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Dissertation FINAL DRAFT_TSUCHIYA.pdf (2.31 MB)

ETD Abstract Container

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Perceptions of Native and Nonnative Speakers and Observational Analysis of "Divergent" Japanese Language Teachers in Context

Tsuchiya, Shinsuke
http://rave.ohiolink.edu/etdc/view?acc_num=osu1469109279

Abstract Details

2016, Doctor of Philosophy, Ohio State University, East Asian Languages and Literatures.
This dissertation explores the construction and effects of the notion of “native speaker,” on teachers, mostly graduate teaching associates, in a Japanese language program at a large university in the American midwest. Specifically, it attempts to answer the following two research questions: (1) How do language teachers and students of Japanese in this program perceive native and nonnative language teachers? and (2) How does the iconic construct of “native speaker” affect the language teachers of Japanese in this study? Both quantitative and qualitative data have been collected from teachers and students of Japanese, and for the purpose of comparison, Chinese, using a triangulation approach that combines survey questionnaires (N=593) with interviews (10 hours of audio recordings) and observations (80 hours of video recordings). Major quantitative findings from the survey data collected from teachers and students of Japanese and Chinese are as follows: (1) language students, in comparison to their teachers, assumed native speakers to have more specific and idealized characteristics; (2) language students and teachers indicated that they preferred or expected their students to prefer native-speaking teachers of Japanese and Chinese than nonnative-speaking teachers; (3) native speakers of Chinese and Korean were found to have more specific and idealized characterization of “native speaker” and a stronger preference for native-speaking teachers; (4) native speakers of English who are ethnically Asian had a weaker tendency to prefer either native or nonnative-speaking teachers; (5) those who grew up speaking multiple languages had a stronger preference for nonnative-speaking teachers; (6) teacher participants expected their students to prefer both native- and nonnative-speaking teachers more than their students actually did; (7) learners of Japanese, in comparison to learners of Chinese, had a stronger preference for native-speaking teachers, and slightly lower preference for nonnative-speaking teachers. Qualitative data illustrate how the notion of “Japanese native speaker” has been iconized in the language program as educated uptown Tokyo dialect speakers who are not familiar with a foreign language. Such characterizations were used to put an emphasis on pronunciation and pitch accent of the standard dialect during the teacher training, as well as establishing language program policies such as encouraging students and teachers to not use English in speaking/listening classes. Certain communal differences between the Japanese and Chinese program, in particular, teaching assignments and a seemingly stronger adherence to the standard language, may have contributed to a stronger preference for native-speaking teachers in the Japanese program. The effects of the notion of the standard language “native speaker” on the four focal participants of Japanese teachers were documented with a focus on their (non)acquisition of the standard pitch accent and their reactions to the guidelines set by the language program. In addressing pedagogical implications, ways to “deconstruct” the iconic standard, while still incorporating a standard dialect in language programs are discussed. Suggestions for helping language teacher trainees improve their language proficiency and deal with their anxiety are proposed, and a call is made to question and rethink our assumptions about native and nonnative speakers.
Charles Quinn, Dr. (Advisor)
Mari Noda, Dr. (Committee Member)
Keiko Samimy, Dr. (Committee Member)
340 p.
Adult Education; Asian Studies; Education; Language; Language Arts; Multicultural Education; Multilingual Education; Teacher Education; Teaching
native speaker; nonnative speaker; language teacher; Japanese; Chinese; performed culture approach; teacher education; multilingual and multicultural education; adult education; language socialization

Recommended Citations

Citations

  • Tsuchiya, S. (2016). Perceptions of Native and Nonnative Speakers and Observational Analysis of "Divergent" Japanese Language Teachers in Context [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469109279

    APA Style (7th edition)

  • Tsuchiya, Shinsuke. Perceptions of Native and Nonnative Speakers and Observational Analysis of "Divergent" Japanese Language Teachers in Context. 2016. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1469109279.

    MLA Style (8th edition)

  • Tsuchiya, Shinsuke. "Perceptions of Native and Nonnative Speakers and Observational Analysis of "Divergent" Japanese Language Teachers in Context." Doctoral dissertation, Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469109279

    Chicago Manual of Style (17th edition)

osu1469109279
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This open access ETD is published by The Ohio State University and OhioLINK.