As I mentioned a couple of days ago, my Skype inbox has seen a recent flurry of traffic from people in China interested in establishing contact, and although there is an almost neverending stream of interesting information about how various players in the data industry (Skype, Google, etc.) are faring in China, none of it points to any systematic scamming along the lines of the well-known 419 scheme.
I did not have my headset in place the other day when one of my new contacts showed up on Skype. I switched to the chat mode and said hi, only to get the two characters in the subject in reply. Although we both knee-jerked a proper response (greeting each other with our respective versions of "Hello!"), the expressions by each party were lost on the other. I knew no Chinese, and my interlocutor knew about the same amount of English. What had occurred, to borrow a line from Cool Hand Luke, was a textbook case of a "failure to communicate," though fortunately not for the same reason.
Now I know these characters are pronounced - more or less - as "knee how" and mean "Hello!" This naturally leads to the question as to the feasibility of learning enough Chinese for it to matter in, say, an exchange over Skype or even a visit to a Chinese restaurant.
I mean, a week ago, I did not know how to say "Hello!" in Chinese. Today, I do. Conceivably, after enough conversations, one might use such an approach to cobble together some kind of serviceable language - perhaps not suitable for the conference room or the word processor - but serviceable nonetheless.
More broadly, it is interesting to consider how my attitude has changed vis-à-vis various languages in my lifetime.
My first contact with a foreign language in school occurred in the sixth grade at P.S. 69 in Queens. Our teacher that year was a certain Miss Smith, and she decided it would be a good idea for all of us to get a head start in learning a foreign language. Sixth grade not being famous for being any kind of democracy, the issue of which language to learn was settled by professorial fiat: we were to learn Spanish from a paperback book titled See It And Say It In Spanish, my class copy of which I ran across during my recent visits back East.
The following year I began attending J.H.S. 145, a few blocks in the other direction from our apartment, and for some reason - probably the fact that my mom was a language teacher who actively taught French (though she was certified for a couple of others) - I ended up taking French with one Mrs. Tucker. French was to remain a staple of my curriculum for the rest of my high school career, and indeed, were it not for the quiet intensity of Mrs. Vamvakis and her take-no-prisoners approach to teaching French, I should have probably gone crazy from boredom in the 11th and 12th grades.
I'm sure I've covered my experience with Russian in college - probably several times over. Whereas Spanish and French were relatively tractable - virtually identical alphabets, common roots, and so on - stepping into a Russian classroom was a move wa-a-y out of my comfort zone, but in the end it worked out.
In the intervening years, I've picked up snippets of various lingo: a sentence in Italian here, a few phrases of German there, all designed to get me into trouble easily (a joke), but all - except possibly three sentences of Hungarian I memorized for a presentation in Budapest in 1992 - sharing a fundamental thread of familiarity once some preliminary barriers were broken. My knowledge of Japanese and Chinese however, is completely fragmentary and limited to the kinds of "borrow words" that have entered English (e.g., "kamikaze," "sushi," "feng shui," "wonton," "gung-ho").
One thing that has interested me about Chinese for the longest time is how one arranges words to form meaningful sentences when, for example, verbs do not change to show tenses or the person, number, or gender of the subject and nouns don't change to reflect number or case. It's not as if I don't have enough else to do in life, but I think a low-level, persistent effort to learn Chinese might have beneficial long-term results. After all, how hard can it be? (I mean, nearly a billion people speak Mandarin, and they all learned it as children! :^)
Cheers...
I did not have my headset in place the other day when one of my new contacts showed up on Skype. I switched to the chat mode and said hi, only to get the two characters in the subject in reply. Although we both knee-jerked a proper response (greeting each other with our respective versions of "Hello!"), the expressions by each party were lost on the other. I knew no Chinese, and my interlocutor knew about the same amount of English. What had occurred, to borrow a line from Cool Hand Luke, was a textbook case of a "failure to communicate," though fortunately not for the same reason.
Now I know these characters are pronounced - more or less - as "knee how" and mean "Hello!" This naturally leads to the question as to the feasibility of learning enough Chinese for it to matter in, say, an exchange over Skype or even a visit to a Chinese restaurant.
I mean, a week ago, I did not know how to say "Hello!" in Chinese. Today, I do. Conceivably, after enough conversations, one might use such an approach to cobble together some kind of serviceable language - perhaps not suitable for the conference room or the word processor - but serviceable nonetheless.
More broadly, it is interesting to consider how my attitude has changed vis-à-vis various languages in my lifetime.
My first contact with a foreign language in school occurred in the sixth grade at P.S. 69 in Queens. Our teacher that year was a certain Miss Smith, and she decided it would be a good idea for all of us to get a head start in learning a foreign language. Sixth grade not being famous for being any kind of democracy, the issue of which language to learn was settled by professorial fiat: we were to learn Spanish from a paperback book titled See It And Say It In Spanish, my class copy of which I ran across during my recent visits back East.
The following year I began attending J.H.S. 145, a few blocks in the other direction from our apartment, and for some reason - probably the fact that my mom was a language teacher who actively taught French (though she was certified for a couple of others) - I ended up taking French with one Mrs. Tucker. French was to remain a staple of my curriculum for the rest of my high school career, and indeed, were it not for the quiet intensity of Mrs. Vamvakis and her take-no-prisoners approach to teaching French, I should have probably gone crazy from boredom in the 11th and 12th grades.
I'm sure I've covered my experience with Russian in college - probably several times over. Whereas Spanish and French were relatively tractable - virtually identical alphabets, common roots, and so on - stepping into a Russian classroom was a move wa-a-y out of my comfort zone, but in the end it worked out.
In the intervening years, I've picked up snippets of various lingo: a sentence in Italian here, a few phrases of German there, all designed to get me into trouble easily (a joke), but all - except possibly three sentences of Hungarian I memorized for a presentation in Budapest in 1992 - sharing a fundamental thread of familiarity once some preliminary barriers were broken. My knowledge of Japanese and Chinese however, is completely fragmentary and limited to the kinds of "borrow words" that have entered English (e.g., "kamikaze," "sushi," "feng shui," "wonton," "gung-ho").
One thing that has interested me about Chinese for the longest time is how one arranges words to form meaningful sentences when, for example, verbs do not change to show tenses or the person, number, or gender of the subject and nouns don't change to reflect number or case. It's not as if I don't have enough else to do in life, but I think a low-level, persistent effort to learn Chinese might have beneficial long-term results. After all, how hard can it be? (I mean, nearly a billion people speak Mandarin, and they all learned it as children! :^)
Cheers...