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That Movie was so Hilarious NE!' The Development of Japanese Interactional Particles NE, YO, and YONE in L2 Classroom Instruction.
|Title:||That Movie was so Hilarious NE!' The Development of Japanese Interactional Particles NE, YO, and YONE in L2 Classroom Instruction.|
|Contributors:||East Asian Lang & Lit-Japanese (department)|
Japanese interactional particles
|Date Issued:||Aug 2017|
|Publisher:||University of Hawaiʻi at Mānoa|
|Abstract:||The present study examines the development of L2 interactional competence|
(Hall, 1999; He & Young, 1998) by JFL learners in an explicitly instructed setting as
evidenced by their metapragmatic development and use of Japanese interactional
particles ne, yo, and yone in unscripted conversations with NSs and peer learners. More
specifically, the study aims to investigate the role of pragmatics-focused instruction in the
learners’ ability to participate in a range of assessment activities (Goodwin & Goodwin,
1992) using the particles ne, yo, and yone as resources to co-construct stance and achieve
intersubjectivity (e.g., Du Bois & Kärkkäinen, 2012; Kärkkäinen, 2006) between
participants in an ongoing interaction.
To bridge the gap between the paucity of instructional treatment and the highly
frequent use of the interactional particles in mundane Japanese conversation, an
instructional approach that incorporated awareness-raising and conversational activities
was proposed and implemented in a third semester JFL course for one semester. In order
to examine the effects of instruction on the development of interactional competence as
evidenced by the learners’ use of particles ne, yo, and yone in the conversation sessions,
the study focuses on the following perspectives: 1) learners’ metapragmatic
understanding of the variability in particle function and in the meanings that the particles
can index; 2) learners’ use of the particles in ways that are consistent with what they were
taught, and that potentially extend beyond their instructed learning in terms of form,
function, and activity-relevant participation; and 3) the learners’ demonstration of ability
to deploy these particles as resources for joint stance taking in the conversations with NS
partners and peer learners in linguistically and culturally appropriate ways.
Findings from the experimental group learners’ performance from the pre- and
post-tests provide evidence that they have demonstrated metalinguistic development of
the discourse functions of the particles in the described discourse situations. The
conversation data revealed that the learners’ development of interactional competence is
evidenced by their increasing ability to attend to, and design their own talk in a way for it
to be understood and responded to by the recipient (Pekarek Doehler & Berger, 2016)
through the use of the particles ne, yo, and yone for achieving joint construction of stance
and intersubjectivity with their conversational partners. Moreover, the learners’ greater
understanding and use of the particles through the instruction facilitate the emergence of
learners’ agency, which provides the learners with an increased capacity to actively pick
up linguistic affordances to develop their personal voice (Liddicoat & Scarino, 2013) to
interact more creatively and meaningfully with their conversational partners.
|Description:||Ph.D. Thesis. University of Hawaiʻi at Mānoa 2017.|
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||
Ph.D. - East Asian Languages and Literatures (Japanese)|
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