DOCSLIB.ORG

ED287316.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
ED287316.Pdf DOCUMENT RESUME ED 287 316 FL 016 973 TITLE Handbook for Teaching Japanese-Speaking Students. INSTITUTION California State Dept. of Education, Sacramento. Bilingual Education Office. SPONS AGENCY Department of Education, Washington, DC. REPORT NO ISBN-0-8011-0680-X PUB DATE 87 NOTE 135p. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) -- Guides Non-Classroom Use (055) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Bilingual Education; Classroom Techniques; Comparative Analysis; Cultural Traits; Curriculum Design; *Educational Resources; Educational Strategies; English (Second Language); Enrollment Rate; Foreign Countries; Grammar; Immigrants; *Japanese; *Limited English Speaking; Native Language Instruction; *Program Development; *Sociocultural Patterns; Student Needs; Uncommonly Taught Languages; Written Language IDENTIFIERS *California; Japan; Orthography ABSTRACT A handbook for teachers, administrators, and bilingual education specialists who deal with limited-English-proficient, Japanese-speaking students is designed to assist this language minority to get the best educational opportunities. Chapters discuss the background of Japanese-speaking people in California, historical and sociocultural factors related to the Japanese language, Japanese linguistic characteristics, and recommended instructional and curricular strategies for Japanese and English language development. A bibliography is included. Appended materials include a list of districts ranked by enrollment of limited-English-speaking Japanese-speaking students; a list of educational resources; an outline of the course of Japanese language study used in Japan; and a guide to Japanese holidays, ceremonies, and festivals. (MSE) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** - - 1 . ,,,--'*-----)' - -- --rrft k--, -...,,,,-k.:- ,,,,-7,,,,N... ,..,..... _-:-.- ..,,,... ),,, r I ..,'..1"---,'-`....--,) ..--,.-:,' . .. SC:,;. / e ----- , 5't;'\ - , 4.-`.7--tc:, )" ' ....;...,/-";' ----:: `,',,=e-1 \, N,), ) , .-. "PERMISSION TO REPRODUCE THIS U S. DEPARTMENT OF EDUCATION MATERIALIN MICROFICHE ONLY Offtce of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION HAS BEEN GRANTED BY CENTER (ERIC) r,This document has been reproduced as retsived from the person or organuation originating it 1. rti/) 0 Minor changes have been made to Improve reproduction quality TO THE EDUCATIONAL RESOURCES Points°, view or opinions stated 'nth's docu- ment do not necessarily represent official INFORMATION CENTER (ERIC)" OERI position or policy CI) ';,California Stat pt of Eclucatioii,- "; t Bill Honig Superm endent,pf*Acjisi(uctib ...Sacramento, 4987-----;: ,T7 2 Handbook forTeacino Japanese-Speaking Students Developed by the Bilingual Education Office California State Department of Education j )Publishing Information This handbook was funded in part with funds from the Office of Bilin- gual Education and Minority Language Affairs and the Office of Equal Educational Opportunity Programs, U.S. Department of Edu- cation. The opinions expressed herein do not, however, necessarily reflect the position or policy of the U.S. Department of Education, and no official endorsement by the U.S. Department of Education should be inferred. The document was developed by the Bilingual Edu- cation Office, California State Department of Education. The final draft of the manuscript was edited by Mirko Strazicich of the Bureau of Publications, working in cooperation with Daniel D. Holt of the Bilingual Education Office. The handbook was prepared for photo- offset production by the staff of the Bureau of Publications, with art- work by Cheryl Shawver McDonald and Paul Lee. The document was published by the Department; printed by the Office of State Printing; and distributed under tht. "rovisions of the Library Distribution Act and Government Code Section 11096. 0 Copyright, 1987 California State Department of Education Copies of this handbook are available for $4.50 each, plus sales tax for California residents, from Publications Sales, P.O. Box 271, Sacra- mento, CA 95802-0271. A list of other publications available from the Department of Educa- tion is shown on page 123. ISBN 0-8011-0680-X Contents Page Foreword v Preface vii Acknowledgments ix Note to Readers xi Chapter I. Background of Japanese-Speaking People in California 1 Overview of the Japanese Language Group 1 History of Japanese Immigration 2 Reasons for kpanese Immigration 7 Location of Japanese Residents in the U.S. 8 Japanese Residing in Other Countries 9 Quality of Education in Japan 9 Role of the Immigrant as Teacher or Tutor 12 Attitudes of Japanese Parents 13 Chapter II. Historical and Sociocultural Factors Concerning the Japanese Language 15 Language Education in Japan 15 Attitudes Toward Oral Skills 18 Learning English in Japan 21 Using English in Japan 22 Language Education in California 23 Chapter III. Linguistic Characteristics of the Japanese Language 29 Origin of the Japanese Language 29 Characteristics of Japanese Written Language 39 Introduction of the Language Systems 44 Interrelationship Between Language and Culture 45 Nonverbal Behaviors That Affect Learning 49 Chapter IV. Recommended Instructional and Curricular Strategies for Japanese Language Development 53 Readiness Skills 54 Oral Language Skills 58 Literacy Development in English 58 Planning a Japanese Reading Program 60 Methods for Teaching Reading in Japanese 62 Methods for Teaching Writing in Japanese 69 5 Introduction of Oral English Instruction 71 Submersion Environments 72 Reading in Two Languages 74 Summarizing the Discussion on Strategies 77 Glossary 78 Bibliography 84 Selected References 84 Suggested Readings 87 Appendix A.Districts Ranked by Enrollment of Limited-English- Proficient Students Who Speak Japanese 90 Appendix B.Educational Resources 92 Appendix C.Course of Study for Japanese Language in Elementary Schools in Japan 101 Appendix D.Japanese Holidays, Ceremonies, and Festivals 119 List of Tables and Figures Table Page I Immigration into the United States from Japan, 1861-1968 6 Figure 1 A page from a student's textbook, illustrating the use of different Japanese writing systems 43 2Workbook exercises in writing hiragana and kanji 70 3 A typical entry in a children's kanji dictionary 71 iv 6 Foreword During the 1986-87 school year, 10,599 students in California were reported to be using Japanese as their primary home language. Approximately 3,950 of these students were identified as limited- English proficient (LEP). This publication, A Handbook for Teaching Japanese-Speaking Students.' was developed to help educators provide the best educational opportunities for Japanese-speaking students. What is especially important is that teachers and administrators have adequate knowledge of Japanese students' language and cultural background. This knowledge, research has shown, has a significant influence on the scholastic performance of language minority students. With the information provided in this handbook, school district personnel should be able to design and implement effective instructional programs that address the specific needs of Japanese- speaking students. Included in the handbook is information on the unique historical, sociocultural, and linguistic characteristics of Japanese-speaking students. The handbook also provides information about educational resources, such as community organizations, public agencies, ana classroom instructional materials. We in the Department are pleased to be involved in the development of this handbook. We believe that it and handbooks for other language groups will make an important contribution to the improvement of educational services for language minority students. Superintendent of Public Instruction v 7 Preface This handbook was developed as part of the Asian and Minority Language Group Project in the Bilingual Education Office, California State Department of Education. The project was designed to assist school districts in providing effective bilingual education services to language minority students, and the Project Team identified as its first major activity the development of handbooks for a number of Asian and minority language groups. The purpose of the handbooks is to assist school personnel in understanding selected Asian and minority language groups. The handbooks have been designed for use by bilingual education specialists as well as administrators and teachers who have more general responsibilities for the education of language minority students. Chapters I and II of this handbook address general background factors regarding the Japanese-speaking language groups: immigration history, educational background, and sociocultural factors. Chapters III and IV contain specific information regarding the Japanese language and appropriate program offeriags that will promote the academic achievement of Japanese-speaking students. This handbook is complemented by other publications developed by the Bilingual Education Office, including Schooling and Language Minority Students: A Theoretical Framework,' which provides exten- sive information regarding bilingual education theory and practice. It also outlines the basic principles underlying successful bilingual edu- cation programs and suggests a variety of implementation strategies. The analyses and illustrations
Load more

Recommended publications
  • Handy Katakana Workbook.Pdf
    First Edition HANDY KATAKANA WORKBOOK An Introduction to Japanese Writing: KANA THIS IS A SUPPLEMENT FOR BEGINNING LEVEL JAPANESE LANGUAGE INSTRUCTION. \ FrF!' '---~---- , - Y. M. Shimazu, Ed.D. -----~---- TABLE OF CONTENTS Page Introduction vi ACKNOWLEDGEMENlS vii STUDYSHEET#l 1 A,I,U,E, 0, KA,I<I, KU,KE, KO, GA,GI,GU,GE,GO, N WORKSHEET #1 2 PRACTICE: A, I,U, E, 0, KA,KI, KU,KE, KO, GA,GI,GU, GE,GO, N WORKSHEET #2 3 MORE PRACTICE: A, I, U, E,0, KA,KI,KU, KE, KO, GA,GI,GU,GE,GO, N WORKSHEET #~3 4 ADDmONAL PRACTICE: A,I,U, E,0, KA,KI, KU,KE, KO, GA,GI,GU,GE,GO, N STUDYSHEET #2 5 SA,SHI,SU,SE, SO, ZA,JI,ZU,ZE,ZO, TA, CHI, TSU, TE,TO, DA, DE,DO WORI<SHEEI' #4 6 PRACTICE: SA,SHI,SU,SE, SO, ZA,II, ZU,ZE,ZO, TA, CHI, 'lSU,TE,TO, OA, DE,DO WORI<SHEEI' #5 7 MORE PRACTICE: SA,SHI,SU,SE,SO, ZA,II, ZU,ZE, W, TA, CHI, TSU, TE,TO, DA, DE,DO WORKSHEET #6 8 ADDmONAL PRACI'ICE: SA,SHI,SU,SE, SO, ZA,JI, ZU,ZE,ZO, TA, CHI,TSU,TE,TO, DA, DE,DO STUDYSHEET #3 9 NA,NI, NU,NE,NO, HA, HI,FU,HE, HO, BA, BI,BU,BE,BO, PA, PI,PU,PE,PO WORKSHEET #7 10 PRACTICE: NA,NI, NU, NE,NO, HA, HI,FU,HE,HO, BA,BI, BU,BE, BO, PA, PI,PU,PE,PO WORKSHEET #8 11 MORE PRACTICE: NA,NI, NU,NE,NO, HA,HI, FU,HE, HO, BA,BI,BU,BE, BO, PA,PI,PU,PE,PO WORKSHEET #9 12 ADDmONAL PRACTICE: NA,NI, NU, NE,NO, HA, HI, FU,HE, HO, BA,BI,3U, BE, BO, PA, PI,PU,PE,PO STUDYSHEET #4 13 MA, MI,MU, ME, MO, YA, W, YO WORKSHEET#10 14 PRACTICE: MA,MI, MU,ME, MO, YA, W, YO WORKSHEET #11 15 MORE PRACTICE: MA, MI,MU,ME,MO, YA, W, YO WORKSHEET #12 16 ADDmONAL PRACTICE: MA,MI,MU, ME, MO, YA, W, YO STUDYSHEET #5 17
    [Show full text]
  • D Igital Text
    Digital text The joys of character sets Contents Storing text ¡ General problems ¡ Legacy character encodings ¡ Unicode ¡ Markup languages Using text ¡ Processing and display ¡ Programming languages A little bit about writing systems Overview Latin Cyrillic Devanagari − − − − − − Tibetan \ / / Gujarati | \ / − Armenian / Bengali SOGDIAN − Mongolian \ / / Gurumukhi SCRIPT Greek − Georgian / Oriya Chinese | / / | / Telugu / PHOENICIAN BRAHMI − − Kannada SINITIC − Japanese SCRIPT \ SCRIPT Malayalam SCRIPT \ / | \ \ Tamil \ Hebrew | Arabic \ Korean | \ \ − − Sinhala | \ \ | \ \ _ _ Burmese | \ \ Khmer | \ \ Ethiopic Thaana \ _ _ Thai Lao The easy ones Latin is the alphabet and writing system used in the West and some other places Greek and Cyrillic (Russian) are very similar, they just use different characters Armenian and Georgian are also relatively similar More difficult Hebrew is written from right−to−left, but numbers go left−to−right... Arabic has the same rules, but also requires variant selection depending on context and ligature forming The far east Chinese uses two ’alphabets’: hanzi ideographs and zhuyin syllables Japanese mixes four alphabets: kanji ideographs, katakana and hiragana syllables and romaji (latin) letters and numbers Korean uses hangul ideographs, combined from jamo components Vietnamese uses latin letters... The Indic languages Based on syllabic alphabets Require complex ligature forming Letters are not written in logical order, but require a strange ’circular’ ordering In addition, a single line consists of separate
    [Show full text]
  • AIX Globalization
    AIX Version 7.1 AIX globalization IBM Note Before using this information and the product it supports, read the information in “Notices” on page 233 . This edition applies to AIX Version 7.1 and to all subsequent releases and modifications until otherwise indicated in new editions. © Copyright International Business Machines Corporation 2010, 2018. US Government Users Restricted Rights – Use, duplication or disclosure restricted by GSA ADP Schedule Contract with IBM Corp. Contents About this document............................................................................................vii Highlighting.................................................................................................................................................vii Case-sensitivity in AIX................................................................................................................................vii ISO 9000.....................................................................................................................................................vii AIX globalization...................................................................................................1 What's new...................................................................................................................................................1 Separation of messages from programs..................................................................................................... 1 Conversion between code sets.............................................................................................................
    [Show full text]
  • Frank's Do-It-Yourself Kana Cards V
    Frank's do-it-yourself kana cards v. 1.0, 2000-08-07 Frank Stajano University of Cambridge and AT&T Laboratories Cambridge http://www.cl.cam.ac.uk/~fms27/ and http://www.uk.research.att.com/~fms/ This set of flash cards is meant to help you familiar cards and insist on the difficult part of き and さ with a separate stroke, become fluent in the use of the Japanese ones. unlike what happens in the fonts used in hiragana and katakana syllabaries. I made this document. I have followed the stroke it because I needed one myself and could The complete set consists of 10 double- counts of Henshall-Takagaki, even when not find it in the local bookshops (kanji sided sheets (20 printable pages) of 50 they seem weird for the shape of the char- cards were available, and I bought those; cards each, but you may choose to print acter as drawn on the card. but kana cards weren't); if it helps you too, smaller subsets as detailed below. Actu- so much the better. ally there are some blanks, so the total The easiest way to turn this document into number of cards is only 428 instead of 500. a set of cards is simply to print it (double The romanisation system chosen for these It would have been possible to fit them on sided of course!) and then cut each page cards is the Hepburn, which is the most 9 sheets instead of 10, but only by com- into cards with a ruler and a sharp blade.
    [Show full text]
  • International Language Environments Guide
    International Language Environments Guide Sun Microsystems, Inc. 4150 Network Circle Santa Clara, CA 95054 U.S.A. Part No: 806–6642–10 May, 2002 Copyright 2002 Sun Microsystems, Inc. 4150 Network Circle, Santa Clara, CA 95054 U.S.A. All rights reserved. This product or document is protected by copyright and distributed under licenses restricting its use, copying, distribution, and decompilation. No part of this product or document may be reproduced in any form by any means without prior written authorization of Sun and its licensors, if any. Third-party software, including font technology, is copyrighted and licensed from Sun suppliers. Parts of the product may be derived from Berkeley BSD systems, licensed from the University of California. UNIX is a registered trademark in the U.S. and other countries, exclusively licensed through X/Open Company, Ltd. Sun, Sun Microsystems, the Sun logo, docs.sun.com, AnswerBook, AnswerBook2, Java, XView, ToolTalk, Solstice AdminTools, SunVideo and Solaris are trademarks, registered trademarks, or service marks of Sun Microsystems, Inc. in the U.S. and other countries. All SPARC trademarks are used under license and are trademarks or registered trademarks of SPARC International, Inc. in the U.S. and other countries. Products bearing SPARC trademarks are based upon an architecture developed by Sun Microsystems, Inc. SunOS, Solaris, X11, SPARC, UNIX, PostScript, OpenWindows, AnswerBook, SunExpress, SPARCprinter, JumpStart, Xlib The OPEN LOOK and Sun™ Graphical User Interface was developed by Sun Microsystems, Inc. for its users and licensees. Sun acknowledges the pioneering efforts of Xerox in researching and developing the concept of visual or graphical user interfaces for the computer industry.
    [Show full text]
  • Introduction to the Special Issue on Japanese Geminate Obstruents
    J East Asian Linguist (2013) 22:303-306 DOI 10.1007/s10831-013-9109-z Introduction to the special issue on Japanese geminate obstruents Haruo Kubozono Received: 8 January 2013 / Accepted: 22 January 2013 / Published online: 6 July 2013 © Springer Science+Business Media Dordrecht 2013 Geminate obstruents (GOs) and so-called unaccented words are the two properties most characteristic of Japanese phonology and the two features that are most difficult to learn for foreign learners of Japanese, regardless of their native language. This special issue deals with the first of these features, discussing what makes GOs so difficult to master, what is so special about them, and what makes the research thereon so interesting. GOs are one of the two types of geminate consonant in Japanese1 which roughly corresponds to what is called ‘sokuon’ (促音). ‘Sokon’ is defined as a ‘one-mora- long silence’ (Sanseido Daijirin Dictionary), often symbolized as /Q/ in Japanese linguistics, and is transcribed with a small letter corresponding to /tu/ (っ or ッ)in Japanese orthography. Its presence or absence is distinctive in Japanese phonology as exemplified by many pairs of words, including the following (dots /. / indicate syllable boundaries). (1) sa.ki ‘point’ vs. sak.ki ‘a short time ago’ ka.ko ‘past’ vs. kak.ko ‘paranthesis’ ba.gu ‘bug (in computer)’ vs. bag.gu ‘bag’ ka.ta ‘type’ vs. kat.ta ‘bought (past tense of ‘buy’)’ to.sa ‘Tosa (place name)’ vs. tos.sa ‘in an instant’ More importantly, ‘sokuon’ is an important characteristic of Japanese speech rhythm known as mora-timing. It is one of the four elements that can form a mora 1 The other type of geminate consonant is geminate nasals, which phonologically consist of a coda nasal and the nasal onset of the following syllable, e.g., /am.
    [Show full text]
  • RP Basic Series Installation Documents
    BAS System Note: Lighting control system furnished by Division 25 (Controls Contractor) and installed by Division 26. BACnet: CL3P 22/2 Shielded, Low Cap, Max 4,000' Station/Satellite Network: CL3P 22/4, Max 500' IP Network: CAT-5e, Max 328' T BACnet MS/TP Network Terminator LEVEL-3 T Star Station/Satellite Network Terminator BACnet Router RIXX-00 RKX-XX RPDSXX-XX MSTP T CTS1RL-XX NAME ADDR: 0 IP: XXX.XXX.XX.XX (TYPICAL 2) LOCATION T SCUI8-00 SCAO8-00 CTS1CH-XX ADDR: 1 T T NAME NAME NAME ADDR: XX ADDR: XX ADDR: XX NAME NAME CTS1CH-XX LOCATION LOCATION LOCATION SLOT: 1 SLOT: 2 LOCATION LOCATION ADDR: 2 T BAS NETWORK LEVEL-2 T-Tap BACnet Router RPSSXX-XX RPDSXX-XX MSTP T NAME IP: XXX.XXX.XX.XX LOCATION ZCSS-00-00 CS1 SCSS-00 SCSS-00 SCAO8-00 CTS4CH-XX CTS6CH-XX CTS1CH-XX CTS2CH-XX CTS1RL-XX CTS3CH-XX T ADDR: 0 ADDR: 1 T ADDR: 0 ADDR: 1 T T ADDR: 0 ADDR: 1 NAME T T NAME T T T T NAME T T T ADDR: XX ADDR: XX NAME NAME ADDR: XX NAME LOCATION LOCATION SLOT: 1 SLOT: 2 LOCATION SLOT:1 LOCATION LOCATION LOCATION LEVEL-1 Daisy Chain BACnet Router MSTP T ZCDS-00-00 NAME CS1 SCSS-00 SCDS-00 SCDS-00 IP: XXX.XXX.XX.XX Engineering Standards SYS_01.00 LOCATION 1 1 4 CTS2RL-XX CTS1RL-XX CTS1CH-XX CTS2CH-XX CTS3PR-XX 2 CTS6PR-XX 2 5 T T ADDR: 0 ADDR: 1 ADDR: 2 ADDR: 3 ADDR: 4 3 ADDR: 5 3 6 Lighting Control System Riser NAME T ADDR:XX NAME NAME NAME Rev: 4 Type: Reference Date: 01-20-15 Job #: LOCATION SLOT: 1 SLOT: 2 SLOT: 3 LOCATION LOCATION LOCATION Engineered: WCD Drawn: NB Checked: 1 of 1 Tech Note 071014_02 Date: July 10, 2014 Product: TK-2.0 Subject: USB Cable and Driver Installation Note: Recommended USB Installation Procedure 1.
    [Show full text]
  • Affectedness Constructions: How Languages Indicate Positive and Negative Events
    Affectedness Constructions: How languages indicate positive and negative events by Tomoko Yamashita Smith B.S. (Doshisha Women’s College) 1987 M.A. (San Jose State University) 1995 M.A. (University of California, Berkeley) 1997 A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Linguistics in the GRADUATE DIVISION of the UNIVERSITY OF CALIFORNIA, BERKELEY Committee in charge: Professor Eve E. Sweetser Professor Soteria Svorou Professor Charles J. Fillmore Professor Yoko Hasegawa Fall 2005 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Affectedness Constructions: How languages indicate positive and negative events Copyright 2005 by Tomoko Yamashita Smith Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Abstract Affectedness constructions: How languages indicate positive and negative events by Tomoko Yamashita Smith Doctor of Philosophy in Linguistics University of California, Berkeley Professor Eve E. Sweetser, Chair This dissertation is a cross-linguistic study of what I call “affectedness constructions” (ACs) that express the notions of benefit and adversity. Since there is little research dealing with both benefactives and adversatives at the same time, the main goal of this dissertation is to establish AC as a grammatical category. First, many instances of ACs in the world are provided to show both the diversity of ACs and the consistent patterns among them. In some languages, a single construction indicates either benefit or adversity, depending on the context, while in others there is one or more individual benefactive and/or adversative construction(s). Since the event types that ACs indicate appear limited, I categorize the constructions by event type and discuss Reproduced with permission of the copyright owner.
    [Show full text]
  • 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/).
    [Show full text]
  • Sveučilište Josipa Jurja Strossmayera U Osijeku Filozofski Fakultet U Osijeku Odsjek Za Engleski Jezik I Književnost Uroš Ba
    CORE Metadata, citation and similar papers at core.ac.uk Provided by Croatian Digital Thesis Repository Sveučilište Josipa Jurja Strossmayera u Osijeku Filozofski fakultet u Osijeku Odsjek za engleski jezik i književnost Uroš Barjaktarević Japanese-English Language Contact / Japansko-engleski jezični kontakt Diplomski rad Kolegij: Engleski jezik u kontaktu Mentor: doc. dr. sc. Dubravka Vidaković Erdeljić Osijek, 2015. 1 Summary JAPANESE-ENGLISH LANGUAGE CONTACT The paper examines the language contact between Japanese and English. The first section of the paper defines language contact and the most common contact-induced language phenomena with an emphasis on linguistic borrowing as the dominant contact-induced phenomenon. The classification of linguistic borrowing thereby follows Haugen's distinction between morphemic importation and substitution. The second section of the paper presents the features of the Japanese language in terms of origin, phonology, syntax, morphology, and writing. The third section looks at the history of language contact of the Japanese with the Europeans, starting with the Portuguese and Spaniards, followed by the Dutch, and finally the English. The same section examines three different borrowing routes from English, and contact-induced language phenomena other than linguistic borrowing – bilingualism , code alternation, code-switching, negotiation, and language shift – present in Japanese-English language contact to varying degrees. This section also includes a survey of the motivation and reasons for borrowing from English, as well as the attitudes of native Japanese speakers to these borrowings. The fourth and the central section of the paper looks at the phenomenon of linguistic borrowing, its scope and the various adaptations that occur upon morphemic importation on the phonological, morphological, orthographic, semantic and syntactic levels.
    [Show full text]
  • 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.
    [Show full text]
  • AIX Globalization
    AIX Version 7.2 AIX globalization IBM AIX Version 7.2 AIX globalization IBM Note Before using this information and the product it supports, read the information in “Notices” on page 227. This edition applies to AIX Version 7.2 and to all subsequent releases and modifications until otherwise indicated in new editions. © Copyright IBM Corporation 2015, 2018. US Government Users Restricted Rights – Use, duplication or disclosure restricted by GSA ADP Schedule Contract with IBM Corp. Contents About this document ......... v Interchange converters—8-bit ....... 97 Highlighting .............. v Interchange converters—compound text ... 100 Case-sensitivity in AIX ........... v Interchange converters—uucode ...... 102 ISO 9000................ v UCS-2 interchange converters ....... 103 UTF-8 interchange converters ....... 105 AIX globalization ........... 1 Miscellaneous converters ........ 107 Writing converters using the iconv interface ... 107 What's new in AIX globalization........ 1 Code sets and converters ........ 107 Separation of messages from programs ..... 1 Overview of iconv framework structures ... 108 Conversion between code sets ....... 1 Writing a code set converter ....... 110 Input method support .......... 2 Examples .............. 114 Converters overview........... 2 Input methods ............. 118 Using the message facility ......... 2 Input method introduction ........ 118 Setting multicultural support for devices .... 4 input method names .......... 119 Changing the language environment ..... 5 Input method areas .........
    [Show full text]