I’m in the middle of the 7-day Chinese National Day (国庆节) holiday, and I’m in the office getting some work done. I decided a while ago that it would be useful to make some videos (and I did make one), but I didn’t want the hassle of video editing (or managing video editing) on a regular basis. Turns out screencasts are really easy to do once you get them all set up!
So I’m doing a series of screencasts about the Chinese Grammar Wiki, and this first one explains how you can make use of keywords on the wiki for quicker and easier navigation:
I’ve teamed up with Chinese Buddy on a new song, and this time the grammar point is a very basic one related to saying “have” (有) and “don’t have” (没有). Besides Chinese language, it seems that our collaborations revolve around anti-materialism and food (last time was stinky tofu).
Anyway check it out, and show it to any kids you know learning Mandarin:
I get a lot of questions from absolute beginners about Chinese word order. “I heard it’s almost the same as English. Is it??”
It’s not an easy question to answer, but the short answer is: “fairly similar for simple sentences.” And what does “fairly similar” mean exactly? Well, I recently made this video to answer that question!
You could almost make a list of sentence patterns, starting with the simple three-word “SVO” sentences (e.g. “I love you”), and see the Chinese and English word order slowly diverge as you add in more and more complexity. That goes a bit beyond the scope of that simple video, though.
TL;DR: similar, but you still need to study it a little!
P.S. IF you’re wondering where I got that awesome t-shirt, it’s from here.
I never imagined that collaborating with a musician to create a fun song for learning Chinese grammar would result in a love song to stinky tofu (臭豆腐), of all foods! But that is indeed what happened last week. Check out the result, from Chinese Buddy:
It’s a fun song, and there are two kids in my house (and even an adult or two) that can’t stop humming it. From a grammatical perspective, the use of the verb 要 with various objects is highlighted.
My input into the Chinese learning part of the song was:
Include 要, 不要, and 要不要 as well as a variety of objects
Try not to let the melody of the song “warp” the tones of the important words too much (especially “yào”)
Keep the tones as clear as possible, including the tone change for 不要 (bù yào → bú yào)
Include some “spoken” audio in the song
Yep, four checks! If you’re a beginner working on basic sentence patterns, I hope you find this song helpful. As for the stinky tofu… well, I’ll leave that up to your own judgment.
Do also check out Chinese Buddy on YouTube. There are a bunch of songs (mostly oriented at children), and the styles of the songs range quite a bit, so don’t judge the music on just one or two songs. Probably my second favorite song would the the Tones Song. (Yeah, I have a thing for tones, and also ukulele music, maybe?)
Over the CNY holiday a video of a Shandong guy trying to make a phone call with his in-vehicle voice dial went viral, and it is hilarious:
The guy has an accent, so his tones are a little off, but you can definitely make out the number he’s trying to dial with the help of the subtitles.
The part that reads “X死,” while not polite, is actually not obscene; it’s a Shandong slang term “xie 死” which means the same as “打死” (beat someone to death).
Anyway, this guy has been nicknamed 纠正哥, “Correction Brother,” because he keeps trying to “correct” the system’s misunderstanding of his voice commands.
After the video went viral, he was later interviewed by a reporter:
New information learned from this video:
1. The band-aid on 纠正哥‘s head is because his friend (owner of the number that keeps getting repeated in the first video) cracked him over the head with his phone when he started getting non-stop phone calls after the original video went viral.
2. The friend gave the number and the phone to 纠正哥, which is why he has it, and you can see it getting non-stop calls at the end of the interview video.
3. 纠正哥 got mad because the interviewer guessed he was 45 years old, but he’s only 33.
Thanks to John Guise for bringing this video to my attention, and to Yu Cui for alerting me to the follow-up video and providing Shandong insider knowledge!
As I mentioned in Part 1 of this review, FluentU is showing a lot of potential as a learning platform and a content producer. In this review I’ll look more closely at FluentU’s self-produced video series, and finish with an interview of content director Jason Schuurman (my ex-co-worker at ChinesePod).
Fluent-U’s Video Series
So, assuming you have a FluentU account, where do you find the FluentU-produced videos on the FluentU site? It’s not quite as obvious as you might think. They’re not aggressively recommended. But if you go into “Courses,” you’ll notice that some course names start with “FluentU.” Those are the ones FluentU has produced on their own. Unfortunately they’re not really grouped together for easy identification, so I went ahead and listed out all the ones I could find currently available on the FluentU website:
So only 1 Newbie series, 3 Elementary, a whopping 5 Intermediate, and 1 Upper Intermediate. I was hoping for more video at the lower level, but at least I got to see what FluentU created across 4 levels.
One of the things I really like about these series is that although they’re broken up into short episodic clips, there’s also a “full” version that ends each series, putting all the clips together. This is great for review, and it also meant that I could easily watch each series without having to watch them one by one. (Watching a series on FluentU isn’t quite as easy as watching a playlist on YouTube.)
The video themselves are professionally made, using young, attractive actors. There’s a bit of a Taiwanese flavor to them all (unsurprising, since they were all shot in Taipei, I believe), which may upset the Beijing-centric putonghua police. I think it’s fine, though, the videos seem to be designed to be universally applicable to mainland China learners as well. I didn’t encounter any Taiwan-only vocabulary, pronunciation was pretty standard (although not perfect, by Beijing standards). There was also some Taiwan-style usage of sentence-final modal particles, like 哦, 啦, and 咯, but I didn’t find it too distracting.
At the lower levels, it’s clear that the creators slowed down the speech and added additional pauses for lower level learners. While this is nice, it has a funny effect, making some scenes feel quite awkward. You know those conversations where neither side is quite sure to say, and there are long awkward silences? There’s a lot of that feeling in some of the lower-level video series. Even within just the Elementary series, though, we quickly see the awkwardness in one series–FluentU: Making Friends and Drinking Coffee–fade to a much more natural rate of speech in FluentU: A Trip to the Supermarket. By Intermediate, the language is a lot more natural, while still being quite clear. I found the Upper Intermediate surprisingly accessible (read: not difficult), meaning it will be more useful for more learners, which is a good thing. (Other material marked “Upper Intermediate” on FluentU is usually quite a bit more challenging.)
I noticed that the writers also went to great pains to make the dialogs full of high-frequency words and phrases. While it’s usually easy to pick out words that aren’t useful in most videos or even standard textbooks, there really aren’t many at all in FluentU’s videos. In fact, the language is usually so simple and everyday that the videos don’t really through you any cureveballs at all. There aren’t “twist endings” like you frequently find in ChinesePod dialogs. One thing that keeps the videos interesting, though, is a pervasive flirtiness running through many of the male-female dialogs. You kind of expect the video to devolve into a “what’s your number?” or “we should hang out sometime,” but they stay innocent.
In fact, it’s the flirtiness, combined with an amusing awkwardness, that makes these original videos memorable. Probably my favorite example of this is the elementary video where the cute flirty waitress informs the young protagonist where the bathroom is, immediately followed up by a cutesy “don’t forget to wash your hands!” (Ha ha, wut??)
Then there’s also the very awkward pre-interview high-five (between strangers) in the Upper Intermediate job interview lesson:
(The girl and guy from that video are going to end up as co-workers, and if that sexual tension doesn’t later erupt in a sequel series, I really don’t know what the writers are trying to do here.)
Overall, I enjoyed the videos. Especially at the lower levels, they still feel like “studying,” but they’re very usable and easy on the eyes. I can see these being useful in the classroom, especially for college students.
Interview with FluentU’s Content Director, Jason Schuurman
Me: Although it’s a very different service, FluentU kind of reminds me of ChinesePod in that it offers a lot of material and tools, and it’s up to learners to put them together in the way that makes sense for them. Can you comment on how that might work at FluentU, and how different types of users use the service?
Jason: Yeah, we definitely provide a lot of freedom and flexibility. We feel this not only allows for a broader range of users to benefit from the site, but it also let’s our users take their learning into their own hands and not get bored with materials they weren’t interested in learning in the first place.
That being said, we still do provide structure for those who want it in the form of recommended content and more specifically, ‘courses’. Courses at FluentU are something like a playlist-meets-lesson plan, and guide users through various sets of content ranging from multi-part video series, to topically related materials and textbook vocab lists.
As far as users go, on one end of the spectrum, you have users who only use FluentU for the content itself. Our library of videos and audios is very large and already organized for you, translated into English, and completely annotated. These users usually already have a system for review they prefer, prefer not to review at all, or are in Chinese classes already and looking for engaging authentic content. Most of these users are intermediate and above and subscribe to our Basic subscription plan.
On the other end of the spectrum, are the users who use FluentU as their single source for most or all of their language learning and are Plus subscribers. Not only do they get all the content, but they have access to and can create decks (vocab lists), and are able to actually learn everything within the FluentU library using our personalized review tools. Learn mode integrates videos you’ve watched and tracks your progress so that we can do things like make sure clips you see are comprehensible to you and do an even better job recommending you content. All that adds up to a pretty complete learning package.
How big is the video library, exactly? How many FluentU-produced videos do you have now?
Jason: Our total count in the video library as I write this is 1251 videos, with 65 at newbie, 86 at elementary, 138 at intermediate, 257 at upper intermediate, 360 at advanced, and 340 at native. Of those, we’ve produced 10 ‘Courses’ of videos of our own, each about 5-10 videos apiece. Though, it’s ever-increasing because we publish at least 12 videos a week, sometimes more.
In addition to that we also produce our own audio dialogs, which we call ‘Audios’. They’re similar to some videos, but are more lesson-like and practical, and of course, don’t require the user to actually watch anything, which is great for mobile. (They’ll also be available offline on our upcoming mobile app.) Right now we have 228 of those spread across the levels, and also publish around 10 a week.
And as for ‘Decks’, which are vocab lists of various types available for learning via the Learn Mode, we have 124, and continue to publish more as well.
How have you been growing the library? Are you focused on particular levels, or topics, or styles of video? What are the plans for that?
Jason: We’re always looking for and preparing new videos. In general, we make sure to cover a wide range of topics and formats, and also keep difficulty in mind so that we can continuously publish a good mix of content. Though we also keep things like the overall library balance and user feedback and requests in mind as well. So far this has worked really well, so while we have no plans to change much in that regard.
How should learners decide what videos to watch on FluentU?
Jason: Browse! The videos in our library are divided into different topics, formats, and difficulties, which help users choose what to watch based on their interests and Chinese level. We also display the percentage of vocabulary the user already knows for each video, which allows them to chose videos that are more precisely at their level.
In addition to that, we have “Courses”, which if you don’t know exactly what to you want to watch or are looking for more structure, organize the content into playlists for you. Courses are also popular because they’re longer forms of content. You can slowly pick away at a course, with your next video, deck, audio, or learn mode session waiting for you every time you sign in, meaning you don’t always have browse for new content.
How do your difficulty levels relate to textbooks or other online services like ChinesePod or the Chinese Grammar Wiki?
Jason: We based our difficulty levels on a lot of things, but mostly a combination of our own knowledge and expertise (bolstered of course via sources like the Chinese Grammar Wiki), and other helpful standards like the new HSK levels. When actually determining difficulties, we consider things like speed and clarity, but linguistically we place a strong emphasis on frequency and usefulness to ensure that lower-level videos are filled with the stuff you really need when starting a language.
Can you explain the process for how you went about creating and filming your original video series?
Jason: When we first started compiling our library of videos, we realized there was a lack of quality, entertaining, video content for lower-level learners. There’s certainly stuff out there, as our current library reflects, but nothing as well-produced and linguistically-minded as we would have prefered. The stuff out there was either very entertaining but not practical, or very practical, but not entertaining. We wanted both, and so we decided to just make them ourselves. Essentially, we wanted to make sure our lower-level learners were getting as great of a video-learning experience as our more advanced users, and making some of our own videos was the best way to do that.
To produce them, we teamed up with a small independent film production company who we felt really understood our ‘vision’ with the videos. From there, we decided on what scenarios were most needed/wanted, wrote the scripts with our pedagogy in mind, and produced the videos.
You say the FluentU video series is for “lower-level learners.” Can you explain that a bit more? Is it for someone with a year of formal Chinese under their belt, or is it an absolute newbie, or someone who’s learned pinyin and a few basic phrases but nothing else, or what?
Jason: We’ve produced our own video series at the newbie level all the way up the upper intermediate level, but we made sure to produce more at the newbie, elementary, and intermediate levels simply because there’s less good material at that level.
The ‘newbie’ level courses are meant for learners with a little bit of understanding as to how the Chinese language works in particular in terms of tones, pinyin and characters, but without any prior master of them. Through a combination of the scripts, which are written for language learning, and a filming style that is meant to take full advantage of the video-learning format, we wanted to make understanding the content just come naturally, which is very important for newbies. To do that we emphasize things like repetition of key vocab, visual cues, slightly slower speech, etc.
The video player and learn mode also allow the user to start with pinyin first, and graduate up to characters when they’re ready. And finally, we also other courses meant specifically for learners who aren’t familiar with, or who need more practice with, things like tones and pinyin.
I’d say with a year of formal Chinese under your belt, you’d be just about at our ‘intermediate’ level. With ‘elementary’ being somewhere in between that, and what I’ve just described above.
How are your own videos different from other video-based learning material? What makes them special?
Jason: Well, I think for one we put a ton of care into making sure they were not only useful, educational, and pedagogically sound, but also interesting and worth watching. I think the biggest problem with a lot of language learning video series, is not unlike the problem that many textbook dialogs have, in that they end up being either boring, or unnatural and feel somewhat stilted in the end. We tried really hard to make sure ours were visually interesting (and hopefully even sometimes funny!) and also that our actors did their best to speak and act naturally, while still maintaining the clarity of speech that is so important to a language learning video. That’s probably the biggest difference in my mind.
That’s the end of this two-part review of FluentU. Check out Part 1 if you missed it.
FluentU has quickly become the most talked-about video service for learning Chinese online. The site sports a clean, modern feel, and the team have been very responsive over the past year, as user feedback has informed a number of nice changes. Although I’ve been following FluentU’s development (and even met with the founder a while back), I haven’t reviewed the service myself until recently. It’s not a coincidence; I’m actually a bit skeptical of video-based learning (it’s really hard to get right), and I wanted to wait until FluentU got a few more features out before I reviewed the service.
For the most part, I’m going to assume that most of my readers have already heard about FluentU (it’s certainly not new anymore!), and I won’t provide an in-depth introduction to how the service works. This is part 1 of a 2-part series.
Why video? This is a really important question. Working at ChinesePod, we were often confronted with the “why don’t you guys do video?” question. The logic seemed to be: “if audio is good, video is better.” ChinesePod has done a few experiments in video over the years, but never fully committed to it. The reasons are:
1. Professional video is much more labor-intensive than audio (by a factor of 5-10)
2. Users often say they want video, but don’t really want to pay extra for it (poor ROI)
3. Many users use audio material in a way that doesn’t work with video (e.g. listening while working out, or while driving)
What conclusions can I draw from this? Not a whole lot. Maybe video is just not a good fit for the ChinesePod brand. Building up a big fanbase over years and years, all centered on audio, probably doesn’t naturally lead to demand for video. If ChinesePod were to really commit to doing video, it would have to be a concerted, long-term effort, and more than just a few experimental videos.
FluentU, on the other hand, has focused on video from the start. In its early days, it utilized tons of clips from YouTube, which meant its resources could go into translation, vocab management, and other tools (rather than video production). More recently, FluentU has started producing its own professional video content.
Video is great for providing the full visual context of language, including both cultural elements and body language. This is especially powerful for learners not in China (learners which can also take advantage of the unblocked internet and faster speeds for viewing FluentU videos).
FluentU: the Video Player
FluentU does a great job of presenting video. The player is great, right down to all sorts of tiny details. If you know FluentU at all, you know this, so I won’t say too much here.
Some specific details I like:
1. Being able to loop a specific clip within a video.
2. Color coding in the video timeline so you can see where the dialog happens in the videos and where there’s no speaking going on.
3. Hovering on the subtitles automatically pauses the video, so you can check the meanings or pinyin of the words you’re hearing.
4. When you first select a video, you’re presented with the entire video transcript up front (which you can also download). This is especially useful for intermediate and above; if you can read enough to get the gist of the transcript, you don’t have to suffer through 5 minutes of a video before discovering it’s not what you want.
But there’s a catch… because FluentU makes extensive use of YouTube, it doesn’t work flawlessly in China. I have a VPN, of course, but it’s still a little slow. It’s usable, but the lag is quite annoying, I must admit. I imagine using FluentU on a fast (unfiltered) internet connection would be pretty awesome, though.
FluentU: Learn Mode
The is one of the key features I want to focus on. It wasn’t around in FluentU’s early free/beta days, and it has a lot of potential. Basically, “Learn Mode” is FluentU’s take on SRS, an idea which isn’t so great all by itself, but holds a lot of promise for enhancing other methods of learning.
When you choose a FluentU video at your level that you’re interested in, you can choose between “Watch” and “Learn.” “Watch” is just watching the video, as expected. “Learn” takes you to a new interface which is focused on figuring out which words in the video you actually know, and familiarizing you with the ones you don’t know. This process should feel very familiar to anyone who’s used Anki or other SRS vocabulary review software, but FluentU has done its own take on SRS.
When you don’t “know” a word, you have the option of watching one or more short video clips which include the word. It’s a very cool cross-section of the word in action across all kinds of video content and contexts. Imagine that all those sample sentences you love so much in your favorite dictionary (or Chinese Grammar Wiki) were all mini video clips. That’s what it does, complete with transcript for each individual sentence.
After you “learn” the word and continue, the system will cycle back and test you on the words you should have “learned.” There are multiple-choice questions, fill-in-the-blank, and straight-up translation mini-quizzes for each word.
So I’m totally on board with the idea of extending SRS into something more interesting, and I like seeing innovation around the boring SRS model, but there are a few issues (which I’m sure FluentU is working on). First, if you’re in China using a VPN, the lag issue is even worse for these tiny clips than for the full videos.
Second, the “Learn this word” vs. “Already Know” dichotomy may be a little hard for some types of learners to deal with. There are just so many words we learners are working on in learning, which fall in that fuzzy region somewhere between “Learn this word” (as if it were new) and “Already Know,” that being forced to choose may be just a little agonizing.
If you choose “Already Know,” then BAM, that word is forever (?) on your “known” list, which might make you feel like you damn well better know it before clicking “Already Know.” Perhaps that’s the idea: getting you to browse clips more, and make fuller use of FluentU’s archive of annotated video. Fair enough. I just think it will be hard for some users (read: super-serious learners with perfectionist tendencies, like I used to be) to confidently click on “Already Know.”
One thing is for sure: the “Learn” mode offers a much more focused way to “study” FluentU’s video content, rather than just casually browsing. It really is a very different experience from the site’s main video-watching experience, more similar to a quiz than enjoying a TV show. I can see how this might attract some users and turn off others.
If FluentU can get “Learn” mode right and get more users actually using it, it has huge potential. Any learning service that can accurately determine what its users “know” is very well poised to offer an amazing, personalized learning experience. Right now, FluentU offers a little green strip next to every video displaying what is “known” (based on feedback from “Learn” mode). There’s a lot of potential here.
Mini-Interview with FluentU’s Founder, Alan Park
Me: The FluentU video player is fantastic! How did you design/develop it?
Alan: Thanks for the kind words! We designed/developed it through the same way that we develop the rest of the site: by going back and forth with our users and adjusting based on feedback, until they loved it. And then adjusting it some more.
FluentU has some great video content, but it seems to also be branching out into audio too. Are you having second thoughts about a “pure video” approach?
Alan: Our team doesn’t have many “sacred cows.” We experiment a lot and are always trying new things to make the best language learning site possible. We started with real-world videos because video has many advantages. Video is exciting, and it opens your eyes to a whole new world and culture. People talk naturally on video. It’s memorable and helps words stick. And most of all it’s fun. On the other hand, audio has 2 huge benefits: it’s cheaper to create than video, and it doesn’t require as much active engagement for the user as video. We’ve found that there is definitely a place for audio alongside video.
Is FluentU primarily aimed at individual self-study learners, or at schools and other institutions?
Alan: Our focus is individual learners, but many schools and institutions tell us that their students are loving FluentU.
You’ve launched other languages on the FluentU platform. What does this mean for Chinese? Will Chinese get any “special treatment” going forward, or are new features now “all or nothing”?
Alan: Chinese is our first language, so it will always get “special treatment.” And by virtue of the fact that there is pinyin and Chinese characters there is no way around it. Besides, it’s my favorite foreign language.
The “Learn” feature on FluentU is a unique take on spaced repetition. Is it popular with your users?
Alan: Yes, they love it. Instead of saying that it is a take on spaced repetition, I would say that spaced repetition is just one small part of it.
The “Learn” feature is really a personalized quiz for learning vocab through video contexts. Instead of learning vocab through flashcards, why not learn them through short video clips which are handpicked for you?
What’s next for the “Learn” feature?
Alan: We’re making it mobile friendly. Right now, it involves a lot of typing, which wouldn’t translate well for smartphone. Stay tuned!
Just a few takeaway points:
– FluentU has a great, learner-centric video player with awesome features and real attention to detail
– FluentU may not work well in China, even if you have a VPN
– FluentU has “Learn” mode, which may not be for all users, but it definitely takes FluentU well beyond “a site with a bunch of videos,” and looks very promising
In part 2 I’ll be looking at the FluentU-produced video series, with a more in-depth interview with Content Director Jason Schuurman.
I was a little late to the party, but I finally saw Disney’s Frozen recently, and was very impressed. Later I did a bit of searching for different language versions of the movie’s hit song, “Let It Go,” and aside from discovering an impressive 25 language mashup version of the song, I also made another interesting find: Chinese dialect (/fangyan/topolect) versions of the song!
Of the videos included below, only the English, Mandarin, and Cantonese audio versions are official Disney productions. The others are fan creations, and as such, vary widely in quality. Some are translations of the original, while others are spoofs (恶搞) or partial spoofs. I’ve got them roughly in order of quality below (the worst at the bottom), so don’t say I didn’t warn you! (Links go to Chinese video sites (with ads); embedded videos are Disney’s official audio versions with fan-added subtitles from YouTube.)
Annie and the Shanghai Veggie Club have created a new video alerting vegetarians to some of the challenges you’ll face trying to eat vegetarian in China. It includes the language you’ll need to ask for what you really want:
(Yes, I know, for a vegan-friendly club, you’d expect a video with less cheese!)
We’ve been doing some video clip dubbing experiments for fun on the AllSet Learning YouTube page. We started with Downton Abbey, and did Dracula for Halloween. That one was a bit on the discouraging side (although what can you really expect from Dracula?), so we decided to do a much more upbeat one. The result is this classic clip from Animal House dubbed to be about learning Chinese.
Our intern Jack has been doing a good job and having a good time with this little experiment. He’s the “student” in the Dracula clip, and he conceived the Animal House clip (although our AllSet Learning teachers recorded that one). Good job, Jack!
Are clips like this useful as study material? Probably not, but if they give you a smile and get you listening to a bit more Chinese, they’re worth it. For sure, the ones learning the most are Jack the intern and our teachers. It gets them thinking about the limitations of certain forms of media, tradeoffs in production resources, and creativity applied to pedagogy. It’s a worthwhile investment for us as a company. (BTW, we post all our new videos to our Facebook page as well.)
I’ve been quite busy with AllSet Learning lately and haven’t been updating Sinosplice (oh, the blogger guilt!), but here’s a little video we did lately to provide an easy preview for the AllSet Learning Pinyin ipad app:
The app is doing great! Thanks very much to everyone who’s downloaded it, recommended it to friends, and purchased the optional addons.
A half-Chinese, half-American actor by the name of Mike Sui (Mike 隋) has been making quite a stir on Weibo and on the Chinese web with his recent video in which he plays the part of 12 different nationalities/personalities. He does various accents in both English and Chinese (and he’s clearly fluent in both). My favorite is the Taiwanese one (starting at around 7 minutes). Take a look if you haven’t seen it already:
(More details about the video and the Chinese reaction are on ChinaSMACK.)
Interestingly, the video is being promoted in a way that refers to him as a 老外 (foreigner), but Mike is clearly half Chinese, and speaks both English and Chinese natively (or very close to natively). According to various Chinese sources (here’s one), Mike’s dad is a Beijinger and his mom is American. That still counts as 老外?
John: What inspired you to start No Drama Real China?
No Drama Real China host Rachel Guo
Rachel: It’s a long story. My very first trip to America was on July 7, 2011, and the first thing that surprised me the moment I stepped out of JFK airport in New York was how familiar everything was to me! Yes, I watched too many American movies, TV shows, and everything for years, and I even have a little bit of an American accent. What a powerful soft power! And after 40 days of travel in New York, D.C, Seattle, LA, San Francisco, Santa Barbara, and a small town two hours from the Canadian border in Washington, I found the other thing that SURPRISED me was that many Americans know so little about China, they asked me questions like:
– “Are there highways in China?”
– “How do you come here? Yes, i know by plane, but HOW?!!”
– “I heard a story that many Chinese families saved money for years so they finally could afford a refrigerator, but then the refrigerators they bought all broke after a while. So the Minister of the Labor Department ran into the refrigerator factory and shot the factory director because they produced bad quality products.”
There’s a lot of drama surrounding China, but where does it all come from? Form the media, American newspapers, and the Internet, which focuses on attracting attention to China’s problems and abnormal things. Some people see one drop of the ocean and think it IS the ocean. It’s not their fault; they don’t get to watch Chinese TV like us Chinese watch American TV, because most Chinese movies and TV shows suck, and the government channels are too cliche. I really want to show something normal to people who want to know a real China, not through a colored lens, no slant, no drama… Oh there WILL be some drama, of course–drama is a part of reality–but not all of it.
John: How long have you been doing No Drama Real China?
Rachel: In September 2011, i bought a small camera and got started.
John: What are your plans for the show, if it becomes more and more successful?
Rachel: 1) Make the program better and broader. If it gets successful, which means there will be sponsors and volunteers, or i can afford to hire somebody, I will get voices from all over the country, which will make it more real. If I could get some better equipment, I could make the production quality better too.
2) Make the program more diverse and more targeted. My group could do interviews in a particular region in China, or focus on particular issues (still no politics though), or do documentary videos, always keeping the style of putting real people’s real lives and real voices in front of the camera, with as little explanation or interpretation as possible. Because once I talk it’ll become subjective, the people will become the way I see them.
3) Use the program to collect data for cultural and commercial research. Maybe it could be a tool for consulting.
4) Actually I just want to keep doing what I believe in and see where it goes. Life always surprises me!
John: Can you describe the process you go through when creating a new episode?
Rachel: Collect questions, interview people, edit, translate, put music in, make an intro video, sometimes I need to find or make some extra material (like the Beat It! Dance). Then, upload, AND THEN do a little marketing. That’s something… it’s so difficult to get people interested in my interviews while sex and drugs stuff get people’s attention. Many thanks to my friends and friends’ friends who helped me a lot by sharing my videos.
John: Are all those people you interview your friends? If not, how did you approach them? (How do you know the old lady?)
No Drama Real China host Rachel Guo
Rachel: Those are my friends, family, people I meet everywhere in my social life, and some random strangers too.
Again, thanks to my friends who support me and introduce people of different occupations to me to interview. It’s so difficult to get strangers to be open to you in China, to be natural in front of the camera, and to share their real feelings. For example, when I travel on the train everyone is stuck together in a small space, so I can do a small warm-up and explain what I am doing, win some trust, and then interview.
The old lady who is a little deaf is my grandma. 🙂
John: Is there a way to submit questions for the show?
Rachel: People usually leave their questions in the comment sections on the ND/RC YouTube page, I check it every day and answer every comment. I’ve also just started a FaceBook page, so please join me there too! I think a lot about the questions people give me; it’s really very helpful. I hope I can have more ways to reach people, so people will feel its easy and fun to ask questions.
John: Is there anything else you’d like to say to your non-Chinese viewers?
Rachel: This channel is actually made for non-Chinese viewers. That’s why it’s on YouTube. I want to say THANK YOU to all people who appreciate it and share it. Your words, your suggestions, your questions and ideas are the greatest support for me. One of my friends works in the U.S. State Department, and he says it’s so difficult to make the right decisions for America-China-Asia issues, because the media only shows the drama, some voters are misled, and they don’t see how important this is. I want everybody to try not to be part of the problem but the solution. That’s what I also want to say to people who hate my program: PLEASE always give truth another chance!
John: 有没有什么想对中国观众说的话？ [Is there anything you want to say to your Chinese viewers?]
Rachel: 多谢大家的支持，相信懂得汉语的观众朋友们会看到画面背后更多有趣的信息。欢迎参与与分享。 [Thank you, everyone, for your support. I’m sure viewers that understand Chinese will notice that there are even more interesting details behind the videos. You’re welcome to participate and share.]
A friend of a friend has started a new video series in Beijing called No Drama Real China. The host is a Chinese girl named Rachel Guo. The concept is simple: ask a cross-section of Beijing’s population some interesting questions related to Chinese culture, and present the hodge-podge of answers in all its heterogeneous glory for the benefit of cross-cultural understanding (so, with subtitles, obviously). The result is interesting, funny, and perhaps even educational (especially for all you students of Chinese).
I just discovered these bizarre videos on Youtube called iamxiaoli. They’re supposed to be for learning Chinese, but they’re a little unorthodox, to say the least. Here are two of the ones I found more interesting:
I’m curious how effective these videos are at teaching Chinese. Can anyone voice for having learned some words or phrases from these videos?
Anyway, Xiaoli got my attention. The (sparse) website is at iamxiaoli.com.
Not in content, obviously, but in some ways this stuff reminds me of ChinesePod in its early days, trying something new and different, unafraid to explore and experiment. I’m not surprised that this particular effort came out of Beijing.