A study of Japanese back channels

1998 ◽  
Vol 15 ◽  
pp. 77-92
Author(s):  
Duck-Young Lee ◽  
Chiharu Mukai
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
Advanced Level ◽  
Functional Aspects ◽  
Japanese Learners ◽  
And Function

Abstract This study presents findings from an analysis of the conversational data involving the Japanese back channel with special attention to the comparison of back channel behaviour between Japanese native speakers and Japanese learners at an advanced level. While the analysis is based on four aspects of the back channel (i.e. form, frequency, location and function), the study reveals that native speakers and Japanese learners show significant differences particularly in the locational and functional aspects. There were also trends that the native speaker tends to use back channels in a way of supporting and encouraging the learner to participate in the conversation.

scholarly journals The use of pragmatic devices by German non-native speakers of English

2021 ◽  
Author(s):  
◽  
Agnes Terraschke
Keyword(s):  
New Zealand ◽  
Native Speakers ◽  
Native Speaker ◽  
Cross Cultural ◽  
Appropriate Use ◽  
Native Speakers Of English ◽  
And Function

<p>Mastering the pragmatic norms of another language is one of the greatest challenges to non-native speakers. One particularly difficult aspect of pragmatic conventions is the appropriate use of pragmatic devices such as like, you know, I think, and or something like that which have been found to serve a number of important textual and interactive functions in discourse. This study investigates the use of such devices by non-native speakers in cross-cultural conversations in terms of frequency and function in order to establish to what extent L2 usage differs from native speaker norms. In particular, the study examines the use of the English pragmatic devices like, eh and General Extenders (and things like that, or something like that) by German non-native speakers of English (GNNSE) in interactions with native speakers of New Zealand English (NSNZE). The results are compared with the use of these forms in native-native conversations in New Zealand English and the use of close equivalent forms in German by the same GNNSE. The analysis is based on a corpus of approximately 18 1⁄2 hours of dyadic conversation or about 224,338 words of transcription.</p>

scholarly journals The use of pragmatic devices by German non-native speakers of English

2021 ◽  
Author(s):  
◽  
Agnes Terraschke
Keyword(s):  
New Zealand ◽  
Native Speakers ◽  
Native Speaker ◽  
Cross Cultural ◽  
Appropriate Use ◽  
Native Speakers Of English ◽  
And Function

<p>Mastering the pragmatic norms of another language is one of the greatest challenges to non-native speakers. One particularly difficult aspect of pragmatic conventions is the appropriate use of pragmatic devices such as like, you know, I think, and or something like that which have been found to serve a number of important textual and interactive functions in discourse. This study investigates the use of such devices by non-native speakers in cross-cultural conversations in terms of frequency and function in order to establish to what extent L2 usage differs from native speaker norms. In particular, the study examines the use of the English pragmatic devices like, eh and General Extenders (and things like that, or something like that) by German non-native speakers of English (GNNSE) in interactions with native speakers of New Zealand English (NSNZE). The results are compared with the use of these forms in native-native conversations in New Zealand English and the use of close equivalent forms in German by the same GNNSE. The analysis is based on a corpus of approximately 18 1⁄2 hours of dyadic conversation or about 224,338 words of transcription.</p>

Polarity adverbs facilitate predictive processing in L2 Japanese

2021 ◽  
pp. 026765832110008
Author(s):  
Sanako Mitsugi
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
Negative Polarity ◽  
Predictive Processing ◽  
Test Case ◽  
Visual World Paradigm ◽  
Polarity Items ◽  
Sentence Meaning ◽  
L2 Learners ◽  
Japanese Learners

This study examines whether second language (L2) learners predict upcoming language prior to the verb in Japanese. Taking the dependency involving negative polarity adverbs – zenzen ‘at all’ and amari ‘(not) very’ – as a test case, this study examined whether Japanese native speakers and L2 learners of Japanese, aided by these adverbs, generate predictions of the polarity of the sentence-final verb. The visual-world paradigm experiment revealed that both native-speaker and L2-learner groups looked progressively more at the target picture before the negated verb when the information from adverbs was available than when it was not. The pattern of results underscores the usefulness of adverbial polarity items as predictive cues and indicates that they expedite the processing of negation in Japanese. Learners successfully exploited this information to generate nativelike predictions on sentence meaning.

scholarly journals Polite Requests of Indonesian Learners of FLE and French Native Speakers: An Interlanguage Study

2020 ◽  
Vol 3 (1) ◽  
pp. 216-226
Author(s):  
Elvi Syahrin ◽  
Tengku Silvana Sinar ◽  
Eddy Setia ◽  
Nurlela Nurlela
Keyword(s):  
Social Relationship ◽  
Speech Act ◽  
Native Speakers ◽  
Native Speaker ◽  
Cross Cultural ◽  
Baseline Data ◽  
Written Discourse ◽  
Advanced Level ◽  
Completion Test ◽  
The Cross

This study anchored in the field of Interlanguage Pragmatic (ILP). The approach taken is speech act based. The investigation focuses on realization of polite requests produced by Indonesian learners of Français langue étrangère (FLE) (henceforth abbreviated as ILF) and native speakers of French (henceforth abbreviated as NSF). The model used for the investigation is the Cross-Cultural Speech Act Realization Project (CCSARP) model formulated by Blum-Kulka et al. (1989), modified by Warga (2005) and Bae (2012). The model applied to the analysis of the data is based on three politeness systems of social relationship between speaker and addressee proposed by Scollon and Scollon (2001). Data was be collected by using Written Discourse Completion Test (WDCT). Six out of twelve request situations formulated by Reiter (2000) categorized into each politeness system were selected to be analyzed. The WDCT were tested to 20 ILF; 1 learner of Universitas Negeri Medan and 19 learners of Universitas Negeri Jakarta. The 20 participants are those who are certified of Diplôme d'études en langue française (DELF) of B2 level (advanced level). As the baseline data of the study, the e-mailed data of 20 NSF were also collected. The study found that there is a preference of Indonesian learners of FLE and native speaker of French to use Conventional Indirect strategy in their requests. This strategy, even realized in slightly different number of use, was highly used and considered to be the most polite request by the two groups.

scholarly journals Native Speaker’s Perception Of The Naturalness In The Japanese Speech Act Response Of Compliment Among Japanese Learners In Indonesia

IZUMI ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 1-10
Author(s):  
Bayu Aryanto ◽  
Syamsul Hadi ◽  
Tatang Hariri
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Horizontal Distance ◽  
Advanced Level ◽  
Native Japanese Speakers ◽  
Foreign Language Learners ◽  
Central Java ◽  
Pragmatic Failure ◽  
Compliment Responses ◽  
Japanese Learners

Responding to compliment sometimes puts the speech partner in a dilemma. Receiving a compliment can cause a chance of a self-compliment impression. If you refuse a compliment, it will give the impression of not appreciating the reasonable judgment of the speech partner (complimenter). This dilemma will be more complicated for foreign language learners, including those who have linguistic skills at an advanced level. This article contains how native speakers provide an assessment for the compliment responses of speeches to Japanese learners, especially in Central Java and D.I.Yogyakarta. Fifty-three respondents were Japanese learners, and five were native Japanese speakers as judges to assess the naturalness of the respondents' compliment speech responses. Among 424 responses of Japanese learners' compliment speech, 55 per cent of the respondents' speech was considered unnatural. It indicates that there has been a socio-pragmatic failure and a pragma-linguistic failure. Socio-pragmatic failure can be seen in the "lack of competence" to consider extra-linguistic factors, such as the failure to consider whom the partners are speaking, the failure to understand the horizontal distance and vertical distance speech partners. The use of speech levels that are not under the conversation context is quite visible in the data.

Giving Reasons as Politeness Strategy in Refusal Speech Act: A contrastive analysis on Japanese native speakers and Indonesian Japanese learners refusal speech act

2019 ◽  
Vol 4 (1) ◽  
pp. 16
Author(s):  
Lisda Nurjaleka
Keyword(s):  
Language Use ◽  
Speech Act ◽  
Native Speakers ◽  
Native Speaker ◽  
Cultural Background ◽  
Japanese Language ◽  
Contrastive Analysis ◽  
Cultural Discourses ◽  
Communicative Behaviors ◽  
Japanese Learners

Japanese Language considered as an HC (high context) language. It means that the context of communication is essential in socio-cultural discourses regarding Japanese language use. Nishijima (2007) stated that communicative behaviors are different in every language because of its’socio-cultural background. Japanese is a language that often considers other people’s feeling, especially interlocutor’s. This paper aims to analyze and explain how Japanese native speaker and Indonesian Japanese learners giving an explanation or reason ina refusal situation. The data in this study collected through DiscourseCompletion Test (DCT), consisting a single role-play situation which participant will read to elicit the response from another participant. The participants in this study including 16 Japanese Native Speakers (JNS) and 20 Indonesian Japanese Learners (IJL). The results of this study suggested that both JNS and IJL tend to explain their reason in a refusal situation based on the socio-cultural background in their language. JNS tend to make an excuse for the things that they can not do and ask if it may make their interlocutor in trouble because of their incapability. On the other hand, Indonesian tend to make an excuse because they feel they are incapable of doing the request.

The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 14
Author(s):  
Choong Pow Yean ◽  
Sarinah Bt Sharif ◽  
Normah Bt Ahmad
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Native Speaker ◽  
Japanese Culture ◽  
Japanese Language ◽  
Foreign Language Learners ◽  
Lexical Density

The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.

Improving EFL learners' pragmatic awareness

2003 ◽  
Vol 141-142 ◽  
pp. 199-223
Author(s):  
Seran Doğançay-Aktuna
Keyword(s):  
Language Use ◽  
Native Speaker ◽  
Effective Communication ◽  
Pragmatic Competence ◽  
Main Claim ◽  
Advanced Level ◽  
Efl Learners ◽  
Linguistic Resources ◽  
Pragmatic Awareness ◽  
Language Classrooms

This paper overviews the ways in which EFL learners' pragmatic awareness can be developed in language classrooms through focused instruction and practice. It argues that effective communication requires awareness of the conventions governing language use and attention to the characteristics of the context and the interlocutors, besides linguistic resources. The main claim is that even though some pragmatics data that is based on native speaker norms might not provide relevant models for learners of English as a foreign or international language, these learners still need to become aware of crosscultural variation in norms of language use and learn how to consider social and contextual factors surrounding effective communication. After defining pragmatic competence and transfer, the paper discusses possible ways for integrating pragmatic consciousness-raising into language teaching and the problems involved in this endeavour. It then describes a course designed to raise pragmatic awareness in advanced level EFL learners as part of their TEFL training program. The underlying principles, materials and sample activities of the course are presented and learners' reaction to the course is discussed.

The limits of extended naturalistic exposure on the perceptual mastery of English /r/ and /l/ by adult Japanese learners of English

1995 ◽  
Vol 16 (4) ◽  
pp. 380-406 ◽  
Author(s):  
Naoyuki Takagi ◽  
Virginia Mann
Keyword(s):  
United States ◽  
Native Speakers ◽  
The United States ◽  
Identification Accuracy ◽  
Spoken English ◽  
Japanese Learners Of English ◽  
Native Speakers Of English ◽  
Japanese Learners ◽  
One Year ◽  
Adult Exposure

AbstractTo evaluate the effect of extended adult exposure to authentic spoken English on the perceptual mastery of English /r/ and /l/, we tested 12 native speakers of English (A), 12 experienced Japanese (EJ) who had spent 12 or more years in the United States, and 12 less experienced Japanese (LJ) who had spent less than one year in the United States. The tests included the forced-choice identification of naturally produced /r/s and /1/s and the labeling of word-initial synthetic tokens that varied F2 and F3 to form an /r/-/l/-/w/ continuum. The F.Js’ mean performance in both tasks was closer to that of the As than the LJs, but nonetheless fell short. Extended exposure may improve /r/-/l/ identification accuracy; it does not ensure perfect perceptual mastery.

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