Статті в журналах: "Japanese language"

1

Rini, Elizabeth Ika Hesti Aprilia Nindia. "Kuseni Conjunction in Japanese Language." IZUMI 9, no. 1 (June 1, 2020): 104–11. http://dx.doi.org/10.14710/izumi.9.1.104-111.

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Kuseni is a a conjunction used to connect contradicting clauses which is called gyakusetsu no setsuzokushi in Japanese. This study aims to determine how the structure and meaning of kuseni conjunction is in Japanese sentences. The method used in this research is qualitative descriptive research. Kuseni is an adversative conjunction that connects contradictory clauses that contain criticism or reproach. Kuseni can be in the middle and at the end of a sentence, and can be attached to the class of verbs, nouns and adjectives in a sentence.

2

Oeinada, I. Gede. "Contact Phonology : Fonologi Kata Serapan dalam Bahasa Jepang." Pustaka : Jurnal Ilmu-Ilmu Budaya 18, no. 1 (February 28, 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.

3

Asada, Yuko. "General use coordination in Japanese and Japanese Sign Language." Sign Language and Linguistics 22, no. 1 (October 9, 2019): 44–82. http://dx.doi.org/10.1075/sll.18003.asa.

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Abstract Davidson (2013) shows that in American Sign Language (ASL), conjunction and disjunction can be expressed by the same general use coordinator (cf. mary drink tea coord coffee ‘Mary drank tea and coffee; Mary drank tea or coffee.’). To derive these two meanings, she proposes an alternative semantic analysis whereby the two interpretations arise through universal or existential quantification over a set of alternatives licensed by (non-)linguistic cues, such as contexts and prosodic or lexical material. This paper provides supportive evidence for Davidson’s analysis from two other languages, Japanese and Japanese Sign Language. These languages are shown to employ general use coordination similar to that in ASL, but the general use coordinators in the three languages differ in one important respect: the locality of lexical elements that induce a disjunctive meaning. It is suggested that this cross-linguistic variation can be attributed to language-specific properties that concern the Q-particle discussed in Uegaki (2014, 2018).

4

Denisenko, Vladimir N., and Zhang Ke. "Graphically Loanword from the Japanese Language in Modern Chinese Language." RUDN Journal of Language Studies, Semiotics and Semantics 10, no. 4 (December 15, 2019): 740–53. http://dx.doi.org/10.22363/2313-2299-2019-10-4-740-753.

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This article is devoted to the study of Japanese loanwords in Chinese and their classification. Particular attention is paid to the lexical units in writing in Chinese characters, coming from the Japanese language as graphic loanwords in modern Chinese and Japanese, popular on the Chinese-language Internet. The material of the study is loanwords of Japanese origin, selected from dictionaries and scientific works on this topic, as well as word usage in messages on Russian and Chinese Internet forums. We distinguish between two types of Japanese loanwords in Chinese according to how they are borrowed: phonetic and graphic borrowed words. Graphic borrowed from the Japanese language, including the actual Japanese words spelled in Chinese characters, and words created by the Japanese using Chinese characters to convey tokens of other languages, as well as the words of the ancient Chinese language, rethought by the Japanese to create terms, then returned back to modern Chinese language, constitute a characteristic group of graphic loanwords in Chinese.

5

CULIBERG, Luka. "Japanese Language, Standard Language, National Language: Rethinking Language and Nation." Asian Studies 1, no. 2 (November 29, 2013): 21–33. http://dx.doi.org/10.4312/as.2013.1.2.21-33.

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The paper examines the relationship between language and nation through the historical process by which the modern Japanese language came to exist and proposes a tentative answer as to what this says about the nature of phenomena such as language and nation themselves. The paper suggests that if language is understood as an actually existing natural and definable object, it must indeed be claimed that the Japanese language is no more than a hundred years old.

6

Malikova, Sitorabonu Farxodovna. "COMPARATIVE ANALYSES OF PREPOSITONS IN JAPANESE AND UZBEK LANGUAGES." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 05 (May 31, 2021): 117–21. http://dx.doi.org/10.37547/philological-crjps-02-05-25.

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In linguistics, the comparison of languages has always been in the center of attention. Although it is recognized by scholars that Japanese and Uzbek belong to the same language family, the Altaic language family, grammatical phenomena in both languages are not the same. While both languages have similarities, they also have differences. Comparing languages belonging to the same language family involves studying the phenomena that occur in that language. The category of agreement is widely observed in both languages, but there are some agreements between Japanese agreement agreements, which are given with one agreement in Uzbek, and the scope of application is narrow. The category of consonants is widely observed in both languages, but there are some consonants among the Japanese suffixes, which are given with one consonant in Uzbek, and the scope of application is also narrow. This article provides a comparative analysis of the Uzbek suffix of the accusative case and the differences between them

7

Kitagawa, Chisato, and Janet S. Shibamoto. "Japanese Women's Language." Journal of the Association of Teachers of Japanese 22, no. 2 (November 1988): 241. http://dx.doi.org/10.2307/488945.

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8

Jorden, Eleanor Harz, and Janet Shibamoto. "Japanese Women's Language." Journal of Japanese Studies 14, no. 2 (1988): 562. http://dx.doi.org/10.2307/132635.

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9

King, Ruth, and Janet S. Shibamoto. "Japanese Women's Language." Language 63, no. 1 (March 1987): 194. http://dx.doi.org/10.2307/415419.

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10

Orlandi, Giorgio (Georg). "Japanese linguistics, The Japanese language I." Journal of Japanese Linguistics 36, no. 2 (November 26, 2020): 311–18. http://dx.doi.org/10.1515/jjl-2020-2029.

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11

齐, 旭子. "Japanese Language Education in Japanese Universities." Advances in Education 09, no. 05 (2019): 608–16. http://dx.doi.org/10.12677/ae.2019.95100.

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12

Turapova, Nargiza Akhmedovna. "NATIONAL AND CULTURAL FEATURES OF JAPANESE LANGUAGE PHRASEOLOGISMS." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 12 (December 1, 2021): 177–82. http://dx.doi.org/10.37547/philological-crjps-02-12-34.

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Phraseologisms are characteristic of all languages of the world, but they have their own special forms of expression. They reflect character traits, worldview, lifestyle of representatives of a particular people. Phraseologisms of any language, being associated with the geographical conditions of the country, historical development, state system and religion, are not always clear. In the Japanese language, there are many phraseological units that are not translated verbatim, but are perceived rethought and enhance the aesthetic aspect of the language. The article deals with several thematic groups of Japanese phraseological units, which include the names of historical events, household items, the names of games, animals, which are included in the basic vocabulary of the language and reflect the processes characteristic of the language and its national specifics, and we can say that the overwhelming majority Japanese phraseological units reflect the mentality of the nation, originality, worldview of peoples - native speakers, i.e. phraseological units contain a cultural connotation that reflects the everyday empirical, historical, spiritual experience of the Japanese people.

13

Inagaki, Rika, and Motoyuki Nakaya. "Relationship Between Japanese Language Anxiety, Beliefs About Learning, and Language Use in Japanese Language Classes." European Journal of Educational Research 11, no. 3 (July 15, 2022): 1327–36. http://dx.doi.org/10.12973/eu-jer.11.3.1327.

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<p style="text-align: justify;">This study examined the relationship between Japanese language (JL) anxiety, beliefs about JL learning, and the amount of JL used in JL classes. The participants in this study were 670 undergraduate students studying JL at the Institute of Technology in Bangkok, Thailand, as compulsory subjects. A questionnaire survey was conducted, and a stepwise multiple regression analysis found that the amount of JL used by learners had a negative relationship with JL anxiety and a positive relationship with beliefs about JL learning and the amount of JL used by both native Thai and Japanese teachers. In addition, JL anxiety interacted with the amount of JL used by native Japanese teachers and beliefs about JL learning. JL teachers, especially native Japanese teachers, should attempt to reduce their learners' JL anxiety in order to maximize the effect of teachers’ JL use and learners’ beliefs and to support them in using JL more in classes.</p>

14

Xing, Junjie. "Practical Applications of the Understanding of Foreign Cultures in Japanese-language Teachings." Journal of Contemporary Educational Research 5, no. 6 (June 30, 2021): 19–22. http://dx.doi.org/10.26689/jcer.v5i6.2208.

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Due to differences in cultural patterns, backgrounds, and thinking styles, it is difficult to learn foreign languages. By integrating the understanding of foreign culture into Japanese-language teachings, students may be able to use Japanese in a more standardized manner based on the understanding of Japanese culture; hence, improving their Japanese proficiency. This article explored the practical strategies of understanding foreign cultures in Japanese-language teachings in hope of helping students improve their Japanese proficiency.

15

Bryce, Mio, Hiroshi Suzuki, Tamami Mori, Hideki Sumiyoshi, and Christie Barber. "Performing Language in Japanese Language Learning." International Journal of Learning: Annual Review 18, no. 12 (2013): 85–94. http://dx.doi.org/10.18848/1447-9494/cgp/v18i12/47844.

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16

Izumi, Shinichi. "THE ACQUISITION OF JAPANESE AS A SECOND LANGUAGE.Kazue Kanno (Ed.). Amsterdam: Benjamins, 1999. Pp. xi + 181. $72.00 cloth." Studies in Second Language Acquisition 25, no. 4 (November 24, 2003): 587–88. http://dx.doi.org/10.1017/s0272263103240250.

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This volume, focusing on Japanese as a second language (JSL), is part of the Language acquisition and language disorders series by Benjamins. As the editor points out in the introductory chapter, there is a pressing need to investigate the acquisition of languages other than English and other European languages if SLA claims to be a discipline broad enough to encompass acquisition of any second language (L2). In particular, given the importance of Japanese as one of the most commonly studied languages in Asia and the fact that Japanese has many linguistic features not found in European languages, research on the acquisition of JSL should have important implications for both practical applications in language teaching and theoretical investigation of language universals, innate principles, and the like.

17

Kuroda, Tomohiro, Kazuya Okamoto, Tadamasa Takemura, Naoki Oboshi, Yoshihiro Kuroda, and Osamu Oshiro. "Analysis of Japanese-Japanese Sign Language Dictionary Using Natural Language Processing." Japanese Journal of Sign Language Studies 17 (2008): 85–92. http://dx.doi.org/10.7877/jasl.17.85.

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18

Salokhiddinova, Aziza Bakhtiyor Qizi. "EYE-RELATED PHRASES IN JAPANESE AND UZBEK LANGUAGE." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 05 (May 30, 2021): 62–68. http://dx.doi.org/10.37547/philological-crjps-02-05-15.

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Eyes are organs of the visual system. The human eye is a sense organ that reacts to light and allows vision. It well known that the eye is a sensory organ, and while seeing protects us from external dangers, we perceive the external environment. That is why this part of the body is so important. Sight, whose main function is to help a person feel different things. Thanks to this member, many works of art have created. That is, writers wrote down what they saw with their own eyes. This article provides an in-depth analysis of the phrases in which these eye functions transferred in Japanese and Uzbek languages.

19

Danquah, Francis K. "Reports on Philippine Industrial Crops in World War II from Japan’s English Language Press." Agricultural History 79, no. 1 (January 1, 2005): 74–96. http://dx.doi.org/10.1215/00021482-79.1.74.

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Abstract Japan’s occupation of Southeast Asia placed enormous stocks of the region’s industrial crops under Japanese control. English language Japanese newspaper reports from the Philippines suggest that the invaders grossly under-utilized this vast storehouse of agricultural wealth. Washington’s pre-war oil embargo severely crippled military and civilian transport services throughout the war, and Japan’s conversion of cane sugar into fuel alcohol and butane for aviation fuel failed to generate successful outcomes. Also, as the Pacific War eliminated cotton imports from the United States, India, and Egypt, placing numerous Japanese textile factories in jeopardy, Tokyo attempted to replace Philippine cane sugar plantings that previously served US markets with raising raw cotton for Japanese textile interests. In the Philippines, however, multifarious bottlenecks crippled all of Tokyo’s wartime farm projects. Though the Japanese occupation was short-lived, it demonstrated Tokyo’s intention to adjust the Philippine economy into a dependent relationship with Japanese industries.

20

Savitri, Laily Amalia, Agus Budi Cahyono, and Efrizal Efrizal. "PENGENALAN BUDAYA JEPANG DAN PENGUATAN KEMAMPUAN BAHASA JEPANG MELALUI JLPT PADA SISWA MAN 1 PASURUAN." Jurnal Gramaswara 2, no. 1 (January 3, 2022): 51–69. http://dx.doi.org/10.21776/ub.gramaswara.2022.002.01.05.

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Japanese is one of the foreign languages that many students learn in Indonesia, including at MAN 1 Pasuruan. Students of MAN 1 Pasuruan have a great curiosity about Japanese culture, especially about the lives of Japanese high school students, shodou 'Japanese calligraphy', Japanese language, and JLPT (Japanese Language Proficiency Test). However, learning Japanese at MAN 1 Pasuruan has limited learning time, so that during learning hours it is more focused on teaching basic Japanese, while teaching about Japanese culture and JLPT is still very necessary. Therefore, this community service activity aims to increase students' understanding and interest in Japanese culture and language so that students can measure their own learning success and Japanese language skills with JLPT test. This community service activities were carried out at MAN 1 Pasuruan using a blended method which was attended by 50 students (40 students via online and 10 students via offline) from class X Language, XI Language, and XII Language by introducing Japanese high school life, simulations of JLPT test, as well as demonstrations and shodou workshops by native speakers and experts who expert in their fields. The high activity and enthusiasm of students shows that this community service program is very much needed by MAN 1 Pasuruan to accommodate the needs and to increase students' interest in learning Japanese language and culture that has been learned during teaching and learning activities in class.

21

Man, Laura, Gavin Bui, and Mark Feng Teng. "From second language to third language learning." Australian Review of Applied Linguistics 41, no. 1 (October 12, 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.

22

Brown, Amanda. "Gesture viewpoint in Japanese and English." Gestures in language development 8, no. 2 (August 4, 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.

23

Sarif S, Irzam, and Dadang Suganda. "Interferences Of English-Japanese Language In The Covid-19 Pandemic." IZUMI 9, no. 2 (November 29, 2020): 121–27. http://dx.doi.org/10.14710/izumi.9.2.121-127.

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Interference is the use of other language elements by individual bilingual languages. Several researchers have researched interference, but no one has examined the interference with Covid-19 as an object. This study aims to describe the forms of English language phonological, morphological, and syntactic interference to the Japanese language. This study used a qualitative descriptive research method, with data sources in the form of vocabulary or terms during the Covid-19 pandemic. The results of this study indicated that the phonological interference forms found are phoneme addition, phoneme insertion, and phoneme substitution, which are caused by differences in syllables. The morphological and syntax interference in the form of compound words and phrases caused by differences in the class of terms that form between the two languages.

24

Gapur, Abdul, Dina Shabrina Putri Siregar, and Mhd Pujiono. "LANGUAGE KINSHIP BETWEEN MANDARIN, HOKKIEN CHINESE AND JAPANESE (LEXICOSTATISTICS REVIEW)." Aksara 30, no. 2 (December 31, 2018): 301. http://dx.doi.org/10.29255/aksara.v30i2.267.287-302.

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Mandarin and Hokkien Chinese are well known having a tight kinship in a language family. Beside, Japanese also has historical relation with China in the eld of language and cultural development. Japanese uses Chinese characters named kanji with certain phonemic vocabulary adjustment, which is adapted into Japanese. This phonemic adjustment of kanji is called Kango. This research discusses about the kinship of Mandarin, Hokkien Chinese in Indonesia and Japanese Kango with lexicostatistics review. The method used is quantitative with lexicostatistics technique. Quantitative method nds similar percentage of 100-200 Swadesh vocabularies. Quantitative method with lexicostatistics results in a tree diagram of the language genetics. From the lexicostatistics calculation to the lexicon level, it is found that Mandarin Chinese (MC) and Japanese Kango (JK) are two different languages, because they are in a language group (stock) (29%); (2) JK and Indonesian Hokkien Chinese (IHC) are also two different languages, because they are in a language group (stock) (24%); and (3) MC and IHC belong to the same language family (42%).

25

Gapur, Abdul, Dina Shabrina Putri Siregar, and Mhd Pujiono. "LANGUAGE KINSHIP BETWEEN MANDARIN, HOKKIEN CHINESE AND JAPANESE (LEXICOSTATISTICS REVIEW)." Aksara 30, no. 2 (December 31, 2018): 301. http://dx.doi.org/10.29255/aksara.v30i2.267.301-318.

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Mandarin and Hokkien Chinese are well known having a tight kinship in a language family. Beside, Japanese also has historical relation with China in the eld of language and cultural development. Japanese uses Chinese characters named kanji with certain phonemic vocabulary adjustment, which is adapted into Japanese. This phonemic adjustment of kanji is called Kango. This research discusses about the kinship of Mandarin, Hokkien Chinese in Indonesia and Japanese Kango with lexicostatistics review. The method used is quantitative with lexicostatistics technique. Quantitative method nds similar percentage of 100-200 Swadesh vocabularies. Quantitative method with lexicostatistics results in a tree diagram of the language genetics. From the lexicostatistics calculation to the lexicon level, it is found that Mandarin Chinese (MC) and Japanese Kango (JK) are two different languages, because they are in a language group (stock) (29%); (2) JK and Indonesian Hokkien Chinese (IHC) are also two different languages, because they are in a language group (stock) (24%); and (3) MC and IHC belong to the same language family (42%).

26

Efimova, Sardana. "Recognition of Linguistic Characteristics of Bilingual Students when Teaching Japanese at North-Eastern Federal University." SHS Web of Conferences 134 (2022): 00034. http://dx.doi.org/10.1051/shsconf/202213400034.

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The article justifies the need to take into account the linguistic characteristics of bilingual students from among the indigenous inhabitants of the Republic of Sakha (Yakutia) when teaching the Japanese language at the North-Eastern Federal University named after M.K. Ammosov. The purpose of this study is to analyze the linguistic phenomena of the Japanese and Yakut languages for the effective development of foreign language communicative competence of students. The author of the study revealed a contradiction at the methodological level between the need to train specialists with knowledge of the Japanese language from among the indigenous peoples of Yakutia and the lack of a methodology that takes into account the linguistic characteristics of bilingual students. The research methods were theoretical and empirical methods. Due to the fact that the key feature of teaching foreign languages in the Republic is bilingualism of students, the author of the article analyzed scientific literature on the topic of bilingualism, justified the need to take into account bilingualism of students when teaching Japanese in the national Republic. Difficulties arising in the study of the Japanese language are considered. As a result of the study, the grammatical, lexical and phonetic phenomena of the Japanese language, which have similarities in the Yakut language, have been identified, it is proposed to explain these phenomena in the process of teaching the Japanese language based on the Yakut language.

27

Alfarisy, Fitri. "Japanese and English Students Perspective on Social Media." KIRYOKU 5, no. 1 (June 10, 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.

28

Quirk, Randolph. "Language varieties and standard language." English Today 6, no. 1 (January 1990): 3–10. http://dx.doi.org/10.1017/s0266078400004454.

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29

SHUKURI, Yukiko. "Japanese Language and "Characters": From the Perspective of Teaching Japanese as a Foreign Language." Acta Linguistica Asiatica 5, no. 2 (December 29, 2015): 61–68. http://dx.doi.org/10.4312/ala.5.2.61-68.

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This paper introduces current status of "role language" and the "speaker's character" and their applications in Japanese teaching materials. Besides it studies the knowledge of Russian learners of Japanese and carefully examines their knowledge of four typical kinds of "role language" in Japanese anime and manga by using a questionnaire and follow-up interviews. From the results of the textbook research, the following two things are revealed; (a) first person pronouns except for watashi are rarely used, (b) there is not enough explanations about different "speaker's characters" in detail. Furthermore, findings of the questionnaire show that some of the learners who have the same impression of the characters as Japanese native speakers, wrongly connect a certain "role language" to illustrations of a character, and results of as much as three kinds of "role language" have a low positive correlation with the learners' results of the Japanese Language Proficiency Test. Results also reveal that all four kinds of "role language" have no correlation with other factors, such as student's duration of learning Japanese, or frequency of the use of Japanese outside the classroom.

30

Ramsey, S. Robert, Eleanor Harz Jorden, and Mari Noda. "Japanese: The Spoken Language." Modern Language Journal 75, no. 1 (1991): 153. http://dx.doi.org/10.2307/329875.

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31

Tamon, Hiroshi. "Japanese Sign Language Resurgence:." Japanese Journal of Sign Language Studies 21 (2012): 81–96. http://dx.doi.org/10.7877/jasl.21.81.

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32

Cao, Yuning. "Reexamining Japanese youth language." Journal of Japanese Linguistics 38, no. 1 (April 1, 2022): 119–44. http://dx.doi.org/10.1515/jjl-2022-2053.

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Abstract This paper investigates Japanese youth language (abbreviated as “YL” thereafter) from a sociolinguistic approach and discusses whether the terminology itself is felicitous in capturing the group of words or the users it claims to be capturing by focusing on YL usage in real life and collected latest data featuring top-ranking YL words in 2018 and 2019. A closer examination of YL reveals that the usage not always matches users’ age, and that the terminology itself suggests an outsider view, creating a misconception that only young people use it. It is thus argued that age is not the correct label to define YL, and that various types of YL words exist under this umbrella notion that are used in different communities for various purposes. This article intends to promote a more comprehensive and objective understanding of YL.

33

Imai, H. "Internationalization and Japanese Language." Concrete Journal 48, no. 4 (2010): 39. http://dx.doi.org/10.3151/coj.48.4_39.

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34

Nakano, Yoshiko, Eleanor Harz Jorden, and Mari Noda. "Japanese: The Spoken Language." Language 65, no. 4 (December 1989): 894. http://dx.doi.org/10.2307/414972.

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35

Sagara, Keiko, and Nick Palfreyman. "Variation in the numeral system of Japanese Sign Language and Taiwan Sign Language." Asia-Pacific Language Variation 6, no. 1 (July 29, 2020): 119–50. http://dx.doi.org/10.1075/aplv.00009.sag.

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Abstract Abstract (Japanese Sign Language) The numerals 10, 100 and 1,000 are expressed variably in Japanese Sign Language (JSL) and Taiwan Sign Language (TSL), two languages that also have historic links. JSL was used in deaf schools that were established in Taiwan during the Japanese colonial era, leaving a lasting impression on TSL, but complex sociolinguistic situations have led to different outcomes in each case (Fischer, 2014; Sagara, 2014). This comparative sociolinguistic analysis is based on two datasets comprising a total of 1,100 tokens produced by 72 signers from the Kanto and Kansai regions (for JSL) and the cities of Tainan and Taipei (for TSL). Mixed effects modelling reveals that social factors such as the age and region of the signer have a significant influence on how the variable is realised. This investigation shows how careful cross-linguistic comparison can shed light on variation within and between sign languages that have been in contact, and how regional variation in one language may influence regional variation in another.

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Diner, Lispridona. "Analisis Bentuk Kesalahan dalam Mengarang Bahasa Jepang yang Dipengaruhi oleh Bahasa Pertama." JLA (Jurnal Lingua Applicata) 3, no. 1 (June 15, 2020): 33. http://dx.doi.org/10.22146/jla.53309.

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Second language acquisition (SLA) for Indonesian students can be in the form of regional languages, Indonesian language, English as an international language or a foreign language. Foreign languages such as Mandarin, Korean and Japanese. The learning process of writing especially at the elementary level, students have difficulty in composing Japanese sentences. Based on observations, this happens because in the process of writing students are still influenced by the first language. Therefore, this study aims to determine the effect of first language in writing Japanese at the elementary level. The research method used in this study is a qualitative research method. The data of this research are in the form of students' essays in the Shokyuu Kohan sakubun course. And the data analysis technique used is the analysis of language errors. Based on the results and discussions, it can be concluded that writing Japanese essays is influenced by the first language, in this case the first language is Indonesian. Of the errors affected by the first language by 67% influenced by the sentence patterns of the first language and 33% influenced by the vocabulary of the first language.

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Rini, Elizabeth Ika Hesti Aprilia Nindia. "PERBANDINGAN PENGUNGKAPAN KALA DALAM BAHASA JEPANG DAN BAHASA INDONESIA." KIRYOKU 2, no. 3 (December 3, 2018): 25. http://dx.doi.org/10.14710/kiryoku.v2i3.25-33.

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(Contrastive study between tenses in Japanese and Indonesian Languages) Expressing time in sentences is universal in any language, although it's marked differently in each language. This research objective is to know the differences in tenses marker between Japanese and Indonesian languages. The method used is the descriptive method. As a result of the research findings, it was found that in the Japanese language tenses are marked by morphemic forms were characterized by bound morphemes, whereas Indonesian tenses are marked as lexical by the adverb. Attendance adjunct in Japanese is optional, in Indonesian adjunct explain the position, activity, state of theft with the time of speech.Keywords: tense, bentuk -ru, bentuk -ta, adverbia kala

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Alifah, Rahma Fitri, Puspa Mirani Kadir, and Yuyu Yohana Risagarniwa. "Understanding the Use of O and Ga Particles in Japanese Sentences for Japanese Language Learners." IZUMI 9, no. 2 (November 29, 2020): 147–54. http://dx.doi.org/10.14710/izumi.9.2.147-154.

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Joshi or particle is a class of words that cannot change the form, other than that Joshi cannot stand itself. Joshi must be attached to another class of words to gain meaning. In the Japanese language, one of the joshi groups that can connect noun and noun or noun and verb or adjective called the kakujoshi category, two of them are o and ga particles. One of the functions of o and ga particles have the same function as an object marker; many Japanese language learners still have difficulty in using o and ga particles as an objective marker. This research is how Japanese language learners' understanding of using o and ga particles in Japanese sentences. The method used the quantitative and questionnaire technique. This research concludes that many respondents have passed the advanced level in the Japanese language proficiency test, and need more than two years for study. However, the understanding of Japanese learners in the use of o and ga particles are still at the intermediate level.

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Hasibuan, Adriana, and Rani Arfianty. "Grammatical and lexical errors of japanese sentence essay of stikes medistra Lubuk Pakam nurses as apprentices to Japan." ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 4, no. 2 (December 18, 2019): 259–66. http://dx.doi.org/10.32734/abdimastalenta.v4i2.4058.

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This paper aims to analyze Japanese grammatical and lexical errors in written languages. This study involved 45 nurses from the School of Health Sciences as apprentices to Japan with a 180-word Japanese essay sample based on the Language error definition of Corder (1981) and Weinreich's interference definition (1970). In the process of switching Indonesian into Japanese, errors always occur as they speak. Language learners simply move the grammar rules of Indonesian language into Japanese without thinking about the rules that exist in Japanese. Translating from Indonesian into Japanese, interference is the most powerful factor. When learning Japanese, Indonesian as a mother tongue (B1) is always disruptive, Indonesian language has an influence on grammatical and lexical errors of Japanese written by STIKES nurse of Medistra Lubuk Pakam as apprentices to Japan. Errors made by nurses based on linguistic categories were 33.66% errors in the morphology field, 23.38% syntactic errors and 42.96% errors in the lexical field. Error occurred due to negative transfer.

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Hasibuan, Adriana, and Rani Arfianty. "Grammatical and lexical errors of japanese sentence essay of STIKES Medistra Lubuk Pakam nurses as apprentices to Japan." ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 4, no. 2 (December 12, 2019): 634–40. http://dx.doi.org/10.32734/abdimastalenta.v4i2.4196.

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This paper aims to analyze Japanese grammatical and lexical errors in written languages. This study involved 45 nurses from the School of Health Sciences as apprentices to Japan with a 180-word Japanese essay sample based on the Language error definition of Corder (1981) and Weinreich's interference definition (1970). In the process of switching Indonesian into Japanese, errors always occur as they speak. Language learners simply move the grammar rules of Indonesian language into Japanese without thinking about the rules that exist in Japanese. Translating from Indonesian into Japanese, interference is the most powerful factor. When learning Japanese, Indonesian as a mother tongue (B1) is always disruptive, Indonesian language has an influence on grammatical and lexical errors of Japanese written by STIKES nurse of Medistra Lubuk Pakam as apprentices to Japan. Errors made by nurses based on linguistic categories were 33.66% errors in the morphology field, 23.38% syntactic errors and 42.96% errors in the lexical field. Error occurred due to negative transfer.

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Shigemori Bučar, Chikako, Hyeonsook Ryu, Nagisa Moritoki Škof, and Kristina Hmeljak Sangawa. "The CEFR and teaching Japanese as a foreign language." Linguistica 54, no. 1 (December 31, 2014): 455–69. http://dx.doi.org/10.4312/linguistica.54.1.455-469.

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Soon after the publication of the CEFR in 2001, the Association of Japanese Language Teachers in Europe (AJE) started a research project on the history of language teaching in Europe, carried out a survey of language policies in various European countries, and presented prospects for learning and teaching Japanese as a foreign language in Europe. The association recognizes the need to share the concepts and achievements of the CEFR.The Japan Foundation (JF), partially influenced by the CEFR, set up the JF Standard for Japanese Language Education in 2010. This standard offers tools that teachers and students can use to plan their teaching/learning through self-assessment of their language ability levels. The JF is also publishing new types of textbooks for Japanese education, emphasizing cross-cultural understanding between peoples.The Japanese Language Proficiency Test was revised in 2010 and is now ability-oriented; it is indirectly influenced by the CEFR.The authors analyzed Japanese education at the University of Ljubljana in relation to the CEFR assessment levels. At the end of their undergraduate study, students reach approximately level B1/B2 of the CEFR, and at the end of the master’s course level C1. There are difficulties in assessing the current Japanese courses using the CEFR framework due to the specific character of Japanese, particularly in relation to the script, politeness and pragmatic strategies, and students’ familiarity with current events in Japan and background knowledge of Japanese society. Nevertheless, the CEFR framework offers concrete ideas and new points of view for planning language courses, even for non-European languages.

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Phadvibulya, Tavicha. "English Language Education in Japan: From Westernization to Globalization." MANUSYA 7, no. 3 (2004): 41–59. http://dx.doi.org/10.1163/26659077-00703005.

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Japan is one of the most influential countries in the world's economy and politics. Although the country is perceived as being well-equipped technologically and having an industrious, highly literate, and energetic population, foreign language education, especially in English, has long been a critical issue. From the time of the Meiji Restoration (1868-1945), the Japanese have considered studying foreign languages to be tool to facilitate the Westernization of the country. It was also a key factor in Japan's recovery and rapid economic growth in the decades following the end of World War II (1945-1952). After the postwar period (1960s- present), however, foreign languages, previously seen as a one-way tool for absorbing Western civilization, became a tool for two-way communication where ideas are shared and exchanged. This has been due to the fact that, with the arrival of the 21st century, Japanese society is facing many more challenges as a result of changing cultural norms, advances in science and, most importantly, the progress of globalization in the economy and in society. Accordingly, in 2004, the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) inaugurated a policy for the improvement of communication skills in English, viewing it as essential for the Japanese to acquire communication skills in English as a common international language in order to function in the 21st century. The series of reforms being introduced due to the changing needs of the country, including the efforts made, the outcomes gained and the quick expansion of foreign-language education, is worth keeping an eye on and, thus, constitutes the focal interest of this investigation.

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Honna, Nobuyuki. "English in Japanese society: Language within language." Journal of Multilingual and Multicultural Development 16, no. 1-2 (January 1995): 45–62. http://dx.doi.org/10.1080/01434632.1995.9994592.

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Makan, M. "ABOUT RELATED NAMES IN THE KAZAKH LANGUAGE AND RELATED NAMES IN THE JAPANESE LANGUAGE." Tiltanym, no. 2 (October 23, 2021): 97–101. http://dx.doi.org/10.55491/2411-6076-2021-2-97-101.

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Although there has been a lot of research on related names in Kazakh and Japanese, there are very few papers that have investigated the specifics of related names in both languages. In this work, we identify the similarities and characteristic features of the national traditions, customs, language and culture of the two peoples, comparing separately the research works on related names in the Kazakh and Japanese languages.

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Makan, M. "About related names in the Kazakh language and related names in the Japanese language." Tiltanym, no. 2 (June 30, 2021): 94–97. http://dx.doi.org/10.55491/2411-6076-2021-2-94-97.

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Although there has been a lot of research on related names in Kazakh and Japanese, there are very few papers that have investigated the specifics of related names in both languages. In this work, we identify the similarities and characteristic features of the national traditions, customs, language and culture of the two peoples, comparing separately the research works on related names in the Kazakh and Japanese languages.

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Aziz, Zulfadli Abdul, Bukhari Daud, and Syafira Yunidar. "Second Language Interference towards First Language Use of Japanese Learners." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, no. 1 (November 15, 2019): 159. http://dx.doi.org/10.21093/ijeltal.v4i1.410.

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There have been many studies on first language interference towards learners’ second or foreign language learning, but not many on the otherwise. This study investigates the effects of learning Japanese as a foreign language towards learners’ first language use, Indonesian. The data for this qualitative study were obtained from five Japanese learners who had different backgrounds of Japanese learning. Observation and interview were used as the research instruments to collect the data in this study. The results were found that the learners showed foreign language effects; grammatical aspects and borrowing. In short, learning a foreign language (FL) influences learners’ first language (L1), which means that learning Japanese language had affected the learners’ first language, Indonesian. It can be concluded that learning a second or foreign language may interfere a learner’s first language.

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Zuraida, Lukia, Made Budiarsa, I. Ketut Darma Laksana, and I. Wayan Simpen. "Language Choice of Balinese and Japanese Mixed Marriage Children." Journal of Language Teaching and Research 11, no. 4 (July 1, 2020): 604. http://dx.doi.org/10.17507/jltr.1104.11.

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Japanese and Balinese mixed marriage children have become bilingual since the early years of the language acquisition period. They acquired the inheritance of the languages (Indonesian, Japanese, and Balinese) from their parents. This research was conducted to find the language choice of mixed marriage children of Balinese and Japanese in Bali. The language use domain is divided into two: family and social. In each domain, the topic, the background of the situation, and the people involved are determined. The data was gathered using questionnaires employed to 10 mixed married families. The method includes observation and interviews. The result of data analysis showed that in the family domain there are variations of the children's language preferences when communicating. The children choose Indonesian when communicating with the father, and Japanese with the mother. However, there are also other options for using mixed code between Indonesian, Japanese and also English. In the social domain, the language choice is more homogeneous, which is Indonesian. Meanwhile, it was found that there was resistance towards the use of Balinese by Japanese-Balinese Mixed Marriage Family (JBMF) and the factors that affected the children's language choice were also discovered.

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MORITOKI ŠKOF, Nagisa. "Foreword." Acta Linguistica Asiatica 8, no. 1 (January 30, 2018): 5–6. http://dx.doi.org/10.4312/ala.8.1.5-6.

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… multicultural education does not necessarily have to imply the study of foreign second languages but the former without the later is limited and will have difficulty in producing the results it often claims to want to achieve, i.e. tolerance, peace and cross-cultural understanding (Crozet et al., 1999). This volume of Acta Linguistica Asiatica is dedicated to the area of teaching Asian languages in non-native surroundings. It is our great pleasure to announce 9 research papers on language teaching and articulation covering a wide-area of Central and Eastern Europe. The papers show us a map of Asian language teaching sites, including secondary and tertiary education, and their background systems.In her work “Poučevanje tujih jezikov v slovenskem šolskem sistemu: prostor tudi za japonščino?”, which opens the present volume, Bronka STRAUS outlines the picture of Slovene educational system. The paper reminds us that language teaching when taught as a curricular course, must be incorporated into the country’s system.The article »Chinese as a Foreign Language in Slovene Upper Secondary Education and Outline of Curriculum Renewal«by Mateja PETROVČIČ proposes a dynamic curriculum reform in secondary education mostly but targets tertiary education as well.The next article, authored by Nagisa MORITOKI ŠKOF and named »Learner Motivation and Teaching Aims of Japanese Language Instruction in Slovenia«, discusses main aims and objectives to teaching Japanese at secondary level education, and looks into the ways of how to find the place for Japanese language teaching in Slovene language curricula.Kristina HMELJAK SANGAWA in her paper “Japanese Language Teaching at Tertiary Level in Slovenia: Past Experiences, Future Perspectives” gives an introduction to the history and contents of Japanese language teaching in tertiary education in Slovenia.Following are the two articles concern teaching Asian languages in Serbia. Ana JOVANOVIĆ’s research, entitled »Teaching Chinese at the University Level – Examples of Good Practices and Possibilities for Further Developments«, presents several cases of Chinese language teaching and articulation from primary all the way to tertiary education.On the other hand, »Current State of Japanese Language Education in Serbia and Proposal for Future Solutions« by Divna TRIČKOVIĆ’s similarly discusses the Japanese language courses and their present situation in secondary education. The author points out the need for a well-thought pick up of both the teacher and the textbook, and offers an exemplar from University of Beograd.The next two articles on teaching Asian languages in Romania concern articulation mainly. Angela DRAGAN in her work »Teaching Japanese Language in Tertiary and Secondary Education: State and Private Institutions in Romania« offers a perspective on articulation at tertiary level mainly, while on the other hand, Mariana LUNGU discusses it from the view of secondary education. The Ion Creanga National college in Bucharest is the only institution in Romania which provides Japanese language education at secondary level ongoing every year.The final article by Karmen FEHER MALAČIČ “Teaching of the Japanese and Chinese Language in Extracurricular Courses for Children, Adolescents and Adults in Slovenia” brings the story back to Slovenia in a form of a survey on teaching Asian languages as extracurricular subjects. The author considers the problems and perspectives that arise within such extracurricular course and at the same time shape language education within curricular course. Nagisa Moritoki Škof

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Song, Yuting, Biligsaikhan Batjargal, and Akira Maeda. "Learning Japanese-English Bilingual Word Embeddings by Using Language Specificity." International Journal of Asian Language Processing 30, no. 03 (September 2020): 2050014. http://dx.doi.org/10.1142/s2717554520500149.

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Cross-lingual word embeddings have been gaining attention because they can capture the semantic meaning of words across languages, which can be applied to cross-lingual tasks. Most methods learn a single mapping (e.g., a linear mapping) to transform a word embedding space from one language to another. To improve bilingual word embeddings, we propose an advanced method that adds a language-specific mapping. We focus on learning Japanese-English bilingual word embedding mapping by considering the specificity of the Japanese language. We evaluated our method by comparing it with single mapping-based-models on bilingual lexicon induction between Japanese and English. We determined that our method was more effective, with significant improvements on words of Japanese origin.

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InYoung Lee. "On Japanese language education and learning classical Japanese." Journal of Japanese Studies ll, no. 63 (March 2015): 439–55. http://dx.doi.org/10.15733/jast.2015..63.439.

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