Re: JAreq?

みなさん、

きのうのText and Wording subgroup of the AG WGを受けて、いまこうなりました。

https://docs.google.com/document/d/1-sd-fmvZYXpyUPCVKYpWz-UEjbYxyitBrACGNmAS374/edit?pli=1&tab=t.0


文化審議会の「公用文作成の考え方（建議）」まで持ち出したのは、nested clause禁止という欧米中心のルールがWCAG
3に入っていることに対抗するためです。 「 修飾節は長いものから示すか、できれば文を分ける」も入れろと要求します。

村田 真

2026年7月19日(日) 16:31 MURATA <eb2mmrt@gmail.com>:

> 皆さん、
>
> 今のドラフトです。日本人には当たり前のことを延々と書いてあります。3章として具体的なrequirementを書くつもりです。AG
> WGからnoteで出せるかどうかはまだ分かりません。
>
> 村田 真
>
> Title: Accessibility requirements for Japanese Web Content
>
> Editor: Murata Makoto
>
> Abstract
>
>
> This document identifies accessibility requirements arising from the
> characteristics of the Japanese language and writing system. It provides a
> foundation for improving Web accessibility specifications and related
> technologies for Japanese users who experience reading difficulties.
>
> 1. Introduction
> 1.1 Purpose
>
> The purpose of this document is to provide a common reference for the
> development, maintenance, and review of Web accessibility specifications
> and related technologies for Japanese. It does so by identifying
> accessibility requirements that arise from the characteristics of the
> Japanese language and writing system, with particular attention to the
> needs of users who experience reading difficulties.
>
> The requirements identified in this document may also be useful to
> developers of authoring tools, user agents, reading systems, digital
> publication technologies, and other implementations that support Japanese
> content.
>
> 1.2 Relationship to Japanese Script Resources
>
> This document assumes familiarity with the terminology and concepts
> defined in Japanese Script Resources. Rather than repeating general
> descriptions of the Japanese writing system, this document highlights only
> those characteristics that have significant accessibility implications and
> derives accessibility requirements from them.
>
> 2. Accessibility-Relevant Characteristics of Japanese
>
> The following characteristics of Japanese have significant implications
> for accessibility.
>
> 2.1 Bunsetsu
>
> Bunsetsu is a linguistic unit consisting of a content word together with
> any accompanying function words. It plays a central role in Japanese
> reading and is often a more useful unit than the word for accessibility
> purposes.
>
> 2.2 Kanji and Kana
>
> Modern Japanese uses a combination of kanji, hiragana, and katakana. These
> scripts have different linguistic functions and present different
> accessibility challenges for different users.
>
> 1) Kanji
>
> In compulsory education, children learn 2136 kanji characters defined by
> the Japanese government. Beyond compulsory education, there is no official
> list of additional characters to learn. Nevertheless, newspapers, books,
> personal names, place names, and specialized documents regularly use
> several thousand additional kanji outside the jōyō set. Most of these
> characters occur infrequently, and many Japanese readers cannot recognize
> or read all of them without assistance.
>
> Thus, the readability of Japanese text depends on whether readers are
> familiar with the kanji being used. Reading aids are therefore important
> for many users, including children, people with dyslexia, language
> learners, and readers encountering uncommon characters.
>
> 2) Kana
>
> Some readers experience difficulty reading kana, including both hiragana
> and katakana. The nature and severity of these difficulties vary among
> individuals. For these readers, text written primarily in kana can present
> additional reading challenges.
>
> 2.3 Unspaced Text
>
> Japanese is normally written without spaces between bunsetsu. Instead,
> readers often rely on the alternation of kanji and kana to recognize
> bunsetsu boundaries. When text contains a high proportion of kana, these
> visual cues become weaker, making segmentation more difficult.
>
> The absence of explicit bunsetsu boundaries can present a major obstacle
> for some readers, especially those who experience reading difficulties.
> Providing automatic phrase segmentation or allowing users to insert spaces
> between bunsetsu can significantly improve readability for these readers.
>
> Example: The sentence 太鼓とバチを持ってきて ("Bring the drum and the drumsticks.")
> becomes たいことばちをもってきて when written entirely in hiragana. A Japanese reader
> with dyslexia reported interpreting this as たい｜ことば ｜ち (red snapper | word |
> blood)をもってきて, rather than たいこ｜と｜ばち(drum|and|stick)をもってきて, and therefore
> could not understand the instruction. This example illustrates how the
> absence of explicit bunsetsu boundaries can interfere with text
> segmentation and comprehension.
>
> 2.4 Vertical and Horizontal Writing
>
> Japanese is commonly written in both vertical and horizontal directions.
> Books, newspapers, and literary works are often published vertically, while
> web pages, technical documents, and many digital publications are commonly
> presented horizontally.
>
> While many readers can read both writing directions without difficulty,
> some readers find vertical text substantially more difficult to read than
> horizontal text. Reports from Japanese accessibility organizations and
> readers with dyslexia indicate that vertical writing may present a
> significant accessibility barrier.  A much smaller number of readers report
> the opposite preference.
>
> 2.5 Ruby Annotations
>
> Ruby annotations provide pronunciation or other explanatory information
> associated with base text. In Japanese, they are most commonly used to
> indicate the pronunciation of kanji.
>
> The need for ruby annotations varies considerably among individuals. Some
> readers require ruby for nearly all kanji, while others need it only for
> unfamiliar or difficult characters. The amount of ruby required varies
> considerably among individuals.
>
> Ruby annotations themselves can also create accessibility barriers. Some
> readers have difficulty distinguishing ruby text from its base text, while
> others, including some people with low vision, find conventional ruby text
> too small to read comfortably. Allowing users to adjust the size and color
> of ruby annotations, or to choose other alternative presentations, can
> substantially improve readability.
>
> Unlike ordinary text, ruby annotations form a parallel annotation
> associated with the base text rather than a simple sequence of characters.
> This means that Japanese text cannot always be regarded as a simple
> sequence of characters.
>
> 2.6 User-Perceived Characters
>
> In Japanese, user-perceived characters are well represented by Unicode
> extended grapheme clusters. Consequently, this document uses extended
> grapheme clusters as the basis for character-level accessibility
> requirements.
>
> Note: Emoji require special consideration and are not discussed in this
> document yet.
>
>
>
> 2026年7月17日(金) 17:48 Yasuo Kida <kida@mac.com>:
>
>> 別文章を作るのは賛成です。作って存在しているということ自体が意味を持つと思います。
>>
>>
>> ただし、完結した文書としてjlreq-dにおいても重要な点をカバーしておくべきかと思います。jlreq-dだけ見る、というケースも考える必要があります。全ての人に知って欲しいことはjlreq-dにあり、そしてアクセシビリティに目を向けた人のための専用文書がある、という二段構成はどうでしょう。
>>
>> 木田
>>
>> 2026/07/17 15:52、MURATA <eb2mmrt@gmail.com>のメール:
>>
>>
>>> >Accessibility Guidelines
>>> WGと話していると、基本的な前提（たとえば単語や文節）について認識の違いが大きいことに気づかされます。もちろん縦書きやルビなんて名前しか知らない。
>>> >
>>>
>>>
>>>
>>> また，執筆編にとっても，アクセシビリティは重要な要素ではあるが，内容の1項目にしかならない．また，この執筆編は，ある意味で日本語をある程度は常識として持っていることが前提です．
>>>
>>>
>>> ということを考えれば，jlreq-dでもアクセシビリティは重要だということは触れるとして，別に日本語を知らないということを前提にして，別にした方がよいかもしれない．
>>>
>>
>> やはり、別文書のほうがよさそうですね。
>>
>> RichardのJapanese Script Resources <https://www.w3.org/TR/jpan-lreq/>
>>  を私は知りませんでした。組版に深入りせずに、日本語テキストとは何かを説明しているので、広範囲の人に読んでもらえる文書だと思います。
>> これを参照しつつJAreqを書くと、私がさっきまで考えていたより、はるかに楽になります。
>>
>> --
>>  --
>> 東日本国際大学客員教授
>> 村田 真
>>
>>
>>
>
> --
>  --
> 東日本国際大学客員教授
> 村田 真
>


-- 
 --
東日本国際大学客員教授
村田 真