Authentic Discourse and Model Exemplars in Japanese Language Textbooks: A Case Study of Apologies and Requests

<p>In recent years, the communicative approach has prevailed in second language teaching, such that model dialogues are presented in textbooks for language learners. However, there has been little research on the extent to which such exemplars reflect authentic discourse in Japanese. This thesis, therefore, explores the speech acts of Japanese language native speakers (NSs), non-native speakers who are learning Japanese (NNSs), and discourse model examples presented in Japanese language textbooks (TXs) in order to investigate their similarities and differences, and thereby enhance the contents of textbooks. In particular, this thesis focuses on the discourse structure and expressions. The study takes a quantitative approach to the data analysis, using two different scenarios in settings of apology and requests. NSs pairs and NNSs pairs were requested to perform role-plays of two different scenarios in Japanese. The conversational data of the role-plays were transcribed, and the model exemplars of apology and request presented in the selected Japanese language textbooks were also analysed. The analysis employs the framework of cross-cultural speech act realisation patterns (CCSARP) of Blum-Kulka et al. (1989) to categorise utterances based on the intentions of the speakers into two parts, namely: Head Acts (HAs) and Supportive Moves (SMs). Once the data were classified by the CCSARP, individual HAs and SMs were sorted according to Brown and Levinson’s politeness theory (1987), which divides politeness strategies into four types: bald on record, positive politeness, negative politeness, and off record. By adopting both CCSARP and politeness theory, the characteristics of the discourse strategies and expressions of the three groups analysed in this thesis can be grasped. The analysis produces several new findings by identifying various ways in which the model dialogues in Japanese language textbooks fail to reflect the natural discourse of Japanese native speakers. The thesis presents suggestions for improvement for the benefit of textbook authors in future.</p>

Authentic Discourse and Model Exemplars in Japanese Language Textbooks: A Case Study of Apologies and Requests

<p>In recent years, the communicative approach has prevailed in second language teaching, such that model dialogues are presented in textbooks for language learners. However, there has been little research on the extent to which such exemplars reflect authentic discourse in Japanese. This thesis, therefore, explores the speech acts of Japanese language native speakers (NSs), non-native speakers who are learning Japanese (NNSs), and discourse model examples presented in Japanese language textbooks (TXs) in order to investigate their similarities and differences, and thereby enhance the contents of textbooks. In particular, this thesis focuses on the discourse structure and expressions. The study takes a quantitative approach to the data analysis, using two different scenarios in settings of apology and requests. NSs pairs and NNSs pairs were requested to perform role-plays of two different scenarios in Japanese. The conversational data of the role-plays were transcribed, and the model exemplars of apology and request presented in the selected Japanese language textbooks were also analysed. The analysis employs the framework of cross-cultural speech act realisation patterns (CCSARP) of Blum-Kulka et al. (1989) to categorise utterances based on the intentions of the speakers into two parts, namely: Head Acts (HAs) and Supportive Moves (SMs). Once the data were classified by the CCSARP, individual HAs and SMs were sorted according to Brown and Levinson’s politeness theory (1987), which divides politeness strategies into four types: bald on record, positive politeness, negative politeness, and off record. By adopting both CCSARP and politeness theory, the characteristics of the discourse strategies and expressions of the three groups analysed in this thesis can be grasped. The analysis produces several new findings by identifying various ways in which the model dialogues in Japanese language textbooks fail to reflect the natural discourse of Japanese native speakers. The thesis presents suggestions for improvement for the benefit of textbook authors in future.</p>

EKPLORASI BAHAN AJAR GEOMETRI DALAM KESINAMBUNGAN DISKURSUS MATEMATIKA

This research is an exploration of the implementation of learning geometry mathematics through discourse and aims to get a model of theaching materials as adevelopment of those used by lecturers so far. The research was carried out through questionnaires, direct observation, and discussion of critical discourse analysis and was linked to important needs in mathematicals literacy. Exploration is constructed through theoretical reviews, synthesis from previous research, and examples of development though discourse. The contens of the questionnaire follow the natural discourse of the presentation of theacing materials on the dispotitions of lecturers and students. In particular, the exploration of theaching materials as part of the means of disseminating a culture of mathematics, an aesthetic description of mathematics, and dominant aspecs of lecturers and students. Development road maps are done through centralized examination of discourse, where data tajen from oral and written delivery and from texts that extend views on mathematics and by opening the choice of lectures and students. The result showed the depth of the description of teaching materials without the assumption that curriculum were sufficient to obtain the effectiveness of mathematical literacy and as a more contextual product.Keywords: theaching material, curriculum, continuity of the discourse of mathematics

Suǒyǐ ‘so’, they are different: an integrated subjectivity account of Mandarin RESULT connectives in conversation, microblog and newspaper discourse

In this study, we analyze the meaning and use of Mandarin causal connectives kějiàn ‘therefore/it can be seen that’, suǒyǐ ‘so’, yīncǐ ‘for this reason’, and yúshì ‘thereupon/as a result’ in terms of causality and subjectivity. We adopt an integrated approach to subjectivity and analyze the subjectivity profile of a causal construction in terms of three features: the propositional attitude of the consequent, the identity of the subject of consciousness (SoC), and the linguistic realization of the SoC. The investigation is based on natural discourse produced in fundamentally distinctive channels, namely, spontaneous conversation, microblogging, and formal writing. Compared to previous studies, the empirical foundation is therefore enlarged and more varied. The results show that these connectives differ systematically from each other with regard to the above three features, and that the differences remain robust across the three discourse types. The relative importance of each feature in characterizing the connectives is also determined. The propositional attitude appears to be the most important subjectivity feature, followed by the linguistic realization of the SoC and the identity of the SoC.

THE DEVELOPMENT OF WITTGENSTEIN’S LOGICAL ANALYSIS OF LANGUAGE: FROM IDEAL LANGUAGE THEORY TO LANGUAGE GAMES

The purpose of this article is to elucidate the evolution of Wittgenstein’s philosophy. After having considered in the Tractatus, natural language as suffering from many deficiencies and does not respond to his aspirations which are the establishment of a logically perfect language by the precision and adjusting so that each object should correspond only one word, this position has evolved in Investigations for a reconsideration of natural language as having a particular importance for its infinite uses, that take the form of a "language- game" using specific rules. This new dynamic analysis of language, as opposed to the static analysis of the Tractatus, permitted natural discourse to regain its semantic dimension to remain creative and ingenious. What distinguishes the two theories? And what are the resulting philosophical consequences? This is what we will try to clarify.

DYSPHEMISMS IN ANIMATED FILMS

Current research focuses on an observational investigation of dysphemistic words and phrases in contemporary animated films. The language of animated films varies from other genres and styles, and this divergence from conventional language presents an important sociolinguistic problem. The main reason for the study is an assumption that authors and script writers of animated films use dysphemisms in this specific language style, despite the fact that they should be avoided. The study's methodological foundation is a corpus analysis which deals with three different corpora: the primary corpus – selected contemporary animated films (dating from 2017 to 2020) and the secondary – a) the native language corpus (Corpus of Contemporary American English - COCA), and b) Google search engine. The following goals were pursued in this dysphemism investigation: (1) the selection of animated films for the primary corpus, (2) identification of dysphemisms in the primary corpus, (3) sociolinguistic analysis and explanation of some of the most appealing expressions from the primary corpus, and (4) to cross-check some of the dysphemisms identified in the primary corpus against the secondary corpus. The authors believe that certain number of them are exclusive to animated films and cannot be found in the native discourse. The analysis has confirmed that the language of animated films contains dysphemisms, and that their number and nature vary from film to film. The most common dysphemisms can be found in all animated films, but those containing the most profane language are characteristic only for South Park. Further investigation revealed that certain number of dysphemistic expressions identified in the primary corpus can only be found in animated films and not in the natural discourse.

Cross Culture Understanding in EFL Teaching: An Analysis for Indonesia Context

This study attempts to elaborate on the importance of cultural understanding of English foreign learners’ communicative competence. In the English language teaching in Indonesia, the role of culture is a crucial thing which needs to be combined with the teaching material to assist teachers and students for reaching the learning objective. Based on the findings of some studies, English learners in Indonesia face several obstacles when they find some terms which are unable to get its point in the literal meaning. Understanding the background culture in learning English is expected to minimize students' misunderstanding and lead them to use proper English in real communication. Integrated teaching material which contains cultural contents and its backgrounds is one way to introduce English to the learners, not only as a language but as a culture as well. Providing topics of learning based on authentic sources from native English speaking countries such as fable, short story, conversation role-play, songs, and movie. Arranging integrated teaching material that covers listening, speaking, reading, and writing with included cultural or arts contents of English native speakers. The teacher should not only teach students in linguistic competence but should teach them communicative competence as well because mastering linguistic competence is insufficient to use English in natural discourse. The appropriateness of English in use toward communication context is the objective of understanding the culture and language.

A Discourse Analysis of Three Past TAM Forms in Vwanji

This paper presents data from Vwanji, an under-documented Bantu language spoken by approximately 28,000 people in southwestern Tanzania. Bantu languages are well known for having multiple degrees of past time reference grammaticalized in their TAM systems, and Vwanji is a good example of such a language, but one with some interesting typological differences from certain general TAM trends in Bantu languages noted in Nurse (2008). Three past TAM forms, in particular, are the focus of the research: P1 /Anterior SM-VB-ile, P2 SM-a-VB-a, and the Near Past Habitual SM-a-VB-aɣa. The analysis of data from a corpus of narrative and non-narrative texts (both written and oral) reveals that these three TAM forms have multiple discourse functions which do not necessarily follow in expected ways from their places in the TAM system as a whole. Comparing the Vwanji findings with those of neighbouring languages suggests some possible directions in which the verb forms in Vwanji may be changing functionally or being lost. The goal of this investigation is to increase understanding of a typologically interesting language which has not been well described and for which there is very little published data. The paper also shows the importance of taking natural discourse data into account when considering TAM functions in a language. Relying on elicited data alone may hide interesting complexities and variation.

BLINDED BY THE LIES? Toward an integrated definition of conspiracy theories

Despite widespread concern over the alleged rise of conspiracy theories, scholars continue to disagree whether it is possible to distinguish specific kinds of conspiracist accounts that can justifiably be denounced as objectionable. In this article, we review scholarship from multiple disciplines to develop a composite definition of “conspiracy theories proper” (CTP) that violate fundamental norms of democratic discourse. Besides referring to grand conspiracies to account for social phenomena, we argue, such conspiracy theories: (a) assume conspirators’ pervasive control over events and information, (b) construct dissent as a Manichean binary, and (c) employ an elusive, dogmatic epistemology. We discuss the operational potential and limitations of our definition using news user talkbacks on the U.S., British and German online editions of Russia Today (RT), a popular platform among proponents of out-of-mainstream political views. Identifying key operational challenges in the classification of natural discourse, we sketch avenues toward a more rigorous study of contentious political talk.