SlideShare ist ein Scribd-Unternehmen logo
1 von 49
Downloaden Sie, um offline zu lesen
Questioning Allograph
Evidence from Old Hiragana
        Kazuhiro Okada
       Hokkaido University

        TwiFULL SLiM #
             
Agenda

• Reviewing a theory of grapheme–allograph
  structure in detail
• Examining the theory with the character
  structure of Old Hiragana
• Introducing grapheme class to clarify the
  responsibilities for grapheme and allograph


                        2
On Some Terms
       (Rogers )
• An  is a member of a grapheme,
  which is not contrastive to the other
  allographs
• A  is a contrastive unit in a writing
  system



                       3
On Some Terms
       (Rogers )
• A   is a system for graphically
  representing the utterances of a language
• A  is a general term for a writing
  system without regard for its structural
  nature



                       4
What is Allograph?
• A and a are allographs of the grapheme A in
  that replacing them does not alter the
  meaning of the word, as calm and cAlm,
  except oddness
  • Note: Studies of Chinese characters treat
    allograph as relation of graphemes which
    descend from the same origin, despite a
    description found in Rogers ()

                      5
Allograph Class
• Allographs constitute classes over grapheme
  (Rogers, )
  • CAPITAL and minuscule
  • Sans-serif and serif
  • Roman, Bold and Italic
  • Gill Sans and Avenir and so on…
                     6
Grapheme and
         Phoneme
• Grapheme, as the name suggests, is defined
  parallel to phoneme, and allograph to
  allophone
 • It is also referred to morpheme/allomorph,
    hereafter omitted
 • Note that Rogers () does not insist
    that writing system is completely parallel
    to phonology

                        7
Grapheme and
          Phoneme
• Minimal pair plays a central role in
  determining a phoneme, but similarity is also
  convincing
• Conversely grapheme is solely determined
  by usage, not by graphical likeness
  • No outsiders would understand that γ
    and Γ are of the same grapheme

                       8
A HoTEL Experiment
• To a certain extent, to know a writing
  system is to know allograph relations
• In the brain we process a written word
  without regard to allograph variation
  • Consequently nonetheless HoTEL and
    hotel are visually different we can read
    both /həʊˈtɛl/ (Dehaene, )

                      9
A HoTEL Experiment
• ‘Wait! Can we assume that both HoTEL and
  hotel suffer same process?’
• That both HoTEL and hotel go the same
  process has little implication to the structure
  of grapheme
 • For instance it is not obvious that either H
    and h are unified then processed or
    separately processed

                      10
A HoTEL Experiment

• No one will argue against allograph itself
• Still there is room for an argument against
  grapheme–allograph structure
  • In other words, there is some doubt that
    linguistic contrast can fully capture a
    structure of a writing system


                       11
Contrastiveness
        Criterion
• Whether instances make a contrast is not so
  straightforward in the case of writing system
  • colour and color
  • beber and vivir (Spanish, b and v are not
    distinguished)
• Once contrast happened, it will guarantee
  the other contrastiveness in writing system

                      12
Contrastiveness
         Criterion
• Degree of difference made with each
  allograph class is not slight
• In Latin script, the case class seems the most
  differentiated class
  • No other classes make a variation like Q
    and q, R and r


                        13
Contrastiveness
        Criterion
• Supposed that both the case distinction and
  stylistic differences make up equally
  allograph classes, how to illustrate the
  speciality of the case class?
  • They do, actually, make a contrast, don’t
    they?
• There seems a need to elaborate the
  criterion

                      14
Contrastiveness in
      Modern Latin
• Contemporary Latin writing system, which is
  not authorised one, some distinguish vowel
  i, u from consonantal j /j/, v /w/, the
  others not (partial application is also found)
 • Originally the writing system of Latin lacks
    these vowel/consonant distinction whose
    distributions are purely complimentary
    (Marotta, )

                      15
Contrastiveness in
      Modern Latin
• In the older writing system we neutralise the
  distinction in writing and decode in reading
• Practically those subtle differences ease
  distinctions over i, u and j, v, and let them be
  one time distinct graphemes, the other time
  allographs


                       16
A Question


• What’s the contrastiveness in a writing
  system anyway?




                      17
Old Hiragana

• Used from   around to  
• Has over  kanas for  core morae
  (adopted from Sproat, )
 • later fused into , but maintained ancient
    ‘category’ (Frellesvig, )



                      18
Old Hiragana

• Cursivised from Kanji, which was borrowed
  from Chinese writing system to represent
  Japanese morae
• Not closed system
• Hereafter ‘Kana’ refers to ‘Old Hiragana’

                      19
Kanji to Kana
• When Kanji (hàn zì in Chinese) was utilised
  to represent Japanese, there were mainly
  two ways:
  • Borrowing its sound
  • Utilising the first sound of correspondence
    Japanese word
  • Both ways ignore what the word means
                      20
Kanji to Kana
• Most kana borrowed the sound
• In borrowing some simplification took place
  as Middle Chinese syllable structure is more
  complex than Old Japanese
 • As a result large amount of homophonous
    application occurred
 • /ka/ in Kojiki ():   加可珂賀何訶

                     21
Kanji to Kana
• In developing Kana the use by public servant
  give a direction
  • Nearly ignored so-called seidaku
    distinction
  • Consulted few Kanji for a core mora
  • Tended to write cursively
                     22
Contrast of Kana
• Two level contrast shall be distinguished
 • Mora level contrast (kana category)
   • あ, い, う, え, お…
 • Sub-mora level contrast
   • /ha/: は, は, は, は…
                      23
Contrast of Kana

• Mora level contrast is no doubt contrastive
• Sub-mora level contrast is said to make no
  contrast
  • Whether one writes かは or かは does
    not contribute to the representation of a
    word


                      24
Contrast of Kana
• Non-contrastiveness does not immediately
  lead to the conclusion that they are
  allographs
• There is a possibility of distinction as they
  are mostly derived from different Kanji and
  also a degree of cursiveness differentiate the
  shape largely


                       25
Seidaku and Grapheme


• Sub-mora level contrast is not contrastive
  on core morae
• However Seidaku contrast is not mentioned


                      26
Seidaku and Grapheme

• As noted, Kana lacks distinction for seidaku
• Seidaku, which nowadays is a voiced/
  unvoiced contrast, was formerly contrast
  with prenasalisation (supposed to have
  changed gradually within Middle Japanese
  period)


                      27
Seidaku and Grapheme
• If mora level contrast is grapheme
  distinction in Kana, allographs, namely, sub-
  mora level contrast will be used freely over
  Seidaku
• If sub-mora level contrast make a contrast in
  usage of Seidaku even slightly, it shall include
  grapheme distinction, or even question
  grapheme/allograph structure

                       28
A Case of f/b/p
        Distinction
• In Late Middle Japanese (–) current
   /h/ was /ɸ/
 • By a convention later transcribed as f
• /ɸ/ descended from /p/ in the
  environment of word-initial
 • /w/ was for word-medial and final
                     29
A Case of f/b/p
        Distinction
• Dakuon for /p/ can be reconstructed as
  /ᵐb/, which fused into /b/ no later than
  Late Middle Japanese
• After losing its place, however, [p] seemed
  to have remained as an allophone for the
  environment of such as geminate consonant
  and onomatopœia


                      30
A Case of f/b/p
        Distinction
• f/b/p share characters in writing
 • By moraic nature they are combined with
    vowel
  • は, ひ, ふ, へ, and ほ correspond to /fa/,
    /fi/, /fu/, /fe/ and /fo/, respectively
• Do they, in fact, make no contrast?
                     31
Jesuit Mission Press in
          Japan
• Jesuit Province of Japan printed Japanese
  textbooks with movable type (–)
• Their publication includes in Latin script and
  in Japanese script
• Originally made by European hand, from
   they renewed their movable type on
  their own

                       32
Jesuit Mission Press in
          Japan
• They had used metal movable type, not
  wooden type, in order to recast same
  character again and again
• It is important that in which character it is
  written is very clearer than hand-written
  materials


                       33
f/b/p Distinction in
     Missionary Press
• Early Japanese script publication (EJ)
• Late Japanese script publication (LJ)
 • EJ lacks a digraph for p; both have a
    digraph for b, but often omitted
• Examining more than two characters per a
  core mora


                      34
f/b/p Distinction in
    Missionary Press
• EJ (Okada, , modified)
 • は(者, 波, 者゛, 八, 和/wa/)
   /fa/   /ba/   part. ba   /pa/   /wa/   part. wa /Cw-/   Total

    22                       18     3                       43

    1                        2                              3

           49      49                                       98

                    1               96     172      23     292

                                    10                      10


                             35
f/b/p Distinction in
    Missionary Press
• EJ (Okada, , modified)
 • へ(部, 遍, 部゛, 衣/e/, 恵/e/)
     /fe/   /be/   /pe/   /e/   part. e   total

                          79      9        88

      9      6      9      6               30

            130     1                     131

                           4               4

                          28               28

                    36
f/b/p Distinction in
      Missionary Press
• LJ (Shirai, , modified)
 • は(者, 八, 盤, 和/wa/, 王/wa/)
     /fa/   /ba/   part. ba        /pa/   /wa/   part. wa   Total

者    13      10      60             21     8                112

八                    26                    45      137      208

盤                                                   1        1

和                                          17                17

王                                          1                 1


                              37
f/b/p Distinction in
     Missionary Press
• Mora level distribution does not relate
  simply to phoneme
• Rather each character has their own relation
 • 八 goes mostly to /ba/, or /wa/
 • 者 goes to /fa/, /ba/, or /pa/
 • 部 to /e/, 遍 to /fe/, /be/, or /pe/
                      38
Allograph in Missionary
        Press
• There was some unification before, both
  look alike:
 • /fa/: 八 A       B

 • /fe/: 部 A       B



                    39
Allograph in Missionary
        Press

• Attestation of 部B is too scarce ( times)
• Both 八A () and 八B () relate to
  /wa/ in the environment of word-medial
  and final



                     40
Allograph in Missionary
        Press
• Attestation of 八 confirms that they did not
  receive distinction
• 部 implies that the difference was so subtle
  as hardly to work independently
  • Allograph in Kana has such a difficulty in
    distinguishing them in shape and usage


                        41
Theoretical Implication

• What we called mora level contrast so far is
  rather weak category regarding core morae
• The fact that some sub-mora level contrasts
  have unique relation to phoneme shows
  their independency in the writing system and
  may name them graphemes


                      42
Theoretical Implication
• In sub-mora level contrast, shape unlikeness
  is a source of distinction
• Unique sound relation in some of them
  shows every shape unlikeness has a potence
  to have it
• Therefore sub-mora level contrast is a
  graphemic level difference

                       43
Theoretical Implication

• Mora level contrast is more abstract than
  grapheme
  • To generalise it can be named as
    grapheme class




                     44
Theoretical Implication
• Graphemes of Kana also gives a ground for
  dividing capital and minuscule into separate
  graphemes
 • Introducing grapheme class makes
    contrastiveness criterion weaken than
    Rogers ()
 • This alternate intends to limit allograph to
    stylistic one

                      45
Conclusion

• By introducing grapheme class
  responsibilities for grapheme and allograph
  become lighter
• Old Hiragana is a good example to present
  a grapheme class–grapheme–allograph
  structure


                     46
Conclusion
• A   is a weak category which
  comprises similar sound graphemes
• A  is a unit which has
  independence in identification and sound
  correspondence
• An  is what is subjected to parent
  grapheme

                     47
Thank you for listening!
    k-oada@let.hokudai.ac.jp




               48
Literature
•   Dehaene, S. (). Reading in the brain: The science and evolution of a human
    invention. New York: Viking
•   Frellesvig, B. (). A history of the Japanese language. Cambridge: Cambridge
    University Press
•   Marotta, G. (). The Latin syllable. Hulst, H. & Ritter, N. (eds.) The syllable: Views
    and facts. Berlin & New York: Mouton de Gruyter
•   Okada, K. (). A development of Kana movable type by Jesuit mission press in
    Japan: With special reference to On Baptism and Preparation for Death (日本イエズ
    ス会版における日本語活字の開発: 『病者を扶くる心得』の仮名活字組版か
    ら). Unpublished ms. [in Japanese]
•   Rogers, H. (). Writing systems: A linguistic approach. Malden, MA: Blackwell
•   Shirai, J. (). Kana glyph usage in Jesuit Mission Press (キリシタン版の仮名文字
    遣). Kuntengo to Kunten-shiryō  [in Japanese]
•   Sproat, R. (). A computational theory of writing systems. Cambridge: Cambridge
    University Press



                                           49

Weitere ähnliche Inhalte

Was ist angesagt?

Stylistic differentiation of english vocabulary
Stylistic differentiation of english vocabularyStylistic differentiation of english vocabulary
Stylistic differentiation of english vocabularyjverftukli
 
Chapter 5 Acquiring And Teaching A New Writing System
Chapter 5 Acquiring And Teaching A New Writing SystemChapter 5 Acquiring And Teaching A New Writing System
Chapter 5 Acquiring And Teaching A New Writing SystemMing Chuan
 
Lecture 1 Types of Writing
Lecture 1 Types of WritingLecture 1 Types of Writing
Lecture 1 Types of WritingSalina Saharudin
 
Fore Grounding & Interpretation By Nazma
Fore Grounding & Interpretation By NazmaFore Grounding & Interpretation By Nazma
Fore Grounding & Interpretation By NazmaDr. Cupid Lucid
 
English Writing System | Orthography
English Writing System | Orthography English Writing System | Orthography
English Writing System | Orthography Mansur Saleem
 
Complete Arabic Grammar 2nd Ed
Complete Arabic Grammar 2nd EdComplete Arabic Grammar 2nd Ed
Complete Arabic Grammar 2nd EdJack L. Kules, PhD
 
Theory of translation2013
Theory of translation2013Theory of translation2013
Theory of translation2013dagiisangir
 
Linguistics levels of foregrounding in stylistics
Linguistics levels of foregrounding in stylisticsLinguistics levels of foregrounding in stylistics
Linguistics levels of foregrounding in stylisticsTahreem Rahat
 
Foreground, background & point of view
Foreground, background & point of viewForeground, background & point of view
Foreground, background & point of viewMaria Angelia
 
Sdev stylistic differentiation of the english vocabulary
Sdev stylistic differentiation of the english vocabularySdev stylistic differentiation of the english vocabulary
Sdev stylistic differentiation of the english vocabularyjverftukli
 
Stylistic analysis
Stylistic analysisStylistic analysis
Stylistic analysisromie1995
 

Was ist angesagt? (15)

Stylistic differentiation of english vocabulary
Stylistic differentiation of english vocabularyStylistic differentiation of english vocabulary
Stylistic differentiation of english vocabulary
 
Chapter 5 Acquiring And Teaching A New Writing System
Chapter 5 Acquiring And Teaching A New Writing SystemChapter 5 Acquiring And Teaching A New Writing System
Chapter 5 Acquiring And Teaching A New Writing System
 
Lecture 1 Types of Writing
Lecture 1 Types of WritingLecture 1 Types of Writing
Lecture 1 Types of Writing
 
Fore Grounding & Interpretation By Nazma
Fore Grounding & Interpretation By NazmaFore Grounding & Interpretation By Nazma
Fore Grounding & Interpretation By Nazma
 
English Writing System | Orthography
English Writing System | Orthography English Writing System | Orthography
English Writing System | Orthography
 
Constituency Tests
Constituency TestsConstituency Tests
Constituency Tests
 
Complete Arabic Grammar 2nd Ed
Complete Arabic Grammar 2nd EdComplete Arabic Grammar 2nd Ed
Complete Arabic Grammar 2nd Ed
 
Theory of translation2013
Theory of translation2013Theory of translation2013
Theory of translation2013
 
Foregrounding2
Foregrounding2Foregrounding2
Foregrounding2
 
Linguistics levels of foregrounding in stylistics
Linguistics levels of foregrounding in stylisticsLinguistics levels of foregrounding in stylistics
Linguistics levels of foregrounding in stylistics
 
Leah Dacheva & Richard Fay
Leah Dacheva & Richard FayLeah Dacheva & Richard Fay
Leah Dacheva & Richard Fay
 
English medical practice
English medical practiceEnglish medical practice
English medical practice
 
Foreground, background & point of view
Foreground, background & point of viewForeground, background & point of view
Foreground, background & point of view
 
Sdev stylistic differentiation of the english vocabulary
Sdev stylistic differentiation of the english vocabularySdev stylistic differentiation of the english vocabulary
Sdev stylistic differentiation of the english vocabulary
 
Stylistic analysis
Stylistic analysisStylistic analysis
Stylistic analysis
 

Ähnlich wie Questioning Allograph

Typological Differences in Linked Writing of Cursives
Typological Differences in Linked Writing of CursivesTypological Differences in Linked Writing of Cursives
Typological Differences in Linked Writing of CursivesKazuhiro Okada
 
what is stylistics and its levels 1.Phonological level 2.Graphological leve...
what is stylistics and its levels 1.Phonological level   2.Graphological leve...what is stylistics and its levels 1.Phonological level   2.Graphological leve...
what is stylistics and its levels 1.Phonological level 2.Graphological leve...RajpootBhatti5
 
Introduction to Classical Japanese Orthography
Introduction to Classical Japanese OrthographyIntroduction to Classical Japanese Orthography
Introduction to Classical Japanese OrthographyAdam Clark
 
Morphological typology
Morphological typologyMorphological typology
Morphological typologygalymzhanova
 
Different Levels of Stylistics Analysis 1.Phonological level 2.Graphologic...
Different Levels of Stylistics Analysis  1.Phonological level   2.Graphologic...Different Levels of Stylistics Analysis  1.Phonological level   2.Graphologic...
Different Levels of Stylistics Analysis 1.Phonological level 2.Graphologic...RajpootBhatti5
 
Common Pronunciation Errors Made by Koreans
Common Pronunciation Errors Made by KoreansCommon Pronunciation Errors Made by Koreans
Common Pronunciation Errors Made by KoreansSangjin Han
 
What is morpheme amal mahjup ‫‬
What is morpheme  amal mahjup ‫‬What is morpheme  amal mahjup ‫‬
What is morpheme amal mahjup ‫‬Amal Mustafa
 
Understanding the errors of arabic speaking ell’s
Understanding the errors of arabic speaking ell’sUnderstanding the errors of arabic speaking ell’s
Understanding the errors of arabic speaking ell’sanbray723
 
Allophones
AllophonesAllophones
AllophonesJune Sue
 
Linguistics notes 1
Linguistics notes 1Linguistics notes 1
Linguistics notes 1h4976
 
Introduction to Language and Literature
Introduction to Language and LiteratureIntroduction to Language and Literature
Introduction to Language and Literaturejrourke
 
Syllable Structure.pptx
Syllable Structure.pptxSyllable Structure.pptx
Syllable Structure.pptxtest215275
 
presentation Historical Linguistics 2021.pdf
presentation Historical Linguistics 2021.pdfpresentation Historical Linguistics 2021.pdf
presentation Historical Linguistics 2021.pdfJoseCotes7
 
5. Language Attitudes Convergence, Divergence and Acts of.pptx
5. Language Attitudes Convergence, Divergence and Acts of.pptx5. Language Attitudes Convergence, Divergence and Acts of.pptx
5. Language Attitudes Convergence, Divergence and Acts of.pptxBasheerAhmad31
 
Literal Translation-JedSuico (1).pptx
Literal Translation-JedSuico (1).pptxLiteral Translation-JedSuico (1).pptx
Literal Translation-JedSuico (1).pptxJediahBais
 
Colloquial & Literary types of communiation
Colloquial & Literary types of communiationColloquial & Literary types of communiation
Colloquial & Literary types of communiationlizibobo
 

Ähnlich wie Questioning Allograph (20)

Typological Differences in Linked Writing of Cursives
Typological Differences in Linked Writing of CursivesTypological Differences in Linked Writing of Cursives
Typological Differences in Linked Writing of Cursives
 
what is stylistics and its levels 1.Phonological level 2.Graphological leve...
what is stylistics and its levels 1.Phonological level   2.Graphological leve...what is stylistics and its levels 1.Phonological level   2.Graphological leve...
what is stylistics and its levels 1.Phonological level 2.Graphological leve...
 
Phonology
PhonologyPhonology
Phonology
 
Introduction to Classical Japanese Orthography
Introduction to Classical Japanese OrthographyIntroduction to Classical Japanese Orthography
Introduction to Classical Japanese Orthography
 
Morphological typology
Morphological typologyMorphological typology
Morphological typology
 
Different Levels of Stylistics Analysis 1.Phonological level 2.Graphologic...
Different Levels of Stylistics Analysis  1.Phonological level   2.Graphologic...Different Levels of Stylistics Analysis  1.Phonological level   2.Graphologic...
Different Levels of Stylistics Analysis 1.Phonological level 2.Graphologic...
 
Common Pronunciation Errors Made by Koreans
Common Pronunciation Errors Made by KoreansCommon Pronunciation Errors Made by Koreans
Common Pronunciation Errors Made by Koreans
 
Code Mixing.pptx
Code Mixing.pptxCode Mixing.pptx
Code Mixing.pptx
 
lectures.pptx
lectures.pptxlectures.pptx
lectures.pptx
 
What is morpheme amal mahjup ‫‬
What is morpheme  amal mahjup ‫‬What is morpheme  amal mahjup ‫‬
What is morpheme amal mahjup ‫‬
 
Understanding the errors of arabic speaking ell’s
Understanding the errors of arabic speaking ell’sUnderstanding the errors of arabic speaking ell’s
Understanding the errors of arabic speaking ell’s
 
Allophones
AllophonesAllophones
Allophones
 
Syntax course
Syntax courseSyntax course
Syntax course
 
Linguistics notes 1
Linguistics notes 1Linguistics notes 1
Linguistics notes 1
 
Introduction to Language and Literature
Introduction to Language and LiteratureIntroduction to Language and Literature
Introduction to Language and Literature
 
Syllable Structure.pptx
Syllable Structure.pptxSyllable Structure.pptx
Syllable Structure.pptx
 
presentation Historical Linguistics 2021.pdf
presentation Historical Linguistics 2021.pdfpresentation Historical Linguistics 2021.pdf
presentation Historical Linguistics 2021.pdf
 
5. Language Attitudes Convergence, Divergence and Acts of.pptx
5. Language Attitudes Convergence, Divergence and Acts of.pptx5. Language Attitudes Convergence, Divergence and Acts of.pptx
5. Language Attitudes Convergence, Divergence and Acts of.pptx
 
Literal Translation-JedSuico (1).pptx
Literal Translation-JedSuico (1).pptxLiteral Translation-JedSuico (1).pptx
Literal Translation-JedSuico (1).pptx
 
Colloquial & Literary types of communiation
Colloquial & Literary types of communiationColloquial & Literary types of communiation
Colloquial & Literary types of communiation
 

Kürzlich hochgeladen

Google Gemini An AI Revolution in Education.pptx
Google Gemini An AI Revolution in Education.pptxGoogle Gemini An AI Revolution in Education.pptx
Google Gemini An AI Revolution in Education.pptxDr. Sarita Anand
 
Salient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsSalient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsKarakKing
 
Unit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptxUnit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptxVishalSingh1417
 
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdfUGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdfNirmal Dwivedi
 
Sociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning ExhibitSociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning Exhibitjbellavia9
 
Fostering Friendships - Enhancing Social Bonds in the Classroom
Fostering Friendships - Enhancing Social Bonds  in the ClassroomFostering Friendships - Enhancing Social Bonds  in the Classroom
Fostering Friendships - Enhancing Social Bonds in the ClassroomPooky Knightsmith
 
ComPTIA Overview | Comptia Security+ Book SY0-701
ComPTIA Overview | Comptia Security+ Book SY0-701ComPTIA Overview | Comptia Security+ Book SY0-701
ComPTIA Overview | Comptia Security+ Book SY0-701bronxfugly43
 
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17Celine George
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024Elizabeth Walsh
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...Nguyen Thanh Tu Collection
 
Food safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfFood safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfSherif Taha
 
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17  How to Extend Models Using Mixin ClassesMixin Classes in Odoo 17  How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17 How to Extend Models Using Mixin ClassesCeline George
 
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsMebane Rash
 
Towards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptxTowards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptxJisc
 
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptxMaritesTamaniVerdade
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxheathfieldcps1
 
Python Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docxPython Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docxRamakrishna Reddy Bijjam
 
Making communications land - Are they received and understood as intended? we...
Making communications land - Are they received and understood as intended? we...Making communications land - Are they received and understood as intended? we...
Making communications land - Are they received and understood as intended? we...Association for Project Management
 
Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...
Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...
Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...ZurliaSoop
 

Kürzlich hochgeladen (20)

Google Gemini An AI Revolution in Education.pptx
Google Gemini An AI Revolution in Education.pptxGoogle Gemini An AI Revolution in Education.pptx
Google Gemini An AI Revolution in Education.pptx
 
Salient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsSalient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functions
 
Unit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptxUnit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptx
 
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdfUGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
 
Sociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning ExhibitSociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning Exhibit
 
Fostering Friendships - Enhancing Social Bonds in the Classroom
Fostering Friendships - Enhancing Social Bonds  in the ClassroomFostering Friendships - Enhancing Social Bonds  in the Classroom
Fostering Friendships - Enhancing Social Bonds in the Classroom
 
Spatium Project Simulation student brief
Spatium Project Simulation student briefSpatium Project Simulation student brief
Spatium Project Simulation student brief
 
ComPTIA Overview | Comptia Security+ Book SY0-701
ComPTIA Overview | Comptia Security+ Book SY0-701ComPTIA Overview | Comptia Security+ Book SY0-701
ComPTIA Overview | Comptia Security+ Book SY0-701
 
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
 
Food safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfFood safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdf
 
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17  How to Extend Models Using Mixin ClassesMixin Classes in Odoo 17  How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
 
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
 
Towards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptxTowards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptx
 
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptx
 
Python Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docxPython Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docx
 
Making communications land - Are they received and understood as intended? we...
Making communications land - Are they received and understood as intended? we...Making communications land - Are they received and understood as intended? we...
Making communications land - Are they received and understood as intended? we...
 
Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...
Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...
Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...
 

Questioning Allograph

  • 1. Questioning Allograph Evidence from Old Hiragana Kazuhiro Okada Hokkaido University TwiFULL SLiM #   
  • 2. Agenda • Reviewing a theory of grapheme–allograph structure in detail • Examining the theory with the character structure of Old Hiragana • Introducing grapheme class to clarify the responsibilities for grapheme and allograph 2
  • 3. On Some Terms (Rogers ) • An  is a member of a grapheme, which is not contrastive to the other allographs • A  is a contrastive unit in a writing system 3
  • 4. On Some Terms (Rogers ) • A   is a system for graphically representing the utterances of a language • A  is a general term for a writing system without regard for its structural nature 4
  • 5. What is Allograph? • A and a are allographs of the grapheme A in that replacing them does not alter the meaning of the word, as calm and cAlm, except oddness • Note: Studies of Chinese characters treat allograph as relation of graphemes which descend from the same origin, despite a description found in Rogers () 5
  • 6. Allograph Class • Allographs constitute classes over grapheme (Rogers, ) • CAPITAL and minuscule • Sans-serif and serif • Roman, Bold and Italic • Gill Sans and Avenir and so on… 6
  • 7. Grapheme and Phoneme • Grapheme, as the name suggests, is defined parallel to phoneme, and allograph to allophone • It is also referred to morpheme/allomorph, hereafter omitted • Note that Rogers () does not insist that writing system is completely parallel to phonology 7
  • 8. Grapheme and Phoneme • Minimal pair plays a central role in determining a phoneme, but similarity is also convincing • Conversely grapheme is solely determined by usage, not by graphical likeness • No outsiders would understand that γ and Γ are of the same grapheme 8
  • 9. A HoTEL Experiment • To a certain extent, to know a writing system is to know allograph relations • In the brain we process a written word without regard to allograph variation • Consequently nonetheless HoTEL and hotel are visually different we can read both /həʊˈtɛl/ (Dehaene, ) 9
  • 10. A HoTEL Experiment • ‘Wait! Can we assume that both HoTEL and hotel suffer same process?’ • That both HoTEL and hotel go the same process has little implication to the structure of grapheme • For instance it is not obvious that either H and h are unified then processed or separately processed 10
  • 11. A HoTEL Experiment • No one will argue against allograph itself • Still there is room for an argument against grapheme–allograph structure • In other words, there is some doubt that linguistic contrast can fully capture a structure of a writing system 11
  • 12. Contrastiveness Criterion • Whether instances make a contrast is not so straightforward in the case of writing system • colour and color • beber and vivir (Spanish, b and v are not distinguished) • Once contrast happened, it will guarantee the other contrastiveness in writing system 12
  • 13. Contrastiveness Criterion • Degree of difference made with each allograph class is not slight • In Latin script, the case class seems the most differentiated class • No other classes make a variation like Q and q, R and r 13
  • 14. Contrastiveness Criterion • Supposed that both the case distinction and stylistic differences make up equally allograph classes, how to illustrate the speciality of the case class? • They do, actually, make a contrast, don’t they? • There seems a need to elaborate the criterion 14
  • 15. Contrastiveness in Modern Latin • Contemporary Latin writing system, which is not authorised one, some distinguish vowel i, u from consonantal j /j/, v /w/, the others not (partial application is also found) • Originally the writing system of Latin lacks these vowel/consonant distinction whose distributions are purely complimentary (Marotta, ) 15
  • 16. Contrastiveness in Modern Latin • In the older writing system we neutralise the distinction in writing and decode in reading • Practically those subtle differences ease distinctions over i, u and j, v, and let them be one time distinct graphemes, the other time allographs 16
  • 17. A Question • What’s the contrastiveness in a writing system anyway? 17
  • 18. Old Hiragana • Used from   around to   • Has over  kanas for  core morae (adopted from Sproat, ) • later fused into , but maintained ancient ‘category’ (Frellesvig, ) 18
  • 19. Old Hiragana • Cursivised from Kanji, which was borrowed from Chinese writing system to represent Japanese morae • Not closed system • Hereafter ‘Kana’ refers to ‘Old Hiragana’ 19
  • 20. Kanji to Kana • When Kanji (hàn zì in Chinese) was utilised to represent Japanese, there were mainly two ways: • Borrowing its sound • Utilising the first sound of correspondence Japanese word • Both ways ignore what the word means 20
  • 21. Kanji to Kana • Most kana borrowed the sound • In borrowing some simplification took place as Middle Chinese syllable structure is more complex than Old Japanese • As a result large amount of homophonous application occurred • /ka/ in Kojiki (): 加可珂賀何訶 21
  • 22. Kanji to Kana • In developing Kana the use by public servant give a direction • Nearly ignored so-called seidaku distinction • Consulted few Kanji for a core mora • Tended to write cursively 22
  • 23. Contrast of Kana • Two level contrast shall be distinguished • Mora level contrast (kana category) • あ, い, う, え, お… • Sub-mora level contrast • /ha/: は, は, は, は… 23
  • 24. Contrast of Kana • Mora level contrast is no doubt contrastive • Sub-mora level contrast is said to make no contrast • Whether one writes かは or かは does not contribute to the representation of a word 24
  • 25. Contrast of Kana • Non-contrastiveness does not immediately lead to the conclusion that they are allographs • There is a possibility of distinction as they are mostly derived from different Kanji and also a degree of cursiveness differentiate the shape largely 25
  • 26. Seidaku and Grapheme • Sub-mora level contrast is not contrastive on core morae • However Seidaku contrast is not mentioned 26
  • 27. Seidaku and Grapheme • As noted, Kana lacks distinction for seidaku • Seidaku, which nowadays is a voiced/ unvoiced contrast, was formerly contrast with prenasalisation (supposed to have changed gradually within Middle Japanese period) 27
  • 28. Seidaku and Grapheme • If mora level contrast is grapheme distinction in Kana, allographs, namely, sub- mora level contrast will be used freely over Seidaku • If sub-mora level contrast make a contrast in usage of Seidaku even slightly, it shall include grapheme distinction, or even question grapheme/allograph structure 28
  • 29. A Case of f/b/p Distinction • In Late Middle Japanese (–) current /h/ was /ɸ/ • By a convention later transcribed as f • /ɸ/ descended from /p/ in the environment of word-initial • /w/ was for word-medial and final 29
  • 30. A Case of f/b/p Distinction • Dakuon for /p/ can be reconstructed as /ᵐb/, which fused into /b/ no later than Late Middle Japanese • After losing its place, however, [p] seemed to have remained as an allophone for the environment of such as geminate consonant and onomatopœia 30
  • 31. A Case of f/b/p Distinction • f/b/p share characters in writing • By moraic nature they are combined with vowel • は, ひ, ふ, へ, and ほ correspond to /fa/, /fi/, /fu/, /fe/ and /fo/, respectively • Do they, in fact, make no contrast? 31
  • 32. Jesuit Mission Press in Japan • Jesuit Province of Japan printed Japanese textbooks with movable type (–) • Their publication includes in Latin script and in Japanese script • Originally made by European hand, from  they renewed their movable type on their own 32
  • 33. Jesuit Mission Press in Japan • They had used metal movable type, not wooden type, in order to recast same character again and again • It is important that in which character it is written is very clearer than hand-written materials 33
  • 34. f/b/p Distinction in Missionary Press • Early Japanese script publication (EJ) • Late Japanese script publication (LJ) • EJ lacks a digraph for p; both have a digraph for b, but often omitted • Examining more than two characters per a core mora 34
  • 35. f/b/p Distinction in Missionary Press • EJ (Okada, , modified) • は(者, 波, 者゛, 八, 和/wa/) /fa/ /ba/ part. ba /pa/ /wa/ part. wa /Cw-/ Total 22 18 3 43 1 2 3 49 49 98 1 96 172 23 292 10 10 35
  • 36. f/b/p Distinction in Missionary Press • EJ (Okada, , modified) • へ(部, 遍, 部゛, 衣/e/, 恵/e/) /fe/ /be/ /pe/ /e/ part. e total 79 9 88 9 6 9 6 30 130 1 131 4 4 28 28 36
  • 37. f/b/p Distinction in Missionary Press • LJ (Shirai, , modified) • は(者, 八, 盤, 和/wa/, 王/wa/) /fa/ /ba/ part. ba /pa/ /wa/ part. wa Total 者 13 10 60 21 8 112 八 26 45 137 208 盤 1 1 和 17 17 王 1 1 37
  • 38. f/b/p Distinction in Missionary Press • Mora level distribution does not relate simply to phoneme • Rather each character has their own relation • 八 goes mostly to /ba/, or /wa/ • 者 goes to /fa/, /ba/, or /pa/ • 部 to /e/, 遍 to /fe/, /be/, or /pe/ 38
  • 39. Allograph in Missionary Press • There was some unification before, both look alike: • /fa/: 八 A B • /fe/: 部 A B 39
  • 40. Allograph in Missionary Press • Attestation of 部B is too scarce ( times) • Both 八A () and 八B () relate to /wa/ in the environment of word-medial and final 40
  • 41. Allograph in Missionary Press • Attestation of 八 confirms that they did not receive distinction • 部 implies that the difference was so subtle as hardly to work independently • Allograph in Kana has such a difficulty in distinguishing them in shape and usage 41
  • 42. Theoretical Implication • What we called mora level contrast so far is rather weak category regarding core morae • The fact that some sub-mora level contrasts have unique relation to phoneme shows their independency in the writing system and may name them graphemes 42
  • 43. Theoretical Implication • In sub-mora level contrast, shape unlikeness is a source of distinction • Unique sound relation in some of them shows every shape unlikeness has a potence to have it • Therefore sub-mora level contrast is a graphemic level difference 43
  • 44. Theoretical Implication • Mora level contrast is more abstract than grapheme • To generalise it can be named as grapheme class 44
  • 45. Theoretical Implication • Graphemes of Kana also gives a ground for dividing capital and minuscule into separate graphemes • Introducing grapheme class makes contrastiveness criterion weaken than Rogers () • This alternate intends to limit allograph to stylistic one 45
  • 46. Conclusion • By introducing grapheme class responsibilities for grapheme and allograph become lighter • Old Hiragana is a good example to present a grapheme class–grapheme–allograph structure 46
  • 47. Conclusion • A   is a weak category which comprises similar sound graphemes • A  is a unit which has independence in identification and sound correspondence • An  is what is subjected to parent grapheme 47
  • 48. Thank you for listening! k-oada@let.hokudai.ac.jp 48
  • 49. Literature • Dehaene, S. (). Reading in the brain: The science and evolution of a human invention. New York: Viking • Frellesvig, B. (). A history of the Japanese language. Cambridge: Cambridge University Press • Marotta, G. (). The Latin syllable. Hulst, H. & Ritter, N. (eds.) The syllable: Views and facts. Berlin & New York: Mouton de Gruyter • Okada, K. (). A development of Kana movable type by Jesuit mission press in Japan: With special reference to On Baptism and Preparation for Death (日本イエズ ス会版における日本語活字の開発: 『病者を扶くる心得』の仮名活字組版か ら). Unpublished ms. [in Japanese] • Rogers, H. (). Writing systems: A linguistic approach. Malden, MA: Blackwell • Shirai, J. (). Kana glyph usage in Jesuit Mission Press (キリシタン版の仮名文字 遣). Kuntengo to Kunten-shiryō  [in Japanese] • Sproat, R. (). A computational theory of writing systems. Cambridge: Cambridge University Press 49