The Influence of Foreign Words from English in Japanese

(Composed of Katakana) on Nonnative Speakers’ Learning of Japanese

Yaning Bai

School of Mongolian Studies, Inner Mongolia University, Hohhot, Inner Mongolia Autonomous Region, 010021, China

Keywords: Loanwords, Katakana, Language Learning, English and Japanese.

Abstract: With the increasing number of Japanese learners, the problems they encounter during the learning process are

gradually becoming apparent, among which the diverse writing system of Japanese and many foreign

vocabularies are repeatedly mentioned. Especially the complex writing system and extensive use of foreign

words in Japanese. As a part of the Japanese writing system, Katakana is particularly used to represent English

loanwords. Therefore, this study aims to analyze the impact of English loanwords composed of Katakana on

non-native Japanese language learners. This article collects and compares relevant data through literature

review and concludes that due to the different syllable structures of katakana compared to English, semantic

changes in vocabulary with social development, and methods of introducing foreign words, non-native

Japanese language learners have problems in pronunciation recognition, semantic memory, and reading usage

of English foreign words. Therefore, katakana teaching needs to be given attention. This study can provide

ideas for the learning and education of Japanese, showcasing the cross referencing of the language in different

cultures.

1 INTRODUCTION

1.1 Lead-In and Background

Loanwords are words adopted from one language and

incorporated into another language without

translation. These words can serve a variety of

functions in the borrowing language, such as filling a

lexical gap, conveying specific cultural meanings, or

enriching the language with new concepts and

expressions (Poplack & Meechan, 1998). Loanwords

not only add new vocabulary but also reflect the

changing socio-cultural landscape of the language.

The writing system of Japanese consists of three

parts: kanji, hiragana, and katakana. Among them,

hiragana is more rounded and blunt in writing, while

katakana is sharper and more angular. Katakana is

primarily used for foreign words, technical terms, the

names of plants, animals and minerals. The use of

katakana is an important and efficient way to

introduce English loanwords. Examples include:

コンピュータ (konpyu-ta) - computer

テレビ (terebi) - television

アイスクリーム (aisukuri-mu) - ice cream

Since World War II, English-derived words

(EDWs) have rapidly entered the Japanese language.

As the driving force of post-war nationalism

weakened and external influences gradually

increased, EDWs aligned with Japan’s modernization

process (Þórdísarson, 2016). This was a significant

shift in the linguistic landscape. The rise of radio,

film, and television in the 20th century further

solidified the presence of English in Japan. As

Western media needed new terminology to express

modern concepts, English words became crucial for

communication. At the same time, the Japanese

government implemented educational reforms that

required English to become a compulsory course in

schools, accelerating people's acquisition of English

vocabulary. These reforms were essential in

broadening the public's familiarity with English

words. After World War II, Japan also restricted the

use of Chinese characters, which promoted the rapid

spread of English loanwords. Katakana being simpler

and more flexible, became an ideal choice for spelling

loanwords in everyday use.

English loanwords play a significant role in

modern Japanese, enriching the language’s

vocabulary and making it more adaptable to the

globalized world. The introduction of English

vocabulary is not only a linguistic necessity but also

serves as a powerful social tool. In Japan, English

loanwords are often associated with prestige,

Bai, Y.

The Inﬂuence of Foreign Words from English in Japanese (Composed of Katakana) on Nonnative Speakers’ Learning of Japanese.

DOI: 10.5220/0013962700004912

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st International Conference on Innovative Education and Social Development (IESD 2025), pages 47-53

ISBN: 978-989-758-779-5

sophistication, and modernity. As a result, loanwords

are widely used in advertising, branding and

marketing, where they create a sense of appeal and

trendiness. These words often evoke a sense of

cosmopolitanism, attracting attention and giving

products a more international feel. However, despite

the positive impacts of English loanwords, there is

criticism from conservatives who focus on preserving

Japanese cultural and linguistic traditions. Some of

them argue that the excessive use of foreign words

makes the language seem artificial and inauthentic, or

even disrespectful of its native heritage. They worry

that the influx of English terms might lead to the

erosion of traditional Japanese expressions and

concepts (Daulton, 1999).

Based on existing research, it can be clearly seen

that English loanwords written in katakana have

become an indispensable and important part of

modern Japanese, reflecting the language’s

adaptability to changing cultural and global trends.

1.2 Objective and Significance

English loanwords have a significant presence in

Japanese and are recorded using the katakana system.

In the process of learning Japanese, these katakana

English loanwords will largely affect people's

progress in learning Japanese. Many learners believe

that katakana has a significant impact on their

learning of Japanese, such as pronunciation, memory

and reading. This article aims to explore the partial

influence of English loanwords (written in katakana)

on non-native speakers when learning Japanese,

mainly adopts the literature research method to

propose feasible conclusions by comparing data,

analyzing and summarizing existing achievements,

exploring the impact of English loanwords on

learners in different language environments. By

studying the difficulties encountered by non-native

speakers in learning Japanese, Katakana, and English

loanwords, it can help educators and textbook writers

better design teaching methods and materials to

improve learning outcomes. In addition, this study

also contributes to promoting cross-cultural

communication, as accurate understanding and use of

these loanwords are crucial for non-native speakers

working or living in Japan, this research can also help

understand how language absorbs and integrates

foreign elements in cross-cultural communication.

2 AFFECTS ENGLISH

PRONUNCIATION

2.1 Pronunciation Changes Caused by

the Introduction Method

It is not possible to fully reproduce one language from

another because there may be syllables that do not

exist between them, so borrowing foreign words that

contain such pronunciations often requires adjusting

their pronunciation. When Japanese learners are

exposed to katakana-based representations of English

loanwords, they often face a challenge in perceiving

the original English pronunciation correctly. The

katakana system, which adheres to the mora-timed

structure of the Japanese language, requires

adjustments to foreign sounds that do not exist within

the phonetic inventory of Japanese. As such, English

loanwords are often adapted by simplifying

consonant clusters, changing vowels, or inserting

additional syllables to match Japanese phonetic

patterns (Daulton, 2008). These alterations

significantly influence how learners process and

reproduce these words. For example, learners may

have difficulty distinguishing between English

vowels and consonants that are not easily represented

in katakana, such as the subtle vowel distinctions in

words like "beat" and "bit." Over time, repeated

exposure to these modified versions of English words

can distort their mental representations of the original

words.

Japanese phonetic patterns often conflict with

English pronunciation, especially when katakana-

based pronunciation aids are used. English words

with stress-timed syllables, which rely heavily on

pitch and stress for meaning, often do not align with

the syllable-timed nature of Japanese, which has a

more even rhythmic flow. This discrepancy can lead

to mispronunciations that affect comprehensibility,

especially for learners who rely on katakana

pronunciation to map English sounds. For instance,

words like "computer" or "television" are often

pronounced in a way that de-emphasizes the natural

stress patterns of English, making them sound

unnatural and harder to understand for native English

speakers (Wydell, 2019). Katakana pronunciation, by

overemphasizing syllable structure and

underrepresenting stress, leads to further difficulties

in acquiring the rhythm and stress patterns necessary

for fluent English speaking (Hoshino & Kroll, 2008).

Overreliance on katakana also creates challenges in

understanding the role of intonation in English, which

is essential for conveying meaning in conversational

IESD 2025 - International Conference on Innovative Education and Social Development

speech. Therefore, learners who depend too much on

katakana may struggle to produce English speech that

accurately reflects the natural patterns of stress and

rhythm found in native English communication

(Wydell, 2019).

A psycholinguistic model suggests that many

loanwords’ adaptations originate in perceptual

assimilation, a cognitive process where foreign

sounds are mapped onto the closest native equivalents

during perception (Peperkamp & Dupoux, 2003).

This phenomenon is particularly evident in the

adaptation of English words into the Japanese

phonetic system. The model proposes that perceptual

assimilation helps learners deal with foreign sounds

that are outside their native phonological inventory by

assigning them similar sounds that exist in their

language. In the case of Japanese, the dominant

phonological system influences how English

loanwords are represented in katakana. Conservative

assimilation and innovation lead to orthographic

practices that often modify the stress and length of

some English words, reflecting a preference for a

more manageable mora-timed structure (Kubozono,

2002). Consequently, many English loanwords

undergo a process of "de-Anglicization," where their

pronunciation is modified to fit the phonological

norms of Japanese (Honna, 1995). This process

ensures that the adapted words conform to the

syllabic and rhythmic patterns of Japanese, which is

more consistent with the mora-timed structure than

the stress-timed nature of English.

2.2 Katakana Pronunciation Reacts

with English Pronunciation

As learners of Japanese are exposed to katakana

representations of English loanwords, their mental

representation of these words may become distorted

in ways that affect their pronunciation and

understanding of the original English sounds (Stokes,

2023). Katakana pronunciation, which follows a

mora-based system, encourages learners to perceive

English loanwords as having a more regular, syllabic

structure. However, this is not true of original English

pronunciation, which often features more complex

consonant clusters and variable vowel lengths. For

example, when learners encounter the word "glass,"

they may perceive it as closer to グラス (gurasu), a

form that simplifies the consonant cluster "gl" and

alters the vowel sounds in ways that are not present in

the original English pronunciation. This shift in

perception may lead learners to adopt an inaccurate

phonological representation of the word, causing

confusion and reinforcing errors in their

pronunciation.

Katakana pronunciation can impede the

development of authentic English pronunciation

because it distorts critical features such as intonation

and vowel length. English is a stress-timed language,

in contrast, Japanese has a syllable-timed rhythm,

where each syllable tends to be given roughly equal

duration. Learners who rely heavily on katakana

representations may not internalize the rhythm and

intonation patterns of English, leading to a more

uniform rhythm that sounds unnatural to native

English speakers. Studies have shown that learners

who depend on katakana for their understanding of

English pronunciation may struggle to master English

intonation and rhythm and could develop inaccurate

phonological representations of English words

(Hoshino & Kroll, 2008). This discrepancy between

the English and Japanese pronunciation systems often

results in mispronunciations that not only affect the

learners’ ability to produce English words correctly

but also interfere with their comprehension, making it

harder for them to understand spoken English. As

learners’ exposure to katakana-based representations

increases, these mispronunciations may become more

entrenched, further distancing them from authentic

English pronunciation.

3 AFFECTS THE MEMORY OF

JAPANESE WORD MEANINGS

3.1 Quickly Memorize and Expand

Japanese Vocabulary Through

Katakana Loanwords

The idea of using borrowed words as a tool for

language learning has been a subject of debate,

mainly due to the transformations that these borrowed

words undergo in both pronunciation and sometimes

meaning. Loanwords often go through a process of

adaptation to fit the phonological and grammatical

rules of the borrowing language, which can result in

variations in pronunciation, meaning, or usage across

different languages (Daniel & Ferreira, 2011). For

Japanese language learners with prior knowledge of

English, recognizing the similarities between English

loanwords and their Japanese counterparts can

provide valuable insights that inform teaching

strategies for Japanese language acquisition (Gakkula

& Tengse, 2021). As learners progress in their

English studies, they begin to recognize cognates

among borrowed words, which not only makes it

The Inﬂuence of Foreign Words from English in Japanese (Composed of Katakana) on Nonnative Speakers’ Learning of Japanese

easier for them to understand and memorize new

vocabulary, but also helps them grasp the connection

between the source language and the target language.

This strategy plays a positive role in reducing the

learning burden and improving vocabulary

acquisition efficiency.

Katakana plays a crucial role in helping Japanese

learners become acquainted with English vocabulary.

By converting English words into katakana, learners

can engage with new terms through a script they are

already familiar with, which aids in their

comprehension (Sava, 2022). Research shows that

katakana-based learning has both advantages and

disadvantages. On the positive side, it offers a

familiar and accessible script for Japanese learners,

making their first exposure to English less daunting

and reducing potential feelings of apprehension

(Kahramonovna, 2023). This familiarity with

katakana allows learners to feel more comfortable

with English loanwords, providing an easier

transition to English language acquisition.

Using katakana to represent English words allows

students familiar with katakana from their native

language to identify patterns and similarities between

the two languages more easily (Yoko, 2019). This

recognition can help learners initially grasp English

vocabulary and make it easier to identify English

loanwords in Japanese texts. However, excessive

dependence on katakana for vocabulary may hinder

students' understanding of the true meanings and

contexts of English words. As a result, learners may

develop a shallow understanding of words, focusing

on their superficial form rather than their deeper

conceptual meanings (Allen, 2022). In the long term,

this approach might limit learners' ability to use

English words effectively in different contexts. While

katakana serves as an accessible entry point for new

vocabulary, it is essential for learners to move beyond

the surface-level recognition and delve into the

nuances of the words’ meanings, pronunciation, and

usage. This deeper engagement is crucial for

achieving fluency and avoiding the pitfalls of over-

reliance on a simplified, katakana-based

understanding.

3.2 The Difficulty of Distinguishing the

Meaning of English Loanwords

Writing in Katakana and Original

Words

The varying social and cultural contexts over time

give rise to new interpretations, and as language

evolves, some of these meanings become

standardized. Consequently, the meanings of

katakana words often diverge significantly from their

original English counterparts. The process of

borrowing and adapting words is essential for

language growth and cultural exchange. However, it

also introduces challenges, especially in language

learning. As meanings shift and evolve, learners may

struggle with understanding the original and current

meanings of borrowed words, and this could cause

confusion or hinder their ability to communicate

fluently.

The meanings of loanwords often evolve over

time as they are reinterpreted within the context of the

borrowing culture. This process of semantic shift is

not arbitrary but is influenced by a range of factors

including social norms, cultural values, and historical

contexts surrounding the word’s adoption. For

instance, the Japanese term "カラオケ" (karaoke),

originally derived from the English term “karaoke,”

has undergone significant cultural reinterpretation in

Japan. While "karaoke" in English refers to a “empty

orchestra,” in Japan, it has come to represent a

popular social activity where people gather to sing

and enjoy music together. This shift reflects how the

meaning of the term has adapted to suit local cultural

practices and preferences, transforming it into a

communal form of entertainment rather than a simple

reference to the music industry (Honna, 1995).

As language evolves, so do the meanings of

loanwords. Initially, borrowed words may retain

close connections to their original meanings, but with

time and usage, they may undergo changes based on

the needs and attitudes of the borrowing society. This

shift can be especially noticeable in everyday terms

that are frequently used in conversation or media. In

some cases, the original meaning may become

obscure or entirely irrelevant to the speakers of the

borrowing language, and the term may take on new

connotations. For example, the term “computer” in

Japanese (コンピュータ) is not just a technical term,

but also reflects the rapid integration of technology

into Japanese society, symbolizing an entire cultural

movement towards digitalization and modernization

(Kubozono, 2002). The evolution of meaning in

loanwords can also be influenced by external factors

such as globalization and technological innovation.

As new technologies and trends emerge, the language

adapts to incorporate these innovations, and borrowed

words often acquire new meanings that reflect these

shifts. Words like “smartphone” (スマートフォン)

have evolved not just as technological terms, but as

part of a cultural shift in communication and social

interaction.

IESD 2025 - International Conference on Innovative Education and Social Development

3.3 Japanese Style English and English

Loanwords

Languages are fluid and evolve over time,

transcending the boundaries of a single culture,

adapting across different contexts (Blommaert,

2010). Such adaptations initially require alignment

with the phonological and orthographic rules of the

target language. The changes that English loanwords

undergo when integrated into Japanese involve both

phonological and morphological adjustments,

ensuring their smooth incorporation into the Japanese

language system (Tengse & Gakkula, 2021). A

prominent feature of loanwords in Japanese is that

their meanings often diverge from their original

counterparts. In fact, loanwords in any language often

undergo shifts in meaning, but (Kay, 1995) suggests

that Japanese shows a marked tendency to alter the

meanings of borrowed terms. This semantic

transformation occurs as the loanwords are absorbed

into the cultural context of Japan, where they are

reinterpreted based on local customs, practices, and

societal needs. In Japan, there is little cultural drive to

preserve the original meanings of loanwords.

Additionally, the large-scale influx and rapid

integration of English loanwords into Japanese has

resulted in a phenomenon of semantic alteration.

There are many Japanese expressions are created by

incorporating English loanwords alongside native

Japanese terms, a process known as wasei-eigo. In

Japanese, eigo refers to the English language, while

wasei-eigo denotes English words that have been

adapted or localized into Japanese (Irwin, 2011).

What distinguishes wasei-eigo is that these terms are

not just direct borrowings from English, but rather a

fusion of English and Japanese vocabulary. This

phenomenon illustrates how languages can creatively

coexist and evolve, often resulting in unique hybrid

expressions that are not easily traceable to their

origins.

Some English loanwords in Japan have gradually

adopted special Japanese abbreviations, for example:

コンビニ (konbini) - Convenience store

パソコン (pasokon) - Personal computer

エアコン (eakon) - Air conditioner

Japanese words like these may seem to originate

from English, but they do not exist in English .These

English loanwords, which have been processed by

Japanese abbreviations, are now difficult to directly

determine their source words through literal

pronunciation, which is the process of localizing

English loanwords. Sometimes loanwords are used

because their native equivalents are direct, or when a

word's implicit meaning may have negative

evaluations, especially in the fields of sexuality and

personal hygiene (Rebuck, 2002). But for Japanese

language learners, quickly identifying these words

sometimes means a challenge. Such challenges

underscore the importance of cultural context in

language acquisition, as learners must not only

memorize vocabulary but also understand the shifts in

meaning that have occurred through localization.

4 AFFECTS READING

RECOGNITION

4.1 Psychological Factor

A free-recall experiment shows the probability of

recalling a specific item from a list is influenced by

its position within the sequence. Items placed at the

beginning or end of the list are generally recalled

more accurately than those in the middle (Reber,

1995). This is referred to as the primacy effect in

cognitive psychology.

In Japanese language courses, Hiragana is

typically introduced first, followed by Katakana. Due

to the primacy effect, Hiragana, which is taught at the

start of the learning process, is often better retained

compared to Katakana, which is taught later. This

leads to a disparity in retention between the two

syllabaries, with Hiragana being more familiar and

easier to recall. As a result, Katakana, being

introduced after Hiragana, often becomes more

challenging for learners to master, resulting in lower

recognition and recall abilities (Hossain & Uddin,

2008). Furthermore, in many Japanese language

programs, Katakana instruction tends to receive

significantly less focus than Kanji, with fewer class

hours dedicated to learning and practicing this

syllabary (Tashiro, 2015). This disparity in

instructional time contributes to the difficulty learners

face when encountering Katakana, especially when

reading katakana loanwords. Even advanced learners

often struggle with Katakana, which may limit their

fluency when it comes to reading katakana-based

words in texts and understanding loanwords in

Japanese. Also, there are very few Japanese educators

who learn the knowledge of Katakana and receive

regular Katakana training (Gao, 2024).

Another strong theoretical basis can be found in

the feature theory of perception. When identifying

letters from any alphabet, it is crucial to differentiate

one letter from another. The unique characteristics of

each letter help learners distinguish one from others

(Reber, 1995). The challenges associated with

The Inﬂuence of Foreign Words from English in Japanese (Composed of Katakana) on Nonnative Speakers’ Learning of Japanese

learning Katakana can be explained through the

feature model in cognitive psychology. Each letter in

Hiragana and Katakana consists of a series of strokes,

which are marks made by a pen, brush, or similar tool,

moving across a surface. These strokes can be seen as

distinct characteristics that set one letter apart from

another. Therefore, it can be argued that an alphabet

with more strokes has more distinct features, making

it easier to learn.

So, an alphabet with fewer strokes has fewer

distinctive characteristics, making it harder to learn.

To support this theory, a detailed analysis of the

strokes in Hiragana and Katakana was conducted. It

was found that Hiragana contains 58 strokes, while

Katakana has 32 strokes. The number of strokes in

Hiragana is nearly twice that in Katakana. This

suggests that Katakana, with fewer strokes, is less

distinctive and therefore more challenging to learn

(Hossain & Uddin, 2008).

4.2 Katakana Loanwords Reduction in

Reading Speed and Fluency

A research result shows that learners find four skills

difficult in the process of learning foreign languages.

The respondents showed a lack of proficiency in four

aspects: reading and writing foreign language, writing

foreign language, pronouncing foreign language, and

listening to foreign language. The awareness of

learners' unfamiliarity with foreign languages can

also be divided into four categories: resistance to use,

resistance to meaning, learning difficulties, and

anxiety felt when learning or using foreign languages

(Horikiri, 2008). Unlike hiragana, which can be easily

recognized, katakana often necessitates

pronunciation first before one can connect it to its

original vocabulary to understand its meaning.

One common criticism of English loanwords is

their potential difficulty in comprehension,

particularly when they are uncommon. A previous

study pointed out that loanwords are usually nouns,

but their word classes can be changed by adding

particles or other pseudonyms. However, for

Japanese language learners, especially beginners, it is

difficult to associate and judge the word classes of

foreign words based on grammatical features

(Zhuang & Wu, 2012). As mentioned earlier, the

semantic changes and expansion of foreign words are

also important factors that affect beginners' reading of

katakana sentences.

When learners encounter the same word in both

scripts, they may need to pause and reframe their

understanding of the word, which disrupts the reading

flow and slows down comprehension. Moreover,

such transitions can lead to more time spent

processing, as learners need to constantly adapt to the

different visual forms of the same word in katakana

and kanji. This adjustment process can create a

cognitive load, especially for those still mastering the

scripts. The phenomenon of loanword avoidance is

closely tied to the duration of Japanese language

study. As learners accumulate more learning hours,

their proficiency improves, and the tendency to avoid

loanwords gradually decreases (Luo, 2015).

5 CONCLUSION

Through research, this article delves into the impact

of English loanwords (composed of katakana) in

Japanese on language learning for non-native

Japanese learners. Research has found that loanwords

in katakana form have a significant impact on

language learning for learners, especially in areas

such as English pronunciation, vocabulary memory,

and reading recognition. Although English loanwords

can to some extent promote the expansion of learners'

vocabulary, due to the extensive localization

processing in Japanese when absorbing English

loanwords, including sound and morphological

changes, there are significant differences in the

pronunciation of these loanwords from their original

English form. This differentiated vocabulary

structure often makes it difficult for non-native

learners to quickly and intuitively recognize these

foreign words and may even develop a certain

language avoidance mentality.

Specifically, learners often feel confused and

uneasy when faced with English loanwords

composed of katakana, especially when there are

deviations in pronunciation and meaning matching.

This confusion often leads learners to develop

avoidance psychology towards hiragana loanwords,

unwilling to use or recognize these words, thereby

affecting their language learning process. This

phenomenon not only hinders learners' memory and

mastery of Japanese vocabulary but may also affect

their fluency and confidence in actual language

communication. Many learners often encounter

comprehension barriers when encountering sentences

containing katakana loanwords due to unfamiliarity

with the pronunciation of the vocabulary or difficulty

memorizing it, which in turn affects their fluent oral

and listening expression.

Based on this discovery, recommendations can be

made for Japanese language learners and educators.

Japanese language educators can emphasize the

teaching of hiragana English loanwords in the

IESD 2025 - International Conference on Innovative Education and Social Development

teaching process. Through training on hiragana

loanwords, teachers can help students improve their

speech recognition and practical application abilities

of these words, reduce students' troubles caused by

loanwords, and help learners better master Japanese.

This study also has certain limitations. This study

mainly focuses on the language learning process of

non-native Japanese learners and fails to investigate

in depth the differences in response of learners with

different native language backgrounds to foreign

words in Katakana English. For example, native

English speakers may be easier to adapt to hiragana

loanwords than native English speakers because they

have a relatively complete English vocabulary. Future

research can examine the performance and

difficulties of learners with different native language

backgrounds in learning katakana English loanwords

from a cross-cultural perspective, further revealing

the universal rules and individual differences of

language learning.

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