Revising an Implicational Hierarchy for the Meanings of Ideophones, with Special Reference to Japonic
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INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UM! films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent UJWD the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adverselyaffect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-band comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. U·M·I University Microfilms tnternauonat A Bell & Howell tntorrnatron Company 300 North Zeeb Road. Ann Arbor. M148106-1346 USA 313/761-4700 800:521·0600 Order Number 9506222 The linguistic and psycholinguistic nature of kanji: Do kanji represent and trigger only meanings? Matsunaga, Sachiko, Ph.D. University of Hawaii, 1994 Copyright @1994 by Matsunaga, Sachiko. -
Teaching Lexicography As a University Course: Theoretical, Practical and Critical Considerations
http://lexikos.journals.ac.za; https://doi.org/10.5788/30-1-1597 Teaching Lexicography as a University Course: Theoretical, Practical and Critical Considerations Tvrtko Prćić, Department of English, Faculty of Philosophy, University of Novi Sad, Serbia ([email protected]) Abstract: This paper offers an account of a university course in Lexicography, designed par- ticularly for advanced EFL students. The discussion and accompanying material derive from around fifteen years of the author's experience in developing and teaching this course. The aims of the paper are twofold: firstly, to draw attention to the fact that lexicography today is no longer just 'the art and craft of' dictionary making of yesteryear but a fully-fledged applied linguistic disci- pline, with its own theory, methodology and practice, some of which is teachable as a dedicated academic subject; and secondly, to encourage the teaching of practical and theoretical lexicography to university students by putting forward concrete proposals. The exposition is divided into five parts, as follows: Section 1 brings some opening remarks, including that on the scientific status of lexicography; Section 2 reviews theoretical aspects regarding the design of this course; Section 3 describes practical aspects regarding the implementation of the course; Section 4 examines critical aspects regarding the evaluation of the course; and Section 5 recapitulates the main points of the paper and projects the modifications to the course in the future. Keywords: LEXICOGRAPHY AS A UNIVERSITY COURSE, TEACHING LEXICOGRAPHY, EFL UNIVERSITY STUDENTS, THEORETICAL CONSIDERATIONS, DESIGN OF THE COURSE, PRACTICAL CONSIDERATIONS, IMPLEMENTATION OF THE COURSE, CRITICAL CONSIDERATIONS, EVALUATION OF THE COURSE Opsomming: Die onderrig van leksikografie as universiteitskursus: Teore- tiese, praktiese en kritiese oorwegings. -
Birds of a Feather Don't Always Flock Together: User
http://lexikos.journals.ac.za Birds of a Feather Don't Always Flock Together: User Problems in Identifying Headwords in Online English Learner's Dictionaries* Julia Miller, School of Education, University of Adelaide, Australia ([email protected]) Abstract: Idioms, sayings and proverbs (referred to here as 'phrasemes'), are a central part of the English language. However, it is often difficult for learners of English as an Additional Lan- guage (EAL) to choose the correct headword when looking for such expressions in a dictionary. Learners may not recognise a word as belonging to a phraseme, and so may not look under a single, 'important' word. Moreover, their choice of a salient word may not accord with the lexicog- rapher's. Thirdly, they may not recognise phraseme variants, such as carry/take coals to Newcastle. They may therefore often fail to find the phraseme altogether. A study of 84 phrasemes in five online English learner's dictionaries (Cambridge Advanced Learner's Dictionary, Collins COBUILD Advanced Dictionary, Longman Dictionary of Contemporary English, Macmillan English Dictionary for Advanced Learners and Oxford Advanced Learner's Dictionary) revealed a lack of uniformity across and often within dictionaries. This paper is based on 14 of these phrasemes, which appear in one or more of these dictionaries and include proper nouns and/ or variable words. To make learner's dictionaries more user friendly (Zgusta 1971), it is argued that they need greater consistency in their choice of phraseme headwords, both within and between dictionaries, and that greater cross-referencing is necessary within a single dictionary. Five strategies are pre- sented to help learners with their dictionary searches. -
Approaches to Endangered Languages in Japan and Northeast Asia (Poster Session)”
Non-Core Vocabulary Cognates in Ryukyuan and Kyushu* JAROSZ, Aleksandra Nicolaus Copernicus University in Toruń The present paper provides an overview of eighteen identified likely cognates from Ryukyuan and Kyushu regiolects which the author argues have been inherited from Common Kyushu-Ryukyuan (CKR). The alleged cognates all belong to non-core vocabulary, the working definition of which adopted here is “vocabulary not found on the basic vocabulary lists of Swadesh 200 and Leipzig-Jakarta.” Following Hock (1991), the author presumes that in equal relations between language communities – the relations between Pre-Proto-Ryukyuan speakers while they still inhabited the Kyushu area and speakers of other Kyushu-Japonic regiolects are believed to have been such – the so-called basic vocabulary is no more resistant to borrowing than the non-basic (including culture-specific and environment-specific) lexicon. One can thus infer that a study of non-core vocabulary would be a valuable contribution to the state of knowledge on the history of the southern Japonic language area. Consequently, this paper analyzes the distribution of putative CKR cognates in both Kyushu and the Ryukyus as well as the typology of shared features among them, discussing these against a broader Japonic background when relevant. Preliminary results show the most shared features between the Ryukyuan and Tokara regiolects, encouraging an identification of the final stage of Pre-Ryukyuan with Common Tokara-Ryukyuan. The division of the next lowest order also includes Ōsumi and Koshiki islands, implying that the pre-final stage of Pre-Ryukyuan was what is here called Common Insular Kyushu-Ryukyuan. Keywords: comparative linguistics, Kyushu, Ryukyuan, Kyushu-Ryukyuan, Japonic 1. -
Transition and Transformation: Cross-Cultural Interpretation Ofsong
佛教大学 文学部論集 第94号(2010年3月) Transition and Transformation: Cross-Cultural Interpretation of Song Felicity Greenland 〔Abstract〕 The plethora of cross-cultural hybrid songs in Japan is not merely attribut- able to the modern, globalized music industry. Many ‘Western’songs have been fully assimilated in Japan since the late 19th century. This paper gives a brief history of Western music in Japan, followed by two sets of case studies: it analyses three Japanese hybrids each of two popular old songs, ‘Land of Hope and Glory’and ‘My Grandfather’s Clock’, and explores the relative Japanese and Western interpretations. It finds evidence of active lyrical processes such as those historically observed in the oral tradition, as well as cultural processes reflecting current social and political dialectics. The common song repertoire, previously proven valuable in cross-cultural and cross-generational relations, is here found to address social issues at both local and global scales and thus to call into question some of the entrenched ideologies behind conventional ideas of cultural identity. Keywords: song, cross-cultural, My Grandfather’s Clock, Land of Hope and Glory, Japan Introduction The relentless soundtrack to life in Japan affords much that is melodically familiar to the foreign ear.Yet this is not simply the manifestation of a ‘West to the rest’(Wang and Yeh:176) influx via globalized culture and music industries.These melodies derive from songs with distinct Japanese language incarnations and, as such, resonate lyrically in the local ear as genuinely as for the expatriate.Indeed, many young Japanese are unaware that some of these melodies, such as ‘Hotaru no Hikari’(light of the fireflies), ― 93― Transition and Transformation:Cross-Cultural Interpretation of Song(Felicity Greenland) did not originate in Japan but were adapted from Western songs, such as ‘Auld Lang Syne’. -
Iconicity in Phonological and Semantic Development
One form, many meanings: iconicity in phonological and semantic development Bonnie McLean May 2019 A thesis submitted in partial fulfilment of the degree of Bachelor of Philosophy (Asia and the Pacific Studies) (Honours) The Australian National University © Copyright by Bonnie McLean 2019 All Rights Reserved Declaration This thesis contains no material which has been accepted for the award of any other degree or diploma in any university. To the best of the author’s knowledge, it contains no material previously published or written by another person, except where due reference is made in the text. Bonnie McLean May 2019 ii Acknowledgements I would like to start by thanking my supervisor, Professor Catherine Travis. If you can make any sense of this thesis then it is thanks to her. Professor Travis very generously agreed to supervise this thesis despite having no background in iconicity or ideophones, and I am afraid that the introduction I provided to her on this topic has not been smooth. Despite this, she continued to provide constructive feedback on each of my many drafts, never once complaining that each one was essentially a complete rewrite. Secondly, I would like to thank Professor Kimi Akita in Japan. Professor Akita’s continued email correspondence with me throughout the writing of this thesis has been invaluable. His generosity and patience in replying to my ridiculously long emails continues to astound me. I feel so lucky to have had this direct line of communication to his encyclopaedic knowledge of everything that has even been written relating to iconicity and ideophones, and much of the theoretical discussion in this thesis would not have been developed had Professor Akita not continually pointed me in the direction of the relevant sources. -
Masterarbeit / Master's Thesis
MASTERARBEIT / MASTER’S THESIS Titel der Masterarbeit / Title of the Master’s Thesis “Dating the split of the Japonic language family. The Pre-Old Japanese corpus” verfasst von / submitted by Patrick Elmer, BA MA angestrebter akademischer Grad / in partial fulfilment of the requirements for the degree of Master of Arts (MA) Wien, 2019 / Vienna 2019 Studienkennzahl lt. Studienblatt / A 066 599 degree programme code as it appears on the student record sheet: Studienrichtung lt. Studienblatt / Masterstudium Indogermanistik und historische degree programme as it appears on Sprachwissenschaft UG2002 the student record sheet: Betreut von / Supervisor: Univ.-Prof. Mag. Dr. Melanie Malzahn, Privatdoz. Table of contents Part 1: Introduction ..................................................................................................... 8 1.1 The Japonic language family .............................................................................................. 9 1.2 Previous research: When did Japonic split into Japanese and Ryūkyūan .......................... 11 1.3 Research question and scope of study .............................................................................. 15 1.4 Methodology ................................................................................................................... 16 Part 2: Language data ................................................................................................ 19 2.1 Old Japanese ................................................................................................................... -
Lexicography in West Africa: Preparing a Bilingual Kisi-English Dictionary
Portland State University PDXScholar Applied Linguistics Faculty Publications and Presentations Applied Linguistics 1993 Lexicography in West Africa: Preparing a Bilingual Kisi-English Dictionary George Tucker Childs Portland State University, [email protected] Follow this and additional works at: https://pdxscholar.library.pdx.edu/ling_fac Part of the African Languages and Societies Commons, and the Linguistics Commons Let us know how access to this document benefits ou.y Citation Details Childs, George Tucker. (1993). Lexicography in west Africa: preparing a bilingual Kisi-English dictionary. Lexikos, 3, 13-28. This Article is brought to you for free and open access. It has been accepted for inclusion in Applied Linguistics Faculty Publications and Presentations by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. http://lexikos.journals.ac.za Lexicography in West Africa: Preparing a Bilingual Kisi~English Dictionary G.T. Childs, Department of Linguistics, University of the Witwatersrand, Johannesburg, South Africa Abstract: This paper presents some of the issues involved in preparing a bilingual dictionary for Kisi, an underdocumented language spoken in West Africa. Because the language possesses little in the way of literacy materials, fundamental issues as to orthography, word division, etc., had to be considered. In addition, no grammar of the language (or its closest congeners) was avail able and thus basic grammatical analysis had to be performed simultaneously. I briefly consider some of these problems, discussing the use of the lexical data base programs known as LEXW ARE. I then focus on the specific problems raised by the expressive word class known to Africanists as ) . -
Introduction to Japanese Computational Linguistics Francis Bond and Timothy Baldwin
1 Introduction to Japanese Computational Linguistics Francis Bond and Timothy Baldwin The purpose of this chapter is to provide a brief introduction to the Japanese language, and natural language processing (NLP) research on Japanese. For a more complete but accessible description of the Japanese language, we refer the reader to Shibatani (1990), Backhouse (1993), Tsujimura (2006), Yamaguchi (2007), and Iwasaki (2013). 1 A Basic Introduction to the Japanese Language Japanese is the official language of Japan, and belongs to the Japanese language family (Gordon, Jr., 2005).1 The first-language speaker pop- ulation of Japanese is around 120 million, based almost exclusively in Japan. The official version of Japanese, e.g. used in official settings andby the media, is called hyōjuNgo “standard language”, but Japanese also has a large number of distinctive regional dialects. Other than lexical distinctions, common features distinguishing Japanese dialects are case markers, discourse connectives and verb endings (Kokuritsu Kokugo Kenkyujyo, 1989–2006). 1There are a number of other languages in the Japanese language family of Ryukyuan type, spoken in the islands of Okinawa. Other languages native to Japan are Ainu (an isolated language spoken in northern Japan, and now almost extinct: Shibatani (1990)) and Japanese Sign Language. Readings in Japanese Natural Language Processing. Francis Bond, Timothy Baldwin, Kentaro Inui, Shun Ishizaki, Hiroshi Nakagawa and Akira Shimazu (eds.). Copyright © 2016, CSLI Publications. 1 Preview 2 / Francis Bond and Timothy Baldwin 2 The Sound System Japanese has a relatively simple sound system, made up of 5 vowel phonemes (/a/,2 /i/, /u/, /e/ and /o/), 9 unvoiced consonant phonemes (/k/, /s/,3 /t/,4 /n/, /h/,5 /m/, /j/, /ó/ and /w/), 4 voiced conso- nants (/g/, /z/,6 /d/ 7 and /b/), and one semi-voiced consonant (/p/). -
Pedagogical Lexicography
http://lexikos.journals.ac.za doi: 10.5788/21-1-44 Pedagogical Lexicography: Towards a New and Strict Typology Corresponding to the Present State-of-the-Art Sven Tarp, Department of Afrikaans and Dutch, University of Stellenbosch, South Africa, and Centre for Lexicography, Aarhus School of Business and Social Sciences, University of Aarhus, Denmark ([email protected]) Abstract: A frequent and well-known problem within lexicography is the use of various terms to denominate the same phenomenon as well as the use of the same term to denominate various, completely different phenomena. Such a non-systematic terminology may lead to confusion in the discipline and hamper its theoretical and practical development. The problem is especially severe within so-called pedagogical lexicography. A short panoramic review shows that especially the terms "pedagogical lexicography/dictionaries", "didactic lexicography/dictionaries", "school dic- tionaries" and "learners' dictionaries" are used with a lot of different meanings that vary from author to author, from country to country, from culture to culture. Although publishing houses could hardly be expected to use a strict terminology for their products, this should nevertheless be expected from theoretical lexicography. In order to overcome the present confusion, it is therefore urgent to establish a typology that can be used as reference by scholars dealing theoretically with the subfield of pedagogical lexicography. The article will first show the amazing variety of mean- ings addressed to the various terms in the theoretical literature. It will then approach the problem along two different lines: 1) establishing a clear definition of the terms "pedagogical", "didactic", "school" and "learner" in a lexicographical perspective, and 2) referring to the existing practice where the terms are frequently used in a much broader sense than in the theoretical literature. -
Should Dictionaries Be Used in Translation Tests and Examinations?
English Language Teaching; Vol. 10, No. 3; 2017 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education Should Dictionaries be Used in Translation Tests and Examinations? Abdulmoneim Mahmoud1 1 Department of English, College of Arts & Social Sciences, Sultan Qaboos University,Muscat, Oman Correspondence: Abdulmoneim Mahmoud, Department of English, College of Arts & Social Sciences, Sultan Qaboos University,Muscat, Oman. E-mail: [email protected] Received: December 25, 2016 Accepted: February 18, 2017 Online Published: February 20, 2017 doi: 10.5539/elt.v10n3p171 URL: http://doi.org/10.5539/elt.v10n3p171 Abstract Motivated by the conflicting views regarding the use of the dictionary in translation tests and examinations this study was intended to verify the dictionary-free vs dictionary-based translation hypotheses. The subjects were 135 Arabic-speaking male and female EFL third-year university students. Agroup consisting of 62 students translated a text from English to Arabic without a dictionary at the beginning of the semester and translated the same text with a dictionary at the end of the semester. Another group of 73 students translated a text from Arabic to English twice in the same way in the same semester. Both groups used electronic mobile dictionaries in the second translation. The lexical errors were detected and statistically analyzed. The t-tests revealed a highly significant difference in favor of dictionary-based translation. The errors committed in the dictionary-based translation were remarkably less than those committed in dictionary-free translation. Further research is needed to settle the dispute. Keywords: dictionary-based, dictionary-free, lexical errors, electronic dictionaries, translation 1. -
A CORRELATIONAL STUDY: PERSONALITY TYPES and FOREIGN LANGUAGE ACQUISITION in UNDERGRADUATE STUDENTS Frank Capellan Southeastern University - Lakeland
Southeastern University FireScholars College of Education Fall 2017 A CORRELATIONAL STUDY: PERSONALITY TYPES AND FOREIGN LANGUAGE ACQUISITION IN UNDERGRADUATE STUDENTS Frank Capellan Southeastern University - Lakeland Follow this and additional works at: https://firescholars.seu.edu/coe Part of the Bilingual, Multilingual, and Multicultural Education Commons, Educational Psychology Commons, First and Second Language Acquisition Commons, and the Higher Education Commons Recommended Citation Capellan, Frank, "A CORRELATIONAL STUDY: PERSONALITY TYPES AND FOREIGN LANGUAGE ACQUISITION IN UNDERGRADUATE STUDENTS" (2017). College of Education. 11. https://firescholars.seu.edu/coe/11 This Dissertation is brought to you for free and open access by FireScholars. It has been accepted for inclusion in College of Education by an authorized administrator of FireScholars. For more information, please contact [email protected]. A CORRELATIONAL STUDY: PERSONALITY TYPES AND FOREIGN LANGUAGE ACQUISITION IN UNDERGRADUATE STUDENTS By FRANK CAPELLAN A doctoral dissertation submitted to the College of Education in partial fulfillment of the requirements for the degree of Doctor of Education in Curriculum and Instruction Southeastern University October, 2017 DEDICATION For Otilia, with everlasting love iii ACKNOWLEDGMENTS Over the course of my doctoral journey, I have received support and encouragement from a great number of people. I cannot fully express in words my gratitude and indebtedness to all of you for encouraging me on this long, and exhausted journey. I am deeply grateful for my dissertation committee, Dr. Joyce Tardáguila Harth, Dr. Jim Anderson, and Dr. Patricia Coronado Domenge for their incredible guidance, encouragement, and accountability throughout my research, and writing. Your counsel throughout the study process exemplified the spirit of the learning journey.