The Role of Learner Subjectivity in Second Language Sociolinguistic Competency: Western Women Learning Japanese

Siegal, Meryl

doi:10.1093/applin/17.3.356

Cited by 317 publications

(188 citation statements)

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“…While some studies extend the previous tradition (i.e. studies of speech acts) even in recent times (Takahashi 1996;Pearson 2006;Spencer-Oatey 2000;Barron 2003;Shimizu 2009;Tateyama 2009;Félix-Brasdefer and Hasler-Barker 2012), a few also tackle (im)politeness in L2 users' performance from newer angles: gender construction in intercultural encounters (Siegal 1994(Siegal , 1995(Siegal , 1996Siegal and Okamoto 2003;Thomson and Otsuji 2003;Ishihara and Tarone 2009), self presentation and social identity (Cook 2001(Cook , 2006(Cook , 2008Mori 2003;Iwasaki 2010); the negotiation of interactional stances in classroom contexts (Ohta 1999(Ohta , 2001a(Ohta , 2001b, or a number of these overlapping themes in Taguchi's (2009) collection, as well as the role of honorific markers in children socialization (Burdelski 2013). Much less work has focused on the teaching aspect: a theoretical study (Bou Franch and Garcés-Conejos Blitvich 2003), some reviews of instructional material (Matsumoto and Okamoto 2003;Brown 2010) and a few empirical studies on the effects of specific instructional treatments and metapragmatic awareness (Ishida 2009;Tateyama 2009).…”

Section: Setting the Research Interfacementioning

confidence: 99%

1. Introducing the ‘teaching’ and ‘learning’ of (im)politeness

Pizziconi¹,

Locher²

2015

Teaching and Learning (Im)Politeness

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This chapter outlines the editors' conceptualization of the key terminology that gives the collection its title, such as (im)politeness, 'teaching' and 'learning.' It describes the relationship between the field of (im)politeness research and various strands of Second Language Acquisition (SLA) studies, highlights important developments in these respective domains, and advocates an enhanced dialogue between them that can lead to positive cross-fertilization. It then outlines selected issues raised in individual chapters, as well as a theme that emerged consistently across the contributions, i.e. the role of 'awareness'; its presence or absence is seen as variously affecting individuals' ability to achieve accurate representations of (im)politeness notions, offsetting difficulties in language learning and the development of intercultural competence, or enabling the very perception of some facets of interpersonal relationships.

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Section: Setting the Research Interfacementioning

confidence: 99%

1. Introducing the ‘teaching’ and ‘learning’ of (im)politeness

Pizziconi¹,

Locher²

2015

Teaching and Learning (Im)Politeness

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“…Splošno znano je, da študent japonščine ob izražanju svoje identitete v tujem jeziku občuti razliko med podobo, ki si jo želi orisati, in podobo, ki jo je sposoben orisati v japonščini (Siegal, 1994(Siegal, , 1995(Siegal, , 1996. Poleg tega govorec prilagaja tako materni kot tudi tuj jezik, hkrati pa izbira med različnimi oblikami na koncu stavkov, s katerimi nakazuje govorni stil in prevzeto vlogo v komunikaciji (Kurata 2007).…”

Section: Povzetekunclassified

“…In the case of learners wanting to express deference or politeness, this gap seems larger for an adult learner than for a younger student. However, an interlocutor did not necessarily view pragmatic inappropriateness as failure (Siegal, 1995(Siegal, , 1996. Her further research (1996) concludes that a learner's subjectivity plays an important role.…”

Section: Japanese Language Learner's Language Socialization and Identitymentioning

confidence: 99%

“…When learners of Japanese express their identities while interacting with others in their target language, they feel a gap between the self-image they want to present, and the image they are capable of presenting in Japanese (Siegal, 1994(Siegal, , 1995(Siegal, , 1996. Along with adjusting their L1 and L2 usage depending on their interlocutor (Kurata 2007), learners also use different sentence-ending styles depending on the role they want to assume (Cook 2008).…”

Section: Introductionmentioning

confidence: 99%

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Blogging Identity: How L2 Learners Express Themselves

Fujii

2015

ALA

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This study discusses language learning and identity, particularly pertaining to intermediateadvanced-level Japanese-language learners, focusing on their target language and identity expression through their interactions with peers and Japanese college students. When learners of Japanese express their identities while interacting with others in their target language, they feel a gap between the self-image they want to present, and the image they are capable of presenting in Japanese (Siegal, 1994(Siegal, , 1995(Siegal, , 1996. Along with adjusting their L1 and L2 usage depending on their interlocutor (Kurata 2007), learners also use different sentence-ending styles depending on the role they want to assume (Cook 2008). By conducting a case study, the present inquiry attempts to address how learners of Japanese express their identities through blog conversations, focusing on their language choice and expressions. Results suggest that participants use the formal endings for self-presentation and projection of their student and classmate identity. However, when expressing emotion some students preferred informal endings, or sentence-final particles.Key words: SLA; identity; blog; sentence final expression; JFL PovzetekŠtudija obravnava povezavo med učenjem jezika in identiteto in se še posebej osredotoča na študente japonščine na srednjem in višjem nivoju ter njihovim ciljnim jezikom in izrazi identitete v pogovorih s prijatelji in japonskimi študenti. Splošno znano je, da študent japonščine ob izražanju svoje identitete v tujem jeziku občuti razliko med podobo, ki si jo želi orisati, in podobo, ki jo je sposoben orisati v japonščini (Siegal, 1994(Siegal, , 1995(Siegal, , 1996. Poleg tega govorec prilagaja tako materni kot tudi tuj jezik, hkrati pa izbira med različnimi oblikami na koncu stavkov, s katerimi nakazuje govorni stil in prevzeto vlogo v komunikaciji (Kurata 2007). S študijo primerov raziskava razkrije, kako študenti japonščine razkrijejo svojo identiteto preko blogov. Raziskava se osredotoča predvsem na izbiro jezika in izraze. Rezultati kažejo, da sodelujoči uporabljajo formalne oblike za samopredstavitve in napovedi identitete sovrstnikov, medtem ko so neformalne oblike in členki na koncu povedi priljubljeni pri izražanju čustev.Ključne besede: usvajanje tujega jezika, identiteta, blog, izrazi na koncu povedi, poučevanje japonščine kot tujega jezika 54 FUJII Kiyomi

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“…Several studies of learners' language use report instances of divergence from L2 pragmatic norms caused by learners' self-identity (Davis, 2007;LoCastro, 2001;Siegal, 1996). Although identity has generally been found to play a role in the development of L2 pragmatic competence, to provide better pedagogical implications to L2 practitioners and directions for future research, it is important to gain a more comprehensive understanding of the reasons why learners opt to resist certain L2 norms even when they are aware of those norms and are capable of producing them linguistically.…”

Section: Introductionmentioning

confidence: 99%