Conveying the self in a foreign language: Exploring JFL learners’ self-introduction
DOI:
https://doi.org/10.4312/ala.9.2.87-101Keywords:
learners of Japanese as a foreign language, self-introduction, self-evaluationAbstract
In this study, the authors researched how learners of Japanese as a foreign language introduce themselves and what they want to convey, as well as what kind of skills the speakers need to effectively communicate these points to the addressee. The self-introduction video data were collected from a project in which JFL learners interacted with EFL learners through Facebook. The survey data included learners' evaluations of their own self-introductions. Interviews were conducted with students in counterpart schools to evaluate the learners’ self-introductions. The authors analyzed the data and extrapolated the most useful skills for effective conveyance from the most successful self-introductions. The results showed discrepancies between learners’ self-evaluations and the opinions of the addressees. Non-verbal communication strategies were also shown to play an important role in successful conveyances. In this paper, we provide a brief overview of the project and report salient results obtained through the analysis of the data. We also share pedagogical implications of the results, and suggest alternative approaches to language pedagogy.
Downloads
References
Argyle, M. (1994). The psychology of interpersonal behavior. Penguin UK. ISBN 0140273742
Choi, M. 崔文姫 (2008). Kankokujin nihongogakushûsha no hatsuwa nitaisuru nihongobogowasha no inshôkeisei: kotonaru zokusei wo motsu bogowasha no hyûka no sûi 韓国人日本語学習者の発話に対する日本語母語話者の印象形成: 異なる属性を持つ母語話者の評価の相違 [Japanese native speakers' assessment of Japanese learners' discourse: how Koreans learning Japanese impress Japanese people and what factors are involved]. Nihongokenkyû 日本語研究, 28, 1-15. ISSN 03866084
Choi, M. 崔文姫 (2013). Nihongogakushûsha no hatsuwa nitaisuru nihongobogowasha no hyôka: Nihongokyôshi to hinihongokyôshi no ingamoderu wo shushinni 日本語学習者の発話に対する日本語母語話者の評価:日本語教師と非日本語教師の因果ﾓﾃﾞﾙを中心に[Japanese native speakers' evaluation of Japanese learners' utterances : Cause-and-effect models for Japanese teachers and non-teachers], Kokuritsu kokugo kenkyûjo ronshû 国立国語研究所論集 National Institute for Japanese Language and Linguistics Research Papers, 5, 1-16. ISSN 2186-134X. DOI 10.15084/00000501
Costa, P. T. Jr., McCrae, R. R., & Kay, G. G. (1995). Persons, places, and personality: Career assessment using the revised NEO personality inventory. Journal of Career Assessment, 3(2), 123-139. DOI 10.1177/106907279500300202
Costa, P. T. Jr., McCrae, R. R., Shimonaka, Y., Nakazato, K., Gondo, Y., & Takayama, M. Paul T. Costa･ Robert R McCrea･下仲順子･中里克治･権藤恭之･高山緑(2011). Nihonban NEO-PI-R, NEO-FFI shiyômanyuaru 日本版NEO-PI-R, NEO-FFI試用ﾏﾆｭｱﾙ [NEO-PI-R, NEO-FFI manual for the Japanese version Big5 personality inventory] Tokyo Japan: Tokyoshinri 東京心理. ISBN 4924552011
Ishihara, S., Tsurutani, C., & Tsukada, K. (2011). What constitutes ‘good pronunciation’from L2 Japanese learners’ and native speakers’ perspectives? A perception study. Electronic Journal of Foreign Language Teaching, 8 (Suppl. 1), 277-290. ISSN 0219-9874
Iwasaki, N. (2013). Getting over the hedge: Acquisition of mitigating language in L2 Japanese. In C. Kinginger, (Ed.), Social and Cultural Aspects of Language Learning in Study Abroad. Language Learning & Language Teaching 37, (pp. 239-267). Philadelphia Amsterdam: John Benjamins Publishing Company. ISBN 9789027213167
Kobayashi, M. 小林ﾐﾅ (2005). Komyunikeeshon ni yakudatsu nihongokyôikubunpô ｺﾐｭﾆｹｰｼｮﾝに役立つ日本語教育文法. In H. Noda (Ed.) 野田尚史(編), Komyunikeeshon notameno nihongokyôikubunpô ｺﾐｭﾆｹｰｼｮﾝのための日本語教育文法, (pp. 23-42). Tokyo, Japan: Kuroshio Publishers くろしお出版. ISBN 4874243347
Kobayashi, M. 小林ﾐﾅ (2016). Fukugengo, fukubunkajidai no nihongokyôiku niokeru nihongokyôshiyôsei 複言語･複文化時代の日本語教育における日本語教師養成. In H. Honda & M. Matsuda本田弘之･松田真紀子(Eds.), Fukugengo, fukubunkajidai no nihongokyôiku: watashitachinokotobatoha? 複言語･複文化時代の日本語教育:わたしたちのことばとは?[Japanese language education in the era of plurilingualism and pluriculturalism] (pp.135-162). Tokyo, Japan: Bonjinsha 凡人社. ISBN 9784893589125
Morimoto, I., Mizukami, E., & Yanagida, Y. 森本郁代･水上悦雄･柳田直美(2013). Ryûgakusei ni yoru hanashiai ni tai suru hyôka ni eikyô o ataeru komyunikeeshon kôdô 留学生による話し合いに対する評価に影響を与えるｺﾐｭﾆｹｰｼｮﾝ行動 [The effect of communication behaviors on the evaluation of group discussions by Japanese language learners]. Sôgô seisaku kenkyû 総合政策研究[Journal of Policy Studies], 44, 41-52. ISSN 1341996X [http://hdl.handle.net/10236/11400]
Noda, H. 野田尚史 (2005). Komyunikeeshon notameno nihongokyôikubunpô no sekkeizu ｺﾐｭﾆｹｰｼｮﾝのための日本語教育文法の設計図. In H. Noda野田尚史 (Ed.), Komyunikeeshon notameno nihongokyôikubunpô ｺﾐｭﾆｹｰｼｮﾝのための日本語教育文法 (pp. 1-20). Tokyo, Japan: Kuroshio Publishers くろしお出版. ISBN 4874243347
Nohara, Y. 野原ゆかり (2009). Hatsuwa no 'wakariyasusa' o handan suru yôin: Ippan Nihonjin to bogowasha nihongokyôshi no hikaku o tooshite. 発話の｢分かりやすさ｣を判断する要因—一般日本人と母語話者日本語教師の比較を通して [Factors that determine explicitness of speech: A comparison of Japanese general public and native Japanese language teachers]. Ningen bunka sôsei kagaku ronsô人間文化創成科学論叢 [Journal of the Graduate School of Humanities and Sciences], 11, 165-174. [http://hdl.handle.net/10083/34655]
Nohara, Y. 野原ゆかり (2011). Nihongogakushûshano kôtôsetumaini taisuru bogowashano hyôka: hyôkakomentono shitsutekibunsekiniyoru jireikenkyû 日本語学習者の口頭説明に対する母語話者の評価: 評価ｺﾒﾝﾄの質的分析による事例研究[Native speakers’ evaluations of Japanese learners’ utterances: Case studies with qualitative analyses of evaluation Comments]. Hikakubunkakenkyû比較文化研究[Journal of the Japan Association of Comparative Culture], 99, 69-80.
Poyatos, F. (1992) The audible-visual approach to speech as basic to nonverbal communication research. In Fernando P. (Ed.). Advances in Nonverbal Communication: Sociocultural, Clinical, Esthetic and Literary Perspectives. (pp. 41-57). Amsterdam: John Benjamins. ISBN 9027220859.
Saito, K., & Akiyama, Y. (2017). Linguistic correlates of comprehensibility in second language Japanese speech. Journal of Second Language Pronunciation, 199-217. DOI 10.1075/jslp.3.2.02sai
Sato, S., Takami, T., Kamiyoshi, U., & Kumagai, Y. 佐藤慎司･高見智子･神吉宇一･熊谷由理 (2015). Miraiwotsukuru kotobano kyôikuwomezashite-naiyôjûshino hihantekigengokyôiku Critical Content-Based Instruction no riron to jissen未来を創ることばの教育をめざして−内容重視の批判的言語教育 Critical Content-Based Instructionの理論と実践 [Language education for social future: Critical Content-Based Instruction]. Nihongokyôikugakukenkyû 日本語教育学研究 6. Tokyo, Japan: Koko shuppanｺｺ出版[Coco Publishing].
Shimonaka, Y., Nakazato, K., Gondo, Y., & Takayama, M. 下仲順子･中里克治権藤恭之･高山緑 (1998) NihonbanNEO-PI-R no sakuseito sono inshitekidatouseino kentô日本版NEO-PI-Rの作成とその因子的妥当性の検討[Construction and factorial validity of the Japanese NEO-PI-R]. Seikakushinrigakukenkyû 性格進学研究[The Japanese Journal of Personality], 6(2), 138-147.
Siegal, M. (1994). Second-language learning, identity, and resistance: White women studying Japanese in Japan. Culture Performances, Proceedings of the Third Berkeley Women and Language Conference, (pp. 642-650). Berkeley, CA: Berkeley Women and Language Group. ISBN 10 999773596X
Siegal, M. (1995). Individual differences and study abroad: Women learning Japanese in Japan. In Freed F., Barbara, (Ed.), Second Language Aquisition in a Study Abroad Context, (pp. 225-244), Philadelphia, PA: John Benjamins, B.V. ISBN 9781556195426
Siegal, M. (1996). The role of learner subjectivity in second language socio-linguistic competency: Western women learning Japanese. Applied Linguistics, 17, 356-382. DOI https://doi.org/10.1093/applin/17.3.356
Tsurutani, C. (2010) Foreign accent matters when timing is wrong. In Proceedings of Interspeech 2010, (pp.1854–1857). http://hdl.handle.net/10072/36647, Accessed 5 Feb 2019
Usami, Y., Mori, A., & Yoshida, S. 宇佐美洋･森篤嗣･吉田さち (2009). Gaikokujin ga kaita nihongotegamibun ni taisuru nihonjin no hyôkataido no tayôsei; shitsutekishuhô niyoru keesusutadei. 外国人が書いた日本語手紙文に対する日本人の評価態度の多様性: 質的手法によるｹｰｽｽﾀﾃﾞｨ[Diversity in Japanese native speaker attitudes when evacuating letters written by non-natives: a qualitative method case study]. Shakaigengokagaku社会言語科学 [The Japanese Journal of Language in Society], 12(1), 122-134. ISSN 13443909
Watanabe, T. 渡部倫子 (2005a). Purasuhyôka, mainasuhyôka sareyasui hatsuwa no yôso towa: Nihongogakushûsha nitaisuru nihongowasha no hyôka. ﾌﾟﾗｽ評価･ﾏｲﾅｽ評価されやすい発話の要素とは:日本語学習者に対する日本語母語話者の評価 Kyôikugakukenkyûjânaru教育学研究ｼﾞｬｰﾅﾙ[The Journal of Educational Research], 1, 77-81. DOI 10.20677/csssej.1.0_77
Watanabe, T. 渡部倫子(2005b). Nihongogakushûsha no hatsuwa nitaisuru nihongobogowasha no hyôka: kyôbunsankôzôbunseki niyoru hyôkakijun no kaimei日本語学習者の発話に対する日本語母語話者の評価―共分散構造分析による評価基準の解明. Nihongokyôiku 日本語教育 [Journal of Japanese Language Teaching], 125, 67-75. ISSN 03894037
Yoshida, S. 吉田さち (2014). Nihongogakushûsha no gengo un'yô nitaisuru nihongobogowasha no hyôka: Bamen niyori bogowasha no hyôka wa kotonaruka日本語学習者の言語運用に対する日本語母語話者の評価: 場面により母語話者の評価は異なるか [Native Japanese speakers’ evaluations of Japanese-learners’ linguistic performance: Do Native Japanese speakers’ evaluations differ according to the situation?]. Komyunikêshonbunka ｺﾐｭﾆｹｰｼｮﾝ文化[Communication in Culture], 8, 27-43. ISSN 18818374
Published
Issue
Section
License
Copyright (c) 2019 Kiyomi FUJII, Naomi YANAGIDA
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
