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Negotiating Interpersonal Relations in 21St Century China

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Negotiating Interpersonal Relations in 21St Century China Negotiating Interpersonal Relations in 21st Century China: The Practices of China’s Post-90s Generation and Their Implications to Teaching Chinese as a Foreign Language Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of The Ohio State University By Emily Larson, B.A. Graduate Program in East Asian Languages and Literatures The Ohio State University 2020 Thesis Committee: Xiaobin Jian, Advisor Marjorie K.M. Chan Copyright by Emily Larson 2020 ABSTRACT What does the Chinese post-90s generation do (and say) in negotiating relationships in today’s continuously changing and increasingly complex Chinese cultural scene? To what degree do their practices still follow the established traditional norms and expectations, and to what extent are these practices altered or transformed by the globalization process that they are experiencing? Having a clear, research-based understanding of these questions will have significant impacts on the field of teaching Chinese as a foreign language for decades to come. This study researches practices by members of the post-90s generation in their negotiating relationship and networking and it focuses on the stages after making initial contact and before becoming “friends” or “partners.” Specifically, it examines and analyses these four types of behaviors/strategies: (1) greeting to create familiarity between acquaintances; (2) extending and responding invitations to create social situations for further interactions; (3) complimenting and responding to compliment to create social assets for desirable engagements; and (4) negotiating differences and reconciling after a misunderstanding to work productively in diverse and dynamic contexts. The data for this study comes from an online questionnaire survey with a total 151 participants from all around China. Participants range in age from 18 to 57 years old. The goal was to gain a diverse age range. Participants filled out an online survey which request them to imagine a number of social situations in which they needed to interact with a new acquaintance. Each social situation contained a task, be it responding to a compliment or extending an invitation. Participants were asked to select either the response that best-described how they would approach the situation. ii The data reveals many important strategies that Chinese people use in order to interaction and network with their new acquaintances. Some of these strategies represent a generation shift wherein members of the post-90s generation employ different methods then their elders. Some strategies seem equally popular among the young and older and represent a cultural trend that seems to have been passed down and maintained among the younger generations. For example, preferred greetings in Chinese vary by age and members of the post-90s generation are favoring simpler, more casual greetings that do not reference a specific time of day. Strategies for reconciling after a misunderstanding, however, did not vary as much by age. These behaviors use in networking and negotiating are of vital importance to Chinese- language learners. The Performed Culture Approach details the ways in which behavioral culture learned through the compilation of sagas which are then incorporated into the Chinese language curriculum. The final chapter of this thesis demonstrates how necessary cultural information can be adapted for use in a language classroom. Data gathered in this study, along with other relevant cultural artifacts, are combined to create a Relationship-Building saga. Accompanying notes detail how the saga can be used to teach Chinese language students how to build relationships and network in Chinese culture. iii Dedicated to my parents iv Acknowledgments This thesis would not have been possible without the constant support and encouragement I received from my thesis advisor, Dr. Xiaobin Jian. His academic guidance and gentle encouragement provided the support needed to complete my research. I am also grateful to Dr. Marjorie Chan for her willingness to provide advice despite her busy schedule. It was through discussions with her that I was able to more fully develop the ideas presented in this thesis. My gratitude also goes to Debbie Knicely for her kindness and support throughout my time at the Ohio State University. She is a person who is not only very organized and methodical but also genuinely cares for the department and all the faculty and students within. Our department is blessed by her presence. Special thanks to my classmates and friends who helped me with this topic when I needed advice and went out to eat with me when I needed a distraction. Thanks to Yiting for spending so much time helping me even though she had her own work to attend to. Additional thanks and love to Alyssa, Amanda, Jim and Peter, for the bonfires, the long talks and the good food. Last, but not least, I would like to thank my parents and siblings. I consider myself very lucky to have been born into such a family. v Vita 2008-2013..........................................B.A Calvin University 2018-2020..........................................M.A., Department of East Asian Languages and Literatures The Ohio State University, Columbus, Ohio Fields of Study Major Field: Chinese Pedagogy vi Table of Contents ABSTRACT…………………………………………………………………………….………...ii DEDICATION…………………………………………………………………….…….….……iv ACKNOWLEDGEMENTS………………………………………….…………..….….…………v VITA………………………………………………………………………….…….….…………vi TABLE OF CONTENTS…………….……………...…………………………….….…………vii LIST OF TABLES………………………….………………………………………….….………x LIST OF FIGURES………………………………………………………………….….…..……xi CHAPTER ONE. Culture and Language Learning…………...…..……………….……………..1 1.1 Language as Speech Act…………………….………………………………...1 1.2 Language as Cultural Performance……………………………………………2 1.3 Behavioral Culture…………………………………………………………….3 1.4 The Performed Culture Approach…………………………………………….5 CHAPTER TWO. China’s Post-90s Generation……….….……………….………………….…8 2.1 The Changing World of China’s Post-90s Generation……………………….8 2.1.1 Social-Cultural Changes…………..………………………………....8 2.1.2 Political Changes. ………………………………...………………..10 2.1.3 Economic Changes..………………………….…………...…….….12 2.2 The Changes of China’s Post-90s Generation…………………………….…13 2.2.1 Changing Dynamics Between the Individual and the Collective....13 2.2.2 Changing 三观 sānguān Three Outlooks—World, Life, Value..…14 CHAPTER THREE. Surveying Four Types of Negotiating Behaviors ………….……….…....16 vii 3.1 Introduction…………………….…………………………….….……….….16 3.2 Methodology …………………………………………………...….….….…16 3.2.1 Rationale ……………………………………….……...…….….…16 3.2.2 Design ………………………………………………......…...….…17 3.2.3 The Pilot Study…………………………………….………...….…18 3.3 Subjects…………………………...……………….….….………………….19 3.4 Results………………………..…………………………….………...…...….22 3.4.1 Question 1. Greeting an Acquaintance……..……….………...….…22 3.4.1.1 Results……………………………………………………23 3.4.2 Question 2. Invitation and responding to an invitation …….……….25 3.4.2.1 Results………………………………………………....…28 3.4.3 Question 3. Receiving Compliments …………….…………………32 3.4.3.1 Results……………………………………………………33 3.4.4 Question 4. Negotiating differences and reconciling after a Misunderstanding………………………….….…………….…...33 3.4.4.1 Results. …………………………….….…………….…...35 CHAPTER FOUR. Four Types of Negotiating Strategies……………………….....…………...38 4.1 Differences Among Age Groups………………………………………….…38 4.2 Greeting—Creating Familiarity between Acquaintances……………...……38 4.3 Extending and Responding to Invitations—Creating Social Situations for Further Interactions……………………………………………………….….41 4.4 Complimenting and Responding to Compliments—Creating Social Assets for Desirable Engagements…………………………………………….……...…43 viii 4.5 Negotiating Differences and Reconciling after a Misunderstanding— Working Productively in Diverse and Dynamic Contexts…………….…….47 4.6 Conclusion……………………………………………………………………49 CHAPTER FIVE. Implications to the Pedagogy of CFL……………………………………….52 5.1 The Relationship-Building Saga……………………………………………………...52 5.1.1 The Importance of the Relationship-Building Saga………………52 5.1.2 Current Practice in Relationship-Building in China……....………52 5.2 Constructing the Relationship-Building Saga……………………………….53 5.2.1 Model Performance Script……………………………………………….53 5.2.1.1 Selecting and Arranging of the Model Performance…….53 5.2.1.2 Employing a Narrative as a Model Performance Script…54 5.2.2 Scaffolding Drills………………………………………….………..……….59 5.2.3 Contextualized Exercises………………………….……………………….65 5.3 Further Cultural Research……………………………………………………65 BIBLIOGRAPHY………………………………………………………………………...………………….….66 APPENDIX: THE QUESTIONNAIRE……………………………………………….………………………….69 ix List of Tables Table 1 Scenarios from questionnaires that are discussed in this thesis…………………..………18 Table 2 Breakdown of ages in Group A……………..……..…..……..…..……..……..…………21 Table 3 Breakdown of ages in Group B…………..…..…..…..…..…..…..…..…..………………21 Table 4 Breakdown of ages in Group C…………..…..…..…..…..…..…..…..…..………………21 Table 5 Gender breakdown of participants…………..…..…..…..…..…..…..…..…..…………21 Table 6 Question 1. Greeting an Acquaintance…………………..…..…..…..…..……….….…24 Table 7 Question 2-1. Extending a drink invitation ………………………..………..……………29 Table 8 Question 2-1. Preference for the second person pronoun 2-1…………...….…………….30 Table 9 Question 2-2. Extending a meal invitation……………..…..…..…...………….…...….31 Table 10 Question 2-3. Refusing an Invitation…………….……..…..…..…..………….….……31 Table 11 Question 3. Responding to a Compliment……..…..…..…..…..…..…..…..…...…....….33
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