Startseite Cross-cultural multimodal politeness: The phonetics of Japanese deferential speech in comparison to Korean
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Cross-cultural multimodal politeness: The phonetics of Japanese deferential speech in comparison to Korean

  • Kaori Idemaru

    Kaori Idemaru is Associate Professor of Japanese Linguistics at the University of Oregon. Her research focuses on phonetics, speech production, and perception. She has recently published papers on the phonetics of politeness, on foreign accents in second language speech, and on the mechanisms of speech learning.

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    , Bodo Winter

    Bodo Winter is Lecturer in Cognitive Linguistics at the University of Birmingham. He received his PhD in cognitive science from the University of California, Merced. His research focuses on sensory language, iconicity, metaphor, gesture, and the multimodal expression of politeness.

    und Lucien Brown

    Lucien Brown is Senior Lecturer of Korean Studies at Monash University. His research focusses on multimodal politeness in first and second language contexts. His book Korean Honorifics and Politeness in Second Language Learning is published by John Benjamins and his articles appear in journals such as Journal of Pragmatics, Journal of Politeness Research, and Discourse, Context and Media.

Veröffentlicht/Copyright: 13. November 2019
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Abstract

Pragmatic meanings are not only conveyed through words alone, but also through how words are produced phonetically. The current study investigated phonetic features that characterize the distinction between deferential and non-deferential speech style in Japanese. The Japanese data were then compared to previously published Korean data collected through the same methodology. The results revealed striking similarities between the two languages: Deferential voice is quieter and breathier, and has less fluctuation of pitch and loudness. The common strategy appears to sound calm and soft. Whereas Korean deferential speech was additionally low-pitched, Japanese did not show a consistent relationship between deferential meanings and pitch. The results diverge from the long-held view that Japanese polite speech is high-pitched, and they also deviate from the view that polite speech is universally associated with high pitch. The current findings demonstrate the importance of considering politeness as a complex phenomenon communicated via a number of phonetic cues, rather than a single cue (e. g. pitch). On top of a production study, we performed a perception study which showed that Japanese politeness, just as was shown for Korean politeness previously, can be perceived through vocal cues alone. The results also showed that Japanese female speakers do not necessarily do more to sound polite compared to male speakers, also contrary to previous claims.

About the authors

Kaori Idemaru

Kaori Idemaru is Associate Professor of Japanese Linguistics at the University of Oregon. Her research focuses on phonetics, speech production, and perception. She has recently published papers on the phonetics of politeness, on foreign accents in second language speech, and on the mechanisms of speech learning.

Bodo Winter

Bodo Winter is Lecturer in Cognitive Linguistics at the University of Birmingham. He received his PhD in cognitive science from the University of California, Merced. His research focuses on sensory language, iconicity, metaphor, gesture, and the multimodal expression of politeness.

Lucien Brown

Lucien Brown is Senior Lecturer of Korean Studies at Monash University. His research focusses on multimodal politeness in first and second language contexts. His book Korean Honorifics and Politeness in Second Language Learning is published by John Benjamins and his articles appear in journals such as Journal of Pragmatics, Journal of Politeness Research, and Discourse, Context and Media.

Acknowledgements

A portion of this work was supported by the Academy of Korean Studies Grant (AKS-2015-R24). Portions of this work were presented at the 18th International Congress of Phonetic Sciences, Glasgow, Scotland. August 14-15, 2015, and at The 24th Japanese/Korean Linguistics Conference, Tokyo, Japan, October 14-16, 2016. We thank Sara King, Sue Yoon, and Kaname Bell for assistance with the experiments.

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Appendix

A: Stimulus sentences in reading task

Scenario (English)Deferential (professor) stimulusNon-deferential (friend) stimulus
1. Do you know the book you mentioned last time? It seems like they don’t have the book in the library; can I borrow yours?先生、この前お話されていた本なんですが、図書館にはないみたいで、先生のを貸していただけないでしょうか。____、こないだ話してた本なんだけど、図書館にはないみたいで, ____の、かしてもらえない?
Sensee, konomae o-hanashi-sare-teita hon-des-ga toshokan-ni-wa nai mitai-de… Sensei-no-o kashi-te itadake nai deshoo-ka?_____, konaida hanashi-teta hon-da-kedo, toshokan-ni-wa nai mitai-de…
_____-no kasha-te morae nai?
2. We were going to meet this afternoon (in your office). But something urgent has come up; can we meet tomorrow instead?先生、今日お会いする事になっていたのですが、急に用事が入ってしまって、明日に変更して頂けないでしょうか。_____、今日会うことになってたけど、急に用事が入ってしまって、明日に変更してもらえないかな。
Sensee, kyoo oai-suru-koto-ni na-tte-ita-no des-ga, kyuuni yooji-ga hai-tte shima-tte…, ashita-ni henkoo-shi-te itadake-nai-deshoo-ka_____, kyoo au-koto-ni na-tte-ta kedo, kyuuni yooji-ga hai-tte shima-tte…, ashita-ni henkoo-shi-te morae-nai kana
3. Suzuki-san is in the seminar course with us. There is something I need to tell her; Could you tell me her email address?先生、先生のゼミで一緒の鈴木さんですが、ちょっと連絡したいことがあるので、彼女のメールアドレスを教えていただけないでしょうか。

Sensee, sensee-no zemi-de issho-no Suzuki-san des-ga, chotto renraku-shi-tai-koto-ga aru-node, kanojo-no meeruadoresu-o oshie-te-itadake-nai-deshoo-ka
田中君、ゼミで一緒の鈴木さんだけど、ちょっと連絡したいことがあるので、彼女のメールアドレス、教えてくれない?

_____, zemi-de issho-no Suzuki-san dakedo, chotto renraku-shi-tai-koto-ga aru-node, kanojo-no meeruadoresu oshie-te-kure-nai
4. You said that you sent an e-mail to all students/club members last week. But I don’t think I received that e-mail; can you send it again?先生、先週クラスの学生にメールを出したとおっしゃっていましたが、/のところには届かなかったみたいなので、すみませんが、もう一度送っていただけないでしょうか。

Sensee, senshuu kurasu-no gakusee-ni meeru-o dashi-ta-to osshatte-i-mashi-ta-ga, watashi/boku-no tokoro-ni-wa todoka-na-katta mitai-nanode, Sumimasenga, moo ichido oku-tte-itadake-nai-deshoo-ka
_____、先週クラブメンバーにメール出したって言ってたけど、/のところには届かなかったみたいなので、悪いけど、もう1度送ってくれない?

Tanaka-kun, senshuu kurabu menbaa-ni meeru dashi-ta-tte i-tte-ta-kedo

watashi/boku-no tokoro-ni-wa todoka-na-katta mitai-nanode, waruikedo, moo ichido oku-tte-kure-nai?x
5. There was a memo that there is a gathering of the seminar class this weekend; but I haven’t heard where we are getting together; Could you tell me (where it is)?先生、この週末にゼミの集まりがあると連絡があったのですが、集まる場所をまだ聞いていないので、教えていただけないでしょうか。

Sensee, kono shuumatsu-ni zemi-no atsumari-ga aru-to renraku-ga at-ta-no-des-ga, atsumaru basho-o mada kii-te-i-nai-node, oshie-te-itadake-nai-deshoo-ka
_____、この週末にゼミの集まりがあるって連絡があったんだけど、集まる場所をまだ聞いていないので、教えてくれない?

_____, kono shuumatsu-ni zemi-no atsumari-ga aru-tte renraku-ga at-ta-n-da-kedo, atsumaru basho-o mada kii-te-i-nai-node, oshie-te-kure-nai?
6. Last class meeting you used the word ‘parameters.’ I don’t really know what this word means; can you explain it again?先生、前回のクラスで「パラメーター」という言葉を使っていらっしゃいましたが、その単語の意味がよくわからないので、その意味を教えていただけないでしょうか。

Sensee, zenkai-no kurasu-de “parameetaa”-toyuu kotoba-o tsuka-tte-irasshai-mashi-ta-ga, sono tango-no imi-ga yoku wakara-nai-node, sono imi-o oshie-te-itadake-nai-deshoo-ka
_____、前のクラスで「パラメーター」っていう言葉を使ってたけど、その単語の意味がよくわからないので、意味、教えてくれない。

_____, mae-no kurasu-de “parameetaa”-tteyuu kotoba-o tsuka-tte-ta-kedo, sono tango-no imi-ga yoku wakara-nai-node imi oshie-te kure-nai?
7. You know that website you mentioned last time. But I can’t find that site; can you let me know the URL one more time?先生、前回教えてくださったウェブサイトですが、どうしても見つけられなくて、もう一度そのアドレスを教えていただけませんか。

Sensee, zenkai oshie-te-kudasa-tta webusaito-des-ga, dooshitemo mitsuke-rare-naku-te…, moo ichido sono adoresu-o oshie-te-itadake-ma-sen-ka
_____、前回教えてくれたウェブサイトだけど、どうしても見つけられなくて
もう1度そのアドレス、教えてくれない?

_____, zenkai oshie-te-kure-ta webusaito-da-kedo, dooshitemo mitsuke-rare-naku-te…, moo ichido sono adores, oshie-te-kure-nai?
8. You said that that book is in the library.

But I couldn’t find it yesterday even though I looked; can you tell me again where in the library it is?
先生、例の本は図書館にあるとおっしゃってましたが、昨日探しても見つからなかったので、もう一度図書館のどこにあるのか教えていただけませんか。

Sensee, ree-no hon-wa toshokan-ni aru-to ossha-tte-mashi-ta-ga, kinoo Sagashi-te-mo mitsukara-na-katta-node, moo ichido toshokan-no doko-ni aru-no-ka oshie-te-itadake-ma-sen-ka
_____、例の本、図書館にあるって言ってたけど、昨日探しても見つからなかったので

もう 1 度、図書館のどこにあるのか教えてくれる?

_____, ree-no hon toshokan-ni-aru-tte i-tte-ta-kedo, kinoo Sagashi-te-mo mitsukara-na-katta-node, moo ichido toshokan-no doko-ni aru-no-ka oshie-te-kureru?
9. I’ve bought that computer software that you recommended. But it is a bit difficult for me; I am wondering if you could show me how to use it sometime.先生のお勧めのソフトウェアを買ってみたのですが、ちょっと私/僕にはむずかしくて、いつか使い方を教えていただけないかと思っているんですが。

Sensee-no osusume-no sofutowea-o ka-tte-mita-no-des-ga, chotto watashi/boku-ni-wamuzukashi-ku-te…, itsuka tsukai-kata-o oshie-te-itadake-nai-ka-to omo-tte-iru-n-des-ga
_____のお勧めのソフトウェア買ってみたんだけど、ちょっと私/僕にはむずかしくて

いつか使い方 教えてもらえないかなと思ってるんだけど。

Tanaka-kun-no osusume-no sofutowea ka-tte-mita-n-dakedo, chotto watashi/boku-ni-wa muzukashi-ku-te,

itsuka tsukai-kata oshie-te-morae-nai-kana-to omo-tte-ru-n-dakedo
10. I will go to the library and fetch that book. But my bag is a bit heavy; can I leave my bag here?先生、今から図書館に行ってきます。

でもちょっとかばんが重いので、ここに置かせてもらっていいでしょうか。

Sensee, ima-kara toshokan-ni i-tte-ki-mas. Demo chotto kaban-ga omoi-node, koko-ni oka-se-te-mora-tte ii-deshoo-ka
田中君、今から図書館に行ってくるね。

でもちょっとかばんが重いので、ここに置いていっていい?

Tanaka-kun, ima-kara toshokan-ni i-tte-kuru-ne. Demo chotto kaban-ga omoi-node, koko-ni oi-te-i-tte ii?

Appendix B: Prompts in discourse completion task

ScenarioDeferential promptNon-deferential prompt
1あなたは推薦状を書いてもらうために、自分の指導教授である中山先生の研究室を訪れています。あなたは奨学金の給付があるアメリカ留学へ応募しようとしていて、推薦状はその応募の際に非常に重要なものです。先生に推薦状のことを頼む場合、あなたなら学生としてどのように話しますか。

You have come to your advisor Professor Nakayama’s office to request a letter of recommendation. You are planning to study in the US and the letter is a very important component of the application for the scholarship that supports your studies. What would you say to the professor to request the letter?
あなたは学生寮で生活しています。あなたには 3 人の日本人同居人がいて、彼らは全員あなたより年下の後輩です。あなたはそのうちの一人(ヒロキ)にずいぶん前から電子辞書を貸していましたが、明日英語のテストがあるため、どうしても今晩返してもらわなければなりません。電子辞書を返してもらうために、あなたならどのように言いますか。

You are living in a student dorm with three Japanese housemates. They are all younger than you are. One of them, Hiroki, has borrowed your electronic dictionary. You realize that you need it back tonight because there is an English test tomorrow. What would you say to him to get the dictionary back?
2あなたは卒業論文のテーマについて相談するために、教授(木村先生)と面談をすることになっています。ところが電車の遅延のため、あなたは約束の時間から 10 分ほど遅れて木村先生の研究室に到着しました。この場合、あなたなら学生としてどのように教授に話しかけ、遅刻を詫びますか。

You had an appointment with Professor Kimura to discuss the topic of your thesis. But your train was running late, and you got to the professor’s office 10 minutes later than the time of the appointment. As a student, how would you talk to him and apologize for your late arrival?
あなたは友人(タカシ)とお昼を食べる約束をしていて、彼を家まで迎えに行くことになっていました。

ところがバスの遅延のため、あなたは 20 分遅れて友人の家に到着しました。呼び鈴を鳴らして外に出てきた友人に、あなたはどのように声をかけ、遅刻を詫びますか。

You had a plan to have lunch with your friend Takashi, and you were supposed to come to his house to meet him first. But your bus was running late, and you got to his house 20 minutes later than the time you were supposed to be there. When you ring the doorbell and Takashi answers the door, what would you say to him to apologize for your late arrival?
3あなたは終業後の飲み会の後、上司や先輩社員と帰り道で一緒になり、居酒屋から駅までの道を連れ立って歩くことになりました。

あなたのすぐ前を上司(坂本部長)が歩いています。彼の行く先には工事中の看板が立っており、舗装したての道路が続いていますが、上司は話に夢中でそれに気付いておらず、今にも足を踏み入れてしまいそうです。

この場合、あなたは部下として、どのように上司に注意を促しますか。

You just left a get-together at a bar after work, and ran into bosses and senior co-workers on the way from the bar to the train station. Your boss, Mr. Sakamoto, is walking right in front of you. You see a sign for construction and a newly paved sidewalk right in front of the group, but your boss does not seem to have noticed the sign as he is engrossed in conversation with the others. He is about to step onto the sticky surface of the sidewalk. As his subordinate, how would you warn your boss in this situation?
あなたはサークルの友人数人と道を歩いています。その中でも仲の良い友人(サヤカ)がほかの友人とふざけ合いながら、あなたの目の前を歩いています。友人の行く先には工事中の看板が立っており、舗装したての道路が続いていますが、友人は話に夢中でそれに気付いておらず、今にも足を踏み入れてしまいそうです。

この場合、あなたはどのように友人に注意を促しますか。

You are walking along the street with several members of your club at the university. One of them, a good friend of yours, Sayaka, is goofing off with other members in front of you as the group walks along. You see a sign for construction and a newly paved sidewalk right in front of the group, but Sayaka does not seem to have noticed the sign as she is engrossed in conversation. She is about to step onto the sticky surface of the sidewalk. How would you warn your friend in this situation?
4あなたは入社数年目の社員です。今日は上司(田中部長)の運転する車で、隣県に新設された支店まで出向することになりました。道中、あなたは上司が高速道路で降りる場所を間違え、引き返さなければならなくなったことに気付きました。この場合、あなたは部下として、上司にどのように道を間違えたことを伝えますか。

You have been working for your company for just a few years. Today, you are accompanying your boss, Mr. Tanaka, on a visit to the branch office in the neighboring prefecture. Mr. Tanaka is driving. Just now you noticed that Mr. Tanaka had taken a wrong exit (off the highway), and needed to turn around. As his subordinate, how would you convey to Mr. Tanaka that he made a mistake?
あなたは友人数人と、友人の運転する車で鎌倉から江の島まで行くことになりました。道中、あなたは友人が道を間違え、元来た道を引き返さなければならないことに気付きました。この場合、あなたはどのように友人が道を間違えたことを伝えますか。

You and a few of your friends are driving from Kamakura to Enoshima. Your friend is driving. Just now you noticed that your friend had taken a wrong turn, and needed to turn around. How would you tell your friend that s/he took a wrong turn?
5なたは大教室でのある講義を履修しています。試験期間も近くなったある日、担当教員の教授がこの講義の試験実施要綱について説明しました。教授は、試験は 7 月 28 日木曜日の 3 限、つまりこの授業が行われている曜日と時間で実施されると言いましたが、試験要項は学事の掲示板にもすでに張り出されていて、そこには試験場所は 29 日金曜日の 3 限であると表示されていたのをあなたは確認していました。また掲示板には、手書きのノートと紙媒体の辞書を持ち込み資料として認めるとありましたが、教授はそれについても言及しませんでした。

試験は授業と違う曜日で行われることも多いですが、掲示内容が変わることもあります。あなたは先生にその場で実施日時と、さらに持ち込み資料について確認を取ろうと思いました。このように、大教室で学生側から担当教員へ確認を取る時に、あなたはどのように教員に発言しますか。

You are sitting in a lecture class held in a large auditorium. As it was near the final exams, the professor provided the details of the exam. He just said that the exam was going to be at the third period on Thursday, July, 28th, the same day and time as the class. However, you had seen the exam schedule posted on the student bulletin board, and it said that the exam for this course was going to be at the third period on Friday, July 29th. The post also mentioned that it would be an open-book exam, and that book-form dictionaries would be allowed at the exam. The professor did not mention these details just now. You have just decided to clarify the date and time, as well as the things students can bring to the exam. How would you talk to the professor to clarify these things?
あなたはサークルの友人とカフェでお茶をしています。あなたはその友人と同じ授業を履修していて一緒にプレゼンテーションをすることになっているため、近いうちにまた会って、プレゼンテーションの打ち合わせをすることになりました。友人は 6 月 10 日水曜日の午後はどうかと聞きましたが、あなたは 6 月 10 日は火曜日であることに気付きました。さらに、 6 月 10 日の午後にはサークルの臨時の活動があり、二人とも参加することになっていたはずだったため、あなたは友人がサークルの活動を忘れて 6 月 10 日の火曜日に予定を入れようとしているのか、 6 月 11 日の水曜日と言い間違えたのか確認しようと思いました。

この場合、あなたは友人に対して、どのように言いますか。

You are in a café, and chatting with a good friend from the club at the university. You and your friend are taking the same course this term, and are supposed to give a class presentation together. You are trying to set up another time to discuss and prepare the presentation. She asked you whether the afternoon of Wednesday, June 10th worked for you. But you know that June 10th is a Tuesday, and there is a scheduled club activity that afternoon. You decided to check with her whether she forgot about the club activity on Tuesday, or whether she meant Wednesday, June 11th. What would you say to her?
6ある日本人ピアニストのコンサートが開かれました。その後でそのピアニストも交えた懇談会が催され、そこにあなたも招待されました。ピアニストの演奏はとても素晴らしく、非常にあなたの心を打ったので、あなたはそれをピアニストに伝えようと思いました。この場合、あなたはどのようにピアニストに話しかけ、あなたの感動を伝えますか。

You attended a piano concert by a Japanese pianist this evening at a concert hall. You were invited to the reception that followed the concert. The piano performance earlier was fantastic and it moved you very much. So you decided to approach the pianist at this reception. How would you talk to him and convey your thoughts?
ある弁論大会が大学で開催されました。その後に発表者と発表を聞いていた学生たちによって打ち上げが行われ、あなたもそれに参加しました。あなたの親しい友人のうちの一人も壇上に上がり、素晴らしい発表をしたため、あなたはその場でその友人を称賛したいと思いました。この場合、あなたはどのような言葉で友人に感想を述べますか。

There was a speech contest at your university. There was a reception and celebration afterward by the presenters and audience, and you are attending the event. At the contest, one of your good friends gave a great speech on the stage, and you decided to congratulate her. How would you talk to her and convey your thoughts?
Published Online: 2019-11-13
Published in Print: 2019-11-26

© 2019 Walter de Gruyter GmbH, Berlin/Boston

Heruntergeladen am 13.10.2025 von https://www.degruyterbrill.com/document/doi/10.1515/ip-2019-0027/html
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