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Bulletin of the School of Oriental and African Studies http://journals.cambridge.org/BSO Additional services for Bulletin of the School of Oriental and African Studies: Email alerts: Click here Subscriptions: Click here Commercial reprints: Click here Terms of use : Click here The origin of man'yogana John R. BENTLEY Bulletin of the School of Oriental and African Studies / Volume 64 / Issue 01 / February 2001, pp 59 73 DOI: 10.1017/S0041977X01000040, Published online: 18 April 2001 Link to this article: http://journals.cambridge.org/abstract_S0041977X01000040 How to cite this article: John R. BENTLEY (2001). The origin of man'yogana. Bulletin of the School of Oriental and African Studies, 64, pp 5973 doi:10.1017/S0041977X01000040 Request Permissions : Click here Downloaded from http://journals.cambridge.org/BSO, IP address: 131.156.159.213 on 05 Mar 2013 The origin of man'yo:gana1 . Northern Illinois University 1. Introduction2 The origin of man'yo:gana, the phonetic writing system used by the Japanese who originally had no script, is shrouded in mystery and myth. There is even a tradition that prior to the importation of Chinese script, the Japanese had a native script of their own, known as jindai moji ( , age of the gods script). Christopher Seeley (1991: 3) suggests that by the late thirteenth century, Shoku nihongi, a compilation of various earlier commentaries on Nihon shoki (Japan's first official historical record, 720 ..), circulated the idea that Yamato3 had written script from the age of the gods, a mythical period when the deity Susanoo was believed by the Japanese court to have composed Japan's first poem, and the Sun goddess declared her son would rule the land below. -
SUPPORTING the CHINESE, JAPANESE, and KOREAN LANGUAGES in the OPENVMS OPERATING SYSTEM by Michael M. T. Yau ABSTRACT the Asian L
SUPPORTING THE CHINESE, JAPANESE, AND KOREAN LANGUAGES IN THE OPENVMS OPERATING SYSTEM By Michael M. T. Yau ABSTRACT The Asian language versions of the OpenVMS operating system allow Asian-speaking users to interact with the OpenVMS system in their native languages and provide a platform for developing Asian applications. Since the OpenVMS variants must be able to handle multibyte character sets, the requirements for the internal representation, input, and output differ considerably from those for the standard English version. A review of the Japanese, Chinese, and Korean writing systems and character set standards provides the context for a discussion of the features of the Asian OpenVMS variants. The localization approach adopted in developing these Asian variants was shaped by business and engineering constraints; issues related to this approach are presented. INTRODUCTION The OpenVMS operating system was designed in an era when English was the only language supported in computer systems. The Digital Command Language (DCL) commands and utilities, system help and message texts, run-time libraries and system services, and names of system objects such as file names and user names all assume English text encoded in the 7-bit American Standard Code for Information Interchange (ASCII) character set. As Digital's business began to expand into markets where common end users are non-English speaking, the requirement for the OpenVMS system to support languages other than English became inevitable. In contrast to the migration to support single-byte, 8-bit European characters, OpenVMS localization efforts to support the Asian languages, namely Japanese, Chinese, and Korean, must deal with a more complex issue, i.e., the handling of multibyte character sets. -
Writing As Aesthetic in Modern and Contemporary Japanese-Language Literature
At the Intersection of Script and Literature: Writing as Aesthetic in Modern and Contemporary Japanese-language Literature Christopher J Lowy A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2021 Reading Committee: Edward Mack, Chair Davinder Bhowmik Zev Handel Jeffrey Todd Knight Program Authorized to Offer Degree: Asian Languages and Literature ©Copyright 2021 Christopher J Lowy University of Washington Abstract At the Intersection of Script and Literature: Writing as Aesthetic in Modern and Contemporary Japanese-language Literature Christopher J Lowy Chair of the Supervisory Committee: Edward Mack Department of Asian Languages and Literature This dissertation examines the dynamic relationship between written language and literary fiction in modern and contemporary Japanese-language literature. I analyze how script and narration come together to function as a site of expression, and how they connect to questions of visuality, textuality, and materiality. Informed by work from the field of textual humanities, my project brings together new philological approaches to visual aspects of text in literature written in the Japanese script. Because research in English on the visual textuality of Japanese-language literature is scant, my work serves as a fundamental first-step in creating a new area of critical interest by establishing key terms and a general theoretical framework from which to approach the topic. Chapter One establishes the scope of my project and the vocabulary necessary for an analysis of script relative to narrative content; Chapter Two looks at one author’s relationship with written language; and Chapters Three and Four apply the concepts explored in Chapter One to a variety of modern and contemporary literary texts where script plays a central role. -
D Igital Text
Digital text The joys of character sets Contents Storing text ¡ General problems ¡ Legacy character encodings ¡ Unicode ¡ Markup languages Using text ¡ Processing and display ¡ Programming languages A little bit about writing systems Overview Latin Cyrillic Devanagari − − − − − − Tibetan \ / / Gujarati | \ / − Armenian / Bengali SOGDIAN − Mongolian \ / / Gurumukhi SCRIPT Greek − Georgian / Oriya Chinese | / / | / Telugu / PHOENICIAN BRAHMI − − Kannada SINITIC − Japanese SCRIPT \ SCRIPT Malayalam SCRIPT \ / | \ \ Tamil \ Hebrew | Arabic \ Korean | \ \ − − Sinhala | \ \ | \ \ _ _ Burmese | \ \ Khmer | \ \ Ethiopic Thaana \ _ _ Thai Lao The easy ones Latin is the alphabet and writing system used in the West and some other places Greek and Cyrillic (Russian) are very similar, they just use different characters Armenian and Georgian are also relatively similar More difficult Hebrew is written from right−to−left, but numbers go left−to−right... Arabic has the same rules, but also requires variant selection depending on context and ligature forming The far east Chinese uses two ’alphabets’: hanzi ideographs and zhuyin syllables Japanese mixes four alphabets: kanji ideographs, katakana and hiragana syllables and romaji (latin) letters and numbers Korean uses hangul ideographs, combined from jamo components Vietnamese uses latin letters... The Indic languages Based on syllabic alphabets Require complex ligature forming Letters are not written in logical order, but require a strange ’circular’ ordering In addition, a single line consists of separate -
Characteristics of Developmental Dyslexia in Japanese Kana: From
al Ab gic no lo rm o a h l i c t y i e s s Ogawa et al., J Psychol Abnorm Child 2014, 3:3 P i Journal of Psychological Abnormalities n f o C l DOI: 10.4172/2329-9525.1000126 h a i n l d ISSN:r 2329-9525 r u e o n J in Children Research Article Open Access Characteristics of Developmental Dyslexia in Japanese Kana: from the Viewpoint of the Japanese Feature Shino Ogawa1*, Miwa Fukushima-Murata2, Namiko Kubo-Kawai3, Tomoko Asai4, Hiroko Taniai5 and Nobuo Masataka6 1Graduate School of Medicine, Kyoto University, Kyoto, Japan 2Research Center for Advanced Science and Technology, the University of Tokyo, Tokyo, Japan 3Faculty of Psychology, Aichi Shukutoku University, Aichi, Japan 4Nagoya City Child Welfare Center, Aichi, Japan 5Department of Pediatrics, Nagoya Central Care Center for Disabled Children, Aichi, Japan 6Section of Cognition and Learning, Primate Research Institute, Kyoto University, Aichi, Japan Abstract This study identified the individual differences in the effects of Japanese Dyslexia. The participants consisted of 12 Japanese children who had difficulties in reading and writing Japanese and were suspected of having developmental disorders. A test battery was created on the basis of the characteristics of the Japanese language to examine Kana’s orthography-to-phonology mapping and target four cognitive skills: analysis of phonological structure, letter-to-sound conversion, visual information processing, and eye–hand coordination. An examination of the individual ability levels for these four elements revealed that reading and writing difficulties are not caused by a single disability, but by a combination of factors. -
Developmental Reading Disorders in Japan— Prevalence, Profiles, and Possible Mechanisms
Top Lang Disorders Vol. 34, No. 2, pp. 121–132 Copyright c 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins Developmental Reading Disorders in Japan— Prevalence, Profiles, and Possible Mechanisms Yumiko Tanaka Welty, Lise Menn, and Noriko Oishi Japan has been considered dyslexia-free because of the nature of the orthography, which con- sists of the visually simple kana syllabary and some thousands of visually complex, logographic kanji characters. It is true that few children struggle with learning kana, which provide consistent mappings between symbols and their pronunciation. Indeed, most children can read most of the kana by age 6. However, many Japanese children struggle with reading the kanji, which represent most of the content words in a text; in addition to their visual complexity and impoverished or nonexistent phonological information, kanji are difficult because they typically have several pronunciations and multiple meanings, depending on the context. Because kanji must be learned semantically rather than phonologically, many people believe that Japanese dyslexia is due to visuospatial rather than phonological processing impairments. We sketch the complex psycholin- guistic demands of retrieving the correct pronunciations for kanji, especially in kanji compound words. Some individuals have extreme difficulty in learning the correspondences between these symbols and their sounds; whether these difficulties are visual, phonological, or both is an urgent topic for further research. After introducing Japanese orthography, we present 2 case studies. The first is a profile of a boy we observed from ages 7 to 20 years with difficulties in learning both kana and kanji. The second is a case study of using an interactive reading intervention for a fifth- grade boy with dyslexia. -
Katakana Back
321“u” as in you “i” as in easy “a” as in father ウ イ アAAAaaa! “Oooo!” The water balloon was An easel holds your picture “AAAaaa!” cried the critter as cold as it splashed on his back! while you work on it or display it. he fell off the edge of the cliff. 654“ka” as in car “o” as in oak “e” as in red カか Katakana “ka” カ and オ hiragana “ka” か look a bit alike. an Olympic figure skater elevator doors 987“ke” as in Kevin “ku” as in cuckoo “ki” as in key ク キき ケ Katakana “ki” キ and a kangaroo a cool way to write7 seven (7) hiragana “ki” き look a bit alike. 12“shi” as in she 11“sa” as in saw 10 “ko” as in cocoa シ サ A sawhorse holds She tilted her head and smiled. wood while you cut it. コa cup of hot cocoa 15“so” as in so 14“se” as in set 13 “su” as in super セ When other kids said, せ “You only have one eye,” Katakana “se” and hiragana “se” he said, “So!” look a little alike. スIt’s Superman... er, super-critter. 18“tsu” as in cats 17“chi” as in cheer 16 “ta” as in tall チ タ Tw o children are the leaning tower of Pisa sliding down a slide. (In Japanese “tower” is pronounced (“ts” like cats and “u” like you) a cheerleader with a “ta” as in tall). 21“na” as in not 20“to” as in totem 19 “te” as in telephone ト テ a knife a totem pole a telephone pole and wires 24“ne” as in nest 23“nu” as in new 22 “ni” as in need ネ a nest on top of a tree a new way to write seven (7) The Japanese word for “two” is ni. -
Universal Design Fonts: Functional and Aesthetic Aspects
Universal Design Fonts: Functional and Aesthetic Aspects Ning Yang Kyushu University, JAPAN Abstract This study aimed to investigate common problems and future directions of Japanese universal design (UD) fonts. We share examples of UD fonts from 2006 to the present time. In Japan, awareness of UD is broad and far-reaching in every field of design, including product design, architectural design, and typography. In the area of UD, the concept of inclusive typeface design has attracted much attention with regards to making fonts legible for as many people as possible, especially for people with impaired vision. A notable example of UD based on scientific evidence was developed by Iwata Corporation in association with Panasonic Corporation. Morisawa Inc. and Fontworks Inc. also produced a series of Japanese UD fonts. However, a frequently discussed problem is that enhancing functional factors, such as legibility and readability, may reduce aesthetic attributes through their unnatural form. UD font is an artificial design object that emphasizes functional factors. However, it is acknowledged that natural form is also an important evaluation factor. By drawing on both scientific findings, and designers’ experiences, this paper focuses on UD fonts, considering associated challenges and future directions related to functional and aesthetic aspects of the fonts. Keywords: Universal design font; functional aspects; aesthetic aspects; design features 1. Introduction In Japan, awareness of Universal Design (UD) is broad and reaches into every field of design, such as product design, architectural design, and also typography. In the area of UD, the concepts of inclusive typeface design have attracted attention through attempts to make an easy-to-read font for as many people as possible, especially for those with low vision. -
Japanese Typing Tutorial (For Mac): コンピュータで日本語
JPN_Typing_Tutorial_Mac.doc Japanese Typing Tutorial (for Mac): コンピュータで日本語 1. Enable Japanese language features 1) In the Microsoft Office 2004 folder on your hard disk, open the Additional Tools folder, and then open the Microsoft Language Register folder. 2) Drag the Microsoft Word icon on top of the Microsoft Language Register utility. 3) In the Select the language to enable for pop-up menu, click Japanese. Note After running the Microsoft Language Register program, you should select the Japanese keyboard layout provided with the Apple OS, or a third-party keyboard layout of your choice. To do so, open System Preferences, click International, and then click the Input Menu tab. 4) In the menu bar at the top of the screen do you see American flag icon or “A” in the black box? Click the icon, and choose [あ] Hiragana. 2. How to Type ひらがな 2.1 Romaji Typing System When you type Japanese, you have to use Romanization because HIRAGANA or KATAKANA is not listed on your keyboard. But the Romanization you are supposed to use for the word processor is not quite the same as the one you learned in class. You have to interpret Romanization as a mere substitution for the written syllables, HIRAGANA. You first have to consider how the word you want to type is written in HIRAGANA and then transcribe each HIRAGANA character into corresponding romaji. After typing in the Romanization, hit ‘Enter’ key (do not hit ‘Space’ key before hitting ‘Enter’ key, that will convert HIRAGNA into Kanji). Hit space key after each word if you want to have a space. -
Table of Hiragana Letters Pdf
Table of hiragana letters pdf Continue Hiragana is one of three sets of characters used in Japanese. Each letter of Hiragana is a special syllable. The letter itself doesn't make sense. Hiragan is widely used to form a sentence. You can download/print the Hiragan chart (PDF) of all Hiragana's letters. The origin of Hiragan あ か た ま や the original 安 加 太 末 也 of Hiragan was developed in the 8th-10th century by simplifying the shape of specific kanji symbols. Compared to Katakana, Hiragana's letters have more curved lines. Number of letters In modern Japanese 46 basic letters of Hiragana. In addition to these 46 main letters, called gojon, there are modified forms to describe more time - 20 dakun, 5 handakuon, 36 y'on, 1 sokuon and 6 additional letters. Frequently asked questions: What are the letters with the bar on top ( Yap.) ? Gojaon 【五⼗⾳】 Goyon-【五⼗⾳図】 In Japanese, syllables are organized as a table (5 x 10). This table is called goj'on-zu (literally means a table of 50 sounds). The alphabets of Hiragan and Katakana are used to describe these sounds. Letters い, う and え appear more than once in the table. These 5 duplicates (grey) are usually missed or ignored. It includes ん syllable. It does not belong to any row or column. In total, 46 letters (45'1) are considered goj'on (50 sounds). You can learn the goj'on letters on the Hiragan course: Part 1-10. The structure of table First row - あ, い, う, え and お - five vowels of Japanese. -
Sveučilište Josipa Jurja Strossmayera U Osijeku Filozofski Fakultet U Osijeku Odsjek Za Engleski Jezik I Književnost Uroš Ba
CORE Metadata, citation and similar papers at core.ac.uk Provided by Croatian Digital Thesis Repository Sveučilište Josipa Jurja Strossmayera u Osijeku Filozofski fakultet u Osijeku Odsjek za engleski jezik i književnost Uroš Barjaktarević Japanese-English Language Contact / Japansko-engleski jezični kontakt Diplomski rad Kolegij: Engleski jezik u kontaktu Mentor: doc. dr. sc. Dubravka Vidaković Erdeljić Osijek, 2015. 1 Summary JAPANESE-ENGLISH LANGUAGE CONTACT The paper examines the language contact between Japanese and English. The first section of the paper defines language contact and the most common contact-induced language phenomena with an emphasis on linguistic borrowing as the dominant contact-induced phenomenon. The classification of linguistic borrowing thereby follows Haugen's distinction between morphemic importation and substitution. The second section of the paper presents the features of the Japanese language in terms of origin, phonology, syntax, morphology, and writing. The third section looks at the history of language contact of the Japanese with the Europeans, starting with the Portuguese and Spaniards, followed by the Dutch, and finally the English. The same section examines three different borrowing routes from English, and contact-induced language phenomena other than linguistic borrowing – bilingualism , code alternation, code-switching, negotiation, and language shift – present in Japanese-English language contact to varying degrees. This section also includes a survey of the motivation and reasons for borrowing from English, as well as the attitudes of native Japanese speakers to these borrowings. The fourth and the central section of the paper looks at the phenomenon of linguistic borrowing, its scope and the various adaptations that occur upon morphemic importation on the phonological, morphological, orthographic, semantic and syntactic levels. -
The Handy Hiragana Workbook ::=.~ =-~ ::=.~
;;-;.) ~~ ~--;J f ~--;J ::=.~ ::~ ::~ ::=.~ =-~ ::~ =:;;, The Handy Hiragana Workbook ::=.~ =-~ ::=.~ :::::'.~ ::'.~ ::'~ ::'.~ ::'~ ::.. ~ ::~ ::'~ :~ :~~ ::,~ :.~ :,,:A ~,~ :,';J J,':J :,"J -:"~~ <') :,:) -:",'J :'_~ -::~ TABLE OF CONTENTS Page Introduction vi ACKNOWLEDGEMENTS vii STUDYSHEET#l 1 A, LV, E,0, KA,KL KU,KE, KO, GA,GI,GV, GE,GO, WORKSHEET #1 2 PRACTICE: A, I,V, E,0, KA,KI, KU,KE,KO, GA,GI,GV, GE,GO, WORKSHEET #2 3 MORE PRACTICE: A, I,V, E,0, KA,KI,KU,KE,KO, GA,GI,GV, GE,GO, WORKSHEET #3 4 ADDITIONAL PRACTICE: A, I,V, E,O, KA,KI,KU,KE,KO, GA,GI,GV, GE,GO, STUDYSHEET #2 5 SA,SHI,SV,SE,SO, ZA,JI,ZU,ZE,ZO, TA, CHI,TSV,TE,TO, DA, DE,DO WORKSHEET #4 6 PRACTICE: SA,SHI,SV,SE,SO, ZA,JI,ZU, ZE,ZO, TA, CHI,TSV,TE,TO, DA, DE,DO WORKSHEET #5 7 MORE PRACTICE: SA,SHI,SU,SE,SO, ZA,JI,ZU,ZE,W, TA, CHI,TSU, TE,TO, DA, DE,DO WORKSHEET #6 8 ADDITIONAL PRACTICE: SA,SHI,SU,SE,SO, ZA,JI,ZU, ZE,ZO, TA, CHI,TSV,TE,TO, DA, DE,DO STUDYSHEET #3 9 NA, NI,NU, NE, NO, HA, HI,FU,HE, HO, BA, BI, BU,BE, BO, PA, PI,PU,PE,PO WORKSHEET #7 10 PRACTICE: NA, NI, NU, NE,NO, HA, HI,FU,HE,HO, BA,BI, BU, BE, BO, PA, PLPV, PE,PO WORKSHEET #8 11 MORE PRACTICE: NA, NI, NU,NE,NO, HA, HI,FU,HE,HO, BA, BI, BV, BE, BO, PA, PI,PU,PE,PO WORKSHEET #9 12 ADDmONAL PRACTICE: NA, NI, NU, NE,NO, HA, HLFU,HE,HO, BA, BI,BU, BE, 00, PA, PI,PV, PE,PO STUDYSHEET #4 13 MA, MI,MU, ME,MO, YA, YU, YO WORKSHEET #10 14 PRACTICE: MA,MLMU,ME,MO, YA, YU, YO WORKSHEET #11 15 MORE PRACTICE: MA, MI,MU,ME,MO, YA, YU, YO WORKSHEET #12 16 ADDITIONAL PRACTICE: MA,MI,MU, ME, MO, YA, YU, YO STUDYSHEET