Abstract
February 11, 1958, the fifth meeting of the First Session of the National People's Congress approved the "Chinese Pinyin program". It normalized the Romanization way of Chinese characters according to the relevant provisions, but these kind of rules have not been popular in our daily translation work, in the filed of translation and teaching Chinese as a foreign language, still exists the phenomenon that Wade System and Pinyin Phonetic System mixed up.
The main content of this thesis based on this problem, through the study of the Wade System to see the advantages and convenience of the Pinyin Phonetic System, on the basis of understanding their historical positions, elaborated the advantages and effects of Pinyin Phonetic System to the foreigners who is learning or teaching Chinese in China, compared with Wade System. The purpose and significance of this thesis is to analyze the advantages of the Chinese Pinyin phonetic System, so to find out the countermeasures to solve those problems that foreigners faced through their Chinese learning process under the Pinyin Phonetic System.
Key words: Wade Giles System; Pinyin Phonetic System; Chinese Teaching as a Foreign Language
Contents
Abstract
摘要
Introduction1
Chapter 1 Literature Review3
1.1 Research Status at Home and Abroad.3
1.2 Limitations of the Previous Studies5
Chapter 2 Introduction of the Two Systems7
2.1 Brief Introduction.7
2.1.1 Wade Giles System.7
2.1.2 Pinyin Phonetic System.8
2.2 History of Development8
Chapter 3 The Influence of Pinyin Phonetic System on Foreigners’ Chinese Learning Through the Wade Giles System10
3.1 Comparison between Pinyin and Wade Giles10
3.1.1 Aspiration Initials10
3.1.2 the Voice Corresponding to the Spelling.11
3.2 Problems12
3.2.1 Complicated Current Situation.12
3.2.2 the Boundeness of Pinyin Phonetic System.13
Chapter 4 Suggestions and Implications15
4.1 Suggestion of the Solutions.15
4.1.1 Certain Usage Occasion of Wade System15
4.1.2 Suggestions of Teaching Chinese as a Foreign Language16
4.2 Limitations of the Study.17
Conclusion18
Bibliography19
Acknowledgements20
