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Language Comparison (Korean, Japanese and English)

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MIN KYUNG LEE
MIN KYUNG LEE

This document summarizes and compares features of Korean, Japanese, and English languages. It discusses phonological and morphological differences such as consonant and vowel phonemes. Korean and Japanese are topic-prominent languages that rely on word endings, while English is subject-prominent and relies on word order. The writing systems are also compared, with Korean having a unique alphabet created for phonetic representation. Implications for teaching a second language are that differences can pose pronunciation challenges, but understanding morphological features can help literacy instruction by relating words across languages.

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Language Comparison -Korean, Japanese and English Min, Lee
Contents 1. Primary features of Korean, Japanese and English  Similarities and differences 2. Phonological Analysis  Consonant phonemes - Consonant phonemes charts - Simplified consonant phonemes charts - Korean students’ pronunciation difficulties in English consonants  Vowel phonemes - Vowel Phonemes Charts - Overlapped Vowel Charts - Korean students’ pronunciation difficulties in English vowels 3. Morphological Analysis 4. Writing system 5. Implication for teaching reading and a second language in linguistic perspectives
Primary Features of Three Languages Features Origin (Share similar etymology) Types of Languages Words order Syllables counting • Similarities in Korean and Japanese Korean language -Altaic language? Or Language isolate? Japanese language -Korean? Or Altaic? phonetic Analytic? One morpheme per word Agglutinative? (p.169) Combining many morphemes into a word 1. Subject + Object + Verb Head (primary morpheme) final Left-branching, so it is difficult to branch out. 2. Topic-prominent language (subject is frequently omitted when the subject is assumed.) 3. It relies more on word endings because markers (particles) can signal subject, object and others. Cf. As we share many particles, we can communicate if we know words in each language. Each letter has one syllable 5 syllables スフリソク (su+pu+ri+n+gu) 3 syllables 스프링(su+phwu+ling) English Indo- European language Synthetic? (p.169) Meaning of two words are combined, but used as one word. 1. Subject + Verb + Object Head initial Right-branching, so it is easy to keep extending sentences. 2. Subject-prominent language 3.It relies more on word orders, if words are moved in a sentence, the meaning changes. Many syllable rules, but counting vowels Ex) spring 1 syllable Differences of Japanese and Korean a. Syllable structures (Phonology) – Open? Closed? Consonant + Vowel + Consonant/ Consonant + Vowel/ Consonant + Vowel b. Politeness marking (Pragmatics) - Unconditional or conditional honorifics c. Word spacing (Graphic) • Commonality of all languages Languages seem to have words that function like nouns and other words that serve as verbs. Humans describe their world by naming objects and actions, and these categories may be part of Universal Grammar. In addition,
Phonological Analysis - Consonant phonemes charts 24 American English consonants 19 Korean consonants 17 Japanese consonants
- Simplified consonant phoneme charts in three languages Manner of English Korean Japanese articulation p t b Fricatives f k d θ g ʃ s p t c k p* ph Stops t* th c* ch k* kh b d h p ʃ s k b g t d g s h h S* v ð z Liquids Glides z dʒ tʃ Affricates Nasals ʒ m tʃ ŋ n z m l/ɾ n ŋ m r/l y w w ŋ n r j w j
- Korean students’ pronunciation difficulties in English consonants Stops (b/d/g/p/t/k) Fricatives (f/θ/s/ʃ/v/ð/z/ʒ/h) /b/(ㅂ) – One of the most difficult sounds. This is a voiceless sound in Korean unlike English except the sounds between vowels. /d/ (ㄷ) – The manner and place of articulation are different between two languages. Korean voiceless dental sound English voiced alveolar sound /z/ (ㅈ)- in Korean, voiceless sound except the sounds between vowels /f/,/ð/,/θ/,/v/,/z/,/ʒ/- do not exist /ʒ/- one of the most difficult consonant to Korean students Affricates (dʒ /tʃ) tʃ (취, 추) - more tensed and rounded sounds in Korean than English tʃ sounds /y/ (이) easy to learn, but /yi/and /yɪ/ sounds do not exist. /w/ (우) we have /w/ sounds but the place to articulate is different but /wu/, /wo/. /wɔ/ do not exist in Korean. Glides (y/w) Nasals (m/ n /ŋ ) Liquids (l/r) /ŋ/ (잉) – need to pronounce more strongly. ㄹ is the flap /ɾ/ sound only between vowels, and the rest of the /ㄹ/ sound is pronounced as the /l/ sound, so it is difficult to distinguish /l/ and /r/. Pronunciation difficulties come from the differences of the manner and place of articulation in order to pronounce a same letter or word.
Vowel Phonemes Charts 10 Korean Vowel 5 Japanese Vowels • ㅏ/ㅓ/ㅗ/ㅜ/ㅡ/ㅣ/ㅑ/ㅕ/ㅛ/ㅠ a/eo/o/u/i/ eu/ya/yeo/yo/yu • あ/い/う/え/お a/i/u/e/o/ 20 American English Vowels
Overlapped Vowel Charts Blue: American English Vowels Green: Korean Vowel Orange :Japanese Vowels • We all have iː sound, but do not have ɪ in Korean and Japanese. Ex) list -least-, rich-reach /이/, /い/ • Korean has a few ‘mid front’ sounds such as /eː (에) /ø/ (외) /ɛː/(애), / so it is not challenging making /e/ sound. Japanese has also e (え) sounds, and it can be pronounced /e/ or /ɛ/. (set, chaotic) • /æ/ sound does not exist in both Korean and Japanese. iː– 이 i–い eː에 /ɯː ㅡ / /ɯβ/う (u) /u/ ㅜ /oː /ㅗ /ʌː /ㅓ øː외 o- お (o) ę- え (e, ɛ ) ɛː애 /aː 아 / • • あ/い/う/え/お a/i/u/e/o/ ㅏ/ㅓ/ㅗ/ㅜ/ㅡ/ㅣ/ㅑ/ㅕ/ㅛ/ㅠ a/eo/o/u/i/ eu/ya/yeo/yo/yu ä- あ ( ɑ, ʌ)
- Korean students’ pronunciation difficulties in English vowels 1. /i/- /ɪ/ (Japanese also do not have /ɪ/ sounds. least- list, reach- rich, sheep- ship, 2. /æ/-/ɛ/ sat-set, had-head, sad-said, man-men varyvery, marry-merry, bag-beg, mass-mess 3. /U/-/u/ full-fool, pull-pool, soot-suit, look-Luke, would-wooed, should-shoed, hood-who’d 4. /o/-/ɔ/ Pronouncing /ə/ is not difficult, but when /ə/ should be used is difficult to them. Doctor, consider, particularly [daktɚ], [kənsɪdɚ], [pɚtɪkjulɚli] [daktɔr], [kɔnsɪdər], [patɪkjularli] - Korean’s mispronunciation 5. /ʌ/ - most difficult to pronounce sun, cut, dull, son, come, done, month..
Morphological Analysis -Topic prominent languages/word endings vs. Subject prominent languages/word orders Yuka gave that book to Ai’s child = Yuka gave Ai’s child that book (171p). Korean Japanese yukha-ga Ai-uy aie-ykey ku chayk-ul cwu-ess-ta. yuka-ga Ai-no kodomo-ni sono hon-o ageta. yukha-ga ku chayk-ul Ai-uy aie-ykey cwu-ess-ta. yuka-ga sono hon-o Ai-no kodomo-ni ageta. ai-uy aie-ykey Yukha-ga ku chayk-ul cwu-ess-ta. ai-no kodomo-ni Yuka-ga sono hon-o ageta. ai-uy aie-ykey ku chayk-ul Yukha-ga cwu-ess-ta. ai-no kodomo-ni sono hon-o Yuka-ga ageta. ku chayk-ul Yuka-ga Ai-uy aie-ykey cwu-ess-ta. ku chayk-ul Ai-uy aie-ykey Yuka-ga cwu-ess-ta. sono hon-o Yuka-ga Ai-no kodomo-ni ageta. sono hon-o Ai-no kodomo-ni Yuka-ga ageta. 1. -ga (Korean and Japanese) is followed by the subject of the sentence so, wherever youka is placed, the –ka shows it is the subject. 2. -ykey (Korean) and -ni (Japanese) marks the indirect object. 3. -ul (Korean), -o (Japanese) is the marker which signals the direct object. 4. cwu-ess-ta (Korean), ageta (Japanese) are verbs which ends the sentence. Noun -hon = chayk = book -aie= kodomo = child As markers attached to the nouns show how the nouns function in the sentences, the noun can be moved around. But in English (Analytic language), meaning will change. That is because English relies on word orders to signal the subject or object, not on word endings the way Korean and Japanese does.
Types of Writing System Chinese Logographic writing 我 [wǒ] Meaning : I,ME,MYSELF Japanese Korean English Phonographic writing Syllabic writing カ ga(C+V) Phonemic writing(Alphabetic writing) ㄴ,ㄷ,ㅌ..(Consonant ) ㅣ,ㅏ,ㅑ… (Vowel) Korean Alphabet(Hangul) was created by King Se-jong, the Fourth King of Jo-seon Dynasty (in 1444, 15c). The letters of Hangul were designed from the place of articulation of sounds. ex) when you pronounce /ㄴ/, the shape of your tongue looks like ㄴ. So he made ㄴ by coping the shape. B,C,D…(Consonan t) a, i, u, e, o. (Vowel)
The vowel “ㅏ( „ ), ㅡ, ㅣ” use three elementary shapes representing the three powers, that is, the heaven, the earth, and the man. „ㅏ(·)‟ is a round dot, „ㅡ‟ is a horizontal line. „ l ‟ is a vertical one. Based on these three sounds, the rest of vowel sounds are created by mixing three basic vowels. Hangul is the featural alphabet wherein the shapes of letters are not arbitrary, but encode phonological features of the phonemes they represent.
The shapes of consonants correspond to the position of speech organ during articulation. To be specific, The six core letters ㄱ(g), ㄴ(n), ㅁ(m), ㅅ(s) and O(ng) are the basic consonants. Of the consonants, ㅋ(k), ㄷ,ㅌ(t), ㅂ,ㅍ(p) ㅈ(ch), ㅎ(h) which have the stronger sound than ㄱ,ㄴ,ㅁ,ㅅ, and O were made by adding an extra stroke to the basic consonants respectively.
5. Implication for teaching reading and a second language in linguistic perspectives Phonology - The most difficult case was a situation in which one item in the native language was represented by two or more items in the second languages. However, differences do not pose problems if students are focused on making meaning but they do constitute potential barriers when instruction focuses on language itself (p95). Morphology- Teacher can enhance students’ learning by teaching general academic vocabulary and by engaging students in cognate studies. Knowledge of morphology can inform teachers as they make decisions about the best way to teach reading and to teach English language learners (p214).
Reference Freeman, David E. (2004). Essential linguistics: what you need to know teach reading, ESL, spelling, phonics, and grammar. Bibliography  http://en.wikipedia.org/wiki/Korean_phonology  http://en.wikipedia.org/wiki/Japanese_phonology  http://jdm0777.com/jdm/ilboneo.htm  http://www2.hawaii.edu/~sford/research/tutoring/  http://english.glendale.cc.ca.us/phonics.rules.html  http://www.ronsyu.hannan-u.ac.jp/open/n001934.pdf  http://koreanalyst.wordpress.com/2009/01/09/the-korean-  learner-of-english-english-korean-cross-linguistic-challenges/  http://www.erudit.org/revue/Meta/2006/v51/n2/013253ar.html

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Language Comparison (Korean, Japanese and English)

  • 2. Contents 1. Primary features of Korean, Japanese and English  Similarities and differences 2. Phonological Analysis  Consonant phonemes - Consonant phonemes charts - Simplified consonant phonemes charts - Korean students’ pronunciation difficulties in English consonants  Vowel phonemes - Vowel Phonemes Charts - Overlapped Vowel Charts - Korean students’ pronunciation difficulties in English vowels 3. Morphological Analysis 4. Writing system 5. Implication for teaching reading and a second language in linguistic perspectives
  • 3. Primary Features of Three Languages Features Origin (Share similar etymology) Types of Languages Words order Syllables counting • Similarities in Korean and Japanese Korean language -Altaic language? Or Language isolate? Japanese language -Korean? Or Altaic? phonetic Analytic? One morpheme per word Agglutinative? (p.169) Combining many morphemes into a word 1. Subject + Object + Verb Head (primary morpheme) final Left-branching, so it is difficult to branch out. 2. Topic-prominent language (subject is frequently omitted when the subject is assumed.) 3. It relies more on word endings because markers (particles) can signal subject, object and others. Cf. As we share many particles, we can communicate if we know words in each language. Each letter has one syllable 5 syllables スフリソク (su+pu+ri+n+gu) 3 syllables 스프링(su+phwu+ling) English Indo- European language Synthetic? (p.169) Meaning of two words are combined, but used as one word. 1. Subject + Verb + Object Head initial Right-branching, so it is easy to keep extending sentences. 2. Subject-prominent language 3.It relies more on word orders, if words are moved in a sentence, the meaning changes. Many syllable rules, but counting vowels Ex) spring 1 syllable Differences of Japanese and Korean a. Syllable structures (Phonology) – Open? Closed? Consonant + Vowel + Consonant/ Consonant + Vowel/ Consonant + Vowel b. Politeness marking (Pragmatics) - Unconditional or conditional honorifics c. Word spacing (Graphic) • Commonality of all languages Languages seem to have words that function like nouns and other words that serve as verbs. Humans describe their world by naming objects and actions, and these categories may be part of Universal Grammar. In addition,
  • 4. Phonological Analysis - Consonant phonemes charts 24 American English consonants 19 Korean consonants 17 Japanese consonants
  • 5. - Simplified consonant phoneme charts in three languages Manner of English Korean Japanese articulation p t b Fricatives f k d θ g ʃ s p t c k p* ph Stops t* th c* ch k* kh b d h p ʃ s k b g t d g s h h S* v ð z Liquids Glides z dʒ tʃ Affricates Nasals ʒ m tʃ ŋ n z m l/ɾ n ŋ m r/l y w w ŋ n r j w j
  • 6. - Korean students’ pronunciation difficulties in English consonants Stops (b/d/g/p/t/k) Fricatives (f/θ/s/ʃ/v/ð/z/ʒ/h) /b/(ㅂ) – One of the most difficult sounds. This is a voiceless sound in Korean unlike English except the sounds between vowels. /d/ (ㄷ) – The manner and place of articulation are different between two languages. Korean voiceless dental sound English voiced alveolar sound /z/ (ㅈ)- in Korean, voiceless sound except the sounds between vowels /f/,/ð/,/θ/,/v/,/z/,/ʒ/- do not exist /ʒ/- one of the most difficult consonant to Korean students Affricates (dʒ /tʃ) tʃ (취, 추) - more tensed and rounded sounds in Korean than English tʃ sounds /y/ (이) easy to learn, but /yi/and /yɪ/ sounds do not exist. /w/ (우) we have /w/ sounds but the place to articulate is different but /wu/, /wo/. /wɔ/ do not exist in Korean. Glides (y/w) Nasals (m/ n /ŋ ) Liquids (l/r) /ŋ/ (잉) – need to pronounce more strongly. ㄹ is the flap /ɾ/ sound only between vowels, and the rest of the /ㄹ/ sound is pronounced as the /l/ sound, so it is difficult to distinguish /l/ and /r/. Pronunciation difficulties come from the differences of the manner and place of articulation in order to pronounce a same letter or word.
  • 7. Vowel Phonemes Charts 10 Korean Vowel 5 Japanese Vowels • ㅏ/ㅓ/ㅗ/ㅜ/ㅡ/ㅣ/ㅑ/ㅕ/ㅛ/ㅠ a/eo/o/u/i/ eu/ya/yeo/yo/yu • あ/い/う/え/お a/i/u/e/o/ 20 American English Vowels
  • 8. Overlapped Vowel Charts Blue: American English Vowels Green: Korean Vowel Orange :Japanese Vowels • We all have iː sound, but do not have ɪ in Korean and Japanese. Ex) list -least-, rich-reach /이/, /い/ • Korean has a few ‘mid front’ sounds such as /eː (에) /ø/ (외) /ɛː/(애), / so it is not challenging making /e/ sound. Japanese has also e (え) sounds, and it can be pronounced /e/ or /ɛ/. (set, chaotic) • /æ/ sound does not exist in both Korean and Japanese. iː– 이 i–い eː에 /ɯː ㅡ / /ɯβ/う (u) /u/ ㅜ /oː /ㅗ /ʌː /ㅓ øː외 o- お (o) ę- え (e, ɛ ) ɛː애 /aː 아 / • • あ/い/う/え/お a/i/u/e/o/ ㅏ/ㅓ/ㅗ/ㅜ/ㅡ/ㅣ/ㅑ/ㅕ/ㅛ/ㅠ a/eo/o/u/i/ eu/ya/yeo/yo/yu ä- あ ( ɑ, ʌ)
  • 9. - Korean students’ pronunciation difficulties in English vowels 1. /i/- /ɪ/ (Japanese also do not have /ɪ/ sounds. least- list, reach- rich, sheep- ship, 2. /æ/-/ɛ/ sat-set, had-head, sad-said, man-men varyvery, marry-merry, bag-beg, mass-mess 3. /U/-/u/ full-fool, pull-pool, soot-suit, look-Luke, would-wooed, should-shoed, hood-who’d 4. /o/-/ɔ/ Pronouncing /ə/ is not difficult, but when /ə/ should be used is difficult to them. Doctor, consider, particularly [daktɚ], [kənsɪdɚ], [pɚtɪkjulɚli] [daktɔr], [kɔnsɪdər], [patɪkjularli] - Korean’s mispronunciation 5. /ʌ/ - most difficult to pronounce sun, cut, dull, son, come, done, month..
  • 10. Morphological Analysis -Topic prominent languages/word endings vs. Subject prominent languages/word orders Yuka gave that book to Ai’s child = Yuka gave Ai’s child that book (171p). Korean Japanese yukha-ga Ai-uy aie-ykey ku chayk-ul cwu-ess-ta. yuka-ga Ai-no kodomo-ni sono hon-o ageta. yukha-ga ku chayk-ul Ai-uy aie-ykey cwu-ess-ta. yuka-ga sono hon-o Ai-no kodomo-ni ageta. ai-uy aie-ykey Yukha-ga ku chayk-ul cwu-ess-ta. ai-no kodomo-ni Yuka-ga sono hon-o ageta. ai-uy aie-ykey ku chayk-ul Yukha-ga cwu-ess-ta. ai-no kodomo-ni sono hon-o Yuka-ga ageta. ku chayk-ul Yuka-ga Ai-uy aie-ykey cwu-ess-ta. ku chayk-ul Ai-uy aie-ykey Yuka-ga cwu-ess-ta. sono hon-o Yuka-ga Ai-no kodomo-ni ageta. sono hon-o Ai-no kodomo-ni Yuka-ga ageta. 1. -ga (Korean and Japanese) is followed by the subject of the sentence so, wherever youka is placed, the –ka shows it is the subject. 2. -ykey (Korean) and -ni (Japanese) marks the indirect object. 3. -ul (Korean), -o (Japanese) is the marker which signals the direct object. 4. cwu-ess-ta (Korean), ageta (Japanese) are verbs which ends the sentence. Noun -hon = chayk = book -aie= kodomo = child As markers attached to the nouns show how the nouns function in the sentences, the noun can be moved around. But in English (Analytic language), meaning will change. That is because English relies on word orders to signal the subject or object, not on word endings the way Korean and Japanese does.
  • 11. Types of Writing System Chinese Logographic writing 我 [wǒ] Meaning : I,ME,MYSELF Japanese Korean English Phonographic writing Syllabic writing カ ga(C+V) Phonemic writing(Alphabetic writing) ㄴ,ㄷ,ㅌ..(Consonant ) ㅣ,ㅏ,ㅑ… (Vowel) Korean Alphabet(Hangul) was created by King Se-jong, the Fourth King of Jo-seon Dynasty (in 1444, 15c). The letters of Hangul were designed from the place of articulation of sounds. ex) when you pronounce /ㄴ/, the shape of your tongue looks like ㄴ. So he made ㄴ by coping the shape. B,C,D…(Consonan t) a, i, u, e, o. (Vowel)
  • 12. The vowel “ㅏ( „ ), ㅡ, ㅣ” use three elementary shapes representing the three powers, that is, the heaven, the earth, and the man. „ㅏ(·)‟ is a round dot, „ㅡ‟ is a horizontal line. „ l ‟ is a vertical one. Based on these three sounds, the rest of vowel sounds are created by mixing three basic vowels. Hangul is the featural alphabet wherein the shapes of letters are not arbitrary, but encode phonological features of the phonemes they represent.
  • 13. The shapes of consonants correspond to the position of speech organ during articulation. To be specific, The six core letters ㄱ(g), ㄴ(n), ㅁ(m), ㅅ(s) and O(ng) are the basic consonants. Of the consonants, ㅋ(k), ㄷ,ㅌ(t), ㅂ,ㅍ(p) ㅈ(ch), ㅎ(h) which have the stronger sound than ㄱ,ㄴ,ㅁ,ㅅ, and O were made by adding an extra stroke to the basic consonants respectively.
  • 14. 5. Implication for teaching reading and a second language in linguistic perspectives Phonology - The most difficult case was a situation in which one item in the native language was represented by two or more items in the second languages. However, differences do not pose problems if students are focused on making meaning but they do constitute potential barriers when instruction focuses on language itself (p95). Morphology- Teacher can enhance students’ learning by teaching general academic vocabulary and by engaging students in cognate studies. Knowledge of morphology can inform teachers as they make decisions about the best way to teach reading and to teach English language learners (p214).
  • 15. Reference Freeman, David E. (2004). Essential linguistics: what you need to know teach reading, ESL, spelling, phonics, and grammar. Bibliography  http://en.wikipedia.org/wiki/Korean_phonology  http://en.wikipedia.org/wiki/Japanese_phonology  http://jdm0777.com/jdm/ilboneo.htm  http://www2.hawaii.edu/~sford/research/tutoring/  http://english.glendale.cc.ca.us/phonics.rules.html  http://www.ronsyu.hannan-u.ac.jp/open/n001934.pdf  http://koreanalyst.wordpress.com/2009/01/09/the-korean-  learner-of-english-english-korean-cross-linguistic-challenges/  http://www.erudit.org/revue/Meta/2006/v51/n2/013253ar.html