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【讨论】小学拼音课本困境与出路

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發表於 2010-4-17 01:32:31 | 顯示全部樓層 |閱讀模式
                    小学拼音课本困境与出路
教育部决定年内立项修订汉语拼音方案,这是根本摆脱50年来困扰小学语文课本拼音窘境的唯一出路。但很多人不了解,以为全国政协委员李蓝修订拼音的提案是无事生非瞎折腾,而不知道几十年来课本东改西改企图摆脱拼音困境的无奈。
        1  初期的无奈应付
上世纪四五十年代,政府都是认为拉丁字母分词连写音素拼的国罗(国语罗马字)、北拉(拉丁化新文字)等太繁难,只批准简易得多的注音字母为识字课本注音。1958年在汉字落后要拉丁式拼音化思潮影响下制定的《汉语拼音文字方案草案》,被毛主席删去了“文字”二字,决定不作文字只用来注音推行。其中不是注音需要的而是按分词连写音素拼的各条规定没有删去,又没有在方案中明确这一点,1958年推行时就感到十分为难,比原来用的注音字母多了很多内容要教,有的很难教。
58年秋的第一册课本就不敢编入那些拼写规定,只教声韵母与声韵拼,这第一期问题不大。第二学期课本才开始头母yw的加换,iou uei uen的省略及j q x和ü相拼ü上省写两点等规则。比如拼写规则有四条,jqx和ü相拼省略ü上两点,这一条比较好掌握,iouueiuen的省略就复杂了。怎样省略,省略哪个字母,省略后,声调符号怎么标,学生很难弄清。最难记认的是yw的用法,学生要记住23个需要加换的音节,哪几个是加头母,哪几个是换头母,要让一年级小学生既能分辨又能记忆,极不容易。如“乌龟”,第一学期教的是“ū guēi”,第二学期改为“wū guī”,uei中的“e”被省略以后,调号得改标在“i”上。几十个音节都要这样变换,花费很大气力也不易学会,又极易混淆。第三学期继续教一些拼写规定,既繁慢又难教。1960年前后又遇上饥荒,很多农村学校根本不教甚至不上学。大跃进前夕出台的汉语拼音方案想使汉字拼音化大跃进,结果祈建华注音字母速成扫盲的辉煌战果不再,新文盲更多。有的农民说子女上了一两年学教拼音,没认到几个汉字,不让老师师教了,如江苏丹阳珥陵地区40所小学就有28所不教拼音。
1963年四川几个师范学院的一群毕业生到简阳县棉丰公社去劳动实习,该社社长全国农业劳模张泗州把这批学生叫作举人,要他们为大队办扫盲夜校,公社所在地的棉丰大队就有几十个少儿没能读书。参加教夜校的学生文理科都有,没有一个去教汉语拼音方案,干脆直接教汉字。
70年代中期的一个农忙假,我带学生到奉节县白帝公社黄连大队去支农,住在大队支书家,这支书该是在60年代初读小学的,但他竟是个没读过书的文盲,当然也就没学汉语拼音方案。1978年夏,我到奉节县城对面宝塔下的村子里去,住在红光四队的队长家。这队长是在50年代初注音字母扫盲中脱盲了的,他子女中大二三四该是在60 年代上小学,但没能上学全是文盲,直到老五才在文革复课中开始上学,大队只有初小,一间小屋作一年级十来个学生的教室,另一间稍大供其余几个班合班上课。该校正辞退了教一年级的县重点高中才毕业的知青,问他们为么要换教师,队长说教了一年拼音没有认到几个汉字。新来的中年教师不教拼音,说他不会拼音,直接教认汉字。教二三年级的也是县重点高中才毕业的本队知青,他会拼音但也不教拼音,没被辞退。我看他们的一册课本,开头连续很多课都是拼音,整本书中没有多少汉字,那被辞退的教师真有点冤!已推行了20年的汉语拼音方案竟这样不受农村欢迎,简直出乎我意料。
          2  文革前后拼音课本的改变
困难时期刚过,经济与教育开始复苏的1963年,教育部修订了《小学语文教学大纲》,人民教育出版社重新编写了拼音教材,无奈的把y w当作声母教来避开那些变化规定。采用声介合母拼读的方法,少教13个长韵母。但要教的内容仍比注音字母多很多,费时多效果差。注音字母一课时就可教完,就是读认近40个声韵母符号,没什么规则要教,练几个课时就可较熟用。而汉语拼音方案,教几个月也不易练熟。不久文革爆发,拼音教不成,什么课也教不成了。
          3 复课后的拼音课本变通
文革武斗渐息后的1972年,学校开始复课,五省市联合来另编拼音课本。文改会在一些学校开始实验“汉语拼音基本式”教学,第一步(一年级)教《方案》规定的最基本的内容,不教拼写规则;第二步(二年级),再教拼写规则,课文采用汉字夹拼音的形式。这与汉语拼音方案初出台时的应付差不多。第一步学生容易接受,到二年级学了拼写规则以后要学生改拼法,学生很不容易接受。
第一步学的音节中大约有67个音节和《方案》规定的拼写形式不同(约占17%),到二年级学了拼写规则以后改成规范时。一年当中学生已经用习惯了的再改,很不容易接受,而且先入为主,容易混淆。
这些实验都不得不打着文化大革命的旗号,不久四人帮垮台,贴着文革标签的基本式拼音改革也就只好中止。
                4  八十年代前后的课本
 “四人帮”粉碎后了,组织重新编写了全国通用教材。一年级学习63个拼音“零件”(声母23个,韵母24个,整体认读音节16个);先不教《字母表》,不教隔音符号,不要求拼写音节,115课为第一阶段。第二阶段对《汉语拼音方案》的内容作了适当调整,如yw当声母教,不教yw的拼写规则;少教12个复鼻韵母;韵母iouueiuen直接教省写式;采用“三拼连读法”,等等。这教法前后要四五周,仍比几课时学练的注音字母费时几倍。
1982年,黑龙江省首先进行了“注音识字,提前读写”教学实验,一年级的学生能阅读纯拼音或汉字注拼音的课文,或阅读材料,能写纯拼音或汉字夹拼音的日记或短文。变成拼音读写为主,汉字认得不多,因花了较多时间练习读写拼音,认汉字的时间与精力反而被打压减少了。1988年,国家教委制订的《教学大纲》中也说:“低年级学生在写话的时候,还可以利用汉语拼音代替不会写的汉字。”
这时期人教版第一册汉语拼音部分,第一阶段,先学108个常用音节,接着在“看图读拼音识字”中增学音节和巩固已学音节。低年级各册课本中,全文注汉语拼音。1992年国家教委颁布了《九年义务教育全日制小学语文教学大纲》,进一步强调“有条件的可以逐步达到直呼音节”“低年级学生在写话的时候,可以用音节代替没学过的汉字”,“认识隔音符号”等。由于教分词连写文字拼音化等内容,学生的负担加重而认汉字被削弱,识字效果并不好。
            5  有所觉醒的90年代减负
四人帮倒台前后,三峡学院外语系肖长杰老师在在万县大搞不教汉语拼音方案的直音法识字实验,从汉语约400个音节中选出有常用字的三百多个,每个音节选一字先教当音标用,去给其它字注音来扫盲。三峡码(S码)也认为西洋式的汉语拼音方案不如传统的反切注音中的简式反切简明,建议先教几十个反切上下字(前后音字、引导字)当音标,凡与引导字不同音的字音,可用前后音字各一个快读拼出。如前后音字“皮恩”快读就可拼出“拼”字音,前后音字“一恩”快读就可拼出“音”字音。该院学报《三峡学刊》1994年1期《三峡汉字教学新系统》一文就建议肖氏不必先教300多个音标字,还可把其中几十个引导字先教,来再降低识字入门难度。
1994年国家教委对1992年颁布的大纲提出了调整意见。删去了“低年级学生在写话的时候,可以用音节代替没学过的汉字”的提法。删去这句话,降低了要求,避免了默写音节的高要求。2000年教育部颁布了《九年义务教育全日制小学语文教学大纲》,继续降低汉语拼音的要求:由“熟练拼读音节”改为“准确拼读音节”,删去了“帮助阅读”与“认识隔音符号”等要求。八十年代的“注音识字提前读写”去大量读写拼音挤压认汉字的拼音化幻梦,受到了抑制。
        6     新世纪的反思
在对拼音教学减负的新世纪教学大纲影响下,一些出版社以及个人都在编写小学语文课本,有的仍然重视拼音,把拼音主要内容安排在第一册识汉字之前;有的安排在第一册课本中间,先识字,再教拼音;有的安排在第二册或二年级,先以耳听口授的方法识字,再学习汉语拼音,接着学习查字典。
因此强调拼音与淡化拼音的派别交锋公开化,神圣不可侵犯的汉语拼音方案受到了挑战。针对汉语拼音教学要求的降低和社会上“淡化”汉语拼音的倾向,汉语拼音方案之父的周有光,长期倡导汉字拼音化的中国语文现代化学会会长苏培成,以及国家语委、中央教科所、北京大学、北京师大、中国人民大学、中国社科院语言所、民族所等单位的十多位知名教授、研究员致信教育部陈至立部长说:听说有人主张在小学‘淡化’拼音教学,降低要求。我们认为,小学不仅应当从一开始就教好拼音,而且要发挥汉语拼音的多功能作用……
《语文研究与教学》20006期中,原国家语委主任王均的《让汉语拼音教学更好地为素质教育服务》一文中说:“面对国际网络时代,一定要学好拼音”,“不把拼音学好,将来会后悔不已!”。以后的会上,王老又重申:“拼音教学不能淡化,不宜降低要求。”教育部语言文字应用管理司袁钟瑞的《小学汉语拼音教学不能削弱》一文结论说:“总而言之,汉语拼音教学不能削弱,只能进一步加强。主张削弱汉语拼音教学的人士,先去了解一点儿汉语拼音。从2001年起施行的《中华人民共和国国家通用语言文字法》第十八条规定:‘初等教育应当进行汉语拼音教学。’我们也请这些先生们好好领会法律的精神。”
说到人大公布的汉语拼音方案和语言文字法,有必要指出那是在汉字拼音化思潮影响下形成的,所以方案中才有许多不是注音需要的分词连写音素拼规定,把识字注音搞繁了,害得教育与教材部门折腾50年翻来覆去的改动想克服它的难点,但效果不大。因此这不是强调或淡化汉语拼音之争,而是比西洋式拼音更便汉字用的民族式拼音的求实之争,是50年折腾还是依旧还是苏醒之争。
从上面五个时期课本的变动可以看出,几次都是认为汉语拼音方案太繁,才把它分两阶段处理,第一阶段不教那些拼写变化规定,教学较顺利,学生易掌握用于注音识字。但一到第二阶段,就困难重重,已会的注音识字要改为按新的拼写规定变,结果连已会的拼音也乱套了,悔不该先教那些。文革期间的基本式教法,改革开放后的注音识字提前读写等教法开头都效果好,但一深入下去,都要面对用那些繁杂的拼写变化规定,费时费力,耗费了该多去学汉字的时间,总的识字效果并不理想。
八九十年一贯制的台湾识字注音音教学,没有像大陆近五十年的翻来覆去的变换拼音教法的折腾,分什么一二阶段基本式,几个课时记忆练习作为第一式的注音字母,就能注音识字了。有过的折腾是拼音第二式,由国罗改为简化国罗,台独又想自搞一套来个通拼。这些折腾都是拉丁式分词连写音素拼的窝里斗,没影响到作为第一式的注音字母教学。
几十年的折腾不得不逼人反思,第一阶段已会一种注音识字了,为什么一定要到第二阶段去乱变一番?若那样去变了真能实现汉字拼音化,也还情有可说。但几十年几代人这样试了,没看出汉字能改成那样拼写的文字的可能,是还要照此再试下去呢,还是回头是岸,该来个决择了。
    明眼人到此不难看出,只要不用汉语拼音方案的那些拼写规定,只按基本式用与各次的第一阶段内容用,也就相当于没有那些拼写规定的注音字母那样用,注音识字教学就没有什么大不了的问题,教与学都比较轻松而识字效果好得多。因此李蓝委员提案不是无事生非瞎折腾,正是几十年来教材部门东改西换的折腾困境的一个出路。教育部终于也看清了这出路,不是再去乱改课本,而该是去改汉语拼音方案,修订它来为小学识字教学减负增效。
这里再强调一下,汉语拼音方案可以修订也该修订,要点就是把过去几次要求掌握的第二阶段内容,改为不再要求掌握,只作为了解不考的拼音常识参考。在方案中把一二阶段的内容分开,只要教声韵母表等基本内容就可以了,因只要38个汉字就可给其它汉字注音,几个课时就可掌握,更多的折腾完全不需要。因此不是淡化拼音,而是淡化那些拼写变化规定,强化直接简捷的按声韵母表拼音识字。用民族式音节字母拼去替代分词连写音素字母拼,就不需要那些拼写变化规定,既减负又可大大增效。别再去学教小学生学了“求QOU、武U、艺I”之后,又要他们折腾改写为“QIUWUYI”。
         38字式汉语拼音基本式简拼音母(引导字)表

┌┈┈┈┈┈┈┈┈┬┈┈┈┈┈┈┈┈┈┈┈┬┈┈┈┄┄┐

┆几七夕          ┊ 一  五  于v          ┊啊艾安昂袄┊

┊四十子支次尺日  ┊                      ┊额诶ei恩n ┊

┊得特讷乐个克核  ├┈┈┈┈┈┈┈┈┈┈┈┤嗯ng二也 ┊

┊不b扑p木m夫f    ┊   介    母           ┊喔翁ong偶 ┊

├┈┈┈┈┈┈┈┈┼┈┈┈┈┈┈┈┈┈┈┈┴┈┈┈┈┈┤

┊  声 母 21 个  ┊  韵     母     17     个        ┊

├┈┈┈┈┈┈┈┈┴┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┤

┊声调码:1、阴平;2、阳平;3、上声;4、去声。5、轻声 ┊

├┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┤

┊引导字后没有附代码的,按汉语拼音方案的声韵母代码用。┊

└┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┈┘

 
發表於 2010-4-18 02:50:04 | 顯示全部樓層
拉丁字母汉语拼音方案只能算是一种工具,并不是唯一的,也不是至高无上的。

汉字,由于其独特性,用同音字注音,或标注反切注音,都是很好的途径。
 樓主| 發表於 2010-4-19 23:52:43 | 顯示全部樓層

补充

这文曾于今年4月2号发表在中国语言文字网的百家论坛中,4月14被网友用另一名发在北大中文论坛上,该坛的跟帖中沈炯教授以管理员身份发表了不太同意改的帖,但其它学者的跟帖是认同的。这坛似乎更民主、开放些,讨论可能更接近真实。今后可对比这讨论在这两个网上的进行情况,在北大中文论坛受到限制的帖与网友,可来这里畅所欲言。
 樓主| 發表於 2010-5-1 21:03:13 | 顯示全部樓層
可能是上述帖得罪了北大中文论坛,不准我看该论坛了。这下面是今天点击该坛的显示。我还未在该坛得到发帖资格,连看也不准看了!我为北大感到羞耻。
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發表於 2010-9-14 23:24:58 | 顯示全部樓層
凡事不會是絕對的,必然存在正反兩面,要平衡看。

外國一份調查研究發現,近十年來,串錯字的現象

比以前的人多和普遍,原因是現代輸入文字時有自

動檢視糾正功能,人方便了,但是依賴性卻大了,

再不用心地牢記字的串法了。

先教拼音,後教文字,同樣地出現方便了,依賴性也大了,

記字也不牢了。

香港的教育,不管中文還是中文,都沒有教拼音的,現在,

教普通話才有教漢語拼音。

故此,先教拼音並不是絕對的好事。

電子字典的出現,漢語拼音已開始淪落為文字發音的符號記錄了。

真人發聲的電子字典,將會成為學習的主流工具了。學生將來不

必再拼讀了,而是直接地模仿式的學習了。

這也意味着,拼音文字的論說開始過時了。
 樓主| 發表於 2011-4-5 15:54:57 | 顯示全部樓層
    2011334日。在夏威夷举行了纪念张立青的汉语拼音国际研讨会。这是美国吴文超(Apollo Wu)先生在会上交流的论文。他引用了“中国语言论坛http://bbs.cnlangs.com/”中葛遂元的《小学拼音课本困境与出》等文来说明一问题。下面是他的原文:

Pinyin Assisted Chinese Text Processing

A paper to be presented at the Zhang Liqing Memorial International Conference on Pinyin

Honolulu, Hawaii  April 3 – 4, 2011

 

Apollo Wu

 

Abstract:  This paper provides an overview of the current use of Pinyin and Hanzi in China. Especially in today’s communication intensive environment, word separation in Hanzi should be compatible with that of Pinyin.   To enhance Chinese text input, word-based Pinyin without tone marks but with specialized tonal spellings – as supported by the Chinese input method, Dianpin – is designed to enhance the accuracy of Chinese input and to promote the development of Chinese Digraphia.

 

 

Keywords: digraphia,  Hanyu Pinyin Orthography, word-based Pinyin, machine illiterate,  Chinese word separation (segmentation) , Dianpin, Pinzi, machine translation,  human-machine communication, 

 

 

Background: The Current Status of Pinyin and Hanzi Usage

 

A word-based approach of Pinyin orthography was generally used up to the late eighties, but Mainland Chinese textbooks and official publications have since switched to a syllabic approach.  Among Chinese language teachers, some argued that it is simpler to teach syllabic Pinyin, and have attempted to downgrade the use of Pinyin in the name of reducing student’s burden. 1  Another argument is that since Pinyin is not a language, it doesn’t need writing orthography which is required only for the development of Chinese digraphia (一语双文).  Since the nineties, the Chinese language textbooks in China have changed to using syllabic Pinyin for phonetic annotation.  On the other hand, the Chinese government launched the ‘Basic Rules for Hanyu Pinyin Orthography’ in January 1996 which came into effect in July of the same year. 2   This paper surveys the Chinese language environment in Mainland China with emphasis on the effectiveness of word-based Hanyu Pinyin.

 

 

The Mega Trend in Chinese Language Usage

 

With the widespread use of electronic mass communication, ranging from television, computers, mobile phones, Internet and GPS, the reliance on spoken Chinese and the use of Pinyin input has increased rapidly.   More and more Chinese admit that they can’t write Chinese from memory – 提笔忘字。 In a talk delivered at the Hong Kong Chinese University, visiting professor Lu Jianming (陆剑明) of Peking University told a vivid story of提笔忘字.  He recalled a teacher who disciplined a high school student by ordering him to write a self-criticism. The student stood there motionless. When questioned by the teacher as to why he has not started writing his self-criticism, the student asked if he can use teacher’s word processor. With teacher’s consent, he sat down and rapidly typed out his self-criticism.  Although the loss of written skills exists in English too, this problem is more serious with the complicated Chinese writing system.

 

Due to the de-emphasis of teaching word-based Pinyin, the Chinese are not naturally inclined to use word-based Pinyin text, or to use this approach to facilitate Chinese text input.  Together with the reduced use of character text, there seems to be a double loss situation with the Chinese language usage – the loss of the effective use of both Hanzi and Pinyin.  

 

On the other hand, the 4th edition of the Oxford Concise English-Chinese Chinese-English Dictionary (2009) provides Chinese explanations together with word-based Hanyu Pinyin.  Popular Pinyin Chinese input methods all use word-based Pinyin database to facilitate inputting Chinese.  Search engines such as Baidu and Google also contain extensive Pinyin glossaries. The inputting of word-based Pinyin, such as Jiuzhaigou, will immediately lead to information related to 九寨沟,the famous scenic destination.  All these show that word-based Hanyu Pinyin is taking on more and more practical uses.

 

Two Types of Illiterates

 

A language teacher at the Hanyu Teaching Conference held at the Suzhou University 3 said that one still will be illiterate 文盲even after mastering Hanyu Pinyin because Chinese characters are everywhere.  This is true, but those who only know Hanzi and not Pinyin are to a large extent ‘machine illiterates’ or 机盲.  As a non-alphabetic language, there is no such thing as ‘what you type is what you get’ for Chinese – one has to learn a coding method or use a cumbersome writing pad to input Chinese.  Since character coding methods depend first on the knowledge of Hanzi, these input methods should be considered as secondary symbol systems. Moreover, using such a coding method to input one’s language is just not natural nor intuitive, interrupting the thought process of writers.  4   As Pinyin is a primary symbol system directly link to spoken Chinese, it doesn’t disturb one’s thought process.

 

As traditional and simplified Hanzi are often written differently, each character form must have different coding systems. On the other hand, Pinyin can be used to input both forms of Chinese. A survey done in Guangdong a few years ago indicated that 97% of mobile phone users input Chinese with Pinyin. 5

 

The Case for Word-based Hanzi Writing

 

In 1987, almost a quarter century ago, Professor Chen Liwei (陈力为) of Peking University delivered his keynote speech at the Chinese Language Information Processing Conference held at Friendship Hotel 友谊宾馆in Beijing, in which he argued for the necessity of word separation in writing Chinese. Despite the obvious drawbacks of the existing use of syllabic based Pinyin, no movement towards word separation has taken place. On the contrary, an erroneous theory of the Chinese language needing to be character-based has stirred up heated debates among language professionals.

 

However, with the increased use of Chinese in electronic communication, the need for Chinese word separation has become more urgent. Existing practice of writing Chinese can be considered as text that is all linked together or all separated by individual characters, depending on one’s perspective. There maybe advantages for human comprehension of short, continuously linked Chinese text, for example,  生产和服务,  that can be understood readily.  However, machine comprehension would probably misunderstand it as  生产  和服  , with 和服 referring to the Japanese kimono.  The four Chinese characters of 环院长跑  is difficult even for humans to differentiate, with    长跑 or  院长   being both valid options, but with different meanings and pronunciations.

 

Another example, 亚历山大王 can be read as亚历山  大王 or亚历  山大王and not the correct rendition of 亚历山大  .  In order to read accurately, Chinese readers require prior knowledge of word separation. One wonders why the Chinese accepts such ambiguity after thousand years of use.  As pointed out by Prof. Chen Liwei, Chinese did not have punctuations some 75 years before 1987.  Ironically, modern Chinese today seems to have more punctuation marks than English.  How much longer is needed for word-based Chinese to become a universal practice?

 

Develop Accurate Pinyin Input Method with Specialized Spellings and Utilizing Techniques of Machine Translation

 

With the help of the eminent Pinyin scholar, Mr. Yin Binyong 6, the author has developed an enhanced Chinese input method call Dianpin 电拼 7.  With Dianpin, tonal information is incorporated into a Pinyin syllable for purpose of disambiguation. The tonal row for syllable ‘shi’ thus created would be sshi, shir, shii使, shih.  By replacing ‘i’ with ‘y’ in the syllable ‘shi’, another tonal row would also be created as: shy, sheer, shy, shyh.  Together with additional specialized spellings of ‘shyc’ for 实, ‘shyx’ forand ‘shx’ for , the Chinese sentence ‘这个  产品  需要  经过  试用,如果  适用    实用  的话,我们  才会  使用。’  can then be inputted as ‘zhege chanpin xuyao jingguo shyxyong, ruguo shxyong he shycyong dehua, women caihui shiyong’.  Specialized spellings can readily disambiguate ‘他把它给她’ as ‘ta ba tta gei tha’.

 

With Dianpin’s one-to-one correspondence with more than 2,000 monosyllabic Chinese words - covering about 99% of modern Chinese - the accuracy of Dianpin is significantly higher than Pinyin. For inputting a large number of rarely used Chinese character such as , Dianpin places a ‘v,’ as a marker, in front of the Pinzi (i.e. using Pinyin to spellout the components of a Chinese character) of the word components to form vjiye, vjinyong and vshuiying respectively.  Although the Dianpin design is elegant and linguistically sound, its use will depend on promotion at the government or policy level and acceptance and adoption by the 300 million Chinese who are now accessing the Internet access and communicating online.

 

In order to further reduce the need for homophone selection, machines translation techniques maybe employed.  For example the expression ‘yaoshi wo you yaoshi’ can be correctly translated into ‘要是我有钥匙’.   

 

The Sad Case of Losing the Word Information in the Chinese Output

 

Powerful Pinyin input engines such as that of Sogou and Microsoft routinely use word information to facilitate the input of Chinese. Users may easily select correctly the right word to use. However, Chinese text output strips away any word information that is provided at the input level. However, Chinese text can just be presented with an extra space – just like in all other Roman languages and Asian languages like Korean.  Alternatively, should half-space word segmentation be desired, as some Chinese prefer, only a simple programming change is needed to create this with Chinese text output. Prof. Peng Zerun of Hunan University has written a linguistic textbook with explicit Chinese word separation. 8  He felt that as Chinese word separation appears too wide with existing word-processors, he expressed the wish that software developers can provide a downward adjustment of the word-separation space by 1/2  or 1/4 spaces to conform to readers’ reading habit while retaining the word information for error checking and other IT applications such as information search, machine translation, artificial intelligence and word count, etc.  This rational step in Chinese text processing would enhance the accuracy of the Chinese text, particularly with respect to human-machine communication. 

 

Further Developments in the Direction of Chinese Digraphic

 

The author summarizes the issues discussed above into the Chinese catch phrase: ‘汉字分写,拼音连写’, which means that if we consider existing Chinese text are all linked together, then what is needed is to break it down into meaningful word segments.  With regards to the syllabic Pinyin recently employed in Chinese language textbooks, what is needed is to linkup the Pinyin syllables into meaningful word segments. The result will be highly compatible text formats between the Chinese and Pinyin, hopefully both in word processing and in daily usage. This is illustrated by the following sentence outputted by the online GoChinese learning platform 9 – the Pinyin input text and Chinese output text are respectively: ‘jintian tianqi hen hao’ and ,’ 今天 天气 好。

 

Footnotes: 

 

See葛遂元《小学拼音课本困境与出》http://localhost/cnlangs/bbs/viewthread.php?tid=15283&page=e

For the 汉语拼音正词法基本规则, see http://www.pinyinok.com/GB_GBT.HTM

2010123日至7日由蘇州大學、香港教育學院主办的「語文及國際漢語教育的反思」國際研討會。

See “现在的初学者最好别选五笔输入法

http://www.lixiaolai.com/index.php/archives/8338.html

CHINESE PINYIN INPUT METHOD FOR MOBILE PHONE  http://www.isca-speech.org/archive_open/archive_papers/iscslp2000/PSB2/113.pdf

See the information about Yin Binyong in Baidu http://baike.baidu.com/view/63033.htm

For more information about Dianpin and free download of Dianpin software, visit

http://www.yukexue.org/jianti/index.php, the 下载中文输入法-电拼  is on the right side of the webpage.

泽润、李 葆嘉 同志 主编 的《语言 理论》,由 全国 几十 大学 语言学 概论 教师 协作 编写   Please visit:  http://www.yywzw.com/jt/zerun/zerun050929.htm

For more information about GoChinese, please visit

http://hk.gochinese.net/index.jsp.  GoChinese & the software, KEY Multimedia,  use similar word segmentation engine.

Note on Author: Apollo Wu 吴文超  apollowu@gmail.com

Hong Kong mobile phone: (852) 9238 4174.

 

The author is the chairman and director of Gowell Software Ltd. in Hong Kong and is a retired former Chinese translator at the United Nations Headquarters in New York, U.S.A.
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