Volume 4, Fall 2023

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    EALL Working Papers in Linguistics and Literatures Volume 4, Table of Contents & Preface
    ( 2023) Wang, Haidan ; Han, Dasom ; Liu, Jia ; Mohar, Brett
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    Epistemic Challenges and speaker legitimacy: Evidence from an L1-L2 Japanese podcast
    ( 2023) Iseri, Joseph
    Epistemics, originating in cognitive linguistics, have been shown over the past four decades to be a core issue in the organization of interaction. It should thus come as no surprise, then, that issues of knowing and not knowing are fundamentally moral questions, enforced moment-by-moment in interaction. While omnirelevant during any interaction, the case of L1-L2 talk is particularly enlightening because issues of linguistic competence may be topicalized more frequently in these interactions. How is it that L2 speakers, especially those with advanced competency, deal with contestation of their proclaimed linguistic competence? Utilizing a conversation analytic-inspired approach, this paper analyzes the interactions between an L1 and L2 speaker of Japanese on a co-hosted podcast marketed for L2 learners of Japanese. In particular, I take up instances where a speaker challenges the epistemic claims made by the other in relation to their linguistic competence. Through microanalysis of their talk, I aim to show how these epistemic challenges are designed to both enforce their local epistemic claim and defend their epistemic territory on one hand while simultaneously asserting their macro-level claim to legitimacy as a competent L2 speaker on the other.
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    Pedagogical and Acquisitional Implications of the Intonational Map Provided by Korean Textbook Example Conversations
    ( 2023) Fox, Bonnie J.
    Through the analyzation of a corpus of K-ToBI annotated speech taken from beginning level textbook conversation recordings, this paper aims to determine the global attributes of Slow, Clear Speech (SCS) on Korean prosody production, and to implicate these effects in the pedagogy of beginning-level Korean. In an analysis of the features that make Korean SCS distinct, four common themes emerged. First, there is final lengthening on Accentual Phrases (APs). Second, there are additional pauses and breaks between APs. Third, there is broad use of pitch reset and of focus in small syntactic frames. And fourth, boundary tones are typically flat and disaffected. Intonation plays a key role in the pursuit of L2 Korean intelligibility and is integral to strong acquisition of Korean. However, instructors rarely speak at normal speech rates (SR) with normal articulation, and typically use SCS with their beginning students. Students will recall frequently heard or salient intonational patterns, so instructors must take care to use intonational patterns intentionally. Thus, it is proposed that instructors of beginner students give explicit instruction and direct feedback on intonation and show natural speech examples often from various speakers, among other strategies to mitigate the effects of SCS on student intonational acquisition.
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    The Difference Between -Hako and Kuliko Based on the Analysis of Korean Corpus Data
    ( 2023) Kim, Nami
    This paper examines -hako and kuliko in Korean, focusing on their distinct characteristics and usages using corpus data analysis. -Hako connects smaller syntactic units, while kuliko connects broader units, including sentences. They can both be used twice in a sentence, but -hako can appear more than three times, whereas kuliko uses commas or other particles instead. Animate nouns, especially people-related ones, frequently precede -hako, while inanimate nouns are commonly associated with kuliko. Both -hako and kuliko are used with proper nouns, but -hako is more frequent with people's names. With dependent nouns, ke which is a colloquial form of kes is mostly used with -hako. Instead, kes is used most with kuliko. In addition, pronouns are mainly used with -hako. Since -hako and kuliko are taught at the beginning level, it will be hard to understand all the details of differences. Therefore, applying these differences to Korean education will aid Korean learners’ inaccurate usage.
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    The Use of Inscribed Objects in Roleplay Training at a Japanese Insurance Company
    ( 2023) Mitani, Koyuki
    Roleplays are employed to train novices across various professions. Participants occasionally enact dual framing of roleplays — a roleplay frame and a frame that indexes specific occasion of roleplay (e.g., training) —to instruct novices in professional skills. Especially, in professions where inscribed objects figure as essential objects, training novices in effective use of the inscribed objects is vital. However, no study has examined how the use of inscribed objects are instructed through roleplays. This study examines how a trainer at a Japanese insurance company instructs trainees in the use of insurance brochures in roleplays. The data come from approximately 33 hours of video recordings of the roleplay training sessions. Adopting multimodal Conversation Analysis, the study reveals that instruction is achieved as the participants maneuver two coexisting interactional frames – a roleplay frame and a training frame - by manually handling insurance brochures in roleplays. Specifically, I identified two actions that the trainer’s dual framing with brochures accomplishes: assisting and correcting a trainee. By illustrating how the two frames are intertwined with each other, I show that dual framing of roleplays with a brochure is an instructional resource for the trainer to adapt her instruction to the trainees’ roleplay performances on site.
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    Beyond National Language: Li Kotomi’s Authorial Plurilingualism
    ( 2023) McIntyre, Lillian
    Li Kotomi, a Taiwanese-born author now living in Japan, has burst into prominence on the Japanese-language literary scene after her acceptance of the Akutagawa Prize in 2021. This article utilizes translation theory to explore the blended use of Chinese and Japanese in one of Kotomi’s earlier novellas, the 2019 “Itsutsu kazoereba mikazuki ga” (“Count to Five and the Crescent Moon will…”). The novella follows two women, one from Taiwan and one from Japan, and their reunion after moving to each other’s country of birth, further complicated by one’s attraction to the other. Through her use of orthography, Kotomi’s narrative confronts the reader with the quandaries of translation, and her depiction of the personal consequences of living between languages and nations challenges the categories of national language and identity.
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    Multimodal Resources in Turn-Taking in Semi-Institutional Mandarin Multiparty Interactions
    ( 2023) Tian, Jiaxin
    This study investigates the utilization of multimodal resources in organizing turn-taking during multiparty interactions in a Mandarin talk show. By applying multimodal conversation analysis and interactional linguistics to 5.8 hours of impromptu talk show data, the study reveals that the chair and the other participants orient to their dual roles, both institutional and real-life, to configure a semi-institutional setting. Besides, the multimodal resources can be effectively used by the participants, i.e., the host and the guests, to manage contingencies during turn-taking, including visible cues, embodied movements, and pragmatic (in)completion. The findings contribute to our understanding of the dynamics of turn-taking in semi-institutional settings and shed light on the interplay of multimodal resources in larger group conversations. The research expands the existing literature on multiparty institutional conversations in Mandarin.
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    Troubleshooting During a Language Class: Analysis of Classroom Discourse in First-Year Japanese as a Foreign Language Classrooms
    ( 2023) TAN, Zhi Ying Samantha
    Much of the existing empirical research on classroom discourse has been framed by the notion of the Initiation-Response-Feedback (IRF) sequence, but this very notion has been challenged by scholars as the IRF sequence may not be as productive as existing literature shows. This paper aims to contribute to the existing literature on classroom discourse on how teachers and students negotiate their interactions in the classroom in light of classroom management with a more fluid version of the IRF sequence. I analyzed three separate moments of classroom interaction in a Japanese as a Foreign Language (JFL) classroom at the university level in this paper, where the teachers and students are engaging in resolving an issue in class, which I use the generic term ‘troubleshooting’ to describe the interaction. The findings reveal that troubleshooting can happen at any point in time during class: mid-activity, transitioning between activities, or pre-activity. By showcasing these examples, we may be able to further examine the fluidity of the classroom discourse, as well as how participants experience the classroom.