In:Writing and Literacy in Chinese, Korean and Japanese
Insup Taylor and M. Martin Taylor
[Studies in Written Language and Literacy 3] 1995
► pp. vii–xi
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Table of contents
Prefacexii
1. Introduction1
Part I: Chinese
2. Spoken Chinese28
3. Chinese Characters: Hanzi43
4. Meaning Representation in Characters62
5. Sound Representation by Characters79
6. Logographic Characters vs Phonetic Scripts87
7. Text Writing in Chinese, Korean, and Japenese102
8. Reforming Spoken and Written Chinese112
9. Learning Hanzi, Pinyin, and Putonghua131
10. History of Education and Literacy in China144
Summary and Conclusions174
Part II: Korean
11. Korean Language188
12. Hancha: Chinese Characters203
13. Han’gǔl: Alphabetic Syllabary211
14. Learning Han’gǔl and Hancha231
15. Why Should Hancha de Kept?243
16. History of Education and Literacy in Korea255
Summary and Conclusions272
Part III: Japanese
17. Japanese Language282
18. Kanji: Chinese Characters295
19. Kana: Japanese Syllabary306
20. Rōmaji: Roman Letters315
21. Why Keep Kanji?323
22. Learning Kanji and Kana342
23. The Japanese Educational System354
24. History of Mass Literacy in Japan364
Summary and Conclusions374
Postface380
Glossary381
Subject Index393
Author Index409
