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Relevant bibliographies by topics / 母語

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Journal articles

Academic literature on the topic '母語'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "母語"

1

武志, 濱田. "論《蒙古字韻》所反映的漢語方言音系". Bulletin of Chinese Linguistics 12, № 1 (2019): 88–128. http://dx.doi.org/10.1163/2405478x-01101006.

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提要關於《蒙古字韻》所反映的漢語方言音系，本文得出了以下結論：①中古音四聲已分爲陰陽八調。②疑、云母的實現形式ꡃ <ŋ> [ŋ-]和ꡝ <’> [ʔ-]都是/ʔ-/ （陽調）的條件變體。③中古音微母、日母、以母（各自對應於ꡓ <w>、ꡔ <ž>、ꡭ <y1>）爲[v-, ʐ-, jɦ-]，中古音奉母、禪母、部分匣母（對應於ꡤ <f1>、ꡚ <š1>、ꡯ <h1>）變爲[fɦ-, ʂɦ-, xɦ-]。這兩個音變構成一套鏈移（chain shift）。④中古音全濁聲母除了邪母和部分匣母以外都變為“清音濁流” [Cɦ-]。⑤硬顎音聲母/c, cʰ, ç, j, ɲ/有獨立的地位，但是/c, cʰ, ç/沒有專用字母。⑥韻腹有/a, e, ɤ, i, u, y, ï/，韻尾有/j, w, m, n, ŋ/，介音有/w, ɥ, i/。介音/i/只與韻腹/a, e/相配。元朝人沒有現代語言學的知識。從韻書等資料構擬出一套語音系統的科學研究是一項嶄新的嘗試。使用表音文字構擬脫離實際方言的語音系統並且還制定拼法，這是一項遠比現代人能想像的難得多的工作。本文認爲，哪一個字屬於哪一個小韻很可能是根據前代韻書而決定的，同時還認為，語音系統本身很可能是反映著實際方言音系的相當部分。創造八思巴字拼寫的原

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2

Chen, Zhongmin. "從邪牀禪母讀音與古江東方言". Language and Linguistics / 語言暨語言學 20, № 3 (2019): 308–34. http://dx.doi.org/10.1075/lali.00037.che.

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抽象本文首先分析今北部吳語從邪澄牀（崇船）禪等聲母讀音，指出這些聲母讀擦音是吳語固有讀音層（白讀），讀塞擦音是以後杭州半官話覆蓋層（文讀）；然後再分析這些聲母在南部吳語裡的情形，發現與北部吳語大致相同，只是白讀讀擦音的不包括澄母。作者認為從邪崇船禪讀擦音是直接繼承了《顏氏家訓—音辭篇》裡所說的江東方言從邪不分、牀（崇船）禪不分的特點，據此本文提出鑒別南朝江東方言的一個語音特徵：從邪崇船禪母都讀擦音。以此鑒別特徵為依據，本文再考察了北部吳語、南部吳語、江淮官話、徽語、閩語等方言相關聲母的讀音，指出吳語（不包括杭州話）、徽語嚴州片是古江東方言的範圍。不過這些地區的方言歷經一千多年的語言接觸和自身演變，也覆蓋著來自中原權威官話和地區權威話的塞擦音文讀層次。塞擦音文讀層與擦音白讀層互相競爭，此消彼長，使得這些方言裡讀塞擦音還是擦音「一處一個樣，一筆糊塗賬」。

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3

Koike, Yuko. "English Aspect: L1 Transfer and Explicit Instruction." JALT2018—Diversity and Inclusion 2018, no. 1 (2019): 205. http://dx.doi.org/10.37546/jaltpcp2018-28.

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Aspect shows cross-linguistic variation, and the role of the first language in the acquisition of aspect is often discussed in second language literature. However, whether L1 transfer actually occurs in the areas of grammar is controversial. In this paper, I discuss the aspectual characteristics of English and Japanese associated with their aspectual verb classes, which show both similarities and differences between the languages. Japanese learners of English are predicted to have difficulty in associating the form with the meaning and transfer L1 features when learning aspectual properties of

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4

Chen, Jia-yi, та Dong-Bo Hsu. "西班牙語母語者之漢語簡單句的理解策略發展與習得". Language and Linguistics / 語言暨語言學 18, № 3 (2017): 327–54. http://dx.doi.org/10.1075/lali.18.3.01che.

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抽象本文檢視漢語母語者、西班牙語母語者漢語初級及中高級學習者在理解具有不同生命性對比的名詞組之下的漢語主動賓句以及主題句時所採用的模式。結果發現在主動賓句方面，三組均將第一個名詞組當成施事、第二個名詞組當成受事（即 NVN 捷思法），而名詞生命性的對比影響不大。至於主題句的理解，漢語母語人士及中高級的學習者隨機猜測其中一個名詞組作為施事，而初級的學習者則多運用 NVN 捷思法處理之。這三組漢語使用者的理解模式，符應了語法優先假說：運用語法結構進行語句理解，雖然名詞組生命性的對比影響了主題句的理解，但其影響力未大過語法結構。

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5

Sagart (沙加爾), Laurent, та William H. Baxter (白一平). "A Hypothesis on the Origin of Old Chinese Pharyngealization (上古漢語咽化聲母來源的一個假設)". Bulletin of Chinese Linguistics 9, № 2 (2016): 179–89. http://dx.doi.org/10.1163/2405478x-00902002.

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It is proposed that oc pharyngealized onset consonants—that is, ‘type-A’ onset consonants—arose out of Proto-Sino-Tibetan plain consonants followed by geminate vowels separated by a pharyngeal fricative. When the first copy of the geminate vowel fell, the initial consonants formed clusters with the pharyngeal fricative, evolving into the oc pharyngealized consonants we reconstruct. In the Kuki-Chin branch of Tibeto-Burman, the pharyngeal fricative fell, and long vowels resulted. This proposal supposes a statistical correlation between Kuki-Chin long vowels and oc type-A words on the one hand,

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6

Shimada, Kazunari. "Contrastive Interlanguage Analysis of Discourse Markers Used by Nonnative and Native English Speakers." JALT Journal 36, no. 1 (2014): 47. http://dx.doi.org/10.37546/jaltjj36.1-3.

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In this study, the use of discourse markers (DMs) in the speech of Japanese learners of English was investigated. To explore the features of their DM use, corpora of nonnative and native English speakers’ speech were analysed using the methodology called Contrastive Interlanguage Analysis. A frequency analysis of DMs revealed significant differences between Japanese learners’ and native speakers’ speech, supporting earlier findings. Quantitative and qualitative analyses of the learner corpus data suggest that Japanese learners may use the marker so more frequently than other nonnative English

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7

Bo, WAN. "贛語安義方言匣母字讀音的歷史層次及一組相關本子的考釋". Cahiers de Linguistique Asie Orientale 24, № 2 (1995): 229–44. http://dx.doi.org/10.1163/19606028-90000410.

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8

Hosoda, Yuri. "Directives and Assessments in Japanese Native and Nonnative Conversation." JALT Journal 27, no. 1 (2005): 5. http://dx.doi.org/10.37546/jaltjj27.1-1.

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Various kinds of data and methodologies have been used to investigate nonnative speakers’ (NNSs’) pragmatic competence. In the past decade, attempts have been made to describe NNSs’ pragmatic abilities in naturally occurring interaction using the Conversation Analysis (CA) methodology. To date, there are an increasing number of CA studies that describe NNSs’ pragmatic competence in institutional settings, but only a few in noninstitutional settings. Using the framework of CA, this study examines NNSs’ pragmatic competence displayed in sequences of directives and assessments in casual native sp

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9

Ozaki, Shigeru. "Teaching collocations effectively with the aid of L1." Language Teacher 35, no. 3 (2011): 37. http://dx.doi.org/10.37546/jalttlt35.3-6.

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The acquisition of collocations is an essential part of native-like competency in English usage yet is not so easy for learners. The use of collocations by non-native English speakers tends to be negatively influenced by their L1. Interference from the learners’ L1 could be mitigated by showing them the differences between the collocations in the target language and the equivalents in their own language. This article discusses concrete methods of teaching collocations effectively with the aid of learners’ L1 after briefly reviewing literature on collocations, collocations and language acquisit

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10

Mueller, Charles. "A Comparison of Introductions in Japanese-Authored Japanese Articles, Japanese-Authored English Articles, and Articles by English Native Speakers." JALT Journal 39, no. 1 (2017): 29. http://dx.doi.org/10.37546/jaltjj39.1-2.

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According to Swales’s (2004) analysis of research articles (RAs), introductions generally involve three “moves,” with Move 1 (M1) establishing a research territory, Move 2 (M2) identifying a gap in existing research, and Move 3 (M3) discussing how the current research addresses this gap. Some cross-linguistic studies have suggested that Asian writers organize introductions differently from English writers, with less use of M2, less employment of direct criticism of previous research, and more cycling of moves. The current study examined 75 applied linguistics RAs written during the last decade

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