Literaturnachweis - Detailanzeige
Autor/inn/en | Li, Yaling; Kang, Yeqin; Ding, Dan; Zhang, Nianqing |
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Titel | An Overview of the "Protecting Cantonese Movement" in Guangzhou (2010-2021) |
Quelle | In: Asian-Pacific Journal of Second and Foreign Language Education, 7 (2022), Artikel 36 (11 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
DOI | 10.1186/s40862-022-00165-2 |
Schlagwörter | Sino Tibetan Languages; Mandarin Chinese; Language Maintenance; Language Planning; Public Policy; Foreign Countries; Online Surveys; Bibliometrics; Periodicals; Journal Articles; Newspapers; Trend Analysis; Language Attitudes; Sociolinguistics; Sociocultural Patterns; Political Attitudes; China Sprachpflege; Sprachwechsel; Öffentliche Ordnung; Ausland; Bibliometrie; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Journal article; Zeitschriftenaufsatz; Newspaper; Zeitung; Trendanalyse; Sprachverhalten; Soziolinguistik; Soziokulturelle Theorie; Political attitude; Politische Einstellung |
Abstract | A decade ago, an online survey resulted in the "Protecting Cantonese Movement" (PCM) in Guangzhou, Guangdong Province, China, around which some articles were produced. Based on the bibliometric analysis of data retrieved from the "China National Knowledge Infrastructure (CNKI)," the "Web of Science," and "Google" Scholar keyword searches during 2010 and 2021, this paper reviews the PCM literature to summarize its major features and general trends. It reveals that the published journals or newspaper articles focus on interpretating PCM, analyzing its causes from sociocultural, sociolinguistic, socioeconomic and media environmental perspectives, and proposing countermeasures and suggestions at political, ideological and sociolinguistic environmental levels. It concludes that PCM is of far-reaching significance to the continuous research ranging from Cantonese preserving, promotion of Mandarin, language planning, language policy, and language conflict to language ecology. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |