European University Press: PEER Reviewed Journals


Journal
European Journal of Chinese Studies
General
EJCS
2020
EJCS 3 (2020)
2019
EJCS 2 (2019)
2018
EJCS 1 (2018)
2017
- - -


European Journal of Chinese Studies [English] ISSN 2626-9694, E-ISSN 2626-9708, since 2018

Editorial Board: Martin Woesler, Hunan Normal University/China and University Witten/Germany; Luigi Moccia, University Rome III/Italy; Stefan Messmann, Central European University/Hungary; Joël Bellassen, Paris University/France; Lutz Bieg, University Cologne/Germany; Claudia von Collani, University Wuerzburg/Germany; Hermann Halbeisen, University Cologne/Germany; Harald Holz, University Muenster/Germany; Frank Kraushaar, University of Latvia/Latvia; Peter Kupfer, University Mainz/Germany; Wolfgang Ommerborn, Ruhr University Bochum/Germany; Gregor Paul, Karlsruhe Institute of Technology/Germany; Karl-Heinz Pohl, University Trier/Germany; Guido Rappe, Karlsruhe Institute of Technology/Germany; Maurizio Scarpari, Foscari University Venice/Italy; Helwig Schmidt-Glintzer, University Goettingen/Germany; Harro von Senger, University Freiburg/Germany; Helmolt Vittinghoff, University Cologne/Germany; Licia D. Kim, Utah Valley University/USA; Tianwei You, Nanking University/China.

This is a double blind peer reviewed annual journal on modern and contemporary China, Website: http://universitypress.eu/en/journals.php. Submission Guidelines: Please orient yourself at the existing form and quotation style, the copy editors will format your paper.

Ethical Statement:
The Ethical Statement is based on the recommendations of the Publication Ethics Committee (COPE) Good Practices drafted in 2011.
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1.1. Neutrality. The intellectual content of submitted manuscripts is evaluated is evaluated regardless of race, gender, sexual orientation, age, disability, religion, ethnicity, political philosophy of the authors.
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1.4. Decision on publication. The editor of the journal decides on the publication of submitted articles. The editor is guided by the Editorial Committee’s policy, taking into account the legal obligations regarding defamation, copyrights and plagiarism. The editor can share the decision with other members of the Editorial Board or with reviewers. In the event of an appeal of the decision of the Reading Committee, the edi-tor may solicit two new reviewers.
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2.1. Editorial decisions. Reviewers assist the editorial staff in making decisions and may also assist the au-thor to improve the quality of the manuscript.
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2.4. Indication of sources. The reviewer must identify appropriate publications not cited by the author. Any such indication must be accompanied by an appropriate comment. The reviewer should draw the edi-tor’s attention to any similarity, any overlap between the manuscript and previously published data.
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3. Obligations of the authors.
3.1. Information validity. The information contained in the manuscripts submitted for publication must present the results of the authors’ research as well as an objective discussion of these results and their importance. The underlying data must be presented correctly. Fraudulent and consciously inaccurate information is considered unethical and unacceptable. The identification of research done by others must always be given. Authors should cite the publications that influenced the study in question.
3.2. Originality and plagiarism. Authors must ensure that they have written a completely original study, and if they have used other people’s books or statements, they must be properly cited.
3.3. Multiple publications. An author should not submit manuscripts representing the same study to more than one journal (or book). Submitting the same manuscript in more than one journal is unethical and unacceptable. The journal accepts articles originally published in languages other than English. In these cases, the authors must give the reference of the first publication and be free from the copyright of the original publisher.
3.4. Paternity of the manuscript. Only authors who have made a significant contribution to the study in question are considered to be authors. All those who contributed to the study must be present in the list of authors. If other people have been involved in some aspects of the research project, they should be mentioned in the acknowledgments. The lead author must ensure that all co-authors and only they are included in the list of authors of the manuscript, that the co-authors have seen and approved the final version of the manuscript, and that they have agreed to submission of the manuscript.
3.5. Disclosure of information and conflicts of interest. All authors must indicate, as a result of their bio-graphical presentation, any conflicts of interest that may affect their proposed publication. Funding for research projects that made the study possible must be indicated.
3.6. Errors in publishing. If the author discovers an important error or an inaccuracy in its publication, its obligation is to quickly inform the editor and to consider, in agreement with the person in charge, the withdrawal of the article or the publication of the information about the error.

2020
Stefan Knüppel, Liaocheng University/China; Alberto Castelli, Hainan University/China etc.
2019
Alberto Castelli, Hainan University/China; Fan Ka-wai, City University of Hong Kong/China; Li Yiyun ; Xie ; Dong Haipeng, Baoji University of Arts and Sciences/China; Harro von Senger, University Freiburg/Germany; Stefan Messmann, Central European University/Hungary
2018 pdf for download
Editorial and Reports EJCS 1 (2018) 1-5;


Eva Shan Chou 周衫, Baruch College/USA. "Cao Yu’s Play Thunderstorm Becomes a Ballet 曹禺的《雷雨》成为芭蕾舞剧" EJCS 1 (2018) 5-16;
Abstract
: Cao Yu’s (曹禺) first work, the play Thunderstorm (雷雨), made him famous at the age of 24 while he was still a univer-sity student. It was both a pioneer in the new genre of spoken drama (話劇) and path-breaking in its portrayal of incest and other illicit relations in a well-to-do family. Like Ibsen’s work, was a condemnation of society. Thunderstorm first came to the pub-lic in print through the Literature Quarterly (文學季刊). Soon after, staged perform-ances and film versions followed, with re-vivals continuing through today. It was introduced in a different genre in 1981, when the newly constituted Shanghai Ballet Company produced a full-length three-act ballet of Thunderstorm.
Key words: keine vorhanden.
References: keine vorhanden.


Markus Siedenberg 山马克, Folkwang University Essen/Germany. "A Comparison of the Essence of the Evil in The Water Margin and Goethe's Faust (Part I and II) 《水浒传》和歌德的《浮士德》比较" EJCS 1 (2018) 17-24;
Abtract
: Moral relativist and Hong Kong philosopher William Sin objected to the famous literary critic Liu Zaifu's absolutist opinion that the classic novel The Water Margin has been corrupting Chinese read-ers for generations. With the help of phys-ics, philosophy, evolutionary psychology and an intercultural comparison of The Water Margin and Goethe's Faust I and II I will try to prove that the truth lies between their two opinions, partly because of ar-guments not contained in either Sin's or Zaifu's arguments.
Key words: none.
References:
Goldstein, Sheldon: article „Bohmian Me-chanics“. In: Zalta, Edward N., Nodelman, Uri, Colin, Allen (eds.): Stanford Encyclopedia of Philosophy, http://plato.stanford.edu/entries/qm-bohm/ [without pag.]. 2001. Sub-stantially revised in 2013.
Göschel, Carl Friedrich: Ueber Goethe's Faust und dessen Fortsetzung. Leipzig: Hart-mann 1824, 108ff.
Hsia, Chih-tsing: The Classic Chinese Novel: A Critical Introduction. New York: Cor-nell University. 1996, 87, 93.
Liu, Zaifu: A study of Two Classics: A cultural Crtitique of the Romance of the Three Kingdoms and The Water Margin. Beijing: Sanlian Shudian 2010, 4, 203.
Sin, William: „The Water Margin, Moral Criticism, and Cultural Confrontation“. In: Dao. A Journal of Comparative Philosophy (Springer), March 2017, vol. 16, 1, 95-111.


Li Li 李力, University of Denver/USA. "Tales of the Chinese Cultural Revolution in English-speaking Countries 英语国家關於中国文化大革命的故事" EJCS 1 (2018) 25-32;
Abstract
: Chinese Studies, especially contemporary Chinese Studies, is not merely a one-dimensional process of rendition of literary texts in Chinese into a foreign lan-guage, English in this case, but a multi-dimensional, discursive practice of idea exchanges, ideology negotiations, and iden-tity configurations among writers and translators who produced these texts. This phenomenon has enriched, and indeed complicated, our understanding of conven-tional translation of Chinese literary texts and their international dissemination. This paper critically examines literary texts about the Chinese Cultural Revolution, including those originally written in English by Chinese immigrants and those translated into English. Through analysis of narra-tive devices, marketing strategies, and circulations of those texts, this paper demonstrates that the creation and recep-tion of those texts, in English-speaking countries, is largely determined by a model of knowledge production that promotes Western intellectual and cultural preoccu-pation, rather than Chinese-centered social analysis.
Keywords: the Chinese Cultural Revolu-tion, Chinese diaspora writers, Qiu Xiao-long, Dai Sijie, Red Guard memoir
References:
Eakin, Paul John. Introduction to Philippe Lejeune, On Autobiography, Philippe Le-jeune, On Autobiography trans. Kathe-rine Leary (Minneapolis: University of Minnesota Press, 1989), ix.
Dai Sijie. Balzac and the Little Chinese Seam-stress. Trans. Ina Rilke. New York: An-chor Books, 2001.
Ma, Sheng-mei. East-West Montage Reflection on Asian Bodies in Diaspora. Honolulu: University of Hawai’I Press, 2007.
Qiu Xiaolong. Death of a Red Heroine. New York: Soho Press, 2000.
_____ Red Mandarin Dress. New York: St. Martin’s Minotaur, 2007.
____. When Red is Black. New York: Soho Press, 2004.


Vladislav Kruglov / Владислав Круглов 弗拉迪斯拉夫•克鲁格洛夫, Center of Pedagogical Proficiency, Moscow/Russia. "The All-Russian Chinese Language Olympiad and The Unified State Exam in the Chinese Language as new forms of examination in Russia 全俄汉语奥林匹克与汉语统一国家考试作为俄罗斯新的考试形式" EJCS 1 (2018) 33-39;
Abstract
: Today, there are new tendencies in the Russian educational sphere, especial-ly in Chinese Studies. Since the pivot of Russia to the East, Chinese language has become one of the most popular foreign languages to learn. Nowadays the Chinese language is included in the curriculum of many schools and universities. Nevertheless, there are still a lot of problems in Chinese Studies. The All-Russian Chinese Language Olympiad is the first step of the Russian sinological community to harmonize stan-dards of teaching this foreign language, and the introduction of the Unified State Exam in Chinese continues this process of unification and standardization of studying Chinese in Russian schools.
Key words: Chinese language, All-Russian Olympiad, intellectual competition, Unified State Exam.
References:
Requirements for the holding of a regional stage of the Chinese language Olym-piad in the 2017/2018 school year (for organizers and jury members). Approved at the meeting of the Cen-tral Subject-Methodological Commis-sion (Record No. 2 of October 16, 2017) [Electronic resource]. URL: http://www.olymp.apkpro.ru/mm/mpp/files/tr2018ch.pdf (Date of the request: 08/03/2018)
The Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of the Russian Federation) of No-vember 18, 2013 N 1252 Moscow "On the Approval of the Procedure for the All-Russian Olympiad" Item 37.) [Electronic resource]. URL: http://rg.ru/2014/01/29/olimpiadi-dok.html (Date of the request: 08.03.2018).
Federal Law No. 329-FL of December 21, 2009 "On Amending Article 50 of the Law of the Russian Federation"On Education"and Article 16 of the Fed-eral Law “On Higher and Post-Graduate Professional Educa-tion"RossiyskayaGazeta. - Federal is-sue. - No. 5071 (247). - 3.12.2009 - [Electronic resource].URL: https://rg.ru/2009/12/23/obrazovanie-dok.html (Date of therequest: 11.03.2018).
References in Russian:
Arefiev A.L. The study of the Chinese language in Russian schools. Arefiev. - [Electronic resource]. URL: http://docplayer.ru/26025659-Izuchenie-kitayskogo-yazyka-v-shkolah-rossii.html (Date of the re-quest: 11.03.2018).
Kurdyumov V.A. The course of the Chi-nese language. Theoretical grammar / V.A. Kurdyumov – 2nd edition, stereot. M .: Citadel-Trade, 2006. - 576 p.
Maslovets O. A Chinese 2-11 grades. Pro-gram for pupils of general educational institutions / author- editor. O. A Maslovets - Blagoveshchensk: Pub-lishing house of the Belarusian State Pedagogical University, 2014 - 72 p.
Maslovets O .A Fundamentals of teaching the Chinese language in universities and school: theory and practice. Text-book / O.A. Maslovets. - 2 nd ed., Rev. - M .: VKN Publishing House. - 2017. - 264 p.


Ahmed Hussein, Khartoum College of Applied Studies, Sudan. "China's Social Re-sponsibilities and Gifts to Africa 1960 to 2017" EJCS 1 (2018), 41-71;
Abstract
: Research was conducted using multiple methods, (such as historical, descriptive, analytical, comparative and case study) to identify China's social responsi-bilities and gifts to Africa, focusing on Af-rica and African multi-level cooperation for development with China.
Key words: keine vorhanden.
References:
“China's booming trade with Africa helps tone its diplomatic muscle”. In: The Guardian (March 22, 2012), https://www.theguardian.com/world/2012/mar/22/chinas-booming-trade-africa-diplomatic, visited December 10, 2018.
Hussein, Ahmed, Global Financial Crisis, Study about global economy, focusing on USA, China and Sudan economies, April 2008 – May, 2010, Khartoum University press, Khartoum/Sudan 2010, 85 pp.
Hussein Ahmed, “China Economic Im-pacts in the World of today and the Fu-ture Perspectives”, research paper, 2017.
Jiang, Wenran, and Jing Jing. “Deepening Chinese Stakes in West Africa: The Case of Ghana.” China Brief , 10 (2010) 4.
Kafui Tsekpo, “Is China the new Imperial-ist on the Bloc?”, research paper, Insti-tute of African Studies, University of Ghana, Legon, p. 8. [no date].
Kofi, Kissi Dompere, African Emancipation, Security and the Progress of China's Power, Department of Economic, Howard University 2013, pp. 22-32. [All illustra-tions are from this paper.]
Munir, Elhimish, Economic Reform, Reda Publishing Press, Damascus/Syria 2003.


He Lifang 何丽芳, Huron University/Canada. "Chinese Interlanguage Speech and Intelligibility: A Study of Canadian University Students’ Chinese Phonetic Acquisition" EJCS 1 (2018) 73-89;
Abstract
: This article explores the relation-ship between Chinese interlanguage speech and intelligibility in order to establish the impact of phonemes on the intelligibility of Chinese interlanguage speech. Learners are reviewed case by case to study the results and validate the corpus studies with the provided reference for Chinese phonetic acquisition and teaching practice. Students from a Canadian university studying ele-mentary Chinese courses for speech acqui-sition were our target study subjects. These students demonstrate varying degrees of accents. Deeper assessments of the accents and intelligibility of students whose mother tongue is standard Mandarin were con-ducted to establish a better understanding of the accents. It was found that among the subjects, those who made less intonation errors had higher phonetic judgement and it was also easier to understand their verbal expressions. This paper argues that intona-tion is an important factor for the intelligi-bility of Chinese interlanguage speech, but the relationship between the two is not very significant.
Key words: Interlanguage speech; Intelli-gibility; Chinese phonetic acquisition
References:
Abercrombie, D. “Teaching pronuncia-tion.” ELT Journal, 3 (5), 113-122.
Bloom, L. 1993. Language development from two to three. New York: Cambridge University Press.
Corder, S. P.1981. Error analysis and interlan-guage. Oxford: Oxford University Press.
Cummins, J. 1993. “The research basis for heritage language promotion.” In M. Danesi, K.
McLeod, & S. Morris, eds., Heritage language and education: The Canadian experience (Oakville, Ontario: Mosaic Press), 1-21.
Derwing, T. M. & Munro, M. 1997. “Accent, intelligibility and comprehensi-bility: Evidence from four L1s.” Stud-ies in Second Language Acquisition, 19 (1), 1-16.
Derwing, T. M. & Munro, M. 2009. “Putting accent in its place: Rethinking obstacles to communication.” Language Teaching, 42 (4), 476-490.
Edwards, J & Zampini, M., ed. 2008. Phonology and second language acquisition. Philadelphia: John Benjamins Publishing Company.
Field, J. 2005. “Intelligibility and the listener: The role of lexical stress.” TE-SOL Quarterly, 39 (3), 399-424.
Flege, J. E, Takagi, N. & Mann, V. 1995. “Japanese adults can learn to produce English /r/ and /l/ accurately.” Language and Speech, 38 (1), 25-55.
Flege, J. E., Bohn, O., & Jang, S. 1997. “Effects of experience on non-native speakers’ production and perception of English vowels.” Journal of Phonetics, 25 (4), 437-470.
Flege, J. E. & K. L. Fletcher. 1992. “Talker and listener effects on degree of perceived foreign accent.” Journal of the Acoustical Society of America, 91 (1), 370-389.
Gass, S. & Varonis, E. M. 1984. “The effect of familiarity on the comprehensibility of nonnative speech.” Language Learning, 34 (1), 65–87.
Gimson, A. C. 1962. An introduction to the pronunciation of English. London: Edward Arnold.
Greene, J, and Wells, E. 1927. The cause and cure of speech disorder: A textbook for students and teachers n stuttering, stammering, and voice conditions. New York: Macmillan.
Hazan, V. & Barrett, S. 2000. “The devel-opment of phonemic categorization in children aged 6-12.” Journal of Phonetics, 28 (4), 377-396.
He Lifang. 2017. Duoyuan wenhua yujing xia de Hanyu yuyin xide (The acquisition of Chinese phonetics in multicultural context). Beijing: China Social Sciences Press.
Huhl, P. K. et al. 1992. “Linguistic experi-ence alters phonetic perception in infants by 6 months of age.” Science, 255, 606-608.
James, A. R. 1996. “Second language phonology.” In P. Jordens & J. Lalleman, eds., Investigation of second language acqui-sition (Berlin: Mouton de Gruyter), 293-320.
Li Wei et al. 2000. “Shuo Putonghua ertong de yuyin xide” (The phonetic acquisition of Putonghua speaking children). Xinli xuebao, 32 (2), 170-176.
Joshee, R. & Johnson. L., eds. 2007. Multi-cultural education policies in Canada and the United States. Vancouver: UBC Press.
Kenworthy, J. 1987. Teaching English Pronunciation. London: Longman.
Krashen, S. D.,Terrell, T. D., Ehrman, M. E., & Herzog, M. 1984. “A theoretical basis for teaching the receptive skills.” Foreign Language Annals, 17 (4), 261-275.
Ladefoged, P. 2009. A Course in Phonetics. New York: Harcourt Brace Jovano-vich.
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Munro, M. & Derwing, T. M. 2010. “Accentuating the positive: Directions in pronunciation research.” Language Teaching, 43 (3), 366-368.
Munro, M., Derwing, T. M. & Morton, S. L. 2006. “The mutual intelligibility of L2 speech.” Studies in Second Language Acquisition, 28 (1), 111-131.
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Schiavetti, N. 1992. “Scaling procedures for the measurement of speech intelligibility.” In R. D.
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Shen Binbin 沈彬彬. "A Blessing in Disguise - Interview with Professor Yang Wuneng 杨武能", 91-108;
Abstact: none.
Key words: none.
References: none.


Index" EJCS 1 (2018) 109-110



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