タケイ　ミツコ   TAKEI Mitsuko   竹井　光子    所属   広島修道大学  国際コミュニティ学部    職種   教授
発表年月日	2022/08/12
発表テーマ	Japanese as a lingua franca interaction for L1 and L2 speakers in virtual contact situations
会議名	CAJLE Annual Conference 2022
主催者	Canadian Association for Japanese Language Education
学会区分	国際学会
発表形式	ポスター
単独共同区分	共同
開催地名	Ottawa (Virtual)
発表者・共同発表者	Mitsuko Takei & Mitsuakai Shimojo
概要	English as a lingua franca (ELF) is well recognized within recent foreign language education research and pedagogy. Likewise, Japanese as a lingua franca (JLF) is also a promising research area in a different context. Unlike ELF interactions, which happen globally, JLF interactions occur in specific communities and contexts with and without first language (L1) Japanese speakers. The population and diversity of second language (L2) Japanese speakers in multilingual/multicultural communities inside Japan have rapidly expanded. This has resulted in the emergence of “Plain Japanese” to reduce the communication gap between Japanese citizens and foreign residents (Iori, 2016). Further, Japanese learners overseas are established at secondary and higher education levels, especially due to the recent popularity of Japanese subcultures and traditional cultures. In particular, L2 learners in North American universities have the opportunity to use their target language (Japanese) with their peers who have different L1 backgrounds, including other Asian languages, and with L1 Japanese speakers (e.g., mobile students from Japan). In Japan, L1 students have the opportunity to interact interculturally in JLF with mobile students from partner universities overseas. These JLF interactions are primarily focused on mutual intelligibility, where linguistic, sociolinguistic, empathic, and strategic adjustments are required to ensure successful communication. This presentation first overviews an online conversation project involving two US universities and one Japanese university conducted during the pandemic-affected immobile semester in 2021. This virtual project aimed to provide JLF interaction opportunities for both L1 and L2 Japanese speakers. Following an overview of the project, the presentation analyzes the post-conversation survey and interviews to explore how L1 speakers (n=6) and L2 learners (n=7) perceive JLF interactions. The results demonstrate an overall positive reaction from both L1 and L2 speakers, who regarded it as an enjoyable experience. They also reveal some individual-level differences in terms of nervousness, naturalness, successfulness, and difficulties that the speakers felt during the interactions. The presentation concludes with implications for Japanese as a foreign language learning and teaching.