Blogging Identity: How L2 Learners Express Themselves
AbstractThis study discusses language learning and identity, particularly pertaining to intermediate-advanced-level Japanese-language learners, focusing on their target language and identity expression through their interactions with peers and Japanese college students. When learners of Japanese express their identities while interacting with others in their target language, they feel a gap between the self-image they want to present, and the image they are capable of presenting in Japanese (Siegal, 1994, 1995, 1996). Along with adjusting their L1 and L2 usage depending on their interlocutor (Kurata 2007), learners also use different sentence-ending styles depending on the role they want to assume (Cook 2008). By conducting a case study, the present inquiry attempts to address how learners of Japanese express their identities through blog conversations, focusing on their language choice and expressions. Results suggest that participants use the formal endings for self-presentation and projection of their student and classmate identity. However, when expressing emotion some students preferred informal endings, or sentence-final particles.
Bucholtz, M., & Hall, K. (2005). Identity and interaction: a sociocultural linguistic approach. Discourse Studies. 7 (4-5), 585-614.
Cook, H. M. (1990). The sentence-final particle ne as a tool for cooperation in Japanese conversation. In H, Hoji (ed.). Japanese Korean Linguistics. 20-44. Chicago: University of Chicago Press.
Cook, H. M. (1999). Language socialization in Japanese elementary schools: Attentive listening and reaction turns. Journal of Pragmatics, 31, 1443-1465.
Cook, H. M. (2008). Socializing identities through speech style: Learners of Japanese as a foreign language. Bristol: Multilingual Matters.
Hashimoto, H. (1993). Language Acquisition of An Exchange Student within The Home stay Environment. Journal of Asian Pacific Communication. 209-224.
Hatasa, Y. A., Hatasa, K., & Makino, S. (1998). Nakama: Introductory Japanese--communication, culture, context. Boston, MA: Houghton Mifflin Harcourt Pub.
Hatasa, Y. A., Makino, S., & Hatasa, K. (2000). Nakama 2: Japanese communication, culture, context. Boston: Houghton Mifflin Company.
Kanagy, R. (1999). Interactional routines as a mechanism for L2 acquisition and socialization in an immersion context. Journal of Pragmatics. 31. 1467-1492.
Kurata, N. (2007). Language Choice and Second Language Learning Opportunities in Learners' Social Networks: A Case Study of an Australian Learner of Japanese. Australian Review of Applied Linguistics. 30 (1), 5.1-5.18.
Lam, W. S. E. (2004). Second Language Socialization in a Bilingual Chat Room: Global and Local Considerations. Language Learning & Technology. 8 (3), 44-65.
Marriott, H. (1995). The Acquisition of Politeness Patterns by Exchange Students in Japan. In B. Freed. (ed.). Second Language Acquisition in a Study Abroad Context. 197-224. Amsterdam/Philadelphia: John Benjamins.
Matsuda, M. (2014). Kakite to yomite no zokusei, kankeisei no chushutsu: Facebook ni tanjobi meseeji wo kakukomu. Proceeding of the Annual Fall Conference of Society for Teaching Japanese as a Foreign Language 69-71.
Matsumoto, Y. (2002). Gender Identity and the Presentation of Self in Japanese, Gendered Practices in Language, (eds.) S. Benor, M. Rose, D. Sharma, J. Sweetland, Q. Zhang. Stanford, CA: CSLI Publications. 339-354. 2002.
Maynard, S. K. (1997). Japanese Communication: Language and Thought in Context. Honolulu: University of Hawaii Press.
Nakamura, K. (1999). The Acquisition of Formal and Informal Language by Japanese Preschool Children. A. Greenhill et al. (eds.). Proceedings the Annual Boston University Conference on Language Development. 23. 507-518.
Ohta, A. S. (1999). Interactional routines and the socialization of interactional style in adult learners of Japanese. Journal of Pragmatics. 31. 1493-1512.
Okamoto, S. (1997). Social context, linguistic ideology, and indexical expressions in Japanese. Journal of Pragmatics. 28. 795-817.
Okamoto, S. (2002). Ideology and Social Meanings: Rethinking the Relationship between Language, Politeness and Gender.
Okamoto, S. (2004). Ideology and Linguistic Practice and Analisus: Gender and Politeness in Japanese Revisited. In S. Okamoto. and J. S. Shibamoto. Smith. (ed.). Japanese Language, Gender, and Ideology. 38-56. Oxford: Oxford University Press.
Ozaki, W. (1998). "Gender-appropriate" language in transition: A study of sentence-final particles in Japanese. In SuzanneWertheim, Ashlee C. Bailey, and Monica Corston-
Oliver (eds.). Engendering communication Proceedings of the fifth Berkeley women and language conference. 427-437. Berkeley: Berkeley Women and Language Group.
Schieffelin, B. B. and Ohes, E. (1986). Language socialization across culture. Cambridge: Cambridge University Press.
Siegal, M. (1994). Second-language learning, identity, and resistance: White women studying Japanese in Japan. Culture Performances, Proceedings of the Third Berkeley Women and Language Conference, Berkeley Women and Language Group, Berkeley, CA. 642-650.
Siegal, M. (1995). Individual differences and study abroad: Women learning Japanese in Japan. In B. Freed. (ed.). Second Language Acquisition in a Study Abroad Context. 223-244. Amsterdam/Philadelphia: John Benjamins.
Siegal, M. (1996). The Role of Leaner Subjectivity in Second Language Sociolinguistic Competency: Western Women Learning Japanese. Applied Linguistic. 17 (3). 356-382.
Copyright (c) 2015 Kiyomi FUJII
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitting article, which will be published online in journal Acta Linguistica Asiatica by Ljubljana University Press, Faculty of Arts (University of Ljubljana, Faculty of Arts, Aškerčeva 2, 1000 Ljubljana, Slovenia). Author’s name will be evident in the article in journal. All decisions regarding layout and distribution of the work are in hands of the publisher.
- Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit their self to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.