Exploring Interpersonal Politeness through Contextualized Observation in a Performed-Culture Approach

This paper describes a case study that examined how intermediate and advanced learners of Japanese in a study abroad context improved their ability to analyze interpersonal expressions of politeness. The study uses the "acts of identity" theory, as explained by Okamoto (1996, 1997), and the taxonomies of honorific expressions summarized by Okamoto and Shibamoto-Smith (2016). Students, engaged in a 24-hour community engagement practicum, observed variations in honorific use and changes in their own language over time. The study highlights how metacognitive awareness, and an appreciation of cultural nuances were developed through appropriate strategic scaffolding in language instruction, and how the principles of the Performed Culture Approach guided the course design. Recommendations on how some of the strategies that worked in the study abroad context can be applied to classroom instruction, along with specific examples of activities, will be provided at the end of the paper.