Types of Word That Are Frequently As Gairaigo Words in Japanese from English
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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. -
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. -
Loanword Accentuation in Japanese
University of Pennsylvania Working Papers in Linguistics Volume 11 Issue 1 Article 16 2005 Loanword accentuation in Japanese MASAHIKO MUTSUKAWA Follow this and additional works at: https://repository.upenn.edu/pwpl Recommended Citation MUTSUKAWA, MASAHIKO (2005) "Loanword accentuation in Japanese," University of Pennsylvania Working Papers in Linguistics: Vol. 11 : Iss. 1 , Article 16. Available at: https://repository.upenn.edu/pwpl/vol11/iss1/16 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/pwpl/vol11/iss1/16 For more information, please contact [email protected]. Loanword accentuation in Japanese This working paper is available in University of Pennsylvania Working Papers in Linguistics: https://repository.upenn.edu/pwpl/vol11/iss1/16 Loanword Accentuation in Japanese Masahiko Mutsukawa 1 Introduction Accentuation is one of the main issues in Japanese loanword phonology and many studies have been conducted. Most of the studies pursued so far, how ever, are on loanword accentuation in Tokyo Japanese, and loanword accen tuation in other dialects such as Kansai1 Japanese have been studied little. The present study analyzes the location of accent and the pitch pattern of accented English loanwords in both Tokyo Japanese and Kansai Japanese in the framework of Optimality Theory (OT; Prince and Smolensky, 1993). The major findings of this study are as follows. First, Tokyo Japanese and Kansai Japanese are the same in terms of accent assignment. The default accent of loanwords is the English accent, i.e. the accent on the syllable stressed in English. Second, Tokyo Japanese and Kansai Japanese are differ ent with regard to pitch pattern. The constraints *[HH and *[LL, which are members of the constraint family Obligatory Contour Principle (OCP), play crucial roles in Tokyo Japanese, while the constraints *[LL and LH' are sig nificant in Kansai Japanese. -
On the Origins of Gairaigo Bias: English Learners' Attitudes Towards English
The Language Teacher » FeATure ArTicle | 7 On the origins of gairaigo bias: English learners’ attitudes towards English- based loanwords in Japan Keywords Frank E. Daulton loanwords; gairaigo; vocabulary acquisition Ryukoku University Although gairaigo is a resource for Japanese learners of english, atti- tudes in Japan towards English-based uring a presentation on how English-based loanwords loanwords are ambivalent. This paper (LWs) in Japanese—known as gairaigo—can be used to examined university freshmen’s teach English (see Rogers, 2010), a Japanese participant attitudes towards gairaigo through a D questionnaire. Despite their ambiva- commented, “I have never heard such information before; I lence, participants generally felt that had no idea that gairaigo were helpful.” That gairaigo LWs are loanwords did not hinder their English cognates—L1 and L2 words similar in form (e.g., sound) and studies. Yet their opinions were based sometimes meaning (Carroll, 1992)—is recognized interna- on scant information, as teachers had seldom spoken of gairaigo, or had tionally (see Ringbom, 2007). Yet there remains in Japan an spoken of it only disparagingly. incongruous disdain for gairaigo; for simplicity, I will refer to it as “gairaigo bias.” A subtle but striking example of gairaigo 「 外 来 語 」は 日 本 人 が 英 語 を 学 ぶ 際 に 情 報 bias soon followed. Arguing that empirical findings are not 源の1つとなっているが、日本における英語 always applicable to Japanese EFL, a Japanese Ph.D candidate 由来の外来語の捉え方には曖昧なところが ある。本論は、大学1年生の外来語に対する had cited that Japanese has no cognates. When I challenged this 捉え方をアンケート調査したものである。曖 assumption during her dissertation defense, she confessed 昧な部分があるにもかかわらず、アンケート の参加者が全般的に感じていたのは、外来 being unaware of another perspective, which explained why 語が英語学習の弊害にはなっていないとい her claim lacked any supporting evidence. -
Hiragana and Katakana Worksheets Free
201608 Hiragana and Katakana worksheets ひらがな カタカナ 1. Three types of letters ··········································· 1 _ 2. Roma-ji, Hiragana and Katakana ·························· 2 3. Hiragana worksheets and quizzes ························ 3-9 4. The rules in Hiragana···································· 10-11 5. The rules in Katakana ········································ 12 6. Katakana worksheets and quizzes ··················· 12-22 Japanese Language School, Tokyo, Japan Meguro Language Center TEL.: 03-3493-3727 Email: [email protected] http://www.mlcjapanese.co.jp Meguro Language Center There are three types of letters in Japanese. 1. Hiragana (phonetic sounds) are basically used for particles, words and parts of words. 2. Katakana (phonetic sounds) are basically used for foreign/loan words. 3. Kanji (Chinese characters) are used for the stem of words and convey the meaning as well as sound. Hiragana is basically used to express 46 different sounds used in the Japanese language. We suggest you start learning Hiragana, then Katakana and then Kanji. If you learn Hiragana first, it will be easier to learn Katakana next. Hiragana will help you learn Japanese pronunciation properly, read Japanese beginners' textbooks and write sentences in Japanese. Japanese will become a lot easier to study after having learned Hiragana. Also, as you will be able to write sentences in Japanese, you will be able to write E-mails in Hiragana. Katakana will help you read Japanese menus at restaurants. Hiragana and Katakana will be a good help to your Japanese study and confortable living in Japan. To master Hiragana, it is important to practice writing Hiragana. Revision is also very important - please go over what you have learned several times. -
Hiragana Ka Takana
A GUIDE TO LEARNING HIRAGANA AND KA TAKANA Kenneth G. Henshall with Tetsuo Takagaki CHARLES E. TUTTLE COMPANY Rutland, Vermont & Tokyo, Japan A GUIDE TO LEARNING HIRAGANA AND KA TAKANA Kenneth G. Henshall with Tetsuo Takagaki CHARLES E. TUTTLE COMPANY Rutland, Vermont & Tokyo, Japan PART rn: FINAL REVIEW About Japan Food Items Quiz HOW TO USE THIS BOOK Flora and Fauna Quiz Personal Names Quiz The main aim of this book is to help students achieve competence in reading and writing Kana Word Search kana, the phonetic symbols that are fundamental to written Japanese. The book starts with Quiz Answers a section entitled An Explanation of Kana, which contains everything the student will need Do-It-Yourself Kana Charts to know about the two kana systems of hiraganu and kotakuna. Part I of the workbook sec- The Iroha Verse tion then systematically introduces each hiragana symbol, voiced form, and combination, and provides ample practice and review. Pan I1 does the same for katakana, while Part III provides an overall review. The Explanation of Kana outlines the function and origin of kana, the difference between the two kana systems, the various sounds, the combinations, and the conventions of usage. It attempts to be detailed and thorough so that it can be used for reference at any stage. Though all the information about kana is grouped together in this one section for ease of reference, it is not expected that the student will read it all before starting on the practice pages. In fact, to do so might give the impression that kana are perhaps rather formidable, which is not really the case at all.