No. 3 (94), 2022 · 338–341 · DOI: 10.24412/1991-5497-2022-394-338-341
STUDY OF LANGUAGE POLICY AND LANGUAGE PLANNING IN CHINA BASED ON CNKI (2000-2020)
Abstract
Language policy as an academic discipline was born in the late 1950s, although studies of language policy in China began to attract attention after the beginning of reform and opening-up, especially after 2000, they were immediately distinguished by a wide range of topics, depth and breadth of research. The relevance of this study lies in the analysis of the structure of language policy study in China (2000 – 2020). The purpose of this paper is to study the state and development of language policy in China from 2000 to 2022. For this, the following tasks must be completed: 1) periodization language policy study in China; 2) study previous works of language policy in China; 3) identify the characteristic features of language policy in China. Scientific novelty lies in the comprehensive, multidimensional study of language policy in China from 2000 to 2022, as well as in the quantitative analysis of data from the largest scientometric database of China (hereinafter referred to as CNKI). Theoretical significance lies in the fact that a complete picture of China’s language policy from 2000 to 2022 is presented on the material of the articles under consideration. The results and conclusions of this study can be further used in sociolinguistic research in China. The practical significance lies in the fact that the results and conclusions of the work can be used in various areas of theoretical and applied Chinese linguistics. The materials of the study can find practical application in the preparation of training courses related to the study of the language policy in China, as well as in a comparative analysis of the language policy in China and other countries.
Keywords: language policy, CNKI, language planning, China.
Full text in Russian.
How to cite
Ma Lina. STUDY OF LANGUAGE POLICY AND LANGUAGE PLANNING IN CHINA BASED ON CNKI (2000-2020). The World of Science, Culture and Education. 2022. No. 3 (94). 338–341. DOI: 10.24412/1991-5497-2022-394-338-341