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Following the first volume of Remembering the Kanji, the present work takes up the pronunciation of characters and provides students with helpful tools for memorizing them. Behind the notorious inconsistencies in the way the Japanese language has come to pronounce the characters it received from China lie several coherent patterns. Identifying these patterns and arranging them in logical order can reduce dramatically the amount of time spent in the brute memorization of sounds unrelated to written forms. Many of the "primitive elements," or building blocks, used in the drawing of the characters also serve to indicate the "Chinese reading" that particular kanji use, chiefly in compound terms. By learning one of the kanji that uses such a "signal primitive," one can learn the entire group at the same time. In this way, Remembering the Kanji 2 lays out the varieties of phonetic patterns and offers helpful hints for learning readings, which might otherwise appear completely random, in an efficient and rational way. A parallel system of pronouncing the kanji, their "Japanese readings," uses native Japanese words assigned to particular Chinese characters. Although these are more easily learned because of the association of the meaning to a single word, Heisig creates a kind of phonetic alphabet of single-syllable words, each connected to a simple Japanese word, and shows how they can be combined to help memorize particularly troublesome vocabulary. Unlike Volume 1, which proceeds step-by-step in a series of lessons, Volume 2 is organized in such as way that one can study individual chapters or use it as a reference for pronunciation problems as they arise. Individual frames cross-reference the kanji to alternate readings and to the frame in Volume 1 in which the meaning and writing of the kanji was first introduced.
Students who have learned to read and write the basic 2,000 characters run into the same difficulty that university students in Japan face: The government-approved list of basic educational kanji is not sufficient for advanced reading and writing. Although each academic specialization requires supplementary kanji of its own, a large number of these kanji overlap. With that in mind, the same methods employed in volumes 1 and 2 of Remembering the Kanji have been applied to 1,000 additional characters determined as useful for upper-level proficiency, and the results published as the third volume in the series. To identify the extra 1,000 characters, frequency lists were researched and crosschecked against a number of standard Japanese kanji dictionaries. Separate parts of the book are devoted to learning the writing and reading of these characters. The writing requires only a handful of new "primitive elements." A few are introduced as compound primitives ("measure words") or as alternative forms for standard kanji. The majority of the kanji, 735 in all, are organized according to the elements introduced in Volume 1. For the reading, about twenty-five percent of the new kanji fall into "pure groups" that use a single "signal primitive" to identify the main Chinese reading. Another thirty percent of the new kanji belong to groups with one exception or to mixed groups in which the signal primitives have two readings. The remaining 306 characters are organized first according to readings that can be intuited from the meaning or dominant primitive element, and then according to useful compound terms.
At the beginning of the twentieth century, Yiddish was widely viewed, even by many of its speakers, as a corrupt form of German that Jews had to abandon if they hoped to engage in serious intellectual, cultural, or political work. Yet by 1917 it was the dominant language of the Russian Jewish press, a medium for modern literary criticism, a vehicle for science and learning, and the foundation of an ideology of Jewish liberation. The Revolutionary Roots of Modern Yiddish, 1903-1917 investigates how this change in status occurred and three major figures responsible for its transformation.
Strategies for Extending Student Involvement in the Deaf Community
Institutions of higher learning around the nation have embraced the concept of student civic engagement as part of their curricula, a movement that has spurred administrators in various fields to initiate programs as part of their disciplines. In response, sign language interpreting educators are attempting to devise service-learning programs aimed at Deaf communities. Except for a smattering of journal articles, however, they have had no primary guide for fashioning these programs. Sherry Shaw remedies this in her new book Service Learning in Interpreter Education: Strategies for Extending Student Involvement in the Deaf Community. Shaw begins by outlining how to extend student involvement beyond the field experience of an internship or practicum and suggests how to overcome student resistance to a course that seems atypical. She introduces the educational strategy behind service-learning, explaining it as a tool for re-centering the Deaf community in interpreter education. She then provides the framework for a service-learning course syllabus, including establishing Deaf community partnerships and how to conduct student assessments. Service Learning in Interpreter Education concludes with first-person accounts from students and community members who recount their personal and professional experiences with service learning. With this thorough guide, interpreter education programs can develop stand-alone courses or modules within existing coursework.
This little classic on the Chinese spoken and written language has remained standard reading both for the student and the general reader; It gives a lucid account of the development and distinguishing features of Chinese writing and speech and this edition has been revised by the author.
An Etymological Approach
Unlike other vocabulary guides that require the rote memorization of literally thousands of words, this book starts from the premise that using the etymological connections between Spanish and English words—their common derivations from Latin, Greek, and other languages—is the most effective way to acquire and remember vocabulary. This approach is suitable for beginners as well as for advanced students. Teachers of the language will also find much material that can be used to help motivate their students to acquire, and retain, Spanish vocabulary. Spanish Vocabulary is divided into four parts and four annexes: Part I provides background material on the origins of Spanish and begins the process of presenting Spanish vocabulary. Part II presents “classical” Spanish vocabulary—words whose form (in both Spanish and English) is nearly unchanged from Latin and Greek. Part III deals with “popular” Spanish vocabulary, which underwent significant changes in form (and often meaning) during the evolution from Latin to Spanish. A number of linguistic patterns are identified that will help learners recognize and remember new vocabulary. Part IV treats a wide range of themes, including words of Germanic and Arabic origin, numbers, time, food and animals, the family, the body, and politics. Annex A: Principal exceptions to the “Simplified Gender Rule” Annex B: 700 words whose relations, if any, to English words are not immediately obvious Annex C: -cer verbs and related words Annex D: 4,500 additional words, either individually or in groups, with English correspondences
Culture, Communication, and Political Action in Hungary
In Speaking Hatefully, David Boromisza-Habashi focuses on the use of the term “hate speech” as a window on the cultural logic of political and moral struggle in public deliberation. This empirical study of gyűlöletbeszéd, or "hate speech," in Hungary documents competing meanings of the term, the interpretive strategies used to generate those competing meanings, and the parallel moral systems that inspire political actors to question their opponents’ interpretations. In contrast to most existing treatments of the subject, Boromisza-Habashi’s argument does not rely on pre-existing definitions of "hate speech." Instead, he uses a combination of ethnographic and discourse analytic methods to map existing meanings and provide insight into the sociocultural life of those meanings in a troubled political environment.
A Beginner's Complete Course
This handy book is a beginnerís complete course in the Swahili language, designed especially for foreigners. The book is a result of the authorís many years of teaching experience. It is divided into two parts: part one covers pronunciation; Swahili greetings and manners; classification of nouns; adjectives, verbs, adverbs, etc. in twenty-eight lessons and thirty-six exercises. part two includes a study of Swahili usage in specific situations (e.g. at home, in the market, on the road, at the airport, etc.); eleven further lessons and thirteen exercises; the key to the exercises in Parts One and Two; and a Swahili-English vocabulary of words used in the book.
A Pedagogical Grammar
This book provides a research-based account of how to teach and learn Chinese as a foreign language.