A01 cohe4573 01 se fm. Qxd

particles, learners may be able to determine the recipient of a request or a
compliment, or guess the relationship between the speakers and the topic of 
conversation.
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The sample curriculum adopts the latter approach wherever possible so
as to provide ample opportunities for self-guided learning. A unit typically
starts with exercises in which learners are asked to compare their L1 and 
L2 use or contrast examples of L2 use for different purposes. In a unit on
apologizing in Japanese, for example, learners can be given a situation
where they respond in their L1 and then compare this L1 response with an
L2 sample provided with some guiding prompts.
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Learners could also com-
pare the language of apology according to the relative social status and dis-
tance in the given exchanges, or analyze the use of intensifiers (e.g., really,
very, terribly) used for different levels of offense. Learners could then read the
transcript of the sample L2 dialogue to facilitate analysis. They may be able
to generate their hypotheses (or questions) about Japanese apologies, which
could lead to a lively class discussion, especially if learners have insights
from similar authentic situations. In the case of a web-based program, 
learners’ analysis can be guided through a pre-programmed feedback such 
as the following:
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16
Also termed as “a guided discovery approach,” Crandall and Basturkmen (2004).
17
Sample exercises are available at: http://www.carla.umn.edu/speechacts/japanese/
Requests/Ex4 -3.htm; http://www.carla.umn.edu/speechacts/japanese/Compliments/
Ex3-1.html and http://www.carla.umn.edu/speechacts/japanese/Thanks/Ex9.html,
accessed December 10, 2009.
18
See http://www.carla.umn.edu/speechacts/japanese/apologies/ex1.html (accessed
December 10, 2009) for an example.
19
Sample of feedback to be given to learners at the end of an exercise in a unit on
thanking in Japanese (available at: http://www.carla.umn.edu/speechacts/japanese/
thanks/feedbackex2.htm accessed December 10, 2009).

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