Bidirectional nature of language and culture learning in tutoring activities

Focusing on the practice of word explanations by international students

Abstract

This study explored tutoring activities in Japanese universities, focusing on the practice of asking international students who are learning Japanese, to explain the meanings of Japanese words to their tutors. The analysis focuses on the characteristics of this practice, which unfold in a sequence of interactions, including the linguistic/nonlinguistic resources used, and the responses of the recipients. Furthermore, the study analyzed data from 27 hours of conversations and observed the following: 1. The practice begins with students responding to tutors’ questions, repetition of language, and utterances that show the epistemic status of those who “do not know the language (K-)” or searching for words; 2. International students describe the meanings of words from their own perspective and compare them with Japanese concepts and switch to English for explanations. When students encounter difficulties explaining words, their tutors on the receiving end of this interaction, conduct “collaborative corrections,” which helps students complete their explanations; and 3. While international students demonstrate their expertise in their fields of study and the sociocultural aspects of their home country through the practice of explaining the meanings of Japanese words, tutors support their explanations by actively participating in the activity as the recipients of the explanations. Fluidity is observed in the roles of novice and expert in the practices of international students, indicating a bidirectional nature that enables both language and cultural learning.