Articoli di riviste sul tema "Japanee language"
Segui questo link per vedere altri tipi di pubblicazioni sul tema: Japanee language.
Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili
Vedi i top-50 articoli di riviste per l'attività di ricerca sul tema "Japanee language".
Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.
Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.
Vedi gli articoli di riviste di molte aree scientifiche e compila una bibliografia corretta.
1
Robbeets, Martine. "Austronesian influence and Transeurasian ancestry in Japanese". Language Dynamics and Change 7, n. 2 (2017): 210–51. http://dx.doi.org/10.1163/22105832-00702005.
Testo completoAbstract (sommario):
In this paper, I propose a hypothesis reconciling Austronesian influence and Transeurasian ancestry in the Japanese language, explaining the spread of the Japanic languages through farming dispersal. To this end, I identify the original speech community of the Transeurasian language family as the Neolithic Xinglongwa culture situated in the West Liao River Basin in the sixth millennium BC. I argue that the separation of the Japanic branch from the other Transeurasian languages and its spread to the Japanese Islands can be understood as occurring in connection with the dispersal of millet agriculture and its subsequent integration with rice agriculture. I further suggest that a prehistorical layer of borrowings related to rice agriculture entered Japanic from a sister language of proto-Austronesian, at a time when both language families were still situated in the Shandong-Liaodong interaction sphere.
2
Clements, Rebekah. "The Prose of Our Land: Ban Kōkei, Translation, and National Language Consciousness in Eighteenth-Century Japan". Sungkyun Journal of East Asian Studies 23, n. 2 (1 novembre 2023): 119–36. http://dx.doi.org/10.1215/15982661-10773048.
Testo completoAbstract (sommario):
Abstract Today, Ban Kōkei 伴蒿蹊 (1733–1806) is mostly known as the author of a collection of biographies, which became one of the best-selling books of Japan's late eighteenth century. However, he also devoted much of his career to developing the expressive potential of Japanese prose writing. This article locates Kōkei's promotion of language reform within the context of contemporaneous developments in translation from classical into vernacular Japanese and explains the role of translation in Kōkei's attempts to develop Japanese prose writing nearly one hundred years before the better-known national language advocacy of the “Unification of the Spoken and Written Languages” (Genbun itchi 言文一致) movement of the Meiji period (1868–1912). Considered alongside canonical figures like Motoori Norinaga and Ogyū Sorai, Kōkei's lesser-known work is evidence of a nascent “national” language consciousness among Japanese intellectuals prior to the Meiji period.
3
Ernawati, Ni Luh. "CAMPUR KODE BAHASA JEPANG OLEH PENUTUR BAHASA INDONESIA DI JEJARING SOSIAL FACEBOOK". Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana 25, n. 2 (30 settembre 2019): 102. http://dx.doi.org/10.24843/ling.2018.v25.i02.p02.
Testo completoAbstract (sommario):
Indonesian people who can speak Japanese language often mix elements of Japanese language when communicating with the people of Indonesia who is also able to speak Japanese languange either directly or on social networks like facebook. This linguistic phenomenon peeled sociolinguistic theory based on the concept of code mixing. The primary data source is utterances which was updated status and comments of Indonesian people that contain code mixing on facebook. The secondary data were obtained from the online interviews with several informants who their updated status or comments of facebook were used for the primary data source.The results of the data analysis showed that the type of code mixing of the Indonesian on facebook in terms of element uptake language used is outer code mixing, while in terms of system -level linguistic device are clauses code mixing, phrases code mixing, and words code mixing. The factors that influence the event of code mixing are (1) speaker wants to practice Japanese language that they learned; (2) there are some elements of Japanese language that can not be interpreted 100% to Indonesian language; (3) speaker is one community with the patner; (4) can provoke the patner to use Japaese language; (6) to be more cool (7) the things that was communicated was related to the Japan.
4
Oeinada, I. Gede. "Contact Phonology : Fonologi Kata Serapan dalam Bahasa Jepang". Pustaka : Jurnal Ilmu-Ilmu Budaya 18, n. 1 (28 febbraio 2018): 25. http://dx.doi.org/10.24843/pjiib.2018.v18.i01.p04.
Testo completoAbstract (sommario):
This paper focuses its discussion about loanword phonology in Japanese language. Loanword phonology is one of five contact phonology situations that was described by Smith (2007). The four other situations are areal influence, dialect mixing, language mixing, and simplification. Japanese language has been borrowing many words from foreign languages. One of those foreign languages is English. As we all know that both languages, Japanese and English, have different phonological system. Therefore, borrowed words of English language has been adapted to fit the phonological patterns of Japanese language. This adaptation could solve the loanword phonology problem. And because up until now the number of loanword in Japanese language is till limited so the phonological system of Japanese language is remain unaffected. In other words, the loadwords’ phonology does not cause lasting changes in the phonological system of Japanese language.
5
Izumi, Shinichi. "THE ACQUISITION OF JAPANESE AS A SECOND LANGUAGE.Kazue Kanno (Ed.). Amsterdam: Benjamins, 1999. Pp. xi + 181. $72.00 cloth." Studies in Second Language Acquisition 25, n. 4 (24 novembre 2003): 587–88. http://dx.doi.org/10.1017/s0272263103240250.
Testo completoAbstract (sommario):
This volume, focusing on Japanese as a second language (JSL), is part of the Language acquisition and language disorders series by Benjamins. As the editor points out in the introductory chapter, there is a pressing need to investigate the acquisition of languages other than English and other European languages if SLA claims to be a discipline broad enough to encompass acquisition of any second language (L2). In particular, given the importance of Japanese as one of the most commonly studied languages in Asia and the fact that Japanese has many linguistic features not found in European languages, research on the acquisition of JSL should have important implications for both practical applications in language teaching and theoretical investigation of language universals, innate principles, and the like.
6
Malikova, Sitorabonu Farxodovna. "COMPARATIVE ANALYSES OF PREPOSITONS IN JAPANESE AND UZBEK LANGUAGES". CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, n. 05 (31 maggio 2021): 117–21. http://dx.doi.org/10.37547/philological-crjps-02-05-25.
Testo completoAbstract (sommario):
In linguistics, the comparison of languages has always been in the center of attention. Although it is recognized by scholars that Japanese and Uzbek belong to the same language family, the Altaic language family, grammatical phenomena in both languages are not the same. While both languages have similarities, they also have differences. Comparing languages belonging to the same language family involves studying the phenomena that occur in that language. The category of agreement is widely observed in both languages, but there are some agreements between Japanese agreement agreements, which are given with one agreement in Uzbek, and the scope of application is narrow. The category of consonants is widely observed in both languages, but there are some consonants among the Japanese suffixes, which are given with one consonant in Uzbek, and the scope of application is also narrow. This article provides a comparative analysis of the Uzbek suffix of the accusative case and the differences between them
7
Perepadia, Daria, e Yulia Malakhova. "CHINESE AND JAPANESE PHRASEOLOGISMS: A COMPARATIVE ASPECT". Fìlologìčnì traktati 15, n. 2 (2023): 120–31. http://dx.doi.org/10.21272/ftrk.2023.15(2)-13.
Testo completoAbstract (sommario):
The article is devoted to the study of the phraseological fund of the Chinese and Japanese languages, in particular to the comparative analysis of phraseological units from the point of view of their form, structure, features of drawing hieroglyphic signs, semantics and national-cultural components contained in them. The national-cultural specificity of the Chinese and Japanese phraseology is closely related to the characteristic features of the people’s consciousness, the relationship between the language and thinking, the language and culture, therefore the main research approach is primarily comparative, linguistic and cultural. The work examines the development of the Chinese language and culture on the formation and development of the phraseological system of the Japanese language, outlines the relationship between the Chinese and the Japanese idioms. A comparison of the forms of drawing hieroglyphs represents changes in the writing systems of the Chinese and Japanese languages, caused by the historical processes of the development of both languages. The diversity of language habits is reflected in the change in the order of words in a phraseological unit in the Japanese language while preserving the original meaning of the Chinese original source. A number of Japanese idioms borrowed from the Chinese language demonstrate the process of adaptation to the features of the Japanese language, which is determined by the change of certain components in the structure of the phraseology. Despite the close ties and borrowing of elements of the Chinese language and culture, the Japanese language has created its own, purely Japanese, phraseological units that contain national and cultural components that reproduce elements of the people’s lifestyle, customs and historical facts. The composition, structure, national and cultural connotation of the actual Japanese idioms distinguish them from idioms built with the norms of the wenyan, the classical Chinese language. They came from the Chinese language and then became entrenched in the language and consciousness of the Japanese people.
8
ИСМАИЛОВА Х.Э., ИСМАИЛОВА Х. Э., e КАЭДЭ АРАКАВА. "THE STUDY OF GRAMMAR OF RUSSIAN AS A FOREIGN LANGUAGE IN A COMPARATIVE ASPECT BY JAPANESE STUDENTS". Международный аспирантский вестник. Русский язык за рубежом, n. 4 (25 dicembre 2023): 6–11. http://dx.doi.org/10.37632/pi.2023.37.25.001.
Testo completoAbstract (sommario):
Статья посвящена языковым особенностям русского языка как иностранного в сопоставлении с японским языком. Рассматривается грамматическая система русского языка в сравнении с японским языком. Раскрывается система послелогов японского языка для объяснения предложно-падежной системы русского языка как иностранного. В сравнении даются словоизменительные окончания русского и японского языков. Приведены примеры для демонстрации разницы между падежными системами русского и японского языков. Описывается использование грамматического материала при изучении русского языка как иностранного японскими студентами. The article is devoted to the linguistic features of the Russian language as a foreign language in comparison with the Japanese language. The grammatical system of the Russian language is described in comparison with the Japanese language. The system of postpositions of the Japanese language is revealed to explain the prepositional case system of the Russian language as a foreign language. The inflectional endings of the Russian and Japanese languages are compared. The difference between the case systems of the Russian and Japanese languages is considered by examples. The use of grammatical material in the study of Russian as a foreign language by Japanese students is described.
9
Ozsen, Tolga, e Senem Cente-Akkan. "A Framework Proposal for Detecting and Preventing Academic Misconduct in Japanese Language as L2". Canadian Perspectives on Academic Integrity 4, n. 2 (30 dicembre 2021): 68–69. http://dx.doi.org/10.55016/ojs/cpai.v4i2.74224.
Testo completoAbstract (sommario):
Japanese is a language in which its sociocultural background affects strongly the acquisition and output processes for the L2 learners. The acquisition process has more layers not only because it has 4 unique ideogram-based writing system (Hiragana, Katakana, Kanji and Romaji), but also has differences in writing procedures (e.g., orthographic rules, punctuation marks, etc.). The interaction in daily life with Japanese language and culture is extremely limited, particularly for the Japanese L2 learners who are outside of the Kanji cultural zone. Those kinds of factors make the academic misconduct issues in Japanese language learning/writing process more complicated. On the other side, academic misconduct issues (detection techniques, tools, prevention methods, etc.) in the Japanese language are mostly considered within the framework based on Western languages. However, as it is mentioned earlier, Japanese language has fundamental differences in linguistic, communicative, cultural, historical aspects. In a language where there is no double quotation mark as it is in Western languages, even punctuation marks are unique, and 4 different writing systems are used together, academic misconduct issues can be partially detected and prevented with a framework based on Western languages. Therefore, it is necessary to establish a framework for specific foreign languages as Japanese to detect and prevent from academic misconduct. This paper aims to offer a research framework to be made later about academic misconduct that targets Japanese L2 learners and receive feedback about the experiences in different disciplines and languages to develop the research framework and tools. As we will only present the framework of the survey, this presentation will not promise concrete research findings. The survey we are planning to conduct will be composed of three sections. First section will aim to reveal the cognitive/notional knowledge of Japanese L2 learners on academic misconduct such as plagiarism, cheating. Second section will try to find out what motivations led Japanese L2 learners to academic misconduct. In the third section, Japanese L2 learners' procedural knowledge on academic misconduct will be evaluated by giving learners various Japanese texts.
10
Taulia e Abdul Gapur. "Interference of Indonesian Language on Japanese Language in the Use of Aizuchi (相槌) by Japanese Language Students in Medan". International Journal of Cultural and Art Studies 7, n. 2 (31 ottobre 2023): 86–91. http://dx.doi.org/10.32734/ijcas.v7i2.12322.
Testo completoAbstract (sommario):
Language interference or disorder often occurs in individuals who have acquired proficiency in multiple languages, including Japanese language learners at the college level. This research aims to analyze the interference of the Indonesian language in the use of aizuchi (backchanneling) in Japanese by Japanese language students in Medan, Indonesia. The study employs a qualitative approach with a descriptive method. The data consists of transcriptions of conversations between students and lecturers that contain instances of aizuchi interference. Data collection is conducted through observation using techniques such as eavesdropping and note-taking. The collected data is analyzed through data condensation, data presentation, and conclusion drawing. The findings reveal that the interference of the Indonesian language in aizuchi in Japanese primarily occurs at the lexical level, specifically in the utilization of Indonesian words as aizuchi in Japanese conversations. An example of this interference is replacing the Japanese word "hai" with the Indonesian word "iya." The students' experiences influence the identified interference in learning foreign languages and cultural factors. This research contributes to a better understanding of the interference of the Indonesian language in the use of aizuchi in Japanese and provides insights for teaching the Japanese language at the tertiary level.
11
Strelnikov, I. A., e E. V. Minakova. "THE ROLE AND ADAPTATION OF LOANWORDS IN JAPANESE". Vestnik of Khabarovsk State University of Economics and Law, n. 2(112) (31 maggio 2023): 177–85. http://dx.doi.org/10.38161/2618-9526-2023-2-177-185.
Testo completoAbstract (sommario):
The article is devoted to the origin, causes and degree of development of loanwords into the Japanese language from other languages throughout the history of the formation of the cultural identity of the Japanese nation. The first and most ancient loanwords are words and phrases from the ancient language of the Ainu peoples. The original Japanese language wago, a significant cultural layer of words of Chinese origin kango, foreign loanwords gairaigo and wasei gairaigo are described. Direct and indirect loanwords came from the Dutch, German, Swedish, Russian languages. The lexical layer of the most significant proportion of modern loanwords from English and American languages, which have a significant impact on the development and variability of the modern Japanese language, is considered. Examples of synonyms in the style of wago, kango and gairaigo are given. An assessment is given of the transformation of anglicisms in the means of telecommunications and Japanese mass culture in the era of globalization.
12
Rahayu, Ely Triasih, Slamet Riyadi, Hartati Hartati, Anggita Stovia, Nisa Roiyasa e Weksa Fradita Asriyama. "Language Politeness Education through Language Behaviour Habits: Concerning the Indonesian and Japanese Viewpoints". AL-ISHLAH: Jurnal Pendidikan 15, n. 2 (15 maggio 2023): 2173–81. http://dx.doi.org/10.35445/alishlah.v15i2.3267.
Testo completoAbstract (sommario):
Language politeness has universal characteristics. It means that speech communities from any country have their own language politeness based on the applicable norms. Language politeness education starts from family. Meanwhile, outside family communities, such as schools or society, language politeness education is greatly needed to create positive interactions between language users and certain communities. This research discussed language politeness education in two languages (Indonesian and Japanese) using a comparative qualitative case study in library research. The results of the study informed that Indonesian and Japanese are two languages that implement language politeness through both verbal and non-verbal languages. Verbal language is shown by the chosen polite words, while non-verbal language is shown by the speaking body gestures.
13
Phadvibulya, Tavicha. "English Language Education in Japan: From Westernization to Globalization". MANUSYA 7, n. 3 (2004): 41–59. http://dx.doi.org/10.1163/26659077-00703005.
Testo completoAbstract (sommario):
Japan is one of the most influential countries in the world's economy and politics. Although the country is perceived as being well-equipped technologically and having an industrious, highly literate, and energetic population, foreign language education, especially in English, has long been a critical issue. From the time of the Meiji Restoration (1868-1945), the Japanese have considered studying foreign languages to be tool to facilitate the Westernization of the country. It was also a key factor in Japan's recovery and rapid economic growth in the decades following the end of World War II (1945-1952). After the postwar period (1960s- present), however, foreign languages, previously seen as a one-way tool for absorbing Western civilization, became a tool for two-way communication where ideas are shared and exchanged. This has been due to the fact that, with the arrival of the 21st century, Japanese society is facing many more challenges as a result of changing cultural norms, advances in science and, most importantly, the progress of globalization in the economy and in society. Accordingly, in 2004, the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) inaugurated a policy for the improvement of communication skills in English, viewing it as essential for the Japanese to acquire communication skills in English as a common international language in order to function in the 21st century. The series of reforms being introduced due to the changing needs of the country, including the efforts made, the outcomes gained and the quick expansion of foreign-language education, is worth keeping an eye on and, thus, constitutes the focal interest of this investigation.
14
Brown, Amanda. "Gesture viewpoint in Japanese and English". Gestures in language development 8, n. 2 (4 agosto 2008): 256–76. http://dx.doi.org/10.1075/gest.8.2.08bro.
Testo completoAbstract (sommario):
Abundant evidence across languages, structures, proficiencies, and modalities shows that properties of first languages influence performance in second languages. This paper presents an alternative perspective on the interaction between established and emerging languages within second language speakers by arguing that an L2 can influence an L1, even at relatively low proficiency levels. Analyses of the gesture viewpoint employed in English and Japanese descriptions of motion events revealed systematic between-language and within-language differences. Monolingual Japanese speakers used significantly more Character Viewpoint than monolingual English speakers, who predominantly employed Observer Viewpoint. In their L1 and their L2, however, native Japanese speakers with intermediate knowledge of English patterned more like the monolingual English speakers than their monolingual Japanese counterparts. After controlling for effects of cultural exposure, these results offer valuable insights into both the nature of cross-linguistic interactions within individuals and potential factors underlying gesture viewpoint.
15
Alfarisy, Fitri. "Japanese and English Students Perspective on Social Media". KIRYOKU 5, n. 1 (10 giugno 2021): 122–29. http://dx.doi.org/10.14710/kiryoku.v5i1.122-129.
Testo completoAbstract (sommario):
Social media has created new possibilities for digitally native students to engage, interact and collaborate in learning tasks that foster learning processes and the overall learning experience. By using both qualitative and quantitative data, this article discusses the perspectives of Japanese and English students towards social media. As we know, foreign language learning is facilitated by social media and especially for a new generation of students. This paper contributes to an understanding of how language learners’ perspectives on social media. 52 English students and 18 Japanese students participate in the research as the sample. We found that most of the students aware of the benefit of social media for learning languages. Furthermore, the study showed that both English and Japanese students preferred to use English or Indonesian languages to do social media activities such as posting, writing a caption, or commenting than local language or Japanese language. Therefore, Japanese and English students should improve their awareness of social media for language learners.
16
Heleno, José Manuel. "Heidegger and the Dialogue on Language". Aoristo - International Journal of Phenomenology, Hermeneutics and Metaphysics 4, n. 2 (22 agosto 2021): 219–29. http://dx.doi.org/10.48075/aoristo.v4i2.27984.
Testo completoAbstract (sommario):
Our aim is to think about the dialogue between a Japanese and a inquirer, entitled Aus einemGespräch von der Sprache. Zwischen einem Japaner und einem Fragendem (1953-54). We try to arguethat, although there is no philosophy of language in Martin Heidegger there is a powerful languagedesign that marks the relationship with the being. Language becomes a saying that is anappropriation of what is given, that is, of what appears and becomes present. It is this relationshipwith the appearing that shows the power and mystery of language.
17
Efimova, Sardana. "Recognition of Linguistic Characteristics of Bilingual Students when Teaching Japanese at North-Eastern Federal University". SHS Web of Conferences 134 (2022): 00034. http://dx.doi.org/10.1051/shsconf/202213400034.
Testo completoAbstract (sommario):
The article justifies the need to take into account the linguistic characteristics of bilingual students from among the indigenous inhabitants of the Republic of Sakha (Yakutia) when teaching the Japanese language at the North-Eastern Federal University named after M.K. Ammosov. The purpose of this study is to analyze the linguistic phenomena of the Japanese and Yakut languages for the effective development of foreign language communicative competence of students. The author of the study revealed a contradiction at the methodological level between the need to train specialists with knowledge of the Japanese language from among the indigenous peoples of Yakutia and the lack of a methodology that takes into account the linguistic characteristics of bilingual students. The research methods were theoretical and empirical methods. Due to the fact that the key feature of teaching foreign languages in the Republic is bilingualism of students, the author of the article analyzed scientific literature on the topic of bilingualism, justified the need to take into account bilingualism of students when teaching Japanese in the national Republic. Difficulties arising in the study of the Japanese language are considered. As a result of the study, the grammatical, lexical and phonetic phenomena of the Japanese language, which have similarities in the Yakut language, have been identified, it is proposed to explain these phenomena in the process of teaching the Japanese language based on the Yakut language.
18
Rini, Elizabeth Ika Hesti Aprilia Nindia. "PERBANDINGAN PENGUNGKAPAN KALA DALAM BAHASA JEPANG DAN BAHASA INDONESIA". KIRYOKU 2, n. 3 (3 dicembre 2018): 25. http://dx.doi.org/10.14710/kiryoku.v2i3.25-33.
Testo completoAbstract (sommario):
(Contrastive study between tenses in Japanese and Indonesian Languages) Expressing time in sentences is universal in any language, although it's marked differently in each language. This research objective is to know the differences in tenses marker between Japanese and Indonesian languages. The method used is the descriptive method. As a result of the research findings, it was found that in the Japanese language tenses are marked by morphemic forms were characterized by bound morphemes, whereas Indonesian tenses are marked as lexical by the adverb. Attendance adjunct in Japanese is optional, in Indonesian adjunct explain the position, activity, state of theft with the time of speech.Keywords: tense, bentuk -ru, bentuk -ta, adverbia kala
19
Gapur, Abdul, Dina Shabrina Putri Siregar e Mhd Pujiono. "LANGUAGE KINSHIP BETWEEN MANDARIN, HOKKIEN CHINESE AND JAPANESE (LEXICOSTATISTICS REVIEW)". Aksara 30, n. 2 (31 dicembre 2018): 301. http://dx.doi.org/10.29255/aksara.v30i2.267.287-302.
Testo completoAbstract (sommario):
Mandarin and Hokkien Chinese are well known having a tight kinship in a language family. Beside, Japanese also has historical relation with China in the eld of language and cultural development. Japanese uses Chinese characters named kanji with certain phonemic vocabulary adjustment, which is adapted into Japanese. This phonemic adjustment of kanji is called Kango. This research discusses about the kinship of Mandarin, Hokkien Chinese in Indonesia and Japanese Kango with lexicostatistics review. The method used is quantitative with lexicostatistics technique. Quantitative method nds similar percentage of 100-200 Swadesh vocabularies. Quantitative method with lexicostatistics results in a tree diagram of the language genetics. From the lexicostatistics calculation to the lexicon level, it is found that Mandarin Chinese (MC) and Japanese Kango (JK) are two different languages, because they are in a language group (stock) (29%); (2) JK and Indonesian Hokkien Chinese (IHC) are also two different languages, because they are in a language group (stock) (24%); and (3) MC and IHC belong to the same language family (42%).
20
Gapur, Abdul, Dina Shabrina Putri Siregar e Mhd Pujiono. "LANGUAGE KINSHIP BETWEEN MANDARIN, HOKKIEN CHINESE AND JAPANESE (LEXICOSTATISTICS REVIEW)". Aksara 30, n. 2 (31 dicembre 2018): 301. http://dx.doi.org/10.29255/aksara.v30i2.267.301-318.
Testo completoAbstract (sommario):
Mandarin and Hokkien Chinese are well known having a tight kinship in a language family. Beside, Japanese also has historical relation with China in the eld of language and cultural development. Japanese uses Chinese characters named kanji with certain phonemic vocabulary adjustment, which is adapted into Japanese. This phonemic adjustment of kanji is called Kango. This research discusses about the kinship of Mandarin, Hokkien Chinese in Indonesia and Japanese Kango with lexicostatistics review. The method used is quantitative with lexicostatistics technique. Quantitative method nds similar percentage of 100-200 Swadesh vocabularies. Quantitative method with lexicostatistics results in a tree diagram of the language genetics. From the lexicostatistics calculation to the lexicon level, it is found that Mandarin Chinese (MC) and Japanese Kango (JK) are two different languages, because they are in a language group (stock) (29%); (2) JK and Indonesian Hokkien Chinese (IHC) are also two different languages, because they are in a language group (stock) (24%); and (3) MC and IHC belong to the same language family (42%).
21
Asada, Yuko. "General use coordination in Japanese and Japanese Sign Language". Sign Language and Linguistics 22, n. 1 (9 ottobre 2019): 44–82. http://dx.doi.org/10.1075/sll.18003.asa.
Testo completoAbstract (sommario):
Abstract Davidson (2013) shows that in American Sign Language (ASL), conjunction and disjunction can be expressed by the same general use coordinator (cf. mary drink tea coord coffee ‘Mary drank tea and coffee; Mary drank tea or coffee.’). To derive these two meanings, she proposes an alternative semantic analysis whereby the two interpretations arise through universal or existential quantification over a set of alternatives licensed by (non-)linguistic cues, such as contexts and prosodic or lexical material. This paper provides supportive evidence for Davidson’s analysis from two other languages, Japanese and Japanese Sign Language. These languages are shown to employ general use coordination similar to that in ASL, but the general use coordinators in the three languages differ in one important respect: the locality of lexical elements that induce a disjunctive meaning. It is suggested that this cross-linguistic variation can be attributed to language-specific properties that concern the Q-particle discussed in Uegaki (2014, 2018).
22
Diner, Lispridona. "Analisis Bentuk Kesalahan dalam Mengarang Bahasa Jepang yang Dipengaruhi oleh Bahasa Pertama". JLA (Jurnal Lingua Applicata) 3, n. 1 (15 giugno 2020): 33. http://dx.doi.org/10.22146/jla.53309.
Testo completoAbstract (sommario):
Second language acquisition (SLA) for Indonesian students can be in the form of regional languages, Indonesian language, English as an international language or a foreign language. Foreign languages such as Mandarin, Korean and Japanese. The learning process of writing especially at the elementary level, students have difficulty in composing Japanese sentences. Based on observations, this happens because in the process of writing students are still influenced by the first language. Therefore, this study aims to determine the effect of first language in writing Japanese at the elementary level. The research method used in this study is a qualitative research method. The data of this research are in the form of students' essays in the Shokyuu Kohan sakubun course. And the data analysis technique used is the analysis of language errors. Based on the results and discussions, it can be concluded that writing Japanese essays is influenced by the first language, in this case the first language is Indonesian. Of the errors affected by the first language by 67% influenced by the sentence patterns of the first language and 33% influenced by the vocabulary of the first language.
23
Li, Wenchao. "Morphologic, Syntactic, and Phonologic Distance Between Japanese and Altaic, Dravidian, Austronesian, and Korean Languages". European Journal of Theoretical and Applied Sciences 1, n. 2 (11 aprile 2023): 11–33. http://dx.doi.org/10.59324/ejtas.2023.1(2).02.
Testo completoAbstract (sommario):
The present study measures the resemblances of Japanese with Altaic languages (Turkic; Tungstic; Mongolic; Nivkh); the Dravidian language Tamil; Austronesian languages (Western Malayo-Polynesian; Malayo-Sumbawan; Central Luzon; Central Malayo-Polynesian), and Korean, in an effort to pin down the genealogy of Japanese. Morphologic, syntactic, and phonologic distance are calculated using data from corpora. The chi-square homogeneity test and Euclidean distances are used for statistical analysis. The finding brings to light, morphologically, in the light of preferences of causative/inchoative verb alternation patterning and morphemes that convey the alternation, that Japanese and Korean are close for the most part. Syntactically, Altaics and Tamil convey case via suffixes; case in Austronesian languages is marked by prefixes. Japanese and Korean share a similarity in rendering case with particles. Phonologically, the Tamil and Austronesian languages share a resemblance in the harmony of vowel height. The Korean, Altaic languages, and Austronesian languages show similarities in the harmony of vowel backness. Japanese, the Altaic languages, and the Austronesian language Madurese display vowel-consonant harmony. Pulling these strands together, a conclusion is thus drawn that Japanese is most closely related to Korean.
24
Xing, Junjie. "Practical Applications of the Understanding of Foreign Cultures in Japanese-language Teachings". Journal of Contemporary Educational Research 5, n. 6 (30 giugno 2021): 19–22. http://dx.doi.org/10.26689/jcer.v5i6.2208.
Testo completoAbstract (sommario):
Due to differences in cultural patterns, backgrounds, and thinking styles, it is difficult to learn foreign languages. By integrating the understanding of foreign culture into Japanese-language teachings, students may be able to use Japanese in a more standardized manner based on the understanding of Japanese culture; hence, improving their Japanese proficiency. This article explored the practical strategies of understanding foreign cultures in Japanese-language teachings in hope of helping students improve their Japanese proficiency.
25
Yendra, Yendra. "Exploring Scribling in Padang City Public Sphere". e-Journal of Linguistics 14, n. 1 (31 gennaio 2020): 57. http://dx.doi.org/10.24843/e-jl.2020.v14.i01.p06.
Testo completoAbstract (sommario):
The aim of this study is to explore language in written form that is visible through scribbling in the Padang city public sphere, and focus to describes the linguistic preferences as scribbling form. This study reveal categories of scribbling form which are: (1) form category base on element of language system such as words, phrases, and sentences; (2) form category base on composition of language use such as monolingual, bilingual, and multilingual. Languages compositions in monolingual are Bahasa Indonesia, Minangkabau, English, Arabic, Japanese, Italian, and Spain. Languages composition in bilingual which are, Indonesia + English, Indonesia + Minangkabau, English + Minangkabau, Indonesia + Arabic, English + Arabic, and English + Japanese. Languages composition in bilingual which are Indonesia + Inggris + Minangkabau, Indonesia + English + Arab, Indonesia + English + Latin, and Indonesia + English + Minangkabau + Japanese.
26
Astariani, Sandra. "A Comparative Study of Indonesian and Japanese Classifiers". Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana 30, n. 2 (7 settembre 2023): 113. http://dx.doi.org/10.24843/ling.2023.v30.i02.p05.
Testo completoAbstract (sommario):
Abstract
Classifiers belong to open class noun. All languages are naturally occupied with classifiers, yet the usage is various depending on how the language treats them. Japanese language, as an obligatory-classifier language, makes the classifiers compulsory, in contrast with an optional-classifier language, Indonesian language. Despite this, Japanese and Indonesian languages treat the classifiers syntactically and semantically similar. This article aims at revealing, both the semantic and syntactic differences and similarities between Japanese and Indonesian classifiers. The analysis shows that in terms of structure, Japanese and Indonesian classifiers are similar; however, each language demonstrates difference in classifier use. Japanese language has nineteen frequently used classifiers including two types which can replace others. They can change their form by fusing with its numeral adjective as in hitori (ichi-nin), ippiki (ichi-hiki), without affecting the whole meaning of the noun phrase. Indonesian classifiers cover of twenty-two optional types. Classifiers are often omitted in spoken form to avoid formality and some of them can also change their form by adding se- prior to the numeral adjective to indicate “one object” as in sebatang rokok.
27
Rini, Elizabeth Ika Hesti Aprilia Nindia. "Kuseni Conjunction in Japanese Language". IZUMI 9, n. 1 (1 giugno 2020): 104–11. http://dx.doi.org/10.14710/izumi.9.1.104-111.
Testo completoAbstract (sommario):
Kuseni is a a conjunction used to connect contradicting clauses which is called gyakusetsu no setsuzokushi in Japanese. This study aims to determine how the structure and meaning of kuseni conjunction is in Japanese sentences. The method used in this research is qualitative descriptive research. Kuseni is an adversative conjunction that connects contradictory clauses that contain criticism or reproach. Kuseni can be in the middle and at the end of a sentence, and can be attached to the class of verbs, nouns and adjectives in a sentence.
28
MORITOKI ŠKOF, Nagisa. "Foreword". Acta Linguistica Asiatica 8, n. 1 (30 gennaio 2018): 5–6. http://dx.doi.org/10.4312/ala.8.1.5-6.
Testo completoAbstract (sommario):
… multicultural education does not necessarily have to imply the study of foreign second languages but the former without the later is limited and will have difficulty in producing the results it often claims to want to achieve, i.e. tolerance, peace and cross-cultural understanding (Crozet et al., 1999). This volume of Acta Linguistica Asiatica is dedicated to the area of teaching Asian languages in non-native surroundings. It is our great pleasure to announce 9 research papers on language teaching and articulation covering a wide-area of Central and Eastern Europe. The papers show us a map of Asian language teaching sites, including secondary and tertiary education, and their background systems.In her work “Poučevanje tujih jezikov v slovenskem šolskem sistemu: prostor tudi za japonščino?”, which opens the present volume, Bronka STRAUS outlines the picture of Slovene educational system. The paper reminds us that language teaching when taught as a curricular course, must be incorporated into the country’s system.The article »Chinese as a Foreign Language in Slovene Upper Secondary Education and Outline of Curriculum Renewal«by Mateja PETROVČIČ proposes a dynamic curriculum reform in secondary education mostly but targets tertiary education as well.The next article, authored by Nagisa MORITOKI ŠKOF and named »Learner Motivation and Teaching Aims of Japanese Language Instruction in Slovenia«, discusses main aims and objectives to teaching Japanese at secondary level education, and looks into the ways of how to find the place for Japanese language teaching in Slovene language curricula.Kristina HMELJAK SANGAWA in her paper “Japanese Language Teaching at Tertiary Level in Slovenia: Past Experiences, Future Perspectives” gives an introduction to the history and contents of Japanese language teaching in tertiary education in Slovenia.Following are the two articles concern teaching Asian languages in Serbia. Ana JOVANOVIĆ’s research, entitled »Teaching Chinese at the University Level – Examples of Good Practices and Possibilities for Further Developments«, presents several cases of Chinese language teaching and articulation from primary all the way to tertiary education.On the other hand, »Current State of Japanese Language Education in Serbia and Proposal for Future Solutions« by Divna TRIČKOVIĆ’s similarly discusses the Japanese language courses and their present situation in secondary education. The author points out the need for a well-thought pick up of both the teacher and the textbook, and offers an exemplar from University of Beograd.The next two articles on teaching Asian languages in Romania concern articulation mainly. Angela DRAGAN in her work »Teaching Japanese Language in Tertiary and Secondary Education: State and Private Institutions in Romania« offers a perspective on articulation at tertiary level mainly, while on the other hand, Mariana LUNGU discusses it from the view of secondary education. The Ion Creanga National college in Bucharest is the only institution in Romania which provides Japanese language education at secondary level ongoing every year.The final article by Karmen FEHER MALAČIČ “Teaching of the Japanese and Chinese Language in Extracurricular Courses for Children, Adolescents and Adults in Slovenia” brings the story back to Slovenia in a form of a survey on teaching Asian languages as extracurricular subjects. The author considers the problems and perspectives that arise within such extracurricular course and at the same time shape language education within curricular course. Nagisa Moritoki Škof
29
Hudgens Henderson, Mary, Miho Nagai e Weidong Zhang. "What languages do undergraduates study, and why?" Proceedings of the Linguistic Society of America 5, n. 1 (25 marzo 2020): 722. http://dx.doi.org/10.3765/plsa.v5i1.4704.
Testo completoAbstract (sommario):
Language attitudes and motivations are among the most important factors in language acquisition that condition the language learning outcomes. College students enrolled in first-semester and second-semester courses of Chinese, Japanese, and Spanish at a Midwest American university completed a survey eliciting instrumental motivations, integrative motivations, and language attitudes. The purpose of this study was to examine the perceptions the learners of that language(s) held and how their language attitudes and motivations correlate with specific world languages. There was strong interest in using Chinese and Spanish for careers, while participants in Japanese were more interested in using the language for personal enjoyment. American-raised participants take Spanish and Asian-raised students take Chinese and Japanese for much the same reasons, in that they perceive the languages to be easy. Implications for world language programs recruitment are discussed, along with what world language educators can do to take advantage of these pre-existing attitudes and motivations to deliver high quality instruction beyond simply grammar.
30
Nesa, Fakhria, e Rachmidian Rahayu. "Anime sebagai Media Pembelajaran Folklor Jepang". MUKADIMAH: Jurnal Pendidikan, Sejarah, dan Ilmu-ilmu Sosial 8, n. 1 (1 aprile 2024): 230–37. http://dx.doi.org/10.30743/mkd.v8i1.9094.
Testo completoAbstract (sommario):
Using anime as a learning medium innovates Japanese language education, particularly in teaching Japanese folklore. This qualitative descriptive study assesses anime's efficacy in imparting knowledge of Japanese folklore to Japanese language learners. By examining various forms of folklore literature alongside anime featuring Japanese folklore themes, the research elucidates cultural meanings and societal aspects in Japan. For instance, "Kaguya Hime" anime adapts oral folklore, showcasing Japanese reverence for nature and Buddhist beliefs. "Chihayafuru" anime features Karuta, a traditional Japanese folk game, reflecting discipline and appreciation for nature depicted in Japanese poetry. "Deaimon" anime portrays non-verbal folklore through traditional Japanese cuisine, emphasizing Japan's reverence for nature evident in culinary artistry. The findings underscore anime's potential to deepen learners' understanding of Japanese culture and folklore, fostering cross-cultural appreciation and linguistic proficiency.
31
ATHANASOPOULOS, PANOS. "Effects of the grammatical representation of number on cognition in bilinguals". Bilingualism: Language and Cognition 9, n. 1 (27 febbraio 2006): 89–96. http://dx.doi.org/10.1017/s1366728905002397.
Testo completoAbstract (sommario):
Research investigating the relationship between language and cognition (Lucy, 1992b) shows that speakers of languages with grammatical number marking (e.g. English) judge differences in the number of countable objects as more significant than differences in the number or amount of non-countable substances. On the other hand, speakers of languages which lack grammatical number marking (e.g. Yucatec) show no such preference. The current paper extends Lucy's (1992b) investigation, comparing monolingual English and Japanese speakers with Japanese speakers of English as a second language (L2). Like Yucatec, Japanese is a non-plural-marking language. Results show that intermediate L2 speakers behave similarly to the Japanese monolinguals while advanced L2 speakers behave similarly to the English monolinguals. The results (a) provide support for the claim that grammatical representation may influence cognition in specific ways and (b) suggest that L2 acquisition may alter cognitive dispositions established by a first language (L1).
32
BUGROV, VOLODYMYR, e OKSANA ASADCHYKH. "PHILOSOPHICAL AND METHODOLOGICAL PRINCIPLES OF TEACHING JAPANESE LANGUAGE TO PHILOLOGY STUDENTS IN UKRAINIAN HIGHER EDUCATION INSTITUTIONS". AD ALTA: Journal of Interdisciplinary Research 13, n. 2 (30 novembre 2023): 120–25. http://dx.doi.org/10.33543/j.130238.120125.
Testo completoAbstract (sommario):
The article describes an attempt to trace essential peculiarities of Japanese language within the context of non-Western (Japanese) concept of education, with the aim to analyze the possibilities of improving philosophical and methodological base of teaching Japanese language to philology students in Ukrainian universities. In particular, the system of Japanese language teaching standards (JF standard), developed by the Japan Foundation on the basis of the system used in European methods of teaching foreign languages, is described. The paper discusses strategies through which current JFL teaching and learning practices can be improved, to effectively form communicative and academic language competence of students.
33
Denisenko, Vladimir N., e Zhang Ke. "Graphically Loanword from the Japanese Language in Modern Chinese Language". RUDN Journal of Language Studies, Semiotics and Semantics 10, n. 4 (15 dicembre 2019): 740–53. http://dx.doi.org/10.22363/2313-2299-2019-10-4-740-753.
Testo completoAbstract (sommario):
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.
34
Nina, GOLOB. "Foreword". Acta Linguistica Asiatica 5, n. 1 (30 giugno 2015): 5–6. http://dx.doi.org/10.4312/ala.5.1.5-6.
Testo completoAbstract (sommario):
With this volume, Acta linguistica is entering its 5th year. We would like to announce, with our great pleasure, that the journal has undergone some changes and will from now be published twice a year, with its summer and winter volume. This summer volume includes researches with a common topic of practicing a language, whether in educational, and religious institutions, or in the languages primary surroundings. In this spirit, the volume is divided into two parts, with the first devoted to the methodology of language teaching, focusing mainly on Chinese and Japanese language and presently still under-researched dyslexia role in language studies, and the second focusing on under-documented languages and their gap between language policies and the actual state of language use.The first paper by Katja Simončič, entitled Evaluating Approaches to Teaching and Learning Chinese Vocabulary from the Learning Theories Perspective: An Experimental Case Study, discusses two basic approaches to teaching Chinese vocabulary, and evaluates them based on the results of experimental study on Slovene students of Chinese.The next two papers deal with the different lexica in Japanese language. Nataliia Vitalievna Kutafeva's research, entitled Japanese Onomatopoeic Expressions with Quantitative Meaning analyzes the lexical mode of expression of quantitative meanings and their semantics with the help of onomatopoeic (giongo) and mimetic (gitaigo) words, and based on it proposes the new arrangement of semantic groups.Kiyomi Fujii’s research, entitled Blogging Identity: How L2 Learners Express Themselves, discusses identity expression in blogs by Japanese language learners on the intermediate and advanced level.The paper by Nagisa Moritoki Škof, Japanese Language Education and Dyslexia: On the Necessity of Dyslexia Research, shows an insight to dyslexia and through an outline of the present state of accepting and treating leaning disabilities in the Japanese education system stresses the importance of incounting dyslexia in language education in general.Manel Herat in his paper Functions of English vs. Other Languages in Sri Lankan Buddhist Rituals in the UK, analyzes the language shifts from the Sinhala and Pali languages to English at Buddhist festivals and sermons in UK. Next paper by Ali Ammar and his colleagues, Language Policy and Medium of Instruction Issue in Pakistan, briefly re-explores the situation of languages in the country and studies the latest language policy of Pakistan and its implications for local languages.The last research paper in this volume Bhadarwahi: A Typological Sketch was written by Amitabh Vikram Dwivedi and is an attempt to describe phonological and morphosyntactic features of the under-documented Bhadarwahi language belonging to Indo-Aryan language family.Finally, in the context of describing under-documented languages, the influence of the existing language policy is also noticed by Erwin Soriano FERNANDEZ and his book review on Pangasinan, entitled Panuntunán na Ortograpiya éd salitan PANGASINAN 2012. Manila: Komisyon sa Wikang Filipino.
35
Dougill, John. "Japan and English as an alien language". English Today 24, n. 1 (22 febbraio 2008): 18–22. http://dx.doi.org/10.1017/s0266078408000059.
Testo completoAbstract (sommario):
ABSTRACTStarts with excerpt from John Dougill, English as a decorative language (ET12, 1987). Twenty years on English still decorates Japan. At the end of the 1980s, Japan's bubble economy burst and the country has been rectifying the ills of the past ever since. The drive to improve is a marked feature of the culture, and much has changed in the past twenty years. The number of ‘international Japanese’ has grown, as has the number of competent English speakers. Education has been freed up, English introduced into primary schools, and listening tests established in national exams. Yet the peculiarities of Japanese English (called Janglish or Engrish by some) continue to adorn the country's buildings, goods and items of clothing.
36
Golob, Nina. "“Uvod u znanost o japanskom jeziku: Osnovna obilježja, glasovni sustav i leksički slojevi”: Book Review". Acta Linguistica Asiatica 13, n. 2 (30 luglio 2023): 115–22. http://dx.doi.org/10.4312/ala.13.2.115-122.
Testo completoAbstract (sommario):
“Uvod u znanost o japanskom jeziku: Osnovna obilježja, glasovni sustav i leksički slojevi” is a groundbreaking work on Japanese linguistics written in Croatian language. The book’s primary contribution lies in its methodical exploration of diverse facets of the Japanese language and the accomplishments of linguistic research related to it, all while considering the perspective of Croatian and other Slavic languages. By delving into the language’s structure, grammar, and unique characteristics from a Japanese perspective, this monograph enriches the reader’s comprehension of the Japanese language. As a valuable resource, it caters to both Croatian-speaking Japanese language students and those interested in general linguistics. The book comprises four informative chapters, along with an appendix that covers fundamental aspects of the Japanese writing system.
37
Li, Wenchao. "Language Distance and L3 Japanese Acquisition in Morphosyntactic Module". International Journal on Natural Language Computing 12, n. 4 (29 agosto 2023): 13–25. http://dx.doi.org/10.5121/ijnlc.2023.12402.
Testo completoAbstract (sommario):
This study applies mathematical linguistics to explore how language distance plays an essential role in third language acquisition in terms of a morphosyntactic module. Data were drawn from 3410 essays written in Japanese by low, middle and high levels of learners from 12 first-language (L1) backgrounds who acquire English as a second language (L2)-interlanguage and Japanese as a third language (L3). The findings indicate that (a) mean dependency distance is an efficient indicator for syntactic complexity of writing proficiency. In both elementary and intermediate groups, learners of highly agglutinative languages are likely to show higher dependency distance than learners from isolated-language and fusionlanguage backgrounds. (b) The frequency and dependency distance are distributed in Power Law Function. Fitting Right truncated Good to the dependency distances indicates that the values of the parameter p ascend as the degree of agglutination of learners’ mother tongue increases. (c) The syntactic complexity in multi-background Japanese learners’ essays highlights that no matter how diverse the learners’ native and target languages are, the syntax is always constrained by universal law, namely, minimising dependency distance. This is in accordance with existing findings in second language acquisition of inflectional languages.
38
MacGregor, Laura. "The language of shop signs in Tokyo". English Today 19, n. 1 (gennaio 2003): 18–23. http://dx.doi.org/10.1017/s0266078403001020.
Testo completoAbstract (sommario):
A report on the salient role of English in Japan's complex commercial signs. A 1989–1990 study by the National Language Research Institute found that loanwords comprise nearly 10% of Japanese language in current use, and most of these loanwords are from English. Loanword dictionary entries continue to grow: the latest katakana dictionary published by Sanseido (2000) contains 52,500 foreign word entries.
39
Tsushima, Rika, e Martin Guardado. "Multilingualism and literacy development in interlingual families". Journal of Multilingual Theories and Practices 5, n. 1 (27 marzo 2024): 47–68. http://dx.doi.org/10.1558/jmtp.25807.
Testo completoAbstract (sommario):
Heritage languages are key to shaping the identity of many individuals who grow up in environments where the dominant societal language is different from their home languages. Yet heritage language learners can be incredibly diverse in terms of cultural and language backgrounds, language proficiency, literacy skills, language socialization experiences and in many other ways. Heritage language education and literacy development, in particular, have been examined in both formal and community-based educational settings. Insights drawn from this growing area of research have informed our understanding of challenges faced by heritage language learners in relation to literacy socialization, such as a lack of educational resources and community support. A subset of this research examines the issues faced by mixed-heritage language families in relation to literacy. This article reports on the qualitative phase of a mixed-method study on the language and literacy socialization experiences of interlingual families in Canada with mothers of Japanese descent. The findings highlight the multiple challenges faced by the participants in relation to the development of Japanese literacy. It draws attention to the complexity of their family lives, and how the promotion of multilingualism in the two official languages of Canada comes at the expense of Japanese literacy skills for their children.
40
YimYoungCheol. "Japan's Policy on Official Language and Japanese Education". Journal of Korean Language Education ll, n. 28 (dicembre 2011): 295–318. http://dx.doi.org/10.17313/jkorle.2011..28.295.
Testo completo
41
Kanduboda, Prabath B. "Communication Strategies among Trilingual Speakers: Switching and Borrowing among Sinhala, English & Japanese Languages". Theory and Practice in Language Studies 6, n. 9 (1 settembre 2016): 1732. http://dx.doi.org/10.17507/tpls.0609.02.
Testo completoAbstract (sommario):
The present study examined communication strategies among trilingual speakers. The main focus was to seek evidence on language switching and language borrowing as communication strategies during conversations of Sinhala, English, and Japanese languages. A free-discussion task was conducted to gather data. Twenty-five native Sinhala speakers (14 male and 11 female) residing in Japan took part in the present task. The discussions were recorded and the results were analyzed via a simple contrast and a decision tree analysis using statistics. The analysis showed that switching and borrowing occurs arbitrarily among three languages during conversations with a high significance [x2(2)=46.985, p<. 0.01]. Thus, according to this study, language switching mostly occurs between Japanese & Sinhala languages, while language borrowing mostly occurs during Sinhala language conversations.
42
Savitri, Laily Amalia, Agus Budi Cahyono e Efrizal Efrizal. "PENGENALAN BUDAYA JEPANG DAN PENGUATAN KEMAMPUAN BAHASA JEPANG MELALUI JLPT PADA SISWA MAN 1 PASURUAN". Jurnal Gramaswara 2, n. 1 (3 gennaio 2022): 51–69. http://dx.doi.org/10.21776/ub.gramaswara.2022.002.01.05.
Testo completoAbstract (sommario):
Japanese is one of the foreign languages that many students learn in Indonesia, including at MAN 1 Pasuruan. Students of MAN 1 Pasuruan have a great curiosity about Japanese culture, especially about the lives of Japanese high school students, shodou 'Japanese calligraphy', Japanese language, and JLPT (Japanese Language Proficiency Test). However, learning Japanese at MAN 1 Pasuruan has limited learning time, so that during learning hours it is more focused on teaching basic Japanese, while teaching about Japanese culture and JLPT is still very necessary. Therefore, this community service activity aims to increase students' understanding and interest in Japanese culture and language so that students can measure their own learning success and Japanese language skills with JLPT test. This community service activities were carried out at MAN 1 Pasuruan using a blended method which was attended by 50 students (40 students via online and 10 students via offline) from class X Language, XI Language, and XII Language by introducing Japanese high school life, simulations of JLPT test, as well as demonstrations and shodou workshops by native speakers and experts who expert in their fields. The high activity and enthusiasm of students shows that this community service program is very much needed by MAN 1 Pasuruan to accommodate the needs and to increase students' interest in learning Japanese language and culture that has been learned during teaching and learning activities in class.
43
Luchenko, Olha, Olha Doronina e Yevhen Chervinko. "Possible Factors Influencing the Willingness to Use English in Teaching Japanese as a Foreign Language by Non-Native Speakers". Sustainable Multilingualism 24, n. 1 (30 maggio 2024): 45–78. http://dx.doi.org/10.2478/sm-2024-0003.
Testo completoAbstract (sommario):
Abstract In recent years, teachers have had students from diverse language and cultural backgrounds in their classrooms due to increasing human migration in many countries. Therefore, multilingual learning and teaching have become a widespread phenomenon. Research on English language teaching and learning in multilingual contexts has gained great importance. However, teaching languages other than English and foreign language teachers’ practices in this specific context have received little attention so far. Teaching the highly contextualised Japanese language poses challenges in multilingual classrooms, and teachers more frequently resort to using English as the medium of instruction. To shed light on Japanese non-native teachers’ practices, the study explored and analysed two hundred and seventy-four teachers’ responses to the questionnaire “Teaching the Japanese language in multilingual classrooms – English medium instruction approach (EMI)”. The research attempts a worldwide study on using EMI in teaching Japanese as a foreign language (JFL). It examines a broad geographic scope of JFL teachers’ practices from fifty-seven predominantly non-Anglophone countries. The present article focuses on investigating various factors affecting JFL teachers’ willingness to use EMI that can be classified into demographic, linguistic, and contextual. The results revealed several factors of significant influence, such as JFL teachers’ work experience, the highest education level attained, educational stage, geographic region, native language group, Japanese language proficiency, and knowledge of other languages (multilingualism). The factors that appeared to be of insufficient influence were age, study of teaching methods/linguodidactics and level of Japanese taught. The factor of JFL teachers’ language proficiency (both English and Japanese) falls into a separate category of influence, where a significant difference was noted for proficient and near-native levels.
44
Xia, Jianxue. "Research on the methods of teaching Japanese at the university: historical aspects". OOO "Zhurnal "Voprosy Istorii" 2023, n. 7-2 (1 luglio 2023): 270–79. http://dx.doi.org/10.31166/voprosyistorii202307statyi51.
Testo completoAbstract (sommario):
Japanese is one of the most popular languages and one of the most popular foreign languages in China. Despite the fact that many students have a fairly high level of Japanese language proficiency at the time of admission to the university, effective methods of teaching Japanese in Chinese universities are still an open question. This article discusses the methods of teaching Japanese in Chinese universities and identifies the most effective.
45
Moriyama, Mikihiro. "SEJARAH PERKEMBANGAN PEMBELAJARAN BAHASA MELAYU DI JEPUN". International Journal of East Asian Studies 12, n. 2 (30 settembre 2023): 3–22. http://dx.doi.org/10.22452/ijeas.vol12no2.2.
Testo completoAbstract (sommario):
The Japanese started learning Malay at the end of the 19th century. The first Malay primer was published in the 1900s. A number of books and dictionaries of Malay were published thereafter exceeding 200 titles. The Japanese began to sail to the Southeast Asian region, especially the Malay peninsula and the Dutch East Indies’ islands after the Tokugwa Shogunate administration ended and Meiji period began in 1868. The Japanese moved to Nanyo (the southern regions) of Japan to seek their fortune as small shopkeepers, peddlers and some even became prostitutes. Japanese enterprises were stimulated by the so-called Nanshin Ron (Advance Southward Ideology), which prevailed in the 1920s and 1930s. They gradually operated rubber plantations and iron mine companies and other businesses as well. In terms of economic activities, it was necessary to learn the languages of the locals for business communications and business interests. They thought Malay was the most prominent communication tool among the many languages used in the southern regions. For this purpose, the Japanese began learning Malay in schools in Japan. The peak of Malay learning was the time of Japanese expansion policy based on militarism in the 1940s. The total number of publications of primer and dictionary reached more than 50 titles during this period. After the end of the Second World War, Malay language learning did not receive much attention in Japanese society but it changed when business interest in Southeast Asia became stimulated by government policy including war reparations. The article provides a rough sketch of Malay language learning in Japan in the first place and in the final part discusses how Japanese government and society have maintained and promoted their own language and identity as a policy to develop the nation and state in terms of language teaching in both foreign languages and national language.
46
Choi, Yong-Seok, Yo-Han Park, Seung Yun, Sang-Hun Kim e Kong-Joo Lee. "Factors Behind the Effectiveness of an Unsupervised Neural Machine Translation System between Korean and Japanese". Applied Sciences 11, n. 16 (21 agosto 2021): 7662. http://dx.doi.org/10.3390/app11167662.
Testo completoAbstract (sommario):
Korean and Japanese have different writing scripts but share the same Subject-Object-Verb (SOV) word order. In this study, we pre-train a language-generation model using a Masked Sequence-to-Sequence pre-training (MASS) method on Korean and Japanese monolingual corpora. When building the pre-trained generation model, we allow the smallest number of shared vocabularies between the two languages. Then, we build an unsupervised Neural Machine Translation (NMT) system between Korean and Japanese based on the pre-trained generation model. Despite the different writing scripts and few shared vocabularies, the unsupervised NMT system performs well compared to other pairs of languages. Our interest is in the common characteristics of both languages that make the unsupervised NMT perform so well. In this study, we propose a new method to analyze cross-attentions between a source and target language to estimate the language differences from the perspective of machine translation. We calculate cross-attention measurements between Korean–Japanese and Korean–English pairs and compare their performances and characteristics. The Korean–Japanese pair has little difference in word order and a morphological system, and thus the unsupervised NMT between Korean and Japanese can be trained well even without parallel sentences and shared vocabularies.
47
Lu, Youtao, e James L. Morgan. "Homophone auditory processing in cross-linguistic perspective". Proceedings of the Linguistic Society of America 5, n. 1 (23 marzo 2020): 529. http://dx.doi.org/10.3765/plsa.v5i1.4733.
Testo completoAbstract (sommario):
Previous studies reported conflicting results for the effects of homophony on visual word processing across languages. On finding significant differences in homophone density in Japanese, Mandarin Chinese and English, we conducted two experiments to compare native speakers’ competence in homophone auditory processing across these three languages. A lexical decision task showed that the effect of homophony on word processing in Japanese was significantly less detrimental than in Mandarin and English. A word-learning task showed that native Japanese speakers were the fastest in learning novel homophones. These results suggest that language-intrinsic properties influence corresponding language processing abilities of native speakers.
48
Kapranov, Y. V. "Degree of Affinity Between the Korean *mōi(h), *mōró and Japanese *mǝ́rí against the Altaic *mōr[u] “tree, forest” (According to Starostin’s Version)". Scientific Journal of National Pedagogical Dragomanov University. Series 9. Current Trends in Language Development, n. 18 (18 marzo 2019): 61–73. http://dx.doi.org/10.31392/npu-nc.series9.2018.18.05.
Testo completoAbstract (sommario):
The article has an attempt to prove the genetic level of relationship between the Korean *mōi(h), *mòró “1) mountain; 2) forest” and Japanese *mǝ́rí “forest” that reach the Altaic *mōr[u] “tree, forest”. It is based on the comparison of the genetic matches of the Korean and Japanese languages, proposed by Starostin in The Global Lexicostatistical Database “Babel Tower”. The three versions of the degree of affinity between these languages are provided: genetic (according to Kyzlasov) and universal (according to Burykin), as well as its absence (according to Vynogradov). A historical note on the Korean-Japanese linguistic relations with the assumption of the areal contacts has been presented.Although the reconstruction of the Altaic took place based on the reconstructed etymons from different language groups: 1) Mongolian *mo-du (< *mor-du) “tree”; 2) Tungus Manchu *mō “tree”, the article focuses on 3) Korean *mōi(h), *mòró “1) mountain; 2) forest” and Japanese *mǝ́rí “forest”.In the process of the study, an attempt was made to prove the genetic relationship between the Korean and Japanese languages based on the phonomorphological processes that appeared to be common to these languages: 1) the law of prosody as a doctrine of emphasis in the Altaic languages, where the presence of low and high tones, as well as musical accent is observed; 2) the law of articulation; 3) the law of the morphemic structure of words, the effect of which is to fix the law of composition for the Korean and Japanese languages. In this case, the actions of certain laws are typical only for the Korean language: 1) the law of palatalization of the sonorat phoneme /m/, which hardness / softness becomes soft /m'/ in the Modern Korean language; 2) the law of articulation while pronouncing the palatalized consonants; 3) the law of harmony of vowels; 4) the law of prosody, in particular the presence of a long tone and force accent; the Japanese language: 1) the law of articulation, while pronouncing the velar consonants; 2) the law of the morphemic structure of words, in particular the law of the mora as a special unit of the Japanese language, which is absent in the composite languages, as well as the law of open composition.The comparison of the semantic structure of genetic matches has shown that the meaning of “forest” is common to the Korean *mōi(h), *mòró “1) mountain; 2) forest” and Japanese *mǝ́rí “forest” that reach the Altaic *mōr[u] “tree, forest”. Its choice is associated with the archeological culture of the Huns on the system of homebuilding and heating.
49
張又華, 張又華. "專為非日語專攻學習者的課程設計 —透過製作作品培養日語運用能力的可能性—". 台灣應用日語研究 29, n. 29 (giugno 2022): 057–86. http://dx.doi.org/10.53106/199875792022060029003.
Testo completoAbstract (sommario):
<p>第二外語的基礎日語課程由於授課時數及大班級等的限制，相較於產出活 動，輸入活動較容易掌控的關係，一般皆以輸入活動為課程中心。在這樣以輸 入活動為中心的課程之下，筆者觀察到第二外語基礎日語課程的學習者，相較 於理解能力，口頭及產出能力的發展較為緩慢。近年，初級課程中的整合運用 活動逐漸受到重視，課程中導入整合運用活動說不定能作為解決該問題的方法。 因此，本此實踐中，為了發展學習者的基礎口說及產出能力，在原本的課程中 加入筆者自身針對第二外語基礎日語課程學習者而設計的整合運用活動（朗讀 劇作品製作），並由情意、認知、技能三個面向進行分析考察。 由此次分析考察的結果得知，導入整合運用活動的基礎日語課程，不僅提 升日語能力，同時也能培養基礎口頭及產出能力、增強學習動機及促進團隊合 作。雖然關於實施及支援的方式仍有改進空間，但此次實踐結果可以說是在整 合運用活動導入第二外語基礎日語課程的可能性上獲得了初步成果。</p> <p> </p><p>In basic Japanese classes as a second language, input is usually the main focus because input is easier to control than output due to limitations such as the number of class hours and the large number of students. As a result, the development of oral and production skills tended to be slower than comprehension skills. As integrated activity from the beginning level are also becoming more and more important, integrated activity is a possible solution to this problem. Therefore, in this study, the author devised a syllabus that incorporates an integrated activity (production of a reading play) for learners of basic Japanese so that they can develop their oral and productive skills. From the results of this study, it was found that the basic Japanese class with integrated activity was effective in fostering not only Japanese language skills but also basic oral and productive skills, improving motivation, and promoting teamwork. Although there is room for further study in terms of implementation and support, it can be said that we have obtained some initial results that will enable us to design classes for non-Japanese majors that incorporate integrated activity.</p> <p> </p>
50
Danardana, Michael Dony. "AN ANALYSIS ON ENGLISH LOANWORDS IN AKB48 SONGS". ELTR Journal 2, n. 1 (13 gennaio 2018): 25–30. http://dx.doi.org/10.37147/eltr.v2i1.93.
Testo completoAbstract (sommario):
There are vast amount of English loanwords in Japanese language than other languages. It is in contradistinction to the fact that Japanese language itself has a distant difference in terms of phonology, syntax, pragmatics and discourse from English. Certainly, the borrowing of English words in Japanese language involves some loanword transformations in order to fit its language system. In order to discover those, first, the researcher reviews the relevant literature of the loanword transformations in Japanese. Then, the researcher analyses the types of loanwords transformation from English loanwords production of 5 AKB48 songs. Document analysis was used in this research. The result shows that phonological transformation is the dominant type used in the songs.