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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 (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.
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Gapur, Abdul, Dina Shabrina Putri Siregar, and Mhd Pujiono. "LANGUAGE KINSHIP BETWEEN MANDARIN, HOKKIEN CHINESE AND JAPANESE (LEXICOSTATISTICS REVIEW)." Aksara 30, no. 2 (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%).
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Gapur, Abdul, Dina Shabrina Putri Siregar, and Mhd Pujiono. "LANGUAGE KINSHIP BETWEEN MANDARIN, HOKKIEN CHINESE AND JAPANESE (LEXICOSTATISTICS REVIEW)." Aksara 30, no. 2 (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%).
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Hudgens Henderson, Mary, Miho Nagai, and Weidong Zhang. "What languages do undergraduates study, and why?" Proceedings of the Linguistic Society of America 5, no. 1 (2020): 722. http://dx.doi.org/10.3765/plsa.v5i1.4704.
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Language attitudes and motivations are among the most important factors in language acquisition that condition the language learning outcomes. College students enrolled in first-semester and second-semester courses of Chinese, Japanese, and Spanish at a Midwest American university completed a survey eliciting instrumental motivations, integrative motivations, and language attitudes. The purpose of this study was to examine the perceptions the learners of that language(s) held and how their language attitudes and motivations correlate with specific world languages. There was strong interest in using Chinese and Spanish for careers, while participants in Japanese were more interested in using the language for personal enjoyment. American-raised participants take Spanish and Asian-raised students take Chinese and Japanese for much the same reasons, in that they perceive the languages to be easy. Implications for world language programs recruitment are discussed, along with what world language educators can do to take advantage of these pre-existing attitudes and motivations to deliver high quality instruction beyond simply grammar.
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Kornicki, P. F. "European japanology at the end of the seventeenth century." Bulletin of the School of Oriental and African Studies 56, no. 3 (1993): 502–24. http://dx.doi.org/10.1017/s0041977x00007692.
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Attaining just a glimmer of an understanding of Chinese or Japanese in the seventeenth century required prodigious feats of imagination and the abandonment of widely-held convictions about the nature of language. Progress towards a rational and sophisticated understanding was held up by persuasive but fantastical theories to which lifetimes were devoted in vain. In their very different ways both languages were subversive of contemporary notions of language, and the conceptual frameworks for adequate descriptions had to be generated from scratch. The difficulties can scarcely be overestimated: the Chinese language was vigorously attacked in 1678 as the language of the devil on the ground that its pictographic nature would occasion a breach of the Second Commandment if the name of God were written, and the following year Leibniz drew up a list of questions concerning Chinese which ask, among other things, ‘whether the Chinese language was artificially constructed, or whether it has grown and changed by usage like other languages’. Japanese attracted less interest, but the difficulty of the two languages was legendary: in 1708 the Dutch scholar Adrian Reland (1676–1718), who published numerous works on Persian, Jewish and Islamic studies, wrote of the immense numbers of characters to be learnt by anybody who wished to know Chinese or Japanese, with awe at the thought that ‘a man's life would scarcely suffice to attain perfect knowledge of one language’.
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MORITOKI ŠKOF, Nagisa. "Foreword." Acta Linguistica Asiatica 8, no. 1 (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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Juffs, Alan. "Some effects of first language argument structure and morphosyntax on second language sentence processing." Second Language Research 14, no. 4 (1998): 406–24. http://dx.doi.org/10.1191/026765898668800317.
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This article explores some effects of first language verb-argument structure on second language processing of English as a second language. Speakers of Chinese, Japanese or Korean, three Romance languages and native English speakers provided word-by-word reading times and grammaticality judgement data in a self-paced reading task. Results suggest that reliable differences in parsing are not restricted to cases where verb-argument structure differs crosslinguistically.
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Nina, GOLOB. "Foreword." Acta Linguistica Asiatica 5, no. 1 (2015): 5–6. http://dx.doi.org/10.4312/ala.5.1.5-6.
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With this volume, Acta linguistica is entering its 5th year. We would like to announce, with our great pleasure, that the journal has undergone some changes and will from now be published twice a year, with its summer and winter volume. This summer volume includes researches with a common topic of practicing a language, whether in educational, and religious institutions, or in the languages primary surroundings. In this spirit, the volume is divided into two parts, with the first devoted to the methodology of language teaching, focusing mainly on Chinese and Japanese language and presently still under-researched dyslexia role in language studies, and the second focusing on under-documented languages and their gap between language policies and the actual state of language use.The first paper by Katja Simončič, entitled Evaluating Approaches to Teaching and Learning Chinese Vocabulary from the Learning Theories Perspective: An Experimental Case Study, discusses two basic approaches to teaching Chinese vocabulary, and evaluates them based on the results of experimental study on Slovene students of Chinese.The next two papers deal with the different lexica in Japanese language. Nataliia Vitalievna Kutafeva's research, entitled Japanese Onomatopoeic Expressions with Quantitative Meaning analyzes the lexical mode of expression of quantitative meanings and their semantics with the help of onomatopoeic (giongo) and mimetic (gitaigo) words, and based on it proposes the new arrangement of semantic groups.Kiyomi Fujii’s research, entitled Blogging Identity: How L2 Learners Express Themselves, discusses identity expression in blogs by Japanese language learners on the intermediate and advanced level.The paper by Nagisa Moritoki Škof, Japanese Language Education and Dyslexia: On the Necessity of Dyslexia Research, shows an insight to dyslexia and through an outline of the present state of accepting and treating leaning disabilities in the Japanese education system stresses the importance of incounting dyslexia in language education in general.Manel Herat in his paper Functions of English vs. Other Languages in Sri Lankan Buddhist Rituals in the UK, analyzes the language shifts from the Sinhala and Pali languages to English at Buddhist festivals and sermons in UK. Next paper by Ali Ammar and his colleagues, Language Policy and Medium of Instruction Issue in Pakistan, briefly re-explores the situation of languages in the country and studies the latest language policy of Pakistan and its implications for local languages.The last research paper in this volume Bhadarwahi: A Typological Sketch was written by Amitabh Vikram Dwivedi and is an attempt to describe phonological and morphosyntactic features of the under-documented Bhadarwahi language belonging to Indo-Aryan language family.Finally, in the context of describing under-documented languages, the influence of the existing language policy is also noticed by Erwin Soriano FERNANDEZ and his book review on Pangasinan, entitled Panuntunán na Ortograpiya éd salitan PANGASINAN 2012. Manila: Komisyon sa Wikang Filipino.
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Li, Xiu Jun, Jing Jing Yang, Qi Yong Guo, and Jing Long Wu. "Experimental Study of Information Processing Application in Second Language to Computer Interface of Brain." Advanced Materials Research 1022 (August 2014): 296–99. http://dx.doi.org/10.4028/www.scientific.net/amr.1022.296.
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The computer how to identify the language? How the brain controls the brain computer interface (BCI) equipment? Reading in a second language (L2) is a complex task that entails an interaction between L2 and the native language (L1). Previous studies have suggested that bilingual subjects recruit the neural system of their logographic L1 (Chinese) reading and apply it to alphabetic L2 (English) reading. In this study, we used functional magnetic resonance imaging (fMRI) to visualize Japanese-Chinese bilinguals’ brain activity in phonological processing of Japanese Kanji (L1) and Chinese characters (L2) and application to BCI, two written languages with highly similar orthography. In the experiment, the subjects were asked to judge whether two Japanese Kanji (or Chinese characters) presented at the left and right side of the fixation point rhymed with each other. A font size decision task was used as a control task, where the subjects judged whether the two Japanese Kanji (or Chinese characters) had an identical physical size. Subjects indicated a positive response by pressing the key corresponding to the index finger and a negative response by pressing the key corresponding to the middle finger of their right hand. The result showed that our bilingual Japanese subjects have large overlaps in the neural substrates for phonological processing of both native and second language. Our results are application to brain computer interface.
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OKIMORI, Takuya. "Korean and Japanese as Chinese-Characters Cultural Spheres." Acta Linguistica Asiatica 4, no. 3 (2015): 43–70. http://dx.doi.org/10.4312/ala.4.3.43-70.
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Korea and Japan belong to Chinese-characters cultural spheres. In the time of Han Dynasty and thereafter, tributary states connected with the monarchy of Chinese Kingdom and its surrounding countries. They imported Chinese state regulations, accepted and developed many thoughts and cultures by bringing in Chinese characters of Chinese classics. However, there have been some different points in the treatment of Chinese characters in each nation. The Korean modern writing system does not use Chinese characters in general, while on the contrary in Japanese, there is a tendency to increase the number of regularly-used Chinese characters, for example in the official list of jōyō kanji 常用漢字 announced by the Ministry of Education, with the latest increase in 2010. Therefore, it is necessary to observe more about some aspects of the languages to know why this different treatment occurred. The oldest Korean document is the History of the Three Kingdoms, Samguk Sagi 『三国史記』 that contains geographical proper names. The Buyeo-Kingdom languages were recorded there, including place names. It is no doubt that the use of Chinese characters of Silla have significantly affected Goguryeo and Paekche. The Silla and Buyeo-Kingdom languages have closed syllables with a consonant at the end of each syllable, while in Japanese, the syllables end with vowels as open syllables. There are further phonological characteristics as well. This article discusses how each language encountered Chinese characters, and how they related to their specific languages, and also how Chinese characters particularly reflected syllable structures of different languages. It can be said that the use of Chinese characters in proper names estranged the futures of Korean and Japanese in history. Focus is laid on the history of Korean and Japanese through Chinese characters, with their falsely similar language dispositions.
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YimYoungCheol. "Aspect of Japanese Language in Korea: a Comparison with Chinese Language." Journal of japanese Language and Culture ll, no. 11 (2007): 107–28. http://dx.doi.org/10.17314/jjlc.2007..11.006.
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Guowei, Shen. "Japanese and Modernization of the Chinese Language." Journal of Cultural Interaction in East Asia 5, no. 1 (2014): 127–30. http://dx.doi.org/10.1515/jciea-2014-050109.
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Söderblom Saarela, Mårten. "A Guide to Mandarin, in Manchu: on a Partial Translation of Guanhua zhinan (1882) and Its Historical Context." East Asian Publishing and Society 9, no. 1 (2019): 1–28. http://dx.doi.org/10.1163/22106286-12341327.
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Abstract This paper describes and contextualizes Guwan hûwa jy nan, a partial Manchu translation, hitherto unidentified as such, of a Japanese-authored Mandarin primer —Guanhua zhinan—from 1882. In so doing, the paper will highlight certain characteristics of the language primer in Northeast Asia and their consequences for our conceptualization of Mandarin Chinese as China’s national language. East Asian primers in dialogue form moved between communities of readers and even languages with remarkable ease. Not only did the same Chinese texts reach places far apart, they were also adapted for the teaching of languages entirely different from those of their original composition. The Manchu translation of the Japanese Mandarin primer is one example of this phenomenon. It represents the confluence of a pedagogical tradition of teaching the Qing dynastic language and a growing foreign interest in Beijing Chinese, manifest here through the text’s origin in the Meiji government’s interpreter corps.
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Lu, Youtao, and James L. Morgan. "Homophone auditory processing in cross-linguistic perspective." Proceedings of the Linguistic Society of America 5, no. 1 (2020): 529. http://dx.doi.org/10.3765/plsa.v5i1.4733.
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Previous studies reported conflicting results for the effects of homophony on visual word processing across languages. On finding significant differences in homophone density in Japanese, Mandarin Chinese and English, we conducted two experiments to compare native speakers’ competence in homophone auditory processing across these three languages. A lexical decision task showed that the effect of homophony on word processing in Japanese was significantly less detrimental than in Mandarin and English. A word-learning task showed that native Japanese speakers were the fastest in learning novel homophones. These results suggest that language-intrinsic properties influence corresponding language processing abilities of native speakers.
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Li, Wenchao. "Direct Perception Expression in Japanese and Chinese." International Journal of Linguistics 8, no. 5 (2016): 7. http://dx.doi.org/10.5296/ijl.v8i5.9994.
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<p>This paper tackles the adjective distribution in two different languages, Altaic language: Japanese and Sino-Tibetan language: Chinese. The findings bring us to the point that Japanese direct perception expression tolerates both open-scale and closed-scale adjectives. Chinese direct perception expression only licenses ‘totally open-scale adjectives’ and rule out ‘upper closed-scale adjectives’, ‘totally closed-scale adjectives’, ‘lower closed-scale adjectives’. The failure of Chinese closed-scale AP in direct perception expression lies in that the perception verb <em>jian </em>‘to see’ is subjective. Open-scale adjectival perception verb complements in German and Chinese may invite temporary predications only by the addition of syntactic context, thus enabling the German/Chinese perception verb <em>sehen</em>, <em>kanjian /</em><em>jian</em> to make a conceptualisation of the perceived event, offering an ‘evaluation’ or ‘interpretation’. </p>
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Yiu, Angela. "Literature in Japanese (Nihongo bungaku): An Examination of the New Literary Topography by Plurilingual Writers from the 1990s." Japanese Language and Literature 54, no. 1 (2020): 37–66. http://dx.doi.org/10.5195/jll.2020.41.
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Since the 1990s, a number of plurilingual writers have published works with a heightened consciousness of incorporating different languages in the Japanese text, in the original and/or in translation, resulting in a gradual transformation of the literary topography. This paper will focus on the works by Hideo Levy (b. 1950), On Yūjū (b. 1980), and Yokoyama Yūta (b. 1981). These writers share a deep knowledge of and concern for the East Asian cultural sphere, especially the literature and culture in various Chinese societies. Using different writing and notational strategies, they resist the traditional method of “blending Japanese and Chinese” (wakan yūgō) and immerse themselves in the creative space in between Japanese and Chinese languages and cultures (including dialects and minority cultures), in search of a new language to document a plurilingual self and the world. Their experimentations in writing contributes to the emergence of literature in Japanese (Nihongo bungaku) as a body of work born of a language of hybridity and deeply engaged with plurilingual notations in its creation, written in Japanese by authors who are not necessarily Japanese nationals. With reference to Theodore Adorno’s theory of the “nonorganic nature” of language, Katō Shūichi’s celebration of the culture of hybridity, and Charles Ferguson’s idea of diglossia, this paper examines the potential and limitations of these writing experiments and the changing literary topography they engendered.
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BEKEŠ, Andrej. "Foreword." Acta Linguistica Asiatica 3, no. 1 (2013): 5–6. http://dx.doi.org/10.4312/ala.3.1.5-6.
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With this volume, Acta Linguistica Asiatica is entering its 3rd year. After the second half of last year, focusing on research in “Lexicography of Japanese as a Second/Foreign Language” we begin this year with selection of papers covering various perspectives and languages, from South Asian Languages, via Indian subcontinent and China all the way to Japan.The first paper, by Pritha CHANDRA and Anindita SAHOO, entitled Passives in South Asian Languages, discusses continuum of passive constructions, spreading over three language families , Indo-Aryan (Oriya), Dravidian (Malayalam) and Austro-Asiatic (Kharia), and forming a kind of sprachbund, based on a generalized notion of passive. This approach also shows that Tibeto-Burman languages such as Meitei and Ao also can be said to have passives.The second paper, by Kalyanamalini SAHOO, entitled Politeness Strategies in Odia, discusses the conceptual basis for politnesess strategies in Odia (spelled also Oriya as in the first paper), pointing out inadequacy of Brown and Levinson’s model of politness, and proposing a new, “community of practice” based model of politeness for Odia.The next two papers deal with neologisms in Chinese language. LIN Ming-chang in his paper A New Perspective on the Creation of Neologisms focuses on the language user’s psychological requirements for devising neologisms, and therefore proposes a new research perspective towards the reasons for devising neologisms. Mateja PETROVČIČ in her paper The Fifth Milestone in the Development of Chinese Language investigates the structure and features of neologisms in the last century. The author suggests that the widening gap between rich and poor should be considered as the fifth milestone for changes in Chinese language.In the fifth paper, We Have It too: A Strategy Which Helps to Grasp the Japanese Writing System for Students from Outside of the Chinese Character Cultural Zone, the author, Andrej BEKEŠ, argues for employment of analogy transfer strategies to help beginner learners of Japanese to overcome cognitive and affecctive blocade when facing the complexities of Japanese writing system.
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Zhang, Hang. "Dissimilation in the second language acquisition of Mandarin Chinese tones." Second Language Research 32, no. 3 (2016): 427–51. http://dx.doi.org/10.1177/0267658316644293.
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This article extends Optimality Theoretic studies to the research on second language tone phonology. Specifically, this work analyses the acquisition of identical tone sequences in Mandarin Chinese by adult speakers of three non-tonal languages: English, Japanese and Korean. This study finds that the learners prefer not to use identical lexical tones on adjacent syllables, especially the contour tone sequences. It is argued that the Obligatory Contour Principle (OCP) was playing a role in shaping the second language Chinese tonal phonology even though it was not learned from these speakers’ native languages, nor found widely applied in the target language. The acquisition order of tone pairs suggests an interacting effect of the OCP and the Tonal Markedness Scale. This study presents a constraint-based analysis and proposes a four-stage path of OCP sub-constraint re-ranking to account for the error patterns found in the phonological experiment.
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Xu, Jun. "Why Japanese? Why Not Japanese?" Journal of International Students 10, no. 4 (2020): 1023–39. http://dx.doi.org/10.32674/jis.v10i3.1327.
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As Chinese students have become a larger share of the international student population at U.S. universities, their participation in Japanese language classes has increased. However, Chinese student enrollment significantly decreases after the completion of the first Japanese class, and consequently, fewer Chinese students take intermediate or advanced level classes. This study examined the experiences of Chinese international students enrolled in Japanese classes as well as those who stopped taking Japanese after the first quarter or first-year class in a private university in the United States. We used semistructured interviews to investigate the reasons and goals of Chinese international students for studying the Japanese language, the successes or challenges both inside and outside of the Japanese classroom, and the reasons students continue or discontinue learning Japanese.
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Sayeg, Yuki. "The role of sound in reading kanji and kana." Australian Review of Applied Linguistics 19, no. 2 (1996): 139–51. http://dx.doi.org/10.1075/aral.19.2.07say.
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Japanese and Chinese are often labelled as difficult-to-learn languages, due to the fact that their written forms use logographic characters. Students of Japanese frequently have an aversion to learning Chinese characters – called kanji – claiming that they are ‘too difficult’ or that there are 4too many’ of them. This paper aims to examine the role of sound in reading Japanese script Major arguments for semantic vs phonological identification will be examined with a view to determining the relative importance of phonological processes in reading kanji and kana, and to see if any conclusions can be drawn which may assist the teaching of kanji to learners of Japanese as a second language.
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Dai, Fan. "English-language creative writing by Chinese university students." English Today 28, no. 3 (2012): 21–26. http://dx.doi.org/10.1017/s0266078412000259.
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In China, most universities have a school of foreign languages, where students majoring in English, German, French, Japanese, and other languages study the language for the first two years, and take introductory courses in the linguistics and literature of the language concerned, and then progress to higher-level linguistic and literary courses, as well as translation studies. English is the most popular foreign language in China, and, with the improvement of English teaching in high schools, the average student entering university now has a higher level of English proficiency than previous generations of students. However, students with high scores in English often choose to study ‘practical’ subjects other than English, such as business studies, computer science, economics, medicine, etc. Increasingly, a number of programs at universities in China are even being taught through the medium of English. Consequently, English majors have less and less advantage over non-English majors, and departments of English have had to restructure their syllabi to cope with the situation. Courses in translation studies, intercultural communication and applied linguistics have thus gained greater recognition because of their functional importance in the real world (see Qu, this issue).
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Sun, Haipeng, Rui Wang, Masao Utiyama, et al. "Unsupervised Neural Machine Translation for Similar and Distant Language Pairs." ACM Transactions on Asian and Low-Resource Language Information Processing 20, no. 1 (2021): 1–17. http://dx.doi.org/10.1145/3418059.
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Unsupervised neural machine translation (UNMT) has achieved remarkable results for several language pairs, such as French–English and German–English. Most previous studies have focused on modeling UNMT systems; few studies have investigated the effect of UNMT on specific languages. In this article, we first empirically investigate UNMT for four diverse language pairs (French/German/Chinese/Japanese–English). We confirm that the performance of UNMT in translation tasks for similar language pairs (French/German–English) is dramatically better than for distant language pairs (Chinese/Japanese–English). We empirically show that the lack of shared words and different word orderings are the main reasons that lead UNMT to underperform in Chinese/Japanese–English. Based on these findings, we propose several methods, including artificial shared words and pre-ordering, to improve the performance of UNMT for distant language pairs. Moreover, we propose a simple general method to improve translation performance for all these four language pairs. The existing UNMT model can generate a translation of a reasonable quality after a few training epochs owing to a denoising mechanism and shared latent representations. However, learning shared latent representations restricts the performance of translation in both directions, particularly for distant language pairs, while denoising dramatically delays convergence by continuously modifying the training data. To avoid these problems, we propose a simple, yet effective and efficient, approach that (like UNMT) relies solely on monolingual corpora: pseudo-data-based unsupervised neural machine translation. Experimental results for these four language pairs show that our proposed methods significantly outperform UNMT baselines.
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Wiener, Seth, and Seth Goss. "SECOND AND THIRD LANGUAGE LEARNERS’ SENSITIVITY TO JAPANESE PITCH ACCENT IS ADDITIVE." Studies in Second Language Acquisition 41, no. 04 (2019): 897–910. http://dx.doi.org/10.1017/s0272263119000068.
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AbstractThis study examines second (L2) and third (L3) language learners’ pitch perception. We test the hypothesis that a listener’s discrimination of and sensitivity (d’) to Japanese pitch accent reflects how pitch cues inform all words a listener knows in an additive, nonselective manner rather than how pitch cues inform words in a selective, Japanese-only manner. Six groups of listeners performed a speeded ABX discrimination task in Japanese. Groups were defined by their L1, L2, and L3 experience with the target language’s pitch cues (Japanese), a language with less informative pitch cues (English), or a language with more informative pitch cues (Mandarin Chinese). Results indicate that sensitivity to pitch is better modeled as a function of pitch’s informativeness across all languages a listener speaks. These findings support cue-centric views of perception and transfer, demonstrate potential advantageous transfer of tonal-L1/L2 speakers, and highlight the cumulative role that pitch plays in language learning.
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Fenton-Smith, Ben, and Ian Walkinshaw. "Research in the School of Languages and Linguistics at Griffith University." Language Teaching 47, no. 3 (2014): 404–8. http://dx.doi.org/10.1017/s026144481400010x.
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Griffith University is set across five campuses in south-east Queensland, Australia, and has a student population of 43,000. The School of Languages and Linguistics (LAL) offers programs in linguistics, international English, Chinese, Italian, Japanese and Spanish, as well as English language enhancement courses. Research strands reflect the staff's varied scholarly interests, which include academic language and learning, sociolinguistics, second language learning/acquisition and teaching, computer assisted language learning (CALL) and language corpora. This report offers a summary of research recently published or currently underway within LAL.
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REN, FUJI, and KANG YEN. "ESTIMATING THE MINIMUM ENTROPY OF CHINESE AND JAPANESE LANGUAGES." International Journal of Information Technology & Decision Making 04, no. 04 (2005): 679–89. http://dx.doi.org/10.1142/s0219622005001702.
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The study of minimum entropy of a natural language has been an interesting research subject. For English, great progress has been made, but few reports on other languages have been found in literature. Based on two hypotheses on the conservation of information quantity, we proposed a method which can be used to estimate the minimum entropy of characters in natural languages. With a large quantity of translation corpus, this method enables us to estimate the minimum entropy without calculating the probability. Besides, as the scale of translation corpus increases, the fluctuation of the ratio between character quantities in any two languages becomes negligible. In this paper, we apply this method to the study of two languages of a large character total — Japanese and Chinese.
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Goss, Seth J., and Katsuo Tamaoka. "Lexical accent perception in highly-proficient L2 Japanese learners: The roles of language-specific experience and domain-general resources." Second Language Research 35, no. 3 (2018): 351–76. http://dx.doi.org/10.1177/0267658318775143.
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This article reports empirical findings on the roles of domain-general resources and language-specific experience in the second language (L2) acquisition of Japanese lexical pitch accent. Sixty-one advanced-proficiency L2 Japanese learners from two first languages (L1s), Mandarin Chinese and Korean, identified and categorized Japanese nouns embedded in short sentences in two aurally-presented tasks. Mixed effects models showed that although the tonal-language Chinese group outperformed non-tonal Korean speakers, L2 lexical knowledge, but not overall proficiency or learning experience, predicted performance on both perception tasks regardless of L1, suggesting that long-term knowledge of L2 phonological structure facilitates perception of lexical-level prosody. Domain-general resources, however, played no predictive role in advanced learners’ accent perception. A decision-tree analysis then revealed further divergence in perception accuracy by accent pattern, L1, and task type. Taken together, the results establish a close connection between language learning experience and L2 speech perception at the advanced level, and highlight the complexity inherent in the learning of non-native prosodic categories.
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Таїчі Ямашіта and Гсіао Гсуан Гунґ. "The Investigation of Learning Strategies of American Learners of Chinese and Japanese for Character Learning." East European Journal of Psycholinguistics 3, no. 1 (2016): 140–49. http://dx.doi.org/10.29038/eejpl.2016.3.1.tai.
Full textAbstract:
It has been widely recognized that Chinese and Japanese languages are exceptionally difficult to learn. One of the reasons is their logographic characters (i.e. hanzi in Chinese, kanji in Japanese) that are extremely different from alphabet-based orthography (Tong & Yip, 2015; Xu & Padilla, 2013). Accordingly, there have been research investigating how L2 learners of Chinese and Japanese deal with the difficulty by exploring learners’ strategy (Gamage, 2003; Shen, 2005). However, learning strategies for a certain aspect of characters (i.e. shape, sound) have not been investigated as much as learning strategies in general (but see Shen, 2005). In addition, there are limited longitudinal research exploring how learners change their strategies. Therefore, the researchers investigate strategies that L2 learners of American university students are using most frequently for Chinese and Japanese character learning. The study had 66 L2 learners taking either Chinese or Japanese course at an American university. They took a questionnaire at the beginning and at the end of a semester. It was found that reading, context, decomposition, rote-writing, and listening were the most frequently used strategies. Moreover, the results indicated that strategies vary depending on which aspect of characters they learn. Furthermore, learners did not change their learning strategies over three months to a notable extent.
 References
 
 Chikamatsu, N. (1996). The effects of L1 orthography on L2 word recognition: A study ofAmerican and Chinese learners of Japanese. Studies in Second Language Acquisition, 18,403–432.
 Everson, M. E. (1998). Word recognition among learners of Chinese as a foreign language:Investigating the relationship between naming and knowing. The Modern LanguageJournal, 82, 194–204.
 Everson, M. E. (2011). Best practices in teaching logographic and non-Roman writingsystems to L2 learners. Annual Review of Applied Linguistics, 31, 249–274.
 Haththotuwa Gamage, G. (2003). Perceptions of kanji learning strategies: Do they differamong Chinese character and alphabetic background learners?
 Hayes, E. B. (1988). Encoding strategies used by native and non‐native readers ofChinese Mandarin. The Modern Language Journal, 72, 188–195.
 Ke, C. (1998). Effects of language background on the learning of Chinese charactersamong foreign language students. Foreign Language Annals, 31, 91–102.
 Liskin-Gasparro, J. (1982). ETS Oral Proficiency Testing Manual. Educational TestingService, Princeton, NJ.
 McGinnis, S. (1999). Student goals and approaches. Mapping the course of the Chineselanguage field, 151–188.
 Mori, Y., Sato, K., & Shimizu, H. (2007). Japanese language students' perceptions on kanjilearning and their relationship to novel kanji word learning ability. LanguageLearning, 57, 57–85.
 Packard, J. L. (1990). Effects of time lag in the introduction of characters into the Chineselanguage curriculum. The Modern Language Journal, 74, 167–175.
 Rose, H. (2013). L2 learners' attitudes toward, and use of, mnemonic strategies whenlearning Japanese kanji. The Modern Language Journal, 97, 981–992.
 Shen, H. H. (2005). An investigation of Chinese-character learning strategies among nonnative speakers of Chinese. System, 33, 49–68.
 Tong, X., & Yip, J. H. Y. (2015). Cracking the Chinese character: radical sensitivity inlearners of Chinese as a foreign language and its relationship to Chinese wordreading. Reading and Writing, 28, 159–181.
 Yuki, M. (2009). Kanji Learning Strategies: From the Viewpoint of Learners with Nonkanji Background. 関西外国語大学留学生別科日本語教育論集, 19, 143–150.
 Xu, Y., Chang, L. Y., & Perfetti, C. A. (2014). The Effect of Radical‐Based Grouping inCharacter Learning in Chinese as a Foreign Language. The Modern Language Journal, 98,773–793.
 Xu, X., & Padilla, A. M. (2013). Using meaningful interpretation and chunking to enhancememory: The case of Chinese character learning. Foreign Language Annals, 46, 402–422.
 
 
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Marsden, Heather. "Pair-list readings in Korean-Japanese, Chinese-Japanese and English-Japanese interlanguage." Second Language Research 24, no. 2 (2008): 189–226. http://dx.doi.org/10.1177/0267658307086301.
Full textAbstract:
In English and Chinese, questions with a wh-object and a universally quantified subject (e.g. What did everyone buy?) allow an individual answer (Everyone bought apples.) and a pair-list answer ( Sam bought apples, Jo bought bananas, Sally bought...). By contrast, the pair-list answer is reportedly unavailable in Japanese and Korean. This article documents an experimental investigation of the interpretation of such questions in non-native Japanese by learners whose first languages (Lls) are Korean, Chinese or English. The results show that, regardless of L1, only a minority of advanced second language (L2) Japanese learners demonstrate knowledge of the absence of pair-list readings in Japanese. In English-Japanese and Chinese-Japanese interlanguage, L1 transfer readily accounts for this finding: the L1 grammar, which allows pair-list readings, may obstruct acquisition of the more restrictive Japanese grammar. But in Korean-Japanese interlanguage, L1 transfer predicts rejection of pair-list answers. However, in a Korean version of the experimental task, a native Korean control group robustly accepts pair-list readings, contra expectations. A proposal to account for this finding is put forward, under which the Korean-Japanese interlanguage data become compatible with an L1-transfer-based model of L2 acquisition. Moreover, the native-like rejection of pair-list readings by some advanced learners of all three L1 backgrounds is argued to imply that UG constraints operate at the L2 syntax-semantics interface.
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Weekes, Brendan Stuart Hackett. "Literacy in Contact and in Context." Letrônica 13, no. 4 (2020): e37538. http://dx.doi.org/10.15448/1984-4301.2020.4.37538.
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According to UNESCO, at least 2500 languages are vulnerable. Chinese, English, Spanish, Arabic, Hindi, Portuguese, Bengali, Russian, Japanese, French are “hegemons” - each having at least 100 million native speakers and accounting for over 51 percent of the global population. Half of the hegemons are written with an alphabet. For the non-alphabetic group, native speakers may read and write in logographic (e.g. Chinese) or syllabic writing systems (e.g. Devanagari) or both (e.g. Japanese). In languages that are spoken by less than one million people, Latin, Arabic and Chinese writing systems dominate but they do not always map to local dialects transparently. Multi-literacy is a growing global phenomenon particularly in Asia. In the 21st century, access to electronic literacy will include multi-literate speakers. However, multi-literacy brings questions. Multi-literacy is as old as civilization due to spoken language contact in commerce, ideology and religion. Literacy adapts to new technology via codification of symbols allowing multi-literacy to grow. Documentation of writing has a history but it is not prominent in global policy making. Programmes to develop literacy are reserved for monolingual ‘hegascripts’ (dominant languages) e.g. English. However, neglecting diversity in writing systems in developing countries risks more inequalities if indigenous language speakers are taught literacy in their non-native language only.
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Min, Wu, and Zhu Shanshan. "Language Recognition Method of Convolutional Neural Network Based on Spectrogram." Journal of Education, Teaching and Social Studies 1, no. 2 (2019): p113. http://dx.doi.org/10.22158/jetss.v1n2p113.
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Language recognition is an important branch of speech technology. As a front-end technology of speech information processing, higher recognition accuracy is required. It is found through research that there are obvious differences between the language maps of different languages, which can be used for language identification. This paper uses a convolutional neural network as a classification model, and compares the language recognition effects of traditional language recognition features and spectrogram features on the five language recognition tasks of Chinese, Japanese, Vietnamese, Russian, and Spanish through experiments. The best effect is the ivector feature, and the spectrogram feature has a higher F value than the low-dimensional ivector feature.
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Djité, Paulin G., and Belinda A. Munro. "Language profiles, language attitudes and acquisition planning." Language Planning and Language Policy in Australia 8 (January 1, 1991): 77–88. http://dx.doi.org/10.1075/aralss.8.05dji.
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How can the social and psychological contexts of a language affect the policy to increase the number of people who speak it? It is crucial to investigate this question at a time when Australia’s ability to compete in a changing world has brought the study of LOTE to the forefront. As the implementation of the National Policy on Languages proceeds, it becomes increasingly evident that a deeper understanding of the nine or ten key languages, namely Mandarin Chinese, Indonesian/Malay, Japanese, French, German, Italian, Modern Greek, Arabic, Spanish and Russian (cf. Lo Bianco 1987 and Leal 1991:167-168), taught in our schools is required. This paper argues that a sociolinguistic profile of each of these languages and the attitudes towards them are some of the relevant and crucial empirical data which need to be integrated in the design of educational programs.
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Kuo, Pei-Jung. "On locative alternation verbs in Mandarin Chinese." Concentric. Studies in Linguistics 45, no. 2 (2019): 141–66. http://dx.doi.org/10.1075/consl.00006.kuo.
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Abstract This paper focuses on both single and compound locative alternation verbs in Mandarin Chinese. First, three particular properties of locative alternation verbs are introduced and compared cross-linguistically with examples from Japanese and English. Next, three properties are explored further and possible explanations are provided for the observed similarities and differences between the languages. Finally, the syntactic patterns of locative alternation verbs in Mandarin Chinese are investigated in the Sinica Corpus. The results show that the “oblique argument-verb-accusative argument” sentence pattern has the highest percentage of appearance. This finding echoes Lin’s (2008) claim that Chinese is not only a “topic prominent” language, but also a “locative prominent” language.
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Eckman, Fred R. "The Structural Conformity Hypothesis and the Acquisition of Consonant Clusters in the Interlanguage of ESL Learners." Studies in Second Language Acquisition 13, no. 1 (1991): 23–41. http://dx.doi.org/10.1017/s0272263100009700.
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The validity of two implicational universals regarding consonant clusters was tested in an analysis of the interlanguage of 11 subjects who were native speakers of Chinese, Japanese, or Korean. The results were strongly supportive of the two universals, suggesting the possibility that primary language universals hold also for nonprimary languages.
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Spring, Ryan, and Kaoru Horie. "How cognitive typology affects second language acquisition: A study of Japanese and Chinese learners of English." Cognitive Linguistics 24, no. 4 (2013): 689–710. http://dx.doi.org/10.1515/cog-2013-0024.
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AbstractThis study looks at the effect of one's first language type, as proposed by Talmy (2000) and Slobin (2004), on their second language acquisition. Talmy (2000) gives an account of languages as being either verb-framed or satellite-framed based on how path and manner of motion are encoded in motion events. Meanwhile, Slobin (2004) argues for a third language type, which he calls equipollently-framed. This study compares and contrasts the learning curves of equipollently-framed language (Mandarin Chinese) native speakers and verb-framed language (Japanese) native speakers as they learn a satellite-framed language (English). It examines not only the learner's pattern preferences, but also their manner of motion encoding preferences and deictic verb usage to show that there is a clear difference in how the two groups of learners acquire a second language of a different type from their own native language.
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Yuan, Boping. "Japanese speakers' second language Chinese wh-questions: a lexical morphological feature deficit account." Second Language Research 23, no. 3 (2007): 329–57. http://dx.doi.org/10.1177/0267658307077644.
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In this article, an empirical study of how Chinese wh-questions are mentally represented in Japanese speakers' grammars of Chinese as a second language (L2) is reported. Both Chinese and Japanese are generally considered wh-in-situ languages in which a wh-word is allowed to remain in its base-generated position, and both languages use question particles to mark questions. It is assumed that C0 in wh-questions is essentially ambiguous and unvalued and that unvalued C0 must be valued. In Chinese, the wh-particle ne values C0 with [+Q, +wh] features, which licenses the wh-word in situ. As a result, no wh-movement is necessary and Subjacency becomes irrelevant. Japanese also employs question particles, such as ka or no. However, they are `defective' in the sense that they can only value the ambiguous C0 as [+Q] and they are unable to specify the question as to whether it is [+yes/no] or [+wh]. To value C0 as a head with [+wh], a wh-operator in a wh -word inside the sentence has to raise overtly to C0. The results of an acceptability judgement task show that although the Japanese speakers respond in a broadly target-like way, the lexical morphological feature [+wh] of the particle ne in their L2 Chinese lexicons is permanently deficient, which leads to variability in their intuitions about Chinese wh-questions. A lexical morphological feature deficit account for the results is proposed, and it is suggested that the lexical morphology—syntax interface can be a source of variability in L2 acquisition.
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Hakim, M. Dzikrul. "EKSISTENSI BAHASA ARAB KONTEMPORER." DINAMIKA : Jurnal Kajian Pendidikan dan Keislaman 3, no. 2 (2018): 133–54. http://dx.doi.org/10.32764/dinamika.v3i2.314.
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In the present day, it can be seen that the existence Arabic is decreasing, because most peopleprefer to learn languages like English, Korean, Chinese, Japanese and others in part. It isregarded as an International Language that is already popular in the world. It is rare to learnArabic. Nowadays Arabic is considered only an old language that has not been polished inthe eyes of the general public and is seen as a religious language. In fact, Arabic is thelanguage that pioneered the Science
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Idemaru, Kaori, Peipei Wei, and Lucy Gubbins. "Acoustic Sources of Accent in Second Language Japanese Speech." Language and Speech 62, no. 2 (2018): 333–57. http://dx.doi.org/10.1177/0023830918773118.
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This study reports an exploratory analysis of the acoustic characteristics of second language (L2) speech which give rise to the perception of a foreign accent. Japanese speech samples were collected from American English and Mandarin Chinese speakers ( n = 16 in each group) studying Japanese. The L2 participants and native speakers ( n = 10) provided speech samples modeling after six short sentences. Segmental (vowels and stops) and prosodic features (rhythm, tone, and fluency) were examined. Native Japanese listeners ( n = 10) rated the samples with regard to degrees of foreign accent. The analyses predicting accent ratings based on the acoustic measurements indicated that one of the prosodic features in particular, tone (defined as high and low patterns of pitch accent and intonation in this study), plays an important role in robustly predicting accent rating in L2 Japanese across the two first language (L1) backgrounds. These results were consistent with the prediction based on phonological and phonetic comparisons between Japanese and English, as well as Japanese and Mandarin Chinese. The results also revealed L1-specific predictors of perceived accent in Japanese. The findings of this study contribute to the growing literature that examines sources of perceived foreign accent.
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Sharma, Bal Krishna, and Prem Phyak. "Neoliberalism, linguistic commodification, and ethnolinguistic identity in multilingual Nepal." Language in Society 46, no. 2 (2017): 231–56. http://dx.doi.org/10.1017/s0047404517000045.
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ABSTRACTThis article examines the consequences of neoliberalism in two separate domains of multilingual language use in the context of Nepal: language education and tourism. We show that institutions and individuals have appropriated and reproduced this ideology with their creative tactics, agency, and practices that both help them promote and commodify their ethnolinguistic identity and language skills while also allowing them to acquire multilingual repertoires in global languages such as English, German, Chinese, Japanese, and the indigenous local language Newari. We show that English as a global language does not always accord more cultural capital and economic value, nor is the teaching and learning of local indigenous languages always confined to the ideologies of identity politics and language preservation. We argue that while the ideologies of English as a global language and of indigenous languages as tools for ethnolinguistic identity do not disappear from the scene, new forces of globalization and neoliberalism bestow new meanings to multilingual repertoires and practices. (Neoliberalism, multilingualism, commodification, ethnolinguistic identity, Nepal)*
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Tōyama, Chika. "The influence of first language on referential expressions of Japanese language learners: A focus on narrative story by native Chinese and Korean speakers." Journal of Japanese Linguistics 35, no. 2 (2019): 165–88. http://dx.doi.org/10.1515/jjl-2019-2009.
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Abstract The present study examines how Japanese language learners use referential expressions in discourse, especially topicalized or non-topicalized subjects, in addition to whether the first language of a Japanese language learner influences the choice of referential expressions. The text of narrative stories, written in both the subject’s first language and second language (i.e. Japanese) by native Chinese speakers and native Korean speakers, as well as text written by Japanese native speakers, were analyzed. As a result, the first language influence and common difficulties were observed in the use of referential expressions by Japanese language learners. Using referential expressions is not simply a matter of negative or positive transfer.
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AGNEW, JUNKO. "The Politics of Language in Manchukuo: Hinata Nobuo and Gu Ding." Modern Asian Studies 49, no. 1 (2014): 83–110. http://dx.doi.org/10.1017/s0026749x13000541.
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AbstractThis article explores the language politics of Manchukuo and the implications reflected in the literary texts of the Japanese writer Hinata Nobuo and the Chinese writer Gu Ding. Through the close examination of communicative failures, such as lexical misunderstandings, linguistic barriers, lies, and rumours in Hinata Nobuo's ‘The Eighth Switching Point’ and Gu Ding's ‘The Wilds’, this article illustrates the authors’ different responses to the impact of this language politics. While both authors were aware of the mutable nature of language, Hinata perceived the Japanese language as a symbol of colonial power and thus the miscommunications between Japanese and Chinese in his story address the ethnic hierarchy embedded in language in the specific context of Manchukuo. Gu Ding, on the other hand, did not see language as a defining element of the culture of a nation, and therefore tried to construct a new type of language and community that were not restricted by the discursive notions of the Chinese and Japanese nations. Gu Ding's primary concern was the modernization of his native place and, to him, adherence to traditional language forms was insignificant and deleterious.
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Sinclair, Paul. "Japanese Universities’ Fraught Relationship with the Modern Chinese Language." Japanese Studies 40, no. 3 (2020): 313–32. http://dx.doi.org/10.1080/10371397.2020.1819218.
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Jo, Jeong-A. "A comparison of the changes in the patterns of the usage and categorization of the classifier ‘ben 本’ in Korean, Chinese, and Japanese". Journal of Chinese Writing Systems 5, № 1 (2021): 43–51. http://dx.doi.org/10.1177/2513850221981772.
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This study aims to examine the common features and differences in how the Chinese-character classifier ‘ ben 本’ is used in Chinese, Korean, and Japanese, and will explore the factors that have affected the categorization processes and patterns of the classifier ‘ ben 本.’ Consideration of the differences in the patterns of usage and categorization of the same Chinese classifier in different languages enables us to look into the perception of the world and the socio cultural differences inherent in each language, the differences in the perception of Chinese characters, and the relationship between classifiers.
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FORTUNA, IGOR. "Materials for a Korean Etymological Dictionary." Philology 4, no. 2018 (2019): 195–211. http://dx.doi.org/10.3726/phil042019.5.
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Abstract Korean is a head-final, left-branching agglutinative language, with basic SOV order and modifiers preceding the modified. It displays many typological similarities to Japanese, at various levels. In its vocabulary, again like Japanese and other languages in East Asia, it has been deeply influenced by Chinese. The present work is intended as a preliminary collection of lexical and etymological notes, illustrated with various literary examples.
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Jin, Yinxing, Kees de Bot, and Merel C. J. Keijzer. "Factors associated with foreign language anxiety." Dutch Journal of Applied Linguistics 4, no. 1 (2015): 67–85. http://dx.doi.org/10.1075/dujal.4.1.07jin.
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This paper reports a study that investigates and compares the effects of foreign language proficiency, social status of a learner’s family, self-esteem, and competitiveness on FL anxiety. Chinese university students (N = 146), who were learning Japanese and English, participated in this study. Social status data were collected once with the Social Status Scale. Other variables were measured twice over a two-month interval, using the Competitiveness Index, the Self-esteem Scale, the English/Japanese Classroom Anxiety Scale, and the English/Japanese Proficiency Scale. Results showed that foreign language proficiency, competitiveness, and self-esteem all significantly predicted foreign language anxiety levels. Foreign language proficiency was the best predictor, followed by self-esteem, then competitiveness. A negative relationship was revealed between these predictor variables and foreign language anxiety. Social status was not related to foreign language anxiety, either directly or indirectly.
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Iwashita, Noriko, and Sachiyo Sekiguchi. "Effects of learner background on the development of writing skills in Japanese as a second language." Australian Review of Applied Linguistics 32, no. 1 (2009): 3.1–3.20. http://dx.doi.org/10.2104/aral0903.
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The paper presents preliminary findings of a project which investigated whether learner background, in terms of instruction mode (i.e., school or intensive first-year course at university) and first language (i.e., character based or non-character based), has an impact on the development of writing skills in Japanese as a second language (JSL). Many students in second-year Japanese at university are post-secondary (i.e., they completed Year 12 Japanese at school). They are in class with students who started Japanese at university (i.e., are post-beginners). The intensity of instruction that the two groups have received is very different. A large number of the students learning Japanese at tertiary institutions in Australia are also native speakers of character-based languages (e.g., Chinese). Although there is a substantial volume of studies comparing the effects of instruction mode on L2 development, little is known of how instruction mode and L1 background together may affect L2 development in adult L2 learning settings. The data for the present study include writing samples collected on two occasions from 34 students from a variety of backgrounds. The samples were analysed in terms of length, grammatical complexity and schematic structures, use of kanji (Chinese characters), and vocabulary. The results were compared in terms of study experience and first language. In general, the performance of post-beginner learners from character-based language backgrounds was higher on kanji use and a few other areas, but their superior performance was derived from the interaction of two background factors (L1 and study background). The results show complexity in how different backgrounds affect L2 writing task performance. The study has strong pedagogical implications for teaching a character-based language to students from diverse study backgrounds.
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Iwashita, Noriko, and Sachiyo Sekiguchi. "Effects of learner background on the development of writing skills in Japanese as a second language." Australian Review of Applied Linguistics 32, no. 1 (2009): 3.1–3.20. http://dx.doi.org/10.1075/aral.32.1.01iwa.
Full textAbstract:
The paper presents preliminary findings of a project which investigated whether learner background, in terms of instruction mode (i.e., school or intensive first-year course at university) and first language (i.e., character based or non-character based), has an impact on the development of writing skills in Japanese as a second language (JSL). Many students in second-year Japanese at university are post-secondary (i.e., they completed Year 12 Japanese at school). They are in class with students who started Japanese at university (i.e., are post-beginners). The intensity of instruction that the two groups have received is very different. A large number of the students learning Japanese at tertiary institutions in Australia are also native speakers of character-based languages (e.g., Chinese). Although there is a substantial volume of studies comparing the effects of instruction mode on L2 development, little is known of how instruction mode and L1 background together may affect L2 development in adult L2 learning settings. The data for the present study include writing samples collected on two occasions from 34 students from a variety of backgrounds. The samples were analysed in terms of length, grammatical complexity and schematic structures, use of kanji (Chinese characters), and vocabulary. The results were compared in terms of study experience and first language. In general, the performance of post-beginner learners from character-based language backgrounds was higher on kanji use and a few other areas, but their superior performance was derived from the interaction of two background factors (L1 and study background). The results show complexity in how different backgrounds affect L2 writing task performance. The study has strong pedagogical implications for teaching a character-based language to students from diverse study backgrounds.
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Liu, Zhe. "Mother Tongue Interference in Japanese Passive Sentence Teaching —— Analysis Based on Functional Grammar." Review of Educational Theory 1, no. 4 (2018): 101. http://dx.doi.org/10.30564/ret.v1i4.337.
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For foreign language learners, whether Chinese people are learning Japanese or Japanese learning Chinese, if they can eliminate the interference of basic knowledge of the mother tongue, the efficiency of foreign language learning will be greatly improved. This paper mainly analyzes the problem of mother tongue interference encountered by Japanese learners who use Chinese as their mother tongue in the study of "passive sentences". It focuses on introducing Japanese functional grammar on the basis of traditional grammar to eliminate these interference problems.
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Morikawa, Yasuo, and Hideko Kashiwazaki. "Stroop Phenomena in the Korean Language: The Case of Hangul, Chinese Characters and Romanization." Perceptual and Motor Skills 64, no. 1 (1987): 299–308. http://dx.doi.org/10.2466/pms.1987.64.1.299.
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We compared Stroop phenomena in the three orthographies of Korean: Chinese characters, the phonetic syllabary hangul, and romanization. The amount of Stroop interference was highest in the case of hangul and deceased from hangul to Chinese characters to romanization. Japanese hiragana and katakana, which like hangul are phonetic syllabaries, show a lower interference effect chan Chinese characters in Japanese. This difference is considered to reflect differences in frequency between hangul and the two Japanese orthographies. Reverse Stroop phenomena were observed in Chinese characters and romanization, suggesting that both are processed in the right hemisphere.
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Han, ZhaoHong, and Zehua Liu. "Input processing of Chinese by ab initio learners." Second Language Research 29, no. 2 (2013): 145–64. http://dx.doi.org/10.1177/0267658313479359.
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We report on a study of first-exposure learners with different first languages (L1s: English, Japanese) to examine their ability to process input for form and meaning. We used a rich set of tasks to tap respectively into processing, comprehension, imitation, and working memory. We show that there are advantages to having a first language (L1) that brings familiarity with the target language. We also show that when presented with natural auditory input, learners are able to process form only minimally. These findings are inconsistent with other studies that suggest that segmentation is easy and rapid. Additionally, we show that such learners comprehend meaning by relying on ‘top-down’ strategies. These findings challenge some of the claims on Input Processing theory.
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Upton, Thomas A., and Li-Chun Lee-Thompson. "THE ROLE OF THE FIRST LANGUAGE IN SECOND LANGUAGE READING." Studies in Second Language Acquisition 23, no. 4 (2001): 469–95. http://dx.doi.org/10.1017/s0272263101004028.
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Reading in a second language (L2) is not a monolingual event; L2 readers have access to their first language (L1) as they read, and many use it as a strategy to help comprehend an L2 text. Owing to difficulties in observing the comprehension process, little research has been conducted to determine what role the L1 plays in the reading strategies of L2 readers. Using think-aloud protocols and retrospective interviews with 20 native speakers of Chinese and Japanese at three levels of language proficiency studying in the United States, this study explores further the question of when L2 readers use their L1 cognitive resources and how this cognitive use of the L1 helps them comprehend an L2 text. We conclude by suggesting that the results support a sociocultural view of the L2 reading process.