100 Advanced Japanese: Communication in Context (c) Noriko …cw.routledge.com/textbooks/9780415777087/pdf/sampleunit5.pdf · 2010-03-26 · 100 Unit 5 Î é. â ê ... Role-play

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A refusal can be a response to a request, an invitation, an off er, or a suggestion. What is common to most refusals is the fact that the speaker is communicating a potentially undesirable message as far as the listener is concerned. What strategies then should be used to mitigate a refusal in Japanese? Are there any unwritten rules you should know in making and interpreting refusals in Japanese?

第五課Unit 5

断る

Refusing in Japanese

Advanced Japanese: Communication in Context (c) Noriko Ishihara & Magara Maeda

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Refusing in Japanese 101

ウォームアップ　 � Warm-up

1.

Role-play the following situation in pairs, using your fi rst language.

Approach a good friend of yours and invite him/her to a party you are throw-ing at your apartment next weekend.

A good friend of yours invites you to a party at his/her place but you are unable to go.

2.

Discuss some characteristics of the language used in the role-play. For example, what information did A give to invite B? What expression did B use to refuse the invita-tion? Did B give any excuse? Did B do anything to ensure A’s feelings weren’t hurt? Would A invite B again in the future? Why/why not?

3.

Imagine what this situation might sound like in Japanese and role-play with your partner.


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102 Unit 5

練習 1: 断りを観察してみよう～誘われて �

Exercise 1: Observing accepting and refusing invitations in Japanese

Refusing an invitation or a request, unlike accepting one, isn’t usually such a pleasant speech function to perform. What strategies can you use in Japanese to build and main-tain an amiable relationship despite the fact that you are refusing an off er or a request that someone is extending to you?

1.

Let’s listen to two sets of sample dialogues and compare each set to identify how the conversations fl ow.

語彙・表現　Word bank

1. hot pot (party)

2. regarding/about . . .

3. to be excused/absent

A good friend of yours at college invites you to a nabe party at her place next weekend.

Listening 1 Listening 2


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Last week, the instructor for your seminar invited the class to an informal party to be held two weeks later. Since she announced it to the class last week, she now wants to know how many of the students can attend. When she runs into you on campus, she asks you if you will be able to come.


2.

As you probably noticed, Listening 1 and 3 are examples of accepting an invitation, while Listening 2 and 4 are examples of refusals. In order to note the diff erences between accepting and refusing an invitation, write down the statements used in each dialogue to either accept or refuse the invitation.

Accepting an invitation

Refusing an invitation

3.

What are some similarities and differences you have noticed in the language of accepting and refusing an invitation? Pay attention to the speakers’ expressions and tone.


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104 Unit 5

練習 2: 断りを観察してみよう～依頼されて �

Exercise 2: Observing the context of refusals

Th is time, let’s focus on refusing a request. Unlike invitations, which normally bring some benefi t to the listener, requests usually only benefi t the speaker. Th e speaker is asking a favor of the listener.

1.

In the two situations below, two speakers come up to you individually and each asks a favor of you. Write your responses as if you were speaking to them in real life.

語彙・表現 Word bank

1. to collapse, be sick in bed 2. to form a bad habit

You’ve just begun to work part-time in a Western-style family restaurant, and don’t know any of your co-workers very well yet. Your boss, who is the owner of the restaurant, is a man in his late 50s. Today, your boss asks if you can cover for a co-worker tomorrow who just called in sick with the fl u. In fact, you have a date scheduled for the fi rst time in three weeks. You know that your date would under-stand, but you want to avoid working tomorrow if possible.


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2.

Now listen to a sample dialogue in this situation and write down how the refusal is made.

Listening 5

3.

Let’s try another situation.

Your roommate is a good friend of yours, but she sometimes asks you to loan her money and doesn’t necessarily pay it back promptly. Today again, she asks you to lend her 3000 yen. Because she still hasn’t paid you back from the last few times you lent her money, you want to decline her request this time. Besides that, you don’t really have any extra money you can give her at the moment.


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4.

Listen to a sample dialogue of this situation and write down the refusal used.

Listening 6

5.

A dialogue between two close friends may be a lot more direct. Listen to this example.

Listening 7

Now let’s observe the context.

listener’s status (social status, age,

gender)

lower higher

social/psychological distance

close distant

impact of the refusal, stakes involved

minor major

listener’s status (social status, age,

gender)

lower higher

social/psychological distance

close distant

impact of the refusal, stakes involved

minor major


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As indicated in the charts above, you are interacting with a boss, someone older and of higher social status than you, in Scenario 1, and with a close, equal-status friend in Scenario 2. So there is a diff erence in the levels of status and acquaintance between Scenarios 1 and 2. However, the impact of the refusals may be comparable. Both of your conversation partners will be in some sort of trouble if you refuse their requests. So you may say that the impact of the refusals is somewhat major for both situations.

6.

Considering these important situational factors, what are the differences in the language used to make the refusals in the two sample dialogues?

練習 3: 断りの理由 �

Exercise 3: Reasons for refusals

Now let’s take a closer look at the language of refusals in Japanese. Off ering some vague, generic reason for your refusal is oft en appropriate behavior in Japanese. What are the typical expressions, and when are they used instead of more specifi c ones? Listen to and read the following short dialogues and choose the most likely description of the reason used (a–d) for each refusal below.


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1. to come to work 2. hometown, countryside 3. house-sitting

a.Generic reason used for someone older/of higher status

b.Generic reason used for someone of equal/lower status

c.Specifi c reason used for someone older/of higher status

d.Specifi c reason used for someone of equal/lower status

Refusal Exchanges Answer

( ) Listening 8

B : 土曜日は、忙しいんだ。b

1. Listening 9

B : すみません、今週は母が田舎からたずねてくることになってまして。

2. Listening 10 B : その日は家族の都合で留守番頼まれてる

から。

3. Listening 11 B : 申し訳ありません、その日は難しいんですが。

4. Listening 12 B : このごろ飲み会の連続で金欠だから。

5. Listening 13

B : え、土曜日ですか。土曜日はちょっと都合が悪いんですが。


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練習 4: 明日はちょっと・・・ �

Exercise 4: Making your refusals incomplete

As funny as it may sound, a commonly used strategy among eff ective speakers of Japanese is leaving their sentence(s) incomplete. What does this mean, and how is it done?

For example, instead of saying the following . . .

1. “I have plans next Wednesday.”

Listening 14

2. “Because I have plans next Wednesday, I cannot come.”

Listening 15

文の終わりをあいまいにしておく

. . . Japanese speakers will oft en leave their refusal sentence incomplete.

3.

Th ese all mean: “Because I have plans next Wednesday . . . ,” “I have plans next Wednesday, so . . . .”

Listening 16


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110 Unit 5

Leaving the sentence incomplete allows you to sound less assertive, more hesitant, and more considerate of your conversational partner. In addition, the negative portion ( “I can’t come”) is implied in the excuse and can easily be inferred from the context.

Th e following exercise will help you practice this strategy to make your refusal more ac-ceptable. Read each of the complete sentences on the left and practice turning them into incomplete sentences on the right. Th en, listen to the possible incomplete sentences to confi rm your answers.

Complete Sentences

Incomplete Sentences

( )

Listening 17

( )

1.

Listening 18

2.

Listening 19

3.

Listening 20

4.

Listening 21

5.

Listening 22


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練習 5: 再三頼まれたり誘われたりした場合の断り方 �

Exercise 5: Refusing insistent requests/invitations

Despite your initial refusal, some people may pursue their agenda a little further and try to get you to help or to accept their invitation/off er. You may fi nd yourself in a dilemma, wanting to help or accept it, yet knowing that it is impossible. What are some strategies for dealing with such situations without hurting or off ending your conversational part-ner’s feelings? Listen to the sample dialogues below to identify a range of eff ective refusal strategies and the language being used.


1. end-of-year party 2. to come/show up 3. New Year’s party 4. in-house 5. club (for college students) 6. international relations 7. most, main, essential 8. piece of cake, very easy

You are a new part-time employee at a local restaurant. Today the boss invites you to an in-house bounenkai in two weeks. Although he seems to expect all employees to be present at his party, you have another end-of-year party with your club mem-bers being held at the same time, and you have already committed yourself to attending it.


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112 Unit 5

1.

Now listen to the dialogue and pick out three of the strategies the second speaker uses while refusing the invitation. Write down the strategies used on the left and the actual language that realizes those strategies on the right.

Listening 23

Strategies

Expressions

Strategy 1

Strategy 2

Strategy 3

2.

Listen to another sample dialogue and write down a new strategy used in this dialogue.

Listening 24


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You attend most of your classes regularly and take pretty good notes. A friend of yours, Satoshi, takes a class with you on international relations, which is taught in English. He is a close friend, but the only problem is that he oft en misses classes and asks you for your notes. Since the class is discussion-based, you really don’t think your notes are very helpful. Besides, you don’t think it is fair for him to depend on you this way, nor does it help his English any since he clearly needs some practice with the language.

3.

Now let’s listen to Listening 25 and analyze the strategies used in making the refusal.

Listening 25

Strategies

Expressions

Strategy 1


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Strategy 2

Strategy 3

4.

Listen to another sample dialogue and write down a new strategy used in this dialogue.

Listening 26

練習 6: 勧めを断る �

Exercise 6: Refusing off ers

Now we will take a look at refusing an off er. First, you will be asked to observe the language of making and accepting an off er. Th is is because knowing a common structure for making an off er will help you to become strategic in the act of refusal. In this exercise, the fi rst speaker is the host, who keeps off ering more food to his/her guest.


1. second helping 2. beef and potatoes (a typical home dish) 3. to be shy/reserved 4. my treat (male) 5. oolong tea (a kind of Chinese tea)

Listening 27


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勧めを受ける前に一応断る

In fact Listening 27 is an example of thankfully and humbly accepting an off er of food, not refusing it. While in some cultures the guest may not be so shy about getting more food, some Japanese speakers may prefer to appear reserved at fi rst before fi nally accepting more food, especially on formal occasions or in distant relationships (“ritual refusal” before accepting an off er). Since accepting an off er works in favor of the guest in Japanese culture, it is a modest (and oft en favorable) gesture to gradually reveal one’s true intentions in negotiation with the host. However, this “ritual refusal” routine makes it diffi cult to make an actual refusal when you really don’t want any more food!

1.

Th is exercise will focus on refusing off ers politely and graciously. Read Scenario 1 and write what you would say in this situation.

You have been living with your host family in Japan for only a few days. At dinner, when you are about to fi nish your plate, your host mother off ers you a second helping.


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2.

Now listen to Listening 28 and compare it with your answer.

Listening 28

3.

Now let’s take a closer look at the discourse structure. Take a look at the transcripts of Listening 27 and 28, closely examine them, and then discuss the following in a small group:

a.

What are the speakers doing in each turn? Choose the function(s) that best describes each turn from those given below. You may choose the same function more than once.

functions: off er compliment insistent off er

response to the off er/compliment

off er

off er


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b.

How many turns does it take to realize the acceptance/refusal sequence?

c.

Was the acceptance/refusal realized directly or indirectly in each turn? Why do you think so?

d.

Based on the way the offer–acceptance/refusal sequence is realized, how would you characterize the relationship between the speakers? How close or distant are they? How formal or informal is the situation?

4.

Role-Play: Now fi nd a partner and role-play this dialogue. Switch your roles and then discuss what you think you did well, how the host mother would most likely interpret your refusal, and what you fi nd diffi cult in this task.

Several good friends of yours are treating you to dinner for your birthday. Th ey off er to order you even more food and drink, but you’ve already had enough.


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5.

Write what you would say to your friend in this situation.

6.

Listen to the sample dialogues and compare them with your answer.


7.

Now fi nd a partner and role-play this dialogue. Switch your roles and then discuss what you think you did well, how the friend would most likely interpret your refusal, and what you fi nd diffi cult in this task.

Coff ee break

Even among good friends, sometimes it is a challenge to preach! Listen to this unsuccessful dialogue by our voice actors!

Listening 31


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練習 7: いろいろな断り表現のストラテジー �

Exercise 7: More refusal strategies

理由を述べる代案を出す次回は承諾すると約束をする理由を述べる勧め

を受ける前に一応断る文の終わりをあいまいにする

In previous exercises, we have learned some of the refusal strategies commonly used by fl uent speakers of Japanese. Some examples are: giving a reason, presenting an alternative, and promising future acceptance. We have also looked at some linguistic strategies, such as typical expressions for giving reasons and making “ritual refusals” before accepting an off er, and the use of incomplete sentences.

Th is exercise will review these strategies and introduce others that are commonly used. As you read the description of each strategy on the right, think of some expressions that you could say using that strategy. Th en, read the examples on the left and match them with the most suitable strategy descriptions on the right by drawing lines.


1. to consider/examine 2. to participate

1.

a. “I’m sorry, but . . . ”

Listening 32

i. 理由を述べる Giving a reason

b. “If you could

send it via e-mail, I would be able to see it . . . ”

Listening 33

ii. 謝罪・残念な気持ちを述べる Apologizing/expressing regret

c. “It seems impossible to make

myself available that day . . . ”

Listening 34

iii. 代案を出す Off ering an alternative


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2.

a. “I’ll consider it.”

Listening 35

i. 謝罪・残念な気持ちを述べる Apologizing/expressing regret

b. “I’m sorry, but . . . ”

Listening 36

ii. 返事を先延ばしにする Postponing a response

c. “I’ll be sure to participate next time.”

Listening 37

iii. 次回は承諾すると約束をする Promising future acceptance

d. “Won’t the following weekend work?”

Listening 38

iv. 理由を述べる Giving a reason

e. “I’ve bought a ticket to a movie (for that day).”

Listening 39

v. 間接的に断る Refusing indirectly/euphemistically

f. * “It is a little diffi cult.”

Listening 40

vi. 代案を出す Off ering an alternative

*

Although this expression can be used simply as a comment and not as a refusal, unless an alternative or more information is provided, it is oft en meant to serve as a refusal.


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練習 8: 断りのトーン �

Exercise 8: Tone of refusals

As with the other speech acts, your tone of voice when making a refusal is crucial – it could make your refusal sound sincere or insincere. Listen and practice these tone-related strategies so that your refusals will signal that you really wish you could do otherwise.

Listening 41–44 断りの前置きをする

Oft en speakers use certain phrases to alert the listener to the upcoming refusal. Th is prepares the listener for the negative response that is on its way and is done with a hesitant tone of voice.

Listening 45–49遠慮

がちに躊躇して話す文の終わりをあいまいする

• 「あの」「いやー」「うーん」• While presenting an indirect refusal or a reason for the refusal, speakers are likely to leave the refusal sentence incomplete or talk hesitantly (e.g., using hedging expressions such as ano “um,” iyaa “well, um,” and uun “well, um,” and euphemistic or non-assertive expressions). Th ese strategies help to create a humble tone.

Listening 50–52何か肯定的なこ

とを述べるWhile making a refusal, it may be important to state some positive feelings about the invitation/off er even if you are not accepting it.

Listening 53–55謝罪する

An apology helps to present a refusal in a sincere tone.


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お辞儀をしながら謝り断る勧めを受ける前に一応断る

When a Japanese speaker is refusing a major request or invitation from someone who is older or of higher status than them, you might see him/her bow while apologizing for the refusal. Also, it soft ens your tone if you make “ritual refusals” before accepting an off er.

練習 9: 力だめし �

Exercise 9: Summary exercise

In the fi nal two exercises, 9 and 10, let’s practice all that we have learned about refusals! You will be asked to self-evaluate the refusals you have given in these exercises.

A good friend of yours, Kunie, approaches you aft er class and asks if you could meet with her and edit her English paper this evening. You want to help her, but you have to study for your biology fi nal exam tomorrow. You remember that when you helped her last time, it took a good two hours. Her paper this time seems even longer, so you really don’t have time for it tonight.


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1.

Discourse Completion: Write what you would say to Kunie in this situation.

(give a reason for the refusal – you have an exam yourself tomorrow)

(apologize and refuse again)

(off er an alternative or two to help her)

2.

Self-Evaluation: Listen to the sample dialogue and evaluate your responses by fi lling in the chart below. Read the instructions in each column and write down an appro-priate response in the box.

Listening 56

Fill in this column as you listen to the sample dialogue. Write down what the second speaker says in response to Kunie.

Compare your responses to those in the left -hand column. Self-evaluate the appropriateness of your choices and your use of refusal strategies.


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124 Unit 5

a. (give a reason for the refusal)

Strategies used:

• Making a direct/indirect refusal

• Giving a reason•

Using an appropriate level of politeness

b. (apologize and refuse again)

Strategies used:

• Making a direct/indirect refusal

• Speaking hesitantly

c. (off er an alternative to help her)

Strategies used:

• Giving an alternative


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Here is another sample dialogue for some more variety.

Listening 57

3.

Role-Play: Now fi nd a partner and role-play the dialogue you just heard. Switch your roles and then exchange your evaluations of the dialogue. Discuss what you think you did well and any questions or confusions you may still have about refusals.

練習 10: 力だめし �

Exercise 10: Summary exercise

You have been working part-time for about a month in a local restaurant. Your boss, the owner of the restaurant, is in his/her late 50s. S/he likes classical music, and tells you today that s/he is looking for someone to go to a concert with, since his wife/her husband and friends are not big on classical music. Although you belong to a music club at the university, you are not a big fan of classical music either. Also, you have heard that concerts are very expensive in Japan and that you need to dress up for a classical one. You decide to refuse his/her invitation.


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126 Unit 5

1.

Sample Dialogue: What would most Japanese speakers say in refusing this off er?


1. to have extra . . . 2. poor at/weak in, not appreciative about 3. emergency, urgent matter

Listening 58

2.

Your Intention: How would you like to convey your refusal in this situation? Choose the most appropriate answer below and give your reason.

___ a.

I want to make a refusal the way most people do in Japanese.

___ b.

I would want my refusal to sound (a little) more (formal/informal), (polite/impolite), or ________ than most other people but still within the range of acceptable behavior.

___ c.

I choose not to use common behavior because I want to communicate my intentions (or not communicate them at all) in my own way. Specify what Japanese norms you decide not to use and why you don’t want to.

___ d.

Other ( )


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3.

Discourse Completion: So, what would you say? Complete the following dialogue.

4. Self-Evaluation

a. Evaluation of contextual factors

What is your relative social status and age, the level of familiarity with your boss, and the nature of his/her invitation? Place an X on each line where you think it best characterizes the context.

Social status (S) 相手の社会的地位

Distance (D) 親疎

Impact of the refusal (I) 断りの内容・影響

low high

close distant minor major

b. Intention and interpretation

Listener’s Interpretation: Consider your language, including hedging expres-sions, intensifi ers, and tone. How do you think your refusal sounds to your boss considering the situation? Choose the one that would most likely represent your boss’s reactions. Th en, explain why you think that is the case.


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128 Unit 5

__

S/he would be willing to let you off the hook and still likes you because . . .

__

S/he would accept your refusal but may feel a bit awkward because . . .

__

S/he may not accept your refusal or may feel rejected and hurt because . . .

Here is another sample dialogue for more variety.

Listening 59

5.

Role-Play: Now fi nd a partner and role-play this dialogue. Switch your roles and then exchange your evaluations about the success of the dialogue. Discuss with the whole class what you have learned about refusals in Japanese and any questions or confusions you might still have.

まとめ � Conclusion

Let’s review all the refusal strategies we have seen in the exercises. Note that some are general strategies that can be applied not only to refusals but also to other speech functions.


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� 断る: チェックリスト Checklist for refusing in Japanese

1. Abiding by the cultural norms for refusing• Using generic reasons when appropriate

( 2, 3, 10)• Using a white lie as a face-saving strategy ( 2)• Speaking honestly with close friends ( 2, 3)• Making “ritual refusals” before accepting an

off er ( 6)

2. Matching language use with context• Using appropriate refusing

expressions according to the conversational partner and the situation ( )

• Using an appropriate level of politeness throughout the interaction ( )

3. Using strategies of refusals• Making direct/indirect refusing statements

( )• Giving a reason for the refusal ( 2, 5, 7, 9, 10)• Off ering an alternative ( 5, 7, 9)• Apologizing/expressing regret

( 5, 7, 8, 9, 10)• Promising future acceptance ( 5, 7)• Making an unspecifi c reply ( 7)• Postponing a response ( 7)• Providing positive comments ( 5, 8)

4. Using an appropriate tone of voice• Alerting the listener to the upcoming refusal ( 8)• Speaking hesitantly ( 8, 9, 10)• Stating positive feelings ( 5, 7, 8)• Apologizing ( 5, 7, 8, 9)• Leaving the refusal sentence incomplete

( 4, 8, 10)• Using bows in formal

refusals ( 8)• Making “ritual refusals” before accepting

an off er ( 6, 8)


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学習ストラテジー　 � Learning strategies for pragmatics

1. Finding someone, a native or non-native expert of the culture, who can answer your questions about linguistic or cultural norms

2.

Listening to other Japanese speakers carefully to observe the cultural norms and language of their speech. Coming up with your own hypotheses or hunches regarding appropriate use of the target language and being willing to renew them as necessary

3. Finding other resources that can inform you about the target language and culture


Documents

100 Advanced Japanese: Communication in Context (c) Noriko …cw.routledge.com/textbooks/9780415777087/pdf/sampleunit5.pdf · 2010-03-26 · 100 Unit 5 Î é. â ê ... Role-play