東華大學圖書館 |

Negotiating Stances in Japanese Discussions: Stancetaking Strategies by Native Speakers and Learners of Japanese as a Foreign Language /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Negotiating Stances in Japanese Discussions: Stancetaking Strategies by Native Speakers and Learners of Japanese as a Foreign Language // Kumiko Takizawa.
作者:	Takizawa, Kumiko,
面頁冊數:	1 electronic resource (224 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
Contained By:	Dissertations Abstracts International86-04A.
標題:	Pedagogy. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31693858
ISBN:	9798384462057

Negotiating Stances in Japanese Discussions: Stancetaking Strategies by Native Speakers and Learners of Japanese as a Foreign Language /
Takizawa, Kumiko,

Negotiating Stances in Japanese Discussions: Stancetaking Strategies by Native Speakers and Learners of Japanese as a Foreign Language /Kumiko Takizawa. - 1 electronic resource (224 pages)

Source: Dissertations Abstracts International, Volume: 86-04, Section: A.

The goal of this study is to contribute to the field of Japanese pedagogy by examining how Japanese native speakers and learners of Japanese as a foreign language with American cultural backgrounds take stances in discussions in Japanese. As stancetaking is a fundamental human behavior (Du Bois & Karkkainen, 2012; Iwasaki, 2015; Kiesling, 2022), learners of foreign languages inevitably experience stancetaking moments in the target culture. Investigating stancetaking in the context of cross-cultural discussions is meaningful because the ability to negotiate in multicultural environments is critical in a world that aims to cooperate with people from different cultures (Jian, 2021).Although how native speakers of Japanese express opinions and manage confrontational moments have been studied by a number of scholars (e.g., Watanabe, 1993; Mori, 1999; Noda, 2004), how learners of Japanese manage disagreements from the perspective of stance and stancetaking have not been investigated yet. This study explores how native speakers of Japanese and learners of Japanese at different proficiency levels negotiate stances when they manage disagreements. The research question of this study is: How do native speakers of Japanese and learners of Japanese at various proficiency levels take stances when they face contrary opinions in discussions in Japanese? Based on the answers to this question, it further argues the difference between native speakers' and learners' stancetaking in discussions, the learners' acquisition process of stancetaking, and probes the effective ways to guide learners to take stances in discussions.To investigate stancetaking in discussions by Japanese native speakers and learners of Japanese, data were collected from one-on-one mock discussions, reflections of those discussions, and questionnaires from ten subjects: two native speakers and eight learners of Japanese who are in levels 3, 4, and 5, and beyond level 5 of Japanese courses in the university level. The data from the mock discussions demonstrate that the speakers utilize various stancetaking strategies when managing contrary opinions. It also manifests different traits in terms of stancetaking behavior between the native speakers and the learners. The difference is especially significant when the native speakers and the learners beyond level 5 are compared. The native speakers constantly seek their common ground or commonality at a personal level through active alignments, suggesting that they build a personal connection by empathizing with each other. By contrast, the beyond level 5 learners take stances by acknowledging both Japanese and American cultures and expressing how their stance differs depending on the culture, which indicates that their stancetaking strategies are not a simple copy of native speakers. This finding illuminates the significant potential for what the learners of foreign languages can offer in discussions. Furthermore, the reflection sessions and questionnaires reveal learners' struggles in expressing their opinions against contrary opinions because they consider it goes against their Japanese culture theme compiled through their experiences of learning Japanese. This finding suggests the importance of teaching practical strategies of stancetaking in disagreement management in classrooms and promoting the learners' awareness of Third Space so that they can negotiate and cooperate with people in the target culture by taking advantage of their multicultural backgrounds.

English

ISBN: 9798384462057Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Japanese pedagogy

Negotiating Stances in Japanese Discussions: Stancetaking Strategies by Native Speakers and Learners of Japanese as a Foreign Language /
LDR:05105nmm a22004693i 4500 001 2428968
005 20250420214400.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798384462057
035 $a (MiAaPQD)AAI31693858
035 $a (MiAaPQD)OhioLINKosu1714650305543035
035 $a AAI31693858
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Takizawa, Kumiko, $e author. $3 3816527
245 1 0 $a Negotiating Stances in Japanese Discussions: Stancetaking Strategies by Native Speakers and Learners of Japanese as a Foreign Language / $c Kumiko Takizawa.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (224 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
500 $a Advisors: Noda, Mari Committee members: Jian, Xiaobin; Hikida, Michiko.
502 $b Ph.D. $c The Ohio State University $d 2024.
520 $a The goal of this study is to contribute to the field of Japanese pedagogy by examining how Japanese native speakers and learners of Japanese as a foreign language with American cultural backgrounds take stances in discussions in Japanese. As stancetaking is a fundamental human behavior (Du Bois & Karkkainen, 2012; Iwasaki, 2015; Kiesling, 2022), learners of foreign languages inevitably experience stancetaking moments in the target culture. Investigating stancetaking in the context of cross-cultural discussions is meaningful because the ability to negotiate in multicultural environments is critical in a world that aims to cooperate with people from different cultures (Jian, 2021).Although how native speakers of Japanese express opinions and manage confrontational moments have been studied by a number of scholars (e.g., Watanabe, 1993; Mori, 1999; Noda, 2004), how learners of Japanese manage disagreements from the perspective of stance and stancetaking have not been investigated yet. This study explores how native speakers of Japanese and learners of Japanese at different proficiency levels negotiate stances when they manage disagreements. The research question of this study is: How do native speakers of Japanese and learners of Japanese at various proficiency levels take stances when they face contrary opinions in discussions in Japanese? Based on the answers to this question, it further argues the difference between native speakers' and learners' stancetaking in discussions, the learners' acquisition process of stancetaking, and probes the effective ways to guide learners to take stances in discussions.To investigate stancetaking in discussions by Japanese native speakers and learners of Japanese, data were collected from one-on-one mock discussions, reflections of those discussions, and questionnaires from ten subjects: two native speakers and eight learners of Japanese who are in levels 3, 4, and 5, and beyond level 5 of Japanese courses in the university level. The data from the mock discussions demonstrate that the speakers utilize various stancetaking strategies when managing contrary opinions. It also manifests different traits in terms of stancetaking behavior between the native speakers and the learners. The difference is especially significant when the native speakers and the learners beyond level 5 are compared. The native speakers constantly seek their common ground or commonality at a personal level through active alignments, suggesting that they build a personal connection by empathizing with each other. By contrast, the beyond level 5 learners take stances by acknowledging both Japanese and American cultures and expressing how their stance differs depending on the culture, which indicates that their stancetaking strategies are not a simple copy of native speakers. This finding illuminates the significant potential for what the learners of foreign languages can offer in discussions. Furthermore, the reflection sessions and questionnaires reveal learners' struggles in expressing their opinions against contrary opinions because they consider it goes against their Japanese culture theme compiled through their experiences of learning Japanese. This finding suggests the importance of teaching practical strategies of stancetaking in disagreement management in classrooms and promoting the learners' awareness of Third Space so that they can negotiate and cooperate with people in the target culture by taking advantage of their multicultural backgrounds.
546 $a English
590 $a School code: 0168
650 4 $a Pedagogy. $3 2122828
650 4 $a Sociolinguistics. $3 524467
650 4 $a Foreign language instruction. $3 3541319
650 4 $a Language. $3 643551
650 4 $a Linguistics. $3 524476
653 $a Japanese pedagogy
653 $a Stances
653 $a Stancetaking
653 $a Disagreements management
653 $a Japanese as a Foreign Language
690 $a 0456
690 $a 0636
690 $a 0444
690 $a 0679
690 $a 0290
710 2 $a The Ohio State University. $b East Asian Languages and Literatures. $e degree granting institution. $3 3816528
720 1 $a Noda, Mari $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-04A.
790 $a 0168
791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31693858