Panel Title
Second Language Acquisition Panel: 日本語学習者の談話運用ストラテジーの使用と未使用に関する判断過程の分析 (The analysis
of decision-making processes in the use of oral production strategies by L2 learners
of Japanese)
Paper Title
ディスカッションにおける上級学習者の聞き手としてのストラテ
ジーの使用状況と認識度 (Performance and perception of the listener role during small-group discussions by advanced learners of Japanese)
Author's Name, Institution and E-mail Address
Chiemi Hanzawa, University of Iowa, chiemi-hanzawa@uiowa.edu
Abstract
A number of studies have investigated the use of aizuchi and head nodding by native
speakers and learners of Japanese. Previous research shows that learners of Japanese
use less aizuchi than native speakers, and that their variety of aizuchi is limited
(Horiguchi 1997, Watanabe 1994). In terms of head nodding, it has been reported
that native speakers of Japanese use more head nodding than native speakers of
English (Maynard 1993), but the use of head nodding by learners of Japanese remains
unclear. Previous study uses data mainly from face-to-face conversations between
two people, and the focus of the analysis is to investigate the descriptive characteristics
of the use of aizuchi and head nodding, such as frequency, variety and position.
While learners' general perception of aizuchi has been investigated via questionnaires,
learners' perception during actual conversations has not been studied fully. This
research investigates the performance and the perception of listener roles by
advanced learners of Japanese. Learners' perception is investigated to find out
1) their understandings of native-like aizuchi and head nodding behaviors, 2)
their decision-making process as to the use of aizuchi and head nodding, and 3)
the difficulties they experience when enacting these behaviors during in-class
discussions. The participants are fourth-year Japanese student at the university
level. Their in-class small-group discussions were video-taped and transcribed,
and their use of aizuchi and head nodding was examined with regard to turn-taking
behaviors. Stimulated recall interviews were used to investigate the learners'
perception towards the use of aizuchi and head nodding while engaged in discussions
during content-based instruction. The results reveal a discrepancy between the
learners' performance and the perception of listener roles. The use of stimulated
recall pinpointed the difficulties learners face when performing listener roles
while talking with peers.
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