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Symposium
Foreign language learning in the age of globalization
Duisburg (March 23 & 24, 2006)
In cooperation with the Japan Foundation, Institute of East Asian Studies, University of Duisburg-Essen
Foreign language learning in the age of globalization Duisburg (March 23 & 24, 2006)
Schedule
Thursday, March 23rd
9:00 Opening remarks Patrick Heinrich (Duisburg-Essen University)
1. New learners and new paradigms
Chair: Eric Kellerman
9:15 Bernd Rüschoff (Duisburg-Essen University) Using computer and internet to enhance intercultural learning
10:05 Christian Galan (Toulouse University) JFL – New students and/or new teaching paradigm?
10:50 – 11:05 coffee break
11:05 Ayako Shikama (Duisburg-Essen University) Integration policy concerning migrants in Japan: From the viewpoint of Japanese language education
11:50-13:30 lunch break
2. Cognitive processes in foreign language learning
Chair: Bernd Rüschoff
13:30 Eric Kellerman (Radboud University) Crosslinguistic influence in word and deed
14:20 Yuka Ando (Duisburg-Essen University) The acquisition of “-ni”: Applying the 4-M Model and the Abstract Level Model
15:05 – 15:20 coffee break
15:20 Keiko Yoshioka (Leiden University) Introduction of animate characters in speech and gesture in L2 narrative discourse
16:10 Kaoru Yoshioka (Duisburg-Essen University) Tense-aspect morphology development: grounding in L2 Japanese
18:00 Conference dinner
Friday, March 24th
3. Acquisition planning
Chair: Viktoria Eschbach-Szabo
9:30 Bernard Spolsky (Bar Ilan University) Japanese in European language education policy
10:20 Tessa Carroll (Stirling University) JFL in the early twenty-first century: policy, learners and native speakers
11:05-11:20 coffee break
11:20 Patrick Heinrich (Duisburg-Essen University) Teaching endangered languages – the case of Okinawan
12:05 – 13:45 lunch break
4. Interaction in contact situations
Chair: Bernard Spolsky
13:45 Viktoria Eschbach-Szabo (Tübingen University) Words in the Japanese writing system and in rômaji
14:35 Christiane Hohenstein (Hamburg University) Beyond assertion: Modality in Japanese expert discourse
15:20 - 15:45 coffee break
15:45 Yuko Sugita (Duisburg-Essen University) Shared knowledge and institutional interaction in Japan
5. Open discussion 16:30 -17:30 Patrick Heinrich, Yuko Sugita and Kaoru Yoshioka Duisburg-Essen University JSL Project
List of participants
Yuka Ando (Duisburg-Essen University)
Tessa Carroll (Stirling University)
Viktoria Eschbach-Szabo
(Tübingen University)
Christian Galan (Toulouse University)
Patrick Heinrich
(Duisburg-Essen University)
Christiane Hohenstein (Hamburg University)
Eric Kellerman (University of Nijmegen)
Bernd Rüschoff (Duisburg-Essen University)
Ayako Shikama (Duisburg-Essen University)
Yuko Sugita (Duisburg-Essen University)
Bernard Spolsky (Bar Ilan University)
Kaoru Yoshioka (Duisburg-Essen University)
Keiko Yoshioka (Leiden University)
Using Computer and Internet to enhance Intercultural Learning
Bernd Rüschoff, University of Duisburg-Essen
Language Learning is more than the simple learning of grammatical rules or acquisition
of vocabulary. Learners need to be put into a position where they can develop a deeper
understanding of cultural specifics underlying the target language. Raising intercultural
awareness as well as empowering learners to be able to deal with stereotypical
viewpoints are important aims of the language curriculum.
Appropriate scenarios for language teaching and learning always ensure that - when
looking at the target culture - learners are also encouraged to look at and reflect on their
own culture as well as to reconsider the specifics of their own cultural background, thus
developing new perspectives. Claire Kramsch suggested that the aim of intercultural
learning is to meet in what she calls "a third place." This third place is situated
somewhere in between the two cultures, and it "·rows in the interstices between the
cultures the learner grew up with and new cultures he or she is being introduced to."
Metaphorically speaking one could say that learners should be invited to meet in the
middle of a bridge built with bricks from both cultures.
This paper will briefly discuss current theoretical frameworks for language learning as
well as aspects and principles of intercultural learning. It will then describe how
computer and internet can be used to support learners in their need to encounter the
target culture and to reflect the differences and similarities not only between themselves
and others, but also between their own and other cultures. Internet projects and
webquests will be presented as samples of best practice, and tools for the exploitation of
authentic materials for language learning will also be shown.
JFL in European universities – New students and/or new teaching paradigm?
Christian Galan, Toulouse University
The circumstances surrounding the teaching of Japanese in French and European
universities have clearly undergone major changes over the past decade. These changes
are the result of a considerable increase in student populations, with the diversification
of students’ expectations, motivations and abilities, and also of the revision of degree
programs that comes with the various university reforms being implemented in most
European countries. A new perception of the Japanese language is also a factor. Yet, in
this context, the main concern of professors of Japanese today involves the balance or
consistency between 1) their students’ expectations and abilities, 2) the function of the
university as an institution and the educational objectives relating to the acquisition of
foreign languages, and 3) the educational methods employed to meet these objectives.
In fact, it is difficult to arrive at a clear understanding of all these different elements;
indeed, there is a “gray area” around them and how they interrelate. This has ultimately
created the rather paradoxical situation by which the growing popularity of the Japanese
language among young Europeans is actually shaking the foundations of this discipline
as it has been practiced thus far. In this paper, I will address each of these various
elements in turn, and using the French example, I will try to show how they match up or
contradict each other. Most importantly, I will discuss how these elements interact with
regard to the specific constraints and possibilities afforded by the Japanese language,
and how they are forcing us to challenge the practice of teaching this discipline.
Integration Policy concerning Migrants in Japan: From the Viewpoint of Japanese Language Education
Ayako Shikama, University of Duisburg-Essen
It is almost two decades since foreign workers and their families came to Japan to cover
the labour shortage. Problems of communication and cultural gaps between Japanese
and non-Japanese nationals at the work place, in local communities, as well in children's
schools have been highlighted. The transition to a multicultural and multilingual society
expanded the demands on Japanese language education: it was required not only by the
international students, but also by foreign residents. In recent years, the active
discussions about the necessity of foreign workers for the future aging society have
been continuing. The word "integration" has begun to be used in the context of policy
concerning non-Japanese nationals. It is certain that Japan introduced the concept of
integration from West European countries. Japanese economic organizations which
promote introducing foreign workers, as well as the government, point out the
importance of integration policy, especially Japanese language education. However they
suggest language education only by virtue of its economic efficiency and usefulness for
Japanese companies. This shows the lack of consciousness of the fact that the
non-Japanese residents also become a part of society. In my presentation I would like to
focus on two topics:
(1) The unbalanced integration policy with regard to Japanese language education
(2) The background to and intentions surrounding the policy
Second Language Acquisition: A Manual Manual
Eric Kellerman, University of Nijmegen
In the last 15 years there has been a remarkable upsurge of interest in the intimate
relationship between language and gesture. A whole school of thought, originating with
David McNeill in Chicago, sees gesture and language arising from a common
conceptual base. In this view, gestures accompanying speech are a window into the
mind, providing information about processing that enriches our understanding of what
Slobin calls 'thinking for speaking'.
In my presentation, I shall distinguish four types of hand movement that are typically
labelled 'gesture' by the layperson: Deaf signs, other forms of sign language, emblems,
and speech-related gestures (SRGs). I shall quickly discard the first two, spend a little
time on the third because they are amusing and of some interest cross-culturally, and
then concentrate on SRGs.
In particular, I shall be looking at how typological distinctions between languages have
their counterparts in SRGs; in other words, I shall show that there is a link between
grammar and gesture. My evidence will come from various retellings of the famous
"Frog Story", itself widely used by researchers studying the development of narrative
skills and rhetorical styles in children with various language backgrounds (e.g. Berman
and Slobin, 1994). These typological distinctions, illustrated through video clips
of Dutch, Spanish, North American and Japanese speakers performing in both L1 and
in some cases L2 English, are most clearly revealed in the way motion events are
described. As such, they raise interesting questions in a second language acquisition
context, as they address the issue of transfer in a wholly new dimension. What happens
to the SRGs when one learns to speak a typologically dissimilar language? Do the
appropriate gestures get learned along with the grammar? Or do the L1 gestures merely
become superimposed on a language substrate to which they are not suited? And does
it matter if they do or don't?
Finally, drawing heavily on the work of Keiko Yoshioka (2005), I shall explore how
these typological differences in speech and gesture also affect rhetorical style both
verbally and manually.
The Acquisition of “-ni”. Applying the 4-M Model a nd the Abstract Level Model
Yuka Ando, University of Duisburg-Essen
When learning a foreign language, not all grammatical items are learned with the same
speed and accuracy. Japanese particles are no exceptions, and apart from differences in
detail, there is general agreement that the acquisition process varies, depending on the
functions of particles. That is, even a single particle is acquired differently, if the
functions are different.
Myers-Scotton’s 4-M model and Abstract Level model are claimed to be a theoretical
support to explain such different distributions mentioned above. According to the models,
“early system morphemes” are to be acquired before “late system morphemes”. The
deciding factor to distinguish them is; the lemmas for the former morphemes are
activated conceptually in the mental lexicon while those of the latter are activated at the
later stage in the language production process. In this study, the focus is on the particle
“ni”, and to apply both models to it, its thirty six functions based on the classification by
Muraki and Rickmeyer were analyzed as belonging to either morpheme group.
The result of the analysis shows that the distribution of the different kinds of “ni” in the
corpus mostly supports the models; early system morphemes are acquired before late
system morphemes. There are, however, four functions that do not comply with the
acquisition continuum. It is argued that it can be attributed to the transfer of the learners’
native tongue, in this case, German.
This does not, however, exclude yet the possibility for the models to explain effectively
why certain errors are more common than others and even to serve as the basis of
predictions concerning the acquisition processes of certain grammatical items. To test
how vulnerable the models are to the language transfer, therefore, the corpus of Japanese
as a Foreign Language (JFL) by native speakers of English is also currently being
collected.
Muraki, Shinjiro: 1991 Nihongo Dooshi no Shosoo [Various aspects of Japanese verbs].
Saitama, Japan: Hitsuji Shobo.
Myers-Scotton, Carol: 2002 Contact Linguistics: Bilingual Encounters and Grammatical
Outcomes. Oxford: Oxford University Press
Rickmeyer, Jens: Japanische Morphosyntax. Heidelberg: Julius Groos Verlag Heidelberg.
Introduction of animate characters in speech and gesture in L2 narrative discourse
Keiko Yoshioka, Leiden University
This study examines the manner in which Dutch learners of Japanese introduce animate
referents in L2 in speech and gesture as compared to native speakers of the two
languages. In order to produce understandable discourse in L2, learners need to acquire
not only morpho-syntactic forms of reference (e.g., nouns, pronouns etc.) but also a
pragmatically appropriate manner in which to use them in the target language. Givón
(1984: 126) illustrates the relationship between the choice of linguistic form and the
structure of information in discourse in his quantity universal principle: more
predictable topics will be accompanied by less marking material, while less predictable
information will be accompanied by more marking material. McNeill (1992) states that
Givón’s principle is applicable to the production of co-speech gesture by demonstrating
that the introduction of a referent is more likely to be accompanied by gesture (i.e.,
more marking material) than subsequent mentions of the referent (Levy & McNeill
1992 among others). With respect to L2, previous findings reveal that learners rarely
face difficulties in introducing animate characters in a target-like manner in speech
(Chini 2005; Hendriks 2003) or gesture (Gullberg 2003). However, the target languages
of these studies are those Indo-European languages where speakers share
syntactic/structural means of marking the newness of referents, e.g., indefinite vs.
definite articles. Of particular interest here is what learners do when the target language
does not have the corresponding linguistic means of marking the newness of referents
that they use in L1. Analyses of the speech data reveal that Dutch learners of Japanese
do not introduce animate characters in the same manner as native Japanese speakers do.
Furthermore, the gesture data reveal that learners frequently produce gestures to mark
the introduction of both main and peripheral characters. This gestural pattern is not
observed in L1 Dutch or in the L2 target. The results are discussed in terms of
cross-linguistic variation in gesture production, and the close relationship between
speech and gesture in L2 narrative.
Tense-aspect morphology development: grounding in L2 Japanese
Kaoru Yoshioka, University of Duisburg-Essen
The distribution of emergent temporal morphology has been explained by Aspect
Hypothesis (AH), which claims that the distribution is determined by lexical aspectual
class. A number of adult second languages have been investigated, mostly European
languages but also including some studies using Japanese. Their results largely support
the Aspect Hypothesis, but in varying strength as to the four claims of AH. It is also
generally agreed that the acquisition of tense-aspect morphology in second language is
influenced by learners’ first language and transfer is seen in interlanguage. Another
hypothesis posited to explain the interlanguage temporal morphology patterns is the
discourse hypothesis, which has tended to be seen as a competing framework against
AH. However, Bardovi-Harlig (1998) has shown that the two can complement each
other to explain the development of temporal morphology.
This study reports the analyses of fifty written narratives, obtained from German-
speaking adult learners of Japanese of various proficiency. The learners first language,
German, does not have the progressive aspect while Japanese does, therefore the
problem of L1 transfer is eliminated. Since more studies have used AH as the
framework in general and certainly with regard to Japanese interlanguage development,
this set of data is analyzed using discourse analysis. Reference will be made to the
German language version of written narratives, as well as the control native Japanese
data.
Japanese in European language education policy
Bernard Spolsky, Ilan Batar University
In my talk, I want to explore the intersection of two models, a model of the conditions
for second language learning (Spolsky 1989) and a model of language policy (Spolsky
2004) as I am currently expanding it to deal with language management. The
conditions models proposed that to account for the learning of an additional language,
one needs to consider a large number of conditions grouped roughly into current
language knowledge, ability and language learning aptitude, motivation and attitude,
and exposure. The language policy model distinguishes between language practices,
language beliefs (including attitudes) and language management; the latter is further
divided in management of language status, management of language form, and language
education policy. Because of the complex interaction between the many parts of these
two models in any society, the treatment of a specific issue like the teaching of Japanese
as a foreign language in Europe in the age of globalisation involves considering a wide
cluster of relevant factors.
Spolsky, Bernard. (1989). Conditions for second language learning: introduction to a general theory.
Oxford: Oxford University Press.
Spolsky, Bernard. (2004). Language Policy. Cambridge: Cambridge University Press.
JFL in the early twenty-first century: policy, learners and native speakers
Tessa Carroll, Stirling University
Six years into the twenty-first century, Japanese as a foreign language is expanding both in
terms of numbers of learners and teachers and of the number of countries where it is taught.
Between 1979 and 2003, the number of people learning Japanese worldwide grew from
127,000 to 2.35 million, and the language is now being learnt in at least 127 different
countries and regions (Japan Foundation 2003). What implications do these developments
have for policy on JFL teaching? How might the broadening range of learners — from
primary schools through to higher education and from a wide variety of cultural
backgrounds — affect teaching approaches? What impact might they have on the language
itself, as Japanese loses its status as the language spoken almost exclusively by Japanese
people? How are Japanese people responding to greater numbers of people interacting with
them in their own language, and to the different communities of learners, such as the
Brazilian nikkeijin, the western gaijin, and the other Asians? How would Japan’s language
planners like the public to respond? Is Japanese becoming more of an international
language, or is its real influence largely restricted to East Asia, which accounts for 60% of
learners (Japan Foundation 2003), while the UK, USA and other western countries shift
their sights to learning Chinese to take advantage of China’s booming economy? This paper
explores some of the many issues raised by the expansion of Japanese as a foreign language
a century and a half on from the country opening up to the rest of the world.
References
Japan Foundation (2003) ‘Outline of the Results of the “2003 Overseas Japanese-Language
Education Organization Survey”’ http://www.jpf.go.jp/e/japan/news/0407/07_01.html
accessed February 2006.
Teaching endangered languages – the case of Okinawan
Patrick Heinrich, University of Duisburg-Essen
The language on Okinawa Island is seriously endangered. Endangered languages need
new speakers in order to survive. Since the child-bearing generation on Okinawa does
not speak Okinawan any longer, language revitalization hinges to a considerable degree
on the establishment of Okinawan-as-a-foreign-language programs. While Okinawan
has lost much of the stigma which led to its marginalization and enjoys considerable
prestige among young Okinawans who are not proficient in the language, Okinawan-as-
a-foreign-language classes are scarce. Classes at the five local universities enjoy huge
popularity, but other than that I could only trace 13 Okinawan language circles at local
community centres. With the exception of Chatan village, these circles addressed older
proficient speakers who lacked the opportunity to use Okinawan. Furthermore,
Okinawan-as-a-foreign-language does not yet exist as an academic subfield. Language
teaching is ad-hoc and idiosyncratic. The Society for Spreading Okinawan
(Uchināguchi fukyū kyōgikai) has recognized the importance of teacher training and has
twice offered courses for potential Okinawan-as-a-foreign-language teachers. Specialist
on foreign language acquisition and teaching on Okinawa have however not been
involved. Rather, they have so far completely ignored the Okinawan language. The
present paper will report on the Okinawan language classes in Chatan, the teacher
training of the Society for Spreading Okinawan and point out at the necessity of foreign
language specialist to devote more attention to foreign language learning of endangered
languages.
Words in the Japanese Writing system and in Rômaji
Viktoria Eschbach-Szabo, Tuebingen University
This lecture deals in the first part with our experiences developing speech-controlled
car-navigation tools for Japanese for the new series of BMW and with problems
occurring during the process. We also want to show that it is still rather difficult to deal
with the linguistic complexity of Japanese words.
First of all, a certain amount of vocabulary had to be gathered. Therefore, speakers of
Japanese were asked to read sentences and words containing all variations of phonetic
and phonological combinations of Japanese words useful for car navigation. With
SAMPA, a program written for this project, the vocabulary was electronically
transmitted to facilitate human-machine-human communication for car-navigation and
audio systems. The occurring conceptual difficulties of German and Japanese dealing
with word and non-words will also be dealt with. While Japanese had problems with the
effects of devocalization, the German native speakers struggled with the lack of
standardized transcriptions of Japanese into rômaji.
We wanted to see if we could contribute to the impact on informatics of Japanese as a
social sign system and treat a language as a concrete technical phenomenon. In this
process we realized that there are certain barriers still to be overcome in the Japanese
and Western perception of Japanese words.
The second part is discussing the matter of teaching Japanese. Linguistics and language
teaching, in a strict sense, are the theory of language, or the theory of grammar, where
‘grammar’ includes syntax, semantics, and phonology. What happens if vocabulary
training is oriented to the Kanji- or to the rômaji-method? Phonology and morphology
are theories of linguistic competence, but thus far they do not incorporate a theory of
language teaching. For the teaching of Japanese we have to start the intercultural
discussion of linguistic traditions. One could envisage a theory of language as the
nucleus of a broader field, which may be referred to as ‘language study’. As I envisage
it, teaching of Japanese vocabulary should be an interdisciplinary activity, for
pragmatics, semiotics, cultural history and fun.
Beyond assertivity. Modality in Japanese expert discourse
Christiane Hohenstein, Hamburg University
The linguistic entity termed ‘assertion’ is the most basic form of an utterance. Its main
function is to provide knowledge about parts of extra-linguistic reality in verbal form,
prompting the hearer to adopt it into his own knowledge. However, in everyday
communication as well as in professional texts/discourses speakers usually extend
assertions functionally by linguistic means of ‘modality’ – in order to manipulate the
way an utterance is reacted to (its illocution), or the way its content becomes integrated
into the hearer’s knowledge (its proposition), respectively.
In Japanese linguistics, ‘modality’ is a much discussed subject, because of its plentiful
grammatical facets (e.g. verbal forms of ‘mood’; semantics of ‘inner state’ adjectives;
nominalizations with ‘formal nouns’; sentence final particles), and because it actually is
grammaticalized along some lines clearly distinct from Indo-European languages. The
latter feature attracts varied crosslinguistic comparisons and categorizations, and
deserves special observation in the context of teaching Japanese as a foreign language:
Where grammatical forms are involved that do not exist in the L1 of learners of JaFL
and L2 speakers/hearers, difficulties in understanding their specific function follow.
This can be seen in data from proficient L2-speakers, where nominalization
constructions extending the main predicate („no/koto/wake de aru“-type predication)
and sentence final ‘conjunction’ particles (e. g. „ga“/ „keredomo“, „to“) are scarce or
lack completely, while abundant in comparable L1 Japanese discourses. Based on L1
empirical data from expert discourses, the kinds of modality achieved by these means
are illustrated. An explanation based on the „layered structure model“, in the research
tradition leading from Minami (1974) to Takubo (1987), Noda 1997 and Shinzato
(2005), is discussed and evaluated with regard to complex syntax in expert discourses.
Shared Knowledge and Institutional Interaction in Japan.
Yuko Sugita, University of Duisburg-Essen
Cooperation is critical for different institutions to function. Language is a means to
construct a mutual cognitive basis for institutional cooperation that is, shared knowledge.
Even in Japanese companies which apply the meritocratic system, for instance, self-
sacrificing behaviour is preferred and evident as employees’ shared knowledge
(Kumazawa 1997). Sedimentation processes of such shared knowledge are observed in
company-internal training courses, in meetings or in everyday communication in
institutions.
In my presentation, a part of recorded company meetings is analyzed. The recording is
from the corpora collected by a project team in the framework of the SFB 538 Research
Center on Multilingualism at the University of Hamburg. I will show how sales
personnel come to choose to act on the same knowledge basis. Cooperation is chosen by
individuals, but this choice is known to be made by the members together.
The main point to be addressed is how individual choices relate to the norms and
collective choices. I will argue that this needs to be explained by the recurrent
experiences in the everyday interaction in the company which promotes the “second
cognitive socialization” (Berger and Luckmann 1967 [1966], Zerubavel 1997).
Language plays hereby an important role.
One of the goals of our project which will be introduced on the second day of the
symposium is the analysis of shared knowledge in contact situations as well as in
foreign language classrooms. My presentation should stimulate the discussion on a
methodological and theoretical basis for it.
Reference Berger, Peter and Luckmann, Thomas 1967 [1966]. The Social Construction of Reality: A Treatise in the
Sociology of Knowledge. Garden City, N.Y.: Doubleday Anchor.
Zerubavel, Eviatar 1997. Social Mindscapes: An Invitation to Cognitive Sociology. Cambridge, M.A.:
Harvard University Press.
Kumazawa, Makoto 1997. Nōryoku-shugi to Kigyō-Shakai. Tokyo: Iwanami.
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