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1
Motobayashi, Kyoko. „Language teacher subjectivities in Japan’s diaspora strategies: Teaching my language as someone’s heritage language“. Multilingua 35, Nr. 4 (18.03.2016): 441–68. http://dx.doi.org/10.1515/multi-2015-8011.
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Abstract This study demonstrates the ways in which discourses in a state-sponsored volunteer program incited transformations of individual subjectivities, focusing on a group of Japanese language teacher volunteers training in Japan to become teachers of Japanese as a heritage language for the country’s diaspora (Nikkei) population in South America. As teachers of heritage Japanese at Japanese language schools in these Nikkei communities, their work was central to Japan’s diaspora strategies, which reframe the Nikkei population as Japan’s “diplomatic assets” connected to Japan through their Nikkei identity. Focusing on these language teachers as important actors in Japan’s diaspora strategies, this study illustrates how their encounter with the institutional discourses resulted in the transformations of their subjectivities. Such transformations occurred during the volunteer training sessions hosted by Japan’s international cooperation agency to conceptualize their roles as teachers of Japanese as someone’s heritage language. By illustrating the ways in which these volunteer individuals’ transformations fit within state diaspora strategies, this article underscores the role of state actors in the process of subjectification, which has tended to be overlooked in previous studies of governmentality.
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Rini, Elizabeth Ika Hesti Aprilia Nindia. „Kuseni Conjunction in Japanese Language“. IZUMI 9, Nr. 1 (01.06.2020): 104–11. http://dx.doi.org/10.14710/izumi.9.1.104-111.
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Kuseni is a a conjunction used to connect contradicting clauses which is called gyakusetsu no setsuzokushi in Japanese. This study aims to determine how the structure and meaning of kuseni conjunction is in Japanese sentences. The method used in this research is qualitative descriptive research. Kuseni is an adversative conjunction that connects contradictory clauses that contain criticism or reproach. Kuseni can be in the middle and at the end of a sentence, and can be attached to the class of verbs, nouns and adjectives in a sentence.
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Oeinada, I. Gede. „Contact Phonology : Fonologi Kata Serapan dalam Bahasa Jepang“. Pustaka : Jurnal Ilmu-Ilmu Budaya 18, Nr. 1 (28.02.2018): 25. http://dx.doi.org/10.24843/pjiib.2018.v18.i01.p04.
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This paper focuses its discussion about loanword phonology in Japanese language. Loanword phonology is one of five contact phonology situations that was described by Smith (2007). The four other situations are areal influence, dialect mixing, language mixing, and simplification. Japanese language has been borrowing many words from foreign languages. One of those foreign languages is English. As we all know that both languages, Japanese and English, have different phonological system. Therefore, borrowed words of English language has been adapted to fit the phonological patterns of Japanese language. This adaptation could solve the loanword phonology problem. And because up until now the number of loanword in Japanese language is till limited so the phonological system of Japanese language is remain unaffected. In other words, the loadwords’ phonology does not cause lasting changes in the phonological system of Japanese language.
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Taulia und Abdul Gapur. „Interference of Indonesian Language on Japanese Language in the Use of Aizuchi (相槌) by Japanese Language Students in Medan“. International Journal of Cultural and Art Studies 7, Nr. 2 (31.10.2023): 86–91. http://dx.doi.org/10.32734/ijcas.v7i2.12322.
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Language interference or disorder often occurs in individuals who have acquired proficiency in multiple languages, including Japanese language learners at the college level. This research aims to analyze the interference of the Indonesian language in the use of aizuchi (backchanneling) in Japanese by Japanese language students in Medan, Indonesia. The study employs a qualitative approach with a descriptive method. The data consists of transcriptions of conversations between students and lecturers that contain instances of aizuchi interference. Data collection is conducted through observation using techniques such as eavesdropping and note-taking. The collected data is analyzed through data condensation, data presentation, and conclusion drawing. The findings reveal that the interference of the Indonesian language in aizuchi in Japanese primarily occurs at the lexical level, specifically in the utilization of Indonesian words as aizuchi in Japanese conversations. An example of this interference is replacing the Japanese word "hai" with the Indonesian word "iya." The students' experiences influence the identified interference in learning foreign languages and cultural factors. This research contributes to a better understanding of the interference of the Indonesian language in the use of aizuchi in Japanese and provides insights for teaching the Japanese language at the tertiary level.
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Denisenko, Vladimir N., und Zhang Ke. „Graphically Loanword from the Japanese Language in Modern Chinese Language“. RUDN Journal of Language Studies, Semiotics and Semantics 10, Nr. 4 (15.12.2019): 740–53. http://dx.doi.org/10.22363/2313-2299-2019-10-4-740-753.
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This article is devoted to the study of Japanese loanwords in Chinese and their classification. Particular attention is paid to the lexical units in writing in Chinese characters, coming from the Japanese language as graphic loanwords in modern Chinese and Japanese, popular on the Chinese-language Internet. The material of the study is loanwords of Japanese origin, selected from dictionaries and scientific works on this topic, as well as word usage in messages on Russian and Chinese Internet forums. We distinguish between two types of Japanese loanwords in Chinese according to how they are borrowed: phonetic and graphic borrowed words. Graphic borrowed from the Japanese language, including the actual Japanese words spelled in Chinese characters, and words created by the Japanese using Chinese characters to convey tokens of other languages, as well as the words of the ancient Chinese language, rethought by the Japanese to create terms, then returned back to modern Chinese language, constitute a characteristic group of graphic loanwords in Chinese.
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Asada, Yuko. „General use coordination in Japanese and Japanese Sign Language“. Sign Language and Linguistics 22, Nr. 1 (09.10.2019): 44–82. http://dx.doi.org/10.1075/sll.18003.asa.
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Abstract Davidson (2013) shows that in American Sign Language (ASL), conjunction and disjunction can be expressed by the same general use coordinator (cf. mary drink tea coord coffee ‘Mary drank tea and coffee; Mary drank tea or coffee.’). To derive these two meanings, she proposes an alternative semantic analysis whereby the two interpretations arise through universal or existential quantification over a set of alternatives licensed by (non-)linguistic cues, such as contexts and prosodic or lexical material. This paper provides supportive evidence for Davidson’s analysis from two other languages, Japanese and Japanese Sign Language. These languages are shown to employ general use coordination similar to that in ASL, but the general use coordinators in the three languages differ in one important respect: the locality of lexical elements that induce a disjunctive meaning. It is suggested that this cross-linguistic variation can be attributed to language-specific properties that concern the Q-particle discussed in Uegaki (2014, 2018).
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Clements, Rebekah. „The Prose of Our Land: Ban Kōkei, Translation, and National Language Consciousness in Eighteenth-Century Japan“. Sungkyun Journal of East Asian Studies 23, Nr. 2 (01.11.2023): 119–36. http://dx.doi.org/10.1215/15982661-10773048.
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Abstract Today, Ban Kōkei 伴蒿蹊 (1733–1806) is mostly known as the author of a collection of biographies, which became one of the best-selling books of Japan's late eighteenth century. However, he also devoted much of his career to developing the expressive potential of Japanese prose writing. This article locates Kōkei's promotion of language reform within the context of contemporaneous developments in translation from classical into vernacular Japanese and explains the role of translation in Kōkei's attempts to develop Japanese prose writing nearly one hundred years before the better-known national language advocacy of the “Unification of the Spoken and Written Languages” (Genbun itchi 言文一致) movement of the Meiji period (1868–1912). Considered alongside canonical figures like Motoori Norinaga and Ogyū Sorai, Kōkei's lesser-known work is evidence of a nascent “national” language consciousness among Japanese intellectuals prior to the Meiji period.
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Perepadia, Daria, und Yulia Malakhova. „CHINESE AND JAPANESE PHRASEOLOGISMS: A COMPARATIVE ASPECT“. Fìlologìčnì traktati 15, Nr. 2 (2023): 120–31. http://dx.doi.org/10.21272/ftrk.2023.15(2)-13.
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The article is devoted to the study of the phraseological fund of the Chinese and Japanese languages, in particular to the comparative analysis of phraseological units from the point of view of their form, structure, features of drawing hieroglyphic signs, semantics and national-cultural components contained in them. The national-cultural specificity of the Chinese and Japanese phraseology is closely related to the characteristic features of the people’s consciousness, the relationship between the language and thinking, the language and culture, therefore the main research approach is primarily comparative, linguistic and cultural. The work examines the development of the Chinese language and culture on the formation and development of the phraseological system of the Japanese language, outlines the relationship between the Chinese and the Japanese idioms. A comparison of the forms of drawing hieroglyphs represents changes in the writing systems of the Chinese and Japanese languages, caused by the historical processes of the development of both languages. The diversity of language habits is reflected in the change in the order of words in a phraseological unit in the Japanese language while preserving the original meaning of the Chinese original source. A number of Japanese idioms borrowed from the Chinese language demonstrate the process of adaptation to the features of the Japanese language, which is determined by the change of certain components in the structure of the phraseology. Despite the close ties and borrowing of elements of the Chinese language and culture, the Japanese language has created its own, purely Japanese, phraseological units that contain national and cultural components that reproduce elements of the people’s lifestyle, customs and historical facts. The composition, structure, national and cultural connotation of the actual Japanese idioms distinguish them from idioms built with the norms of the wenyan, the classical Chinese language. They came from the Chinese language and then became entrenched in the language and consciousness of the Japanese people.
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CULIBERG, Luka. „Japanese Language, Standard Language, National Language: Rethinking Language and Nation“. Asian Studies 1, Nr. 2 (29.11.2013): 21–33. http://dx.doi.org/10.4312/as.2013.1.2.21-33.
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The paper examines the relationship between language and nation through the historical process by which the modern Japanese language came to exist and proposes a tentative answer as to what this says about the nature of phenomena such as language and nation themselves. The paper suggests that if language is understood as an actually existing natural and definable object, it must indeed be claimed that the Japanese language is no more than a hundred years old.
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ИСМАИЛОВА Х.Э., ИСМАИЛОВА Х. Э., und КАЭДЭ АРАКАВА. „THE STUDY OF GRAMMAR OF RUSSIAN AS A FOREIGN LANGUAGE IN A COMPARATIVE ASPECT BY JAPANESE STUDENTS“. Международный аспирантский вестник. Русский язык за рубежом, Nr. 4 (25.12.2023): 6–11. http://dx.doi.org/10.37632/pi.2023.37.25.001.
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Статья посвящена языковым особенностям русского языка как иностранного в сопоставлении с японским языком. Рассматривается грамматическая система русского языка в сравнении с японским языком. Раскрывается система послелогов японского языка для объяснения предложно-падежной системы русского языка как иностранного. В сравнении даются словоизменительные окончания русского и японского языков. Приведены примеры для демонстрации разницы между падежными системами русского и японского языков. Описывается использование грамматического материала при изучении русского языка как иностранного японскими студентами. The article is devoted to the linguistic features of the Russian language as a foreign language in comparison with the Japanese language. The grammatical system of the Russian language is described in comparison with the Japanese language. The system of postpositions of the Japanese language is revealed to explain the prepositional case system of the Russian language as a foreign language. The inflectional endings of the Russian and Japanese languages are compared. The difference between the case systems of the Russian and Japanese languages is considered by examples. The use of grammatical material in the study of Russian as a foreign language by Japanese students is described.
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Malikova, Sitorabonu Farxodovna. „COMPARATIVE ANALYSES OF PREPOSITONS IN JAPANESE AND UZBEK LANGUAGES“. CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, Nr. 05 (31.05.2021): 117–21. http://dx.doi.org/10.37547/philological-crjps-02-05-25.
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In linguistics, the comparison of languages has always been in the center of attention. Although it is recognized by scholars that Japanese and Uzbek belong to the same language family, the Altaic language family, grammatical phenomena in both languages are not the same. While both languages have similarities, they also have differences. Comparing languages belonging to the same language family involves studying the phenomena that occur in that language. The category of agreement is widely observed in both languages, but there are some agreements between Japanese agreement agreements, which are given with one agreement in Uzbek, and the scope of application is narrow. The category of consonants is widely observed in both languages, but there are some consonants among the Japanese suffixes, which are given with one consonant in Uzbek, and the scope of application is also narrow. This article provides a comparative analysis of the Uzbek suffix of the accusative case and the differences between them
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Orlandi, Giorgio (Georg). „Japanese linguistics, The Japanese language I“. Journal of Japanese Linguistics 36, Nr. 2 (26.11.2020): 311–18. http://dx.doi.org/10.1515/jjl-2020-2029.
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齐, 旭子. „Japanese Language Education in Japanese Universities“. Advances in Education 09, Nr. 05 (2019): 608–16. http://dx.doi.org/10.12677/ae.2019.95100.
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Kitagawa, Chisato, und Janet S. Shibamoto. „Japanese Women's Language“. Journal of the Association of Teachers of Japanese 22, Nr. 2 (November 1988): 241. http://dx.doi.org/10.2307/488945.
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Jorden, Eleanor Harz, und Janet Shibamoto. „Japanese Women's Language“. Journal of Japanese Studies 14, Nr. 2 (1988): 562. http://dx.doi.org/10.2307/132635.
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King, Ruth, und Janet S. Shibamoto. „Japanese Women's Language“. Language 63, Nr. 1 (März 1987): 194. http://dx.doi.org/10.2307/415419.
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Ozsen, Tolga, und Senem Cente-Akkan. „A Framework Proposal for Detecting and Preventing Academic Misconduct in Japanese Language as L2“. Canadian Perspectives on Academic Integrity 4, Nr. 2 (30.12.2021): 68–69. http://dx.doi.org/10.55016/ojs/cpai.v4i2.74224.
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Japanese is a language in which its sociocultural background affects strongly the acquisition and output processes for the L2 learners. The acquisition process has more layers not only because it has 4 unique ideogram-based writing system (Hiragana, Katakana, Kanji and Romaji), but also has differences in writing procedures (e.g., orthographic rules, punctuation marks, etc.). The interaction in daily life with Japanese language and culture is extremely limited, particularly for the Japanese L2 learners who are outside of the Kanji cultural zone. Those kinds of factors make the academic misconduct issues in Japanese language learning/writing process more complicated. On the other side, academic misconduct issues (detection techniques, tools, prevention methods, etc.) in the Japanese language are mostly considered within the framework based on Western languages. However, as it is mentioned earlier, Japanese language has fundamental differences in linguistic, communicative, cultural, historical aspects. In a language where there is no double quotation mark as it is in Western languages, even punctuation marks are unique, and 4 different writing systems are used together, academic misconduct issues can be partially detected and prevented with a framework based on Western languages. Therefore, it is necessary to establish a framework for specific foreign languages as Japanese to detect and prevent from academic misconduct. This paper aims to offer a research framework to be made later about academic misconduct that targets Japanese L2 learners and receive feedback about the experiences in different disciplines and languages to develop the research framework and tools. As we will only present the framework of the survey, this presentation will not promise concrete research findings. The survey we are planning to conduct will be composed of three sections. First section will aim to reveal the cognitive/notional knowledge of Japanese L2 learners on academic misconduct such as plagiarism, cheating. Second section will try to find out what motivations led Japanese L2 learners to academic misconduct. In the third section, Japanese L2 learners' procedural knowledge on academic misconduct will be evaluated by giving learners various Japanese texts.
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Izumi, Shinichi. „THE ACQUISITION OF JAPANESE AS A SECOND LANGUAGE.Kazue Kanno (Ed.). Amsterdam: Benjamins, 1999. Pp. xi + 181. $72.00 cloth.“ Studies in Second Language Acquisition 25, Nr. 4 (24.11.2003): 587–88. http://dx.doi.org/10.1017/s0272263103240250.
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This volume, focusing on Japanese as a second language (JSL), is part of the Language acquisition and language disorders series by Benjamins. As the editor points out in the introductory chapter, there is a pressing need to investigate the acquisition of languages other than English and other European languages if SLA claims to be a discipline broad enough to encompass acquisition of any second language (L2). In particular, given the importance of Japanese as one of the most commonly studied languages in Asia and the fact that Japanese has many linguistic features not found in European languages, research on the acquisition of JSL should have important implications for both practical applications in language teaching and theoretical investigation of language universals, innate principles, and the like.
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Savitri, Laily Amalia, Agus Budi Cahyono und Efrizal Efrizal. „PENGENALAN BUDAYA JEPANG DAN PENGUATAN KEMAMPUAN BAHASA JEPANG MELALUI JLPT PADA SISWA MAN 1 PASURUAN“. Jurnal Gramaswara 2, Nr. 1 (03.01.2022): 51–69. http://dx.doi.org/10.21776/ub.gramaswara.2022.002.01.05.
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Japanese is one of the foreign languages that many students learn in Indonesia, including at MAN 1 Pasuruan. Students of MAN 1 Pasuruan have a great curiosity about Japanese culture, especially about the lives of Japanese high school students, shodou 'Japanese calligraphy', Japanese language, and JLPT (Japanese Language Proficiency Test). However, learning Japanese at MAN 1 Pasuruan has limited learning time, so that during learning hours it is more focused on teaching basic Japanese, while teaching about Japanese culture and JLPT is still very necessary. Therefore, this community service activity aims to increase students' understanding and interest in Japanese culture and language so that students can measure their own learning success and Japanese language skills with JLPT test. This community service activities were carried out at MAN 1 Pasuruan using a blended method which was attended by 50 students (40 students via online and 10 students via offline) from class X Language, XI Language, and XII Language by introducing Japanese high school life, simulations of JLPT test, as well as demonstrations and shodou workshops by native speakers and experts who expert in their fields. The high activity and enthusiasm of students shows that this community service program is very much needed by MAN 1 Pasuruan to accommodate the needs and to increase students' interest in learning Japanese language and culture that has been learned during teaching and learning activities in class.
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Xing, Junjie. „Practical Applications of the Understanding of Foreign Cultures in Japanese-language Teachings“. Journal of Contemporary Educational Research 5, Nr. 6 (30.06.2021): 19–22. http://dx.doi.org/10.26689/jcer.v5i6.2208.
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Due to differences in cultural patterns, backgrounds, and thinking styles, it is difficult to learn foreign languages. By integrating the understanding of foreign culture into Japanese-language teachings, students may be able to use Japanese in a more standardized manner based on the understanding of Japanese culture; hence, improving their Japanese proficiency. This article explored the practical strategies of understanding foreign cultures in Japanese-language teachings in hope of helping students improve their Japanese proficiency.
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Rahayu, Ely Triasih, Slamet Riyadi, Hartati Hartati, Anggita Stovia, Nisa Roiyasa und Weksa Fradita Asriyama. „Language Politeness Education through Language Behaviour Habits: Concerning the Indonesian and Japanese Viewpoints“. AL-ISHLAH: Jurnal Pendidikan 15, Nr. 2 (15.05.2023): 2173–81. http://dx.doi.org/10.35445/alishlah.v15i2.3267.
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Language politeness has universal characteristics. It means that speech communities from any country have their own language politeness based on the applicable norms. Language politeness education starts from family. Meanwhile, outside family communities, such as schools or society, language politeness education is greatly needed to create positive interactions between language users and certain communities. This research discussed language politeness education in two languages (Indonesian and Japanese) using a comparative qualitative case study in library research. The results of the study informed that Indonesian and Japanese are two languages that implement language politeness through both verbal and non-verbal languages. Verbal language is shown by the chosen polite words, while non-verbal language is shown by the speaking body gestures.
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Danquah, Francis K. „Reports on Philippine Industrial Crops in World War II from Japan’s English Language Press“. Agricultural History 79, Nr. 1 (01.01.2005): 74–96. http://dx.doi.org/10.1215/00021482-79.1.74.
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Abstract Japan’s occupation of Southeast Asia placed enormous stocks of the region’s industrial crops under Japanese control. English language Japanese newspaper reports from the Philippines suggest that the invaders grossly under-utilized this vast storehouse of agricultural wealth. Washington’s pre-war oil embargo severely crippled military and civilian transport services throughout the war, and Japan’s conversion of cane sugar into fuel alcohol and butane for aviation fuel failed to generate successful outcomes. Also, as the Pacific War eliminated cotton imports from the United States, India, and Egypt, placing numerous Japanese textile factories in jeopardy, Tokyo attempted to replace Philippine cane sugar plantings that previously served US markets with raising raw cotton for Japanese textile interests. In the Philippines, however, multifarious bottlenecks crippled all of Tokyo’s wartime farm projects. Though the Japanese occupation was short-lived, it demonstrated Tokyo’s intention to adjust the Philippine economy into a dependent relationship with Japanese industries.
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Inagaki, Rika, und Motoyuki Nakaya. „Relationship Between Japanese Language Anxiety, Beliefs About Learning, and Language Use in Japanese Language Classes“. European Journal of Educational Research 11, Nr. 3 (15.07.2022): 1327–36. http://dx.doi.org/10.12973/eu-jer.11.3.1327.
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<p style="text-align: justify;">This study examined the relationship between Japanese language (JL) anxiety, beliefs about JL learning, and the amount of JL used in JL classes. The participants in this study were 670 undergraduate students studying JL at the Institute of Technology in Bangkok, Thailand, as compulsory subjects. A questionnaire survey was conducted, and a stepwise multiple regression analysis found that the amount of JL used by learners had a negative relationship with JL anxiety and a positive relationship with beliefs about JL learning and the amount of JL used by both native Thai and Japanese teachers. In addition, JL anxiety interacted with the amount of JL used by native Japanese teachers and beliefs about JL learning. JL teachers, especially native Japanese teachers, should attempt to reduce their learners' JL anxiety in order to maximize the effect of teachers’ JL use and learners’ beliefs and to support them in using JL more in classes.</p>
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Efimova, Sardana. „Recognition of Linguistic Characteristics of Bilingual Students when Teaching Japanese at North-Eastern Federal University“. SHS Web of Conferences 134 (2022): 00034. http://dx.doi.org/10.1051/shsconf/202213400034.
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The article justifies the need to take into account the linguistic characteristics of bilingual students from among the indigenous inhabitants of the Republic of Sakha (Yakutia) when teaching the Japanese language at the North-Eastern Federal University named after M.K. Ammosov. The purpose of this study is to analyze the linguistic phenomena of the Japanese and Yakut languages for the effective development of foreign language communicative competence of students. The author of the study revealed a contradiction at the methodological level between the need to train specialists with knowledge of the Japanese language from among the indigenous peoples of Yakutia and the lack of a methodology that takes into account the linguistic characteristics of bilingual students. The research methods were theoretical and empirical methods. Due to the fact that the key feature of teaching foreign languages in the Republic is bilingualism of students, the author of the article analyzed scientific literature on the topic of bilingualism, justified the need to take into account bilingualism of students when teaching Japanese in the national Republic. Difficulties arising in the study of the Japanese language are considered. As a result of the study, the grammatical, lexical and phonetic phenomena of the Japanese language, which have similarities in the Yakut language, have been identified, it is proposed to explain these phenomena in the process of teaching the Japanese language based on the Yakut language.
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Miho, Matsumoto. „From The Perspective of Language Simplification Easy Japanese and Sign Language News“. GLOBAL PERSPECTIVES ON JAPAN, Nr. 6 (31.03.2023): 197–214. http://dx.doi.org/10.62231/gp6.160001a09.
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With the increase in the number of local residents with foreign roots, “Easy Japanese” for people who do not speak Japanese as their first language has been receiving attention. “Easy Japanese” is Japanese that has been simplified by controlling the vocabulary and grammar of ordinary Japanese; however, there is no established theory as to what constitutes “easy”, and there is ambiguity about the matter. Therefore, this research, it is aimed to investigate what “Easy Japanese” is, how it is simplified, and how native Japanese speakers can make full use of it. Hence, “Sign Language News”, which has a track record in broadcasting and other activities, is analyzed from the viewpoint of “language simplification” in sociolinguistics.
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Strelnikov, I. A., und E. V. Minakova. „THE ROLE AND ADAPTATION OF LOANWORDS IN JAPANESE“. Vestnik of Khabarovsk State University of Economics and Law, Nr. 2(112) (31.05.2023): 177–85. http://dx.doi.org/10.38161/2618-9526-2023-2-177-185.
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The article is devoted to the origin, causes and degree of development of loanwords into the Japanese language from other languages throughout the history of the formation of the cultural identity of the Japanese nation. The first and most ancient loanwords are words and phrases from the ancient language of the Ainu peoples. The original Japanese language wago, a significant cultural layer of words of Chinese origin kango, foreign loanwords gairaigo and wasei gairaigo are described. Direct and indirect loanwords came from the Dutch, German, Swedish, Russian languages. The lexical layer of the most significant proportion of modern loanwords from English and American languages, which have a significant impact on the development and variability of the modern Japanese language, is considered. Examples of synonyms in the style of wago, kango and gairaigo are given. An assessment is given of the transformation of anglicisms in the means of telecommunications and Japanese mass culture in the era of globalization.
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Bryce, Mio, Hiroshi Suzuki, Tamami Mori, Hideki Sumiyoshi und Christie Barber. „Performing Language in Japanese Language Learning“. International Journal of Learning: Annual Review 18, Nr. 12 (2013): 85–94. http://dx.doi.org/10.18848/1447-9494/cgp/v18i12/47844.
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Man, Laura, Gavin Bui und Mark Feng Teng. „From second language to third language learning“. Australian Review of Applied Linguistics 41, Nr. 1 (12.10.2018): 61–90. http://dx.doi.org/10.1075/aral.17051.man.
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Abstract This mixed-methods study explores English and Japanese learning motivations in a group of Japanese summer course participants at a university in Hong Kong. Sixty-one Cantonese-speaking students completed two questionnaire surveys on co-existing motivations for learning L2 English and L3 Japanese. Depending on the questionnaire results, eight participants were selected to take part in the two subsequent interviews. The findings revealed that the participants perceived L2 English learning as a school subject and a practical tool for academics and career. It was instrumentality, rather than integrativeness, that motivated the students to learn English. Contrary results were found for L3 Japanese language learning, as the learners had more cultural interest, positive learning experience, self-confidence, and positive attitudes. This study, therefore, argues that L2 and L3 motivations merit distinct status. There appears to exist a dual-motivation system amongst these multilingual learners. The study also provides insights into how geographical and psychological distances could impact language learning under the phenomena of globalisation.
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Alfarisy, Fitri. „Japanese and English Students Perspective on Social Media“. KIRYOKU 5, Nr. 1 (10.06.2021): 122–29. http://dx.doi.org/10.14710/kiryoku.v5i1.122-129.
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Social media has created new possibilities for digitally native students to engage, interact and collaborate in learning tasks that foster learning processes and the overall learning experience. By using both qualitative and quantitative data, this article discusses the perspectives of Japanese and English students towards social media. As we know, foreign language learning is facilitated by social media and especially for a new generation of students. This paper contributes to an understanding of how language learners’ perspectives on social media. 52 English students and 18 Japanese students participate in the research as the sample. We found that most of the students aware of the benefit of social media for learning languages. Furthermore, the study showed that both English and Japanese students preferred to use English or Indonesian languages to do social media activities such as posting, writing a caption, or commenting than local language or Japanese language. Therefore, Japanese and English students should improve their awareness of social media for language learners.
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Turapova, Nargiza Akhmedovna. „NATIONAL AND CULTURAL FEATURES OF JAPANESE LANGUAGE PHRASEOLOGISMS“. CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, Nr. 12 (01.12.2021): 177–82. http://dx.doi.org/10.37547/philological-crjps-02-12-34.
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Phraseologisms are characteristic of all languages of the world, but they have their own special forms of expression. They reflect character traits, worldview, lifestyle of representatives of a particular people. Phraseologisms of any language, being associated with the geographical conditions of the country, historical development, state system and religion, are not always clear. In the Japanese language, there are many phraseological units that are not translated verbatim, but are perceived rethought and enhance the aesthetic aspect of the language. The article deals with several thematic groups of Japanese phraseological units, which include the names of historical events, household items, the names of games, animals, which are included in the basic vocabulary of the language and reflect the processes characteristic of the language and its national specifics, and we can say that the overwhelming majority Japanese phraseological units reflect the mentality of the nation, originality, worldview of peoples - native speakers, i.e. phraseological units contain a cultural connotation that reflects the everyday empirical, historical, spiritual experience of the Japanese people.
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Kuroda, Tomohiro, Kazuya Okamoto, Tadamasa Takemura, Naoki Oboshi, Yoshihiro Kuroda und Osamu Oshiro. „Analysis of Japanese-Japanese Sign Language Dictionary Using Natural Language Processing“. Japanese Journal of Sign Language Studies 17 (2008): 85–92. http://dx.doi.org/10.7877/jasl.17.85.
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Brown, Amanda. „Gesture viewpoint in Japanese and English“. Gestures in language development 8, Nr. 2 (04.08.2008): 256–76. http://dx.doi.org/10.1075/gest.8.2.08bro.
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Abundant evidence across languages, structures, proficiencies, and modalities shows that properties of first languages influence performance in second languages. This paper presents an alternative perspective on the interaction between established and emerging languages within second language speakers by arguing that an L2 can influence an L1, even at relatively low proficiency levels. Analyses of the gesture viewpoint employed in English and Japanese descriptions of motion events revealed systematic between-language and within-language differences. Monolingual Japanese speakers used significantly more Character Viewpoint than monolingual English speakers, who predominantly employed Observer Viewpoint. In their L1 and their L2, however, native Japanese speakers with intermediate knowledge of English patterned more like the monolingual English speakers than their monolingual Japanese counterparts. After controlling for effects of cultural exposure, these results offer valuable insights into both the nature of cross-linguistic interactions within individuals and potential factors underlying gesture viewpoint.
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Gapur, Abdul, Dina Shabrina Putri Siregar und Mhd Pujiono. „LANGUAGE KINSHIP BETWEEN MANDARIN, HOKKIEN CHINESE AND JAPANESE (LEXICOSTATISTICS REVIEW)“. Aksara 30, Nr. 2 (31.12.2018): 301. http://dx.doi.org/10.29255/aksara.v30i2.267.287-302.
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Mandarin and Hokkien Chinese are well known having a tight kinship in a language family. Beside, Japanese also has historical relation with China in the eld of language and cultural development. Japanese uses Chinese characters named kanji with certain phonemic vocabulary adjustment, which is adapted into Japanese. This phonemic adjustment of kanji is called Kango. This research discusses about the kinship of Mandarin, Hokkien Chinese in Indonesia and Japanese Kango with lexicostatistics review. The method used is quantitative with lexicostatistics technique. Quantitative method nds similar percentage of 100-200 Swadesh vocabularies. Quantitative method with lexicostatistics results in a tree diagram of the language genetics. From the lexicostatistics calculation to the lexicon level, it is found that Mandarin Chinese (MC) and Japanese Kango (JK) are two different languages, because they are in a language group (stock) (29%); (2) JK and Indonesian Hokkien Chinese (IHC) are also two different languages, because they are in a language group (stock) (24%); and (3) MC and IHC belong to the same language family (42%).
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Gapur, Abdul, Dina Shabrina Putri Siregar und Mhd Pujiono. „LANGUAGE KINSHIP BETWEEN MANDARIN, HOKKIEN CHINESE AND JAPANESE (LEXICOSTATISTICS REVIEW)“. Aksara 30, Nr. 2 (31.12.2018): 301. http://dx.doi.org/10.29255/aksara.v30i2.267.301-318.
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Mandarin and Hokkien Chinese are well known having a tight kinship in a language family. Beside, Japanese also has historical relation with China in the eld of language and cultural development. Japanese uses Chinese characters named kanji with certain phonemic vocabulary adjustment, which is adapted into Japanese. This phonemic adjustment of kanji is called Kango. This research discusses about the kinship of Mandarin, Hokkien Chinese in Indonesia and Japanese Kango with lexicostatistics review. The method used is quantitative with lexicostatistics technique. Quantitative method nds similar percentage of 100-200 Swadesh vocabularies. Quantitative method with lexicostatistics results in a tree diagram of the language genetics. From the lexicostatistics calculation to the lexicon level, it is found that Mandarin Chinese (MC) and Japanese Kango (JK) are two different languages, because they are in a language group (stock) (29%); (2) JK and Indonesian Hokkien Chinese (IHC) are also two different languages, because they are in a language group (stock) (24%); and (3) MC and IHC belong to the same language family (42%).
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Golob, Nina. „“Uvod u znanost o japanskom jeziku: Osnovna obilježja, glasovni sustav i leksički slojevi”: Book Review“. Acta Linguistica Asiatica 13, Nr. 2 (30.07.2023): 115–22. http://dx.doi.org/10.4312/ala.13.2.115-122.
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“Uvod u znanost o japanskom jeziku: Osnovna obilježja, glasovni sustav i leksički slojevi” is a groundbreaking work on Japanese linguistics written in Croatian language. The book’s primary contribution lies in its methodical exploration of diverse facets of the Japanese language and the accomplishments of linguistic research related to it, all while considering the perspective of Croatian and other Slavic languages. By delving into the language’s structure, grammar, and unique characteristics from a Japanese perspective, this monograph enriches the reader’s comprehension of the Japanese language. As a valuable resource, it caters to both Croatian-speaking Japanese language students and those interested in general linguistics. The book comprises four informative chapters, along with an appendix that covers fundamental aspects of the Japanese writing system.
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BUGROV, VOLODYMYR, und OKSANA ASADCHYKH. „PHILOSOPHICAL AND METHODOLOGICAL PRINCIPLES OF TEACHING JAPANESE LANGUAGE TO PHILOLOGY STUDENTS IN UKRAINIAN HIGHER EDUCATION INSTITUTIONS“. AD ALTA: Journal of Interdisciplinary Research 13, Nr. 2 (30.11.2023): 120–25. http://dx.doi.org/10.33543/j.130238.120125.
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The article describes an attempt to trace essential peculiarities of Japanese language within the context of non-Western (Japanese) concept of education, with the aim to analyze the possibilities of improving philosophical and methodological base of teaching Japanese language to philology students in Ukrainian universities. In particular, the system of Japanese language teaching standards (JF standard), developed by the Japan Foundation on the basis of the system used in European methods of teaching foreign languages, is described. The paper discusses strategies through which current JFL teaching and learning practices can be improved, to effectively form communicative and academic language competence of students.
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Nesa, Fakhria, und Rachmidian Rahayu. „Anime sebagai Media Pembelajaran Folklor Jepang“. MUKADIMAH: Jurnal Pendidikan, Sejarah, dan Ilmu-ilmu Sosial 8, Nr. 1 (01.04.2024): 230–37. http://dx.doi.org/10.30743/mkd.v8i1.9094.
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Using anime as a learning medium innovates Japanese language education, particularly in teaching Japanese folklore. This qualitative descriptive study assesses anime's efficacy in imparting knowledge of Japanese folklore to Japanese language learners. By examining various forms of folklore literature alongside anime featuring Japanese folklore themes, the research elucidates cultural meanings and societal aspects in Japan. For instance, "Kaguya Hime" anime adapts oral folklore, showcasing Japanese reverence for nature and Buddhist beliefs. "Chihayafuru" anime features Karuta, a traditional Japanese folk game, reflecting discipline and appreciation for nature depicted in Japanese poetry. "Deaimon" anime portrays non-verbal folklore through traditional Japanese cuisine, emphasizing Japan's reverence for nature evident in culinary artistry. The findings underscore anime's potential to deepen learners' understanding of Japanese culture and folklore, fostering cross-cultural appreciation and linguistic proficiency.
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Astariani, Sandra. „A Comparative Study of Indonesian and Japanese Classifiers“. Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana 30, Nr. 2 (07.09.2023): 113. http://dx.doi.org/10.24843/ling.2023.v30.i02.p05.
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Abstract
Classifiers belong to open class noun. All languages are naturally occupied with classifiers, yet the usage is various depending on how the language treats them. Japanese language, as an obligatory-classifier language, makes the classifiers compulsory, in contrast with an optional-classifier language, Indonesian language. Despite this, Japanese and Indonesian languages treat the classifiers syntactically and semantically similar. This article aims at revealing, both the semantic and syntactic differences and similarities between Japanese and Indonesian classifiers. The analysis shows that in terms of structure, Japanese and Indonesian classifiers are similar; however, each language demonstrates difference in classifier use. Japanese language has nineteen frequently used classifiers including two types which can replace others. They can change their form by fusing with its numeral adjective as in hitori (ichi-nin), ippiki (ichi-hiki), without affecting the whole meaning of the noun phrase. Indonesian classifiers cover of twenty-two optional types. Classifiers are often omitted in spoken form to avoid formality and some of them can also change their form by adding se- prior to the numeral adjective to indicate “one object” as in sebatang rokok.
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Diner, Lispridona. „Analisis Bentuk Kesalahan dalam Mengarang Bahasa Jepang yang Dipengaruhi oleh Bahasa Pertama“. JLA (Jurnal Lingua Applicata) 3, Nr. 1 (15.06.2020): 33. http://dx.doi.org/10.22146/jla.53309.
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Second language acquisition (SLA) for Indonesian students can be in the form of regional languages, Indonesian language, English as an international language or a foreign language. Foreign languages such as Mandarin, Korean and Japanese. The learning process of writing especially at the elementary level, students have difficulty in composing Japanese sentences. Based on observations, this happens because in the process of writing students are still influenced by the first language. Therefore, this study aims to determine the effect of first language in writing Japanese at the elementary level. The research method used in this study is a qualitative research method. The data of this research are in the form of students' essays in the Shokyuu Kohan sakubun course. And the data analysis technique used is the analysis of language errors. Based on the results and discussions, it can be concluded that writing Japanese essays is influenced by the first language, in this case the first language is Indonesian. Of the errors affected by the first language by 67% influenced by the sentence patterns of the first language and 33% influenced by the vocabulary of the first language.
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Kida, Tsuyoshi. „Semio-linguistic Norms and Variations of French in Urban and Commercial Spaces in Japan“. Journal on Asian Linguistic Anthropology 4, Nr. 1 (01.01.2022): 74–94. http://dx.doi.org/10.47298/jala.v4-i1-a4.
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The presence of English has grown in public and commercial spaces of urban localities across the world, yet the French language is gaining an increasing presence in Japan and is thus characterizing its linguistic landscape of its cities. Many language signs in these cities containing names of shops or products in French, appear on storefronts and packages. These texts seemingly convey shop policies or product images rather than a correct use of the French language. These situations require us to cast questions such as the following: 1) Which categories produce signs in French? 2) Which demographics constitute targeted receivers of these signs? 3) To what extent to these demographics comprehend the language n these signs? 4) What are the formal features specific to these signs? 5) What are the motivations and identities of the stakeholders of signs? 6) What are the motives for opting for French rather than other foreign languages in Japanese society? To respond to these questions, in this article, I will report on my preliminary analysis of signage data collected over several years throughout Japan’s urban centres. For this, I will discuss the presence of foreign languages in Japanese society and its language (loanwords, writing systems, foreign language in the media), after which, the article alludes to the ethnolinguistic vitality of French in the society. This vitality of the French language in Japan’s urban linguistic landscapes is described by the form and presence of metalinguistic variation, that is, the form and meaning of elements of French in signage in Japan’s cities.
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Gapur, Abdul, und Taulia. „Japanglish: The Benefits of English Proficiency for Japanese Language Students' Vocabulary Acquisition in North Sumatra“. International Journal of Cultural and Art Studies 7, Nr. 1 (30.04.2023): 41–48. http://dx.doi.org/10.32734/ijcas.v7i1.11868.
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Japanglish is a popular term for absorbing English words into the Japanese language. The phenomenon emerged due to the global usage of English as an international language, which has influenced other languages, including Japanese. As a result, many English loanwords have been absorbed into the Japanese language, particularly for modern terminology. These loanwords are known as gairaigo (外来語) or katakanago (カタカナ語). Although the incorporation process involves morphological and phonological changes, English loanwords are easily recognizable to those who understand English. This study aims to prove that English Proficiency among Japanese language learners can help improve their mastery of Japanese vocabulary and conversational ability. The study was conducted by providing special instructions on the formation and usage of Japanese loanwords in conversation. The study approach is qualitative with a descriptive method, employing behavioral theory and pre-test and post-test evaluation methods. Data were collected through observation of the teaching process and pre-test and post-test results from Japanese language students in Sumatra Utara. The findings indicate that English language proficiency among students offers advantages and influence in the mastery of Japanese vocabulary, especially in loanwords, and facilitates communication in conversation.
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Rini, Elizabeth Ika Hesti Aprilia Nindia. „PERBANDINGAN PENGUNGKAPAN KALA DALAM BAHASA JEPANG DAN BAHASA INDONESIA“. KIRYOKU 2, Nr. 3 (03.12.2018): 25. http://dx.doi.org/10.14710/kiryoku.v2i3.25-33.
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(Contrastive study between tenses in Japanese and Indonesian Languages) Expressing time in sentences is universal in any language, although it's marked differently in each language. This research objective is to know the differences in tenses marker between Japanese and Indonesian languages. The method used is the descriptive method. As a result of the research findings, it was found that in the Japanese language tenses are marked by morphemic forms were characterized by bound morphemes, whereas Indonesian tenses are marked as lexical by the adverb. Attendance adjunct in Japanese is optional, in Indonesian adjunct explain the position, activity, state of theft with the time of speech.Keywords: tense, bentuk -ru, bentuk -ta, adverbia kala
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Hasibuan, Adriana, und Rani Arfianty. „Grammatical and lexical errors of japanese sentence essay of stikes medistra Lubuk Pakam nurses as apprentices to Japan“. ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 4, Nr. 2 (18.12.2019): 259–66. http://dx.doi.org/10.32734/abdimastalenta.v4i2.4058.
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This paper aims to analyze Japanese grammatical and lexical errors in written languages. This study involved 45 nurses from the School of Health Sciences as apprentices to Japan with a 180-word Japanese essay sample based on the Language error definition of Corder (1981) and Weinreich's interference definition (1970). In the process of switching Indonesian into Japanese, errors always occur as they speak. Language learners simply move the grammar rules of Indonesian language into Japanese without thinking about the rules that exist in Japanese. Translating from Indonesian into Japanese, interference is the most powerful factor. When learning Japanese, Indonesian as a mother tongue (B1) is always disruptive, Indonesian language has an influence on grammatical and lexical errors of Japanese written by STIKES nurse of Medistra Lubuk Pakam as apprentices to Japan. Errors made by nurses based on linguistic categories were 33.66% errors in the morphology field, 23.38% syntactic errors and 42.96% errors in the lexical field. Error occurred due to negative transfer.
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Hasibuan, Adriana, und Rani Arfianty. „Grammatical and lexical errors of japanese sentence essay of STIKES Medistra Lubuk Pakam nurses as apprentices to Japan“. ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 4, Nr. 2 (12.12.2019): 634–40. http://dx.doi.org/10.32734/abdimastalenta.v4i2.4196.
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This paper aims to analyze Japanese grammatical and lexical errors in written languages. This study involved 45 nurses from the School of Health Sciences as apprentices to Japan with a 180-word Japanese essay sample based on the Language error definition of Corder (1981) and Weinreich's interference definition (1970). In the process of switching Indonesian into Japanese, errors always occur as they speak. Language learners simply move the grammar rules of Indonesian language into Japanese without thinking about the rules that exist in Japanese. Translating from Indonesian into Japanese, interference is the most powerful factor. When learning Japanese, Indonesian as a mother tongue (B1) is always disruptive, Indonesian language has an influence on grammatical and lexical errors of Japanese written by STIKES nurse of Medistra Lubuk Pakam as apprentices to Japan. Errors made by nurses based on linguistic categories were 33.66% errors in the morphology field, 23.38% syntactic errors and 42.96% errors in the lexical field. Error occurred due to negative transfer.
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Sarif S, Irzam, und Dadang Suganda. „Interferences Of English-Japanese Language In The Covid-19 Pandemic“. IZUMI 9, Nr. 2 (29.11.2020): 121–27. http://dx.doi.org/10.14710/izumi.9.2.121-127.
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Interference is the use of other language elements by individual bilingual languages. Several researchers have researched interference, but no one has examined the interference with Covid-19 as an object. This study aims to describe the forms of English language phonological, morphological, and syntactic interference to the Japanese language. This study used a qualitative descriptive research method, with data sources in the form of vocabulary or terms during the Covid-19 pandemic. The results of this study indicated that the phonological interference forms found are phoneme addition, phoneme insertion, and phoneme substitution, which are caused by differences in syllables. The morphological and syntax interference in the form of compound words and phrases caused by differences in the class of terms that form between the two languages.
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Quirk, Randolph. „Language varieties and standard language“. English Today 6, Nr. 1 (Januar 1990): 3–10. http://dx.doi.org/10.1017/s0266078400004454.
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Sagara, Keiko, und Nick Palfreyman. „Variation in the numeral system of Japanese Sign Language and Taiwan Sign Language“. Asia-Pacific Language Variation 6, Nr. 1 (29.07.2020): 119–50. http://dx.doi.org/10.1075/aplv.00009.sag.
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Abstract Abstract (Japanese Sign Language) The numerals 10, 100 and 1,000 are expressed variably in Japanese Sign Language (JSL) and Taiwan Sign Language (TSL), two languages that also have historic links. JSL was used in deaf schools that were established in Taiwan during the Japanese colonial era, leaving a lasting impression on TSL, but complex sociolinguistic situations have led to different outcomes in each case (Fischer, 2014; Sagara, 2014). This comparative sociolinguistic analysis is based on two datasets comprising a total of 1,100 tokens produced by 72 signers from the Kanto and Kansai regions (for JSL) and the cities of Tainan and Taipei (for TSL). Mixed effects modelling reveals that social factors such as the age and region of the signer have a significant influence on how the variable is realised. This investigation shows how careful cross-linguistic comparison can shed light on variation within and between sign languages that have been in contact, and how regional variation in one language may influence regional variation in another.
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Luchenko, Olha, Olha Doronina und Yevhen Chervinko. „Possible Factors Influencing the Willingness to Use English in Teaching Japanese as a Foreign Language by Non-Native Speakers“. Sustainable Multilingualism 24, Nr. 1 (30.05.2024): 45–78. http://dx.doi.org/10.2478/sm-2024-0003.
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Abstract In recent years, teachers have had students from diverse language and cultural backgrounds in their classrooms due to increasing human migration in many countries. Therefore, multilingual learning and teaching have become a widespread phenomenon. Research on English language teaching and learning in multilingual contexts has gained great importance. However, teaching languages other than English and foreign language teachers’ practices in this specific context have received little attention so far. Teaching the highly contextualised Japanese language poses challenges in multilingual classrooms, and teachers more frequently resort to using English as the medium of instruction. To shed light on Japanese non-native teachers’ practices, the study explored and analysed two hundred and seventy-four teachers’ responses to the questionnaire “Teaching the Japanese language in multilingual classrooms – English medium instruction approach (EMI)”. The research attempts a worldwide study on using EMI in teaching Japanese as a foreign language (JFL). It examines a broad geographic scope of JFL teachers’ practices from fifty-seven predominantly non-Anglophone countries. The present article focuses on investigating various factors affecting JFL teachers’ willingness to use EMI that can be classified into demographic, linguistic, and contextual. The results revealed several factors of significant influence, such as JFL teachers’ work experience, the highest education level attained, educational stage, geographic region, native language group, Japanese language proficiency, and knowledge of other languages (multilingualism). The factors that appeared to be of insufficient influence were age, study of teaching methods/linguodidactics and level of Japanese taught. The factor of JFL teachers’ language proficiency (both English and Japanese) falls into a separate category of influence, where a significant difference was noted for proficient and near-native levels.
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MORITOKI ŠKOF, Nagisa. „Foreword“. Acta Linguistica Asiatica 8, Nr. 1 (30.01.2018): 5–6. http://dx.doi.org/10.4312/ala.8.1.5-6.
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… multicultural education does not necessarily have to imply the study of foreign second languages but the former without the later is limited and will have difficulty in producing the results it often claims to want to achieve, i.e. tolerance, peace and cross-cultural understanding (Crozet et al., 1999). This volume of Acta Linguistica Asiatica is dedicated to the area of teaching Asian languages in non-native surroundings. It is our great pleasure to announce 9 research papers on language teaching and articulation covering a wide-area of Central and Eastern Europe. The papers show us a map of Asian language teaching sites, including secondary and tertiary education, and their background systems.In her work “Poučevanje tujih jezikov v slovenskem šolskem sistemu: prostor tudi za japonščino?”, which opens the present volume, Bronka STRAUS outlines the picture of Slovene educational system. The paper reminds us that language teaching when taught as a curricular course, must be incorporated into the country’s system.The article »Chinese as a Foreign Language in Slovene Upper Secondary Education and Outline of Curriculum Renewal«by Mateja PETROVČIČ proposes a dynamic curriculum reform in secondary education mostly but targets tertiary education as well.The next article, authored by Nagisa MORITOKI ŠKOF and named »Learner Motivation and Teaching Aims of Japanese Language Instruction in Slovenia«, discusses main aims and objectives to teaching Japanese at secondary level education, and looks into the ways of how to find the place for Japanese language teaching in Slovene language curricula.Kristina HMELJAK SANGAWA in her paper “Japanese Language Teaching at Tertiary Level in Slovenia: Past Experiences, Future Perspectives” gives an introduction to the history and contents of Japanese language teaching in tertiary education in Slovenia.Following are the two articles concern teaching Asian languages in Serbia. Ana JOVANOVIĆ’s research, entitled »Teaching Chinese at the University Level – Examples of Good Practices and Possibilities for Further Developments«, presents several cases of Chinese language teaching and articulation from primary all the way to tertiary education.On the other hand, »Current State of Japanese Language Education in Serbia and Proposal for Future Solutions« by Divna TRIČKOVIĆ’s similarly discusses the Japanese language courses and their present situation in secondary education. The author points out the need for a well-thought pick up of both the teacher and the textbook, and offers an exemplar from University of Beograd.The next two articles on teaching Asian languages in Romania concern articulation mainly. Angela DRAGAN in her work »Teaching Japanese Language in Tertiary and Secondary Education: State and Private Institutions in Romania« offers a perspective on articulation at tertiary level mainly, while on the other hand, Mariana LUNGU discusses it from the view of secondary education. The Ion Creanga National college in Bucharest is the only institution in Romania which provides Japanese language education at secondary level ongoing every year.The final article by Karmen FEHER MALAČIČ “Teaching of the Japanese and Chinese Language in Extracurricular Courses for Children, Adolescents and Adults in Slovenia” brings the story back to Slovenia in a form of a survey on teaching Asian languages as extracurricular subjects. The author considers the problems and perspectives that arise within such extracurricular course and at the same time shape language education within curricular course. Nagisa Moritoki Škof
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Salokhiddinova, Aziza Bakhtiyor Qizi. „EYE-RELATED PHRASES IN JAPANESE AND UZBEK LANGUAGE“. CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, Nr. 05 (30.05.2021): 62–68. http://dx.doi.org/10.37547/philological-crjps-02-05-15.
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Eyes are organs of the visual system. The human eye is a sense organ that reacts to light and allows vision. It well known that the eye is a sensory organ, and while seeing protects us from external dangers, we perceive the external environment. That is why this part of the body is so important. Sight, whose main function is to help a person feel different things. Thanks to this member, many works of art have created. That is, writers wrote down what they saw with their own eyes. This article provides an in-depth analysis of the phrases in which these eye functions transferred in Japanese and Uzbek languages.