


































Education, Language and Sociology Research 

ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 
Vol. 5, No. 2, 2024 

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109 
 

Original Paper 

Exploring the Interaction of Guiyangese Dialect and Mandarin 

in Daily Life through Transcription and Discourse Analysis 

Xiaoduan Liu1 

1 University of Zürich, Zürich, Switzerland 

 

Received: April 19, 2024          Accepted: May 7, 2024      Online Published: May 24, 2024 

doi:10.22158/elsr.v5n2p109          URL: http://dx.doi.org/10.22158/elsr.v5n2p109 

 

Abstract 

Although it is easier for people to understand each other and communicate in a fairly complete and 

standard “official” language, the distinctive culture of a region is in most cases reflected and conveyed 

by the language spoken by the local people. With the spread of Mandarin and the influence of education 

since the founding of New China, coupled with the negative effects of new media and the Internet, 

Guiyang accent is disappearing among young people. The author practiced Professor Seedhouse’s 

approach by transcribing and discursively analyzing a video of a family chatting and having a meal in 

the mountains of Guizhou. Mutual understanding in cross-cultural communities is not only achieved in 

educational contexts such as schools, but also in person-to-person interactions. Awareness of issues 

related to bilingualism is naturally raised in everyday life situations. 

Keywords 

Guiyangese, local culture, discourse analysis, bilingual education 

 

1. Introduction 

Starting in the 1990s, the language initiation of today’s youth and children of Generation Z has been 

overwhelmingly replaced by novel intellectual toys and tremendous videos, and even online games. In 

addition to the influence of the popularization and universal education of Mandarin since the founding 

of the new China, Guiyang dialect has largely changed and evolved amidst overwhelming commercial 

jingles, lyrics of popular songs and Internet expressions. Considering the accent of Guiyangese is being 

endangered, it is essential to evaluate the ability of an individual to use the two languages fluently and 

competently in different contexts, how the two languages interact and influence individuals’ minds and 

thinking. To realize learners’ full potential as bilingual or multilingual individuals, educators can design 

effective and encouraging learning environments and teachers can employ a range of instructional 

strategies, including content and language integrated learning (CLIL), code-switching, and multilingual 



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teaching, to support the development of bilingual and multilingual students, playing a significant role in 

developing supportive and inclusive learning environments for students from diverse linguistic 

backgrounds. Although it is more convenient for people to communicate and understand among one and 

another with a rather integrated and standard “official” language, specialties and cultures of a region are 

for most of the time reflected and conveyed by the language that local people speak. Based on the socio-

linguistic theory which highlights social and cultural context in which language is acquired and used, 

bilingualism is not simply a matter of linguistic competence but also involves the development of cultural 

identity, attitudes, and values. The author conducted a transcription and discourse analysis following 

Professor Seedhouse’s method, to grasp transcripts of a video of family chats and dinner. In this case, 

intercultural community, and mutual comprehension are achieved not only under an educational 

background, for example schools, but also within daily life so that people are naturally raising their 

awareness of issues related to bilingualism. 

 

2. Literature Review 

In this part, literature review will be divided into two parts. One explores historical development and 

“mandarinization” of Guiyangese, and the other will review back to what researchers, Seedhouse’s in 

particular, or people in the academics have done on bilingual education and how they investigate the 

topic of learning more than one language, either in classes or out of campus. 

Together with the provinces of Sichuan and Yunnan and parts of Hubei, Guangxi and Hunan, Guizhou 

forms one of the four sub-dialects of the northern dialects: the Southwestern dialect. Most of Guizhou’s 

dialects are therefore similar to Mandarin, which is based on the northern dialects, but there are still many 

differences between Guizhou’s dialects and the northern dialects and southwestern mandarin, and they 

themselves differ greatly, divided into four categories: the Sichuan-Guizhou dialects, the Southern 

Guizhou dialects, the South-Eastern Guizhou dialects, and the special dialect islands (Chi, 2014). 

Guiyang dialect is rich in the sources of ancient Chinese words and has some heritage with other 

southwestern official dialects. Yao Hua, a Guiyang linguistic scholar in the late Qing and early Republic 

of China, wrote a book on Qian (short for Guizhou province) language which had not been edited and 

published until 1988, tracing hundreds of Guiyang dialect words back to their origins and examining 

them in details, stating that he had “used the present to prove the ancient and the folk to conquer the 

opaque writing”, and confirming that the dialect words were mainly derived from historical words, 

literary words, colloquial words and religious words, i.e. mainly from northern languages. Some dialectal 

words as well as vernacular pronunciations of the dialect reflect the influence on Guiyang dialect of the 

Xiang-Gan and official dialects spoken in the central plain of China, mainly from immigrants of other 

sibling provinces in the context of the Ming dynasty cantonment system. The languages of Qing dynasty, 

which were used by large-scale immigrants from Jiangsu and Zhejiang, in turn formed an overlapping 

coverage of the Guiyang dialect (the influence of the Jianghuai dialect, however, on the Southwestern 

official dialects of Sichuan and other places preceded the Ming dynasty) (Hongyu & Weijun, 2018). 



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Therefore, it is important to emphasize that there is a historical level of difference between the high 

degree of lexical similarity between Lower Yangtze Mandarin and Wu dialects and Guiyang dialect. 

According to Guiyang Folk Slangs and Anecdotes 2012 in Guiyang Literary History, children’s 

opportunities to interact with each other are gradually decreasing. Therefore, Guiyang nursery rhymes, 

like their native Guiyang dialect, are gradually disappearing. Today, the difference between three tones 

in the Northern languages has narrowed, and is not as great as the difference between Guiyang and 

Northern languages in the late Qing and early Ming dynasties. Although students are more inclined to 

talk to each other in their home accent if the lateral speakers know how to express themselves in the 

accent of Guiyangese, it is authoritatively discouraged to speak an accent in classes from the primary to 

higher educational schools in Guizhou Province, China. 

Many works have contributed to the understanding of how individuals use language in different settings 

and the social implications of language use. Among one of the notable studies is “Conversational 

Analysis and Second Language Pedagogy: A Guide for ESL/EFL Teachers”, where Wong and Waring 

(2021) analyzed transcripts of classroom interactions and identified patterns of turn-taking, repair, 

sequencing, and structuring. Their findings show how CA findings can aid in raising language teachers’ 

awareness of spoken language and offer strategies for utilizing that information while instructing second 

language interaction skills. There is also a significant contribution of Gavin Brookes and Daniel Hunt’s 

editing and evaluation work (2021) which can be summarized as a multimodal discourse analysis related 

to human health. Using discourse and multimodal analysis, the research examined how doctors and 

patients use language, gesture, and other forms of communication to establish and negotiate individual 

feelings and authoritative regulations. It clarifies that the combination of micro and macro perspectives 

in discourse analysis is beneficial because it enables in-depth analysis of minor linguistic components in 

texts while considering their importance in relation to more general societal issues like power and social 

structures. To estimate the meaning of lexical and grammatical choices in texts in a wider context, this 

multimodal discourse approach entails a thorough and methodical investigation of those choices. Despite 

these previous research and discussion, Professor Seedhouse’s research methods on transcript analysis 

focus on using conversation analysis and discourse analysis to investigate the relationship between 

pedagogy and interaction in different L2 classroom contexts. In 2004, for example, Professor Seedhouse 

explored discourse analysis in “The Interactional Architecture of the Language Classroom: A 

Conversation Analysis Perspective”. In this study, he examined the ways in which teachers and students 

use language to create a particular classroom culture. Through discourse analysis, he identified various 

communicative practices and how they contribute to the construction of power relations between teachers 

and students. The following is the table which explains speaker abbreviations and conversation-analytic 

notational symbols (Seedhouse, 2004) used in the classroom transcript, enabling readers to interpret 

features such as overlap, pauses, intonation, volume, and paralinguistic cues in the analysis of theory of 

mind and gaze. 



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Graph 1. Theory of Mind and Gaze Annotations 

Although a significant difference exists between English and Chinese, Seedhouse’s approach is 

particularly worthy of consideration for my research on Guiyang accent usage. It provides a valuable 

framework and insight for transforming visual data into textual analysis, thereby enabling the assessment 

of both verbal and nonverbal signals. 

 

3. Research Methods 

In previous discourse analysis studies, language is usually the main object. However, images, sounds, 

animations, human interaction as well as other meaningful expressions have been neglected by 

researchers. An online video is a form of multimodal discourse, which requires viewers to focus 

simultaneously on the plot, sound, subtitles, etc. Compared with traditional text translation, transcription 

involves multiple modalities. The multimodal analysis (Elf, 2019) is a study that incorporates the non-

verbal symbols used by humans into the process of meaningful communication, including images, actions, 

eyes, and gestures, while paying attention to the relationship between verbal and non-verbal symbols 

(Jewitt, 2009). Therefore, multimodal discourse analysis methods can be operated to analyze audio and 

video in bilingual environments. In Seedhouse’s book of 2004, he also explicates that conversation 

analysis is a suitable methodology for applied linguists and its actual object of study is the interactional 

organization of social activities. The purpose of this research is to investigate the development and 

learning of the modern Guiyang accent in daily life, specifically focusing on the role of conversation in 

Key of abbreviations Key of notational symbols (Seedhouse, 2004) 

 

T: teacher 

L: unidentified learner 

L1: identified learner 1 

LL: several or all learners 

simultaneously 

Audio: audio recording 

:  preceding vowel sound is lengthened 

[[  utterances starting simultaneously 

[  overlapping utterances that continue 

[ ]  overlapping utterances ending at the right-hand bracket 

=  contiguous utterances or same speaker continuation 

(0.5)  timed pauses greater than .5 second 

(.)  brief, untimed pauses  .5 second  

-     stuttered utterances  

(( ))  paralinguistic features 

utterance  quiet utterance 

UTTERANCE loud utterance 

utterance  slower utterance  

?   rising inflection 

       marked rise or fall in intonation on following utterance 

(hhh)      inhalation 



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this process. The theoretical framework for this study will be based on Seedhouse’s conversation analysis, 

which emphasizes the importance of studying the interactional and multimodal context in which language 

is utilized and learned. 

Data collection will involve downloading recorded videos and transcribing naturally occurring 

conversations between Guiyang natives in various settings, such as home, the countryside, outside 

kitchens, and social events. The conversations will be studied using Seedhouse’s conversation analysis, 

which involves examining the sequential organization of talk, the usage of linguistic features, and the 

social actions and meanings that are constructed through conversation. The video chose for the research 

is an open-access Toutiao video. Researchers can access the video at any time and from anywhere thanks 

to the internet. There are no sensitive contents, for example, a teenager talking about mental health. The 

video has reached 56 thousand views by April 6, 2023, of which the account has 77 thousand subscribers. 

The names applied in the video of the characters are all pseudonyms and there are no completed ones, 

either of which applied Fang as the auntie’s first name and the other added the young man’s last name 

Wang following Little. Nick names appear in the video for the young mother and the child, Lele and 

Pudding. 

Research questions include the following, for example, how the current younger generation think and 

speak in their own accent rather than Mandarin; how mandarin influences the pronunciation of local 

Guiyangese; what’s the difference when people are speaking in Guiyangese accent and when people are 

speaking in mandarin; why the young woman in the video laugh at the man when he is learning to speak 

the accent; is there any changes of Auntie Fang’s personalities when she is chatting, teaching and 

speaking to herself in different languages? To wit, the collected data will be analyzed thematically to 

identify patterns and themes related to the development and learning of the Guiyang accent in daily life. 

The findings of the study will contribute to a deeper understanding of the role of conversation in language 

learning and the cultural and social factors that shape the development of regional accents in 

Southwestern China. 

In details, how were the data transcribed? For the video is multilingual, the author will include both 

languages in the videoclip, i.e., mandarin and Guiyang accent, using those conventional scripts, and the 

English translation after each line of transcription. Consecutive numbering for the line numbers can 

enable reference to specific text easily for later discussion in the fourth part of the essay. Seedhouse’s 

Conversation Analysis Methodology (2004) as the basis, some of the notational symbols prepared 

specifically for the vowel sound in English are removed such as “:”, indicating that the preceding vowel 

sound is lengthened, but theories of mind information are retained such as gaze, pointing, language, etc. 

Considering that the video has undergone post-processing, there is no sound that is louder or smaller, the 

quiet utterance utterance and UTTERANCE expressing loud utterance are also removed. Pinyin notes 

(ā á ǎ à) are made use of to study the phonological difference between Mandarin and Guiyangese. Word 

expressions unique to Guiyang dialect are marked in bold and underlined sentences possess unique 



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structural sequence of Guiyang dialect. bgm is to indicate the background music to distinguish the 

setting and scenes in double brackets. (See graph 2) 

 

Key of abbreviations Key of notational symbols (Seedhouse, 2004) 

 

AF: Antie Fang 

LW: Little Wang 

LL: Lele 

 

[[  utterances starting simultaneously 

[  overlapping utterances that continue 

[ ]  overlapping utterances ending at the right-hand bracket 

=  contiguous utterances or same speaker continuation 

(0.5)  timed pauses greater than .5 second 

(.)  brief, untimed pauses  .5 second  

-     stuttered utterances 

安逸  accentual word and expressions 

鬼针草就倒下去了 accentual sentence structures 

?      rising inflection 

      marked rise or fall in intonation on following utterance 

(hhh)         inhalation 

((  ))              scenes & environments 

BGM     background music 

Graph 2. Adapted Theory of Mind and Gaze Annotations 

 

As Guiyang accent has been greatly influenced by the official education mainly carried in Mandarin, it 

is significant to transcribe recorded videos into a written form that can be utilized to examine a specific 

phenomenon or event at its most basic level (Duranti, 2006). Overall, it is now a part of the process that 

is chiefly accepted by qualitative researchers. Seeing how their own prejudices and presumptions might 

affect the research process and conclusions, qualitative researchers also place a high value on self-

reflection and awareness. The transcription method employed to gather and analyze data prioritizes 

understanding the perspectives of the participants and complex social phenomena, rather than trying to 

quantify or measure specific variables. Moreover, research methods on transcript analysis are believed 

to provide valuable insights into the ways in which individuals employ language in different contexts. 

The usage of conversation analysis and discourse analysis highlight the importance of understanding the 

social and cultural implications of language exploitation and how they shape interactions between 

individuals.  

 

4. Results and Discussion 



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In the following, as planned, the interaction and influence of Guiyang dialect and mandarin will be 

explored in the context of an integrated micro society, through a transcription and discourse analysis, 

from three aspects including the linguistics, the content of dialogues, and the local culture. 

On a linguistic level, I will firstly make a comparison between Guiyang dialect and Mandarin, in terms 

of phonology. We can find that the old Guiyang dialect is characterized by the absence of articulation 

with /y/ as a medial or main vowel, rhotacized final, light tone, and zigzag tones, and retains some of the 

rhyme of the ancient time in simple or compound vowels of a modern Chinese syllable. The very typical 

one is the questioning sentence of “where are you going?”. In mandarin, the standard pronunciation is 

qù nǎ lǐ by pinyin. In the video from line 2-11 under the scene of fields of corn, Auntie Fang tries to teach 

Little Wang how to talk to a girl he finds beautiful. While in mandarin, the verb “go” is pronounced as 

qù, in the Guiyangese accent, people speak kiè, with both a different consonant (韵母) and winding 

double vowels (声母). Yao Hua’s final conclusion that Guiyangese was learned in the north is in line 

with existing linguistic facts of the transcripted video. He wrote in his book (1988) that the transfer of 

the Northern declension to Guiyangese is partly due to the variation of the entry voice and the second 

tone. Besides, in Guiyangese dialect, the phenomenon of variation due to diphonic shift is common, 

resulting in the pronunciation difference from that of the northern dialect. One example is “cī” for “深

(stretch)”, but not “shēn” in Mandarin. Another example form the video, under the scene of wild field in 

front of polygonum multiflorum, line one underlines a sentence with “支个(zī guò)” included, which is 

a Guiyangese version of the official mandarin word “这个(zhè ge)” referring to “this one” in English. In 

addition, Qianyu by Yao Hua also mentioned a law of the development and change of Guiyang dialect 

phonology: stress changes. Some repeated characters change their pronunciation slightly. For example, 

“人人” which means people in English is pronounced rén rēn in Guiyangese while in Mandarin, it is 

pronounced rén rén. After Auntie Wang and Little Wang finished picking up vegetables in the wild, they 

go back home and get ready to prepare ingredients for cooked foods. Lele assists in lighting a fire, she 

makes self-deprecating jokes with the word “老者” (pronunciation: lǎo zhě in Mandarin pinyin, while 

lāo ziè in Guiyangese with a falling tone) (on line 1), which is another Guiyangese dialectal word 

meaning “an elderly”. 

As for the content, vocabulary and word expressions are two major components of a language. A few 

Guiyangese words are dialectal, although most of these dialectal words have been shaped by the impact 

of northern languages since the ancient time. There are two representative dialectal words “安逸 (ān yì)” 

and “巴适 (bā shì)” appearing in the video when Auntie Fang and Little Wang are eating and chatting 

on the dining table in the last two scenarios. The two words are mostly spoken in modern times by people 

in Sichuan, Chongqing, and Guizhou province, basically meaning comfortable, not ill, tasty of food. In 

the opposite contexts, however, “安逸(ān yì)” is more ironic and dissatisfied and can be used to measure 

a negative situation, and “巴适(bā shì)” contains a kind of envy. For example, someone breaks his or her 

legs because of careless falling. He or she would say, “痛安逸了” in which “痛” is the verb aches, “了” 

helps indicate a past tense. Most of Guiyangese vocabulary is included within the common ethnic 

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language, which is the same as northern languages. Guiyang dialects often use rhyming couplets 

originated from Yuan Qu, a type of classical poetry form of Yuan Dynasty. For example, when Auntie 

Fang is leading Little Wang to pinch fresh tops of the fallopian multiflora, her word is “嫩尖尖” in which 

the latter two characters reduplicate to shape rhymes, and to sound gentle to a child. In addition, Qianyu 

by Yao Hua also mentioned that Guiyang language is created based on the appearance of entities. For 

example, a thread (“线”) is drawn out (“抽”) at the beginning of a wedding. This modern Guiyangese 

combined word “抽线” can also be used to describe that the seedlings will bloom only after they grow 

tall and slim like a thread. Overall, the Guiyang dialect still has several distinctive dialectal words with 

Guiyang characteristics, albeit steadily weakening over the evolution process. These terms continue to 

be used often in language communication among the Guiyang people, even though they can only be 

roughly spoken in Chinese pinyin and cannot be written in an appropriate dialectual characters. Only the 

elderly know better the dialect but how the younger generation express themselves are greatly affected 

by official Mandarin. Even though Little Wang shows respect and spares no efforts to learning 

Guiyangese, he has no other choices but politely smiles when Auntie Fang continues to put out the 

accentual words. Auntie Fang, on the contrary, also expresses her discomfort speaking in standard 

Mandarin. 

According to Mei, Jin (1997), Guiyangese and Mandarin have relatively similar word orders and dummy 

word usage, which makes their grammatical systems very consistent. There are distinctive dialectal 

sentence structures only applied in Guiyangese, though. For instance, in the wild field in front of 

polygonum multiflora, Auntie Wang tells Little Wang that the herbs picked can be mixed to make a cold 

salad. The Chinese term “凉拌” can be translated into English as “cold tossed” or “cold mixed”. It refers 

to a type of dish in Chinese cuisine where ingredients such as vegetables, noodles, or meat are mixed 

with a cold dressing or sauce and served chilled. The underlined sentences are: “凉拌都可以吃咯” and 

“你都凉拌” among which the single character “都” (pronounced as dōu/dū in mandarin while as dòu in 

Guiyangese) functions as different structural links in Guiyang accent. The former usage of “都” between 

“凉拌”(cold serve) and “可以吃”(can eat) is to indicate a finished action, while the latter “都” is to 

emphasize or for “only”. In Mandarin, this functional character is more likely to be replaced by “就”, for 

reference, one sentence spoken by Auntie Fang in line 4 in the courtyard. She is attempting to speak in a 

more official way. Similarly, Lele teaches her baby boy even though she can speak in Guiyang accent, 

knowing that one day her boy will be supposed to speak mandarin at school. 

Culturally and socially speaking, language and accent is a manifestation and to some degree a synthesizer 

of regional environments and local people. Compared with the geographical background of Sichuan 

Basin, Guiyang city is in a plain plateau around mountains. People live by mountains and therefore gain 

local names for special herbs from the nature. In the video, Auntie Fang takes Little Wang to hangout in 

spring in woods, talking about “鬼针草”(Bidens Pilosa) and “恶鬼草”(Ageratina Adenophora). Unlike 

“何首乌” (Fallopian multiflora) which grows in the east of China, “鬼针草” and “恶鬼草” are therefore 

unique to the region. Normally in ancient Chinese agricultural culture especially in the central plain or 



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in the north where Mandarin is originally born, parents are more expecting their daughters-in-law to give 

birth to boys rather than girls. However, in the southwest of China, females stand in a higher social status. 

When it comes to accentual languages, for example, when a Sichuanese wife complain about her 

husband’s laziness, she will say “你才安逸诶，一天到晚窝在那不做事，跟个大爷一样。(You are so 

安逸 ān yì, doing nothing all the day like an old man)”. Things go in the same way in the video from 

which we can tell Auntie Fang is a feisty and very capable woman, for example, attempting to teach 

Guiyangese to Little Wang; Lele, too, is skillful in her work and jokes as she starts working on the fire 

for boiling water, “Today I’m going to be the old fireman.” (see line 1 of the courtyard washing). 

 

5. Conclusion 

This transcription and discourse study gives readers not only a thorough comprehension of the 

phenomenon of bilingualism between Guiyangese and Mandarin, but also useful bilingual abilities that 

they can apply in their everyday lives. The findings shed light on the importance of understanding the 

complex interactions that occur between mother and daughter-in-law, between local Guiyang citizen and 

visitors from out of the province. Guiyang, the capital of Guizhou Province, is a representative of the 

Sichuan-Guizhou dialect region’s center area, serving as the province’s political, economic, and cultural 

hub since the Yuan Dynasty. As one of the Chinese dialects spoken in Guizhou, Guiyang accent was 

formed under the influence of many more elements than surrounding dialects and has developed its own 

linguistic characteristics due to its mountainous geographical environment and historical factors.  

Drew and Heritage (1992, p. 26) suggest that each institutional form of interaction have its own unique 

fingerprint, “comprised of a set of interactional practices differentiating (it) both from other institutional 

forms and from the baseline of mundane conversational interaction itself.” Although the relationship 

among characters in the video cannot directly be related to and defined as a professional institution but 

their living style of being a family and somehow a way of teaching and learning in classes form its unique 

combining pedagogical and home interactivities. Although Little Wang in this video has no legally forced 

confirmed kinship with Auntie Fang, she regards him as her boy, giving plenty of care and love, while 

sometimes tell jokes to avoid embarrassing and boring situations. The interconnection between Mom 

Lele and her little baby is also another interesting “inner institution”, which contains lateral expectation 

and regards from exchanging words and body languages.  

From the perspective of the nation’s educational ministry, the public should obligatorily learn to speak 

and write well in Mandarin, while from the perspective of preserving local cultures, people are not 

anticipated to forget a regional dialect. As it emphasises the value of utilising all available linguistic 

resources for communication, educators who promote the language development of multilingual kids, 

those who are bilingual or multilingual and who are eager to learn more about language acquisition, 

should aim to achieve the following objective: comprehend the concept of translanguage, and put those 

principles into effect in bilingual and multilingual communication. In the context of this essay, that is, to 

understand differences of Mandarin and Guiyangese, and put ideas into action in life, formally or casually. 

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Appendices 

芳阿姨教小王说贵州话，笑到肚子痛，你们会说几个地方的方言（4min45） 

Auntie Fang taught Little Wang to speak Guizhou Accent, laugh until your stomach hurts, how many 

dialects would you speak? 

https://www.toutiao.com/video/6980342348567806495/?log_from=401cc036a922c_1680787380777 

 

 

 

Theory of Mind information: 

Gaze, pointing, language…  

 

((Wild field, walking)) 

hilarious bgm  

1. 芳阿姨 AF: 等下我教你讲我们贵州话哈 

I will later teach you how to speak our Guiyangese 

2. 小王 LW: 要得 

No problem 

3. 芳阿姨 AF: 看你听得懂听不懂啊 

Let we see if you understand or not 

4. 小王 LW: 听得懂 

I understand 

5. 芳阿姨 AF: 好嘞 

OK. 

 

((Wild field, close-up)) 

hilarious bgm 

1. 芳阿姨 AF: 哟，这里发现一大棵 

Yo, I find a Bidens pilosa here 

2. 小王 LW: 一大窝 

A large branch 

3. 芳阿姨 AF: 在这里 

Here 

4. 小王 LW: 一大窝什么? 

A large branch of what? 

5. 芳阿姨 AF: 鬼针草  guǐ zhēn cáo 

 讲我们贵州话  

Black jack, please speak Guizhou accent 

6. 芳阿姨 AF: 鬼针草  guǐ zhēn cǎo  

 

 

 

 

小王跟在对周围环境比较熟悉

的芳阿姨身后。 

Little Wang walked after Antie 

Fang who is more familiar with 

the surrounding.  

 

 

 

 

 

 

 

 

 

 

芳阿姨看了小王一眼。 

Antie Fang has a glance of Little 

Wang. 

小王被植被吸引，与芳阿姨没有

眼神交流。 

Little Wang is attracted by the 

vegetation and does not make eye 

contact with Aunt Fang. 

 



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Black jack 

7. 小王 LW: 鬼针草 guǐ zhēn cǎo  

Black jack 

8. 芳阿姨 AF: 还有恶鬼叉 è guǐ chā 

And Ageratina adenophora 

9. 小王 LW: 恶鬼草？è guǐ cǎo？ 

Ageratina adenophora? 

10. 芳阿姨 AF: 恶鬼叉 chā =  

Mexican devil 

11. 小王 LW: 恶鬼叉 chā  hhh 

Mexican devil 

12. 芳阿姨 AF: [hhhh] 

Mexican devil 

13. 小王 LW: 恶鬼叉 chā = 

Mexican devil 

14. 芳阿姨 AF: 恶鬼叉 

Mexican devil 

 

((Fields of corn)) 

hilarious bgm  

1. 小王 LW: 要是我找到一个贵州的女朋友，我怎么跟她打

招呼啊? 

How can I say hello to a girlfriend from Guizhou? 

2. 芳阿姨 AF: 你就说，美女啊，你要克哪逮 kè nǎ dǎi? 

You can say, Beautie, where are you going? 

3. 小王 LW: 我都说：美女啊，你要去哪里 qù nǎ lǐ 

I say, beautie, where are you going? 

4. 芳阿姨 AF: (笑.) 如果用我们贵州话就是：美女，你要克

哪点 kiè nǎ diǎn? 

(Smile.) speaking in Guizhou accent, that is, beautie, where are 

you going? 

5. 小王 LW: [ 美女你要去哪逮 qù nǎ dǎi [ Beautie, where are 

you going? 

6. 芳阿姨 AF: 噢，讲我们贵州话就，美女你要切哪点？kiè 

nǎ diǎn 

Oh, in Guizhou accent, where are you going, beautie? 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

小王看着芳阿姨提问。 

Little Wang raised questions, 

looking at Antie Fang. 

 

 

 

 

芳阿姨笑。 

Antie Fang smiles and answers. 

 

 

 

 

芳阿姨看着小王进行教学。 

Antie Fang looks at Little Wang 

and teaches. 



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7. 小王 LW: [ 美女你要去哪逮 

[ Beautie, where are you going? 

8. 芳阿姨 AF: 去  qiù 

Go 

9. 小王 LW: 去  qiù 

Go 

10. 芳阿姨 AF [[hahahah]] 

11. 小王 LW: 去哪逮 qiù nǎ dǎi? 

Where to go? 

12. 芳阿姨 AF [[hahahah]]== 

13. 小王 LW [[hahahah]] 

 

((Wild field, in front of Polygonum multiflorum)) 

1. 芳阿姨 AF: 乐乐最爱吃嘞支个 lēi zī guò，何首乌 

This is Lele’s favorite, fallopia multiflora 

2. 芳阿姨 AF: 我们摘一点回家去 

We can pick some home 

3. 小王 LW: 河水乌 

fallopia multiflora 

((Wild field, mid-range view)) 

4. 小王 LW: 我们现在就掐着这个什么 

We are now pinching this 

5. 芳阿姨 AF: [[掐这个嫩尖尖 

[[Pinch the fresh top of this tuber fleece flower 

6. 小王 LW: 嫩尖尖，这个什么乌的嫩尖尖 

Fresh top, the fresh top of this fallop… 

7. 芳阿姨 AF: [[嗯…]]] 

[[Yeah…]] 

8. 芳阿姨 AF: 这个是掐点(.)我们贵州就说，凉拌 liǎng bàn 

 

Why we pinch the tuber fleece flower, in Guizou, is to make a 

cold-mixed salad 

9. 小王 LW: 凉拌 liǎng bàn 

A cold-mixed dish 

10. 芳阿姨 AF: [凉拌 liǎng bàn 

A cold-mixed dish 

 

 

 

 

 

 

 

小王看着芳阿姨提问。 

Little Wang looks at Antie Fang 

and questions. 

 

 

 

 

 

 

 

 

 

 

 

 

芳阿姨指着目标食物并进行动

作示范。 

Aunt Fang points to the target 

food and demonstrates the 

pinching action. 

 

 

 

 

 

 

 

 

 



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11. 小王 LW: 凉拌 liáng bàn  

A cold-mixed dish 

12. 芳阿姨 AF: 凉拌都可以吃咯 liǎng bàn 

Cold-mixing vegetables to make a dish 

13. 小王 LW: 凉拌就可以吃了 liáng bàn  

A dish is made by cold tossing vegetables 

14. 芳阿姨 AF: 你不讲普通话，你都凉拌 ～ 

No mandarin, you speak: liǎng bàn～ 

15. 小王 LW: 凉拌== liǎng bàn 

16. 芳阿姨 AF [[hahahah]]== 

 

((Fields of corn)) 

natural bgm  

1. 芳阿姨 AF: 走咯，回家去煮饭吃去喽 

Go, back home and make dinner 

2. 小王 LW: 好走喽回家去煮饭，去吃喽 

Go, back home and make dinner 

3. 芳阿姨 AF: 走咯 

Go, go, go 

4. 小王 LW: 走咯 

Go, go, go 

 

 

((Courtyard)) 

((water flowing, washing vegetables)) 

1. 乐乐 LL: 今天我要当烧火老者了 

Today I am going to be a fireman. 

2. 芳阿姨 AF: 水冒了，倒一勺油 

The water is boiling, so it’s time to add a spoon of oil 

3. 芳阿姨 AF: 然后放一勺盐 

Then a spoon of salt 

4. 芳阿姨 AF: 鬼针草就倒下去了 

Pour the Black jack into the pot 

peaceful bgm  

5. 芳阿姨 AF: 煮熟了把它捞出来 

Take it out after cooking 

芳阿姨看向远处。 

Aunt Fang looks into the distance. 

 

 

 

 

 

 

 

 

 

 

 

 

 

小王皱眉。 

Xiao Wang frowns. 

芳阿姨和小王各自在摘菜。 

Aunt Fang and Xiao Wang are 

separately picking vegetables. 

 

 

小王非常认真。 

Little Wang takes his work very 

seriously. 

乐乐看向镜头。 

Lele looks into the camera. 

 

 

 

 

芳阿姨很随意地加了盐。盐被洒

在了炒勺上。 

Aunt Fang adds salt casually. Salt 

is sprinkled on the frying spoon. 

 



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6. 芳阿姨 AF: 放点冷水把它洗干净，捏干 

Rinse it in cold water and squeeze it dry 

((cutting board, food processing table)) 

7. 芳阿姨 AF: 这回把我们鬼针草拿切碎 

Let’s chop the black jack this time 

8. 芳阿姨 AF: 切碎 

Chop it up 

9. 芳阿姨 AF: 鬼针草搂在碗里 

Put it in a bowl 

10. 芳阿姨 AF: 放一勺盐吧 bā 

Put a spoonful of salt 

11. 芳阿姨 AF: 然后放蒜末 

Then put minced garlic 

12. 芳阿姨 AF: 又加小米辣 

Bird Eye Chillies are added 

13. 芳阿姨 AF: 加一点鸡精 

Add a little chicken essence 

14. 芳阿姨 AF: 加点酱油 

Add some soy sauce 

15. 芳阿姨 AF: 油把它泼过 

Oil poured over it 

((courtyard)) 

16. 芳阿姨 AF: 把它抬起来，搅拌均匀就开吃了 

Lift it up, stir well and eat 

17. 芳阿姨 AF: 我们一道鬼针草的凉菜 

We now have a cold dish of Bidens Pilosa 

18. 芳阿姨 AF: 都 dòu 是这么简单 

That’s all that simple 

 

((Courtyard, on the dining table)) 

peaceful bgm  

1. 芳阿姨 AF: 安不安逸啊? 

Comfortable or not? 

2. 小王 LW: 安逸安逸 

Easy, cozy, I feel relaxed 

3. 小王 LW: [[安逸 ān yì 

芳阿姨双手皆带有手镯，右手无

名指和小指有指环。左手上的装

饰物非银质，更多为保佑平安。 

Auntie Fang wears bracelets on 

both hands, and rings on her right 

ring finger and little finger. The 

decoration on the left hand is not 

made from silver, more for 

blessing and peace. 

中式大刀用于切菜。 

A Chinese knife is used to cut. 

中式现代瓷碗用于装菜。 

A modern Chinese bowl is used to 

carry vegetables. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

芳阿姨看了小王两眼。 

Aunt Fang looks at Xiao Wang 

twice. 

小王忙点头回答。 

Xiao Wang quickly nods and 

answers. 



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4. 芳阿姨 AF: 你讲我们贵州话，安逸  

You speak our Guizhou accent, ān yì  

5. 小王 LW: 安逸 ān yì 

6. 芳阿姨 AF: [[安 ān  

7. 小王 LW: 安 ān 

8. 小王 LW: 安 ān [smile] 

9. 芳阿姨 AF [smile] == 

10. 芳阿姨 AF: 是讲安  

It’s about 安 ān 

11. 小王 LW: 就是安，安 

It is 安 ān, ān 

12. 芳阿姨 AF: 乐乐，你讲句给他听一下，就讲安逸 

Lele, tell him a few words, and just talk about ān yì 

13. 芳阿姨 AF: 他听不懂 

He can’t understand 

14. 乐乐 LL: [laughs] 我讲得也不好 

I didn’t speak well either 

15. 乐乐 LL: 安 ān 逸 yǐ ～安 āng 逸 yì  

16. 乐乐 LL: 他们讲的不是安，是安，安逸 

What they talk about is not ān, but ānn, ān yì. 

17. 小王 LW: [[安，安逸]] 

[[安 ān，安逸 ān yì]] 

18. 芳阿姨 AF: 安 ān 

19. 小王 LW: 安逸 ān yì  

20. 乐乐 LL: 诶，我都要（被）带偏了 

Hey, I'm going to (be) led astray 

21. 小王 LW: [laugh] 安逸 ān yì  

22. 芳阿姨 AF: 安逸 ān yì  

23. 乐乐 LL: 安逸～ān yì ～ 

24. 小王 LW: 安逸 ān yì  

25. 乐乐 LL: [burst out laughs] 

26. 小王 LW: 就安逸  

Just be “cozy” 

27. 乐乐 LL: 说得太搞笑了 

That’s too funny 

28. 芳阿姨 AF: [smile] 

芳阿姨夹起一筷子菜，看向小

王，定住。 

Aunt Fang picks up a chopstick of 

dish, turning to Xiao Wang and 

gazing. 

小王夹菜到一半，撇了芳阿姨一

眼，用餐。 

With Xiao Wang's vegetables 

hanging in the air, he glances at 

Aunt Fang, answers, and eats. 

芳阿姨和小王都笑了。 

Auntie Fang and Xiao Wang both 

laugh. 

芳阿姨看着乐乐。 

Auntie Fang looks at Lele. 

芳阿姨看向小王。 

Auntie Fang looks at Little Wang. 

乐乐低头吃饭。 

Lele lowers her head and eat. 

乐乐眼神下视，捂嘴吞咽，看向

芳阿姨。 

Lele looks down, covers her 

mouth, swallowing, and looks at 

Aunt Fang. 

芳阿姨和小王互动。 

Antie Fang dyadic with Little 

Wang. 

芳阿姨、乐乐和小王互动。 

Antie Fang, Lele triadic with 

Little Wang. 

 

 

 

 

 

 



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29. 小王 LW (吃了一口饭): 听不懂 

(takes a bite of rice): I don’t understand 

 

((child on a highchair)) 

1. 乐乐 LL: 快吃布丁  

Quickly, Pudding 

2. 乐乐 LL: 快自己舀着吃 

Hurry up and eat by yourself 

3. 乐乐 LL: 噢妈妈不吃 

Oh, mom won’t eat 

((Pudding giving a spoon of foods)) 

4. 乐乐 LL ((pretend to have a bite)): 好妈妈吃，谢谢啊 

Good, mom eat, thank you 

5. 乐乐 LL: 谢谢宝贝 

Thank you baby 

6. 乐乐 LL: 喂妈妈吃对不对 

Mom eats, right? 

((Pudding giving a spoon of foods)) 

7. 乐乐 LL: 噢好好((pretend to have another bite)) 吃完了，

挺好吃 Ok ok, finished, it’s delicious 

 

((Courtyard, on the dining table)) 

1. 芳阿姨 AF: 你们那边有没有 

Do you have any in your hometown? 

2. 小王 LW: 没有 

No 

3. 小王 LW: 没有这个 

No wild vegetables like this 

4. 小王 LW: 我们地里面，菜能吃的很少，都是草 

In our field, there are very few edible vegetables, all of which are 

grass 

5. 芳阿姨 AF: 哪种草啊 

In our field, there are very few edible vegetables, all of which are 

grass 

6. 小王 LW(.): 我不认识 

I don’t know 

 

 

 

 

布丁手拿着勺子。 

Pudding holds a spoon with his 

right hand. 

布丁和乐乐妈互动。 

Pudding dyadic with Mom Lele. 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

芳阿姨、小王夹菜。 

Auntie Fang and Little Wang 

picks vegetables on the table. 

乐乐照顾孩子。 

Lele takes after the baby. 

 

 

 

芳阿姨看向小王。 

Auntie Fang looks at Little Wang. 

小王回看芳阿姨。 

Little Wang politely looks back to 

Auntie Fang. 



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7. 芳阿姨 AF: 你不认识 

You don’t know 

8. 小王 LW: 对我不认识，但我知道能吃的少，不像这边什

么草都能吃 

I don’t know names, but I know that we eat less, unlike here, 

people eat all kinds of grass 

9. 芳阿姨 AF: 我们贵州什么草都可以吃啊 

We eat any “grass” in Guizhou 

((eating)) 

10. 芳阿姨 AF: 现在小王到我家，我的普通话都进步咯，多

少咯 

Now that Little Wang has come to my house, my Mandarin has 

improved, a lot 

((questioning??)) 

11. 乐乐 LL: [burst out laughs] 

12. 芳阿姨 AF: 欧 Oh  

13. 小王 LW: [burst out laughs] 

14. 芳阿姨 AF: 然后还有点讲的 

Then there is something I can talk about in Mandarin 

15. 小王 LW: [[laughing]] 

16. 芳阿姨 AF: 但是有点不巴适，你都听得懂啊 

But I feel a little uncomfortable, you can understand 

17. 小王 LW: [[nodding]] emm 巴适 bā shì 

emm bā shì 

18. 芳阿姨 AF: [burst out laughs] 

19. 小王 LW: 巴适  hhhh 

20. 芳阿姨 AF: hhhh 

 

芳阿姨皱眉。 

Auntie Fang frowns. 

小王一边夹菜一边回答。 

Xiao Wang answers while picking 

up vegetables. 

 

芳阿姨看着碗里的饭菜。 

Aunt Fang looks at the food in the 

bowl. 

芳阿姨和小王互动。 

Auntie Fang dyadic with Little 

Wang. 

 

 

 

 

 

芳阿姨看向小王。 

Auntie Fang looks at Little Wang. 

 

 

 

小王看了一眼乐乐。 

Little Wang has a glance of Lele. 

 

 


	https://www.toutiao.com/video/6980342348567806495/?log_from=401cc036a922c_1680787380777

