"So You Are from England": Categorization and Cultural Reduction in First-Time Conversation Lounge Encounters between Foreign Teachers and Japanese Students of EFL

Autor/in	Nao, Marion
Titel	"So You Are from England": Categorization and Cultural Reduction in First-Time Conversation Lounge Encounters between Foreign Teachers and Japanese Students of EFL
Quelle	In: Applied Linguistics, 36 (2015) 2, S.194-214 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amt041
Schlagwörter	Classification; English (Second Language); Language Teachers; Second Language Instruction; Teacher Student Relationship; College Faculty; College Students; Foreign Countries; Interaction Process Analysis; Asians; Prior Learning; Foreign Nationals; Native Speakers; Guidelines; Discourse Analysis; Teacher Characteristics; Expertise; Japan + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Collegestudent; Ausland; Prozessanalyse; Asian; Asiat; Asiatin; Asiaten; Asiate; Vorkenntnisse; Ausländer; Ausländerin; Muttersprachler; Richtlinien; Diskursanalyse; Expert appraisal
Abstract	The article explores "culture talk" at the outset of first-time encounters between teachers and students of English as a foreign language in the conversation lounge of a Japanese university. It analyses the interactional procedures by which the foreign place of origin of the teacher becomes the topic of conversation following his or her initial categorization by the Japanese students, for example, "so you are from England". In doing so, it draws on Maynard and Zimmerman's (1984) analytic framework of pre-topical sequences used by unacquainted participants to uncover other-identifying information. This is reclassified to accommodate the prior knowledge of the Japanese students of the teachers' foreign origins, as emergent in categorization. Having been granted the pre-allocated right to nominate topic through guidelines on use of the lounge, the students further adopt a wanting-to-know framing of conversation, by which they orient to the teacher's own expertise, as rooted in his or her biographical information preserve (Goffman 1971). Knowledge of the foreign country is seen to be asymmetrically distributed by the participants, with observably reductive effects on both interactional dynamics and cultural representation. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01