NEGOTIATION, NOTICING, AND THE ROLE OF SELECTIVE CROSSLINGUAL STRATEGIES IN FOREIGN LANGUAGE CLASSROOMS
MA in TEFL thesis, William R. Pellowe, 1998

TITLE PAGE
TABLE OF CONTENTS
REFERENCES

http://www2.gol.com/users/billp/thesis/index.html et seq
billp@gol.com

ENDNOTES

[nb: click the note number to return to the note's occurance in the text]
[1]
Extensive searches revealed no accounts in the literature of the origin of "hotchkiss", and I have yet to find a Japanese who can explain it. Most Japanese speakers of English assume it is English, and in fact it may have been English at one point. One of the first companies to produce staplers in the United States was called Hotchkiss (the other was Acme), and its name was engraved on the staplers. While "staple" in English has been in use since the 13th century to refer to U-shaped metal fasteners, the term "stapler" to mean a person or device which inserts staples apparently did not appear until circa 1909 (Webster's 9th Collegiate Dictionary), over 10 years after the debut of the Hotchkiss model shown in Figure 1, leading me to speculate that these devices used to be referred to in English by their brand name (indeed, they still are among collectors). [BACK]
[2]
The nationalities and occupations of the learners are not immediately apparent in Lynch 1996, as the complete information for each learner is not directly relevant to the points being made. In the first instance (p. 74), the nationality of learner R is not given, nor are the professions of P or Q. The second instance (p. 143), where this extract is embedded within a longer exchange, provides the professions but not the nationalities of all three learners. In Lynch (1997, p. 320), we are given the nationalities and professions of all three, though only two appear. [BACK]
[3]
The nature of the Japanese language makes counting the number of Japanese words a challenge. Japanese is written without spaces separating words; furthermore, text length specifications, such as with academic papers, are given in terms of how many individual characters, not words, are required. Characters cannot be meaningfully compared with words, so, to arrive at the count for Japanese words, I first discussed my method and later verified my count with two native Japanese speakers. Particles were not counted as words unless they occurred by themselves. Grammatical endings of verbs were not counted unless they were complex. For the sake of replicability, one example from a student's test may suffice to explain this for those who understand Japanese (and note that I rely a great deal on the context, as well as knowledge of the story, to provide the English translation; spacing between "words" in the Japanese text has been added for sake of clarity):

japanese text japanese text japanese text japanese text japanese text
Romanized: Shitai wa mirenai hodo deshita
Meaning: corpse, dead body particle: topic marker see not, view not to the extent that past form of copula
Word Count:

1

0

1

1

1

Translation: It was better not to view the corpse (because it was badly maimed in the accident / because of the state it was in).

Furthermore, the ratio of Japanese to English based on word counts errs on the conservative side where sentences are concerned due to the often parsimonious nature of Japanese. One student wrote,

japanese text
(Mother wa yorokonde shita e.)

which translates literally as "mother happily downward", yet within the context could be loosely translated as, "Filled with joy, the mother went downstairs."

(Note that the student's mirenai in the table is not grammatically correct Japanese, but is a typical example of "young people's Japanese", according to an informant who is a native-speaking Japanese as a Second Language teacher. Mirarenai is the grammatically correct expression.) [BACK]
[4]
An example of "novelty English" comes from an NHK televised broadcast of the Nagano Olympics; commenting on Germany's sweep of all three medals in the women's speedskating event, the Japanese commentator exclaimed "uan chuu suree no finishu!" [one two three (particle "no" indicating apposition) finish], "A one two three finish!" (NHK, broadcast, February 11, 1998). [BACK]



NEGOTIATION, NOTICING, AND THE ROLE OF SELECTIVE CROSSLINGUAL STRATEGIES IN FOREIGN LANGUAGE CLASSROOMS
MA in TEFL thesis, William R. Pellowe, 1998

TITLE PAGE
TABLE OF CONTENTS
REFERENCES

http://www2.gol.com/users/billp/thesis/index.html et seq
billp@gol.com