Milli mála - 01.01.2010, Blaðsíða 289
k ku]). Icelandic speakers, on the other hand, tended to prefer the
pronunciation without geminate, [di zu ri ku], [fu ri zu ri ku].
Vowel lengthening /r/ was not a popular choice in any of the
groups. none of the Japanese speakers chose a long vowel. a slight
difference was observed between first-year and second-year stu-
dents of Japanese: none of the second-year students chose the gem-
inate, whereas among the first-year students, the number of speak-
ers who chose the geminate was equal to the number who did not.
This may suggest that first-year students do not perceive the dif-
ference between the pronunciations with and without geminate,
e.g. [di zu ri k ku] vs. [di zu ri ku], whereas second-year students
seem to differentiate clearly between these two types. This would
seem to indicate that after two years of study, students have devel-
oped the ability to distinguish the presence or absence of the gem-
inate in Japanese.
Table 1.a Choice of pronunciation for names that end with /-ik/.12
Table 1.b. shows the results for individual names. The tendency is
the same as in Table 1.a. The first-year students’ choice between
/Q/ (with geminate) and /#/ (without geminate) seems quite ran-
dom, too.
KaOru uMEZaWa
289
12 The total number of the responses for 1st year students should be 26 (13 subjects×2 tokens).
However, two subjects chose two answers instead of one for ‘Diðrík’, and therefore were
disqualified. The numbers in brackets include all data collected.
16
difference was observed between first-year and second-year students of Japanese: none of the
second-year students chose the geminate, whereas among the first-year students, the number
of speakers who chose the g m na e was eq al to the number who did not. This may suggest
that first-year students do not perceive the difference between the pronunciations with and
without geminate, e.g. [di zu ri k ku] vs. [di zu ri ku], whereas second-ye r students seem to
differentiate clearly between these two types. This would seem to indicate that after two years
of study, students have developed the ability to distinguish the presence or absence of the
geminate in Japanese.
1st year 2nd year 1st & 2nd year Japanese
/iQku/ (13) 11 0 (13) 11 14
/iRku/ 2 2 4 0
/i#ku/ (13) 11 14 (27) 25 4
Table 1.a Choice of pronunciation for names that end with /-ik/17
Table 1.b. shows the results for indiv dual names. The tendency is the same as in Table 1.a.
The first-year students’ choice between /Q/ (with geminate) and /#/ (without geminate) seems
quite random, too.
1st year 2nd year 1st & 2nd year Japanese
Di!rik
ディズリック [di zu ri k ku] (5) 3 0 (5) 3 8
ディズリーク [di zu ri i ku] 1 2 3 0
ディズリク [di zu ri ku] (9) 7 6 (15) 13 1
Fri!rik
フリズリック [ u ri zu ri k ku] 8 0 8 6
フリズリーク [ u ri zu ri i ku] 1 0 1 0
フリズリク [ u ri zu ri ku] 4 8 12 3
17 The total number of the responses for 1st year students should be 26 (13 subjects"2 tokens). However, two
subjects chose two answers instead of one for ‘Di!rík’, and therefore were disqualified. The numbers in ( )
include all data collected.
Formatted: Centered
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