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比治山大学現代文化学部紀要, Mar 1, 2013
This paper describes a pragmatic approach to teaching English conversation to Japanese university... more This paper describes a pragmatic approach to teaching English conversation to Japanese university students. It introduces students to a variety of pragmatic strategies that will help them sound more natural in English and help avoid being negatively interpreted or misunderstood by native speakers of English due to different notions of how to cooperatively build conversations. Section two of the paper describes the basic content and activities of the textbook used. Section three explains how the textbook materials have been adapted and supplemented with handouts on the Cooperative Principle, pragmatic strategies, and English aizuchi training. In section four, after a brief discussion of the Immediate Method (IM), the modified IM approach adapted for this course is described, including the assessment of small-group speaking tests and the types of observations and feedback generated. The paper concludes with suggestions for improving the course by the integration of politeness strategies since they are central to the achievement of successful, cooperative communication.
比治山大学・比治山大学短期大学部教職課程研究, Mar 1, 2019
比治山大学・比治山大学短期大学部教職課程研究 Review of the research on teachers training, Mar 1, 2021
This chapter will discuss what was learned at the Thai university, focusing on three topics: the ... more This chapter will discuss what was learned at the Thai university, focusing on three topics: the structure of the English curriculum, the evaluation of English competence, and out-of-class support available to Thai students. (A) What is the structure and curriculum of English Education at the Thai university? The English Major is in the Faculty of Humanities and Social Sciences. The department currently has 10 full-time professors and/or assistant professors. In the current academic year (2019-2020), the student enrollment is approximately 80 students per academic year, for a total of 320 full-time diploma earning students. Semesters in Thailand are 16 weeks and begin in mid-August to November (1 st semester) and mid-January to April/May (2 nd semester). Lecture classes (L) are held three hours a week and Practice courses (P) are four hours per week (See notes 1-3 below regarding those two types of classes). The 4-year curriculum for English majors at the Thai university is as follows:
Apologies are an important form of human interaction because they contain the power to foster pea... more Apologies are an important form of human interaction because they contain the power to foster peace and restore relations between individuals and nations. Although they may seem to be simple transactions, they are complex linguistic, non-linguistic and psychological processes. This paper examines Aaron Lazare's (2004) study of apologies in order to establish a multi-faceted, psychological and linguistic framework for the analysis of apologies that goes beyond a mere linguistic analysis. Linguistic approaches to the study of apologies are very useful in many respects, but they do not provide an adequate framework for the analysis of apologies, such as Japan or Germany's wartime offenses. In this paper, it is shown that Lazare's four-part apology process overlaps well with the most widely used linguistic approach: a five-strategy speech act set. Whereas, the linguistic approach sees apologies as routinized, Lazare sees them as unique events due to the emotions, mental states and power relations of the participants. Lazare identifies psychological features exhibited by many successful apologies as well as key features of pseudo-apologies. He provides detailed lists of external and internal motivations for apologizing and not apologizing, examines the issue of timing, explains the negotiated nature of apologies, as well as examines the closely related act of forgiveness. Furthermore, he not only applies his approach to apologies between individuals, but to apologies between groups and nations. As such, Lazare's approach provides a robust framework for the analysis of Japan's wartime apologies to its neighbors.
This paper reviews Yamazaki's (2006) rhetorical study of Japan's official apologies for its wrong... more This paper reviews Yamazaki's (2006) rhetorical study of Japan's official apologies for its wrong doings during World War II and for its colonial rule of the Korean Peninsula from the first apology to South Korea in 1965 to Maruyama's apology in 1995. This review reveals the evolution of Japan's apologies from the earliest apologies in the 60s and 70s, the comfort women apologies and the apologies and anti-apologies of the 90s. Comparisons to Germany's apologies for wartime wrongdoings reveal important similarities and differences that show the dangers of making simple comparisons. It is concluded that Japan's apologies to South Korea, China and the international community have failed for six basic reasons. It also concludes that Yamazaki's apology model is essential for the analysis of national apologies since it allows for the analysis of representation, sincerity and audience, three elements that are missing from either the four-part Lazare or the five-part linguistic models to which it is compared. 1. INTRODUCTION It will soon be seventy-five years since the end of the Pacific War, yet there are many who feel that Japan, as a nation, has still failed to apologize or to apologize sufficiently, and that it has failed to show genuine repentance for its wars of aggression, atrocities and violations of basic human rights (Tolbert, 2017; Dahlstrom, 2015; & Dujarric, 2013). Moreover, there are wide perception gaps between countries. According to the Pew Research Center, 98% of South Koreans and 78% of Chinese believe that Japan has not sufficiently apologized, whereas only 28% of the Japanese agreed (Chun, 2015; Drake, 2013). This paper is an attempt to better understand the reasons for this gap. The author reviews Jane Yamazaki's (2006) rhetorical study of Japan's apologies for historical wrongs during World War II and the colonial period to better grasp the history and issues concerning Japan's apologies and to examine Yamazaki's apology analysis framework for use in future research into Japan's wartime apologies. Of particular interest is how Yamazaki's framework compares to Lazare's (2004; Mosher, 2016 & 2017) four-part process for apologies, and with a widely accepted five-part linguistic model (Ishihara &
比治山大学・比治山大学短期大学部教職課程研究 Review of the research on teachers training, Mar 1, 2020
Culture, Sports, Science, and Technology, in fact, has already launched English education reform ... more Culture, Sports, Science, and Technology, in fact, has already launched English education reform in elementary and secondary education. Many discussions on English education reform in higher education, however, have not yet determined concrete measures for reform. Considering English education reform at earlier stages, it can be assumed that, in the future, English education in universities will confront further bipolarization of students' English proficiency. Early English education will increase the number of Japanese with higher English ability, but on the other hand, it does not necessarily reduce the number of those with low English ability. Small and medium-sized universities, which constitute the majority of Japanese universities, will face the problem of admitting students with low English ability who must be trained as human resources who can use English in an increasingly globalized society. To develop a concrete plan today for English education, it is an urgent task for universities to prepare for changes in the English education situation that will come within the next 10 years. In order to obtain clues to solving the present problem, we compare the English education of universities in Korea and Taiwan with Japanese English education. Our specific concerns are based on three aims: (A) What is the structure and curriculum of English education at other East Asian universities? (B) How is English competence evaluated at these universities? (C) What out-of-class support does each university offer students who study English? We made and sent a list of questions 1 to the three universities before our investigation trips. We had meetings with the persons in charge of the English curriculum, observed some English courses, and interviewed some English teachers there. The investigation report of universities is as follows: two universities in Taiwan (hereinafter University A and University B) conducted by David M. Mosher
57 The purpose of this study is to develop coding categories for negotiation and revision related... more 57 The purpose of this study is to develop coding categories for negotiation and revision related talk about writing, using data from two writing center tutor-student conferences. Both tutors were trained undergraduate, native speaker tutors. The first conference studied is with Ayumi, a ]apanese graduate ESL student, and the second one is with ]anice, an American L1 student. Data sources used in this study include audio transcriptions, field notes, and the students' written texts. The audio transcripts were investigated to identify types of negotiation and revision related talk. Two types of negotiation and two types of revision related talk were identified and coded. Rhetorical-level negotiation is further investigated for depth of negotiation, negotiation phase, object of negotiation, and clarity of resolution. This study suggests that categories limited by narrow definitions of the negotiation of meaning are insufficient to fully account for the data.
This article reports on a pilot investigation into the efficacy of negotiated rhetorical-level re... more This article reports on a pilot investigation into the efficacy of negotiated rhetorical-level revision in two writing center tutor-student conferences at a major North American university: one conference with Ayumi, a ]apanese graduate ESL student, and one conference with ]anice, an American undergraduate L1 student. Multiple data sources, including audio transcriptions, written texts, text revisions and interviews are examined in detail. The data were investigated to identify types of negotiation and negotiation related talk, the success or failure of negotiated revisions and the logical structure of the ESL text. Four types of talk were identified and coded. Transcript and text analysis reveals that rhetorical-level negotiation resulted in successful revision for ]anice and failure for Ayumi and also suggests that achieving critical depth of negotiation may be an important factor in determining success or failure. Additionally, logical analysis of Ayumi's text indicates that ...
比治山大学現代文化学部紀要, Mar 1, 2013
This paper describes a pragmatic approach to teaching English conversation to Japanese university... more This paper describes a pragmatic approach to teaching English conversation to Japanese university students. It introduces students to a variety of pragmatic strategies that will help them sound more natural in English and help avoid being negatively interpreted or misunderstood by native speakers of English due to different notions of how to cooperatively build conversations. Section two of the paper describes the basic content and activities of the textbook used. Section three explains how the textbook materials have been adapted and supplemented with handouts on the Cooperative Principle, pragmatic strategies, and English aizuchi training. In section four, after a brief discussion of the Immediate Method (IM), the modified IM approach adapted for this course is described, including the assessment of small-group speaking tests and the types of observations and feedback generated. The paper concludes with suggestions for improving the course by the integration of politeness strategies since they are central to the achievement of successful, cooperative communication.
比治山大学・比治山大学短期大学部教職課程研究, Mar 1, 2019
比治山大学・比治山大学短期大学部教職課程研究 Review of the research on teachers training, Mar 1, 2021
This chapter will discuss what was learned at the Thai university, focusing on three topics: the ... more This chapter will discuss what was learned at the Thai university, focusing on three topics: the structure of the English curriculum, the evaluation of English competence, and out-of-class support available to Thai students. (A) What is the structure and curriculum of English Education at the Thai university? The English Major is in the Faculty of Humanities and Social Sciences. The department currently has 10 full-time professors and/or assistant professors. In the current academic year (2019-2020), the student enrollment is approximately 80 students per academic year, for a total of 320 full-time diploma earning students. Semesters in Thailand are 16 weeks and begin in mid-August to November (1 st semester) and mid-January to April/May (2 nd semester). Lecture classes (L) are held three hours a week and Practice courses (P) are four hours per week (See notes 1-3 below regarding those two types of classes). The 4-year curriculum for English majors at the Thai university is as follows:
Apologies are an important form of human interaction because they contain the power to foster pea... more Apologies are an important form of human interaction because they contain the power to foster peace and restore relations between individuals and nations. Although they may seem to be simple transactions, they are complex linguistic, non-linguistic and psychological processes. This paper examines Aaron Lazare's (2004) study of apologies in order to establish a multi-faceted, psychological and linguistic framework for the analysis of apologies that goes beyond a mere linguistic analysis. Linguistic approaches to the study of apologies are very useful in many respects, but they do not provide an adequate framework for the analysis of apologies, such as Japan or Germany's wartime offenses. In this paper, it is shown that Lazare's four-part apology process overlaps well with the most widely used linguistic approach: a five-strategy speech act set. Whereas, the linguistic approach sees apologies as routinized, Lazare sees them as unique events due to the emotions, mental states and power relations of the participants. Lazare identifies psychological features exhibited by many successful apologies as well as key features of pseudo-apologies. He provides detailed lists of external and internal motivations for apologizing and not apologizing, examines the issue of timing, explains the negotiated nature of apologies, as well as examines the closely related act of forgiveness. Furthermore, he not only applies his approach to apologies between individuals, but to apologies between groups and nations. As such, Lazare's approach provides a robust framework for the analysis of Japan's wartime apologies to its neighbors.
This paper reviews Yamazaki's (2006) rhetorical study of Japan's official apologies for its wrong... more This paper reviews Yamazaki's (2006) rhetorical study of Japan's official apologies for its wrong doings during World War II and for its colonial rule of the Korean Peninsula from the first apology to South Korea in 1965 to Maruyama's apology in 1995. This review reveals the evolution of Japan's apologies from the earliest apologies in the 60s and 70s, the comfort women apologies and the apologies and anti-apologies of the 90s. Comparisons to Germany's apologies for wartime wrongdoings reveal important similarities and differences that show the dangers of making simple comparisons. It is concluded that Japan's apologies to South Korea, China and the international community have failed for six basic reasons. It also concludes that Yamazaki's apology model is essential for the analysis of national apologies since it allows for the analysis of representation, sincerity and audience, three elements that are missing from either the four-part Lazare or the five-part linguistic models to which it is compared. 1. INTRODUCTION It will soon be seventy-five years since the end of the Pacific War, yet there are many who feel that Japan, as a nation, has still failed to apologize or to apologize sufficiently, and that it has failed to show genuine repentance for its wars of aggression, atrocities and violations of basic human rights (Tolbert, 2017; Dahlstrom, 2015; & Dujarric, 2013). Moreover, there are wide perception gaps between countries. According to the Pew Research Center, 98% of South Koreans and 78% of Chinese believe that Japan has not sufficiently apologized, whereas only 28% of the Japanese agreed (Chun, 2015; Drake, 2013). This paper is an attempt to better understand the reasons for this gap. The author reviews Jane Yamazaki's (2006) rhetorical study of Japan's apologies for historical wrongs during World War II and the colonial period to better grasp the history and issues concerning Japan's apologies and to examine Yamazaki's apology analysis framework for use in future research into Japan's wartime apologies. Of particular interest is how Yamazaki's framework compares to Lazare's (2004; Mosher, 2016 & 2017) four-part process for apologies, and with a widely accepted five-part linguistic model (Ishihara &
比治山大学・比治山大学短期大学部教職課程研究 Review of the research on teachers training, Mar 1, 2020
Culture, Sports, Science, and Technology, in fact, has already launched English education reform ... more Culture, Sports, Science, and Technology, in fact, has already launched English education reform in elementary and secondary education. Many discussions on English education reform in higher education, however, have not yet determined concrete measures for reform. Considering English education reform at earlier stages, it can be assumed that, in the future, English education in universities will confront further bipolarization of students' English proficiency. Early English education will increase the number of Japanese with higher English ability, but on the other hand, it does not necessarily reduce the number of those with low English ability. Small and medium-sized universities, which constitute the majority of Japanese universities, will face the problem of admitting students with low English ability who must be trained as human resources who can use English in an increasingly globalized society. To develop a concrete plan today for English education, it is an urgent task for universities to prepare for changes in the English education situation that will come within the next 10 years. In order to obtain clues to solving the present problem, we compare the English education of universities in Korea and Taiwan with Japanese English education. Our specific concerns are based on three aims: (A) What is the structure and curriculum of English education at other East Asian universities? (B) How is English competence evaluated at these universities? (C) What out-of-class support does each university offer students who study English? We made and sent a list of questions 1 to the three universities before our investigation trips. We had meetings with the persons in charge of the English curriculum, observed some English courses, and interviewed some English teachers there. The investigation report of universities is as follows: two universities in Taiwan (hereinafter University A and University B) conducted by David M. Mosher
57 The purpose of this study is to develop coding categories for negotiation and revision related... more 57 The purpose of this study is to develop coding categories for negotiation and revision related talk about writing, using data from two writing center tutor-student conferences. Both tutors were trained undergraduate, native speaker tutors. The first conference studied is with Ayumi, a ]apanese graduate ESL student, and the second one is with ]anice, an American L1 student. Data sources used in this study include audio transcriptions, field notes, and the students' written texts. The audio transcripts were investigated to identify types of negotiation and revision related talk. Two types of negotiation and two types of revision related talk were identified and coded. Rhetorical-level negotiation is further investigated for depth of negotiation, negotiation phase, object of negotiation, and clarity of resolution. This study suggests that categories limited by narrow definitions of the negotiation of meaning are insufficient to fully account for the data.
This article reports on a pilot investigation into the efficacy of negotiated rhetorical-level re... more This article reports on a pilot investigation into the efficacy of negotiated rhetorical-level revision in two writing center tutor-student conferences at a major North American university: one conference with Ayumi, a ]apanese graduate ESL student, and one conference with ]anice, an American undergraduate L1 student. Multiple data sources, including audio transcriptions, written texts, text revisions and interviews are examined in detail. The data were investigated to identify types of negotiation and negotiation related talk, the success or failure of negotiated revisions and the logical structure of the ESL text. Four types of talk were identified and coded. Transcript and text analysis reveals that rhetorical-level negotiation resulted in successful revision for ]anice and failure for Ayumi and also suggests that achieving critical depth of negotiation may be an important factor in determining success or failure. Additionally, logical analysis of Ayumi's text indicates that ...