The phonetic bits, for example, are based on how Japanese speakers of the time thought the equivalent Chinese sounded, with allowances for Japanese and Chinese having radically different phonics. And then you do that a few more times because the language both evolved in parallel, and you end up in a situation where each kanji can have more than one phonetic representation based on the original Chinese pronunciation. It can also have a phonetic representation based on the Japanese word that means the same thing, which will invariably be something radically different since Chinese and Japanese aren't terribly closely related languages.
So while they might be using the same writing system, the fact that it's a fairly elegant writing system for Chinese doesn't imply that it's elegant in Japanese. Not any more than the Roman alphabet being a very good writing system for Latin implies that English's writing system isn't a bit of a mess.
Not exactly. Those are Chinese characters and Chinese meanings. The article does not teach anything exclusivly Japanese. For anyone who was not familiar, they would go around with the impression that these characters really originate from Japan. You can imagine how the Chinese people or people who study Chinese would feel being shown this cool new way to learn "Japanese".
So apparently this is some kind of thing, that some people take seriously. New one on me.
As a result Japanese people (probably Chinese too) have a hard time processing some of the English syllables. This creates difficulty in learning English for Japanese and Chinese, and in turn, it leads to isolation. It's like a "cultural moat" separating ideographic languages from phonetic ones. If they tried to give it up, it would be sad, because of all the history and beauty it has, but on the other hand, in these countries children in the 5th grade can't properly read a newspaper because they need to already know 2000 characters and many more combinations of characters by rote. By comparison, a first grader can read a newspaper in English.
In terms of programming, Chinese is like Perl (even Perl6! - huge, complex, mysterious, beautiful) and English is like Lua (small, elegant, expressive).
"There is a standing joke among sinologists that one of the first signs of senility in a China scholar is the compulsion to come up with a new romanization method"[1]. That's how much they are bothered by the huge initial cost of learning it.
[1] "Why Chinese Is So Damn Hard" - http://www.pinyin.info/readings/texts/moser.html
We can also say that American/English have a hard time processing some of the Japanese/Chinese syllables. All the languages I speak a little bit have distinctive sounds that are difficult for most non-native speakers to master unless you put a lot of practices. It escalates to another level to speak a whole sentence, that is, a sequence of sounds. That is why it is easy to tell if a person is a native speaker of a language in most cases.
It is true that Indo-European languages are difficult for Japanese and Chinese to learn. It is due to other reasons, which would be a long answer.
An American English speaker can generally approximate る and similar sounds far more easily than a Japanese speaker will learn to pronounce l or figure out the th in the. That's assuming that the English word they're trying to say doesn't have consonant clusters, which (aside from nasal consonant pairs) simply do not exist in Japanese. It really is not equivalent.
But in turn why is it that there are so few syllable sounds in Japanese? It's because each syllable has to have its own ideograph (usually there are multiple ideographs) and you can't easily learn 10000 of them. Being limited to much fewer ideographs you can memorize, you are also limited to fewer sounds you can use. On the other hand, with English, after 26 letters you can read any combination of them, and they form many more possible sounds. So you learn to make all those sounds as a kid. Even if you come from another phonetic language you will probably have a similarly diverse sound vocabulary which will help you transition to English.
So, memory limitations -> fewer characters known than possible English syllables -> a kind of mental straightjacket in producing other sounds that fall outside the allowed ones in their native language -> difficulty in learning English -> cultural isolation. Sad story.
Just look up Japanese people who have learned English from grade 1 to 12, and see how great their pronunciation is. It's so damn hard for them to make the sounds.
Chinese speakers learn Pinyin from primary school and so know exactly how an alphabetic writing system works. Indeed, many Chinese who are not fully literate in Hanzi know how to read Pinyin.
Furthermore, Japanese children in the fifth grade can already read about 850 characters -- this is not as difficult a feat as I think you imagine.
consonant (optional) + vowel/diphthong + n/ng (optionally)
(Note that older Chinese "dialects" such as Cantonese or Teochew retain many more distinct syllables. For example, the infamous "shi shi shi shi" "poem", consisting only of "shi" sounds in Mandarin (neglecting tones), contains 11 distinct syllables (neglecting tones) in Teochew.)
English or German, on the other hand, have somewhere around 8000 distinct syllables. (Think of "strict", "fractal", "Angstschweiß", "Hampsthwaite", "strengths", etc.)
A child exiting reception grade in China, i.e. entering Grade 1, is expected to know 1000-1500 characters. They certainly don't know all combinations of characters these words form, but the learning starts young.
This is completely false. I spent seven years working in Taiwanese schools, and saw a few precocious seven year olds reading newspapers and virtually any 5th grader able to. It's very similar to the situation in English speaking countries, though I would say that first graders growing up with characters are probably a bit behind their English-speaking counterparts and a bit ahead by the time they're in fifth grade. This only applies to developed places like Japan, Taiwan and Hong Kong. Obviously a poor child from rural China will have a different set of challenges and be behind.
(Ever try to look up an icon in a dictionary? This puts paid to the idea that icons are decipherable by people who don't know the language. Copyrighting the icons makes even that infinitely worse, as it prevents standardization.)
http://ce.linedict.com/dict.html#/cnen/home
See the paintbrush next to the magnifying glass in the search field.
Really useful when you want to use "that squiggly thingy" but don't know the TeX command.
In the modern era the use of pictographs has become Chinese's Achilles' heel: the hanzi are not sortable. The very things that define the Chinese are what makes it stupidly difficult to get computers to grok the language.
Consider all the icons used for "print" as if the letters P R I N T are unclear. Even for non-english speakers, it's trivial to look up the word in a dictionary, and impossible to look up the icon. Ditto for replacing "ON" with |. It's just madness.
> and emoji.
Perhaps their recent appearance in Unicode, and the several screens of them that appeared on my iphone texting app.
There's more than one ordering of the radicals, and choices to be made when characters have the same radical and the same number of strokes
Paper dictionaries are very thumbable though, the current radical is usually highlighted in a way that makes it easy to flick through and find what you need
Phonecian is partly derived from Egyptian hieroglyphics. I love this stuff.
As someone who has studied both Chinese and Japanese, this article read very fluidly. Curious how other readers have found this?
Another cool fact, in hieroglyphics there is more than one way to write a word, because, unlike most alphabetic systems, some characters are multi syllabic and can represent two or more syllables.
Well, maybe that was the point, though -- that the priorities of the language may change over time, and eventually you're dealing with 2000 year old Cockney rhyming slang baked into your written language. But that's just the opinion of one guy sitting on his Vannevar.
继 is 5 strokes handwritten (纟,䒑,丨,八,乚 each written in one stroke) and 续 is 4 (纟,十over乛,氵,人 each as one stroke), so that's 9 altogether.
Mainland Chinese who learn handwriting at school have a way of writing each character with only one or two strokes.
Took me a minute and some Googling. Did you just make that up? It's in perfect spirit.
I'm not sure how you'd sort emoji though, since there's no stroke order.
I've read in some places that the scribes attempted to use the same rebus for cognate words but I everything I could find online was a re-hashing of wikipedia (or wherever the wikipedia article is sourced from) which states "However, the phonetic component is not always as meaningless as this example would suggest. Rebuses were sometimes chosen that were compatible semantically as well as phonetically."
I'm not sure how important this really is or how many characters that share a common rebus are cognate. But to my aesthetic senses I much prefer characters to contain etymological information than just the pronunciation when the character was first written.
He did, however, write an article[0] about spelling reform later in life, in which he sincerely advocated the use of a simplified "longhand, written with the shorthand alphabet unreduced." That is, he proposed the use of Isaac Pitman's phonographic alphabet—the basis of what was then the most popular shorthand in the English language—without the brief forms, phrasings, and abbreviations that allow stenographers to write (by omission) at the sound of speech, but slow down the reading back of what they've written; in Twain's preferred shorthand, every sound would be on the page.
[0] - https://books.google.com/books?id=KoBYAAAAYAAJ&dq=what%20is%...
(Unfortunately, the Project Gutenberg transcription of this essay does not include the plates of Twain's shorthand. This is why I've linked the Google Books scan.)
Thanks for the link, unfortunately Google doesn't seem to want to show me the content. I wonder if they are implementing some kind of region coding (I'm in Norway).
I always wonder whether people advocating phonetic spelling have ever encountered someone who speaks a different dialect. In Twain's case it is pretty certain that he did as the Huckleberry Finn books include dialect dialogue. How did he think such people would use a phonetic script or worse a phonological one? Did he expect everyone to suddenly start speaking the American analogue of what in the UK we call Received Pronunciation (RP)? If not then surely another person's script would be even harder to read than it is already.
For just this reason, English spelling reform was probably doomed from the start. Any new standard seems just as arbitrary as the old one to a speaker of a non-standard dialect. The chosen set of vowels—whatever it might be—would ring particularly untrue to the ears of millions of English speakers, who might use any 12 to 20 vowels of a pool of a few dozen in their own speech.
My own example: I grew up in a part of the U.S. that makes no distinction whatsoever between the vowels in 'thought,' 'lot,' and 'father'—yet these are three separate sounds in Received Pronunciation, and might be divided into two elsewhere. Not only can I not make three different sounds for these vowels—I do not know how they would differ!—I cannot tell the difference between them when listening to someone who can. (Perhaps the 'a' of 'father' I could note in contrast to the other two with some conscious effort.) If I were to use a phonological spelling system that split this vowel group into three, I would have to memorize by rote—again!—the spelling of many words. What was supposed to be an easy system that did away with rote memorization, turns out to be more of the same. Perhaps this second learning curve is not so steep—no 'ough'-es—but I've already gotten past the first one! Why bother again?
If, on the other hand, a phonemic alphabet were provided—something like a more elegant IPA—making our spelling as idiosyncratic as our speech, we would just have a new set of problems. First, second language learners would find no refuge from the dizzying amount of dialects and accents while they were still learning fundamentals. This would be a sore spot for any language, but especially for a common lingua franca like English is today. And then, the language of the law, the academy, and business might recede still further from students unprivileged in class, birthplace, and schooling, if they first learned to write in their own dialect, not that of the ruling classes.
There is an advantage to an orthography having some remove from the spoken language, as it provides a common ground for speakers of different dialects to communicate. Chinese ideograms do particularly well here—to draw us back toward the article—as entire articles might be written which could be understood equally well by two speakers of mutually unintelligible dialects, dialects so far removed from one another that they could be called separate languages.
I don't think I'm letting you in on anything new here, but as it is a topic I've put some thought into, I took the opportunity to turn into a windbag.
Sorry about the Twain link. Here's Gutenberg[0], if you're interested in the text all the same.
[0] http://www.gutenberg.org/files/70/70-h/70-h.htm#link2H_4_001...
