simulation, Metaphor, Neologism, Old Vocabulary with New Meanings and Abbreviations. The study aims to comprehensively analyze its classification and characteristics and provide valuable guidance for international students' vocabulary learning. The classification of Chinese new vocabulary beyond HSK not only helps to improve the overall language proficiency of international students, but also deepens the academic community's understanding of the characteristics of Chinese new vocabulary learning and provides an important reference for future related research.
共同希望语言学院2023届汉语言本科专业学生对阅读兴趣与阅读困难的影响因素分析 Hansela, Jennie; Then, Wiliyanti
Sinolingua: Journal of Chinese Studies Vol 3, No 2 (2025): Sinolingua: Journal of Chinese Studies
Publisher : Faculty of Cultural Sciences, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/sinolingua.v3i2.109210

Abstract

This study investigates the level of interest in Chinese reading, the main difficulties encountered, and the influencing factors among undergraduate students majoring in Chinese Language at Harapan Bersama College of Languages, class of 2023. The research seeks to clarify how internal and external factors shape students motivation and reading performance, thereby contributing to the improvement of Chinese reading pedagogy in Indonesian higher education. A mixed descriptive–qualitative method was employed, integrating a Likert-scale questionnaire and semi-structured interviews with 122 respondents to identify patterns and interpret underlying causes. The collected data were analyzed through frequency statistics and thematic coding to ensure both quantitative and qualitative validity. The findings indicate that while students generally show a strong interest and positive attitude toward Chinese reading, difficulties related to vocabulary, grammar complexity, and insufficient background knowledge hinder comprehension. The study highlights that reading ability, emotional attitude, teacher and family support, and accessibility of reading materials significantly affect students reading engagement. These results emphasize the importance of developing differentiated reading materials, improving vocabulary instruction, and creating supportive reading environments to enhance students overall reading proficiency and long-term motivation.

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