One,
Summary of "The New Paradigm" (PreBabel Chapter
eighteen)
This chapter introduces a revolutionary perspective on
language acquisition, particularly the learning of a second language.
Traditionally, it is believed that acquiring a second language is harder than
learning one's mother tongue. However, Gong argues that with the discovery of
the "PreBabel Principle," learning a second language—especially if it
is a type B (axiomatic) language—can be much easier than acquiring the first
language.
Key Points:
- Old
Paradigm: The mother tongue is acquired naturally, while a second
language is considered more difficult due to the lack of natural anchors
and the interference of the first language. Written language is also seen
as harder than spoken language.
- Types
of Language: Languages can be categorized into three types:
- Type
A: Chaotic data set (standalone, non-logical elements)
- Type
B: Axiomatic data set (built from a small set of roots and rules)
- Type
C: Hybrid of A and B.
- Memory
and Learning: Memorization is easier with association (anchors) than
with rote repetition. Type B languages, being logical and root-based, are
easier to learn because their structure provides natural anchors.
- Why
First Language Takes Years: Babies have no memory anchors, so learning
is slow and effortful. Even in logical languages like Chinese, the native
method is often chaotic, making it harder than necessary.
- New
Paradigm: If the second language is a type B language, it can be
learned faster and with less effort than the first language. Experiments
show that written Chinese, when taught as an axiomatic system, can be
mastered in as little as 90 days, compared to years for the first
language.
- Supporting
Evidence: The chapter provides theoretical and experimental support,
including references to rapid acquisition of written Chinese and the
logical structure of the language.
- Cultural
and Historical Context: The Chinese written language was historically
misunderstood as chaotic, leading to high illiteracy and failed reforms.
The author claims to have demonstrated its logical, axiomatic nature,
which has influenced modern Chinese language policy.
- Practical
Lessons: The chapter includes sample lessons and exercises to
illustrate the axiomatic structure of Chinese, showing how meaning can be
deduced from roots and modules, making learning efficient and logical.
Significance
The article challenges conventional wisdom about language
learning, advocating for a logical, root-based approach (especially for
Chinese) that can dramatically reduce the time and effort required to achieve
proficiency. It also provides practical teaching strategies and historical
context to support this paradigm shift.
Two,
The PreBabel Principle: Core Details
The PreBabel Principle is a new paradigm in linguistics that
fundamentally changes how we understand and approach language learning,
especially for second languages.
1. Axiomatic Language Structure (Type B Language)
- The
principle asserts that languages can be categorized by how their data
(words, grammar, etc.) are structured:
- Type
A: Chaotic, with standalone elements and little internal logic.
- Type
B: Axiomatic, where all elements are derived from a small set of
roots and rules.
- Type
C: Hybrid of A and B.
- Chinese,
when properly analyzed, is a Type B language: every character is built
from a finite set of roots and modules, making the system logical and
self-revealing.
2. Learning Efficiency
- The
PreBabel Principle claims that learning a Type B (axiomatic) language as a
second language can be much easier than learning a first language,
because:
- The
logical structure provides "anchors" for memory, reducing the
need for rote memorization.
- Adults,
with mature brains and logical thinking, can leverage these anchors to
learn faster than children learning their first language.
- Experiments
cited in the text show that written Chinese can be learned to
newspaper-reading proficiency in as little as 90 days using this method,
compared to years for native acquisition.
3. Paradigm Shift in Language Teaching
- The
PreBabel Principle challenges the traditional view that the first language
is always easier to acquire and that the second language is hindered by
interference from the first.
- It
proposes that, if taught as an axiomatic system, a second language (like
Chinese) can be learned more efficiently than the first, and even more
efficiently than native speakers learned it as children.
4. Practical Application
- The
book provides sample lessons and exercises that show how to break down
Chinese characters into roots and modules, making meanings transparent and
learning systematic.
- The
approach is not limited to Chinese; it is presented as a general principle
for all languages with an axiomatic structure.
5. Historical and Cultural Impact
- The
author argues that misunderstanding the logical structure of Chinese led
to failed reforms and high illiteracy in China’s past.
- The
PreBabel Principle, by revealing the axiomatic nature of Chinese, has
influenced modern language policy and teaching methods.
In Summary
The PreBabel Principle is a framework for language learning
that leverages the logical, root-based structure of certain languages
(especially Chinese) to make second language acquisition faster and more
efficient than traditional methods. It emphasizes understanding the internal
logic of the language, using roots and modules as memory anchors, and provides
practical teaching strategies to implement this approach.
Three,
An explanation of the practical lessons from
"PreBabel Chapter eighteen." Here’s a detailed overview, based on the
chapter’s sample lessons and teaching strategies:
Practical Lessons from PreBabel Chapter Eighteen
1. Learning by Roots and Modules
- The
lessons emphasize that every Chinese character is constructed from a
finite set of word roots (220) and modules (about 300). By mastering these
roots and modules, learners can deduce the meaning of thousands of
characters, making memorization logical and efficient.
- Example:
Learning the root for "hand" and "spear" helps you
understand the character for "I" (我), which means "a hand
holding a spear"—the concept of self-protection.
2. Association vs. Rote Memory
- The
lessons teach that memorizing by association (anchoring new data to
existing knowledge) is much easier than rote repetition. Type B
(axiomatic) languages, like Chinese when taught with roots, provide
natural anchors for memory.
3. Sample Lesson Structure
Each lesson typically includes:
- Text:
Short passages or dialogues for context.
- Etymology
and Culture: Breakdown of characters into roots and radicals, with
cultural explanations.
- Exercises:
Tasks such as identifying roots, translating sentences, and analyzing word
structure.
- Teacher’s
Handbook: Guidance for instructors on how to explain roots, radicals,
and cultural meanings.
Example from Lesson One:
- Students
learn the concept of 部 首 (leading radical) and how it forms the basis for
many words.
- They
practice identifying sentence-gluing words, translating simple sentences,
and reading meanings out loud from word structure.
4. Reading Meaning from Word Structure
- Learners
are taught to "read out loud" the meaning of a character by
analyzing its roots and modules, often inferring cultural context.
- Example:
"孕"
(pregnant) is explained as "not yet to be a baby" (乃
+ 子).
5. Compound Words and Homophones
- Lessons
address the challenge of homophones in Chinese by teaching the use of
compound phrases (複 詞) to distinguish words with identical pronunciation
in speech.
6. Sentence Patterns and Grammar
- The
lessons highlight that Chinese sentences do not require subject-predicate
structure, tense, or parts of speech as in English. Instead, meaning is
constructed by gluing phrases together, and word order is flexible but
guided by conceptual logic.
7. Exercises for Mastery
- Each
lesson includes practical exercises:
- Identifying
roots and radicals in words.
- Translating
sentences between Chinese and English.
- Grouping
words by pronunciation.
- Creating
compound phrases to clarify meaning.
8. Cultural and Historical Insights
- The
lessons integrate cultural stories, idioms, and historical context to
deepen understanding and make learning relevant.
Why These Lessons Matter
- Efficiency:
By focusing on roots and logical structure, learners can master thousands
of characters quickly.
- Comprehension:
Understanding the internal logic of words and sentences leads to deeper
language mastery.
- Cultural
Literacy: The approach connects language learning with cultural values
and history, making it meaningful.
Practical Lessons from PreBabel Chapter Eighteen
1. Learning by Roots and Modules
- The
lessons emphasize that every Chinese character is constructed from a
finite set of word roots (220) and modules (about 300). By mastering these
roots and modules, learners can deduce the meaning of thousands of
characters, making memorization logical and efficient.
- Example:
Learning the root for "hand" and "spear" helps you
understand the character for "I" (我), which means "a hand
holding a spear, who can defend can be a self"—the concept of
self-protection.
2. Association vs. Rote Memory
- The
lessons teach that memorizing by association (anchoring new data to
existing knowledge) is much easier than rote repetition. Type B
(axiomatic) languages, like Chinese when taught with roots, provide
natural anchors for memory.
3. Sample Lesson Structure
Each lesson typically includes:
- Text:
Short passages or dialogues for context.
- Etymology
and Culture: Breakdown of characters into roots and radicals, with
cultural explanations.
- Exercises:
Tasks such as identifying roots, translating sentences, and analyzing word
structure.
- Teacher’s
Handbook: Guidance for instructors on how to explain roots, radicals,
and cultural meanings.
Example from Lesson One:
- Students
learn the concept of 部 首 (leading radical) and how it forms the basis for
many words.
- They
practice identifying sentence-gluing words, translating simple sentences,
and reading meanings out loud from word structure.
4. Reading Meaning from Word Structure
- Learners
are taught to "read out loud" the meaning of a character by
analyzing its roots and modules, often inferring cultural context.
- Example:
"孕" (pregnant) is
explained as "not yet to be a baby" [乃 (chi is not fully expressed + 子 (child)].
5. Compound Words and Homophones
- Lessons
address the challenge of homophones in Chinese by teaching the use of
compound phrases (複 詞) to distinguish words with identical pronunciation
in speech.
6. Sentence Patterns and Grammar
- The
lessons highlight that Chinese sentences do not require subject-predicate
structure, tense, or parts of speech as in English. Instead, meaning is
constructed by gluing phrases together, and word order is flexible but
guided by conceptual logic.
7. Exercises for Mastery
- Each
lesson includes practical exercises:
- Identifying
roots and radicals in words.
- Translating
sentences between Chinese and English.
- Grouping
words by pronunciation.
- Creating
compound phrases to clarify meaning.
8. Cultural and Historical Insights
- The
lessons integrate cultural stories, idioms, and historical context to
deepen understanding and make learning relevant.
Why These Lessons Matter
- Efficiency:
By focusing on roots and logical structure, learners can master thousands
of characters quickly.
- Comprehension:
Understanding the internal logic of words and sentences leads to deeper
language mastery.
- Cultural
Literacy: The approach connects language learning with cultural values
and history, making it meaningful.
Lesson 1
Recognizing the Leading Radical:
- 門
(door): 開、閱、閉、問
- 人
(person): 你、他、個
- 目
(eye): 看、見
- 口
(mouth): 唱、同、合
- 女
(woman): 好、奴、奶
Recognizing Word Phrase:
- 老 師
(teacher)
- 同 學
(classmate)
- 青 草
(green grass)
- 行 禮、行 個 禮
(to salute)
- 校 園
(school campus)
Lesson 2
Recognizing the Leading Radical:
- 日
(sun): 是、晚
、昌
- 月
(moon): 明、有、朋
- 止
(stop): 正、步、武
- 水
(water): 沒、游、汞
- 雨
(rain): 電、雷、雪
Recognizing Word Phrase:
- 電 話
(telephone)
- 你 好
(hello)
- 什 麼
(what)
- 明 天
(tomorrow)
- 晚 上
(evening)
Lesson 3
Recognizing the Leading Radical:
Recognizing Word Phrase:
- 媽 媽
(mother)
- 美 國
(America)
- 我 們
(we/us)
- 機 場
(airport)
- 飛 機
(airplane)
Lesson 4
Recognizing the Leading Radical:
- 心
(heart): 懸、情、性
- 鳥
(bird): 鶴、鳩、鳳
- 虫
(insect): 蛙、虹、風
- 耳
(ear): 聲、聞、聽
- 虎
(tiger): 虎、虛、虐
Recognizing Word Phrase:
- 三 人
(three people)
- 三 日
(three days)
- 虎 威
(tiger’s power)
- 井 底
(bottom of the well)
- 風 聲
(sound of the wind)
Lesson 5
Recognizing the Leading Radical:
- 骨
(bone): 體、髓、骰
- 頁
(page): 頹、願
- 子
(child): 孳、字、孝
- 肉
(meat): 腿、腥、腫
- 羊
(sheep): 群、義、美
Recognizing Word Phrase:
- 象 形
(pictograph)
- 指 事
(pointing)
- 會 意
(sense determination)
- 形 聲
(phonetic loan)
- 轉 註
(derivation)
Lesson 6
Recognizing the Leading Radical:
- 車
(vehicle): 轍、厙、陣
- 阜
(mound): 除、陰、陽
- 力
(strength): 加、協、努
- 食
(food): 餘、飯、飢
- 害
(harm): 憲
(as a root)
Recognizing Word Phrase:
- 白 話
(vernacular)
- 屋 子
(house)
- 悽 慘
(miserable)
- 棲 息
(to perch/rest)
- 志 向
(aspiration)
Lesson 7
Recognizing the Leading Radical:
- 斤
(axe): 斷、斫、所
- 皿
(dish): 孟、盃、盤
- 衣
(clothes): 初、被、複
- 寸
(inch): 付、導、寺
- 禾
(grain): 秋、和、私
Recognizing Word Phrase:
- 相 近
(similar)
- 性 善
(good nature)
- 不 教
(not taught)
- 貴 專
(value focus)
- 鄰 處
(neighbor’s place)
Lesson 8
Recognizing the Leading Radical:
- 不
(not): as in 歪 (not straight)
- 尚
(top): as in 掌 (palm)
- 亞
(ugly): as in 惡 (evil)
- 夭
(not upright): as in 忝 (ashamed)
- 亡
(lost): as in 盲 (blind)
Recognizing Word Phrase (these are the word phrase
written as a single character):
- 歪
(not straight)
- 甭 (not be used)
- 掌
(palm)
- 孕
(pregnant)
- 惡
(evil)
Lesson 9
Recognizing Word Phrase:
- 天命
(heaven’s mandate)
- 性本善
(nature is good)
- 子不學
(child does not learn)
- 玉不琢
(jade not carved)
- 三才
(three talents: heaven, earth, human)
Lesson 10
Recognizing the Leading Radical:
- 書
(book): 聿
+ 曰
- 愛
(love): 受
+ 心
+ 夏
- 胡
(cheek): 古
+ 月
- 袁
(robe): 是
+ 衣
- 劉
(punishment): 卯 + 金 + 刀
Summary of Lesson 10: 超 越「六 書」與「釋 字」法 則 (Beyond
the Six Principles and Word Explanation Methods)
Main Theme
Lesson 10 introduces a scientific and systematic approach
to Chinese etymology that goes beyond the traditional "Six
Principles" (六 書) of character construction. It emphasizes the internal
logic and genealogy of Chinese characters, showing that every character is
built from a finite set of word roots and modules, and that their meanings can
be deduced from these components.
Key Points
- Word
Roots and Modules:
- There
are 220 word roots (字 根) and about 300 Sound modules (聲 符)
in Chinese.
- Roots
are divided into two types:
- Type
A: Standalone words
- Type
B: Not standalone, often not implemented in computers
- Modules
are combinations of roots and can also be standalone words or not.
- Leading
Radicals (部 首):
- The
traditional system of leading radicals is incomplete for
understanding the full structure of Chinese characters.
- The
lesson explains that the word root and module system is more
comprehensive than the 214 leading radicals listed in dictionaries.
- Generations
of Words:
- Characters
are classified by "generations" based on how many layers of
roots and modules they contain.
- Generation
1: Standalone roots or modules
- Generation
2+: Built by combining previous generations with more roots or modules.
- Deductive
Learning:
- The
lesson encourages learners to deduce the meaning of characters by
analyzing their roots and modules, rather than memorizing them as
isolated symbols.
- Examples
are provided to show how the meaning of complex characters can be
inferred from their components.
- Exercises:
- Learners
are asked to practice deducing meanings and pronunciations of characters
by breaking them down into roots and modules.
- The
lesson also addresses common misconceptions about phonetic components and
the logic of character construction.
- Critique
of Traditional Views:
Significance
Lesson 10 marks a shift from rote memorization and
superficial analysis to a deep, logical understanding of Chinese
characters. It provides a framework for learners to systematically master the
language by understanding the internal structure and genealogy of words, making
learning more efficient and meaningful.
Four,
Comparing the Chinese characters (reading the meaning from
its face) and how English word gets its meaning. Meaning (Etymology/Assignment)
is to identified the source of meaning of that English word (via etymology or
assignment). As almost all the meaning of those English words comes from
assignment, it becomes an empty column.
|
Chinese
Character |
Decoding
(Structure/Logic) |
English
Word |
Meaning
(Etymology/Assignment) |
|
睡 |
目 垂 (eye droops) |
sleep |
|
|
睏 |
目 困 (eye tired) |
sleepy |
|
|
我 |
手 戈 (hand + spear), self-protection |
I, me, self |
|
|
忘 |
亡 心 (lost heart) |
forget |
|
|
秋 |
禾 火 (burning grain stalks), time after harvest |
autumn |
|
|
謝 |
言 射 (words after archery), Words after contest |
thank |
|
|
侖 |
寫入書冊的共識, Agreement written in records |
consensus |
|
|
倫 |
人 侖 (people consensus), Human relationships |
ethics |
|
|
輪 |
車 侖 (vehicle consensus), Standardized vehicle part |
wheel |
|
|
淪 |
水 侖 (water consensus) |
sink, decline |
|
|
論 |
言 侖 (words consensus), To discuss, to reason |
discuss |
|
|
聿 |
巧手製出之物 (handmade item) |
Hand made item |
|
|
津 |
水 聿 (water + handmade) |
ford |
|
|
書 |
聿 over 曰(handmade
+ intelligent words), Written record |
book |
|
|
義 |
羊 我 (sheep + self), carrying a sheep over head -- >
rightfully owning that property |
righteousness |
|
|
裹 |
果 衣 (fruit + clothing), To wrap up in clothing |
wrap, package |
|
|
哀 |
口 衣 (mouth + clothing), covering mouth with clothing |
mourn |
|
|
撒 |
手 散 (hand + scatter), To spread, to sow |
scatter |
|
|
老 |
毛 化 (hair + change), Hair turns white |
old |
|
|
有 |
左手月 (left hand over moon), although Moon is not seen but
still there |
have, exist |
|
Chinese
Character |
Decoding
(Structure/Logic) |
English
Word |
Meaning
(Etymology/Assignment) |
|
|
|
|
|
|
|
|
|
|
|
肓 |
亡 肉 (lost flesh), a place under flesh |
vital region |
|
|
命 |
口 令 (mouth + command) |
life, fate |
|
|
領 |
頁 令 (head + command), Leading with command |
lead, collar |
|
|
聆 |
耳 令 (ear + command), Receive command with ear |
listen |
|
|
梅 |
木 每 (tree + every), Tree that bears fruit every year |
plum |
|
|
悔 |
心 每 (heart + every), Heart always thinking, |
regret |
|
|
霉 |
雨 每 (rain + every), causes mold |
mold |
|
|
莓 |
艸 每 (grass + every), Grass that bears fruit every year |
berry |
|
|
騁 |
馬 甹 (horse + free), Horse runs freely |
gallop |
|
|
聘 |
甹 耳 (free + ear), listen freely |
hire, invite |
|
|
俜 |
甹 人 (free + person), free peoson |
light, nimble |
|
|
衛 |
行 韋 (walk + resist), act of defence |
guard, defend |
|
|
違 |
走 韋 (walk + resist), avoid (walking away) from being
violated |
violate |
|
|
諱 |
言 韋 (speech + resist), avoid to speak out |
taboo, avoid |
|
|
袍 |
衣 包 (clothing + wrap), Clothing that wraps |
robe |
|
|
飽 |
包 食 (wrap + food), full after eat |
full, satiated |
|
|
砲 |
包 石 (wrap + stone) |
cannon |
|
|
諭 |
言 俞 (speech + call) |
instruct |
|
Chinese
Character |
Decoding
(Structure/Logic) |
English
Word |
Meaning
(Etymology/Assignment) |
|
愉 |
心 俞 (heart + call) |
happy, joyful |
|
|
輸 |
車 俞 (vehicle + call), Vehicle
that calls |
transport |
|
|
北 |
干 北 (opposite + pole), Opposite direction |
north, oppose |
|
|
背 |
北 肉 (opposite + flesh) |
back (body part) |
|
|
冀 |
北 異 (opposite + different), Opposite of difference |
hope, aspire |
|
|
誹 |
言 非 (speech + not), Speech that negates |
slander |
|
|
悲 |
非 心 (not + heart) |
sad |
|
|
裴 |
非 衣 (not + clothing), Not ordinary clothing |
robe, surname |
|
|
亡 |
消 失 (disappear) |
disappear, perish |
|
|
忙 |
心 亡 (heart lost), distracted |
busy |
|
|
盲 |
亡 目 (lost eyes) |
blind |
|
|
|
|
|
|
|
助 |
且 力 (reliable + strength) |
help, assist |
|
|
祖 |
示 且 (ancestor + reliable) |
ancestor |
|
|
詛 |
言 且 (speech + reliable) |
curse |
|
|
岡 |
山 岡 (mountain + hill) |
ridge, hill |
|
|
綱 |
糸 岡 (thread + hill) |
outline, main thread |
|
|
鋼 |
金 岡 (metal + hill) |
steel |
|
|
招 |
手 召 (hand + summon), Summon with hand |
beckon, recruit |
|
|
迢 |
走 召 (walk + summon), Summon by walking |
distant |
|
Chinese
Character |
Decoding
(Structure/Logic) |
English
Word |
Meaning
(Etymology/Assignment) |
|
兼 |
秉 秉 (double handhold) |
combine, both |
|
|
賺 |
兼 貝 (combine + money), earned |
earn, profit |
|
|
謙 |
言 兼 (speech + combine) |
modest |
|
|
稼 |
禾 家 (grain + home), Grain at home |
crop, farming |
|
|
嫁 |
女 家 (woman + home), Woman joins home |
marry (woman) |
|
|
傢 |
人 家 (person + home) |
furniture |
|
|
並 |
立 立 (stand + stand) |
together, combine |
|
|
碰 |
石 並 (stone + together) |
bump, collide |
|
|
邵 |
邑召 (city + summon) |
surname, city |
Summon in city, surname/city |
|
Chinese
Character |
Decoding
(Structure/Logic) |
English
Word |
Meaning
(Etymology/Assignment) |
|
立 |
站 直 (stand upright) |
stand, establish |
|
|
笠 |
竹 立 (bamboo + stand) |
bamboo hat |
|
|
畀 |
田 畀 (field + table), Land deed on table |
give, grant |
|
|
美 |
羊 畀 (sheep + table), Sheep on table, flawless |
beautiful |
|
|
謇 |
言M10 (speech + dangerous place) |
stutter |
|
|
賽 |
貝M10 (money + dangerous place) |
contest |
|
|
戀 |
心M11 (heart + desired item) |
desire, longing |
|
|
孌 |
女M11 (woman + desired item) |
desirable woman |
|
|
欒 |
M11 (compound root for tree), Tree planted around tomb |
tree (by tomb) |
|
Chinese
Character |
Decoding
(Structure/Logic) |
English
Word |
Meaning
(Etymology/Assignment) |
|
卯 |
Correct procedure |
||
|
鉚 |
金 卯 (metal + right proceeding) |
rivet |
|
|
留 |
保 住 (to keep, preserve) |
keep, preserve |
|
|
餾 |
食 留 (food + keep) |
reheat, keep food |
|
|
鎦 |
金 留 (metal + keep) |
gild, plating |
|
|
瘤 |
病 留 (illness + keep) |
tumor |
|
|
舌 |
口中觸食器官 (mouth organ) |
tongue |
|
|
話 |
言 舌 (speech + tongue) |
speech, talk |
|
|
甜 |
舌 甘 (tongue + sweet) |
sweet |
|
|
括 |
手 舌 (hand + tongue), Hand cleans tongue, to scrape/sweep |
scrape, sweep |
|
|
孚 |
可 靠 (reliable) |
trust, hatch |
|
|
浮 |
水 孚 (water + reliable), Reliable in water, to float |
float |
|
|
桴 |
木 孚 (wood + reliable) |
raft |
|
|
孵 |
卵 孚 (egg + reliable) |
hatch |
|
|
冬 |
寒 冷 (cold, end of season) |
winter |
|
|
疼 |
病 冬 (illness + winter) |
pain |
|
|
終 |
糸 冬 (thread + winter), Thread ends in winter, finish |
end, finish |
|
|
螽 |
冬 虫 (winter + insect) |
locust |
|
|
東 |
日出方向 (sunrise direction) |
east |
|
|
凍 |
冰 東 (ice + east) |
freeze |
|
Chinese
Character |
Decoding
(Structure/Logic) |
English
Word |
Meaning
(Etymology/Assignment) |
|
旬 |
十 日 (ten days, cycle), a proper time |
ten-day period |
|
|
殉 |
歹 旬 (death + cycle), Die for a cause |
martyr |
|
|
詢 |
言 旬 (speech + cycle), Speech for inquiry |
inquire |
|
|
筍 |
竹 旬 (bamboo + cycle) |
bamboo shoot |
|
|
牟 |
目 牟 (eye + take) |
pupil, to take |
|
|
哞 |
口 牟 (mouth + take), mooing sound |
moo (sound) |
|
|
侔 |
人 牟 (person + take) |
equal, match |
|
|
惠 |
惠 (kindness) |
kindness, favor |
|
|
穗 |
禾 惠 (grain + kindness) |
ear of grain |
|
|
蕙 |
艸 惠 (grass + kindness) |
orchid |
|
|
憓 |
心 惠 (heart + kindness) |
kindness (emotion) |
|
|
屯 |
屯 (stuck) |
stockpile, stuck |
|
|
囤 |
屯 囗 (stuck + enclosure) |
store, stockpile |
|
|
純 |
屯 絲 (stuck + thread) |
pure |
|
|
禺 |
禺 (corner) |
corner, region |
|
|
隅 |
阜 禺 (mound + corner) |
corner |
|
|
愚 |
禺 心 (corner + heart), Heart lost in corner, foolish |
foolish |
|
|
偶 |
人 禺 (person + corner) |
mate, pair |
|
|
盆 |
分 皿 (divide + dish) |
basin |
|
|
氛 |
氣 分 (air/chi + divide) |
atmosphere |
Five,
A
description of the three premises (theorems) of the New Paradigm in
linguistics, and how they are theoretically and practically proved.
The Three Premises (Theorems) of the New Paradigm
Premise (Theorem) A
A learner can acquire a second language (LB), if it is a
type B (axiomatic) language, with less effort than they acquired their first
language (LA).
- Formally: SA + LB < SA + LA
(Where SA is Student A, LB is the second language, LA is the first language).
Premise (Theorem) B
A learner can acquire a second language (LB), if it is a
type B language, with less effort than a native speaker (SB) acquired that
language as their mother tongue.
- Formally: SA + LB < SB + LB
(Where SB is Student B, whose native language is LB).
Premise (Theorem) C
If Theorem A is true, then Theorem B is also true, and
vice versa.
- Formally: If (SA + LB < SB + LB), then (SA + LB
< SA + LA)
(Proving one proves the other).
How Are These Theorems Proven?
Theoretical Proofs
1. Axiomatic Structure (Type B Language)
- Type B
languages are built from a small set of roots and rules, making them
logical and self-revealing.
- Learning is
efficient because new knowledge is anchored to existing logical
structures, not memorized as isolated facts.
- The process of
association (anchoring) is much less effortful than rote memorization
required for chaotic (Type A) or hybrid (Type C) languages.
2. Cognitive Development
- Children learn
their first language without logical anchors, relying on repetition and
habit, which is slow and effortful.
- Adults
learning a second language (especially a Type B language) already have
logical thinking skills and can use deduction, making the process faster
and less effortful.
3. Axiomatic Learning Can Be Done Without Immersion
- Because the
system is logical, it can be learned outside a language environment,
unlike chaotic systems that require immersion and repetition.
Empirical/Practical Proofs (from Lessons and 中文釋字 Data)
A. Rapid Acquisition of Written Chinese
- The book
documents that, using the axiomatic (root-based) method, learners can
reach newspaper-level reading proficiency in written Chinese in as little
as 90 days—a fraction of the 4–5 years it takes children to acquire their
first written language.
- This is
demonstrated through structured lessons that teach radicals, roots, and
modules, allowing learners to deduce the meaning of thousands of
characters efficiently.
B. Sample Lessons (Lessons 1–10)
- Each lesson
systematically introduces leading radicals, roots, and modules, then shows
how to combine them to decode and construct meaning for new words and
phrases.
- Exercises
reinforce the logic by having students break down and reconstruct words,
rather than memorize them as isolated symbols.
- For example,
the character "我"
(I, me) is explained as "hand + spear, (who can defend oneself is a
Self" and "義"
(righteousness) as "sheep + self, (who can carry a sheep over head,
that sheep is rightfully his obviously" making the meaning
transparent and memorable.
C. 中 文 釋 字 Data
- The etymology
tables show that every character can be decoded logically from its roots
and modules, and that this method applies to thousands of characters.
- For example,
"睡" (sleep)
is "eye droops," "謝" (thank) is "words after
archery," and so on.
- This
demonstrates that the system is not only theoretically sound but also
practical and scalable.
D. Comparison with Traditional Methods
- The book
contrasts this approach with traditional rote memorization, which is slow,
inefficient, and leads to high illiteracy rates—even among native
speakers.
- The new
paradigm’s success is further supported by historical evidence: when
Chinese was taught as a chaotic system, literacy was low; when the
axiomatic method is used, proficiency rises rapidly.
Summary Table: Theorems and Their Proofs
|
Theorem |
|
|
Statement |
|
|
Theoretical Proofs |
|
Practical Proofs (Lessons & Data) |
|
Theorem
A |
|
|
SA +
LB < SA + LA |
|
|
Anchoring,
logic, adult cognition, axiomatic structure |
|
90-day
Chinese reading, lessons showing root-based learning, decoding exercises |
|
Theorem
B |
|
|
SA +
LB < SB + LB |
|
|
Same
as above; native children lack logical anchors |
|
Adult
learners outperform native children in speed and depth when using axiomatic
method |
|
Theorem
C |
|
|
If A
is true, B is true (and vice versa) |
|
|
Logical
equivalence: proving one proves the other |
|
Both
are observed in practice; lessons and etymology tables show both are
achievable simultaneously |
Conclusion
The
three theorems of the New Paradigm are supported both by logical argument and
by practical, empirical evidence from the lessons and etymology data. The key
is the axiomatic (root-based) structure of the language, which enables rapid,
logical, and efficient acquisition—overturning the traditional belief that
second language learning is always harder than first language acquisition.
Six,
The implications
for language policy via the New Paradigm described in "PreBabel
Chapter eighteen." Here’s a structured analysis:
Implications for Language Policy: The New Paradigm
1. Shift from Rote Memorization to Logical, Root-Based
Instruction
- Traditional
Policy: Most language
education, especially for Chinese, has relied on rote memorization of
thousands of standalone characters and words, leading to slow progress and
high illiteracy rates—even among native speakers.
- New Paradigm: Advocates for teaching languages
(especially Chinese) as logical, axiomatic systems built from a finite set
of roots and modules. This approach enables rapid acquisition, deeper
understanding, and long-term retention.
Policy Implication:
Language curricula should be redesigned to emphasize the internal logic of the
language, teaching roots, radicals, and modules first, and showing how words
are constructed from these elements. This would make language learning more
efficient and accessible.
2. Accelerated Literacy and Proficiency
- Evidence: The chapter documents that learners
using the axiomatic method can reach newspaper-level reading proficiency
in written Chinese in as little as 90 days, compared to years for
traditional methods.
- Lessons and
Data: The 10 lessons and "中 文 釋 字" data provide practical proof that this method works
for thousands of characters and phrases.
Policy Implication:
Adopting the New Paradigm could dramatically reduce the time required for
literacy and fluency, benefiting both native and non-native learners. This is
especially important for national security languages and strategic language
initiatives.
3. Reducing Illiteracy and Educational Inequality
- Historical
Context: China’s high
illiteracy rates were historically blamed on the complexity of the written
language, which was misunderstood as chaotic. The New Paradigm reveals
that, when taught as an axiomatic system, Chinese is actually highly
logical and learnable.
Policy Implication:
Language policy should focus on reducing educational inequality by providing
all learners—regardless of age or background—access to logical, root-based
instruction. This could help close gaps in literacy and educational attainment.
4. Curriculum Reform and Teacher Training
- Lesson
Structure: The sample
lessons show how to systematically teach radicals, roots, and modules, and
how to use exercises that reinforce logical deduction rather than
memorization.
Policy Implication:
Teacher training programs should be updated to equip educators with the skills
and materials needed to teach languages using the axiomatic method. Textbooks
and digital resources should be revised to reflect this approach.
5. Language Preservation and Cultural Understanding
- Cultural
Value: The New
Paradigm highlights the deep cultural and historical logic embedded in the
language, making it possible for learners to appreciate idioms, stories,
and values more fully.
Policy Implication:
Language policy should support the preservation and transmission of cultural
knowledge by teaching the logic and etymology of words, not just their
surface meanings.
6. International Language Strategy
- Strategic
Languages: Chinese is
listed as a strategic foreign language for national security, but
retention in advanced courses is low due to the perceived difficulty. The
New Paradigm offers a solution by making advanced learning more accessible
and sustainable.
Policy Implication:
Governments and institutions should adopt the axiomatic approach for strategic
languages, improving retention and proficiency among learners in critical
fields.
Summary Table: Policy Implications
|
Area |
|
|
|
Traditional Approach |
|
|
|
New Paradigm Approach |
|
|
|
Policy Implication |
|
Curriculum
Design |
|
|
|
Rote
memorization |
|
|
|
Logical,
root-based learning |
|
|
|
Redesign
curricula for logic and efficiency |
|
Literacy
& Proficiency |
|
|
|
Slow,
high illiteracy |
|
|
|
Rapid,
accessible |
|
|
|
Accelerate
literacy, reduce educational inequality |
|
Teacher
Training |
|
|
|
Old
methods |
|
|
|
Axiomatic
instruction |
|
|
|
Update
training and materials |
|
Cultural
Transmission |
|
|
|
Surface
meanings |
|
|
|
Deep
etymology, logic |
|
|
|
Preserve
and transmit cultural knowledge |
|
Strategic
Language Policy |
|
|
|
Low
retention, difficulty |
|
|
|
Efficient,
logical learning |
|
|
|
Improve
outcomes for national security languages |
Conclusion
Adopting
the New Paradigm in language policy means moving away from rote memorization
and embracing logical, root-based instruction. This shift can accelerate
literacy, reduce inequality, preserve cultural knowledge, and improve strategic
language outcomes. The practical success shown in the lessons and etymology
data provides a strong foundation for policy reform.
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