Voices from the unvoiced: a comparative study of hidden values and attitudes in opinion-giving

Abstract

This paper explores difficulties students may experience in giving opinions in class, drawing on data gleaned from the administration of questionnaires and interviews to Japanese and British students. The results show that the students from both groups regard highly of giving and exchanging opinions in class; however, there is a marked difference in their confidence in doing so, more Japanese students stating that they have difficulties even in their mother tongue situations than the British. The paper examines the background to these difficulties, drawing from detailed studies of the students' own accounts, comparing and contrasting them. I don't ask questions or give opinions during class, because I might inconvenience other students by delaying the lesson in doing so. (Japanese Student A)In the lecture-setting, asking questions can disrupt the flow. (British Student O7)

Language as a Tool of Empowerment: The Role of Communication Dynamics in Subaltern Voices

“…Subaltern communities, who are often denied access to education and opportunities, use language as a way to assert their agency and challenge the status quo. By creating their language and discourse, subaltern groups can create a sense of belonging and unity within their community, while also challenging the dominant language that is imposed upon them (Murata, 2011;Dutta 2012). This linguistic empowerment allows subaltern communities to reclaim their identities and challenge the dominant narratives that have been imposed upon them.…”

Repair or not? Face-saving in EFL Classes in an Elementary School in Japan

“…The study found that Japanese respondents tend to interpret "silence as face saving" (p. 261). In addition, Murata (2011) explores differences in perceptions and attitudes regarding giving opinions during classes by Japanese and British university students. According to Murata (2011), through questionnaires and post-questionnaire interviews, Japanese students tend to hesitate to give opinions in front of others because they are concerned about 1) the accuracy of English and 2) their "positive public image, i.e., face" (p. 14).…”

“…The results from the above studies show that silence by learners in classrooms is also utilized as a strategy to save their/interlocutors' face and show their polite attitude. It is also reported that silence by learners in language classrooms does not always show their "lack of knowledge or interest" but shows their decision to save their/interlocutors' face and display their respect to others (Kidd, 2016, p, 241, see also Harumi, 2011;Liu, 2002;Murata, 2011;Tatar, 2005).…”