ASIAN AND AFRICAN STUDIES Journal of the Department of Asian and African Studies University of Ljubljana - Faculty of Arts On the Occasion of the Sixtieth Birthday of Prof. Andrej Bekeš Volume XIII, Issue 1 LJUBLJANA, May 2009 ASIAN AND AFRICAN STUDIES, Volume XIII, Issue 1, Ljubljana, May 2009 Editor of the series: Dr. Chikako Shigemori Bučar Managing Editor: Dr. Mateja Petrovčič Language editor: Assis. Kristina Hmeljak Sangawa Tehnical Editor: Dr. Mateja Petrovčič, Assis. Kristina Hmeljak Sangawa Editorial Board: Prof. Andrej Bekeš, Prof. Andrej Ule, Prof. Yuriko Sunakawa, Associate Prof. Cheng Hongfei, Prof. Mitja Saje, Prof. Maja Lavrač, Assist. Nataša Hrastnik, Assist. Kristina Hmeljak, Assist. Nagisa Moritoki © Univerza v Ljubljani, Filozofska fakulteta, 2009. All rights reserved. Any reproduction, distribution, photocopying or printing, publication or archiving (including internet), adaptation or other public use of this copyright work, even in part and for whatever purpose is forbidden without a written permission of the Faculty of Arts of the University of Ljubljana. Removing this warning is liable to prosecution. Published by: Znanstvena založba Filozofske fakultete Univerze v Ljubljani/Faculty of Arts, University of Ljubljana For: Oddelek za azijske in afriške študije/Department of Asian and African Studies For the publisher: prof. dr. Valentin Bucik, Dean of Faculty of Arts Ljubljana, 2009, First edition Number printed: 200 copies Graphic Design: Mare Kovačič Printed by: Birografika Bori, d. o. o. Price: 7,00 EUR ISSN 1408-5429 This publication is indexed in the Cobiss database. This journal is published three times per year. Yearly subscription: 18 EUR, (Account No.: 50100-603-40227) Ref. No.: 001-033 ref. »Za revijo« Address: Filozofska fakulteta, Oddelek za azijske in afriške študije, Aškerčeva 2, 1000 Ljubljana, Slovenija tel.: +386 (0)1 24 11 450, +386 (0)24 11 444 faks: +386 (0)1 42 59 337 This journal is published with the support of the Slovenian Research Agency (ARRS) and the Ministry of Culture of the Republic of Slovenia. TABLE OF CONTENTS Foreword Chein-man LEE A Brief History of the Cultural Exchange Program between University of Ljubljana and Tohoku Fukushi University ........................13-50 Linguistics Junko KUMAMOTO-HEALEY The Formation of Social Networks by International Students from Europe and America at a Japanese University.................................51-72 FUJIMURA Itsuko The Choice of Patient Markers GA and O in Japanese : a Revised Definition of Transitivity tefttts^: r^ft^^j r^j ^ r^j ...........73-112 NAKAJIMA Akiko Naming Classifications: The Case of the Sino-Japanese Suffix -kee mm^mmm r^j .............................113-128 KOBAYASHI Reiko The Discourse Function of Japanese Degree Adverbs kekko and warito ■-^ns r^or5j t r^^tj omm.................................129-156 MOGI Toshinobu, KOGA Michiru On the Core Meaning of Adverb Yatto in Japanese ^^ r^otj ©E^.............................................................................157-168 Bor HODOŠČEK, NISHINA Kikuko Correlations between Genres and Onomatopoeic Patterns in Japanese Corpora ryn—^-^^ tMOffiM-.......................................................169-178 Megumi KAWATE-MIERZEJEWSKA Age Effects on Dialect Acquisition of Japanese Pitch Accent................179-198 Literature and Culture TAKAHASHI Taketomo Citizen, Historical Consciousness and Nationalism: Supplement to my Lectures on the Contemporary History of Japan mK • M^Äa • --H^m^^^Ä^OffiÄ.....199-214 KUROKO Kazuo Japanese Contemporary Literature: The "Turn" in 1987 S^omRX^ — 1987 r^^j ^feCoT..............................215-232 MIKAMI Kayo Tatsumi Hijikata: The Reception and Transformation of Dance of Darkness: Body, Language, and Image —wa^mt^^w^m^^^m^v^.................................................233-256 KAWASHIMA Takamune Increase of Food Consumption in the Late and Final Jomon Period mxm^m ' ^w^fc^^s^^^x • mmom^.............................257-282 Politics and Sociology Jana ROŠKER Chinese Philosophy: Fact or Fiction?......................................................283-300 Saša ISTENIČ Slovenian Foreign Policy toward Taiwan: Implications of Regional and Interregional Dynamics...........................301-322 Luka CULIBERG Language, Nation and Language Ideologies in Japan............................323-346 Book i^eview AOYAMA Fumihiro Good Old Years of Linguistics in Japan: Dialogues between Takao Suzuki and Katsuhiko Tanaka, Tokyo: Iwanami, 2008. mm: r^^ mm^^rn^x^^rn^i 2008 ^...............................................347-358 Foreword This issue is dedicated to Prof. Andrej Bekeš, Head of the Department of Asian and African studies at the Faculty of Arts, University of Ljubljana, on the occasion of his sixtieth birthday. Prof. Bekeš is one of the founding members of the Department which he heads and the founder of Japanese studies as a university level discipline in Slovenia. With his immense energy, enthusiasm and dedication, he has been stimulating students and younger colleagues in Slovenia, Japan and elsewhere, and has initiated a large number of academic exchanges between Japan and Slovenia, some of which are reflected in this special issue. We have a fine selection of 16 excellent papers covering linguistics, literature and culture, politics and sociology and one book review, which mirror prof. Bekeš's widespread scientific interests. We are grateful to all the contributors from the following institutions: J. F. Oberlin University, Nagoya University, Naruto University of Education, Oita University, Paris Diderot (Paris 7th) University, Temple University, the University of Tsukuba, Tohoku Fukushi University, Tokyo Institute of Technology and Universita' per Stranieri di Siena. On the 1st of December 2008, Andrej Bekeš was awarded the Japanese national decoration "Order of the Rising Sun, Gold Rays with Rosette". We wish him all the best and yet more outstanding achievements in the future. The Editorial Board ^^ 1 s fe tt H ^m^ ± tt^sL±o WM^ (Linguistics) . (Literature and Culture) . ^'/b t ttè (Politics and Sociology) 2005/06 fe^tSLfeo ^^^^^^ feo sfe. Sfe. 2007/08 2008 12 ^ 1 H^tt. y ^yy Lfeo r^^To Dr. Andrej Bekeš Andrej Bekeš, born in Celje, Republic of Slovenia on 4th July 1949 Professor of Japanese Studies, Head of the Department of Asian and African Studies, Faculty of Arts, University of Ljubljana. Aškerčeva 2, 1000 Ljubljana, Slovenia e-mail: andrej.bekes@guest.arnes.si Education February 1971: BS in mathematics, University of Ljubljana, Faculty of Natural Sciences and Technology, Department of Mathematics and Physics; March 1975: MS in mathematics, Osaka University, Graduate School, Master CourseProgram; March 1981: MA in Japanese Linguistics, Osaka University of Foreign Studies, Graduate School, Master Course Program in Japanese Linguistics; March 1986: Ph.D. (Bungaku Hakushi) in Linguistics, University of Tsukuba, Graduate School, Doctoral Course Program in Languages and Literatures; Thesis Title: " Tekusuto to sint^akusu" (Text and Syntax). Employment November 1971 - September 1972: Assistant of mathematics, Faculty of Electrical Engineering, University of Ljubljana; April 1986 - August 1988: Researcher, Iskra Delta Computers, Ljubljana September 1988 - March 1990: Assistant professor of Communications Research, Faculty of Social Sciences, University of Ljubljana; April 1990 - September 1995: "Foreign professor", University of Tsukuba, College of Japanese Language and Culture; October 1995 - October 2002: Associate professor of Japanese Studies, Faculty of Arts, University of Ljubljana. (October 1995 - September 1999) Head of the Department of Asian and African Studies. (October 1999 - December 2001) Vice-Dean of the Faculty of Arts. November 2002 - present: Full professor of Japanese Studies, Faculty of Arts, University of Ljubljana. (January 2004 - December 2008) Leader, Research program "Languages and Cultures of Asian and Africa" (Funded by ARRS). (October 2006 - Sept. 2007) Vice-Head of the Department of Asian and African Studies. (October 2007 - present) Head of the Department of Asian and African Studies. Important Works on Japanese and Slovene Linguistics 1987 Tekusuto to sintakusu (Text and syntax), 172+xxi pp. Tokyo: Kurosio. 1992 Imi no yuuensei to koozoo no haiarakii (Semantic affinity and structural hiearchy). In Hayasi Shiro (ed.) Ooyoo gengogaku kooza 4: Ti to zyoohoo no gengogaku (Series Applied Lingusitics - part 4: Linguistics of knowledge and information), 127-157. Tokyo: Meiji Shoin. 1995a Bunmyaku kara mita syudaika to "wa" (Thematisation from the point of view of the context and the particle "wa"). Oh. 7 in Masuoka Takashi, Noda Hisashi in Numata Yoshiko (ed.) Nihongo no syudai to toritate (Theme and prominence in Japanese). 155-174. Tokyo: Kurosio. 1995b Suroveniago ni okeru danwazyosi TUDI (dooyooni, mo) to ŠE (Particles TUDI and ŠE in Slovene) . In Gengo Bunka Forum (ed.) MO no geng;ogaku (Linguistics of particle MO). 283-313. Tokyo: Hituzi. 1998 [Coauthor (8 authors)]. Kyoosi t^o gakusyuusya no tame no nihongo bunkeiziten (Dictionary of Japanese sentence patterns for teachers and learners). 693 pp, Tokyo: Kurosio. 2000 Measures of topic continuity and the wa-topic in Japanese, Linguistica (Ljubljana), 40( 2): 341-352. 2001 Surovenia go no syoukosei (ebidensyaritei) ni tuite = A brief outline of evidentiality in Slovene'. Proceedings of the Symposium of Slovene Language and Culture - 200th Anniversasry of Prešeren's Birth, Tokyo University Dec. 2, 2000. Tokyo: Nihon Surobenia kenkyuukai, pp 62-73. 2003 Emergent boundaries within Japanese sentence. Asian and African Studies, 7(2):68-88. University of Ljubljana Faculty of Arts. 2006 Japanese suppositional adverbs in speaker-hearer interaction. V: TOLLINI, Aldo (ed.). The third conference on Japanese language and Japanese language teaching : Proceednigs of the conference, Rome, 17-19 March, 2005. Venezia: Libreria editrice cafoscarina, 2006, pp 34-48. 2008 SRDANOVIĆ ERJAVEC, Irena, BEKEŠ, Andrej, NISHINA, Kikuko. Distant collocations between suppositional adverbs and clause-final modality forms in japanese language corpora. In: Large-scale knowledge resources : construction and application ; Third International Conference on Large-Scale Knowledge Resources, LKR 2008, Tokyo, Japan, March 3-5, 2008 ; proceedings, (Lecture notes in computer science, 4938), (Lecture notes in artificial intelligence). Berlin: Springer, 2008, pp. 252-266. 2008 Japanese suppositional adverbs : probability and structure in speaker-hearer interaction. Linguistica (Ljubljana) 48: 277-292. 2008 Pragmatics of "boundary marking" in Japanese texts with special reference to WA-topic and modal adverbs. In: OSHIMA, Hiroko (ed). Modalité et discours : linguistiquejaponaise, (Etudes japonaises, Vol. 4). Paris: les Indes savantes,str. 11-38. UDK: 378.4 COPYRIGHT ©: CHEIN-MAN LEE A Brief History of the Cultural Exchange Program between University of Ljubljana and Tohoku Fukushi University Chein-Man LEE Abstract As a program coordinator at Tohoku Fukushi University, working in collaboration with Dr. Andrej Bekeš at the University of Ljubljana, I review the current status of a cultural exchange program established in 1997 between the two universities. Since 1998 I have taken over this exchange program. Dr. Suguru Araki who joined me in 2002 has been supporting me with the pre-trip training for the participants. In the last twenty years the Ministry of Education, Culture, Sports, Science and Technology strives to promote the international exchange programs in order to cultivate leaders who can play active roles in the world stage. They are called Kokusaijin ( internationally minded persons) in Japanese. According to my twelve years' experience, the elements to become a Kokusaijin are threefold: First, students must be willing to gain some major or expertise. Second, students should have confidence to communicate with people of various national origins as they become skillful in specific fields. Third, students need language skills to deliver their thoughts in these fields. This exchange program is designed not only to promote the friendships between the partners and to develop the mutual understanding through the culture and language study, but also to provide opportunities for students to experiment on what they have learned, to broaden their horizons to see things from different angles, and also to promote students' communication ability to become a Kokusaijin. The present paper comprises the description of an early stage of the program, a process of recruiting applicants, the activities in Sendai and in Ljubljana, and the students' debriefing of the program. Keywords: culture, language, confidence, communication ability, Kokusaijin. * Chein-Man Lee, Tohoku Fukushi University, 1-8-1 Kumini, Aobaku, Sendai, Japan, 981-8522 Japan. E-mail: lee@tfu-mail.tfu.ac.jp 1 How the program started In 1995 Tohoku Fukushi University (hereafter TFU) sent its first group of preliminary investigators to the Republic of Slovenia. This group of ten delegates was led by the Dean of Administration, Sakae Otake. This was just four years after it won its independence from the Socialist Federal Republic of Yugoslavia. In order to introduce the new-born nation to Japan, Slovenia participated in the 8th JAPAN EXPO in Miyagi 97 (web1) at the Yume Messe MIYAGI, just 11 km east of Sendai city. The exhibition was hosted by the Miyagi Prefectural Government and the Kahoku Shimpo (a major local newspaper) under the auspices of the Ministry of International Trade and Industry. TFU provided the Exposition with the Slovenian House. All the material to build the Slovenian House was shipped over from Slovenia via Malta and the Mediterranean Sea to Japan. The carpenters actually came from Slovenia to build the House at the Yume Messe MIYAGI. The exposition attracted 1.06 million visitors over the period of ten weeks between July 19 and September 29, 1997. Slovenia exhibited the Slovenian political system, as well as its economy, population, geography, climate, history, and culture. There was also a folk-art articles exhibition and Slovenian products such as wines, candies, glasses, and ski gear were for sale. At the end of the exposition a Slovenian choir from the city of Maribor congratulated the organizers on their exhibition success with musical performance. A hefty load of manpower was required to support the two-month long exposition. Those participants came up with the idea of a cultural exchange program between Tohoku Fukushi University and the University of Ljubljana (hereafter UL). They proposed that learning each other's language and culture would promote further understanding and would lead us to more practical and longstanding relationships. Thus, the first cultural exchange program set sail in 1997. Initially, at Tohoku Fukushi University Akio Sugamoto, the then Director of Operation in the Japan-Slovenia Friendship Society (web2) and the current Assistant Dean of Student Affairs at TFU, was in charge of the entire 1997 program. He selected and sent off the TFU delegates to UL in May, and later took care of Slovenian visitors to Sendai in July. Prior to the exhibition, a group of six TFU students remained in Slovenia from May 24 to June 18. Those Japanese participants, selected specifically to work as support staff in the Slovenian booth during the imminent JAPAN EXPO were required to quickly absorb as much information as possible about the history and culture of Slovenia during their 26- day visit to Slovenia. Immediately before the JA^PA^N EXPO, UL sent six students to Sendai. They stayed there over the entire period of the JAPAN EXPO and helped run the Slovenian booth successfully. The Slovenian House built at Yum^e Messe MIYAGI in the summer of 1997 was transported off site soon after the JAPAN EXPO by an oversized truck. It still stands today on the TFU Second Campus as a symbol of the lasting friendship between the two countries. Most notably, it was visited in July 2008 by His Excellency Miran Čupkovič Skender, Ambassador Extraordinary and Plenipotentiary to Japan. 2 Introduction In 1998 I started to work in this exchange program as the program coordinator under the supervision of Prof. Susumu Kimura, Chairman of the Center for International Exchange Programs, who held office till 2002 when Prof. Suguru Araki took over. When I came to Japan in 1990, I soon found out that some Japanese students appeared to be afraid to speak English to foreigners. For instance, anyone with an average command of English would be somewhat admired. In my opinion any of those who have studied English at high schools should be good enough to carry out basic conversations with foreigners, which should not be a significant deal. Actually, however, students have a complex toward English, which prevents them from learning it effectively. In the last twenty years the Ministry of Education, Culture, Sports, Science and Technology (web3) strives to promote the international exchange in order to cultivate leaders who can play active roles in the world stage. In Japanese they are called Kokusaijin (internationally minded persons). It is undeniable that English is currently a dominant international language. If students can speak English, it is one of the most useful tools for them to be Kokusaijin. This program applies a different approach to language learning. In fact, the language ability is not the most important element in this program. The excellent aspects of the program are that it encourages Japanese participants to communicate with foreign partners, even if in Japanese, because our exchange partners are students in the Japanese major at UL. For those Japanese students who do not have confidence in themselves when they face English-speaking foreigners, Slovenian students studying Japanese seriously to master its basics may be the best partners to share their challenge and to learn from each other. During the program TFU students discover the true reason why they need to learn foreign languages and how to realize the better attitude to learn a language from the UL students. TFU Students are stimulated by their Slovenian friends, and also realize that the purpose of learning a foreign language is to transmit the thoughts regardless of pronunciation or grammar. Some student participants become highly motivated in language learning after they have finished the program. This is definitely one way to help them free themselves from fear to fly. In the preparation stage before the trip, I urge participants to learn Japanese and Slovenian history and culture as much as possible, and work on topics that they choose to give a talk on at UL. With regard to the presentations most students start from square one, and do a lot of research on their own topics, which is a laborious task. A month of research investigations and tough presentation exercises are extremely significant: The training gives students much confidence that they can achieve anything if they try hard. Other than purchasing air tickets for the whole group from the travel agency, moreover, participants have to stand on their own feet, such as going through customs and immigration processes at the airports, finding ways to read directories and maps when lost in town, checking in and out of hotels. All the above is the most important training menu to be a Kokusaijin. 3 Program summary Table 1 displays a list of participants in this program since its inception in 1997. Over the last twelve years TFU has sent to UL a total of 45 undergraduate students, i.e. 8 males and 37 females. This amounts to 3.75 students/year on the average with a range of one (1999) to six (1997). The University of Ljubljana has delegated to Sendai a total of 55 undergrads, i.e. 6 males and 49 females over the same period. On the average this is 4.58 students/year with a range of one (2001) to six (1997, 1999, 2006). The figures show that there is more enthusiasm, desire and academic expectation on the Slovenian side than on the Japanese side, but to my knowledge there has never been such a long-lived well-balanced exchange program at TFU and I am proud to continue such a cultural exchange program. Tohoku Fukushi University The University of Ljubljana 1997 Aki Taguchi, Chiho Yamaki, Hideaki Matic Brumen, Iztok Ilc, Branka Kagami, Nobuko Kon, Kanako Sudo, Klenovšek, Urška Mavec, Sašo Mermal, Yumiko Hanawa Alenka Šen 1998 Aki Taguchi, Hiromi Mori, Maki Sakai, Klementina Bovha, Petja Mihelič, Domen Mie Kasuga, Miki Nakayama Gorenšek, Kinga Varga 1999 Sachiko Murakami Mateja Verbuč, Alja Krnjec, Lili Jovanovič, Damjan Dobranič, Domen Kavčič, Klara Hrvatin 2000 Atsuo Takahashi, Hiromi Omokawa, Ajda Žemva, Nina Sok, Saša Spacal, Lea Utako Naka, Noriko Harada Zupanc 2001 Anna Meguro, Hiroyuki Shimoyama, Jasna Baller Makiko Chiba, Tomomi Hotta 2002 Erina Isono, Minobu Kamata, Yuki Saša Verovšek, Nataša Šavli, Metka Mathuoka, Yoshimi Aoki Kovačič, Olga Stojanovič, Maruša Gliha 2003 Mayu Fujikawa, Yuka Kimura Alja Otavnik, Maja Komovec, Tamara Mlekuž, Anja Poženel, Vanja Rahten 2004 Kotaro Naoi, Mariko Hoshi, Yuka Vesna Stopar, Anja Živko, Tjaša Rode, Roppongi, Yuko Suzuki Nina Pergar, Nataša Mršnik 2005 Chiaki Sekiyama, Tae Kanaizumi Katja Valjavec, Barbara Kokot, Melita Pavšič, Maja Kovač, Mateja Žekš 2006 Masahiko Suzuki, Rie Katakura, Satomi Vanesa Vujanovič, Nina Belingar, Polona Nagayama, Yoshiko Aiba,Yuto Košir, Iva Lačan, Bjanka Mijanovič, Fujikawa Stefani Silli 2007 Kenta Katsumata, Misaki Terashima, Polja Pretnar, Špela Fekonja, Mojca Kajiš, Yuki Kikuchi, Yuri Sugawara Suzana Gradič, Urška Slana 2008 Chihiro Chiba, Kae Takahashi, Shiori Danijela Ristič, Martina Petrač, Tina Vouk Kida, Tomonari Muraoka Table 1 : List of participants 4 Advance preparation by TFU visitors 4.1 Recruitment and selection of students on campus The recruitment of motivated students runs over four mouths, starting in July and continuing into early in October—just before departure. Students are recruited by putting up posters on the campus bulletin boards, and by distributing a thousand fliers, mainly through the hands of language class instructors. In addition, pamphlets are handed out in front of the campus cafeteria. On the average year I target approximately ten students. After identifying promising students, I move on to selecting finalists through interviews and writing assignments. Even after the selection has been finalized, it is sometimes difficult to discern who is seriously interested in this program and who is not. If the participants appear to be less than serious or uncooperative during the preparation stage, their participation in the group may be cancelled prior to departure for Ljubjana. 4.2 Presentation of topics and practice sessions The TFU students who are selected to participate in the program are required to give a presentation about a topic of their choice at UL. The purpose of giving a presentation is to help students achieve the "trivium", or the three fundamental roads to liberal arts, "grammatica" or the correct use of language; "dialectica" or the logical skill in one-to-one communication; and finally "rhetorica" or the eloquent and convincing presentation in public speech in any language. Students pursuing undergraduate study must realize that obtaining bachelors degrees is commensurate with learning how to communicate their ideas coherently, and eloquently, regardless of the field of study. Dr. Suguru Araki believes in the old aphorism that Liberal education makes the "free man". Regarding the topics of presentations, students can choose either from their major fields or from elsewhere such as Japanese history and culture. We place great emphasis on preparatory sessions for content development and speech practice, for which all student participants must attend everyday. Throughout this preparation period, each student has a chance to practice their presentations several times, helping them improve their content and gain confidence in speaking in front of an audience. 4.3 Acquiring general information of Slovenia prior to the trip Prior to departure, we normally spend four weeks learning the basic Slovene. Five days a week during the lunch break former participants volunteer to lead the prospective participants in this crash course. The textbooks we have used so far include (Kanazashi 2001: 1) and (Svetina et al. 2004: 9). Also, we mainly use the CDs or tapes to learn and practice Slovene pronunciation, and memorize numbers and other minimal Slovene for survival. During the course of this learning process new participants also have an opportunity to absorb information about Slovenia from their seniors who generously disclose their experiences from previous trips. In addition, I recommend the prospective participants to access the website of the Embassy of the Republic of Slovenian in Tokyo (web 4) which furnishes them with valuable information about the political system, geography, history, economy, and language of the country. 4.4 Sightseeing prior to the arrival in Slovenia There is no international direct flight between Japan and Slovenia, which we do not consider so much a nuisance as it affords an opportunity to fly to Slovenia via one of the European countries. So far we have arranged connecting flights in such countries as the United Kingdom, Italy, Austria, France, and Switzerland. Such conditions give students a number of advantages: they have an opportunity not only to visit museums, galleries, and historical places, but also to experience European culture which can stimulate students toward broadening their horizons. 5 Activities during visits It is essential to realize at the outset that the fields of study emphasized in the Department of Asian and African Studies at the University of Ljubljana and those at Tohoku Fukushi University are very different. Consequently, it stands to reason that activities of visiting students are also different, depending on the needs and goals of the corresponding curricula. However, the sole objective in this exchange program common to both universities is a significant emphasis on the interest in language and culture of the exchange partners. 5.1 TFU students in Ljubljana 5.1.1 Slovene classes The TFU students are scheduled to study Slovene twice a week, approximately two hours a day. So far Dr. Andrej Bekeš, Prof. Chikako Shigemori Bučar, Ms. Kristina Hmeljak Sangawa, and a primary school girl, Miss. Helena Livia Juvančič have taught the TFU visitors the elements of Slovene including greetings, conversations, and vocabulary that they often encounter in daily life. In addition, they also learn some Slovene grammar, such as plural/singular forms and three genders of nouns. Genders of nouns do not exist in Japanese grammar, which poses a challenge to most TFU students. In recent years Prof. Shigemori has taught Slovene grammar while Helena has often covered its pronunciation. The TFU students have no experience on second language acquisition, whereas they only have foreign language learning experience. According to (Ellis 1994: 11), the difference between second language acquisition and foreign language learning is: the former is a language that learners acquire not only in class, but also by speaking in society or community; for example, foreigners learn and practice Slovene in Slovenia; the latter is a language that learners learn only in the classroom, they do not have the environment to practice what they learn in classes, for instance, English is learned in Japan. TFU students have opportunities to use what they acquire in classes immediately after their classes in Slovene. For instance, they use Slovene to introduce themselves when they give presentations in front of UL students. TFU Students gradually memorize expressions used for placing an order at a restaurant and the vocabulary for food—words for fish, vegetables, meats, and soups. These are extremely practical and useful. Moreover, students use the vocabulary and phrases that they are taught in class to communicate with their host families. Accumulating such a small effort, frequent use of Slovene can allow them to be more connected with their new friends and host families. It makes their stay more pleasant. TFU Students pick up Slovene that is spoken around them as they are immersed in the native environment. Therefore, they enjoy a rare experience in the difference between less effective foreign language learning in Japan and more effective second language acquisition in Slovenia. Such a valuable experience will have a great impact upon their learning of languages, because back in Japan they do not seem to appreciate the fact that language learning processes are closely connected with using the language, the actions, and experiences associated with it. 5.1.2 Presentations by TFU students The topics of presentations by TFU students are roughly classified into two categories: those related to their major fields of study, and those introducing the Japanese culture. In recent years Dr. Araki and I have encouraged them to choose more academic topics related to their own majors. So far most participants have majored in the fields of social welfare, social education, psychology, early childhood and primary education, and management for welfare information as they have been the strengths at our university. According to the type of topics they wish to present, professors at the UL assign the relevant departments to host the speakers and try to arrange the right kinds of audience. For example, some students such as Kenta Katsumata and Yuri Sugawara have been given opportunities to give talks in the Faculty of Social Work (Fakulteta za socialno delo) in 2007 as their topics fall in the field of Social Welfare. Obviously, if the topics involve cultural aspects, they will be most suitable for presentation in the Department of Asian and African Studies. Other than the above two categories there is an interesting variation that involves TFU students who are asked to participate in a Japanese translation class given to the Japanese language majors in the Department of Asian and African Studies. While a TFU student is giving his or her own presentation in Japanese, a dozen seniors in the translation class are required to take turns to consecutively translate the content of the talk into Slovene so that the lowerclassmen can keep up with the talk in Japanese. 5.1.3 Attending Japanese classes In Slovenia domestic students have difficulty in finding Japanese people with whom to practice Japanese language. According to the statistics published by the Ministry of Foreign Affairs of Japan, the number of Japanese nationals in Slovenia who are long-term residents with over three months in country, with or without Slovenian permanent residence visa, is 95 (web 5) [out of the total population of 2,025,866(web 6)] as of 2007. This is a scanty 0.005%, or one Japanese to twenty thousand Slovenians. Therefore, TFU visitors are invaluable assistants for educational purposes as they are invited to attend classes as the native guest speakers. In some classes Japanese popular culture is discussed. Although UL students have studied Japanese for only a year, they manage to participate in the discussion with a herculean effort. In some other classes, TFU students are paired up with UL students as their practice partners, and then UL students interview TFU students about their impression of Slovenia. At the end of the class, UL students will give a talk in Japanese about their interview with Japanese partners. Most TFU students are extremely impressed with UL students' learning attitude and their passion toward Japanese language and culture. 5.1.4 Visiting social service facilities Most TFU students who participate in this program major in the following fields: social welfare, social education, psychology, early childhood and primary education, and management for welfare information. Visiting social service centers are considered as a valuable opportunity for students majoring the above fields. Further, they can conduct a comparative study of the same field in the two countries. Depending on the participants' requests, the professors at the UL can make arrangements to facilitate TFU students' projects. So far TFU students have visited a rehabilitation center, Ljubljana School for the Deaf (Zavod za gluhe in naglušne Ljubljana), a mental hospital, an association for the disabled, an elderly care facility, a kindergarten, the Rihard Jakopič Elementary School (Osnovna šola Riharda Jakopiča), and a high school. 5.1.5 History and Geography of Slovenia Dr. Andrej Bekeš teaches the Slovenian history and geography to the TFU visitors four times during their one-month stay. Each year TFU students gain much knowledge of Slovenian history from Dr. Bekeš' classes. Students learn about the peoples who have lived in the region — from the Celtic settlements to the Roman provinces, the Huns, Germanic tribes, and the arrival of the Slavs. His classes range from the prehistory in Slovenia to the Slovenian independence from the Socialist Federal Republic of Yugoslavia. Throughout its history, Slovenia experienced occupation, control, and influence from Romans, the Holy Roman Empire, the Hapsburg dynasty, and the Austrian Empire in its various forms. We acknowledge a couple of obvious facts that Slovenia has undergone great political changes under the control of big empires, and nevertheless, that it survived these changes and became independent in 1991. Its independence is attributed to the three important factors: geography, economic development, and language. In the 3rd and 4'h centuries the Romans built the following three towns: Emona (Ljubljana), which is today's capital of Slovenia, Celeia (Celje), and Poetovio (Ptuj). The area around the three towns lay at the low elevation of the Alps, which has enabled people to travel over this region since the Roman Empire built three towns. Moreover, the Romans constructed trade and military roads that ran across the Slovene territory from Italy to Pannonia. Blessed with its geographical conditions, Slovenia strengthened the foundation of economy based on the above three towns. Slovenia had been controlled by the Germanic peoples for over a thousand years. Although there were just around a million Slovenians at the beginning of 19th century, they were not assimilated into Germanic peoples such as Austrians (Chida 2000: 181). The reason is that the Slovenians preserved their mother tongue in spite of its long history of being forced to speak German under the yoke of the great empires. The Slovene language played a significant role in letting Slovenians realize that they are Slovene nationals even though they faced the difficulty to state openly that they are Slovenians. The notable Slovenians in history who consolidated the basis of the Slovene language have been commemorated in various ways in gratitude for their achievement in establishing the firm foundation of the Slovene language. In 2004 Slovenia joined the European Union and NATO. In 2007 it joined the European Monetary Union and adopted the Euro as its currency. In my opinion this may symbolize a coming of age for a culture that has survived foreign occupation over centuries. It is also significant for TFU students, because they have a role in the continuing exchange relations with a member state of one of the greatest political unions in human history. According to a lecture on Slovenian geography by Dr. Andrej Bekeš, Slovenia has three types of climate: the Mediterranean climate, the Alps climate, and the Continental climate. The Mediterranean climate on the Adriatic Sea coast is warm in winter, dry in summer, and produces plenty of vegetables, including olives and fish. In the Alpine region it snows heavily and stays extremely cold in winter, but farms are scattered over the foot of the Alps. There is much less snow in these more preferred locations, and the inhabitants can be food self-sufficient. Regions with the Continental climate enjoy mild to hot summers, but there are cold winters on the plateaus and in the valleys to the east. Because of the rapid change of the temperature between day and night, the area is suited for the cultivation of apples, pears, plums, and grapes in these regions. Grapes have been grown there for two thousand years. Immediately beyond the Trieste Bay the coastal scenery drastically changes to that of characteristic gray limestone stretching up to the Vipavska Valley 20km to the east—the famed Karst region. The name Karst was derived from the region "Kras" in Slovene. 5.1.6 Homestay Homestay is the most exciting and the most enjoyable part of the program. TFU students have a chance to stay with families of faculty, staff, or students. This is inevitably a rewarding experience, and students can attain a new level of maturity and awareness. 5.2 UL Students in Sendai The first few years were the experimental stages in which not only the coordinator but also the instructors were put to test since they were asked to evaluate the courses and teacher performance as some instructors lacked experience in their course management. In fact, these instructors made a judgment according to the expectation of very ambitious UL students. UL students were very enthusiastic and excited about being in Japan. They were excited to learn the language, culture, and history of Japan, and whatever else they could grasp during such a short stay. Their hungry spirit and eager attitude to learn drove me to make a sincere effort to satisfy their needs. UL students' straightforward comments helped me improve the program. In addition, there is a campus club called Fujiyama, which represents a group of students who are interested in interactions with foreigners. Supported by its members, the present exchange program has become animated. The Fujiyama club members play a significant role in helping run the program smoothly and effectively. For instance, these club members help UL visitors get accustomed to their new environment. They become their language partners, and make their stay comfortable and memorable. Significant friendships have grown out of such collaboration between the two organizations. 5.2.1 Japanese lessons (Krashen 1997: 43) states that environment is very important for learning languages "Students in the Foreign Language situation lack opportunities for using the language outside the classroom, because native speakers are not available." Since UL students come to Japan to learn Japanese, their Japanese lessons are mostly focused on putting the grammar and vocabulary that they learn at the UL to practical use. According to (Krashen 2004: 3), in the process of learning language "The path of pleasure is the only path. The path of pain does not work for language acquisition." It means that in the second language acquisition environment the learners can enjoy using real language, participating in the conversation at the moment they understand its content. Thus, during a lesson several TFU students volunteer as the practice partners for the UL students. In order to maximally motivate the visitors to teach themselves Japanese with or without help from Japanese partners, I arrange as many field trips as possible. Lessons in Japanese with an excellent textbook 2007:41) are conducted four days a week, two hours a day, including how to introduce oneself, expressions for inviting people and declining invitations, writing diaries and thank you letters, New Year's cards, writing compositions, wearing Kimono, and comprehending the lyrics of Japanese songs, and preparing UL students for a weekend homestay by showing useful expressions at Japanese homes, traditional way of life, and food varieties. Apart from the cultural programs, UL students have two project assignments consisting of interviews and presentations. Regarding the interview projects, first, the students choose their own topics and make up their own questionnaires. Next, using the question forms they have made, they interview a number of people, conduct a poll, and analyze and summarize its result. Finally, they make a poster presentation of the result. One of the most popular events is a presentation given by UL students. The TFU students are treated to a wide variety of subjects, such as Slovenian history, literature, economy, politics, and sports. For UL students this is the most challenging project, because they must use a foreign language in which it is extremely hard to make themselves understood. At the beginning UL students seem unwilling to do the presentation, and sometimes they suggest that they prefer to do it in English, because their Japanese is not good enough to survive the presentation. I understand how stressful it is to be asked to give a talk soon after they arrive in a foreign country and everything is still unfamiliar. For those who fear to give such a presentation, I try to emphasize that the exercise is done purely for an educational purpose, and that it is a precious opportunity to improve or brush up their language ability. In fact it is the students' event and nobody is going to evaluate them. In addition, Japanese teachers and students will help them with their Japanese and are willing to assist them until they feel comfortable standing in front of people. In order to achieve the above purpose, however, we need some time to build up the friendship and trust among all those involved in the event. Once UL students have agreed to do the difficult job, they are extremely conscientious. They always try their best on their performance, and often focus on pronunciation. On the day of the presentation you can see how serious they are, and occasionally they have even room to entertain the audience. Even though UL students have studied Japanese for only a year or two, they are able to do an excellent job. In any learning process as educators we should not let students give up simply because the task is extremely hard to accomplish. But, we should encourage them to overcome their fear of assuming that it may be impossible. As for the audience of a few hundred TFU students, they have been impressed by the UL students' language ability. Their presentation may deliver a powerful message to TFU students that learning language is to act. For some students, moreover, it may be the first step to get to know the country of Slovenia. 5.2.2 Japanese History In his lecture on Japanese history Prof. Hiroshi Yoshii has adopted an excellent textbook (MW^^ 1985: 6). It is illustrated with the pictures. Beginners especially can enjoy the pictures while they learn Japanese History. The book covers the most interesting information from the Jomon and Yayoi era to the modern period when the nation was embedded with Imperialism. 5.2.3 Japanese dietary culture In his lecture of Japanese dietary culture, Prof. Hiroshi Meguro talks about the dissimilarities between Japan and European countries. It is the essential point of his lecture that major staples in European countries are meat and milk while those in Japan are rice and fish. Therefore, the method of production in Europe is stock farming while that in Japan is paddy plowing. 5.2.4 Japanese culture In order to get them involved with as many activities as possible, I also arrange that the UL students take part in campus club activities. These include calligraphy, flower arrangement, the tea ceremony, archery, visiting the Serizawa Keisuke Art and Craft Museum, taking part in the Museum workshops, singing the Warabeuta (songs for children) in music class, and attending the pottery class. Moreover, they visit ^h^e Shoden-ji Temple in the city of Yokote in Akita Prefecture. The master of the temple is Atsuo Takahashi who took part in the Slovenia program in 2000, and who wants to offer UL students an opportunity to experience the life in a temple so as to boost the program. 6 Assignments and impressions: debriefing 6.1 TFU Students This section deals with impressions and opinions of TFU students and UL students. Their evaluations and comments add an incentive to maintain the momentum of this program. One of the TFU students who visited Slovenia was Yuto Fujikawa. He majored in social welfare and went to Ljubljana in 2006. He was extremely impressed by the Slovenian psychiatric hospital system. The Fujikawa family also has a strong connection with the Slovenia program, and they have volunteered as a host family for seven years, so far. In 2007 three females and one male student were sent by TFU. Kenta Katsumata majored in Social Welfare, and he gave a talk on the social inclusion and exclusion in the Department of the Social Work at the UL. He was particularly curious about what sort of social problem today's Slovenian society has been facing. He was curious to know why homeless people ended up on the street. Through his friends' interpretation, he found out that most of the homeless people were foreigners. They have immigrated from neighboring countries, and they could not even speak Slovene. Next, I will summarize the opinions expressed by Yuki Kikuchi, Yuri Sugawara, and Misaki Terashima concerning how UL students struggle to improve their Japanese. According to them, there are four useful tips for UL students on Japanese learning. First, do not be afraid to make mistakes. Second, be eager to make an effort. Third, talk to oneself in Japanese as much as possible. Fourth, download Japanese contents from the Internet, such as drama, and anime, and imitate useful Japanese expressions that appear in media. Yuki was moved by the fact that a primary school girl, Miss. Helena Livia Juvančič, has taught the TFU visitors the elements of Slovene for the last three years in a row. Yuki says that she cannot imagine Japanese elementary school students having enough confidence to teach basic Japanese to foreign college students. Yuri comments that in Japan people are not frequently fond of discussion and arguments in daily life, whether constructive or not. Basically, they try to avoid expressing different opinions, because they are more concerned that it might hurt other people's feeling to confront others by clearly stating opposing or contradictory opinions. Yuri witnessed her host family in Ljubljana discuss everything at their dining table, even if their opinions differed. But it did not cause any trouble between the family members. She learned not to hide her feelings, but to communicate with others openly. She realized that open communication is crucial way to understand each other. It is also the most difficult thing for Japanese students to accept. Misaki describes that she was impressed by Ana Novogradec, her roommate in Ljubljana, who showed her extraordinary enthusiasm about learning Japanese. From Ana's daily life Misaki realized that Ana's language learning strategy involves not only learning language itself, such as memorizing vocabulary and studying grammar, but also getting crazy about Japanese culture, such as evidenced by the fact that even her whole room is decorated in Japanese style. In my opinion, generally speaking, international exchange programs are very popular in Japan as a whole, mainly because there is a gap between western culture and Japanese culture. Misaki participated in TFU's exchange programs three times, twice at University of Washington in the United States, once at University of Ljubljana in Slovenia. Through all her experiences she came to the conclusion that in order to be a Kokusaijin you have to have the confidence to communicate with people regardless of national origin. Misaki as well as (Fujiwara 2005: 143) states, the internationally minded person is not necessarily equivalent to someone who has the ability to speak English. Fujiwara takes the example of three famous people who went to visit the US in the Meji era: Yukichi Fukuzawa, Inazo Nitobe, and Kanzo Uchimura. They did not know anything about western culture and language, but they were welcomed and respected by American people, solely because they had essential understanding of Japanese Classic Literature, and the Samurai Spirit. All in all, it is most important to know your roots. 6.2 UL students Among the UL students who visited Sendai in 2006 were Iva Lačan, Stefani Silli, and Polona Košir. Iva Lačan was impressed with a Japanese hot bath (Ofuro) in the campus dormitory. It gave her peaceful moments at the end of her busy day. Stefani Silli was in her second-year when she was at TFU, and she was apprehensive about her Japanese ability to keep up with her classes and communicate in Japanese, because she had studied Japanese only for one year at the UL. In the end her anxiety did not cause any problems because she had plenty of help from new friends and teachers. In addition, she pointed out that the core of the program was not academically but culturally oriented. She enjoyed Japanese culture fully through the program. In the end she comments that both the interview and presentation projects were a little too heavy for a second-year student. Polona Košir had a desire to visit Japan when she was a child, and she says that the real experience differed from just reading the books, or watching something on television about Japan. She remarks that regarding the cultural aspects, both countries were very different, and she suggests that people would need to see Japan with their own eyes. She loves eating Japanese food such as soba (Japanese noodles), curry a^nd rice, ramen noodles, katsudon, okonomiy^aki (Japanese Pizza), sukiyaki, sushi, and so on. She never said "no" to all the kinds of food that she tried in Japan. In 2008 Martina Petrač, Tina Vouk, and Danijela Ristić were in Sendai. Upon arrival, Martina Petrač was enchanted with the Japanese culture, and she experienced traditional customs at the Shoden-ji temple in Akita and modern Japanese culture through homestay and karaoke. Tina Vouk comments that the homestay was the best part of the program, which helped her understand Japanese life. Besides, she suggests that it would be better if the teachers used only Japanese during the classes. Danijela Ristić met a lot of people, experienced different culture, and also discovered another part of herself in one month. All the activities she did in Sendai, and her preference was for the presentation that she gave at TFU. She thinks that it was the best way to learn and practice the new Japanese expressions and public speaking. Moreover, she really appreciated that the Terashima family welcomed her to their house, and she exchanged opinions with her host family about their own culture so as to shorten their distance and deepen their understanding. As stated elsewhere, the core of this exchange program is the cultural experience away from home. Most students give good comments as they find out ways to connect their experiences with what they have learned in classes. All the students, Slovenian and Japanese, are from a variety of backgrounds, so the ways they perceive things differs from one another. Reading through the students' powerful messages, I realize that the environment itself is an incredible lesson for students. They see things through their eyes, and learn from their peers. These learning processes through a variety of experiences are much more significant than those available through classrooms and books. 7 Conclusion In the last twenty years cultural exchange program has been popular in Japan; therefore, most universities have International cultural exchange center on campus in Japan so as to cultivate the Kokusaijin. According to Japanese dictionary Kojien (Shinmura 1998: 937), the meaning of kokusaijin is someone who is active in the world stage. As a coordinator, I have been working for this exchange program for twelve years. Generally speaking, the students who participate in the exchange program do not have a confidence on themselves when they have to speak English. Moreover, they are afraid to make mistakes and to give their opinions in public. In order to be a Kokosaijin, I think that students have to be equipped with some major or expertise and for instance it can be one of the Japanese cultural aspects. Once students become knowledgeable in a topic, they will have confidence to speak out their opinions regardless of the places. In addition, students need an instrument to convey their thoughts—that is languages. It can be Japanese, Slovene, English, French or German. Students should not lose their confidence because they cannot speak English. Without English they can also be the Kokusaijin if they have their special skills and confidence. This exchange program provides opportunities to exercise what they have learned, and to broaden their horizon to see things from different angles. During the exchange program, students may start to identify themselves as Japanese or Slovenian, and where they are from. They also started to realize that how much they do or do not know their own country, their own culture, and their own history. In the preparing stage, participants have to choose the topic to give the presentation at UL. I put heavy weight on the presentation, and also push them to go as far as they can. This is also an opportunity for them to confirm what they study, and to help students find what they are interested in. The unique feature of this program is that TFU students are relatively introverted, or not good at communicating and learning language, whereas UL students are extremely demanding to themselves, and highly motivated in the language learning. In this point, UL students not only play a role model for TFU students, but also send the powerful message to TFU students that learning language is to act. All in all, the exchange program between the University of Ljubljana and Tohoku Fukushi University is a platform for young generations to get access to the world stage. References ^^^SM^^^^S 2007 H ^M^J ÄAtt 41, 72, 222 2000 r^n^^^TjÖ^tt 181 2005 rS^W^^J 143, 145 1985 r^^ES H ^©M^J ^^ffi*^ 6-13, 50-57 ^^m 1998 r^^^J 937 Ellis, Rod. 1994. The Second Language Acquisition. Oxford University Press. 11-12 Kanazasi, Kumiko. 2001. Slovenski jezik za Japonce. 1-16 Krashen, Stephen. 1997. Foreign Language Education. Crane Publishing CO., LTD. 43 Krashen, Stephen. 2004. Why support a delayed-gratification approach to language education? The Language Teacher, 28 (7), 3-7. Svetina Pirh Nataša & Ponikvar Andreja. 2004. A, B, C^1, 2, 3, Gremo. Center Za Slovenščino Kot drugi/tuji jezik pri Oddelku za slovenistko Filozofske fakultete Univerze v Ljubljani 9-34. Web 1: JAPAN EXPO in Miyagi '97 http://ja.wikipedia.org/wiki/JAPAN_EXPO Web 2: The Slovenia-Japan Friendship Society http://www.slovenia-japan.gr.jp/en/slovenia/home/ Web 3: Ministry of Education, Culture, Sports, Science and Technology. http://www.mext.go.jp/a_menu/shotou/gaikokugo/index.htm Web 4: The Embassy of the Republic of Slovenia in Tokyo http://tokyo.embassy.si/index.php?id=2012&L=1 Web 5: [»^S^^Am^^^^J http://www.mofa.go.jp/mofaj/toko/tokei/hojin/08/pdfs/1.pdf Web 6: Stastical Office of the Republic of Slovenia http://www.stat.si/doc/statinf/05-si-007-0802.pdf Acknowledgements When I decided to embark on writing a paper on a brief history of the present cultural exchange program between the UL and TFU, I had already realized that I would not have enough time to finish it in time. Because of the support from many people, however, I will be able to accomplish the task. I would like to express my deepest appreciation to Dr. Suguru Araki for his encouragement, especially for spending an enormous time on reading through my paper. My students, Misaki, Yuki, and Yuri, for staying up for several days in my office to look for necessary information, to contact all the past participants, and to discuss problems with me. Deep thanks are due to Iva, Stefani, Polona, Martina, Tina, Danijela, Tae, Yuto, and Kenta for taking their valuable time to make valuable comments on this exchange program. Appendix: Comments From Six TFU Students (^M^M. 2005) ^tt. 2005 sLfeo ^Lxw^xmuòm tmn^^^tv. ^o^n^^rvoH^tt^^^mLfe ho^^vsLfeo y^n^^rttM^M^^^h. g^fertv. -om^mLxm^^mm^^n. ^roA^ L à v^o ^ox^s^^^^nsLfeo ^Lx. feo ^M^^^^y—F^. -ogtt. miÈLX^^ofe^U^y^-^ay^H^m^no 1 ^^^^LX^^L fe^offiM^v^o H^m^no 1 ^^tt. H^m^^^^^feXH^a Lfeo ^rv. H^m^no 4 sLfeo ^^^ILXo^h^^^tt. ^^H^o^^t^^^o^XvLfeo ^tLXtt. ffioHo^^^!^ Srt^1svfflÄ^sottÄL^tSoX^feov. 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(76)^ttŽofe^< (42/147, 29%) r^j rft^^j ^3A^«S^ttt rèj (34/58, 59%) (x 2 (1) =14.38, p<.01) r^j rntt. feSo rft^^j^iA^«M^tt(81)-(84)^feV. rft^^j^ 3 A^ «M^tt(85)-(88)^feSo ^t rft^^j «A^^t r^ft^^j «A^èESo ŽT. rft^ ^j ^iA^«ttttt. r^ft^^j ^ rg^j t^5M^Sènfe^ M#S#«S^t#t rèj (25/47, 53.2%, M 84). r^ft^^j lA^. 2A^. 3A^«S^(17/100, 17.0%, M 81-83) (x 2 (1) =20.52, p<.01)o ^t rft^^j ^ 3 A^« ttttt. r^ft^^j 2A^. lA^. rg^j «S^t rèj « (19/26, 73.1%, M 86-88) . r^ft^^j S^(15/32. 46.9%, M 85) (x2 (1) =4.06, p<.05) o Tftff^j r^ftff^j è ^ Tèj «ffl^ 1A» 3A» (A^ • 13 46 2A» 2 33 1A» 2 4 17 83 17.0% rg^j (= Tft^^j ) 25 22 53.2% 42 105 28.6% Tftff^j è ^ Tèj 3 A» (A^ • £) 15 17 46.9% 2A» 4 1 3A» 1A» 7 4 8 2 19 7 73.1% Tftfl : ^^ 34 24 58.6% 12: A»t r^j vs Tèj (81) (82) ^'t^^ofeo (ftff^: lA^. Mftff^: 3A^) ( Tèj t^) (ftff^: lA^. Mftff^: 2A^) ( Tèj tt^g (83) (84) (85) (86) (87) (88) lA^. Mftff^: lA^) ( rèj tt^g^) (ftff^: lA^. Mftff^: rg^j lA^) ( r^j t^) (ftff^: 3A^. Mftff^: 3A^) ( Tèj t : 2A^) ( r^j t^) (ftff^: 3A^. Mftff^: lA^) ( r^j t^) ^tt^ g^®rt g ^^ b tt^oKTK^ Mtto (ftff^: 3A^. Mftff^: rg^j lA^) ( r^j tt^^) o m 12 ©imtt. 0 3 ©i5tžtfesrt^^#So rèj ^StfnSffi^^feSo 17^t. rft^^j ©^^ r^ft^^j i So rr^^fe^^tt. r^j rèj ©S^tt. ^^©g^^S^^^© 3 A» 2 A» 1A» Tftff^j 1 A» r^j è 3 A» ^ 1 è 13: ^«ttt r^j vs Tèj 4 fc^^t r^ft^^j èm^^S r^j t rèj ©^#è^^tfeo Fujimura (1989) tfc^T. • ^tf-^-t tT©^^. mm^ b^S < ^s^^wt ioT^nb è^^tfeo ^^^b^t^tfe r^j t rèj ©S^©^frttm 13 t žtfebnSo ^n^n^^^tT rèj rèj ^^St^^^t^^bnSo tt^feS^. èbtPL^W^^^M^feSo Tèj ^ffŽ^S r^^Sj Sa^M r-fe^j sj ^sj mm A^ ( r^^sj ( r^^sj 3A» iA» Ttej rg^j iA» 3A» T^^^ b ftW A- K mm tefttt m :13: r^j t Tèj r^fe®^^«. Fujimura (1989) mitS^fe^fr ^W«. Fujimura(1989)®1^è^^L. T^j t Tèj H&Th tefttttioTr^è^^^Sfefet «. ^Mrt^® r^ft^^j rteft ttj ^^M^feS r t èStt^ Lfeo m 13 H&Th ®#^tiStefttt^^t®feLfe ^attott^Mt^S®«. r^ft^^j ^ r3A»j ^feSiVt. ^feS^a®^^tefttt®® rgtej S^65o -^t. rteftttj ®^è« rft^^ttj (1989) . feS®«. A^« rft^^j A^®^mtL T® r^ j «. rft^^j t^^fe^So rft^ ^j ^feS r^j tÄ.^t^y-^fe^tf. L. f^S«^èt^t<^V. ^oT rMftttj tt^<^St#^So L ^L. A^ttŽfe. ftM^^ r^ft^^j ^tfeSo ft^^j «S^t rMftttj ^fentf. rft^^j tt r^j ö^^feSo rft^^j ^ r^j ^ r^ft ^^j ^ r^j ö^«. ^«S^t^^T. rMftttj «^^«^a^feS rfeS^^^Mt S S ^Mtt^^ ttT^ fe S o M^(81)t(88)èS0ESo rnbtt^^bt to^T «^^^^feSo (81)tt. rft^^ (^M) j ^feS r^j «^^è^^ LT^T. r^bj ^ r^j r^bj tt^^Lfe r^ft^^j tttH^T. r^j feSo rèj èffl^Srtt^^feS^. r^bj ^L. r^j t r^bj (88)tt. r^ ft^^j ^feS to^T«^^^feSo r«M^tt. rèj è r^j t^M^SrtttÄL^o rft^^j « r^^j tt^t# T^S^^Lfe r^ft^^j ^feSo rg^j tt^Mrt^^^^^fflèm oT^Sfefe. rèj tioT^«rt^S^èn^^ntf^b^^o (89) (^M^t) t^^ofert^o M ttfeb«rt^»t^ofeL. IIM ^'t^^ofeo Mtto Fujimura(1989)^tt^M«MSt^ofe^. 150 Mt® ^St«^^^ 20000 Mè^^feo 20000 MtÄ^'^fe^^^. 150 Mt ^ntt. a^ffi t. rnž^tfl ^©^^^tt^ffi^^^HM^^^Eè^ t#St#^ bnSo mm bET. 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Taylor, John R (2003) : Linguistic Categorization, 3rd ed. Oxford University Press. UDK: 81 COPYRIGHT ©: NAKAJIMA AKIKO Naming Classifications: The Case of the Sino-Japanese Suffix -kee NAKAJIMA Akiko (t^^^)* Abstract The sino-japanese suffix -kee translated as "kind of" is used to create a category enabler productive of neologisms. In these types of naming classifications, the stem followed by -kee refers metaphorically and/or metonymically to salient properties that re-classify it. The suffix is able to delineate prototypical or even peripheral elements of the category in question according to the ICM (Idealized cognitive model) and/or to amplify their discursive aspects. Thus it allows the construction of a new category by lending to the stem qualities of ambiguity and specificity. Keywords: sino-japanese suffix -kee, naming, categorization, metaphor, metonymy (Idealized cognitive model) è^S tLfe. b = 5 fes^«^®^^® 2 g^^^^tioT. ^^^y-Sttè^/^^So ^M® feS^«. * Nakajima Akiko, Paris Diderot (Paris 7th) University, 16, rue Marguerite Duras, 75205 Paris Cedex 13, France. E-mail: akiko.nakajima@univ-paris-diderot.fr ^-y-K: ^M^gM^ r^j . ^^^y-^. ^ 1 ttDfet ^(2.1). ^^r^j^^^^MLT. (2.2). mm^^^m^Tòm^m^m^ ^^orrnm^mmù^^mm^x^ò 2.1 ^^^y-^ ±0 (1) a. ^^^ b. (2) a. ^^hrn b. gfe^a^m.^^m1 (3) a. ^ ör^ff^ b. KY ^m2 (4) a. A fe^ tt^ ^ tmg^ S o ^^^ t-^t 1 r^mmi 2 S. RiesstA. KöhleO*S^(0*ma^,2OO2^), MO^ff^ž^^LT^S(W) 0 2008 ^ffi^'of^Mo r g ^^^ . ft^ (^^S^) . ^^M'^^M (K^K^ ^^^MSt^SrthfeSo žfe. S^^. W^^^^^M^^S s^hEbnS o ^^h^m^m^ 2.2 ^^^y-j «XfeSo Asian and African Studies XIII, 1 (2009), pp.113-128 Lakoff(1987) ^fflffi^^^x^(ICM=Idealized cognitive model) 2.3 ICM žS^tLT^t^S^^TfeSo SffeO^m^tt^TfeS (Lakoff & Johnson:1980 o ft^tf'^^SO^^ 2.4 (5) a. 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EEègofeVTS^^. r^Vtj èffl^fe^MttML^«^ - m 3rtìor5j ^ 6 fc^Vt rtìor5j t r^Vtj r^^y^^^^^ffl^j t rmSffl^j Ttfeo x-^è^W^srttiV. -ESofe<^®«®è^oi5 tt^è^feo ^T. rtìor5j t r^Vtj tfeSo ^Si V tSffi^^t^rtt^ m^s m m 2: r^or^j Sffi^^t^rtèm^ -m HMmmft^ss tr®i 5^hM mmt^s m 3: r^Vtj m 5 rtìor5j t r^Vtj ^M^mm t^o T^m^tffiffl ènsfettt^feo m mam t ±tfe^fe^MtfctìSffl& t LtnTfc bT.^ i^^^t^Mt Lfe^o 2005 r^^H^M© r^iotj toVTj 72—89 1983 rSS^P©^^—• ^V^ • ^^^^ ^^ V -j 47—54 1992 r^Mtfc^S r^t^J toVTj r@HB^13^J 73—82 @ 1994 r^Mtfc^S TžfeJ : j r@HB^15^J 69—79 T-j r H ^M^wa^è«^^* vol. 21J 51-60 H ^M^WÄ^^«*^ 1983 TSS^PèfcCoTj ^H^S 2000 ^^^^-tHa^-x^fg^ TH fe^tìlE^ 2008 r r SS^ J r J j 75—64 ^^^^SMS^^^ 1996 • i • Ä^tiV -j r^ffi^ * A^ • g^^^SJ 31(3) 75—86 "a 1 H^MM^W^^^-y 1991 rH^M. Vol.II ^f ÄAtt tHa^ 2002 2001 r^Mtfc^sr^or5JtoVTj ^ 2007 rS^^^^W^ : 53—71 ÄHÄ^ • aH^^ 1994 rm^^Pfflfe^ÄJ ^Msm® ^HS^ 2006 s H^MJ Brown, P. and S. Levinson 1987. Politeness: Some universals in language usage. Cambridge University Press. Asian and African Studies XII, 3 (2008), pp.129-156 (^tt) r^ttOrttf-ß^Sjm^H^mW^^S 1997 (^tt) r^ttOrttf-ß^Sjm^H^mW^^S 2002 r:j ^^^ofefet^^Mrt^t^oT ^So fetb. r^^j tTttffibfe fefe. bfe^ofeo UDK: 81 COPYRIGHT ©: MOGI TOSHINOBU, KOGA MICHIRU On the Core Meaning of Adverb Yatto in Japanese mm r^otj «E^ MOGI Toshinobu KOGA Michiru (^g^^^)* Abstract This paper analyses the core meaning of adverb y^at^to in modern Japanese. In preceding studies, y^atto was described in detail based on its usages. This paper reviews the preceding descriptions and all usages of y^atto, and gives a unified analysis of the meaning of this adverb by using the notion of "(one's) resources." Keywords: adverb, meaning analysis, core meaning, usage, y^at^to M s otj «Eftè#^TSt«XfeSo ènSrtè^Tj r^otj «Eftt^^L, ^«^^è^ofeo ^-7-K: mm, Eft^W, ^^^Eft, fflfe, r^otj ^ Mogi Toshinobu. Associate Professor, Naruto University of Education. 748 Nakajima, Takashima , Naruto-cho, Naruto-shi, Tokushima, Japan. E-mail: tmogi@naruto-u.ac.jp Koga Michiru. Part-time Lecturer, Naruto University of Education. E-mail: michiru@h5.dion.ne.jp 1 «Dfet r^otj (1) a. b. r^^^M«, ^^t^ASsro^^o^^o r^otj t^LT«, rnsx, Sa®^^ ri5^j 94 ¥ 8 mn^ rA^^S0 tj 95 ¥ 3 ^^ofe®m®H^ 0rm^^^« 0 feV 5S^?j (94 ¥ 10 vxfeV. rog«. ^^äS. < yxfest t. t 5v5MèKè^Lfeo ^n©*vfe^$ttfe Vž^^. ^^-a-^. pyKy. ^y. ^^yy. ^ to V. ^n«Sft® t ®®fe^è«T^rtxfeS. t^5o tv5 r^©M^j t^ofe^m^a»S©#^t. aèS^t. r^g^j r^g^j A. ožV tv5 r^^^^j tioT» Sè r^^^ssftj tŽX^fefet^So ^tT^^ttè^^^Sfefe t±^©EStfc^vTS^ènfe rffl^ttT©Ä^j tt. ^©mt^s ©Sftt^oTVfe»^^ ttT©SWtfe^t#fe E® tfetv5 ènsrt ^ffl» è n So 2.3 ^^-^t 2.3.1 1970 ^^b 77^tt. © ^ènTVofe^^xfeSo ^ ^©^^^tffim CD-ROM föj tt. r^^^j ©i5^ rrttft^^-^©^j xfes±^»mm ©j © 7 ot^S. èbtE^t^DT. »è. V^è 88 ©»mmt^ffl t. -^^^sw^è©ftèèM^^So 1969 ^^b 1974 h^tft^tfe^#^«tžfeg b E»tfe"»mm"^b. r^^j è^^t r^^. ^VÄ. 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