SOAS Research Online

Abstract

The use of silence by Japanese second language (L2) learners of English has been explored within a diverse landscape, psychological, interactional, and socio-cultural perspectives, since 1990s. Previous studies have revealed multi-faceted perspectives on learner silence, seen in relation to inhibitive factors (e.g., language anxiety or lack of confidence) or facilitative interactional resources (e.g., thinking time or desirable interactional space) in L2 classroom contexts from multiple viewpoints. However, when Japanese learners use silence in cross-cultural communication with those from different socio-cultural backgrounds, there are prolonged issues in understanding the intended meaning of silence and how to promote intersubjectivity among the participants in collaborative interaction. In this talk, I would illustrate examples of cross-culturally different perspectives on Japanese learners’ silence, highlighting views on silence held by Japanese EFL learners and also those from different cultural backgrounds; 1) foreign English teachers in Japanese EFL context, 2) British learners of Japanese who observed Japanese EFL classrooms and 3) British learners of Japanese who have participated in language-exchange programmes with Japanese EFL learners. Based on two-directional perspectives on learner silence, this talk discusses the role of cross-cultural communication as a valuable learning resource capable to facilitate mutual understanding, promoting awareness on our own or others’ use of silence and talk in L2 interaction.