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Aida Niendorf, Mariya, PhDORCID iD iconorcid.org/0000-0003-1281-6966
Publications (10 of 19) Show all publications
Fujimoto-Adamson, N., Adamson, J. L. & Aida Niendorf, M. (2024). Exploring the supervisors’ writing experiences and their effects on undergraduate thesis supervisory practices: A comparison of Japanese and Swedish contexts. Research in Comparative and International Education, 19(1), 23-45
Open this publication in new window or tab >>Exploring the supervisors’ writing experiences and their effects on undergraduate thesis supervisory practices: A comparison of Japanese and Swedish contexts
2024 (English)In: Research in Comparative and International Education, E-ISSN 1745-4999, Vol. 19, no 1, p. 23-45Article in journal (Refereed) Published
Abstract [en]

This study explored the effects of the writing experiences of supervisors on undergraduate English language thesis supervision, specifically focusing on the Japanese and Swedish tertiary contexts where English medium instruction (EMI) is delivered to students whose first language is not English. Employing a Collaborative Autoethnographic (CAE) approach, three teacher-researchers working at universities in Japan and Sweden jointly co-constructed their narratives about their own literacy practices in the historical development of their writing and current thesis supervision. Findings demonstrated limited influences of the teachers’ personal experiences on their practices, with social and educational norms in each country emerging as more significant factors. Particularly, the teacher-centeredness and exam-orientation were observed by the Japan-based supervisors to affect Japanese students, whereas the more horizontal relationship between students and teachers in Swedish education was reported as impacting university students’ autonomy in thesis writing. We concluded that in both tertiary EMI contexts, local embedded educational norms largely influenced teachers' supervisory practices.

Place, publisher, year, edition, pages
Sage Publications, 2024
Keywords
Thesis supervision, English medium instruction, social and educational norms, Japan, Sweden
National Category
Educational Sciences General Language Studies and Linguistics Specific Languages
Identifiers
urn:nbn:se:du-47799 (URN)10.1177/17454999241226773 (DOI)001141933500001 ()2-s2.0-85182181948 (Scopus ID)
Available from: 2024-01-12 Created: 2024-01-12 Last updated: 2024-03-26Bibliographically approved
Garcia-Yeste, M., Aida Niendorf, M., Lee, J. & Ädel, A. (2023). Communicative practices in the multilingual workplace in Sweden: Lay categorisations of languages. In: : . Paper presented at TIM23: Translanguaging in the age of (im)mobility, Fourth International Conference on Translanguaging, 12-14 June 2023, Dalarna University, Falun, Sweden.
Open this publication in new window or tab >>Communicative practices in the multilingual workplace in Sweden: Lay categorisations of languages
2023 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Contemporary workplaces are characterized by diversity, involving participants from multiple linguistic and cultural traditions. In such settings, translanguaging is considered a common practice in which multilinguals “create an apparently seamless flow between languages and language varieties and to transcend the boundaries between named languages and/or language varieties as well as the boundaries between language and other semiotic systems” (Hua et al., 2022, p. 315). Little research, however, exists on such practices in multilingual workplaces (Du & Zhou, 2022), and even less on the linguistically diverse Swedish workplace. To gain greater insight into the seamlessness, transcendence, and boundaries such language users create and perceive, we explore the communication practices of employees in different Swedish workplaces. As an initial departure point, five employees in managerial positions were interviewed in the pilot study. We adopt a critical intercultural communication approach, seeing “culture” as a dynamic concept, which employees may attribute to self and others, and (dis-)align with in different ways. Findings show that categorisations of languages are prevalent, with participants applying a scale of linguistic sophistication or complexity and ranking formality conventions on a strong-to-weak scale. When categorising people and groups, participants foreground identity and face, and group dynamics is a recurring theme, with distinctions made between groups and orientations. This presentation focuses on participants’ descriptions of L1 and L2 identities and their perceived effects on workplace communication. Findings suggest that translanguaging has yet to be commonplace in the workplaces we investigated and shed light on lay perspectives on (trans)languaging in the workplace.

References

Du, J., & Zhou, X. (2022). Translanguaging practices in Chinese/English bilingual engineers’ communications in the workplace. Applied Linguistics Review, 13(3), 389-402.

Hua, Z., Jones, R.H. & Jaworska, S. (2022). Acts of distinction at times of crisis: An epistemological challenge to intercultural communication research. Language and Intercultural Communication, 22(3), 312-323.

National Category
Specific Languages
Identifiers
urn:nbn:se:du-46218 (URN)
Conference
TIM23: Translanguaging in the age of (im)mobility, Fourth International Conference on Translanguaging, 12-14 June 2023, Dalarna University, Falun, Sweden
Available from: 2023-06-15 Created: 2023-06-15 Last updated: 2023-06-22Bibliographically approved
Garcia-Yeste, M., Aida Niendorf, M., Lee, J. & Ädel, A. (2023). Digital communication in professional contexts: Video meetings in multilingual workplaces in Sweden. In: 2nd International Conference On Digital Linguistics, University Of Alicante, Spain, May 4-5, 2023: . Paper presented at 2nd International Conference On Digital Linguistics, University of Alicante, Spain, May 4-5, 2023.
Open this publication in new window or tab >>Digital communication in professional contexts: Video meetings in multilingual workplaces in Sweden
2023 (English)In: 2nd International Conference On Digital Linguistics, University Of Alicante, Spain, May 4-5, 2023, 2023Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this talk, we present a research project that we plan to launch in late 2023. The aim of the project is to investigate professional communication in video meetings, which is justified given their growing importance in the modern and post-pandemic workplace. The setting is workplaces in Sweden where English is used as a lingua franca, due to the increasing societal impact of multilingual workplaces. In the specific context of study, communication is embedded in several layers of complexity: It takes place in an institutional setting; it is digital and takes place in video mode; it is done across cultures and marked by diversity; and it is done partly in English as a lingua franca. The project focuses on internal communication within the workplace and does not consider external communication, for example involving customers. The overarching research question is: What factors contribute to (un)successful digital intercultural interactions in multilingual workplaces, specifically in video meetings? To map the characteristics of video meetings, we compare them to in-person meetings. We thus ask: (a) What (perceived and actual) differences and similarities are there between digital and in-person workplace meetings? To map the video meeting as a genre, we ask: (b) What are the key structural, linguistic, and interactional patterns of the video meeting? Given the central role of English as a lingua franca in these workplaces, we ask: (c) To what extent and how does English language proficiency—including participants’ beliefs about and attitudes to English language proficiency—affect workplace communication in digital intercultural interactions? Finally, we adopt a critical intercultural communication approach, seeing ‘culture’ as a dynamic concept (e.g., Hua et al., 2022), which employees may attribute to self and others, and (dis-)align with in different ways. We ask: (d) To what extent and how is culture seen as relevant in multilingual workplaces? Participants will be interviewed about communication practices in the workplace both individually and in focus groups. We will also record and analyze samples of (i) video and (ii) in-person meetings, to enable triangulation of different types of data. We conclude by discussing how the project's findings can be used as a basis for best practices and for developing workplace communication training materials.

Keywords
ESP, LSP, professional communication, digital meetings, online meetings, video meetings
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:du-46049 (URN)
Conference
2nd International Conference On Digital Linguistics, University of Alicante, Spain, May 4-5, 2023
Available from: 2023-05-15 Created: 2023-05-15 Last updated: 2023-05-16
Aida Niendorf, M., Lee, J., Ädel, A. & Garcia-Yeste, M. (2023). Perceptions of intercultural communication in multilingual Swedish workplaces: Findings from a pilot study. In: : . Paper presented at NIC (Nordic Intercultural Communication) Conference 2023: Intercultural Communication with a Focus on Languages, Narratives and Translation. 23-25 November 2023. Dalarna University..
Open this publication in new window or tab >>Perceptions of intercultural communication in multilingual Swedish workplaces: Findings from a pilot study
2023 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Contemporary workplaces are often characterized by diversity, involving participants from multiple linguistic and cultural traditions (e.g., Angouri, 2014). In such settings, participants draw on their rich cultural assumptions and values to co-construct meaning (e.g., Takamiya & Aida Niendorf, 2019), as language use and communication patterns have been found to be inextricably linked to different group belongings. While diversity enriches workplace interaction linguistically and culturally, it also presents “communicative challenges to many employers and co-workers” (Holmes, 2018, p. 335). These communicative challenges include increased likelihood of miscommunication, social exclusion (Lønsmann, 2014), and limited interpersonal communication (Tange & Lauring, 2009). While considerable research has been devoted to understanding intercultural workplaces communication, little research exists on the linguistically and culturally diverse Swedish workplace. To gain greater insights into how diversity may enrich workplace interaction and the communicative challenges employees may experience, this pilot study explores employees’ attitudes to and beliefs about intercultural communication in the Swedish workplace. The pilot study is part of a larger project on digital professional communication in multilingual workplaces in Sweden. Five employees in managerial positions in Swedish higher education and corporations were interviewed. We adopt a critical intercultural communication approach, seeing “culture” as a dynamic concept, which employees may attribute to self and others, and (dis-)align with in different ways. Findings show that: (a) language competence in English is seen as indexing general competence; (b) categorisations of cultures are prevalent: Participants often view culture as synonymous with nation and point at differences between groups as a challenge to achieve effective communication; (c) identity and face are foregrounded: Some participants feel like a different person when using a different language, while others see a specific language as a way to adopt a different persona or professional role; and (d) culture and language are used to explain group dynamics (e.g., feeling as an outsider or as part of the group), and as tools to actively integrate or exclude others. The material has raised our awareness about not seeing the workplace as a monolith, but workplaces may be marked by internal variation when it comes to intercultural communication. 

References   Angouri, J. (2014). Multilingualism in the workplace: Language practices in multicultural contexts. Multilingua 33, 1-9.     

Holmes, J. (2018). Intercultural communication in the workplace. In B. Vine (Ed.), The Routledge handbook of language in the workplace (pp. 335-347). Routledge.    

Lønsmann, D. (2014). Linguistic diversity in the international workplace: Language ideologies and processes of exclusion. Multilingua 33, 89–116.    

Takamiya, Y. & Aida Niendorf, M. (2019). Identity (re)construction and improvement in intercultural competence through synchronous and asynchronous telecollaboration: Connecting Japanese language learners in the United States and Sweden. In Zimmerman, E. & McMeekin, A. (Eds.), Technology-supported learning in and out of the Japanese language classroom: Theoretical, empirical, and pedagogical developments (pp. 111-145). Bristol: Multilingual Matters.    

Tange, H., & Lauring, J. (2009). Language management and social interaction within the multilingual workplace. Journal of Communication Management 13(3), 218–232.     

National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:du-47311 (URN)
Conference
NIC (Nordic Intercultural Communication) Conference 2023: Intercultural Communication with a Focus on Languages, Narratives and Translation. 23-25 November 2023. Dalarna University.
Available from: 2023-11-27 Created: 2023-11-27 Last updated: 2023-11-30Bibliographically approved
Aida Niendorf, M. (2023). 文化は教えられるのか?: 「日本文化」に関するコースの課題と取り組み. In: : . Paper presented at EAJS2023 (European Association for Japanese Studies), 17-20 August 2023, Ghent University.
Open this publication in new window or tab >>文化は教えられるのか?: 「日本文化」に関するコースの課題と取り組み
2023 (Japanese)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [ja]

今日,日本国内をはじめ海外の教育機関においても「日本文化」を含む日本事情のコースが外国語としての日本語教育の一環として多く存在するが,ステレオタイプや本質主義を助長しかねないような教材や内容の物も数多く見受けられる。「文化」の定義は分野やコンテキストによって実に多様であるが,多くの学生,そして教員が無意識に「文化」= 国民文化として捉えているのが一般的なのではないだろうか。また文化間の差異を強調することによりステレオタイプを形成する結果になってしまっていることも多いと感じられる。

 日本に興味を持つ学生の多くは,表層文化,つまりアニメや漫画,ビデオゲームや音楽といったポップカルチャーや食べ物,文学,言語などに関心を持っている。そういった学生の中では,「日本文化」に関するコースを履修する以前に,既に接触のあるそれらの媒体を基に日本に対する特定のステレオタイプやイメージが出来上がっていることも少なくない。

 本発表では「文化」についての様々な捉え方を提示した上で,自身が欧州の大学で担当する日本事情のコースを例に,学生と共に「日本文化」について考察する際の課題と取り組みについて共有する。外国語教育の一環としての「文化」教育に関する先行研究を踏まえて,自らの実践と学生のコース評価を基に,(1) 教材選択 (多様な視点の提供・批判的視点の推進),(2)トピックの導入順序(深層から表層文化へ),(3) 学習者のアイデンティティの3つの観点から本質主義を助長しない「文化」教育の在り方について検証すると共に,「文化」とは何かを定義しようとする代わりに,「文化」は人々によってどのように利用/使用されているのかについて問いかけ,「日本文化」のみならず,学生一人一人の日常をとりまく多種多様な文化についての理解も深める機会をどのように提供できるのかを提案する。

 

Abstract [en]

Can Culture be Taught? 

Issues and Initiatives in Teaching a Course on Japanese Culture

While many universities offer Japanese Culture courses as part of their language programs, some of the materials and contents may promote stereotypes and essentialism. Although the definition of “culture” varies depending on field and context, students and teachers in foreign language classrooms commonly perceive culture unconsciously as national culture. Moreover, emphasizing cultural differences, a common practice in such courses, can also result in the formation of stereotypes. 

Many students taking courses on Japanese culture are initially fascinated by the surface culture and especially pop culture, including anime, manga, video games, and music as well as food, literature, and language. It is not uncommon for such students to have already formed specific stereotypes or images of Japan from the media they consume. 

This presentation will first introduce various ways of understanding culture. Using the course related to Japanese culture I teach at a European university as an example, various challenges and initiatives involved in discussing Japanese culture with students will be shared. Based on previous studies of teaching culture as part of foreign language instruction, my own practice as well as course evaluations by students, I will propose an optimal design for a culture course that does not promote essentialism from the following perspectives: (1) selection of teaching materials presenting various perspectives and encouraging critical thinking; (2) appropriate ordering of topics from deep- to surface-level culture; and (3) learners’ identities. Instead of defining what culture is, teachers can provide opportunities for questioning and discussing how culture is used and what people do with it while deepening students’ understanding not only of Japanese culture but also of the diverse culture that surrounds each student's daily life.

National Category
Specific Languages
Identifiers
urn:nbn:se:du-46871 (URN)
Conference
EAJS2023 (European Association for Japanese Studies), 17-20 August 2023, Ghent University
Available from: 2023-08-31 Created: 2023-08-31 Last updated: 2023-08-31Bibliographically approved
Aida Niendorf, M. (2022). Hibogowashakan no nihongo wo baitai to shita terekoraboreeshon ni yoru aidentitii no kouchiku 非母語話者間の日本語を媒体としたテレコラボレーションによるアイデンティティーの構築: Beikoku to suweeden no daigaku wo tsunaide米国とスウェーデンの大学を繋いで. In: Association of Japanese Language Teachers in Europe (AJE) (Ed.), Hibogowashakan no nihongo wo baitai to shita terekoraboreeshon ni yoru aidentitii no kouchiku 非母語話者間の日本語を媒体としたテレコラボレーションによるアイデンティティーの構築: Beikoku to suweeden no daigaku wo tsunaide米国とスウェーデンの大学を繋いで. Paper presented at European Association of Japanese Studies(EAJS)2020 conference, 25-28 August 2021 (Ghent University/Online) (pp. 212-224). , 25
Open this publication in new window or tab >>Hibogowashakan no nihongo wo baitai to shita terekoraboreeshon ni yoru aidentitii no kouchiku 非母語話者間の日本語を媒体としたテレコラボレーションによるアイデンティティーの構築: Beikoku to suweeden no daigaku wo tsunaide米国とスウェーデンの大学を繋いで
2022 (Japanese)In: Hibogowashakan no nihongo wo baitai to shita terekoraboreeshon ni yoru aidentitii no kouchiku 非母語話者間の日本語を媒体としたテレコラボレーションによるアイデンティティーの構築: Beikoku to suweeden no daigaku wo tsunaide米国とスウェーデンの大学を繋いで / [ed] Association of Japanese Language Teachers in Europe (AJE), 2022, Vol. 25, p. 212-224Conference paper, Published paper (Refereed)
Abstract [ja]

近年のCALLに関する研究において、オンラインツールを外国語学習に利用することにより、「真正な」異文化環境が築けることが実証されている。過去の研究は母語話者と非母語話者間の交流を対象にしたものが主であったが、本研究では非母語話者同士の日本語を媒体としたテレコラボレーションを通して、学生のアイデンティティーがどのように構築されていくのかに焦点をあてる。

異なったL1背景を持つ2つの日本語学習者グループの非同期記述式(ブログ)と同期口述式(オンラインディスカッション)コミュニケーション活動から得たデータをHoughton (2012)の異文化間対話モデル ( IDモデル) を枠組みとし、分析を行った。IDモデルは 以下の5段階から構成される:1) 自己分析; 2) 他者の分析; 3) 自己と他者の価値の類似性(または差異)の批判的分析; 4) 自己と他者の価値について特定の基準を参照した批判的評価; 5) アイデンティティーの構築。

分析結果は、学生の選択する単語ひとつひとつが自身のイメージ又は他者に見られたい自分のイメージを形成すると同時に、自身のアイデンティティーへの理解を深めることに繋がっていることを示唆している。またIDモデルにおいても、1)に先立って「自己についての認識なし」という新たな段階の存在が見受けられた。更に1)の自己認識は、1-a) 単独アイデンティティーの認識、1-b) 複数のアイデンティティーの認識、の二つのサブステージを踏んで展開していくことも分かった。データによると、4)においても複数の学生がそれぞれ違った自己と他者に関する批判的評価をしていた。それは既存のアイデンティティー構築モデルが対応していない、自文化の基準と日本の文化基準の混在によるものと考えられる。つまり、異なるL1背景を持つ非母語話者同士の交流の多文化的性質はアイデンティティーの構築をより促進すると言えるだろう。また、本発表では、テレコラボレーションのマルチモーダル分析の可能性についても言及する。

Series
ヨーロッパ日本語教育 Japanese Language Education in Europe, ISSN 1745-7165 ; 25
Keywords
identity, telecollaboration, Japanese, ICC, アイデンティティー, テレコラボレーション, 異文化間コミュニケーション能力
National Category
Languages and Literature
Identifiers
urn:nbn:se:du-38956 (URN)
Conference
European Association of Japanese Studies(EAJS)2020 conference, 25-28 August 2021 (Ghent University/Online)
Available from: 2021-12-04 Created: 2021-12-04 Last updated: 2023-05-15Bibliographically approved
Aida Niendorf, M. (2022). Identity development in NNS-NNS telecollaboration using Japanese as a lingua franca and the potential of multimodal analysis of intercultural telecollaboration. In: : . Paper presented at The 11th meeting of NAJAKS (Nordic Association for Japanese and Korean Studies) at the University of Helsinki, 19-20 May 2022.
Open this publication in new window or tab >>Identity development in NNS-NNS telecollaboration using Japanese as a lingua franca and the potential of multimodal analysis of intercultural telecollaboration
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Recent studies of Computer-assisted language learning (CALL) demonstrate that authentic intercultural contexts can be achieved by the use of online tools so as to enhance students’ foreign language learning and identity development. While previous research on telecollaboration and identity has mainly focused on NS-NNS interactions, this study investigates various stages of identity construction through NNS-NNS telecollaborative interactions using Japanese as lingua franca. 

The study (which was conducted together with a researcher in the U.S.) examines two sets of NNSs with different L1 backgrounds, namely NNSs of Japanese from universities in the US and Sweden. The project combines telecollaborative activities consisting of both asynchronous written (blogs) and synchronous verbal (online discussions) communication.

The Intercultural Dialogue (ID) model (Houghton, 2012) was used to evaluate the outcome. The model consists of five stages: 1) Analysis of Self; 2) Analysis of Other; 3) Critical analysis of value similarities (or differences) between Self and Other; 4) Critical evaluation of the values of Self and Other relative to a standard; and 5) Identity development.

Our findings indicate that through their written and oral discussions in Japanese, the students’ choice of words constructed images of the person they are or wished to be perceived as while building an understanding of their own identities. This shows that language use does not necessarily reflect who one is but is used to contribute to the construction of one’s identities. It was also observed that there exists a stage prior to the first stage in the ID-model, namely a “no-awareness” stage. Furthermore, our findings indicate that Stage 1 “Awareness of Self” occurs as two sub-stages: 1-a) Awareness of single identity; and 1-b) Awareness of having multiple identities. Our data also suggest that at one point, several students were offering different critical evaluations of Self and Other as a result of their own and the Japanese cultural standard not fitting the standard identity development model, suggesting that the multicultural nature of NNS-NNS interactions involving different L1 backgrounds can accelerate identity development.

The potential and challenges of multimodal analysis of intercultural telecollaboration are also discussed.

Keywords
Intercultural Communicative Competence, multimodal analysis, identity development, telecollaboration
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:du-41538 (URN)
Conference
The 11th meeting of NAJAKS (Nordic Association for Japanese and Korean Studies) at the University of Helsinki, 19-20 May 2022
Available from: 2022-06-08 Created: 2022-06-08 Last updated: 2023-05-15Bibliographically approved
Aida Niendorf, M. (2022). Methodological challenges in multimodal analysis of synchronous digital intercultural communication: The case of Swedish-U.S. online exchanges using Japanese as a lingua franca. In: : . Paper presented at NIC (Nordic Intercultural Communication) Conference, University of Iceland, Reykjavik 24-26 November 2022.
Open this publication in new window or tab >>Methodological challenges in multimodal analysis of synchronous digital intercultural communication: The case of Swedish-U.S. online exchanges using Japanese as a lingua franca
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

While synchronous online telecollaboration has been gaining popularity in foreign language education over the past few decades, both Multimodal Communicative Competence and Intercultural Communicative Competence have become increasingly important as a result of many educational institutions, business establishments, and governmental organizations being forced by the COVID-19 pandemic to switch their means of communication to online video conferencing systems.

Although access to digital communication technology and tools allow more people to be part of intercultural communicative exchanges, it is suspected that a considerable amount of miscommunication is caused by mis- or non-understanding of the variety of modes used in synchronous digital communication due to differences in interlocutors’ linguistic and cultural backgrounds, which can affect verbal and prosodic elements such as speed, pitch, and intonation as well as non-verbal dimensions such as facial expressions, gaze, and gestures together with spatial aspects and the positioning of participants in the video frame.

Existing methods of multimodal analysis of digital communication often deal with monolingual situations. Even in cases of analysis of intercultural communication, at least one of the participating parties use their native language. 

The current study intends to fill the research gap seen in methodological issues concerning the analysis of multimodal, and (specifically) synchronous, digital intercultural communication when a non-native language is used by all participants as a lingua franca. To this end, methodological implications of multimodal analysis of synchronous digital intercultural interactions between Swedish and U.S. participants using Japanese as a lingua franca were explored, highlighting challenges that surfaced during the analysis of the data gathered for a separate study of identity development through online telecollaboration and focusing especially on the problems that may arise when a third language is used as means of communication between non-native speakers. 

Keywords
ICC, digital communication, multimodal analysis
National Category
Humanities and the Arts General Language Studies and Linguistics Communication Studies
Identifiers
urn:nbn:se:du-43673 (URN)
Conference
NIC (Nordic Intercultural Communication) Conference, University of Iceland, Reykjavik 24-26 November 2022
Available from: 2022-11-30 Created: 2022-11-30 Last updated: 2023-03-17Bibliographically approved
Lindgren, C. & Aida Niendorf, M. (2020). Charlotte Lindgren samtalar med Mariya Aida Niendorf om grammatikundervisning i Japanska: Inför Grammatikdagen 20 mars 2020. Falun: Högskolan Dalarna
Open this publication in new window or tab >>Charlotte Lindgren samtalar med Mariya Aida Niendorf om grammatikundervisning i Japanska: Inför Grammatikdagen 20 mars 2020
2020 (English)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Falun: Högskolan Dalarna, 2020
Series
DUpod - podcastserie om pedagogisk utveckling i högre utbildning ; 13
National Category
Pedagogy
Research subject
Research Profiles 2009-2020, Intercultural Studies
Identifiers
urn:nbn:se:du-31613 (URN)
Available from: 2020-01-15 Created: 2020-01-15 Last updated: 2023-05-15Bibliographically approved
Aida Niendorf, M. (2019). Cross-cultural pragmatics: Challenges and implications of teaching Japanese politeness strategies to learners of L2 Japanese. In: : . Paper presented at UAB Jemison Lecture Series, the University of Alabama at Birmingham, 6 March, 2019..
Open this publication in new window or tab >>Cross-cultural pragmatics: Challenges and implications of teaching Japanese politeness strategies to learners of L2 Japanese
2019 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

Japanese politeness discourse varies in complexity according to social distance, relative power between speakers, and social situations. Yet Swedish learners of Japanese often do not see the necessity of learning polite discourse and often view such forms negatively. Intentionally or otherwise, Swedish learners often fail to use appropriate politeness strategies in large part because Sweden is one of the most egalitarian societies in the world. However, it is important to point out to foreign language learners that cultural and social norms are not cross-culturally interchangeable and that speakers must often adapt to the language they are learning and to the culture they find themselves in.

In this presentation, I will first offer various definitions and views of politeness in Japan, Sweden, and the US as well as other English-speaking countries as suggested by previous studies, and I will discuss the reasons why these came to be viewed as they are today. Second, Swedish learners’ attitudes toward the use of Japanese polite forms will be examined using data from surveys and error analyses. Finally, various methods for overcoming cross-cultural miscommunication caused by differences in politeness strategies will be proposed, which may be applied to learners of other languages.

Keywords
pragmatics, politeness, L2 acquisition, Japanese
National Category
General Language Studies and Linguistics
Research subject
Research Profiles 2009-2020, Intercultural Studies
Identifiers
urn:nbn:se:du-30058 (URN)
Conference
UAB Jemison Lecture Series, the University of Alabama at Birmingham, 6 March, 2019.
Available from: 2019-05-20 Created: 2019-05-20 Last updated: 2023-05-15Bibliographically approved
Projects
Influenser på handledningspraxis för examensarbete på grundnivå: En jämförelse av japanska och svenska tertiära sammanhangAtt utveckla multimodal interkulturell kommunikativ kompetens; Publications
Aida Niendorf, M. (2022). Methodological challenges in multimodal analysis of synchronous digital intercultural communication: The case of Swedish-U.S. online exchanges using Japanese as a lingua franca. In: : . Paper presented at NIC (Nordic Intercultural Communication) Conference, University of Iceland, Reykjavik 24-26 November 2022.
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1281-6966

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