Does Romaji Help Beginners Learn More Words?
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The Effect of Orthographic Systems on the Developing Reading System: Typological and Computational Analyses
Psychological Review © 2020 American Psychological Association 2021, Vol. 128, No. 1, 125–159 ISSN: 0033-295X http://dx.doi.org/10.1037/rev0000257 The Effect of Orthographic Systems on the Developing Reading System: Typological and Computational Analyses Alastair C. Smith Padraic Monaghan Max Planck Institute for Psycholinguistics Lancaster University Falk Huettig Max Planck Institute for Psycholinguistics and Radboud University Orthographic systems vary dramatically in the extent to which they encode a language’s phonological and lexico-semantic structure. Studies of the effects of orthographic transparency suggest that such variation is likely to have major implications for how the reading system operates. However, such studies have been unable to examine in isolation the contributory effect of transparency on reading because of covarying linguistic or sociocultural factors. We first investigated the phonological properties of languages using the range of the world’s orthographic systems (alphabetic, alphasyllabic, consonantal, syllabic, and logographic), and found that, once geographical proximity is taken into account, phono- logical properties do not relate to orthographic system. We then explored the processing implications of orthographic variation by training a connectionist implementation of the triangle model of reading on the range of orthographic systems while controlling for phonological and semantic structure. We show that the triangle model is effective as a universal model of reading, able to replicate key behavioral and -
Shallow Vs Non-Shallow Orthographies and Learning to Read Workshop 28-29 September 2005
A Report of the OECD-CERI LEARNING SCIENCES AND BRAIN RESEARCH Shallow vs Non-shallow Orthographies and Learning to Read Workshop 28-29 September 2005 St. John’s College Cambridge University UK Co-hosted by The Centre for Neuroscience in Education Cambridge University Report prepared by Cassandra Davis OECD, Learning Sciences and Brain Research Project 1 Background information The goal of this report of this workshop is to: • Provide an overview of the content of the workshop presentations. • Present a summary of the discussion on cross-language differences in learning to read and the future of brain science research in this arena. N.B. The project on "Learning Sciences and Brain Research" was introduced to the OECD's CERI Governing Board on 23 November 1999, outlining proposed work for the future. The purpose of this novel project was to create collaboration between the learning sciences and brain research on the one hand, and researchers and policy makers on the other hand. The CERI Governing Board recognised this as a risk venture, as most innovative programmes are, but with a high potential pay-off. The CERI Secretariat and Governing Board agreed in particular that the project had excellent potential for better understanding learning processes over the lifecycle, but that ethical questions also existed. Together these potentials and concerns highlighted the need for dialogue between the different stakeholders. The project is now in its second phase (2002- 2005), and has channelled its activities into 3 networks (literacy, numeracy and lifelong learning) using a three dimensional approach: problem-focused; trans-disciplinary; and international. -
Running Head: ORTHOGRAPHIC DEPTH and ORTHOGRAPHIC PROCESSING 1
Running head: ORTHOGRAPHIC DEPTH AND ORTHOGRAPHIC PROCESSING 1 This is a post-peer-review, pre-copyedit version of an article accepted in "Reading and Writing". The final authenticated version will be available at link.springer.com. The Effect of Orthographic Depth on Letter String Processing: The Case of Visual Attention Span and Rapid Automatized Naming Alexia Antzaka (ORCID iD: 0000-0002-3975-1122) Basque Center on Cognition, Brain and Language, 20009, San Sebastián, Spain Departamento de Lengua Vasca y Comunicación, UPV/EHU, 48940, Leioa, Spain Clara Martin (ORCID iD: 0000-0003-2701-5045) Basque Center on Cognition, Brain and Language, 20009, San Sebastián, Spain Ikerbasque, Basque Foundation for Science, 48013, Bilbao, Spain Sendy Caffarra (ORCID iD: 0000-0003-3667-5061) Basque Center on Cognition, Brain and Language, 20009, San Sebastián, Spain Sophie Schlöffel Running head: ORTHOGRAPHIC DEPTH AND ORTHOGRAPHIC PROCESSING 1 Basque Center on Cognition, Brain and Language, 20009, San Sebastián, Spain Departamento de Lengua Vasca y Comunicación, UPV/EHU, 48940, Leioa, Spain Manuel Carreiras (ORCID iD: 0000-0001-6726-7613) Basque Center on Cognition, Brain and Language, 20009, San Sebastián, Spain Departamento de Lengua Vasca y Comunicación, UPV/EHU, 48940, Leioa, Spain Ikerbasque, Basque Foundation for Science, 48013, Bilbao, Spain Marie Lallier (ORCID iD: 0000-0003-4340-1296) Basque Center on Cognition, Brain and Language, 20009, San Sebastián, Spain Author note The authors acknowledge financial support from the Basque Government (PRE_2015_2_0049 to A.A, PI_2015_1_25 to C.M, PRE_2015_2_0247 to S.S), the European Research Council (ERC-2011-ADG-295362 to M.C.), the Spanish Ministry of Economy and Competitiveness (PSI20153653383P to M.L., PSI20153673533R to M. -
L1 English Vocalic Transfer in L2 Japanese
L1 ENGLISH VOCALIC TRANSFER IN L2 JAPANESE by KENNETH JEFFREY KNIGHT (Under the Direction of Don R. McCreary) ABSTRACT This study looks at four factors that cause transfer errors in the duration and quality of vowel sounds in Japanese as spoken by native English speaking learners. These factors are: 1) words contain a contrastive long vowel, 2) words contain vowels in hiatal position, 3) words are English loanwords, and 4) words are written in Romanization. 34 students at the University of Georgia completed elicited imitation and reading aloud tasks. Results show that roughly 5% of all responses contained vocalic errors. Error rates were highest for minimal pairs that contrast only in vowel length. Similarities in orthography, word origin, and differences in phonological rules were shown to be significant factors in L2 Japanese vowel pronunciation error. A brief survey of the most widely used Japanese textbooks in the US reveals a lack of explicit instruction in vowel length contrasts and Japanese loanword adaptation. Increased explicit instruction in these areas as well as limited use of Romanization may greatly reduce the risk of L2 Japanese vowel pronunciation error. INDEX WORDS: Transfer; Interference; Japanese as a Foreign Language; English; Vowel; Duration; Second Language Acquisition L1 ENGLISH VOCALIC TRANSFER IN L2 JAPANESE by KENNETH JEFFREY KNIGHT B.A., Temple University, 1998 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2013 © 2013 Kenneth Jeffrey Knight All Rights Reserved L1 ENGLISH VOCALIC TRANSFER IN L2 JAPANESE by KENNETH JEFFREY KNIGHT Major Professor: Don R. -
World Braille Usage, Third Edition
World Braille Usage Third Edition Perkins International Council on English Braille National Library Service for the Blind and Physically Handicapped Library of Congress UNESCO Washington, D.C. 2013 Published by Perkins 175 North Beacon Street Watertown, MA, 02472, USA International Council on English Braille c/o CNIB 1929 Bayview Avenue Toronto, Ontario Canada M4G 3E8 and National Library Service for the Blind and Physically Handicapped, Library of Congress, Washington, D.C., USA Copyright © 1954, 1990 by UNESCO. Used by permission 2013. Printed in the United States by the National Library Service for the Blind and Physically Handicapped, Library of Congress, 2013 Library of Congress Cataloging-in-Publication Data World braille usage. — Third edition. page cm Includes index. ISBN 978-0-8444-9564-4 1. Braille. 2. Blind—Printing and writing systems. I. Perkins School for the Blind. II. International Council on English Braille. III. Library of Congress. National Library Service for the Blind and Physically Handicapped. HV1669.W67 2013 411--dc23 2013013833 Contents Foreword to the Third Edition .................................................................................................. viii Acknowledgements .................................................................................................................... x The International Phonetic Alphabet .......................................................................................... xi References ............................................................................................................................ -
The Effects of Orthographic Depth on Learning to Read Alphabetic, Syllabic, and Logographic Scripts
RRQ4-04 Ellis 9/22/04 11:51 AM Page 438 Reading Research Quarterly Vol. 39, No. 4 October/November/December 2004 © 2004 International Reading Association (pp. 438–468) doi:10.1598/RRQ.39.4.5 The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts NICK C. ELLIS, MIWA NATSUME, KATERINA STAVROPOULOU, LORENC HOXHALLARI, VICTOR H.P. VAN DAAL, NICOLETTA POLYZOE, MARIA-LOUISA TSIPA, MICHALIS PETALAS University of Wales, Bangor, United Kingdom he problem of how to represent spoken language in writing has historically been solved in different ways (Daniels & Bright, 1996; Gaur, 1992). One distinction is whether to “write what you mean” or “write what you say.” Logographic systems such as Chinese and Japanese kanji use symbols to represent meaning directly and have no or comparatively few cues to pronunciation. Other writing systems repre- sent speech sounds. The characters of syllabic systems such as the Japanese kana Tcorrespond with spoken syllables, whereas those of alphabetic systems correspond with separate phonemes. However, alphabetic orthographies vary in the degree to which they are regular in their representation of sound. The writing systems of Serbo-Croatian, Finnish, Welsh, Spanish, Dutch, Turkish, and German are on the whole much more regular in symbol–sound correspondences than those of English and French. The former are referred to as transparent or shallow orthographies in which sound–symbol correspondences are highly consistent, while the latter are re- ferred to as opaque or deep orthographies that are less consistent because each let- ter or group of letters may represent different sounds in different words. -
DBT and Japanese Braille
AUSTRALIAN BRAILLE AUTHORITY A subcommittee of the Round Table on Information Access for People with Print Disabilities Inc. www.brailleaustralia.org email: [email protected] Japanese braille and UEB Introduction Japanese is widely studied in Australian schools and this document has been written to assist those who are asked to transcribe Japanese into braille in that context. The Japanese braille code has many rules and these have been simplified for the education sector. Japanese braille has a separate code to that of languages based on the Roman alphabet and code switching may be required to distinguish between Japanese and UEB or text in a Roman script. Transcription for higher education or for a native speaker requires a greater knowledge of the rules surrounding the Japanese braille code than that given in this document. Ideally access to both a fluent Japanese reader and someone who understands all the rules for Japanese braille is required. The website for the Braille Authority of Japan is: http://www.braille.jp/en/. I would like to acknowledge the invaluable advice and input of Yuko Kamada from Braille & Large Print Services, NSW Department of Education whilst preparing this document. Kathy Riessen, Editor May 2019 Japanese print Japanese print uses three types of writing. 1. Kana. There are two sets of Kana. Hiragana and Katana, each character representing a syllable or vowel. Generally Hiragana are used for Japanese words and Katakana for words borrowed from other languages. 2. Kanji. Chinese characters—non-phonetic 3. Rōmaji. The Roman alphabet 1 ABA Japanese and UEB May 2019 Japanese braille does not distinguish between Hiragana, Katakana or Kanji. -
Focus Structure and Morphosyntax in Japanese: Wa and Ga, and Word Order Flexibility
FOCUS STRUCTURE AND MORPHOSYNTAX IN JAPANESE: WA AND GA, AND WORD ORDER FLEXIBILITY by MITSUAKI SHIMOJO August 1, 1995 A dissertation submitted to the Faculty of the Graduate School of the State University of New York at Buffalo in partial fulfillment of the requirements for the degree of Doctor of Philosophy Copyright by Mitsuaki Shimojo 1995 TABLE OF CONTENTS Notes on Transcriptions ______________________________________________________________________iv Acknowledgments ______________________________________________________________________ ______ vi Abstract ______________________________________________________________________ ___________________ viii Chapter 1: Introduction 1.1. Objectives and Outline of the Thesis _______________________________________________ 1 1.2. Activation and Focus: Theoretical Background ___________________________________ 4 Chapter 2: Wa and Ga: Activation and Focus 2.1. Introduction ______________________________________________________________________ _____ 13 2.2. Morphosyntactic Characteristics of Japanese with Reference to Wa and Ga___ 14 2.3. Previous Approaches to Functions of Wa And Ga 2.3.1. Contrast between Wa and Ga ______________________________________________ 18 2.3.2. Distinct Functions of Wa? __________________________________________________ 24 2.3.3. Functions of Ga _____________________________________________________________ 28 2.4. Wa and Ga in Mini-discourse 2.4.1. Contrast between Wa and Ga ______________________________________________ 30 2.4.2. Wa and WH Phrase _________________________________________________________ -
Can a Logographic Script Be Simplified? Lessons from the 20Th Century Chinese Writing Reform Informed by Recent Psycholinguistic Research*
Can a Logographic Script be Simplified? Lessons from the 20th Century Chinese Writing Reform Informed by Recent Psycholinguistic Research* Zev Handel University of Washington, Seattle In the 1950s and 1960s, the government of the People’s Republic of China undertook, in two stages, a carefully planned “simplification” of the logographic Chinese script. Drawing on a variety of historical precedents, over 2,000 individual graphs were modified in an attempt to make the script easier to learn and use. This was the first significant change in the official form of the Chinese script in nearly two millennia, and resulted in the script variety that is widely used today in mainland China, commonly termed “simplified Chinese characters.” Drawing on recent psycholinguistic experiments that attempt to characterize the cognitive functions involved in Chinese script processing, this study revisits long-standing questions about the efficacy of character simplification and provides some additional theoretical insights into the nature of logographic writing. The central conclusion of this study is that meaningful simplification of a logographic script is possible, but that today’s simplified character script cannot be characterized as an effective reform by any reasonable metric—it is only “simpler” in the crudest of senses. After evaluating the results of recent studies on the cognitive processing of Chinese characters, I introduce the concept of semantic orthographic depth and argue that a true simplification of a logographic script should be based on regularization of semantic and phonetic components, rather than on reduction of the number of graphs or the reduction of the number of strokes per graph. -
The ALA-LC Japanese Romanization Table
Japanese The ALA-LC Japanese Romanization Table Revision Proposal March 30, 2018 Created by CTP/CJM Joint Working Group on the ALA-LC Japanese Romanization Table (JRTWG) JRTWG is part of: Association of Asian Studies (AAS) Council on East Asian Libraries (CEAL) Committee on Technical Processing (CTP) and Committee on Japanese Materials (CJM) JRTWG Co-Chairs: Yukari Sugiyama (Yale University) Chiharu Watsky (Princeton University) Members of JRTWG: Rob Britt (University of Washington) Ryuta Komaki (Washington University) Fabiano Rocha (University of Toronto) Chiaki Sakai (The Japan Foundation Japanese-Language Institute, Urawa) Keiko Suzuki (The New School) [Served as Co-Chair from April to September 2016] Koji Takeuchi (Library of Congress) Table of Contents Romanization Table…………………………………………………………………………………….Pages 1-28 1. Introduction……………………………………………………………………………………Page 1 2. Basic Principles for Romanization……………………………………………………Page 1 3. Capitalization………………………………………………………………………………….Page 5 4. Japanese Punctuation and Typographical Marks…………………………….Page 8 5. Diacritic Marks and Other Symbols Used in Romanization………………Page 9 6. Word Division………………………………………………………………………………….Page 11 7. Numerals…………………………………………………………………………………………Page 25 Romanized/Kana Equivalent Charts…………………………………………………..…..…….Pages 29-30 Helpful References…………………………………………………………………………………....…Page 31 Last Updated: 3/30/2018 10:48 AM 1 Introduction: Scope of the Romanization Table Romanization is one type of transliteration. Transliteration is the process of converting text written -
Color Coding Japanese Kana for Second Language Acquisition
Color Coding Japanese Kana for Second Language Acquisition Kevin Reay Wrobetz, Kobe Gakuin University, Japan The Asian Conference on Language Learning 2019 Official Conference Proceedings Abstract In this research, the pedagogical effects of endowing Japanese Hiragana with alphabetical properties by phonetically mapping the Kana syllabary to their respective vowel phonemes with a color code as well as mapping diacritical marks color coded to each character’s respective consonant group are studied. This phonetic color coding system mapped to Japanese Kana was tested on a group of native English speakers with no prior knowledge of Japanese, and the results of a series of six tests examining Kana acquisition, pronunciation accuracy, and vocabulary retention were weighed against the results of a control group who received instruction without said color coding system. This phonetic color coding system proves to be far superior to the instructional methods used without the system in three distinct categories. First, the phonetic color coding system, once learned, allows the learner to forego all romanization and instead use only the Kana characters during study thus increasing the speed of Kana acquisition. Second, by not using romanizations to guide pronunciation, the learner is unaffected by the phonetic rules governing the English Latin alphabet thus improving the accuracy of pronunciation. Third, mapping a phonetic color code to a writing system arguably increases the retention rate of vocabulary. The implementation of this phonetic color coding system elicited striking improvements in the abovementioned categories throughout all six tests carried out in this study. Keywords: Japanese as a Foreign Language, Second Language Acquisition, Phonology, Phonetic Color Coding, L2 Vocabulary Acquisition iafor The International Academic Forum www.iafor.org Introduction Japanese is considered to be one of the most difficult languages for native English speakers to acquire proficiency in. -
Reading in a Regular Orthography: an Fmri Study Investigating the Role of Visual Familiarity
Reading in a Regular Orthography: An fMRI Study Investigating the Role of Visual Familiarity Anja Ischebeck1, Peter Indefrey2,3, Nobuo Usui4, Izuru Nose5, Frauke Hellwig2,3, and Masato Taira4 Downloaded from http://mitprc.silverchair.com/jocn/article-pdf/16/5/727/1758172/089892904970708.pdf by guest on 18 May 2021 Abstract & In order to separate the cognitive processes associated with the three different stimulus types (familiar, unfamiliar, and phonological encoding and the use of a visual word form pseudoword) were found to activate selectively different brain lexicon in reading, it is desirable to compare the processing of regions previously associated with phonological encoding and words presented in a visually familiar form with words in a word retrieval or meaning. Compatible with the predictions of visually unfamiliar form. Japanese Kana orthography offers this the dual-route model for reading, pseudowords and visually possibility. Two phonologically equivalent but visually dissim- unfamiliar words, which have to be read using phonological ilar syllabaries allow the writing of, for example, foreign assembly, caused an increase in brain activity in left inferior loanwords in two ways, only one of which is visually familiar. frontal regions (BA 44/47), as compared to visually familiar Familiarly written words, unfamiliarly written words, and words. Visually familiar and unfamiliar words were found to pseudowords were presented in both Kana syllabaries (yield- activate a range of areas associated with lexico-semantic ing six conditions in total) to participants during an fMRI processing more strongly than pseudowords, such as the left measurement with a silent articulation task (Experiment 1) and and right temporo-parietal region (BA 39/40), a region in the a phonological lexical decision task (Experiment 2) using an left middle/inferior temporal gyrus (BA 20/21), and the event-related design.