<p>UCLAri: I think that entire post by FastMEd was all his and he only threw in Brecht's name and title to say that he was way off.</p>
<p>Since it caused confusion before, I am hereby re-quoting Brecht again. And by the way, I don't know whether what he says is accurate or not -- I just got it off the internet and did a cut and paste job. But I was using it to bolster my sense that Japanese is harder for the reason I said in two or three of my posts ago about my friend from Berkeley and Harvard.</p>
<p>One point, though: my roommate in grad school used to flash Kanji at me, and invariably I knew their meaning because of</p>
<p>
[Quote]
What is the most difficult language to learn?
Richard Brecht
Deputy Director, National Foreign Language Center</p>
<p>Japanese is without question the most daunting language for a native English speaker to tackle, according to Brecht. "I would like to learn Japanese but I don't have enough time in my lifetime. That's very depressing," says the linguist, whose center is based at Hopkins's Nitze School of Advanced International Studies (SAIS). He notes that the State Department allows its students three times as long to learn Japanese as it does languages like Spanish or French.</p>
<p>As Brecht explains it, the challenge with Japanese is threefold. First, there's the fact that the Japanese written code is different from the spoken code. "Therefore, you can't learn to speak the language by learning to read it," and vice versa. What's more, there are three different writing systems to master. The kanji system uses characters borrowed from Chinese. Users need to learn 10,000 to 15,000 of these characters through rote memorization; there are no mnemonic devices to help. Written Japanese also makes use of two syllabary systems: kata-kana for loan words and emphasis, and hira-gana for spelling suffixes and grammatical particles.</p>
<p>Get beyond that and you're faced with a culture that, says Brecht, is "truly foreign for most Americans." With many languages, students start by learning introductions (Comment-allez vous? Trs bien, merci, et vous?) "But with Japanese, you can't even begin to do that with lesson one because of the social distinctions involved in making introductions," says Brecht. Age, social status, gender--"all these sociological factors make it so complicated that introductions can't be the first lesson," he notes.</p>
<p>Finally, there's the issue of grammar. In English syntax, grammar is right branching. We set a topic and then comment upon it: "I saw the man who was sitting on the red chair, which was sitting beside the door." Japanese syntax is left branching-- "totally contrary to our approach," says Brecht. Thus, the sentence above becomes something along the lines of: "I saw the red, which was the chair, which was....." You get the idea.
[/quote]
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