Pixel International ConferencesPixel International ConferencesThis presentation discusses how my research on honorifics has influenced my pedagogy when teaching honorifics, focusing on three key ideas: defining honorifics, utilizing textbooks and daily interactions, and making adjustments in assessment. Firstly, recent studies highlight a dynamic understanding of honorifics, framing them as indicators of interpersonal distance in Japanese. Rather than viewing honorifics solely as relics of a feudalistic society, I emphasize their role in encoding interpersonal relationships. Using Bloom's Taxonomy, I stress the importance of memorization for understanding and analyzing honorific usage in context. Animated clips illustrate how knowledge of honorifics aids students in discerning speakers and their intended recipients. Secondly, I emphasize the incorporation of style-shifts in textbooks like Genki and Tobira, which reflect real-life conversational nuances. Rather than aiming for perfect mastery, initial goals focus on recognizing honorific usage and understanding its significance. Through modeling honorific usage in interactions, students gain exposure crucial for proficiency development. Lastly, adjustments in assessment acknowledge the learning curve associated with honorifics. While basic forms are tested through quizzes, summative assessments prioritize naturalness of speech alongside honorific usage. Accommodations include allowing pauses and refraining from penalizing students for unconventional usage, fostering sincerity and creativity in expression. In conclusion, this presentation highlights a pedagogical approach informed by research on honorifics, emphasizing contextual understanding, exposure through interaction, and flexible assessment strategies to support student learning.
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Keywords |
Language pedagogy, Japanese honorifics |
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REFERENCES |
[1] Banno, E., Ikeda, Y., Ono, Y., Shinagawa, C., & Tokashiki, K. (2020a). Shokyū Nihongo genki [Genki. I & II: An integrated course in elementary Japanese]. In (3 ed., pp. 382). Tokyo, Japan: The Japan Times Publishing. [2] Bella, S., Sifianou, M., & Tzanne, A. (2015). Teaching politeness. In B. Pizziconi & M. A. Locher (Eds.), Teaching and Learning (Im)Politeness (Vol. 22, pp. 23-52). Berlin: Walter de Gruyter. [3] Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. In (1st ed.). New York, Longmans, Green. [4] Cook, H. M. (1998). Situational meanings of Japanese social deixis: The mixed use of the masu and plain forms. Journal of Linguistic Anthropology, 8(1), 87-110. [5] Cook, H. M. (2006). Japanese politeness as an interactional achievement: Academic consultation sessions in Japanese universities. 25(3), 269-291. [6] Cook, H. M. (2011). Are honorifics polite? Uses of referent honorifics in a Japanese committee meeting. Journal of Pragmatics, 43(15), 3655-3672. [7] Cook, H. M., & Nakamura, M. (2021). Linguistic impoliteness in a polite society: Ideology and practice in Japanese spoken and written discourse introduction. East Asian Pragmatics, 6(1), 1–8. [8] Fujiwara, A., Abe, H., Ooi, Y., Tsubakihara, H., & Yoshida, N. (2009). Teaching culturally appropriate expressions in Japanese language teaching. Bulletin of Faculty of Education, Hokkaido University, 108, 85-98. [9] Geyer, N. (2008). Interpersonal functions of style fhift: The use of plain and masu forms in faculty meetings. In K. Jones & T. Ono (Eds.), Style Shifting in Japanese (pp. 39-70). Amsterdam, Netherlands: John Benjamins Publishing Company. [10] Geyer, N. (2021). Friendly or condescending? Negotiating appropriateness in online discourse on medical practitioners’ non-use of honorifics. East Asian Pragmatics, 6(1), 87–108. [.....]
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