مطالب مرتبط با کلیدواژه

Japanese


۱.

On the Cause of the Asymmetric Distribution between Scrambling and Postposing in Japanese

کلیدواژه‌ها: Discourse analysis Japanese Scrambling Postposing Givōnian approach

حوزه های تخصصی:
تعداد بازدید : ۳۷۱ تعداد دانلود : ۳۱۱
Japanese exhibits a large degree of flexibility in terms of word order. Thus, not only SOV but also OSV (scrambling) and SVO (postposing) are grammatical. In terms of discourse function, there are some similarities between scrambling and (non-pause type) postposing. According to Author (2017) and Shimojo (2005), scrambled objects and postposed elements are anaphorically salient but cataphorically non-salient. Yet, Shimojo (2005: 202) observed no example with a postposed object. In order to explain this tendency, I propose that scrambling is not as costly as postposing due to the following two reasons. First, scrambling follows given-new-ordering whereas postposing does not. Second, rightward movements are more costly than leftward movements in Japanese (Fukui: 1993). Therefore, postposing is expected to be selected when scrambling cannot be chosen. As scrambling can be used for the object but not for the subject in SOV, postposing is dominantly utilized for subjects.
۲.

Phonological Awareness Impact on Articulatory Accuracy of the Spanish Liquid [r] in Japanese FL Learners of Spanish

نویسنده:

کلیدواژه‌ها: Phonological Awareness Articulatory Accuracy liquid segments Spanish Japanese foreign language learning

حوزه های تخصصی:
تعداد بازدید : ۲۵۷ تعداد دانلود : ۱۴۲
Foreign language learners tend to avoid phonological difficulties and simply transfer sounds whether from their L1 or any pre-existing L2. Phonological awareness (PA) gives students an active role in understanding their own potential in improving pronunciation through several methods. However, such methods are likely to be restricted to only passive learning methods, such as repetition, reading and lectures. In this study, 118 Japanese students of Spanish were tested in their articulation ability of the Spanish liquid [r] segment; the students were divided into two groups: the control group (GA), composed by 59 students, which did not undergo any special PA training, and the PA trained group (GB), composed as well by 59 students, which underwent only one PA intervention. The articulatory accuracy rate of GA for such segment after their first year of language acquisition was 27.16, while for GB it was 72.54 after the PA intervention. The improvement of GB after the PA intervention was highly significant in regard to the learners’ phonological accuracy (p < 0.001)