This paper comments on four preceeding papers in this volume, presented as part of a panel discussion. The author notes his points of approval and disagreement with the papers. (CHK)

Defends the use of complex Chinese characters and criticizes the use made of his previous paper in an article by C. Cheng in this journal advocating the teaching of simplified characters. (CHK)

Presents a system for quick conversion of Chinese cyclical-binary dates to western year dates. (CHK)

Supports Cheng's conclusions and points out that changes in Chinese teaching in this country must reflect the rapid changes in written characters in China itself. (CHK)

The problem of looking up Chinese characters in dictionaries indexed by classifiers is simplified by identifying the 68 high frequency classifiers for memorization and leaving the least frequent to be identified from a chart. (CHK)

Asserts that there is no such part of speech in Chinese as the "co-verb" and demonstrates that such forms are simply transitive verbs which, in addition to several other Chinese structures, are used to translate English sentences with prepositional phrases. (FWB)

This issue of the Language by Radio Interest Group newsletter contains: an article by Paul A. Gaeng on his experience as a radio listener, an article by Richard E. Wood on "Radio Peking," and a partial reprint of frequency listings from the January 1976 number. Gaeng reports that, when he was a student in Geneva, he developed skills as a…

Recounts observations and experiences made while on an educational junket to Peking, Canton, and Shanghai. (RL)

The framed dialogue method which has been used for improving the teaching of the Chinese language at the University of Wisconsin since 1968 is described, and examples are given. The advantages of this method over pattern drill are discussed. (RM)

Ease or difficulty of learning simplified and complex Chinese characters is examined in terms of recognition and reproduction. Empirical observations and careful studies of errors in learning situations lead to the conclusion that complex characters are harder to learn. Teaching of Chinese characters therefore should proceed from simplified to…

This paper proposes that theoretical studies of the Chinese resultative construction can make it easier to teach and learn. Several varied linguistic approaches are necessary to the language teacher. Pedagogical analyses of data are valued when based on different relevant theoretical points, elucidating meaning, function, purpose and form of data.…

To increase enrollments in Chinese courses, it should be explained that Chinese is relatively easy to learn. The following should be pointed out: (1) there is no conjugation of verbs, (2) there are no suffixes and derivations, (3) the syntax is simpler, (4) the characters are no more difficult than English spelling. (RM)

Presents an overview of the Chinese language teaching situation in Victoria, Australia. (KM)

Problems involved in teaching the Chinese language through literature include: the difficulty of the language; the lack of good anthologies of Chinese literature for classroom use; the question of original works vs. abridgements; lack of good critical introductions and studies and Chinese approaches to philosophy and literary construction. (CHK)

Information about applied linguistics in China is presented. Some of the topics addressed are: the teaching of Chinese (comparable to the teaching of English here), the teaching of minority languages (comparable to bilingual education here), and the teaching of foreign languages. (SW)