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1
Iwashita, Noriko. "Comprehensible output in NNS-NNS interaction in Japanese as a foreign language". Connect to thesis, 1993. http://repository.unimelb.edu.au/10187/1523.
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This study is a partial replication of Pica et al’s study (1989) of comprehensible output, and investigates comprehensible output in NNS-NNS interaction in Japanese as a Foreign Language. Data were collected using two different types of tasks (information gap and jigsaw tasks) in three sub-groups of different proficiency levels (High-High, Low-Low, and High-Low) in order to find out (1) to what extent the tasks provide opportunities for learners to modify their initial output in response to requests for clarification and confirmation, and (2) the extent to which learners actually modify their output in response to interlocutor requests.The results show that comprehensible output is an important phenomenon in NNS-NNS interaction. Unlike the result of Pica et al, task types had more effect on opportunities for comprehensible output and actual production of comprehensible output than request types. Not much difference was found among different proficiency groups.
2
Padrin, Rita <1993>. "English language in globalising Japan - 'Attitude transfer' from Japanese to English language". Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/12573.
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The purpose of this thesis is to understand the role of language ideology in Japan in the rivalry between Japanese language and English language. Japan versus the West has been a mainstream theme in twenty-century literature about Japan, and beliefs bounding national identity to the language remain widespread. From the entry of English language in Japan, and due to the fact that English is said to be the global language, many scholars investigated the role it assumed in the country. The present work is articulated as follows. Chapter one includes the theoretical premises about language planning, language ideology and Japanese context, while chapter two explores the globalization of English language. In Chapter three, reflecting on the connection between beliefs about one’s own language and those about other languages, the value of native-speakersism is traced back to the idea that the monolithic conceptualization of languages, affecting either Japanese and English language, sustains the vested interests hided in a monolingual social structure. Finally, in chapter four, the attainability of this idea will be verified through reasoning about the ideas behind English language teaching for 2020 Tokyo Olympics, to conclude with some answer about what needs to be improved and what remains to be studied.
3
Sinclair, Paul. "Chinese language education, the contemporary Japanese university, and modern Japan". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ40673.pdf.
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Itani-Adams, Yuki. "One child, two languages : bilingual first language acquisition in Japanese and English". Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.
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This is the first Japanese-English Bilingual First Language Acquisition (BFLA) longitudinal study carried out within the framework of Processability Theory (PT) (Pienemann, 1998a). The informant of this study is Hannah, who was raised in Australia in a one-parent one-language environment from birth. Hannah’s speech production in each language was collected in a language-specific setting with different interlocutors (i.e., Japanese with the Japanese-speaking mother and English with the English-speaking father), from the time she was 1; 11 (one year and eleven months) until she was 4;10. This study investigates Hannah’s lexical development, the acquisition of morphology and syntax in the two languages. Unlike previous studies in bilingual children’s lexicon (Deuchar and Quay, 2000), this study focuses on the composition of the lexicon in each language to test for language-specific developmental patterns (Gentner and Boroditsky, 2001).The study also compares the development of these two languages in terms of MLU, lexical, morphological and syntactic development. Furthermore, the study examines the relationships between lexical and grammatical development within each of the two languages and tests the Critical Mass Hypothesis (Marchman and Bates, 1994) in a bilingual context. One of the central issues in the field of BFLA, identified by scholars such as DeHouwer (2005) and Meisel (1990a), is to characterise the relationship between the two developing languages of one child. Does a bilingual child initially develop the two languages as one linguistic system that later separates into two as expounded by Volterra and Taeschner (1978), or does a bilingual child develop the two languages separately from the beginning, as represented by De Houwer’s (1990) Separate Development Hypothesis (SDH)? Previous BFLA studies addressing this issue (e.g., De Houwer, 1990; Meisel, 1990a; Mishina, 1997; Paradis and Genesee, 1996) did not have a common point of reference to compare the development of two different languages directly. In the present study, PT provides a common point of reference for a direct comparison of the development of two typologically distant languages. Results indicate that both Japanese and English of the child developed in the sequence predicted by PT. They also support the SDH for lexical development, the acquisition of morphology and word order. The study confirms the Critical Mass Hypothesis in bilingual context. The results from the present study suggest that, for one bilingual child, Japanese and English each developed in parallel but in a separate manner.
5
Itani-Adams, Yuki. "One child, two languages bilingual first language acquisition in Japanese and English /". View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.
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Thesis (Ph.D.)--University of Western Sydney, 2007.A thesis presented to the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.
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McMahill, Cheiron S. "Valuing minority children and their languages in Japan : discourses and identities in a Portuguese, English and Japanese community language school". Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442729.
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Tronnier, Mechtild. "Nasals and nasalisation in speech production with special emphasis on methodology and Osaka Japanese /". Lund : Lund University Press, 1998. http://books.google.com/books?id=nxZZAAAAMAAJ.
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Anderson, Mark Robert. "Emergent language shift in Okinawa". Thesis, Faculty of Arts, 2009. http://hdl.handle.net/2123/15513.
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Okumura, Nao. "Japanese Dialect Ideology from Meiji to the Present". PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3142.
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The intent of this study is to examine the trajectory of ideology regarding standard Japanese and dialects from the historical perspective, and also to discuss the cause of the post-war shift of the ideology. Before the war, the government attempted to disseminate hyojun-go aiming at creating a unified Japan in the time when many countries were developing to be nation states after industrial revolution. After the Pacific war, the less strict-sounding term kyotsu-go was more often used, conveying an ideology of democratization. Yet despite the difference in the terms, speaking a common language continues to play a role of unifying the country.
Today there is great interest in regional dialects in Japan. Although kyotsu-go is the common language, most people, especially in urban areas, are familiar with (if not fluent in) kyotsu-go. Due to the development of media and mobilization there are few people who cannot understand kyotsu-go. However, until around the 1970s people were more likely to believe in the superiority of standard Japanese (hyojun-go). Standard language was believed to be superior as a result of language policy that had its origins in Meiji and lasted through WWII. This included education policy that required school children to learn hyojun-go. After the war, in a process of democratization there emerged greater acceptance of language variety: dialect. Thus, there has been a shift in language ideology in Japan, and the people's interests in dialects is one indicator of this. This shift is analyzed here from the perspective of Bourdieu's notion of social and linguistic capital, tying it to policy, historical events and societal change.
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Suparman, Michie Akahane School of Modern Language Studies UNSW. "An investigation into audience perception of Mononoke Hime: construction and reconstruction of contemporary Japanese identity". Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/26975.
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This exploratory study follows existing theory and analysis of mass media product and its audience analysis. It aims to analyse how audience members utilise a popular anime in Japan for their construction and reconstruction of sense of self, which is referred to as socialisation. Academic research has increasingly shed light on audience members??? socialisation by utilising mass media products in encompassing academic fields such as media studies, communication studies and cultural studies. It is widely agreed that the content of mass media products play a significant role in their socialisation. This study takes up a Japanese anime, Mononoke Hime as a sample case for investigating audience members??? socialization. Through the analysis of reactions of audience members to Mononoke Hime, it will be investigated how audience members interpret the anime reflecting one???s experience in the society relating the experience to the content of Mononoke Hime. It will be clarified that the audience members of the anime construct and reconstruct their sense of self, morals and values in the society, that is, they utilize the anime as a facility for their socialization. The data of this study are collected comments which are compiled in a published magazine and private comments posted on Internet sites. 133 comments in the magazine and 32 comments on Internet sites are selected for the analysis. The data were analysed by two analytical approaches. The first analysis is to see how the consulted viewers established their relationship with the anime, while the second analysis is to see how the viewers depicted and interpreted the content of the anime. This study concluded that the consulted audience members show high level of ideological involvement with the anime; they depict parts of the anime relating to their experience in the real life and talk the anime seriously rather than playfully enjoy it as an entertainment. By analysing the comments of consulted audience members, it is also revealed that the audience members take characters of the anime as a role model both in cross gender and gender based ways.
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Bailey, Arthur Allan. "Misunderstanding Japan : language, education, and cultural identity". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ46313.pdf.
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Rapley, Ian. "Green Star Japan : language and internationalism in the Japanese Esperanto movement, 1905-1944". Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:fc299226-d3d5-4d01-8830-c3fe5df4f334.
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The planned language Esperanto achieved popularity in early twentieth century Japan, inspiring a national movement which was the largest outside Europe. Esperanto was designed to facilitate greater international and inter-cultural communication and understanding; the history of the language in Japan reveals a rich tradition of internationalism in Japan, stretching from the beginnings of the movement, in the wake of the Russo-Japanese war, through the end of the Pacific war, when, for a brief period, organised Esperanto in Japan ceased. Building upon existing studies of internationalism amongst elite opinion makers in Japan, this history of Esperanto reveals unexpected examples of internationalism amongst the broader Japanese public, a number of competing conceptions of the international world, and their realisation through a range of transnational activities. Esperanto was at once an intellectual phenomenon, and a language which could be put into immediate and concrete practice. The diversity of social groups and intellectual positions within the Japanese Esperanto community reveals internationalism and cosmopolitanism, not as well defined, static concepts, but as broad spaces in which different ideas of the world and the community of mankind could be debated. What linked the various different groups and individuals drawn into the Japanese Esperanto movement was a shared desire to make contact with, and help to reform, the world beyond Japan's borders, as well as a shared realisation of the vital role of language in making this contact possible. From radical socialists to conservative academics, and from Japanese diplomats at the League of Nations to members of rural communities in the deep north of Japan, although their politics often differed, Japanese Esperantists came together to participate in the re-imagining of the modern world; in doing so they became part of a transnational community, one which reveals insights into both modern Japanese history, and the nature of internationalism.
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Bellini, Marisa Utida. "Life Stories of Nikkeijin Seeking Better Opportunities: The Motivation of Brazilian Immigrants in Japan". BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/1033.
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The immigration of Brazilian-Japanese to Japan has started as recently as the early 1980s as a result of an economic downturn in Brazil and labor shortages in Japan. In a recent study published by the Ministry of Justice in Japan, there are about 250,000 Brazilians currently working throughout Japan. Even though most of the Brazilians are second or third generation of Japanese descent, they are not fluent in Japanese, thus resulting in many cultural problems and misunderstandings. Some research has examined about the immigration of Brazilians (nikkeijin) to Japan, but none has investigated their acquisition of Japanese as a second language. The purpose of this study is to explore the factors that motivate or unmotivate the nikkeijin in Japan to learn Japanese as a second language (JSL). This qualitative study shows the life experiences of four nikkeijin who arrived in Japan at different ages (8, 18, 25 and 42 years old). It is a very richly descriptive study about the experiences of nikkeijin learning JSL. Through interviews conducted over the Internet using Online Messenger and phone conversations, the researcher gathered information and data about their real life experiences learning the language and adapting to Japanese culture. The results of this study show how positive and negative life experiences of nikkeijin in Japan can affect their motivation to learn or improve their Japanese language skills. The age of arrival and the place of residence in Japan are also important factors that influence their experiences in Japan.
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Fukuda, Shinichiro. "From words to structure how syntax can affect the distribution and interpretation of verbs and their arguments, three case studies from Japanese /". Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3371731.
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Thesis (Ph. D.)--University of California, San Diego, 2009.Title from first page of PDF file (viewed September 15, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 246-260).
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Chan, Ka-yin, e 陳嘉賢. "Loan Words in advertisements in Japanese women's magazines". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31953785.
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Fiorentini, Gianmarco <1994>. "Japanese language loyalty in Hawaii". Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/15511.
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Hawaii has always been characterized by complex geo-political activities. Located between two major modern superpowers, Continental US and Japan, it is home of one of the world’s most influential community of citizens of Japanese descent. Language and culture preservation are pursued through physical and non-physical infrastructures and the degree of involvement that these activities produce stand way beyond that of a minority. They extend to the general population and, on a bigger scale, also influence the cultural and economic relationships with Japan. The purpose of this thesis is to understand if language loyalty towards Japanese in Hawaii can be considered a key factor in the development and sustainment of the islands’ successful educational, cultural and touristic model and its benefits. The importance of this proposal is shown by the fact that it could lead to a series of sociolinguistic challenges that could be useful to understand the relationship between minority status and benefits for society as a whole. For this research I propose a quantitative and qualitative analysis on the Japanese spoken in Hawaii through official data and with emphasis on case studies considered relevant for their language-based activities on the islands. I will then link these language loyalty efforts with what can be considered benefits in order to prove the positive effects that they are producing for the whole Aloha state.
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Romeu, Maria Gabriela. "The Japanese History Textbook Controversy Amid Post-War Sino-Japanese Relations". FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/849.
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The relations between China and Japan are strained and continue to foster negative emotions partly because of China’s grievances about Japan’s actions during World War II and the allegedly false historiographical accounts found in Japanese history textbooks. This study will utilize historical analysis of the events leading up to the Nanjing Massacre in December of 1937, examine the Japanese Ministry of Education’s (MEXT) critical and contentious role in the selection of textbooks, used for primary and secondary schools, and will also juxtapose the controversial 2001 Atarashii rekishi kyōkasho with current Japanese history textbooks. The study will also include a syntactical analysis of key terms through my own original translations of multiple Japanese history textbooks, which are currently used in the Japanese school curriculum, to reveal that the textbook publishers, MEXT, and regulation councils are involved in adjusting the content causing the information to reveal various degrees of whitewashing.
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Tomita, Akiko. "Pronouns and expressions of politeness in the teaching of Japanese as a foreign language in Australia /". Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09armt657.pdf.
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Yonemoto, Kazuhiro. "Languages and identities : voices of repatriated students from China". Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100221.
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In this inquiry, I examine how six repatriated students from China perceive their experiences in Japanese schools and in Japanese second language education. I focus on their voices and perspectives gained through audio-taped interviews. Employing Pierce's (1995) concept of investment and Rampton's (1990) concepts of language expertise, affiliation, and inheritance, I focus on how these adolescent students perceive the relationship between languages and identities and how their experiences affect their ways of looking at themselves. The data I collected through interviews in Japan supports the views that identity is multiple and fluid, and languages are profoundly and intricately related with learners' identity construction. Depending on their particular contexts in which they situate themselves, they hold distinct views on the relationship between languages and identities. I address how the particular context in Japan's educational system may influence their ways of looking at themselves. The study confirms that teachers need to examine our students' identities and frames of reference, values and beliefs.
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Clark, Phillip. "The Place That Was Promised: Japanese Returnees at a Foreign Language University in Japan". Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/426462.
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Teaching & LearningEd.D.
Japanese who travel outside Japan in their childhood or adolescence, and then return to the Japanese educational system, are referred to in Japan as kikokushijo [帰国子女] or returnee students. In this year-long narrative analysis study I focus on three such students in their first year at a gaikokugo daigaku [(外国語大学) foreign language university] in Japan. My purpose is to explore their life stories, including their experiences abroad as children, their returns, and their choices and experiences in their university education. Data gathering includes multiple, in-depth, semi-structured interviews, field notes based on my own post-interview reflections, classroom experiences and interviews, and written texts in the form of participants’ emails and online social networking posts. Using sociologist Pierre Bourdieu’s (1992) primary thinking tools (p. 160) of field, capital, and habitus, I examine to what degree the participants’ perceptions of their lives and life trajectories fit into what they see as possible or appropriate. I consider participants’ views on the promise of realizing themselves as “global citizens” at the foreign language university, their attitudes toward Japan and Japaneseness, and the prospect of going abroad again. I attempt to help fill the gaps of the lack of studies of returnees at foreign language universities, the lack of studies focusing on emergent international studies programs in Japanese universities, as well as a lack of studies examining the perspectives of individual returnees. Employing narrative re-storying, I present the participants’ stories chronologically in consecutive chapters, covering their early youth through their first times abroad, then into their first year in university, following this with a thematic analysis of the stories using Bourdieu’s sociological lens. I found that the participants possessed different social, cultural, and economic capital at each stage, including in their host situations when abroad, and this affected both how they experienced their sojourns, and their re-acclimation after they returned. On enrollment to the foreign language university, they felt the institution served as a sanctuary of sorts from the wider social field of Japan, and a staging ground for a longed-for return to living overseas. The desire to exit the social and wider fields of Japan was common among the three participants.
Temple University--Theses
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Uechi, Akihiko. "An interface approach to topic/focus structure". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0004/NQ34637.pdf.
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Ishitoya, Ai. "Comparative linguistic analysis and its applications to language instruction: English instruction in Japan". Thesis, Boston University, 2001. https://hdl.handle.net/2144/27680.
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Boston University. University Professors Program Senior theses.PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
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Carroll, Tessa C. "Language planning and language change in Japan 1985-1995". Thesis, University of Stirling, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321990.
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Kato, Nobuko. "A Critique of Natural Discourse in Intermediate Level Textbooks for Learners of Japanese as a Second or Other Language". Thesis, University of Canterbury. School of Languages, Cultures, and Linguistics, 2009. http://hdl.handle.net/10092/3080.
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The number of learners of Japanese as a second or other language has increased rapidly worldwide over the past several decades. The objectives of their study have largely changed from pursuing purely academic research interests to acquiring the communicative skills needed for business or leisure purposes. There are five language competency skills needed to master foreign languages: reading, writing, listening, speaking and intercultural competence. Students, particularly those studying outside Japan, depend more on textbooks for learning how to speak than their peers in Japan; and speaking is studied formally through analysis of model discourses in selected textbooks. In particular, if the learner’s first language is very different from Japanese, which in fact almost all other languages are, the complexity of the spoken language, including gender difference and respect forms, presents most learners with certain challenges that require adequate explanation to be comprehended.
Likewise, the larger the cultural gap between learner and target language, the greater are the challenges for acquiring intercultural competence, which is closely interrelated with the production of ‘natural speech’. It is, therefore, crucial for learners from other cultures who have little opportunity to speak in Japanese to learn from a textbook of good quality which provides appropriate explanation of the social and cultural context of the model dialogues they employ as exemplars.
The present study aims to analyse and evaluate the appropriateness of model dialogues contained in intermediate level textbooks for learners of Japanese as a second or other language. The findings suggest that none of the selected textbooks included satisfactory explanation about the model discourses, so there seems to be much room for improvement in this regard. It is anticipated that the results of this study will contribute to the design concept of foreign language textbooks in future.
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Matsumoto-Sturt, Yoko. "Second language acquisition of Japanese orthography". Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24918.
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The aim of this thesis is to address issues on second language (L2) acquisition of Japanese orthography. In particular, I investigate L2 acquisition of reading and writing in Japanese with special attention paid to how linguistic and perceptual difficulties influence lexical processes involved in reading and writing by English-speaking learners of Japanese. I first establish that L2 spelling problems are found in writing by keyboard. Evidence is presented from error patterns of L2 language used in a small self-constructed L2 error corpus that was gathered according to originally set external criteria. Next, I demonstrate that there are predictable error causes as well as general linguistic and perceptual problems among L2 writers. Real-time observational data illustrates how and when L2 writers make spelling mistakes with the keyboard, and an analysis of verbal protocol data reveals L2 writing strategies. Third, I turn to the domain of L2 perception and L1-specific listening strategies. I show the different patterns of learners’ perceived rhythmic units in terms of L2 Moraic Awareness of Japanese words, and determine the extent of the use of L1-specific listening strategies. Fourth, I provide a general picture of Interlanguage (IL) lexical representations in reading and spelling. Evidence from novel and existing experimental work is presented which shows that L2 writer’s linguistic problems are reflected in their written products. I present an account of a typical learner strategy of sub-lexical reading and writing. Finally, in the domain of visual kanji recognition, visual attention is addressed. An originally defined phenomenon of ‘kanji illusion’ leads to the interesting result that linguistic factors are not solely responsible for failures to notice kanji errors. This represents a new kind of explanation for L2 kanji reading difficulties, from a psycholinguistic perspective.
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Itakura, Hiroko. "Dominance in L1 and L2 conversation : a study of Japanese male and female learners of English /". Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20540693.
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Nariyama, Shigeko. "Referent identification for ellipted arguments in Japanese". Connent to thesis, 2000. http://repository.unimelb.edu.au/10187/2870.
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Nominal arguments, such as the subject and the object are not grammatically required to be overt in Japanese, and are frequently unexpressed, approximately 50% of the time in written narrative texts. Despite this in high frequency of ellipsis, Japanese is not equipped with such familiar devices as the cross-referencing systems and verbal inflections commonly found in pro-drop languages for referent identification. Yet the mechanisms governing argument ellipsis have been little explicated. This thesis elucidates the linguistic mechanisms with which to identify the referents of ellipted arguments.These mechanisms stem from three tiers of linguistic system. Each sentence is structured in such a way as to anchor the subject., (using Sentence devices following the principle of direct alignment), with argument inferring cues on the verbal predicate (using Predicate devices). These subject oriented sentences are cohesively sequenced with the topic as a pivot (using Discourse devices). These subject oriented sentences are cohesively sequenced with the topic as a pivot (using Discourse devices). It is this topicalised subject which is most prone to ellipsis. I develop an algorithm summing up these mechanisms, using naturally occurring texts. I demonstrate how it can detect the existence of ellipsis in sentences and track the referential identity of it.
A generalisation for ellipsis resolution and the way in which the algorithm is constituted is as follows. Sentence devices formulate sentences to make the subject most prone to ellipsis, discourse devices enable the interaction of wa (the topic maker) and ga (the nominative marker), which mark the majority of subjects, to provide the default reading for referent identification of ellipsis, and predicate devices furnish additional cues to verify that reading. Since Japanese is an SOV language, it is intuitively tenable from the perspective of language processing that the interplay of wa/ga representing subjects gives initial cues from predicate devices. This multiple layering of mechanisms, therefore, can determine referents for ellipted arguments more accurately.
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Horikawa, Naoko. "English Loan Words in Japanese: Exploring Comprehension and Register". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/913.
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English loan words (ELWs) have become a considerable part of the contemporary Japanese vocabulary. Meanwhile, it has been shown that there are individual differences in the rate of ELW comprehension. Among the factors for low comprehension is age; people over 60 years old have been shown to comprehend fewer ELWs than the overall age group. As Japan is expected to soon enter the era of an aging society, the issue of ELW comprehension is likely to present serious social and personal problems. The purpose of this study was to identify the current state of frequently used ELWs in contemporary written Japanese, with particular attention to their frequencies, linguistic features, and comprehension rates by people over 60 years old. In order to identify the mediums that are likely to be problematic, three registers were examined: government white papers, books, and internet texts. The study found that the three registers differ in their overall frequencies of ELWs and distributions of the semantic categories, while the distributions of the types of borrowing are similar. It also found that ELWs in certain semantic categories have lower comprehension rates than other categories. Registers that regularly contain low-comprehension ELWs are likely to pose problems for readers over 60 years old.
29
Hanrahan, Jo. "Verbs of love and dependence in the Japanese language". Thesis, Canberra, ACT : The Australian National University, 1989. http://hdl.handle.net/1885/133882.
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This thesis examines a group of Japanese words which express
emotion, at the heart of which is the concept of amae , the
desire for love and attention from another person. The
emotions expressed by the words discussed herein are common to all
human beings and form the core of all cultures. It seems that
human feelings of fondness vary, depending on the depth of the
relationship existing between the people concerned. It is in
the expression of these emotions that peoples differ. It is
suggested that the differences are not in the way people feel, but
in the way their culture conditions them to behave in
communicating their feelings.
30
Butler, Hiroko Yamashita. "Processing of Japanese and Korean". Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239710387.
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Makihara, Hideo. "On the past tense in Japanese relative clauses /". Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/8380.
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Hara, Yurie. "Grammar of knowledge representation Japanese discourse items at interfaces/". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.81 Mb., 200 p, 2006. http://wwwlib.umi.com/dissertations/fullcit/3205429.
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Kato, Kumiko. "Japanese gapping in minimalist syntax /". Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/8434.
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Klafehn, Terry. "Emergent properties of Japanese verbal inflection". Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=764748141&SrchMode=2&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233177022&clientId=23440.
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Nakamura, Michiko. "Processing of multiple filler-gap dependencies in Japanese". Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=764748181&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233163310&clientId=23440.
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Nelson, Emiko Tajikara. "The expression of politeness in Japan : intercultural implications for Americans". PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/3876.
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This descriptive study focuses on expressions of politeness in the Japanese language and their relevance to social structure and intercultural communication. The study is designed to help students of the Japanese language learn rules of politeness which fall outside the domain of grammatical rules.
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Ozawa, Michiyo. "Japanese Students' Perception of Their Language Learning Strategies". PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5160.
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Students' use of language learning strategies (LLSs) is affected by their educational backgrounds and academic requirements, and so are their attitudes toward language learning. This study investigates Japanese students' perception of their English LLSs in different language environments: Japan and the United States. A group of 43 Japanese students from Otemae College participated in a cultural study program at Portland State University. The group consisted of 28 students who studied for two terms (ST Group) and 15 students who studied for three terms (LT Group). In this study, a combination of a self-assessment questionnaire, dialogue journals, and a card-ranking activity was employed. The self-assessment questionnaire, SILL (Rebecca Oxford's Strategy Inventory for Language Learning), was administered at different times during the learning period for identification of students' English LLSs in Japan (Ll) and in the United States (L2). The SILL provided this study with quantitative data; whereas, dialogue journals and the card ranking activity supplied qualitative data that more insightfully indicated students' perception of language learning, learning experiences, and insight into the students themselves. Dialogue journals allowed students to record their positive and negative experiences in the L2 related to language learning, emotions, concerns, problems, and questions. The students' LLSs increased in frequency and variety of use when the language environment changed from the Ll to the L2. The LLSs of the LT Group continued to improve during an additional term in the L2. Conversely, the LLS use by the ST Group regressed after only four months back in the Ll (except Affective and Social Strategies). The results of the SILL indicated direct strategies were adjusted according to English learning experience in a different learning environment. Three administrations of the SILL, dialogue journals, and the card ranking activity gave students opportunities to review the process of their English learning. This process functioned in raising students' awareness of language learning from cognitive, psychological, social, and cultural perspectives. Such conceptual development of metalinguistic awareness of the language and culture helped the students recognize their language learning experiences in the L2 as the process of human development.
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Susai, Ayumi. "Health Care Migration in Japan: Immigration Policy in Terms of Language". PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/190.
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This thesis argues the necessity of new standards for Japanese language teaching in Japan, responding to diversifying social needs. The current situation for foreign workers in Japan is a pressing issue in the light of declining fertility rates and a rapidly aging population. The focus of chapter 1 is this paper particularly focuses on issues regarding acceptance of nurses and certified care workers under the scheme of Economic Partnership Agreements (EPAs) between Japan and Indonesia in 2008, as a new policy to import more foreign skilled workers into Japan. This chapter demonstrates the nation's passive attitude toward accepting foreign workers as well as the growing demand for more consistent immigration policy in terms of language. Chapter 2 discusses the validity and accountability of the current major influential assessment tool in Japan, Japanese Language Proficiency Test (JLPT). It includes a discussion of how linguistic `proficiency' is understood in the JLPT and reveals its problems, comparing JLPT with other influential measurement tools in the world such as the American Council on the Teaching Foreign Language-Oral Proficiency Interview (ACTFL-OPI) and the Common European Framework of Reference for languages (CEFR).
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Motohashi, Tatsushi. "Case theory and the history of the Japanese language". Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184844.
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This thesis investigates the consequences of historical changes of Japanese case particles, 'accusative' o and 'dative' ni. The change of o is characterized as becoming a structural Case-marker from the inherent Case-marker. The consequences of this change are manifested in; (a) the ni filling the gap of linking to the FROM-function vacated by the particle o, becoming the structural accusative Case-marker; (b) the development of the o causative construction; (c) the inability of topicalizing the o-marked object; (d) the disappearance of the sequence of NP-o-to in the coordinate structure; (e) the development of the double o constraint. The constancy of ni throughout the history of the Japanese language is characterized by its lexical content; the Locative ni has not changed. The development of the ni causative is, then, attributed to the development of the nominative marking triggered by the accusative marking, that is, from the ergative case to the nominative case. This ergative hypothesis of Old Japanese is supported by the distribution of the o-marked and non-overtly marked objects which is determined by the transitivity features proposed by Hopper and Thompson (1980).
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Sitasuwan, Kanlayanee. "Language usage in Kyōgen /". Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/11110.
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Mackerras, Stephen Damian. "A Sociocultural Approach to New Language Literacy: Exploring the Japanese Linguaculture Through Collaboration". Thesis, Griffith University, 2011. http://hdl.handle.net/10072/367850.
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This study explores a sociocultural approach to teaching and learning Japanese and argues that such an approach offers a framework for change in the way a new language is taught.
As a starting point The National Statement (MCEETYA 2005), Getting Started (Dellit 2005) and Teaching and Learning Language: A Guide (Scarino & Liddicoat 2009) are examined as it is these policy documents that direct Australian languages educators to adopt the view that language should be taught, not only as words and rules but as knowledge that ‘enables learners to communicate across cultures’ (MCEETYA 2005, p.3). Using these documents I argue that language teachers are experiencing new opportunities, presented by profound social changes, which could change how and what they teach. It is because of this ‘sociocultural turn’ (Johnson 2006) that an opportune time has come to rethink the fundamental philosophies behind languages education, given the potential for further changes to policy and practice. In this thesis, I argue that a sociocultural approach offers a framework for such a change to take place, especially in the field of new language literacy.
In building on prior research I extend an emerging interest in the area of languages education which seeks to find inspiration and new research paradigms from the sociocultural approach. Within the thesis I situate scholarship within a New Literacies Paradigm (Swaffer et al. 1991, Kern 2000) that sees new language literacy in terms of how ‘language is shaped and framed by culture’ (Lo Bianco, Liddicoat & Crozet 1999, Agar 2002) or what I term ‘linguaculture’. For the research reported in this thesis I have devised a Social Literacy Model (SLM) which has the potential to act as a guide for students of language to become literate within a New Literacies framework that employs collaboration and discussion (Vygotsky 1986). By adopting the sociocultural approach I argue that, through collaboration with peers a learner’s understanding of language may be transformed through their own participation (Rogoff 1990, Renshaw & Brown 2007) and the integration of ‘schooled’ and ‘everyday’ concepts (Vygotsky 1987) into their discussion around language.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Stuudies
Arts, Education and Law
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Lance, Yoko. "Unique variety of Japanese language developed through language contact on the Gold Coast, Australia in first-generation Japanese communities". Thesis, Griffith University, 2022. http://hdl.handle.net/10072/416045.
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To investigate how minority groups such as the Japanese speaking communities on the Gold Coast in Australia have developed a variety of the Japanese language, a survey was conducted with 31 first-generation Japanese immigrants. Among the unique 216 words collected, 26 new words, 45 catachrestic loanwords that bring new concepts of ideas or things into the Japanese language, 101 non-catachrestic loanwords co-existing with semiotically-matching other Japanese words, nine words with phonological modifications and 35 interjections were recorded. As a result, the most used unique words were non-catachrestic loanwords. Most words were related to their everyday lives; however, some were related to politics or of a more conceptual nature, unlike similar research conducted in Brazil before WWII. Nouns were the most popular unique words collected in terms of word classes. The names of things, shops, facilities, and occupations are often used in loanwords, as it is easier to use the same names in Japanese and English conversations. All the loanword verbs collected were formed with the suffix ‘-suru (to do)’. Some loanword adjectives were formed with the suffix ‘-na’. No ‘Taigen + -ru’ verbs or ‘loanwords + -i’ adjectives were confirmed. Among 26 new words used/developed on the Gold Coast, most were shortened nicknames of places and shops, such as ‘Hanja (Hungry Jacks)’, ‘Debijo (David Jones)’, ‘Raria (Australia)’, ‘Ōsu (Australia)’, ‘Wāsu (Woolworths)’, ‘Sushitore (Sushitrain)’, ‘Pashi (Pacific Fair)’, ‘Robitan (Robina Town Centre) and ‘Imigure (former Department of Immigration and Border Protection)’. Most of the words were clippings and compound clippings such as ‘Buri (Brisbane)’ and ‘Burobi (buro+bi, Broadbeach)’, and one loanblend ‘Japasen (for people who only date Japanese)’, one calque ‘Kokumin (National Australia Bank)’, one native creation ‘Donishī (Sydney)’, and two words ‘Ūru’ and ‘Ōru’ (both from the airport code ‘OOL’) from the Japanese tourism industry register were collected. For catachrestic loanwords, most of them were direct loans; however, some loanshifts such as ‘pikkingu (picking, meaning fruit picking)’ and ‘raundo (around, travelling around in Australia)’ were observed. For non-catachrestic loanwords, some names of places and occupations and things in their everyday lives were often used. Some words were used because they have slightly different impressions from the standard Japanese words, such as ‘yaoya’ and ‘vege shop’. For both catachrestic and non-catachrestic loanwords, some influence in shortenings from the local English slang/dialect was found as well, such as ‘Burijī (Brissie: Brisbane)’, ‘Ūrī (Woolies: Woolworths)’, ‘Bābī (Barbeque)’ and ‘mojī (mozzie: mosquito)’.
Some phonological modifications influenced by English were found, such as ‘aikea’ instead of ‘ikea’ for the name of the interior shop IKEA, and ‘garāji’ instead of ‘garēji’ for garage. Some uncommon loanwords in Japan, such as ‘petorōru’, ‘petorō’, ‘petoro’, ‘petororu’, and 'petoraru’ for petrol, showed various phonological adaptations.
Many loanwords for interjections were recorded, such as ‘oh my god’, ‘oh dear’, ‘oops’ and ‘awesome’. They often show code-switching behaviour for interjections with English accenting and pronunciation done unconsciously. More intentional code-switching behaviour is also observed to soften the situation, make it humorous, or dodge a straight answer. This code-switching is natural and easier to use for smooth communication in their life with two languages. Most participants had a positive attitude towards integrating English into their Japanese language. They think it is unavoidable living in an English-dominated society, and many of them speak English more often than Japanese. Although some words can only be expressed in English, this research found that people on the Gold Coast tend to integrate English into their Japanese conversations mainly for their convenience. It is not from the loss of their Japanese proficiency as their language skills are constantly updated through frequent return trips to Japan and access to online content in Japanese. It is considered embarrassing to mix languages too often in Japan, but it is very hard to avoid it in their life on the Gold Coast. However, they still try to avoid it in a formal or semiformal situation and outside their community.
This research contributes new data to the field of Japanese language variation through language contact. There is no previous research conducted in this field, especially on Japanese people in Australia. It is significant to research and record the living language at the present time on the Gold Coast, Australia.Thesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
School of Hum, Lang & Soc Sc
Arts, Education and Law
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Furuhata, Takashi. "Exploring the relationship between English speaking subjects' verbal working memory and foreign word pronunciation and script recognition /". Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7741.
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Riley, Barbara E. "Aspects of the genetic relationship of the Korean and Japanese languages". Thesis, University of Hawaii at Manoa, 2003. http://hdl.handle.net/10125/3070.
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I offer evidence from a variety of fields in order to strengthen the hypothesis that Japonic and Korean are linguistically genetically related to one another. Non-linguistic evidence supports the hypothesis that the Japonic language was introduced into the Japanese Archipelago approximately 2,500 years ago over a thousand year period, where a culturally and technologically advanced group began migrating into the Japanese Archipelago from the Korean Peninsula through Northern Kyushu. A constant and steady influx of Continental culture, language, and people, resulted in the near-complete extinction of the original language. The linguistic evidence comes from Middle Korean texts, written in the Silla-descended language of the 15th century-the kingdom that overwhelmed the Puyo, Koguryo, and Paekche territory and languages, thought to be more closely related to Japonic-and 8th century Old Japanese texts. I hypothesize that there were two "thalossocracies": one with lzumo and Silla, and the second with Yamato and Paekche/Kaya Japonic elements were incorporated into the Silla language when Silla folded Kaya and Paekche into the new kingdom. In the same way, Yamato incorporated Silla-type elements into itself when Yamato overtook Izumo. I introduce evidence that supports Serafim's Labiovelar hypothesis; i.e. MK k : OJ p, reconstructing PKJ *kw1. I also found a "reverse" correspondence set: that is, MKp : OJ k, for which I reconstruct *kw2. I hypothesize that this reverse correspondence is due to dialect borrowing. When Silla conquered the Korean Peninsula, it incorporated into itself Kaya, Paekche, and Koguryo, which were closer in genetic relationship to Japonic, and therefore would have (*kw > ) p. As these three languages were overcome, dialect borrowing likely occurred, which means that words with p instead of (*kw > ) k were borrowed into Silla, sometimes replacing and sometimes forming doublets with words retaining k. The second posited case of dialect borrowing occurred when Yamato overtook lzumo; since Silla had close contact with lzumo, words with (*kw > ) k were borrowed into Yamato, replacing, and sometimes forming doublets with, some words with p. Further research will surely lead to more understanding of the measurable effects of dialect borrowing and Proto-Koreo-Japonic.Thesis (Ph. D.)--University of Hawaii at Manoa, 2003.
Mode of access: World Wide Web.
Includes bibliographical references (leaves 235-243).
Electronic reproduction.
Also available by subscription via World Wide Web
vii, 246 leaves, bound 29 cm
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Stuntz, Daniel Fuller. "Enhancing Japanese Language Materials Development: An Analysis of Usability and Accessibility Issues of Computer-Assisted Language Learning (CALL) Solutions in Japanese Language Pedagogy". The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1420564963.
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Ono, Mieko. "From sentence to discourse : integrated explanations for certain linguistic phenomena in Japanese". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31077.
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This thesis examines those aspects of language in which syntax and extra-syntactic factors interface.
There are three major approaches to discourse study (interpretation of a sentence in discourse):
i) Discourse Study without Syntax: Any linguistic phenomena can be explained through discourse; syntax is dissolved into discourse study.
ii) Discourse Study Interacting with Syntax: Syntactic rules and discourse functions interact or intermingle with each other.
iii) Modular Approach to Discourse Study: Syntax is autonomous,
but can feed information into other extra-syntactic components to obtain the final interpretation of a sentence in context.
Approach (iii) is adopted here, where a "Government and Binding" (Chomsky (1981)) type of generative grammar is assumed as the syntactic framework.
Four linguistic phenomena in Japanese are chosen for case studies of the mode of interaction between syntax, semantics, and pragmatics.
Chapter 2 examines the Japanese reflexive zibun. The co-reference problem is solved through syntactic rules for the anaphoric use and discourse rules for the referential use.
Chapter 3 examines demonstratives. Since they are originally used as deixis, the problem is mainly discussed in semantic and discourse arenas. The comparison between pronoun and demonstrative is also discussed. Both Chapter 2 and Chapter 3 deal with the problem of coreference, which is one disambiguation mechanism in the comprehension of discourse.
Chapter 4 examines quantifier interpretation. This problem involves another type of disambiguation mechanism. The scope interpretation being represented in LF, why a certain reading is obtained in the actual discourse environment is explained from the viewpoint of the human attention system (conscious and unconscious).
Chapter 5 examines the particle wa, which is most commonly considered a topic marker or an old information marker. Wa marks a certain semantic structure in syntactic representation and such a wa-sentence has an important function in discourse organization. The nature of the contrastiveness associated with a wa sentence is explained in this light.
In this modular type of approach, the phenomena which were formerly explained by fairly complex sets of rules have become more transparent, and some seemingly conflicting analyses done in the past
are now considered as analyses of different aspects of a single phenomenon.Arts, Faculty of
Asian Studies, Department of
Graduate
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Hlady, Deborah Sherry. "Language learning experiences of Japanese ESL students". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58534.pdf.
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Umeda, Mari. "Second language acquisition of Japanese wh-constructions". Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112128.
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Note:This dissertation investigates the second language (L2) acquisition of Japanese wh-constructions by Chinese- and English-speaking learners. The focus of this study is twofold; first, it examines whether parameter resetting is possible in L2 acquisition, as both Chinese and English wh-constructions are parametrically different from Japanese wh-constructions. Second, it examines whether parameter resetting is affected by the learners' first language (Ll). Not only do Chinese and English wh-constructions differ from Japanese wh-constructions, but they also differ from each other. Chinese is, like Japanese, a wh-in-situ language, while English is a wh-movement language. Chinese wh-constructions, therefore, can be said to be more similar to Japanese wh-constructions than English wh-constructions. It is investigated whether the similarity between Chinese and Japanese and dissimilarity between English and Japanese affect the course and/or the ultimate attainment in the acquisition ofwh-constructions in Japanese.[...]
Cette dissertation enquete sur l’acquisition des constructions wh du japonais appris comme langue seconde (L2) par les anglophones et les sinophones. Le point de mire de cette etude est double. Dans un premier temps, elle cherche a savoir si le changement parametrique est possible en acquisition L2, puisque les constructions wh de l’anglais et du chinois sont parametriquement opposees a celles du japonais. Deuxiemement, elle cherche a savoir si le changement parametrique est affecte par 1a langue matemelle de l’apprenant. Non seulement les constructions wh de l’anglais et du chinois sont differentes de celles du japonais, elles different egalement l’une de l’autre. Le chinois, comme le japonais, est une langue wh-in-situ, alors que l’anglais est une langue a movement wh. Les constructions wh du chinois peuvent done etre decrites comme etant plus semblables a celles du japonais qu’a celles de l’anglais. Ce travail cherche a sa voir si la similarite entre le chino is et le japonais et la dissimilarite entre l’anglais et le japonais ont un effet sur le processus et/ou le resultat final de 1’acquisition de ces constructions en japonais.[...]
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Kayama, Yuhko. "Second language acquisition of Japanese relative clauses". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100636.
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This thesis investigates the second language acquisition of Japanese relative clauses (RCs) by native speakers of English or Korean. Researchers have argued that Universal Grammar (UG) can be accessed in adult second language (L2) acquisition. The Full Transfer Full Access (FTFA) Hypothesis (Schwartz and Sprouse 1994, 1996) claims that after initial transfer from L1, learners reset their parameter values and are able to acquire L2 properties that are different from their L1. Japanese and English relativization: while Japanese relativization does not involve movement in the syntax (Kuno 1973, Saito 1985, etc.), English relativization involves obligatory operator movement and is subject to movement constraints like Subjacency. Because of Subjacency, certain RC structures are prohibited in English. In Japanese, on the other hand, a zero pronominal, pro, is base-generated in the gap position of an RC and coindexed with the relative head noun, and thus long distance relativization is possible. I argue that the presence or absence of pro is also a parametric difference between Japanese and English; pro is present in Japanese, but not in English. In order for English speakers to acquire Japanese RCs, they need to reset the values of these two parameters.Experimental studies were conducted with high-intermediate and advanced learners of Japanese (15 English speakers and 18 Korean speakers). Tests examined the learners' knowledge of the two grammatical properties in Japanese---namely, the lack of wh-movement and the presence of pro. Korean is different from English but similar to Japanese with respect to the parameters in question. Following FTFA, it is hypothesized that English-speaking learners initially transfer their L1 values, and that eventually they are able to switch parameters to the L2 values by accessing UG. The results of several tasks (including interpretation tasks and judgment tasks) confirm this hypothesis; while Korean speakers generally performed well irrespective of proficiency levels, English-speaking intermediate learners transferred their L1 values, failing to accept grammatical Japanese sentences that are not possible in English. English-speaking advanced learners, on the other hand, performed better than intermediate learners, and exhibited evidence that they had acquired the two properties of Japanese, supporting FTFA.
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Hirakawa, Makiko. "Unaccusativity in second language Japanese and English". Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36771.
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This thesis investigates L2 acquisition of intransitive verb constructions in Japanese and English. Within the Generative framework, the Unaccusative Hypothesis has been proposed, which divides intransitive verbs into two syntactically distinct classes: unergatives and unaccusatives (Burzio 1986). The sole argument of unergative verbs is an Agent generated in subject position, whereas that of unaccusative verbs is a Theme or Patient base-generated in object position. While the unaccusative/unergative distinction at the level of Deep (D)-Structure holds universally, as derived by a universal principle called the Uniformity of Theta Assignment Hypothesis (UTAH, Baker 1988), languages differ as to where the underlying object of unaccusatives may be positioned at the level of Surface (S)-structure. In the case of English, it surfaces in the subject position where it receives Nominative Case. In the case of Japanese, on the other hand, it has been argued that the argument of unaccusative verbs remains in its base-generated object position and that Nominative Case is assigned within the Verb Phrase.Experimental studies are conducted to examine learners' knowledge of unaccusativity at the two levels, i.e. D-Structure and S-Structure. It is hypothesized that learners will show sensitivity to unaccusativity at D-Structure, but that they may not acquire the correct representation of unaccusativity in the L2 at S-Structure, at least in an earlier stage. The first two studies present the L2 acquisition of English by Japanese speakers. The next two studies are concerned with the L2 acquisition of Japanese by English speakers. Overall, results of the four studies confirm the hypotheses, and L2 learners appear to have problems where the L1 manifests a different representation from the L2. Nevertheless, it is observed that L2 learners behavior is not random even when difficulty arises, in that the L2 learners are often consistent with one class of verbs, but not with the other. Thus, it is suggested that the L2 acquisition of intransitive verb constructions is constrained by universal principles, such as the Unaccusative Hypothesis and the UTAH.