Sunday, 17 May 2026

Cultural usage of language: 骂 mà / scold


The cultural usage of 骂 mà makes it tricky to translate adequately into languages that don't behave the same way.

    It is usually for bad or unacceptable behaviour or a misdeed.

    Mostly for telling off / disciplining those below (in the hierarchy: generation-wise, age-wise, position-wise), but not always. It can be a wife telling the husband off for doing something she doesn't approve of, like coming home drunk, or not helping her out with the chores.

    I see in more than one mainland Chinese drama series (on YouTube) that gate keepers often tell people off for returning after the gates are shut, or for ringing up the porter's lodge for someone after hours (without first finding out why -- it might've been an emergency). Late = stupid, for not sticking to the rules. Default action to take: 骂 .

    When I asked a bus driver in 1998, in the small bus terminus by the 嘉義 Chiayi / Jiāyì (S. Taiwan) train station, if his bus was going to 後湖里 (Hòuhú-lǐ, an area in the suburbs), his response was, "Can't you see it says on the front that it's going to 水上 Shuǐshàng?!!?". To him, it should've been obvious to me (looking like one of them, and speaking fluent Mandarin) that the destination on the front of his bus was 水上, which is in the opposite direction to 後湖里.  I was therefore, stupid, and deserved to be told off.  Default action to take: 骂 .

    An English-born student of mine who'd worked in China for years said a year or so ago that yes, Chinese people do indeed people a lot.

    As you can see, 骂 happens a lot. It was one of the reasons I decided not to accept one of the two translation jobs I was offered at two different universities in Fujian province in S.E.China. I'd gone there during the Easter break, job seeking in anticipation of being retrenched in London in the summer. A question put to the woman (mid-20s / early 30s?) at the train station ticket window earned me a ticking off, because like the bus driver in Chiayi, she thought it was a stupid question, as the answer was obvious. A brief enquiry presented to a city bus driver another day also netted me a ticking off. I decided in the end that I couldn't face so much grumpiness on a regular basis over an entire year.

    Ah, an antidote story to prove that it wasn't me being a shrinking violet. A woman from mainland China was doing her Masters degree in Nottingham (east Midlands). She told me how touched she'd been when, one day, she asked a bus driver if his bus was the right one for place X.

    Her account (my words from how I remember it): "The bus driver told me no -- to get to place X, I was to catch bus Y. He then proceeded to give me directions for where to catch bus Y: down the street this way, turn left at the junction 10 yards on, and there's the bus stop for bus Y."

    She added, "Not only was he so patient and kind, which wouldn't happen in China, but no one in the queue building up behind me throughout this conversation complained -- they just patiently waited until I had my needs attended to. This wouldn't have happened in China. In the first place, the driver would just tell you his bus is not the right one, and expect you to go away, leaving you to your own devices. The people behind would also start to grumble loudly that you're holding them up."

    The most common translation for 骂 mà is "to scold". I think it's used a lot in Singlish (Singapore English, which is a form of English based on Chinese in syntax, vocab and usage of language).

(From googling) to scold:  Quote To speak to someone angrily or harshly because you disapprove of their behavior. It typically involves reprimanding or chiding someone (often an adult scolding a child) for making a mistake or doing something wrong. Unquote

    British English doesn't use "scold" much. More "to tell sb off / to get told off / to get a telling off / to tick sb off / to get ticked off / to get a ticking off". (sb = somebody)

(From googling)

Quote

In British English, "scold" is understood but rarely used in everyday speech. It usually sounds formal, old-fashioned, or is strictly used when an adult is correcting a young child or an animal.


For typical, everyday situations, native speakers in the UK prefer to use different, more localized terms depending on the context:

  • Telling off: The most common, everyday term for reprimanding someone (e.g., "The teacher told me off for being late.").
  • Giving a bollocking / Rollicking: Highly common and colloquial British slang for a very harsh or angry telling-off.
  • Giving a talking-to: A milder, more diplomatic way of saying you had a serious conversation with someone about their bad behaviour.
  • Reprimanding / Admonishing: The preferred formal terms used in professional workplaces or written contexts.

Unquote


No such thing as a free lunch (China)


In the mainland Chinese drama series (set in the China of 1977–92) that I was watching last year, the daughter of one of the neighbours in the alley community decides to go and pay a Chinese New Year visit to the high school teacher a few doors away.

    She's looking in the cupboard for something to take with her (green tea most likely). Her father says, "There's no need to take a gift." She says, "I/We might need his help later on when my younger brother goes to high school."

    I'm now watching a different series, aired 2022, probably set around that time: people use mobile phones; a lot of them drive; two people drink red wine practically all the time when at home; they eat Western food in swish restaurants (beef steak, with knife and fork).

    A cancer patient in hospital, in his 70s and who has a big company, hears about a boy's accident on a construction site, incurring major injuries. He wants to pay for the boy's treatment and hospital stay, saying, “积点德,看我能不能多活几年” (English subs: accumulate some virtues for myself, maybe I can live for a few more years)


(China, 1977–92 / 2022)

* 德 dé is another problematic word, usually translated as "virtue" which doesn't carry the same cultural value in English as it does in Chinese. (I don't know other languages well enough to know.)


Saturday, 16 May 2026

Linguistic False Friends: 03 (English / Chinese: Wordplay)


I've been teaching English conversation to a group of Hong Kong incomers at a community centre in north London, as a volunteer.

    For the lessons, I try and incorporate things British:  British English [vs American English, which a lot of people around the world are familiar with, having watched American films and videos];  British food;  British sense of humour;  etc.).

    One British trait, shared by the Chinese, that I've brought up in class is the love of wordplay, particularly in tabloid newspapers and adverts.

    When I first asked the students what "wordplay" meant, a number of them immediately said "crossword puzzle".  (That was in November last year when I took over the class -- their regular volunteer teacher had found paid work.)

    This is probably because the Chinese verb "玩(儿) wán(er) / to play" is used a lot in everyday life.  (The "儿 ér" is the tongue-curling sound that northern speakers add to the end of lots of sounds, both verbs and nouns -- not used by southern speakers.)

    It is another cultural-usage word that poses translation problems, which I shall cover in greater detail in a blog of its own.  For now, it's simpler just to say that to the Chinese-speaking brain, "wordplay" seems to = "word game" (from the "玩 wán / play" link), and therefore ends up being "crossword puzzle".

    The group has just started a new term, with fresh members.  For revision and for the newcomers to catch up on what they'd missed, I asked what "wordplay" meant.  One of the new students said: "Crossword puzzle".

    I shall have to start using "a play on words" from now on.  (It'll be interesting to see if they still think it's "crossword puzzle"...)


* (From googling)  Quote Word play is a broad literary technique used to manipulate sounds and meanings (like puns or riddles). A crossword puzzle is a structured, grid-based word game. The key distinction is that word play is a creative device, while a crossword is a formalized puzzle solved by deducing exact answers to fit an intersecting grid. Unquote


* (From googling)  Quote In the UK, "Hong Kong incomers" refers to individuals and families who have migrated from Hong Kong, typically arriving via the British National (Overseas) [BN(O)] humanitarian visa route. Over 180,000 Hong Kongers have used this pathway to relocate to the UK, settling into communities across the country. Unquote


Linguistic False Friends: 02 (Teochew / Cantonese: Stingy)


This is another one that has already been posted as a blog a while ago:

https://piccola-chinita.blogspot.com/2022/03/linguistic-reefs-singapore.html 


Linguistic False Friends: 01 (Indonesian / English: Air)


I've just discovered that this has already been written up a long time ago (September 2025), before I'd thought of doing a series:

https://piccola-chinita.blogspot.com/2025/09/linguistic-false-friend-singapore.html.


Linguistic False Friends: 00 (An introduction)


(From googling)

Quote

Words or expressions in two different languages that look or sound similar, but have completely different meanings. They often lead to hilarious misunderstandings or embarrassing mistakes for language learners.


  • English / Spanish --> Embarrassed: Looks like embarazada, but actually means feeling ashamed. Embarazada means pregnant.
  • English / French --> Library: Looks like librairie, but is a place where you borrow books. A librairie is a bookstore.
  • English / German --> Gift: Looks like the English present, but in German, it means poison.
How to Avoid the Trap
  • Context is King: Always translate phrases rather than individual words.
  • Learn the Roots: Understanding a language's etymology can help you see why words diverged.
  • Mnemonics: Make up funny mental stories connecting the foreign word to its actual definition to break the habit of associating it with your native language.

Unquote


Friday, 15 May 2026

Benign paper tiger: 03 (The stronger students) (London)


One of the things the fearsome cardiology head's underlings said of him ("The promising students, you will tick off", in https://piccola-chinita.blogspot.com/2026/05/paper-tiger-01-china.html) found resonance with me for how I'd treated (and still do) my stronger students. I'd challenge them more because they were (/are) good enough to stand up to it.

    (See also https://piccola-chinita.blogspot.com/2026/05/benign-paper-tiger-02-weaker-students.html for how I'd treat weaker students.)

    Some of my efforts with the stronger students, however, didn't always get understood either (which I only discovered later). (The "either" here refers to the weaker students not appreciating my efforts to make them feel included, being given easier sentences to do in class.)

    My teaching is delivered on a three-prong basis:

(i) exam-geared -- therefore must follow the brief and deliver whatever is being tested, e.g., grammar or vocab / usage of language;

(ii) classroom exercise -- I'd give them as many variations as they can take, because they might come across different versions in real life (different accents / usage of language by people from different parts of China, not to mention what I call "the other regions", i.e., Taiwan, Hong Kong, S.E.Asia, just to name three);

(iii) real life -- I'd teach them coping techniques, e.g., if they don't know the precise Chinese for X, try to put something together, even if it's long-winded. ("Silence = no communication / no message conveyed" is what I drill into them.)

    For the stronger students, therefore, and for what I call "the classroom exercise", if they were to give me the correct answer X, I'd throw them as many alternatives as there might be for X (or as many as I can think of).

    This didn't go down well with one of them, however, but luckily she did come out and tell me about it -- only two years later, though. (It gave me a chance to clear my "wicked witch" label.)

    I'd taught her when she was in Year 2. I was a part-time teacher on the evening programme but given her (full time degree programme) class to teach for a translation module.

    She then went away for her Year Abroad, and I ran into her when she came back for her final year (Year 4).

    Being always around, working the longest hours though only a half-post / half-salary teacher (yes, stupid me), I saw her outside the Section Head's office across the corridor from mine, but the latter was not in. After she'd hung around for a while, I thought I'd say hello and help her kill some time, asking how her Year Abroad had been, etc.

    Then, for some reason, she blurted out, "You didn't like me when you were teaching my class [in Year 2]."

    Huh?!? How on earth had she got that impression? She'd been the best student in her class. (I know, I know, it doesn't logically / automatically follow that one should like the best student, because they could be obnoxious, e.g., arrogant or something.)

    She said, "Because every time I gave you a version in the translation exercise, you'd give me another rendition. I could never get it right, it seemed. You were never satisfied with my offering."

    Oh my goodness. Poor girl, carrying it around for the whole of Year 2, then the whole of the Year Abroad, thinking that this teacher didn't like her and kept picking on her. What a burden to be carrying around for so long, poor girl.

    I said, "Oh dear, poor you!" and explained the principle behind how I treat students of different ability levels.

    I added, "It was because you were the best in class that I always threw alternatives your way. You were good enough in your language ability to absorb the variations and alternatives. I wouldn't do that with a weaker student, because they won't be able to take it."

    The look on her face was amazing to witness, as the significance of my treatment of her translation efforts in Year 2 dawned on her.

    A look of gratified enlightenment came into her eyes as the new perspective was pointed out to her. It then spread to her mouth in the form of a smile of self-approbation, being told that she'd been treated differently because she was deemed capable of taking the extra load as she was the best student in the class.

    A bit after that conversation in the corridor, she asked me for help with her revision (I wasn't given hours to teach her class, so I had nothing to do with her assessments and exams). I teach a lot of the application of strategies and tricks, so my guidance gave her a good grounding for what I call "Guessology" (my coinage). It's a particularly useful skill for Chinese as it's so different from European languages.

    When she got a job after graduation in an organisation dealing with the Chinese market, she asked me to give her private tuition for her professional language needs.

    I was very relieved to have had the chance to clear my "wicked witch" image.

(London, 1990s)