Vertical or horizontal? Reading directions in Japanese

1997 ◽  
Vol 60 (1) ◽  
pp. 86-94 ◽  
Author(s):  
Yasuko Obana

The Japanese language was traditionally written vertically. Recently, journals, textbooks and academic reference works have appeared with the script written horizontally. One reason for this may be that quotations of foreign names and articles (written in European languages) and mathematical equations often appear in technical texts, and it is therefore more convenient to have the main text of this kind of work written horizontally.

2021 ◽  
Vol 19 ◽  
pp. 196-208
Author(s):  
Krzysztof Olszewski

Chūya Nakahara as the author of Japanese sonnet: Translation perspectives This article offers a reflection – against the historical and literary background of the epoch – on Chūya Nakahara’s work (1907–1937), who was the precursor of the Japanese syllabicaccentual verse (particular of the sonnet). Comparative analysis of his poem Mata kon haru (Spring comes again) and its Polish translation (included in the only Polish anthology of contemporary Japanese poetry entitled Cherries bloomed in winter) aims at shedding light on how difficult was the adaptation of the sonnet to the Japanese language. The OJAD (Online Japanese Accent Dictionary) service seems to offer a new promise for the research practice, proving that the intonation cadence may be treated similarly as feet in the poetry written in European languages.


1994 ◽  
Vol 1 (2) ◽  
pp. 229-260 ◽  
Author(s):  
Senko K. Maynard

This paper examines three ways in which thematic relations are realized in Japanese text. Scholars in the past have focused on limited cases of thematization in Japanese — mostly realized by the thematic particle wa from the given-new information perspective. Following and advancing this tradition, in this paper I analyze three cases of thematic relations; (1) the staging effect realized by thematization and non-thematization in narrative discourse, (2) the expressive effect of the nominal predicate n(o) da which possesses thematic structural properties, and (3) the poetic effect of thematic suspension realized by thematic (interrogative) clauses. I emphasize that thematization is a phenomenon which pervades every aspect of the Japanese language. The three types of thematic relations explored in this study — although constituting only the tip of the iceberg — provide evidence for the claim that the nature of the Japanese language is theme-centered in contrast to the subject-predicate-prominent nature of Indo-European languages.


2018 ◽  
pp. 98-110
Author(s):  
V. Pyrogov

The paper attempts to study the conditions of historical origin and subsequent derivatization of the basic word-formation model “own-alien” in the Japanese language against the background of historical dynamics of the Japanese writing system development. Despite the fact that Japan and the Japanese are considered genetically isolated from the rest of the world, they repeatedly had to face the influence of external factors, in particular, to perceive and assimilate the norms and stereotypes of foreign cultures and languages, while preserving their national identity and integrity, and at the same time, to improve their own language and culture, resulting in the formation of a highly original and unique language that can be characterized as syncretic – Japanese-Chinese – with inclusion at present time of lexical elements from European languages, mainly English. The Japanese pattern of thinking has been periodically restructured throughout the history of the formation and development of their civilization. And every time at the moment of cardinal transformation of their culture one of the important if not the main factor was writing system, which served as a special mean of adjusting their culture and mentality. In recent decades, the algorithm of Japanese thinking has changed, adapting to the conditions of a new historical format (which corresponds to the synchronous type of thinking), while the Japanese writing largely preserves the traditional form, which corresponds mainly to the archaic type of thinking. As a result, objective cultural and psychological contradictions arise, and at the same time a need to find a way out of this difficult situation emerges, perhaps by further reforming the existing system of writing, creating a more adequate system of written signs that would correspond to the imperatives of the modern socio-cultural paradigm.


2019 ◽  
Vol 27 (3) ◽  
pp. 499-529
Author(s):  
Cindi Textor

This article considers the politics of representing “Korea” in Japanese-language texts, focusing specifically on the work of “Zainichi” writer Kim Sŏkpŏm (1925–). The author begins by identifying parallels between what Kim calls “the spellbinding of language” (kotoba no jubaku) and the unresolved debate over Frederic Jameson’s statement that “all third-world texts are necessarily . . . national allegories.” Kim’s “spellbinding” refers to the dual impossibilities faced by postcolonial Korean writers in Japan, who can neither maintain a distance from the Japanese language nor take full and unquestioned ownership of it. This double bind is echoed by the discourse on national allegory, with its simultaneous impulses to avoid reifying the categories of first world and third world as incommensurably “different,” while also combatting a Eurocentric universalism that fails to acknowledge productive, nonessentialist difference. The author examines Kim Sŏkpŏm’s specific solutions to this critical impasse in his works of fiction, particularly Karasu no shi (The Death of a Crow, 1957) and Mandogi yūrei kitan (The Curious Tale of Mandogi’s Ghost, 1970), demonstrating that Kim is able to destabilize the Japanese language of his novels by creating a tension between the main text and the fragments of Korean language embedded within. In this way, Kim carves out a space for the performance of a Korean identity that is ultimately only imaginary, and it is through this process that a potentially empowering identification with an explicitly imagined Korean “nation” can be forged.


2007 ◽  
Vol 8 (2) ◽  
pp. 269-294 ◽  
Author(s):  
Heiko Narrog

Grammaticalization of modal markers has long been thought of in terms of change from deontic to epistemic meaning. This change, then, is typically thought of as a mapping between conceptual domains. Contrary to this perception, I argue in this paper that (1) change from deontic to epistemic (that is, the acquisition of epistemic meaning by deontic markers), although salient in many European languages, is cross-linguistically a marginal tendency, (2), the cross-linguistically most salient tendency in the development of modal markers is towards greater speaker-orientation, and (3), this change can best be explained by primarily referring to pragmatic processes, rather than conceptual processes. I substantiate my claims by analyzing the cross-linguistic modality data in Bybee et al. (1994), by providing a catalogue of etymologies of Modern Japanese modal markers, and by analyzing the polysemy and semantic change of one specific marker in Japanese language history (-be-si) in detail.


Linguistica ◽  
2014 ◽  
Vol 54 (1) ◽  
pp. 455-469
Author(s):  
Chikako Shigemori Bučar ◽  
Hyeonsook Ryu ◽  
Nagisa Moritoki Škof ◽  
Kristina Hmeljak Sangawa

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


EFL Journal ◽  
2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Mariyati Haji Mohd Nor ◽  
Robe'ah Yusuf ◽  
Norhana Md. Salleh

The objective of this study was to determine the attitudes of students in learning foreign languages, namely Spanish, German and Japanese at Sultan Idris Education University (UPSI). This study measured the attitudes through the aspects of interest, motivation and perception of students on the basis of Socio-Educational Model presented by Gardner (1985). The methodologies used in the study were quantitative and qualitative. Questionnaires and interviews were used to collect data of the study. A total of 90 respondents involved in this study comprising of 30 Spanish, 30 German and 30 Japanese language students. The overall results showed positive attitudes, interest and perceptions among respondents towards learning process of all the three languages. The study found out that interest of students to attend foreign languages courses was influenced by the internal factors like preferences, interests and enjoyment in learning foreign languages. In addition, integrative and instrumental factors also influenced the attitudes of the students. The study showed that there were no comparison of views on learning foreign languages among female and male students, and races but there were significant differences based on gender and race in the aspect of attitudes, interest and students' perceptions towards the language learned. Female students were more positive with high interest and good perceptions towards learning foreign languages. In the aspect of race, Chinese students were more positive and integrative-oriented in learning Japanese language. This was due to many similarities between Japanese language and their mother tongue. Indian students were more positive in learning European languages such as Spanish and German due to the second language factor as the languages have similarities with English language. Malay students were positive towards all the three languages as they were influenced by the instrumental factor. They wanted to learn foreign languages for their future benefits. The findings also clearly proved that interest, motivation, perception, instrumental and integrative factors played important roles in the learning process and influence the students' attitude to learn Spanish, German and Japanese. In conclusion, UPSI students have positive attitudes towards foreign language that is being learned and they are showing interest, motivation and positive perceptions.


Author(s):  
Patrick Heinrich

Unbeknownst to most, Humboldt studied also Japanese in order to better grasp universal aspects of language. Humboldt’s interest in Japanese is based on his teleological view of language. According to Humboldt, language is the expression of a nation’s worldview and is, over time, subject to development and refinement. Japanese served Humboldt as an example to step back in time, so to speak, and he attempts to gain new insights into the origin of language by studying selected aspects of the Japanese language. While deeply original in his analysis, Humboldt falls victim to the Eurocentric bias of his approach. He uncritically perceives European languages as a yardstick to assess and interpret non-European languages.


2020 ◽  
pp. 59-63
Author(s):  
A.S. Bondarenko ◽  
A.S. Borovkov ◽  
I.M. Malay ◽  
V.A. Semyonov

The analysis of the current state of the reflection coefficient measurements in waveguides at millimeter waves is carried out. An approach for solving the problem of reproducing the reflection coefficient measurement scale is proposed. Mathematical equations, which are the basis of the reflection coefficient measurement equation are obtained. The method of determining the metrological performance of reflection coefficient unit’s reference standards is developed. The results of electrodynamic modeling and analytical calculations by the developed method are compared. It is shown that this method can be used for reproducing the reflection coefficient unit in the development of the State primary standard.


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