Apathy to Chinese-language publications？
The appalling Chinese-language standards of young Singaporeans is a cause for concern. The Chinese media and educational and cultural groups, in particular, have been trying hard to halt the decline.
We live in an era that witnesses rapid developments in information technology and multimedia. Reading is no longer the only way for young people to acquire knowledge and information. Their poor command of the Chinese language also makes the reading of Chinese books and newspapers an unenjoyable chore that they would rather do without.
As a young person and a product of our bilingual education, my view is that Chinese is not a dreadful language to be avoided at all costs.
Whenever we discuss the deteriorating standards of the Chinese language, young people tend to point an accusing finger at the stressful schoolwork as the cause. Out of the average seven to eight subjects that secondary-school pupils study, at least six are taught in English. It does not make so-called economic sense thus to invest time in the Chinese language which is just a subject by itself.
On the other hand, the effect of globalisation is all-pervasive. Western culture now dominates the life of young Singaporeans, making the learning of Chinese increasingly irrelevant and burdensome. It is an arduous task to get young people keen on the language when there are so many competing interests.
It has been reported in the press that the standards of both‘O’and‘A’level examinations have fallen. This means that to emerge tops in the relentless competition, schools will have to outdo each other in more areas, such as sports, the arts and leadership quality, in addition to just academic brilliance. This, in turn will result in even less time for learning Chinese.
The problems that pupils weak in Chinese face are not necessarily tougher than those who are poor in English and the sciences. But for students who are hard-pressed for time, it is wiser to work on improving English as a better command of English will also help them do well in other subjects.
The Chinese language is in a rather helpless state. In designing the curriculum and restructuring the educational system, the Ministry of Education has hinted that being inadequate in Chinese will not spell the end for pupils, creating a misconception that the learning of Chinese can wait.
Students have several opportunities to pass the Chinese ‘O’ level examination. After getting their results, they can even opt for the less difficult Chinese B paper. It is said that this acts as a “safety net” for students who do well in all subjects except Chinese. However, in the eyes of many parents and students, this is just an “escape route” from having to learn Chinese.
It is a different story for English. There is no English B course for those weak in the subject. Students have no choice but to mug up on it if they want to progress further.
Psychological factors also cause some young people to shy away from Chinese publications. Let me share my personal experience. Whenever I am reading a Chinese-language book on the bus or in the train, some commuters will throw me a glance that seems to suggest it is strange that I should be reading what I'm reading, making me feel rather awkward. But if I happen to be reading something in English, there will not be such unwelcome curiosity and I will feel completely at ease.
When I flip open the Chinese-language newspapers in the hope of keeping abreast with current affairs through the mother tongue, I am often disheartened to find translated geographical, human or product names that read more like tongue-twisters. They slow down reading and make news reports harder to comprehend. It is comparatively easier to obtain information from English-language newpapers.
Even if we can grasp the facts and arguments of the Chinese-language articles, we often have to switch back to English when we discuss them with classmates and friends of other races. If we are accustomed to thinking in Chinese, this would mean we have to go through an additional process of mental translation which will impede spontaneous exchange and debate.
For young pupils, the Chinese language will almost certainly be sidelined in the course of learning. However, to lose our mother tongue and the rich cultural heritage that it embodies, young people also risk losing precious values that will serve them in life. Although it is not an easy job to make Chinese-language publications attractive to young people, it is a task that has to be undertaken.
（The writer is an SPH scholar. She is now attached to Zaobao's Commentary Desk.）
新加坡年輕華人華文程度低落,是各界無不關(guān)注的問題,也是華文媒體和文教團(tuán)體想方設(shè)法克服的課題。在電腦資訊和其他多媒體日新月異的時(shí)代,閱讀對(duì)年輕人來說,已不是獲取信息的方式,而華文書報(bào)的閱讀更因?yàn)檎Z文程度的日益下降,變得勉強(qiáng)而且可有可無。我本身是受雙語教育的年輕人,對(duì)這課題的看法是：華文絕不是洪水猛獸。
談到華文程度下滑時(shí),年輕人往往歸咎于功課過于繁重。中學(xué)生一般選修七八個(gè)科目,至少六科是以英語為媒介語,華文只是單一科目,若要花心思搞好,所得成果似乎不太符合所謂的經(jīng)濟(jì)效益。
另一方面,無論是政治、資訊或娛樂,本地各領(lǐng)域都深受全球化的影響。西方文化在年輕一代的生活中扮演了更顯著的角色,而華文的學(xué)習(xí)也似乎離我們生活越來越遠(yuǎn)。當(dāng)學(xué)習(xí)變成一種負(fù)擔(dān),要在有限的空間里培養(yǎng)足夠的興趣,就變成一項(xiàng)艱巨工程。
有報(bào)道指出,‘O’水準(zhǔn)和‘A’水準(zhǔn)程度出現(xiàn)了下降的趨勢(shì)。這意味著要脫穎而出,學(xué)校就得在各方面有更出類拔萃的表現(xiàn)。除了課業(yè)上的特優(yōu),國人對(duì)莘莘學(xué)子們的要求伸展至體育、藝術(shù)、領(lǐng)導(dǎo)才能等其他領(lǐng)域。在這樣的要求下,時(shí)間愈顯不足。
華文不好的學(xué)生所面對(duì)的困擾,其實(shí)不比英文或數(shù)理化差的學(xué)生來得大。然而,對(duì)分秒必爭(zhēng)的學(xué)子們,搞好英文或許是更為劃算的要求。因?yàn)榛〞r(shí)間提升英文水平,也有助于更好掌握其他學(xué)科。
華文的確面對(duì)孤掌難鳴的處境,教育部在制定課程和調(diào)整教育體制時(shí),不也暗示了華文差并不會(huì)擊垮你,這讓許多人誤以為華文可以暫時(shí)擱置。
華文不及格可以重考很多次,等到成績(jī)放榜后也可以改修程度較低的“華文B”。據(jù)了解,華文B是*為其他成績(jī)很好,但華文“有問題”的學(xué)生所設(shè)的,有如一道“安”。但在許多家長(zhǎng)、學(xué)生眼中,這是“不必學(xué)華文”的一種開脫。
英文則不同。教育部并沒有給英文弱的學(xué)生安排英文B課程,英文不好的學(xué)生只好破釜沉舟,硬著頭皮把英文搞好。
有一部分的年輕人之所以對(duì)華文書報(bào)敬而遠(yuǎn)之,其實(shí)是不必要的心理因素。我本身便有這樣的經(jīng)驗(yàn)：在乘搭巴士或地鐵,打開手里的中文讀物開始閱讀時(shí),便感到周圍的乘客向我和手上的書投以異樣的眼光,讓我覺得頗不自在。而當(dāng)情況換成是我在閱讀英文書刊時(shí),那種不自在的感覺就好像不翼而飛似的。
翻開華文報(bào)章,想要通過自己的母語洞悉時(shí)事脈搏,卻發(fā)現(xiàn)一大堆的地名、人名,甚至是產(chǎn)品名稱都是拗口的翻譯名詞。本想多了解國際動(dòng)態(tài),但我還是要消化一大堆名詞,報(bào)道也看不大明白,結(jié)果發(fā)現(xiàn)讀英文報(bào)比較通暢。
此外,在閱讀華文報(bào),獲得了有關(guān)資訊和論點(diǎn)之后,與同學(xué)或異族朋友討論時(shí),往往也得轉(zhuǎn)化回英文的軌道上。要是我們習(xí)慣了用華文思考,這就等于須經(jīng)歷另一段翻譯過程,不利于唇槍舌劍的短兵相接。
新加坡年輕一代的求學(xué)過程的確讓華文變得漸行漸遠(yuǎn),然而,失去母語以及母族文化背后源遠(yuǎn)流長(zhǎng)的滋潤(rùn),年輕一代將很快在價(jià)值定位上迷失方向。至于華文書報(bào)要怎樣做才吸引到我們這一群讀者,無疑是一項(xiàng)艱巨但肯定值得征服的任務(wù)。
。作者是新加坡報(bào)業(yè)控股集團(tuán)獎(jiǎng)學(xué)金得主,目前在早報(bào)言論組實(shí)習(xí)
The appalling Chinese-language standards of young Singaporeans is a cause for concern. The Chinese media and educational and cultural groups, in particular, have been trying hard to halt the decline.
We live in an era that witnesses rapid developments in information technology and multimedia. Reading is no longer the only way for young people to acquire knowledge and information. Their poor command of the Chinese language also makes the reading of Chinese books and newspapers an unenjoyable chore that they would rather do without.
As a young person and a product of our bilingual education, my view is that Chinese is not a dreadful language to be avoided at all costs.
Whenever we discuss the deteriorating standards of the Chinese language, young people tend to point an accusing finger at the stressful schoolwork as the cause. Out of the average seven to eight subjects that secondary-school pupils study, at least six are taught in English. It does not make so-called economic sense thus to invest time in the Chinese language which is just a subject by itself.
On the other hand, the effect of globalisation is all-pervasive. Western culture now dominates the life of young Singaporeans, making the learning of Chinese increasingly irrelevant and burdensome. It is an arduous task to get young people keen on the language when there are so many competing interests.
It has been reported in the press that the standards of both‘O’and‘A’level examinations have fallen. This means that to emerge tops in the relentless competition, schools will have to outdo each other in more areas, such as sports, the arts and leadership quality, in addition to just academic brilliance. This, in turn will result in even less time for learning Chinese.
The problems that pupils weak in Chinese face are not necessarily tougher than those who are poor in English and the sciences. But for students who are hard-pressed for time, it is wiser to work on improving English as a better command of English will also help them do well in other subjects.
The Chinese language is in a rather helpless state. In designing the curriculum and restructuring the educational system, the Ministry of Education has hinted that being inadequate in Chinese will not spell the end for pupils, creating a misconception that the learning of Chinese can wait.
Students have several opportunities to pass the Chinese ‘O’ level examination. After getting their results, they can even opt for the less difficult Chinese B paper. It is said that this acts as a “safety net” for students who do well in all subjects except Chinese. However, in the eyes of many parents and students, this is just an “escape route” from having to learn Chinese.
It is a different story for English. There is no English B course for those weak in the subject. Students have no choice but to mug up on it if they want to progress further.
Psychological factors also cause some young people to shy away from Chinese publications. Let me share my personal experience. Whenever I am reading a Chinese-language book on the bus or in the train, some commuters will throw me a glance that seems to suggest it is strange that I should be reading what I'm reading, making me feel rather awkward. But if I happen to be reading something in English, there will not be such unwelcome curiosity and I will feel completely at ease.
When I flip open the Chinese-language newspapers in the hope of keeping abreast with current affairs through the mother tongue, I am often disheartened to find translated geographical, human or product names that read more like tongue-twisters. They slow down reading and make news reports harder to comprehend. It is comparatively easier to obtain information from English-language newpapers.
Even if we can grasp the facts and arguments of the Chinese-language articles, we often have to switch back to English when we discuss them with classmates and friends of other races. If we are accustomed to thinking in Chinese, this would mean we have to go through an additional process of mental translation which will impede spontaneous exchange and debate.
For young pupils, the Chinese language will almost certainly be sidelined in the course of learning. However, to lose our mother tongue and the rich cultural heritage that it embodies, young people also risk losing precious values that will serve them in life. Although it is not an easy job to make Chinese-language publications attractive to young people, it is a task that has to be undertaken.
（The writer is an SPH scholar. She is now attached to Zaobao's Commentary Desk.）
新加坡年輕華人華文程度低落,是各界無不關(guān)注的問題,也是華文媒體和文教團(tuán)體想方設(shè)法克服的課題。在電腦資訊和其他多媒體日新月異的時(shí)代,閱讀對(duì)年輕人來說,已不是獲取信息的方式,而華文書報(bào)的閱讀更因?yàn)檎Z文程度的日益下降,變得勉強(qiáng)而且可有可無。我本身是受雙語教育的年輕人,對(duì)這課題的看法是：華文絕不是洪水猛獸。
談到華文程度下滑時(shí),年輕人往往歸咎于功課過于繁重。中學(xué)生一般選修七八個(gè)科目,至少六科是以英語為媒介語,華文只是單一科目,若要花心思搞好,所得成果似乎不太符合所謂的經(jīng)濟(jì)效益。
另一方面,無論是政治、資訊或娛樂,本地各領(lǐng)域都深受全球化的影響。西方文化在年輕一代的生活中扮演了更顯著的角色,而華文的學(xué)習(xí)也似乎離我們生活越來越遠(yuǎn)。當(dāng)學(xué)習(xí)變成一種負(fù)擔(dān),要在有限的空間里培養(yǎng)足夠的興趣,就變成一項(xiàng)艱巨工程。
有報(bào)道指出,‘O’水準(zhǔn)和‘A’水準(zhǔn)程度出現(xiàn)了下降的趨勢(shì)。這意味著要脫穎而出,學(xué)校就得在各方面有更出類拔萃的表現(xiàn)。除了課業(yè)上的特優(yōu),國人對(duì)莘莘學(xué)子們的要求伸展至體育、藝術(shù)、領(lǐng)導(dǎo)才能等其他領(lǐng)域。在這樣的要求下,時(shí)間愈顯不足。
華文不好的學(xué)生所面對(duì)的困擾,其實(shí)不比英文或數(shù)理化差的學(xué)生來得大。然而,對(duì)分秒必爭(zhēng)的學(xué)子們,搞好英文或許是更為劃算的要求。因?yàn)榛〞r(shí)間提升英文水平,也有助于更好掌握其他學(xué)科。
華文的確面對(duì)孤掌難鳴的處境,教育部在制定課程和調(diào)整教育體制時(shí),不也暗示了華文差并不會(huì)擊垮你,這讓許多人誤以為華文可以暫時(shí)擱置。
華文不及格可以重考很多次,等到成績(jī)放榜后也可以改修程度較低的“華文B”。據(jù)了解,華文B是*為其他成績(jī)很好,但華文“有問題”的學(xué)生所設(shè)的,有如一道“安”。但在許多家長(zhǎng)、學(xué)生眼中,這是“不必學(xué)華文”的一種開脫。
英文則不同。教育部并沒有給英文弱的學(xué)生安排英文B課程,英文不好的學(xué)生只好破釜沉舟,硬著頭皮把英文搞好。
有一部分的年輕人之所以對(duì)華文書報(bào)敬而遠(yuǎn)之,其實(shí)是不必要的心理因素。我本身便有這樣的經(jīng)驗(yàn)：在乘搭巴士或地鐵,打開手里的中文讀物開始閱讀時(shí),便感到周圍的乘客向我和手上的書投以異樣的眼光,讓我覺得頗不自在。而當(dāng)情況換成是我在閱讀英文書刊時(shí),那種不自在的感覺就好像不翼而飛似的。
翻開華文報(bào)章,想要通過自己的母語洞悉時(shí)事脈搏,卻發(fā)現(xiàn)一大堆的地名、人名,甚至是產(chǎn)品名稱都是拗口的翻譯名詞。本想多了解國際動(dòng)態(tài),但我還是要消化一大堆名詞,報(bào)道也看不大明白,結(jié)果發(fā)現(xiàn)讀英文報(bào)比較通暢。
此外,在閱讀華文報(bào),獲得了有關(guān)資訊和論點(diǎn)之后,與同學(xué)或異族朋友討論時(shí),往往也得轉(zhuǎn)化回英文的軌道上。要是我們習(xí)慣了用華文思考,這就等于須經(jīng)歷另一段翻譯過程,不利于唇槍舌劍的短兵相接。
新加坡年輕一代的求學(xué)過程的確讓華文變得漸行漸遠(yuǎn),然而,失去母語以及母族文化背后源遠(yuǎn)流長(zhǎng)的滋潤(rùn),年輕一代將很快在價(jià)值定位上迷失方向。至于華文書報(bào)要怎樣做才吸引到我們這一群讀者,無疑是一項(xiàng)艱巨但肯定值得征服的任務(wù)。
。作者是新加坡報(bào)業(yè)控股集團(tuán)獎(jiǎng)學(xué)金得主,目前在早報(bào)言論組實(shí)習(xí)