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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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Cao, Yuning. "Reexamining Japanese youth language." Journal of Japanese Linguistics 38, no. 1 (April 1, 2022): 119–44. http://dx.doi.org/10.1515/jjl-2022-2053.
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Abstract This paper investigates Japanese youth language (abbreviated as “YL” thereafter) from a sociolinguistic approach and discusses whether the terminology itself is felicitous in capturing the group of words or the users it claims to be capturing by focusing on YL usage in real life and collected latest data featuring top-ranking YL words in 2018 and 2019. A closer examination of YL reveals that the usage not always matches users’ age, and that the terminology itself suggests an outsider view, creating a misconception that only young people use it. It is thus argued that age is not the correct label to define YL, and that various types of YL words exist under this umbrella notion that are used in different communities for various purposes. This article intends to promote a more comprehensive and objective understanding of YL.
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Obiegbu, Ifeyinwa. "Errors in Educated Nigerian English Usage." Language Matters 49, no. 2 (May 4, 2018): 107–27. http://dx.doi.org/10.1080/10228195.2018.1482561.
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Azhar Muhammad Addifa, Muhammad Nur Wahid, and Salvia Rifdah. "Japanese Pitch Accent Errors by Japanese Students Diponegoro University." Journal Of Social Research 1, no. 1 (December 28, 2021): 1–8. http://dx.doi.org/10.55324/josr.v1i1.2.
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This study uses a qualitative descriptive method which aims to examine the difficulties experienced by students of the D4 Applied Foreign Language study program in adjusting to the Japanese pitch accent when pronouncing. Of the four language skills, namely listening, speaking, reading and writing, there are difficulties in speaking skills, especially in the pitch accent. Differences in accents can cause feelings of awkwardness and lead to misunderstandings in a conversation because an inappropriate accent can change meaning or definition. So with this we need an appropriate learning method and strategy in practicing Japanese language based on a pitch accent. From the research results, it is known that shadowing can be used in Japanese accent pitch training.
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Wing-Yu Tam, Hugo. "「是」字句和「是……的」句的教學語法: 以九套國際學校中文教材為例." Global Chinese 7, no. 2 (September 1, 2021): 143–57. http://dx.doi.org/10.1515/glochi-2021-2007.
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Abstract Due to the economic growth in East and Southeast Asia, the global interest in teaching and learning Asian languages has been continually increasing in the past two decades. More and more international schools are offering Asian languages as elective second/foreign languages to adolescent learners, such as Arabic, modern Chinese (Cantonese/Mandarin), Japanese, and Malay. Since 2008, the most common grammatical mistake, shi (literally to be) had been highlighted by the Cambridge Assessment every single year in the IGCSE Mandarin (0547) examiner reports. This paper reviews the literature of the functions and the error patterns of copula verb shi and “shi…de” construction, then investigates how the textbooks describe the grammatical usages and sequence the different functions of shi for young learners. Based on the qualitative research findings, this study proposes suggestions for improving the description of grammar items in Mandarin textbooks, and illustrates the classroom activities and teaching strategies for parts of speech in the international school context. This research has implications for second language acquisition, pedagogical grammar, and teacher education for IGCSE Mandarin.
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Hasibuan, Adriana, and 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, no. 2 (December 18, 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, and 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, no. 2 (December 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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Fitriana, Rina, and Shigehiro Ohashi Tamaru. "Formation and Usage of Babigo in Japanese." IZUMI 10, no. 2 (October 16, 2021): 239–45. http://dx.doi.org/10.14710/izumi.10.2.239-245.
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This research discusses the formation and use of babigo slang language by taking data sources on video footage of Saitou Kyouko as a babigo speaker on the Saitou Kyouko YouTube channel. The purpose of this study was to determine the formation and function of babigo. The method used in this research is qualitative method. A qualitative method is a research procedure that produces descriptive data in the form of words or speech of people and behaviors that can be observed. The data collection method uses the listening method, which is the method used to obtain data by listening to the use of the language. While the data analysis method uses descriptive methods which are research methods carried out based on the existing facts, so the results are describing the elements of language as it is. Based on the analysis of this research data, the author found 1) Babigo formation that inserts a single vocal syllable in each Japanese language syllable 2) The Function of babigo is used by young people as a secret language and can also be used as language games.
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Kubota, Mariko. "Spelling correction strategies employed by learners of Japanese." Australian Review of Applied Linguistics 28, no. 1 (January 1, 2005): 67–80. http://dx.doi.org/10.1075/aral.28.1.05kub.
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Abstract This article analyzes the self-correction of spelling by learners of intermediate Japanese. Participants in this study consisted of 20 students with kanji (Chinese characters) background and 43 without. This study investigates (1) types of spelling errors made; (2) the success rate of corrections made when codes for types of errors (error-codes) were given; (3) strategies used for correcting spelling errors; (4) reasons for a failure to correct errors; and (5) measures for further improvement in correction rates. Three methods, including ‘think-aloud’, observation notes, and the writing of an essay before and after corrections, were used as research tools. The findings show a high rate of success in the self-correction strategies. The errors made by the students may be attributed to a number of different causes. On the basis of the findings, this article puts forth the following suggestions, among others: the provision of increased time for corrections, of more detailed instruction in kanji, and of correct pronunciation instruction; increased practice in the use of dictionaries; and improved codes to indicate types of errors.
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Shah Hassan, Mohd Hazreen, and Sharil Nizam Shaari. "Analisis Kesalahan Penggunaan Bahasa dalam Rencana Akhbar." Jurnal Pengajian Media Malaysia 21, no. 2 (December 1, 2019): 55–71. http://dx.doi.org/10.22452/jpmm.vol21no2.3.
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The medium that unites newspapers with its readers is correct language usage. Errors in language usage need to be minimized so that the message being conveyed is easily understood and accepted by the readers. This study was conducted to analyse the errors of language usage in newspaper feature articles, especially in terms of word choices and sentence formations by observing the criteria suggested by Waterhouse (1989). Using systematic sampling, a total of 20 newspaper feature articles in Berita Harian and Utusan Malaysia from 1 October to 30 November 2016 were studied. The results of the content analysis revealed that there were 128 errors related to the usage of language in the chosen newspaper feature articles. The errors related to sentence formation was the highest, with 60 errors, whereas the usage of synonym was the lowest, around three. Overall, the findings did not observe the criteria of an effective journalism writing, particularly in word choices and sentence formations, suggested by Waterhouse’s (1989). Poor word choices might cause ambiguity and confusion among the readers while long-winded sentences and excessive explanations might cause the reader to lose focus thus failed to understand the content of the articles.
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Ang, Chooi Kean, and Mohamed Amin Embi. "Usage of Professional Time among Malaysian Japanese Language Teachers." International Journal of Educational Organization and Leadership 19, no. 2 (2013): 29–40. http://dx.doi.org/10.18848/2329-1656/cgp/v19i02/48458.
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Watters, Paul A. "Using Japanese: A Guide to Contemporary Usage (review)." Language 81, no. 4 (2005): 1015. http://dx.doi.org/10.1353/lan.2005.0216.
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Murniati Br. Barus and Mhd. Pujiono. "Misuse of Causative Diathesis in Written Essays of Japanese Language Department Student in Medan." Talenta Conference Series: Local Wisdom, Social, and Arts (LWSA) 3, no. 4 (December 4, 2020): 104–5. http://dx.doi.org/10.32734/lwsa.v3i4.1143.
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In contrast to Indonesian, in Japanese, there is a verb conjugation to make a causative sentence. Besides that, there are post-positions (Joshi) that have an essential role in perfecting sentences in Japanese. This makes students studying Japanese unfamiliar and finds it difficult to learn. Various errors in using a causative diathesis are often found. This study discusses what mistakes students experience when using causative diathesis. This research is qualitative research with a descriptive analysis method. Sources of data are the essays of twenty senior students of the Japanese Study Program, Faculty of Cultural Sciences, University of Sumatera Utara, and the Japanese Study Program, Faculty of Language and Communication, Universitas Harapan Medan. The data are errors in the use of causative diathesis found in sentences in student essays. The results showed that there were various lexical and grammatical errors in the use of causative diathesis in the essays of Japanese language students in Medan. Based on the research results, it can be concluded that the errors are (1) errors in the use of joshi ni, ga, and wo in sentences, (2) lexical errors in the formation of causative verbs, and (3) errors in determining the subject of causative verbs in sentences.
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Rusmiati, Rusmiati. "SURFACE STRATEGY TAXONOMY ON FOREIGN LANGUAGE WRITING: A STUDY ON VERB TENSE USAGE." JURNAL SERAMBI ILMU 20, no. 2 (October 3, 2019): 189. http://dx.doi.org/10.32672/si.v20i2.1453.
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This study is aimed at analyzing errors of verb tense usage found in the learners’ writing production. The second semester students of English Department, STAIN Gajah Putih Takengon enrolled in Writing II course were taken as the participants in this investigation. Eight narrative paragraphs were scrutinized closely to detect errors pertaining to verb tense. In this case, a classification of errors proposed by Dulay, Burt, and Krashen (1982 in Ellis and Barkhuizen, 2005) called Surface Strategy Taxonomy is applied. It comprises four sorts of errors: addition, omission, misformation, and misordering. The finding reveals that the learners’ errors encompass three types of four aforementioned above, i.e. addition, omission, and misformation. Among those, misformation is found to be the most prevalent type commited by the learners, as many as 62 errors making up 72.94 % of all. It was subsequently followed by omission and addition which were 13 errors (15.29 %) and 10 errors (11.77 %) successively. Whereas misordering was not identified among the learners’ errors on paragraph composition. Eventually, a pedagogical implication as a result of this research was made. English instructors are expected to accentuate more on likely-to-produce-errors items to the learners prior to composing a paragraph.
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Suhartini, Suhartini. "ANALISIS KESALAHAN PENGGUNAAN SISTEM KALA PADA PEMBELAJAR BAHASA JEPANG TINGKAT DASAR DI INDONESIA." IZUMI 5, no. 2 (March 1, 2017): 17. http://dx.doi.org/10.14710/izumi.5.2.17-23.
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(Title: An Analysis of The Errors of Using Tenses On Basic Japanese Learners In Indonesia.) The research aims at describing the errors of using tenses in basic Japanese on learners whose first language is Bahasa Indonesia. In the process of acquiring the second language, it is possible for the first language to influence the second one because of the transfer of some fundamental elements, i.e. using tenses of the first to the second language. The data of research are in form of Japanese language sentences that get interference of tenses formation from Indonesian language. The data were collected by observation. Contrastive method was used in analysis. The results of the analysis show that Bahasa Indonesia tenses formation system influences the use of using tenses in basic Japanese on those who learn Japanese as a second language. The lead to the errors in using tenses in Japanese. To overcome the problem, Japanese teachers shall expose the using tenses continuously to its lerners whose first language is bahasa Indonesia.
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Leonard, D. J., and J. W. Gilsdorf. "Language in Change: Academics' and Executives' Perceptions of Usage Errors." Journal of Business Communication 27, no. 2 (March 1, 1990): 137–58. http://dx.doi.org/10.1177/002194369002700202.
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Jacobsen, Wesley M., and William McClure. "Using Japanese: A Guide to Contemporary Usage." Journal of Japanese Studies 28, no. 2 (2002): 519. http://dx.doi.org/10.2307/4126841.
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Kusumarini, Indah, and Lukia Zuraida. "Intercultural Shock in Japanese Language Learning at Bali Tourism Polytechnic." LACULTOUR: Journal of Language and Cultural Tourism 1, no. 2 (January 3, 2023): 82–88. http://dx.doi.org/10.52352/lacultour.v1i2.934.
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The purpose of this study was to analyze the errors of students in understanding the use of Japanese according to the native cultural context of the speakers. The fault findings were analyzed from the point of view of Japanese culture and Indonesian culture. Common student errors include (1) the inappropriate application of ojigi (bowing), (2) the application of doozo speech (please), shitsurei shimasu (excuse me), sumimasen (sorry, excuse me, thank you) (2) MD sentence structure where very different from the Indonesian sentence structure, and several other errors. By looking at these misunderstandings, the understanding of Japanese cultural literacy must be taught to students. Learners must have intercultural competence so that they can communicate according to the culture of the origin of the foreign language. Several ways have been done by lecturers to improve students' cultural literacy towards understanding the use of Japanese. These methods are (1) role-playing with situations in the workplace, (2) watching videos or pictures that show the real life of Japanese people, (3) with students watching Japanese dramas, then discussing the contents of the drama.
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Long, Robert, and Yui Hatcho. "The First Language’s Impact on L2: Investigating Intralingual and Interlingual Errors." English Language Teaching 11, no. 11 (October 16, 2018): 115. http://dx.doi.org/10.5539/elt.v11n11p115.
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This study focused on the grammatical accuracy of Japanese students who were learning English. The database for the errors came from the Japanese University Student Corpus (JUSC) comprising 61 transcripts containing 51,061 words. An inventory, containing 400 errors in context, was taken from this corpus. The first research question related to the most common errors Japanese L2 learners made in spontaneous speech whereas the second question focused on the interpretability and recognition of errors as being intralingual or interlingual. Results showed that the primary errors were articles, verb tense, prepositions, omission, modifier errors, and subject-verb agreement. These results indicate that L1 is a factor in grammatical accuracy. We concluded that this data highlights the need for language teachers to focus on getting students to use the grammatical forms in actual dialogues.
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Denisenko, Vladimir N., and Zhang Ke. "Graphically Loanword from the Japanese Language in Modern Chinese Language." RUDN Journal of Language Studies, Semiotics and Semantics 10, no. 4 (December 15, 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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Sadler, Misumi. "From a spatial to a subjective framework." Journal of Historical Pragmatics 9, no. 1 (January 15, 2008): 94–139. http://dx.doi.org/10.1075/jhp.9.1.06sad.
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The current study examines pre-modern and modern Japanese texts from the seventh ~ twentieth century, and documents the semantic and pragmatic change of ni-marked NPs, which include “dative subjects” and NPs which appear to refer to human referents. The data demonstrates that what are called “dative subjects” in modern Japanese are diachronically and synchronically related to the most prototypical meaning/usage of ni-marked NPs as a spatial framework. The original function underwent changes from more propositional to more subjective usages — from its most basic usage, indicating stative locations, to its metonymic usage, marking locations where individuals worthy of respect reside so as to avoid their explicit mention, and finally to its extended usage, indicating human referents. This extended usage further developed into a subjective framework for propositions in contemporary Japanese novels written in the first person perspective. This shift from propositional to expressive/subjective usages is not binary, but rather continual, and the transition from one usage to another involves each new usage coexisting with the prior ones.
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Pinnaduwa, Preethi Dinusha. "Learning Japanese Passive Voice by Sri Lankan Learners." Chi'e: Journal of Japanese Learning and Teaching 10, no. 2 (October 30, 2022): 125–36. http://dx.doi.org/10.15294/chie.v10i2.58238.
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The purpose of this study is to examine the difficulties of learning Passive voice and to identify the type of errors learners do when producing Japanese passive sentences. It also aims to find strategies to minimize the errors in Passive sentences and reduce the difficulties in learning. The participants in this research are, learners of secondary schools and adult learners aged 20 to 40 in private institutes in three districts of Sri Lanka. A passive grammar test and a questionnaire have been used as the measuring instruments for this study. The grammar test was done by 100 learners while the questionnaire was answered by 94 learners. After the data was collected, a cross-sectional analysis was used to analyse the data. The results show that errors were done in the word order of the passive sentences, usage of the particles, construction of the passive verbs, using passive on transitive and intransitive verbs, and, construction of causative passive verbs. The researcher concludes, that to reduce the errors, strategies such as watching Japanese videos and dramas, making friends with Japanese nationals, gaining a good knowledge of the Japanese culture, memorizing, and making many passive sentences can be used.
Keywords: Passive voice of Japanese; difficulties in learning; errors in Passive sentences; Secondary school learners and adult learners.
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Momose, Minori. "Filler words in Japanese textbooks and Japanese classes." Journal of Japanese Linguistics 38, no. 1 (April 1, 2022): 71–96. http://dx.doi.org/10.1515/jjl-2022-2051.
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Abstract The purpose of this study is to report differences in the use of filler words in Japanese language textbooks and provides examples. Filler words like “Ano(o),” “E(e),” “Ma(a),” and “De(e)” are used as fillers in Japanese conversation, but in Japanese language textbooks, they are not considered appropriate teaching items for actual use. Specifically, examples of filler-like usage that need to be adopted as teaching items include “Ano(o),” which appears commonly in the beginning or middle of sentences; “E(e)”,which is used in situations with a large number of listeners; “Ma(a),” which is used in response to questions; and “De”, which appears in the middle of sentences.
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Heffernan, Kevin. "Correlating cognitive effort and noun role in spoken Japanese." Journal of Japanese Linguistics 37, no. 2 (October 7, 2021): 181–201. http://dx.doi.org/10.1515/jjl-2021-2040.
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Abstract Models of language processing assume that the cognitive cost to integrate a noun with a verb depends on the distance between the noun and the verb. Such models predict that subjects require more cognitive effort than objects in SOV languages, such as Japanese. This study tests that prediction by investigating apparent cognitive effort differences in topic, nominative, accusative, dative, genitive, and predicative noun usage, using two corpora of spoken Japanese. A cognitive effort index score was determined for each text in the two corpora. The correlations between index scores and usage rates for each grammatical role were determined. Accusative, dative, and genitive noun usage significantly correlated with cognitive effort index scores, but topic, nominative, and predicate noun usage rates did not. These results suggest that the cognitive cost of noun integration depends not only on distance but also on the grammatical role of the noun.
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Subekti, Nesa Amelia, Sumarwati Sumarwati, and Raheni Suhita. "ANALISIS KESALAHAN STRUKTUR DAN PEMAKAIAN BAHASA INDONESIA PADA TEKS PERSUASI KARANGAN SISWA KELAS 8 SMP DI SURAKARTA." Basastra: Jurnal Bahasa, Sastra, dan Pengajarannya 8, no. 2 (November 4, 2020): 260. http://dx.doi.org/10.20961/basastra.v8i2.42731.
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<em>The results shows that there are structure error and Indonesian language usage error on the persuasion text written by students at grade 8 of Junior High School in Surakarta. Those errors on the incomplete structure of persuasion text especially in the reaffirmation section. The Indonesian language usage errors include spelling error, diction error, and grammatical error. The most common errors of spelling comprises capital letters and punctuation marks usage particularly full stop and comma. The most-found errors of diction comprises improper diction selection and nonstandard diction. Grammatical error is mainly caused by ineffective sentence. Those errors are caused by some factors. The factors are (1) students do not understand the structure of persuasion text, (2) students have lack of spelling and diction knowledge, (3) the lack of examples given by teacher, (4) the lack of writing practice, and (5) student lack motivation within writing.</em>
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Murao, Aimi, and Tomohiko Ito. "Case-Marker Errors in Japanese Children with Specific Language Impairment." Japan Journal of Logopedics and Phoniatrics 58, no. 2 (2017): 177–84. http://dx.doi.org/10.5112/jjlp.58.177.
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Ferries, Jonathan. "A Corpus Analysis of Loanword Effects on Second Language Production." Englishes in Practice 5, no. 1 (April 1, 2022): 107–32. http://dx.doi.org/10.2478/eip-2022-0005.
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Abstract Research suggests that English-derived loanwords in Japanese can affect Japanese learners’ acquisition and receptive knowledge of their English words of origin (‘basewords’). This study adopts a corpus-based approach to expand on this research by exploring the effects of loanwords on learners’ productive knowledge. It primarily uses a corpus of written English produced by Japanese learners of English, a corpus of written English produced by native English speakers, and samples from a corpus of written Japanese to compare quantitatively how basewords and loanwords are used in each. The results provide statistically non-significant evidence that basewords are used relatively more frequently by learners than by native speakers, and some significant evidence that learners’ baseword usage exhibits features of loanword usage where loanwords have changed in meaning or part of speech from their words of origin. ’The corpora also provide weak evidence that loanwords ’ effects on baseword usage increase with length of study of English. The findings point the way to more targeted use of loanwords in the classroom, including through the exploration of corpora by learners themselves.
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Kibbee, Douglas A., and Alan Craig. "Understanding prescription in language. A corpus-based approach." Histoire Epistémologie Langage 41, no. 2 (2019): 67–81. http://dx.doi.org/10.1051/hel/2019017.
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We define prescription as any intervention in the way another person speaks. Long excluded from linguistics as unscientific, prescription is in fact a natural part of linguistic behavior. We seek to understand the logic and method of prescriptivism through the study of usage manuals: their authors, sources and audience; their social context; the categories of “errors” targeted; the justification for correction; the phrasing of prescription; the relationship between demonstrated usage and the usage prescribed; the effect of the prescription. Our corpus is a collection of about 30 usage manuals in the French tradition. Eventually we hope to create a database permitting easy comparison of these features.
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PAVLOVIČ, Miha. "Grammar Errors by Slovenian Learners of Japanese: Corpus Analysis of Writings on Beginner and Intermediate Levels." Acta Linguistica Asiatica 10, no. 1 (January 30, 2020): 87–104. http://dx.doi.org/10.4312/ala.10.1.87-104.
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This paper presents the construction of a corpus of writings by Slovene learners of Japanese as a foreign language at the beginner and intermediate levels and an analysis of the grammar errors contained within it, with the purpose of providing a simple and effective means of acquiring data on errors made by students of Japanese as a second language. Additionally, an error analysis of the grammar errors in the corpus and a comparison of the most common errors found on both levels, reveals the types of errors that carry over from the beginner to the intermediate level, negatively affecting the learning process. By compiling and analyzing a collection of 182 written texts written by Japanese learners, 492 cases of grammar misuse were observed on the beginner and 564 on the intermediate level. A comparative analysis of the most common types of grammar misuse on each level highlights the types of errors that seem to carry over from the beginner to the intermediate level. The findings can be useful to Japanese language learners as well as teachers. Furthermore, the learner’s corpus created in the process marks the first step towards the creation of a larger, annotated and publicly accessible learner corpus of writings by Slovenian learners of Japanese to be used for further research in the field of second language acquisition.
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Hasan, Yaakob Hasan, Abdul Razif Zaini, and Mohamed Haji Ibrahim. "التدخل اللغوي لدى طلبة المدارس الثانوية الماليزية في مسابقة صناعة الأفلام القصيرة الناطقة بالعربية." al-Irsyad: Journal of Islamic and Contemporary Issues 5, no. 2 (December 16, 2020): 318–34. http://dx.doi.org/10.53840/alirsyad.v5i2.72.
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ISESCO Educational Centre in Malaysia (ISESCO Malaysia), in collaboration with the Islamic Education Department of Ministry of Education, Malaysia, offers various annual language activities to improve the level of Arabic language usage among secondary school students in Malaysia. One of the languages activities organised by ISESCO Malaysia annually, is an Arabic Short Film Competition. It is noticeable that there are variety of Arabic language usage errors appeared in the videos presented, including those resulting from language interference effect. Some of these errors are often repeated by students, believing that it is a sound of Arabic language. This study therefore, conducted to examine the errors of language interference effect and its causes among Arabic learners in Malaysia’s secondary school. The study has followed the descriptive approach to analyse these errors. The study found that linguistic errors among Arabic students in Malaysian secondary schools resulted from language interference effect of their mother tongue; by literally translating it, following the culture and rules, as well as lack of knowledge of the rules of the language and culture of the Arabic language. This study proposed an appropriate action to solve the problems using educational approach.
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Weifen, Qin. "Penyebab-Penyebab Kesalahan Penggunaan Kata Bahasa Mandarin: Tinjauan Terhadap Mahasiswa Jurusan Bahasa Mandarin di Indonesia." Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana 27, no. 2 (September 30, 2020): 93. http://dx.doi.org/10.24843/ling.2020.v27.i02.p01.
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Chinese words’ usage errors in compositions of undergraduates are very attractive to be research, because the errors are truly has become the obstruction of communication in composition. The purpose of this study is to describe the cause factors of the Chinese words’ usage errors in compositions of undergraduates. Use the approach of International qualitative methodology and the data of this research is got from the students in Unesa and UWK. The data analysis contains the following procedures. First, identify the word usage errors and classify the types based on the linguistics taxonomy which consisting of phonology, semantics & lexical, morphological, and syntactic. Finally, it analyzes the cause factors from both the perspective of linguistics and non-linguistics. The study finding interference between Chinese and Indonesian is the main linguistics factor causing. At the same time, the strategy of communication and language environment of undergraduates are the non-linguistic factors causing. Moreover, if viewed from the students themselves, learning duration, exposure, language governance, and media of study are also affects the words’ usage in composition.
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Laiveniece, Diāna, and Linda Lauze. "Valodas kļūdas svešvalodu apguves procesā: studentu pieredzes atspoguļojums." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 16 (May 6, 2020): 352–64. http://dx.doi.org/10.37384/va.2020.16.352.
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Simultaneous learning, usage, convergence, and overlapping of a foreign language is a contemporary feature. In this process, anyone can be a language teacher and everything can serve as a teaching aid. It is not about acquiring a foreign language, but about acquiring it through any appropriate situation and material. People’s attitudes towards foreign language errors and their understanding of what it means to know a foreign language are changing categories that are currently affected by the increasingly widespread idea of plurilingualism. The aim of the research is to find out students’ linguistic attitude towards mistakes in the process of foreign language acquisition and language usage in practice. There are two types of errors in language acquisition: 1) accidental errors due to the influence of an interlanguage, which are fully within the competence of the learner at the time but this competence does not meet the standards of the target language yet; 2) performance errors when the language user is unable to exercise his/her competence adequately (EKPVA 2006, 136). These two types are not separated in Latvian linguodidactics, and there is just one term linguistic error. On the other hand, the English scientific literature distinguishes between error for random error and mistake for performance error. The research was carried out in 2018 and 2019 by interviewing 253 students of different nationalities and specialties from Liepaja, Ventspils and Riga. The survey (which went beyond the scope of this article) dealt with a number of questions regarding the language errors in the process of a foreign language acquisition and usage. - Have you asked a teacher or someone whose mother tongue is the language you are learning to correct your mistake when noticed? More than 76 % of respondents gave an affirmative answer to this question. - Should the teacher correct the mistakes of the learner in the language acquisition process? Almost 97 % of the responses to this question were positive. - Which correction of a mistake (teacher instruction, group mates’ reprimand, individual reprimand in real communication) is better remembered? More than 68 % of respondents believe that individual criticism in the real communication process is remembered better, only slightly more than a third of the respondents consider teacher’s instruction as more durable in the learning process. - Which mistakes (pronunciation, vocabulary, or grammar) do you think cause more confusion when communicating in a foreign language? 41 % of respondents believe that the most misunderstanding in communication is due to ignorance of vocabulary. Pronunciation errors and grammatical inaccuracies are considered less significant. Respondents answered this question mainly by combining answers. - Do you think that errors in the usage of a foreign language can disappear by themselves as knowledge and language usage practice increase? More than 82 % of the responses were positive. - How do you feel when a language teacher or some other foreign language person corrects what you have said or read aloud? The responses show that the majority of respondents perceive reprimand as normal and consider it a natural part of the language acquisition process. Only some respondents think that it is wrong to correct language mistakes. The study shows that students’ linguistic attitudes towards language errors are generally neutral and positive. The combination of answers and the comments made by the respondents have proved to be informative valuable, showing not only their personal experience but also the actual picture of foreign language acquisition: real language usage is the way to qualitative language acquisition.
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Miyakoda, Haruko. "Foot structure in Japanese speech errors: Normal vs pathological." Clinical Linguistics & Phonetics 22, no. 10-11 (January 2008): 890–905. http://dx.doi.org/10.1080/02699200802173383.
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Matsushita, Yumiko, 사카모토 다다시, and NISHIHANA KEIKO. "The Usage of SNS in Japanese Language Education and Japanese Language Acquisition Research –The present state and the future-." Journal of Japanese Culture ll, no. 77 (May 2018): 233–50. http://dx.doi.org/10.21481/jbunka..77.201805.233.
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Hatta, Takeshi, Ayako Kawakami, and Katsuo Tamaoka. "Errors in writing Japanese kanji: a comparison of Japanese schoolchildren, college students and second-language learners of Japanese." Asia Pacific Journal of Speech, Language and Hearing 7, no. 3 (January 2002): 157–66. http://dx.doi.org/10.1179/136132802805576427.
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Ahn, Pyeong Ho, and Ho Soon Ji. "About the difference in usage : From a Japanese language perspective on Korean language speakers." Journal of Japanology 45 (November 30, 2017): 225–50. http://dx.doi.org/10.21442/djs.2017.45.09.
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Moslalyov, D., and S. Maznev. "PERSPECTIVES OF USAGE NEURAL NETWORKS IN STUDY OF THE JAPANESE LANGUAGE." International Humanitarian University Herald. Philology, no. 55 (2022): 67–71. http://dx.doi.org/10.32841/2409-1154.2022.55.15.
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Navas, Ana Luiza G. P. "Implications of alphabetic instruction in the conscious and unconscious manipulations of phonological representations in Portuguese-Japanese bilinguals." Written Language and Literacy 7, no. 1 (July 30, 2004): 119–31. http://dx.doi.org/10.1075/wll.7.1.10nav.
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In the present study, I compared implicit and explicit speech manipulation tasks for individuals who were exposed to an alphabetic system (Portuguese) to individuals exposed to a non-alphabetic system (Japanese). In Experiment I, performance on metaphonological tasks was measured for Japanese-Portuguese bilinguals with different levels of reading and writing skills. Results indicated that bilingual speakers who were not literate in Portuguese did not have phonemic awareness. In Experiment II, Japanese-Portuguese bilinguals, with varying levels of contact with the alphabet, were induced to produce speech errors. Although performance on a phoneme deletion task replicated the previous results, there were no differences between groups in the production of speech errors. The present study supports the proposal that only exposure to explicit alphabetic instruction contributes to the development of phonemic awareness. However, level of alphabetic exposure did not affect implicit knowledge of phonemes as revealed by induced speech errors.
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Hamzah, Nor Sahayu, Zaid Mohd Zin, and Rozita Che Rodi. "The Use of Japanese Adjectives Ureshii and Tanoshii." Issues in Language Studies 9, no. 1 (June 29, 2020): 179–90. http://dx.doi.org/10.33736/ils.2353.2020.
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This study is a semantic study that explores the genre of meaning in general. It focuses on the synonyms of adjectives ureshii and tanoshii in the construction of sentences in the Japanese language. The objective of this study is to discuss similarities and differences of the usage of synonyms ureshii and tanoshii and also to analyse the implementation from the perspective of adjectives in the Malay language. The data selected for this study are sentences that contained ureshii and tanoshii lexicons based on Shinmeikai Japanese Language Dictionary (2012). This study utilizes qualitative research methodology in which the data are analysed descriptively. Besides that, the data are also analysed using textual analysis based on the conceptual framework by Ibrahim Ahmad (2005). The findings of this study elucidate the technical differences in the usage of Japanese adjectives ureshii and tanoshii as compared to Malay adjectives gembira [happy] and seronok [excited]. It shows that the two adjectives have similar meaning and nuance but cannot be used interchangeably. The outcomes of this study can be used as reference material for teachers and students to master the usage of adjectives in Japanese language. Lastly, further studies on Japanese lexicon keiyoushi should be carried out entirely.
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Cho, Nam-Sung, and Mizuki Funahashi. "Errors in politehonorific expressions in business Japanese language textbooks in Korea." Japanese Language Association Of Korea 58 (December 31, 2018): 151–63. http://dx.doi.org/10.14817/jlak.2018.58.151.
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Huter, Kirsten I. "Atarashii no kuruma and other old friends – the acquisition of Japanese syntax." Australian Review of Applied Linguistics 19, no. 1 (January 1, 1996): 39–60. http://dx.doi.org/10.1075/aral.19.1.03hut.
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The following paper presents the first stages of acquisition in Japanese as a second language (JSL). After an explanation of the notion of stages of acquisition, the first four stages will be introduced. Examples of two typical kinds of learner errors will be explained in the light of these stages. It will be demonstrated that the notion of acquisitional stages contributes to the teaching of JSL, because it can explain the occurance of errors and suggest which grammatical errors are correctable, and which grammmatical structures are teachable, at which point in time. The findings presented here are based on data from a longitudinal study that is now in its third year. In that study, oral data from university students of Japanese are being collected.