A01 cohe4573 01 se fm. Qxd

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Example 2
Let’s review the contextual factors in the two scenarios.
Scenario 1
Scenario 2
Age difference between
Equal
You are much younger 
the two speakers:
Role/status difference
Equal
You are of lower status 
between the two:
Closeness or distance
Close in both scenarios
between the two:
Magnitude of your
Somewhat similar in both scenarios 
request/thanks:
■
Notice the clear difference in the language used when talking 
to an equal-status/age friend (Scenario 1) and when speaking to
someone who is older or of higher status (Scenario 2).
arigatou + gomen – for equal status
arigatou gozaimasu – for higher status (the polite desu/masu keigo)
■
The language of thanks (just like other aspects of Japanese) is
often more influenced by age and status than the magnitude of
the thanks/indebtedness. So, the key strategy is using appropriate
thanking expressions according to the interlocutor and the
situation (Kim 1994).
■
Notice how many times expressions of apology and thanks are
used in the dialogues. The number may generally be higher in
Japanese than in English. In interacting with fluent Japanese
speakers, listen to them carefully and observe their use of
thanking strategies. Arrive at your own hypotheses regarding
appropriate use in Japanese and be willing to revise these
hypotheses as necessary.
Because this immediate input is pre-packaged and of a general nature,
learners may need more individual feedback specifically about the appropri-
ateness of their own language use (see the section on evaluation below). The
curriculum could be written in a way that teachers are to provide individu-
alized feedback to learners and answer the questions they may have while
doing the exercises. (See also Chapters 7 and 15 for other awareness-raising

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