Student Colloquium

Friday, April 26, 2019, 3:00-4:30 PM
Moore Hall 258

Collaborative Dialogues and LRES (Language Related Episodes) in the JFL Classroom: Instructor and Student Small Group Interactions

Andre Long
M.A. student in Japanese Linguistics, EALL

This study examines how instructors participate in Collaborative Dialogues (CDs) (Swain, 1985; Swain, 2000) from a Vygotskian sociocultural perspective and whether this participation has an effect on how students problem-solve and develop Knowledge Building (Swain, 2000). LREs (Language Related Episodes) (Swain 1998; 2000), which occur during CDs, happen when learners discuss various aspects of language during classroom interactions.  Patterns of talk among instructor-student interactions in an intermediate level college JFL (Japanese Foreign Language) classroom, between two four to five-person groups, were analyzed to identify LREs that were effective in Knowledge Building. Answers on the dialogic task sheet and posttests were used to identify the correct use of forms and Knowledge Building. The instructions of the task elicited students to take up the role of +knowing co-problem-solvers and instructors were provided a role as passive observers to participate when students have solicited them for “help”, contrasting with the traditional role of the instructor as +knowing +certain lecturer.  The findings of this study suggest that the instructor may struggle to promote Knowledge Building through evaluations/assessments, and the findings suggest that promoting problem-solving among students may be more effective.  Tasks, which allow the instructor to participate collaboratively with students, may promote the process of problem-solving if the task is properly oriented by providing the instructor a social role that allows them to assist in problem-solving.

Effects of Awareness-Raising on the Instruction of Japanese Conversational Practices

Kana Morimoto
M.A. student in Japanese Linguistics, EALL

The study investigates the effect of awareness-raising on the instruction of overlapping aizuchi in the beginning-level of Japanese as Foreign Language (JFL) classroom. Previous research has found that Japanese and English speakers have different expectations regarding the mechanics (e.g., frequency and timing) and sociocultural aspect (e.g., omoiyarior consideration for others) of aizuchi (Clancy et al., 1996; Ikeda, 2004), a situation that can cause learners to misinterpret the usage of overlapping aizuchi and/or misuse them (Ikeda, 2004). This study examines whether the instruction facilitates a space for learners to raise their awareness of these aspects in Japanese conversation. This study adopts an explicit instructional approach (Kasper & Schmidt, 1996; House, 1996 among others) with a focus on raising learner awareness of the pragmatic practices associated with overlapping aizuchi. The design of this study adopts two components of explicit instruction from previous studies: 1) awareness-raising class discussion (Moody, 2014) and 2) native speaker (NS) model (Yoshimi, 2001; Tateyama, 2008; Iwai, 2010). The result suggests that the instruction increased learner awareness of the mechanics and sociocultural aspects of aizuchi. The study suggests that a complex discourse-pragmatic feature such as overlapping aizuchi can be taught using the treatment deployed in this study (i.e., awareness-raising and NS model), although further investigation is needed. 


The talk is open to the public, and light refreshments will be served.
For more information, please contact Han Chung at hchung@hawaii.edu.
For disability access, please contact the EALL office at 956-8940 or eall@hawaii.edu.
University of Hawaiʻi at Mānoa is an Equal Opportunity / Affirmative Action Institution


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East Asian Languages & Literatures

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Moore Hall 382
The University of Hawaiʻi is an Equal Opportunity/Affirmative Action Institution
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