Requests in Japanese
Contents in Request Unit:
This unit
contains the ins and outs of requests in Japanese
as you move through examples and exercises.
In the requesting situation, the speaker is asking the hearer to take some
action for the benefit of the speaker. Normally, such an action does not profit
the hearer. Therefore, the speaker uses various strategies to minimize such an
imposition on the hearer. For example, in English, the speaker makes the
request seem smaller than it really is (e.g., Can I just take a peek at your homework for
a second?), or the
speaker may acknowledge the imposition by making it sound bigger than it really
is (e.g., I know I’m asking you a huge favor, but …). What are some important
strategies in Japanese that would help us get what we need?
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Exercises 1-2:
Observing Requests in Japanese
There are likely to
be cultural differences between your native and target language that you may
wish to adjust to as you perform speech acts.
In these exercises, compare your use of language in relation to that of
your interlocutor, taking into account the nature of the request you are
making. See what insights you can come
up with as to how the language shifts in Japanese.
Exercise 3: Applying Politeness to
Request Expressions
In making requests in Japanese, it is useful to know how to
apply appropriate politeness markers.
Exercises 4-5: Evaluating Request Expressions
There are a number of ways to make a
request in Japanese as in any language.
It is important to be able to judge when and to whom you should use
them.
Coffee Break
You
might want to offer an attractive deal if you think you are asking a big
favor! Listen to what the speaker offers
in this situation.
Click Below to Listen
Exercises 6-7:
Simulation Exercises for Making a Request
Let’s practice what we have learned about requests so far. You will be asked to self-evaluate the requests you have made in these exercises.
Exercise
8: Pre- and Post-Request Expressions
A request expression usually does not stand alone, but
rather is embedded in the discourse. In this exercise, we will examine some of the
strategies that precede and follow request expressions.
Exercise
9: Tone of Requests
Your tone of voice could make a big
difference – it can make your request sound sincere or impolite. Listen and
practice so that your request will signal that you are truly in need of help.
Exercises
10-11: Simulation Exercises for Making a Request
Now let’s just practice all that we have learned about
requests! You will be asked to
self-evaluate the requests you have made in these exercises.
Revisiting Useful Links
Summary of Strategies
Let’s
review all the request strategies we have seen in the exercises. The strategies in red
are core request strategies, without which your utterance wouldn’t be
recognized as a request. The strategies appearing in blue are particularly important supporting
strategies that can enhance or expand upon your request. You will see in black additional strategies that can also
help you perform requests, but they are not essential. The strategies in
green are general strategies that can be applied not only to requests but also
to other speech acts.
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1. |
1.
Making the request
statement
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2. |
2.
Abiding by the
cultural norms for requesting
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3. |
Using an appropriate
level of politeness throughout the interaction (Ex. 1, 2, 4, 7, 8, 11, 12) |
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4. |
Using downgraders to minimize the imposition of the request (Ex. 1, 7, 8, 9, 11) |
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5. |
Using pre- and
post-request strategies
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6. |
Using an appropriate tone
of voice (Ex. 10)
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Learning Strategies for All Speech Acts
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1. |
Finding an informant (a
native or non-native expert of the culture) who can answer your questions
regarding sociolinguistic or sociocultural norms in the target
language/culture. |
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2. |
Listening to other
speakers carefully to observe the cultural norms and language of their
speech. Making your own hypotheses or
hunches regarding appropriate use of the target language and being willing to
renew them as necessary. |
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3. |
Finding resources that can inform
you of the target language and culture. |
1.
References
Baba & Lian (1992),
Hayashi (2000), Iwai & Rinnert (2001), Izaki (2000), Kawanari (1996),
Kumagai (1995), Kumatoridani (1995), Miyaji (1995), Mizuno (1996a, 1996b),
Moriyama (1995), Nakagawa (1997), Nakamichi & Doi (1995), Rinnert &
Kobayashi (1999), Rinnert (1999), Sasaki (1995)
View the Annotated Bibliography of the Articles Used to Create
the Exercises