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David Bollen Thesis (PDF 1MB) C English loanwords in the teaching of English in Japan: A case study analysis David Hugh Bollen B.A. (Hons.) - University of Sydney; M.A. - University of New South Wales; RSA CTEFLA - University of Technology, Sydney Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Office of Education Research Faculty of Education Queensland University of Technology 2018 Keywords Activity theory Case study Cultural-historical activity theory English language learning Gairaigo - 外来語 Higher education Japan Language acquisition Language teaching Loanwords Mediation Socio-cultural theory Wasei eigo - 和製英語 The Loanword Phenomenon – Teaching English in Japan i Abstract This study undertakes a socio-cultural approach to examine how the loanword phenomenon has impacted on the Japanese language, and the teaching of English in Japan. The main research question posed is: How do English loanwords contribute to English language teaching in Japan? Following this are three sub- questions: How do Japanese university students perceive and use English loanwords? Why?; How do teachers of English perceive and use loanwords in teaching English to Japanese university students? Why?; and What is the potential of loanwords to enhance English language teaching in Japan? Cultural-historical activity theory is incorporated into the analysis to illustrate how the teaching and learning activity is currently undertaken and the contradictions that arise from this. An examination of how the current activity systems operate involves the study of tools, resources, subjects, and objects of the systems, along, with an investigation of the elements that facilitate or obstruct learning. The central aim of this study is to investigate how use of loanwords, and an understanding of the socio-cultural approach to language teaching, could assist in effective acquisition of English. The research employs case study methodology to explore four cases, each involving a university teacher and an English class. Drawing on data from surveys with students, interviews with teachers and students, and classroom observations the study reports on the experiences and views of teachers and students regarding loanwords and also provides snapshots of teaching moments when loanwords were focused on or were consciously avoided. ii The Loanword Phenomenon – Teaching English in Japan The study also provides a cross-case analysis to illuminate the central themes within the activity systems and, in particular, how systems of activity impact upon the use of loanwords as tools of English acquisition, the contradictions that exist within these systems, and how loanwords can contribute to the activity of teaching English. The study concludes by outlining findings, and providing recommendations for future research, pedagogy, and policy. It argues that effective learning systems are promoted when a socio-cultural approach to language teaching, incorporating loanwords, is adopted to teach English in Japan. The Loanword Phenomenon – Teaching English in Japan iii Table of Contents Keywords ...................................................................................................................... i Abstract ........................................................................................................................ ii Table of contents ......................................................................................................... iv List of Figures ........................................................................................................... viii List of Tables ............................................................................................................... ix List of Abbreviations .................................................................................................... x Statement of Original Authorship ............................................................................... xi Acknowledgements .................................................................................................... xii Chapter 1: Introduction ............................................................................................. 1 1.1 Background and context ..................................................................................... 2 1.2 Defining loanwords - gairaigo ........................................................................... 4 1.3 Japanese scripts ................................................................................................... 8 1.4 Researcher context ............................................................................................ 13 1.5 Research questions ............................................................................................ 14 1.6 Significance of the study ................................................................................... 15 1.7 Theoretical framework ...................................................................................... 17 1.8 Methodology ..................................................................................................... 18 1.9 Thesis outline .................................................................................................... 19 Chapter 2: Literature Review .................................................................................. 21 2.1 The scope of English loanwords in Japanese .................................................... 21 2.2 The nature of English loanwords in Japanese ................................................... 23 2.3 Loanwords and Second Language Acquisition ................................................ 37 2.4 Loanwords and EFL teaching in Japan ............................................................. 39 iv The Loanword Phenomenon – Teaching English in Japan 2.4.1 Loanwords and language acquisition ...................................................... 41 2.4.2 Loanwords and vocabulary acquisition ................................................... 45 2.5 The teaching of English in Japan ...................................................................... 52 2.5.1 English language teaching and learning approaches ............................... 53 2.5.2 Current policies and developments ......................................................... 58 2.6 Conclusion ........................................................................................................ 65 Chapter 3: Theoretical Framework ........................................................................ 67 3.1 Socio-cultural theory ........................................................................................ 68 3.1.1 Applications to second-language learning .............................................. 71 3.2 Cultural-historical activity theory ..................................................................... 77 3.2.1 First-generation activity theory ............................................................... 78 3.2.2 Second-generation activity theory ........................................................... 80 3.2.3 Third-generation activity theory .............................................................. 85 3.3 Applications of CHAT ...................................................................................... 92 3.3.1 Activity theory in research ...................................................................... 93 3.3.2 Analysing loanword mediation through activity theory .......................... 94 3.3.3 Relevance of Engeström’s model .............................................................. 98 3.4 Summary ......................................................................................................... 102 Chapter 4: Research Design................................................................................... 104 4.1 Case study methodology ................................................................................. 105 4.2 Methodological implications .......................................................................... 108 4.3 Research site ................................................................................................... 109 4.4 Participants ...................................................................................................... 110 4.4.1 Teacher participants ............................................................................... 112 4.4.1 Student participants ............................................................................... 113 4.5 Data collection methods ................................................................................. 114 4.5.1 Student survey ....................................................................................... 115 4.5.2 Interviews .............................................................................................. 116 4.5.3 Observations .......................................................................................... 119 4.6 Data analysis .................................................................................................... 120 The Loanword Phenomenon – Teaching English in Japan v 4.7 Validity ........................................................................................................... 121 4.8 Ethics .............................................................................................................. 123 4.8 Conclusion ...................................................................................................... 126 Chapter 5: Cases ....................................................................................................
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