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1 Japanese and Brazilian Female JAPANESE AND BRAZILIAN FEMALE TEACHERS’ DIRECTIVE/COMPLIANCE- GAINING STRATEGIES: A LANGUAGE SOCIALIZATION PERSPECTIVE By MUTSUO NAKAMURA A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2014 1 © 2014 Mutsuo Nakamura 2 ACKNOWLEDGMENTS I thank Dr. Boxer for being a great mentor, supporting me during the process of writing this academic work. I also thank Dr. Coady, Dr. Golombek, Dr. Lord, and Dr. McLaughlin for being on my committee. I thank Dr. LoCastro for the support she gave me in many ways. I would like to thank my UF friends who have supported me in the process: Alejandro P., Amanda H., Ana María D., Antonio D., Antonio T., Asmeret M., Belle L., Carolina G., David V., Dawn F., Elli S., Eugenio, P., Fabiola D., Jimmy H., Juan C., Juan V., Machel M., Maria M., Martin M., Mónica A., Priyankoo S., Rosana R., Rui C., Yuko F., and many more friends I met in the Gatorland. I thank my friends in Japan and in Mexico for their support: Cecilia A., Cristina Y., Edna T., Esteban G., Fukuhara-san, Irma-san, Izumi-san, Rosario P., and other friends. I also thank my deceased Mexican and Japanese mentors: François L., Víctor F., and Tobita-sensei. I thank Hong Ling for accompanying me in the process of writing this academic work. Finally, I thank my parents for their support and understanding. 3 TABLE OF CONTENTS page ACKNOWLEDGMENTS .................................................................................................. 3 LIST OF TABLES ............................................................................................................ 6 LIST OF FIGURES .......................................................................................................... 7 ABSTRACT ..................................................................................................................... 9 CHAPTER 1 INTRODUCTION .................................................................................................... 11 The Background of the Study .................................................................................. 11 Outline of the Theoretical Framework ..................................................................... 17 Statement of the Research Problem ....................................................................... 19 Definition of Terms .................................................................................................. 20 Significance of the Study ........................................................................................ 20 Personal Motivation for the Study ........................................................................... 21 2 LITERATURE REVIEW .......................................................................................... 24 Cultural Norms of Behavior ..................................................................................... 24 The Theoretical Framework of LS ........................................................................... 30 Directives in LS Research ....................................................................................... 39 Directives in Pragmatics ......................................................................................... 45 3 METHODOLOGY ................................................................................................... 52 Ethnography of Communication (EC) ..................................................................... 52 The Setting ............................................................................................................. 53 Participant Observation........................................................................................... 60 The Researcher’s Position in the Field ................................................................... 61 Data Collection ....................................................................................................... 62 Transcription ........................................................................................................... 69 Data Analysis .......................................................................................................... 70 4 DIRECTIVE ROUTINES, STRATEGIES, AND SPEECH ACTS PERFORMED BY JAPANESE AND BRAZILIAN FEMALE TEACHERS ........................................ 77 Directive Routines ................................................................................................... 77 Directive Strategies ................................................................................................. 83 Directive Speech Acts ............................................................................................. 85 Final Remarks ......................................................................................................... 90 4 5 JAPANESE FEMALE TEACHERS’ DIRECTIVE/COMPLIANCE-GAINING STRATEGIES IN MAINSTREAM CLASSROOMS ................................................. 94 Aisatsu (Formal Greeting) ....................................................................................... 95 Happyoo (Formal Presentation) ............................................................................ 104 Final Remarks ....................................................................................................... 111 6 JAPANESE AND BRAZILIAN FEMALE TEACHERS’ DIRECTIVE/COMPLIANCE-GAINING STRATEGIES IN THE INTERNATIONAL CLASSROOM ....................................................................................................... 128 Background ........................................................................................................... 128 Methodology ......................................................................................................... 129 The Study ............................................................................................................. 130 Final Remarks ....................................................................................................... 140 7 DISCUSSION ....................................................................................................... 153 Jeitinho as Norm-Avoiding/Norm-Breaking Acts: Cultural Differences and Subjective Positions in Response to Hegemonic Classroom Practices ............. 153 Research on Latin American Behavior of “Improvisation” from a LS Perspective . 158 Japanese Female Teachers’ Directive/Compliance-Gaining Strategies: Directive Acts and Small Scoldings ................................................................................. 161 Brazilian Teachers’ Directive/Complaince-Gaining Strategies: The Use of Directives as Cultural Expressions of Trust and Human Closeness .................. 165 8 CONCLUSION ...................................................................................................... 170 Practical Implications ............................................................................................ 172 Limitations and Future Research .......................................................................... 174 LIST OF REFERENCES ............................................................................................. 180 BIOGRAPHICAL SKETCH .......................................................................................... 194 5 LIST OF TABLES Table page 2-1 Japanese directives in pragmatics ...................................................................... 50 2-2 Brazilian Portuguese directives in pragmatics .................................................... 51 3-1 Abbreviations used in Chapter 4 for word-for-word translations ......................... 73 3-2 Transcription symbols used in Chapters 5, 6, and 7 ........................................... 73 3-3 Interactional data transcribed and used for Chapter 4 ........................................ 74 3-4 Coding scheme for Chapter 4: Directive routines, strategy types, and act categories ........................................................................................................... 75 4-1 Directive routine categories and their occurences .............................................. 91 4-2 Distribution of the directive routine categories .................................................... 91 4-3 Occurrences of directive strategies .................................................................... 91 4-4 Results of chi-square test for Table 4-3 .............................................................. 91 4-5 Occurrences of directive strategies in instructing routines .................................. 91 4-6 Results of chi-square test for Table 4-5 .............................................................. 92 4-7 Directive strategies employed in discipling routines ........................................... 92 4-8 Results of chi-square test for Table 4-7 .............................................................. 92 4-9 Occurrences of the directive act types ................................................................ 92 4-10 Results of chi-square test for Table 4-9 .............................................................. 92 4-11 Occurrences and distribution of directive acts in instructing routines ................. 92 4-12 Results of chi-square test for Table 4-11 ............................................................ 93 4-13 Occurrences of the directive act types in disciplining routines ............................ 93 4-14 Results of chi-square test
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