Bibliografias temáticas / Japanese language – english

Literatura científica selecionada sobre o tema "Japanese language – english"

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Publicado: 25 de julho de 2024

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Artigos de revistas sobre o assunto "Japanese language – english"

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Alharaki, Sura, Muhammad Alif Redzuan Abdullah e Syed Nurulakla Bin Syed Abdullah Abdullah. "Comprehension of English Loanwords in Japanese by Japanese and English Speakers". World Journal of English Language 13, n.º 5 (24 de abril de 2023): 412. http://dx.doi.org/10.5430/wjel.v13n5p412.

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This study addresses our understanding of English loanwords in the modern Japanese language. It aims to investigate the two types of English loanwords and made-in-Japan loanwords among Malaysian English speakers and native Japanese. The proposed study utilized a quantitative approach to determine the understanding of two groups of speakers; 60 Japanese speakers in Japan and 60 English speakers in Malaysia. The data collection of this research was completed using two questionnaires. The two questionnaires consist of 14 sentences with these two types of English loanwords selected from Japanese textbooks and other sources. The findings reflected correct responses to the meaning of English loanwords and made-in-Japan loanwords for Japanese speakers. The English speakers showed correct responses for English loanwords, however, they were discrepancies in responses when it comes to made-in-Japan loanwords. This research breaks ground on the issue of the comprehension of English loanwords and made-in-Japan among Native Japanese speakers and Malaysian English speakers. This study incorporates the theory of language contact by Thomason (2001). The contact occurs where the mutual influence of languages happens leading to code-switching, borrowing, and loanwords formed by the social setting and the contact environment. It also employs the theory of language awareness to support second language learning and develop the learner’s comprehension. The significance of the study emphasizes English language learning benefits and the importance of the learners’ understanding of the differences between English loanwords to utilize them in vocabulary building.
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Oeinada, I. Gede. "Contact Phonology : Fonologi Kata Serapan dalam Bahasa Jepang". Pustaka : Jurnal Ilmu-Ilmu Budaya 18, n.º 1 (28 de fevereiro de 2018): 25. http://dx.doi.org/10.24843/pjiib.2018.v18.i01.p04.

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This paper focuses its discussion about loanword phonology in Japanese language. Loanword phonology is one of five contact phonology situations that was described by Smith (2007). The four other situations are areal influence, dialect mixing, language mixing, and simplification. Japanese language has been borrowing many words from foreign languages. One of those foreign languages is English. As we all know that both languages, Japanese and English, have different phonological system. Therefore, borrowed words of English language has been adapted to fit the phonological patterns of Japanese language. This adaptation could solve the loanword phonology problem. And because up until now the number of loanword in Japanese language is till limited so the phonological system of Japanese language is remain unaffected. In other words, the loadwords’ phonology does not cause lasting changes in the phonological system of Japanese language.
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Brown, Amanda. "Gesture viewpoint in Japanese and English". Gestures in language development 8, n.º 2 (4 de agosto de 2008): 256–76. http://dx.doi.org/10.1075/gest.8.2.08bro.

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Abundant evidence across languages, structures, proficiencies, and modalities shows that properties of first languages influence performance in second languages. This paper presents an alternative perspective on the interaction between established and emerging languages within second language speakers by arguing that an L2 can influence an L1, even at relatively low proficiency levels. Analyses of the gesture viewpoint employed in English and Japanese descriptions of motion events revealed systematic between-language and within-language differences. Monolingual Japanese speakers used significantly more Character Viewpoint than monolingual English speakers, who predominantly employed Observer Viewpoint. In their L1 and their L2, however, native Japanese speakers with intermediate knowledge of English patterned more like the monolingual English speakers than their monolingual Japanese counterparts. After controlling for effects of cultural exposure, these results offer valuable insights into both the nature of cross-linguistic interactions within individuals and potential factors underlying gesture viewpoint.
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Yendra, Yendra. "Exploring Scribling in Padang City Public Sphere". e-Journal of Linguistics 14, n.º 1 (31 de janeiro de 2020): 57. http://dx.doi.org/10.24843/e-jl.2020.v14.i01.p06.

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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.
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Gapur, Abdul, e Taulia. "Japanglish: The Benefits of English Proficiency for Japanese Language Students' Vocabulary Acquisition in North Sumatra". International Journal of Cultural and Art Studies 7, n.º 1 (30 de abril de 2023): 41–48. http://dx.doi.org/10.32734/ijcas.v7i1.11868.

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Japanglish is a popular term for absorbing English words into the Japanese language. The phenomenon emerged due to the global usage of English as an international language, which has influenced other languages, including Japanese. As a result, many English loanwords have been absorbed into the Japanese language, particularly for modern terminology. These loanwords are known as gairaigo (外来語) or katakanago (カタカナ語). Although the incorporation process involves morphological and phonological changes, English loanwords are easily recognizable to those who understand English. This study aims to prove that English Proficiency among Japanese language learners can help improve their mastery of Japanese vocabulary and conversational ability. The study was conducted by providing special instructions on the formation and usage of Japanese loanwords in conversation. The study approach is qualitative with a descriptive method, employing behavioral theory and pre-test and post-test evaluation methods. Data were collected through observation of the teaching process and pre-test and post-test results from Japanese language students in Sumatra Utara. The findings indicate that English language proficiency among students offers advantages and influence in the mastery of Japanese vocabulary, especially in loanwords, and facilitates communication in conversation.
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Alfarisy, Fitri. "Japanese and English Students Perspective on Social Media". KIRYOKU 5, n.º 1 (10 de junho de 2021): 122–29. http://dx.doi.org/10.14710/kiryoku.v5i1.122-129.

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Social media has created new possibilities for digitally native students to engage, interact and collaborate in learning tasks that foster learning processes and the overall learning experience. By using both qualitative and quantitative data, this article discusses the perspectives of Japanese and English students towards social media. As we know, foreign language learning is facilitated by social media and especially for a new generation of students. This paper contributes to an understanding of how language learners’ perspectives on social media. 52 English students and 18 Japanese students participate in the research as the sample. We found that most of the students aware of the benefit of social media for learning languages. Furthermore, the study showed that both English and Japanese students preferred to use English or Indonesian languages to do social media activities such as posting, writing a caption, or commenting than local language or Japanese language. Therefore, Japanese and English students should improve their awareness of social media for language learners.
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Man, Laura, Gavin Bui e Mark Feng Teng. "From second language to third language learning". Australian Review of Applied Linguistics 41, n.º 1 (12 de outubro de 2018): 61–90. http://dx.doi.org/10.1075/aral.17051.man.

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Abstract This mixed-methods study explores English and Japanese learning motivations in a group of Japanese summer course participants at a university in Hong Kong. Sixty-one Cantonese-speaking students completed two questionnaire surveys on co-existing motivations for learning L2 English and L3 Japanese. Depending on the questionnaire results, eight participants were selected to take part in the two subsequent interviews. The findings revealed that the participants perceived L2 English learning as a school subject and a practical tool for academics and career. It was instrumentality, rather than integrativeness, that motivated the students to learn English. Contrary results were found for L3 Japanese language learning, as the learners had more cultural interest, positive learning experience, self-confidence, and positive attitudes. This study, therefore, argues that L2 and L3 motivations merit distinct status. There appears to exist a dual-motivation system amongst these multilingual learners. The study also provides insights into how geographical and psychological distances could impact language learning under the phenomena of globalisation.
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Dougill, John. "Japan and English as an alien language". English Today 24, n.º 1 (22 de fevereiro de 2008): 18–22. http://dx.doi.org/10.1017/s0266078408000059.

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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.
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Honna, Nobuyuki. "English in Japanese society: Language within language". Journal of Multilingual and Multicultural Development 16, n.º 1-2 (janeiro de 1995): 45–62. http://dx.doi.org/10.1080/01434632.1995.9994592.

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Danardana, Michael Dony. "AN ANALYSIS ON ENGLISH LOANWORDS IN AKB48 SONGS". ELTR Journal 2, n.º 1 (13 de janeiro de 2018): 25–30. http://dx.doi.org/10.37147/eltr.v2i1.93.

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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.
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Teses / dissertações sobre o assunto "Japanese language – english"

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Padrin, Rita <1993&gt. "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.
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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.
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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.
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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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Yoshizumi, Yukiko. "A Canadian Perspective on Japanese-English Language Contact". Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34328.

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This dissertation investigates the linguistic outcomes of Japanese-English language contact in Canada. Adopting a sociolinguistic variationist framework (Labov 1966; Sankoff & Labov 1985), the main objective is to determine whether or not Japanese spoken in Canada (hereafter, heritage Japanese) is showing structural change due to prolonged contact with English. The study is based on naturalistic speech data collected from 16 Japanese-English bilingual speakers in Canada. A key component of this dissertation is the use of a comparative sociolinguistic framework (Poplack and Tagliamonte 2001; Tagliamonte 2002) to assess structural affinities between heritage Japanese and the homeland Japanese benchmark variety. Speech patterns in heritage Japanese are systematically compared with patterns found in a commensurate monolingual benchmark variety of Japanese with regard to three linguistic variables, which are considered to be vulnerable to contact-induced language change (i.e. Bullock 2004, Sorace 2011). In terms of the first variable analyzed, variable realization of subject pronouns, it was found that the underlying grammar in heritage Japanese is shared by the homeland benchmark variety, showing that the variable is conditioned by the factor groups of subject continuity (i.e. switch reference) and grammatical person; the null variant is favoured by the same subject referent and the second person pronoun. Second, with regard to variable case marking on subject nouns and variable case marking on direct object nouns, it was found that the same underlying grammar is shared for case marking. For example, the constraint hierarchies in heritage Japanese were identical with those in the homeland variety for focus particles, with presence of a focus particle favouring null marking consistently for all types of nouns (i.e. English-origin nouns and Japanese nouns in heritage Japanese, and Japanese nouns and loanwords in homeland Japanese). The constraint hierarchies (and direction of the effect) for the other significant factor groups of verbal adjacency and sentence-final particle were identical between heritage Japanese and the homeland variety, with the exception of a reversed direction of effect for loanword subject nouns in heritage Japanese for the non-significant factor group of verbal adjacency, and a neutralized effect for Japanese nouns in heritage Japanese and loanwords in homeland Japanese when these nouns are located in direct object position. Considered in the aggregate, constraint hierarchies were found to exhibit a number of parallels across comparison varieties. This finding bolsters the general conclusion that there is little evidence indicating that extensive contact with English has had any discernible impact on structural patterns in these sectors of the heritage grammar. Furthermore, it was shown that no social factor group (i.e. length of stay in Canada) has an appreciable effect on heritage Japanese. Summarizing, the multiple lines of evidence emerging from the empirical quantitative analyses of the variables targeted in this dissertation converge in indicating that heritage Japanese, as spoken in Canada, broadly shares the same underlying grammar as homeland Japanese. Structural affinities in variable patterning shared by heritage and homeland varieties reveal little compelling evidence indicating that heritage Japanese exhibits structural change due to contact with English.
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Ho, Hoa-yan Esther. "Anaphoras and metaphors in Japanese and English implications for translation /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37860525.

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Hayashi, Chiyo. "JAPANESE LEARNERS’ MOTIVATION FOR READING ENGLISH". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/354603.

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Language Arts
Ed.D.
The present study is an exploration of multiple dimensions of L2 learners’ reading motivation and its relationship with L2 reading achievement. Based on theories of motivation and L1 and L2 studies, nine dimensions of motivation (Curiosity, Involvement, Challenge, Importance of L2 Reading, L2 Reading Self- Confidence, Instrumental Orientation, Recognition, Compliance, and Intrinsic Motivation for L1 Reading) were hypothesized to influence L2 reading achievement, and their dimensionality was examined using an L2 reading motivation questionnaire and statistical procedures. The participants, 1,030 students from nine Japanese universities, completed a 69-item Reading Motivation Questionnaire and a reading comprehension test. The questionnaire and test scores were statistically analyzed using the Rasch rating scale and dichotomous models, descriptive statistics, factor analysis, and structural equation modeling. The findings indicated that L2 reading motivation was multidimensional, consisting of both intrinsic and extrinsic motivation. This result was consistent with previous studies conducted in L1 and L2 reading. Intrinsic motivation for L2 reading (Interest and Involvement in L2 Reading and Desire to Read L2 Materials) and one types of extrinsic motivation (Instrumental Orientation) exerted greater influence on L2 reading motivation than the other types of extrinsic motivation (Importance of L2 Reading, Recognition, and Compliance). That is, internally controlled motivation is more influential than externally controlled motivation with an exception of Instrumental Orientation. Another important finding was that L1 reading motivation and L2 reading motivations were similar to some extent because five of the eight factors (Intrinsic Interest and Involvement in L2 reading, Desire to Read L2 Materials, Importance of L2 Reading, Recognition, and Compliance) were found both in L1 and L2 reading motivation. However, three L2 specific factors (Instrumental Orientation, L2 Reading Self Confidence, and Intrinsic Interest in L1 Reading) were also identified. Thus, the study showed that there were some similarities as well as fundamental differences between L1 and L2 reading motivation. In terms of the relationship between L2 reading motivation and text comprehension, the L2 Reading Motivation and Comprehension Model demonstrated L2 reading motivation is significantly related to L2 text comprehension. Concerning individual differences between male and female students, the study showed that their profiles were similar although, on the average, the female students were more motivated to read as has been repeatedly found in L1 reading. Differences in the motivational profiles due to L2 proficiency showed that Recognition, the desire to be recognized by others by performing well, was a factor that differentiated the high and low groups. However, because the relationship between L2 Reading Motivation and L2 Reading Comprehension was not significant for both groups, it is possible that there was a problem with the reading test that was used to make the groups. In summary, the present study has demonstrated the vital role of L2 reading motivation in L2 reading, and pointed to the need to incorporate motivational support into L2 reading pedagogy as has been successfully practiced in L1 reading. This study is significant to the domain of L2 instruction and research for several reasons. First, it extends the knowledge base in L2 reading by identifying the influence of L2 reading motivation on L2 reading behavior. Second, the results of the study contribute to designing research-based reading instruction aimed at enhancing L2 reading motivation and performance. Finally, it is hoped that this study provides individual educators with practical suggestions on how to improve L2 reading instruction in their individual teaching contexts, focusing on both affective and cognitive aspects of L2 learners.
Temple University--Theses
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Iida, Eri. "Hedges in Japanese English and American English medical research articles". Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99723.

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The present study analysed the use of hedges in English medical research articles written by Japanese and American researchers. The study also examined the relationship between Japanese medical professionals' employment of hedges and their writing process. Sixteen English medical articles: eight written by Japanese and eight by Americans were examined. Four of the Japanese authors discussed their writing process through questionnaires and telephone interviews.
The overall ratio of hedges in articles written by the two groups differed only slightly; however, analyses revealed a number of specific differences in the use of hedges between the groups. For example, Japanese researchers used epistemic adverbs and adjectives less frequently than the American researchers. The results were discussed in relation to the problems of nonnative speakers' grammatical competence, cultural differences in rhetorical features, and the amount of experience in the use of medical English.
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Kataoka, Kuniyoshi 1960. "The vertical experience in English and Japanese spatial discourse". Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288887.

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The importance of 'deixis' is that it is anchored to the immediate interactive context and resists a pre-given formulation of truth-value without taking into account such factors as when, where, to whom and even how it is said. This fact serves as an acute reminder for linguists that language use fundamentally concerns face-to-face communication and is not solely based upon the biological construals of the linguistic faculty. In this study, I will exclusively focus on spatial deixis and also closely examine spatial expressions such as coordinate terms, locative phrases, and (deictic) motion verbs. The selection of these elements largely depends on the current interest among cognitive linguists/anthropologists in preferred 'lexicalization' patterns and spatial motions/configurations, which promote image-schematic projection of the source concept. These phenomenological extensions of space will most palpably be embodied in stretches of discourse which particularly incorporate somatic descriptions and mental imageries. The novelty of the research is thus characterized by exclusive attention to 'vertical' space realized in 'on-going discourse' about spatial experience. The data types are mainly audio-(and occasionally video-)taped conversation and narration. I look at the utterance by the people who are experientially familiar with the concepts of verticality, rock climbers. They routinely and intensively exploit spatial notions for various purposes such as body-movement instructions, negotiation of geographic locations, and narration of 'danger-of-death' experience. There, multiple frames of reference and coordinate systems emerge and compete for the most suitable perspective which the speaker prefers to assume in accordance with cognitive, linguistic, and experiential constraints. I specifically ask the following questions: (1) is the vertical dimension conceptualized as the source or target domain for the image-schematic projection of the horizontal plane?, (2) are the orders of spatial descriptions constrained by language-specific 'lexicalization' patterns and/or habitualized cognitive styles?, (3) how are experientially salient portions in 'danger-of-death' narratives (e.g., Climax/Peak) related to particular modes of perspective-taking (e.g., intrinsic or extrinsic)?, and finally, (4) what is the role of 'experience' in achieving spatial coherence in the 'way-finding' negotiation? I conclude that verticality may be a more complex concept than has been previously conceptualized and has covert but influential consequences on cognitive processes and linguistic representations.
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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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Livros sobre o assunto "Japanese language – english"

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Storm, Hiroko. Japanese dictionary: Japanese-English, English-Japanese. New York: Crown Publishers, 1993.

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2

Anjo, Ikuko. Japanese-English/English-Japanese romanized. New York, N.Y: Hippocrene Books, 1994.

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Company, Berlitz Publishing. Japanese concise dictionary: Japanese-English, English-Japanese. Singapore: Berlitz Pub., 2007.

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Company, Berlitz Publishing. Japanese concise dictionary: Japanese-English, English-Japanese. Singapore: Berlitz Pub., 2007.

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Martin, Samuel E. Martin's concise Japanese dictionary: English-Japanese, Japanese-English. Rutland, Vermont: Charles E. Tuttle, 1994.

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Martin, Samuel E. Tuttle concise Japanese dictionary: Japanese-English English-Japanese. Tokyo: Periplus, 2012.

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7

Yoshida, Masatoshi. Kodansha's furigana Japanese dictionary: Japanese-English, English-Japanese. Tokyo: Kodansha International, 1999.

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Martin, Samuel Elmo. Tuttle pocket Japanese dictionary: Japanese-English/English-Japanese. Tokyo: Tuttle Pub., 2008.

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Martin, Samuel Elmo. Tuttle concise Japanese dictionary: Japanese-English, English-Japanese. North Clarendon, VT: Tuttle Pub., 2008.

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(Firm), Langenscheidt, ed. Langenscheidt's pocket Japanese dictionary: Japanese-English, English-Japanese. New York: Langenscheidt, 2001.

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Capítulos de livros sobre o assunto "Japanese language – english"

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Wakabayashi, Judy. "Non-standard varieties of language". In Japanese–English Translation, 161–77. Names: Wakabayashi, Judy, author. Title: Japanese–English translation: an advanced guide/Judy Wakabayashi. Description: London; New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003018452-10.

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Wakabayashi, Judy. "Word groups and figurative language". In Japanese–English Translation, 21–39. Names: Wakabayashi, Judy, author. Title: Japanese–English translation: an advanced guide/Judy Wakabayashi. Description: London; New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003018452-2.

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Isahara, Hitoshi, e Masahiko Haruno. "Japanese-English aligned bilingual corpora". In Text, Speech and Language Technology, 313–34. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-017-2535-4_16.

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Yano, Yasukata. "English as an International Language and ‘Japanese English’". In English in Japan in the Era of Globalization, 125–42. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230306196_7.

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Izumi, Emi, Kiyotaka Uchimoto e Hitoshi Isahara. "Measuring Intelligibility of Japanese Learner English". In Advances in Natural Language Processing, 476–87. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11816508_48.

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Kanno, Kazue. "Acquisition of Verb Gapping in Japanese by Mandarin and English Speakers". In Language Acquisition and Language Disorders, 159. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/lald.20.12kan.

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Lamie, Judith M. "Evaluating Change with Japanese Teachers of English". In Evaluating Change in English Language Teaching, 155–205. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230598638_7.

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Okuma, Tokiko. "L1 effects in acquisition of the Japanese OPC by L1 English and L1 Spanish speakers". In Language Faculty and Beyond, 118–41. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lfab.18.05oku.

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This paper provides evidence for the Full Transfer/Full Access Hypothesis (FT/FA; Schwartz & Sprouse, 1994, 1996) through an investigation of the interpretation of the Japanese pronoun kare ‘he’ by intermediate and advanced L1 English and L1 Spanish speakers of L2 Japanese. The intermediate English group was not sensitive to the referential/quantified antecedent asymmetry in interpreting pronouns, while the intermediate Spanish group was. This difference is attributable to their L1s: English does not observe the Overt Pronoun Constraint (OPC), while Spanish, like Japanese, does. Moreover, the advanced English and Spanish groups showed evidence of the target-like grammar. As the OPC is underdetermined in input, these results suggest that Universal Grammar (UG) is operative in L2 acquisition, supporting the FT/FA.
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Suzuki, Takeshi. "Teaching Conversational Storytelling Skills to Japanese Students of English". In Readings in Second Language Pedagogy and Second Language Acquisition, 43–58. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/ubli.4.06suz.

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Hirakawa, Makiko. "L2 Acquisition of Japanese Unaccusative Verbs by Speakers of English and Chinese". In Language Acquisition and Language Disorders, 89. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/lald.20.09hir.

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Trabalhos de conferências sobre o assunto "Japanese language – english"

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Tsukada, Kimiko. "Comparison of cross-language coarticulation: English, Japanese and Japanese-accented English". In 5th International Conference on Spoken Language Processing (ICSLP 1998). ISCA: ISCA, 1998. http://dx.doi.org/10.21437/icslp.1998-725.

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Tarui, Takeshi. "Rhythm timing in Japanese English". In 6th International Conference on Spoken Language Processing (ICSLP 2000). ISCA: ISCA, 2000. http://dx.doi.org/10.21437/icslp.2000-881.

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Takeno, Shunsuke, e Kazuhide Yamamoto. "Japanese sentence compression using Simple English Wikipedia". In 2015 International Conference on Asian Language Processing (IALP). IEEE, 2015. http://dx.doi.org/10.1109/ialp.2015.7451533.

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Yokoyama, Yui, Naoki Takahashi, Takashi Sakamoto, Yukie Saito e Toshikazu Kato. "Japanese university students' behavior when reading english: a questionnaire survey and factor analysis". In 9th International Conference on Kansei Engineering and Emotion Research (KEER2022). Kansei Engineering and Emotion Research (KEER), 2022. http://dx.doi.org/10.5821/conference-9788419184849.44.

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This paper reports on a specific cognitive behavior often found when trying to understand a text not written in readers’ native language. Our research group conducted a questionnaire survey to examine Japanese readers’ cognitive behavior and awareness when reading English texts. We also conducted a factor analysis on this questionnaire to identify the behaviors often found when reading English. Participants were 56 Japanese students studying engineering at Chuo University. After reading the texts, a questionnaire consisting of 43 items was applied to the participants. We used exploratory factor analysis to identify the primary factors related to readers’ cognitive behavior and awareness when reading a non-native language. As a result of the analysis, mainly based on the highest contributing factors, it was suggested that readers may have made substitutions into Japanese, their own words, when reading the English texts. In other words, when reading a non-native language, the reader may read the texts by replacing them with their native language rather than comprehending it in that language. Based on the results of our experiment, it is expected that the research on the cognitive supporting systems may help readers to understand non-native languages quickly and smoothly.
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Ishikawa, Yuka. "Needs Analysis of Japanese Engineers' English Use Focusing on Technical Vocabulary". In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.18.

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Ren, Yuying. "Back-Transliteration of English Loanwords in Japanese". In Proceedings of the Workshop on Computation and Written Language (CAWL 2023). Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.cawl-1.6.

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Suzuki, Tadashi, Jun Ishii e Kunio Nakajima. "A method of generating English pronunciation dictionary for Japanese English recognition systems". In 6th International Conference on Spoken Language Processing (ICSLP 2000). ISCA: ISCA, 2000. http://dx.doi.org/10.21437/icslp.2000-615.

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Saeki, Namie. "Contrastive analysis of american English and Japanese pronunciation". In First International Conference on Spoken Language Processing (ICSLP 1990). ISCA: ISCA, 1990. http://dx.doi.org/10.21437/icslp.1990-310.

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Karaorman, M., T. H. Applebaum, T. Itoh, M. Endo, Y. Ohno, M. Hoshimi, T. Kamai et al. "An experimental Japanese/English interpreting video phone system". In 4th International Conference on Spoken Language Processing (ICSLP 1996). ISCA: ISCA, 1996. http://dx.doi.org/10.21437/icslp.1996-426.

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Connor, Suzy. "MINIMUM MEDICAL ENGLISH LANGUAGE EDUCATION FOR JAPANESE RADIOLOGICAL TECHNICIANS". In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0792.

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Relatórios de organizações sobre o assunto "Japanese language – english"

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Sowers, Andrew. Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second Language Vocabulary Acquisition. Portland State University Library, janeiro de 2000. http://dx.doi.org/10.15760/etd.5865.

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Ahlbrecht, John. College Student Rankings of Multiple Speakers in a Public Speaking Context: A Language Attitudes Study on Japanese-accented English with a World Englishes Perspective. Portland State University Library, janeiro de 2000. http://dx.doi.org/10.15760/etd.6227.

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