Relation Between Dialects And Standard Chinese
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Relation Between Dialects And Standard Chinese
This is a project about the so-called ‘correct’ Chinese, ‘good’ Chinese, or “pretty” Chinese—a variety of Chinese or particular uses of Chinese that native speakers of Chinese believe to be better than others. To start with, you need to distinguish the descriptive approach to language and grammar (which describes grammar as is) from the prescriptive attitudes about grammar and language use. We focus on
the prescriptive attitudes for this project. The focus is on the uses of the Chinese language that are considered incorrect not because they are ungrammatical but because they are ‘non-standard’ or
‘socially less acceptable’.
You can work on any dialect of Chinese. You will collect at least 5 prescriptive statements about the good uses and abuses of Chinese. For example, you may hear people complaining certain speech styles are not “pretty”, or you may hear comments on how to more appropriately use Chinese. Please document at least 5 statements. You can collect the data by searching online comments about
Chinese, or by conducting an interview with a native speaker of Chinese. Make sure to cite where you got your collection from. If it is from a particular website, you need to cite the URL appropriately. If you conducted an interview, then you need to introduce the linguistic background of your informant.
Possible directions may include
Relation Between Dialects And Standard Chinese
The relation between dialects and Standard Chinese (i.e., Mandarin)
Stereotypes and social stigma associated with dialects, accents, and gendered language
Are the uses consistent with the functions of the high and low varieties in a diglossic situation?
Examples of bad Chinese and why they are not considered fully acceptable
The socioeconomic, political, and educational underpinnings for language attitudes
To submit your report, first make a list of 5 statements. Then add a one-page discussion of what you learned from these statements about language attitudes. The whole assignment should be 2 pages in length (single-spaced).
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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