Japanese English
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Japanese English has evolved over centuries with influences from various languages and cultures. It began with early contact between Japan and Western countries in the 1600s. A key figure was Nakahama Manjiro, who studied in the US in the 1800s and published one of the first English textbooks in Japan. Japanese English developed certain phonological, lexical, syntactic and other characteristics due to differences between Japanese and English. There remains some ambivalence about Japanese English and which variety of English is best for Japan.
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Japanese English
- 8. 1600 •Tokugawa Ieyasu •William Adams 1616-1673 •English was banned in Japan 1808 •Phaeton appeared in Nagasaki Gulf
- 9. 1848 •MacDonald arrives in Japan •He teaches 14 interpreters 1865 •Yokohama Academy 1874 •91 foreign schools •82 schools taught English
- 10. NAKAHAMA MANJIRO (1827-1898) • Studied in USA for 10 years • He wrote, “Eibei Taiwa Shokei” (A shortcut to Anglo-American Conversation). This was the first English text published in Japan
- 11. Phonology
- 12. Why do you think Japanese pronounce English poorly?
- 13. Native language is an especially good predictor of pronunciation accuracy in English (Suter, 1976)
- 14. Japanese has fewer sounds than English.
- 15. The Sounds of Japanese Consonants (19) k, g, s, sh, z, j, t, ch, ts, d, n, h, f, b, p, m, y, r, w Vowels (5) a, i, u, e, o
- 16. Doubled Vowels Single Pronunciation a aa i ii u uu e ee o oo
- 17. Doubled Consonants Single Double k kk eg: gakkou - (gak.kou) s ss sh ssh t tt eg: yatta! - (yat.ta) ch *tch/cch ts tts p pp eg: yappari - (yap.pari)
- 18. Limited clusters
- 20. Syllable-timed language > Japanese learners tend to produce syllables of similar time length or duration (Bonds and Fokes, 1985) > Difficulty in identifying stressed syllables
- 21. Katakana English • Katakana- exclusively used to transcribe loan/foreign words • Smart – su.ma.to • Project – pu.ro.je.ku.to • Arbeit (German for Part time) – a.ru.bai.to • Hence, Japanese tend to pronounce words the way they are written in katakana.
- 22. Add vowels specifically “u”, “i” and “o”
- 23. Furii (free)
- 24. Torakku (truck)
- 25. Forudaa (folder)
- 27. Shiidii (CD)
- 28. • Difficulty and confusion in distinguishing: – V and B • Changing V to B • Valentine – Barentain • Violin – Baiorin – *R and L – F and H • Ha-Hi-Fu-He-Ho • Food and Hood – Th and S • Changing Th to S • Birthday – Basude • Thank you - Sankyuu
- 29. “R” and “L” • Both sounds DO NOT exist! –English R is different from Japanese R • Love – Rabu • Balloon – Barroon • Rice- Laisu • Right – Laito • A switch between R and L
- 30. Morphology
- 31. Word Combinations • Adjective + Noun –Free market (furii maketo)- Flea market • Noun + Noun –Baby Car (Bebii Kaa)- Stroller –Drink Sherbet (Dorinku Shabei)- Sherbet
- 32. • My + Noun –Mycar- What kind of mycar do you drive? –Myhome- Where is your myhome? • Prefix: Super –All natural liquor- Super natural liquor
- 33. Lexicon
- 34. Aisukyandyî Makkudonarudo Hankachi Sekushii Sense’eshon Hoteru Shanpuu Fashon-saron Furîsaizu Sarada
- 35. Lexicon • functional purposes • “decorative” or “design” purposes = both for Japanese consumption and not for native English speakers
- 36. • “Ron-pari” (London, Paris) • “Pipa doraiba” (Paper Driver) • ‘Gairaigo’ [words from abroad] • ‘Wasei Eigo’ [lit. Japan-made English]
- 38. • Dutch – “gomu” (rubber eraser), “sukoppu” (scoop) • French – “zubon” (trousers), “anke’eto” (inquête,questionnaire), dessan(dessin,sketch), aramo'odo (à la mode) • Portuguese – “tempura” (tenpura), butane(botão,button), biro'odo (veludo,velvet)
- 39. LEXIS • Loanwords • Blending – Acronym – OL, NG, SP, PV, CM – Clipping – masukumi, pasokon, minisuka, sekohan, e’akon – Neologism – salary man, paper driver, baby car
- 40. Loanwords • Transliteration and transvocalization • only 5 vowel sounds – “Osutararya” (Australia), “foku” (fork), “teburu” (table), “marason” (marathon), “chaamingu” (charming), “ton’neru” (tunnel), “shatsu” (shirt), “raburetaa” (love letter)
- 41. Loan Words Japanese with loan words • Ha'inekku ra'into chiisana botanga kyuutona se'etaawa romanchikku na rabendaa-irode bodizentai wo messhu-nittode matometa pure'in deza'in ga furesshusonomono, gazen naona rukkudesu. • The sweater with a high neckline and cute little buttons has the bodice in Romantic lavender color, wholly unified by the mesh knit into a plain design; here is freshness itself, absolutely now in look. • Discounting particles: prepositions and conjunctions, the text contains 19 words, mostly nouns and adjectives, and fourteen of these are English- derived words. SYNTAX STILL JAPANESE
- 42. • English infused with Japanese “The sweater with a takaieriguri and kawairashii chiisanabuttons has the do'obu in Romantic fuji- iro, sukkariunified by the amime-amiinto a kazarikenonaidesign, here is sugasugashisaitself, gazennow in look.”
- 43. Loanwords • Functional purpose: • No Japanese word equivalent – Western science: Ami’ibaa, neon, me’etoru – Technology: enjin, mo'otaa, pisuton, ke'eburukaa – Sports: tenisu, badominton
- 44. Loan Words • Design purpose: • "Furesshu" than "sawayaka" • "rabendaa" than "fujiiro" • "kyuuto" than "kawairashii" • soft olivegreen silk blouse “sofuto na oriibuguri'in no shiruku burausu”
- 45. Neologisms • cost down (cost reduction) • back mirror (rearview mirror) • free market (flea market) • hotchkiss (stapler) • baby car (stroller) • body check (security check) • paper driver (a person who rarely drives ) • salary man (wage earner) (Honna, 2008:96)
- 46. Neologisms • morning call (wake-up call) • after service (after sales service) • hi-select gift (a well-selected gift) • heartfelt gift ( a gift to express heartfelt thanks) • happy retire ( a happy life after retirement) • work life balance (ratio of working to leisure), • working poor ( lowly paid workers) (Honna, 2008:96)
- 47. Syntax
- 48. Last night, I ate a chicken in the backyard. I found the hams in the refrigerator.
- 49. Last night, I ate chicken in the backyard. I found a ham in the refrigerator. I found ham in the refrigerator.
- 50. Ø, no count nouns Because of the lack of articles in Japanese
- 51. My father work in the office. My sister go to school.
- 52. My father works in the office. My sister goes to school.
- 53. S-V agreement
- 54. My dog eating. Children playing jakenpon.
- 55. Verb Tense -Lack of auxiliary verbs in Japanese
- 56. It is thought that scientists may be considered to be under the absolute obligation never to forget environmental issues. Discovery is reported of a virus believed to be responsible for a disease similar to AIDS in cats. My haircut was changed.
- 57. I think scientists must never forget environmental issues. We discovered a virus believed to be responsible for a disease similar to AIDS in cats. I changed my haircut.
- 58. Excessive use of the passive voice - use of active voice is considered condescending.
- 59. SYNTAX Ø, Count Nouns S-V Agreement Verb tense Excessive use of the passive voice
- 60. • use of "later" instead of "in" to indicate a future time (eg. "10 years later" instead of "in 10 years"). • use of nouns instead of adjectives (eg. "minus image" instead of "negative image"). • mistaken use of "almost" + noun (eg. "almost Japanese" instead of "almost all Japanese") • addition of "to" before a gerund or words that do not require it like "there" or "here" (eg. "Let's go to shopping", "I came to here"). • the excessive use of "hope" instead of expect, wish, would like, or want. (e.g. "I hope to meet you tomorrow at 6pm if it is convenient for you"). • excessive use of "play" and "enjoy" instead of "go out", "have fun", "do", etc. (eg."last weekend I played skiing" or "last night I played with my coworkers" or "In Hawaii you can enjoy shopping"). • excessive use of "popular" instead of "common" or "usual" (eg. "Is snowing popular in your country" ?)
- 61. • Susan Butler – 1987 Pronunciation Features History Literature Reference Works
- 63. Disparate English Japanese people who are immigrants and use full English Infusion of Japanese in English sentences English syntax stays Japanese grammar/sentenc e with English words Japlish Japanese people who cannot speak English Complete Japanese
- 64. MOAG Decline Institutionalization Expansion in Use Indigenization Transportation Expansion in Use
- 66. Perception to L2 English • ESL as deficient speakers • Non-native speakers come from a lower status • “strange English” • American or British English as ‘the best’ Positive attitude toward American varieties negative toward non-native varieties
- 67. Ideologies of English and ELT • Nihonjinron • Cultural uniqueness • ‘English imperialism’, ‘Domination of English’ • Sense of identity loss • Kokusaika • ‘internationalization’ in government and business • Promotes teaching and learning Education reform
- 68. Do you think ambivalence exist in the JpE?
- 69. • Highly political –Two opposing ideologies: • Kokusaika- English = internationalization • Nihonjinron- English = identity loss • Varieties of English are sub-standard and detracts from the value of standard English.
- 70. • There is high acceptance of English in all secondary schools where English is included in the curriculum. • Though, some have ambivalent views. • Unwilling to accept varieties of English. • JpE will long remain as part of the EFL variety. (Morrow, 2004)
- 71. • (1) Which variety of English should be taught in Japan? • (2) Should an English teacher be an ENL or an ESL speaker in a Japanese school? • (3) In your view, do the Japanese recognize their own variety of English?
Editor's Notes
- https://books.google.com.ph/books?id=5kA1VY0YiRUC&pg=PA169&lpg=PA169&dq=mark+petersen+1989+uses+of+japanese+english&source=bl&ots=TZ9Fe6E6lE&sig=kd3Ytzv3-Pk4sjsKPFA880B7qns&hl=en&sa=X&ei=oAc_VeWKFIKtuQSKg4CwBg&ved=0CBwQ6AEwAA#v=onepage&q=mark%20petersen%201989%20uses%20of%20japanese%20english&f=true START 158
- Functional purposes - to supply the missing words in the language
- Andy KIRKPATRICK, World Englishes. Implications for International Communication and English Language Teaching, 2007, Cambridge, Cambridge University Press, x + 257 pp. Katakana – syllabic symbols used for the phonetic transcription of foreign words Gairaigo - Gairaigo (外来語?) is Japanese for "loan word" or "borrowed word", and indicates a transliteration (or "transvocalization") into Japanese. In particular, the word usually refers to a Japanese word of foreign origin that was not borrowed in ancient times from Old or Middle Chinese, but in modern times, primarily from English or from other European languages. These are primarily written in the katakana phonetic script, with a few older terms written in Chinese characters (kanji); this latter is known as ateji. Japanese has a large number of loan words from Chinese, accounting for a sizeable fraction of the language. These words were borrowed during ancient times and are written in kanji. Modern Chinese loanwords are generally considered gairaigo and written in katakana, or sometimes written in Chinese and glossed with katakana furigana; pronunciation of modern Chinese loanwords generally differs from the corresponding usual pronunciation of the characters in Japanese. KANA – syllabic writing system developed in Japan by simplifying Chinese characters WASEI EIGO - refer to Japanese expressions which superficially appear to come from English, but in fact do not. These words were originally borrowed loanwords deriving from English but have become so embedded into the Japanese lexicon that they are re-fashioned to create a novel meaning – diverging from its original intended meaning – level up , skinship an English word coined in Japan’, i.e. combinations of existing loanwords, which occasionally make use of English derivational affixes as well
- BIRCH - https://books.google.com.ph/books?id=X5peBAAAQBAJ&pg=PA177&lpg=PA177&dq=forming+lexicon+through+blending+efl&source=bl&ots=FpwNcdOZk7&sig=a_0aNjioHuWrnYEZJs9BIm8M1QE&hl=en&sa=X&ei=Rww_VdDwNZLhuQSOm4HICw&ved=0CEIQ6AEwBQ#v=onepage&q=forming%20lexicon%20through%20blending%20efl&f=false Word formation processes – blending, coining and generalization. Blending is a process where 2 separate words are reduced and combined. BRUNCH. Coined words are invented words, like trademarked names. Kleenex. Geeralization- making the brands common nouns
- Words of foreign derivation – gareigo/gairaigo Dutch : “chokki” (jak, vest),
- Oeru, no good,
- Transliteration – also changing of pronunciation to fit Japanese phonetics
- Konbini – convenience store
- Neologisms - (structurally English, semantically Japanese)
- For most Japanese speakers of English, it is difficult to distinguish between ‘a chicken’ and ‘ chicken’. At the same time, it is also confusing to understand the difference between ‘ham’, ‘ the hams ‘ and ‘ a ham’. Other common grammatical features include differences in prepositional phrases, tense, relative pronouns and passive voice. In Japanese English, the use of passive voice is very frequent in scientific English, especially in technical and scientific articles. Petersen (1989) provides these examples: RELATIVE PRONOUNS - A relative pronoun is used to connect a clause or phrase to a noun or pronoun. You see them used everyday with the most common relative pronouns being: who, whom, which, whoever, whomever, whichever, and that.
- Petersen, Mark (1988). Zoku Nihonjinno Eigo [Japanese English Revisited]. Tokyo: Iwanami Shoten Japanese does not have an article system with which it marks definiteness or indefiniteness, nor does it distinguish between count and noncount nouns.
- In Japanese, the verb doesn’t change for person or number.. The common consequence: omission of s in simple 3rd person
- Furthermore, the verbs do not change for the person or number – so Japanese ESL students often forget that when conjugating the present simple third person in English an –s(or proper equivalent) is needed. Hence the common mistakes like“My brother work at….”.
- Hindi nagbabago ng form ng verb kahit plural yung subject.. Parehas for singular and plural… nakainfluence..
- Maraming functions yung particles. Sa english, specific. Auxiliary Verbs are the verbs be, do, have, will when they are followed by another verb (the full verb) in order to form a question, a negative sentence, a compound tense or the passive. erb tenses in Japanese are conjugated through the verb form, as in English. However, Japanese has no auxiliary verbs, so the formation of progressive and perfect tenses becomes problematic. Furthermore, the verbs do not change for the person or number – so Japanese ESL students often forget that when conjugating the present simple third person in English an –s(or proper equivalent) is needed. Hence the common mistakes like“My brother work at….”. Japanese ESL/EFL students often make the mistake of using the present simple to tell of future events, because that’s how it is done in Japanese. Often, context and implications are huge in Japanese Verb tenses in Japanese are conjugated through the verb form, as in English. However, Japanese has no auxiliary verbs, so the formation of progressive and perfect tenses becomes problematic.
- RELATIVE PRONOUNS - http://esl.fis.edu/grammar/langdiff/japanese.htm
- http://www.edanzediting.com/blog/tag/active_voice#.VT-wbiGqqkp
- Aux v – be have do will may might must can should agglutination of several nouns (direct translation from long kanji compounds) instead of separating them by "of (the)" (eg. "company meeting attendance rate analysis", instead of "analysis of the attendance rate of company meetings").
- 'standard and recognizable pattern of pronunciation handed down from one generation to another‘ '[p]articular words and phrases which spring usually to express key features of the physical and social environment and which are regarded as peculiar to the variety‘ history -- a sense that this variety of English is the way it is because of the history of the language community‘ 'literature written without apology in that variety of English‘ reference works, dictionaries and style guides
- In terms of government policy, English has tended to be downplayed in East Asia in comparison with other regions and viewed solely as a foreign language. There are signs, however, that this is changing. Korea has implemented English at elementary school level since 1998, and Japan is slated to do so (as part of sogo gakushu jikan, or general studies) in 2002. Some academics in both countries even clamor for giving English an official status in order to hasten their countries’ internationalization processes. The countries in East Asia do not do as well as their South and Southeast Asian peers on TOEFL tests. Mainly this can be attributed to three factors--1) the relative lack of exposure to English outside of school (i.e. its status as a foreign rather than a second language, 2) the linguistic differences between English and the native languages and 3) the emphasis on test English as an indicator of academic achievement, which leads to a disproportionate emphasis on reading, grammar, translation and test taking skills. In these countries, then, English is truly a foreign language--a subject on entrance and company examinations. This results in English being studied but not USED, and even people who study the language for years come away with doubt as to its relevance in their personal lives.
- kokusaika ‘internationalization’ in government and business, and this ideology has stressed learning English as a means of making the Japanese nation and people more “international.” On the other hand, another prevailing ideology is nihonjinron, which “attempts to define a distinct Japanese cultural and linguistic identity visà- vis the Western culture and language: particularly English” (Kubota, 1998, p. 299). This ideology, which emphasizes the cultural uniqueness of Japan, has often been cited by scholars and business leaders who see it as a major cause of Japan’s economic success in the 1960s and 1970s (cf. Sugimoto & Mouer, 1980 [cited in Kubota, 1998]). This view does not encourage the teaching and use of English, and some (e.g. Tanaka, 1993 [cited in Kubota, 1998]) even see the teaching and use of English as a form of colonization. They fear that the spread and use of a foreign language (in this case, English) could diminish the role of the national language, and in this way threaten Japan’s distinctive culture. KOKUSAIKA – harmoniously embraces both westernization through learning the mode of English and the promotion of nationalistic values - Ideology that promotes teaching and learning in English