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An Analysis of Compliment-Response in High School Japanese Textbooks under the 2007 Revised National Curriculum

  • 日本硏究
  • 2014, (36), pp.105-121
  • Publisher : The Center for Japanese Studies
  • Research Area : Humanities > Japanese Language and Literature
  • Published : February 20, 2014

Lee Sun Hee 1

1서울여자대학교

Accredited

ABSTRACT

The textbook plays an important role in Japanese Language Learning, particularly in the Japanese as a Foreign Language classroom where it provides the primary form of linguistic input. The purpose of this study was to analyze the Compliment-Response in High School Japanese Textbooks that are used in high schools in Korea under the National Curriculum revised in 2007. Using textbooks analysis methods, the study investigated the Compliment-Response in terms of compliment topic, compliment response strategies and adjacency pairs. Results are as follows. 1) In the compliment topic point of view there was no significant difference between daily Japanese conversation and topics used in high school Japanese textbooks. Personal capabilities such as skills in painting, Japanese and singing are commonly used in daily Japanese conversation as well as in dialogs in Japanese textbooks. Therefore compliment topics appeared in high school Japanese textbooks reflect the Japanese linguistic behavior relatively well. 2) In terms of compliment response strategies, 'Evade' is used most frequently in daily Japanese conversation whereas majority of high school Japanese textbooks often used 'Reject' as the compliment response strategies. 3) In the context of existence of adjacency pairs, the study found that in many cases, dialogs in high school Japanese textbooks have only compliments itself without any compliment-responses. In conclusion, Compliment-Response in the Japanese textbook was different from that of the Japanese. The results show that the textbooks don’t reflect the daily life of the Japanese and also may mislead the learner with wrong perception when they learn Japanese language. Therefore, it is necessary to observe native Japanese speakers’ conversations and apply the findings of the Conversation Analysis to the textbook revision. Implications suggest that textbook developers could include authentic examples of speech acts and sufficient explanations to facilitate acquisition of communication competence.

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