The Movement of Gairaigo Usage: the Case of the Asahi
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On Translation a Short Introduction to the Japanese Language Will
On Translation A short introduction to the Japanese language will illustrate the kind of difficulties one encounters in translating Japanese into the European languages, and vice versa. Linguistically, Japanese is an isolated language. It has no relation to Chinese. It must have had some relation to Korean, another isolated language, but the two went into different directions thousands of years ago. Some linguists claim that the Japanese language, along with the Korean, belongs to the Ural-Altaic family, yet the claim remains hypothetical. The Japanese language features some characteristics that would seem most strange to those who are only familiar with the European languages. For example, a grammatical subject is unnecessary in Japanese to construct a grammatically complete sentence. “淋しい” (Sabishii) means (someone is) lonely. It is a complete sentence, but there is no subject. The sentence may mean ‘I’m lonely,’ ‘you are lonely,’ ‘he/she is lonely,’ ‘the rock is lonely,’ ‘all human beings are lonely,’ etc, depending on the context. It may furthermore refer to a vague sense of loneliness which needn’t be specified. It is true that in some European languages, such as Italian, a grammatically complete sentence is possible without a named subject. But the subject can always be determined by the inflection of the verb (and often also by the changes in the articles, adjectives and nouns): “Sono sola,” “Sei solo.” A Japanese sentence may be very long and still be without a subject. Tale of Genji , for instance, might contain a sequence of three long sentences without subjects, yet in each a different subject would be implied. -
Assessment of Options for Handling Full Unicode Character Encodings in MARC21 a Study for the Library of Congress
1 Assessment of Options for Handling Full Unicode Character Encodings in MARC21 A Study for the Library of Congress Part 1: New Scripts Jack Cain Senior Consultant Trylus Computing, Toronto 1 Purpose This assessment intends to study the issues and make recommendations on the possible expansion of the character set repertoire for bibliographic records in MARC21 format. 1.1 “Encoding Scheme” vs. “Repertoire” An encoding scheme contains codes by which characters are represented in computer memory. These codes are organized according to a certain methodology called an encoding scheme. The list of all characters so encoded is referred to as the “repertoire” of characters in the given encoding schemes. For example, ASCII is one encoding scheme, perhaps the one best known to the average non-technical person in North America. “A”, “B”, & “C” are three characters in the repertoire of this encoding scheme. These three characters are assigned encodings 41, 42 & 43 in ASCII (expressed here in hexadecimal). 1.2 MARC8 "MARC8" is the term commonly used to refer both to the encoding scheme and its repertoire as used in MARC records up to 1998. The ‘8’ refers to the fact that, unlike Unicode which is a multi-byte per character code set, the MARC8 encoding scheme is principally made up of multiple one byte tables in which each character is encoded using a single 8 bit byte. (It also includes the EACC set which actually uses fixed length 3 bytes per character.) (For details on MARC8 and its specifications see: http://www.loc.gov/marc/.) MARC8 was introduced around 1968 and was initially limited to essentially Latin script only. -
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. -
Japanese Language and Culture
NIHONGO History of Japanese Language Many linguistic experts have found that there is no specific evidence linking Japanese to a single family of language. The most prominent theory says that it stems from the Altaic family(Korean, Mongolian, Tungusic, Turkish) The transition from old Japanese to Modern Japanese took place from about the 12th century to the 16th century. Sentence Structure Japanese: Tanaka-san ga piza o tabemasu. (Subject) (Object) (Verb) 田中さんが ピザを 食べます。 English: Mr. Tanaka eats a pizza. (Subject) (Verb) (Object) Where is the subject? I go to Tokyo. Japanese translation: (私が)東京に行きます。 [Watashi ga] Toukyou ni ikimasu. (Lit. Going to Tokyo.) “I” or “We” are often omitted. Hiragana, Katakana & Kanji Three types of characters are used in Japanese: Hiragana, Katakana & Kanji(Chinese characters). Mr. Tanaka goes to Canada: 田中さんはカナダに行きます [kanji][hiragana][kataka na][hiragana][kanji] [hiragana]b Two Speech Styles Distal-Style: Semi-Polite style, can be used to anyone other than family members/close friends. Direct-Style: Casual & blunt, can be used among family members and friends. In-Group/Out-Group Semi-Polite Style for Out-Group/Strangers I/We Direct-Style for Me/Us Polite Expressions Distal-Style: 1. Regular Speech 2. Ikimasu(he/I go) Honorific Speech 3. Irasshaimasu(he goes) Humble Speech Mairimasu(I/We go) Siblings: Age Matters Older Brother & Older Sister Ani & Ane 兄 と 姉 Younger Brother & Younger Sister Otooto & Imooto 弟 と 妹 My Family/Your Family My father: chichi父 Your father: otoosan My mother: haha母 お父さん My older brother: ani Your mother: okaasan お母さん Your older brother: oniisanお兄 兄 さん My older sister: ane姉 Your older sister: oneesan My younger brother: お姉さ otooto弟 ん Your younger brother: My younger sister: otootosan弟さん imooto妹 Your younger sister: imootosan 妹さん Boy Speech & Girl Speech blunt polite I/Me = watashi, boku, ore, I/Me = watashi, washi watakushi I am going = Boku iku.僕行 I am going = Watashi iku く。 wa. -
Halfwidth and Fullwidth Forms Range: FF00–FFEF
Halfwidth and Fullwidth Forms Range: FF00–FFEF This file contains an excerpt from the character code tables and list of character names for The Unicode Standard, Version 14.0 This file may be changed at any time without notice to reflect errata or other updates to the Unicode Standard. See https://www.unicode.org/errata/ for an up-to-date list of errata. See https://www.unicode.org/charts/ for access to a complete list of the latest character code charts. See https://www.unicode.org/charts/PDF/Unicode-14.0/ for charts showing only the characters added in Unicode 14.0. See https://www.unicode.org/Public/14.0.0/charts/ for a complete archived file of character code charts for Unicode 14.0. Disclaimer These charts are provided as the online reference to the character contents of the Unicode Standard, Version 14.0 but do not provide all the information needed to fully support individual scripts using the Unicode Standard. For a complete understanding of the use of the characters contained in this file, please consult the appropriate sections of The Unicode Standard, Version 14.0, online at https://www.unicode.org/versions/Unicode14.0.0/, as well as Unicode Standard Annexes #9, #11, #14, #15, #24, #29, #31, #34, #38, #41, #42, #44, #45, and #50, the other Unicode Technical Reports and Standards, and the Unicode Character Database, which are available online. See https://www.unicode.org/ucd/ and https://www.unicode.org/reports/ A thorough understanding of the information contained in these additional sources is required for a successful implementation. -
Unconscious Gairaigo Bias in EFL: a Case Study of Japanese Teachers of English
Unconscious Gairaigo Bias in EFL: A Case Study of Japanese Teachers of English Mark Spring Keywords: gairaigo, loanwords, cross-linguistic transfer, bias, traditional teaching 1. Introduction 'Japanese and English speakers find each other's languages hard to learn' (Swan and Smith, 2001: 296). This is probably due in no small part to the many linguistic differences between the seemingly unrelated languages. Huge levels of word borrowing, though, have led to an abundance of loanwords in the current Japanese lexicon, many originating from English. These are known locally in Japan as gairaigo. Indeed, around half of the three thousand most common words in English and around a quarter of those on The Academic Word List (see Coxhead, 2000) correspond in some form to gairaigo (Daulton: 2008: 86). Thus, to some degree we can say that the two languages are 'lexically wed' (ibid: 40). With increasing recognition among researchers of the positive role that the first language plays in the learning of a second, and a growing number of empirical studies indicating gairaigo knowledge can facilitate English acquisition, there have been calls to exploit these loanwords for the benefit of Japanese learners of English. But despite research supporting a role for them in learning English, it is said that 'many or most Japanese teachers of English avoid using gairaigo in the classroom' (Daulton: 2011: 8) due to a 'gairaigo bias' (ibid.). This may stem from unfavourable social attitudes towards loanwords themselves in the Japanese language, and pedagogical concerns over their negative influences on learning. Should this be true, it would represent a position incongruous with the idea of exploiting cross-linguistic lexical similarities. -
601D 13Spring Syllabus
Course Syllabus JPN601D First-Year Japanese I Spring 2013 Classes JOSHU section Tu & Th M, W, & F #32315 (green) 8 12:30 - 2:00 ENS 126 1:00 - 2:00 RLM 5.112 #32320 (yellow) 9 12:30 - 2:00 ENS 126 2:00 - 3:00 RLM 6.114 Instructor Office Tel E-mail Office Hours Midori Tanaka WCH 4.114 475-6033 [email protected] TBA Please do not leave voice message on my tel. I. Course Objectives 1) To acquire four skills in the Japanese language: •Listening: Ability to understand simple every day conversation. •Speaking: Ability to handle some survival situations through circumlocutions and repetitions. •Reading: Ability to read simple, short reading materials including semi-authentic materials. •Writing: Ability to write simple sentences learned in class using the appropriate hiragana, katakana, and kanji. 2) To acquire a fundamental knowledge of Japanese grammatical structures. 3) To acquire some knowledge of the Japanese culture. II. Required Course Materials 1) Textbook: "Yookoso! An Invitation to Contemporary Japanese," By Yasu-Hiko Tohsaku, 3rd edition 2) Workbook/Laboratory Manual for Yookoso! An Invitation to Contemporary Japanese, 3rd edition •You should be able to access both textbook and workbook at the PCL reserve desk. 3) Audio CDs: An Invitation to Contemporary Japanese," By Yasu-Hiko Tohsaku, 3rd edition •You can also listen to the CDs through “Real Player.” Log on to http://www.laits.utexas.edu/itsaud/ Password is hamasaki. Call 471-0407 if a different password is requested. • You can also listen to the audios through McGraw-Hill website http://highered.mcgraw-hill.com/sites/0072408154/student_view0/ 4) Handouts including homework assignments etc. -
A Study of Loan Color Terms Collocation in Modern Japanese
A Study of Loan Color Terms Collocation in Modern Japanese Anna V. Bordilovskaya ([email protected]) Graduate School of Humanities, Kobe University, 1-1 Rokkodai-machi, Nada-ku, Kobe 657-8501 JAPAN Abstract English loanwords in Japanese have been a topic of various studies by both native and foreign linguists for The Japanese lexicon consists of Japanese-origin words about 100 years. (WAGO), Chinese-origin words (KANGO) and words Some researchers are more interested in the assimilation borrowed from English and other European languages processes of loanwords (Kay, 1995; Irwin, 2011), other (GAIRAIGO). The acquisition of words from three sources linguists focus on semantic changes (Daulton, 2008), third results in the abundance of near synonyms without any clear rules when a particular synonym should be used. mainly study sociolinguistic background and functions Loveday has hypothesized that WAGO/KANGO and (Loveday, 1986, 1996). GAIRAIGO concrete nouns are used to address similar At present, the number of GAIRAIGO is increasing phenomena of Japanese and Western origins, respectively. rapidly and loanwords penetrate into different spheres of This is referred as Hypothesis of Foreign vs. Native life. Dictionaries (Katakanago Jiten Consaizu (The Concise Dichotomy (HFND). However, the matter of abstract nouns, Dictionary of Katakana Words), etc.) in most cases do not adjectivals and their collocations remains unstudied. In contrast to the previous studies, based on questionnaires, our state any clear differences in the meaning and usage for the approach stems from statistical analysis of corpus data. Our abovementioned near synonyms. results illuminate a distinguishable bias in the structure of On the other hand, the experience of studying and collocations – nouns and adjectivals of the same origin tend communicating in Japanese shows that it is not possible to to appear together more often than the ones of the different substitute WAGO/KANGO and GAIRAIGO near synonyms origins. -
A Flick-Based Japanese Tablet Keyboard Using Direct Kanji Input
A Flick-based Japanese Tablet Keyboard using Direct Kanji Input Yuya Nakamura1 and Hiroshi Hosobe2 1Graduate School of Computer and Information Sciences, Hosei University, Tokyo, Japan 2Faculty of Computer and Information Sciences, Hosei University, Tokyo, Japan Keywords: Text Entry Touch Screen, Touch Typing, Software Keyboard. Abstract: Tablets, as well as smartphones and personal computers, are popular as Internet clients. A split keyboard is a software keyboard suitable for tablets with large screens. However, unlike other methods, the split keyboard has space in the center of the screen, which makes the part of the screen for displaying suggestions small and inconvenient. This paper proposes a Japanese input software keyboard that enables direct kanji input on a split flick keyboard. Once the user has mastered this keyboard, it allows the user to efficiently input Japanese text while holding a tablet with both hands. The paper presents an implementation of the keyboard on Android and reports the result of an experiment on its performance compared with existing methods. In addition, since direct kanji input generally takes time for users to learn, one of the authors by himself has conducted a long- term experiment to confirm the possibility of its mastery. For 12 months, both the input speed and the error rate have gradually improved. 1 INTRODUCTION makes the part of the screen for displaying conversion suggestions small and inconvenient. Japanese text is composed of Chinese-originated In Japan, there are about as many users of “flick” “kanji” characters and Japanese “kana” characters keyboards as QWERTY keyboard users. Flick is a (Tamaoka, 2014). While a kanji character typi- gesture operation especially used for character input cally has a meaning, a kana character does not; in- on touch-screen devices such as tablets and smart- stead, a kana character is associated with a speech phones. -
Section 18.1, Han
The Unicode® Standard Version 13.0 – Core Specification To learn about the latest version of the Unicode Standard, see http://www.unicode.org/versions/latest/. Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trade- mark claim, the designations have been printed with initial capital letters or in all capitals. Unicode and the Unicode Logo are registered trademarks of Unicode, Inc., in the United States and other countries. The authors and publisher have taken care in the preparation of this specification, but make no expressed or implied warranty of any kind and assume no responsibility for errors or omissions. No liability is assumed for incidental or consequential damages in connection with or arising out of the use of the information or programs contained herein. The Unicode Character Database and other files are provided as-is by Unicode, Inc. No claims are made as to fitness for any particular purpose. No warranties of any kind are expressed or implied. The recipient agrees to determine applicability of information provided. © 2020 Unicode, Inc. All rights reserved. This publication is protected by copyright, and permission must be obtained from the publisher prior to any prohibited reproduction. For information regarding permissions, inquire at http://www.unicode.org/reporting.html. For information about the Unicode terms of use, please see http://www.unicode.org/copyright.html. The Unicode Standard / the Unicode Consortium; edited by the Unicode Consortium. — Version 13.0. Includes index. ISBN 978-1-936213-26-9 (http://www.unicode.org/versions/Unicode13.0.0/) 1. -
General Explanations Nihon Kokugo Daijiten Editorial Policy 1
General Explanations Nihon kokugo daijiten Editorial Policy 1. This dictionary attempts to offer a historical account of the meanings and usages of the Japanese language through reference to various written materials. 2. Entry items include the vocabulary of modern Japanese as well as items from historical texts. Proper nouns, including names of places and people, and technical and specialized terms are also included. 3. Definitions of a given word are generally arranged in historical order; usage citations are accompanied by the name of the text in which they appear. 4. Sources for citations are taken from a broad spectrum of texts including literary, historical, religious, and other works of various periods. 5. Citation sources range from works of antiquity to works of the Meiji, Taishō, and Shōwa periods. Chinese texts are also used for Sino-Japanese words. 6. Citations are taken from the most reliable versions of historical texts; in cases where variant texts are cited, notice is given. 7. Identification of citations is a specific as possible. In order to facilitate comprehension, some citations include the author's name and the field with which the text is associated. 8. Separate subheadings for Dialectal Variants, Etymology, Pronunciation, and Premodern Dictionary Citations are included with commentary where appropriate. 9. Entry headings and definitions are based on modern standards, and are intended to make location and comprehension as easy as possible. Components of the Descriptions The descriptions of words in this dictionary are composed of the following elements: entry heading, historical kana orthography, kanji, part of speech, definitions, examples and sources, supplementary notes, dialectal variants, etymology, pronunciation, and premodern dictionary citations. -
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Journal of World Languages, 2016 Vol. 3, No. 3, 204–223, http://dx.doi.org/10.1080/21698252.2017.1308305 “Can you call it Okinawan Japanese?”: World language delineations of an endangered language on YouTube Peter R. Petruccia* and Katsuyuki Miyahirab aSchool of Humanities, Massey University, Palmerston North, New Zealand; bFaculty of Law and Letters, University of the Ryukyus, Nishihara, Japan (Received 10 March 2016; Accepted 15 March 2017) This article addresses a language-versus-dialect discussion that arose out of a series of language lessons on YouTube. Designed to teach Uchinaaguchi, an endangered Ryukyuan language, the video lessons come in two versions, one for Japanese speakers and the other for English speakers. In either version, the video turns to an adroit combination of semiotic modes in an attempt to delineate Uchinaaguchi as a language distinct from Japanese. However, as we demonstrate here, when an endangered language appears on Internet platforms like YouTube, it tends to be framed in one or more world languages, a situation that problematizes the “singularity” of the endan- gered language (Blommaert, J. 1999. “The Debate Is Closed.” In Language Ideological Debates, edited by J. Blommaert, 425–438. Berlin: Mouton de Gruyter). In the case of the Uchinaaguchi lessons, this is especially apparent in viewer commentary written primarily in English and/or Japanese. The analysis of this commentary reveals the ideological effects that world languages can bring into the discussion and delineation of endangered languages online. Keywords: language ideology; YouTube; language attitudes; endangered languages 1. Introduction It is in some ways ironic that minority language activists must turn to world languages to promote their cause.