Framing the syntax of control in Japanese

Professor Shoko Hamano published a chapter in the book Movement Theory of Control, Norbert Hornstein and Maria Polinsky, editors (Philadelphia: John Benjamins, 2010) . The chapter, entitled “Framing the syntax of control in Japanese (and English)” (pp. 184-210) is coauthored with Stanley Dubinsky. The following is from the book.

Natural languages offer many examples of “displacement,” i.e. constructions in which a non-local expression is critical for some grammatical end. Two central examples include phenomena such as raising and passive on the one hand, and control on the other. Though each phenomenon is an example of displacement, they have been theoretically distinguished. This paper, exploring Control properties of Japanese adverbial clauses consisting of an accusative NP and a locative PP headed by ni, supports the opposing view that the operations that generate the two constructions are the same.

Idioms, Mixed Marking, and the Base-generation Hypothesis for Ditransitives in Japanese

Assistant Professor for Teaching Takae Tsujioka has published an article in the Journal of East Asian Linguistics (20[2], 2011, pp. 117-143) called “Idioms, Mixed Marking, and the Base-generation Hypothesis for Ditransitives in Japanese”. It is her rebuttal to critiques voiced by Hideki Kishimoto, professor at Kobe University. The article is based on Professor Tsujioka's presentation at a colloquium at University of Delaware, October 29, 2010. The following is the abstract from the Journal.

This paper replies to Kishimoto’s (2008, Journal of East Asian Linguistics 17: 141–179) challenge to Miyagawa and Tsujioka (2004, Journal of East Asian Linguistics 13: 1–38) on the use of idioms as evidence for the base-generation hypothesis for Japanese ditransitives. The paper points out problems with Kishimoto’s proposal, then presents alternative analyses of Kishimoto’s data. It argues that a closer look at a wider range of data including mixed marking cases of sa-nominalization in both idiomatic and non-idiomatic contexts lends further support for Miyagawa and Tsujioka (2004).

Erin in her own words

Former Japanese Major, Erin Newton, GW '09, spent the last year in Korea teaching English but recently applied to graduate programs to study Asian Studies (I know because I wrote the letters of recommendation). Starting this Fall, Erin is a graduate student at the University of Texas. This is a recent correspondance I received from her.

"I thought I should keep you updated on what's going on here in Texas.

"I'm now a little over a month into my first semester as a grad student. I love the program and my professors, but I don't remember anyone telling me that there would be so much reading! I'm glad that I picked UT though; the Graduate School has a good reputation, and if I get my master's in Asian Studies then I can get a Ph.D. in something like history or religion. The big worry for all the grad students these days is getting a job, and apparently a Ph.D. in Asian Studies or Japanese can make that very difficult these days. Several professors have told me that it's better to go for a general Ph.D--like history or religion--because it's a more general field. I don't know if you have any thoughts on this; it definitely wasn't something I had really considered before coming here.

Last weekend I went to my first conference. Not to present anything but to listen to the presentations of the second-year grad students and to sort of see what they were like. It was pretty small, but all the presentations were pretty impressive. I can't imagine what it will be like presenting though. I feel so far away from picking a thesis topic, and even though I know that I only have a few years in the program, compared to undergraduate, that feels so short!"

October 6, 2011

Good luck, Erin. Initial presentations are alwyas a bit daunting, but I'm sure you'll do great when your time comes. Good research leads to great presentation and great publications. Hook 'em Horns! (I can't believe I just wrote that... after the whoopin' their football team gave my alma mater, UCLA, last month.)

Visualizing Japanese Grammar

Professors Shoko Hamano and Wakana Cavanaugh received the 2011 MERLOT (The Multimedia Educational Resource for Learning and Online Teaching) World Languages Classic Award for Exemplary Online Learning Resources for their online learning resource Visualizing Japanese Grammar.

MERLOT recognizes and promotes outstanding online resources designed to enhance teaching and learning. The award is granted to honor the authors and developers for their contributions to the academic community. As an exemplary online learning resource, Professors Hamano and Cavanaugh’s website is posted on the MERLOT website here. The original website is here.

The MERLOT World Languages Editorial Board has this to say about the learning material:

This is an excellent resource that would add value to the study of Japanese grammar through engaging graphics, informative text, and helpful audio explanations. The use of animation, color change in the key words, well thought out timing of the text and images coming out on slides, alongside the audio narration has made the structure of Japanese grammar more readily accessible to learners.

Professor Hamano represented the team and received the 2011 Classics award plaque at the 2011 MERLOT/Sloan-C Emerging Technologies Conference on July 12th in San Jose, California. Click here.

Basic Japanese: A Grammar and Workbook

Professor Shoko Hamano and Assistant Professor for Teaching Takae Tsujioka have published a textbook called Basic Japanese: A Grammar and Workbook (Routledge, 2010). If our students at GW picked up a copy, the lessons may not look too familiar, but there are some grammatical explanations and exercises that may look familiar.

The following is a description from the publisher.

This book presents 25 grammar units, covering the core material which students would expect to encounter in their first year of learning Japanese. Divided into two parts, the first part outlines fundamental components of Japanese including the writing system, pronunciation, word order, particles and conjugation patterns, while the second part builds on this foundation by introducing basic grammatical patterns organised by the task they achieve. Grammar points are followed by contextualised examples and exercises which allow students to reinforce and consolidate their learning. Basic Japanese is suitable both for class use and independent study making it an ideal grammar reference and practice resource for both beginners and students with some knowledge of the language.