PALACKÝ UNIVERSITY OLOMOUC
Faculty of Arts
Department of Asian Studies
Hana Kloutvorová
TEENAGE GIRLS AND FEMALE SHŌJO MANGA
CHARACTERS: CONTINUITY OR DIFFERENCE
IN THE USE OF JAPANESE SOCIO-PERSON DEIXIS?
(DOCTORAL DISSERTATION)
Supervisor: doc. Mgr. Ivona Barešová, Ph.D.
OLOMOUC 2020
1 Annotation / Anotace
Jméno a příjmení: Mgr. Hana Kloutvorová Katedra: Katedra asijských studií Obor studia: Jazyky a kultura Číny a Japonska Vedoucí práce: doc. Mgr. Ivona Barešová, Ph.D. Rok obhajoby: 2020
Název práce: Dospívající dívky a ženské postavy v šódžo manze: Souvislost nebo rozdílnost v užívání socio-personální deixe? Anotace práce: Práce se věnuje porovnání užití výrazů sociopersonální deixe pro první a druhou osobu mezi japonskými studentkami ve věku 12–15 let a postavami ve vybraných komiksech pro dívky (šódžo manga). Práce z pragmatického hlediska mapuje používané výrazy a sleduje do jaké míry jazyk postav odráží jazyk čtenáře a zda naopak může jazyk postav ovlivňovat míru užívání např. maskulinních výrazů japonskými dívkami. Klíčová slova: šódžo manga, lingvistika, japonština, první osoba, druhá osoba Title of Thesis: Teenage girls and female shōjo manga characters: Continuity or diference in the use of Japanese socio- person deixis? Annotation: The presented work focuses on the comparison of the use of socioperson deictic expressions for the frst and second person among Japanese students aged 12–15 years and characters in selected comics for girls (shōjo manga). From a pragmatic point of view, this work maps which terms are being used and studies the extent to which the language of the characters refects the language of the readers and whether the language of the characters can infuence the use of, for example, masculine expressions by young Japanese girls. Keywords: shōjo manga, linguistics, Japanese, frst person, second person
2 Declaration
Declaration of originality
I hereby declare that I have written this dissertation by myself, using only literature and sources cited below.
……………………………. …………………………….
date signature
3 Acknowledgements
First and foremost, I would like to express my sincere gratitude to my supervisor, Ivona Barešová, for not strangling me whenever I came to her with less than I had promised.
A major part of work on this study was preparing and conducting a survey among Japanese students, which would not have been possible without the help and support of numerous people and organizations. I would namely like to present my thanks to the Toshiba International Foundation and the European Association of Japanese Studies for making my research stay in Japan possible; to Yukiko Itō at Gakushūin Women’s College, Yūsaku Oteki at Aichi Shukutoku University, to Paul Churton at Kyōto Sangyō University, and to Takayuki Watanabe at Palacký University for all their help with contacting the host schools. I would also like to extend my thanks to Tomáš Kloutvor and Reiko Ishihara for helping me with printing the survey materials. I would also like to acknowledge the warm hospitality of principals, teachers and students of Gakushūin Girls’ Junior and Senior High School, Ushiku Shiritsu Ushikuminami Junior High School, Aichi Shukutoku Junior High School and High School, Hieizan Junior High School, Kyōto Sangyō University Junior and Senior High School, Hiroshima Daigaku Fuzoku Chūgakkō Kōtō School and Nagakute Shiritsu Minami Junior High School. The students’ genuine willingness to offer me, a stranger, a glimpse of their world, was essential for my research.
I would like to thank Kristýna Vaňkátová for helping me make sense of all the numbers and statistics. I am also deeply grateful to Lianne Barnard for undertaking the tedious task of proof-reading what I wrote.
And last but not least, my heartfelt thanks go to my amazing friends and to my loving family – especially to my parents for not disinheriting me when I announced I wanted to pursue a PhD degree.
4 Contents
Annotation / Anotace...... 2
Declaration...... 3
Acknowledgements...... 4
Contents...... 5
Japanese transcription...... 10
Abbreviations...... 11
List of charts and tables...... 12
1. Introduction...... 14
1.1 Objectives of the study...... 14
1.2 Grounding and methodology of the study...... 15
1.3 Organization of the study...... 17
2. Area of research...... 18
2.1 Person deixis and social deixis...... 18
5 2.1.1 Person deixis...... 18
2.1.2 Social deixis...... 20
2.2 Socio-person deixis in Japanese...... 22
2.2.1 Words for first person and second person in Japanese...... 22
2.2.1.1 First person...... 22
2.2.1.2 Second person...... 27
2.2.1.3 Reference and address...... 31
2.3 Japanese women’s language...... 34
2.4 Linguistic practices of young women...... 37
2.5 Manga (Japanese comics)...... 41
2.5.1 Shōjo manga...... 42
2.5.2 Manga as a medium, the language of the visual...... 44
2.5.3 Functions of language in manga...... 47
2.5.2 Manga and yakuwarigo...... 49
3. Research questions...... 52
4. Methodology...... 54
5. Findings...... 59
6 5.1 First person in the language of junior high school girls...... 60
5.1.1 Interactions with adults...... 62
5.1.2 Interactions with other students and peers...... 63
5.1.3 Interactions with one’s parents...... 65
5.1.4 Interactions with one’s siblings...... 66
5.1.5 Uchi: A comparison across junior high schools...... 67
5.1.6 The concept of amae and the use of one’s name...... 68
5.1.7 Discussion...... 71
5.2 Second person in the language of junior high school girls...... 74
5.2.1 Interactions with adults...... 75
5.2.2 Interactions with other students and peers...... 76
5.2.3 Interactions with one’s parents...... 78
5.2.4 Interactions with one’s siblings...... 79
5.2.5 Discussion...... 80
5.3 First and second person in shōjo manga as perceived by junior high school girls...... 82
5.3.1 Expressions for the first person in shōjo manga...... 83
5.3.2 Expressions for the second person in shōjo manga...... 85
7 5.4 Analysis of the shōjo manga corpus chosen...... 87
5.5 The language of shōjo manga characters...... 89
5.5.1 The language of protagonists...... 90
5.5.1.1 First person in the language of protagonists...... 91
5.5.1.2 Second person in the language of protagonists...... 93
5.5.2 The language of major characters...... 99
5.5.2.1 First person in the language of major characters...... 99
5.5.2.2 Second person in the language of major characters...... 101
5.5.3 The cases of Chihaya and the ‘burikko’...... 105
5.5.4 The language of minor characters...... 106
5.5.4.1 First person in the language of minor characters...... 107
5.5.4.2 Second person in the language of minor characters...... 108
5.5.5 Discussion...... 110
5.5.6 Shōjo manga and yakuwarigo, the use of uchi(ra)...... 111
6. Analysis summary...... 114
7. Conclusions...... 122
Bibliography...... 124
8 Corpus data sources...... 138
Abstract in Czech / Abstrakt v českém jazyce..139
Annexes...... 143
Annex no. 1 Survey blank form...... 143
Annex no. 2 Graphs of all survey results...... 152
9 Japanese transcription
Japanese words and example sentences are notated in italics and transcribed using the modified Hepburn system of Romanization. Long vowels are transcribed using macrons as ā, ī, ū, ē, ō and particles are transcribed as wa, e, o. In case of colloquial elongation (e.g., second person omae is realized as omē) and emphatic elongation, transcription using macrons is used. If lengtheni