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Sinclair, Paul. "Chinese language education, the contemporary Japanese university, and modern Japan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ40673.pdf.
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Taga, Yumi. "Vocabulary learning strategies of Chinese learners studying Japanese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944693.
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Kato, Toshihito School of Modern Language Studies UNSW. "Acquisition of Japanese vocabulary by Chinese background learners: the roles of transfer in the productive and receptive acquisition of cognates and polysemy." Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/27306.
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As is widely known, Japanese and Chinese not only share the common logo graphic orthography called ???kanji??? or ???hanzi??? respectively, but also share a number of kanji compounds as cognates, many of which share the same or similar meaning. The major objective of this dissertation is to investigate the roles of transfer and the difficulty in Chinese background learners??? (CBLs???) use and acquisition of Japanese kanji compounds and kanji words. In particular, under what condition and how CBLs transfer Chinese words into Japanese counterparts is investigated. The results of a lexicality judgement test, an oral production test, and a translation test showed that acquisition of partially deceptive cognates, which share the same orthography with partly the same and partly different meanings, was often prolonged. It was also found that the difficulty of acquisition of partially deceptive cognates varied according to their cross-linguistic semantic condition and task type. In the oral production test, CBLs frequently used L1 words by adapting them into L2 phonology both successfully and unsuccessfully when they had no prior knowledge of the L2 counterparts. In addition, negative transfer was detected even when CBLs had a correct knowledge of the L2 word. The results of the translation test revealed that CBLs are liable to misinterpret the meaning of partially deceptive cognates when one of their meanings happens to make sense within the context. Additionally, it is suggested that CBLs might create different types of interlanguage depending upon the cross-linguistic semantic condition and relative frequency of the L2 input for each meaning of the partially deceptive cognates. The transferability of polysemy was found to be constrained by prototype condition, learners??? existing L2 knowledge, and task type. While transferability correlated well with the perceived prototypicality of the L1 items in CBLs??? oral production, transfer was also at work for the less prototypical items in their comprehension task. The findings indicate that the transferability of Chinese words into their Japanese counterparts is constrained by multiple factors. Further, both positive and negative transfer influence CBLs??? production, comprehension, and interlanguage construction of Japanese vocabulary in a complex manner.
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Inman, David. "Knowledge based systems and language processing for learning Japanese and Chinese." Thesis, London South Bank University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434427.
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Toyoda, Etsuko. "Developing script-specific recognition ability : the case of learners of Japanese /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00002971.
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Norris, Enju. "Reading comprehension and strategies used by Chinese- and English-background learners of Japanese in reading Kana and Kanji-Kana passages /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18189.pdf.
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Wei, Peipei. "Cross-Linguistic Perception and Learning of Mandarin Chinese Sounds by Japanese Adult Learners." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22279.
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This dissertation presents a cross-linguistic investigation of how nonnative sounds are perceived by second language (L2) learners in terms of their first language (L1) categories for an understudies language pair---Japanese and Mandarin Chinese. Category mapping experiment empirically measured the perceived phonetic distances between Chinese sounds and their most resembling Japanese categories, which generated testable predictions on discriminability of Chinese sound contrasts according to Perception Assimilation Model (PAM). Category discrimination experiment obtained data concerning L2 learners' actual performance on discrimination Chinese sounds. The discrepancy between PAM's predictions and actual performances revealed that PAM cannot be applied to L2 perceptual learning. It was suggested that the discriminability of L2 sound contrasts was not only determined by perceived phonetic distances but probably involved other factors, such as the distinctiveness of certain phonetic features, e.g. aspiration and retroflexion.
The training experiment assessed the improvement of L2 learners' performance in identifying Chinese sound contrasts with exposure to high variability stimuli and feedback. The results not only proved the effectiveness of training in shaping L2 learners' perception but showed that the training effects were generalizable to new tokens spoken by unfamiliar talkers.
In addition to perception, the production of Chinese sounds by Japanese learners was also examined from the phonetic perspective in terms of perceived foreign accentedness. Regression of L2 learners' and native speakers foreign accentedness ratings against acoustic measurements of their speech production revealed that although both segmental and suprasegmental variables contributed to the perception of foreign accent, suprasegmental variables such as total and intonation patterns were the most influential factor in predicting perceived foreign accent.
To conclude, PAM failed to accurately predict learning difficulties of nonnative sounds faced by L2 learners solely based on perceived phonetic distances. As Speech Learning Model (SLM) hypothesizes, production was found to be driven by perception, since equivalence classification of L2 sounds to L1 categories prevented the establishment of a new phonological category, thus further resulted in divergence in L2 production. Although production was hypothesized to eventually resemble perception, asynchrony between production and perception was observed due to different mechanisms involved.
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Yusa, Mayuko. "Acquisition of Japanese Null Arguments by Second Language Learners." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524200688600588.
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Miyazoe-Wong, Yuko. "Conversational negotiation in Chinese-Japanese interaction : an analysis of workplace communication." Monash University, School of Asian Languages and Studies, 2001. http://arrow.monash.edu.au/hdl/1959.1/8528.
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Yonemoto, Kazuhiro. "Languages and identities : voices of repatriated students from China." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100221.
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In this inquiry, I examine how six repatriated students from China perceive their experiences in Japanese schools and in Japanese second language education. I focus on their voices and perspectives gained through audio-taped interviews. Employing Pierce's (1995) concept of investment and Rampton's (1990) concepts of language expertise, affiliation, and inheritance, I focus on how these adolescent students perceive the relationship between languages and identities and how their experiences affect their ways of looking at themselves. The data I collected through interviews in Japan supports the views that identity is multiple and fluid, and languages are profoundly and intricately related with learners' identity construction. Depending on their particular contexts in which they situate themselves, they hold distinct views on the relationship between languages and identities. I address how the particular context in Japan's educational system may influence their ways of looking at themselves. The study confirms that teachers need to examine our students' identities and frames of reference, values and beliefs.
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Haththotuwa, Gamage Gayathri. "Understanding the Kanji learning process : strategies, identification and behaviour of learners of Japanese as a foreign languge /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18246.pdf.
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Young, Hiu-tung. "Problems of translating contemporary Japanese comics into Chinese the case of Crayon Shinchan /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B39848863.
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Young, Hiu-tung, and 楊曉彤. "Problems of translating contemporary Japanese comics into Chinese: the case of Crayon Shinchan." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B39848863.
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Tsuchiya, Shinsuke. "Perceptions of Native and Nonnative Speakers and Observational Analysis of "Divergent" Japanese Language Teachers in Context." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469109279.
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Tanaka, Mitsuko. "The effects of affective variables and kanji growth on L1 Chinese JSL learners' kanji learning." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/252406.
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Applied Linguistics<br>Ph.D.<br>Learning kanji (i.e., the Chinese characters utilized in the Japanese writing system) is unique for learners of Japanese who speak Chinese as their first language (L1) due to their ability to transfer their knowledge of L1 hanzi (i.e., the Chinese characters utilized in the Chinese writing system). The present study is a longitudinal investigation into the effects of affective variables and kanji growth on kanji learning utilizing the self-determination theory (SDT; Deci & Ryan, 1985, 2002). L1 Chinese learners of Japanese as a second language (L2) responded to a questionnaire designed to measure eleven affective variables and took kanji tests three times over one academic semester (N = 229-340). In addition, interviews were conducted with 12 participants to further explore the affective variables influencing kanji learning. The data were analyzed using univariate and multivariate latent growth modeling, multiple regression analyses, and path modeling to answer six research questions. The results showed that: (a) there were no associations between the initial affective status and the initial kanji proficiency; (b) intrinsic motivation and introjected regulation exerted significant positive and negative influences on short-term kanji growth, respectively; (c) growth in kanji proficiency did not cultivate intrinsic motivation, nor did intrinsic motivation lead to growth in kanji proficiency; (d) perceived competence was significantly associated with both the initial status of intrinsic motivation and changes in intrinsic motivation; (e) perceived competence was not associated with either the initial level or the development of kanji proficiency; (f) perceived competence positively affected four variables, intrinsic motivation, identified regulation, external regulation, and mastery goals; (g) perceived autonomy led to lower amotivation and higher intrinsic motivation, but caused lower external regulation; (h) peers' positive influences positively affected all six variables, cultivating higher intrinsic motivation, identified regulation, introjected regulation, external regulation, and mastery goals, as well as causing lower amotivation; (i) peers' negative influences led to lower identified regulation and higher amotivation, and higher introjected regulation, and; (j) attitudes toward L2 community/speakers did not influence any of the SDT kanji learning motivation and mastery goals. The results of the interview study revealed that (a) the participants felt various types of enjoyment in kanji learning, including intrinsic motivation-knowledge, intrinsic motivation-stimulation, and intrinsic motivation-accomplishment; (b) ideal L2 self guided intrinsic motivation; (c) introjected regulation was channeled by ought-to L2 self and feared L2 self, and; (d) feared L2 self was uniquely formulated as a result of the complex interactions of various factors such as pride as L1 hanzi knowledge holders and normative pressure from Chinese peers. Evidence gathered in research targeting English learners is not necessarily applicable to the learning and motivation for learning other languages. The present study contributes to a better understanding of the universality as well as the individuality of the roles of motivation in L2 learning.<br>Temple University--Theses
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Boiko, Leonardo Ferreira da Silva. "O sistema de escrita japonês: além da fala." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8157/tde-08022017-105718/.
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Existem muitos sistemas de escrita em uso pelo mundo. Quase todos eles são representações dos sons das línguas, compostos por poucas dezenas de símbolos. A escrita japonesa, porém, inclui caracteres chineses (kanji), que representam não só os sons mas também os sentidos; e, para isso, precisa empregar milhares de símbolos. A complexidade do sistema de escrita japonês torna-o mais difícil de aprender e de processar mentalmente. Por que então ele continua sendo usado até hoje? Haveria alguma vantagem? Investigando estas questões, descobrimos que a escrita japonesa permite formas de expressão que não seriam possíveis através da transcrição sonora pura, nem em sistemas de escrita mais simples. Esta observação é importante, não apenas para os estudos japoneses, mas para os estudos da linguagem escrita em geral: o caso japonês demonstra que a escrita não pode ser compreendida como um simples registro visual da fala, mas deve ser estudada como um sistema de acesso à linguagem com características próprias. Neste trabalho, analisamos algumas dessas formas de expressão específicas da escrita, tal como se apresentam no japonês.<br>There are many writing systems currently in use around the world. For almost all of them, the basic mechanism is using graphical symbols to represent the sounds of language. A few dozen symbols are enough for this purpose. Japanese writing, however, includes Chinese characters (kanji), which are related not only to sound but also to meaning; since there are many possible meanings, kanji number in the thousands. The complexity of Japanese writing makes it comparatively harder to learn, and harder to process mentally. Why, then, is it still in use? Are there any advantages to such a system? A closer look show that Japanese writing allows modes of expression which would be impossible in a phonetic transcription of speech, or in simpler writing systems. This is an important datum, not only for Japanese studies, but for the linguistic study of writing itself; the Japanese case clearly shows that writing cant be adequately described as merely a visual representation of speech, but must rather be analyzed as an independent system for accessing language. In this dissertation we discuss, from Japanese examples, some of these expressive techniques which can only be realized in a written medium.
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Butler, Hiroko Yamashita. "Processing of Japanese and Korean." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239710387.
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Fukuda, Shinichiro. "From words to structure how syntax can affect the distribution and interpretation of verbs and their arguments, three case studies from Japanese /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3371731.
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Thesis (Ph. D.)--University of California, San Diego, 2009.<br>Title from first page of PDF file (viewed September 15, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 246-260).
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Tomita, Akiko. "Pronouns and expressions of politeness in the teaching of Japanese as a foreign language in Australia /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09armt657.pdf.
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Jia, Hongyi, and Hongyi Jia. "Chinese Immersion Language Education." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625885.
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In the present day Mandarin Chinese has become a commonly taught language in the U.S. Mandarin is widely taught in colleges and universities; K-12 Chinese programs, including immersion programs, have also grown rapidly. However, to date little research has been conducted on the latter programs. This study examines immersion programs in elementary schools. I investigate three aspects: 1) teaching methods in Chinese immersion programs, 2) acquisition of grammatical patterns, and 3) computer assisted methods for character learning. I adopted a qualitative approach; the methods I employ include observation, interviews, questionnaires, and tests. Data were collected from two immersion programs and two non-immersion programs in a Southwestern city in the U.S.
The first study compares the teaching methods used in Chinese immersion and non-immersion programs. It is found that the two immersion programs adopted the functional approach with explicating in each class time, while the non-immersion programs used the analytical approach with practicing in context in most classes. The immersion students produced spontaneous speech in each class, while non-immersion language class students did not. The second study examines how immersion learners acquire the ba-construction and time phrases. We found that immersion students produced not many ba sentences but a large number of time phrases. However, in terms of accuracy, ba sentences were produced almost flawlessly, while time phrases were often placed incorrectly in a sentence. This result is quite different from what we find in adult learners who mostly acquire Chinese in a non-immersion setting. It shows that immersion learners’ acquisition differs from both L1 acquisition and L2 acquisition by adults. The third study investigates how computer-assisted methods help students learn Chinese characters. I compare immersion learners with heritage learners with respect to how they respond to computer-assisted methods. No difference is found between the two groups of learners in terms of their performance in character recognition, pronunciation and writing. It is also found that while computer assisted materials helped with character recognition, it did not help with character writing.
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Matsumoto-Sturt, Yoko. "Second language acquisition of Japanese orthography." Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24918.
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The aim of this thesis is to address issues on second language (L2) acquisition of Japanese orthography. In particular, I investigate L2 acquisition of reading and writing in Japanese with special attention paid to how linguistic and perceptual difficulties influence lexical processes involved in reading and writing by English-speaking learners of Japanese. I first establish that L2 spelling problems are found in writing by keyboard. Evidence is presented from error patterns of L2 language used in a small self-constructed L2 error corpus that was gathered according to originally set external criteria. Next, I demonstrate that there are predictable error causes as well as general linguistic and perceptual problems among L2 writers. Real-time observational data illustrates how and when L2 writers make spelling mistakes with the keyboard, and an analysis of verbal protocol data reveals L2 writing strategies. Third, I turn to the domain of L2 perception and L1-specific listening strategies. I show the different patterns of learners’ perceived rhythmic units in terms of L2 Moraic Awareness of Japanese words, and determine the extent of the use of L1-specific listening strategies. Fourth, I provide a general picture of Interlanguage (IL) lexical representations in reading and spelling. Evidence from novel and existing experimental work is presented which shows that L2 writer’s linguistic problems are reflected in their written products. I present an account of a typical learner strategy of sub-lexical reading and writing. Finally, in the domain of visual kanji recognition, visual attention is addressed. An originally defined phenomenon of ‘kanji illusion’ leads to the interesting result that linguistic factors are not solely responsible for failures to notice kanji errors. This represents a new kind of explanation for L2 kanji reading difficulties, from a psycholinguistic perspective.
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Uechi, Akihiko. "An interface approach to topic/focus structure." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0004/NQ34637.pdf.
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Carroll, Tessa C. "Language planning and language change in Japan 1985-1995." Thesis, University of Stirling, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321990.
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Kato, Kumiko. "Japanese gapping in minimalist syntax /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/8434.
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Kato, Nobuko. "A Critique of Natural Discourse in Intermediate Level Textbooks for Learners of Japanese as a Second or Other Language." Thesis, University of Canterbury. School of Languages, Cultures, and Linguistics, 2009. http://hdl.handle.net/10092/3080.
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The number of learners of Japanese as a second or other language has increased rapidly worldwide over the past several decades. The objectives of their study have largely changed from pursuing purely academic research interests to acquiring the communicative skills needed for business or leisure purposes. There are five language competency skills needed to master foreign languages: reading, writing, listening, speaking and intercultural competence. Students, particularly those studying outside Japan, depend more on textbooks for learning how to speak than their peers in Japan; and speaking is studied formally through analysis of model discourses in selected textbooks. In particular, if the learner’s first language is very different from Japanese, which in fact almost all other languages are, the complexity of the spoken language, including gender difference and respect forms, presents most learners with certain challenges that require adequate explanation to be comprehended.
Likewise, the larger the cultural gap between learner and target language, the greater are the challenges for acquiring intercultural competence, which is closely interrelated with the production of ‘natural speech’. It is, therefore, crucial for learners from other cultures who have little opportunity to speak in Japanese to learn from a textbook of good quality which provides appropriate explanation of the social and cultural context of the model dialogues they employ as exemplars.
The present study aims to analyse and evaluate the appropriateness of model dialogues contained in intermediate level textbooks for learners of Japanese as a second or other language. The findings suggest that none of the selected textbooks included satisfactory explanation about the model discourses, so there seems to be much room for improvement in this regard. It is anticipated that the results of this study will contribute to the design concept of foreign language textbooks in future.
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Stuntz, Daniel Fuller. "Enhancing Japanese Language Materials Development: An Analysis of Usability and Accessibility Issues of Computer-Assisted Language Learning (CALL) Solutions in Japanese Language Pedagogy." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1420564963.
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Kitano, Megumi. "The Role of Role Language in Japanese Language Education : A Study on the Involvement of Role Language in the Japanese-as-a-Foreign-Language Education at Stockholm University." Thesis, Stockholms universitet, Avdelningen för japanska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158714.
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Zhu, Bo. "Chinese Cultural Values And Chinese Language Pedagogy." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1228349636.
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Iwashita, Noriko. "Comprehensible output in NNS-NNS interaction in Japanese as a foreign language." Connect to thesis, 1993. http://repository.unimelb.edu.au/10187/1523.
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This study is a partial replication of Pica et al’s study (1989) of comprehensible output, and investigates comprehensible output in NNS-NNS interaction in Japanese as a Foreign Language. Data were collected using two different types of tasks (information gap and jigsaw tasks) in three sub-groups of different proficiency levels (High-High, Low-Low, and High-Low) in order to find out (1) to what extent the tasks provide opportunities for learners to modify their initial output in response to requests for clarification and confirmation, and (2) the extent to which learners actually modify their output in response to interlocutor requests.<br>The results show that comprehensible output is an important phenomenon in NNS-NNS interaction. Unlike the result of Pica et al, task types had more effect on opportunities for comprehensible output and actual production of comprehensible output than request types. Not much difference was found among different proficiency groups.
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Kono, Nariyo. "Language orientations: Case study of a Japanese-as-a-foreign-language classroom." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280530.
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The purpose of this study is to examine the theories of orientations in the context of a Japanese-as-a-foreign-language (JFL) classroom in the Northwest of the United States. Using a Grounded Theory methodology, this study includes data from card-sorting activities, teacher and student interviews, classroom observations, and scenario studies. The perspectives of language planning--theories of orientations--bring socio-political aspects to the foreign language classroom context, and help to describe the participants' voices, hopes and determinations toward learning Japanese in a foreign language classroom setting. The existing theories of orientations and the abstraction of the data results are merged into a new taxonomy. The notion of Grounded Theory--an interplay of data and theories--is a central perspective throughout the study. The JFL program in the Northwest reflects many aspects of the language-as-resource orientation. Most of the participants' voices and hopes are explicitly included in the program and in some standards on foreign language education. However, heritage language and identity issues are not explicitly discussed in this program. The research suggests that this program consider this aspect and develop an appropriate methodology for this population. In addition, a new descriptive orientation taxonomy is suggested in the coding process: Language as means of communication, Language as linguistic means, and Language as a mediator of culture (with two different emphases: First language and culture; and Any language and culture). The research findings and interpretations were negotiated with the participants in order to assure their appropriateness, and the study includes two-year data from various interviews, ranging from a pilot study to final interviews. Final interviews were conducted in addition to the main study in order to assure the results and my interpretations of interview quotations. This study contributes to research methodology itself by incorporating various research tools including descriptive statistics and traditional qualitative methods. As an exploration of this topic, this study presents important implications to foreign language education and pedagogy, and to theory development in language planning and policy.
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Klafehn, Terry. "Emergent properties of Japanese verbal inflection." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=764748141&SrchMode=2&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233177022&clientId=23440.
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Makihara, Hideo. "On the past tense in Japanese relative clauses /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/8380.
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Hara, Yurie. "Grammar of knowledge representation Japanese discourse items at interfaces/." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.81 Mb., 200 p, 2006. http://wwwlib.umi.com/dissertations/fullcit/3205429.
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Nakamura, Michiko. "Processing of multiple filler-gap dependencies in Japanese." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=764748181&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233163310&clientId=23440.
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Kayama, Yuhko. "Second language acquisition of Japanese relative clauses." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100636.
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This thesis investigates the second language acquisition of Japanese relative clauses (RCs) by native speakers of English or Korean. Researchers have argued that Universal Grammar (UG) can be accessed in adult second language (L2) acquisition. The Full Transfer Full Access (FTFA) Hypothesis (Schwartz and Sprouse 1994, 1996) claims that after initial transfer from L1, learners reset their parameter values and are able to acquire L2 properties that are different from their L1. Japanese and English relativization: while Japanese relativization does not involve movement in the syntax (Kuno 1973, Saito 1985, etc.), English relativization involves obligatory operator movement and is subject to movement constraints like Subjacency. Because of Subjacency, certain RC structures are prohibited in English. In Japanese, on the other hand, a zero pronominal, pro, is base-generated in the gap position of an RC and coindexed with the relative head noun, and thus long distance relativization is possible. I argue that the presence or absence of pro is also a parametric difference between Japanese and English; pro is present in Japanese, but not in English. In order for English speakers to acquire Japanese RCs, they need to reset the values of these two parameters.<br>Experimental studies were conducted with high-intermediate and advanced learners of Japanese (15 English speakers and 18 Korean speakers). Tests examined the learners' knowledge of the two grammatical properties in Japanese---namely, the lack of wh-movement and the presence of pro. Korean is different from English but similar to Japanese with respect to the parameters in question. Following FTFA, it is hypothesized that English-speaking learners initially transfer their L1 values, and that eventually they are able to switch parameters to the L2 values by accessing UG. The results of several tasks (including interpretation tasks and judgment tasks) confirm this hypothesis; while Korean speakers generally performed well irrespective of proficiency levels, English-speaking intermediate learners transferred their L1 values, failing to accept grammatical Japanese sentences that are not possible in English. English-speaking advanced learners, on the other hand, performed better than intermediate learners, and exhibited evidence that they had acquired the two properties of Japanese, supporting FTFA.
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Nariyama, Shigeko. "Referent identification for ellipted arguments in Japanese." Connent to thesis, 2000. http://repository.unimelb.edu.au/10187/2870.
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Nominal arguments, such as the subject and the object are not grammatically required to be overt in Japanese, and are frequently unexpressed, approximately 50% of the time in written narrative texts. Despite this in high frequency of ellipsis, Japanese is not equipped with such familiar devices as the cross-referencing systems and verbal inflections commonly found in pro-drop languages for referent identification. Yet the mechanisms governing argument ellipsis have been little explicated. This thesis elucidates the linguistic mechanisms with which to identify the referents of ellipted arguments.<br>These mechanisms stem from three tiers of linguistic system. Each sentence is structured in such a way as to anchor the subject., (using Sentence devices following the principle of direct alignment), with argument inferring cues on the verbal predicate (using Predicate devices). These subject oriented sentences are cohesively sequenced with the topic as a pivot (using Discourse devices). These subject oriented sentences are cohesively sequenced with the topic as a pivot (using Discourse devices). It is this topicalised subject which is most prone to ellipsis. I develop an algorithm summing up these mechanisms, using naturally occurring texts. I demonstrate how it can detect the existence of ellipsis in sentences and track the referential identity of it.<br>A generalisation for ellipsis resolution and the way in which the algorithm is constituted is as follows. Sentence devices formulate sentences to make the subject most prone to ellipsis, discourse devices enable the interaction of wa (the topic maker) and ga (the nominative marker), which mark the majority of subjects, to provide the default reading for referent identification of ellipsis, and predicate devices furnish additional cues to verify that reading. Since Japanese is an SOV language, it is intuitively tenable from the perspective of language processing that the interplay of wa/ga representing subjects gives initial cues from predicate devices. This multiple layering of mechanisms, therefore, can determine referents for ellipted arguments more accurately.
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Lau, Martin. "Lexical borrowing in Hong Kong : a study of the Englishization of Chinese and the nativization of English /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161604.
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Lee, How-chung, and 李孝聰. "Creativity in Chinese language teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38296603.
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Ross, Martin John Elroy. "Japanese lexical phonology and morphology." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25516.
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Over the years, phonologists working in the generative framework have encountered a number of persistent problems in their descriptions of Japanese phonology. Several of these problems concern phonological rules that sometimes do and sometimes do not apply in seemingly identical
phonological environments. Many of the proposed analyses achieve observational adequacy, but, nonetheless, are intuitively dissatisfying.
The first of two such problems involves the desiderative suffix -ta and the homophonous perfective inflection -ta, both of which attach to verb roots. When the verb root is vowel-final, the derivations are straightforward.
(1) (a) tabe + ta + i → tabe-ta-i 'want to eat'
mi + ta + i → mi-ta-i 'want to see'
(b) tabe + ta → tabe-ta 'ate'
mi + ta → mi-ta 'see (past)'
Derivations are not so straightforward when the verb root is consonant-final. In such cases an intervening i is inserted between the root and the desiderative suffix, but not between the root and the perfective inflection.
(2) (a) tat + ta + i → tat-i-ta-i 'want to stand'
kat + ta + i → kat-i-ta-i 'want to win'
(b) tat + ta → tat-ta 'stood'
kat + ta → kat-ta 'won'
McCawley (1968) is not specific in how he accounts for this differential
it appears that he favours the adoption of a morphological rule such as (3) (from Koo, 1974).
(3) ∅ → i / C]v__+tai
Koo (1974) has attempted to reanalyze the desiderative suffix as -ita, but, since there is no evidence of W cluster simplification in the language, he is left with the even more difficult problem of deleting
the initial i of the suffix following vowel-final verb roots.
(4) tabe + ita + i → tabe-ta-i 'want to eat'
mi + ita + i → mi-ta-i 'want to see'
Maeda (1979) has chosen a boundary solution, positing that t-initial inflections are joined to verb roots by morpheme boundaries (+), while other suffixes such as the desiderative suffix are joined by a stronger boundary (:). By making the i insertion rule sensitive to boundaries of level :, the correct outputs can be derived. This solution, though, is unsatisfactory since the assignment of boundaries is not independently motivated.
A second difficulty encountered by McCawley (1968) and others involves a high vowel syncopation rule that deletes the final i or u of Sino-Japanese monomorphemes when the initial consonant of a following Sino-Japanese monomorpheme is voiceless.
(5) iti + too → it-too 'first class'
roku + ka → rok-ka 'sixth lesson'
However, a morpheme- or word-final high vowel at the boundary between a Sino-Japanese compound and a Sino-Japanese monomorpheme does not delete under those conditions insertion of i in these phonological identical environments, but (6) zi-ryoku 'magnetism' (X-Y)
zi-ryoku + kei → zi-ryoku-kei 'magnetometer' (X-Y-Z)
hai-tatu 'delivery' (Y-Z)
betu + hai-tatu → betu-hai-tatu 'special delivery' (X-Y-Z)
McCawley accounts for this pattern by invoking internal boundaries of different strengths: + and #.
(7) iti + too roku + ka zi + ryoku # kei betu # hai + tatu
He claims, then, that high vowel syncopation is sensitive to boundaries of strength + and is, therefore, blocked from applying to the u of zi + ryoku # kei. His analysis is correct, but his assignment of boundary
strengths is rather arbitrary.
Analyses such as the two above which appeal to boundary strength hierarchies have often been intuitively dissatisfying because of a lack of independent motivation. The relatively recent theory of lexical morphology and phonology as formulated by Kiparsky (1982) is ideally suited for this type of problem. One of the theory's most compelling attributes is that phonological processes may be put into a much broader
context that includes morphological processes as well. This more integrated
approach is often able to fit formerly isolated facts into a network of related facts to provide compelling independent motivation for diverse processes. The purpose of this thesis, then, is to fit i insertion, high vowel syncopation, and other Japanese phonological processes
into the lexical phonology network to see exactly how they are related to each other and to the morphological phenomena of the language.<br>Arts, Faculty of<br>Linguistics, Department of<br>Graduate
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Umeda, Mari. "Second language acquisition of Japanese wh-constructions." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112128.
Full textAbstract:
Note:<br>This dissertation investigates the second language (L2) acquisition of Japanese wh-constructions by Chinese- and English-speaking learners. The focus of this study is twofold; first, it examines whether parameter resetting is possible in L2 acquisition, as both Chinese and English wh-constructions are parametrically different from Japanese wh-constructions. Second, it examines whether parameter resetting is affected by the learners' first language (Ll). Not only do Chinese and English wh-constructions differ from Japanese wh-constructions, but they also differ from each other. Chinese is, like Japanese, a wh-in-situ language, while English is a wh-movement language. Chinese wh-constructions, therefore, can be said to be more similar to Japanese wh-constructions than English wh-constructions. It is investigated whether the similarity between Chinese and Japanese and dissimilarity between English and Japanese affect the course and/or the ultimate attainment in the acquisition ofwh-constructions in Japanese.[...]<br>Cette dissertation enquete sur l’acquisition des constructions wh du japonais appris comme langue seconde (L2) par les anglophones et les sinophones. Le point de mire de cette etude est double. Dans un premier temps, elle cherche a savoir si le changement parametrique est possible en acquisition L2, puisque les constructions wh de l’anglais et du chinois sont parametriquement opposees a celles du japonais. Deuxiemement, elle cherche a savoir si le changement parametrique est affecte par 1a langue matemelle de l’apprenant. Non seulement les constructions wh de l’anglais et du chinois sont differentes de celles du japonais, elles different egalement l’une de l’autre. Le chinois, comme le japonais, est une langue wh-in-situ, alors que l’anglais est une langue a movement wh. Les constructions wh du chinois peuvent done etre decrites comme etant plus semblables a celles du japonais qu’a celles de l’anglais. Ce travail cherche a sa voir si la similarite entre le chino is et le japonais et la dissimilarite entre l’anglais et le japonais ont un effet sur le processus et/ou le resultat final de 1’acquisition de ces constructions en japonais.[...]
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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.
Full textAbstract:
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.<br>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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Lin, Wu I., and 吳宜霖. "Japanese Students’ Phonic Fallacy when Learning Chinese Language." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/20560999651775287013.
Full textAbstract:
碩士<br>國立臺中教育大學<br>語文教育學系碩士班<br>94<br>This research intents to collect Chinese learning information of Japanese student through a series of Phonetic examinations in order to understand Japanese Students’ common pronunciation fallacies when learning Chinese. Research subjects are thirty-two Japanese students taking courses in the Chinese Division in the Language Center of Feng Chia University and the Chinese Language Center of National Tung Hai University. Subjects are first tested on listening skills to provide a basic understanding the level of the subjects’ Chinese comprehension. Then, pronunciation test is given to the subjects to understand the subjects’ errors in pronunciation. The errors are then analyzed, categorized inductively, and theorize the origin of these errors.
Research shows three possible categories of reasons for Japanese Students’ pronunciation error:
1. Mispronunciation: 〔f〕 pronounced as 〔Φ〕; confusion in distinguishing aspirant sound and non-aspirant sounds; confusion in distinguishing blade-alveolar and retroflexes; confusion in distinguishing 〔ʐ〕and〔l〕, confusion in distinguishing between〔an〕/〔ɑŋ〕 and〔ən〕/〔əŋ〕; difficulty in rounding of the labial, and misconception in pitch contour at the end of sentences.
2. Replacement of sounds: problems in the vocalization of stop sounds; problems in rounding of the labial.
3. Exaggeration of sounds: retroflexes sounds, retroflex sounds, and diphthongs are not connected smoothly.
This research also discovers listening apprehension skills highly influences pronunciation skills. That is, students who can distinguish different sounds accurately can also speak more accurately. Lastly, this research intends to provide suggestions for future Chinese teaching programs and future researches in the related field.
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Chen, Fu-Chang, and 陳復轉. "Comparative Research of Taboo Language in Japanese and Chinese." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/23274043317278575521.
Full textAbstract:
碩士<br>國立高雄第一科技大學<br>應用日語研究所<br>101<br>ABSTRACT
The theme of this study is concerned about taboos of the Japanese language and Chinese
is dealt with from the perspective of social linguistics. Concretely speaking, it is
expounded from the perspectives of the definitions of taboos, causes of production, the
characteristics and use of them and social psychology. The discussed issues are not only
concerned about the taboos of everyday life but also include the wordings that replace
them. After this study, the general knowledge can be obtained and put into practical use. In
conversations among people, the most appropriate wordings can be selected for various
occasions. In this way, we are sure to gain a favorable impression from people.
This study has been simultaneously conducted on the taboos of Japanese and Chinese
languages for a comparison of similarities and differences of both taboos. In my opinion,
this will eventually promote bilateral cultural understandings. Therefore, it is of great help
for Japanese learners.
In addition, for us intermediate Japanese learners, who have learned the usage of
honorific Japanese, tend to ignore taboos and use them. Therefore, despite the correct use
of honorific Japanese, any conversation can be ruined once taboos are mistakenly used.
However, through this study, we can learn how to avoid using taboos for the benefit of
understanding and respecting bilateral cultures. Moreover, it is my pleasure that this study
will be helpful to a friendly bilateral relationship and anyone who is interested in taboos.
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Jui-Ling, Chen, and 陳瑞苓. "Semantic features of Chinese characters—Study in isomorphic language of japanese and chinese—." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/b9wb83.
Full textAbstract:
碩士<br>東吳大學<br>日本語文學系<br>102<br>Abstract
Nowadays, most researches of Chinese or Japanese homographs suggested that different meanings were caused by different nationalities, cultures and languages. But, none of them have discussed the true causes of different cognition. This study aimed to explore whether foreign cultural influences on Chinese or Japanese homographs is correct.
According to cultural differences theory, Guang-Hui He and Fengxiang Gu (2004) have pointed out even Chinese mainland and Taiwan using the same languages may exist different meanings of same word due to the different politics, economics and cultures. In addition, CTS News had the same report on December 27, 2010 — “窩心 means very warm and impressed in Taiwan, but unpleasant in mainland.” It is clear that homographs are not caused by differences in Chinese and Japanese cultures but regional influences.
As the relations between Chinese characters are not revealed in grammar, no matter they combine or not, the meaning all affected by environmental impacts. Therefore, there is no certain relation between words and the changes in cognition affected by external factors, such as regional influence, environment, context and conversation, etc. Moreover, the combination of words can’t be analyzed by grammar, for example, gender-free words “老” and “頭” form “老頭” means old man. This is because there is no certain relation between words, as it combines with other words, a new concept is produced. However, the cognition of this combination is caused by regional consensus, i.e. social common sense.
In a word, it was because of the features mentioned above and regional impacts, not the different nationalities that homograph Chinese characters can produce various meanings. Moreover, those meanings were the results of regional consensus.
Therefore, if we saw homographs in different areas, we should not rely on our existing cognition to understand their meanings, but treat them as new words. The best way to learn Chinese is to understand regional consensus first, then cognitive its meaning.
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Chang, Chun-Min, and 常純敏. "A Research on Second Foreign Language Education at Japanese High Schools: Focus on Chinese-language Education." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/17063985424875999147.
Full textAbstract:
碩士<br>淡江大學<br>日本研究所碩士班<br>93<br>Since year 1990’s, more and more Japanese high schools incorporate “Chinese” into one of their foreign language courses. There are four reasons: (1) The increasing close tie in economics and cultural exchanges between Japan and China/Taiwan. (2) High schools of researchers commissioned by the Education Ministry since 1991, 32 of them started feasibility studies about Chinese language education. (3) Due to the sharp decline in the number of births, Japanese high schools started to develop their own school specialties to satisfy the higher needs of new generation students. (4) Since 1997, University Testing Center Examination（UTCE） has added Chinese as a new test item, besides existing English and French. In the past, the students choose Chinese mainly basing on their interests in Chinese language/literature and culture, but now, more and more students study the language for job requirement.
At present, in Japanese high schools, Chinese is leading Germany and French in second foreign language as the most favorite selection. But, however, only less than 10% of Japanese high school have the Chinese courses now, some prefectures even have no such course in any school. Therefore, the high school Chinese language education is still in infancy period in Japan. But, in the meantime, the Japanese high school Chinese language education continues to improve due to enthusiasm of teachers of the courses. Now the main areas need to improve are: the editing of standard textbook, the cultivation and retention of teachers, too less number of courses/credits available, ensuring job security of part time teachers, etc.
The information used in the thesis mostly come from published books and reports of Japanese Education Ministry, The Japan Forum; other research papers, educational material information, and other public information from the internet. Based on these and a generic analysis and research, it is expected that the thesis can be used as an useful reference for the study of the second foreign language education in high schools of our country.
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Nakajima, Chika, and 中島知佳. "The learning of Chinese language and Japanese language for children of Taiwanese-Japanese marriage family living in both Taiwan and Japan." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/91947575769921585530.
Full textAbstract:
碩士<br>淡江大學<br>日本語文學系碩士班<br>100<br>The point of this thesis is about surveying the uses of language in a Taiwanese-Japanese marriage family and the awareness about language of their parents, and then understand the Chinese language and Japanese language learning of their children. Survey method is based on questionnaires and then interviews.
After surveying, the result shows most cases that Taiwanese mothers raising their children in Japan, their children can only communicate in Japanese. And then based on the question "Why learn Chinese after grow up?", more than half of the answers are "there''s an advantage in job hunting with Chinese ability".
In another case where parents educate their children with their own native language, most of the cases shows that although these children can communicate normally using both languages, but due to the less usage of the languages, they have problems in reading and writing. Most of them are not satisfy about their Chinese language and Japanese language ability, this applies to those who uses Chinese and Japanese as their native or those who voluntary uses Chinese and Japanese as their secondary language. This means that there a lot of people are not satisfy about their ability at the moment and they have motivation for improvements.
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Hartmann, Nan Ma. "From Translation to Adaptation: Chinese Language Texts and Early Modern Japanese Literature." Thesis, 2014. https://doi.org/10.7916/D8PK0DFW.
Full textAbstract:
This dissertation examines the reception of Chinese language and literature during Tokugawa period Japan, highlighting the importation of vernacular Chinese, the transformation of literary styles, and the translation of narrative fiction. By analyzing the social and linguistic influences of the reception and adaptation of Chinese vernacular fiction, I hope to improve our understanding of genre development and linguistic diversification in early modern Japanese literature. This dissertation historically and linguistically contextualizes the vernacularization movements and adaptations of Chinese texts in the seventeenth to eighteenth centuries, showing how literary importation and localization were essential stimulants and also a paradigmatic shift that generated new platforms for Japanese literature.
Chapter 1 places the early introduction of vernacular Chinese language in its social and cultural contexts, focusing on its route of propagation from the Nagasaki translator community to literati and scholars in Edo, and its elevation from a utilitarian language to an object of literary and political interest. Central figures include Okajima Kazan (1674-1728) and Ogyû Sorai (1666-1728). Chapter 2 continues the discussion of the popularization of vernacular Chinese among elite intellectuals, represented by the Ken'en School of scholars and their Chinese study group, "the Translation Society." This chapter discusses the methodology of the study of Chinese by surveying a number of primers and dictionaries compiled for reading vernacular Chinese and comparing such material with methodologies for reading classical Chinese. The contrast indicates the identification of vernacular Chinese as a new register that significantly departed from kanbun. Chapter 3 provides a broader view of the reception of Chinese texts in Japan in the same time period, discussing Hattori Nankaku (1683-1759), a kanshi poet and Ogyû Sorai's successor in literary criticism. Nankaku's contributions include a translation and annotation of the Tang shi xuan (J. Tôshi sen), an anthology of Tang poetry compiled by Ming poet Li Panlong (1514-1570). Such commentaries in accessible Japanese prose reflected the changing readership of Chinese texts, as well as the colloquialization of literary Japanese. Chapters 4 and 5 focus on literary translations and adaptations of Chinese narrative texts in different language styles. Chapter 4 analyzes kanazôshi ("kana booklet") stories by Asai Ryôi (1612?-1691) in comparison to their source text, the Ming Chinese anthology of supernatural stories New Tales Under the Lamplight (Jian deng xin hua). For a comparative perspective on translation style, this chapter also addresses adaptations of the same source story by Korean and Vietnamese authors. Chapter 5 looks into the literati genre of yomihon ("reading books") and focuses on Tsuga Teishô's (1718?-1794?) adaptations of Ming vernacular fiction by Feng Menglong. Teishô, a prolific author considered to be the inventor of this important genre, has been grossly understudied due to the linguistic complexity of his works. His adaptations of Chinese vernacular stories bridged different narrative traditions and synthesized various language styles. This chapter aims to demonstrate Teishô's innovative prose style and the close connections between vernacular Chinese and the development of early yomihon as a sophisticated, experimental genre of popular literature.
This dissertation illustrates the inextricable relationships between language transformation and genre development, between vernacularization and narrative literature. It departs from the long-standing paradigm of Sino-Japanese (wakan) literary study, which treats Sinitic writing as an integral part of Japanese literary discourse, emphasizing rather a comparative linguistic approach that addresses Chinese and Japanese linguistic and literary movements in parallel. Within this framework, this project is intended as a platform for further explorations of issues of cultural interaction and translation literature.
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LIN, YU-CHUN, and 林鈺純. "Language Change in Japanese and Chinese－ Is it Error or Natural－." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/9ervb4.
Full textAbstract:
碩士<br>東吳大學<br>日本語文學系<br>105<br>This study is from sociolinguistic angle to review the history of language. Moreover, the revolution of language has been analyzed in this study. This study emphasized on the language change from daily life and influence on the communication. Furthermore, this study find out that Chinese and Japanese vary in daily communication. And prove that language change is common in every languages.
This study focuses on language change between Japanese and Chinese. In sociolinguistic point of view that languages are always changing whenever used. Actually, the way of learning grammars and the vocabularies from textbooks have changed before. It is a natural phenomenon, not an error.
For example, the meaning of "シャリ","KY","不錯吃","學長" can be changed when a few people have the same social consensus. However, the grammar change is more difficult than semantic change. If the incorrect grammar like "ら抜き言葉", "すごいおいしい", "全然いい" is used by many people, and it is economical, conspicuous, in fashion, it maybe become a new grammar in the future.
Whatever, a language change has to be benefit communication, or it is just an incorrect grammar or vocabulary used by a few people.
Key Words: Sociolinguistic, Language Change, Economical,
Conspicuous, Fashion, Social consensus
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Yuan, Ye. "Contemporary Spoken Chinese in Eighteenth-Century Japan: Language Learning, Fiction Writing, and Vocality." Thesis, 2020. https://doi.org/10.7916/d8-f48q-jw54.
Full textAbstract:
In the early modern period, literary Sinitic (also known as classical Chinese) was a shared
writing system and cultural asset in East Asia. The Sinitic text, while being voiced in various
local languages, remained largely the same across the region. The shared Sinitic writing enabled
educated people in East Asia who spoke different languages to engage in conversation through
writing. It was the silence of literary Sinitic that enabled it to be a trans-local communicating
system. However, where is the place for the Chinese sound in the neat picture of the Sinitic
writing system versus its various local vocalizations in different countries?
Focusing on the effort of Japanese scholars in restoring Chinese sound to the Sinitic text,
this dissertation brings the conceptualization and practice of spoken Chinese in the eighteenth century
Japan into the supposedly silent Sinitic culture. The early modern Japanese learners of
contemporary spoken Chinese intended to vocalize the written Sinitic. When they realized that
contemporary spoken Chinese and literary Sinitic writing were actually not compatible, they
solved the problem by resorting again to writing. One solution was to propose a new form of
Sinitic writing using colloquial expressions, the zokugo (colloquial [Chinese]) writing. The other
was to retreat to the comfortable zone of how to pronounce individual sinographs and Sinitic
terms—the phonological study of tōon (contemporary Chinese sound).
This dissertation studies vocality as the interrelation and interaction of speaking and
writing, to illuminate an early modern East Asian concept of language that cannot be contained
in the modern, Western phonocentric view. Through examining the language learning and fiction
writing that related to contemporary spoken Chinese in eighteenth-century Japan, this
dissertation argues that spoken Chinese and literary Sinitic were not the two opposites of a
binary, nor was the spoken language the preliminary to the colloquial Chinese writing. In both
the spoken language and the colloquial writing, vocality was a spectrum of speaking and writing,
the proportion of which was attuned to the preferences of different speakers, social settings, and
literary genres.
The chapters of this dissertation delineate the trajectory of early modern Japanese
engagement with contemporary spoken Chinese in relation to writing. It begins with chapter 1 on
Chinese popular fiction—the primary learning material for the study of contemporary spoken
Chinese—and its colloquial style that imitates storytelling performance. Chapters 2 and 3 are
devoted to the study of contemporary spoken Chinese in early modern Japan. Chapter 2
contextualizes the study of contemporary spoken Chinese in the early to middle Tokugawa
(1600–1868) period—a time when Chinese language study gradually gained attention. Chapter 3
reconstructs the learning of tōwa (contemporary spoken Chinese) in eighteenth-century Japan by
pointing out its spectrum of vocality.
Chapters 4 depicts the contemplation of the incompatibility of contemporary spoken
Chinese and literary Sinitic writing, as well as the transformation from the language learning
tōwa to the phonological study tōon. Chapters 5 and 6 deal with the other transmutation of the
tōwa study from language study to the zokugo writing, as showcased in the spread of colloquial
Chinese fictions in early modern Japan. Chapter 5 examines how Chinese popular fiction was
conceptualized and approached in early modern Japan. Chapter 6 shows how eighteenth-century
Japan witnessed a gradual increase in the attention paid to the literary format of colloquial
Chinese fiction, despite a general emphasis on the colloquial vocabulary. The epilogue discusses
colloquial Chinese fiction in nineteenth-century Japan.
Together, these chapters delve into the vocality of early modern Japan, as a fascination
with speaking that is complexly entangled with writing. The early modern era offers illuminating
cases of vocality, with fiction writing intending to capture the essence of oral performance and
spoken language, and speech making full use of the literary Sinitic to enhance its cultural flavor.
Whereas the eighteenth-century study of contemporary spoken Chinese did explore the spoken
language, it was not based on modern phonocentric concepts but to seek to vocalize the written
language in its most authoritative version. The multiple efforts to invite speaking into a
conversation with writing reveal an early modern perception of language that could not be fully
comprehended without considering writing-centered literacy.
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Wang, Yu-Chun. "Web-based Named Entity Translation Method for Korean-Chinese and Japanese-Chinese Cross-language Information Retrieval." 2008. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0001-2207200819095000.
Full text