Research in Comparative and International Education, 2024
In recent decades, international academic mobility has emerged as a rapidly growing and dynamic p... more In recent decades, international academic mobility has emerged as a rapidly growing and dynamic phenomenon within the realm of higher education, expanding and evolving the concept of a study abroad. Millions of students aspire to cross international borders to experience diverse cultures, form new social connections, gain global perspectives, and enhance their educational experiences (Mammadova, 2023a). In response, policymakers, university administrators, and other stakeholders involved in mobility programs have worked diligently to meet the evolving needs of students, striving to make these programs more accessible and user-friendly. In other words, international mobility programs offered by Erasmus+, the European Union, eTwinning, and other similar initiatives have gained widespread adoption within the global academic community.
Traditional izakayas ("pubs") are spaces where people socially consume food and alcohol. Although... more Traditional izakayas ("pubs") are spaces where people socially consume food and alcohol. Although ubiquitous in Japan, izakayas are slowly disappearing due to changing economic factors. Researchers have begun to document the sociolinguistic activities in these spaces; however, further examination of interactants' behaviours is needed. Thus, in this study, we sociopragmatically investigated the progressivity of initial service encounters that routinely occur within the drama series Shin'ya Shokudō ("Midnight Diner") from macro, meso, and micro perspectives. Specifically, we examined how interactants enter the establishment and perform direct requests and how interpersonal talk progresses. Results show that interactants perform service encounters in routine-like ways, using a variety of polite and casual expressions. Overall, the study highlights the formulaic nature of these izakaya performances, which are not typically observable in other contexts. Furthermore, the study supports previous research that shows how transactional and interpersonal talk are imbued in some service encounter contexts.
Academic Mobility through the Lens of Language and Identity, Global Pandemics, and Distance Internationalization, 2023
Currently, few studies have explored coordinators' experiences managing study abroad programs (SA... more Currently, few studies have explored coordinators' experiences managing study abroad programs (SA) during the COVID-19 pandemic. In this case study, faculty members were responsible for managing a compulsory one-year study abroad program for undergraduate students enrolled in a four-year foreign language faculty in Japan. As a result, five academic staff members responded to a qualitative survey that asked them to reflect on the challenges and opportunities they faced while facilitating a SA program during the pandemic. Participants also evaluated online SA considering their overall program goals. The results show that students had positive (e.g., language development) and negative experiences (e.g., insufficient intercultural experiences) through online SA. For coordinators, despite several challenges (e.g., program cancellations), there were also some opportunities for program improvement (e.g., program flexibility). Overall, this chapter provides a snapshot of the experiences of one university and its academic staff facilitating a SA program during the pandemic and explores solutions to some of the issues stakeholders have faced during an unprecedented time.
Students who undertake long-term study abroad often show significant improvements in sociopragmat... more Students who undertake long-term study abroad often show significant improvements in sociopragmatic competence (e.g., Ren, 2013), lexical development (e.g., Du, 2022), and writing (e.g., Sasaki, 2011) in a second language. Furthermore, studying abroad provides a unique opportunity for intercultural and interpersonal growth. As a result of the COVID-19 pandemic, however, many learners have had to cope with significant and unexpected changes to their study abroad experience. In particular, with the necessity of social distancing during a pandemic, the lives of students abroad have been (mostly) negatively affected due to the restrictions placed upon face-to-face interaction both inside and outside of the classroom. The current study reports on the interviews of nine Japanese university students who studied abroad in several locations around the world in 2020 during the pandemic. The data from the participants were coded and categorized according to themes to discern commonalities among them. We found that online learning formats and living arrangements had the biggest impact on students’ experiences. For example, interactive and engaging classes online were perceived as more enjoyable. Similarly, those who lived with other people and could interact daily reported more favourable experiences. Furthermore, the data revealed unexpected upsides to studying abroad during a pandemic, such as learning to use technology and expressing a more profound appreciation for communication and friendship.
Intercultural competence has become a central feature of intercultural communication education as... more Intercultural competence has become a central feature of intercultural communication education as a means of assessing students' development. Like other university courses, teachers and other stakeholders need to find ways to account for students' development and achievement in intercultural learning. Previous research has shown that there is not one single way to account for a student's intercultural competence; instead employing a variety of measures such as quizzes, interaction activities, interviews, and surveys is advocated in determining a student's intercultural development in a classroom setting. As a result, in this study, participants' (n = 48) responses to situational judgement tests are analysed and explored. Specifically, participants responded to three cross-cultural workplace videos that depicted various intercultural incidents such as a misperception of time, unawareness of appropriate language and communicative behaviours in the workplace, and cultural differences in non-verbal communication. Overall, the results showed that participants can articulate an awareness of various intercultural concepts prompted by the videos. Furthermore, participants were able to demonstrate facets of intercultural competence by observing and reflecting on various issues in the workplace. However, the analysis revealed that participants' reports are often inconsistent and varied in terms of complexity. In addition, grading the assessment is time-consuming and additional rubrics and raters may be required to evaluate student reports accurately and consistently. Despite these challenges, the study shows that situational judgement tests are effective in assessing students' intercultural knowledge, skills, and attitudes. Using authentic materials can also be a beneficial tool, particularly in culturally homogenous EMI classrooms.
The Journal of Asian Linguistic Anthropology, 2022
The izakaya is a ubiquitous destination in Japan for professionals, families, university students... more The izakaya is a ubiquitous destination in Japan for professionals, families, university students, and tourists alike. They are places for socialising, eating, doing business, making friends, and celebrating life, typically with the help of alcohol. While these places are found in every corner of Japan, they have been seldom analysed in light of the sociopragmatic activities that occur in them or their cultural significance. Thus, this study investigates the Japanese izakaya-based Netflix drama, 深夜食堂 Shin’ya Shokudō (‘midnight diner’).
Through a sociopragmatic analysis of ten episodes of this drama, this study explores the progressivity of service encounters and describes other social activities that occur in this space. Other social activities include telling jokes and taking offense and alternative uses of the izakaya. In addition, this study proposes a contextual schema for initial service encounters and demonstrates how the izakaya can be used as a resource for mitigating stress and community support. The results show the significance of these spaces in Japanese society. The types of sociolinguistic activities that occur in an izakaya may not take place in other social settings in Japan, making them unique and offering researchers an opportunity to view particular sociolinguistic activities in a dramatic setting.
本稿は居酒屋での言語使用を調査する研究プロジェクトのパイロットスタディであり、居酒屋での言語使用の特徴を分析し、その特徴が居酒屋という特殊な場での人間関係の構築にどのように関連しているかを考察す... more 本稿は居酒屋での言語使用を調査する研究プロジェクトのパイロットスタディであり、居酒屋での言語使用の特徴を分析し、その特徴が居酒屋という特殊な場での人間関係の構築にどのように関連しているかを考察する。テレビドラマ『深夜食堂』からデータを集め分析した結果、その居酒屋店内での会話の基本的スピーチレベルは非敬体であると確認できた。また、コミュニケーションの目的によるスピーチレベルのシフトも観察された。非敬体の使用は人々に親近感を持たせる一方、ポライトネスストラテジーとしての敬体へのシフトは話者間に程よい距離感を保ちお互いのフェイス維持にも繋がる。このバランスの取った言語使用は居酒屋の居心地の良さを醸成に大きな役割を果たすと考えられる。
This is a pilot study of a much larger research project, that investigates the language use in Izakayas (‘tavern, pub’). Drawing upon data extracted from a Japanese television drama set in an Izakaya, known as Shinya Shokudo “Midnight Diner”, this study confirmed that the unmarked speech style of conversations inside the Izakaya is non-polite forms. Furthermore, interactants occasionally shift their speech style to polite forms, for instance, when asking questions about others. Based on the findings, this study claims that the characteristics of language use in this context contribute greatly to the constructions and maintenance of the entire relaxed atmosphere and the closeness between people inside the izakaya. Using non-polite forms to each other allows people to free themselves from restraints of social norms in a strict hierarchical society, while shifting to polite forms can reduce the force of any potential face-threatening acts. The balanced interpersonal relationships achieved via these characteristics of language use make the conversations enjoyable and the Izakaya a comfortable place.
Researchers and intercultural educators have put forward various theoretical principles and pedag... more Researchers and intercultural educators have put forward various theoretical principles and pedagogical ideas related to the design and implementation of intercultural communication (IC) courses. Recently, researchers have called for curriculum development to include students' voices about their intercultural communication education (ICE). This paper reports on a study which examined 42 students' perceptions of an intercultural communication course taught over one semester at a university in Japan, focusing in particular on motivations for students' intercultural learning and their strategies for maintaining or further developing their IC competence upon completing their studies. Students were also asked to consider the significance of ICE in terms of their life experiences. Survey results revealed that participants enrolled in the IC course to reflect on their study abroad experiences, develop tangible skills for their vocations, and effectively manage IC interactions. They also claimed that learning about perceptions and IC transitions contributed to their understanding of their own experiences and broader intercultural issues. The study contributes to understanding of what students who choose to enrol in an IC course potentially seek from such a course in this context and how they interpret its significance in terms of their own goals and anticipated life trajectories. It also offers some implications for the design of future IC courses.
In this short paper, I reflect on my own writing experiences as an early career researcher and de... more In this short paper, I reflect on my own writing experiences as an early career researcher and describe three main points that I have learned along the way, that may be of some use to those wanting to improve their own academic writing. In other words, I discuss the ideas and strategies that I wish I had of known when I began academic writing. The first point that I cover is the importance of reading. In particular, reading the literature in your field and finding suitable models for your own writing. The second point that I discuss is the usefulness of sharing your work with others. This helps writers 'get into the mind of their reader', which is essential for explaining complex concepts or ideas. Further, sharing your work may help those who are struggling with motivation, as having another person looking at your work may make you more accountable. The last point that I focus on is using technology to assist with your writing and help with particular 'moves' in the academic genre. Specifically, I discuss the use of an online tool (AWSuM) for second language English writers. While I have taught writing to undergraduates, postgraduates and professors in Japan, this paper is aimed toward those who are struggling with particular academic writing strategies. As such, I offer some insights into my own strategies for writing in no particular order of importance.
The aim of this article is to explore the responses given by Japanese L1 participants in a pilot ... more The aim of this article is to explore the responses given by Japanese L1 participants in a pilot study on aizuchi and question whether or not these responses can aid in the research of aizuchi behaviour. This article defines aizuchi ('listener response') as a linguistic device that is utilised by the listener to send verbal and non-verbal cues to the speaker. These cues include un ('yeah'), hai ('yes') and head nodding. If participant responses about aizuchi are helpful to researchers, in what ways do they inform researchers' understanding of aizuchi behaviour or the way in which aizuchi behaviour is analysed? This article draws upon insights gained through a pilot study where the responses made by participants are examined. Participant responses reveal that there are both sociocultural and conversation management strategies involved in the form, frequency, function and, more interestingly, intention of aizuchi behaviour. This article also suggests Interactional Sociolinguistics as a possible theoretical framework in order to analyse aizuchi behaviour. The findings of this research conclude that participant responses do, in fact, provide insights into aizuchi research and, also, signposts other important areas of aizuchi behavior, such as 'aizuchi etiquette' training found in some Japanese companies, the definition of aizuchi itself, the role of the listener and the cultural perceptions of communication in Japanese.
Aizuchi refers to particular utterances performed by listeners during interaction such as un (‘ye... more Aizuchi refers to particular utterances performed by listeners during interaction such as un (‘yeah’). Previous researchers have claimed that L1 Japanese speakers have a heightened sense of awareness of aizuchi when compared to speakers of other languages. However, researchers have yet to formally establish the ways in which Japanese speakers are aware of this phenomenon. As a result, this study reports on L1 Japanese speaking participants’ descriptions of aizuchi. These descriptions were elicited through semi-structured reflective interviews and were folk linguistically analysed. The results indicate that participants can articulate accurate and detailed descriptions of aizuchi, when they were compared to previous research findings. Specifically, participants described aizuchi as a particular form, as an affective function, and/or as an interactional function. Participants also distinguished aizuchi responses from other forms of verbal and non-verbal listening behaviours, which they typically described as “reactions”. Consequently, a taxonomy of listening responses in Japanese is proposed in this study. Overall, this research establishes L1 Japanese speakers’ explicit knowledge about aizuchi, which may have implications for other languages, interactional-oriented studies, and Japanese second language classrooms.
Allen, T.J. (2017). Sensei’s tips on aizuchi. In B. Kennett & Y. Nagata (Eds.), Learning Japanese... more Allen, T.J. (2017). Sensei’s tips on aizuchi. In B. Kennett & Y. Nagata (Eds.), Learning Japanese: Voices of Experience (pp. 153-158). Candlin & Mynard ePublishing, Hong Kong.
Writing groups have been implemented in higher education institutions in the US, UK and Australia... more Writing groups have been implemented in higher education institutions in the US, UK and Australia as a means of supporting a writer’s productivity (e.g., journal articles or book chapters) as well as developing their soft academic skills (e.g., collegiality). However, writing groups are seldom discussed in the Japanese context. Therefore, this study describes the development, facilitation and implications of writing groups at a Japanese university (i.e., graduate and faculty level groups who met on a weekly basis for eight to ten weeks). The ways in which the facilitator managed each group using structured and unstructured approaches are discussed focusing on a description of the social, theoretical and practical activities of each group. In order to analyze the efficacy of the writing groups, participant experiences were explored in terms of their initial assumptions, expectations and successes. Finally, the characteristics of the two writing groups are compared to previous research findings. The comparison demonstrates that both groups are similar to those in other contexts. Group members are faced with universal issues such as time pressures, motivation, and varying writing abilities. Overall, this study draws attention to the characteristics of two types of writing groups at this particular university, and begins the conversation regarding the development, facilitation and efficacy of these groups in the Japanese context.
This paper re-examines theories of linguistic politeness in Japanese, and holds that linguistic p... more This paper re-examines theories of linguistic politeness in Japanese, and holds that linguistic po- liteness is a very complicated issue influenced by multiple factors in different layers including general face wants of participants, the participants’ societal positions and social relationships, so- cial norm that the interactants share, the interactants’ discernment or interpretation of the social rules, immediate context of the interaction, and possible strategies for the interactants to choose under the constrains of the other simultaneously functioning factors. Based on the data collected from recent Japanese TV dramas, this study maintains that, as a general principle, Brown and Levinson’s (1978, 1987) theory of face does apply to Japanese language and culture and forms the base of politeness. Similarly as in any other culture, facework in successful communication in Japanese is a result of choice by an interlocutor in accordance with normative polite practices. What makes linguistic politeness in Japanese unique is not that Japanese speakers need to act ap- propriately according to their social norm, but that their discernment (wakimae) and recognition of the social position and relationship (tachiba) of the participants, which form the second layer of the determining factors of politeness, make speakers of Japanese always attend to and try to fulfil the other participant’s face want including both positive and negative face, and, at the same time, maintain their own positive face but rarely claim their own negative face especially when an in- teractant has less power and in a lower social position in an interaction. The data also suggest a model of face-redressing strategies co-occurring with face threatening acts (FTA) in Japanese.
Research in Comparative and International Education, 2024
In recent decades, international academic mobility has emerged as a rapidly growing and dynamic p... more In recent decades, international academic mobility has emerged as a rapidly growing and dynamic phenomenon within the realm of higher education, expanding and evolving the concept of a study abroad. Millions of students aspire to cross international borders to experience diverse cultures, form new social connections, gain global perspectives, and enhance their educational experiences (Mammadova, 2023a). In response, policymakers, university administrators, and other stakeholders involved in mobility programs have worked diligently to meet the evolving needs of students, striving to make these programs more accessible and user-friendly. In other words, international mobility programs offered by Erasmus+, the European Union, eTwinning, and other similar initiatives have gained widespread adoption within the global academic community.
Traditional izakayas ("pubs") are spaces where people socially consume food and alcohol. Although... more Traditional izakayas ("pubs") are spaces where people socially consume food and alcohol. Although ubiquitous in Japan, izakayas are slowly disappearing due to changing economic factors. Researchers have begun to document the sociolinguistic activities in these spaces; however, further examination of interactants' behaviours is needed. Thus, in this study, we sociopragmatically investigated the progressivity of initial service encounters that routinely occur within the drama series Shin'ya Shokudō ("Midnight Diner") from macro, meso, and micro perspectives. Specifically, we examined how interactants enter the establishment and perform direct requests and how interpersonal talk progresses. Results show that interactants perform service encounters in routine-like ways, using a variety of polite and casual expressions. Overall, the study highlights the formulaic nature of these izakaya performances, which are not typically observable in other contexts. Furthermore, the study supports previous research that shows how transactional and interpersonal talk are imbued in some service encounter contexts.
Academic Mobility through the Lens of Language and Identity, Global Pandemics, and Distance Internationalization, 2023
Currently, few studies have explored coordinators' experiences managing study abroad programs (SA... more Currently, few studies have explored coordinators' experiences managing study abroad programs (SA) during the COVID-19 pandemic. In this case study, faculty members were responsible for managing a compulsory one-year study abroad program for undergraduate students enrolled in a four-year foreign language faculty in Japan. As a result, five academic staff members responded to a qualitative survey that asked them to reflect on the challenges and opportunities they faced while facilitating a SA program during the pandemic. Participants also evaluated online SA considering their overall program goals. The results show that students had positive (e.g., language development) and negative experiences (e.g., insufficient intercultural experiences) through online SA. For coordinators, despite several challenges (e.g., program cancellations), there were also some opportunities for program improvement (e.g., program flexibility). Overall, this chapter provides a snapshot of the experiences of one university and its academic staff facilitating a SA program during the pandemic and explores solutions to some of the issues stakeholders have faced during an unprecedented time.
Students who undertake long-term study abroad often show significant improvements in sociopragmat... more Students who undertake long-term study abroad often show significant improvements in sociopragmatic competence (e.g., Ren, 2013), lexical development (e.g., Du, 2022), and writing (e.g., Sasaki, 2011) in a second language. Furthermore, studying abroad provides a unique opportunity for intercultural and interpersonal growth. As a result of the COVID-19 pandemic, however, many learners have had to cope with significant and unexpected changes to their study abroad experience. In particular, with the necessity of social distancing during a pandemic, the lives of students abroad have been (mostly) negatively affected due to the restrictions placed upon face-to-face interaction both inside and outside of the classroom. The current study reports on the interviews of nine Japanese university students who studied abroad in several locations around the world in 2020 during the pandemic. The data from the participants were coded and categorized according to themes to discern commonalities among them. We found that online learning formats and living arrangements had the biggest impact on students’ experiences. For example, interactive and engaging classes online were perceived as more enjoyable. Similarly, those who lived with other people and could interact daily reported more favourable experiences. Furthermore, the data revealed unexpected upsides to studying abroad during a pandemic, such as learning to use technology and expressing a more profound appreciation for communication and friendship.
Intercultural competence has become a central feature of intercultural communication education as... more Intercultural competence has become a central feature of intercultural communication education as a means of assessing students' development. Like other university courses, teachers and other stakeholders need to find ways to account for students' development and achievement in intercultural learning. Previous research has shown that there is not one single way to account for a student's intercultural competence; instead employing a variety of measures such as quizzes, interaction activities, interviews, and surveys is advocated in determining a student's intercultural development in a classroom setting. As a result, in this study, participants' (n = 48) responses to situational judgement tests are analysed and explored. Specifically, participants responded to three cross-cultural workplace videos that depicted various intercultural incidents such as a misperception of time, unawareness of appropriate language and communicative behaviours in the workplace, and cultural differences in non-verbal communication. Overall, the results showed that participants can articulate an awareness of various intercultural concepts prompted by the videos. Furthermore, participants were able to demonstrate facets of intercultural competence by observing and reflecting on various issues in the workplace. However, the analysis revealed that participants' reports are often inconsistent and varied in terms of complexity. In addition, grading the assessment is time-consuming and additional rubrics and raters may be required to evaluate student reports accurately and consistently. Despite these challenges, the study shows that situational judgement tests are effective in assessing students' intercultural knowledge, skills, and attitudes. Using authentic materials can also be a beneficial tool, particularly in culturally homogenous EMI classrooms.
The Journal of Asian Linguistic Anthropology, 2022
The izakaya is a ubiquitous destination in Japan for professionals, families, university students... more The izakaya is a ubiquitous destination in Japan for professionals, families, university students, and tourists alike. They are places for socialising, eating, doing business, making friends, and celebrating life, typically with the help of alcohol. While these places are found in every corner of Japan, they have been seldom analysed in light of the sociopragmatic activities that occur in them or their cultural significance. Thus, this study investigates the Japanese izakaya-based Netflix drama, 深夜食堂 Shin’ya Shokudō (‘midnight diner’).
Through a sociopragmatic analysis of ten episodes of this drama, this study explores the progressivity of service encounters and describes other social activities that occur in this space. Other social activities include telling jokes and taking offense and alternative uses of the izakaya. In addition, this study proposes a contextual schema for initial service encounters and demonstrates how the izakaya can be used as a resource for mitigating stress and community support. The results show the significance of these spaces in Japanese society. The types of sociolinguistic activities that occur in an izakaya may not take place in other social settings in Japan, making them unique and offering researchers an opportunity to view particular sociolinguistic activities in a dramatic setting.
本稿は居酒屋での言語使用を調査する研究プロジェクトのパイロットスタディであり、居酒屋での言語使用の特徴を分析し、その特徴が居酒屋という特殊な場での人間関係の構築にどのように関連しているかを考察す... more 本稿は居酒屋での言語使用を調査する研究プロジェクトのパイロットスタディであり、居酒屋での言語使用の特徴を分析し、その特徴が居酒屋という特殊な場での人間関係の構築にどのように関連しているかを考察する。テレビドラマ『深夜食堂』からデータを集め分析した結果、その居酒屋店内での会話の基本的スピーチレベルは非敬体であると確認できた。また、コミュニケーションの目的によるスピーチレベルのシフトも観察された。非敬体の使用は人々に親近感を持たせる一方、ポライトネスストラテジーとしての敬体へのシフトは話者間に程よい距離感を保ちお互いのフェイス維持にも繋がる。このバランスの取った言語使用は居酒屋の居心地の良さを醸成に大きな役割を果たすと考えられる。
This is a pilot study of a much larger research project, that investigates the language use in Izakayas (‘tavern, pub’). Drawing upon data extracted from a Japanese television drama set in an Izakaya, known as Shinya Shokudo “Midnight Diner”, this study confirmed that the unmarked speech style of conversations inside the Izakaya is non-polite forms. Furthermore, interactants occasionally shift their speech style to polite forms, for instance, when asking questions about others. Based on the findings, this study claims that the characteristics of language use in this context contribute greatly to the constructions and maintenance of the entire relaxed atmosphere and the closeness between people inside the izakaya. Using non-polite forms to each other allows people to free themselves from restraints of social norms in a strict hierarchical society, while shifting to polite forms can reduce the force of any potential face-threatening acts. The balanced interpersonal relationships achieved via these characteristics of language use make the conversations enjoyable and the Izakaya a comfortable place.
Researchers and intercultural educators have put forward various theoretical principles and pedag... more Researchers and intercultural educators have put forward various theoretical principles and pedagogical ideas related to the design and implementation of intercultural communication (IC) courses. Recently, researchers have called for curriculum development to include students' voices about their intercultural communication education (ICE). This paper reports on a study which examined 42 students' perceptions of an intercultural communication course taught over one semester at a university in Japan, focusing in particular on motivations for students' intercultural learning and their strategies for maintaining or further developing their IC competence upon completing their studies. Students were also asked to consider the significance of ICE in terms of their life experiences. Survey results revealed that participants enrolled in the IC course to reflect on their study abroad experiences, develop tangible skills for their vocations, and effectively manage IC interactions. They also claimed that learning about perceptions and IC transitions contributed to their understanding of their own experiences and broader intercultural issues. The study contributes to understanding of what students who choose to enrol in an IC course potentially seek from such a course in this context and how they interpret its significance in terms of their own goals and anticipated life trajectories. It also offers some implications for the design of future IC courses.
In this short paper, I reflect on my own writing experiences as an early career researcher and de... more In this short paper, I reflect on my own writing experiences as an early career researcher and describe three main points that I have learned along the way, that may be of some use to those wanting to improve their own academic writing. In other words, I discuss the ideas and strategies that I wish I had of known when I began academic writing. The first point that I cover is the importance of reading. In particular, reading the literature in your field and finding suitable models for your own writing. The second point that I discuss is the usefulness of sharing your work with others. This helps writers 'get into the mind of their reader', which is essential for explaining complex concepts or ideas. Further, sharing your work may help those who are struggling with motivation, as having another person looking at your work may make you more accountable. The last point that I focus on is using technology to assist with your writing and help with particular 'moves' in the academic genre. Specifically, I discuss the use of an online tool (AWSuM) for second language English writers. While I have taught writing to undergraduates, postgraduates and professors in Japan, this paper is aimed toward those who are struggling with particular academic writing strategies. As such, I offer some insights into my own strategies for writing in no particular order of importance.
The aim of this article is to explore the responses given by Japanese L1 participants in a pilot ... more The aim of this article is to explore the responses given by Japanese L1 participants in a pilot study on aizuchi and question whether or not these responses can aid in the research of aizuchi behaviour. This article defines aizuchi ('listener response') as a linguistic device that is utilised by the listener to send verbal and non-verbal cues to the speaker. These cues include un ('yeah'), hai ('yes') and head nodding. If participant responses about aizuchi are helpful to researchers, in what ways do they inform researchers' understanding of aizuchi behaviour or the way in which aizuchi behaviour is analysed? This article draws upon insights gained through a pilot study where the responses made by participants are examined. Participant responses reveal that there are both sociocultural and conversation management strategies involved in the form, frequency, function and, more interestingly, intention of aizuchi behaviour. This article also suggests Interactional Sociolinguistics as a possible theoretical framework in order to analyse aizuchi behaviour. The findings of this research conclude that participant responses do, in fact, provide insights into aizuchi research and, also, signposts other important areas of aizuchi behavior, such as 'aizuchi etiquette' training found in some Japanese companies, the definition of aizuchi itself, the role of the listener and the cultural perceptions of communication in Japanese.
Aizuchi refers to particular utterances performed by listeners during interaction such as un (‘ye... more Aizuchi refers to particular utterances performed by listeners during interaction such as un (‘yeah’). Previous researchers have claimed that L1 Japanese speakers have a heightened sense of awareness of aizuchi when compared to speakers of other languages. However, researchers have yet to formally establish the ways in which Japanese speakers are aware of this phenomenon. As a result, this study reports on L1 Japanese speaking participants’ descriptions of aizuchi. These descriptions were elicited through semi-structured reflective interviews and were folk linguistically analysed. The results indicate that participants can articulate accurate and detailed descriptions of aizuchi, when they were compared to previous research findings. Specifically, participants described aizuchi as a particular form, as an affective function, and/or as an interactional function. Participants also distinguished aizuchi responses from other forms of verbal and non-verbal listening behaviours, which they typically described as “reactions”. Consequently, a taxonomy of listening responses in Japanese is proposed in this study. Overall, this research establishes L1 Japanese speakers’ explicit knowledge about aizuchi, which may have implications for other languages, interactional-oriented studies, and Japanese second language classrooms.
Allen, T.J. (2017). Sensei’s tips on aizuchi. In B. Kennett & Y. Nagata (Eds.), Learning Japanese... more Allen, T.J. (2017). Sensei’s tips on aizuchi. In B. Kennett & Y. Nagata (Eds.), Learning Japanese: Voices of Experience (pp. 153-158). Candlin & Mynard ePublishing, Hong Kong.
Writing groups have been implemented in higher education institutions in the US, UK and Australia... more Writing groups have been implemented in higher education institutions in the US, UK and Australia as a means of supporting a writer’s productivity (e.g., journal articles or book chapters) as well as developing their soft academic skills (e.g., collegiality). However, writing groups are seldom discussed in the Japanese context. Therefore, this study describes the development, facilitation and implications of writing groups at a Japanese university (i.e., graduate and faculty level groups who met on a weekly basis for eight to ten weeks). The ways in which the facilitator managed each group using structured and unstructured approaches are discussed focusing on a description of the social, theoretical and practical activities of each group. In order to analyze the efficacy of the writing groups, participant experiences were explored in terms of their initial assumptions, expectations and successes. Finally, the characteristics of the two writing groups are compared to previous research findings. The comparison demonstrates that both groups are similar to those in other contexts. Group members are faced with universal issues such as time pressures, motivation, and varying writing abilities. Overall, this study draws attention to the characteristics of two types of writing groups at this particular university, and begins the conversation regarding the development, facilitation and efficacy of these groups in the Japanese context.
This paper re-examines theories of linguistic politeness in Japanese, and holds that linguistic p... more This paper re-examines theories of linguistic politeness in Japanese, and holds that linguistic po- liteness is a very complicated issue influenced by multiple factors in different layers including general face wants of participants, the participants’ societal positions and social relationships, so- cial norm that the interactants share, the interactants’ discernment or interpretation of the social rules, immediate context of the interaction, and possible strategies for the interactants to choose under the constrains of the other simultaneously functioning factors. Based on the data collected from recent Japanese TV dramas, this study maintains that, as a general principle, Brown and Levinson’s (1978, 1987) theory of face does apply to Japanese language and culture and forms the base of politeness. Similarly as in any other culture, facework in successful communication in Japanese is a result of choice by an interlocutor in accordance with normative polite practices. What makes linguistic politeness in Japanese unique is not that Japanese speakers need to act ap- propriately according to their social norm, but that their discernment (wakimae) and recognition of the social position and relationship (tachiba) of the participants, which form the second layer of the determining factors of politeness, make speakers of Japanese always attend to and try to fulfil the other participant’s face want including both positive and negative face, and, at the same time, maintain their own positive face but rarely claim their own negative face especially when an in- teractant has less power and in a lower social position in an interaction. The data also suggest a model of face-redressing strategies co-occurring with face threatening acts (FTA) in Japanese.
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Papers by Todd Allen
長期留学を経験した学生は、社会語用論的能力(例:Ren, 2013)、語彙の発達(例:Du, 2022)、第二言語でのライティング能力(例:Sasaki, 2011)において著しい向上を示すこと が多い。しかし、パンデミックは留学プログラムに悪影響を及ぼした。特に、パンデミック 時のソーシャルディスタンスの必要性で、教室の内外における対面での交 流に制限が課せら れたため、海外での学生生活全般が悪影響を受けた。
本研究は、2020 年のパンデミック禍において、世界のいくつかの場所に留学した 9 名の日 本人大学生へのインタビュー結果について報告する。参加者のインタビューデータは、共通 するテーマに従ってコード化され分類・分析された。その結果、オンラインの学習形式と生 活環境のあり方が、学生の経験に最も大きな影響を与えることが分かった。例えば、インタ ラクティブなオンラインのクラスは、より楽しいものとして認識された。同様に、他の人々 と一緒に暮らし、毎日交流できた人は、より良い経験を報告した。
Through a sociopragmatic analysis of ten episodes of this drama, this study explores the progressivity of service encounters and describes other social activities that occur in this space. Other social activities include telling jokes and taking offense and alternative uses of the izakaya. In addition, this study proposes a contextual schema for initial service encounters and demonstrates how the izakaya can be used as a resource for mitigating stress and community support. The results show the significance of these spaces in Japanese society. The types of sociolinguistic activities that occur in an izakaya may not take place in other social settings in Japan, making them unique and offering researchers an opportunity to view particular sociolinguistic activities in a dramatic setting.
This is a pilot study of a much larger research project, that investigates the language use in Izakayas (‘tavern, pub’). Drawing upon data extracted from a Japanese television drama set in an Izakaya, known as Shinya Shokudo “Midnight Diner”, this study confirmed that the unmarked speech style of conversations inside the Izakaya is non-polite forms. Furthermore, interactants occasionally shift their speech style to polite forms, for instance, when asking questions about others. Based on the findings, this study claims that the characteristics of language use in this context contribute greatly to the constructions and maintenance of the entire relaxed atmosphere and the closeness between people inside the izakaya. Using non-polite forms to each other allows people to free themselves from restraints of social norms in a strict hierarchical society, while shifting to polite forms can reduce the force of any potential face-threatening acts. The balanced interpersonal relationships achieved via these characteristics of language use make the conversations enjoyable and the Izakaya a comfortable place.
長期留学を経験した学生は、社会語用論的能力(例:Ren, 2013)、語彙の発達(例:Du, 2022)、第二言語でのライティング能力(例:Sasaki, 2011)において著しい向上を示すこと が多い。しかし、パンデミックは留学プログラムに悪影響を及ぼした。特に、パンデミック 時のソーシャルディスタンスの必要性で、教室の内外における対面での交 流に制限が課せら れたため、海外での学生生活全般が悪影響を受けた。
本研究は、2020 年のパンデミック禍において、世界のいくつかの場所に留学した 9 名の日 本人大学生へのインタビュー結果について報告する。参加者のインタビューデータは、共通 するテーマに従ってコード化され分類・分析された。その結果、オンラインの学習形式と生 活環境のあり方が、学生の経験に最も大きな影響を与えることが分かった。例えば、インタ ラクティブなオンラインのクラスは、より楽しいものとして認識された。同様に、他の人々 と一緒に暮らし、毎日交流できた人は、より良い経験を報告した。
Through a sociopragmatic analysis of ten episodes of this drama, this study explores the progressivity of service encounters and describes other social activities that occur in this space. Other social activities include telling jokes and taking offense and alternative uses of the izakaya. In addition, this study proposes a contextual schema for initial service encounters and demonstrates how the izakaya can be used as a resource for mitigating stress and community support. The results show the significance of these spaces in Japanese society. The types of sociolinguistic activities that occur in an izakaya may not take place in other social settings in Japan, making them unique and offering researchers an opportunity to view particular sociolinguistic activities in a dramatic setting.
This is a pilot study of a much larger research project, that investigates the language use in Izakayas (‘tavern, pub’). Drawing upon data extracted from a Japanese television drama set in an Izakaya, known as Shinya Shokudo “Midnight Diner”, this study confirmed that the unmarked speech style of conversations inside the Izakaya is non-polite forms. Furthermore, interactants occasionally shift their speech style to polite forms, for instance, when asking questions about others. Based on the findings, this study claims that the characteristics of language use in this context contribute greatly to the constructions and maintenance of the entire relaxed atmosphere and the closeness between people inside the izakaya. Using non-polite forms to each other allows people to free themselves from restraints of social norms in a strict hierarchical society, while shifting to polite forms can reduce the force of any potential face-threatening acts. The balanced interpersonal relationships achieved via these characteristics of language use make the conversations enjoyable and the Izakaya a comfortable place.