decoding japanese part 1 draft ver1

Decoding Japanese:

a decoding / translation resource book with exercises and lecture notes –

PART 1

(For the module JS3079)

Revised June 2016

DRAFT Ver 1.

Prepared by RK

For in-class use only; to be used with materials available on Blackboard and the Reading List Online

DECODING JAPANESE – A Resource book with exercises

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INTRODUCTION

This booklet contains a selection of RESOURCES and EXERCISES in DECODING Japanese non-technical

TEXTs through a variety of Discussions (mainly TAP – Think Aloud Protocol), and Learning Activities that were

used in class and as coursework on a final year Japanese undergraduate module.

Disclaimer: This is a draft version that captures areas of in-class discussion, coursework and student-led activities.

The explanations provided are not meant to be exhaustive as this is not a course-book but an attempt to design a

resource-book. The course-book is in preparation (both in paper and in electronic version). Most resources are

available in an extended version on the e-learning platform (Blackboard).

Explanations of TERMS

RESOURCES (on Blackboard)

Annotated descriptions of easily accessible support materials like:

dictionaries, thesauri, corpora, etc. (on-line/off-line, applications paper)

terminology lists provided by institutions and organizations

specialist books and articles on translation, both theoretical and practical

websites relevant to Japanese/English translation/interpreting


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templates and samples of documents (e.g. 履歴書, a CV, a Birth Certificate) – both bi-/ multi- lingual and

monolingual (in Japanese only)

lists of frequent abbreviations and their equivalents

frequency-based lists of figurative expressions to speed up the decoding process

important examples of existing bilingual texts (both ways), especially official translations

conversion tables (e.g. Japanese平成 23年 Heisei 23 is [A.D.]2011; 1坪 1 tsubo is ca. 3.3 m2)

examples of quality and assessment procedures in translation (e.g. ATA translation evaluation procedure)

Your Turn ADD your own ideas ________________________________________

It is important to build a collection of resources specific to the area you deal most often with. When you use a CAT

tool (SDL Trados, MemoQ, Memsource etc.) you will find it easier to translate accurately if you add frequently used

words and expressions to the Term Base.

DECODING

Decoding is tentatively defined here as a set of pre-translation activities / operations on the source text that enable

successful translation into the target language.


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Simple / primary decoding: The process of identifying and assigning accurate meanings and functions to the

discrete units of a text that can be processed further into the units of translation and ultimately into a target

text. (see below).

Extended decoding includes ANNOTATIONS and may include production of a STORYBOARD – a concise

description of major events in a longer narrative), it also comprises such tasks as summarizing and paraphrasing

(with or without translating) the ST with a focus on specific areas as well as adding background information in an

already translated text.

Decoding is a competence that requires not only systemic linguistic and cultural knowledge but also skills in

cognitive processing of information as well as constant updating on current affairs.

TEXT

The concept of the text is used here in its broadest sense as:

a meaningful configuration of language created with the intention of communicating

(Beaugrande, 1980).

Thus, this concept could apply to all written and spoken utterances, anything with semiotic content that can be

interpreted and represented in the mind.


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ACTIVITIES and TASKS They draw your attention to important areas in Japanese/English translations.

QUIZZES designed primarily to assess the level of comprehension and/or the existing knowledge of a topic/area (for example, country names written in kanji)

YOUR TURN sections invite you to investigate more on a selected topic, usually with an indication of the source; they may take more time and usually require

the use of dictionaries

REMEMBER LISTs contain frequent language items, ideally to be remembered and expanded as a part of ‘ready-to-use’ repository and personal development

EXPLORE / CHECK IT OUT sections contain areas like websites/blogs that are worth investigating

FOCUSSED READINGS and DISCUSSIONS Provide you with an opportunity to read and discuss a number of scholarly articles and book sections related to translation

ASSUMPTIONS Certain assumptions were made regarding the level of language skills of the students as well as the type of texts

discussed here.

This booklet is designed for participants with upper-intermediate/advanced Japanese language skills [equivalent

to the (New) JLPT (Japanese Language Proficiency Test) Level N2 or above].


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The texts and examples discussed here are written in contemporary standard Japanese on a range on (non-

technical) topics, with only occasional use of dialect, slang or other less frequently used vocabulary, grammar or

register.

The majority of texts are written in 漢字かな交じり文 using 現代仮名遣い. Both vertical and horizontal (or mixed)

writing conventions are used.

BASIC STAGES IN DECODING (with focus on written texts)

1. Collecting the background information – this normally includes the details about the SOURCE TEXT

(and/or the AUTHOR/ORIGINATOR), identification of the GENRE, the original FORMAT (e.g. a book, a

website article, a document), the TIMELINE with any information on the changes in the original (if relevant)

Other (checklist):

original target audience

existing translations (not necessarily into English)

the purpose of decoding, e.g. search for a specific piece of information, as a part of the translation process,

etc.

expectations regarding the final OUTPUT FORMAT, for example: full translation, summary, highlighting

specific information only


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2. Scanning and screening (visual) – this helps to determine the kind (GENRE) of the text and the level of

difficulty as well as the required background knowledge (and hence the resources that will be needed to

decode the text) and the time to produce the expected OUTPUT FORMAT

3. Text / script processing –

identifying unknown kanji and kanji compounds (熟語 jukugo)

assigning READINGS and preliminary MEANINGS to kanji and kanji compounds

highlighting possible proper nouns (names of people, places, institutions)

4. Parsing / chunking the text into discrete units (see chart of Japanese sentence elements)

5. Assigning MEANINGS and FUNCTIONS of the parsed elements (chunks):

This stage includes:

assigning the appropriate denotational (dictionary-based) and/or connotational (extended, figurative)

meaning(s) within the parsed elements

assigning the functions of grammatical markers

assigning the participant roles and pragmatic functions to the appropriate elements of the text


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establishing links between various levels of text (phrases, clauses, sentences, paragraphs …)

CHARACTERISTICS OF THE JAPANESE LANGUAGE IN CONTRASTIVE PERSPECTIVE (Japanese – English)

Your Turn

Obana1 gives an insightful and informative overview of the major characteristics of Japanese in four chapters:

1. Japanese as a topic-comment language

2. Japanese as a speaker-oriented language

3. Japanese as a language of uchi and soto

4. Japanese as an elliptic language

TASK

In groups, examine a chapter of your choice and report the challenges to translation into English that may result from the

characteristics presented. If you are a speaker / learner of a language other than English provide comments from the

perspective of that language.

Give examples in Japanese and English (other language) to illustrate your points.

1 Obana, Y. 2000. Understanding Japanese: A handbook for learners and teachers. Tokyo: Kurosio Publishers.


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TRANSLATION COMPARISON Your Turn Examine the two translations (A and B) of a Japanese Source Text into English and prepare your answers to the tasks below.

TT = Target Text A Literature lasts far longer than other types of writing. Many ancient works of literature, written a thousand or two thousand years ago, are still read today. Anybody who enjoys books could give numerous examples. Of course this begs the question. ‘What makes a text literature?’ This is a very difficult issue. A discussion as to whether, for example, Plato’s works were literature or philosophy would just end in confusion. So I will avoid that type of debate, and take literature to be writing of a sort that can be read for pleasure. With this classification, it is clear that literature has a far better chance of surviving than books on law, medicine, history, divinity, astrology or grammar. Words: 117 Characters (no spaces): 582

ST = Source Text (Japanese)

書物の寿命ということを考えてみると、文芸書が

ずいぶん有利な位置にあることはすぐにわか

る。少し本を読む者ならば、千年二千年前に書

かれて今も読まれる作品を何点でもあげること

ができるだろう。もちろんこの場合、何をもって文

学と呼ぶかは難しい問題で、プラトンの著作は

文芸か哲学かなどと論じ始めると話は混乱する

ばかりだ。そういう論議に足を踏み入れるのは

やめて、少なくとも楽しんで読めるだけの文体を

備えたものを文学としよう。この基準で分類して

みれば、法学や医学、歴史や神学や占星術や

文法などの本に比べて、文学書は後世に残る率

が格段に高いのは歴然としている。この傾向を、

文学書は一般読者を得やすくて大量に作られる

からということで説明できるだろうか。

３１６字

TT = Target Text B When considering the longevity of books, it quickly becomes apparent that literary works enjoy a clear advantage. Anyone who’s done a little reading can probably name a few literary works that were written one or two thousand years ago. Of course, the term literary work is not an easy one to define. A debate, for example, on whether the writings of Plato are literary works or philosophy would soon end in quagmire. To simplify matters, I’ll use the term literary work in its broadest sense – that is, any written work that is read simply for pleasure. Of all the books passed down through generations, those that meet this “literary” criterion far outnumber those of other disciplines such as law, medicine, history, theology, astrology, and grammar. One might assume that this tilt toward the literary can be explained simply by the fact that literary works have been produced in greater numbers for a more general readership, but this was not always the case. Words: 162 Characters (no spaces): 802


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Translation comparison tasks:

Task 1. EQUIVALENTS: Find out how some words and phrases are represented in the two Target Texts, if possible (there may be more than one answer).

Target Text A Source Text Target Text B

書物

文芸書

文学

文学書

著作

論議

神学

混乱

足を踏み入れる

後世に残る率が格段に高い

Task 2. Make a list of differences between the two translations of the Source Text

Task 3. Your version of the translation:

Provide your version of the translation below. You may provide your own translation, amend one of the two TTs or merge and amend both.

Prepare to discuss your version with other students during the TAP (Think Aloud Protocol) session.

Source Text: 科学と知的好奇心池澤夏樹（いけざわ・なつき）

Text A: Translated by Angus Turvill; Text B: Translated by Gary Alderson

Published in: The 5th Shizuoka International Translation Competition; Winning Translations (2005) 第五回しずおか世界翻訳コンクール優秀作品集


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MAJOR STRATEGIES used in translation (with examples) Focussed Readings: Strategies overview – Japanese language specific

The discussion on mechanisms and strategies in non-technical translation from Japanese to English is based on

the following articles (available on Blackboard). Please read by due date and make notes of the main points

made.

Bode, J., 2010. Translation strategies for the Japanese written language: Revisiting Chesterman’s production strategies. Gaikokugo kyoiku

ronshu, 32.

Higashino, Y., 2001. Cultural equivalence: its effectiveness and complications -- Has “white gloves” achieved the equivalent effect of “shiro

tabi”? Interpretation Studies, 1, pp.53–63.

Kataoka, M., 2016. Emending a Translation into “Scrupulous” Translation: A Comparison of Edward G. Seidensticker’s Two English

Translations of “The Izu Dancer.” SOKENDAI, 12, pp.83–101.

Seidensticker, E., 1980. Chiefly on Translating the Genji. Journal of Japanese Studies, 6(1), pp.15–47.

Tobias, S., 2009. Untangling and Re-spinning the Web: Translations of Metaphor in Tanizaki’s “Shisei.” The International Journal for

Translation & Interpreting Research, 1(1), pp.44–54.


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Your Turn

Examine the opening lines of ‘Snow Country’ by Kawabata Yasunari translated into a number of languages and

discuss how different elements of the Source Text were translated into Target Languages. What might be the

reasons for these differences?

Can you provide your own examples (from ‘Snow Country’ or other literary works, if possible) with comments on

the mechanisms of translation.

1. 国境の長いトンネルを抜けると雪国であった。夜の底が白くなった。

信号所に汽車が止まった。川端かわばた

康やす

成なり

「雪国」 ENG – Snow Country

The train came out of the long tunnel into the snow country. The earth lay white under the night sky. The train pulled up at a signal stop. (Translated by

Edward G. Seidensticker, 1958).

FRA – Pays de neige

Un long tunnel entre les deux régions, et voici qu'on était dans le pays de neige. [TEXT MISSING]

GER – Schneeland

Jenseits des langen Tunnels erschien das Schneeland. Der Nacht Tiefe wurde weiß. Die Dampflok hielt an einem Signal. (Translated by Tobias Cheung, 2004)

KOR 설국


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국경의 긴 터널을 빠져나오자, 눈의 고장이었다. 밤의 밑바닥이 하얘졌다. 신호소에 기차가 멈춰 섰다.

RUS Снежная страна

Поезд проехал длинный туннель на границе двух провинций и остановился на сигнальной станции. Отсюда начиналась снежная страна. Ночь

посветлела.

POL Kraina śniegu

Z długiego tunelu przecinającego granicę dwu okręgów wjechało się w krainę śniegu. Dno nocy zamajaczyło bielą. Pociąg zatrzymał się pod sygnałem.

(Translated by Wiesław Kotański, 1969)

SCRIPT DECODING Kanji decoding Background information

The Chinese characters used in Japanese (kanji) are multi-stroke, logo-phonetic script, which means that in

order to successfully decode them we need to process the following elements:

recognize the shape of the individual kanji correctly (many errors occur at this stage, especially when the

kanji in the text, usually less common, is very similar to another, more frequently used one)

examine the compound in which the kanji appears in order to identify its semantic role

assign the correct phonetic value(s); this may be very straightforward in some cases but may require a

more detailed analysis in case of more complicated, specialist texts


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The most commonly used strategies for kanji processing are:

De-compounding: revealing and analysing the elements of the structure of a kanji compound

For example, 新現実主義者しんげんじつしゅぎしゃ

can be de-compounded into: 新 new/neo 現実 real 主義 -ism/ideology/tendency

者 person/member of = a member [representative] of the neo-realism (in art/literature)

De-blending: revealing the full structure of the blend and then performing the de-compounding

米空母べいくうぼ

＝米国べいこく

｛の｝航空母艦こうくうぼかん

US aircraft carrier

NOTE that the above strategies can be also applied to kanji-kana compounds and that in many cases both

strategies need to be applied simultaneously.

Your Turn

De-compounding and de-blending

TASK: Discuss the following examples of (de-) compounding and (de-) blending. Find similar examples.

Are there any differences in translation into English of the compounds and the blends?


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違憲いけん

憲法違反けんぽういはん

原発げんぱつ

原子力発電所げんしりょくはつでんじょ

国連こくれん

国際連合こくさいれんごう

日銀にちぎん

日本銀行にほんぎんこう

学割がくわり

学生割引がくせいわりびき

入試にゅうし

入学試験にゅうがくしけん

阪神はんしん

大阪おおさか

（阪＝はん）and 神戸こうべ

（神＝しん）

京浜けいひん

東京（京＝けい）and 横浜よこはま

（浜＝ひん）

脱だつ

サラ懐なつ

メロ革かわ

ジャン

都道府県とどうふけん

中小企業ちゅうしょうきぎょう

Decoding AFFIXES TASK: Use a dictionary to determine the meanings and readings of the affixes in bold.

各諸同: 各省庁かくしょうちょう

諸国しょこく

同省どうしょう

日本丸ひかり号日本風平安朝

山田ら山田（等）山田被告山田署長山田殿故山田氏あの山田め

前首相元首相


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不不安定ふあんてい

不自由ふじゆう

不便ふべん

不幸ふこう

非非常識ひじょうしき

非科学的ひかがくてき

非道徳的ひどうとくてき

無無職むしょく

無条件むじょうけん

無制限むせいげん

無関心むかんしん

未未確認みかくにん

未成年みせいねん

未満みまん

未知みち

未婚みこん

料入場料にゅうじょうりょう

授業料じゅぎょうりょう

手数料てすうりょう

保険料ほけんりょう

代電気代でんきだい

電話代でんわだい

修理代しゅうりだい

タクシー代だい

費交通費こうつうひ

医療費いりょうひ

光熱費こうねつひ

生活費せいかつひ

府 1. 内閣府ないかくふ

2. 京都府きょうとふ

省 1. 外務省がいむしょう

文部科学省もんぶかがくしょう

2. 雲南省うんなんしょう

庁防衛庁ぼうえいちょう

文化庁ぶんかちょう

宮内庁くないちょう


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Transcoded kanji

Kanji rewritten into kana or Roman alphabet that often appear in newspaper headlines and scientific texts to

convey additional meanings.

TASK: Consider alternative translations based on the transcoded kanji. Use a corpus to find example sentences.

米コメ人ヒト鍵カギ謎ナゾ

Ateji当て字 – kanji used for their phonetic value, usually irrespective of their semantic value

倶楽部くらぶ

クラブ珈琲こーひー

コーヒー

FOCUS ON Country and region names written in kanji.

Of special importance are country and region names The form blends with a number of common and proper

nouns.

英吉利イギリス (英 EI )

亜米利加アメリカ (米 BEI) 2

2 When used independently (without modification), country names are usually written in katakana in full: アメリカ合衆国がっしゅうこく

(United States of America; NOTE that


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仏蘭西フランス (仏 FUTSU)

独逸ドイツ (独 DOKU)

露西亜ロシア (露 RO) for the Soviet Union (ソ連),ソ, e.g. 日ソ

欧羅巴ヨーロッパ (欧 Ō)

and their shortened forms (in brackets) used frequently in documents, specialist texts, and newspapers

Your Turn TASK: Provide the readings and meanings of the following compounds:

在日英国大使

日英同盟

大東亜共栄圏

日露戦争

欧米化欧米人

欧州連合

脱亜入欧

the word ‘[US] state’ is expressed by the kanji 州フロリダ州しゅう

The State of Florida), フランス革命かくめい

The French Revolution


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2. Foreignization of kanji /‘Superscripted kanji’ – the kanji compound preserves the meaning; the reading is

usually in katakana, indicating the loan-word status.

(ビール), 麦酒 [literally: barley alcohol]

(マッチ), 燐寸

(ガラス), 硝子

(ガス), 瓦斯

This is still a productive way of introducing new concepts into the Japanese language used in commercial

practice as well as in science and the humanities. Many writers rely on this method in fiction writing.

Some of these kanji compounds can be treated as a form of ATEJI as they indicate the reading as well.

Kanji Readings

Quiz Decode the readings and meanings of the following kanji compounds (use a dictionary if necessary).

How many did you know for each level of difficulty?

A. Elementary school level小学校で習う漢字 (一部)

１．明日＿＿＿＿＿２．昨日＿＿＿＿＿３．今日＿＿＿＿＿４．今朝＿＿＿＿＿＿５．今年＿＿＿＿＿６．一日 a. ＿＿＿＿＿、b.＿＿＿＿＿、c.＿＿


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＿＿＿７．果物＿＿＿＿____８．七夕＿＿＿＿＿９．景色＿＿＿＿＿＿１０．川原＿＿＿＿＿＿１１．迷子＿＿＿＿＿１２．八百屋＿＿＿＿

１３. 博士＿＿＿＿１４．眼鏡＿＿＿＿１５．大人＿＿＿＿＿＿＿

B. Secondary school level 中学校・高等学校で習う漢字(一部)

1. 心地＿＿＿＿＿＿２．田舎＿＿＿＿＿＿３．仲人＿＿＿＿＿＿４．行方＿＿＿＿＿＿５．梅雨＿＿＿＿＿＿６．土産＿＿＿＿＿＿

７．大和＿＿＿＿＿＿８．日和＿＿＿＿＿＿９．若人＿＿＿＿＿＿１０．玄人＿＿＿＿＿１１．素人＿＿＿＿＿１２．二十歳＿＿＿＿

１３．息子＿＿＿＿＿１４．雪崩＿＿＿＿＿１５．足袋＿＿＿＿＿１６．笑顔＿＿＿＿＿１７．紅葉＿＿＿＿＿１８．浴衣＿＿＿＿＿

１９．相撲＿＿＿＿＿２０．風邪＿＿＿＿＿

C. University Level 大学レベル(一部)

1. 海女＿＿＿＿＿＿２．乙女＿＿＿＿＿＿＿３．師走＿＿＿＿＿４．時雨＿＿＿＿＿＿５．為替＿＿＿＿＿＿６．芝生＿＿＿＿＿＿＿

７．読経＿＿＿＿＿８．砂利＿＿＿＿＿＿９．名残＿＿＿＿＿＿１０．草履＿＿＿＿＿＿１１．雑魚＿＿＿＿１２．祝詞＿＿＿＿＿

D. Other kanji compounds with difficult readings誤りやすい読み方


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１．遊説＿＿＿＿＿＿２．意図＿＿＿＿＿＿＿３．出納＿＿＿＿＿＿４．夏至＿＿＿＿＿５．建立＿＿＿＿＿＿６．貴重品＿＿＿＿＿＿

７．発足＿＿＿＿＿＿８．発作＿＿＿＿＿９．読点＿＿＿＿＿＿１０．引率＿＿＿＿＿１１．解毒剤＿＿＿＿１２．風情＿＿＿＿＿

１３．流布＿＿＿＿＿１４．印象＿＿＿＿＿＿１５．由来＿＿＿＿＿１６．強引＿＿＿＿

REMEMBER: Kanji compounds for Asia – proper names

Kanji compounds referring to selected countries and regions in Asia

China:

中華人民共和国 People’s Republic of China

北京ペキン Beijing (Pekin) NOTE: the Japanese equivalent is ‘pekin’

チベット(西蔵せいぞう

) Tibet

中華民国ちゅうかみんこく

（台湾たいわん

）Republic of China (Taiwan)

Note also the old word for China シナ in some geographical terms:

東ひがし

（南みなみ

）シナ海 East [South] China Sea

韓国かんこく

Republic of Korea (ROK), South Korea


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朝鮮民主主義共和国ちょうせんみんしゅしゅぎきょうわこく

（北朝鮮きたちょうせん

）Democratic People’s Republic of Korea, North Korea

平壌＝ピョンヤン

満州（まんしゅう）[hist.] Manchuria, 満州国まんしゅうこく

[hist.] Manchukuo

Find more examples and share in class.

REMEMBER: Kanji compounds that refer to Japan

Kanji used to refer to Japan, the Japanese language and the Japanese people

国（こく）a country, a nation

国産（こくさん）(a product) made in Japan;

国語（こくご） ‘national language’, refers to the Japanese language taught in Japanese schools or to a subject of

study at the universities in Japan; monolingual dictionaries of Japanese are referred to as 国語辞典（こくごじて

ん）

国語学（こくごがく） Japanese approach to teaching and learning Japanese (as opposed to 日本語学にほんごが

く)

わが国（わがくに）‘our country’ [Japan]


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The following kanji are frequently used in different context to refer to Japan, the Japanese people and things

Japanese in general.

和（わ）邦（ほう）大和（やまと）3

Examples:

和（わ）

和室わしつ

Japanese-style room [in a hotel, for example]

和食わしょく

Japanese food

和服わふく

Japanese clothes, especially ‘kimono’

和語わご

Japanese indigenous words (as opposed to loan-words from Chinese 漢語かんご

or Western languages

外来語がいらいご

), cf. 大和言葉（やまとことば）below

邦（ほう）

The standard antonym of 和（わ）, 邦（ほう）and 大和（やまと）is 洋（よう）, for example: 洋食（ようしょく）Western food/meal、洋室（ようしつ） a Western-

style room [in a hotel] 、洋楽（ようがく）Western music、洋画（ようが） Western films/cinema


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邦人ほうじん

a Japanese national living abroad

邦楽ほうがく

traditional Japanese music

邦画ほうが

Japanese painting or Japanese film (cinema)

Note: 異邦人いほうじん

non-Japanese, foreign national

大和（やまと）

大和言葉やまとことば

also 和語わご

: indigenous Japanese words (as opposed to loan-words from Chinese 漢語 or Western

languages 外来語)

大和魂（やまとだましい）the spirit of Japan

大和撫子（やまとなでしこ）a (typical, beautiful) Japanese woman

大和絵（やまとえ）Japanese painting

Kana decoding

At the initial stage of script decoding, it is also necessary to highlight any unfamiliar katakana/hiragana words

and compounds for further investigation.


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Unfamiliar katakana words may be blends that require de-blending or neologisms that need to be consulted with

native speakers or on-line dictionaries of current words.

Blending in katakana compounds (to be expanded by further examples and exercises).

セクハラアメフト

Romanization

Refer to the section on Romanization in Monumenta Nipponica Style Sheet (July 2008), US Library of Congress

Romanization Guide (and associated Tables) for Japanese. All the documents are available on Blackboard.

In addition, Monumenta Nipponica Style Sheet contains useful guidelines on Romanizing and converting pre-

modern Japanese CSIs (Culture Specific Items) such as dates in the lunar calendar or names of pre-Meiji

provinces.

SEMANTIC / LEXICAL DECODING

Semantic / Lexical decoding involves analysis of the meaning of a word, expression, collocation in order to

assign the appropriate equivalent in the process of translation. Semantic decoding usually follows the action of

parsing.

The two major concepts related to lexical decoding are:


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DENOTATION: de-contextualized, dictionary meaning(s) of words and expressions.

Consult a specialist dictionary, depending on the type of text.

Make sure you decoded the meaning correctly. Always check for multiple meanings (sometimes cases of

polysemy) when in doubt:

勉強する 1. to study 2. to lower the price

1. 毎日勉強します

2. 特別に勉強してあります

CONNOTATION (CONNOTATIVE MEANING): additional meaning(s) of a lexical item, usually by culture-

mediated association (and thus difficult to detect). Metaphors and metonymies are also situated here.

Consider the following examples. Provide literal and decoded meanings of components and whole phrases.

釘の頭パンの耳鍋の手記者の卵涙の雨交渉の厚い壁

猫の額雀の涙火の車目玉商品人間の屑傀儡（かいらい）政権お袋の味

COLLOCATIONS (COLLOCATIVE MEANING): frequently occurring combinations of two or more lexical items


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写真を撮る、帽子ぼうし

をかぶる、恋に落ちる

Some collocations are IDIOMS （慣用句）and should be identified as such (and not translated literally)

油あぶら

を売る [lit. to sell cooking oil] ‘to do nothing, to kill time’

焼餅やきもち

を焼や

く [lit. to bake mochi cakes] ‘to be jealous’

社長の椅子いす

を狙ねら

う [lit. ‘to target the president’s chair] ‘to aim to become the president’

Semantic field analysis is a useful strategy to decode / detect differences in meanings (nuances) within a

group of lexical items (synonyms)

How are these words different?

WIFE 妻つま

、女房にょうぼう

、家内かない

、

HUSBAND 夫～～主人～～連れ合い～～亭主～～内の人～～宿六

What is the semantic concept behind the compounds with 坊ぼう below?

朝寝坊、甘えん坊、けちん坊、忘れん坊、暴れん坊＝あばれんぼ、食いしん坊、黒ん坊、見栄坊（みえぼう）、風来

坊（ふうらいぼう）


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WORD FORMATION (and de-compounding in semantic decoding)

This strategy involves assigning additional meanings conveyed by affixed constituents.

血ち

まみれ留守るす

がち読みあさる溺おぼ

れそこなう

PROPER NOUNS

It is essential to recognize proper nouns (anthroponyms, toponyms, company names, product names etc.). In

most cases, there is no orthographic indication of such words in Japanese.

[proper names are dealt in detail in Part 2]

CULTURE SPECIFIC ITEMS (CSI) and CULTURE-SPECIFIC EXPRESSIONS (CSE) These need to be decoded for reading, meaning, possible associations and target language/culture equivalents.

There is a number of dictionaries with established translations of such terminology but additional explanations

may be required.

節分お彼岸建国記念日

七福神観音招き猫

絵馬魔除け破魔矢

無礼講粋心中派手地味


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FIGURATIVE LANGUAGE – examples and practice4

Idioms 慣用句

4 For more idioms and other elements of figurative language see Appendix

Fill in the gaps Provide literal meanings/ Decoded meaning Approximate equivalent in English

1. 白い＿＿＿で見る

2. 雀すずめ

の＿＿＿＿＿

3. 竹馬ちくば

の＿＿＿＿

4. 石の上にも＿＿＿＿

5. ＿＿＿＿＿の一声ひとこえ

6. ＿＿＿＿＿＿を洗う

7. 親の＿＿＿をかじる

8. 寝耳ねみみ

に＿＿＿＿＿＿

9. ＿＿＿＿＿を投げる


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Mimetic Expressions 擬声語擬態語

10. ＿＿＿＿＿＿に出る

ものはいない

Lexeme Basic meaning(s) Structure (example), typical

collocations

Decoded meaning(s)

Examples of use

あっさり

うっかり

めそめそ

わくわく

ねばねば

ざらざら

じめじめ

ぐっすり

のんびり


31

べたべた

ぼんやり

にこにこ

だらだら

ぺこぺこ

ばらばら

くっきり

つるつる


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Idiomatic kanji compounds 四字熟語

Form Reading Literal meaning

(or componential analysis)

Extended meaning; connotation

Examples of use and English equivalent(s)

以心伝心

異口同音

一石二鳥

単刀直入

喜怒哀楽

疑心暗鬼

十人十色


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言語道断

千差万別

二束三文

無我夢中

一期一会

起承転結


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Classical sayings 故事成句5 Task: Find the following information for each compound. Try to remember the NARRATIVE behind some sayings (preferably in Japanese).

Form Reading Literal meaning

(or componential analysis)

Extended meaning; connotation

Examples of use and English equivalent(s)

五十歩百歩

四面楚歌

矛盾

呉越同舟

塞翁が馬

5 Note that some 故事成句 are classified as 四字熟語 in Japanese dictionaries and other resources


35

杞憂

朝三暮四

五里霧中

漁夫の利

守株（株を守る）

蛇足

羊頭狗肉


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Iroha karuta いろはかるた

Sample expression Literal meaning Decoded meaning Equivalent/Paraphrase

ほ骨折ほねお

り損ぞん

のくたびれ儲もう

け

る瑠璃るり

も波璃はり

も照て

らせば光ひか

る

れ良薬りょうやく

は口ににがし

う嘘うそ

からでた真まこと

お鬼おに

に金棒かなぼう

あ頭あたま

かくして尻しり

かくする

め目の上の瘤こぶ

し知らぬが仏ほとけ


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PRAGMATIC DECODING

Pragmatic decoding allows capturing the communicative value of speech acts and utterances and is based

on adequate comprehension of a range of linguistic, cultural and societal layers as well as, in some cases, the

extra-linguistic context.

Your Turn

Identify the pragmatic values of the utterances below. You may use the terms like locutionary / illocutionary /

perlocutionary [speech] act. Try to create a narrative explaining the context of the utterance (including the

presupposed participants, agents and patients, and the spacio-temporal dimension).

Grammatical representation: 来るな。近づいてはならない。入るべからず。

Grammatical-lexical representation: 食べちゃだめ。

す粋すい

は身み

を食く

う

京

京きょう

の夢大阪の夢


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Lexical representation: 通行禁止、天地無用土足厳禁

１火曜日だっけ。今度の会は。

２．暇な時寄りたまえ。

３．泣くんじゃない。

４．あの人は結婚するんだって。

５．親の言うことは聞くものだ。

６．子供に出来るものか。

７．子供の時よくあの川で泳いだものだ。

８．晴れますように。

９．もう起きたら？

１０．買ってちょうだい。

１１．食後に服用すること。

１２．もう何も言うまい。

１３．誰にも分かりっこない。


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１４．彼が犯人だとは。

１５．どいた、どいた。

ADDITIONAL EXERCISES

More high Frequency IDIOMS Decode the following idiomatic expressions and provide English equivalents.

Try to visualize the expressions in grey boxes to grasp the figurative sense.

1. 奥歯おくば

に物もの

が挟はさ

まったような言い方

2. 木き

で鼻はな

をくくったような態度

3. 竹たけ

を割わ

ったような性格

4. 目を皿のようにして探す

5. のどから手が出るほどほしい


40

6. 猫ねこ

の額がく

ほどの庭

7. 家計は火ひ

の車くるま

だ

8. 雀の涙ほどの給料

9. しらみ潰つぶ

しに探す

10. 温室育おんしつそだ

ちのお嬢さん

11. 彼はいつもカラスの行水ぎょうずい

だ

12. とんぼ返りで帰った

13. 返事はなしのつぶてだった

14. 病院をたらい回しにされた

15. 鶴つる

の一声ひとこえ

で騒ぎがおさまった

16. 一家の大黒柱だいこくばしら


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17. 下した

へも置お

かぬもてなし

18. うだつがあがらない人

19. 敷居しきい

が高たか

くて入は

れない

20. けんもほろろの対応

21. つじつまが合わない話

22. 道草みちくさ

を食く

って叱られる

23. 一旦いったん

決めたらてこでも動かない人だ


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High frequency newspaper idioms Are there any differences between this list and the list below (High frequency literary idioms).?

Discuss your discoveries in class.

Rank Romanized version Japanese Decoded meanings / Examples of use

1

2

3

4

5

6

7

8

9

10

11

12

13

kidō ni noru

hakusha o kakeru

te o dasu

te o utsu

te o nuku

tōkaku o arawasu

mi o musubu

akaji ni naru

urame ni deru

te ga todoku

ihyō o tsuku

kubi o hineru

mizu o sasu

軌道に乗る

拍車をかける

手を出す

手を打つ

手を抜く

頭角を現す

実を結ぶ

赤字になる

裏目に出る

手が届く

意表をつく

首をひねる

水を差す


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14

15

16.

17

18

19

20

iki o hikitoru

kimo ni mejiru

tohō ni kureru

kuchibi o kiru

hongoshi o ireru

kata o naraberu

yakume o hatasu

息をひきとる

肝に銘じる

途方に暮れる

口火を切る

本腰を入れる

肩を並べる

役目を果たす

High frequency literary text idioms

Rank Romanized version Japanese Decoded meanings / Examples of use

1

2

3

4

5

6

te o dasu

mayu o hisomeru

tohō ni kureru

kubi o hineru

haji o kaku

uchōten ni naru

手を出す

眉をひそめる

途方に暮れる

首をひねる

恥をかく

有頂天になる


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7

8

9

10

11

12

13

14

15

16

17

18

19

20

iki o hikitoru

chōshi o awaseru

te o utsu

aizuchi o utsu

kubi ni naru

fui o utsu

kaoiro o ukagau

ki ga hikeru

ōme ni miru

te ga todoku

shita o maku

fu ni ochinai

kata o motsu

ki ga kiku

息をひきとる

調子を合わせる

手を打つ

相槌を打つ

首になる

不意を打つ

顔色をうかがう

気がひける

大目に見る

手が届く

舌を巻く

腑に落ちない

肩を持つ

気がきく

decoding japanese part 1 draft ver1

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