why japanese lack confidence
Why Japanese Students Lack Confidence | Jerry | August 23rd, 2001
Dear Liz,
Regarding your question about Japanese students, I'd like to offer up some thoughts. You wrote:
Most of my students come from Japan, so, as you'll know, they've often had grammar pushed in up to their eyeballs, but they still can't make head nor tail of written texts, and nor do they have any confidence in their communicative abilities. Maybe you can send me back some of your thoughts on this?
Why do Japanese students lack confidence in their communicative abilities? Don't get me started!!! I think about this frustrating and intensely interesting question everyday. The real answers could easily fill a book! There are multiple reasons working on multiple levels. It's a complex soup of reasons... Here's my take on it:
Despite the apparent complexity of the issue, for me it boils down to a simple fact: you get good at what you practice. Here in Japan, a country filled with people who LOVE to practice all sorts of things (baseball, martial arts, flower arrangement, etc), for many reasons, when it comes to English conversation, they simply don't do enough of it. Here, English is STUDIED as opposed to USED. Why? There are lots of reasons, such as the prevalence of the grammar/translation method of language education, the entrance exam system, and simply a lack of opportunities to use English for communication (not so many of us gaijins around, although that is slowly changing).
So, for me, it's simple: Japanese can't speak English well because they don't speak it enough. As you know, knowing about something is not the same as being able to do it. I often make this analogy with my students: if I wanted to play the piano, what would I do? I could study all the music theory or history of the piano all I wanted, but when it came time to make music, all this knowledge would be of little service. The thing is, when I sit down at that piano, I'm in a totally different world, a world where emotions, imagination, and creativity come to the fore. All my intellectual power is of little use when it's inspiration and fearlessness that I need at that moment in order to bring music out into the world.
To put it simply, to play the piano, you have to play the piano! That means making TONS of mistakes and sounding TERRIBLE in the process. And that is where I feel Japanese people hit a big wall: most (not all, of course!) are NOT willing to put themselves through what it takes emotionally to learn a foreign language. Are they smart enough? Of course! Can they do it? Absolutely. Just like leaning anything difficult, it takes strong motivation (both intrinsic and extrinsic) as well as strength of character enough to withstand the vulnerabilities that come with learning a foreign tongue. In addition, in all fairness, the environment here in Japan is not conducive towards mastering English conversation skills.
I firmly believe that Japanese people are intelligent, smart, creative, and incredibly industrious. In addition, their depth of emotion is breathtaking. It's hidden, but it's there. I've seen it. The trick when teaching Japanese students is to somehow get them to tap into their innate beauty and help them express it.
There are many psychological barriers that block the natural creativity of Japanese learners, but basically, the weaknesses of their "group culture" (conformity over individuality, for example) are also their strengths. In Japan, once a critical mass is achieved regarding some endeavor, everything clicks and amazing strides are made. This is true for the society as a whole, and for individuals. For your students, you can help them reach this "critical mass" with kindness and support, establishing a safe environment for them to open and flower on their own.
I mentioned motivation earlier. I see the lack of proper motivation as a big obstacle here for many English learners. If you think about motivation as the fulfillment of basic psychological needs, then you can argue that learning English just doesn't cut it for most people here. To put this thought in perspective, take Maslow's hierarchy of needs. Are you familiar with this model? It's a pyramid, with needs such as food, clothing, shelter, safety comprising the lowest, most basic levels. Once these basic needs are met, then the "higher" needs of education and enlightenment (called "self-actualization") can be considered.
I feel that a big reason why people don't learn to speak English here because they don't NEED to. Most people are too busy trying to fulfill those basic human needs at the lower half of Maslow's pyramid. English is not necessary to accomplish those things, so as a result, the extrinsic motivation is low for most learners. If Japanese people really NEEDED to speak English, then they would. "Where there's a will, there's a way," the cliché goes, and its true. There is not a clear enough will on the part of most learners here.
But, on the bright side, things are changing. The society is starting to open up, little by little. The younger generations are vastly different than their predecessors (perhaps too much!), and with this new globalized/Internet age we have, Japan will become more and more involved in the world community, and for now, that will mean an increase in English conversational skills. I see this as a slowly moving trend.
So, what can you do for your students? What's worked best for me here is to get students involved in their own learning. Give them some responsibility, some say in what they learn. Ask them what they want to talk about, what they want to learn, and how they want to go about it. They've never had that before, and done with sensitivity and patience, it can open them right up.
Japanese people (like my wife, for example) have told me that they have a psychological "complex" when it comes to speaking English: they know it's a good thing to do, they really want to join the world community and become "international citizens," but they are too afraid to make mistakes and in general do what it takes to make conversation. Have you ever really wanted to do something but didn't have the guts to do it? If so, how did you feel? I've been there myself, and as you probably know, it's no picnic: there is lots of anger, guilt, a sense of impotence, etc. You get stuck in a negative, downward spiral, and it's real hard to dig yourself out. This describes a very common place where many English learners are at here. In the end, since English is not critical, people just give up or continue to hide in the grammar/translation method.
There are also a lot of prevailing attitudes here that are not conducive to language learning. For example, it's been drilled into people's heads that you must have perfect form and do things right or not at all. You can wean your students off this kind of thinking by getting them to tap into their reservoirs of talent and creativity (the fact that they are outside of Japan will be a BIG help - getting students out of this pressure cooker here is the best medicine!).
Get your students to use their imaginations. Like I said before, make the classroom environment safe for them to put themselves out there. Empower them, and they'll respond really well. Japanese students are GREAT to work with because you don't have to deal with many kinds of problems that students of other countries have (lack of discipline, respect for teachers, etc). Open them up, and they will shine. Always be on the look out for the beautiful, incomparable gifts that Japanese people can bring to this world, and when you find them, really appreciate the experience. Toward this end, you don't have to worry about techniques too much. Just be yourself: kindness, attentiveness, and support- all those good things go a long way.
This is a HUGE topic, and I'm wondering if I've been at all helpful. There are other module munchers out there working in Japan: what do you think? Why are Japanese students lacking in conversational competence and what's the best way to help them? I'm looking forward to reading other points of view...
Take care, Liz! Good luck! Ganbate kudasai!
Jerry
PS: Thanks for asking this question; by the length of this post, it looks like I've needed to say these things. Now I can go to sleep!
Re: Why Japanese Students Lack Confidence | Raymond | August 23rd, 2001
Jerry,
That was an absolutely splendid, inspired and inspiring people-centred response to Liz's question. Although I am not currently teaching Japanese students, I have done so in the past and have asked the same question myself (and have heard it asked frequently). I've never come across such a good answer in terms of sincerity, passion and insight! As I start a new academic year, I'm glad to use your answer to remind myself of the value of using my teacher radar to pick out the most positive personal and cultural qualities of my students that I can use in a positive way. A great antidote to "routinization" (Prabhu).
Thanks
Raymond
Re: Classroom Dynamics in Asia | Raymond | August 24 th , 2001
This problem of communicative confidence is not unique to only Japan. My experience here in Korea as well as hearing anecdotes from other teachers in Taiwan leads me to believe it's prevalent throughout much of Asia.
In my case, I think classroom dynamics - the social factor - is the leading factor. As an example, the first few weeks of any class seems to be a phase where most students are getting a feel for their classmates' ability. Many fear the mistakes they may make in public while others fear that they'll be judged critically for their ability to speak well. After about 2 weeks they become better acquainted and they begin to lower their inhibitions. Often they go out drinking in order to create a bond. Affective filters are then lowered and the shame of public speaking becomes less intense.
As far as improving one's English ability, I find most students are pressed for time. When I reflect on my own social/academic life as well as that of my friends, I find I had much more free time than students here. These students are all preoccupied with TOEIC and TOEFL exams, their own major courses, love, life, a future job, commuting to school, and a ragbag of assorted things which tie up their schedules. Finding time for English is a luxury.
Jerry was right about the entrance exams. Historically speaking, teaching methods and test systems have shaped the study habits of students and I find it almost a burden to change their habits. They're quite reluctant to do so even when given suggestions to improve their speaking.
I teach younger kids these days and I have to say that this style of speaking is not only a problem in English but in their native language as well. When they speak to older people or teachers it's common to lower their heads and mumble, usually answering with one-word answers. I find many textbooks to blame for this as well (in English class anyway).
I'm probably opening a can of worms here but textbooks designed with a grammar/structural approach do a disservice to students. Afterwards too many students can only answer 'yes it is' or 'no they aren't' because that's what the books have trained them to do. I constantly find myself looking for ways to stretch conversations or elicit more negotiation through various tactics such circumlocution, playing Devil's Advocate, etc.
I could write more but my time is limited, too.
Comments on these points would be welcome, especially the syllabus/grammar issue. I'd also be interested in reading about your perspectives on classroom dynamics in countries outside of Asia for comparisons sake.
Thanks,
Jake in Korea
Re: Why Japanese Students Lack Confidence | Jerry | August 24th, 2001
Hi Jake,
Thanks for contributing to this discussion topic. You make a great point- a lot of what Japanese learners go through can be found in other Asian countries. The Asian way of thinking and being has many benefits, but learning languages is not one of them!
You mentioned time: that's a big problem with my students (the lack of it, that is). The way our school is structured, they have to attend classes all day, 5 days a week. Then they go to do part time jobs. What little time left over is devoted to their social or home lives. Outside of school, there is NO need for English. Most are here because they have to do something, English seems like a cool thing (not a necessary one, however), so they can get to play for two years (we have a 2 year vocational school here in Toyama, and schools here will almost NEVER fail a student, no matter what) before getting a job and then on with their real lives. I've met many graduates of our school, and they always tell me that they have rarely used English since graduating.
It seems like the real purpose of our school is not to prepare students for English conversation at all, its to get this segment of society (students who couldn't enter a four-year school) a basic qualification and some rudimentary job training so that they can get a decent job and become productive members of society. It seems as though it's not about being able to speak English at all. Trouble is, that's what I want to do! There is always a conflict for teachers working here. It's real hard sometimes. I suspect that a similar situation is true in other countries, especially in Asia.
Finding ways to get Japanese (and perhaps Koreans as well, but I'm not sure) depends on tuning in to whatever motivation they have and serving that in what ever way you can. I always try to find out why my students are studying, and what their goals are. Many are not clear, so there is something you can help with.
I find that a common ground goal that all students share is a desire for greater communicative competence. I use that as much as I can. These days I've had some success with getting students more involved in their own learning. Like I said in my earlier post, students here have never had that experience, and it can be very refreshing for them if presented correctly. For example, for my Discussion class, we use the textbook "Topic Talk" by David Martin (EFL Press). There are 30 topics about all kinds of subjects. We only have time to do about 15 to 20 of them, so I had the class vote and choose the most interesting ones. Just a small thing, but it helped. For variety, I've set up a plan for creating their own topics. We spend the first half of class with each pair choosing a topic, writing and then practicing original questions. In the second half, the students make free conversations based on their choices. This has been very successful. Stuff like that works - getting them to have a say in what they learn forces them to take some responsibility in their learning, something that has never really happened before for them. It doesn't always work, but then again, what does?
So, to sum up, life for English teachers in Asia is tough! All is not lost, however! Find out what makes your students tick and then help them to take responsibility for achieving what they want. If they choose not to, you won't feel as bad, because it will have been their choice!
Jerry
Re: Why Japanese Students Lack Confidence | Jerry | August 24th, 2001
Hello Raymond,
Thanks for your kind words! I've been living here in Japan for the past 9 years, and I've basically thrown my life into the place. I've married a Japanese woman, built a house here with a 25-year mortgage, and just had a baby boy! I'll be teaching English here for the rest of my life it looks like, and I can tell you for sure, it's not what I imagined I'd be doing with my life!- When I was a kid, I thought I'd be a pilot, baseball player, architect, or something, but not an English teacher in Japan.
As a result, I've got to deal with the realities and frustrations that come with living here. I'm a big believer in accepting reality, as it is, warts and all, for when I can accept things, the heavy loads get lighter and solutions tend to present themselves. I'm in a constant process of doing that, trying to make the best of an imperfect working situation, learning a lot in the process and ending up grateful for it all. For some reason I was given this life, and I want to make the best of it, so I'm always on the look out for the positive. It's so "American" of me, I know, but I can't help that.
Anyway, if it helped you in some way, then I'm really happy.
Good luck with your work!
Jerry
Re: task-based learning | Greg | August 24th, 2001
Dear Jerry, and others with an interest in tasks:
I have really enjoyed reading your posts. Living in ultra-Conservative Nagano City, Japan, I can relate to most, if not all of what you have said. I too have a young boy and didn't imagine ever being an English teacher in Japan. But it would have been the biggest mistake if I didn't.
I am just finishing my MAP paper before I move onto my dissertation and I will be basing it on task-based learning. I have used a similar text to Martin's 'Topic Talk.' and it has been my experience that students often reply with very short answers. This is partly due to the way the students have been conditioned in classes to date, answering with the least amount of English possible. This area has been the focus of two of my assignment, MET - My use of questions in the classroom and their effect on students' answers, and MAP, replacing a task with an open-ended exercise found in a text. I have just started to experiment with tasks in the classroom and I am fascinated by their potential. This is primarily due to the use of native-speaker recordings. I find that it is a much richer source of language than what is found in textbooks. For my MAP assignment, I recorded 160 students, 40 answering questions about their most useful possessions and 120 performing the task. Although, their answers were very similar, I was amazed with what some of the students were able to pick up from the recording after only two listenings. Some students played a much more active part in managing a conversation where that was absent in the first set of recordings. I would like to hear if other participants have been using tasks in the classroom, and if so, has this had any effect on their oral production.
Let me know and I look forward to your posts.
Greg, the hermit in Nagano.
Re: task-based learning | Jerry Talandis Jr. | August 24th, 2001
Konnichiwa Greg!
It's Jerry, your neighbor from Toyama. I'm envious - you live in powder snow country! Do you ski or snowboard? If so, where? My wife and I are real into both sports, although mostly snowboarding these past few seasons...
Anyway, thanks for your post. Very interesting! You mentioned that when Japanese students worked with a text similar to Topic Talk, they always responded with short answers. Yes, that is a sign of the problem here - students overly inhibited, not willing to take the necessary risks for communicative growth. That, and the fact that they've never had to use those skills before. Japanese, on the whole, are not the type to jump into something right off the bat. They like to dip their toes in slowly.
Your efforts sound real promising. Any chance of getting a copy of one of your assignments? I'd love to read your work.
About getting recordings of native speakers: the Topic Talk text makes extensive use of this, but do you know of any other sources? I suppose I could record some movies or something, but what about stuff more geared toward EFL teaching? Are there some other texts out there that make use of native speaker recordings?
I think that Japanese students are real good at following directions if they are clear and logical. They are good, in general, at learning patterns. If you can break down a model "long answer" and get them to learn a pattern for making one, I've found it to be of help. Some ways I've gone about it:
When giving an answer, always do at least one of the following: give extra information, give an opinion, or ask a question back (this technique is from "English Firsthand" by Helgesen et al).
"Do you like sushi?"
"Yes, I do. I eat it everyday. I like maguro the best. How about you? What is your favorite kind of sushi?".
They can handle this. I tell them that making a conversation is like playing tennis. One person starts off with a question (the serve), and then the partner returns with an answer and/or another question. It goes back and forth... I like to use metaphores and images a lot, you can tell.
Once they get this part, you can slowly build up the sophistication by adding reactions, hesitation sounds, working in certain genres, etc.
This is how I've been going about it. But basically, I've let them all know very clearly that it's in their own interests to speak as much as possible, that every time they try to use English, they are working towards their "dream" (a popular word/image here). It's their life, their dream, and I'm here to help them. If they don't want to work toward that particular dream, they are free to leave my classroom (I've never had anyone take me up on this). I want to treat them as adults who are fully responsible for their choices.
To make a point of why it's important to use English, at the beginning of a course I like to put a bar graph on the board, comparing the amount of time they speak Japanese in their waking lives to the amount of English they actually use. Obviously, most are lucky to use English for an hour/week, even though they are attending classes full-time. They don't really use English much at our school - they are sitting around, listening to it, or studying it most of the time. So, that's a visual way of making the point that to speak English you have to speak English! Many students get this and I've found it to be helpful. For some others, it can reinforce their already bad self-esteem! I have to be careful about that, and alter my approach towards these students. Still, as you've found, there are ways of achieving success with Japanese learners. They really make us work, don't they!!!
Mata, ne!
Jerry
Re: Job satisfaction | Jerry Talandis | August 24th, 2001
Hi Jake,
It's Jerry again. Your experiences with Japanese college students intrigue me. You spent a lot of time drinking with them: that must have been fun, up to a point, but I can see how the drug angle of it can wear you down. I'm not a big drinker myself, but I love an occasional pint of beer or a glass of wine. The pressure here to drink socially is INTENSE, and it's one of the things I hate about living here. Why is it necessary to imbibe a potent drug in order to feel at ease enough to build friendships? I'll never understand that, and submit to it only when I have to.
I went out drinking with my students once, and I must admit, however, that I had a great time. I could interact with them more as a peer, as opposed to the familiar teacher/student thing. We could connect on another level. Still, when I was back at school, it was as if nothing had happened. Weird how that happens here...
Anyway, I'm real excited to know that you have started your own school!- Tell me about it!! I will be living here in Toyama for a LONG time it looks, and one of the long-term career options I'm considering is starting my own school. Some questions for you:
What do you like best about it? I would imagine being your own boss is at the top of the list, right?
What is not good? For me, that would be the insecurity of being in a constant state of looking for work (finding students), and of students quitting frequently. I've been teaching tons of private lessons in my community, and students come and go a lot. How can you maintain a steady income with minimal stress?
Tell me about your students: who are they? How old? Why did they choose your school? What are their goals?
If you were to offer advice to someone opening up their own school, what would you say?
If I'm thinking of following this route, would taking the ME module be a good idea?
Good luck with your new business! I hope you rake in the bucks and produce fluent speakers!
Jerry
Re: Japanese students | Ted Coldclough | August 24th, 2001
Hi Jerry,
As for your discussion about Japanese students, I've never worked in Japan (although my wife was in Nagoya for three years and you never know), but I have had a fair amount of exposure to Japanese students in mixed nationality class in the UK. The interesting thing is to see how they respond to working with students from cultures where it's OK for everyone to speak at once, preferably in a very loud voice (mentioning no particular places here!). Basically, they get swamped and feel very frustrated, as often they do actually want to contribute. In terms of group dynamics I've found that by holding back the enthusiastic others, the Japanese have been able to make their point. They have appreciated this, despite feeling rather self-conscious. Other group members don't seem to mind too much either as they are generally keen to hear what everybody has to say but don't realize that maybe they are stopping certain people from contributing.
As for the gulf between ability on discrete grammar items and the ability to actually communicate, we once had to surgically remove a Japanese girl from her copy of Murphy and encourage her to mix with other students outside class. What a painful separation it was!
Anyway, thanks again for your reply. I'm feeling more at home now. Hang on, I AM at home and it must be time for breakfast!
Bye,
Ted Colclough
Re: Japanese students | Jerry Talandis Jr. | August 25th, 2001
Hi Ted,
This is Jerry. Thanks for your message. I was interested in your comments about the Japanese students you've taught in England. It's been my experience that once Japanese learners get out of Japan; they loosen up quite a bit. They tend to feel freer to be themselves.
I took some of our students on our school's annual study trip to our sister school near San Francisco a few years ago. Once there, I could see them opening up and rising to the occasion of using English. Of course they were shy and afraid, like little bunny rabbits, afraid to come out of their holes at first. Little by little they got better, and by the end of the trip they had made remarkable improvement, more than in an average year here in Japan.
When you taught your Japanese students, were they by themselves in your classes, or with others? I find that Japanese students tend to clam up when there are others of their nationality around. Here's an example of what I mean:
My wife and I were in New Zealand last summer, down under to get in some summer snowboarding. We were at an office one day, making reservations for an outing of heliboarding. Weather was a prime consideration in our planning, so I asked my wife if she would ask the staff person what the next day's weather would be. This was a simple task, one I thought my Japanese wife could handle without a problem and hopefully gain some confidence in the process. To my surprize, my wife steadfastly refused to interact with the native New Zealander staff. I was shocked. Why, I asked? What was the problem? Just say, "what will the weather be tomorrow?" As it turned out, it wasn't the vocabulary that was the problem; it was the fact that a Japanese couple was standing nearby, within earshot. "I can't let other Japanese people hear my English!" my wife said. I had to shake my head in exasperation.
Your example sounds a bit different, where the Japanese student(s) were overwhelmed by the natural boisterousness of the others. I can totally see this happening. Seems like you handled the situation well. It must be so interesting teaching a mixed ethnicity class in an English speaking country! Wow. You can do so much with your students. Very cool.
About that incident of having to surgically remove your Japanese student from her textbook, I can totally understand that, too. It's like I mentioned in my earlier post- learning to speak English involves the emotions a great deal, and many learners feel a lot of fear. One way of avoiding that is to hide in their texts or incommunicative methods. It must have been a big step for her to let go of that book!
Take care,
Jerry
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