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Academic literature on the topic 'Japanese language Errors of usage'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Japanese language Errors of usage"

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Barrs, Keith. "Errors in the use of English in the Japanese linguistic landscape." English Today 31, no. 4 (November 2, 2015): 30–33. http://dx.doi.org/10.1017/s026607841500036x.

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Foreign words which have been borrowed into the Japanese language, especially in the last few centuries, are commonly labelled as 外来語, gairaigo, meaning words (語, go) coming in (来, rai) from outside (外, gai). This umbrella term encompasses lexical items from numerous foreign languages, including Russian, French, Spanish, Italian, Korean, German, and English. As they undergo the borrowing process into the Japanese linguistic system, the words are likely to undergo modification, particularly in terms of their phonology, orthography, semantics, and syntax. The overwhelming majority of gairaigo have their roots in the English language; estimates put their number at around 10% of the Japanese lexicon (Daulton, 2008; Stanlaw, 2004). They include borrowings in the daily Japanese vocabulary (ニュース, nyūsu, news); ones used primarily in specialist fields, (コーパス, kōpasu, corpus), and others recorded in dictionaries but that play very little part in actual language usage (インディビデュアル, indibijyuaru, individual).
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Saito, Kazuya, and Yuka Akiyama. "Linguistic correlates of comprehensibility in second language Japanese speech." Journal of Second Language Pronunciation 3, no. 2 (December 4, 2017): 199–217. http://dx.doi.org/10.1075/jslp.3.2.02sai.

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This study examined phonological, temporal, lexical and grammatical correlates of native speakers’ perception of second language (L2) comprehensibility (i.e., ease of understanding). L2 learners of Japanese with various proficiency levels engaged in oral picture description tasks which were judged by native speaking raters for comprehensibility, and then submitted to pronunciation, fluency, and lexicogrammar analyses. According to correlation analyses and linear mixed-models, the native speaking judges’ comprehensibility ratings were significantly linked not only with actual usage of words in context (lexical appropriateness) but also with the surface details of words (pitch accent, speech rate, lexical variation). Similar to previous L2 English studies (e.g., Isaacs & Trofimovich, 2012), the influence of segmental and morphological errors in the comprehensibility of L2 Japanese speech appeared to be minor.
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OGINO, Shinsaku. "A Study on Korean Particles Usage and Errors of Native Japanese Learners in Spoken Language." Language and Culture 13, no. 4 (November 30, 2017): 117–40. http://dx.doi.org/10.18842/klaces.2017.13.4.5.

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Winingsih, Irma. "Kesalahan Penggunaan Kata Ganti Demonstratif Ko-So-A pada Kalimat Bahasa Jepang dalam Ujian Akhir Semester Penerjemahan Lisan." Japanese Research on Linguistics, Literature, and Culture 2, no. 2 (September 10, 2020): 199–214. http://dx.doi.org/10.33633/jr.v2i2.3541.

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AbstractBunmyakushiji type of ‘Ko-So-A’ demontrative pronouns are words that are being used to replace word(s) or to refer word(s) or thing(s) which have said before. The Ko-So-A demonstrative pronouns have difference usage with pronoun in Indonesian language. Writer found out there are many Japanese learners in Japanese Language Department of Dian Nuswantoro University including were having difficulties to distinguish functions of each pronoun. Because of that, writer is interested in analyzing the errors made by learner when using bunmyakushiji type of demonstrative pronoun. Writer use qualitative method and analytic descriptive. The data were collected from conversations of Interpreting class’s Final Exam. The result was error usage of So and A demonstrative pronouns often happened than error usage of Ko and So demonstrative pronouns.  Keywords: kosoa, error, demonstrative, understanding. AbstrakKata ganti demonstratif Ko-So-A yang berfungsi kontekstual digunakan untukmerujuk atau menggantikan kata yang dituturkan sebelumnya. Penggunaannyaberbeda dengan kata ganti demonstrative dalam bahasa Indonesia.Karena dalamUjian Akhir Semester mata kuliah Penerjemahan Lisan yang merupakan percakapan antara penguji dengan mahasiswa cukup banyak ditemukan kesalahan penggunaan kata ganti ini, maka penulis tertarik untuk meneliti kesalahan tersebut.Metode yang digunakan adalah metode kualitatif dengan analisis deskriptif. Data diperoleh dari percakapan/tanya jawab dalam ujian. Hasilnya yaitu kesalahan penggunaan kata ganti demonstrative So dan A lebih banyak ditemukan dibandingkan kesalahan penggunaan kata ganti demonstratif Ko dan So. Kata Kunci: ko-so-a, kesalahan, demonstratif, pemahaman
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SUNAKAWA, Yuriko, Jae-ho LEE, and Mari TAKAHARA. "The Construction of a Database to Support the Compilation of Japanese Learners’ Dictionaries." Acta Linguistica Asiatica 2, no. 2 (October 23, 2012): 97–115. http://dx.doi.org/10.4312/ala.2.2.97-115.

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The number of Japanese language learners outside Japan, especially of advanced level learners, is increasing yearly. From the intermediate level onwards, they could profit from bilingual Japanese learners’ dictionaries in their native language, but in most linguistic areas of the world only very simple dictionaries for beginners and for tourists are available. Our project therefore aims at supporting the compilation of Japanese language learners’ dictionaries for intermediate and advanced learners by building a database of contents needed when editing a Japanese language learners’ dictionary, and offering it online. This 4 year project is going to be running from 2011 to 2014. Two surveys were conducted: a survey of the vocabulary used in textbooks of Japanese as a foreign language and a quantitative survey on the targeted area of the Japanese language in a large-scale corpus, in order to select the list of words to be included in the database, and a general list of basic vocabulary for Japanese language instruction was created. At present, usage examples are being compiled on the basis of this vocabulary list, and a database system is being developed. A prototype of a database search interface and download system has been completed. The database is going to include various types of information which are considered to be useful for learners, such as grammar, phonetics, synonyms, collocations, stylistics, learners’ errors etc. These are presently being studied in detail to be made public in 2014.
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Srdanović, Irena. "From Specialized Web Corpora of Tourism to a Learner’s Dictionary." Rasprave Instituta za hrvatski jezik i jezikoslovlje 46, no. 2 (October 30, 2020): 1059–83. http://dx.doi.org/10.31724/rihjj.46.2.31.

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This paper presents the two approaches used in creating specialized web corpora of Croatian tourism in Japanese for their usage in building a specialized learners’ dictionary. Both approaches use the WebBootCat technology (Baroni et al. 2006, Kilgarriff et al. 2014) to automatically create specialized web corpora. The first approach creates the corpora from the selected seed words most relevant to the topic. The second approach specifies a number of web pages that cover tourism-oriented information on specified regions, cities, and sites in Croatia available in Japanese, which are then used for web corpora creation inside the Sketch Engine platform. Both approaches provide specialized web corpora small in size, but quite useful for lexical profiling in the specific field of tourism. In the process of dictionary creation, the second approach has proven to be especially useful for the selection of lexical items, while both approaches have proven to be highly useful for the exploration and selection of authentic examples from the corpora. The research exposes some shortcomings in Japanese language processing, such as errors in the lemmatization of some culturally specific terms and indicates the need to refine existing language processing tools in Japanese. The Japanese-Croatian bilingual learner’s dictionary (Srdanović 2018) is currently in the pilot phase and is being used and built by learners and teachers through the open-source dictionary platform Lexonomy (Mechura 2017). In addition to the fact that work on the bilingual dictionary is useful as a means for training students in language analysis and description using modern technologies (e.g. corpora, corpus query systems, dictionary editing platform), the dictionary is also important in educating new personnel capable of working in tourism using the Japanese language, which is strongly needed. In future, the same approach could be used for creating specialized corpora and dictionaries for Japanese and other language pairs.
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HMELJAK SANGAWA, Kristina. "Foreword." Acta Linguistica Asiatica 2, no. 3 (December 20, 2012): 5–6. http://dx.doi.org/10.4312/ala.2.3.5-6.

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Having received a lively response to our call for papers on the lexicography of Japanese as a second language, the editorial board decided to dedicate two issues of this year's ALA to this theme, and I am happy to introduce the second round of papers, after the first thematic issue published in October this year.This issue is again divided into two parts. The first two papers offer analyses of two aspects of existing dictionaries from the point of view of Japanese language learners, while the following four papers present particular lexicographic projects for learners of Japanese as a foreign language.The first paper, by Kanako Maebo, entitled A survey of register labelling in Japanese dictionaries - Towards the labelling of words in dictionaries for learners of Japanese, analyses register labelling in existing dictionaries of Japanese, both in those expressly intended for learners of Japanese as a second language and those intended for native speakers, pointing out how register information provided by such dictionaries is not sufficient for L2 language production. After stressing the usefulness of usage examples for learners trying to write in Japanese, she offers an example of a corpus-based register analysis and proposes a typology of labels to be assigned to dictionary entries, calling for the development of corpora of different genres to be used for lexical analysis.In the second paper, An analysis of the efficiency of existing kanji indexes and development of a coding-based index, Galina N. Vorobеva and Victor M. Vorobеv tackle one of the most time-consuming tasks learners of Japanese are confronted with: looking up unknown Chinese characters. After a comprehensive description of existing indexes, including less known indexing systems developed by Japanese, Chinese, Russian and German researchers, they compare the efficiency of these systems using the concept of selectivity, and propose their own coding-based system. Although searching for unknown characters is becoming increasingly easy with the use of optical character recognition included in portable electronic dictionaries, tablets and smart-phones, not all learners have yet access to such devices. Efficient indexes for accessing information on Chinese characters are therefore still a valuable tool to support language learners in this most tedious task, while the ability to decompose a character into component parts remains an important basis for character memorisation.The second part of this issue presents four projects aimed at supporting particular lexical needs of learners of Japanese as a second language.In the first paper, Development of a learners' dictionary of polysemous Japanese words and some proposals for learners’ lexicography, Shingo Imai presents a new lexicographic approach to the description of polysemous words. As Imai rightfully stresses, the most basic and common words learned by beginning language learners are actually often very polysemous; being deceivingly simple at first glance, they are often introduced with simple glosses or basic prototypical examples at the first stages of learning, and later treated as known words in intermediate or advanced textbooks, even if used for less common senses which are still unknown to the learners, causing much confusion. In the dictionary series presented here, polysemous headwords are thoroughly and systematically described within their semantic networks, where the connections between core and derived meanings are schematically visualised and exemplified.The following two papers present two of the first and most popular web-based systems for Japanese language learning support, both of which have been developing for more than a decade, supporting Japanese language learners all over the world.Reading Tutor, a reading support system for Japanese language learners, presented by Yoshiko Kawamura, is a widely known and used system based at Tokyo International University, which offers automatic glossing of Japanese text with Japanese definitions and examples, and translations into 28 languages. After introducing the system, its development, functionalities and its tools for signalling the level of difficulty of single words, characters, or whole Japanese texts, the author describes its possible uses in language instruction and autonomous learning, and one concrete example of its application to the development of learning material for a specific segment of learners, foreign candidates to the Japanese national examination for certified care workers, mostly Filipino and Indonesian nurses working in Japan. The author concludes with suggestions for fostering autonomous vocabulary learning.The other Japanese language learning support system with an equally long and successful tradition, developed at Tokyo Institute of Technology, is presented by its initiator, Kikuko Nishina, and one of its younger developers, Bor Hodošček, in Japanese Learning Support Systems: Hinoki Project Report. The article presents the many components of this successful system, including Asunaro, a reading support system aimed especially at science and engineering students and speakers of underrepresented Asian languages, Natsume, a writing assistance system using large-scale corpora to support collocation search, Natane, a learner corpus, and Nutmeg, an automatic error correction system for learners' writing.The last project report, by Tomaž Erjavec and myself, introduces resources and tools being developed at the University of Ljubljana and at Jožef Stefan Institute: JaSlo: Integration of a Japanese-Slovene Bilingual Dictionary with a Corpus Search System. The dictionary, corpora and search tools are being developed primarily for Slovene speaking learners of Japanese, but part of the tools, particularly the corpus of sentences from the web-harvested texts, divided into five difficulty levels, can be used by any learner or teacher of Japanese.I hope you will enjoy reading these articles as much as I did, and wish you a peaceful New Year.
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Almuoseb, Anwar. "A lexical-semantic analysis of the English prepositions at, on and in and their conceptual mapping onto Arabic." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (November 1, 2016): 211–34. http://dx.doi.org/10.1515/gcla-2016-0014.

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Abstract The study in question focuses on the core and the peripheral senses of the English prepositions at, on and in as well as on their mappings onto Arabic. The observations and the suggestions are built on a comparison of the performance of Arabian ESL learners to Japanese and Spanish ESL learners and aim at enabling an insight into some of the language problems typically encountered by SL learners, particularly focussing on the question whether the problems are inter-lingual or intra-lingual. The data analysis is based upon the use of a repeated measures ANOVA test. Particular attention is given to the types of error produced by the participants in each language group by looking at questions such as whether the core meaning or the peripheral meaning is more difficult, which preposition is the most challenging one for the test participants, and how images might assist test participants in choosing the correct preposition. The deviation between the ESL learners’ performance when using the prepositions in question is explained in relation to cognitive semantics and second language acquisition theories. The main source of difficulties seems to be attributable to the polysemy, the idiomaticity and the diversity in the usage of these prepositions in English. Potential pedagogical benefits of the test results are discussed as well.
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Butterfield, Jeffrie. "Loanwords and Pragmatic Competence." JALT Postconference Publication 2019, no. 1 (August 31, 2020): 282. http://dx.doi.org/10.37546/jaltpcp2019-33.

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The extensive number of English loanwords in Japanese can be an invaluable resource for language learners in Japan and knowledge of them can aid in the recognition and comprehension of English vocabulary. However, because comparatively few of the English loanwords used in Japanese share all of the same meanings and usages with their English source words, it can lead to grammatical, semantic, and pragmatic errors if language learners are not aware of the similarities and differences, which are rarely taught in language classrooms. In this paper I explore factors related to English loanwords in Japanese that can affect language learners’ pragmatic competence in English. These factors include semantic narrowing and expansion, contextual narrowing and expansion, cross-linguistic transfer, and pragmatic transfer. I also discuss the importance of teaching loanwords and pragmatic knowledge in language classrooms. 日本語の中で使用される多くの英語由来の外来語は、日本の英語学習者には極めて有用な資源であり、外来語の知識は、英単語の認識や理解に役立つ。元の英語と、意味や使い方が同様の英語由来の外来語は比較的に少なく、言語教室で取り上げられる事もあまりない。元の英語と外来語の類似点、相違点の知識がなければ、文法的、意味論的、語用論的な間違いに発展する可能性がある。本研究では、英語由来の外来語に関する意味や文脈の縮小・拡大、母語の移転や語用論的移転といった英語学習者の語用論的な能力に影響を与える要素を探索する。また、外来語や語用論的な知識を教授することの重要性を論じる。
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SUZUKI, Tatsuzo, Ryozo YANAGIHARA, and Masato YONEDA. "International Census on Japanese Language Usage." Kodo Keiryogaku (The Japanese Journal of Behaviormetrics) 30, no. 1 (2003): 7–29. http://dx.doi.org/10.2333/jbhmk.30.7.

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Dissertations / Theses on the topic "Japanese language Errors of usage"

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Katayama, Akemi. "Correction of Classroom Oral Errors: Preferences among University Students of English in Japan." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5282.

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Correction of oral errors in foreign or second language classrooms has been an issue of great concern. Although the literature on error correction is abundant, the studies on student reaction to this pedagogical practice are few. This study investigated the preferences for correction of classroom oral errors among university students of English in Japan. Data were collected from anonymous questionnaires. The study examined the students' attitudes toward the views about correction of oral errors which have been controversial among foreign and second language educators. The study also investigated the students' preferences for correction of different types of oral errors (e.g., grammatical errors) and particular types of correction as well. The results showed that the students had a strong positive agreement regarding teacher correction of oral errors. They showed a tendency toward agreement concerning peer correction, and a slight tendency toward agreement regarding selective error correction. Concerning overcorrection of errors, they showed a tendency toward disagreement. There was no significant difference among the different levels of oral English proficiency. The students had positive attitudes toward the correction of all five types of errors listed in the questionnaire: grammatical errors, phonological errors, and errors regarding vocabulary, pragmatics, and discourse. Pragmatic errors received the strongest preference. A significant difference among the proficiency levels was observed in only preference for correction of discourse errors. Preferred methods of error correction were: 1) the teacher gives the student a hint which might enable the student to notice the error and selfcorrect, 2) the teacher explains why the response is incorrect, 3) the teacher points out the error, and provides the correct response, and 4) the teacher presents the correct response or part of the response. The methods disliked were: 1) the teacher ignores the student's errors and 2) the teacher repeats the original question asked of the student. A significant difference among the groups was observed in preference for only one error correction method: the teacher presents the correct response or part of the response.
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Levesque, Guy-Luc. "Lexico-Semantic Influence in Interlingual Transfer." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4771.

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The present study replicates research by Tomoko Takahashi (1984) on lexico-semantic patterns used by students in an acquisition poor environment. The purpose of the current study was to determine how an acquisition rich environment affects learners' use of four lexico-semantic patterns: congruence occurs when the Ll definition of a lexical item forms a one-to-one correspondence with the L2 lexical item; convergence occurs when the Ll lexical item has broader applications than the L2 lexical item; divergence occurs when the L2 lexical item has broader applications than the Ll lexical item; and semantic gap occurs when the Ll lexical item has no appropriate corresponding L2 lexical item (Takahashi, 1984). The instrument, a lexico-semantics test, is the same instrument used in Takahashi's study. It was designed to measure which patterns are most frequently used by Japanese EFL students learning English. The results, unlike Takahashi's, suggest that beginning and advanced ESL students use the four patterns equally well. No significant difference was found between the two groups. These results are contrary to what had been expected. However, they show that the proposed hierarchical order of difficulty of congruence, convergence, divergence and semantic gap is the same in both studies. The results also indicate that the acquisition· rich environment seems to dramatically improve beginners' performance of the four patterns. Since the instrument was designed for EFL students (an acquisition poor environment) it may not have fully challenged the advanced ESL students (an acquisition rich environment) while challenging the beginning students. This may have been due to the fact that the students in the present study received a great deal of input from the acquisition rich environment, which could account for their increased ability to restructure hypotheses about L2 vocabulary items. In conclusion, more studies are needed to determine the complete role of the four lexico-semantic patterns in vocabulary acquisition. An expanded follow up study that fully tests the advanced and beginning ESL learners' ability could determine whether both groups progress along a language continuum with respect to the use of the four lexico-semantic patterns. Furthermore, although the patterns may serve, in a limited capacity, as indicators of a learner's difficulties in vocabulary acquisition, a wider body of research is needed before they can be applied in a language learning environment.
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Sitasuwan, Kanlayanee. "Language usage in Kyōgen /." Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/11110.

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Wallgren, Jonas. "Attitudes Towards and Uses of the Japanese Adverbzenzen by Swedish Learners of Japanese." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19264.

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The word zenzen is an adverb that is used frequently in daily conversational Japanese. From the Meiji period (1868-1912) until the early Showa period (1924-1989) the word was used together with both affirmative and negative words to form expressions. In the early Showa period the grammatical rules in education changed so that the only acceptable use was together with a negative word. From the 1990’s onward, the use together with an affirmative word has made a comeback especially among younger Japanese people. However even though the usage together with an affirmative word has made a comeback and was considered normal once in history, in today’s society it is still considered as slang and thus not recommended usage in formal situations. Foreign language learners however, tend not to learn a language only by textbooks but also by imitating the language of native Japanese speakers and Japanese popular culture. This may lead to a confusion regarding what words are acceptable to use in conversations. Therefore in this study, an online survey that examines the usage and attitudes regarding the word zenzen aimed at Japanese language learners at Swedish universities was conducted. The results of the survey showed that although a majority of the learners showed a good understanding of the usage, more than half of the learners displayed a feeling of confusion regarding the usage of the word. The gender comparison regarding the usage showed no major differences. Having lived in Japan, having Japanese friends whom you speak Japanese with regularly and length of Japanese study was associated with an increased understanding of the usage. Regular consumption of Japanese popular culture, however, was not associated with an increased understanding of the usage. A literature analysis was also conducted to examine the attitudes regarding the usage of zenzen in a variety of books with topics including business language and books aimed at Japanese language teachers. The results showed that zenzen used together with a negative word was considered as the norm while zenzen used together with an affirmative word was not recommended to be used in formal situations. When recommending proper usage of the word zenzen together with an affirmative word to foreign learners of Japanese, hijou-ni and totemo was seen as better alternatives to zenzen in a formal situation.
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Takeda, Tomoko. "Interaction between interlocutor relationship and grammar in Japanese conversations /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1196393791&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 129-137). Also available for download via the World Wide Web; free to University of Oregon users.
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Shin, Seong-Chul School of Modern Language Studies UNSW. "High frequency errors in KFL and pedagogical strategies." Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/26162.

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The problematic areas of the teaching of Korean as a foreign language have been largely neglected in the past. Few studies combine the following three aspects: 1) an examination of learner Korean; 2) the provision of substantial linguistic and pedagogical explanations; and 3) the devising of teaching or learning strategies based on empirical evidence. By studying KFL learners and their language production, insights can be gained relating to the learning of KFL and instructors will be able to provide appropriate corrective measures. This study investigated errors produced by KFL learners, focusing primarily on high frequency orthographic, lexical and grammatical errors in written language production. The study attempts to identify key areas of difficulty in learning Korean, to investigate the possible cause of difficulties and to provide more adequate information for the teaching and learning of KFL. To this end the study uses two classes of textual data and employs both statistical and descriptive analyses. At an orthographic level the study has identified four main error categories: 1) mismatch in three series consonants, 2) mismatch in vowel sounds, 3) misuse of nasals and laterals, and 4) omission and addition of ???h???. Overall the cause of key error types correlates strongly with the differences in sound quality and sound patterns between Korean and English, with some intralingual features. At a lexical level, the study found nine types of errors including 1) semantic similarity, 2) lexical misselection and 3) overgeneralization. The findings suggest that learners have a great deal of difficulty in differentiating lexical items with similar meaning and in selecting words appropriate to particular contexts or situations. As for grammatical errors, the study identified the five most active error categories, which made up more than 80% of the total grammatical errors. An overwhelming majority of grammatical errors and case particle errors in particular were errors of substitution. Many high frequency grammatical errors had distinctive triggering factors such as particular types of verb and sentence construction. The findings of the study have several pedagogical implications. First, there are key common errors for English L1-KFL learners and these common errors need increased linguistic and pedagogical attention. Secondly, the results reinforce the need to pay more active attention to the usage of the main case particles, along with the triggering constructions causing substitutions. Thirdly, the findings suggest that different types of analysis should be done in order to facilitate a plausible description of the problematic KFL items. The study argues that despite being problematic, the items discussed in this thesis are learnable and worthy of being taught with explicit or intentional strategies and that there is a need for pedagogically effective and adequate instructional input to maximize the potential of the learner???s language development in Korean.
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Horvath, Veronika. "Errors and judgments : a sociolinguistic study of freshman composition." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027109.

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This study attempts to discover and describe patterns of variation in college students' overt attitudes toward a limited set of grammatical and lexical variables, the shibboleths of edited written American English usage. The basic instrument used in the study is a 115 item multiple choice questionnaire prepared by the researcher. Fifteen questions were designed to assess the respondents' social, economic, and demographic backgrounds, whereas the major part of the questionnaire elicited judgments about one hundred English sentences offering the choice between the attributes "good," "bad," and "I can't decide." This questionnaire was administered to 172 students in nine freshman composition classes during the spring semester of 1994 at Ball State University. The study sought to discover and describe systematic relationships between the answers to the first set of questions (extralinguistic data) and the second set of questions (linguistic data) by using various analytical methods and statistical techniques, such as correlation coefficients, chi-square tests, and multidimensional scaling.It was hypothesized that variation in subjects' overt judgments about linguistic variables would parallel the findings of numerous sociolinguistic studies about variation in linguistic production, and hence would pattern along the social and demographic characteristics of the subjects. However, although this study found considerable variation in the freshman students' judgments about the usage shibboleths, it did not find social or demographic correlates to the respondents' judgments.By investigating the nature of the variation in freshman composition students' notions about linguistic correctness, this study attempted to answer questions which have not been asked by traditional usage studies, sociolinguistics, or composition research. Moreover, this study has added support for linguists' claims that the traditional "mistakes" in usage handbooks have almost no empirical basis, even if they remain the favorites of most handbook authors and English teachers.
Department of English
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Jensen, Marie-Thérèse 1949. "Corrective feedback to spoken errors in adult ESL classrooms." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8620.

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Cheung, Sin-lin Isabelle, and 張善蓮. "A study of lexical errors in South-Asian Non-Chinese speakingchildren's writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36863658.

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DEMETRAS, MARTHA JO-ANN. "WORKING PARENTS' CONVERSATIONAL RESPONSES TO THEIR TWO-YEAR-OLD SONS (LINGUISTIC INPUT, LANGUAGE ACQUISITION)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183947.

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Despite claims by some theorists to the contrary, investigators have shown that information about grammatical errors is available to young children learning language via the conversational responses of their parents. The present study described five categories of responses in the conversations of working mothers and fathers to their normally developing two-year-old sons, and investigated whether any of these responses were differentially related to well-formed vs. ill-formed child utterances. Subjects were six middle-class, monolingual (English) parent-child dyads. Parents worked full-time jobs and the children were enrolled in full-time daycare. Within a two week period, four 20-minute conversational samples were audio and video recorded for each dyad in the subjects' homes during freeplay activities of the subjects' choice. Results indicated that the pattern of responses for these six parents was very similar to that reported for other parent-child dyads. The most frequent type of response for all parents was one that continued the conversation without either repeating or clarifying the child's previous utterance. The least frequent type of response was one that explicitly corrected portions of the child's utterance. Of all responses, repetitions--both clarifying and nonclarifying--appeared to be the type of response most differentially related to well-formed and ill-formed child utterances. Exact repetitions were more likely to follow well-formed utterances, while the remaining repetitions were more likely to follow ill-formed utterances. This pattern of differential responses was similar for all six dyads. Very few differences regarding the style or pattern of interaction were noted for fathers and mothers. Implications were drawn regarding the nature of linguistic input that is available to two-year-old children learning language.
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Books on the topic "Japanese language Errors of usage"

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Goyōbun no bunseki to kenkyū: Nihongogaku e no teigen. Tōkyō: Meiji Shoin, 1985.

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Goyōbun no bunseki to kenkyū: Nihongogaku e no teigen. Tōkyō: Meiji Shoin, 1985.

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Iimachigai wa dōshite okoru? Tōkyō: Iwanami Shoten, 2002.

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Japanese jive: Wacky and wonderful products form Japan. New York, N.Y: Tengu Books, 1993.

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Kirei na keigo hazukashii keigo. Tōkyō: Gurafusha, 2001.

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Chikagoro no bunshō o hihansuru. Kokubunji-shi: Musashino Shobō, 2000.

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Gaikokujin no goyō kara wakaru Nihongo no mondai. Tōkyō: Meiji Shoin, 2005.

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Gendai Nihongo ni okeru shinkōchū no henka no kenkyū: "goyō" "kizukanai henka" o chūshin ni. Tōkyō: Hitsuji Shobō, 2011.

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Yureugoku Nihongo: Mondaina kotoba no seitai. Tōkyō: Tōkyōdō Shuppan, 2007.

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Okahashi, Hayao. Kochira Nihongo kōseishitsu: Machigaidarake no kotoba erabi. Tōkyō: Kōbunsha, 1995.

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Book chapters on the topic "Japanese language Errors of usage"

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Enzimar Putri, Darni, and Rachmidian Rahayu. "The Error Analysis on the Usage of Jisei in Sakubun: Case Study of Japanese Language Students of Andalas University." In Proceeding of The 13th International Conference onMalaysia-Indonesia Relations (PAHMI), 67–71. Warsaw, Poland: Sciendo, 2019. http://dx.doi.org/10.2478/9783110680003-013.

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Ono, Tsuyoshi, and Ryoko Suzuki. "Introduction: Situating usage-based (Japanese) linguistics." In Studies in Language Companion Series, 1–10. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/slcs.156.03int.

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Sugaya, Natsue, and Yasuhiro Shirai. "Can L2 learners productively use Japanese tense-aspect markers? A usage-based approach." In Typological Studies in Language, 423. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tsl.83.10sug.

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Okada, Takeshi. "Chapter 6: A Corpus-based Study of Spelling Errors of Japanese EFLWriters with Reference to Errors Occurring in Word-initial and Word-final Positions." In Second Language Writing Systems, edited by Vivian Cook and Benedetta Bassetti, 164–83. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597954-008.

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Masuda, Kyoko, and Angela Labarca. "Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles." In Language Learning & Language Teaching, 117–42. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/lllt.49.06mas.

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Han, Yingjie, Aiying Lin, Yonggang Wu, and Hongying Zan. "Usage-Based Automatic Recognition of Grammar Errors of Conjunctions in Teaching Chinese as a Second Language." In Lecture Notes in Computer Science, 519–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-45185-0_54.

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Davidson, Michael. "Introduction." In Distressing Language, 1–28. NYU Press, 2022. http://dx.doi.org/10.18574/nyu/9781479813827.003.0001.

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The introduction develops implications of the title’s double entendre: language that is distressed, ruptured, or worn and language whose usage distresses, worries, or challenges. By distressing or cripping ideas of normal embodiment, disabled artists challenge the stability of what organizes ideals of successful social identity. Errors often reveal the truths they displace, and artists who incorporate errors into their work illustrate the instability of generic classifications and aesthetic categories. The introduction’s several sections consider the intellectual underpinnings of a poetics of error: the gains and limitations of seeing through a deaf optic; the distribution of voice across and among multiple agents and technologies; poetry that deploys misspeaking, mishearing and misunderstanding as a component of the work; the contribution of sound studies to deaf studies.
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"3. The second language acquisition of challenging Japanese locative particles, ni and de: A usage-based and discourse approach." In Cognitive Linguistics and Japanese Pedagogy, 63–98. De Gruyter Mouton, 2018. http://dx.doi.org/10.1515/9783110456554-004.

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Koby, Geoffrey S. "The ATA Flowchart and Framework as a Differentiated Error-Marking Scale in Translation Teaching." In Handbook of Research on Teaching Methods in Language Translation and Interpretation, 220–53. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6615-3.ch013.

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Translation evaluation remains problematic, with industry marking errors with points-off systems while teachers use points-off and rubrics. Many rubrics are not adequately operationalized. Needed is an error category and severity system sufficiently differentiated for useful feedback and streamlined to enable feedback to large numbers. The American Translators Association (ATA) Flowchart for Error Point Decisions and Framework for Standardized Error Marking has been adapted for the classroom. This chapter provides statistics on errors and severities marked in two groups: 63 translations by German>English graduate students marked by the author and 17 examinations from the 2006 ATA Certification Examination marked by ATA graders. The predominant categories assigned to students are Punctuation, Usage, Mistranslation, Addition, and Misunderstanding, while ATA papers show Misunderstanding, Omission, Terminology, Literalness, Ambiguity, Grammar, and Style. Misunderstanding rated as the most serious error for both. Transfer errors are more frequently marked and more severely rated than grammar or language errors.
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Horobin, Simon. "7. Why do we care?" In The English Language: A Very Short Introduction, 129–40. Oxford University Press, 2018. http://dx.doi.org/10.1093/actrade/9780198709251.003.0007.

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Why do we care about grammar and spelling to the extent that minor errors trigger paroxysms of despondency and gloom concerning the future of our society and its language? Since most people recognize the inevitability of linguistic change, we might wonder why they are unwilling to allow the language to continue to change today. ‘Why do we care?’ suggests one answer to this question lies in the fact that, as users of English, it is impossible for us to take an external stance from which to observe current usage. Another reason for our concern with such pedantry is bound up with the social cachet that surrounds the concept of ‘good grammar’.
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Conference papers on the topic "Japanese language Errors of usage"

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Qanita, Afiana, Dewi Kusrini, and Dedi Sutedi. "Meaning and Usage Analysis of Japanese Onomatopoeia in Japanese Light Novel." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.003.

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Pratiwi, Indry Julyanti, Dudung Gumilar, and Dante Darmawangsa. "Errors of Deixis Usage in French Narrative Texts." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.052.

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Nurhadi, Didik, Masilva Raynox Mael, Retnani, and Mintarsih. "Learning Problems in Basic Japanese Language Writing Course: An Analysis of Language Errors." In Proceedings of the Social Sciences, Humanities and Education Conference (SoSHEC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/soshec-19.2019.64.

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Teng, Zhongwei, Jacob Tate, William Nock, Carlos Olea, and Jules White. "Checklist Usage in Secure Software Development." In 10th International Conference on Natural Language Processing (NLP 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.112322.

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Checklists have been used to increase safety in aviation and help prevent mistakes in surgeries. However, despite the success of checklists in many domains, checklists have not been universally successful in improving safety. A large volume of checklists is being published online for helping software developers produce more secure code and avoid mistakes that lead to cyber-security vulnerabilities. It is not clear if these secure development checklists are an effective method of teaching developers to avoid cyber-security mistakes and reducing coding errors that introduce vulnerabilities. This paper presents in-process research looking at the secure coding checklists available online, how they map to well-known checklist formats investigated in prior human factors research, and unique pitfalls that some secure development checklists exhibit related to decidability, abstraction, and reuse.
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Noguchi, Mary Goebel. "The Shifting Sub-Text of Japanese Gendered Language." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.12-2.

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Sociolinguists (Holmes 2008; Meyerhof 2006) assists to describe the Japanese language a having gender exclusive elements. Personal pronouns, sentence-ending particles and lexicon used exclusively by one gender have been cataloged in English by researchers such as Ide (1979), Shibamoto (1985) and McGloin (1991). While there has been some research showing that Japanese women’s language use today is much more diverse than these earlier descriptions suggested (e.g. studies in Okamoto and Smith 2004) and that some young Japanese girls use masculine pronouns to refer to themselves (Miyazaki 2010), prescriptive rules for Japanese use still maintain gender-exclusive elements. In addition, characters in movie and TV dramas not only adhere to but also popularize these norms (Nakamura 2012). Thus, Japanese etiquette and media ‘texts’ promote the perpetuation of gender-exclusive language use, particularly by females. However, in the past three decades, Japanese society has made significant shifts towards gender equality in legal code, the workplace and education. The researcher therefore decided to investigate how Japanese women use and view their language in the context of these changes. Data comes from three focus groups. The first was conducted in 2013 and was composed of older women members of a university human rights research group focused on gender issues. The other two were conducted in 2013 and 2019, and were composed of female university students who went through the Japanese school system after the Japan Teachers’ Union adopted a policy of gender equality, thus expressing interest in gender issues. The goal was to determine whether Japanese women’s language use is shifting over time. The participants’ feelings about these norms were also explored - especially whether or not they feel that the norms constrain their ability to express themselves fully. Although the new norms are not yet evident in most public contexts, the language use and views of the participants in this study represent the sub-text of this shift in Japanese usage.
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Terao, Yasushi, and Tadao Murata. "Articulability of two consecutive morae in Japanese speech production: evidence from sound exchange errors in spontaneous speech." In 5th International Conference on Spoken Language Processing (ICSLP 1998). ISCA: ISCA, 1998. http://dx.doi.org/10.21437/icslp.1998-809.

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Zhang, Yanlong, Mee Sonu, Hiroaki Kato, and Yoshinori Sagisaka. "Analysis on L2 learners' perception errors between geminate and singleton of Japanese consonants using loudness related parameters." In 2015 International Conference Oriental COCOSDA held jointly with 2015 Conference on Asian Spoken Language Research and Evaluation (O-COCOSDA/CASLRE). IEEE, 2015. http://dx.doi.org/10.1109/icsda.2015.7357889.

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Kruglyakova, Tatiana А. "THE SPECIFICS OF PRIMING-EFFECT DURING REPRODUCTION OF A NON-USUAL UTTERANCE BY A CHILD." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.17.

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In his work How Children of the Preschool Age Observe Language, Gvozdev argued that a child of two-three years old could fix and correct errors in the speech of other people. At the same time, numerous priming-experiments built on the data of synonymous constructions of common language indicate that least frequency constructions willingly used by children in this age make the greatest influence on children’s speech. The aim of this article is to analyze speech behavior of a child who hears phrases with errors or receives a task to repeat wrongly constructed statements. Nobody has already studied constructions with speech errors in priming-experiments on Russian data. We analyzed the results of a pilot experiment on Russian data developed by non-native speakers of Russian from the Max Plank Institute for Evolutional Anthropology. There were 33 three-year-old children involved in the experiment. The texts included random deviations from both speech norms and frequency usage accepted in the Russian register of communication with children. Experiment results allow making some interim conclusions. The priming-effect on the perception of uncommon forms is low. Speech production mechanisms started to work when performing a task to repeat phrases heard by a child; that was followed with modifications of unusual forms, probably unconscious. Syntactic level (word order and choice of cases and prepositions) is least influenced by the prime. The previous speech experience also influences the ability to repeat what a child heard. The experience includes already formed grammatical representations of a certain child, the frequency of lexical units (including special contexts). While facing unusual constructions, the mechanism of evaluating the statement as “possible/impossible”, and “right/wrong” is launched which leads to its conscious or unconscious modification. Refs 18.
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Lin, Genevieve Shaun, and Kayvan Karimi. "Spatial Patterns in Mass Consumption: The Fast Food Chain Network and its Street Patterns, Clusters and Impact on Street Safety." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5844.

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Can the fast-food chain network, to some extent, support the socio-spatial structure and safety of the street? Is there an urban spatial pattern within the ‘Chain Network’ and mass consumption? This papers dwells on spatial patterns on mass consumption in the global capitalistic cities of London and Tokyo, through the lens of the fast food chain network. Their symbols (for instance, the Golden Arches of McDonalds) are instantly recognizable both by locals and tourists. McDonalds started off as a hot dog stand in California in the 1940s and rapidly expanded across America in lieu of the mass usage of the automobile and construction of freeways. A foreigner can order easily from a McDonalds menu in Tokyo, without speaking Japanese, because the menu is created in a “global language”. Fast food chain stores, such as McDonalds and Starbucks, seem to be sprouting in every street corner, even as much as 3 of the same shop on the same street. You don’t have to find them, because they will find you. Rather than casting them aside as complex economic or political factors, the first part of the research focuses on its spatial clustering, and to see if there is an intrinsic spatial relationship with high-choice, or highly integrated streets. How far deep does the network go from the highest choice streets? The second part of the research will see if the clusters of fast-food chain, with their “night economy” would lead to safer and more pleasant street and communities. Fast food chains do indeed play a vital spatial role in our physical communities in the 21st century.
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Heister, Reinhard, and Reiner Anderl. "Federative Data Management Based on Unified XML Data Scheme to Support Prosthetic Dentistry Workflows." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62615.

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The laboratory side of a digital dental workflow consists of heterogeneous software tools including digitization (scanning), modeling (CAD), production planning (CAM) and production. The heterogeneity can be structured in two dimensions: ‘various partial systems’, composing the dental product development system and ‘various vendors’, offering software solutions for these partial systems. As a result the value creation process lacks efficiency and different input/output data streams are still necessary. As a standard for the representation of geometric data the STL format has been established, whereas for additional information, such as organizational and administrative data, as well as requirements and design data, the XML (eXtensible Markup Language) format is considered appropriate. However, a variety of proprietary XML data formats have been developed by system vendors. Thus incompatibilities are a significant source for errors. Data flow structures as available today only allow unidirectional flow of information ‘downstream’. A new approach is based on a federative workflow data management. The basic concept is a unified XML scheme that represents data about all activities and states of dental objects created throughout the whole cycle of dental process. The new unified XML scheme provides a data structure, which can be adapted for the respective input/output data streams of all partial systems. The XML scheme represents a unified data scheme which allows both vertical (within a certain partial system class) and horizontal (along the digital dental workflow and independent of system vendor) data usage. Each dental system supplier only needs to create one input and output filter for the neutral XML interface. The system architecture is based on a web server to which a XML database server is connected. The XML database server manages project specific XML databases. Data can be made available through REST-, as well as through WebDAV-interface on LAN or WAN. With the help of XPath and XQuery required data can be extracted from the database. Redundant data input as well as incompatibility errors can be avoided by this approach. The innovative core is a unified workflow data format, in which a bidirectional data flow can be provided for both downstream and upstream, along the digital dental workflow.
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