In-Group/Out-Group Deixis: Situational Variation in the Verbs of Giving and Receiving in Japanese

Wetzel, Patricia J.

doi:10.1007/978-1-4612-5074-6_8

Cited by 11 publications

(5 citation statements)

References 4 publications

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“…He begins by indicating that for him, the learning of verbs of giving in Japanese involves two problems. The initial problem was the ways that Japanese verbs of giving reflect social deixis (inferior gives to superior: ageru, sashiageru, superior gives to inferior kureru, kudasaru) (Wetzel 1985). The second problem, and the one that he is dealing with here is that these verbs are used in contexts where there is, for him, no obvious act of giving.…”

Section: Example 2 (Fr 2)mentioning

confidence: 99%

Pragmatics and intercultural mediation in intercultural language learning

Liddicoat

2014

Intercultural Pragmatics

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This paper examines the role that pragmatics plays in language learners' practices of mediating between their own cultural understandings and those of the target culture. It will examine learners' experiences of cultural differences in language use and the ways in which learners develop insights into the culturally determined nature of language in use. It investigates the ways in which learners articulate their awareness of the meaningfulness of pragmatic differences in con texts in which language use shows cultural variation -speech acts, social deixis, politeness, etc. The paper examines ways in which language learners construct awareness of cultural variation in pragmatics both for themselves and for their interlocutors. In both mediation for self and mediation for others, there is a sim ilar process of developing an interpretation of cultural behavior that takes into account both a culture internal perspective and a culture external perspective. The analysis details how language learners use pragmatics as a starting point for intercultural mediation and shows how analysis of language in use can provide an entry point into understandings of culture, and of the connection between language and culture. The behavior described is fundamentally an intercultural one. It is not simply the possession of knowledge about another culture as this is manifested in pragmatic differences but rather the ability to reflect on pragmatics differences as culturally meaningful to formulate positions between cultures as a mechanism to develop and express understandings of another culture. Learners demonstrate that intercultural mediation involves awareness of one's own cul tural practices and expectations in relation to the aspect of language use being mediated as well as their knowledge of the target culture.

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Section: Example 2 (Fr 2)mentioning

confidence: 99%

Pragmatics and intercultural mediation in intercultural language learning

Liddicoat

2014

Intercultural Pragmatics

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“…Another example of Japanese stance indicators has to do with to uchi (in-group) and soto (out-group) social structure. Drawing on the work of Nakane (1970) and others, Wetzel (1985) argues that the Japanese language encodes group identity over ego. She claims that the Japanese group orientation is observable in the word uchi (inside) meaning group or place where the speaker belongs (such as place of work, school, office, etc).…”

Section: Uchi-soto Indicatorsmentioning

confidence: 99%

“…Benefactive verbs enable a speaker to index their beneficial relationship between s/he and the referent. Wetzel's (1985) analysis defines "benefactive verbs" in the following way; I. kureru: give to in-group;…”

Section: Benefactive Expressions: Giving and Receiving In Japanesementioning

confidence: 99%

Stance-taking: JFL Learners and Benefactive Verbs

Takizawa¹

2000

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This study explores how JFL learners take a benefactive stance in Japanese. As Jaffe (2009) observes, stance-taking "plays a complex role with respect to the naturalization of social and linguistic ideologies and the social structures they legitimate." The way in which language is used to take a stance always concerns the social context in which a speaker finds her/himself. In Japanese, benefactive verbs (kureru, ageru, morau and their honorific and humble equivalents) are indispensable stance indicators for showing gratitude or indebtedness. Such expressions do not really exist in English and their grammar is complex. It is assumed that JFL learners will struggle with taking a benefactive stance using those expressions. In order to analyze JFL learners' stance-taking, data were collected from narrative interviews with ten JFL learners who are currently in 300-and 400-level university courses. In order to explore how learners attempt to show stance-reflecting benefaction, they were asked questions that aimed to elicit a speaker's feelings of gratitude. Some examples of such questions are, "Who do you appreciate the most in your life?" or "Who is the most generous person you know?" The data show that (1) learners do use (or attempt to use) benefactive verbs to ii indicate stance, (2) they also fail to use benefactive verbs in contexts where they are called for, and (3) they misuse benefactive verbs, e.g., using ageru instead of kureru. Furthermore, it revealed that learners tend to show stance using adjectives, adverbs, or ritual expressions that show appreciation but they fail to utilize benefactive. This failure to project a benefactive stance can lead to miscommunication and/or misunderstanding between learners and Japanese speakers. I offer possible ways to promote learners' awareness of the benefaction in Japanese culture. iii ACKNOWLEDGEMENTS First and foremost, I would like to express my sincerest gratitude to my thesis advisor, Dr. Patricia Wetzel, for her continuous support, patience, inspiration, and encouragement. It has been my honor to be her last M.A. student. Without her guidance, I could not have completed this project. I truly cannot thank her enough. I would also like to thank the other members of my thesis committee, Dr. Jon Holt and Dr. Suwako Watanabe, for giving me great advice on my research and their support throughout my years at PSU. My sincere thanks also go to the other faculty members, Dr. Karen Curtin and Dr. Lawrence Kominz for offering their support and inspiration. They always inspired me to become a scholar in this field. I am also indebted to my colleagues who shared friendships and encouragement during my years at PSU. I have been blessed to work with this amazing team, a list that includes

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“…In order to consider himself/herself entitled to make a subjective description, the speaker must consider the actor an insider. See Wetzel (1985) and Tokunaga (1986) for the insider-outsider distinction in Japanese.…”

Section: Zwicky and Sadock (1975) Define Privative Opposites As '[Twmentioning

confidence: 99%

Syntax, Semantics, and Pragmatics of TE-Linkage in Japanese

Hasegawa¹

1992

Journal of Japanese Linguistics

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This thesis attempts to describe, and to some extent account for, the syntactic, semantic, and pragmatic properties of a diverse set of constructions in Japanese in which the verbal suffix TE appears as a linking device. TE is the most frequent and the most versatile connective in Japanese, for it can link constituents at three different juncture levels.Because the semantic relations which can obtain between the conjuncts are heterogene ous, the prevailing view is that TE-linkage is a purely syntactic device without any

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In-Group/Out-Group Deixis: Situational Variation in the Verbs of Giving and Receiving in Japanese

Cited by 11 publications

References 4 publications

Pragmatics and intercultural mediation in intercultural language learning

Pragmatics and intercultural mediation in intercultural language learning

Stance-taking: JFL Learners and Benefactive Verbs

Syntax, Semantics, and Pragmatics of TE-Linkage in Japanese

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