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- All Subjects: Taiwan
- Creators: Chen, Huaiyu
- Resource Type: Text
Description
This dissertation examines lexical and phonetic variations between Daigi, Hakka, and Modern Standard Chinese elements as used in two Daoist temples of southern Taiwan, the Daode Yuan (DDY) and Yimin Miao (YMM) in Kaohsiung, Taiwan, which form linguistic repertoires from which religious communities construct language variants called religiolects. Specific variations in the use of these repertoires appear to be linked to specific religious thought processes. Among my results, one finds that phonetic features of Daigi and Hakka appear linked to the use of language in religious contexts at the DDY and YMM, especially such that alterations in pronunciation, which would otherwise be inappropriate, are linked to speakers of the religiolects processing and producing religious thought in ways they otherwise would not. For example, what would normally be pronounced [tʰe laɪ] internal to one's body would be archaicized as [tʰe lue], from frequent contact with [lue tan] inner alchemy; this leads to reinforced conception of the inner body as sacred space. One also finds that semantic features of lexical items received sacralized contours in overt and non-overt ways, such that lexical items that would otherwise be irreligious become religious in nature; e.g., instances of the appearance of 道, especially in binomial items, would be resolved or parsed by reference to the sacred meaning of the word (such as the [to] in [tsui to tsui], which normally means having its source in, coming to be associated with 道 as path from sacred font).
ContributorsJackson, Paul Allen (Author) / Bokenkamp, Stephen (Thesis advisor) / Oh, Youngkyun (Committee member) / Chen, Huaiyu (Committee member) / Swanson, Todd (Committee member) / Arizona State University (Publisher)
Created2015
Description
While English language education has become increasingly prominent worldwide, countries have adopted various initiatives to increase English language development. One country making a push for English language development is Taiwan; however, current educational practices and values can prove to be challenges in implementing new methods. For example, although Communicative Language Teaching (CLT) methods gained popularity starting in the 1990s, they have been slow to take hold in Taiwan. Additionally, Taiwan’s Ministry of Education is pushing for bilingualism by the year 2030, introducing curricular reforms and new strategies to increase the prominence of English on a social level. In order to analyze current educational methods and practices in Taiwan, as well as predict the efficacy of new strategies, this study focused on gathering the perspectives and experiences of the students themselves. International students were specifically targeted, as they have had exposure to multiple educational environments, as well as firsthand experience applying their English language knowledge in an immersive environment. To gather student perspective, an online survey was made available to Taiwanese international students currently studying in a U.S. university. Respondents were asked multiple-choice questions on curricular focus, as well as short answer questions regarding their educational experiences. Overall, the respondents showed an agreement in regards to the heavy emphasis of reading, writing, and grammar in Taiwan, which they correlated directly with high-stakes exams, particularly the university entrance exam. They also noted the lack of speaking and listening practice, as well as a strong desire to apply English in a communicative sense. These observations hold significant implications for various stakeholders, including teachers, principals, curriculum developers, exam designers, and university admissions.
ContributorsEricson, Rebecca Elaine (Author) / Matsuda, Aya (Thesis director) / James, Mark (Committee member) / Historical, Philosophical & Religious Studies (Contributor, Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12