If you really think about it languages cannot be an isolate, that is, unless at the creation of the language it developed out of a population that had no language.
It is now accepted that about 70,000 years ago our species spread from Africa into Europe and Asia. As these populations migrated they some settled. It is possible language had yet developed, or least not fully. Nonetheless, there is a protolanguage that probably existed.
The influence of such a language, or influence of subsequent languages must exist. What is not noticed is that that influence remains within the language, much like how scholars noticed the similarities between Sanskrit and the languages of Europe.
And as much as people want to think of Japanese as a language isolate, people or peoples must have migrated from the main Asiatic continent. The idea of ‘peoples’ might explain the difficulty to trace a language like Japanese of its origin. Japan was a crossroad to the North American continent with routes from the south and the north as well as possible reverse migration from America as well.
Whatever the truth, it is now still possible to trace the genetic origins of people “fairly accurately”. And with genetics also comes influence of language, society, and culture.
The Japanese language is considered syntactically a Subject-Object-Verb or SOV language in contrast to English which is considered a subject-Verb-Object or SVO language, as these two example sentences will show.
(1) Ken wa (S) tama wo (O) uchimashita (V).
(2) Ken (S) hit (V) the ball (O).
While it is not possible to move the syntactical elements around in English without a changing its meaning, it is possible in Japanese. Why this is so is due partly to particles (助詞). Particles mark the syntactic role of the word or phrase before it. By doing so this means the entire phrase including the particle can move to any other position within a sentence without losing its marked role.
The ‘wa’ and ‘wo’ in (1) are particles.
The English syntactic elements, however, are not marked whatsoever by particles (particles do not exist in English) and only show their syntactic distinction to other elements within the sentence unit by its relative position to each other. The sentence is therefore the unit. The rearranged syntactic units of (3) below in contrast to (2) has a now a completely different meaning because of the changed positions of the subject (S) and object (O).
(3) The ball (S) hit (V) Ken (O).
So Japanese is considered an SOV language because most often the elements follow this order and not because it is fixed by its position like English. But English learners of Japanese can safely assume this structure for learning purposes.
I keep coming back to this issue of pairing and setting up an external foreign language external keyboard with the iPad Air. The problem is not that it outright rejects such a keyboard but that it depends on a particular app’s ability to recognise it or not.
Strangely enough Apple’s very own wireless keyboard for its own desktop computer does not work alway recognise the keyboard. Apple of course seems to know how to make its own software to work but that is lost on third party app makers so that buying apps which rely on keyboard input (productivity apps, for example) could mean your input method may have to forego keyboard hardware (or else rely on your memory of where certain punctuations are).
Of course if you are using the virtual keyboard this is not a problem. But that makes my purchase of an external keyboard (an Apple one at that) seem downright silly and a waste of money.
Still nothing beats a physical keyboard for the input experience which why we still want to buy one. The ability to be wireless is again part of the deal. The hardware – an iPad with its minimalistic external keyboard – is just so sexy.
So why is it that Apple can’t get the software or OS right, least of all its own?
Just finished participating in a four-person panel talk about learning Japanese.
Here are some points of commonality among panelists:
regularity of study
motviation through some interest in the target language’s culture
enjoying the learning (relates to #2)
authentic material or authentic situations
For me learning is like being the anthropologist Levi-Strauss: you emmerse yourself in the culture. You need to “be there”. Others said as much.
But the biggest thing is motivation I think, something I didn’t focus on explicitly even though I was talking about it. Zen Buddhism has been a focal point for my interest. In Zen one must be no different to the thing that it trying to know. Pure intuition. But Zen or no Zen one still needs to be interested in some aspect of the langauge or culture.
There are so many things which one can discuss about learning that it simply cannot be covered in one’s 15 minutes of alloted time or one’s “fifteen-minutes of fame”.
I will try to flesh out these thoughts here but I truly always get inspired to write after one of these Hiroshima JALT meetings. The fact I don’t write much testifies to the fact I haven’t been getting enough intellectual stimulation lately.
Japanese is a language notoriously difficult to learn for native English speakers because of their linguistic differences.
To start with, Japanese has three writing scripts – hiragana, katakana and kanji. Hiragana and katakana are syllabic scripts with, in general, one unit representing one fixed sound where most units are consonant-vowel pairs. Kanji are logograms with each unit representing a word (meaning) but not its pronunciation. Most people know kanji as Chinese characters.
English, in contrast, is based on an alphabetic script where each unit is a representation of a sound be it consonant or vowel. Each letter may represent more than one sound (examples: ‘c’, ‘g’, ‘a’, ‘e’, ‘i’, ‘o’ and ‘u’) and sometimes conbinations represent a single sound (examples: ‘ch’, ‘sh’, and ‘th’). Continue reading →
I have fond memories of my undergraduate days as a Japanese major.
To me they were exciting times. The world was seemingly spinning at a furious pace. The people I met were doing things, going places. My future was ahead of me.
My future now, of course, is still ahead of me (metaphorically, can it be nothing other than ‘ahead’). But it is different, still exciting, perhaps a little more focused and a little less uncertain. Twenty years down the road and I have made more progress (alas! a little slower than I would have liked) towards my goal as an academic. Continue reading →