| Summary: | 碩士 === 國立臺灣師範大學 === 東亞學系 === 106 === In the 1830s, the first group of American Protestant missionaries have begun preaching under the “Canton System” in China. In the face of the needs for cross-cultural communication, learning Chinese languages became the fundamentals for missionary work to understand Chinese society. Samuel Wells Williams (1812-1884), one of the well-known missionaries staying in China for the longest period in the nineteenth century, has great understandings of Chinese languages, and his contribution to the sinology make him known as first chair of Sinology in the United States. Among several Williams’ works related to China, the Chinese learning books and the introductory work, The Middle Kingdom, are his important research outputs. However, previous studies of Williams’ works put an emphasis on the dictionary studies instead of his Chinese learning journey and its effect on two editions of The Middle Kingdom. In view of his great influences and contributions to Sinology, this study investigated Williams’ Chinese learning process and trajectories as a perspective to examine the differences of two editions of The Middle Kingdom.
The findings showed that Williams’ process of learning Chinese languages have been influenced not only by readings but also by Chinese regional dialects. His emphasis on Chinese regional dialects can be seen through his later editions of Easy Lessons in Chinese, An English and Chinese Vocabulary, A Tonic Dictionary of the Chinese Language, and A Syllable Dictionary of the Chinese Language. Additionally, in light of fruitful phonetics of Chinese dialects, his Chinese studies focus more on phonic and less on grammar, reflecting his central idea of reciprocal language communication. The differences between two editions of The Middle Kingdom may result from the transition of work identities, the increase of travel experiences, and increased understandings of Chinese languages. Through systematical investigations into Williams’ Chinese learning process, we revealed his trajectories of learning Chinese languages as a reference of Sinology studies in the nineteenth century.
|
|---|
