Review of Sproat (2000): A Computational Theory of Writing Systems

Abstract. The causal role of a unidirectional orthography in shaping speakers’ mental representations of time seems to be well established by many psychological experiments. However, the question of whether bidirectional writing systems in some languages can also produce such an impact on temporal cognition remains unresolved. To address this issue, the present study focused on Japanese and Taiwanese, both of which have a similar mix of texts written horizontally from left to right (HLR) and vertically from top to bottom (VTB). Two experiments were performed which recruited Japanese and Taiwanese speakers as participants. Experiment 1 used an explicit temporal arrangement design, and Experiment 2 measured implicit space-time associations in participants along the horizontal (left/right) and the vertical (up/down) axis. Converging evidence gathered from the two experiments demonstrate that neither Japanese speakers nor Taiwanese speakers aligned their vertical representations of time with the VTB writing orientation. Along the horizontal axis, only Japanese speakers encoded elapsing time into a left-to-right linear layout, which was commensurate with the HLR writing direction. Therefore, two distinct writing orientations of a language could not bring about two coexisting mental time lines. Possible theoretical implications underlying the findings are discussed.

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A Computational Theory of Language

Contemporary Psychology ◽

10.1037/030928 ◽

1989 ◽

Vol 34 (7) ◽

pp. 686-687

Author(s):

Stephen G. Pulman

Keyword(s):

Computational Theory ◽

Theory Of Language

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METHOD FOR CONTROLLING ERRORS IN THE FABRICATION OF PRECISION SYNTHESIZED HOLOGRAMS ON CIRCULAR LASER WRITING SYSTEMS

Автометрия ◽

10.15372/aut20190313 ◽

2019 ◽

Keyword(s):

Writing Systems ◽

Laser Writing

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An Error Analysis of Hiragana and Katakana Writing Systems in the Learning of Japanese as Third Language at UiTM

International Journal of Modern Languages And Applied Linguistics ◽

10.24191/ijmal.v4i3.8628 ◽

2020 ◽

Vol 4 (3) ◽

pp. 46

Author(s):

Norhazlina Husin ◽

Nuranisah Tan Abdullah ◽

Aini Aziz

Keyword(s):

Error Analysis ◽

Foreign Students ◽

Teaching And Learning ◽

Language Skills ◽

The Other ◽

Japanese Language ◽

Writing System ◽

Writing Systems ◽

Third Language ◽

Main Challenge

Abstract The teaching of Japanese language as third language to foreign students has its own issues and challenges. It does not merely involve only teaching the four language skills. Japanese language has its own unique values. These unique values also tend to differentiate the teaching of Japanese language as a third language from other third language acquisitions. The teaching of Japanese language as third language to foreign students also involves the teaching of its writing system. This makes the teaching of Japanese language rather complicated because Japanese language has three forms of writings, namely: Hiragana, Katakana and Kanji. Students are required to fully understand the Hiragana system of writing first before proceeding to learn the other two forms of writings. The main challenge in the teaching of Japanese writing systems is the time allocated that can be considered as very limited as other language aspects need to be taught too. This, which relates directly to students’ factor very much contribute to the challenges foreseen. Students are likely to face problems in understanding and using the writings as they simultaneously need to adhere to the findings teaching and learning schedules. This article discusses on the analysis conducted in terms of the learning of the Hiragana and Katagana systems of writing among foreign students. The discussion in this article is based on the teaching of Japanese language to students of Universiti Teknologi MARA(UiTM), Shah Alam. Keywords: Third language, Hiragana, Katakana, Kanji

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