Abstract
Reactive tokens (RTs, often called "back-channeling" or aizuchi) are universal features of interaction, but their forms and use differ greatly across language and culture. Thus, mastering culture-specific forms of RTs and their usage is a challenge for JSL/JFL learners. However, to date, empirical research evaluating how RT instructions benefit JSL/JFL learners is very limited. This study examined how Japanese RT instructions benefit JSL/JFL learners. The participants were 22 intermediate/advanced JSL learners. They were categorized into the RT group, where learners received a 70-minute conversation class focusing on Japanese RTs; and the NRT group, where learners received a 70-minute conversation class focusing on vocabulary and grammatical structures. The participants were given tests before the class (pre), immediately after the class (pos1), and one week after the class (pos2). The results showed significant differences between the pre and pos1 tests, and between the pre and pos2 tests for the RT group, suggesting that RT instructions statistically improve learners' RT production ability. Moreover, the qualitative analysis of the interview data suggests that pragmatic awareness rose in the RT group, and was accompanied by behavioral changes such as deliberately observing native speakers' conversations in face-to-face interactions. Based on these results, we proposed a cognitive alteration model of L2 learners in listener behavior.
