In:Storytelling across Japanese Conversational Genre
Edited by Polly E. Szatrowski
[Studies in Narrative 13] 2010
► pp. 267–302
Chapter 9. Creating involvement in a large Japanese lecture
Telling the story of a haiku
Published online: 29 September 2010
https://doi.org/10.1075/sin.13.14ch9
https://doi.org/10.1075/sin.13.14ch9
In this paper, I investigate how a professor fits her story of a famous haiku
into the structure of a large lecture and adapts verbal/ nonverbal resources
to create involvement. I demonstrate how she uses (1) knowledge questions to
establish the tellability of her story, (2) final particles yo
ne ‘I tell you, you know’ and ne ‘isn’t it’
and the epistemic modal desyo? ‘right?’ together with
pictorial and deictic gestures to request confirmation of common knowledge
necessary to understand the circumstances of the haiku, and (3) internal
evaluation (including contrasting real events with hypothetical ones,
repetition, onomatopoeia, changes in pitch, iconic and beat gestures, and
co-construction) to involve her students in the story. Finally, she gives
her students a variety of perspectives to consider in their interpretation
of the haiku, using quotation on several levels including the haiku itself,
the voice of the character in the haiku, her own personal evaluation of the
haiku (shifting from distal to direct style) and the voice of hypothetical
characters in events that did not actually occur. She also involves her
students and gets them to evaluate the events on their own by not making the
point of her story/ the haiku explicit until the end of her story.
Cited by (1)
Cited by one other publication
Burch, Alfred Rue & Gabriele Kasper
2016. Like Godzilla. In Emotion in Multilingual Interaction [Pragmatics & Beyond New Series, 266], ► pp. 57 ff.
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