DOI: https://doi.org/10.14710/parole.v13i1.13-31

Aizuchi on Basic Japanese Language Textbook as Learning Material of Listening Behavior

Linguistics Department, Universitas Indonesia, Indonesia, Indonesia

Received: 18 Jul 2022; Published: 30 Apr 2023.
Open Access Copyright (c) 2023 PAROLE: Journal of Linguistics and Education under http://creativecommons.org/licenses/by-sa/4.0.

Citation Format:
Abstract

The low competence in listening behavior of Japanese language learners affects their interactional competence (Miyanaga, 2013). Textbooks, however, are not used optimally even though listening behavior teaching materials may greatly contribute to learner’s conversational skills, particularly for novice learners. This study examines the form and function of the Japanese listener response (aizuchi) by analyzing the structure of the dialogue model of the textbook ‘Minna no Nihongo I and Minna no Nihongo II.’ Using the interpersonal discourse system from Systemic Functional Linguistics, this study identifies aizuchi and non-aizuchi responses, mapping the distribution of aizuchi’s form and function in the textbook and describing variations in function and patterns of use of aizuchi-shi (short response). This study indicates two findings. Firstly, aizuchi is a listener’s response after the speaker’s statement (K1) and confirmation request (cf). Secondly, the short responses that have the highest frequency of use in the basic Japanese textbooks are referred to as aizuchi (aizuchi-shi): ‘soo desu ka,’ ‘soo desu ne,’ ‘ii desu ne,’ and ‘wakarimashita’; which has the function of understanding, supportive agreement, emotional/feeling expression, and turn-relinquishing. It concludes that basic Japanese textbooks are sufficient for teaching basic listening behavior because aizuchi is presented in various forms, functions, and usage contexts.

Fulltext View|Download
Keywords: Japanese listening behavior, aizuchi, interactional competence, Minna no Nihongo, Systemic Functional Linguistics

Article Metrics:

Article Info
Section: Research Article
Language : EN
Recent articles
Use of Conceptual Metaphors in Miguna Miguna’s Political Commentaries on Facebook in Kenya: A Conceptual Metaphor Perspective Aizuchi on Basic Japanese Language Textbook as Learning Material of Listening Behavior English Graduate Students’ Motivation in the Emergency Remote Learning amidst Pandemic in a Public University in Indonesia More recent articles
Most cited articles
Backmatter Illocution on Speech Acts of Foreign Students in Indonesian Learning KOMPONEN MAKNA UNGKAPAN METAFORIS DALAM PILEG 2009 DALAM WACANA SURAT PEMBACA DI HARIAN SUARA MERDEKA Interpersonal Metadiscourse pada Tagline Iklan Poster World Wildlife Fund (WWF) Backmatter More cited articles
  1. Batlle, J., & Suárez, M. del M. (2021). An analysis of repair practices in L2 Spanish listening comprehension materials with implications for teaching interactional competence. Classroom Discourse, 12(4), 365–385. https://doi.org/10.1080/19463014.2020.1810724
  2. Campbell-Larsen, J. (2019). Interactions in L2: Some Features of Japanese Learner Talk. JALT Postconference Publication, 2018(1), 183. https://doi.org/10.37546/JALTPCP2018-25
  3. Carpi, T. (2020). Distance learning classes of Japanese: Kervan – International Journal of Afro-Asiatic Studies, 24(1), 23
  4. Chahooshi, M., & Rezvani, R. (2018). A Comparative Investigation of the Backchanneling Strategy in English Language Textbooks for Iranian School Students. Journal of Studies in Learning and Teaching English, 7(1), 23–45
  5. Clancy, P. M., Thompson, S. A., Suzuki, R., & Tao, H. (1996). The conversational use of reactive tokens in English, Japanese, and Mandarin. Journal of Pragmatics, 26(3), 355–387. https://doi.org/10.1016/0378-2166(95)00036-4
  6. Cutrone, P. (2014). A cross-cultural examination of the backchannel behavior of Japanese and Americans: Considerations for Japanese EFL learners. Intercultural Pragmatics, 11(1). https://doi.org/10.1515/ip-2014-0004
  7. Eggins, S., & Slade, D. (2006). Analysing casual conversation (Paperback ed). Equinox
  8. Hanzawa, C. (2012). Listening behaviors in Japanese: Aizuchi and head nod use by native speakers and second language learners [Dissertation]. University of Iowa
  9. Iguchi Y. (2016). A Study of Advancement in the Oral Proficiency of Beginner Japanese Students: Based on Textbooks Analyses and Questionnaires to the Japanese Language Teachers (Shokyūnihongo gakushū-sha no kōtō hyōgen nōryoku kōjō ni kansuru ichikōsatsu ― kyōkasho bunseki oyobi nihongo kyōshi e no ankēto chōsa o moto ni ―). Journal of Japanese Language Education Method Study Group, 23 (1)
  10. Ike, S. (2016). The Interactional Basis of Backchannel Behaviour in Japanese English. 椙山女学園大学研究論集 第 47 号, 47, 129–138
  11. Imelda, I., Rahmat, A., & Nuruddin, N. (2021). Development Learning Materials for the Responding Skills in Speaking the Basic Japanese Language –Beginning Step. Journal of Educational Science and Technology (EST), 26–31. https://doi.org/10.26858/est.v7i1.15242
  12. Ishikawa, S. (2010). Aizuchi to no hikaku ni yoru fiira no kinoo bunseki. Waseda Japanese Studies Vol. 19 p. 61-72
  13. Iwasaki, S. (1997). The Northridge earthquake conversations: The floor structure and the ‘loop’ sequence in Japanese conversation. Journal of Pragmatics, 28(6), 661–693. https://doi.org/10.1016/S0378-2166(97)00070-2
  14. Japan Foundation, J. F. (2016). Standar Pendidikan Bahasa Jepang JF (JF Standarf for Japanese Language Education)
  15. Jinlong, Z. (2008). Model conversation of Japanese textbooks from the viewpoint of communication ability training -Focusing on the treatment of mutual relations in Chinese “comprehensive Japanese” textbooks ( Komyunikēshon nōryoku yōsei no kanten kara mita nihongo kyōkasho no moderu kaiwa ― Chūgoku no `sōgō nihongo’ kyōkasho ni okeru aidzuchi no atsukai o chūshin ni ―）. https://kuis.repo.nii.ac.jp/?action=repository_action_common_download&item_id=245&item_no=1&attribute_id=18&file_no=1
  16. Jones, K., & Ono, T. (2005). Discourse-Centered Approaches to Japanese Language Pedagogy. Japanese Language and Literature, 39(2), 237. https://doi.org/10.2307/30038901
  17. Kartika, D. (2018). Analysis of the Use of Aizuchi by the Students of Bung Hatta University in Japanese Language Communication. American Journal of Linguistics, 6(2), 37–40
  18. Kita, S., & Ide, S. (2007). Nodding, aizuchi, and final particles in Japanese conversation: How conversation reflects the ideology of communication and social relationships. Journal of Pragmatics, 39(7), 1242–1254. https://doi.org/10.1016/j.pragma.2007.02.009
  19. Kumagai, Y. (2014). 9. On Learning Japanese Language: Critical Reading of Japanese Language Textbook. In 9. On Learning Japanese Language: Critical Reading of Japanese Language Textbook (pp. 201–217). Multilingual Matters. https://doi.org/10.21832/9781783091850-011
  20. Lam, D. M. K. (2018). What counts as “responding”? Contingency on previous speaker contribution as a feature of interactional competence. Language Testing, 35(3), 377–401. https://doi.org/10.1177/0265532218758126
  21. Lee, H. S., Yoon, K.-E., & Yoon, S.-S. (2017). Teaching Listener Responses to KFL Students. The Korean Language in America, 21(2), 250–261. https://doi.org/10.5325/korelangamer.21.2.0250
  22. Martin, J. R., & Rose, D. (2003). Working with discourse: Meaning beyond the clause. Continuum
  23. Maynard, D. W. (1997). The News Delivery Sequence: Bad News and Good News in Conversational Interaction. Research on Language & Social Interaction, 30(2), 93–130. https://doi.org/10.1207/s15327973rlsi3002_1
  24. Maynard, S. K. (1986). On back-channel behavior in Japanese and English casual conversation. Linguistics, 24(6). https://doi.org/10.1515/ling.1986.24.6.1079
  25. Maynard, S. K. (1990). Conversation management in contrast: Listener response in Japanese and American English. Journal of Pragmatics, 14(3), 397–412. https://doi.org/10.1016/0378-2166(90)90097-W
  26. Miyanaga, A. (2013). Anaysis of Japanese Learners Mutual Expression:based on chat of Contact Scene. Bulletin of International Student Center, Kanazawa University, 16, 31–43
  27. Miyazaki, S. (2010). Learners’ Performance and Awareness of Japanese Listening Behavior in JFL and JSL Environments. Ophia Junior College Faculty Journal, 30, 23–44
  28. Mori, J. (2006). The workings of the Japanese token hee in informing sequences. Journal of Pragmatics, 38(8), 1175–1205. https://doi.org/10.1016/j.pragma.2005.05.004
  29. Nurjaleka, L. (2019). Backchannel Behavior in Interview Discourse: Advances in Social Science, Education and Humanities Research, 254, 7
  30. O’Keeffe, A., McCarthy, M., & Carter, R. (2007). From Corpus to Classroom: Language Use and Language Teaching. Cambridge University Press
  31. Purwanto, S. (2013). POLITENESS STRATEGIES IN MODEL CONVERSATIONS IN ENGLISH TEXTBOOKS FOR ELEMENTARY SCHOOL STUDENTS. Parole: Journal of Linguistics and Education, 3(1), 10
  32. Rahayu, M. G., Supriatnaningsih, R., & Nurhayati, S. (2015). Analisis Penggunaan Aizuchi Mahasiswa Bahasa Jepang dalam Komunikasi Berbahasa Jepang. CHI’E, 4(1)
  33. Ross, S. (2018). Listener response as a facet of interactional competence. Language Testing, 35(3), 357–375. https://doi.org/10.1177/0265532218758125
  34. Saft, S. (2007). Exploring aizuchi as resources in Japanese social interaction: The case of a political discussion program. Journal of Pragmatics, 39(7), 1290–1312. https://doi.org/10.1016/j.pragma.2007.02.010
  35. Shek, C. (2020). The Effects of Awareness-Raising with a Strong Component of Noticing to Listener Responses in Japanese. EALL Working Papers in Linguistics and Literatures, 40
  36. Šukelj, K. (2019). A Critical Analysis of the Representation of Japanese Culture in Japanese Language Textbooks. Tabula, 16, 127–150. https://doi.org/10.32728/tab.16.2019.9
  37. Taguchi, N. (2009). Pragmatic Competence. Walter de Gruyter
  38. Teruya, K. (2017). Mood in Japanese. https://doi.org/10.13140/RG.2.2.28183.73121
  39. Thornbury, S., & Slade, D. (2006). Conversation: From description to pedagogy. Cambridge University Press
  40. Tsuchiya, K. (2013). Listenership Behaviours in Intercultural Encounters: A time-aligned multimodal corpus analysis. John Benjamins Publishing
  41. Yeh, M. (2018). Active listenership: Developing beginners’ interactional competence. Chinese as a Second Language Research, 7(1), 47–77. https://doi.org/10.1515/caslar-2018-0003

Last update:

No citation recorded.

Last update: 2024-11-20 07:31:57

No citation recorded.