A Study of Networking and Development of `Acoustic Linguistic Atlas' and 'Visual Linguistic Atlas'

到目前为止，日本的各种方言研究人员已经用多媒体个人电脑制作了不同的语言地图集，然而，这是日本首次尝试在电脑屏幕上将语音添加到语言地图集。我们将这一语音语言地图集命名为“Koe no Gengochizu”，即“声学语言地图集”。在制作了“南九州口语语言地图集”作为试点地图集之后，我们完成了“日本西部声学语言地图集”。它由164个项目组成，包括151个单词，如eda“分支”，entpitsu“小”，和13个问候语，如Ohayou gozaimasu“早上好”。我们走访了从富山县到鹿儿岛县的65个地点，通过访谈获得了可靠的数据。使用DAT或计算机录制声音，使用44 Khz的采样率以提供高质量的语音。这两个声学地图集将很快上传到Kishie的网站上; http://www.ias.tokushima-u.ac.jp/kokugo/kishie.htm。本网站将与中井的网站链接。在制作声学地图集的过程中，以下内容变得清晰。(1)We可以了解方言语音的变化和变异过程，将变化过程与地理分布进行比较。（2）这本地图集说明了听力对方言研究者的重要性。因为我们可以清楚地表明，两种听觉方式之间存在细微的差异。例如，我们做了一个输入声音数据的按钮：我们在列中输入每个说话者的数据，在行中输入每个项目的数据，虽然我们听到的是相同的声音数据，但听沿着每个说话者的数据的结果不同于听沿着每个项目的数据的结果。(3)We强调了向公众介绍方言语音的重要性，并提出了介绍方言语音的方法。

So far various dialect researchers in Japan have produced different linguistic atlases with multimedia personal computers, however, this is the first attempt in Japan to add speech sounds to linguistic atlases on computer screens. We named this linguistic atlases with sounds ‘Koe no Gengochizu', or ‘Acoustic Linguistic Atlas'.After making ‘Speaking Linguistic Atlas of Southern Kyushu' as a pilot atlas, we accomplished ‘Acoustic Linguistic Atlas of Western part of Japan'. It consists of totally 164 items, including 151 words such as eda ‘branch', enpitsu ‘pencil', and 13 greeting expressions such as Ohayou gozaimasu ‘Good morning'. We visited 65 points of the Western Japan from Toyama prefecture to Kagoshima prefecture to get sound data by interviewing. Recording sounds with a DAT or a computer, used a sampling rate of 44 Khz in order to provide high-quality voice. These two acoustic atlases will be soon uploaded on Kishie's website ; http://www.ias.tokushima-u.ac.jp/kokugo/kishie.htm. This website will be linked with Nakai's website.In the process to make acoustic atlases, the following became clear. (1)We can learn changes and variation of dialect sound in progress, comparing the process of change with the geographic distribution. (2)This atlas shows how important hearing is for dialect researchers. Because we can make it clear that there is a slight difference between two ways of hearing. For example, we made worksheets to enter sound data : we entered each speaker's data in columns and each item's data in rows, The result of hearing along each speaker's data differed from the result of hearing along each item's data, although we heard just the same sound data. (3)We insisted on the importance to introduce dialect sounds to the public, and presented the methods.