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(1998)Journal ArticleTraditionally, the LOTE teacher is positioned as the learners' language model. Ingram argues that since the L2 is both the target and the medium of instruction 'the teacher is often the principal (if not sole) model of the language for the student'. This implies that the language of instruction should define the particular teaching method. In practice, however, the teacher speaks and writes model dialogues or more precisely model texts that act as the major source of L2 input, especially in the initial stages of learning the language. Model dialogues are those 'simulated conversation dialogues found at the beginning of textbook language lessons' presented to learners at any time during a class. These models appear not only in textbooks, but also on cassette tapes, in computer 'interactive' multimedia software packages, on photocopied worksheets, the blackboard, and from teachers' mouths. Erickson describes model dialogues as 'stilted' and sometimes 'stereotypical'. The purpose of this paper is to examine the relationships between model dialogues, teachers, learners, and other stake holders by investigating what aspects of social reality model dialogues attempt to characterise; why model dialogues are used extensively as motifs representing actuality, motifs which learners (and teachers) are expected to memorise and use in the future; and whether it would be possible to teach and learn Japanese without using model dialogues.
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(2004)Journal ArticleThis article discusses how Sarah Lamond, a Japanese language teacher in Sydney, Australia has juggled three of her identities: second language (L2) learner, L2 user, and L2 teacher. Data come from four interviews used to create an edited life history. These data are used to draw attention to the relationship between L2 learner and language user. The concept of “identity slippage” is briefly discussed and is introduced as a way of explaining this relationship. Although these three identities are foregrounded, it was found that Sarah's other identities of wife and mother also played a significant part in her becoming a Japanese language learner. Furthermore, Sarah's story also raises the native versus nonnative language teacher issue and in turn explores notions of authentic and impostor.
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(2003)Journal ArticleThis paper addresses the questions of how and what kinds of multiple self-presentations may inhabit the same narrative space. I draw on two types of data, both of which highlight changes that have occurred to individuals who have learned another language. By foregrounding the topical life histories of two Anglo-Celt Australians who have learned Japanese as an additional language after the age of 11 years, it was possible to investigate: (i) the extent to which multiple self-presentations are 'scaffolded' by the ability to make meaning in Japanese as an additional language; and (ii) the process of 'identity slippage' as part of the social semiotic construction of a bilingual self. In this paper, I challenge how 'Asian', and more specifically, 'Japanese' identities have been traditionally described.
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(2000)Journal Article
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(2001)Journal ArticleThis paper addresses two issues within a general theory of cross-cultural adaptation. The first concerns the extent to which cross-cultural adaptation is activated by the ability to make meaning in Japanese as a foreign language. The second investigates the phenomenon of 'identity slippage'. Six life histories taken from informants who had learned Japanese after the age of 11 years have been used as narratives to provide qualitative date to shed light on issues concerning additional language development, and especially some of the consequences of learning Japanese on each informant's sense of self. It was found that making and interpreting meaning with a different set of appropriated linguistic, non-verbal and pivotal information plays a major role in cross-cultural adaptation. It was also discovered that 'identity slippage' is a multilayered phenomenon which relies, in part, on the ability to make meaning in a location and with an audience. Those who can and do identity slip challenge the notions of native and non-native.
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(2003)Working PaperThis paper intends to address what implications the research findings have for teaching and make suggestions about how they can or should be utilised for pedagogical purposes. Along with this aim, it will look at, in passing, some methodological problems that appear to be present in the current EA studies in Korean.
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(2006)Journal ArticleThis study aims to examine the grammatical constructions associated with the frequent substitution of the nominative particle (-i/-ka) by the accusative particle (-ul/-lul) made by English L1-KFL learners and provide a strategy for the facilitation of Korean language learning and pedagogical improvement. The study explores the sentential constructions that ‘trigger’ such substitutions and attempts to give linguistic and pedagogical explanations. As a pedagogical strategy, the study proposes to use Korean-oriented English sentence constructions such as ‘As for X+Top/Nom, Y+Nom Z-Predicate’.
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(2002)Conference PaperThis paper intends to examine the enrolment numbers in Korean in New South Wales (NSW) schools and universities to identify the long-term pattern and to make suggestions. The focus is on the enrolment pattern in HSC Korean, which is compared with other key Asian languages (Chinese, Indonesian and Japanese). The tertiary enrolments are also discussed, if only briefly, in connection with problems of Secondary enrolments. The study identifies a few areas that need urgent attention and concludes with some suggestions.
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(2002)Working PaperThis paper aims to investigate the key lexical areas of difficulty for Australian students of Korean as a foreign language (KFL). Specifically, this study intends to identify the lexical features that present particular difficulties to English native speakers learning Korean; to classify those lexical errors in terms of their type and frequency; and to provide possible explanation for the cause of those lexical problems. The subjects selected in this study are 71 second- and third-year students from three universities. They are native speakers of English or are believed to have English as their first language. The data used in this study come from written examination papers administered at the three universities. 305 lexical errors have been identified for analysis. Among the 11 error categories identified in this study, wrong word choice caused an overwhelmingly high percentage of errors. The study concludes with discussions about theoretical and pedagogical implications.
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(2003)Journal ArticleThe concept dao and de in the Daodejing may be evoked to support a distinctive and plausible account of environmental holism. Dao refers to the totality of particulars, including the relations that hold between them, and the respective roles and functions of each within the whole. De refers to the distinctiveness of each particular, realized meaningfully only within the context of its interdependence with others, and its situatedness within the whole. Together, dao and de provide support for an ethical holism that avoids sacrificing individuals for the sake of the whole.