Authentic Discourse and Model Exemplars in Japanese Language Textbooks: A Case Study of Apologies and Requests

<p>In recent years, the communicative approach has prevailed in second language teaching, such that model dialogues are presented in textbooks for language learners. However, there has been little research on the extent to which such exemplars reflect authentic discourse in Japanese. This thesis, therefore, explores the speech acts of Japanese language native speakers (NSs), non-native speakers who are learning Japanese (NNSs), and discourse model examples presented in Japanese language textbooks (TXs) in order to investigate their similarities and differences, and thereby enhance the contents of textbooks. In particular, this thesis focuses on the discourse structure and expressions. The study takes a quantitative approach to the data analysis, using two different scenarios in settings of apology and requests. NSs pairs and NNSs pairs were requested to perform role-plays of two different scenarios in Japanese. The conversational data of the role-plays were transcribed, and the model exemplars of apology and request presented in the selected Japanese language textbooks were also analysed. The analysis employs the framework of cross-cultural speech act realisation patterns (CCSARP) of Blum-Kulka et al. (1989) to categorise utterances based on the intentions of the speakers into two parts, namely: Head Acts (HAs) and Supportive Moves (SMs). Once the data were classified by the CCSARP, individual HAs and SMs were sorted according to Brown and Levinson’s politeness theory (1987), which divides politeness strategies into four types: bald on record, positive politeness, negative politeness, and off record. By adopting both CCSARP and politeness theory, the characteristics of the discourse strategies and expressions of the three groups analysed in this thesis can be grasped. The analysis produces several new findings by identifying various ways in which the model dialogues in Japanese language textbooks fail to reflect the natural discourse of Japanese native speakers. The thesis presents suggestions for improvement for the benefit of textbook authors in future.</p>

Authentic Discourse and Model Exemplars in Japanese Language Textbooks: A Case Study of Apologies and Requests

<p>In recent years, the communicative approach has prevailed in second language teaching, such that model dialogues are presented in textbooks for language learners. However, there has been little research on the extent to which such exemplars reflect authentic discourse in Japanese. This thesis, therefore, explores the speech acts of Japanese language native speakers (NSs), non-native speakers who are learning Japanese (NNSs), and discourse model examples presented in Japanese language textbooks (TXs) in order to investigate their similarities and differences, and thereby enhance the contents of textbooks. In particular, this thesis focuses on the discourse structure and expressions. The study takes a quantitative approach to the data analysis, using two different scenarios in settings of apology and requests. NSs pairs and NNSs pairs were requested to perform role-plays of two different scenarios in Japanese. The conversational data of the role-plays were transcribed, and the model exemplars of apology and request presented in the selected Japanese language textbooks were also analysed. The analysis employs the framework of cross-cultural speech act realisation patterns (CCSARP) of Blum-Kulka et al. (1989) to categorise utterances based on the intentions of the speakers into two parts, namely: Head Acts (HAs) and Supportive Moves (SMs). Once the data were classified by the CCSARP, individual HAs and SMs were sorted according to Brown and Levinson’s politeness theory (1987), which divides politeness strategies into four types: bald on record, positive politeness, negative politeness, and off record. By adopting both CCSARP and politeness theory, the characteristics of the discourse strategies and expressions of the three groups analysed in this thesis can be grasped. The analysis produces several new findings by identifying various ways in which the model dialogues in Japanese language textbooks fail to reflect the natural discourse of Japanese native speakers. The thesis presents suggestions for improvement for the benefit of textbook authors in future.</p>

Evaluating Environmental Contents in Comprehensive Passages in Junior Secondary School English Language Textbooks Used in Cross River State, Nigeria

Serious concerns have been raised by many stakeholders in environmental issues including Cross River State Government, educationists, non-governmental organisations and even, the international funding agencies, about the quality and level of environmental information that can be accessed in both print and electronic media. This has become imperative because proper understanding of the origin of the present environmental challenges is the key to minimise the on-going abuses in future. This study was undertaken to investigate the level of environmental awareness issues contained in comprehensive passages present in English Language textbooks used by Junior Secondary School students in Cross River State, Nigeria. The study involves counting and analysing the number of passages dealing with environmental issues in 27 textbooks based on the four types of environments: abiotic, biotic, neutral and social. Two research questions were formulated and used to guide the study. Observed data were analysed using simple percentage technique. Results show that issues concerning the environment were reflected in all the textbooks but sometimes in an undesirable proportion. It was concluded that the practice of emphasising social and abiotic environments issues at the detriment of others do not auger well for proper development and impartation of environmental awareness to students. Received: 28 July 2021 / Accepted: 30 September 2021 / Published: 5 November 2021

Poetry after 1989 and Its Contexts in Polish Language Education

The article focuses on the position of contemporary poetry in Polish language teaching at secondary schools. It highlights cultural contexts in lyric poetry created after 1989 from the standpoint of integrational education, by reviewing Polish language textbooks, and taking into account new tendencies in Polish poetry. The noticeable change in the poetic language is discussed in selected examples along with the filiations, and disputes with tradition, as well as problems of aesthetics. It was emphasised that contexts of literature play an important role in interpretation of poems by Marcin Świetlicki, Eugeniusz Tkaczyszyn-Dycki, Tomasz Różycki and others.