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A Comparative Study of the Concept of “Negotiation” in Online Q&As in Korea and Japan: A Focus on Text Mining Analysis Using KH Coder

  • The Japanese Language Association of Korea
  • Abbr : JLAK
  • 2026, (88), pp.199~222
  • Publisher : The Japanese Language Association Of Korea
  • Research Area : Humanities > Japanese Language and Literature
  • Received : March 30, 2026
  • Accepted : May 15, 2026
  • Published : June 20, 2026

CHOI JIEUN 1

1筑波大学

Accredited

ABSTRACT

This study empirically examines the conceptual structure of negotiation in everyday language in Japan and South Korea through a text-mining analysis of Q&A websites. It assesses whether the academic trends discussed in Choi (2025) align with citizens' concerns, thereby uncovering the underlying cultural paradigms of both nations. The analysis reveals distinct patterns: Japanese discourse tends to prioritize "restoring order" and "self-defense" in negative contexts, such as disputes. In contrast, Korean discourse focuses on "acquiring economic interests" and "maximizing value," particularly in areas like salary and assets. Second, these differences reflect distinct cultural paradigms. Japanese negotiation is characterized by an "interdependent self-construal," where negotiation is seen as a strategic tool to achieve specific goals, separating the task from the emotional context. Third, network structures illustrate differing social frameworks. In South Korea, labor-related clusters demonstrate that negotiation is perceived as a strategic arena for asserting professional rights. In Japan, the focus is on the "self" in accordance with institutional norms (such as marriage and law enforcement), prioritizing compliance with these institutions over individual rights. This study shows that communication issues between Japan and South Korea arise not merely from linguistic differences but also from distinct cognitive frameworks governing language use. The findings highlight the need for future interpersonal communication education between the two countries to move beyond traditional language instruction. Instead, it should focus on developing the meta-cognitive awareness of each other’s socio-cultural cognitive structures.

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