Abstract

This paper examines representation of native speakers of English and Japanese learners of English in the latest editions of middle school English textbooks. Conversational scenes in the textbooks are extracted and analyzed comparing utterances produced by characters of native speakers of English and Japanese learners of English. Special focus was on 1) distribution of utterances (both frequency and length), 2) how the information is transmitted between the speakers, 3) reactions to the given information and utterances, and 4) interaction patterns frequently observed. Results suggest that: Compared with the observations in previous studies, inequal distribution of speakers' utterances improved; Many interactions involve topic introduction and information exchanges; Although Japanese speakers often take the lead in initiating the conversations and asking questions, native speakers of English offer information; Native speaker characters often play a role of teachers or mentors by encouraging and evaluating the peer interlocutors' challenges and good work.