Introduction to the Handbooks of Japanese Language and Linguistics
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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. -
Title Classical Japanese in Linguistic and Cross-Cultural Perspective Sub
Title Classical Japanese in linguistic and cross-cultural perspective Sub Title Author De Wolf, Charles Publisher 慶應義塾大学日吉紀要刊行委員会 Publication 2020 year Jtitle 慶應義塾大学日吉紀要. 英語英米文学 (The Keio University Hiyoshi review of English studies). Vol.73, No.2020 (9. ) ,p.69- 87 Abstract Notes Genre Departmental Bulletin Paper URL https://koara.lib.keio.ac.jp/xoonips/modules/xoonips/detail.php?ko ara_id=AN10030060-20200930-0069 慶應義塾大学学術情報リポジトリ(KOARA)に掲載されているコンテンツの著作権は、それぞれの著作者、学会または 出版社/発行者に帰属し、その権利は著作権法によって保護されています。引用にあたっては、著作権法を遵守して ご利用ください。 The copyrights of content available on the KeiO Associated Repository of Academic resources (KOARA) belong to the respective authors, academic societies, or publishers/issuers, and these rights are protected by the Japanese Copyright Act. When quoting the content, please follow the Japanese copyright act. Powered by TCPDF (www.tcpdf.org) Classical Japanese in Linguistic and Cross-Cultural Perspective1) Charles De Wolf In the preface to his famous A Dictionary of the English Language (1755), Samuel Johnson notes: “When we see men grow old and die at a certain time one after another, from century to century, we laugh at the elixir that promises to prolong life to a thousand years; and with equal justice may the lexicographer be derided, who being able to produce no example of a nation that has preserved their words and phrases from mutability, shall imagine that his dictionary can embalm his language, and secure it from corruption and decay, that it is in his power to change sublunary nature, or clear the world at once from folly, vanity, and affectation.” I cite this not only to show that, though no modern linguist, Johnson was quite aware that “mutability” applies to human language as well as all else that is “sublunary,” but also to note that, as learned as he was, Johnson knew far less about the history of the English language than anyone with curiosity and access to Wikipedia can learn, in a matter of minutes or at most hours. -
2 Mora and Syllable
2 Mora and Syllable HARUO KUBOZONO 0 Introduction In his classical typological study Trubetzkoy (1969) proposed that natural languages fall into two groups, “mora languages” and “syllable languages,” according to the smallest prosodic unit that is used productively in that lan- guage. Tokyo Japanese is classified as a “mora” language whereas Modern English is supposed to be a “syllable” language. The mora is generally defined as a unit of duration in Japanese (Bloch 1950), where it is used to measure the length of words and utterances. The three words in (1), for example, are felt by native speakers of Tokyo Japanese as having the same length despite the different number of syllables involved. In (1) and the rest of this chapter, mora boundaries are marked by hyphens /-/, whereas syllable boundaries are marked by dots /./. All syllable boundaries are mora boundaries, too, although not vice versa.1 (1) a. to-o-kyo-o “Tokyo” b. a-ma-zo-n “Amazon” too.kyoo a.ma.zon c. a-me-ri-ka “America” a.me.ri.ka The notion of “mora” as defined in (1) is equivalent to what Pike (1947) called a “phonemic syllable,” whereas “syllable” in (1) corresponds to what he referred to as a “phonetic syllable.” Pike’s choice of terminology as well as Trubetzkoy’s classification may be taken as implying that only the mora is relevant in Japanese phonology and morphology. Indeed, the majority of the literature emphasizes the importance of the mora while essentially downplaying the syllable (e.g. Sugito 1989, Poser 1990, Tsujimura 1996b). This symbolizes the importance of the mora in Japanese, but it remains an open question whether the syllable is in fact irrelevant in Japanese and, if not, what role this second unit actually plays in the language. -
A Student Model of Katakana Reading Proficiency for a Japanese Language Intelligent Tutoring System
A Student Model of Katakana Reading Proficiency for a Japanese Language Intelligent Tutoring System Anthony A. Maciejewski Yun-Sun Kang School of Electrical Engineering Purdue University West Lafayette, Indiana 47907 Abstract--Thls work describes the development of a kanji. Due to the limited number of kana, their relatively low student model that Is used In a Japanese language visual complexity, and their systematic arrangement they do Intelligent tutoring system to assess a pupil's not represent a significant barrier to the student of Japanese. proficiency at reading one of the distinct In fact, the relatively small effort required to learn katakana orthographies of Japanese, known as k a t a k a n a , yields significant returns to readers of technical Japanese due to While the effort required to memorize the relatively the high incidence of terms derived from English and few k a t a k a n a symbols and their associated transliterated into katakana. pronunciations Is not prohibitive, a major difficulty In reading katakana Is associated with the phonetic This work describes the development of a system that is modifications which occur when English words used to automatically acquire knowledge about how English which are transliterated Into katakana are made to words are transliterated into katakana and then to use that conform to the more restrictive rules of Japanese information in developing a model of a student's proficiency in phonology. The algorithm described here Is able to reading katakana. This model is used to guide the instruction automatically acquire a knowledge base of these of the student using an intelligent tutoring system developed phonological transformation rules, use them to previously [6,8]. -
Hokkaido Ainu Dialects: Variation from the Perspective of the Geographical Distribution of Vocabulary
Hokkaido Ainu Dialects: Variation from the Perspective of the Geographical Distribution of Vocabulary Mika FUKAZAWA Preparatory Office for National Ainu Museum (The foundation for Ainu culture) 1 INTRODUCTION • The aim of this study is to generate geographical maps and to describe the variations in Hokkaido Ainu dialects. • The Ainu language has three dialect categories: Hokkaido, Sakhalin, and Northern Kurils. • It is well known that “for Hokkaido, there are some differences in vocabulary, phonology, word formation, and the like between northeastern and southwestern dialects” (Tamura 2000: 3) 2 INTRODUCTION The Kamchatka Peninsula Sakhalin The Kuril Islands Hokkaido Honshu 3 INTRODUCTION • Regarding the Ainu dialects, the most important work on them was conducted by Hattori, Chiri, and their collaborators from 1955–1956. • Currently, few native speakers of Ainu exist, and collecting sufficient words and sentences through fieldwork is difficult. • My studies adopted geolinguistics for the Ainu language, referring to the audio and written materials that Hattori, Chiri, and other researchers have collected. 4 THE ATLAS OF AINU DIALECTS 5 AINU DIALECTS Hokkaido: 1. Yakumo/ 2. Oshamambe/ 3. Horobetsu/ 4. Biratori (Fukumitsu)/ 5. Nukibetsu/ 6. Niikappu/ 7. Samani/ 8. Obihiro/ 9. Kushiro/ 10. Bihoro/ 11. Asahikawa/ 12. Nayoro/ 13. Sōya/ 14. Chitose/ 15. Shizunai/ 16. Hombetsu/ 17. Mukawa/ 18. Nemuro Sakhalin: 19. Ochiho/ 20. Tarantomari/ 21. Maoka/ 22. Shiraura/ 23. Raichishka/ 24. Nairo Kurils: 25. Shumushu 6 INTRODUCTION • Nakagawa (1996) first suggested the geographical distribution and several patterns of Ainu. • Here, I consider the following major three types within Hokkaido Ainu dialects. • The Eastern-Western type • The Saru-Chitose (and Sakhalin) type • The ABA type 7 1. -
Source-Based Translation and Foreignization: a Japanese Case
Source-Based Translation and Foreignization Source-Based Translation and Foreignization: A Japanese Case Yukari Fukuchi Meldrum Modern Languages and Cultural Studies, University of Alberta Introduction Foreignization, as currently understood in Translation Studies, is a concept that is charged with “more emphasis on the ideological pressure against the target-language culture than on the faithfulness to the original text” (Tamaki, 2005: 239). In other words, it is a conscious operation of bringing a foreign flavor into translations in order to counteract the effects of domestication, claimed by Venuti (1995) to be the cause of invisibility of translation and translators. Tamaki, in her 2005 paper, also cautions that the concept of foreignization should not be confused with a literal method of translation. Literal translation does not involve ideological intentions and is a mere translation method. In this paper, I will attempt to provide a supporting view that source-based translation, often seen in Japanese translation, needs to be understood outside of foreignization in the above sense. Specifically, I will illustrate that Japanese readers, in premodern times, had to gain specific knowledge and adapt to what was required in order to read and interpret texts in a satisfactory manner. This could have been a factor for the source-orientedness of Japanese translations still observed in a certain form today. By examining this background of Japanese text culture, the more source-based translation is shown to be merely a translation carried out by a literal method without any political or ideological intentions. Therefore, the concept of foreignization does not have a place in Japanese translation. -
The Japanese Writing Systems, Script Reforms and the Eradication of the Kanji Writing System: Native Speakers’ Views Lovisa Österman
The Japanese writing systems, script reforms and the eradication of the Kanji writing system: native speakers’ views Lovisa Österman Lund University, Centre for Languages and Literature Bachelor’s Thesis Japanese B.A. Course (JAPK11 Spring term 2018) Supervisor: Shinichiro Ishihara Abstract This study aims to deduce what Japanese native speakers think of the Japanese writing systems, and in particular what native speakers’ opinions are concerning Kanji, the logographic writing system which consists of Chinese characters. The Japanese written language has something that most languages do not; namely a total of three writing systems. First, there is the Kana writing system, which consists of the two syllabaries: Hiragana and Katakana. The two syllabaries essentially figure the same way, but are used for different purposes. Secondly, there is the Rōmaji writing system, which is Japanese written using latin letters. And finally, there is the Kanji writing system. Learning this is often at first an exhausting task, because not only must one learn the two phonematic writing systems (Hiragana and Katakana), but to be able to properly read and write in Japanese, one should also learn how to read and write a great amount of logographic signs; namely the Kanji. For example, to be able to read and understand books or newspaper without using any aiding tools such as dictionaries, one would need to have learned the 2136 Jōyō Kanji (regular-use Chinese characters). With the twentieth century’s progress in technology, comparing with twenty years ago, in this day and age one could probably theoretically get by alright without knowing how to write Kanji by hand, seeing as we are writing less and less by hand and more by technological devices. -
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. -
How to Learn Japanese Simon Reynolds How to Learn Japanese
How to Learn Japanese Simon Reynolds How to Learn Japanese Copyright 2007 by Simon Reynolds All Rights Reserved. No part of this book may be used, reproduced or transmitted in any manner whatsoever—electronic or mechanical, including photocopying, recording or by any system of storing and retrieving information—without written permission from the publisher, except for brief quotations embodied in reviews. Email: [email protected] Website: http://sprstrikesback.googlepages.com/home Manufactured in the U.K. First Edition: 2007 Book and cover design by Simon Reynolds and Yuka Reynolds Visit our website! How to Learn Japanese Simon Reynolds TABLE OF CONTENTS 1. WHY LEARN JAPANESE? 4 2. LEARNING TO LEARN 5 Where to start Should I learn to read and write Japanese? Approaches to learning 6 Finding a teacher Language schools Language exchange 7 Self-study Self study tips Building vocabulary 8 Learning grammar Listening 9 What did you say? Speaking 10 Confidence Less is more Tips on starting a conversation Get out of jail free 11 Troubleshooting Slang Practice Writing 3. PERFECTING PRONUNCIATION 13 Vowel sounds Intonation Thinking in syllables Small tsu Dots and circles Combined syllables 14 Su Ha and he Common mistakes Homonyms 15 Pronunciation practice 4. WRITING RIGHT 17 Stroke order Learning the kana Flashcards Installing Japanese fonts on your computer Learning Kanji 18 How many kanji do I need? Approaches to learning kanji Component analysis AKA the fast track Using the internet 19 Learning the pronunciations Kanji town 20 Kanji game Buying a kanji dictionary Starting to read Visit our website! How to Learn Japanese Simon Reynolds Audio books 21 More reading on the web Japanese tests JLPT J-test 22 Kanji test 5. -
Research on Endangered Ryukuan Dialects with an Aim to Preserve
KAKENHI NEWS2009 vol.2 Research on Endangered Ryukuan Dialects � Culture & � Society with an Aim to Preserve and Propagate Shigehisa Karimata� Professor� University of the Ryukyus 【Background】� /ã, õ, ı˜/and /ë˜/ for a total of 18 vowels. particle ga is spoken in the interrogative, UNESCO announced in February 2009 But the dialect of Yonakuni Island, the and nu in yes-or-no questions, to enable that of the over six thousand languages westernmost island in Japan, primarily the speaker to add extra meaning to his spoken in the world, 2500 are in danger use the three vowels a, i and u. The Miya- question. The Ryukyuan languages shed of becoming extinct. Among them are Ja- ko Ookami Island dialect has only 10 con- light on the history of the Japanese lan- pan's Ryukyuan languages (UNESCO sonants: /p, t, k, f, v, s, m, n, j/and /r/. But guage, and has many interesting linguistic treats each Ryukyuan dialect as a separate it has been discovered that the consonants typological features. � language). Although experts have long /f, v, s, m/ and n are used as monosylla- � been aware of the threat to the dialects, bles, that the /f/ and /s/ in words such as 【Outlook】� and research on their preservation and /kffi/ (make) and /pstu/ (person) function Urgent research is needed on the Ryu- propagation has been ongoing for more as vowels in a syllable, and that there are kyuan languages in order to pass them than 30 years, the inclusion of Ryukyu also long and short consonants, with down to future generations. -
Vowel Devoicing of Ainu -How It Differs and Not Differs from Vowel Devoicing of Japanese-*
Vowel Devoicing of Ainu -How it differs and not differs from Vowel Devoicing of Japanese-* Hidetoshi Shiraishi University of Groningen 1 Introduction The oldest description of Vowel Devoicing (henceforth VD) of Ainu dates back to the earliest stages of linguistic research of the language (Kindaichi 1931, Chiri 1936, 1942). Nevertheless, our knowledge of the phenomenon has not been deepened since then. For instance, we still know little about the exact phonological environment for VD to occur, or its distribution in actual speech. This situation contrasts sharply with that of Japanese, the geographic neighbor of Ainu, where VD has always been one of the most appealing phonological topics among linguists. Numerous investigations were conducted from various linguistic fields for more than a century long. The present work is an attempt to fill this gap. It is still preliminary in nature. As a primary source, I have used sound recordings of only two speakers of a single dialect. My first task was to check VD in these recordings in order to verify whether previous works were adequate in their description. Except for a couple of recent descriptions (Tamura 1997, 1998), there were no studies that tackled this issue using sound materials in the first place. I will therefore compare the results of my investigation with those previous descriptions. Another interesting issue is whether VD of Ainu shares characteristics with VD of Japanese. Considering those facts that 1) these two languages have * Earlier versions of this paper were presented at the meetings of the Tsukuba Circle of Phonologists (July 2000), Chiba University Eurasian Society (March 2001) and De Dag van Fonetiek (December 2002). -
Beginning Japanese for Professionals: Book 1
BEGINNING JAPANESE FOR PROFESSIONALS: BOOK 1 Emiko Konomi Beginning Japanese for Professionals: Book 1 Emiko Konomi Portland State University 2015 ii © 2018 Emiko Konomi This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License You are free to: • Share — copy and redistribute the material in any medium or format • Adapt — remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms: • Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. • NonCommercial — You may not use the material for commercial purposes Published by Portland State University Library Portland, OR 97207-1151 Cover photo: courtesy of Katharine Ross iii Accessibility Statement PDXScholar supports the creation, use, and remixing of open educational resources (OER). Portland State University (PSU) Library acknowledges that many open educational resources are not created with accessibility in mind, which creates barriers to teaching and learning. PDXScholar is actively committed to increasing the accessibility and usability of the works we produce and/or host. We welcome feedback about accessibility issues our users encounter so that we can work to mitigate them. Please email us with your questions and comments at [email protected]. “Accessibility Statement” is a derivative of Accessibility Statement by BCcampus, and is licensed under CC BY 4.0. Accessibility of Beginning Japanese I A prior version of this document contained multiple accessibility issues.