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Developing critical consciousness: Shutaisei in teaching and learning a foreign language Item Type text; Dissertation-Reproduction (electronic) Authors Iventosch, Mieko Shimizu, 1956- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 27/09/2021 10:31:33 Link to Item http://hdl.handle.net/10150/284322 INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly fi'om the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be fi'om any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. 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Contact UMI directly to order. UMI A Bell & Howell Infonnation Company 300 North Zeeb Road. Ann Aibor MI 48106-1346 USA 313/761-4700 800/521-0600 DEVIILOIMNG CIIITICAL CONSCIOUSNESS: SHUTAISEI IN TEACHING AND LEARNING A I-OREIGN LANGUAGE by Mieko Shimizu Ivenlosch Copyright © Mieko Shimizu Ivenlosch 1998 A Dissertalion Submilled to tlie Faculty of the DEPARTMENT OF LANGUAGE, READING AND CULTURE In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 1998 UMX Number: 9829334 Copyright 1998 by Iventosch, Mieko Shlmizu All rights reserved. UMI Microform 9829334 Copyright 1998, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 2 THE UNIVERSITY OF ARIZONA ® GRADUATE COLLEGE As members of the Final Examination Committee, we certify that we have read the dissertation prepared by Mieko Shimizu Iventosch entitled Developing Shutaisei (Critical Consciousness) in Learning and Teaching a Foreign Language and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of ph-i i oc^onhv TmixyK. Goodman ( ) Date _h Date Elizabath Harrison Date Final approval and acceptance of this dissertation is contingent upon the candidate's submission of the final copy of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. Dissertation Director Date 3 STATEMENT OF AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED 4 ACBCNOWLEDGMENTS I would like to extend my sincere gratitude to the professors of my committee. The fundamental trust of Drs. Kenneth and Yetta Goodman in every learner was the inspiration and foundation of this research. Ken in his philosophical manner and Yetta in her practical and caring way patiently encouraged me to be more assertive and helped me to develop my shutaisei, the theme of this dissertation. Dr. Roseann Gonzalez helped me to keep the direction of my research connected to foreign language teaching. I truly appreciated Dr. Elizabeth Harrison's challenging questions on my Japanese teaching philosophy and practice. She helped me in clarifying my unarticulated ideas. All four professors' demonstration of being learners and listening to my still developing thoughts whole-heartedly gave me insight about the essence of teaching in the process of this research. I owe much love and gratitude to my husband, Andy, who physically, intellectually, and spiritually supported me throughout the period of this research. My daughter, Yukari, was a joy; she rejuvenated me from fatigue. Her everyday changing growth broadened my understanding of my students' learning process. This dissertation would not have been completed without the hearty help of many friends. I particularly wish to thank Naoko Peters. Michiyo Shore. Ebony Rose, and Paula Dobler. I also appreciated the editorial help from Priscilla Havlis and Karoleen Wilsey in the final stage of writing this dissenation. Love and support from my parents and my sister in Japan were always felt. Finally, 1 acknowledge my students of the classes in this study. Both my students and I took risks, got lost, were challenged, and struggled to become more self-directed learners. In retrospect, it was fun. They helped me develop insight about learning, teaching, and growing as an autonomous person. 5 TABLE OF CONTENTS LIST OF FIGURES 9 ABSTRACT 10 1. FOREIGN LANGUAGE LEARNING AS HUMAN LEARNING 12 The Purpose and Significance of the Study 15 Beginning to Explore the Meaning of Shutaisei 17 Research Questions 20 2. MY PERSONAL HISTORY: THE BACKGROUND OF THIS RESEARCH 22 Encounter with the Whole Language Philosophy 22 The Context of Japanese as a Foreign Language 23 Teaching Japanese based on the Whole Language Philosophy 25 Encounter with Freire's Critical Pedagogy 26 3. THEORETICAL BASIS AND LITERATURE REVIEW 28 Learner's Role as an Ultimate Decision Maker 29 Development of Substantial Self-perception 32 Recognition of "Nature" and "Culture" in Ourselves 32 Transactions of experiences 33 The Unity of Subjectivity and Objectivity 35 Choice Made in the Transaction 36 Teacher's Role in the Transaction 37 Zone of Proximal Development 38 Risk-taking 39 Evaluation 40 Language Use as Meaning Choice 41 Social Community 42 The Current Notion of Language Proficiency 44 The Goal: Native Speaker's Competence 44 Underlying Theories: The Transmission View of Education and Behaviorism 47 Hierarchical View of Learning 49 Truly Self-reliant FL Ability 51 Empowerment of the Teachers 53 4. RESEARCH METHODOLOGY 57 The Description of the Case: Japanese 110 and 111 59 Objectives 59 TABLE OF CONTENTS-Con/mwe^/. 6 Learning Material 60 Integration of the Four Language Modes and Grammar 60 Grammar 61 Speaking and Listening 62 The Japanese Writing System 63 Reading and Writing 64 Requirements and Evaluation 66 Subjects of the Case 69 Data Collection 71 Data Analysis 73 Suggestions for Future Research 74 5. DEMONSTRATION AND LACK OF SHUTAISEI: CHRONOLOGICAL DESCRIPTION OF JAPANESE 110 AND 111 77 Japanese 110: The First Semester 77 Japanese 111: The Second Semester 80 6. THE PRACTICE OR SUPPRESSION OF SHUTAISEI AS IT AFFECTS LEARNING 83 Learning Enhanced in Whole Language Environment 83 Encouragement of Making Ultimate Decisions 84 Collaborative Learning 87 Transmission View of Education That Suppressed Shutaisei 90 Dependence on External Guidance 91 Expectation for Convenient Learning 93 Desire for Prescriptive and Sequential Grammar Instruction 95 Confusion between Leaming for Competition and Leaming for Curiosity 98 Lack of Responsibility in Attendance 103 Self-discipline 104 Critical Pursuit of Knowledge and Interest 105 Introspection 109 Influence of Transmission View in My Thinking 110 Means and Ends in the Process of Leaming Ill 7. SHUTAISEI m THE FUNCTIONAL USE AND THE DEVELOPMENT OF JAPANESE 115 The Students' Use of Japanese in Oral Contexts 115 Choosing Linguistic Form Functionally 116 Meaningful Repetition 122 Lack of Attempts to Use Japanese 125 Disconnectedness Between Practice and Use 127 TABLE OF CONTENTS-Cowr/wwe^/. 7 Disconnectedness Between Learning Content and Learning Language 129 The Concept of Readiness 131 Expanded Use of Japanese by Challenging Assumptions 133 Functional Use of Japanese and Development in Dialogue Journal Writing 136 Interaction in DJW 137 Development of Writing of the Japanese Orthographies 139 Hiragana 139 Katakana 142 Kanji 145 Control Over Japanese Grammar 153 Seth'sCase 153 June's Case 155 Experiencing Success in the Functional Use of Japanese 159 The Transactional Nature of Experiences 160 8. THE ROLE OF FOREIGN LANGUAGE EDUCATION AND SHUTAISEI 164 A Common Goal of Education and the Value of Foreign Language Education 164 Pluralism: Appreciation of Sameness and Differences 165 Reading Activity: A Woman in a Wheelchair 167 Developing the Teacher's Own Shutaisei 170 9. CONCLUSION 173 The Summary of the Attributes oi Shutaisei