Learners' use, perception, and recognition of and motivation to learn Japanese gender forms

Junko Ikeda Schwartzman, Purdue University

Abstract

The present study investigated Japanese learners' use, perception, and recognition of and motivation to learn Japanese gender forms. Although native speakers of Japanese use the gender forms, often in casual conversations, to create solidarity, communicate more effectively, and make relationships to one another closer (McGloin, 1997), learners tend to use the gender forms only infrequently (Asada, 1998). Considering learners' inability to use the gender forms, researchers claim that the gender forms need to be taught more in class (Ishida, 2009; Kakegawa, 2009). However, before teaching the gender forms, which could be a controversial topic for some learners, teachers should know how much knowledge, understanding, and motivations learners have regarding the gender forms (Thomson & Iida, 2002). In the present study, an online survey was distributed to Japanese learners in the US to measure their use, perception, recognition of, and motivation to learn Japanese gender forms. A total number of 110 subjects responded to the survey and the data were analyzed statistically. The study found that 1) learners frequently used the gender forms ka, no, sake, umai, but they used ze and kashira only infrequently; 2) they tended to perceive male forms used by a female speaker as ruder than when used by a male speaker; 3) they recognized ze, kashira, no, osake, and oishii correctly; 4) their levels of Japanese, time spent in Japan, and contact with Japanese native speakers affected their recognition of the gender forms ze, ka, kashira and umai; 5) the majority of the learners were very motivated to learn Japanese gender forms; 6) some learners considered the gender forms as sex discrimination, but most of them were still motivated to learn the gender forms; and 7) about half of the learners felt that to learn the gender forms solely for the purpose of being able to recognize them is enough and did not feel it necessary to use them. The present study suggests that teachers should not just teach the gender forms in a top-down fashion but must understand learners' needs and awareness of Japanese gender forms first. Designing a class that does not force students to speak in a stereotypical way, but exposes them to various models and has them make their own choices of speech styles, would be beneficial.

Degree

M.A.

Advisors

Fukada, Purdue University.

Subject Area

Linguistics

COinS